“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:
- Enhance self-awareness: Develop a deeper understanding of personal values, beliefs, and leadership styles.
- Develop emotional intelligence: Identify and manage personal emotions, and understand and respond effectively to the emotions of others.
- Identify personal strengths and areas for development: Conduct a comprehensive self-assessment and identify key strengths, weaknesses, and areas for professional growth.
- Build self-reflection habits: Develop and implement strategies for ongoing self-reflection and professional development.
Section 1: Exploring Self-Awareness
Resource 1: “Taking off the armour and showing up authentically“
According to a study in the Leadership and Organization Development Journal, employees’ perception of authentic leadership serves as the strongest predictor of job satisfaction and positively impacts work-related attitudes and happiness. Watch this video on authentic leadership from Brene Brown – https://www.youtube.com/watch?v=9669oUfqbDU Consider what this means for your leadership – how do you show up at school authentically?
Section 2: Developing Emotional Intelligence
Resource 2: “Emotional Intelligence for School Leaders”
Explore this podcast on why emotional intelligence is imperative for school leaders – https://www.gse.harvard.edu/ideas/edcast/24/03/why-emotional-intelligence-matters-educators
Section 3: Identifying Strengths and Areas for Development
Self-review can take many forms and be carried out in a number of ways, but the underlying principles of effective self-review require it to be:
-
- Purposeful – leading to action for improvement
- Meaningful – not reviewing for reviewing’s sake
- Manageable – realistic in terms of time and human and financial resources
- Systematic – programmed so it doesn’t get overlooked
- Reliable – based on relevant and valid evidence
- Collaborative – involving key stakeholders
Task:
Step 1: Reflect on your personal leadership style and identify areas for self-improvement.
Step 2: Discuss with your kaiarahi the most effective strategies for gathering feedback from others on your leadership strengths and weaknesses.
Consider options such as:
- 360-degree feedback surveys: Involving staff, students, parents, and other stakeholders.
- Informal feedback: Seeking feedback from trusted colleagues, mentors, or external coaches.
- Observations: Observing your own leadership in action and seeking feedback from trusted colleagues.
- Reflection journals: Regularly reflecting on your leadership experiences and identifying areas for growth.
Step 3: Develop a plan with your kaiarahi for gathering feedback from multiple sources and document your plan in the online forum. This can be discussed at your first coaching session.
Step 4: Post on the forum a brief summary of how you will collect feedback, from who and why.
Step 5: Implement this plan and, at your second coaching session, reflect on this.
Assessment:
- Completion of all readings.
- Participation in the online forum discussion.
- Development and implementation of a plan for gathering feedback on leadership strengths and weaknesses.
- Reflection on personal leadership style and development of a personal development plan.
13 Responses
Kia ora koutou,
As I am only two terms into my role as Acting Associate Principal and SENCO, I have been given the opportunity to review and redefine the position to better align with my leadership style. My approach is relational, collaborative, and supportive. This has led to significant changes in school-wide systems, as well as in the collection and analysis of data. I have also worked to strengthen the connection between school and home through in-person meetings and meaningful conversations.
To gather feedback, I will be using a range of strategies, including:
– Formal and informal feedback through regular check-ins and meetings
– Comprehensive staff and community Google Forms focused on the Learning Support systems
– An individual survey aimed at gathering feedback on my personal leadership style, particularly the effectiveness of my communication and collaboration
The staff and community Google Forms are designed to elicit honest, detailed feedback regarding people’s perceptions of the current Learning Support systems, including what is working well and what could be improved.
Staff:
– What learning support systems and interventions are currently in place within your classroom or space? (Emotional regulation, extension groups, cultural groups, Structured Literacy support – NELI, Phonics, social skills).
– Do you have any suggestions on how the Individual Education plans and termly reviews could be improved?
– How effective do you believe these supports are in meeting students’ needs?
– Are you confident in identifying and supporting diverse learners? If not, what further support do you require?
– What professional development or resources would help you better support learners?
– How is communication managed between classroom teachers, support staff, and specialists (e.g., RTLB, MOE, SENCO)?
– Have you had experience with these agencies? (e.g. RTLB – Learning and Behaviour, MOE – Behaviour support,Mana Ake – pastoral support, OT – pastoral support,MOE – Speech and Language Therapy, ESOL – English Speakers Of other Languages)
– How effective do you believe these supports are in meeting students’ needs?
– How have the current interventions positively impacted individual or group student growth within your classrooms?
– What are the strengths of our current learning support model?
– What improvements would you suggest for learning support at our school?
– Describe the impact of learning assistant support within your learning spaces?
– Any further comments or feedback to support this review?
Community:
– Do you feel your child is supported at school in their learning? If not, what could we do to further support your child’s development?
– Do you feel your child’s wellbeing is supported at school? If not, what could we do to further support your child’s development?
– Have you been involved in any learning support plans or discussions? If so, how was that experience? (E.g. Individual Education Plans, Conversations or meetings with Learning Support or teachers, External agencies – Mana Ake, Ministry of Education, Resource Teacher for Learning and Behaviour).
– How effective do you believe these supports are in meeting student needs?
– What positive impact have you observed as a parent or caregiver?
– Do you feel well-informed about your child’s progress (academically and socially) and if they are receiving any additional support?
– Do you have any feedback around our reporting cycle of the whole child? (Hero goals, curriculum areas, arahi posts, learning interventions or anything else).
– What could the school do to better support your child’s learning, behaviour and pastoral needs?
– What are your hopes or concerns for your child’s learning journey?
– Any further comments or feedback to support this review?
The feedback received so far has been extremely honest and insightful. It has provided valuable starting points for addressing key issues and areas for growth. For those respondents who chose to leave their name, I have followed up with phone calls and emails to arrange meetings. These follow-ups offer an opportunity for individuals to share their concerns in more detail and allow me to explore how I can further support them.
A thorough analysis and review of the feedback will be conducted once the collection process is complete.
Kia ora koutou,
As with many of you this term has been hectic, I am a bit late in the piece putting my thoughts down for this module.
I am DP with Literacy Lead attached (Along with a large number of other small roles. However, in term one I was needed back in a classroom for the term just days before the term started due to a staff illness (the original plan was that I would be CRT release .6 and Management release .4). Due to me not being in the ring for CRT and a shortage of relievers I ended up with minimal CRT time for myself – an hour a week max and .2 management release at a push. I am feeling very behind the ball in many aspects of my role!
The Podcast – emotional intelligence matters for educators – stuck with me in terms of how I am showing up each day for our staff and our tamariki. Pauline and I had a great discussion about how you can be “empathetic without being sympathetic” and that has been something I have taken with me throughout the second half of the term as we navigate the challenges facing us. While I know my empathy can be an asset in leadership, I do wonder how often I have let that slip into sympathy… this is something I will reflect on further after receiving feedback.
We also have some other interventions happening within our school at the moment, so after a fabulous discussion with Pauline I have decided to:
* Use the “Trust and leadership rubric” (which was shared in another rōpu) as a self-reflection tool and will also ask some trusted staff to complete it for me as well, then I will be able to collate the data and pick an aspect or two to develop. This will be completed over the holidays and collated in Week 1.
* Keep a personalised diary/record of my learning, wonderings, goals, self reflections etc. I think this will also help to keep me accountable when things become overwhelming or I need to refocus.
I am looking forward to learning from everyone else on this journey!
Good to see the balance of feedback you are seeking Nicole, looking forward to exploring the outcomes with you.
Poimarie e te whānau
Aroha mai for my lateness in getting online and sharing my whakaaro. I have been in an “interesting” space this term, I have been in an acting role; Regional Leader of Learning at my Kura similar to AP- DP responsibilities (curriculum and learning delivery) for the last 2 years and am returning to my old role as HOD HPE. I have shared with Pauline my wonderings of next steps I don’t know if anyone else has experienced this or not? Love to hear your thoughts this has prompted me to think about my leadership next steps and to ensure I keep my mojo going for the remainder of the term or find something that will challenge me.
The end of the term google form was timely as it was announced about the change of role week 11 I have asked for feedback on my leadership with the various kaimahi that I have led, mentored and supported in my space, other kaimahi/leaders that I worked alongside to deliver change for our region and in the leadership and my kaahui ako tima.
One of my annual end of year tasks is I ask for feedback on my leadership role that is anonymous, I will also use the 2024 data results and this terms evaluations to create a plan of next steps.
Looking forward to connecting more online and being engaged in this mahi.
Ngaa mihi
Lou
Valuable sources of feedback here Lou and hopefully the space in terms two to consolidate and focus into your new role(s). Looking forward to the journey with you.
Hi All
I am a little late to the piece – it has been a massive term for us (and I am sure for you all).
I have been giving this a lot of thought – I particularly loved the video on being authentic and vulnerable. I think we can truly lead and understand people when we work alongside them to be vulnerable and authentic – if people see that in us they are more likely to work alongside us. And leading is a partnership – where we look after the people, leading isn’t about doing something to people but instead serving and working with others to see and bring out their best in order for everyone to thrive.
In my little corner of the woods I am Deputy Principal, Head of Primary, SENCO/LSC, Head of Primary Literacy, among other titles. I have been working on what that looks like for this task and how I will meet the requirements – to not only achieve the module – but to also further me as a professional and leader.
I have decided to do Strength Finders for myself – I have done this in the past but it was many years ago and I don’t still have the report. I feel like I have changed and grown in my leadership and values since I first did the Strength Finders course so am interested to do this again. This is not something that I have been asked to do but think it will be extremely valuable for me.
I have decided, for the purpose of this assignment to focus on just my role as SENCO/LSC and tailor my questions to that focus, incorporating support for staff and the new curriculum. My plan for gaining feedback would be:
1. Personalised diary – this would contain my goals and dreams of what I would like to achieve as well as reflections on my role and how effective the work I have done with staff, students and whānau
2. Microsoft form to selected staff members. This will help me to gather data, as to expectations, wishes and dreams. What support do people need from me and am I meeting them:
– What do you see are the key priorities for a SENCO/LSC within a school?
– What areas of support do you most need when working with struggling ākonga?
– What can I (as SENCO/LSC) do to enhance your ability to meet the needs of struggling ākonga? This could include referrals, meetings, specialist support etc?
– What are the biggest areas of need within your classrooms when dealing with struggling ākonga?
3. Targeted conversations with trusted staff members – who can be trusted to be honest and open about my specific leadership and areas for growth.
I like the spiral nature of your approach to gathering feedback, building on the past (strength finders), balanced with staff input. A lot of valuable feedback that I look forward to exploring with you.
A nicely structured review, Juliet, with some solid feedback to build on.
Kia ora everyone,
Here is an outline of how I intend on collecting data on an area of responsibility, Curriculum Development. I plan to use our school’s focus by looking at the Refreshed English and Maths Curriculum and how structured programmes fit with this at out school. At the same time I will be seeking feedback on my leadership and the steps the leadership team can take to support staff in this development.
Approach: Teaching Teams to discuss the school’s curriculum development before completing individual Google Form surveys. Questions have been adapted from the Refreshed Maths Curriculum PLD Day as well as a resource from Learning Matters that support School Leaders with strategic implementation (Implementing evidence based education through consistent and quality leadership practices. A 7 step strategic leadership implementation checklist – checking the ‘State of the Nation’).
Questions:
How can we support each other to learn more about the progressions in the new English and Maths Curriculum?
What shifts in practice do we need to make to “teach at the level” of the students?
How does Structured Literacy and Structured Maths sit with your own teaching philosophy?
How confident are you in teaching the following structured areas?
To fully implement Structured Literacy and Maths what resourcing do you think will be required? E.g., decodable texts
How will we continue to monitor, grow and maintain gains made?
What considerations do you think we need to give for inducting new staff members?
How will our actions enable and support our neurodiverse staff and students?
How do you see us working through this change? Whole Staff Meetings, Team Meetings, communication etc?
How can the management team support you in implementing the new curriculum and structured programmes in your class?
I look forward to seeing the outcomes of this review Ewan, it looks both comprehensive and useful in determining future directions
Kia ora all,
Here is my plan to gather well-rounded feedback from multiple sources on my leadership strengths and areas for improvement, using a mix of informal conversations, structured mentoring, goal-setting, and professional networking.
1. Ongoing Conversations with the Principal
Frequency: Fortnightly informal check-ins
Focus Areas:
• What’s working well in my leadership so far?
• What areas could I develop further?
• Insights on decision-making, communication, and team leadership.
Tracking: Keep a reflection journal or document key insights after each meeting.
2. Mentoring Sessions with Team Leaders for Reflection on their practice and to refine my leadership/mentoring skills
Frequency: Weekly
Focus Areas:
• Discuss leadership challenges and successes.
• Mentor leaders with challenges.
• Identify practical strategies for improvement.
• Reflect on practice and effectiveness of coaching
Tracking: Record reflections and action points from each session.
3. SMART Goal Setting & Progress Tracking
Approach:
• Set 3 SMART goals based on feedback.
• Regularly review progress in mentoring sessions and principal check-ins.
• Adjust goals as needed based on ongoing feedback.
Tracking: Maintain a goal-setting document with measurable actions and reflections.
4. Networking & Feedback from Other Deputy Principals (Kāhui Ako)
Approach:
• Engage in DP networking meetings within the Kāhui Ako.
• Share leadership experiences and seek peer feedback.
• Learn from other DPs’ strategies for leadership effectiveness.
Tracking: Summarise key insights from networking sessions in a leadership reflection log.
Nice mix of approaches Brett, and the different perspectives, from within your kura and the Kahui Ako should give interesting feedback
Kia Ora Everyone,
Here is a brief summary of how I will collect feedback on my role as Curriculum Coordinator, a current across-the-school leadership role.
Approach: Seek feedback from colleagues engaged with me in curriculum development through electronic surveys.
Plan for gathering feedback:
1. General Questionnaire- To set the context and baseline data, I will send out a general questionnaire to all staff (Classroom teachers, Specialist Teachers, SLT) to gather insights on my role as Curriculum Coordinator. This will include the following questions:
– What do you see as the key priorities for the Curriculum Coordinator role?
– What aspects of curriculum support are most important to you?
– What could the Curriculum Coordinator do to enhance the effectiveness of curriculum leadership across the school in your context? For example, at the SLT level, with classroom teachers, and with specialist teachers.
– Are there any barriers to collaboration between curriculum leadership and classroom teaching that should be addressed?
2. Targeted Questionnaire- Building on the initial survey, I will use the gathered insights to develop a more structured and in-depth questionnaire. This will allow me to collect specific feedback on my performance in my role, my leadership approach and identify areas for growth.
3. Data Analysis & Reflection- Once feedback is collected, I will analyse key themes and use this information to refine my role and priorities.