Due: End of Term 2/3 school holidays
NB: We have had a technical issue which has been brought to our attention, and this module was not displayed online as per the timeline – our apologies.
Mā mua ka kite a muri; Mā muri ka ora a mua.
Those who lead give sight to those who follow; Those who follow give life to those who lead.
Module Objectives:
- Understand the dynamics of challenging conversations.
- Develop and apply strategies for effective communication in challenging situations.
- Explore and apply various conflict resolution strategies.
- Foster a culture of open dialogue and constructive feedback.
- Identify and address personal biases and assumptions that may impact communication and conflict resolution.
“To lead effectively we’re responsible for respecting and leveraging the different views and staying curious about how they can often conflict.” (Dare to Lead, page 174).
As educational leaders, we often have a different horizon and perspective to our colleagues.
Even as teachers wearing different ‘hats’, for example, on different curriculum committees, we will be focused on different goals. It’s up to us, as leaders, to communicate our perspective, try to use our empathy skills to see from our colleagues’ perspectives, and rumble enough to get on the same page when we can. So how do we do this?
“Developing a disciplined practice of rumbling with vulnerability gives leaders the strength and emotional stamina to dare greatly.” (Dare to Lead, Page 167).
There is a need to empower school leaders with conflict management training before they assume their leadership positions.
Provocation/Task:
“The only thing I know for sure after all of this research is that if you’re going to dare greatly, you’re going to get your ass kicked at some point. If you choose courage, you will absolutely know failure, disappointment, setback, even heartbreak. That’s why we call it courage. That’s why it’s so rare.” (Brene Brown, Dare to Lead).
Choose a question(s) to discuss with your learning partner, via email/phone/online conversation. You might want to share a particular challenging conversation you have had recently or have coming up with your learning partner and seek advice from a different perspective. Share your thoughts after the conversion as a forum response in less than 150 words:
★ Reflect on Part 1 of Dare to Lead, what stands out?
★ What Daring Leadership tool is going to make the biggest difference to you as an educational leader?
★ How can you be prepared as a culturally responsive leader, to handle conflict and crisis as it arises? What biases or assumptions might you hold?
★ How have you/could you foster a culture of open dialogue and constructive feedback at your kura/your team?
Resources:
- Dare to Lead, Brene Brown, Part 1: Section 5 (page 165-181 with a focus on page 174).
- Whānau, hapū, iwi, Māori communities and schools working together (Page 6-11): https://www.ppta.org.nz/communities/tangata-whenua/document/551
- Leading from the Middle: Educational Leadership for Middle and Senior Leaders, page 18 https://www.educationalleaders.govt.nz/Leadership-development/Key-leadership-documents/Leading-from-the-middle
Additional/Optional Readings:
- TED TALK: Why good leaders make you feel safe: Simon Sinek, https://www.youtube.com/watch?v=lmyZMtPVodo
- Marshall Diggs – Courageous Conversations – https://youtu.be/3RT0Fgirlv0?si=1IO_HaE0o-yrb52K
- Emma Kingston – Leading with Courage – https://youtu.be/Eq1gU1FDFpg?si=IsHdSDYVxlyiDIEf
Assessment:
- Completion of all readings.
- Participation in the online forum discussion.
- Submission of reflection on the forum.
5 Responses
Josh and I have looked at question 3 “How can you be prepared as a culturally responsive leader, to handle conflict and crisis as it arises? What biases or assumptions might you hold?”
Josh: The whakataukī “Mā te whakarongo, ka mōhio” – my reo Māori kaiako taught us about this whakataukī before we went to a noho marae and talked to us about how you’ll most likely be corrected when you go to a noho marae, but that sometimes correction is actually manaakitanga – the old timers looking after you. She talked to us about remembering that you’ve entered someone else’s place and that you need to be open to learning how they want you to do things. This has stuck with me in my teaching and when leading a conversation with whānau about poor behaviour or choices, and I think how do they (the whānau) want their child treated by me. I make sure I listen to the family first, before communicating my bit, as I might learn something that will change my approach to the conversation.
Connie: Through Growth culture and my own reflections, I have learnt to leave space in a conversation. I do not have to always reply straight away and sometimes silence can be a powerful tool. Leaving space in a conversation allows the speaker to feel heard and also gives them time to share their point of view. Most times, people just want to feel that they have been heard.
This is supported in the reading where it says ” The willingness to listen respectfully to whānau, hapū and iwi, and to listen with a view to working with the people, can go a long way towards creating good relationships. By listening to what is being said, one is effectively showing commitment and willingness to take part in the process rather than attempting to define how the communities will participate with the education sector.”
As middle school leaders, we need to often lead whānau through the disciplinary/behaviour processes, so finding middle ground is important as is all parties leaving the meeting feeling heard.
Suspending judgement and being open to input from all members of a team is a challenge. I completely agree with your perspective on trust, something that you have to create moments for building, but that also requires all parties to bring their authentic selves to the conversation.
Kylee and I discussed Question 4 and shared very similar sentiments. We both highlighted the importance of making time and space for the members of our team and leading by example. This could be small things such as using your manners when speaking to each other to more tangible things like a MATEs agreement, which we both use in our teams. This helps set up a dynamic where people know the shared expectations and know what to expect when they put forward ideas.
Creating a genuine sharing space and the expectation of contribution by all members of the team takes time but is well worth the effort
After completing the course readings, listening to Dare to Lead by Brené Brown, and connecting with my learning partner, I was challenged by the question: How have you/could you foster a culture of open dialogue and constructive feedback at your kura or within your team?
Lately, I’ve been reflecting on how trust is built—not through big moments, but through small, consistent actions like listening more, speaking less, and following through on what I say. When trust exists, it becomes easier to be vulnerable and have honest conversations.
I feel there’s space in my team for this kind of dialogue, but asking for feedback still feels daunting. I could start with the senior leadership team to build confidence and model openness.
I’ve also realised that when I don’t trust the person giving feedback, it’s hard to receive it well. Trust is the foundation of any meaningful, constructive kōrero.