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.
4 Responses
One key takeaway from the reading of Robinson, Hohepa, and Lloyd (2009) is the importance of modelling the four critical components of relational trust—especially respect for others, which is identified as foundational. In my role as Whānau leader one actionable step I can take to improve the function of my team is to intentionally and consistently demonstrate respect in all interactions, particularly during moments of tension or disagreement.
What I Would Do
I would create regular opportunities for open dialogue—such as brief weekly check-ins in the form of hallway huis —where team members can voice concerns, share progress, or ask for support without fear of judgment. During these huis, I would focus on:
Listening actively without interrupting
Acknowledging contributions openly and specifically
Responding to concerns with empathy and follow-through
Additionally, I would reflect on my own communication patterns and seek feedback to ensure that I am showing consistent personal regard and respect for each team member’s role and perspective.
Expected Impact
By modelling respect and encouraging open communication, I would expect to see:
Increased psychological safety, where team members feel valued and more willing to take risks or share ideas
Stronger collaboration, as mutual trust fosters better teamwork and problem-solving
Higher morale and engagement, since individuals are more motivated when they feel respected and heard
Ultimately, this should lead to a more cohesive and high-functioning team, better able to support one another and stay focused on our shared goals.
• Giving transparent explanations of reasons for differential treatment of staff – not giving similar affirmation and voice to staff, regardless of their commitment or breaches of trust. (Robinson, 2009, p190)
I am responsible for the duty roster which staff expect to see an equitable distribution of responsibilities. The above suggestion is an action I can use to ensure people know the reasons for the differentiation in the number and type of duties assigned to staff. I could explain why people may have reduced number of duties (e.g.unit holders with extra responsibilities that impede on time before school). I plan to rotate duties and change the option of choice to a simple rotation of duties so that everyone has a turn at the less popular areas of duties. Will be transparent about why I am doing this and explain this to colleagues collectively.
One key action I could take as a team leader to improve the function of my team is to create a culture of psychological safety by modeling vulnerability and encouraging open, courageous conversations.
What I would do:
I would initiate regular “check-in” sessions during team meetings where members can share not just updates but also personal wins, struggles, and moments of uncertainty. I’d lead by example—sharing my own challenges and asking for feedback—demonstrating that vulnerability is not a weakness but a strength that fosters trust and connection.
This aligns closely with Brené Brown’s “Dare to Lead” framework, particularly her emphasis on rumbling with vulnerability and building trust through empathy and transparency. It also supports one of the key elements of high-performing teams: psychological safety.
Expected Impact:
– Increased trust and connection among team members.
– Greater collaboration and innovation, as people feel safe to share bold ideas or admit when they need help.
– Faster conflict resolution, as issues are addressed openly rather than avoided.
– Higher engagement and morale, because team members feel seen, heard, and valued.
Ultimately, this shift can transform a team of individuals into a cohesive, high-performing team where accountability, creativity, and mutual respect thrive.
Building a stronger team is based on fostering deep trust, which comes from confidence in both a leader’s character and competence. This trust grows through increased familiarity and understanding, and its reciprocal.
As a leader I will continue to extend trust first by being vulnerable and interdependent.This means actively engaging with team members through 1:1 meetings to understand their aspirations and offer support, setting clear goals collaboratively, and openly discussing progress. To help my team perform better, I want to create more chances for us to share what we know and what we’re good at. This is really important for teams that work well together. Right now, even though we work on things together, we don’t always get to see the details of what everyone else is doing, the problems they run into, or all the different skills we each have.Where relevant and appropriate,I would be more open about my own challenges and learning journey. I will focus on making critical decisions collectively, while clearly explaining acceptable boundaries. This will create a positive and trusting team environment where everyone can thrive.
By embodying personal integrity and treating everyone respectfully, tackling difficult situations head-on, and being open to learning conversations is another way I can build trust .I will continue to be optimistic, focusing on individual strengths. By doing this I can model vulnerability and create a safer space for others to do the same. I would consciously practice active listening, ensuring I truly understand my colleagues’ perspectives and responding with empathy and humility, as highlighted in the Educational Leadership Capability Framework.
I propose implementing a regular “Knowledge Share” initiative. This would involve team members taking turns to present newly acquired skills, or interesting challenges in an informal discussion format. We would also introduce short skill-sharing slots for individuals to highlight their strengths and offer practical guidance. I anticipate that this open exchange will build stronger trust and mutual respect, fostering a more positive and learning-oriented culture. When team members trust each other more, they are more likely to be open in their communication, share ideas freely, and collaborate more effectively. Hopefully this will enable them to feel safer to take risks and discuss challenges openly, as noted in the readings on trust.
When everyone on the team knows more about what others are doing and we feel more connected, I think we’ll work faster and better, come up with more new ideas, and everyone will feel more confident and supported.