Next Leadership Goal

We have achieved a huge amount and I, agreed with the team,  have kept a record of our progress to celebrate and share with others. I discussed with the leadership of the school to shift from individual records to a team approach, as their goal is to build a collaborative approach. However, the experience has not been inclusive as I want or needs to be.

With a new co-leader, I have take the opportunity, to ensure Teaching as Inquiry is on the agenda every week. Grant will lead nuts and bolts etc, and I will focus on the teaching as inquiry. I will use this opportunity as a 'cycle of sharing and revision (which) will lead to a common language about the direction, deeper understanding and commitment' to our goal. I have asked them to collect student voice and add to the document with mixed success. I am hoping this cycle will change this.

We are looking to add a more accountability aspect to the team meetings where, each week, they will be expected to bring and share aspects of learning linked to a 'short' goals which is linked to our overall goal. 

I am also looking to share snippets of professional reading to help develop the team. The progressional reading will be linked to our current focus of creating engagement through effective feedback.

Reflection of End of Term 2

My goal for leadership this term is about building (learning/professional) relationships with my team, but also to bring purposeful action by having clarity of what our goal is.

The last two terms have been a huge success for lots of reasons. We have keep learning relationships an absolute focus and have refereed to it as our why in many decisions. For example we agreed to keep our class for reading, writing and maths to help build learning relationships, which was fantastic. Over time, team members have been very honest across a variety of issues which tells me that we have built a safe environment as we are understand that we want what is best for our students. 

Our goals of building learning relationships has overwhelmed our other goal of leadership. This has been frustrating, but the focus was necessary as the behaviour of the students and feeling amongst the team was that we needed to. As our timetable became more unpredictable with many distractions, the students behaviour started to revert to the past and it was quite obvious that we needed to get back to basics and go over the Expected Positive Behaviours and ensure we are as a team, on the same Waka. Being on the same 'Waka' is included in every meeting. 

Our focus/inquiry has started to move into engagement through providing effective feedback. This was based around our new school report which was going to be written by the students and shared live to parents so information is shared as it happens. This would be supported by a 'Learner Led Conference' which gave the students a 20 min opportunity to share their learning which included analysing their asTTle results. 

We made the classic mistake, as Mark Treadwell, noted - caught between the old and the new. Although the students wrote most of the report, very well through explicit teaching, we agreed with Years 5 & 6 to write teacher comments too. This was too much for the team and it was a stressful and hectic finish to Term 2. Which was a shame and it feels like a step back in trust. However, we will do our very best to make the complete step forward and ensure the students are continued to be taught how to write effective reflections so we do not need to write any teacher comments. 

Our next small step forward with 'engagement through effective feedback' is inquiring into leveraging digital tools. We are exploring Digtial Tools with Rob Clark and we are starting by ensuring we are on the same Waka with 'See-Saw.' We also found out if there were any other Digital Tools that we were not comfortable with and how much we are using them. 

Coherence - The Right Drivers for Action

My goal for leadership this term is about building (learning/professional) relationships with my team, but also to bring purposeful action by having clarity of what our goal is. I started with the 'why' for learning relationships - new team, knowing students (prior knowledge = deeper learning), allowing teachers to enjoy their new class (captured voice from a team member), building trust with the community/whanau. Lots of reasons to make learning relationships a focus.

A new team needs direction on how to make decisions (purposeful action) and having building learning relationships as our purpose, it helped us make lots of decisive and effective decisions such composite classes, altering the timetable to ensure teachers build strong relationships with their class. We altered our meet the teacher meeting from being in the hall to combining it to meeting parents in our own class to ensure we build relationships with our parents, it was more personal. Having our focus for building learning relationships has clearly been an effective tool to help us make decisions.

We have monitored the progress of our students by measuring against feedback from the teachers of last year and the staff of the school. In particular, we agreed that the agreed positive expected behaviours of the school were vital for our students as in the past they had not been meeting those expectations. This has been an on-going approach and we are far from over, but clarifying them and explicitly teaching them how to follow or implement them have been essential. Even in a few weeks, we have had a very positive response from staff, team, students and community about the senior school.

I have ensure we have constantly referred back to our focus of learning relationships and ensuring we keep explicitly referring back to the expected positive behaviours and helping the students to meet those standards.

Also, the reason it was so successful, the entire team had a shared understanding of the purpose and clearly valued it too - it was relevant to everyone in one way or another.

Reflection of the Year

The year has been primarily about teaming and learning design. Both have been a huge success for Pounamu.

The team has been through many forced changes of mentors and every time the team have coped professionally and personally, by looking after each other. Tetli's growth in teaming has been down to her determination to succeed and through the support of the team. The loss of Rachel for a term was a blow, but we fortunate to have Amy who slotted in superbly and brought her own positive energy and honesty to Pounamu. Towards the end of the year was particularly difficult with Roanna finding life at school difficult, but again the team supported personally and professionally to ensure that she settled sooner rather than later.

The creation of the BPP's on teaming and powerful learning were integral to our success. By the end of term 2 there was a genuine trust within the team which was down to myself deliberately building relationships with team members and also strategically organising mentors to work together. Although Rachel's constant coaching for me around understanding and respecting the personal side of the team was essential. Even though I have improved and I am not convinced I would be able to bring her natural ability to a new team by myself. We complimented each other really well and we respected each other's strengths and weaknesses.

We are very proud of our 'Priorities.' For lots of reasons. It took a clear vision to keep us on track, we knew if we could create this - it would be a game changer for us. The entire term 2 was building the capacities of the students and then activating all the different types of priorities so they could complete them independently. Once we were clear with the why and finally had the how sorted, the creation of the clipboard and organiser was the final piece of the puzzle. By eventually jumping in and setting up priorities from the beginning opened a climate of possibilities. We have never looked back and are still tweaking it to perfection.

Joint Accountability (as a team)

Leadership Video - Jan Robertson

Jan talks about our everyday practice as leaders helps coach others and how we develop in other people the responsibility of taking ownership of their own development. She also talks about encouraging others to take accountability and develop creative thinkers through our own leadership practice. She discusses the idea of partnership as entering a relationship where we can step into the space of someone else and model that we are willing to have our beliefs challenged by hearing other people's perspectives. Show that we are willing to learn from the people we work with. 

Jan talks about the most important part of leadership is relationship and building strong relationships around us. She discuss the importance of modelling the mindset of avoiding the status quo and asking the question of what's possible here. 

After watching the video it made me realise that coaching is not confined to the scheduled coaching sessions where we discuss our goals and whether we achieved them or not. It is the everyday modelling around taking accountability of our kaizen. This idea kind of explained why we have been so successful this year.  Even though each mentor had their own kaizen focus, they were part of our team kaizen and we all took responsibility of them all! The everyday discussions around environment, engagement and student voice ensured that mentors were permanently thinking about them and asked to talk about them in one way or another - they couldn't escape them!

As a leader/coach, if it wasn't raised by a team member (it usually was!), I would model challenging our design to ensure we were using the environment effectively or can we improve our engagement in other areas of our learning. I/we were not putting up with the status quo. What epitomised this approach was our discussion for term 4, we could have easily seen the year out as we have achieved so much, but no... Tetli spoke about engaging students with mini-mentors, Roanna spoke about designing a quiet space with the students and Rachel was still wanting to collect more voice to ensure our priorities were supporting the students from their perspective. Fantastic. 

Coaching - Kaizen

"Coaching is an art, and it's far easier said than done. It takes courage to ask a question, rather than offer up advice, provide an answer, or unleash a solution. Giving another person the opportunity to find their own way, make their own mistakes, and create their own wisdom is both brave and vulnerable. (Brené Brown, author of Rising Strong and Daring Greatly)

This quote captures a lot of my development with coaching this year. Over time, particular questions got to the point and moved our discussions in a purposeful and honest way. Every mentor created their own journey with a little of turn here and there based on evidence in the habitat.

The key elements to our success was having the kaizen focused on what was needed for the habitat and that provided constant feedback on how effective there ideas or plans were. 'Necessity is the mother of invention' when the need for something becomes essential,' you are forced to find ways to achieve it. This was the definitely the case for all our kaizen. Many times there were tweaks and adjustments or even a complete new approach was needed because it was essential to meet a goal.

Another key element was the clarity of our vision and what we were trying to achieve. By having the Simon Sinek 'acid test' to compare it against kept the discussions on track. The honesty of the mentors was crucial, but also being able to trial things and reflect on them, they made their own mistakes and were quick to acknowledge them. Through discussion we both grew in the areas of the kaizen and we were able to have informed discussions which were crucially based on our agreed shared vision.

Also, a key element was accountability. The mentors agreed to meet every 4-5 weeks knowing their short term goals would be discussed. In most cases, every mentor made a small but decisive step forward. It became the norm and having three kaizen's moving us forward was incredible.

Kaizen Reflection Term 2

• Grow the capabilities (leadership, teaming and practice) of others through a clear coaching process
• Be an integral part of other mentor's teaching as inquiries (Roanna - environment, Tetli -engagement) through creating clear goals every 4-5 weeks

Key things implemented

Weekly timetabled kaizen meeting

Linking kaizen to Stonefields visit

Creating goals to be reviewed in 4-5 weeks

Crucial Conversations individually and collectively

What is my Desired Reality?

• To grow the capabilities of team members in leadership, teaming and practice
• My coaching process becomes clear and effective
What am I wanting to develop my own capacity on through this inquiry?

• Build knowledge around coaching techniques
• Develop skills/questioning around having difficult conversations
• To articulate my/our values and beliefs through coaching to inspire the team to bring them to life