Due: 9th June
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:
Upon completion of this module, participants will be able to:
- Understand the key elements of high-performing teams.
- Develop strategies for building trust and fostering collaboration within teams.
- Understand and apply the principles of shared accountability within a team context.
- Identify and address potential barriers to team effectiveness.
- Develop and implement strategies for creating a positive and supportive team culture.
High Performing Leaders are ‘Networked Leaders’ who build leadership capacity in individuals, and in institutions, through enhancing professional relationships. Partnerships are based on the importance of maximising potential, and harnessing the ongoing commitment and energy needed to meet personal and professional goals.
High Performing Leaders follow a process of reflection, introspection and then connection. Through coaching and guidance, they decipher their strengths, areas for development and focused improvement.
As school leaders reflecting on your own leadership, and ways in which you can more effectively facilitate learning, the goal of this korero is to work with each other as coaches and mentors, creating deep learning relationships within professional practice.
One of the essential ingredients of high performing individuals, teams and organisations is creativity (Basadur, 2004). Being creative means releasing talent and imagination. It also means taking risks and, in some cases, standing outside the usual or accepted way of doing things. High performing leaders push boundaries; they seek new ways of seeing, interpreting, understanding and questioning.
Relational Trust
“High trust relationships exist when leaders are respected for their deep educational knowledge, their actions and values, and the way they engage respectfully with others with empathy and humility, fostering openness in discussions. Leaders have good emotional intelligence and self-awareness.”
– Educational leadership capability framework, Education Council, 2018.
Trust provides a strong foundation for effective working relationships which, ultimately, has a positive impact on student achievement. Trust has been shown time and time again to have a huge benefit in leading change and in creating great teams. Teams and schools with trusting relationships have staff who are open to sharing practice, taking risks and sharing what is and isn’t going well in their teaching. However, it does not happen by accident and it is not built in the same way for every person, depending on their personal narrative. As a middle leader, it is important to intentionally work to build trust with colleagues, whānau and community.
- Reading 1: Trust in educational leadership settings – https://www.educationalleaders.govt.nz/Leadership-development/Professional-information/Leadership-capability-framework/High-trust-relationships#:~:text=High%20trust%20relationships%20exist%20when,emotional%20intelligence%20and%20self%2Dawareness.
- Reading 2: “Trust in Schools: A Core Resource for School Reform” B. Schneider. – https://www.ascd.org/el/articles/trust-in-schools-a-core-resource-for-school-reform
- Reading 3: “How the Best Leaders Build Trust” S. Covey. – https://www.leadershipnow.com/CoveyOnTrust.html
Collaborative Teams
Reading 4: https://www.arts.on.ca/oac/media/aire/Documents/IdeasIntoActionBulletin3.pdf
Reading 5: Collective teacher efficacy – https://visible-learning.org/2018/03/collective-teacher-efficacy-hattie/
Additional Resources:
– Working effectively with iwi and hapū, Melanie Taite-Pitama: https://vimeo.com/242861287
– Legacy – 15 Lessons in Leadership, by James Kerr (2013). Chapter 6 pp 74-83
– Open-to-Learning Conversations- Relationships and Trust, Viviane Robinson, 2014: https://www.youtube.com/watch?v=0_l5-HKIR1s
Optional Resources:
– Connecting with Māori Communities; Whānau, Hapū and Iwi, Mere Berryman and Therese Ford, 2014:
https://kep.org.nz/assets/resources/site/module8-v20a-up-16Apr15-w-image_5Jan16.pdf
– Robertson, J. (2015). Think-piece on leadership education in New Zealand. Leadership for communities of learning: Five think pieces. https://teachingcouncil.nz/assets/Files/Leadership-Strategy/Leadership-for-Communities-of-Learning-Five-Think-Pieces.pdf
- “Five Faces of Trust: An Empirical Confirmation in Urban Elementary Schools.” – W. Hoy and M. Tschannen-Moran. – https://drive.google.com/file/d/1NBTBXVSjokVr_RPx3Qlze-Ao3E1m6XWI/view?usp=sharing
Task:
Reflect on the readings and identify one thing that you could do in your role to improve the function of your team. What would you do and what impact would you expect that to have?
Assessment:
- Completion of all readings.
- Participation in the online forum discussion.
- Submission of reflection on the forum.
16 Responses
Kia ora whānau,
This quote really stuck out for me when taking in the readings above. “Trust motivates individual behaviour, shapes social exchanges, and influences collective performance.” (Noonan, 2008). With trust between the team leader, their team and the school exec team, benefits the students. It not only has people feeling valued and doing more for their students and the school, but it creates a positive environment that people want to be in, thus giving the students more enthusiasm, passion and extension. I think about my own journey. When I was given freedom, a chance to take risks with a new initiative and my leaders said “give it a go” “be brave” etc. It made me work hard to make sure I researched the ins and outs of the programme, I strived to get the processes right and I wanted student “buy-in”, in turn- normally these ideas would be very successful. Having trust in your ‘corner’ gave you the confidence and courage to step outside your ‘norm.’ As I reflect on my own leadership currently… I have an awesome team, they put their hands up to support and are always going above and beyond for their students, but their programmes have been the same for years. I remember them being the same 9 years ago when I was last at the school.
I wonder how I would be able to draw upon the ‘trust’ we have to ask the questions to be able to not only move them and their thinking forward, but to give our students new and possibly ‘better opportunities’. Robinson (2009) stated that; “The BES describes relational trust as:
Integrating the needs of adults with advancing the best interests of students – not just meeting the needs of adults
Putting the needs of students first when their needs and the needs of staff are in conflict – not putting the needs of staff before those of students
Making critical decisions collectively on the basis of a unifying focus on what is best for students – not staff doing their own thing with mutual indifference or tolerance.”
I think my next steps will be testing out the trust we have and discuss what new possibilities, directions or learnings could be had in their Pathways programmes and might we better set them up for their futures…
Kia ora Mark,
Thank you for such an honest and insightful reflection.
I really like how clearly you connect trust—a relational and often intangible quality—to tangible outcomes for students. You’re not framing trust as a “nice to have,” but as a vital driver of innovation, motivation, and ultimately, student success. Your personal example of being encouraged to “be brave” brings this to life in a powerful way. It highlights how psychological safety and trust can unlock initiative, ownership, and excellence.
Your use of Noonan and Robinson’s research to examine your own leadership is a strong example of reflective, evidence-informed practice—an essential trait of adaptive leadership.
Your recognition that long-standing programmes may no longer serve students as well as they could—and your willingness to explore that with care and respect—is courageous. You’re not dismissing the team’s past efforts, but asking how the trust you’ve built can help shift thinking for the sake of better outcomes. Viviane Robinson’s framing of relational trust is especially relevant here—centering students when staff and student needs are in tension.
What stands out most is your forward-thinking mindset. Rather than offering quick fixes, you’re asking the right questions, challenging assumptions, and approaching change as a partner—not a top-down agent. That reflects a deep understanding of how genuine, sustainable change happens in real teams.
I’m looking forward to hearing how those Pathways conversations develop. Kia kaha!
After reflecting on recent readings about the role of trust in effective leadership, one key strategy I believe would strengthen the function of my team is the intentional and consistent clarification of expectations—both professional and relational.
In my role, I plan to embed this by ensuring all staff have a clear understanding of our shared goals, individual responsibilities, and the behavioural norms we agree to uphold. This could be achieved through structured check-ins, collaborative development of team protocols, and regular reflection on what success looks like across our work.
In addition, I want to lead with greater vulnerability—being open about challenges, seeking input more deliberately, and acknowledging when I need support. By doing so, I hope to create a feeling of interdependence within the team, where trust is mutual and authentic. My aim is to build a working culture that feels safe, supportive, and symbiotic—where trust is not just extended but reciprocated.
I anticipate that this approach will foster a more transparent and cohesive environment. When expectations are clear and vulnerability is modelled from the top, team members are more likely to engage honestly, take risks, and support one another in meaningful ways. Over time, this should strengthen relational trust, reduce ambiguity, and reinforce a collective commitment to the values and direction of our school.
I agree Matthew. I know this can sometimes be a tricky discourse to acknowledge (vulnerability) and share with others, but I wonder what space it might open up for those around us that are going through similar challenges or ways of thinking?
Kia ora Matthew
Thank you for your thoughtful reflection. You’ve identified two powerful, strategies for strengthening team function: the intentional clarification of expectations and leading with vulnerability. Both are crucial to building the kind of relational trust that drives high-performing teams.
Your focus on making expectations explicit—professionally and relationally—is spot on. Ambiguity often breeds mistrust, so taking time to collaboratively define shared goals, norms, and success criteria is not just practical—it’s transformational. The use of structured check-ins and reflective practices shows a strong commitment to sustained, embedded change rather than one-off conversations.
What stands out for me most, though, is your intention to lead with vulnerability. That takes courage. By openly acknowledging challenges and actively seeking input, you’re modelling the kind of trust you hope to cultivate within the team. This approach creates psychological safety, invites deeper collaboration, and signals that leadership is a shared responsibility—not just a role held by one person.
Your aim to create a culture that is “safe, supportive, and symbiotic” is great, and how to get there gives this statement real strength. I really like that trust is both extended and reciprocated—a dynamic process, not a one-way street.
I look forward to hearing how this develops in practice. It sounds like you’re laying strong foundations for deeper engagement, shared ownership, and genuine team cohesion. Ka rawe!
One way I could improve the function of my team is to be more explicit about what is and is not acceptable and why, as outlined in the BES. I have a team member who has not been meeting obligations. Although there were understandable reasons for this initially, the team member has continued to use them as an excuse for not meeting current deadlines and expectations. So I need to have an open and respectful conversation about the need to meet expectations and not have a tolerance and acceptance of the negative status quo.
I guess it is making boundaries explicit while still building relationships. As Viviene Robinson’s research states ‘The problem of how to balance being honest about issues and maintaining trust is never easy. But commonly observed behaviours such as being brutally frank or circling the issue using leading or loaded questions do not generally work well. What is needed in these situations is collaborative problem-solving.’ Collaborative problem solving has always worked well for me. It allows the issue to be discussed while removing judgement which allows all parties to bring their point of view to the discussion and to then reach a path forward that is acceptable to all parties involved.
Well done, Leanne, for addressing a challenging situation with such thoughtfulness and care. Your commitment to improving your team’s effectiveness—guided by the BES and Viviane Robinson’s research—demonstrates strong evidence-based leadership. Being clear about what is and isn’t acceptable, and why, is essential for creating a healthy, high-performing culture. It’s clear you’re focused on maintaining a respectful and supportive relationship while also tackling a significant performance issue. I’m looking forward to our next coaching session and hearing how things are progressing.
Kia ora tatou, I think one thing that I could do in my role to improve the function of my team would be to regularly make deposits into building trust in the small moments eg. marking a few extra papers, grabbing them a coffee, picking up their work from the printing room etc so that in the big moments, when I need to draw on their trust there is already a float. I think this would show that I am wanting to build a two way relationship, thats its not just about them doing things for me. Sort of like keeping their cup full so that if I spill a little bit, it wont necessarily goto empty.
I really like the idea of building trust with the small moments. It helps to illustrate that trust is cumulative and takes time.
I really like this! One of the things that our team discussed that they really enjoyed when I started was an old tradition of meeting at a restaurant for a drink after school Fridays when there was a team members bday or just an informal way to close the week. It was something that brought them a lot of joy as they had been working together, some for around 20 years. As the term got busy, sickness crept in and events popped up, this was forgotten and put on the back burner. However, at the end of the term one of my awesome team members asked if we could start it again as she missed it. Fair to say, we are off to the restaurant after work Friday this week =) It will fill all of our cups and help when we begin to drain =)
Kia ora Melanie,
I really like the positive strategies you’ve outlined for improving your team’s effectiveness—especially your focus on building trust through small, consistent actions. This reflects a strong commitment to learning, growth, and taking responsibility for shaping a constructive, collaborative team culture. Kia kaha!
After reading the article, several areas for development stood out to me. However, I’ve chosen to focus on strengthening collaboration within my team.
I work with a strong, collegial group of Whānau teachers who already collaborate well and support each other’s learning. On the surface, it might not seem necessary to target collaboration as an area for growth. However, I’ve noticed a potential gap when it comes to House Assemblies. These used to be primarily led by me, but are now driven by our House Prefects. While the Prefects do an excellent job, there may be a misalignment between the messages staff want to communicate and what the Prefects choose to prioritise.
To bridge this gap and enhance shared leadership, I plan to invite our House Prefects to attend the Whānau teachers’ House Meeting prior to each assembly. This will create a space where staff and students can co-construct the key messages. The aim is to ensure assemblies are not only informative but also meaningful and engaging for everyone involved.
This approach reflects the principles of collective efficacy—valuing the contributions of all team members and ensuring we work together with a shared purpose to improve outcomes for students.
Thank you, Wessel. It was great to hear how much the reading affirmed key areas for development. Well done on your genuine commitment to strengthening collaboration. You recognize that strong teamwork already exists within your team, yet you still identify a subtle but important area for growth—House Assemblies. I like your focus on co-constructing messages with both Whānau teachers and House Prefects. This inclusive, future-focused approach fosters alignment and builds shared purpose. It’s exactly the kind of facilitation that strengthens culture and leads to improved outcomes for students. Ka rawe!
After completing the reading, my takeaway from this was that for a team to function successfully all members need to feel appreciated and valued. Also supporting them with their personal career goals.
The one thing that I am going to do to improve the function of the team is to meet specially with a member of the team that I feel there is a communication barrier between us. This barrier exists due to cultural differences, which has been explained to me by another staff member from her culture. My plan moving forward is to discuss their career goals and aspiration, to create a plan to support them and create checkpoints for the remainder of the year. The initial conversation has addressed the goal of eventually being a head of department
Hi Laura, I think is a great idea. Not only will that improve your relationship to that staff member, but building their capability as a leader will likely increase the quality of work your department can deliver to the students.
Kia ora Laura,
Thank you for sharing this reflection—it shows a genuine commitment to improving team dynamics.
Your key takeaway—that every team member needs to feel appreciated, valued, and supported in their personal growth—is absolutely central to building trust and cohesion. It’s great to see that you’re translating this insight into a concrete, intentional action.
The decision to meet directly with a colleague where there has been a communication barrier shows maturity and courage. Acknowledging that cultural differences may be contributing to the disconnect—and seeking to understand rather than assume—is an important step in building relational trust. Your willingness to listen and respond with empathy sets a strong example of inclusive leadership.
I also really like how you’re using career aspirations as an entry point for deeper connection and growth. Creating a plan with clear checkpoints not only supports their development but also sends a clear message: you matter, and I want to help you succeed.
This approach doesn’t just benefit one team member—it strengthens the culture of the whole team by modelling respect, responsiveness, and growth-focused dialogue. I look forward to hearing how this relationship evolves over the coming months. Kia kaha!