Due: 24th March
“He waka eke noa”
We are all in this together.
Module Objectives:
Upon completion of this module, participants will be able to:
- Articulate their personal leadership philosophy and goals.
- Develop a compelling vision for student success that is inclusive and equitable.
- Align their personal goals and vision with the school’s mission and strategic plan.
- Identify and utilise relevant resources to support their leadership development.
Task 1: Defining Your Leadership Philosophy
Reflect on your values. What are the core values that guide your personal and professional life? How do these values influence your approach to leadership?
Consider your beliefs about learning. What are your beliefs about how students learn best? What are your beliefs about the role of the teacher in the learning process?
Define your leadership aspirations. What impact do you want to have as a leader? What are your long-term goals for your leadership journey?
Explore different leadership styles (e.g., transformational, servant, instructional). See below for resources to explore. Which styles resonate most with you? Why?
Briefly journal your reflections and insights from this activity. You might like to prepare to share your thoughts with your learning partner(s), as a way to introduce yourself at a deeper level than you might do ordinarily. You will meet your learning partner at PLG 1 (21st March).
Task 2: Defining Student Success
Explore diverse perspectives on student success. Consider the following questions:
- What does it mean for students to be successful academically? Socially? Emotionally? Culturally?
- How can we ensure all students, regardless of their background or learning needs, experience success?
Develop an inclusive definition of student success that applies to all learners in your school.
Discuss your definition of student success with colleagues and seek their feedback.
Task 3: Aligning with the School’s Mission
Carefully review the school’s mission statement, values, and strategic goals.
Analyse how your personal leadership goals and vision for student success align with the school’s overall direction.
Identify any areas where your personal leadership goals and vision may need to be adjusted to better support the school’s priorities.
Share your reflections on the forum in 150 words or less.
Resource Bank:
Explore the resources most relevant to you and your personal reflections:
- The New Zealand Curriculum – https://nzcurriculum.tki.org.nz/
- Tātaiako: Cultural Competencies for Teachers– https://teachingcouncil.nz/assets/Files/Code-and-Standards/Tataiako-cultural-competencies-for-teachers-of-Maori-learners.pdf
- Leading Learning: A Professional Standards for Principals and Senior Leaders– https://teachingcouncil.nz/professional-practice/our-code-our-standards/
- Leadership Styles – https://hbr.org/2024/04/6-common-leadership-styles-and-how-to-decide-which-to-use-when
- Transformational Leadership –https://www.forbes.com/councils/forbescoachescouncil/2024/08/13/transformational-leadership-the-how-and-why/
- Servant Leadership – https://positivepsychology.com/servant-leadership/
- Instructional Leadership – https://schoolreviews.education.qld.gov.au/res/Documents/spotlight-paper-instructional-leadership.pdf
- Seven Strong Claims About Successful School Leadership Revisited – https://www.profdavidhopkins.com/assets/docs/Seven%20strong%20claims%20about%20successful%20school%20leadership%20revisited.pdf
Assessment:
- Self-reflection throughout the module.
- Completion of all activities – journaling for Task 1, conversation with colleague for Task 2 and post on forum for Task 3.
- Peer feedback and discussion within the online forum.
41 Responses
As a He Kaimahi (Team Leader), I connect strongly with our school’s mission to “Nourish, Grow, Thrive.” I aim to build a positive team culture where strong relationships, trust, and support help both students and teachers succeed. The school’s vision to “explore the world together” fits with my belief in working as a team and encouraging curiosity in learning.
My leadership goal is to support kaiako/kainga-led inquiry and help kaiako grow in their practice. This aligns with our school values of ownership and growth. I also see that I can improve by sharing leadership more and building even stronger partnerships with families.
By focusing on trust, teamwork, and shared responsibility, I want to help my team and our learners grow and thrive together.
“Children attending *our school* will be given the opportunities to develop the skills to make positive life choices which will enhance their physical, mental, social and emotional development.”
This was developed a few years ago and I feel it is a little wordy and doesn’t reflect the true nature of our kura today.
Our school motto is Aim High and I feel sometimes that is more where my focus is. At the heart of everything I do in the classroom and within the school I want the students to acknowledge and feel proud of their achievements, support others towards success and envisage themselves going out into the world with an open mind and heart but always remembering where they came from. I just want them to go out and not be afraid to be who they are – show the world what they can do. As teachers we need to provide them with the skills they need and a safe environment to explore these skills. Show them about all the possibilities that could lie ahead. At the heart of all this they need to be kind to themselves and others, smile and enjoy the ride. We are just a small part of their journey in life and I want it to be memorable for them in a good way.
That sounds like a rather lovely philosophy in development Samantha! It’s absolutely an ‘and / and’ in the sense that our kids should be able to bring themselves (in all their glory!) to the fore of their learning. It’s absolutely essential to get deep enduring learning to stick and for them to achieve at levels and at a pace that will see them engaged and driven to learn. I get a real sense of this happening in your space!
My leadership goals directly align with our school’s vision of academic excellence and service. Students are at the centre of all decisions and professional conversations – it is what we are about as educators. Through my leadership practices I aim to enhance instructional practices, fostering equitable access and improved outcomes for all ākonga. My roles of Curriculum Lead and Across-School teacher reflect my commitment to growing teacher capability and empowering them as the professional experts and knowledge holders. I resonate with transformational and instructional leadership, driving innovation and data driven decisions to ensure high quality learning. Continuous professional growth is fundamental as a leader and a teacher. This reinforces the school’s direction of growing life-long learner who contribute to the common good.
Kia ora Ashleigh – great links to the cultural competencies outlined in Tātaiako, particularly in keeping students and valuing teacher expertise at the centre! Leveraging the principles of transformational and instructional leadership to foster innovation while maintaining a relentless focus on teaching quality and learner outcomes is also great focus. Leading and learning is constant evolution!
As you have obviously noted in Leading Learning, effective leaders are those who build collective capacity and cultivate culturally responsive practices. Keep asking yourself how your leadership actions are actively growing others, and how are you balancing the visionary aspects of transformational leadership with the strategic, day-to-day focus of instructional leadership?
Our school, like many others, prioritises student and staff hauora as a key strategic goal, recognising that staff wellbeing directly enhances student outcomes through increased teacher engagement and stronger relationships. It’s important that school leaders are responsible for implementing practices that promote teacher wellbeing. As a team leader, I actively support my team’s hauora to mitigate workload pressures. Our school’s whakatauki, ‘He waka eke noa’ – we are all in this together, perfectly encapsulates this shared responsibility.
As a Catholic school, our vision, mission, and goals are deeply rooted in gospel values. My leadership style reflects this commitment, emphasising courage and compassion to contribute to the common good. We, as a leadership team, have established and adhere to team norms derived from our eight core school values.
You have a clear understanding of the connection between staff wellbeing and student success. This is a link well supported by Leading Learning and the evidence base around effective school leadership (Seven Strong Claims About Successful School Leadership). Prioritising hauora aligns powerfully with culturally sustaining practice as outlined in Tātaiako and models aspects of servant leadership, where supporting and uplifting others is central to leadership effectiveness. It’s all about striking the balance! Your integration of gospel values with leadership practice provides a lovely line of sight to enacting these lofty goals in the day to day business of what you do – and that matters!
A question that you may want to keep asking yourself may be something like…How do my leadership actions consistently promote both the wellbeing and professional growth of my team in ways that strengthen outcomes for all ākonga?
Our school vision is to guarantee challenge every learner to explore the world together, aligning closely with my personal philosophy. Our ILE spaces requires that we strengthen high-trust partnerships, open communication, shared responsibility, and mutual respect. The word “together” is meaningful to me, and I value the strong sense of family at our school. Building trust and understanding families’ backgrounds and values is essential. Our mission encourages every learner: students, parents, and teachers to nourish, grow, and thrive in their learning journeys, both within and beyond our school walls. “Guarantee” ensures we have the professional capability and collective capacity to empower learners and enhance outcomes. By collaborating, we share best practices, ensuring all learners reach their potential. This is a challenge, a worthy one with a high number of ELL students. A challenge is the pressure this places on teachers, as they often feel the need to do everything themselves, leading to burnout. An area I aim to strengthen is developing the “He Kaimahi” middle leadership role, moving towards teacher-led inquiry that strengthens pedagogy.
I love that way you have authentically captured and owned the concept of ‘together’ as a way to build your own practice and that of others in your space. Your leadership reflection clearly aligns with the NZC and the evidence in Seven Strong Claims About Successful School Leadership around building collective capacity and fostering collaboration for improved outcomes. The concept of ‘Guarantee’ is fabulous and you are clear about the way this plays out for staff and students. Wonderful.
Your emphasis on high-trust partnerships and shared responsibility speaks to both transformational and servant leadership, where empowering others and cultivating mutual respect are essential for sustainable success. Keep asking yourself how are the conditions I am creating enabling teachers to confidently lead learning, inquire into their own practice, and feel supported rather than stretched?
My school’s whakatauki, Nā to rourou, nā taku rourou, ka ora ai te iwi (With your food basket and my food basket, the people will thrive), deeply resonates with my leadership style. The emphasis on collaboration, inclusivity, and relationship-building aligns well with my vision for student success and effective leadership. I strongly believe in leveraging the collective strengths of a team to enhance teacher capabilities, ultimately leading to improved student outcomes. Our school’s emphasis on relationships as a core foundation aligns perfectly with my leadership values. I recognise that trust and open communication are critical for both student engagement and staff cohesion. The commitment to inclusion and addressing a wide range of diverse needs reflects my belief in student-centered leadership. A commitment to fostering strong relationships as the foundation for learning is integral to my leadership approach, prioritising building meaningful connections with students, staff, and the community, ensuring that every individual feels valued and supported. Having been involved in implementing evolving ideologies and philosophies within a school setting, I appreciate the complexities of educational change. My leadership experience has reinforced the importance of clear communication in articulating the ‘why’ and ‘how’ behind any transformation. Ensuring that everyone understands and buy into change initiatives is a key focus of my leadership practice.
Hi Alix, I agree everyone knowing the ‘why’ is crutial in order to make changes sustainable.
Your leadership philosophy beautifully embodies the spirit of this wonderful whakatauki. Your focus on collaboration, inclusion, and clear communication aligns with the principles of transformational leadership and is well supported by the culturally sustaining principles in Tātaiako. As Leading Learning suggests, effective leaders create shared understanding and collective commitment, especially through times of change. The challenge, and the opportunity, lies in how you continue to keep the ‘why’ visible and ensure that evolving philosophies are not only understood but meaningfully enacted, keeping the line of sight to the ‘how’ obvious for all. Reflecting on ‘how does my leadership consistently builds trust and shared ownership, so that change feels collaborative, not imposed’ might help you to keep that line of sight to getting buy in to the changes you are leading.
Well-being and relationship-building are central to my kura’s vision. My leadership values strongly align with this, as I believe that a positive relational approach is fundamental to fostering growth through deeper connections and a deep understanding of each learner. I am fortunate to be part of a school that prioritises and facilitates opportunities to develop these relationships. The goal of establishing a kura environment that is inclusive and responsive to the diverse needs of all learners is one that I also easily align with. Relational and inclusive approaches are beneficial not only for students, but for all members of the school community. While increased trust, loyalty, and commitment can significantly enhance student outcomes, expectations must remain realistic and achievable. I think the challenge for many busy and complex organisations including kura, is developing and maintaining effective communication.
Hi Caroline.
“Well-being and relationship-building are central to my kura’s vision. My leadership values strongly align with this……..”
So do mine, and having cheese day once a week isn’t quite the number one Well-being or Relationship Building strategy that I’d start with.
A focus on well-being and relationships is key, totally agree with this statement. Seeing so much of your teaching and leadership philosophy align with your school is great. I agree and think communication can be a challenge within schools, with so many moving parts.
You certainly have reflected on that all important link between strong, trust-based relationships and effective teaching and learning. Your recognition that wellbeing and inclusion benefit the whole school community echoes key aspects of servant and transformational leadership. Leading Learning suggests that sustaining these approaches in complex environments requires intentional structures for communication and shared understanding. It may be useful to ask yourself how your leadership is contributing to and strengthening the systems and routines that enable consistent, open, and purposeful communication, particularly when time and capacity are stretched?
I love that you appreciate the environment that you work in – taking time to be grateful for what we have matters.
My leadership approach aligns with WHHS strategic plan, particularly in fostering high-trust and cultural responsiveness. I prioritise strategic thinking and continuous reflection to drive both student success and team improvement. I actively use data to inform decisions and enhance student outcomes, ensuring alignment with the school’s focus on measurable growth. One area I could refine is strengthening student voice and community engagement to further support inclusivity and shared ownership of success. By staying committed to integrity and ongoing reflection, I can continue making a positive impact on our school community.
Hi Alicia,
Strengthening triangulation of akonga, kura and whanau voice is an important part of developing that ownership of success. We are all in this waka together.
Love this sentiment Craig!
Your reflection aligns with effective practice as described in Leading Learning and Seven Strong Claims About Successful School Leadership, particularly in your focus on strategic thinking, reflection, and data-informed decisions. Your attention to high-trust relationships and cultural responsiveness reflects the competencies outlined in Tātaiako, supporting equitable and meaningful engagement. Strengthening student voice and community partnership is a great next step, resonating with both servant and transformational leadership principles, where shared ownership and inclusivity drive sustainable change. As you evolve this space you might want to keep asking yourself, ‘how will student and whānau insights actively shape and inform the decisions you make?’
Our school vision is student-focused wanting engaging learning and high expectations for learners.
This aligns with my leadership as I want to support other teachers in increasing their expectations of learners and teaching in a way that is personalised for each child, as well as exposing them to various learning experiences. I also believe that by having well-supported and valued teachers, our learners will get a better experience. Therefore, having opportunities for staff to learn more about teaching will enhance all learning for students. I also connect with our vision as we want to form learners who are capable, curious citizens who think of others and are connected to their communities.
My leadership could better align with the school’s vision by looking at our focus for this year which is using a newly appointed Te Tiriti leader to help see how different aspects of teaching, learning and leadership could be better aligned with Te Tiriti.
This stood out for me ” well-supported and valued teachers” – agree! I am also interested in the scope of the Te Tiriti leader within your kura and I trust they will be a supportive leader to draw from in regards to culturally responsive leadership practices too.
Yes! It’s a really interesting new role that we are trying out this year, so the job description is being crafted along the way, but largely looking at our school kaupapa, strategy and teaching to figure out how we can strengthen our alignment with Te Tiriti in these areas.
Kia ora Kirsty. I agree with what both you and Alicia have mentioned. Well supported and valued teachers leading to better outcomes for students. As Marshall mentioned on Friday, teachers get burnt out and one of the reasons for this is that they don’t feel supported and valued. This is a common topic within my Pastoral team I’m apart of.
Kia ora Craig, It is such a hard topic to work around because pressures can get so high. I’ve been trying to think about what support and value I would appreciate without it being too cheesy, but it might depend more person to person. I know that most people appreciate a genuine positive comment about something they have done so am trying to make that a better habit. Great to meet you on Friday!
“I also believe that by having well-supported and valued teachers, our learners will get a better experience” – this statement really resonates with me too – as they say ‘you can’t pour from an empty cup’, teacher focused with lead to better outcomes for students.
Your reflection aligns well with the evidence from Seven Strong Claims About Successful School Leadership, which emphasises the importance of building teacher capability and holding high expectations for all learners. Your focus on personalised learning and professional growth for staff reflects both instructional leadership and the relational approach advocated in Tātaiako. The opportunity to further embed Te Tiriti commitments through your newly appointed leader is an excting and valuable next step, aligning with culturally responsive practice and inclusive leadership. Considering how your leadership actions actively support teachers to weave Te Tiriti principles into everyday teaching and learning in a way that they are not an add-on but a core foundation will be a great focus for you.
My core values align quite well with my school’s values, as they reflect a commitment to honesty, positivity, and strength-based practice within a safe and inclusive learning environment. By fostering capable learners, we empower students to recognise and build upon their strengths, supporting a culture where every individual—students, teachers, and staff—is valued and encouraged to thrive. Effective communication underpins both teaching and leadership, ensuring that students, teachers, and staff engage in transparent, respectful dialogue that strengthens relationships and promotes collaboration.
Strength-based leadership is at the heart of my approach, recognising and celebrating the unique abilities of each individual. By building on strengths rather than deficits, I aim to try to create opportunities for people to develop confidence, resilience, and a deep sense of belonging.
Maintaining strong communication and trust is crucial, yet differences in values, priorities, and experiences within the school community can create tensions. Ensuring that all voices—ākonga, whānau, and staff—are heard and valued requires intentional effort, active listening, and a commitment to relational leadership.
Hi Susie. Through building positive relationships we can all feel empowered to build on our strengths so that we can all feel valued and encouraged to thrive within our Kura. Truer words couldn’t be spoken with regards to what makes a whole organisation thrive. And as you’ve mentioned, effective communication underpins all of this. Effective Leaders have a wealth of knowledge, however, within their teams they have experts capable to lead their portfolio’s, if allowed. Shared leadership!
I also believe a strength-based approach is best. People thrive when you acknowledge and build upon their strengths.
Your reflection draws on elements of both servant and transformational leadership, as well as the culturally sustaining practices outlined in Tātaiako, where strength-based, inclusive relationships are central to success! The emphasis on building from people’s strengths rather than focusing on their faults aligns with the research in Seven Strong Claims About Successful School Leadership, particularly around fostering collective efficacy and relational trust. Good leaders are intentional in how they create space for honest dialogue, especially when navigating different perspectives. Keep asking yourself how your leadership systems/practices consistently ensure not just that all voices are heard but that they meaningfully shape the way forward in ensuring great outcomes for students – line of sight every time!
Our school vision is simple: Our pupils become capable learners, effective communicators, and responsible citizens. The challenge is aligning my leadership philosophy with this vision without overcomplicating it.
For me, the phrase ‘capable learners’ is about dispositions. As leaders and teachers, we must have high expectations, believe students want to learn, and explicitly teach that hard work leads to success. Modelling this is crucial. These statements align with my leadership philosophy.
The phrase ‘Effective communicators’ connects to the academic part of my vision. We must equip students with the literacy, numeracy, and knowledge they need to communicate confidently and participate in the world.
‘Responsible citizens’, I believe, is about morals and belonging. Our students should feel they can contribute meaningfully to their communities. They need to understand how to behave, interact positively and know they can make a difference in ways that matter to them. Again, modelling this is crucial.
When I think about my core leadership values I often think about what I have to do rather than the bigger picture. Our school vision is student-centered. I need to remember that everything I do should be driven by what I want for our students.
Yes, Nathalie – I think a lot of us would agree that we “think about what I have to do rather than the bigger picture”. A timely reminder for us all 🙂
Hi Nathalie. It’s great that most school visions are about the students building on their strengths and their outcomes. But what about the teachers? I just wonder if school visions were all encompassing for the whole school community and this was then lived through actions, would we have less burnout and fewer people wanting to be teachers in Aotearoa. I just got to your comment last Nathalie and realised that teachers don’t seem to be part of the equation, not explicitly at least.
You’re so right about about not over complicating things and keeping visible the way in which the vision is enacted. It keeps us focused on the things that really and truly matter!
Great articulation and understanding of how leadership and pedagogy connect directly to learner outcomes and you clearly unpack the critical link between ‘capable learners’, ‘effective communicators’, and ‘responsible citizens’ with instructional leadership, where modelling, high expectations, and explicit teaching are central. Sorry – thats a long sentence! Tātaiako is a good reminder to us that effective leadership holds tight to the “why” – student success – while navigating the “what” and “how.” Keep asking yourself ‘how do my daily leadership actions keep the school vision alive, simple, and actionable?’
How my personal leadership goals and vision for student success align with my kura’s overall direction and where I need to strengthen my alignment.
Embedding a strong, inclusive, and values-driven school culture is essential for fostering a sense of belonging and supporting all ākonga and kaiako. By promoting kindness, empathy, and continuous improvement, the school encourages passionate learning. However, there is an opportunity to strengthen curiosity and courage through student-led inquiry and real-world problem-solving.
Championing student well-being is vital for emotional and physical resilience, empowering students to take risks and explore new ideas. To enhance this, there must be a stronger connection between well-being and academic excellence by ensuring equitable access to advanced learning opportunities.
Supporting kaiako through professional development reflects a commitment to lifelong learning. Increasing student leadership roles and involving students in decision-making can further enrich the school culture.
Strengthening partnerships with iwi and local communities fosters cultural responsiveness and shared responsibility. Moving from consultation to co-design and implementing feedback loops will ensure continuous improvement and authentic collaboration.
“Shared responsibility”. I like that. You have outlined a rather multifaceted approach to leading.
Craig, I appreciated your powerful words – championing, strengthening partnerships, and embedding a strong culture. So many different areas to your leadership approach. I think that idea of moving from a consultation to a co-design is a great way to lead.
Student well-being is at the core of everything we do at my kura. I love your comments around fostering curiosity and real-world learning. An area of curiosity for me is moving from consultation to co-design with local communities.
Your focus on fostering belonging, cultural responsiveness, and collective efficacy is a good one Craig. You show an understanding that embedding an inclusive, values-driven culture is central to both wellbeing and academic success – this balance is also echoed in Leading Learning. Your recognition of the need to strengthen curiosity, student agency, and genuine partnership with iwi and communities points to a shift from passive involvement to active co-design, an approach supported by transformational leadership. That’s exciting stuff!
Keep focusing on ‘how can my leadership foster genuine co-design with students, staff, iwi, and community so that wellbeing, cultural responsiveness, and academic excellence are deeply connected and mutually reinforcing?’