Due: 48 hours before your first coaching session.
Ko ngā pae tawhiti whāia kia tata, ko ngā pae tata, whakamaua kia tina.
The potential for tomorrow depends on what we do today.
Module Objectives:
Upon completion of this module, participants will be able to:
- Identify their personal leadership strengths and areas for development.
- Set goal(s) with their kaiarahi to capitalise on strengths and work on areas for development.
- Identify what success will look like for the aforementioned goals and create an action plan to meet these goals.
Fundamentally, we (GCLA) believe that the best leaders lead out of who they are. Therefore, pop knowledge/thinking that encourages ‘fake it till you make it’ ideologies is juxtaposed with the very essence of the National Aspiring Leadership Programme, and how it is engineered.
Resources:
21 Century Leadership (The Innovator DNA)
https://www.youtube.com/watch?time_continue=4&v=Hy4oQh_Qyto&feature=emb_logo
Robertson, J. and Earl, L. (2014). Leadership learning: Aspiring principals developing the dispositions that count. Journal of Educational Leadership, Policy and Practice 29(2) 3-17.
https://research-repository.griffith.edu.au/bitstream/handle/10072/68835/102356_1.pdf?sequence=1
Analyses the reflections of over 200 participants in the National Aspiring Principals’ course to show the inter-relatedness of leadership capabilities, and the keystone roles of moral purpose and of supporting the capacity to be a change agent in developing leadership.
Simon Sinek: The Issue of Trust
https://www.youtube.com/watch?v=WmyfDfCc3_0
Robinson, V., Hohepa, M., & Lloyd, C. (2009). School Leadership and Student Outcomes: Identifying what works and why. Best Evidence Synthesis Iteration [BES]. Wellington: Ministry of Education.
http://www.educationcounts.govt.nz/topics/bes/resources/spotlight-on/spotlight-on-leadership
The Educational Leadership Capability Framework (2018) describes a set of core capabilities to guide leadership development in different spheres of influence, in early childhood education services, kura and schools. The educational leadership capability framework was developed for the Teaching Council by NZCER.
https://teachingcouncil.nz/assets/Files/Leadership-Strategy/Leadership_Capability_Framework.pdf
Task: Part 1
Open the following Google Document and make a copy. Reflect on each element of the Leadership Capabilities Assessment, indicating where you believe you are at on the continuum and a few notes in the ‘Term 1’ column to explain your thinking. This will form the basis for your first coaching session with your kaiārahi. We ask you to share this document with your kaiārahi 48 hours before your first coaching session.
Task: Part 2
What leadership capabilities would you describe as requisites for you to be most effective in your current leadership context – and why?
Please take time to read and reflect on the attached links before responding to the provocation in the comments. Your response should be 150 words or less.
Assessment:
- Self-reflection throughout the module.
- Discussion, goal setting and action planning with kaiarahi.
- Post on forum for Task 2.
- Peer feedback and discussion within the online forum.
20 Responses
Hi Emma,
One of my personal reflections from the readings was around how the environment and team you are leading, can influence the leadership capabilities that you need to bring. There are situations and needs for instructional leadership, however these capabilities can be used alongside the servant leadership style to maintain humility and a build connection and culture within your team.
I have been really enjoying reading the James Kerr book Legacy and how you build character within the a team by leading by doing. I feel as you move further towards senior leadership and more time out the classroom, it is the notion of “sweeping the sheds” and how you demonstrate a continued understanding of the pressures of a classroom, while continuing to grow curriculum understanding, pedagogy and leadership within your team from a strengths based approach.
It’s great to hear your thoughts on blending instructional and servant leadership, Aimee. The ‘sweeping the sheds’ analogy is perfect. Your commitment to a strengths-based approach and staying connected to the realities of the classroom will make you a really effective leader.
These readings and clips resonated with me as to where I am now and what is my ‘where to next?” I’ve started in a new school this year and my roles are Team Leader and Head of Wellbeing. Coming in with fresh eyes is an opportunity to offer fresh perspectives with the underpinning of ‘what does best practice look like?’ Fostering high trust relationships is paramount for me as staff are still getting to know me and I them. That trust will be built in the small things ( a great take-away from Friday’s conference) and by being an empathetic leader who demonstrates sound pedagogical practices. I believe high trust relationships are fostered from courageous conversations as well. For me, that is something I am comfortable with and have seen positive results this term from having them. Culturally responsive practices is a key focus for myself this year as my educational journey to date has been on Australia.
Your reflection really highlights your thoughtful approach to leadership, Leanne. Focusing on the ‘small things’ to build trust, alongside courageous conversations, shows a real understanding of relationship building.
In my role as team leader, the requisites for me to be most effective in my current leadership context include high-trust relationships, collaborative decision-making, and developing knowledge of change management.
*High-trust relationships are essential for me to lead a supportive and effective team. In our PLG session, I noted the discussion around trust being a leader’s currency. Without trust, a team struggles with communication, collaboration, and morale, ultimately impacting productivity and well-being.
*Collaborative decision-making fosters a team culture where all voices are valued, promoting collective ownership of goals. As our teaching and learning practices are highly collaborative, this is a requisite capability for me to lead in a way that strengthens team cohesion and professional growth.
*Developing knowledge of change management is increasingly important as I support my team through curriculum changes and broader school-wide shifts. I am building my understanding of how to guide others through uncertainty, provide clarity, and maintain morale to ensure we adapt effectively while keeping student learning at the centre.
Thank you, Fiona. Your point about trust being a leader’s currency really resonates. Your commitment to collaborative decision-making and navigating change with clarity will undoubtedly strengthen your team.
Above all else, I know that relationships and trust underpin everything that we do within our roles as educators and leaders. Without trust, everything else becomes extremely tricky. I took from the Simon Sinek video to be that person who isn’t waiting for their turn to speak but genuinely taking the time to listen and make your team feel heard. You don’t need to fix it, you just need to listen. Heading into times of change with curriculum developments this year, I know that this will be an important aspect of my role.
Within my leadership roles this year, I want to develop my knowledge of change management. In a time where we are all working through the exciting opportunities that the new curriculum brings, I want to ensure that I am equipping myself with the skills and knowledge to support my team through this. I want to make sure I am bringing my team along with me on the journey, with a shared purpose, and our students at the forefront. A part of this may be courageous conversations along the way with those who may feel resistant to change.
It’s wonderful to hear your emphasis on relationships and genuine listening, Siouxzan. That’s the kind of leadership that makes a real difference. You also have a really proactive approach to change management, which is crucial in your role.
The leadership capability that supports my current leadership is to demonstrate responsiveness to the varied contexts within which I work in the areas of Pedagogical Knowledge and Curriculum Leadership alongside the need for Courageous Conversations as to what will make a difference for our learners.
I work with schools under a distributed leadership model, so building trust and authentic relationships and leading with a ‘genuine heart’ is vital, but also not as easy as when you work closely with a team. Listening and inquiring into the goals, data, and current practices and possibilities in each context will be fundamental to being able to support the development of strategies with these leaders to improve learning and teaching in their schools.
Courageous conversations will be needed to think big, while looking at current practise and the new curriculum expectations in order to identify what is making a difference and what needs to change.
Three whakatauki that are currently influencing my thinking in leadership are
He maurea kai whiria! Ignore small matters and direct effort toward important projects
I timu noa te tai Certain conditions are best left to work themselves out
I orea te tuatara ka puta ki waho A problem is solved by continuing to find solutions.
It’s clear you’re navigating complex contexts with a real sense of purpose, Suzanne. Your focus on responsiveness, courageous conversations, and building trust in a distributed leadership model, though challenging, is spot on. And those whakatauki are incredibly powerful guides for your work. Thank you for sharing.
To be most effective in my current leadership roles, I recognise the importance of building and sustaining high-trust relationships. Trust fosters open communication, collaboration, and a sense of safety, creating space for positive change. Simon Sinek’s words, “Who’s got your back and who will be there with you,” resonate with me—team members need to feel valued and supported. Understanding my team on a deeper level enables me to meet their individual needs, and as I work alongside all our teachers this year, I will prioritise building strong relationships, especially with those I haven’t collaborated closely with before. Additionally, having courageous conversations will be crucial, and I believe that trust and understanding how people prefer to communicate will make these discussions more constructive.Another key capability is attending to my own learning as a leader. Stepping into the literacy lead role has reinforced the importance of staying up to date with new research and best practices. While I consider myself knowledgeable in literacy, I resonate with the idea from Leadership Learning reading- that true learning often reveals how much more there is to know. As I continue to explore the science of learning , I recognise the ongoing need for growth and adaptation to best support both teachers and learners.
It’s wonderful to hear your focus on building trust and having courageous conversations, Kara. Your understanding of how crucial those relationships are really shines through, and that’s going to make a huge difference for your team.
I personally resonate with “Building and sustaining high trust relationships” the most. The document describes building and sustaining high trust relationships as the heart/core of quality leadership; this reminds me of Simon Sinek’s notion of “leading with a genuine heart”, which emphasises the importance of empathy and authentic connection in leadership. My leadership style has been shaped by those who have led me to inspire, to think bigger, to be curious, and to lead by example – because there is trust. This foundation allows for open communication, honest feedback, and a shared sense of purpose. It fosters an environment where individuals feel safe to take risks, contribute their best ideas, and collaborate effectively. Consequently, problems are solved more efficiently and teams achieve greater collective success. Maintaining this trust ensures that the relationships built are not only strong, but also genuine and enduring.I love how you connected ‘high-trust relationships’ to Simon Sinek, Melody! It’s so true, and your experience shows just how much that genuine connection matters.
I love how you connected ‘high-trust relationships’ to Simon Sinek, Melody! It’s so true, and your experience shows just how much that genuine connection matters.
Hi Emma
Upon reflecting on the resources and identifying which requisites I believe are needed to be most effective in my current leadership roles, I believe that “CONFLICT AND CRISIS, COURAGEOUS CONVERSATIONS” and “LEADING CHANGE” from the leadership capabilities framework are very important areas for my leadership across my roles. These have been on my radar for myself with personal development and leadership development over the last while, that I have been trying to focus on.
I also believe that “change management” is an important part within my role which I am keen to develop further. This is due to the nature of my roles and working across schools with many different kaiako with different systems and practices already happening within their own schools.
So sorry for the late response with this one, I was a little confused on which part to write where but have figured out it is written here 🙂
It’s excellent that you’re proactively identifying those key capabilities, especially in conflict resolution and change management, which are so crucial in your cross-school roles. Change is so huge at the moment!
I try to think about them as a person, their personalities, their moods, etc., to help me understand their answers and know what I need to or can do. I also try to value everyone’s ideas and where they have come from but keep the goal or vision in mind. It is also important to know when we can agree to disagree or when you may need to have a changing conversation with that person.
Unfortunately, the following video is unavailable:https://www.youtube.com/watch?v=WmyfDfCc3_0
It was interesting to read about pedagogical leadership. While I believe all these aspects are important—setting clear educational goals, planning the curriculum, and evaluating teachers and teaching—none of this can be truly effective without first building strong relationships. Relational trust is essential.
The idea that “we are in the waka together” resonates with me because, without trust, collaboration becomes difficult. I also recognize that, at times, no matter what you do, people may not always agree.
I believe I have high trust in my team, but the leadership qualities I think I need presently are:
Instructional Leadership Capabilities
Pedagogical Knowledge & Curriculum Leadership – Understanding effective teaching strategies and guiding curriculum development.
Coaching & Mentoring – Supporting teachers in their professional growth and development.
Evaluating Teaching & Learning Practices – Assessing and improving instructional strategies to enhance student outcomes.
as well as Data-Driven Decision-Making – Using evidence and data to inform teaching and learning improvements.
This is why I love being in the classroom—I am on the floor, seeing firsthand what is happening and how to implement expectations effectively. When introducing something new to staff, I ensure they have time to prepare before implementing it.
The students know that I have their backs and that I will always support them whenever I can.
After watching the video about innovators, I initially found it challenging to identify my leadership style.
As a developer, I am developing skills in planning, organization, self-discipline, and accountability. I am also improving my attention to detail, as I recognise the importance of clear communication to ensure others understand my ideas. However, I naturally tend to be more of a big-picture thinker.
In terms of discovery skills, I am learning to enjoy networking more and working collaboratively to solve problems. One area I know I need to work on is questioning, as I was raised not to challenge people in authority.
Absolutely, Elleen. Relationships really do underpin everything. I also agree with you about people not always agreeing. I wonder what you do in that situation? Maybe it is when you are communicating a decision someone else has made, which you may not even agree with either (which can be the case for middle leaders). Or maybe everyone in the team, but one person, agrees with a decision. Or perhaps there is someone who never seems to be on the same page as you, no matter what it is! I wonder if anyone else in the team can add their insights here….