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.
6 Responses
Stepping into the acting principal role has been a significant shift for me. While I’ve stepped into this role before, it felt different this time. I felt more prepared and more confident in my decision-making, which I think reflects the growth in my leadership over time. Even so, the role has required a deeper level of self-awareness, particularly in how I show up each day.
One of the biggest challenges has been the increased visibility. Decisions feel more exposed, and there is a greater expectation to hold the wider picture while remaining present and relational. The module’s idea of “showing up authentically” really resonated . I’ve found that being open, calm, and clear strengthens trust, but it also requires vulnerability, which I am still developing.
Emotional intelligence has been equally important. Navigating complex staffing situations has required me to manage my own responses while being highly aware of others. Slowing down, listening carefully, and choosing my response has made a noticeable difference in maintaining relationships and moving conversations forward. This strongly aligns with the module’s focus on responding effectively to others’ emotions .
A strength I bring is a relational, values-driven approach. Over time, I have intentionally used feedback to grow my leadership. The Strengths Profile continues to guide my thinking, and I regularly use the cards to refocus when needed. I also completed the Leadership Circle Profile in 2021 and am interested in revisiting this to better understand how my leadership has evolved.
My thinking has also been shaped by a number of influences. Multipliers and Creativity, Inc. have influenced how I build culture and grow others. Be 2.0 and The 7 Habits of Highly Effective People have reinforced values-based leadership. As a team, we also gained a lot from Ted Lasso, particularly the importance of being genuine and leading with both care and high expectations.
The module’s guidance around purposeful and systematic self-review has prompted me to be more deliberate in how I gather feedback .
Next Steps Plan
Revisit Leadership Circle Profile and explore 360-degree feedback
Seek regular, honest feedback from a small group of trusted colleagues
Build a simple, consistent reflection routine
Invite observation and feedback on key leadership moments
Continue using Strengths Profile to lead from strengths and identify blind spots
An area for ongoing development is navigating conflict and having challenging conversations. In this role, these situations are more frequent and require greater clarity and confidence. I am working on trusting my judgement, being more direct when needed, and leaning into these conversations rather than avoiding them. This is closely linked to emotional intelligence, particularly in managing my own responses while maintaining strong relationships.
Reflecting on my leadership style, I found that two styles resonated with me. The first being transformational leadership and being innovative, wanting to inspire others through a shared vision. I’m constantly asking myself what are we here for – to improve student achievement and that can be accomplished in many different ways. The second is servant leadership and wanting to see others succeed and encouraging all to reach their full potential. Collaboration is key and moving in the same direction together as noted in Gilbert’s book with the magic of movement and diagram A – when everything is aligned, the team will move with velocity.
Two areas of development for me are having those courageous conversations when conflict arises and not owning actions of other colleagues behaviour. I can support them but I need to leave to park things when they are out of my control.
As a full-time classroom teacher in a non-leadership role this is quite a daunting task to reflect on… So for me, I had to think about additional positions I hold within my school & community, and the context of what I consider to be my ‘personal leadership style’. A Google search of ‘Leadership Styles’ led me to select what I believe aligns with how I show leadership within my associate teacher, jnr rugby manager & committee roles as Democratic (Participative): Values team input, consensus, and collaboration, leading to high morale and engagement, as well as Servant Leadership: Puts the needs of the team first to foster a supportive, empowering environment. And if I consider Gilbert’s book, at this stage I am probably a little too ‘The Nice Guy’…
‘Are people born to lead or do they learn the relevant skills along the way?’ – I choose to believe in the latter!
I recognise that my personal area for self-improvement lies within conflict resolution and having difficult conversations; ensuring that my voice is heard without emotion involved. This will involve further coaching and discussions with Grant throughout the course, as well as continual reflection of myself and seeking feedback from trusted colleagues.
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