22 Responses

1. Building and sustaining high trust relationships – this has taken a long time and some mistakes along the way! We are now at a point where teachers come to me with their enthusiasm and ideas, and being the ‘Developer’ I can suggest, tweak, challenge, encourage etc in a mutually trusting environment.
   Moral purpose is a big part of my ‘why I work where I work’. I am constantly striving to ensure all students are educated equitably and with culturally responsive pedagogy. I’ve also worked hard on reducing any deficit thinking and pushing for urgency to ensure our Māori and Pasifika learners succeed and achieve to levels they should be at. We have done a lot of work around cultural responsiveness and embedding Māori tikanga as part of our everyday practices.
   Building and maintaining relationships with whānau has also been a priority of mine as a leader and as SENCo. The importance of being able to communicate with whānau around the wellbeing and education of their child/ren has been key to success for our students, including our priority learners.
   Promoting and Participating in teacher learning and professional development is also a requisite in my current role. I have created a Professional Growth Cycle plan for the year which includes PLGs, presentations, research and discussions about teachers’ own learning and development. This in turn leads into end of year endorsement conversations with our Principal. Talking one to one with teachers on their goal and the improving teacher practice is proving to be beneficial for the growth of our teachers, and improved student achievement.

   Log in to Reply

2. What leadership capabilities would you describe as requisites for you to be most effective in your current leadership context – and why?

   ‘Dare to Lead’ by Brenè Brown was a huge eye-opener for me, to things that seem totally common sense and so obvious and those that cut to the core of my leadership questions. This work, alongside the two workshops on ‘Rhythm vs Balance’ with Aaron More and ‘Truth and Lies’ with Aaron Ironside and Simon Sinek’s ‘The Issue with Trust’ (I definitely struggle to resist the urge to ‘fix things’ for people), was a game changer in accepting vulnerability and fronting up to some hard truths about where my team and I all stand.

   I was struck by this quote from a participant reported by Robertson and Earl (2014), ‘If you want to build a ship, don’t herd people together to collect wood and don’t assign them tasks and work, but rather teach them to long for the endless immensity of the sea.’. This perfectly summed up the situation I believe we are in at my setting. This hasn’t been done intentionally- we are just deep into embedding change right now but have had a huge shift in personnel this year and so the hidden message about the ‘way’ of our school is ‘get stuck in or get off the ship’. The work we have done is valuable and we are absolutely going in the right direction. However, the main leadership capability that I need right now is ‘Building and sustaining high trust relationships’. As Robertson and Earl (2014) explain, ‘relationships and the building of trust are at the core of any attempt to build capacity and facilitate change in schools.

   As we know ‘courageous conversations’ (Brown, 2018) are a cornerstone of building high-trust relationships. I need to use the practical tips learnt in ‘Dare to Lead’ and the lessons from Sinek’s talk to ensure these types of conversations become the norm in my team and that we lean into the real problems and create solutions together. The purpose of building trust and opening this type of dialogue is to create a whānau-like context (as described by Bishop in Leading to the North East, 2023), which research shows is a transformational state for teaching and learning. In light of this, I naturally need to consider the leadership capability of ‘Building and sustaining collective leadership and professional communities’ as requisite for 2024. In this space I can focus on a strengths-based approach (Buckingham, ‘What The Best Leaders Do), supporting my team to identify and tackle problems in learning and wellbeing and take the initiative in a conducive environment.

   Finally, in order to effectively support my team I have to learn from past mistakes and consider ‘Attending to their own learning as leaders and their wellbeing’ as an indispensable capability; specifically the wellbeing element. I know recently I’ve let the ‘shame gremlins’ as Brown calls them creep in and I’ve not role-modelled the wellbeing behaviour I want my team to experience. The idea of setting aside time for soul and body nurturing rest and activity is definitely foreign to me. However, I know first-hand that I can’t show up for my team as the leader they deserve when I’m burning out.

   Log in to Reply

3. Kia ora Team. Thanks for the resources, they all interlink. It is great to pause and reflect back on the week past and see where the gaps are, or where you could of strengthened a conversation or opportunity with one of the strategies or reflective tools. It is a tricky business this people business we are in – no day the same, and no matter how much we prepare, anything can happen! We are a SLT team of 3 a school of just over 400 Year 7 – 13. My JD gives me the title of DP Curriculum but post-covid I have/we all have been predominantly working within the pastoral and wellbeing space of our whole school community, the other DP and I are naturally moved to sharing pastoral and curriculum as you can’t have one without the other. Crazy to think four years ago what we were all currently facing! and the flow on impacts still within our daily structures, student resilience, staff wellbeing and many others.

   Educational Leadership Capability Framework
   On top for me within our space is building and sustaining high trust relationships and embodying the school value’s and showing moral purpose – through managing a lot of change including a rebuild in the middle of the school. (yes ours is not cancelled lucky I know!). Leaders need firstly certain qualities to be able to enact the capabilities we need – where I think we have seen a big increase in the need to lead with empathy.
   Thankful that we have been able to build the inner trust circle and safe space within SLT very quickly with our new DP (new term 1 2023) Lots of work happening also within our MMT space around empowering, building capability, being more effective across and within. This also links to the Simon Sinek youtube around – “”The issue of trust” – as staff and community want transparency but due to confidentiality at times you can’t actually share the whole picture – this is where staff culture, and therefore school culture is so important. We have had some real issues last year, where due to us being so stretched we dropped the ball with some of our comms. Our team learnt some very valuable lessons about pausing on everything and listening.

   School Leadership and Student Outcomes: Identifying what works and why. Best Evidence Synthesis Iteration [BES]
   I have always really liked the coloured 8 leadership dimension box within this with the whakatauki. I find dimension 2 a tough one – (Mā te huruhuru ka rere te manu, Adorn the bird with feathers so it can fly) as resourcing strategically is so hard when we are continually under resourced!! The balancing act of prioritising the priorities. When every need is valid. However if as a school you are effective in dimension 6 (Ehara taku toa i te toa takitahi engari he toa takitini – My strength is not mine alone, but of the multitudes) you can find support within the community to support resourcing. This all links back to educationally powerful connections – knowing and clearly communicating your who, what, why so external support can assist with the how.

   1

   Log in to Reply

   1. This makes insightful and informative reading, building the picture of your school’s journey and culture,linked effectively to research.

      Log in to Reply

4. What leadership capabilities would you describe as requisites for you to be most effective in your current leadership context – and why?
   In my current position as Head of Department I would describe the following as requisites for me to be most effective:

   Building and sustaining high-trust relationships is essential, trusting in those around you is so important and shows that you value your team. Robertson, J. and Earl, L. (2014) state that relationships and the building of trust are at the core of any attempt to build capacity and facilitate change in schools. I believe that I should show trust and have trust to enable my team to feel safe and that they are encouraged to be brave and facilitate change.

   Secondly culturally responsive practice. I have been working hard on this withing myself and my team to ensure that staff and students feel included and able to flourish within my environment. Robertson, J. and Earl, L. (2014) states that “A culturally responsive leader is involved in personal learning and constantly challenging his/her own perspectives and behaviours” It is about reflecting on your current practice and being open to feedback about being culturally responsive.

   Lastly, a leader that attends to their own learning as leaders and their own wellbeing. I am proud to share with my team that I am on a journey of leadership and that I share with them things that I have learnt. I encourage my team to constantly grow and develop as teachers and to have the courage to follow their own goals. Poekert, P et al (2016) show the importance of ‘support and regular opportunities to develop the knowledge, skills, and confidence to have a voice that makes the greatest impact on their context’

   Log in to Reply

   1. Love how you have scaffolded the key elements,and the picture that comes through of positive culture and effective leadership

      Log in to Reply

5. In my current context I am leading across a range of contexts, particularly focused on Head of Year 13 College and Relief Coordinator, both of which requires different emphases of understanding, expertise, action and the timeframe within which this is to take place. There is an importance on me being aware of others’ expectations of me as a leader and knowing that their context is arguably most important to them and therefore how influential, nurturing and enhancing is my leadership at any given moment. You could say you are only valued and trusted as much as your last action is seen by the individual you are working with and/or the wider team. I believe consistency as a leader is a quality to strive for most and potentially the hardest to achieve.

   1

   Log in to Reply

6. In my current context, I am working as an AP with a capable and stable staff and under a principal who is well respected and admired within our community. Three leadership capabilities I believe are required for me to be effective in my role include building capacity in others, engaging in constructive problem talk and embodying our organisational values and moral purpose.

   Throughout my leadership journey, I have grown in my ability to let go, delegate and empower those around me rather than hold tightly to tasks, believing I will do a better job if I just do things myself. I better understand the value of taking the time to work with individuals and teams, share knowledge where I can, listen to concerns and question productively to help develop and build the capacity of others.

   Watching the first video about innovation, I resonated with the developer’s role. I often have opportunities to link the innovative ideas being raised in our school and the execution of the ideas. This can require questioning, supporting, encouraging and resourcing those around me. Because I currently work in a culture of strong relational trust, I can engage those around me in constructive problem talk. Part of my role in these discussions is to keep the outcomes for students at the forefront of our thinking, which has the effect of depersonalising any feedback and ensuring we have a collective purpose in mind.

   In my role, and any school leadership role, I believe living and breathing the organisational values is a must. There is no integrity in a leader who tells the rest of the staff and students to cooperate, be respectful or put the effort in but doesn’t always do the same themselves. I am conscious of not asking anyone around me to do anything I wouldn’t be prepared to do myself.

   2

   Log in to Reply

   1. Your response creates a strong and positive message of your ability to lead and empower others and your commitment to innovation and school culture

      Log in to Reply

7. Hi all,
   There was a glitch with my computer and my response has been posted multiple times- I couldnt find a way to edit it. Apologies!

   1

   Log in to Reply

8. What leadership capabilities would you describe as requisites for you to be most effective in your current leadership context – and why?

   As an Assistant Principal, I am responsible for guiding and leading my team of 9 teachers and 3 teacher aides.
   I see the following leadership capabilities as requisites in order for me to be most effective in my current position:
   1. Building and sustaining high trust relationships: In the Educational Leadership Capability Framework (2018), it states that “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”. I see relationship building and sustaining trust with my team as important traits for a leader. Trust encourages open communication and collaboration among team members. When team members trust me as their leader, they are more likely to share ideas, ask for help when needed, and work together effectively towards common goals. Moreover, I believe that in an environment of trust, people feel more comfortable taking risks and being innovative. This can lead to increased productivity as team members are empowered to contribute their best work without fear of judgment or reprisal.

   2. Having a culturally responsive practice: According to Robertson and Earl (2014) “Culturally responsive practice is enacted when leaders acknowledge that culture, language and identity are at the heart of the learning relationship and that knowledge is socially and culturally constructed. An understanding of different cultural worlds and a willingness by leaders to respond and connect to students’ culture leads to practices that are culturally responsive”. I believe that it is important for me to acknowledge as well as educate myself about the cultures and practices of students under my care so I can better relate to them. This is something that I strive to do in my everyday practice. Once students see that you actually are willing to learn about them, they respond better to you. Moreveove, Robertsona nd Earl (2014) further point out that “ a culturally responsive leader is involved in personal learning and constantly challenging his/her own perspectives and behaviours”. This is what I see as my challenge in my role as leader.

   3. Leader as a learner: Robertson and Earl (2014) state that “leaders with a disposition to learn are not daunted by the fact that learning is sometimes difficult, and often challenging. They embrace the challenge and find it stimulating and energising to be a learner”. I strongly adhere to this as I see myself as a lifelong learner and I believe that through my taking up learning, I am able to demonstrate to my team and the tamariki under my care about the importance of learning and the fact that learning never stops. According to Timperley (2011), one of the fundamental principles of professional learning is having multiple opportunities to learn and apply information.

   1

   Log in to Reply

   1. Your commitment to lifelong learning resonates with my own beliefs and you reflect a very safe and positive culture of leadership in your role

      Log in to Reply

9. I found this an interesting task as there is so much overlap and interdependence between these leadership capabilities. I have chosen to focus on three that resonate most strongly with me in my current role.

   Building and sustaining high trust relationships:
   This is imperative in any team environment. I connected to the message in Simon Sinek’s video (The Issue of Trust) and the emphasis on the power of the simple act of really listening to one another. Taking time to listen to each other is not only an act of caring but it is also a way to grow shared understanding and to learn from others experiences and perspectives on an issue or a challenge.

   Evaluating practices in relation to outcomes:
   I feel this is a very relevant capability to my work environment and role as an ASL. In a rapidly growing community and a very busy and dynamic environment, we have no shortage of new strategies, new procedures and interventions we are trying to implement. More time needs to be taken to review, evaluate and refine. I found the description of The Innovator, The Developer and The Executor (The innovator DNA) very interesting. I strongly identify with the discovery skills attributed to the Innovator. I feel my work environment is Innovator heavy and what is required is a shift to a Developer and an Executor skills set. Especially the Executor attributes of being detail oriented and strong in planning.

   Building and sustaining collective leadership and professional community:
   I enjoyed reading the article ‘Leadership learning: Aspiring principals developing the dispositions that count’(Robertson & Earl, 2014). I appreciated the discussion of the responsibility to building capability in others. I have always appreciated the opportunity to coach and mentor others. It is an aspect of my role that I find very rewarding. In education I feel we need everyone to use their agency to make progress with our objectives and challenges. Creating a sense of collective efficacy is very important for both morale and energy as a team and also to keep moving forward, together.

   2

   Log in to Reply

   1. Taking people with you is essential (and also challenging). Your response provides a lot of evidence that this is a strength for you in your leadership roles.

      Log in to Reply

10. You capture all the key elements of leadership Tess, and the concept of lifelong learning certainly resonates with me

    Log in to Reply

11. The leadership capabilities that I would describe as requisites to be most effective in my current leadership context are:

    Building and sustaining high trust relationships:
    Working in a highly collaborative setting where planning and teaching are shared, there needs to be trust between members of the team. Team members have to trust that others will share high-quality planning with them and that we will all take responsibility and help out with students, even those who are not in our homeroom. There needs to be trust that actions come from a place of good faith and focus on students.

    Embodying the school’s values and showing moral purpose, optimism, agency, and resilience:
    It is very important to remain optimistic as a team leader, as the members of my team are all dealing with different challenges e.g. being new to the profession or country, challenging student behaviour, managing different responsibilities. It is important to show positivity and be proactive in managing these challenges e.g. meeting 1:1 to discuss what is going on for them, implementing supports such as teaching expected behaviour to students.

    Consensus building
    Working in a team of 6, decisions need to be made collectively to satisfy the majority of the group and work towards our collective goals. If this does not happen, members of my team quickly feel ‘not listened to’, and there is the potential to damage the trust and professional relationships underpinning our work as a team.

    1

    Log in to Reply

    1. Great reflection Nicky. Trust, purpose and that sense of ownership by all are all key dimensions to great leadership.

       Log in to Reply

    2. I like the point you have made about making decisions collectively Nicky. I totally agree. A team won’t feel invested if there isn’t collaboration towards an outcome/goal.

       1

       Log in to Reply

12. What leadership capabilities would you describe as requisites for you to be most effective in your current leadership context – and why?

    As a team leader responsible for guiding and leading four other team members, the leadership capabilities in which I describe as requisites in order for me to be most effective in my current position are: Building and sustaining high trust relationships, ensuring culturally responsive practice and embodying the school’s values and showing moral purpose, optimism, agency and resilience.

    Firstly building and sustaining high trust relationships is essential in my current position because without them, many other critical aspects cannot be achieved. Robertson, J. and Earl, L. (2014) states that relationships and the building of trust are at the core of any attempt to build capacity and facilitate change in schools. In my role high trust relationships are vital with the staff, students, whānau and the community. These relationships enable effective communication, collaboration, productivity and overall lead to better outcomes for all involved.

    Equally important is ensuring culturally responsive practice. Continuing to expand my ability to be a culturally responsive leader is goal of mine in which I want to continue to develop further as I progress in my leadership career. “A culturally responsive leader is involved in personal learning and constantly challenging his/her own perspectives and behaviours” Robertson, J. and Earl, L. (2014). By having the capability of culturally responsive practice, I believe it allows for a fair and nurturing environment for all involved.

    The capability of embodying the school’s values and showing moral purpose, optimism, agency and resilience is a requisite for my current role as I believe this creates a strong leader. I believe that a strong leader who can confidently tackle challenges and demonstrate resilience serves as a model of success for my team members. Leaders embody their organisation’s values, carrying out “even the most routine and seemingly trivial tasks in such a way as to nudge their organisations towards their purposes.” (Leithwood 2012).

    1

    Log in to Reply

    1. I like the structure of this reflection Ashleigh, and the inclusion of culturally responsiveness. And the resilience comments.

       Log in to Reply

13. What leadership capabilities would you describe as requisites for you to be most effective in your current leadership context – and why?

    In my current leadership position as a HOD, the capabilities I see as the most effective to me are: Building and sustaining high trust relationships, ensuring culturally responsive practice and building and sustaining collective leadership and professional community. Vivianne Robinson (2009) refers to the challenge of how to integrate the hard work with building and maintaining relationships. It is one thing forming relationships, which I think can be easily done when you work with a team everyday – you get to know them, know their lives and those relationships are naturally form. But the relationship also wants to be maintained on the leader having credibility to educational expertise, the willingness to learn and create change for the benefit of a department and student outcomes. This really made me think about the leaders I admire – not only are they empathetic and self aware, but they have the knowledge and courage to make informed decisions and shift practice with the capability of providing opportunities for others to grow. Micro- managing doesn’t create cohesiveness.
    In relation to the capability of being culturally responsive; My view is that a culturally aligned leader will never stop learning. it is necessary to push beyond what is known and comfortable in order to see through the eyes of others.

    2

    Log in to Reply

    1. A well reasoned and effective overview of leadership that develops and inspires others, and the delicate balance of trust and challenge

       Log in to Reply