Due: 48 hours before your first coaching session.
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:
Upon completion of this module, participants will be able to:
- Identify their personal leadership strengths and areas for development.
- Set goal(s) with their kaiarahi to capitalise on strengths and work on areas for development.
- Identify what success will look like for the aforementioned goals and create an action plan to meet these goals.
Fundamentally, we (GCLA) believe that the best leaders lead out of who they are. Therefore, pop knowledge/thinking that encourages ‘fake it till you make it’ ideologies is juxtaposed with the very essence of the National Aspiring Leadership Programme, and how it is engineered.
Resources:
21 Century Leadership (The Innovator DNA)
https://www.youtube.com/watch?time_continue=4&v=Hy4oQh_Qyto&feature=emb_logo
Robertson, J. and Earl, L. (2014). Leadership learning: Aspiring principals developing the dispositions that count. Journal of Educational Leadership, Policy and Practice 29(2) 3-17.
https://research-repository.griffith.edu.au/bitstream/handle/10072/68835/102356_1.pdf?sequence=1
Analyses the reflections of over 200 participants in the National Aspiring Principals’ course to show the inter-relatedness of leadership capabilities, and the keystone roles of moral purpose and of supporting the capacity to be a change agent in developing leadership.
Simon Sinek: The Issue of Trust
https://www.youtube.com/watch?v=WmyfDfCc3_0
Robinson, V., Hohepa, M., & Lloyd, C. (2009). School Leadership and Student Outcomes: Identifying what works and why. Best Evidence Synthesis Iteration [BES]. Wellington: Ministry of Education.
http://www.educationcounts.govt.nz/topics/bes/resources/spotlight-on/spotlight-on-leadership
The Educational Leadership Capability Framework (2018) describes a set of core capabilities to guide leadership development in different spheres of influence, in early childhood education services, kura and schools. The educational leadership capability framework was developed for the Teaching Council by NZCER.
https://teachingcouncil.nz/assets/Files/Leadership-Strategy/Leadership_Capability_Framework.pdf
Task: Part 1
Open the following Google Document and make a copy. Reflect on each element of the Leadership Capabilities Assessment, indicating where you believe you are at on the continuum and a few notes in the ‘Term 1’ column to explain your thinking. This will form the basis for your first coaching session with your kaiārahi. We ask you to share this document with your kaiārahi 48 hours before your first coaching session.
Task: Part 2
What leadership capabilities would you describe as requisites for you to be most effective in your current leadership context – and why?
Please take time to read and reflect on the attached links before responding to the provocation in the comments. Your response should be 150 words or less.
Assessment:
- Self-reflection throughout the module.
- Discussion, goal setting and action planning with kaiarahi.
- Post on forum for Task 2.
- Peer feedback and discussion within the online forum.
45 Responses
Very late to the party – aroha mai whānau.
Across my 20th years of teaching I have been a classroom teacher, Reading Recovery Teacher, SENCO, LSC, Team Leader and now in my current role of Curriculum Refresh Kahui Ako role. Below are my strengths in my current leadership role. I have also included what I want to grow and develop:
Existing Leadership Strengths
Curriculum Knowledge (He kaiako): Confident mastery of refreshed curriculum content.
Relational Trust (He kaitiaki): Strong pastoral care experience, building safe environments.
Equity Focus (He kaiarataki): Passionate commitment to addressing poverty-related inequities.
Responsive Practice (He kaimahi): Demonstrated ability to adapt to diverse learner needs.
Cultural Responsiveness (He kaiarataki): Promotes strategies for success as Māori.
Emotional Intelligence (He kaitiaki): Shows empathy and understanding through pastoral work.
Data-Informed Practice (He kaiako): Evaluates outcomes with a focus on equity challenges.
Innovation (He kanohi mataara): Creates solutions to social barriers affecting learning.
Resource Management (He kaiwhakarite): Effectively allocates resources for equity.
Continuous Learning (He kaimahi): Actively seeks knowledge about educational challenges.
Areas for Growth and Development
Conflict Resolution (He kaitiaki): Develop strategies for addressing conflicts while maintaining relationships.
Differentiated Leadership (He kaimahi): Adapt approaches to bring out teachers’ unique strengths.
Courageous Conversations (He kaiako): Strengthen skills for open dialogue about performance.
Consensus Building (He kaikōtuitui): Enhance the ability to unify diverse perspectives.
Coaching Skills (He kaiako): Develop techniques to facilitate teacher-directed growth.
Effective Feedback (He kaimahi): Create structured approaches for motivating improvement.
Professional Boundaries (He kaiwhakarite): Balance empathy with necessary accountability.
Change Management (He kanohi mataara): Support teachers through growth transitions.
Distributed Leadership (He kaikōtuitui): Build leadership capacity in reluctant team members.
Self-Regulation (He kaitiaki): Manage personal emotions during conflict situations.
Kia ora all,
I believe leadership is a delicate balance. It involves recognizing when to employ a gentle, supportive approach after establishing clear, specific expectations that are both accessible and achievable vs when to be more direct and authoritarian. It is knowing when there is room for feedback, flexibility and korero from team members as opposed to a compliance task that simply needs to be completed. I do find this a challenge, as I shift my thinking from the ‘complete because I have to’ to ‘carrying out the most routine and seemingly trivial tasks in such a way as to nudge their organisations towards their purposes’ (from the Educational Leadership Capability Framework). A gem I have taken from our course in Auckland was ”Not everything counts, but everything matters’. I am working to implement this and to walk the talk amongst my colleagues.
I have experienced environments where micromanagement was prevalent, and I felt it conveyed a lack of trust in my own professionalism and my ability to perform my role effectively. As a result, I aspire to be a leader who fosters a high-trust environment, leading by example rather than through excessive oversight.
You’ve certainly captured one of the complexities of leadership – knowing when to be directive and when to lead through collaboration and conversation.
And you’re right about the seemingly small actions can serve a bigger purpose when aligned with vision and intent. Keep “walking the talk” it is a strong indicator of authentic leadership.
Your reflection on past experiences with micromanagement adds a powerful layer to your leadership stance. Fostering trust is not just an abstract idea for you it’s a real and lived experience based on a desire to do better for others – stay on that path!
Creating high-trust environments where professionalism is acknowledged and valued is fundamental to building motivated, empowered teams. Keep reflecting on how you model trust, especially in moments where the pressure might pull you toward tighter control. You’re already leading with purpose and manaakitanga and this awareness will only strengthen your impact.
As He kaimahi, I believe that to be most effective, I must connect three key leadership capabilities: evaluating practices, building a strong professional community, and fostering high-trust relationships. Evaluating practices allows me to reflect on teaching and learning using data, observations, and feedback to identify strengths and areas for improvement. This ensures that decisions are informed, leading to better student outcomes and enhanced staff wellbeing. Building a strong professional community means creating an environment where teachers collaborate, share ideas, and engage in meaningful discussions that promote growth. When teachers feel supported, they are more likely to innovate and improve their practice. At the heart of this is trust—relationships built on respect, empathy, and open communication create a culture where staff feel valued and empowered.
Kia ora Tazmeen. Great to meet you on Friday. I love how you link positive student outcomes to the Hauora of kaiako with trust being at the heart.
Lovely to meet you in person at our Aspiring hui Tazmeen!
Your thinking weaves together a powerful trio of leadership capabilities that are clearly aligned with both research and practice. The way you prioritise evaluating practice reflects a commitment to reflective, evidence-informed teaching – something the Educational Leadership BES highlights as crucial for improving student outcomes. By drawing on data, feedback, and observations, you’re anchoring leadership in reality, not assumption, which is a hallmark of effective school leaders.
What really stands out is your understanding that this mahi doesn’t happen in isolation. Building a strong professional community and fostering high-trust relationships are interdependent — and vital. When teachers feel safe, respected, and heard, collaboration flourishes. This echoes Viviane Robinson’s findings that relational trust is foundational to collective professional efficacy. Leading well means listening deeply, sharing power, and walking alongside others and you definitely have a great understanding of that! Karawhiua Tazmeen!
Kia ora – lovely to meet you all on Friday. I’ve had a quiet moment (not at 5am lol) to read over the material and the videos in response to the task. Last year I stepped into Head of Social Science Faculty during a time of change within our Senior Leadership Team (which is still ongoing). Change can often be a time of uncertainty and resistance, making key leadership capabilities of high-trust, culturally responsive and sustainable practices, and strategic thinking essential while continuous reflection drives self and team improvement. Personal attributes like resilience, empathy, and integrity are crucial, alongside self-care to sustain leadership effectiveness. I hope to unpack these more over the coming terms to lead with purpose rather than from a place of default. The video resonated as I see myself as an ‘Innovator’ but often end up an ‘Executor.’ Anyone else?
Kia ora Alicia. Great meeting you Friday and look forward to being in a critical friend group with you and Kirsty. Were in continuous change at present at the SLT level and it brings doubt and uncertainty with it. Leaders such as ourselves can be caught in the middle but need to be resilient, empathic and lead with integrity no matter what’s going on around us. I truly empathise with what you are saying.
Great to connect with you last week. It’s very obvious that you are navigating leadership with both thoughtfulness (and I’m sure a decent amount of courage) as you step up during a time of change. You’re right that change brings both opportunity and challenge, and your emphasis on building high-trust, culturally responsive, and sustainable leadership is spot on. Your awareness of the need for ongoing reflection shows a commitment to adaptive expertise not just reacting, but leading with intention. As we talked about having clarity about the process that will ensure that leading change leads to the intended goal/s is essential. Russell Bishop’s work in Leading to the North East provides a master class in this space!
As for the tension between being an Innovator and an Executor, it is a very real juggle for many leaders. The very fact that you are consciously monitoring and reflecting in this space is a very healthy sign! You will build your toolkit of ‘mitigations’ as you progress in your role. Your awareness, coupled with your focus on resilience, empathy, and integrity, suggests you’re not only building your leadership toolkit but also grounding it in who you are.
Karawhiua Alicia!
Leadership capabilities that I believe are very effective in my current environment include; communication between leaders and staff so that the ‘why’ is understood, being adaptable in the face of many changes in curriculum, government, but also on a day-to-day basis there are so many that teachers must work with. Being able to manage these changes carefully with understanding is crucial in continuing to cultivate a safe and stable work environment. This connects to my role as mathematics curriculum lead with all of the unknown changes and roll out of the new mathematics curriculum this year.
Being a positive voice around the school in a middle leadership position is also important. A strength-based approach creates better connection around the school and puts emphasis of what is working well, discouraging gossip while sticking to professional conversations. The is relevant to my role as a coach, as I am often having more confidential conversations with staff around their wins and challenges around teaching.
Great to meet you Friday and I look forward to working with you as a critical friend with Alicia over the coming terms. The what is easy but the why is more important in providing the glue. I also resonate with your comment about being professional in an ever changing educational climate.
I absolutely agree with the importance of the “why” being understood as well as strong communication in general. Staying above the line in middle management is a great goal, if not sometimes a little hard, but being aware of its importance helps.
You’re clearly leading with both heart and strategic focus. Your prioritising of transparent communication, adaptability, and a strengths-based, professional culture is exactly what builds trust and resilience when are leading change.
You’re not just managing curriculum shifts but you’re cultivating a climate where people feel safe, seen, and supported and that matters if you want change to be enduring. Stay in that lane!
As a current Learning Leader and Across School Teacher, it’s essential to have strong communication skills in order to build a collaborative, supportive and productive team environment. It’s important to be able to clearly convey information and expectations, and provide feedback. Equally important, is being open to listening to ideas, concerns and perspectives of others. This builds relational trust and ensures everyone feels valued. Relationships are the building blocks of teaching and leading.
I ensure that I empower my team members to share their strengths, take ownership and provide opportunities for professional growth. A great way of doing this is creating a Strengths Audit within the team – identifying who has strengths in which curriculum area, or are there any personal strengths they can contribute to the team. It’s important to help grow the capacity of others in a supportive environment, and modelling by example. I love the notion of ako; learning from one another!
Being mindful of culturally responsive practices and honoring Te Tiriti o Waitangi – considering who is at the decision making table? Are there people missing that we need to include? Growing our cultural capabilities to know better to do better.
Hi Andrea – are you a leader in a Primary context? Do you follow an accessible ‘Strengths Audit’ or is it specific to your kura? Sounds like a great leadership tool in your kete.
Hi Andrea. Communication is the cornerstone of all relationships and in the school environment difficult to paddle the waka in the same direction with unity. I like your comment about listening being equally important as that’s how strong relationships are built.
To be effective in my current leadership context as Curriculum Lead and Across-School Teacher, many (all) of the leadership dispositions and capabilities are essential.
I can see that growing adept delivery skills are crucial. I need to analyse and use data to lead staff and WST inquiry into teaching practice. Developing plans for curriculum implementation that breaks down the steps into the detail that teachers need. I also need disciplined execution to ensure tasks are completed effectively and accountably.
Building and sustaining high-trust relationships to foster strong connections with all school staff and key people within the Kahui Ako.
Leading with moral purpose is at the heart of effective leadership. This involves driving curriculum and pedagogical change with a focus on positively impacting children’s lives, while also ensuring cultural responsiveness and supporting the well-being of teachers and students.
I enjoyed listening to you in Auckland as we split into our small groups. Your korero around the why, how and what really outlines where I have been at and why I need to shift my thinking as I step into the leadership realms! Thank you!!
Thank you for such a grounded reflection. Your role as Curriculum Lead and Across-School Teacher definitely calls for the full repertoire of leadership capabilities, and it’s evident that you’re engaging with this complexity thoughtfully and intentionally. Your focus on disciplined execution, data-informed inquiry, and detailed curriculum planning highlights a strong understanding of the strategic and operational aspects of leadership. These skills are vital in supporting coherence and clarity across teams, particularly in a Kahui Ako context where alignment and shared direction can have such a powerful ripple effect – when we get it right!
Centering cultural responsiveness, wellbeing, and trust-building alongside instructional leadership shows a deep commitment to transformative practice. Leadership grounded in connection, purpose, and empathy helps to ensure that the changes you help drive are both meaningful and sustainable. You might want to consider how you intentionally balance the “doing” and “being” of leadership — continuing to refine your systems and delivery while nurturing the capacity of others that will ensure changes are managed and embedded.
Looking forward to seeing you progress on this journey:)
I have been a Scale A classroom teacher for over 25 years and am looking at leadership through that lens at the moment.
Building and sustaining high trust relationships to create a team that works well together for the benefit of all. Knowing the strengths of all in the team and connecting diverse ideas and personalities within a team. Valuing ideas and having empathy, listening and having humility. Knowing your team will make it easier to have those hard conversations. Having clear goals, realistic expectations and timelines.
Attending to your own learning and focusing on wellbeing. We are all learners and we all bring something different to the classroom/school. Having outside interests and commitments makes us well-rounded individuals. We are not defined by our job. Sometimes time away from work helps us refocus and allows us time to internalise new ideas and learning.
Using assessment and evaluations to improve practise in the classroom for all. Assessments are not just numbers and box ticking. They inform our teaching, they tell us what our students know and what we need to teach them. Using this information to plan robust and varied classroom programmes.
Ensuring culturally responsive practise. Foster inclusiveness – accepting and finding ways to include all mauri into the journey of learning.
Also, as a primary teacher, have fun. Remember to take part in all school activities with a sense of humour and a positive attitude. Connections with students and whānau are much easier when you are visible during school events with a smile on your face, not hidden behind a desk somewhere.
Hi Sam. Great meeting you on Friday. Getting away from our job and focusing on ourselves for a few hours a week is so important to our Hauora, relationships and our job. Maybe even in that order.
Firstly, I want to mihi to you for your 25 years of dedication in the classroom — that’s a wonderful achievement and contribution in itself. Looking at leadership through the lens of deep classroom experience is powerful and grounded in authenticity. What you’ve shared here is already full of leadership – the kind that grows strong, relational, and sustainable learning communities.
Your focus on building and sustaining high-trust relationships is right on. There are multiple evidence bases that reinforce that trust and relational leadership are foundational for collective efficacy in schools. When teams know they are valued and heard, they thrive. Your emphasis on empathy, humility, and genuinely knowing your team aligns closely with “promoting and participating in teacher learning and development” as one of the five key leadership dimensions (BES) that improve outcomes for learners.
Your framing of your own learning and wellbeing as not just a nice-to-have, but as essential is great. Personal renewal, balance, and self-reflection are integral to sustaining quality teaching over time. You’re right – we are more than our jobs. Taking time to fill your own cup ultimately serves everyone you lead and teach.
Your framing of assessment as a tool for connection, responsiveness, and intentional teaching is a great example of adaptive expertise.
And yes — the reminder to have fun and be visible is spot on! It’s in those informal moments at sports days, discos, and kapa haka practices where we continue to build the relationship. It’s in the laughter and the shared humanity that tamariki and whānau see our hearts, not just our roles.You’re are leading Sam. Leadership isn’t a title — it’s influence, it’s moral purpose, and it’s the courage to serve others through connection. Haere tonu Sam!
It is interesting reading your korero, Sam! There seems to have been a shift from focussing solely on the achievement of our tamariki, to valuing our staff and their needs. We cannot pour from an empty cup! The concept of Durie’s Te Whare Tapa Whā model comes to mind. Something that is so important for all stakeholders. And also knowing the strengths of those within your team and providing opportunities for them to showcase these strengths, something I am passionate about
Effective leadership is multi-dimensional, requiring both the ability to design environments that drive high-performance behaviors and the skill to implement them effectively. A high-trust culture is essential, where individuals feel empowered and have agency over their actions. Some leaders are naturally better at implementing than designing, but a balanced approach is necessary for sustained success. Simon Sinek refers to these adaptable leaders as developers—those who can bridge the gap between vision and execution.
As Dean of Year 8, my role extends beyond students to supporting staff and parents. It is crucial that I am approachable and supportive while also being firm and clear with boundaries. Effective leadership is about service—being willing to “sweep the sheds,” as James Kerr describes in *Legacy*, leading by example rather than status. A Māori proverb that resonates with me is *Waiho mā te tangata e mihi*—let someone else praise your virtues. True leadership requires humility, as ego can undermine trust and collaboration.
Beyond daily responsibilities, leadership involves confidently and decisively implementing change while articulating a clear vision. Staff, students, and the school community must not only understand the “why” behind decisions but also feel involved in the process. Inclusion fosters trust, commitment, and a collective sense of ownership, ensuring that meaningful change is both embraced and sustained.
Hi Matthew. Yes – leadership in education involves many stakeholders.
Hi Matthew. As a House Dean of year 9-13, I love this paragraph of yours:
As Dean of Year 8, my role extends beyond students to supporting staff and parents. It is crucial that I am approachable and supportive while also being firm and clear with boundaries. Effective leadership is about service—being willing to “sweep the sheds,” as James Kerr describes in *Legacy*, leading by example rather than status. A Māori proverb that resonates with me is *Waiho mā te tangata e mihi*—let someone else praise your virtues. True leadership requires humility, as ego can undermine trust and collaboration.
Thanks for sharing.
I definitely agree that EFFECTIVE leadership is multi-dimensional and important to use the strengths of our leaders to get the most out of them (using Simon Sinek’s ideas). This statement really resonated with me “Leadership involves confidently and decisively implementing change while articulating a clear vision” – it is so important for all to understand the why and how.
Fostering trust, valuing diverse strengths, prioritising ongoing growth, and empowering others are key elements of leadership. This requires dedicating time and effort, showing empathy, and being willing to prioritise others. Developing relationships (relational trust) is necessary when the goal is to build capacity. A key feature of my current role is to prioritise understanding and supporting others rather than simply giving advice (which can sometimes be hard).
The different leadership profiles all bring value with recognising and utilising these various strengths to support success. To this end, schools need to allow time and space for staff self-discovery through feedback, dialogue, and supportive environments (managing resources). It is interesting to see this idea as a common thread across the different leadership models/experts.
Effective leaders are committed to continuous learning, reflection, and cultural responsiveness including honouring Te Tiriti in our New Zealand context. Being an agent of change is an important aspect of my current role. I think sustainability and wellbeing go hand in hand which needs to be kept in mind when moving forward with change in our fast-paced profession.
Hi Caroline. Yes – valuing diverse strengths… something I have forgotten on occasion!
Hi Caroline. I agree with your sentence of…”empowering others are key elements of leadership” as micromanaging certainly isn’t the way.
Kia ora Caroline! Lovely to connect with you at the last group hui. You’ve had an amazing journey in education – and so much more to come! Thanks for sharing your thoughts about what leadership capabilities you consider to be requisites for you to be most effective in your current leadership context – and why…
Your emphasis on fostering trust, empowering others, and prioritising relational work is both timely and powerful. These are not just leadership strategies, they’re ways of being that foster a culture of respect, growth, and shared purpose. Your honest reflection about the challenge of holding back on advice in favour of listening and understanding shows a strong coaching mindset and a commitment to growing others through being present and empathetic. It’s clear that you see leadership as a shared journey, not a ‘solo performance’, which is absolutely critical when the goal is to build sustainable capacity across a team or school!
Your linking of wellbeing and sustainability in service of navigating change is great. Getting people onboard is one thing, keeping them onboard for the journey is another! It would be good to explore how you can model and protect that “time and space” for reflection, for both yourself and others, as a strategic act of leadership.
Your comment regarding cultural responsiveness and honouring Te Tiriti o Waitangi highlights a deep understanding of leadership in Aotearoa, one that is both contextually grounded and future-focused. It would be good to think about how this shows up in multiple contexts in leadership role.
Recognising and nurturing the diverse leadership strengths within your team, and creating space for self-discovery, reflection, and dialogue, reflects a holistic approach that supports not only organisational success but also individual growth which is so important for the sustainability of good practices and processes.
Looking forward to seeing your journey unfold.
Karawhiua Caroline!
As a teacher and team leader of Year 5/6, I believe the leadership capabilities that make me most effective are:
Evaluating practices for student outcomes.
Managing resources effectively to achieve goals.
Modelling values, moral purpose, and resilience.
The first capability aligns with the BES dimension of ‘Planning, coordinating, and evaluating teaching and the curriculum.’ Research shows that leaders who focus on improving teaching quality impact student outcomes. As a teacher first, leader second, I engage in planning, student achievement discussions, and model reflective practice, building trust and credibility.
I think organising resources and timetables reduces teachers’ cognitive load, allowing them to focus on teaching.
Modelling optimism, resilience, and determination develops collective teacher efficacy (Hattie’s research says this has the greatest impact on student success). I see my role as instrumental in building this belief within my team.
Kia ora Nathalie,
I certainly got a sense of this when I met with you. I wholeheartedly endorse these critical leadership dimensions. Establishing clear goals and expectations fosters a shared vision, while strategic resourcing ensures priorities are well-supported. Effective planning, coordination, and curriculum evaluation drive continuous improvement, and active participation in teacher learning amplifies impact—proven to have significant impact on student outcomes across a school. And never underestimate the necessity of creating an orderly and supportive environment to create the conditions for both educators and students to thrive!
“I think organising resources and timetables reduces teachers’ cognitive load, allowing them to focus on teaching’ – such an interesting and important aspect to consider and one many teachers appreciate.
What leadership capabilities would you describe as requisites for you to be most effective in your current leadership context – and why?
In my current leadership context I am especailly mindful of “building capacity of others”. Whereby effective leadership builds capacity by fostering collaboration, trust, and self-awareness among staff, students, and the wider community. Sustainable change is best achieved when negotiated rather than imposed, valuing existing expertise and ensuring all voices contribute. Leaders act as coaches and facilitators, encouraging deep learning, evidence-based decision-making, and professional development.
Capacity-building ensures long-term improvements in teaching and learning by empowering individuals to take ownership of their growth. A culture of continuous reflection, dialogue, and shared responsibility strengthens leadership and fosters lasting educational impact. With a major change in leadership at my current school over the last few months, there is now a clear need to develop emerging leaders, ensuring they are equipped to step into key roles and sustain positive momentum within the school community.
You’re certainly on the right path by focusing on building capacity in others—it’s the key to lasting impact. Prioritising collaboration, trust, and self-awareness creates a strong foundation where staff and students feel empowered to grow. I love that you see change as something to be negotiated, not imposed—this fosters real buy-in and shared ownership.
Ka rawe Susie – you are making your mark!
Hi Susie – yes, building capacity of others is so important in leadership. I like how you link this to change and sustaining a positive community.
Hi Susie.
“Sustainable change is best achieved when negotiated rather than imposed, valuing existing expertise and ensuring all voices contribute.”
I couldn’t agree more.
I love your reflection response Susie, so much resonates with me. That philosophy of ‘building capacity of others’ through collaboration, trust etc is such an important aspect our a leaders role, as well as keeping that sustainable change approach in mind.
I am in my eighth year of being a Dean and I have also lead year 11, 12 and 13 curriculum programmes. Linking my role(s) to the Leadership Capabilities, having completed the readings/Youtube clips, I can definitely see strong links to five of the nine.
Building and sustaining high trust relationships, as it fosters safety, collaboration, well-being, and academic success for students and staff.
Ensuring culturally responsive practice, because it honors Te Tiriti (our founding document), fosters inclusion, supports equity, and strengthens identity for all learners.
Building and sustaining collective leadership, as it enhances collaboration, empowers staff, drives improvement, and creates a supportive learning environment.
Attending to their own learning as leaders, leads to healthy, knowledgeable leaders who inspire growth, model resilience, and create positive, effective school environments.
Embodying the organisations values, as it inspires trust, motivates others, drives positive change, and fosters a strong, values-driven school culture.
It’s great to see how clearly you connect your leadership experience to these key capabilities. Building high-trust relationships is essential for creating a safe and collaborative space for both students and staff. Your commitment to culturally responsive practice shows your dedication to equity, inclusion, and honoring Te Tiriti and it’s never been more important.
Your focus on collective leadership is spot on-it strengthens collaboration and empowers staff to drive meaningful change. I also appreciate your commitment to ongoing learning as a leader; modelling growth and resilience sets the tone for a positive culture in your team and beyond!
Keep leaning into these strengths-they will make a real impact!
Also a link to the Whānaungatanga: Establishing a Culturally Responsive Pedagogy of Relations in Mainstream Secondary School Classroom as a follow up to our conversation…https://www.educationcounts.govt.nz/__data/assets/pdf_file/0004/9922/Te_Kotahitanga_Phase3.pdf
Hi Craig – lovely to meet you on Friday, buddy! I agree with your closing sentence “Embodying the organisations values, as it inspires trust, motivates others, drives positive change, and fosters a strong, values-driven school culture”. You’ve entwined the leadership capabilities nicely there.
Thanks for your comment buddy!
After reading and reflecting on the readings/videos, my thoughts on ‘What leadership capabilities would you describe as requisites for you to be most effective in your current leadership context – and why?’
Visionary and Moral Leadership: As a leader having a clear, strong vision and moral purpose is essential to guide decisions and actions to create a positive, inclusive learning environment and address inequalities in education. It is ensuring that leadership is not just about the operational aspects but about transformative, long-lasting change.
Strategic Thinking and Planning: Leadership demands an ability to think both strategically and practically. It is needed to create effective systems that foster student learning, teacher development, and operational success. Strategic plans enable leaders to make informed decisions for long-term impact while being flexible enough to adapt to changing circumstances and needs.
Building Relational Trust: Trust is the foundation of effective leadership. Relational trust builds and fosters collaboration, open communication, and a positive school culture, which are essential for success. Active listening, empathy, and vulnerability (Simon Sinek video), develop trust. The art of listening and noticing can be used alongside coaching strategies to engage in meaningful professional conversations.
Cultural Responsiveness: With an ever-diversifying landscape, cultural responsiveness ensures that education is inclusive and recognises/celebrates the diverse identities, languages, and cultures of students through deliberate actions. Continuing to upskill your knowledge and understanding is an integral part, which can lead to a deeper embedded awareness and change.
Leading Through Inquiry and Reflection: Reflective leaders engage in continuous learning. Inquiry-focused leadership (having a disposition to learn) involves asking deep questions, examining own practices, and using data to inform decisions. Being reflective helps identify areas of growth, respond to needs, and provide feedback – all leading to improved teacher and student outcomes.
Coaching and Developing Others: Leadership is not only about personal growth but also about building the capabilities of others. Developing others empowers staff, builds a strong leadership culture, fosters collaboration/support, and ensures sustainability by fostering leadership at all levels. Leaders must create an environment where people are supported in their professional learning and growth.
Data-Driven Decision Making: Effective school leadership requires the ability to make decisions based on both qualitative and quantitative data. Data-driven decision-making helps ensure that leadership decisions are informed by evidence rather than assumptions, enabling schools to track progress, identify gaps, and improve student outcomes.
Change Management and Agency: Leading (transformative) change involves guiding others through transitions, ensuring that everyone feels empowered (sense of efficacy), supported, and capable of adapting (the why and how). The ability to take risks and reflect leads to change, even in the face of challenges.
Adaptability and Flexibility: Schools are dynamic environments, and effective leaders need to be flexible to respond to the changing needs of students, staff, and the wider community (new information / changing situations). Adaptability allows leaders to maintain stability while embracing change. As leaders, being open to trying new approaches allows for innovation.
Such a thoughtful and comprehensive reflection. You’ve certainly identified a set of interconnected leadership capabilities that clearly resonate with the complexity of educational leadership. What stands out is your strong alignment with transformative leadership, moving beyond the managerial to the moral and aspirational. Your awareness of the importance of relational trust, cultural responsiveness, and coaching strategies shows an understanding of how leadership is lived through people and relationships — not just plans and systems.
You demonstrate a real understanding between inquiry, data-informed decision-making, and strategic thinking. It’s this kind of leadership that fosters a culture where reflection, curiosity, and continuous improvement become the norm. Your framing of change management as an agentic, empowering process is right on point. It reminds us that effective leaders create the conditions for others to thrive, adapt, and lead in their own right.
It’s good to think about how these capabilities show up in your daily practice taking notice of the moments where you feel most aligned with these capabilities, and where might there be opportunities to go deeper or support others more intentionally.
Nothing like that line of sight from the strategic to what happens ‘on the daily’!