10 Responses

1. Trust (build & sustain) & Culturally responsive practice (honouring Te Tiriti o Waitangi) are the two Big Ideas that jumped out for me. I feel that these areas are the foundation upon which all other areas are built on.
   If trust is not established and maintained with my colleagues all other actions are diminished or invalidated, or perceived as tokenism. To some extent Embodying the organisation’s values and showing moral purpose (etc) is reinforcing the Trust by me “walking the talk” and modelling optimism, purpose, agency and resilience. How can kaimahi feel supported if I am not embodying these attributes and yet am asking them to do the same?
   In my workplace we operate within the confines of Distance learning. I feel that this creates some barriers to whakawhanaungatanga and being in situations where visual and verbal cues can be picked up on by the kaimahi. So we are operating through a slightly different lens around Cultural competencies & responsive practice and honouring Te Tiriti as many of our interactions with ākonga and whānau are not kanohi ki te kanohi and we rely heavily on phone kōrero, online hui, written feedback and passive video recordings. One of my pātai is around how to best support my team in growing our culturally responsive practice; what might this look like as a Kaiako, in the pastoral care space (a bigger role than a Form teacher in face to face teaching and called Learning Mentors/Kaimanaaki in our Kura) and for ourselves as kaimahi & hoa mahi? A good working relationship with our whānau and ākonga is essential to co-constructing a plan to support the ākonga with their goals and aspirations and work with their whānau to do so. Being part of a large organization it is a big job to stay current with all the possible PLD, hui and resources available for our kaimahi AND be as informed as possible myself.
   This ties in to a third capability: adept management of resources to achieve vision and goals. I currently collate and manage a Teams channel for my team as a location for weekly pānui, resources for use with our ākonga and for processes within our Kura which may need templates or video “how to” guides to assist with some aspect of our roles and responsibilities. In addition to information and resources I’m also involved with booking & organising locations, equipment and items for ākonga events and regular face to face sessions, and brokering initiatives in new locations. I’m interested in hearing from other participants about how they keep all this information organised and current and accessible for their own reference!
   Strategically thinking and planning and evaluating practices in relation to outcomes are two further areas that my role requires. In some ways I am the conduit between the overarching organisational priorities generated by our Senior Leadership Team and the “boots on the ground” delivery of the strategic priorities carried out by my team and myself. The leadership team I am part of basically “unpacks” the Big Ideas within our rōpū and with our own teams and we co-construct some possible options and ideas on what this looks & feels like in the curriculum and pastoral spaces as well as within our region of the Kura. I feel that the 2 areas are in some ways like Yin & Yang in that each informs the other, like in an Inquiry cycle.
   Additionally, I need to continue to be involved with building a sustaining collective leadership and professional community, and attend to my own learning as a leader, and my wellbeing. I’ve been very interested to hear from DPs and APs around my region in workshops and seminars that I have participated in since becoming a Team Leader and really value the opportunity to hear other’s perspectives, solutions, suggestions as well as feeling supported and validated in what I am trying to achieve with my team and other areas of my role. I’m grateful that our Kahui Ako has several opportunities to meet up each year and feel that I need to prioritise these events by moving other commitments around which clash or impinge on the times these events run. I always come away with a refreshed perspective and/or an idea to try or develop with my team or my leadership rōpū. As for the Wellbeing – You can’t fill from an empty vessel, so how can I best support my team if I am not looking after my own wellbeing? The professional learning community offers opportunities to be seen and heard by people who understand the demands and pressures of these roles.

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   1. Really enjoyed reading this and can understand the connection differences with being in a Distance Learning context. Complete relate to your comment about ‘tokenism’ and something I always question myself on before I make decisions, part of this also being to make it culturally relevant to me akonga and their whanau. Also appreciate your use of reo throughout your answers!

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2. As a Year 4 team leader, my aim is to create a culture within the team that is supportive, collaborative and where there is a high level of trust.

   Collaboration
   – Encourages diverse perspectives to address challenges, leading to more creative solutions
   – Ensures that all team members contribute to achieving common goals
   – Encourages mutual support and a culture of working together
   – Leads to more efficient use of resources and better relationships

   Trust and building relationships
   – Trust fosters an environment where team members feel safe to share ideas and feedback
   – Lead to smoother collaboration and better teamwork
   – Allows for open conversations to address and resolve any misunderstandings or issues
   – Team members feel valued and supported

   Building capacity of others
   – Providing opportunities for professional growth, therefore boosting confidence and skill development
   – Can adapt to new challenges more effectively
   – Encourages ongoing learning, leading to higher standards and better outcomes
   – Supports the growth of future leaders within the school

   Communication
   – Reduces misunderstandings
   – Allows for constructive feedback
   – Keeps everyone informed, increasing engagement and commitment
   – Helps build trust and respect within the team
   – Everyone is on the same page

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3. The leadership capabilities that I would describe as requisites to be most effective in my current role as a Year 11 Dean is:
   1. Building and sustaining high trust relationships.
   A Dean is in a highly relational role that is a pivotal connection between students, staff and students. It is pivotal to have strong relationships in each of these perspectives to be effective. As if one of these areas of your professional relationships are weak, you cannot build and see a clear picture for individual students and therefore are less effective with your ability to support and improve their individual success at your kura. Growing these relationships through trust is integral to these relationships as when whanau, students and staff trust you have their best interests at heart those relationships grow more effective and solutions and results grow whether in a state of conflict or looking to create change.

   2.Embodying the organisation’s values and showing moral purpose, optimism, agency, and resilience.
   When leading in front of any stakeholder of a school a leader must role model what their expectations are for their team in order to build morale, create agency within their own people and create a team environment. This builds trust that shows you are committed to the goal that has been set and you believe in it. Also being able to explain and show why you believe in it and why you are doing this helps build optimism with the people around you.

   3. Ensuring culturally responsive practice and understanding of Aotearoa New Zealand’s cultural heritage, using Te Tiriti o Waitangi as the foundation Valuing what each learner brings with them.
   I thoroughly believe this approach when completed correctly underpins all of the capabilities as through a Te Ao Maori approach many of these capabilities are undertaken as simply a way of being. The holistic nature of Te Ao Maori supports the fundamentals of effective Deaning. The principles of whakawhanaungatanga, kotahitanga, rangatiratanga all work harmoniously to develop and demonstrate these capabilities.
   However, understanding how to implement these without tokenism in one’s practice is key and something I am still developing – as it is the ‘way’ we do things not the ‘what’.
   I believe this is key to Deaning as we are responsible for a child’s pastoral wellbeing within our kura so ensuring we understand what wellbeing and success looks like for that child is critical – therefore being culturally responsive to their needs and how to help support the vehicle to get them to that success.

   4. Attending to their own learning as leaders and their own wellbeing.
   These readings have enlightened and reminded me that learning is never over and to be an effective leader one must always be referring to literature and data to ensure they have getting the best results for their people. It also links to the reading which states leadership is not reactive as that is management – this struck me. As leaders we should be consistently looking at where to next, what strategies are already out there to improve on, to add to our own kite.
   Also attending to their own wellbeing – you cannot give to others if your tank is empty. As Deans we consistently try to inspire students to look after their wellbeing holistically, however as mentioned and interrelated to the concept of embodying our own values we need to role model this to inspire students to do the same.

   5. Building and sustaining collective leadership and professional community.
   The statements:
   “Building capacity for change is developing and negotiating the desired change with those who are likely to be affected by the change, not something that is planned by leaders and presented to others for agreement or ‘buy in’.
   It is often tempting to have a vision and try to ‘sell’ it to others. Negotiation, however, is an iterative process of building ideas collectively, negotiating the power positions and finding a productive balance.
   Building capacity for change includes building the disposition and commitment to action.”
   Struck me a lot when it came to building leadership and a professional community. The initial working of ‘building’ in this had me thinking as leaders we build this in the structures and systems we create. But it really is about having people involved in the foundations of this work, having their voice as part of the concept.
   This struck me hugely as I work with our students in my Deaning role. Too often I share with them new school visions or concepts and again ‘sell’ the idea of why this happening but fail to ask them ‘how’ we as a cohort want to implement this or how they feel about these changes to get them involved in the change and therefore committed.
   Utilising this capability to get students onto the waka as a part of the process is key here – I am unsure how in my role I can do this effectively being I am not a part of the decision making process regularly but this is a key aspect I would like to work on including in my practice.

   I do believe through these readings all of these capabilities are evident in the form of Deaning however, these 5 capabilities I believe to be fundamental in being able to grow success. I also think it is hard to separate these as the more you explore the ‘why’ behind each of these concepts the more you realise that the core of each of these are so interrelated.

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4. To be most effective in my role as a Year 2 Team Leader and Writing Inquiry co-lead, I rely on a mix of leadership capabilities that align with both my strengths and the unique challenges of my position. At the heart of my leadership is instructional leadership—emotional intelligence and relationship management. I work closely with six teachers, all with different experiences, personalities, and pressures, and I know that how I lead directly impacts their confidence and well-being. I try to be approachable and present, making sure my team feels heard and valued. Coaching and mentoring also play a big role in my leadership, particularly in my work with the new teachers in my team as they adjust to the Y2 expectations.

   I feel a strong sense of responsibility to ensure my team delivers high-quality teaching, particularly in writing. Leading the school’s writing inquiry has pushed me to be intentional about modelling best practices, providing professional development, and supporting teachers through change. I know that shifting teaching practice isn’t easy, and I want my team to feel both supported and empowered rather than overwhelmed.

   With the introduction of a new writing programme, adaptability has been crucial. I know that not everyone embraces change easily, so I try to anticipate concerns and help my team see the “why” behind it, ensuring the transition feels manageable rather than daunting. Alongside this, strategic thinking and decision-making are key. There are always competing demands, and I’ve learnt that I can’t fix everything at once—but I can make thoughtful decisions that keep us moving forward. Conflict resolution and diplomacy are also part of the reality of leadership, whether it’s navigating different opinions within my team or addressing challenges with students and parents. I want my team to feel that I advocate for them while also maintaining a culture of professionalism and collaboration.

   On a personal level, organisation and time management have been essential for my well-being. Balancing leadership, classroom teaching, and professional growth can feel overwhelming, but I try to be proactive rather than reactive. Some days I get it right, and some days feel like a juggling act, but I’m learning to prioritise what truly matters.

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5. Leadership capabilities I would describe as requisites to be most effective:
   – Building and sustaining high-trust relationships
   Creating a supportive environment where staff and students feel valued, heard, and empowered to grow. This fosters open communication and professional collaboration.
   – Ensuring culturally responsive practice
   Embedding Te Tiriti o Waitangi principles in teaching and leadership by incorporating te reo Maaori, tikanga, and inclusive practices that promote equity and address disparities within our diverse school community.
   – Fostering collective leadership and professional community
   Encouraging collaboration through mentoring, peer observations, and shared decision-making to build staff capability and improve student outcomes.
   By strengthening these capabilities, this will help contribute to an inclusive, high-achieving learning environment where students and staff feel supported, valued, and inspired to succeed.

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6. Leadership to me is not to do with you, but everyone else that is involved with the journey, whatever and wherever that journey may be.
   Trust and Empathy requires the devotion to the care of another human being sometimes to the sacrifice of your own interests.
   Listening to even the little things that are not of your concern, dont give advise unless they ask. You get to know the people, how they work etc.
   Courage to try new things to make change be it in the classroom or in the play ground. To put in place routines and expectations that are going to develop our young people support whanau values and empower our staff. Being willing to rock the boat and change course to effect change and strive to make us better.
   Communication. Keeping people informed empowers people but also helps with the trust of people. Also helps when the harder conversations need to happen that there is a trust in you.

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7. As a leader, I aim to foster a culture of trust, empathy, and accountability where every individual feels valued, heard and empowered. Leadership, to me, is about supporting others to reach their full potential, while maintaining high expectations and integrity.
   • Empathy:
   o Recognize that every person’s perspective is valid and valuable.
   o Embrace diverse viewpoints to foster collaboration and innovation.
   o Engage in open and courageous conversations, creating a safe space for dialogue.
   o Work together to develop a shared vision and purpose.
   • Communication:
   o Actively listen to understand, not just to respond.
   o Provide clarity and ensure transparency in decision-making.
   o Support individuals in finding their own solutions, fostering ownership and autonomy.
   o Remain adaptable and flexible to achieve the best outcomes.
   • Conviction:
   o Stay true to my core values and the greater purpose of serving our students and school community.
   o Advocate for those who need support, ensuring decisions are made with integrity.
   o Be open to growth and change while standing firm in what is right.
   • Building High Trust:
   o Lead with honesty, transparency, and respect.
   o Value and recognize the skills, knowledge, and contributions of others.
   o Foster a culture of collaboration and shared success.
   o Hold high expectations for professionalism and work ethic while providing support.
   • Accountability:
   o Take ownership of my actions and encourage the same in others.
   o Learn from mistakes and use them as opportunities for growth.
   o Continuously strive for improvement and excellence.
   I aim to create an innovative and supportive team that works together toward a shared vision of success.

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8. Kia Ora,
   Here are my leadership capabilities I would have as requisites…(there are more but these are top 4)

   Trust
   – in my own beliefs and morals is important. To believe in myself that I am capable of great things and can deliver.
   – Building trust with the team and wider SLM.
   – Understanding that trust takes time to build and it’s built by doing what’s right for each individual, knowing them more than what is on the surface, valuing others morals, beliefs and opinions, supporting and helping them see their worth without expecting anything in return.
   – Having the belief and trust with my team to uphold high standards of work, professionalism, expectations and in turn deliver results.
   – Having empathy for the team, their lives, their families, their religion, work ethics and the understanding that these too, are people!

   Communication
   – is an important part of leading. Not just listening but taking on board what the person is saying then acting on this to support each other, this will also build on relationships.
   – Looking at the wider WHY and helping others unpack this so all stakeholders can succeed.
   – Having an open door policy and the feeling that I am approachable to all.

   Advocacy
   – advocate for people rights, needs, support the teams and wider school goals to find the best way forward.
   – advocate for those who cannot be heard
   – being a ‘developer’, showing innovation but also an executer to get ideas out there, organised, up and running.
   – Own up to mistakes made by myself, my team and know we are ALL learners and that is it is ok! Help problem solve these.

   Collaboration
   – Rome wasn’t built in a day. We need to have time and support to be able to give and get the best possible outcomes.
   – Building people up to succeed and sharing that success.
   – Sharing ideas, resources, jobs is importance. Delegation to build a well oiled team.
   – Being able to be flexible. Change is good at times. But also know when change is appropriate!
   – Id love to promote and encourage an innovative community of collaboration.

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9. Empathy – Understanding each person’s points of view are valid and will differ. Accepting this while working together to develop a common ‘Why’. Being open to new ideas and views while also holding strong to my own. Not forcing opinions/beliefs on others, but having open and courageous conversations, sharing ideas and coming to a common consensus.
   Communication – Being able to listen to others. Supporting others to see individual solutions to issues, therefore allowing for ownership and autonomy. Looking at the bigger picture, being adaptable and flexible to ensure the best outcome.
   Conviction – Being strong in my “Why” and my own capabilities. Knowing that if it is in the best interest of our students & school, then it is important and valid. Not to be easily swayed, but flexible and open to changing as we go. Being an advocate – to get the best outcome all round.
   Building high trust – having personal integrity, being open/honest with clear communication and transparency. Showing respect and valuing others input, knowledge, skills and integrity. Belief in my own and my team’s competence.
   Being accountable – owning what I do, learning from my mistakes, not sitting in BED, but being above the line OAR.

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