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.
One Response
I describe these 3 main leadership capabilities as requisites to be the most effective in my current leadership context:
* Building and Sustaining High-Trust Relationships
Trust is built by taking the time to understand the individual and their whakapapa. By seeing people in your team as individuals, you can unpack their values, morals, opinions, and motivations to better understand where they are coming from. Maintaining high personal integrity and being open and honest helps cement those mutual relationships where collaboration,problem-solving, and robust learning conversations thrive.
It is important to build and sustain belief and trust within my whanau team that they will deliver high standards of work, focus on raising student achievement, and be professional.
*Having a learning disposition
Being new to my leadership role, I am open to learning through observing my colleagues and having rich and robust conversations with them, where information can be shared transparently. Looking at different perspectives, not just my own, is essential in leadership to achieve a common goal. “Becoming a leader is a learning process that involves personal and social learning that never ends” really resonated with me. I also really liked the words -reframing, connecting, reviewing, and revisiting as important terms when learning in a sometimes unpredictable and changing environment.
*Communication
Being an active listener where I take on board what is being said and act on it, to support my team with individual solutions. This will not only empower but also allow for ownership and autonomy.
I think it is important to create a space where honest, courageous, and sometimes difficult conversations can be had. Allowing for ideas to be shared and troubleshooting of problems in a safe environment.