Leadership PD process
The flow diagram below shows the focus of the He Kākano Leadership Development Strategy. For school leaders, engagement in the process involves engaging in co-construction meetings and attending five wānanga within a three year period.
The first wānanga includes the principals, members of the senior management team and a member of the Board of Trustees. There is value in including, for example, the Board Chair if funding and strategic direction is a consideration.
Once the school has attended the first hui, the Manutaki’s role is to follow up the wānanga with a co-construction meeting. There are usually set topics to cover in the initial discussions after the first wānanga, and it is unlikely that all schools can gather the data and evidence required by the time of the first post wānanga visit, to be able to form the first series of goals. Again, this will depend on where the school is positioned.
It is important, however, for school leaders and Ngā Manutaki to agree on the focus of changes being planned for the school, between the first and second wānanga. The focus may be any one of a number of options available, depending on where the school wants to focus. It may also be the outcome of early discussions and planning that has already taken place.
Schools will be made aware of a number of different ‘SMART’ tools available for them to use. For example, the student (Māori and non Māori) surveys and the teacher survey can be accessed via a hard copy/copies supplied by the Manutaki, or through the LimeSurvey tool. Ngā Manutaki and the He Kākano staff can assist the schools to analyse the data or the survey results can be directed to the He Kākano office to analyse. It is more helpful if schools can encourage as many students as possible to respond to the surveys. Schools should also appoint a person to monitor and maintain the survey distribution processes in the school. It’s important that survey participants include, at the very least, the views of Year 9 and Year 10 students, because they will provide a useful benchmark measure for the next 4-5 years or so.
Goals are developed from analysis of all kinds of data, including survey results. After the co-construction hui take place, the schools need to take time to think about what strategies they will use to make changes. Any changes will be based on the evidence that the schools have been able to gather in support of change, and include research garnered from the wānanga, from Best Evidence Synthesis information and any other relevant research.