“Where there is no vision, the people perish.”
What is being considered here is deeply disruptive and considerably different to current models of teaching and learning in secondary schools. In order for these changes to happen, and for the ‘moral purpose’ to be embedded in the hearts and minds of all those involved, there will need to be carefully considered deliberacy from those leading and managing this change.
Fullan (2004) expressed moral purpose as:
"...worthwhile on just about every meaningful criterion; it may not become activated on its own accord, but it is there in nascent form to be cultivated and activated. Although moral purpose is natural, it will flourish only if leaders cultivate it." (p.4).
Managing complex change requires us to think ahead about the challenges we will face and where we will turn for our theory of improvement. Preeminent authors such as the following, (and many more), provide us with insights:
Some of the concepts we are considering as a part of this section include:
A. VISION AND STRATEGIC PLANNING
What are the characteristics of clear, well communicated vision and what are some good examples of strategic planning that encompasses the other aspects of this section?
It is a well-known fact that without vision, direction and good planning, we end up with confusion, false starts and frustration. Agreeing on what success looks like, setting realistic goals to get there, and the manner in which change is measured will provide the direction we need.
The outcomes provided through meaningful interaction with this website www.thisjustgotpersonal.co.nz will give a clear vision for moving ahead.
How will the resourcing of RVS be successfully managed as it grows and changes?
One of the hallmarks of effective leadership is the wise stewardship of specifically targeted resources, especially in the areas of personnel and the physical environment. The RVS Board of Trustees and Proprietors take this challenge very seriously, as it is stated in the RVS Strategic Plan. Interesting case studies of this concept include Cheryl Doig’s work with Christchurch schools (see www.thinkbeyond.co.nz) and the Ontario Ministry of Education (Canada).
“The first and most important requirement for effective implementation is sustained attention. This sense of focus and attention… must start at the top of the organisation.”
Ontario Ministry of Education (2014)
B. LEADERSHIP MODELS
What form of leadership model is best for where we want to go and what would it look like in our context?
Ownership of the vision and progress of RVS is very important. The school will ensure this is equally shared across the team, strengths are utilised, innovation and creativity are encouraged and relationships are bolstered. We believe trust, strong collegiality and responsiveness to be part of the evidence of healthy leadership.
The following concepts will be considered when examining leadership models and includes authors and texts such as:
C. BUILDING COMPETENCY THROUGH OWNERSHIP AND PERSONAL/COLLECTIVE INQUIRY
A collective understanding and good communication around the challenges and theories of improvement will lead to a strong platform for personal and collective inquiry. ‘The Spiral of Inquiry’ will be the vehicle that enables and empowers the staff of RVS to be heavily involved in the process of growth and change.
Timperley, Kaser & Halbert (2014) emphasise the need for systematic enquiry:
Posner (1992) outlines the attributes of teachers in the light of their reflectiveness:
D. ESTABLISHING AND MAINTAINING MEANINGFUL, AUTHENTIC COLLABORATION
How will management build and manage truly effective collaboration that is authentic in nature and that affects meaningful change?
RVS is a member of the Blenheim Community of Learning and has a continuing commitment to this initiative. There is ongoing excitement with the possibilities this collaboration offers and the valuable ‘cross pollination’ that has already occurred. Many authentic connections have already been established, some of which include:
Collaboration is a means to an end, not an end in itself. Thus, part of the role of leadership is a continual focus and review of the effectiveness of the school’s collaboration systems and the collaboration itself with, and sometimes on behalf of, the team.
See Collaboration for more discussion on this area.