6 Responses

1. Good to see a common theme, that of timing, emerging from your goals. Working together will benefit all the Hukanui School staff in their planning and preparation and grow confidence in the competence of the SLT.

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2. I conducted a survey with staff on understand my leadership strengths, weaknesses and areas for growth. I asked staff members from all areas of the school – Principal, team leaders, teachers, learning assistants and office staff to contribute to ensure I received a broad view of my leadership.
   This feedback was very positive and I had lots that I could celebrate. It clearly illustrated future goals – it was interesting that a number of these areas I was aware of and already working on.
   Strategic Delegation: Action: Identify 2-3 specific tasks, projects, or areas of responsibility that I can delegate fully or partially over the next term. Think about what can truly be “handed over” rather than simply supervised.
   1.PGC of LAs
   -teach LSC how to manage PGC for 2025
   -T2 – review job description, observe teacher, write notes
   -emphasise asking good questions, listening, relating to goals
   2.LSC to coordinate their LAs timetable?
   3.Team leaders to have more ownership of the LAs in their team, contribute to the timetable and LA expectations.
   Enhance Communication Timing & Consistency: While my communication is clear, the timing of some messages can create pressure.
   Action: Proactively plan communication for new events or tasks, aiming for earlier notice where possible. Consider creating a shared calendar or communication schedule for staff.
   Learning: Reflect on common scenarios where communication timing has been an issue and brainstorm ways to provide more lead time.
   Proactive Change Management Communication: Staff desire more transparency and support during periods of change.
   Action: When significant changes are introduced, ensure a clear communication plan is in place. This includes not just what is changing, but why, how it impacts staff, and what support is available.
   Learning: Look into best practices for leading through change, focusing on communication frameworks that build understanding and reduce anxiety.
   Expand Accessibility for Specific Groups (e.g., PEAs): While you’re generally very accessible, one nuance suggested enhanced presence for specific groups.
   Action: Intentionally schedule time to connect – PEAs. Presence, Engagement. Accessibility.
   This could be informal check-ins, attending their specific meetings, or seeking their direct input on relevant matters.
   Learning: Ask members of these groups directly how you can be more present and engaged in a way that feels meaningful and accessible to them.

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3. Kia ora Katherine, firstly well done on your willingness to seek feedback. It takes courage and can be confronting but also very valuable in growing your capability as a leader. You have done well summarising the feedback and establishing clear goal and important goals.
   I look forward to meeting with you next week and discuss your progress on these and how your first few weeks in the DP role have gone.
   Robert

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4. kia ora katharine

   You have some great goals listed. In the past I organised weekly catch ups with my HOD I was in leading and found this very beneficial, to get insight into their personal lives which as you know overflow in their work lives but keen to hear how your sessions go. In general, I am concerned with many schools’ culture and moral of the staff and how else we can better support our people and creating a great culture for all.
   Ngaa mihi
   Lou

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5. I conducted a survey to my team based on my values and leadership style in which they all responded.
   Module 1:
   As my leadership is values driven, my survey is based on the top values that I perceive I hold in my leadership. The team were asked to identify the top 3 that they perceive I have as a leader. These were identified as: Passion and commitment, Respect, honest/authenticity and open mindedness. It was also identified that I have high levels of emotional intelligence being calm and regulated.
   Indicators that need development were that I have a direct form of communication which for some people this is confronting. As I move into my new DP role from Term 2 I will need to be systematic and develop systems that work for me in relation to management of staffing alongside this will be using high levels of emotional intelligence when dealing with pastoral care of staff and to do this with authenticity.

   Goal: Improve clarity and effectiveness of communication with staff, ensuring timely and transparent information sharing.
   Qualitative Measure: Get to know staff and how they like to receive information, know who likes direct or indirect coms and the pace of this delivery. Speak 1 on 1 with staff with increasing regularity

   Goal: Implement efficient and sustainable staffing management processes that ensure relievers are booked in a timely fashion that balances use of my administrative time.
   Measurable Outcome: Establish a structured, systematic schedule and review it every term, reducing last-minute changes over the year.

   Goal: Foster a supportive and growth-oriented school culture where staff feel valued and supported.
   Measurable Outcome: Conduct one-on-one pastoral check-ins with each staff member at least once per semester. (as applicable)

   I will develop reflective practice and record noticings, seek feedback from a trusted colleague at the end T2/3 to reflect on my leadership as a DP.

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   1. Comparing our goals, timing has come across as a common theme. Something we can work on together. It is good to know your goals, thanks for sharing.

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