5 Ways To Think About Educational Leadership
How would you describe your leadership style or approach? As a leadership coach I ask this question and I find that many leaders haven't thought too much about this. Is it important to consider what an effective leader is and what your leadership style might be?
David Giles (1) asks us to consider leadership as a phenomenon first. We often talk about theories and styles in leadership. However, Giles suggests that the place to start is with leadership narratives. Leaders’ stories can help them to reflect on the nature of leadership. Starting with story and searching for meaning in those stories is an integral part of leadership coaching. Stories highlight the critical nature of relationships in leadership and leaders’ lived experiences are an important aspect of reflecting on how they want to lead.
The resources below can help you and your leadership team to reflect. There is some crossover between these resources where the same research has informed them over time. It is a great idea to work with a leadership coach as an individual or as a team to clarify your strengths and next steps in leadership development. The Leadership Strategy for the Teaching Profession of Aotearoa and Rauhuia are also great resources to work through with your team.
All of this information can be overwhelming! Where do you start? As a leadership coach, I help you to navigate these resources and lead in a way where your actions reflect your values, so you can have your best impact on the world. Find out more about how I work with leaders here.
Tū Rangatira
He Kaitiaki: Guardian
He Kaiwhakarite: Manager
He Kanohi Matara: Visionary
He Kaiako: Teacher and Learner
He Kaimahi: Worker
He Kaikōtuitui: Networker
He Kaiarataki: Advocate
Educational Leadership Capability Framework
Building and sustaining high trust relationships
Ensuring culturally responsive practice and understanding of Aotearoa New Zealand’s cultural heritage, using Te Tiriti o Waitangi as the foundation
Building and sustaining collective leadership and professional community
Strategically thinking and planning
Evaluating practices in relation to outcomes
Adept management of resources to achieve vision and goals
Attending to their own learning as leaders and their own wellbeing
Embodying the organisation’s values and showing moral purpose, optimism, agency, and resilience
Contributing to the development and wellbeing of education beyond their organisation
Leadership BES
Establishing goals and expectations
Resourcing Strategically
Designing, evaluating and coordinating the curriculum and teaching
Leading professional learning
Ensuring an orderly and supportive environment
ERO Evaluation Indicators, Domain 2
Collaboratively Developing and pursuing the school’s vision, goals and targets for equity and excellence
Ensuring an orderly and supportive environment conducive to student learning and wellbeing Ensuring effective planning, coordination and evaluation of the school’s curriculum and teaching Promoting and participating in teacher learning and development
Building collective capacity to do evaluation and inquiry for sustained improvement
Building relational trust and effective collaboration at every level of the school community
Kiwi Leadership for Principals
Leading change
Problem solving
Culture: developing shared goals and vision, honouring the Treaty
Pedagogy: create the conditions for effective teaching and learning
Systems: develop and maintain schools as learning organisations
Partnerships & Networks
Ako: being a learner
Manaakitanga: leading with moral purpose
Awhinatanga: guiding and supporting
Pono: having self belief
(1) David Giles