Why be a Deputy Principal?

The experience of being a Deputy Principal is often shaped by the stories we hear, and the other leaders for whom we have worked. Many times, I have heard people talk about senior leadership as ‘them (not us)’ and ‘management’ in less than complimentary tones. There is a perception that once you enter such a […]

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High trust kōrero for appraisal

Sitting listening to the opening speech from the Teaching Council at the NASDAP conference today, I reflected on the changes ahead for us in schools around appraisal. Currently, we know very little about what is to come. There has been discussion around the Accord signed by PPTA and NZEI recently, and much talk on the […]

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Having a courageous conversation

It’s a scenario with which all Deputy Principals or school leads are familiar. A situation comes to your attention regarding a complaint and it lands on your desk for action. It may have passed through other layers of the school — but it’s now your responsibility to have what we might call a ‘courageous conversation’. […]

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Effective modern leadership

We all carry pictures in our minds of what we think great leaders look like. But how far do our actions reflect ‘what works’ or are we just winging it day by day? Perhaps you imagine a good leader as a firm but fair person, bestriding the corridors, or a new broom with a hundred […]

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Coaching — PD to transform leaders

When we think of coaching, sporting metaphors often spring to mind. We think of players being ‘coached from the sidelines’. They are supported by someone who is pushing them to do their best, sharing tips and advice. Coaches often stay with players for years, forming strong relationships and helping them grow as professionals. They meet […]

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Of policy and practice

Nature abhors a vacuum, so the saying goes. And right now, we are in the calm eye of the storm when it comes to education policy in New Zealand. While some policies have been abruptly swept to the wall (such as National Standards, charter schools), others are still waiting to hatch. With no fewer than 16 […]

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