Due: 8th August
Tūwhitia te hopo, mairangitia te angitū.
Eliminate the negative, accentuate the positive.
Module 9 is brought to you by Serena Cooper and Aaron Ironside. Please watch the below video and answer the provocation below.
Provocation:
Please share on the forum:
– A description of a scenario/ area of influence/challenge you are facing and would like feedback on.
– An invitation for feedback (please be clear so delegates can provide suggestions/feedback related to your context).
This e-Module should allow for a broad range of responses to allow delegates to interpret it in a way that is relevant to their context.
Possible Prompts:
- What is an area of your leadership that you would like to develop?
- One thing that you are finding challenging that you would like feedback on.
- Are you effectively engaging with whanau, hapu and iwi?
Have a look at other delegates’ responses and add your suggestions and/or feedback.
48 Responses
Loved this video! One thing that I am finding challenging at the moment is trying to influence change in the Maths curriculum area. While the draft maths curriculum is coming in fast, our staff are already undertaking Structured Literacy PLD and our literacy leader is also a very strong teacher and leader. As a leader, I need to use influence in staff meetings to keep everyone up-to-date with maths changes as well. I’m seeking feedback on how to use ethos, logos and pathos to bring it to the forefront and not let it be overshadowed by the literacy. From an ethos point of view, I have to manage the strong ethos of the literacy leader and get her on board without threatening the focus on literacy. With Logos, I feel like I am scrambling for answers at times as we don’t have the same PLD happening for maths yet. And with pathos, I need to support the feelings of panic and overload of staff with so many changes to get them on board.
What is an area of your leadership that you would like to develop?
I began this year with the goal to develop a stronger team in my department. My main aim was to create a closer relationship between all in our team. I have certainly made progress towards this goal but it’s not at the point it should be at. We will get there.
An area that I would like to develop is my support and mentoring of the team both individually and as a group. I feel that this can be achieved through having more purposeful morning meetings (we meet 3 x a week from 8.30-9am). What we often find ourselves discussing is our at risk students which is a priority. We often go way off the agenda but sometimes this is unavoidable given the number of students causing concern that we have to try and plan for.
Some takeaways from Aaron’s thoughts that stood out for me was“Listening earns us the right to speak” and “Influence begins with listening”. I really get this and that is an area I really intend to focus on. Actively listening to colleagues, ignoring that laptop / cell phone during meetings as much as possible.
Feedback: As i already mentioned in a previous entry, I am struggling to build relationships with a member of staff in my team who has such a negative mind set. I just find this so unusual as this person works in a Guidance/pastoral role. I am being very patient and realise I cannot change her personality as such but it creates negativity within the team.
Hi Rich, I also have a team member who can be quite negative and it is tricky to understand at times when it’s different to your own approach. Especially in a pastoral role! I try to bring out the positive as much as possible in meetings when I feel the negativity build. Taking time in the meeting to focus on successes and what is going well. Perhaps you could start or end your morning meetings with each person sharing something about a student that is going well?
Thanks Kate, a good suggestion. Will introduce this at my next meeting on Monday.
A description of a challenge you are facing and would like feedback on:
I have stepped up for the remainder of this year to take on the role as Year 11 Dean, I am already dean to the Year 13’s as well. As a dean, I oversee the whanau teachers for those year levels. We have 8 Year 11 classes and 4 Year 13 classes. I have struggled a lot with trying to get my whanau teachers to engage with the students beyond the bare basics. I have a couple of amazing whanau teachers, they follow up attendance, are in regular contact with whanau, are active in all house events and basically do all the right things. However, a majority of them are just not showing up *mentally and emotionally* for these kids. The follow on effect from this is that a lot of issues are coming straight to me to deal with, increasing my workload with unnecessary tasks. The comments I regularly get from a whanau teacher are things like, “I don’t want to spend my non-contacts contacting parents”, “The kids don’t want to show up to whanau”, “Why should I have to engage in house activities, those are for the kids”, the list goes on.
As a dean, I find it extremely important that all levels of a student’s school life are met with the same consistent, thorough approach and a whanau teacher should be the first port of call for whanau. I have even gone as far as planning out, term by term, activities and tasks for each week during whanau time. I have discussed this in our pastoral care meetings and expressed my concerns to the DP in charge but nothing seems to help engage these teachers.
I’d love some feedback on how I, as an overseer of these teachers in a pastoral setting, can help engage these teachers and help them see the value in their positions as a whanau teacher. Am I expecting too much?
That is very tough Olivia. This is such an important part of engaging learners and making them feel connected. It sounds like these teachers are missing the ‘pathos’ aspect. You have tried a lot to perhaps some PLD might be needed to help them see the importance? Has your school done anything on Culturally Competencies? This sounds like they might need to understand more about Whanaungatanga and how it can impact learners.
I have been struggling with the Senior Leadership role this term and for some time now. I find that I am quite invisible and cannot express myself in the current SLT team. I have enjoyed watching others flourish in their roles, and be great at being leaders in our school, but I feel like I have not grown in a space where I hoped to have grown as a leader. There have been comments made about my age, and how I am too young to be on the team, and that has shifted my mindset to become fixed and anxious about what else could be perceived of me. Usually, I don’t take notice, but this has hit me quite hard knowing that I have done my best to do my part on the team but it is not seen that way by others. This has challenged me to think if I am in the right space, questioning my potential and where I can go from here. I am grateful for the opportunities to be in the SLT space, however, I did wish there were opportunities where I could be more present and seen as someone who can bring something valuable to the table, and who can share my own experiences, culture, background, etc and not just the “relief” and “Pasifika” person.
Anyways, any advice on how to carry on from this would be much appreciated. I am considering a change in schools for 2025, but that is still in decision-making mode.
I feel so sad for you Erica. What should have been a positive experience in leadership has turned into a situation where you are now doubting yourself and your ability. You are describing a scene where you have not been given positive feedback about your many strengths and abilities. At the very least, given the checkered history of leadership in your school you deserve gratitude for playing your part in keeping the ship afloat.
What is an area of your leadership that you would like to develop?
Over the year i have been working on creating a positive, supportive and caring team that is engaging and sharing of ideas, activities. We had three new department members teaching into our PE team – just on a part time basis. This has brought great energy and enthusiasm but also some challenges. The other full-time member of staff who has been at my school and dept for 6 years has started to step up and contribute greater to the department. Previously I have felt at times she has contributed more to her role as Dean than her PE role. But listening to this I realise I have begun to use elements of the three pillars of persuasion – especially when at the beginning of the year I suggested we have ‘walk throughs’ of our classes. She was hesitant at first, but by using ‘pathos’ as an influence/reasoning we were on a journey together – and inflating her influence through Pathos – explaining that her experience and knowledge would be of great value to the newer staff members she came onside and participated in the process. More recently too I have drawn from her knowledge and skills in Outdoor Education to create units for our department as well as to take the lead with the health curriculum. As Geraldine mentioned to ‘stop’ the ‘rescuing’ which I initially found hard to do – as I just wanted to do everything but this shift is having a positive effect on our department.
I actually suspect that your offsider despite appearing full of confidence and bravado is actually at heart riddled with insecurities which is why your approach worked so well. You successfully made her feel as if she had something worthwhile to contribute and so she did did! Well done!
I’m in my final term as an across school lead and have decided not to continue with the role with a new contract for a variety of reasons. While some of these are about missing being in the classroom and feeling happier in my school with new leadership, I also feel a little burnt out in the role as I feel I have just moved from event to event and have taken on the bulk of event management across my two years. This has included a transition day for our three colleges that I organised alone, two full kāhui hui (this year doing all of the comms and much of the work around the organisation of the day). I feel that my colleagues in the team have had the opportunity to sink their teeth into interesting, more strategic projects. Some of this is my fault (my own control freak tendencies make it difficult for me to let things go) and some of it has been the nature of my workstreams (I was initially responsible for transition) but at times I feel leadership throws things like the website, comms and administrative responsibilities at me. It has happened again this term, with a Cultural Performance Day being thrown at me to organise as I’m ostensibly in charge of our Culturally Sustaining Teaching and Learning Hub. I primarily want to ensure that whoever takes over in the position doesn’t end up in the same situation as me.
I’ve tried to have a discussion about my concerns, but I’m not sure that I have been heard as the response to my concerns about the Cultural Performance Day was to make sure I ask for help, which doesn’t really address the fact that I am – again – the lead on an event. I’d appreciate feedback around how to raise these concerns as someone who is leaving the role.
I have thought such a lot o about your concern Aimee. Obviously because you are relinquishing the role your response differs hugely from what it would be should you have chosen to continue.
To a large extent you are a victim of your own success. You are dedicated and determined to get things right and from your school’s perspective with their somewhat disrupted management team it has been easy to just let you get on with it.
I suspect that whoever follows you into this role will likely struggle and you don’t want to see that happen. You want to be able to use these experiences you have had in your CV to ‘prove your worth’ so it’s important that you finish off in style.
It is important then that you ask for an exit interview so that the new management can learn from your experience. You need to be very clear about what it would take for the new appointee to succeed so that there is a positive outcome for all concerned but most particularly for you.
Behaviour management is an issue at my school, as I believe it is at many/most other schools. We are a small school, with a small staff and a range of behavioural issues. As an “emerging leader” I feel I generally have the trust and respect of my colleagues to deal with situations as they arise; if our principal is absent then I have no choice but to step up and do my best to manage situations. I’ve asked for, and received, reassurance that I’m doing okay. The thing I find challenging is being able to korero about behaviour management with my principal. He has himself admitted that he’s not keen on talking at length about issues – he will deal with it and that’s that. While this provides a certain degree of security, I do feel a bit frustrated at times that my insights are not really welcome, and that my experience is discounted as I’ve only been in education for about one third of the time my principal has.
Feedback required: To be honest, I don’t really see the status quo of this situation changing significantly. But I would welcome any feedback around learning to live with it, and small ways I could effect change without rocking the boat. At the very least it’s been an opportunity to vent!
Hi Claire,
Is there a chance your staff could do some PD around behaviour management? The Incredible Years course is a great one to get all teachers onto – it looks at seeing the positives rather than the negatives of behaviour, which in turn can change the negative behaviours. Another thing to look into could be PB4L – which is a game changer! Not only for the students but as a teacher/principal to actually start focusing on the good rather than the bad. We can very easily fall into the ‘negative’ spin when it comes to behaviours, when actually focusing on what is good is a happy medium for everybody.
I know my korero isn’t helpful to how you can navigate this situation through ‘learning to live with it’ because I don’t think that is something anyone should do. But maybe a talk with your principal around a solution to the behavioural problem that would benefit all staff?
I’ve added “look into PB4L” to my to-do list – thank you 😊
PB4L can work well. The challenge is embedding it fully into the school and unless the Principal is on board it can be a frustrating journey. We have put a lot of focus into Restorative practice in our school and we are considered a “Restorative school”. Many staff have become very adept at managing behaviour with this approach. There is some worthwhile PD out there to support this practice.
Kia ora koutou, I am working on engaging staff members in our new digital technologies hub. I have been working over the last term to upskill staff who are interested in using the space as part of their learning and curriculum. I have created resources that are easy to use and can be adapted for any age group. My issue is trying to engage kaiako who are not engaging. Last term I worked alongside kaiako in the space, to build confidence. This term I have opened up opt-in sessions and hope to get some people in to have a play in the space. I was again focused on building confidence and learning for those who may be reluctant. I believe my approach has been focused on practical applications that kaiako can use directly in their classroom – seeing a purpose. I have used examples of previous teachers and students who have found the learning beneficial. Just wondering, how I connect with the kaiko who remain reluctant. Often their reasoning is they’re too busy. Any tips or advice?
Hi Jackie perhaps arrange with the Principal to use some of the whole school staff meetings to have your tutorials. That way you will get everyone in attendence. It also has the benefit of the confident helping the less confident (two to a device).
I am as a leader, having some challenges with my team’s reluctance to involve themselves willingly in extra -curricular opportunities within our Kura. I have taken part myself in some of these activities and have really enjoyed my experience and passed this onto my team. I suggested that we participate collaboratively in these activities and have used pathos strategies (feelings) with introductory phrases. eg. ‘I was just wondering what you think about..?’ or ‘What do you think about our team’s involvement by supporting our school staff and students in team sports? It would be for only one hour per week?’ They felt it was their ‘release’ time and were not enthusiastic.
Invitation for feedback.
I would appreciate any possible suggestions or strategies that could help me to implement and bring about a ‘positive attitudinal change’ within my team in this regard.
Pratima, before I comment further, can you give me some clarification please…do these extra-curricular opportunities occur within or without school hours?
Hi Claire. These extra-curricular opportunities occur during school hours. (Which would ordinarily be their classroom release time)
Hope this helps with your response.
Perhaps appealing to pathos/feelings – reminding staff that if students can take part in extra-curricular activities they may be more settled in the classroom?
This is an interesting one. I have been talking to a few principals recently who have discussed a generational difference that has shifted over time. Where people were once keen to get involved in all aspects of school life, including small leadership responsibilities and extracurricular activities, now staff will often ask for time or monetary compensation for such activities. It seems this is a manner of operating that these schools have needed to accept in order to have a happy and healthy school culture.
A scenario that I am finding challenging is getting a staff member to really engage during our team meetings. He has been at our kura for well over 20 years and this is the only school he has taught at. During whole staff meetings he appears engaged and offers suggestions and insight. However during our team meetings he contributes the bare minimum or can be quite negative when we look at implementing change. I have tried to build him up and recognising his experience in particular areas, using parts of Pathos pillar. I feel he just wants to do the same old stuff that he knows.
What can you suggest to help me get him on board for change? I look forward to hearing your thoughts.
Sheree, we have a staff member who has been at school longer than all of us and appears quite resistant to change.
Pathos lens: I intuit that her biggest “fear” is that doing things differently will involve more time and effort when she already feels she is giving enough of her time and energy.
I wonder if it might be the same/similar for your staff member? In which case, reassurance that the new things are “instead of” not “on top of” might help?
Ethos lens: In my school situation, the point of change is around teaching literacy, so to some extent the powers that be are requesting that practice change, whether or not she agrees with it.
In your school situation, I wonder if you could somehow bring to the attention of this staff member that our Teaching Standards include the following statement under “Teaching”: “Use an increasing repertoire of teaching strategies, approaches, learning activities, technologies and assessment for learning strategies and modify these in response to the needs of individuals and groups of learners.”
(One way I saw this approached at a previous school was a generic presentation to all staff about our responsibilities under the Code/Standards. Although it did seem a little passive-aggressive, and possibly would miss the mark as your staff member may not see an issue with their reluctance to embrace new ways?)
Logos lens: The logical consequence is that this staff member will eventually move on to retirement, and then you can recruit someone who is more open to change.
Not sure that I’ve been overly helpful…it’s a pretty tricky situation I feel, and one that I’ve observed a number of times in various settings.
Thanks Claire for your feedback. I actually discussed this module with my principal. As we are both working together to get this teacher more involved. The teacher in question prefers to be told just do it this way and he will get on with it. He brings a lot of value to the school through sports organisation and does a great job. I will keep working on him and the rest of my team.
I am currently a WST for our Kaahui Ako and am working with my KA team to develop Writing not only within our own schools but to develop the consistency throughout our district. My school is also doing Writing this year as our PD and working alongside a very good facilitator to get our students engaged and up to standard. Inititally, I was given the role as the ‘go to’ person within our school to touch base with the facilitator and to ensure that all our staff are in the know about what is going on, sorting a timetable for her when she comes in to visit our school and make sure everyone understands and is on board with our PD this year. However, it would seem the facilitator would only touch base with our principal and not me, even after numerous attempts to change this. The principal has now just taken on the role. I have spoken with our principal about this and he has said it is just easier as the facilitator is only emailing him. (it was a lengthy conversation but that is the general idea of it).
Although I am ok that he has made that decision, it has made me feel somewhat inadequate and like I haven’t been able to do my job properly.
I guess the feedback I am after is a general idea of what others would do in this situation – no one likes to feel like they aren’t good at what they do but I feel like this situation was a little out of my hands.
Hi Femke,
I feel for you in this situation. It is frustrating when you are ready to take on a role and from no fault of yours it is taken away. Have you spoken to your principal and explained how you are feeling? It may help so that next time you are given a role you may feel more confident to get more clarity and commitment from your leader to let you complete the task.
Can you address these feelings with your principal? It sounds like nothing will be able to change, but it’s worth them knowing that it is making you feel inadequate or like you’re not doing your job. They might be able to offer some reassurance or give you another path to doing the mahi around writing?
It sounds to me like the facilitator is at fault here, not you, and that’s a real bummer!
In my role, I am currently facing a challenge with a team member who appears to be disengaged and not fully committed to their teaching and planning responsibilities. This lack of engagement has led to inconsistencies in their work and has affected the overall dynamic of our team. I am aware that this team member is planning to go overseas next year, and it seems that their focus is largely on this upcoming move, which may be contributing to their current disengagement. I am seeking advice on how to effectively engage and motivate this team member to re-invest in their role and contribute fully to our shared goals despite their future plans.
Invitation for Feedback:
I would appreciate any suggestions or feedback on strategies to address this challenge. Specifically, I am looking for effective methods to re-engage a team member who seems checked out and improve their commitment to their responsibilities.
Kia ora Sorayah,
I have been through a similar thing and ended up having to sit down with the person to talk about their responsibilities. I reminded the person that they were in fact in their role until such time as they left and we (as a team) needed them on board until it was their time to officially leave.
It turned out that they didn’t realise they had ‘checked out’ and they were super apologetic. It was smooth sailing from there. So maybe a conversation is needed to help break any assumptions that may be floating around 🙂
I agree with Femke. I have also had a similar situation. A private chat is most approppriate. We discussed the importants of finishing well and reputation. I had a similar positive response from the teacher that Femke had.
Kia orana Sorayah. It’s great to know you are eager to take on a more active role in your school-wide planning. A couple of suggestions is to let your Senior Leadership/Principal know that you would like to be involved and share you are committed and will add value to the team to ensure outcomes are met. Good luck in leadership journey.
I recently sent out a survey to staff seeking honest feedback about my leadership. An area of leadership I would like to develop is involving the staff in decision making processes, as the results showed 57% staff said it was fair or good. As stated in the video by Aaron Ironside, it’s about executing change with minimal resistance.
I would greatly appreciate your suggestions and feedback about how others have involved staff in decision making processes, ensuring the focus on logos.
Good on you, being so brave! That takes real courage to do. I think it is also about being clear in your own mind about what you are actually willing/able to consult on. You can’t consult on everything and you certainly don’t want to consult when there is already a decision made.
– A description of a scenario:
In our hub, two experienced TA’s work alongside our students who need extra support in learning and managing behaviour. Timetabling these teachers has come with a few barriers which I have had to work through to ensure they are well-supported and happy. I felt I showed logos and pathos through the conversation and followed up the meeting after seeking advice from someone in senior leadership. I felt that I was lacking ethos as I hadn’t built a relationship and trust with the TA’s as this was at the start of the year. This was also a new role for me, so I was lacking knowledge of the systems in place.
– An invitation for feedback:
How would you approach change in TA’s schedule without them feeling overwhelmed and not supported?
Thanks for sharing Lucy. You could consider arranging a meeting with the TAs to discuss the current challenges and the need for schedule changes. Make it a two-way conversation where their input is valued. Clearly explain the reasons behind the changes and how these changes are intended to benefit the students and support the TAs in their roles. Genuinely listen to their concerns. Include them in the planning process and continue to mentor them with regular check ins. And show a genuine interest in their wellbeing. A few things you could consider. All the best Lucy.
That’s exactly right, Linda. And it is through interactions like this that you are able to build trust.
Hi Lucy, I would also suggest having scheduled catch ups with your TA’s. I have a 15 minute meeting every week to just keep them all up to date with what is happening at school and I give them an opportunity to share how things are going for them. We do it 15 minutes before school starts and we meet with a coffee to keep it relaxed.
A recent situation that has come to my attention involves one of my team members struggling to grasp our planning process. Another team leader mentioned to me that this team member is having difficulty following our progress, despite having participated in the planning sessions. The team member has been concealing her lack of understanding during our meetings and has sought help from another team leader.
I am seeking advice on recognising when people are masking their understanding and how to discreetly verify their comprehension using the three pillars of ethos, pathos, and logos. My goal is to handle this situation in a way that maintains trust and credibility for everyone involved.
Thanks for sharing Bronwyn. Thoughts around your recent situation.. In terms of recognising people who mask their understanding, check for non-verbal cues and participation during your meetings. They could be avoiding contributing or being less vocal.
In terms of ethos, speak with your team member privately. Ensure they feel safe in sharing their challenges with you and emphasize seeking clarity is a strength. Build that trust.
Pathos, be an active listener and encourage and offer support.
Logos, a strategy I have used to check for their understanding during meetings is by asking team members to share or paraphrase what they have understood. It is great that you are handling this situation in a way that maintains trust and credibility. Well done.
A description of a scenario/ area of influence/challenge you are facing and would like feedback on
Recently, I’ve had a teacher from another team approach me and share that she doesn’t understand what she is meant to be teaching nor how to tackle her planning. She did tell me that she had come from her team meeting and still felt clueless. I offered some suggestions such as telling her team leader that she isn’t comprehending their korero rather than nodding and seeming to be on the same page. I ended up allowing her to have access to my team’s planning, thoughts and ideas which she is now happily using.
I have talked with her team leader about the situation and how it has made me feel as if I’m unintentionally stepping on her toes. Our conversation was positive but I’ve found this a very challenging situation. After watching the video linked above, I realised that I’ve used elements of the pillars of ethos, logos and pathos. I was feeling challenged as I didn’t want to negatively impact my social credibility or trusting professional relationships as well as reciprocity of open and safe conversations.
Invitation for feedback: Was there a better way that I could have dealt with this issue?
I believe you dealt with the issue well Wiki, as you have informed her team leader. I know of a similar situation where this has occurred. However, clear communication was key so that the team leader was aware and could support her team member more, and arrange extra support. Maybe sharing access to your planning with the team leader will assist her to add to her own kete. A bit of a similar situation to Bronwyn. Thanks for sharing Wiki.
Tricky situation Wiki. The reality is that teaching is a human endeavour and we click better with some than others. You covered yourself by not going behind your colleagues back.
The essential thing is that we are there for our learners and but for your intervention her kids might have missed out. Knowing you, I am sure you will have dealt with sensitively without bruising any egos.
Scenario Description
I am trying to influence change within the English Language Learners area at our school. I will be presenting at a staff meeting next week to introduce new tools designed to support our English language learners and check our ELLPs are up to date.
Invitation for Feedback
I would like your feedback on how to effectively meet the three pillars—ethos, pathos, and logos—during this meeting. While I feel confident in addressing ethos and pathos, I am concerned that the presentation might turn into a debate. Some teachers might worry that I am creating extra work for them, even though these tools represent best practices for supporting individual students in the classroom. How can I best address these concerns and ensure my presentation is effective?
All the best with your staff meeting presentation Rowie. Key factors you have stated about best practices for supporting individual students will be celebrated by your staff, as you are providing other tools to try, especially if you get them to think of a particular child this could work for in their own classrooms. I believe healthy debate can sometimes be good debate, if you bring them back to the outcome of why you are introducing these tools. Ask for feedback from your staff presentation and offer follow up support too, by modelling for other staff members, or having one to one discussions. Enjoy your staff meeting Rowie.
Excellent suggestions, Linda. I would add that, if you can predict some of the barriers that might come up, you can ‘front foot’ those and address them head-on before the discussion part of the meeting.