He aha te kai a te rangatira? He kōrero, he kōrero, he kōrero.
What is the food of the leader? It is knowledge. It is communication.
Module Objectives:
- Critically analyse and evaluate your own communication style and its impact on various stakeholder groups within the school and wider community.
- Strategically apply advanced communication techniques to navigate complex interpersonal dynamics and foster shared understanding amongst diverse teams.
- Develop and implement proactive strategies to cultivate and maintain high levels of relational trust with staff, students, whānau, and external partners, even amidst challenging circumstances.
- Articulate the nuanced relationship between relational trust, effective communication, and their role in leading school-wide initiatives and fostering a positive school culture.
- Evaluate and apply relevant leadership frameworks and research to inform their approach to communication and trust-building within a leadership context.
As Deputy and Associate Principals, you are pivotal in shaping the relational landscape of your kura. This module challenges you to consider communication and trust through a strategic leadership lens.
Deepening Understanding of Communication Styles:
For Deputy Principals, a nuanced understanding of communication involves:
- Contextual Agility: Recognising how different contexts necessitate adaptable communication approaches, considering power dynamics and potential sensitivities.
- Strategic Messaging: Crafting clear, consistent, and compelling messages aligned with the school’s vision and values.
- Active Listening and Inquiry: Employing sophisticated listening techniques to understand perspectives and facilitate constructive dialogue.
- Non-Verbal Communication and Presence: Cultivating a leadership presence that conveys confidence, empathy, and approachability.
- Conflict Navigation through Communication: Utilising advanced communication skills to mediate conflict and guide teams towards resolution.
Resources:
- MindTools – offers numerous articles and tools on communication skills. Explore what is useful for you, from effective written communication to listening skills and everything in between!: https://www.mindtools.com/c_CommunicationSkills.htm
- TED Talk: Julian Treasure – “How to speak so that people want to listen”: https://www.ted.com/talks/julian_treasure_how_to_speak_so_that_people_want_to_listen
- Article: “Four Ways to Communicate with More Empathy” – Harvard Business Review: https://hbr.org/2022/08/4-ways-to-communicate-with-more-empathy
Elevating Relational Trust in Leadership:
For Deputy Principals, building relational trust involves establishing a school-wide culture of trust through:
- Leading with Transparency and Integrity: Demonstrating consistent ethical behaviour and fostering open communication.
- Empowering and Distributing Leadership: Trusting staff with autonomy and fostering shared ownership.
- Strategic Vulnerability: Demonstrating appropriate vulnerability to encourage shared learning and support.
- Navigating Difficult Conversations with Empathy and Courage: Addressing challenging issues directly and with empathy.
- Building Trust with Diverse Communities: Adapting communication and engagement strategies to build meaningful partnerships.
- Accountability and Follow-Through: Consistently following through on commitments.
- Systemic Approaches to Trust Building: Implementing school-wide initiatives that promote trust.
Resources:
- Article: “The Trust Factor” – Educational Leadership (ASCD): https://www.ascd.org/el/articles/the-trust-factor
- Video: Brené Brown – “The power of vulnerability” (TED Talk) – while not education-specific, offers valuable insights into building trust through vulnerability: https://www.ted.com/talks/brene_brown_the_power_of_vulnerability
Task:
Reflecting on Communication and Trust in Practice:
Consider a recent situation where effective communication significantly contributed to building or maintaining relational trust within your school, or conversely, where a communication challenge impacted trust.
Discuss with your learning partner the key communication strategies employed (or not employed) and their impact on the level of trust. Post a summary of your discussion and key insights on the forum (150 words maximum).
Assessment:
- Completion of all readings.
- Participation in the online forum discussion.
- Conversation with learning partner and subsequent post on forum
6 Responses
My recent example of effective communication that led to building and maintaining relational trust is the trial and implementation of the Structured Maths programme, Maths – No Problem! across the school during the past two terms. I was tasked with introducing the programme to the staff and then facilitating discussions around how the programme will be implemented in our school. During my presentation I was very aware of my voice and body language. I also showed vulnerability which further built trust. I was open with the staff that I was on this journey with them and it was new learning for myself. I listened intently to feedback, questions and ideas from staff as they were the people implementing the programme in the classroom. Follow up sessions were held after the presentation to revisit and answer questions and problem solve aspects of the implementation together. During an initial 6 week trial children and teachers evaluated the programme using a SWSW template (Strengths, Weakness and So What?). Shared ownership was fostered throughout and I displayed empathy towards the teachers when they faced challenges such as resourcing, providing extension, and composite classes.
* I really enjoyed the Julian Treasure’s TED Talk on “How to speak so that people want to listen”
A recent example where effective communication significantly strengthened relational trust in my kura has involved our Learning Assistants (LAs). Under previous leadership, LAs were often excluded from decision-making, leaving them with little voice in the programmes they were expected to deliver. Their mana was diminished, and this impacted both their confidence and sense of belonging and ability to contribute or participate to any social events.
Recognising this, I have adopted a contextually agile approach by acknowledging the historical power imbalance and working to rebuild trust through regular, dedicated weekly meetings. These meetings are more than operational check-ins, they are relational spaces where LAs are actively involved in shaping the programmes they support. I have remained mindful of the sensitivities around their past experiences and have ensured the environment is safe for open dialogue. The LA’s now also have ownership over their work and are held accountable for the programmes they run, through posts and termly reviews on hero, that are accessible to whānau.
Through strategic messaging, I align our conversations with the school’s vision of inclusive and collaborative practice. I am intentional in communicating that their role is not supplementary but essential to student success, which has helped shift perceptions and restore professional dignity.A key aspect of this transformation was active listening and inquiry. Rather than leading with assumptions, I ask open-ended questions, listen without interruption, and reflect back what I hear to ensure understanding. This has helped surface previously unheard insights and created shared ownership of solutions.
Equally important is cultivating a leadership presence, not just in words, but in how I show up. Non-verbal cues like maintaining eye contact, using open body language, and being fully present in these meetings signals that their time and voice is valued.
When challenges arise, such as differing expectations between LAs and classroom teachers, I draw on conflict navigation strategies to facilitate respectful, solution-focused dialogue. By reframing conflict as a pathway to clarity and growth, we’ve achieved stronger, more aligned outcomes.
This ongoing process has had a ripple effect: our LAs are more engaged, collaborative, and confident. They feel seen, heard, and empowered. It’s been a powerful reminder that when communication is intentional, inclusive, and attuned to context, it becomes a catalyst for trust and transformation.
In the past couple of years, I have initiated and led change for various kaupapa. One that comes to mind is the Rongohia te hau mahi which we started at the end of 2023 and the following onto 2024. I know the timing wasn’t perfect but we were allocated funding from our kaahui ako -we wanted to make the most of the opportunity and use this $$ but also wanted to initiate and implement change when our kaiako/kaimahi were refreshed and willing for this new opportunity. End of Term 3 and start of Term 4 is never a good time but socialising the “why” was very important to provide those that were uncertain and even anxious about reviewing our pedagogy and practice was crucial to allow them to feel safe and secure and also inviting those that were keen to be apart of the working party group with this initiative were key drivers for this change. We had many hui that repeated what the purpose was to decrease stress of kaimahi and provide drop in sessions for Q and A.
The main message we wanted to promote was “this great opportunity for us to stock-take what good practice we have and what opportunities we could further develop in the following year. This was reflective of a culturally responsive teaching and learning approach for all ākonga. One part of this mahi was observing kaiako teaching and learning which most were concerned about. Reiteration of the purpose of observing one another – allowed us to get a baseline of what our collective practices were like not individuals and where this data or observational notes would go was key for kaiako/kaimahi to feel safe to be involved.Key insights demonstrated throughout this process was clear communication of the “why” and consistent messaging and availability of providing opportunity for all feedback (active listening) and or being invited to be apart of the working group allowed relational trust to be built for positive outcomes.
This year I have been communicating the new mathematics curriculum schoolwide. This situation has provided both significant challenges and positively impacted relational trust.
Discussing with my learning partner, we came up with the following. The communication that has been done that has been sent out was by design acceptable and clear and should have been able to promote relational trust within the school. However, upon reviewing this, we concluded that some of the barriers and negative contributors to building trust within this context relate to the inexperience of our teaching teams and leaders. Insights gathered from this have been taking more time to explain the ‘why’ and provide more detail relating to the strategic direction. Also giving leaders opportunities to have their say and ensuring they feel heard before locking in a decision. We also noted a success was providing detailed reviews and having regular check-ins with staff.
I agree that when there is an inexperienced team, it can be a barrier to building trust. It highlights that even clear, well-intentioned communication can fall flat if the audience isn’t equipped to fully process it or feel heard.
We have also taken time to explain the ‘why’. This ongoing dialogue is crucial for building and maintaining trust, especially when implementing significant school-wide or national initiatives.
Over the past couple of years, the school has been involved in the curriculum refresh(from a Specialist School perspective). Initially, there was some anxiety among staff regarding the increased workload and changes to their roles. As the Deputy Principal, I prioritised consistent and transparent communication. We held several staff meetings where the rationale behind the changes was clearly explained, and staff were given ample opportunity to ask questions and voice concerns. We actively listened to their feedback and made some adjustments to the implementation plan based on their input. This was relayed back to the MOE. Regular updates, both written and verbal, have continued to keep everyone informed about the progress and any challenges.
The key communication strategies employed were openness, active listening, and responsiveness. By being transparent about the reasons for the change and genuinely valuing staff feedback, we fostered a sense of shared ownership and reduced resistance. This clear and consistent communication, even when acknowledging potential difficulties, significantly contributed to maintaining and even strengthening relational trust during a period of change.
Key insight: Two-way communication and demonstrating that feedback is valued are crucial for building trust, especially during times of change.