LEADING LIGHTS New Zealand Educational Administration & Leadership Society NEWSLETTER Growing leadership potential ISSUE 4|2016
FORWARD-THINKING Dr. Anne Malcom FROM THE PRESIDENT
TREASURE IN YOUR
CRITICAL NEW MEDIA SKILLS FOR
SCHOOL LEADERS Pete Burdon
MAILBOX Dr. Ann Briggs THIS IS AN interactive publication ISSN 2253-2390
SAVE THE DATE
TRANSFORMING TOGETHER COACHING & MENTORING CONFERENCE
JELPP SPECIAL EDITION First-time Principals nzeals branch star stories Council Directory
CONTENTS LEADING LIGHTS | ISSUE 4 | 2016 THIS IS AN interactive publication With just one click you can learn more, investigate further, sign up, submit, apply and enquire. Your journey through this publication has been enhanced to save time and to bring you more information. Wherever you see bold or coloured text within an article, an email address or website link, go ahead and click on it the hyperlink will take you to another page in this newsletter, to a website further afield or put you in touch with the right people.
DOWNLOAD & PRINT In the ISSUU menu bar, click SHARE and select DOWNLOAD. Locate the PDF on your computer then print in the usual way (select ‘fit-to-paper’).
JELPP SPECIAL EDITION
FROM THE PRESIDENT
CRITICAL NEW MEDIA SKILLS NEEDED FOR SCHOOL LEADERS
TREASURE IN YOUR MAILBOX
SAVE THE DATE - TRANSFORMING TOGETHER CONFERENCE
NZEALS BRANCH STAR STORIES
LEADING LIGHTS SUBMISSION DEADLINES
DIRECTORY: NZEALS COUNCIL 2016
JOIN NZEALS TODAY The New Zealand Educational Administration and Leadership Society (NZEALS) promotes and supports quality leadership for learning across all educational sectors. To find out more go to nzeals.org.nz or to join simply click here. Complete your details and pay the subscription online, or download a form if you prefer to make direct debit or cheque payments.
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FIRST-TIME PRINCIPALS EDITORIAL Juliette Hayes I had the privilege of representing NZEALS at the 2016 First-time Principals’ (FTP) symposium in Auckland in September. This was especially significant as it had just been announced that this was to be the end of the FTP programme as it is. Since its inception in 2002 there have been over 2400 participants through the The University of Auckland Centre for Educational Leadership (UACEL) programme. As a graduate of the First-time Principals’ programme myself, I found it inspiring to be back in that environment. There were over 200 new principals in attendance, clearly reflecting the continuing need for this service. The calibre of speakers was impressive. I was able to catch Iona Holstead (CEO of ERO); Harold Hillman (on ‘the imposter syndrome’, and author of Fitting In, Standing Out finding your authentic self at work (2015)); Paul Ferris (CEO of APIS); and Linda Bendikson of UACEL, on student centred leadership. My own international leadership connections have shown me that New Zealand’s educational leadership preparation programmes are the envy of other countries, and this, the final iteration of our current programme, was no exception. NZEALS has long been a partner of the FTP and offers all first-time principals a free year of membership. In a new work environment that is saturated with emails, network invitations and professional development for sale, it is a challenge to decide which opportunity to select that will best meet time and budgetary constraints. We hope you will find the time to go back to your Leading Lights emails and include these on your summer reading list, then renew your membership and join the NZEALS network. If you are a school leader in a community that has welcomed a first-time principal this year, please encourage them to take up their free membership. NZEALS will be continuing dialogue with the New Zealand Education Council and educational leadership programmes to provide support for future first-time principals, whatever this might look like.
The Ministry of Education have confirmed that the First-time Principals' Programme will end 31 January 2017 and that it will be implementing an interim leadership support package for principals for 2017. This is currently in a design phase. The Ministry will release details about this support package when it is fully developed. Registrations for the First-time Principals' Programme will continue to be accepted. The level of support and mentoring that will be offered to new enrolments will be aligned to the programme's end date.
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JELPP SPECIAL EDITION Leading innovative learning environments - Call for articles
ILE WHAT’S IT ALL ABOUT? The Ministry of Education shares the OECD’s holistic view of learning environments as an ecosystem that includes learners, educators, families/whānau, communities, content and resources like property and technology. It’s about everything working together to support teachers and learners and ensure our young people are confident, connected, actively involved, lifelong learners. Innovative learning environments are learner-focussed and emphasise valued learner outcomes. They encourage collaboration and inquiry, both for learners and teachers, and allow teachers to teach in the style that best suits the needs of diverse learners.
PURPOSE OF THE SPECIAL EDITION The development of Innovative Learning Environments (ILEs), variously referred to as Modern Learning Environments (MLEs) and Flexible Learning Environments (FLEs), is an important step in New Zealand’s national education journey. Driven by government policy and international trends, there is a requirement for all schools to conform to the new model by 2020. These changes are demonstrated by the current government’s commitment to building only specifically designed schools that support the ILE model. The target date for some form of conversion to this new model is creating urgency in schools, particularly in the primary sector where there is a realization that the change process is substantial and now relatively urgent. The nature, extent and level of student learning in the purpose-built and ‘newly changed’ ILE schools has reduced many of the concerns held by those leading more traditional schools, but this is not necessarily universal. The change from a traditional, factory model to an ILE requires educators to address and develop in specific ways a philosophy that will underpin the learning in these new environments. In addition, those leading the change need to address the highly practical changes that must occur. Those who have already developed as an ILE appear to believe that the development of a philosophical underpinning is a crucial starting point. Thereafter they have addressed the more pragmatic changes driven by the new model. NZEALS Journal Editors are calling for articles for a special edition of the Journal of
Educational Leadership, Policy and Practice (JELPP) that will address the many issues inherent in a systemic change such as this. The editors are seeking a breadth of focus from experienced and emerging authors in the field of education, educational leaders in schools, and others who wish to contribute to the ongoing dialogue surrounding ILEs. They welcome leaders’ stories of introducing and working with ILEs, in addition to more academic papers. The Guest Co-editors invite expressions of interest, in the form of a 250-word abstract, by Friday 16 December 2016. Initial submission of articles should be received by the editors no later than 27 February 2017. Once refereed, the editors will contact all authors by 31 March 2017 and notify them of the outcome of their submissions. Selected articles that require revisions will be returned to the authors and all revisions must be completed and the article re-submitted no later than 28 April 2017. Editorial requirements for articles are included in previous editions of JELPP and are available online at the NZEALS website. Requests for further information should be addressed to: Michele Morrison email@example.com Guest Editor
Jeremy Kedian firstname.lastname@example.org Guest Editor
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FORWARD-THINKING Dr. Anne Malcolm FROM THE PRESIDENT
It is hard to imagine the end of the 2016 school year is so close. It has been a great year for NZEALS. The conference in Dunedin was a real highlight, the JELPP journal contribution to leadership literature was outstanding, and our visiting scholar Rachel McNae was sensational, according to the branch reviews. I believe our strength is the amazing networking opportunities we provide for leaders and developing leadership. I attended the ACEL conference in October with Graeme Macann, Auckland’s 2018 conference convenor. Graeme and I came away with many ideas for our future conference. ACEL members ensured the relationship between our organisations was strengthened. I was accorded superb hospitality. NZEALS was formally welcomed and provided with seating alongside the ACEL Board members and conference speakers. NZEALS hosted a New Zealand get-together on the Thursday afternoon. In 2017 we are planning two co-hosted ACEL/NZEALS speaking events here in New Zealand, so I encourage members to attend those sessions in either Auckland or Christchurch. Professor David Hopkins will be here in March working with leaders on Powerful Learning, and in August Robert Biswas-Diener will encourage us all to develop further a strength-based curriculum approach. The ACEL conference provided me with some real gems of learning. I loved listening to Sugata Mitra, a Professor of Educational Technology at the School of Education Newcastle University. He is known for his computer Hole-in-the-Wall in India, and his School in the Cloud study. He believes children, given access to the internet in groups, can learn anything by themselves. He provided evidence that children in groups have understanding that is far greater than that of an individual, and that schools need to develop collective ‘hive’ mind-sets. If we purposefully create a chaotic environment within our classrooms then self-organised learning environments can evolve (SOLE). Mitra believes we need a curriculum of questions, not facts; a pedagogy that encourages collaboration and use of the internet, and an assessment system that looks for productivity over process and method.
In 1999, Sugata Mitra and his colleagues dug a hole in a wall bordering an urban slum in New Delhi, installed an internet-connected PC and left it there, with a hidden camera filming the area. What they saw: kids from the slum playing with the computer and, in the process, learning how to use it - then teaching each other. These famed Hole in the Wall experiments demonstrated that, in the absence of supervision and formal teaching, children can teach themselves and each other - if they’re motivated by curiosity. Watch his TED Talk ‘Build a school in the cloud’.
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“I want to tell everybody that family violence happens to everybody. No matter how nice your house is, how intelligent you are. It happens to anyone and everyone”. In an incident that shocked Australia, Rosie Batty’s 11-year-old son was killed by his father in a violent incident in February 2014. Greg Anderson murdered Luke Batty at cricket training and was then himself shot by police. Rosie has since formed the Luke Batty Foundation, and become a passionate campaigner on the issue of family violence. She won the Pride of Australia Award in 2014, and was named Australian of the Year in January 2015.
PICTURED LEFT TO RIGHT:
Aasha Murthy, ACEL CEO; Anne Malcolm, NZEALS President; newly-elected ACEL President Stephen Gniel; outgoing ACEL President Jim Watterston
John Hattie was refreshing. He has modified his rhetoric, moving beyond primarily talking about effect sizes. He talked about Australian academia not being the pot of gold. He described how he would like to see schools rebooting their learning and building a success narrative focussed on student effort and agency. His work is identifying what I think we all know but needs to be said in a political forum: that we need resources to support teachers to work together, to add at least at least one year’s growth for one year’s learning input. Leaders need to identify and value their wide-ranging teachers’ expertise and build stronger inter-school networks. We need to be opening up our schools to greater collaboration. He said tweaking class size, structural elements and curriculum do create change, but collaborating, sharing expertise, and schools with a focus on developing teacher capacity, are making a bigger difference to learner success. A very human element was introduced when Rosie Batty, the Australian domestic violence campaigner and the 2015 Australian of the Year, spoke and reminded us all of the importance of respectful relationships being modelled at school. We need to really know our kids and we need to show them we care. They need to see teachers respecting each other; they need to see parents respecting teachers, and they need to know that at their school children respect each other. Daniel Goleman presented, via video link, what he saw as the key contributors to leadership success. Quality leadership requires emotional balance, adaptability, teamwork and interpersonal understanding. Leaders need to know how to build relationships beyond their immediate team. I like to feel inspired in some way at any conference I attend, and certainly brought back to my school some aspects of my leadership that I need to consider, around notions of improvement. On the conference front, I know many colleagues attended the U-Learn conference in the last break - it sounds like there were also some great leadership lessons provided there. We’d love an NZEALS member or reader of Leading Lights to write about that. My research into principals’ learning noted the importance of networking and conferences to refresh thinking, and I certainly have had that this year.
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CRITICAL NEW MEDIA SKILLS NEEDED FOR SCHOOL LEADERS ARTICLE BY Pete Burdon Many school leaders have found themselves the subject of unfavourable news coverage over the last few years because they have been unaware of the changing needs of the news media in the digital age. Most leaders avoid the media like the plague for fear of being misquoted, quoted out of context, or humiliated at the hands of an aggressive interviewer. This fear is nothing new, but many school leaders are unaware of the changes they need to make when dealing with reporters since the advent of social media and the growth of other technology. There are two specific areas that can cause reputation loss if not understood and acted on. SPEED OF RESPONSE I often hear principals and board chairs say the news media is not a priority and they can wait. I agree that in an emergency or crisis, other stakeholders like parents are the priority. But the media must be a close second for good reason. Firstly, the media will produce stories about your issue whether you are in them or not. If you are not available, the story may be one-sided against you, and be full of misinformation or speculation. Your contribution is likely to read something like, ‘The principal refused to comment’. You’ll agree that is not a great look, even if you are busy doing more important things. The story will then spread through social media like wildfire where you will be accused of either not knowing what is happening, or not caring.
The story will then spread through social media like wildfire where you will be accused of either not knowing what is happening, or not caring.
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PETE BURDON is the author of
Media Training for Modern Leaders and developer of the online Media Training Academy. He runs media training and crisis communication workshops specifically for school leaders across New Zealand and Australia. For more about Pete, visit PeteBurdon.com and mediatrainingnz.co.nz or email him at email@example.com to find out about his school-focused training options.
Before the advent of social media and online news, you only had to worry about tonight’s television news bulletin or tomorrow’s daily newspaper. Today a story will be up on news websites within minutes and scattered through social media channels. You need to be in it, even if it’s just showing empathy for a victim or explaining how you are resolving the situation. It’s a different ball game. Many have been burnt by this speed of news distribution. The answer is to know how to prepare a message quickly and have holding statements ready go at a moment’s notice on issues that could blow up. For example, every school should have messages and a media statement ready to send out in the event of a student death or deaths. These statements won’t need to be full of information, but usually include an expression of empathy for victims and and their families and an indication of what you are doing to help. What else should you be ready for? SHORTNESS OF MESSAGE Just as the need for urgency has been transformed, so has the requirements of the message you need to get across. School leaders who have undertaken media training will understand the importance of developing a message for any media interview. This is not new, but what has changed dramatically is the required length of that message. A few short years ago, a three-point message could have been 60 seconds, but that has now been slashed to about 25 seconds. If your messages are longer, you could get into trouble. The average sound bite on television and radio news is now around seven or eight seconds. That means your three points should each be about this length. You need to break them down to their absolute core. If you can’t do this, often the reporter or editor will do it for you. They may only use half of your point. That could change the context or make you look incompetent. The other possibility is that the reporter tries to paraphrase what you said. This is usually when spokespeople get misquoted. The answer is to be as brief as possible. Then there is less for the reporter to choose from. Keep in mind with this that your message must still be of interest to the reporter and you must still answer their questions. However, it’s important to have your own messages and know how to get them across in a way that satisfies the reporter. I’ve seen schools and other organisations burnt by these changing needs of the news media. A slow response and lengthy message are usually the culprit. The ironic thing is that most school leaders place a high value on their reputations, but are not adequately prepared to protect them in the face of intense media scrutiny. This is best summed up by a quote from Warren Buffett: “It takes 20 years to build a reputation and five minutes to ruin it. If you think about that, you’ll do things differently.”
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TREASURE IN YOUR MAILBOX ARTICLE BY Dr. Ann Briggs By early December, you should receive a copy of the NZEALS Journal of Educational Leadership, Policy and Practice (JELPP) in your physical mailbox. It’s a double issue - 208 pages of up-to-date international research and thinking on educational leadership topics. Readers in higher education and those currently undertaking research will be familiar with using this kind of resource. But for the NZEALS member with a curiosity about leadership in education, the journal may seem daunting, even alien, and just another burden on the bookshelf. And in this digital age, who needs print journals anyway? To answer that last question, if you need to find out more on a specific topic, then an internet search which targets published educational research is obviously the quickest, most efficient way to focus your inquiry. But print journals are great for browsing, for serendipitous learning about topics which you found just by chance, and for focusing your thinking on your educational role and setting in new ways. So, in a busy professional life, if academic journals are not your daily reading, how do you make use of the treasure in your mailbox? 1. Feel free! You don’t have to begin at the beginning when reading a paper. If you’re reading for professional pleasure, there are no ‘rules’. Choose a paper you think will interest you - see ‘Looking for topics’ on page 10 - and start wherever you like. If the responses from interviews catch your eye, start there; get into the topic, then cast back and forwards through the paper to find what the research focus and findings were. Maybe you want to start with the discussion/conclusions: what did these researchers find? Then you might look back to see how they found it out. Or you might just read the abstract, note what is summarised there, and move on to another paper. 2. Be inquisitive. If a paper is about a different phase of education from your own, or set in a different country, give it a go. You’ll be surprised how often the writer seems to be writing about ‘your’ school or centre, with findings pertinent to you. Alternatively, you might learn something totally new about educational settings far from your own experience.
The Journal of Educational Leadership, Policy and Practice has two issues per year. It publishes the work of established and new scholars and practitioners. The journal aims to highlight new knowledge and important ideas from New Zealand and internationally. In particular, JELPP welcomes studies that further international debates in the field of educational leadership.
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3. Be ‘picky’! If a writer’s style or topic doesn’t suit you, move on to another paper. Once you’ve read a couple of others, that first one you tried might seem more accessible. 4. Get wise. Once you’re getting used to the format and style of academic writing, start to note some of the writers and texts whose works are cited. If they look relevant and important to your setting, look them up online and extend your reading. If you can’t access them online from your school or ECE, contact me on firstname.lastname@example.org, and I’ll try to get it for you. (I don’t actually live in the UK: I’m right here in sunny Nelson...)
Wayfinding Leadership: Ground-breaking Wisdom for Developing Leaders by Dr Chellie Spiller, John Panoho and Hoturoa Barclay-Kerr brings an innovative, practical approach to leadership and management. The conventional ‘business as usual’ approach to business and developing leaders is often insufficient for building the kinds of organisations we need today where ‘leaders need to deal with complex organisational dynamics, respond to unpredictable and chaotic challenges, and create meaning and purpose amid uncertainty’. Based on the art of traditional Polynesian navigation, wayfinding leadership shows how wayfinding can transform leaders and organisations by using new practices such as mindfulness and awareness of their environment.
LOOKING FOR TOPICS Leadership stories: Benita Stiles-Smith and her colleagues, and Jenny Clark and Tracey Carlyon lead you straight into the activity of school teachers and leaders (in Christchurch schools, and on a principals’ visit to China), whilst Jacoba Matapo and Manutai Leaupepe ‘think aloud’ about Pasifika early childhood education. Fiona McGrath’s review of Wayfinding Leadership describes the book as essential reading for indigenous leaders across all disciplines - but as a Pakeha immigrant, I’d love to share its wisdom, too. Leadership and teacher work in high needs settings: Charles Slater and his colleagues in Costa Rica and Mexico, and Betty Alford and Pauline Sampson in the southern USA take us deep into the worlds of schooling in high-needs areas, describing interventions and attitudes which are highly relevant to New Zealand schools and centres. Working within constraining contexts: Brenda Service tells us about the stress experienced by teachers in New Zealand settings where issues of performativity may run counter to their educational beliefs, whilst Abida Begum tells the story of one primary principal in Pakistan enacting her leadership role within a directive national context. Evaluation: Two papers offer differing perspectives on the topic of evaluation. Andrew Bills and David Giles show us how Appreciative Inquiry can be used with school students as a school evaluation tool, whilst Ross Notman and Howard Youngs investigate the use of the Educational Leadership Practices Survey by school leaders and their colleagues to evaluate the effectiveness of school leadership. Coaching and mentoring: The importance of both techniques are underlined in another pair of papers. Jan Robertson and Susan Lovett assess the impact of self-assessment and coaching in the development of aspiring principals, and the mentoring of beginning teachers is the focus for Ella Newbold and her colleagues, looking at teacher retention in Māori-medium schools. Innovation: There are papers which examine innovation, both of curriculum and of learning environments. Lee Austin and Louise Starkey look at the networks
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needed to introduce and sustain innovative secondary school curricula; Jennifer Charteris and her colleagues investigate the leadership tensions presented by the development of innovative learning environments. Leadership career progression: Do we always have to aim for the top? Kevin Shore and Margaret Walshaw evaluate the differing experiences of assistant/ deputy principals in secondary schools, and their attitudes to career progression. Parental involvement: Christine Harris takes us into the primary classroom to find it full of parents! What are their motives for close involvement in their childrenâ€™s schooling? ECE leaders might like to compare/contrast this paper with their experience of parental involvement. These are just a handful of themes which can be traced through the current issues of JELPP. I hope that you enjoy finding your own way through the volume, and discover its treasures for yourself. Thanks go to all of the authors, and to the editors, Shirley Harris and Fiona McGrath, for the hours of research, writing and editing which go to produce your NZEALS journal.
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SAVE THE DATE 11-13 october 2017 JOIN NZEALS TODAY The New Zealand Educational Administration and Leadership Society (NZEALS) promotes and supports quality leadership for learning across all educational sectors. To find out more go to nzeals.org.nz or to join simply click here. Complete your details and pay the subscription online, or download a form if you prefer to make direct debit or cheque payments.
TRANSFORMING TOGETHER Coaching and Mentoring Conference In October 2017, the University of Waikato’s Centre for Educational Leadership Research will host the second Transforming Together Coaching and Mentoring conference. This international conference will be of particular interest to educational leaders who coach and mentor teachers, middle leaders and senior leadership teams; and to researchers and interested parties working in all sectors. The conference seeks to provide a platform for participants to connect; to deepen their knowledge of coaching and mentoring; and to explore the ways in which coaches and mentors apply a range of approaches that lead to effective, transformative and sustained change. Three distinguished keynote speakers have accepted invitations to share their wisdom and expertise: Professor David Clutterbuck (UK), Dr Patricia Bossons (UK/NZ), and John Campbell (Growth Coaching International, Australia). Conference organisers especially welcome contributions that highlight diversity in coaching and mentoring relationships, the essence of which is conveyed in the conference whakatauki, Kia honotahi te puāwaitanga. Bestowed upon the inaugural conference, kia is the predicate preceding subsequent words of encouragement. Honotahi means being unified, or coming together, and te puāwaitanga denotes blooming, evolving, or transforming. For further information and regular updates, CLICK HERE go to the conference website.
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NZEALS BRANCH STAR STORIES We asked Branch Presidents to send us star stories from the regions: inspirational and thought-provoking snapshots of educational leaders and their work. And here they are! INTERCULTURAL AWARENESS IN THE BAY OF PLENTY Andrew King presented at an NZEALS meeting in August. His presentation was based around the need for robust ‘Intercultural Strategies’ in schools, with his own school context as an example. Relating to his Masters research and experience as a school leader, he was able to share the applicability of the research to a full primary school setting. The session opened the door to discussions both locally and regionally, about schools’ Asia awareness strategies, second language learning in school, and catering for minority cultures in schools. There is significant growth in the Tauranga region of Asian families moving to this district, and a growing population of international student numbers in high schools, intermediates and primary schools. This places considerable importance on schools’ abilities to effectively cater for immigrant cultures from the Asia region. There are significant links to schools being culturally responsive and able to embed the strategic aims of Ka Hikitia and Tataiako within their own school culture to effectively be catering for Māori students as Māori. If a school has and is developing a deep understanding of cultural responsiveness in its own context, enabling an effective Intercultural Strategy could be seamless. However, it requires significant resourcing, focus and support to enable sustainable and effective programmes to be in place. Effectively we are talking about moving away from a model of what has historically been called a ‘Multicultural Strategy’ in schools, which can lend itself to being focused on tokenistic and superficial opportunities for students to learn about ‘other’ cultures. We are now talking about embedding opportunities for children to learn with, from and about other cultures so our students can converse with other cultures, seeing perspectives from a different cultural lens and valuing other cultural perspectives, solutions and ideas. Therefore, we are seeing a growing understanding in the region towaerds having have all children involved in Asian second language learning (and enabling this), interacting with other cultures through such opportunities as having sister schools in Asian countries, looking at how schools can work on collaborative projects online from different regions in Asia. Essential resource support places for schools to be accessing include Asia New Zealand, the Confucius Institute, and being part of contracts such as ALLiS (Asian Language Learning in Schools).
ASIAN LANGUAGE LEARNING IN SCHOOLS PROGRAMME (ALLIS) The Government has set up ALLiS, a contestable fund, to support the teaching of Asian languages in state and state-integrated schools. ALLiS will support schools by setting up new, or strengthening existing, Asian language learning programmes. Funding has been allocated to schools or groups of schools, with particular emphasis on those that establish language learning pathways from primary through to secondary. Why was the fund set up? New Zealand needs to increase the number of students learning Asian languages to support our growing trade and international relationships.
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AUTHENTIC CONNECTIONS IN OTAGO Highlighting a new member from Otago: John McKenzie, principal of North East Valley Normal School (established in 1851). John presented at the NZEALS Conference in April based on his small-scale research, and his sabbatical report, Schools, families and communities: where to for school leaders in the age of the super city? John’s key message was focused on authentic connections (not just paying lipservice) with the community. The focus is on the N.E.V. community development project, ‘The Valley Project’, which encompasses all aspects of life in the Valley including real collaboration between educational leaders in learning institutions. The focus is on creating conversations and actions which give people voice, and on the everyday aspects that make a difference to peoples’ lives. This focus leads to success and high achievement. John quotes Meg Wheatley: “Very great change starts from very small conversations held among people who care.”
THE TEACHING AND LEARNING RESEARCH INITIATIVE seeks to enhance the links between educational research and teaching practices to improve outcomes for learners. The fund was established by the government in 2003.
APPRECIATIVE INQUIRY IN THE WAIKATO One of our branch members Natalie Kirk has recently been appointed to the role of acting principal at Matangi School in rural Hamilton. Facing increasing roll growth, and complex decision-making about infrastructure, the Waikato Branch is proud to see emerging leaders ‘grown from within’ the organisation put their hand up for further leadership. Natalie brings with her the experiences as deputy principal and leader of the senior school. It was through Natalie’s leadership that Matangi School were successful in securing Teaching Learning Research Initiative (TLRI) funding to work with staff from the Centre for Educational Leadership Research at the University of Waikato. Together they will explore the use of appreciative inquiry to support students to transition between and across classes. This project investigates children’s understandings of learning to assist current and future teachers shift their pedagogical approaches in order to provide more meaningful and relevant learning experiences. Through using Appreciative Inquiry (Cooperrider, 2005), a learning community will be created which can confidently and meaningfully inquire into how students are learning at their best. Appreciative Inquiry will also support students to generate a sense of agency about their own identity as a learner. Central to this approach is the collaborative and relational nature, where students share this information with teachers and whānau to strengthen support structures, enhance teaching pedagogy, and hence the overall transition experiences within and between classes. This project fosters both student and teacher agency to effect change in learning and teaching relationships, and to articulate learning needs. It provides both teachers and students with the information and support to respond to these needs in meaningful and courageous ways. Matangi staff members have recently completed their own appreciative inquiry in preparation for working with their students. It is our hope that at the completion of this project, Natalie and her team will be in a position to share these experiences.
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…AND IN NELSON! Last term we convinced Dr Rachel McNae to facilitate a half-day workshop for Nelson leaders. The day saw an engaged and reflective group of leaders from early childhood and primary sectors challenged to understand the concepts and research underpinning the appreciative inquiry framework, and the ‘bringing it to life’ through powerful storying. They were then supported to apply this model to their own leadership practice and to support the development of others, through modelling feedback, feedforward and active reflection. Each minute was packed with content, and participants were loath to leave at the end of the workshop. Rachel’s presentation has provoked much ongoing reflection and debate - and I am sure a strengthening of the insight and deliberation of our own leadership practice. As often happens when we experience something powerful, we bemoaned the fact that others in our district missed a very valuable opportunity for growth. Thank you Rachel. You were truly inspiring. LEADING EARLY CHILDHOOD EDUCATION IN CANTERBURY Kathryn O’Connell-Sutherland has been a member of the NZEALS Canterbury branch for the past five years and is a strong voice and advocate for the value of quality Early Childhood Education (ECE) with a clear focus on how the pedagogy and curriculum document Te Whāriki has an important place in the developing communities of learning. In her role as Education Service Manager at Kidsfirst Kindergartens she provides professional support to a group of kindergartens across Canterbury. While our branch is fortunate to have her insight from the ECE sector, Kathryn values NZEALS as a way to engage in the rich stories of leadership from like-minded people in different contexts, as well as the ability to connect with other educational leaders through cross sector events. Kathryn is a council member for Te Rito Maioha: Early Childhood New Zealand, and enjoys her role as part of this national and bicultural tertiary association. Another key area of interest in education for Kathryn is supporting cultural competence and an authentic appreciation and understanding of kaupapa Māori as a te Tiriti partner. Along with everything else her role entails, she enjoys precious time with her whānau, and runs as often as she can in order to achieve some balance in life as well as connecting with nature and seeing the fabulous places of Aotearoa. Kathryn has co-published a chapter in a recent book on mentoring in ECE which focused on the value of peer mentoring: Mentoring in early childhood education: a compilation of thinking, pedagogy and practice. (2016). Edited by Caterina Murphy
TE RITO MAIOHA: EARLY CHILDHOOD NEW ZEALAND provides new knowledge, fresh thinking and best practice for early childhood care and education. Their guiding beliefs: Every child in New Zealand has the right to high quality education and care that complements and supports their family’s life. Every child in New Zealand has the right to know and enjoy the dual cultural heritage of Te Tiriti o Waitangi partnered along with his/her own cultural heritage. Teachers in early childhood settings should be well qualified and hold the same status as teachers in the compulsory sector. People working in early childhood services need access to high quality teacher education, advice, information, resources and voice in decision making that affects young children and their families.
Westmere School Principal Carolyn Marino lets associate minister of education Nikki Kaye and Mt Albert MP David Shearer officially open the school's new buildings.
and Kate Thornton, New Zealand Council for Educational Research. COLLABORATIVE PEDAGOGY IN AUCKLAND The community at Point Chevalier saw the opening of Westmere School’s new buildings in August 2015. Having led the school through the re-development process, Principal Carolyn Marino was left with many wonderings surrounding the collaborative pedagogy and leadership required to make the new buildings truly learner and learning-centred. Carolyn won a sabbatical in 2016 to learn more by visiting schools in Canada, the UK, Australia and New Zealand. Carolyn describes the focus for the research beginning with key questions surrounding the ‘why’, ‘what’, and ‘how’ of processes that may best impact on shifting teacher mindset with regard to transformational change in their practice. - Why do teacher practices need to be flexible and adaptive? - What might this look like and what processes have schools used to help to shift teachers’ mindsets? - How can we as leaders support teachers to make changes that are transformational rather than ‘piece-meal’, and realise a shift in pedagogy to collaborative learning and teaching? Carolyn is in a position to share many insights into what she has learned through the time that she spent talking with teachers and leaders, and observing collaborative learning and teaching practices during her visits to schools both overseas and at home in New Zealand. A key commonality is the need for a shared vision alignment of beliefs and values. Leaders and teachers need to begin by looking at their own beliefs and values, and need strong self-awareness as a pre-requisite to working with others to make transformational pedagogical change. Currently in the process of writing up her study, Carolyn has valuable material to share with school leaders. She describes her sabbatical study leave as a time of profound change in her professional growth resulting from the time afforded her for meaningful reflection resulting in mindset shifts. This leaves her asking this question of school leaders in New Zealand: “How can we create organisational learning structure for teachers to work collaboratively, and provide teachers with opportunities for deep transformational learning to ensure that learning and learners are at the centre?” Thanks to: Mel Taylor (Bay of Plenty), Murray Fletcher (Otago), Rachel McNae (Waikato), Pip Wells (Nelson), Christine Harris (Canterbury) and Maggie Ogram (Auckland),
PHOTO: REBECCA MCCOLGAN / WESTMERE SCHOOL
e tipu Growing e rea mo leadership naga ra potential tou ao 161
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LEADING LIGHTS: ARTICLE SUBMISSION DEADLINES NEXT ISSUE DEADLINE 2 february 2017 I would like to encourage you to provide an article for Leading Lights, which might outline new policies and programmes, legislation, trends, developments, research or education debates in your own locality. Your topic should be relevant, and of professional interest, to educational leaders in New Zealand. I am seeking short articles (500-1,500 words) and photos for forthcoming issues of the magazine. Your own topic, based on your own area of interest/expertise (and keeping in mind current issues and developments in educational leadership) is most welcome. We are also seeking papers of emerging findings from educational leadership research being carried out by post-graduate students. If you are seeking a publication opportunity for your work this is a great place to begin. Longer papers are published on the NZEALS website under a collection of Members’ publications. Your target audience is cross-sector leaders throughout New Zealand. A brief outline of the context of your education setting would be useful for readers. Any recommendations you might make to readers, based on your experience, knowledge or research, would be most appreciated. Prospective writers who wish to discuss a possible topic before commencing writing, may email me. Otherwise, completed articles can be emailed directly to me at email@example.com as attached Word files or as plain email messages and their receipt will be confirmed by return email. Please also include a one-paragraph ‘about the author’ and attach a head and shoulders photo of yourself as a separate file (high resolution jpeg preferred). 2017 SUBMISSION DEADLINES: 2 FEBRUARY • 2 MAY • 2 AUGUST • 2 NOVEMBER
Juliette Hayes Editorial Committee, Leading Lights
Leading Lights Editorial Committee Juliette Hayes Ann Briggs Annette Sheehy
Leading Lights Editorial MANAGERS SALTMINE DESIGN Hugh & Fi McCafferty firstname.lastname@example.org
New Zealand Educational Administration and Leadership Society
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NZEALS COUNCIL DIRECTORY The NZEALS Council is elected by the membership at the biennial NZEALS conference, or co-opted to a certain portfolio, and reflects the cross-sector nature of the society. Council members hold key portfolios for the services of NZEALS, and meet bi-monthly by tele-conference to progress strategic work. Questions or ideas may be directed to any Council members using the contact details below.
Immediate Past President
Auckland Branch President
Bay of Plenty Branch President
Canterbury Branch President
Nelson Branch President
Otago Branch President
Taranaki Branch President
Waikato Branch President
Wellington Branch President
Member at Large
Member at Large
Member at Large
Member at Large