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.
8 Responses
In my current leadership role, a huge focus for me is to build consensus, that is, to build a team that believes shared truths. I want a strong belief – a consensus – in the mission, and to have agreement in the way we are doing things. I’m not after cookie-cutter consistency, but I want to know that we are all travelling together.
Related to this, I value leaders who empower others. I need to let others pursue their passions and make their mistakes, and be a helpful ear and problem solving ally.
Nice sense of the value you place on knowing and supporting your team in a purposeful way to achieve goals
As a team leader and leader of literacy in my kura, I feel as though showing competence in my role as well as leading with integrity are the requisities I need to be most effective. This year I have two new team members, so I feel as though I need to be setting the right example for them that shows I can be relied on to support them as well as look to for guidance on programmes and best practice within our team. In my role with literacy, competency and pedagogical knowledge play a large roll as I am shaping and determining the literacy programme for our whole school under the new curriculum. So leading by example both with how I tackle the day to day stuff of teaching, as well as in my programmes and pedagogy are important to me, but also owning up when I make a mistake and reaching out for the support of my team as well.
Insightful overview and clarity of the purpose and practice of effective leadership. ‘Walking the talk’ is a very important key
I think leaders need to lead by example. They should be willing to do the tasks they ask of their team. Their team will naturally watch how the leader achieves a task and will take this as the standard. Leaders should be able to keep their team accountable, but also know their team well enough to help manage their workload. I also believe a leader needs the skills to connect with a variety of people. They need to be able to advocate for their team and feel confident to make decisions they believe will best suit. While these are all quite broad skills for leaders in many positions, I think these apply to school leadership as well as other professions.
I like the balance between leading by example, building relationships and accountability. A balancing act among key Leadership dimensions.
I believe that the leadership requisites I most need in my current position is trust, both teachers and students alike need to feel that they can trust me to take on their problems in a respectable way and that a solution will be found.
I also believe that openness to change and other opinions/ideas is essential so that my staff feel comfortable speaking with me when something is not working or if they have an idea on how things could be done better.
The last one that I believe to be important is organisation. It is my job to reduce the cognitive workload of my team as much as possible by being organised and preparing my team for all upcoming events and changes.
Flexibility and responsiveness from a position of strong preparation does give depth and power to leadership.