Due: 24th March
“He waka eke noa”
We are all in this together.
Module Objectives:
Upon completion of this module, participants will be able to:
- Articulate their personal leadership philosophy and goals.
- Develop a compelling vision for student success that is inclusive and equitable.
- Align their personal goals and vision with the school’s mission and strategic plan.
- Identify and utilise relevant resources to support their leadership development.
Task 1: Defining Your Leadership Philosophy
Reflect on your values. What are the core values that guide your personal and professional life? How do these values influence your approach to leadership?
Consider your beliefs about learning. What are your beliefs about how students learn best? What are your beliefs about the role of the teacher in the learning process?
Define your leadership aspirations. What impact do you want to have as a leader? What are your long-term goals for your leadership journey?
Explore different leadership styles (e.g., transformational, servant, instructional). See below for resources to explore. Which styles resonate most with you? Why?
Briefly journal your reflections and insights from this activity. You might like to prepare to share your thoughts with your learning partner(s), as a way to introduce yourself at a deeper level than you might do ordinarily. You will meet your learning partner at PLG 1 (21st March).
Task 2: Defining Student Success
Explore diverse perspectives on student success. Consider the following questions:
- What does it mean for students to be successful academically? Socially? Emotionally? Culturally?
- How can we ensure all students, regardless of their background or learning needs, experience success?
Develop an inclusive definition of student success that applies to all learners in your school.
Discuss your definition of student success with colleagues and seek their feedback.
Task 3: Aligning with the School’s Mission
Carefully review the school’s mission statement, values, and strategic goals.
Analyse how your personal leadership goals and vision for student success align with the school’s overall direction.
Identify any areas where your personal leadership goals and vision may need to be adjusted to better support the school’s priorities.
Share your reflections on the forum in 150 words or less.
Resource Bank:
Explore the resources most relevant to you and your personal reflections:
- The New Zealand Curriculum – https://nzcurriculum.tki.org.nz/
- Tātaiako: Cultural Competencies for Teachers– https://teachingcouncil.nz/assets/Files/Code-and-Standards/Tataiako-cultural-competencies-for-teachers-of-Maori-learners.pdf
- Leading Learning: A Professional Standards for Principals and Senior Leaders– https://teachingcouncil.nz/professional-practice/our-code-our-standards/
- Leadership Styles – https://hbr.org/2024/04/6-common-leadership-styles-and-how-to-decide-which-to-use-when
- Transformational Leadership –https://www.forbes.com/councils/forbescoachescouncil/2024/08/13/transformational-leadership-the-how-and-why/
- Servant Leadership – https://positivepsychology.com/servant-leadership/
- Instructional Leadership – https://schoolreviews.education.qld.gov.au/res/Documents/spotlight-paper-instructional-leadership.pdf
- Seven Strong Claims About Successful School Leadership Revisited – https://www.profdavidhopkins.com/assets/docs/Seven%20strong%20claims%20about%20successful%20school%20leadership%20revisited.pdf
Assessment:
- Self-reflection throughout the module.
- Completion of all activities – journaling for Task 1, conversation with colleague for Task 2 and post on forum for Task 3.
- Peer feedback and discussion within the online forum.
6 Responses
I see myself as a lifelong learner, and I strongly align with our school’s mission statement: “To be better than before.” I am consistently seeking ways to improve my practice, grow my leadership capabilities, and strengthen my interpersonal skills.
Effective teaching and student learning are at the heart of everything I do—both in the classroom and in my role as an across-school leader. While I’ve built strong connections with whānau, I recognise there is always more I can do to deepen and strengthen these relationships.
I am also committed to expanding my understanding of Te Ao Māori. I have a deep respect and admiration for the culture and aspire to continue learning more te reo Māori, both to honour the language and to better serve all ākonga.
Ultimately, students are at the heart of everything I do. I operate from a child-centred perspective, constantly reflecting on whether the decisions being made truly serve the best interests of our learners. Every action, initiative, and conversation is guided by the question: Is this what’s best for the students?
As a whānau leader and teacher responsible for Wellbeing my leadership vision aligns with the school’s strategic goals. My development goal was “To promote learner wellbeing for success so that all learners demonstrate optimism and resilience” which aligns with our vision of the child being at the centre.
To strengthen the vertical whānau teams across the school I developed a development plan that included the strategic goal of “To build the concept of Tuakana-teina across the teams.” This embodied Relationship is an integral part of traditional Māori society and provides a model for buddy systems. All learners are treated with cultural respect. They actively participate in their learning, feeling a strong connection to it. All children benefit from positive student-student relationships founded on trust and respect.
An area for my improvement for the refreshed curriculum would be to:
Clear Goals and Expectations: Set clear, achievable goals and communicate the specific skills that need to be developed for the refreshed curriculum.
Offer Regular Feedback: Provide timely, constructive feedback to guide development. Recognise progress and accomplishments to keep the team motivated and focused.
As a Whanau Leader and Transition to School teacher. Our school’s mission statement has the ‘child’ at the centre which I strongly believe in. Which is a shared responsibility within the school, starting in our reception room with the 5 year olds. We have a holistic approach to learning focusing on the development of the whole child having success within their educational journey. By having a balanced learning programme the children can successfully learn while being socially connected, emotionally aware, and culturally grounded.
Creating a positive school culture requires building consensus. As leaders, we are familiar with the initiatives and areas of growth within our school and districts needed on an annual basis. We focus our work around the values of new and or ongoing initiatives which fit best with our school moving forward within our mission statement, values, and strategic goals.
An area of improvement for me is to keep the networking that I have started and build on this termly.
My leadership goals align closely with the school’s overall direction, particularly in fostering trust, inclusivity, personal agency, and social-emotional development. The core values that shape my leadership—compassion, perseverance, diversity appreciation, and integrity—mirror those upheld by the school. Additionally, the emphasis on collaboration and community engagement within the school’s strategic objectives aligns with my commitment to cultivating a positive and cooperative environment. There is also a shared vision regarding inclusivity and empowering others to reach their full potential. My perspective on student success encompasses holistic development, ensuring that each student thrives academically, socially, emotionally, culturally, and personally. The school’s strategic priorities—promoting inclusion, addressing individual needs, fostering high expectations, and engaging families and communities—further reinforce this alignment.
The school’s strategic plan emphasises the importance of maintaining high expectations for the ongoing enhancement of teachers’ pedagogical and content knowledge. With the fast-paced curriculum updates set for 2025, I see this as an opportunity for my leadership development. How can I effectively support my team while ensuring they meet the high expectations for rapid skill development?
My personal leadership goals and vision for student success strongly align with my school’s values and direction. Like the school, I believe in welcoming and respecting everyone, creating an inclusive environment where all students feel valued and supported. I am committed to engaging flexible learners by fostering curiosity, adaptability, and a love for lifelong learning.
Cultural dignity is at the heart of my approach, ensuring that students understand and respect New Zealand’s cultural protocols while embracing diverse perspectives. I strive to build strong teacher-student relationships that empower students with agency, voice, and confidence.
While my leadership goals align with the school’s priorities, I recognize areas for growth. I will focus on strengthening student connections to learning, enhancing Te Reo Māori and Te Ao Māori, and deepening community engagement with whānau. By making these adjustments, I will help create a more inclusive, culturally sustaining, and empowering environment where all students thrive.
Aligning with CPDS Visions and Strategic Goals:
Our school mission statement has the child at the center, which aligns with my leadership vision to empower teachers to create a supportive and engaging environment for all children, promoting individual growth and development.
Our four strategic goals ( Te Aō Maori, Wellbeing, Student Learning, Whānau/Community) set the direction of our school and encourage collaborative implementation, fostering a shared sense of responsibility for all children to be successful.
An area for me to adjust my thinking will be around gathering student achievement. I will be using data to drive targeted interventions and monitor progress not just for my class now but across my team to gather a bigger picture.