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.
27 Responses
As a Curriculum Lead, one impactful action I could take to improve our leadership team’s function, is to cultivate Collective Teacher Efficacy through structured, evidence-based collaborative discussions. I would establish regular, dedicated sessions where the team engages in deep, evidence-based collaborative conversations about student learning and instructional practices.
What I would do:
– Regularly set aside time for the team to meet, specifically to analyse student data and discuss instructional strategies.
– Guide conversations to identify what’s working and what needs improvement, grounding all discussions in concrete data rather than assumptions.
– Create an environment where every team member feels safe to share successes and to voice challenges or mistakes.
– Use insights from these conversations to identify areas for targeted professional development.
Expected Impact:
– Collective Teacher Efficacy by strengthening our shared belief to improve student learning.
– These transparent, data-driven discussions will foster trust among team members.
– The collective analysis of what works and why will lead to more effective teaching and improved student engagement.
– Transform individual efforts into a more cohesive collective impact.
– More effective curriculum implementation.
Relational trust is crucial for teamwork and achieving a shared vision. It’s about confidently relying on others’ intentions and reliability, which makes people feel safe to contribute and innovate. In my context, it’s important to be transparent with my team members, having clear communication, following through with tasks, and being approachable. We do many team bonding activities, within and out of the school environment, and I feel we know each other really well, and our working style.Building trust often comes down to Radical Candor, Kim Scott’s idea of caring personally while challenging directly. This means giving honest feedback, even when it’s tough, because you genuinely want others to grow. When you combine empathy with directness, you build trustworthiness. As a leadership team, we delved deeper into Kim Scott’s work and how we can use her model at our kura. I found myself to be in the “Ruinous Empathy” quadrant often when it comes to needing to address a more serious issue with a team member. Something I still need to work on.Without trust, communication shuts down, ideas aren’t shared, and people disengage. But with trust, individuals take risks, admit mistakes, and engage in the discussions needed to truly align on a shared vision. This has been evident with the team I have worked this year. We all feel like we are on an equal playing field most of the time, and it feels much more collaborative and effective in our mahi. We are dependent on each other and feel empowered when we lift we other up.I have moved schools this term, coming from a small primary school to a secondary context. Reflecting on the Reading 2, they talked about some key factors that affect relational trust, and one of them being the size of the school. I agree with this statement. I have stronger relational trust with the small team in my department, than I do with the rest of the 100+ staff at the secondary. This is largely due to the limited face-to-face interactions I have had with staff members outside of my department (still yet to learn names, and it’s been 7 weeks. Eek!)
That’s a very honest self reflection on navigating Ruinous Empathy! It is a challenge I have also faced in situations with team members in the past. Your insight into its impact is spot on – while it feels kind in the short term, avoiding direct feedback ultimately hinders growth and erodes trust.
Building trust by actively responding to emerging challenges really hit home for me. It’s something I often advocate for – getting ahead of issues with ākonga, whanau, or colleagues. I know how much I appreciate it when concerns are met early on with information, support, or even just an acknowledgement. The idea that competency is essential for gaining trust really interested me. When I thought about the people I truly respect, their competence is undeniably a huge part of why I trust them. My personal hurdle is figuring out how to showcase my own competence without feeling like I’m self-promoting. There have definitely been times when a more open conversation about expertise could have been beneficial. The strong link between high trust, student achievement and staff engagement also resonated. I value high-trust relationships, and I’ve learned that building that trust isn’t about just assuming everyone knows what they’re doing, nor does it mean people don’t want your help and expertise. Trust is far more intricate than it can seem, and when I look at the people I trust most, I can see much of what was discussed in the readings.
As He Kaimahi, I’ve come to realise that one of the greatest barriers to authentic collaboration is the fear of not having all the answers. There have been times when I’ve felt pressure to appear confident and in control, even when I’ve had doubts or needed support. But what the research reminds me is that trust grows from vulnerability and leaders must go first. One thing I can do to improve the function of my team is to intentionally model vulnerability during team meetings. To share a current challenge I’m facing in my own practice, invite input, and demonstrate that needing help is not a weakness but a strength. I would also encourage others to share and create space for open, non-judgmental dialogue.
Kia ora Ana. This is so important I feel. Having the courage to lead with vulnerability demonstrates to your team that it isn’t a weakness, as you’ve said, and that together as a team, you can develop a plan to climb the mountain as one and not as individuals.
These module readings really reinforced what I already believe: keeping trust alive is as important—if not more so—than just building it. That can be especially challenging for middle leaders. Staying honest and collaborative during those “tricky” conversations is key. Being open and getting to know your team makes it much easier when you need to address difficult topics. As a middle leader, it’s crucial to stay focused on the big picture, but also to tackle small issues early instead of letting them grow. In the future, I’ll do regular check‑ins with my team—not the quick “How’s it going?” type, but real conversations to uncover what really drives them: their passions, strengths, weaknesses, goals, and what they want from their role. Knowing these things will help me lead more effectively, guide my team better, and move us all forward together.
Kia ora Alix. Trust is a must. It certainly came through loud and clear for me as well. Developing trust within your team is different for everyone and being authentic is key. Having those regular one on one meetings, finding out what makes your team ticks is so important.
“The strength of the wolf is the pack.” This quote really resonated with me, highlighting the immense value of teamwork. It emphasises that individual contributions are better when a group collaborates effectively, and that prioritising the team’s benefit over individual gain is crucial.
I found these messages particularly relevant for understanding trust starting at a new school this term. Learning that trust is built on competency and character, not just time or familiarity. This has been a powerful insight, it has shown me that genuine trust can develop quite rapidly, even through brief but meaningful interactions.
I really appreciated and resonated with this quote too – so true. The power of teamwork can make the biggest difference.
Kia ora Kirsty. This was such a great quote. It reminded me of the three musketeers “all for one and one for all”. All in it together. Being genuine and authentic has the capacity to build trust.
Kia ora te kapa. Two things that stood out were the importance of regular kanohi ki te kanohi hui and that only 49% of staff in organisations trust their leaders. Therefore, there are two things I have implemented in an attempt to address this:
Number 1:
Leading the Staff Well-being Focus Group. I restarted this group due to its importance to school culture and how it reflects my deep commitment to fostering a collaborative, inclusive, and trusting environment where kaimahi (staff) feel valued, connected, and empowered. I believe that strong relationships, clear communication, and a shared vision are the foundation of a positive school culture — one that uplifts both kaimahi and ngā ākonga (students). These are the three main goals:
– Foster whakawhanaungatanga (relationship-building) across all levels of kaimahi — encouraging connection, trust, and shared purpose.
– Enhance clarity and consistency in communication, roles, and expectations — so kaimahi feel supported and not overwhelmed.
– Encourage staff voice, visibility, and recognition, ensuring every kaimahi feels seen, heard, and appreciated.
– Promote sustainability and distributed leadership, so our systems aren’t reliant on individuals, but are collective and future-focused.
Ultimately, the goal is to give voice to kaimahi to help shape a school environment where kaimahi enjoy coming to work, know what’s expected, and feel a strong sense of belonging and purpose — because when kaimahi thrive, nga ākonga do too.
Number 2:
By visiting my tutors every two weeks, I aim to build stronger, more authentic relationships that foster trust and collaboration in my role as their Dean. These regular check-ins create consistent opportunities for open kōrero, where tutors feel heard, supported, and valued. Being present and visible in their spaces shows a genuine commitment to their mahi and wellbeing, reinforcing that they are not working in isolation. This consistent engagement allows for early identification of challenges, sharing of ideas, and co-construction of solutions that reflect our shared vision for student success. It also enables me to better understand the unique dynamics of each class, which helps in aligning pastoral and academic supports. Over time, this routine presence nurtures a culture of mutual respect, shared responsibility, and collective problem-solving — essential elements for a positive, collaborative school environment where both kaimahi and ākonga thrive.
I like the practical and sustaining nature of your actions and goals.
Everyone just wants to be treated fairly, supported when times get tricky and be acknowledged for the work they do. I have been part of some wonderful teams (and some not so wonderful teams) in my 30 years of teaching. The best teams work together and their personalities and skills complement each other. In these teams, leaders guide but don’t dictate, model good teaching and classroom practise without diminishing the skills of others and acknowledge the “wins”of their teams no matter how big or small. They are supportive but encourage collaborative problem-solving and communication. They can be firm but communicate timelines and deadlines well-enough ahead so there are no surprises for anyone. They can read a room and recognise those times when morale may be low and adjust their expectations accordingly. We do this in our classrooms with our students, why aren’t we doing this with our staff? Cancel that meeting, release a teacher for an hour, make a cake for morning tea or have an impromptu sports afternoon. One memorable school leader, after a very trying week for us all, took us for a coffee at the local cafe after school! Possibly not best practise but it was good to get out of the school environment and just be people for an hour. Maybe I am looking at things through a teachers’ lens and not a leaders’ lens and maybe my view is a little idealistic and simplistic but I have seen many great teachers leave the profession through burn-out and expectations from leaders that seem to be ticking boxes for the sake of ticking boxes.
Kia ora Samantha. I enjoyed reading your comment. I think that it is important to view leadership through a ‘leader lens’ but also ‘teacher lens’ as often too quickly (especially non-teaching leaders) forget the day to day juggles of teaching. Looking forward to catching up in September 🙂
Kia ora Samantha. I think that school leader was reminding you all that you were “human beings” and not “human doings” therefore perhaps it was best practise. That is a key aspect of being a leader, I think. Recognising when your team needs a break.
One thing that resonated with me, in which I could do when I hold the one to one meetings with my team is ensuring I support a Team Leader who is feeling negative about her class, I could lead by consistently placing the students’ wellbeing and learning at the centre of our conversations and decisions. I could acknowledge the challenges the teacher is facing, while gently redirecting the focus toward what our ākonga need to thrive. I would demonstrate integrity by actively listening, being transparent in my reasoning, and following through with support. By modelling high expectations, expressing belief in both the teacher’s and the students’ potential, and celebrating small wins in the classroom, I can try to shift the tone from deficit to possibility.
Hi Susie, you’ve got some great ideas here! I think as you mentioned, focusing on the positive parts may help her see that she is making a difference and working really hard in the middle of all of the challenges and changes.
I agree that redirecting the focus back to the needs of ākonga is so important. Sometimes we can’t see the wood for the trees, and having someone shift the tone away from deficit thinking can be very helpful.
One thing I could do to improve how our team works is to create more space for honest, open-to-learning conversations. Viviane Robinson highlights how these build trust when we listen well, stay open to challenge, and work through issues together. If I model that kind of approach, it encourages others to do the same, helping build stronger, more respectful relationships. It also supports collective teacher efficacy. Feeling valued and united in purpose as a team we are more likely to make a real difference for our learners.
Kia ora Alicia. A problem shared is a problem halved, and sometimes it demonstrates that others are experiencing the same problem as you are but you didn’t know it. In the age of technology, we sometimes to forget that face to face is still the most important form of communication. Making time for it seems to be the tricky part.
After reading the articles, two things stood out that I can do to help my team work better. First, I can have regular one-on-one meetings with each team member. This will help build trust and make it easier to talk openly and honestly. Second, I can start weekly kainga/wharau check-ins where we can share what went well, what was hard, and how we can help each other. This will help everyone feel responsible and work together more. The readings show that when teams trust each other and work closely, it helps teachers feel confident and improves student learning. By doing these two things, I hope to create a positive team culture where everyone supports each other and works together to do their best for the students.
Your post really got me reflecting on my own leadership role. I admire your commitment to connecting with your team, and it’s a great reminder of how important those relationships are. At the same time, I know that trying to hold weekly one-on-one hui with 13 staff just wouldn’t work for me and my context. I’m learning to find a balance that still honours those connections, without setting myself up to fall short… or burnout.
Kia ora Tazmeen. A happy confident teaching staff leads to a happy educated group of students and that’s why we’re all in this gig right? Sometimes this can be forgotten. I love what you want to create within your culture by doing these two things.
One effective strategy to improve team function that stood out to me is holding regular one-on-one, face-to-face meetings—kanohi ki te kanohi—with each team member. This approach fosters a sense of value and belonging, allowing team members to feel heard, respected and supported. I also believe that a leader’s transparency and reliability are crucial in building trust. Together, these elements help create a high-trust environment and a more connected team.
I really like the idea of holding 1:1 face-to-face conversations regularly – I wonder how this can be managed to not add work load for either party and ensure it is valuable for all, not just the leader.
Two main ideas stood out to me in the readings. They were that trust is formed when members of your team/ staff see that you are competent and have good character. An offshoot of competence was not ignoring low-performing individuals or problems. This means that good leaders have the difficult conversations when necessary. I also thought that the collective teacher efficacy was a character of effective teams not to be ignored. I will be trying to emphasis that we can succeed together.