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.
12 Responses
To be effective in my leadership role, I see building high-trust relationships, cultural responsiveness, and leading with moral purpose as key. Strong relationships create collaboration and shared vision, while cultural responsiveness ensures Māori and all learners succeed as who they are, guided by Te Tiriti o Waitangi. Keeping equity, student success, and well-being at the heart of decision-making is essential.
I also know I need to grow in consensus-building and strategic thinking—sometimes I want to push ahead, but I’m learning that real change takes time and shared buy-in. Developing my agency and resilience will help me lead through challenges with optimism and purpose. As an Across School Leader, I want to strengthen my ability to connect people and ideas so that collaboration leads to real impact. These skills will help me grow as a leader and create lasting, meaningful change.
Thank you Kylee. As you rightfully point out trying to strike a balance between relentless forward motion and making sure that you don’t get too far of the pack is a challenging one. Gaining ‘buy in’ is such a key skill to learn but if you think about it you will be able to identify many times in your life both at work and home when you’ve done this very thing against all odds.
What leadership capabilities would you describe as requisites for you to be most effective in your current leadership context – and why?
Positive Relationships and Connections
I see this as the most important requisite for effective leadership – building positive relationships within your team allows for trust to grow and therefore more honest, reflective and goal focused conversations to occur. Knowing your team also allows for you to read the room and notice what people need from you and when. I think it’s also crucial to see yourself as a learner alongside your team, like the whakatauki says – he waka eke noa, we are all in this together. Your team will always be more effective if you are working towards a common goal or task together.
Effective Communication
It’s important to know when to speak, guide, direct, and when to just be a listening ear. Leaders need to be able to recognise what is needed at different times and respond accordingly. I often think back to ineffective leadership I have experienced overtime and often it’s those people who speak, but don’t listen, who cause conflict and make others feel belittled. So I use these personal experiences I’ve had to help shape the leader I want to be and become.
In terms of my leadership profile – I see myself as a developer, the crucial connector between both innovators and executors. In terms of the skill sets – at times I am an innovator, coming up with new ideas and improving current models. I also like to network – finding out what other staff are doing, other schools are doing and striving to improve or as we say in our kura ‘be better than before.’ Yet at other times, I like to plan thoroughly and pay careful attention to the small details.
In order for leaders to lead, people need to understand the ‘why’ and purpose behind decisions that are made and what they are doing. This is particularly crucial when getting others on board with change.
I really like your comment about seeing yourself as a learner. The further you move up in your career the more important it is. Learning alongside your students is great but so is learning alongside your teaching colleagues. I endorse the communication comments too. As you say, listening is a big part of that too. Knowing when to just listen is sometimes more important than the most eloquent statement.
I agree with your reflection of what makes an effective leader – a lot resonates with me. I, too, also often think to examples of ineffective leadership I’ve experienced, to help inform my own leadership and to ensure I don’t inflict similar on others to what I’ve witnessed or experienced.
What leadership capabilities would you describe as requisites for you to be most effective in your current leadership context – and why?
Firstly, being true to yourself, being vulnerable, and being honest, with a clear vision of your collective goals, form the basis of my capabilities to be an effective in my current role. I am currently the curriculum lead for HPE, and have voluntarily taken on the the role of AI advocate and strategy developer. My core role at kura is as CRT Teacher, meaning I work across the school, allthough primarily in years 4 to 8.
I have started reading the Brene Brown book, and so far have taken from that to be couragous and vulnerable are highly desirable traits. Leaders need to be genuine in their roles; without that the teams or those you wish to influence are unlikley to follow, as they will see through any pretence and are unlikley to want to go on the journey with you.
Secondly, I have identified myself as being somewhere between a developer and an executor. I have had mentors suggest I have an entreprenurial spirit, that is, I see the big picture, the little pieces, and network well to get the information or resources I need to get the job done. That said however, the projects and roles I have led in the community were all based on existing ideas or concepts, as they are within kura.
HPE and AI are both quite contentious as they require, especially in the case of AI, an open mind and recognition of the benefits I am promoting. HPE is not particularly well delivered across many kura, so asking kaiako to think differently to what they may have done for some time, can be challenging. In the case of AI, there tends to be, from what I have seen, 2 extreme views; yes, let me at it, I’m in, or, no, that is not teaching or it will ruin the profession. Both of those are not ideal positions. To lead this change takes tact, empathy, honesty, and some vulnerability because it requires you to expose yourself to some challenging pushback, and have the confidence to be strong in your position.
Strong relationships and collegiality across kura are key to ensuring akonga get the best out of their time with us. Given the above, tredding a cautious path is vital, which cant be done without my afore-mentioned requisites.
That’s some exciting roles you have there, Peter! I’m all for the use of AI – but I know very little in the scheme of it all so look forward to having more korero about this with you. The ideal situation would be having more time just to explore!
I think there are a lot of teachers who can be resistant to change and digital technologies and AI is moving at such a rapid speed that I can understand the hesitation from people. But, it’s certainly not a reason for them to not at least give it a go!
I’m please you are getting into Brenê Brown Peter.. A former delegate of mine was so inspired by one sentence of hers that it caused him to rethink his world view. Result! He is now the DP of a large Secondary school. I will share that sentence with you at some stage. I look forward to some lovely discussions between you and the other delegates around the topics you have raised.
Hi Peter. I too have started Brene Brown’s book and agree with your sentiment regarding being a genuine leader so that you get the “buy in” from those you are leading. This is also reminiscent of what Vivian Robinson says in the video attached to one of the above resources regarding “open to learning” conversations.
Thank you for your thoughtful response Christina. You have clearly identified the key requisites for your current and future roles. Most Heads of Department have a more homogeneous staff than you have in that the teachers for whom they are responsible teach a much more similar curriculum. Through your responsibility for languages you are responsible for a variety of cultures, mindsets and attitudes which really keeps you on your toes but you have the awareness to be able to flourish.
What leadership capabilities would you describe as requisites for you to be most effective in your current leadership context – and why?
Currently, in my leadership role as a Head of Department (Languages) at Palmerston North Boys’ High School, I have identified several key leadership capabilities from completing the LCA, having an online korero with Geraldine, and from reading and viewing the above resources. These key leadership competencies enable me to effectively drive curriculum development, support student achievement, mentor staff within my department and contribute to wider school achievement objectives.
I would say the identified key requisites for me are:
Embodying the School’s values and showing moral purpose, optimism, agency and resilience – ensuring that teaching and learning remain at the core of decision-making. This involves guiding staff in best pedagogical practices, setting clear expectations, and using data to drive evidence-based improvements.
Building and sustaining collective leadership and professional community – Schools are dynamic environments, and being able to lead through change and uncertainty is critical. Being able to respond proactively to curriculum shifts, evolving student needs, and staff development challenges is essential.
Building and sustaining high trust relationships – Strong relationships with students, staff, whānau, and leadership foster a positive, high-trust environment where collaboration and professional growth thrive.
Strategically thinking and planning – aligning curriculum development, professional learning, and student achievement goals with the school’s strategic vision.
Ensuring culturally responsive practice – A culturally responsive curriculum enhances engagement, belonging, and success, particularly for Māori and Pasifika learners, but benefits all students.
I also identified myself as an “executor” type of leader, from one of the videos in the resources. I am a fan of Viviane Robinson and particularly enjoyed the Education Hub webinar on her book as well her video in one of the other resources where she is discussing how to build effective relationships and trust in an educational context. A lot of what she says in this video resonates with me and it is a good reminder of how to gain that trust with your staff when you are an senior educational leader within a school.
I know I’ve exceeded the 150 words!
I love your comment about being able to lead through change and uncertainty – as a school we have certainly been through this lately with Te Mataiaho, rapid changes requiring our teachers to adjust quickly!