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.
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.
Provocation/Task: Part 1:
Provocation/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.
Resources:
a. 21 Century Leadership (The Innovator DNA)
https://www.youtube.com/watch?time_continue=4&v=Hy4oQh_Qyto&feature=emb_logo
b. 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.
c. Simon Sinek: The Issue of Trust
https://www.youtube.com/watch?v=WmyfDfCc3_0
d. 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
e. 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
16 Responses
What leadership capabilities would you describe as requisites for you to be most effective in your current leadership context – and why?
In my role as an Assistant principal, I have a deep commitment to the improvement of, my own decision making and actions towards positive outcomes for students, staff, and the school community, similarly addressed In Robertson and Earl (2014). I agree that effective leadership should possess the capacity to initiate and lead change initiatives that enhance teaching and learning outcomes, and overall school improvement.
Simon Sinek’s work highlights the significance of trust in leadership. In terms of my role I see things the same way prioritising trust-building initiatives establish an environment where staff feel valued, respected, and empowered, to influencing collective effort towards achieving common goals. One of these initiatives we have at kura is staff/ whanau week a time that’s committed to family and staff to meet in a relaxed context.
The Educational Leadership Capability Framework (2018) provides a structured approach to leadership development, offering guidance on core capabilities essential for effective leadership across different educational contexts. This framework can enhance their leadership competencies and contribute to the broader expertise of educational leadership practice. Looking at the resources to be most effective in a leadership context, I agree that one must embody these qualities presented such as moral purpose, change agency, trust-building skills, and alignment to circumnavigate the complexities of educational leadership but also contribute to develop a culture of excellence, equity, and continuous improvement within a school context.
You capture all the key elements of leadership Fraser and the concept of developing a culture of excellence, equity and continuous improvement within a school context certainly resonates with me. And the staff/whānau week initiative.
Which leadership capabilities do you view as essential for effectively leading in your current role, and why?
Like My whanaunga and learned colleague Ngawai I too think these three are particularly crucial for me and my role at present:
The Visionary (He Kanohi Mataara) – Strategic thinking and planning
I am driving our Strategic Goal #4 within our Kura which is ” our School community is biculturally capable” identifying opportunities to develop bi-cultural capability.
Facilitating the development of staff capabilities to ensure the delivery of services that are culturally effective for Māori
Empowering students to navigate both Te Ao Māori and Te Ao Pākehā with confidence, fostering a sense of cultural dexterity that enables them to thrive in and contribute to both worlds.
The Advocate (He Kaiarataki) – Cultivating culturally responsive practices through meaningful collaborations with educators (kaiako), students (tauira), and the broader school community (wider kura community).
He Kaitiaki (The Guardian) and He Kaikōtuitui (The Networker) – Building and sustaining meaningful high-trust relationships by enhancing their Mana, my Mana and the Mana of the process or purpose.
Great refection Junie, looking forward to learning more about your journey in leading your Kura’s Strategic Goal #4 ” our School community is biculturally capable” identifying opportunities to develop bi-cultural capability.
What leadership capabilities would you describe as requisites for you to be most effective in your current leadership context – and why?
These three stand out as top currently:
1. He Kanohi Mataara (The visionary) – Strategically thinking and planning. My first call to action as a new leader was to refresh the mission statement, vision, and values of the school, alongside the strategic plan and the implementation plan. Bringing mana whenua, whānau whānui, the school community, our ākonga, and kaiako voices together, requires this capability.
2. He Kaiarataki (The Advocate) – Ensuring culturally responsive practice and understanding of Aotearoa, using Te Tiriti o Waitangi as the foundation. I call this ‘planting my feet’, which is my role and responsibility as a wāhine Māori in leadership for growing my own and others’ confidence in culturally responsive practice, and for genuinely involving whānau whānui in collaboration with the school’s vision and goals, anchored in a thoughtful understanding of the principles of Te Tiriti o Waitangi.
3. He Kaitiaki (The Guardian) and He Kaikōtuitui (The Networker) – Building and sustaining meaningful high-trust relationships ‘begins at home’, it involves a consistent, reciprocal, and mana enhancing approaches with ākonga, whānau, kaiako, and staff firstly, which extend to the wider connections.
Mauri ora ki ā tātou
A great reflection Ngawai , sense of ownership, culturally responsiveness ,building and sustaining meaningful high -trust relationships are key dimensions to great leadership. Looking forward to learning more about your team and your kura’s collaborative approach.
Provocation/Task: Part 2:
What leadership capabilities would you describe as requisites for you to be most effective in your current leadership context – and why?
– leading with empathy and trust
– Ensuring culturally responsive practice and understanding of Aotearoa New Zealand’s cultural heritage, using Te Tiriti o Waitangi as the foundation
– building and sustaining high trust relationships
– Attending to my own learning as leaders and their own wellbeing
– Communication and open door policy with the community and whanau and working with the community to/building relationships with them
You capture all the key elements of leadership Nikkole. Attending to my own learning as leaders and their own well being resonates with me. Looking forward to hearing which of the above leadership capabilities you were able to implement during your time time as Acting Principal.
Building and sustaining high trust relationships- Being new to the school and community this is very important to me. Trust is everything.
Attending to their own learning as leaders and their own wellbeing – seek feedback to use and work on, Reflecting on own practice
Building and sustaining collective leadership and professional community – Leaders led by doing.
Ensuring culturally responsive practice ~ Creating those safe spaces where courageous conversations can occur and understanding the why that sits behind.
Engaging in constructive problem talk – Not being shy or standoffish to have those difficult conversations if and when something arises; links to the one above.
You have captured all the key elements of leadership Cherie and as especially as a new staff member building trust is both critical and challenging.
Not in any particular order but here are my 5 pre requisites…
Building and sustaining high trust relationships ~ I can’t function on hope that others complete their part. Simon Sinek analogy to the babysitter resonated with me. Our most precious taonga placed in their care because they are your community. For this to occur their needs to be a level of trust in that community.
Conflict and crisis, courageous conversations. ~. I might have chosen this one because I find it the hardest at times although I am getting better. It is so easy to talk to a friend rather than the other party.
Consensus Building ~ I chose this due to my experiences in good old Playcentre. When decisions are ‘done’ to people there is much less motivation to be on board with what that decision might be. Those less than courageous conversations occur more often when people feel they are not part of the decision making process.
Ensuring culturally responsive practice ~ Creating those safe spaces where courageous conversations can occur and understanding the why that sits behind.
Evaluating Practices in relation to outcomes ~ I chose this because sometimes we do do the same thing and expect different outcomes.
I hope I am on the right track.
You have captured all the key elements of leadership Michelle, and the inclusion of ensuring culturally responsive practice certainly resonates with me.
Building and sustaining high trust relationships
Embodying the organisation’s values, and showing moral purpose, optimism, agency and resilience
Attending to their own learning as leaders and their own wellbeing
Building and sustaining collective leadership and professional community
Ensuring culturally responsive practice and understanding of Aotearoa New Zealand’s cultural heritage, using Te Tiriti o Waitangi as the foundation
I chose these 5 capabilities as requisites for me in my current leadership context because I have recently taken the position at a new school. Building high trust relationships with all stakeholders is essential to building a strong foundation from which to grow and establish myself as part of a collective professional community. We are working closely with our local iwi and other schools in the area to develop our local curriculum and reviewing our school’s systems, programs and curriculum to ensure cultural responsiveness.
Building high trust is a key dimension to great leadership and I like the inclusion of your school working closely with your local iwi and other schools to make collective decisions .
I am a bit confused. In the course book it says about uploading a CV to you Kaiarahi?
Aroha mai – I think this was term 2 assignment 🙂