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.
Module Structure:
- Section 1: Exploring Self-AwarenessResource 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 IntelligenceResource 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
Source: https://www.educationalleaders.govt.nz/Managing-your-school/Ongoing-school-self-review/Principles-and-levels-of-review
Task:
Step 1: Reflect on your personal leadership style and identify areas for self-improvement.
Step 2: Discuss with your kaiarahi (mentor or coach) 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.
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.
3 Responses
My leadership style is based on a relational-first approach. Drawing from years of experience in competitive team sports, I believe that a team can only move forward effectively when every member is heading in the same direction and feels valued as an equal. I prioritise knowing my staff personally; I’ve found that when you understand the person behind the professional, you build the trust necessary to achieve collective goals.
For me, leadership isn’t about hierarchy—it’s about partnership. Like any successful sports team, we win or lose together. By fostering a culture of mutual respect and shared vision, I aim to create an environment where staff feel supported to take risks and perform at their best.
Areas for Growth: While my relational focus is a strength, I recognise that as I transition into senior leadership, I need to balance “being a teammate” with the necessity of “refereeing” when tough conversations or clear boundaries are required. My focus this year is on maintaining these strong connections while gaining the operational “know-how” to lead with both empathy and strategic decisiveness.
My leadership style is firmly rooted in Servant Leadership. This aligns with my top Gallup Strengths – Responsibility, Learner, Arranger, Consistency, and Discipline. My ‘why’ is driven by a deep sense of responsibility to my students and staff, and a desire to create a ‘Milford Way’ that is consistent and fair.
In her work on authentic leadership, Brené Brown discusses how leaning into our ‘ordinariness’ makes us relatable. I have realised that showing up authentically means being honest about the fact that I am still a ‘Learner.’ Whether it’s admitting I’m struggling with a new strategic budget or being open about my “work-in-progress” golf swing, being relatable allows my staff to feel safe in their own growth. It creates a culture where we don’t have to be perfect; we just have to be moving forward together in the same direction, as Gilbert Enoka mentions.
It takes more courage to delegate and empower others than it does to do the work myself. By being vulnerable enough to say, “I am stepping back so you can step up,” I am opening up the space for true collective efficacy.
I want to be a leader who is ‘in the arena,’ as Brown says. That means getting muddy, making mistakes in this new role, and being brave enough to let others lead while I provide the strategic scaffolding.
Exciting times!
Module 1
Step 1: Reflect on your personal leadership style and identify areas for self-improvement.
I have reflected on my personal leadership style by identifying areas I feel I have strength in, and areas for improvement/my own goals for growth. Using this information, I related them to several leadership styles, as just one wasn’t a true reflection of how I think I operate as a person, and a leader. Then, using AI to bring everything together, I came up with a combination of these leadership styles:
1. Servant Leadership (Your Core Foundation). Rooted in the work of Robert K. Greenleaf, servant leadership is about leading through service to others.
Your strengths that reflect this:
* Consistently warm, positive presence, empathy and confidentiality
* Practical care (release, relievers, counselling support)
* Supporting staff wellbeing without publicity
* Advocating for others (references, housing, careers)
* Including support staff and other (sometimes) marginalised voices
This makes you a psychologically safe leader—a huge asset in schools.
2. Transformational Leadership (How You Inspire). This style is associated with James MacGregor Burns and focuses on lifting others’ motivation and capacity.
You show this through:
* Modelling optimism during personal hardship (flood, losses) and sharing vulnerability (appropriately)
* Being honest without being destabilising
* Holding yourself accountable and maintaining high relational credibility
What this says about you:
* You don’t lead through authority.
* You lead through authenticity and example.
You quietly raise the emotional and professional tone of the school.
3. Coaching / Instructional Leadership (How You Grow Capability): Your approach aligns strongly with the work of Jim Knight and modern learning-focused leadership.
Evidence in your practice:
* Giving teachers space to problem-solve
* Facilitating rather than directing
* Using exemplars strategically
* Gradual release of control (coaching, mentoring etc, and the change of the locus of control, e.g. my PCT teacher)
* Building confidence with the new curriculum (this is one of my portfolios in 2026/2027)
* Regular check-ins with new teachers (wellbeing)
What this says about you. You believe: “People learn best when they feel trusted and supported.”
4. Ethical & Relational Leadership (Your Professional Backbone). This runs through everything you described.
Examples:
* Handling sensitive issues (e.g., body odour of a teacher) with mana intact
* Acknowledging and apologising when I’m wrong
* Protecting privacy
* Being fair and visible (although I’m still working on being more visible!)
* Maintaining professional boundaries
What this says about you: You lead with integrity first, convenience second.
That creates deep institutional trust.
Step 2: Discuss with your kaiarahi (mentor or coach) the most effective strategies for gathering feedback from others on your leadership strengths and weaknesses.
In past years, I have worked with outside providers for appraisals, feedback and coaching. I’ve had several 360 surveys from staff and have usually formed goals as a result of these. In 2026, my Principal will be completing my professional growth cycle, and she does a 360 to help inform this.
As an IB workshop leader, I also get feedback from workshop participants after the events. This helps me consider my “leading adult learning” profile.
Otherwise, I am very happy to have informal feedback, from within my school and from my Growth Culture coach.
Although I have met with my coach for our initial session, we have not yet devised a plan for gathering feedback.
Kind regards
Sara Baker