I found this module frustrating as it felt like we were going over what we had in the previous
five modules. I feel that I now have a good understanding of what needs to change and how
to begin to make these changes. I have had undertaken a lot of reading and have been
involved in discussions with my team with a focus on what we are presently doing, what we
need to do and where to next. The critical questions in this module were useful - drawing out
whether it was an assumption- what do you mean? Integral to moving forward is building a
partnership, developing a relationship of trust. As part of my role as a leader, I need to
acknowledge and be transparent about the part I have played in keeping the status quo in
the past and now move into asking critical questions - I need to do more of that, listening and
identifying what is really meant when having conversations with others.
five modules. I feel that I now have a good understanding of what needs to change and how
to begin to make these changes. I have had undertaken a lot of reading and have been
involved in discussions with my team with a focus on what we are presently doing, what we
need to do and where to next. The critical questions in this module were useful - drawing out
whether it was an assumption- what do you mean? Integral to moving forward is building a
partnership, developing a relationship of trust. As part of my role as a leader, I need to
acknowledge and be transparent about the part I have played in keeping the status quo in
the past and now move into asking critical questions - I need to do more of that, listening and
identifying what is really meant when having conversations with others.
What are two key ideas you are taking from this activity?
My first idea is…
I found the GPILSEO a good framework to use to help staff be specific about what they
want to look at and why.
want to look at and why.
From Poutama Pounamu
As a team, we are used to using frameworks to guide transformation. This could form the
basis of next year’s teacher inquiries as research-based inquiry is important to make change
for the right reasons, and not as a tick response. This is important to get buy-in from the
wider team of teachers.
basis of next year’s teacher inquiries as research-based inquiry is important to make change
for the right reasons, and not as a tick response. This is important to get buy-in from the
wider team of teachers.
My second idea is…
Using videos of teachers/leaders sharing their journey - real people! They speak about their
experiences and how things were working and seeing what was working successfully, the
challenges they faced and how they moved forward. Seeing the application of leading change
in a real situation rather than abstract theorizing will be invaluable.
experiences and how things were working and seeing what was working successfully, the
challenges they faced and how they moved forward. Seeing the application of leading change
in a real situation rather than abstract theorizing will be invaluable.
What actions do I and others intend to undertake as a result?
I realise that as a leader I have influence by leading by example. I will need to compromise
in terms of how to gain success but there is no compromise about the fact that there will be
success as we move forward as a school. By keeping our culturally responsive practice at
the forefront by listening and identifying what is really meant, asking the critical questions
"Is that an assumption?" "What are you actually saying?" "What do we actually mean?"
There needs to be critical awareness of what people are saying and not saying!
in terms of how to gain success but there is no compromise about the fact that there will be
success as we move forward as a school. By keeping our culturally responsive practice at
the forefront by listening and identifying what is really meant, asking the critical questions
"Is that an assumption?" "What are you actually saying?" "What do we actually mean?"
There needs to be critical awareness of what people are saying and not saying!
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