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The Education Council of Aotearoa New Zealand commissioned the New Zealand Council
for Educational Research (NZCER) to develop this framework in response to support
from the profession for the development of a leadership capability framework during
consultation on the draft Leadership Strategy for the Teaching Profession.
This framework is designed to support the intention of the Leadership Strategy to advance
educational leadership in Aotearoa New Zealand.
We thank Cathy Wylie and Sheridan McKinley, and NZCER staff, for their work developing
this framework
Educational Leadership
Capability Framework
Educational Leadership Capability Framework
Published in August 2018 by the Education Council PO Box 5326, Wellington 6145, New Zealand
This document is available online at www.educationcouncil.org.nz
ISBN 978-0-473-45155-
Contents
Overview .............................................................................................................................................................................................. 3
How this set of educational leadership capabilities was developed ............................................................................. 3
The Educational Leadership Capability Framework ............................................................................................................. 4
Educational Leadership Capabilities ..................................................................................................................................... 5
What do the Educational Leadership Capabilities look like in different leadership spheres? ............................ 8
Reflective questions for each sphere ...................................................................................................................................... 12
Exemplifying the educational leadership capabilities in action .................................................................................. 12
Building and sustaining high trust relationships ........................................................................................................ 13 Ensuring culturally responsive practice and understanding of Aotearoa New Zealand’s cultural heritage using te tiriti o waitangi as the foundation ................................ 13 Building and sustaining collective leadership and professional community .................................................... 14 Strategically thinking and planning ................................................................................................................................. 14 Evaluating practices in relation to outcomes ............................................................................................................... 15 Adept management of resources to sustain and achieve vision and goals ....................................................... 15 Attending to their own learning as leaders and their own wellbeing ................................................................. 16 Embodying the organisation’s values and moral purpose, optimism, agency, and resilience...................... 17 Contributing to the development and wellbeing of education beyond their organisation ......................... 17
Some further reading on effective leadership practices ................................................................................................. 18
The Educational Leadership Capability Framework
The core capabilities developed from this work are distinct from one another, but not entirely separate. Often acting well in one capability dimension supports acting well in another capability dimension, and vice versa. They all matter, with building and sustaining high trust relationships providing the essential anchor.
First, we provide a high-level description of the nine educational leadership capabilities. Next, we briefly describe what these practices look like in three different spheres of leadership influence: organisational leadership, team or middle leadership, and for expert teachers and those who take responsibility for a particular initiative. We provide two reflective questions for existing leaders, across all three spheres, and for those thinking of developing leadership.
Then we give illustrations of what these practices look like in different contexts, giving priority to work in Aotearoa New Zealand. We have looked for illustrations in English and Māori medium early childhood education services, kura and schools.
We have tried to find illustrations that are freely accessible to practitioners but have also included some found in other sources. The Aotearoa New Zealand studies we found, and that people alerted us to in the short time available for this work, are not numerous. We welcome further suggestions for illustrations and research for practitioner use, so that we can build on this resource over time.
Finally, we also provide some links to further research and relevant thinking about effective educational leadership.
Because these links are intended to spur practitioners on to thinking about their leadership practices and what they could develop further, they are by no means exhaustive of the extensive literature on educational leadership: this is not a literature review.
We also hope that with the use of these capabilities, the number of examples of what they look like in different contexts, and for different spheres of leadership, will expand over time.
Educational Leadership Capabilities^5
5 Descriptions in te reo are from Tū Rangatira. 6 ‘Kura’ in Tū Rangatira has been replaced here with ‘organisation’ to reflect the relevance of Tū Rangatira to all schools and early childhood education services, as well as kura.
Building and sustaining high trust relationships
This is the heart of effective leadership. High trust relationships exist when leaders are respected for their deep educational knowledge, their actions and values, and the way they engage respectfully with others with empathy and humility, fostering openness in discussions. Leaders have good emotional intelligence and self-awareness.
He kaitiaki (The guardian)
Leaders protect and nurture a caring environment where people and ideas are valued, health, safety and well- being are enhanced, and relationships are strong.
He kaikōtuitui (The networker)
Leaders network, broker and facilitate relationships that contribute towards achieving organisational goals.^6
Ensuring culturally responsive practice and understanding of Aotearoa New Zealand’s
cultural heritage, using Te Tiriti o Waitangi as the foundation
Valuing what each learner brings with them. A strengths-based inclusive approach ensuring that learners feel they belong in the early childhood education service, kura or school. Leaders take responsibility for growing their own and others’ confidence in culturally responsive practice, and for genuinely involving Māori whānau in the identification of the organisation’s vision and goals, both anchored in a thoughtful understanding of the principles of Te Tiriti o Waitangi. They also take responsibility for ensuring that all learners know and can honour our country’s cultural heritage.
He kaiarataki (The advocate)
Leaders promote the development and implementation of strategies, plans, and policies to realise learners’ potential and their educational success as Māori.
Building and sustaining collective leadership and professional community
Effective learning happens when the teachers responsible for it work together to share their knowledge and inquire into their practice. Leadership attends to the conditions and practices that are needed for this to occur, enhancing a strong sense of an engaging, active, and achieving community that sees itself involved in ongoing learning, innovation and improvement for the benefit of each and all of its learners.
He kaimahi (The worker)
Leaders ‘lead by doing’: upholding collegial practices that build capability in others in pursuit of the goals of the organisation.
He kaiako (The teacher and learner)
Leaders understand that reciprocal learning and exemplary modelling of innovation leads to the effective creation, development and delivery of high-quality authentic learning contexts and practice.
Embodying the organisation’s values and showing moral purpose, optimism, agency, and
resilience
Leaders embody their organisation’s values, carrying out “even the most routine and seemingly trivial tasks in such a way as to nudge their organisations towards their purposes.” (Leithwood 2012). They approach the challenges of leadership with moral purpose, optimism, a sense of agency, and resilience. They are able to take thoughtful risks.
He kaimahi (The worker)
Leaders ‘lead by doing’: upholding collegial practices that build capability in others in pursuit of the goals of the organisation.
Contributing to the development and wellbeing of education beyond their organisation
Leaders bring their knowledge and experience of making improvements to local and national professional networks, as well as exploring opportunities to work with other educational organisations, local communities, government agencies and others to develop and improve educational provision and policy. They use such opportunities to learn from others, and to develop things that are collectively more than the sum of contributing parts, which others can draw from and use to improve educational practice.
He kaikōtuitui (The networker)
Leaders network, broker and facilitate relationships that contribute towards achieving the community’s goals.^7
He kaiarataki (The advocate)
Leaders promote the development and implementation of strategies, plans and policies to realise learners’ potential and their educational success as Māori.
7 ‘Kura’ in the original in Tū Rangatira has been replaced here with ‘community’ to reflect the wider role of leaders in contributing to community goals.
Leading organisations Leading teams Expert teacher, leadership of
curriculum or initiative
Building and
sustaining high
trust relationships
High trust relationships are built and sustained with those within the organisation. These relationships are based on credibility relating to deep educational expertise, treating others respectfully, openness, and good self-awareness. High trust relationships are also built and sustained with stakeholders beyond the organisation, so that it can draw on wider knowledge and support, and challenge and contribute its own learning to other organisations and wider stakeholders, both within education and beyond.
High trust relationships are built and sustained with learners, the leader’s team/s, and other organisational leaders and those who have responsibility for particular areas or initiatives. These relationships are based on credibility relating to deep educational expertise, treating others respectfully, openness, and good self- awareness. Team leaders build and maintain a network of supportive-challenging relationships within and beyond the organisation.
High trust relationships are built and sustained with learners, teachers, organisational leaders, and others who may be partnering in the work, including whānau in the community. These relationships are based on credibility relating to deep educational expertise, treating others respectfully, and openness, and good self- awareness. Curriculum or initiative leaders and expert teachers build and maintain a network of supportive relationships within and beyond the organisation, e.g., with curriculum or pedagogical experts, including teachers in other early childhood education services, kura or schools.
Ensuring culturally
responsive practice
and understanding
of Aotearoa New
Zealand’s cultural
heritage, using Te
Tiriti o Waitangi as
the foundation
Ensures the curriculum supports all their learners to understand their cultural heritage. Ensures their own understanding of what culturally responsive practice based on Te Tiriti o Waitangi means in practice, and why. Uses this understanding in the development process for the organisational vision, and to evaluate the quality of teaching and learning and learner sense of belonging and engagement in learning, to ensure that it is consistent for all learners, responsive to their identity. Works closely with parents, whānau, hapū and iwi, and others to develop goals about Māori educational success. Ensures that staff develop and sustain a shared understanding of culturally responsive practice based on Te Tiriti o Waitangi, which is actively used in shaping strengths-based curriculum and pedagogy, in work with whānau and iwi, and inquiry into effectiveness for learners. Ensures parents, whānau, hapū, iwi and community, are active contributors to the life of the organisation. Ensures that te reo Māori is valued and increasingly used across the organisation and part of the curriculum for each learner.
Ensures the team they are responsible for is confident in supporting all their learners to understand their cultural heritage. Ensures their own understanding of what culturally responsive practice based on Te Tiriti o Waitangi means in practice, and why. Uses this understanding to evaluate the quality of teaching and learning, learner sense of belonging and engagement in learning in the area they are responsible for, to ensure that it is consistent for all learners - responsive to their identity. Ensures that staff in their team develop and sustain a shared understanding of culturally responsive practice based on Te Tiriti o Waitangi that is actively used in shaping strengths-based curriculum and pedagogy, work with whānau and iwi, and inquiry into effectiveness for learners.
Ensures they support all their learners to understand their cultural heritage. Ensures their own understanding of what culturally responsive practice based on Te Tiriti o Waitangi means in practice, and why. Uses this understanding to provide a strengths- based curriculum and pedagogy, involve whanau and others in the community, and inquire into the effectiveness of this work for learners, to ensure that it is consistent for all learners, responsive to their identity.
What do the Educational Leadership Capabilities look like in different leadership spheres?
Leading organisations Leading teams Expert teacher, leadership of
curriculum or initiative
Adept
management
of resources to
achieve vision and
goals
Understands what good information about their organisation’s finances, staffing, and property looks like, ensures that they have this information, and uses this to check decisions about the use of resources or whether there is a need to seek additional resources. Understands the legal and national frameworks within which they operate, and ensures that the ECE service, kura or school’s practices, actions and planning are consistent with these. Maintains a positive relationship with the key stakeholders in the work of the organisation. Ensures that the organisation is not trying to make too many different changes at once – is not involved in too many externally funded initiatives in order to gain more resources – so that staff have the time they need to make meaningful change and see gains from their effort. Recruits staff who can add to the vision, goals, and values of the organisation. Ensures that staff feel valued and are supported to grow their capability to perform well. Ensures that staff performance reviews are carried out for improvement, not just compliance. Ensures that there are processes in place to manage staff who consistently find it difficult to meet the organisation’s expectations. Seeks and uses expert advice related to resources and their efficient management so that the organisation maximises their best use for its vision and goals. Uses networks beyond the organisation to extend the resources available to it, in line with vision, goals, and values.
Understands their area’s resourcing information, and uses it in line with the organisation’s vision, goals, and values. Ensures that their actions are consistent with legal and national frameworks, particularly around employment and health and safety. Ensures that staff in their area feel valued and are supported to grow their capability to perform well. Ensures that performance review of the staff they are responsible for is carried out for improvement, not just compliance. Works with their team to make the most effective and efficient use of the time, space and material resources they have. Uses networks beyond the organisation for expert advice or access to resources relevant to curriculum and teaching practice that would enrich their practice and that of their colleagues.
Makes the most effective and efficient use of the time, space and material resources they have. Uses networks beyond the organisation for expert advice or access to resources relevant to curriculum and teaching practice that would enrich their practice and that of their colleagues.
Attending to their
own learning as
leaders and their
own wellbeing
Keeps abreast of new evidence and research-based knowledge that could challenge their thinking. Uses critical friends to discuss leadership practice and extend their knowledge and capabilities. Seeks and uses feedback for continued personal growth. Reflects on their own leadership practice. Sets aside some time each week for activities and rest that nurture their body and soul. Ensures that their own performance review is carried out for improvement and challenge, not just compliance. Maintains the personal and professional relationships that nurture and stretch them. Plays an active role in leader networks within the spirit of ako.
Keeps abreast of new evidence and research- based knowledge that could challenge their thinking Uses critical friends to discuss leadership practice and extend their knowledge and capabilities. Seeks and uses feedback for continued personal growth. Reflects on their own leadership practice. Sets aside some time each week for activities and rest that nurture their body and soul. Ensures that their own performance review is carried out for improvement, and challenge, not just compliance. Maintains the personal and professional relationships that nurture and stretch them. Plays an active role in team leader networks within the spirit of ako.
Keeps abreast of new evidence and research- based knowledge that could challenge their thinking. Uses critical friends to discuss leadership practice and extend their knowledge and capabilities. Seeks and uses feedback for continued personal growth. Reflects on their own leadership practice. Sets aside some time each week for activities and rest that nurture their body and soul. Ensures that their own performance review is carried out for improvement and challenge, not just compliance. Maintains the personal and professional relationships that nurture and stretch them. Plays an active role in teacher networks within the spirit of ako.
Leading organisations Leading teams Expert teacher, leadership of
curriculum or initiative
Embodying the
organisation’s
values, and
showing moral
purpose, optimism,
agency and
resilience
Shows by their behaviour and how they treat others the values expected by the organisational vision and goals, and the moral purpose at the heart of this work. Shows courage, determination and hope in the face of difficulties. Shows what it means to learn from set-backs and things that do not turn out as expected. Thinks of new actions and supports staff who want to try new things that would advance the organisation’s vision and goals.
Shows by their behaviour and how they treat others the values expected by the organisation’s vision and goals. Shows courage, determination and hope in the face of difficulties. Shows what it means to learn from set-backs and things that do not turn out as expected. Thinks of new actions within their sphere of influence and works with and supports staff who want to try new things that would advance the organisation’s vision and goals.
Shows by their behaviour and how they treat others the values expected by the organisation’s vision and goals. Shows courage, determination and hope in the face of difficulties. Shows what it means to learn from set-backs and things that do not turn out as expected. Thinks of new actions within their sphere of influence which would advance the organisation’s vision and goals and gets support to try them.
Contributing to
the development
and wellbeing of
education beyond
their organisation
Takes an active part in local and regional education and community networks to add to the quality and equity of local and regional provision. Contributes to the building of national knowledge about how to lead complex organisations in ways that improve teaching and learning, and equity of educational outcomes. Contributes to the building of new knowledge for the teaching profession.
Contributes to the sharing and building together of knowledge of how to lead educational teams to improve teaching and learning, and equity of educational outcomes at local, regional, or national levels. Contributes to the building of new knowledge for the teaching profession.
Contributes to the sharing and building together of knowledge of how to work with others to improve teaching and learning, and equity of educational outcomes at local, regional, or national levels. Contributes to the building of new knowledge for the teaching profession.
BUILDING AND SUSTAINING HIGH TRUST RELATIONSHIPS
Bryk, A. & Schneider, B. (2003). Trust in Schools: a core resource for school reform. Educational Leadership 60 (6), 40-45.
www.ascd.org/publications/educational-leadership/mar03/vol60/num06/Trust-in-Schools@-A-Core- Resource-for-School-Reform.aspx
Summarises one of the cornerstone studies of how schools improve over time, using analysis of how learner achievement changed in relation to changes in ‘academic productivity’ in Chicago schools. Relational trust played the key role in the changes in academic productivity. The article provides a clear description of relational trust, ‘the connective tissue that binds individuals together to advance the education and welfare of learners’.
Robinson, V., Hohepa, M., & Lloyd, C. (2009). School Leadership and Student Outcomes: Identifying what works and why. Best Evidence Synthesis Iteration [BES]. Wellington: Ministry of Education.
www.educationcounts.govt.nz/topics/bes/resources/spotlight-on/spotlight-on-leadership
The Building relational trust section shows what relational trust is, and its role in teacher motivation, professional community, and outcomes for learners. Examples of how principals have modelled it, and built it through their actions, are given.
Thornton, K. & Cherrington, S. (2014). Leadership in professional learning communities. Australasian Journal of Early Childhood , 39(3), 94-102.
Study of the progress of ECE professional learning communities over six months, showing the key role of building relationship trust that supports teacher agency and leads to desired changes in understanding and practice; and the importance of ECE service leaders taking responsibility for this.
ENSURING CULTURALLY RESPONSIVE PRACTICE AND UNDERSTANDING OF AOTEAROA
NEW ZEALAND’S CULTURAL HERITAGE USING TE TIRITI O WAITANGI AS THE FOUNDATION
Berryman, M. & Anderson, Z. (2017) In search of equity and excellence: A story of leadership from a rural school community. In R. McNae, M. Morrison & R. Notman (Eds.), Educational Leadership in Aotearoa New Zealand: Issues of context and social justice (pp. 88-103). Wellington: NZCER Press.
This chapter outlines the importance of the school leader engaging in relationships of connectedness with learners, staff and community, having courage and listening, and seeking to serve the learners and community to bring about culturally responsive and relational pedagogy that benefits Māori learners.
Berryman, M. & Lawrence, D. (2017). The Importance of Leaders’ Discursive Positioning in Neocolonial Education Reform Aimed at Closing the Disparities for Indigenous Peoples. In Waite, D. & Bogotch, I. (Eds.), The Wiley International Handbook of Educational Leadership. 1st edition (pp. 335-352). Hoboken, NJ: John Wiley & Sons Inc.
Two case studies of improved outcomes for Māori learners resulting from more collaborative and evaluative school practices that underpinned more culturally responsive practice, as a result of using Te Kotahitanga. The case studies show the crucial role played by school leaders to ensure continued learning and change, through a deep moral commitment and exercise of agency.
ERO. Deliberate acts of leadership – James Hargest High School [video].
www.ero.govt.nz/videos/deliberate-acts-of-leadership-james-hargest-high-school/
In this video a principal talks about how he works with his teachers and Māori community to develop a bicultural school context within which both Treaty partners are acknowledged and valued.
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ERO. Māori succeeding as Māori – Rotorua Boys High Schoo l [video].
www.ero.govt.nz/videos/maori-succeeding-as-maori-rotorua-boys-high-school/
In this video a principal talks about how he works with his school community to develop an environment where Māori learners are supported and can succeed as Māori. Māori parents talk about their own and their sons’ experiences at this school and a senior Māori learner talks about how Māori feel safe, are acknowledged and set up for success.
BUILDING AND SUSTAINING COLLECTIVE LEADERSHIP AND PROFESSIONAL COMMUNITY
Astall, C., Conner, L., & Wiki-Bennett, S. (2014). Leadership story: Re-evaluating science through professional learning. Journal of Educational Leadership, Policy and Practice 29(1), 70-83.
Shows a leader working with an external expert to build a professional community with teachers through using an inquiry and knowledge building cycle that improved the efficacy of their science curriculum and teaching at a rural primary school.
Denee, R. & Thornton, K. (2017). Effective leadership practices leading to distributed leadership. Journal of Educational Leadership, Policy and Practice 32(2), 33-
Analyses material from three highly regarded and different ECE services to identify key ways in which service leaders grew the leadership of other staff. These key ways are: mentoring and coaching, including scaffolding, fostering confidence and providing resources and expertise; fostering relational trust; creating and sustaining shared vision and understanding, and designing systems and roles to support staff leadership.
ERO. (2017). Hauhaketia ngā Taonga Tuku Iho kia Puāwai ai: Unearth our ancestral treasures so that we may prosper
www.ero.govt.nz/assets/Uploads/Kohanga-Reports-Combined.pdf
This good practice report outlines how kaumātua, whānau and kaiako work together to share their collective knowledge of ngā atua Māori, hapū, iwi, their tipuna, whakapapa, and mātauranga Māori to inform their planning, learning programme and practice. (Mana Atua, page 22)
ERO. Leadership – Manurewa Central School [video]
www.ero.govt.nz/videos/leadership-manurewa-central-school/
This video outlines how the school leader encourages the senior leadership team to work together to share their knowledge, collaboratively consider the evidence to inform a response to issues identified.
Robertson, J. (2016). Coaching Leadership. Building educational leadership capacity through partnership. 2nd edition****. Wellington, NZCER Press
Chapter 11 ‘Leaders coaching leaders’ provides accounts from school leaders and the author of how they used coaching practices in schools to change or transform teaching practices, through building teacher efficacy and professional community, with greater leadership possibilities for staff in different roles.
STRATEGICALLY THINKING AND PLANNING
Chan, Chi Wai (2018) Leading today’s kindergartens: Practices of strategic leadership in Hong Kong’s early childhood education. Educational Management Administration and Leadership 46(4) 679-691.
Good overview of literature on strategic leadership, particularly the importance of ‘contextual intelligence’, reframing, and reflection, and networking. Includes this quotation: “leadership must provide the dance floor and pick the right music to get colleagues dancing together and building trusting relationships”.
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Robinson, V., Hohepa, M., & Lloyd, C. (2009). School Leadership and Student Outcomes: Identifying what works and why. Best Evidence Synthesis Iteration [BES]. Wellington: Ministry of Education. (section 8.3.4).
www.educationcounts.govt.nz/topics/bes/resources/spotlight-on/spotlight-on-leadership
Engaging in open-to-learning conversations shows the importance of leaders having interpersonal skills that enable them to approach performance issues in ways that enable testing of their own assumptions as well as others, share control of conversations, and are most likely to lead to positive outcomes. Viviane Robinson has continued work with school leaders to further develop their efficacy in this regard, with a recent book Reduce Change to Increase Improvement, which she introduces here:
www.uacel.ac.nz/publications/articletype/articleview/articleid/393/reduce-change-to-increase- improvement-by-viviane-robinson#.WxTY90iFOUk
ATTENDING TO THEIR OWN LEARNING AS LEADERS AND THEIR OWN WELLBEING
Poekert, P., Alexandrou, A., & Shannon, D. (2016) How teachers become leaders: an internationally validated theoretical model of teacher leadership development, Research in Post-Compulsory Education , 21:4, 307-329.
http://dx.doi.org/10.1080/13596748.2016.
http://lastingercenter.com/wp-content/uploads/2017/04/How-teachers-become-leaders-an-internationally- validated-theoretical-model-of-teacher-leadership-development42.pdf
Outlines the value and nature of teacher leadership, and the mentoring and support that develops it. Includes teacher leader voices from interviews and focus groups in the USA, England, Ireland, Scotland and Wales describing their learning and the change in themselves to have the confidence and self-efficacy to take a leadership ‘stance’ in their work. It shows the importance of ‘support and regular opportunities to develop the knowledge, skills, and confidence to have a voice that makes the greatest impact on their context’ (p, 324), and that teacher leader development is an iterative process, using feedback from mentors, formal learning, and actions taken, rather than linear and sequential.
Robertson, J. (2013). Learning leadership. Leading and Managing , 19(2), 54-69.
This article focuses on professional learning and leadership, the importance of reflection in leadership, and the power of transformative learning opportunities.
Service, B., Dalgic, G. E., & Thornton, K. (2016). Implications of a shadowing/mentoring programme for aspiring principals. International Journal of Mentoring and Coaching in Education****. 5(3), 258-271.
www.emeraldinsight.com/doi/abs/10.1108/IJMCE-03-2016-
Describes the views of aspiring secondary principals on the shadowing/mentoring component of their post- graduate leadership programme, and the value they found in four one-week shadowing placements, which were framed for the aspiring principals and the principals they shadowed. The shadowing itself was valuable in showing the aspiring principals the difference between a principal’s role and their existing deputy principal roles; the framing through observation, self-reflection, and guided reflective conversations at the end of each day with the principal all helped their learning. In particular, the reflective conversations offered profound learning, as principals ‘revealed the reasons for their actions, allowing the aspiring principals to link theory and action.
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EMBODYING THE ORGANISATION’S VALUES AND MORAL PURPOSE, OPTIMISM, AGENCY,
AND RESILIENCE
McNae, R. with Cook, S. (2017) Leading turnaround schools: Surfacing hope in times of crisis. In R. McNae, M. Morrison & R. Notman (Eds.), Educational Leadership in Aotearoa New Zealand: Issues of context and social justice (pp. 29-45). Wellington: NZCER Press.
This chapter outlines in detail how one leader ‘deliberately and intentionally led in, through and for hope’ (p. 36), instigating practices to illustrate how others could also generate and work in ways that enacted hope.
The other nine case-studies in this book also show how school and ECE leaders used strong agency, resilience, optimism and moral purpose focused on each learner to bring about needed changes in the quality of learning and teaching, and the relationship of the school with its community.
Ledesma, J. (2014). Conceptual frameworks and research models on resilience in leadership. SAGE Open****. July- September 2014, 1-8.
http://journals.sagepub.com/doi/full/10.1177/
Unpacks the concept of resilience in terms of resilience capacity, with three ‘fuel sources’: personal values, personal efficacy, and personal energy, and the relationships between skill mastery and flexibility in dealing with an unpredictable (uncontrollable) world. Provides an interesting summary of the research on organisational support for individual resilience, which is consistent with the other key leadership capabilities identified here. Identifies the importance for leaders of ‘access to trusted peers and colleagues, time to reflect and collaborate with professional peers and colleagues, and transformational development opportunities that demand less social isolation and more opportunities for partnerships. (p. 6).
CONTRIBUTING TO THE DEVELOPMENT AND WELLBEING OF EDUCATION BEYOND THEIR
ORGANISATION
We were unable to find succinct accounts of this core capability. It is certainly inherent in some accounts of cluster work, and starting to be evident with some Kāhui Ako.
What did come to mind was the very effective collective work that one of us has been part of at a national level, both related to leadership. Organisational leaders’ contributions were essential to the progress these two groups were able to make. The Ministry of Education Professional Leadership Forum brought organisational leaders together with policymakers, researchers and professional development providers to have rich discussions to advance leadership strategy in 2008-2010 (Wylie, C. (2012), Vital Connections , pp. 178-179, Wellington: NZCER Press).
The Advisory Group for the new Teaching and School Practices survey tool brought together a similar group together to ensure that this tool would provide useful formative evaluation information for school leaders to use, as well as a national picture that could inform policy (Wylie, C., McDowall, S., Ferral, H., Felgate, R., & Visser, H. (2018) Teaching Practices, School Practices, and Principal Leadership: the first national picture 2017****. Wellington: NZCER).
www.nzcer.org.nz/research/publications/teaching-practices-school-practices-and-principal-leadership-first- national
The development of the current Leadership Strategy owes much to the active participation of leaders of and in educational institutions. The usefulness of the core capabilities outlined here will also depend on the contribution from educational leaders in all three spheres of influence.
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Little, Judith Warren (2006) Professional community and professional development in the learning-centred school. National Education Association NEA Research Best Practices Working Paper****. free
www.nea.org/assets/docs/HE/mf_pdreport.pdf
Insightful analysis of the U.S. research supporting the benefits of professional community in schools, and discussing how leadership practices grow professional community
Louis, K. S. & Lee, M (2016): Teachers’ capacity for organizational learning: the effects of school culture and context, School Effectiveness and School Improvement****.
DOI: 0.1080/09243453.2016.
U.S. research into the role of professional community and leadership in relation to ‘organisational learning’: “habituated searching for new information, processing and evaluating information with others, incorporating and using new ideas, and of generating ideas within the organisation as well as importing them from outside.”
Robertson, J. (2016). Coaching Leadership. Building educational leadership capacity through partnership. 2nd edition****. Wellington, NZCER Press.
www.nzcer.org.nz/nzcerpress/coachingleadership
Distills experiences over 25 years coaching leaders and developing leadership, with practical descriptions and supportive resources.
Robertson, J. and Earl, L. (2014). Leadership learning: Aspiring principals developing the dispositions that count. Journal of Educational Leadership, Policy and Practice 29(2) 3-17. free
https://research-repository.griffith.edu.au/bitstream/handle/10072/68835/102356_1.pdf?sequence=
Analyses the reflections of over 200 participants in the National Aspiring Principals’ course to show the inter-relatedness of leadership capabilities, and the keystone roles of moral purpose and of supporting the capacity to be a change agent in developing leadership.
Robinson, V., Hohepa, M., & Lloyd, C. (2009). School Leadership and Student Outcomes: Identifying what works and why. Best Evidence Synthesis Iteration [BES]. Wellington: Ministry of Education. free
www.educationcounts.govt.nz/topics/bes/resources/spotlight-on/spotlight-on-leadership
A seminal analysis that contains many useful descriptions of effective leadership in all three spheres.
Southworth, Geoff (2003) Learning centred leadership: the only way to go. Australian Principals Centre Monograph 12. free
https://research.acer.edu.au/cgi/viewcontent.cgi?article=1011&context=apc_monographs
Clear and succinct descriptions of why learning-centred leadership matters, and tactics to shape teaching practice through modelling, monitoring and dialogue, so enlarging the professional community and capital of the school
Te Kotahitanga website. free
http://tekotahitanga.tki.org.nz/
Te Kotahitanga website contains a number of useful publication, videos and interviews. The research and professional development programme enables school leaders, and the wider school community, to focus on changing school structures and organisations, and to more effectively support teachers to create a culturally responsive context for learners.
Wylie, C., McDowall, S., Ferral, H., Felgate, R., & Visser, H. (2018) Teaching Practices, School Practices, and Principal Leadership: the first national picture 2017****. Wellington: NZCER. free
www.nzcer.org.nz/research/publications/teaching-practices-school-practices-and-principal-leadership-first- national
The national picture shows the school and principal leadership practices that people are most confident about, and those they find most challenging. It also shows that principal leadership matters for school practices. The survey website gives useful ways to use the national findings to reflect on what is happening in individual schools, to support their ongoing development of sound and shared leadership.
