How we are considering change leadership

“Where there is no vision, the people perish.”

Proverbs 29:18

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:

• Michael Fullan
• Carol Dweck
• Cheryl Doig
• John Hattie
• Helen Timperley, Linda Kaser & Judy Halbert
• NZCER
• Jan Robertson
• CORE Education NZ
• Vivianne Robinson - Open to Learning Conversations
  

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:

• Dr Cheryl Doig - Involved leaders
  
• Dr Ann Milne - Leadership from a Māori Worldview
• Linda Kaser & Judy Halbert - Leadership mindsets that get results
• Patrick Lencioni - The 5 Dysfunctions of a team
• Jan Robertson - Coaching leadership: Building leadership capacity through partnership
• Michael Fullan - Leadership from the Middle and other concepts
  

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:

What works in one setting does not always work in another. There are nearly always competing demands – creativity or strong basic skills – sometimes set up as dichotomies when they are best integrated because both are important. This is why we are inviting educators to engage in a process of systematic and disciplined inquiry that results in real changes to practice that helps address these challenges. As educators we all want to engage with ideas and work that makes a big difference. (p.4.)

Posner (1992) outlines the attributes of teachers in the light of their reflectiveness:

Non-reflective teachers rely on routine behaviour and are guided more by impulse, tradition, and authority than by reflection. They simplify their professional lives by uncritically accepting everyday reality in schools. They can then concentrate their efforts on finding the most effective and efficient means to achieve ends and to solve problems that have largely been defined for them by others. In contrast, reflective teachers actively, persistently, and carefully consider and reconsider beliefs and practices in light of the grounds that support them and the further consequences to which they lead. (p.21).

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:

• The Blenheim CoL
  
• NZACS
  
• Elim Christian College, Auckland
• Kia Aroha College, Auckland
• CSN (Associate Member)
• Local professional learning groups
• Marlborough Rural Schools Network
• Association of Proprietors of Integrated Schools
  
• Many other links with Marlborough, Christchurch, Auckland and across New Zealand.

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.