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.
10 Responses
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.
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.
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.
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!
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!
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
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.