1.
1
The
New
Zealand
Aspiring
Principals
Programme
Creating
Innovators
for
School
Leadership
Developing
school
principals
who
celebrate
questioning
and
disruption
that
comes
with
innovation.
Geoff
Childs
and
Jill
Lunn
University
of
Waikato
Private
Bag
3105
Hamilton
New
Zealand
geoffchilds@xtra.co.nz
jlunn@waikato.ac.nz
Introduction
The
National
Aspiring
Principals
Programme
of
New
Zealand
(NAPP)
is
a
one
year
blended
learning
programme
that
is
funded
by
the
Ministry
of
Education
to
prepare
leaders
in
schools
for
principalship.
Since
2011
the
University
of
Waikato
had
led
this
work
as
a
partner
in
the
Te
Toi
Tupu
Consortium
of
educational
organisations.
The
focus
of
this
paper
is
how
the
New
Zealand
Aspiring
Principals
Programme
develops
future
focussed
leaders
who
are
critical
thinkers,
culturally
competent,
innovative
and
agile
when
leading
change
that
has
a
direct
impact
on
the
engagement
and
accelerated
achievement
of
all
learners.
The
work
focuses
on
leaders
and
learners
who
are
preparing
our
students
for
the
future
in
a
multi-­‐cultural
society
with
a
bi-­‐cultural
heritage
and
school
leaders
who
seek
to
develop
a
team
of
leaders
who
embrace
innovation
that
is
bound
by
moral
purpose
and
integrity.
This
is
critical
for
our
country’s
educational
future,
cultural
vibrancy,
social
equity
and
on-­‐going
economic
viability.
Participants
in
the
programme
are
referred
to
as
‘akonga”,
the
Maori
term
meaning
learner
and
teacher,
and
this
encapsulates
the
reciprocal
coaching
paradigm
(Robertson,
2005)
inherent
in
the
design
of
the
programme.
Some
background
on
the
New
Zealand
schooling
context
The
New
Zealand
compulsory
primary
and
secondary
education
system
is
largely
state
funded:
• 85
%
of
students
attend
fully
state
funded
schools
• 11
%
of
students
attend
state
integrated
schools
of
special
character
• 4
%
of
students
attend
private
schools
• In
2014
charter
schools
have
been
added
to
the
mix
School
staffing
is
calculated
by
a
mix
of
school
roll
numbers
and
a
decile
ranking
that
provides
equity
funding
for
schools
in
low
socio
economic
areas.
In
1989
“Tomorrows
Schools”
was
introduced
with
the
aim
of
providing
greater
autonomy
for
schools
to
be
self-­‐
managed
and
led,
in
order
to
better
meet
the
education
needs
of
each
community/district.
An
unintended
outcome
of
this
is
that
schools
now
operate
in
a
pseudo
market
model;
often
competing
with
neighbouring
schools
for
students
to
ensure
staffing
and
funding
levels
are
maintained
or
increased.
This
can
result
in
schools
being
reluctant
to
trial
initiatives
or
share
those
they
are
involved
with.
Moreover
schools
may
not
want
to
risk
being
perceived
by
parents
as
being
too
radical
in
case
they
then
choose
another
school
for
their
children,
resulting
in
a
dropping
role,
and
subsequent
cuts
in
staffing
and
funding.
(Wylie,
2012)
On
one
hand
we
have
a
high
degree
of
autonomy
in
school
leadership
and
management
and
on
the
other,
we
have
a
tension
with
innovation,
continuity
and
conservatism.
This
does
not
mean
New
Zealand
is
not
progressive
and
that
schools
are
not
innovative,
just
that
the
environment
is
not
always
conducive
to
this.
Earl
and
Hannay
as
cited
in
Robertson
and
Timperely
(2011,
p.
195)
describe
innovation
as:
“Innovation
can
be
best
understood
as
a
process
in
which
the
organisation
creates
and
defines
problems
and
then
actively
develops
new
knowledge
to
solve
them”.
Within
this
environment
the
New
Zealand
Aspiring
Principals
Programme
places
an
emphasis
on
supporting
akonga
to
develop
a
moral
purpose
with
a
focus
on
social
equity.
This
is
underpinned
by
the
belief
that

2.
2
student
learning
is
enhanced
when
educators
collaborate
within
and
between
schools
in
an
environment
that
encourages
risk
taking
and
innovation.
There
is
a
deliberate
emphasis
on
participants
‘de-­‐privatising’
their
own
practice
and,
where
appropriate,
that
of
their
school.
One
of
the
stated
long
term
outcomes
of
the
programme
is
“Leaders
in
New
Zealand
who
are
adaptive
experts
and
agents
for
21st
C
system
change”
(Earl
&
Robertson,
2013).
How
then
do
leaders
become
adaptive
experts?
Developing
Innovative
Leadership
The
New
Zealand
Aspiring
Principals
programme
is
designed
around
a
curriculum
that
has
5
aspects:
Self
-­‐awareness,
leading
learning,
leading
change,
future-­‐focussed
schooling
and
the
role
of
the
principal.
Piggot-­‐
Irvine
et
al.
(2008,
p.
166)
in
her
evaluation
of
the
2008
National
pilot
of
an
aspiring
principals
programme
stated
“The
NAPP
curriculum
is
aligned
with
Elmuti’s
(2004)
suggestion
that
emphasis
needs
to
be
placed
on
developing
the
‘soft’
skills
(inter
and
intrapersonal)
rather
than
the
‘hard
systems
and
analytical
skills’.
This
is
about
the
participants
experiencing
transformational
change
themselves
as
they
grow
their
leadership.
In
our
design
we
have
blended
together
what
has
been
called
here
the
‘soft
skills’
with
the
hard
systems
knowledge
and
analytical
skills.
Robertson
(2012
p.7)
wrote
of
the
need
to
rethink
profession
learning
and
development.
She
cited
Dempster
(2001)
as
saying:
Focusing
on
the
design
of
professional
learning
could
provide
a
way
forward.
Dempster,
Lovett
and
Fluckiger
(2011,
p.31)
highlighted
the
importance
of
reflective
skills
being
taught.
They
referred
to
Smyth’s
(1989)
work
on
describing,
informing,
confronting
and
reconstructing
one’s
own
professional
practice
through
powerful
questions.
They
said
‘We
believe
that
these
questions
need
to
be
modelled
through
learning
conversations
and
taught
in
coursework
programs
if
collegial
exchanges
are
to
move
beyond
emotional
support
to
deeper
learning’.
The
coaching
educational
leadership
principles
in
Robertson
(2008)
move
leaders
to
a
greater
awareness
of
themselves
in
such
practice.
(Robertson,
2013)
Day
as
cited
in
Roberston
and
Timperley
(2011
p.21)
states:
The
key
qualities
of
successful
principals
identified
by
a
range
of
research
are
that
they
are
open
minded
and
ready
to
learn
from
others,
flexible
rather
than
dogmatic
within
a
system
of
core
values,
and
persistent,
resilient
and
optimistic.
In
short
they
are
able
to
exercise
‘adaptive’
leadership,
solving
problems
in
imaginative
creative
ways
which
often
lie
outside
the
norms
of
existing
solutions
and
norms.
In
the
New
Zealand
Aspiring
Principals
Programme
the
emphasis
is
on
creating
new
knowledge,
in
order
to
find
new
solutions
and
the
akonga
learn
through
the
practice
of
their
leadership
to
become
adaptive
leaders.
The
design
of
the
programme
which
we
will
outline
later
in
this
paper
encourages
open
mindedness
and
new
learning,
and
feedback
suggests
the
akonga
are
experiencing
this.
Robertson
(2005),
in
writing
about
the
need
to
develop
new
approaches
to
leadership
development,
particularly
in
New
Zealand
with
the
development
of
self-­‐managing
schools,
states
that
there
is
a
need
to
focus
on
the
leadership
practice
in
context.
Robertson
(2005,
p.
45)
says:
“The
coaching
model
provides
a
structure
whereby
leaders
can
deal
with
(these)
pressures,
because
it
allows
them
to
think
critically
and
regularly
about
the
issues
as
they
experience
them,
and
then
to
adapt
their
practice
accordingly”.
This
coaching
model
is
used
extensively
as
the
process
of
interaction
in
the
New
Zealand
Aspiring
Principals
Programme.
Through
the
initial
collection
of
a
range
of
data
and
the
analysis
of
this
against
The
New
Zealand
Aspiring
Principals
Programme
Theory
of
Action,
Dr
Jan
Robertson
and
Professor
Lorna
Earl
wrote
a
research
paper
“Learning
Leadership”
(Earl
&
Robertson,
2013)
and
outlined
four
key
principles
of
professional
learning.
These
four
key
principles
are
outlined
in
Robertson
and
Earl
(2014)
are
as
follows:
• Personalised,
self-­‐regulated,
reflective
meta-­‐cognitive
learning;
• Connected
and
networked
leaders
sharing
and
creating
knowledge;
• Coaching
leadership
capacity
in
self
and
others;
• Inquiry-­‐focused
leadership
and
learning,
informed
by
research
and
evidence.

3.
3
So
what
does
the
New
Zealand
Aspiring
Principals
Programme
look
like
in
practice?
Our
emphasis
on
New
Zealand
school
leaders
sharing
and
creating
knowledge
together,
supporting
each
other,
and,
connecting
and
networking
is
noted
by
participants
as
a
strength
of
the
programme.
The
importance
of
the
many
facets
to
this
programme
are
seen
by
the
participants
as
vital.
Having
a
peer
partner,
the
online
and
face-­‐to-­‐face
professional
learning
group,
the
regional
groups
and
group
meetings,
the
national
cohort
online
and
face
to
face;
these
structures
that
are
built
into
this
blended
approach
to
learning
all
contribute
to
the
ability
of
the
work
to
accelerate
learning.
Multiple
opportunities
for
networking
are
built
into
the
programme
and
there
is
an
overwhelming
sense
of
the
importance
of
the
ability
to
network
and
learn
from
others
on
the
same
journey,
at
different
levels.
The
ability
to
understand
the
complexity
of
the
multi-­‐faceted
role
a
principal
faces
is
a
key
to
the
success
of
our
work.
The
kaiarahi
who
coach
the
aspirants
are
all
credible,
effective,
past
principals.
Their
experience
and
the
knowledge
that
comes
from
having
been
‘in
the
seat’,
combined
with
a
strong
learning
disposition
and
willingness
to
change
has
seen
the
kaiarahi
consistently
receiving
extremely
high
praise
from
the
aspirants
in
their
ability
to
challenge
the
aspirants
thinking,
support
and
guide
them,
and
coach
them
towards
innovation
and
transformative
practice
in
their
schools,
and
to
grow
confidence,
self-­‐belief
and
courage.
In
the
face
of
the
complexity
of
the
principal’s
role
it
is
essential
to
build
capability
in
others.
Future
focussed
schooling
requires
school
leaders
to
be
knowledgeable
about
what
it
means
to
be
enablers,
people
who
lead
through
influence
and
empowerment
to
enable
others
to
become
leaders
with
highly
developed
relationship
skills
that
enables
creativity
and
innovation.
New
Zealand
has
a
bi-­‐cultural
heritage
and
is
a
multicultural
society
and
this
means
it
adds
another
dimension
to
the
future-­‐focussed
schooling,
as
schools
grapple
with
cultural
difference
and
understandings.
It
is
suggested
that
learning
with,
and
alongside,
others
to
create
innovations
will
help
solve
problems
and
shape
the
future.
It
is
an
imperative
of
education
today
where
students
are
not
so
much
learning
for
their
future,
but
in
the
process
of
creating
it.
The
diagram
(Figure
1)
demonstrates
how
the
facets
of
this
programme
work
together
in
order
to
enable
aspiring
principals
develop
the
skills
and
ways
of
being
that
are
included
in
the
programme.
This
diagram
outlines
the
‘wrap
around’
nature
of
the
work
in
supporting
the
akonga.
The
flowing
design
of
each
of
the
strands
indicates
the
‘ebb
and
flow’
nature
of
the
work.
Te
Ara
Rangatira
2015
Dec
2014
Jan-­‐Feb
2015
April
–May
June-­‐July
Aug-­‐Sept
Oct-­‐Nov
Dec
Figure
1
Copyright
J
Robertson
2012
Gen
2015
Online
Resources
and
2015
NAPP
Cohort
Online
Community
Gen
2015
School
&
Community
Learning
Partners

4.
4
1. The
pink
coloured
strand
outlines
the
role
of
the
principal
within
their
school.
The
principal
supports
the
aspiring
principal
in
their
work
and
understandings
of
the
role
of
the
principal.
There
are
four
modules;
(1)
understanding
self-­‐managing
school
contexts,
(2)
school
resourcing,
(3)
personnel
and
employment
systems
and
(4)
planning
and
strategies.
The
knowledge
and
information
is
provided
through
modules
online
that
create
opportunity
for
discussion
and
developing
understanding
with
the
other
akonga
in
their
professional
learning
group
and
across
the
whole
year
cohort.
The
information
provided
in
these
modules
is
linked
to
the
other
aspects
of
the
curriculum
(leading
learning,
leading
change,
developing
self
and
future
focussed
schooling)
through
skilled
questions
from
the
kaiarahi
that
the
akonga
discuss.
2. The
white
strand
indicates
the
work
of
the
aspiring
principal
in
leading
a
leadership
inquiry
into
a
facet
of
the
school
that
leads
colleagues
to
improve
student
outcomes.
This
is
a
key
component
that
enables
the
akonga
to
translate
theory
of
change
into
practice,
inquire
into
their
efficacy,
and
gain
greater
insights
into
their
leadership
strengths
and
areas
for
development.
3. The
purple
strand
indicates
the
work
of
the
kaiarahi
who
works
in
a
coaching/mentoring
relationship
with
the
akonga
and
the
professional
learning
group
in
the
akonga’s
area.
This
coaching
relationship
ensures
akonga’s
thinking
is
challenged,
supported
and
‘disrupted’;
assumptions
and
beliefs
are
treated
as
problematic
and
new
innovative
opportunities
and
solutions
surfaced,
trialled
and
evaluated.
The
emphasis
is
always
on
engaging
and
accelerating
student
achievement
knowing
that
change
is
both
inevitable
and
desirable.
4. The
blue
strand
indicates
the
links
and
connections
with
aspiring
principals
from
previous
cohorts.
5. The
green
part
of
the
diagram
indicates
the
National
Hui
(conference)
for
all
akonga
and
kaiarahi.
The
number
of
other
contributing
leaders
the
akonga
works
with
enhances
metacognitive
strategies
enabling
the
formation
of
new
and
innovative
ideas
about
leadership
that
helps
in
the
development
of
sustainability.
Goleman
(2002,
p.21)
states
“Sustainability
is
not
possible
unless
school
leaders
and
system
leaders
are
working
on
the
same
agenda…
agreement
is
continually
tested
and
extended
by
leaders…putting
pressure
on
each
other.”
The
four
key
principles
of
professional
learning,
as
outlined
from
the
research
of
Earl
and
Robertson
(2013),
form
the
basis
of
the
design.
The
following
table
gives
a
high
level
overview,
with
examples
of
the
way
that
the
principles
and
the
themes
are
woven
together
and
enacted
in
the
programme.
Principles
Practices
Personalised,
self-­‐
regulated,
reflective
meta-­‐cognitive
learning
• School-­‐based,
context-­‐specific
inquiry
question
• Choice
of
discussion
forums
• Regular
reflective
and
critical
questions
from
coaches
• Personal
reflective
online
journal
• Flexible,
asynchronous
online
learning
modules
Connected
and
networked
leaders
sharing
and
creating
knowledge
• Peer
coach
• Regional
professional
learning
group
• Nationwide
online
professional
learning
community
• Online
national
Hui
• Virtual
Learning
Network
• My
Portfolio
• Skype
• Survey
Monkey

5.
5
Coaching
leadership
capacity
in
self
and
others
Learning
and
using
peer
coaching
skills
Coaching
colleagues
within
the
change
process
in
schools
Peer
coaching
in
online
reflective
journals
Online
and
Skype
coaching
with
Kaiarahi
Mentoring
conversations
with
own
school
principal
conversation
with
principal
in
a
different
school
context
Inquiry-­‐focused
leadership
and
learning
informed
by
research
and
evidence
Residential
national
hui
with
focus
on
research
evidence
and
policy
documents,
and
best
school
practice,
and
student
voice
Using
school
evidence
to
inform
inquiry
learning
Building
a
rich
resource
of
readings,
resources
and
documents
through
module
work
on
role
of
the
principal
Regular
reflective
leadership
coaching
by
kaiarahi
This
multi-­‐faceted,
blended
programme
encourages,
enables
and
empowers
its
learners.
The
self–regulated
journey
is
transformative
as
akonga
learn
skills
of
metacognitive
reflection
in
order
to
take
themselves
forward.
The
personalised
nature
of
the
responsibility
resting
with
them
motivates
the
akonga,
alongside
the
knowledge
that
the
others
in
the
programme
are
in
the
same
position.
The
skilled
kaiarahi,
working
in
the
programme
alongside
the
peers,
empower
the
akonga
to
become
innovative
in
the
face
of
challenges
they
may
face.
This
course
is
designed
so
the
participants
can
develop
the
skills
of
self-­‐regulation
and
learn
to
become
self-­‐
starters.
In
regard
to
this,
all
components
of
the
course
are
compulsory
in
order
to
receive
a
completion
certificate,
but
the
extent
to
which
they
are
required
to
contribute
to
the
components
is
kept
modest.
The
need
to
encourage
the
opportunity
in
an
authentic
way
is
seen
as
uppermost
for
those
of
us
in
the
project
team.
The
requirements
are
spread
across
the
year
as
they
are
encouraged
to
make
NAPP
their
work
and
integrate
the
daily
work
of
the
school
into
their
new
learning.
At
the
end
of
the
course
akonga
receive
a
completion
certificate
if
they
have
completed
all
requirements.
There
is
no
requirement
to
attain
a
certain
level
as
in
a
degree
or
diploma
work.
This
in
itself
is
innovative.
Further
international
literature
While
the
work
of
Costa
and
Garmston
in
1994
and
more
recently
Tony
Wagner
in
2012
was
not
used
in
the
design
of
the
programme
it
is
worthy
to
note
the
similarity
of
‘ways
of
being’.
The
states
of
mind
outlined
in
Costa
and
Garmston
(1994),
the
characteristics
of
design
thinkers
outlined
in
Wagner
(2012)
and
the
skills,
attitudes
and
dispositions
included
in
the
intermediate
outcomes
of
the
New
Zealand
Aspiring
Principals
Programme
have
many
similar
aspects.
Costa
and
Garmston
in
their
work
in
1994,
in
describing
‘renaissance’
schools,
identified
three
factors
that
would
take
schools
forward
–
trust,
learning
and
holonomy.
In
order
to
enable
true
innovation
in
our
self-­‐managing
schools,
teachers
and
leaders
need
to
develop
a
holonomous
way
of
being.
Costa
and
Garmston
(1994,
p.3)
stated:
There
is
a
need
to:
enhance
growth
toward
holonomy,
which
is
defined
in
two
parts;
individuals
acting
autonomously
while
simultaneously
acting
interdependently
with
the
group….
The
first
outcome
is
to
support
people
in
becoming
autonomous
and
self-­‐actualising.
The
second
outcome
is
for
members
of
the
school
community
to
function
interdependently,
recognising
their
capacity
to
both
self-­‐regulate
and
be
regulated
by
the
norms,
values
and
concerns
of
the
larger
system.
And
of
equal
importance,
recognising
their
capacity
to
influence
the
values,
norms
and
practices
of
the
entire
system.
This
way
of
being
is
essential
in
New
Zealand’s
self-­‐managing
schools
and
is
desirable
in
order
to
develop
teachers
as
innovators
and
for
NAPP
principle
two
above
‘connected
and
networked
leaders
sharing
and
developing
new
knowledge’.
Costa
and
Garmston
(1994,
p.
137)
tell
us
that
five
states
of
mind
provide
the
energy
sources
for
the
actualisation
of
holonomy:

6.
6
• efficacy,
the
belief
that
one
can
make
a
difference;
• flexibility,
being
able
to
step
beyond
one’s
thinking
and
look
at
a
situation
from
a
different
perspective;
• craftsmanship,
striving
for
precision,
refinement
and
specificity.
“They
generate
and
hold
clear
visions
and
goals”(p.
137).
• Consciousness
-­‐
another
important
state
of
mind,
thinking
about
their
thinking,
as
they
“monitor
their
own
values,
thoughts,
behaviours
and
progress
towards
their
own
goals”(
p.
138);
• interdependence,
“they
give
themselves
group
goals
and
needs,
they
are
altruistic,
they
seek
collegiality”
(p.
140).
Costa
and
Garmston
(1994,
p.
1)
stated
that
“enlightened
educators
who
seek
to
influence
far
beyond
the
moment
create,
ever
so
gently,
minuscule
turbulences
like
those
of
butterfly
wings”(p.
1).
They
describe
what
they
call
cognitive
coaching
“Cognitive
coaching
is
one
such
consistent,
positive
disturbance
that
can
bring
profound
change
to
the
classroom,
school,
district
and
community”.
Robertson
(2005,
p.
24)
describes
the
coaching
process
as
“…
a
learning
relationship,
where
participants
are
open
to
new
learning,
engage
together
as
professionals
equally
committed
to
facilitating
each
other’s
leadership
learning
development
and
well-­‐
being”.
This
model
of
coaching
underpins
the
learning
interactions
between
participants,
kaiarahi
and
each
other.
Recent
thinking
on
creating
innovators
(Wagner,
2012)
refers
to
the
development
of
design
thinkers
described
in
the
“Harvard
Business
Review”
2008
by
Tim
Brown.
While
there
is
ongoing
discussion
regarding
what
exactly
is
meant
by
design
thinking,
Tim
Brown
suggests
his
initial
definition
2008
was
too
narrow
and
assumed
an
economic
motivation.
Brown’s
clear
emphasis
on
a
problem/solution
approach
with
outcomes
that
are
designed
to
improve
the
world
for,
and
with,
people
is
a
natural
fit
with
New
Zealand
Aspiring
Principals
Programme.
Our
programme
is
designed
to
develop
leaders
who
have
a
strong
sense
of
social
justice
and
equity.
Brown
(2008)
describes
five
characteristics
of
design
thinkers,
they
are
again
outlined
in
Wagner
(2012,
p
13):
1. Empathy;
the
ability
to
imagine
the
world
from
multiple
perspectives
and
having
an
attitude
that
puts
people
first.
2. Integrative
thinking;
to
be
able
to
see
all
aspects
of
the
problem
and
possible
breakthrough
solutions.
Integrative
thinking
begins
with
the
ability
to
ask
good
questions
and
to
make
associations.
3. Optimism;
thinking
that
begins
with
the
assumption
that
no
matter
how
challenging
the
problem,
a
solution
can
be
found.
4. Experimentalism;
a
process
of
trial
and
error
that
explores
problems
and
possible
solutions
in
new
and
creative
ways.
5. Collaborators;
complexity
requires
the
enthusiastic
interdisciplinary
collaborator.
This
work
of
Costa
and
Garmston
(1994)
and
Tim
Brown(2008)
resonates
with
the
authors
of
this
article
as
ex
New
Zealand
school
principals
who
have
been
actively
involved
in
leading
schools
in
New
Zealand
in
our
self-­‐managing
system.
So
how
does
the
New
Zealand
Aspiring
Principals
Programme
develop
the
skills,
attitudes
and
dispositions
required
for
school
leaders
and
how
do
these
relate
to
leading
future
focussed
schools?
Principals
who
will
lead
teachers
and
communities
to
provide
an
inclusive
education
for
all
and
will
be
creative
and
innovative?
The
New
Zealand
Aspiring
Principals
Programme
works
to
enhance
innovation
and
develop
new
ways
of
being
with
all
participants,
through
the
comprehensive
interwoven
layers
built
within
the
programme.
Discussing
a
range
of
topics
of
importance
to
schooling
in
New
Zealand
across
the
whole
cohort
in
area,
regional
and
national
groups
with
all
sectors
of
the
schooling
system
helps
to
develop
an
understanding
of
many
views.
At
the
same
time
challenging
strongly
held
beliefs
and
assumptions
that
in
the
past
may
have
been
reinforced
by
“group
think”
that
can
pervade
in
smaller
homogenous
groupings.
This
disruption
of
thinking
and
challenging
of
participants’
“quality
world”
(Glasser
1998)
can
be
a
key
element
in
opening
up
new
ways
of
thinking,
a
prerequisite
for
developing
holonomy,
the
balance
between
autonomy
and

7.
7
interdependence,
and
a
catalyst
for
change.
The
emphasis
on
developing
and
sharing
‘moral
purpose’
as
a
key
aspect
of
clarifying
nga
akonga
“educational
platform”
(Robertson,
2005,
p.50)
is
an
example
of
how
the
programme
enables
akonga
to
challenge
and
to
be
challenged
on
their
assumptions
and
beliefs
regarding
leadership
and
the
role
of
schools.
Wagner
(2012,
p.
241)
in
his
book
“Creating
Innovators-­‐The
making
of
young
people
who
will
change
the
world.”
talks
about
the
importance
of
redefining
authority
in
order
to
create
innovators.
“The
word
coach
rather
than
mere
facilitator,
describes
this
new
kind
of
authority
at
best.
Innovators
need
excellent
coaching
at
every
age
and
stage.”
The
New
Zealand
Aspiring
Principals
emphasis
on
reciprocal
coaching
is
critical
in
redefining
this
authority
and
“breaking
boundaries”
that
lead
to
change.
Robertson
(2005,
p.
193-­‐
195)
has
identified
8
boundary
breaking
principles
that
provide
the
challenges
necessary
to
move
leaders
from
maintenance
to
innovation.
These
eight
principles
inform
the
coaching
methodology
employed
throughout
the
New
Zealand
Aspiring
Principals
Programme.
Principle
4,
for
example,
acknowledges
that
all
leaders
bring
valuable
experiences
and
theory
that
inform
and
support
work
with
others
to
build
new
understanding
and
knowledge.
Principle
8
encourages
thinking
beyond
the
social
norms.
This
gives
tacit
permission
for
different
perspectives
and
for
challenge.
Framed
in
a
collaborative
coaching
environment,
these
support
participants
to
take
risks:
a
pre-­‐
requisite
for
innovation.
These
principles
all
add
value
and
are
particularly
useful
in
the
NZ
Aspiring
Principals
environment,
which
brings
participants
from
primary
and
secondary
sectors
together.
Typically,
New
Zealand
teachers
have
a
‘primary’
or
‘secondary’
worldview,
which
can
sometimes
seem
to
be
at
variance
with
one
another.
This
deliberate
bringing
together
of
the
sectors,
with
the
Earl
and
Robertson
(2013)
framework
that
supports
diversity
and
encourages
challenge,
is
a
powerful
model
for
building
leadership
and
innovation.
The
questions
Wagner
(2012,
p.
242)
asks
are;
Can
those
of
us
who
have
positional
authority
develop
this
different
kind
of
enabling
authority?
Can
our
institutions
of
learning
and
work
recognise
and
promote
a
new
kind
of
authority?
Can
we
move
from
a
top-­‐down,
compliance
based
systems
of
accountability
in
our
schools…
to
forms
of
accountability
that
are
more
face-­‐to-­‐face-­‐
reciprocal
and
relational?
And,
finally,
are
we
prepared
to
not
merely
tolerate
but
to
welcome
and
celebrate
the
kinds
of
questioning,
disruption,
(and
even
disobedience)
that
comes
with
innovation.
This
type
of
authority
that
Wagner
(2012)
outlines
above
is
well
described
here,
and
it
needs
to
be
enacted,
for
development
of
our
schools
with
a
future
focussed
lens.
In
the
National
Aspiring
Principals
Programme
we
are
explicit
about
the
type
of
school
leaders
we
need
to
be
in
order
to
take
schools
into
the
future.
What
are
the
dispositions
that
count
to
enable
this
type
of
school
leadership?
We
have
18
intermediate
outcomes
in
the
New
Zealand
Aspiring
Principals
Programme
that
develop
the
dispositions
that
count
The
New
Zealand
Aspiring
Principals
Programme
Identified
Outcomes
The
New
Zealand
Aspiring
Principals
Programme
Theory
of
Action
describes
the
expected
intermediate
programme
outcomes
for
NAPP
participants.
These
indicators
now
form
a
measure
of
the
success
of
the
programme
through
a
reflective
self-­‐assessment
survey
and
a
co-­‐constructed
analysis
of
evidence
on
an
evaluative
tool
especially
developed
for
the
programme.
The
expected
intermediate
outcomes
for
participants
as
a
result
of
work
in
the
programme
are
unpacked
further
here
and
are
reinforced
by
reflections
from
some
of
our
2014
participants.
1.
Leaders
who
feel
self-­‐efficacy
and
agency
as
a
learning
leader
-­‐
We
seek
to
have
a
range
of
school
leaders
in
the
programme
each
year
from
all
school
types
and
areas
in
New
Zealand.
They
all
have
to
be
in
a
leadership
role
within
the
school
and
approximately
50%
of
the
200
taken
each
year
are
Deputy
Principals.
The
process
of
making
application
and
becoming
selected
affirms
the
efficacy
and
agency.
Robertson
(2014,
p.
2)
states:
This
sense
of
personal
efficacy
is
a
dynamic
quality
that
is
vulnerable
and
ever-­‐changing
through
an
on-­‐going
process
of
reflection
and
risk-­‐taking.
Ultimately,
agency
and
efficacy
mean
being
confident
to
take
on
a
greater
sphere
of
influence,
such
as
principalship.
Agency
and
efficacy
are
dynamic
and
evolving
elements
of
leadership.
As
confidence
and
authenticity
develop,
leaders
are
able
to
take

8.
8
responsibility
for
their
actions,
more
intentionally
challenge
the
status
quo
and
thus
be
more
proactive
in
leading
transformative
change.
A
quote
from
a
2014
participants
reinforces
how
the
programme
develops
this:
I
have
developed
in
self-­‐awareness
of
who
I
am
as
a
leader
as
a
result
of
NAPP.
I
am
more
confident
in
my
own
ability
to
lead
change
and
talk
about
the
change
process
within
our
school.
As
a
team
leader
I
am
involved
in
some
change
within
our
school
but
now
have
a
number
of
areas
where
I
see
change
as
being
necessary.
I
am
more
aware
of
the
possible
approaches
that
can
be
taken
when
leading
change.
2.
Leaders
who
are
self-­‐directed
leaders
and
learners
-­‐
Being
a
self-­‐directed
learner
requires
a
leader
as
learner
disposition.
Robertson
(2014,
p.
3)
reminds
us
that
“a
recognition
that
leadership
is
personal
and
that
learning
leadership
is
‘about
me’
and
evolutionary”.
Therefore
this
must
be
a
self-­‐directed
learning
journey
that
is
supported
by
the
multiple
strategies
of
support
that
are
embedded
throughout
the
New
Zealand
National
Aspiring
Principals
Programme.
A
quote
from
a
2014
akonga
reinforces
how
the
programme
develops
this:
The
NAPP
PLD
(professional
learning
and
development)
has
been
highly
valuable.
I
think
that
I
naturally
reflect
a
lot
on
my
leadership
within
my
current
role
as
DP
(Deputy
Principal)
anyway;
however
NAPP
has
broadened
my
reflections
to
many
other
aspects
of
leadership
beyond
my
context.
My
inquiry
is
particularly
valuable
as
my
focus
of
“coaching”
is
relevant
in
any
leadership
role
(not
just
my
context
here).
I’ve
learnt
a
whole
lot.
I
feel
that
NAPP
has
given
me
permission
to
take
time
to
reflect
and
act
on
aspects
of
my
leadership.
The
hui
and
PLGs(
professional
learning
groups)
have
been
highly
valuable
as
talking
to
people
face
to
face
brings
a
further
element
to
understanding
and
getting
to
know
different
ideas
and
ways
of
doing
things.
The
online
modules
have
been
confirming
of
the
things
that
I
already
know,
however
they
have
provided
me
with
lots
of
new
knowledge.
As
part
of
my
NAPP
inquiry
I
have
also
read
a
lot
of
professional
research.
3.
Leaders
who
have
a
growth/learning
mind-­‐set
(open
to
learning)
-­‐
The
disposition
to
learn
is
one
of
the
aspects
the
selection
panel
look
for
in
the
application
for
the
programme.
As
this
is
a
professional
development
and
learning
programme
a
disposition
to
learn
is
vital.
Robertson
(2014,
p.
3)
again
states;
Learning
is
an
autonomous
undertaking.
Having
a
disposition
to
learn
includes
taking
responsibility
for
learning
and
accepting
that
it
is
something
that
individuals
decide
and
do
that
involves
being
motivated
and
engaged,
welcoming
the
fact
that
there
will
always
be
new
learning,
and
looking
ahead
and
intentional
planning
for
continued
learning.
A
growth
mind-­‐set
enables
the
learning
from
the
multiple
opportunities
for
learning
that
are
provided
in
the
National
Aspiring
Principals
Programme.
One
akonga
in
the
2014
cohort
wrote:
Since
participating
in
NAPP
I
am
far
more
reflective
and
deliberate
in
my
thinking
and
decision
making
around
leadership.
I
am
now
far
more
aware
of
the
importance
of
utilising
research
and
the
BES
(Best
evidence
synthesis
–
Leadership)
to
assist
me
in
my
decision
making
process.
This
is
not
a
self-­‐assessment
but
I
now
constantly
analyse
how
other
leaders
around
me
behave
or
try
to
initiate
change.
Before
NAPP
I
did
not
do
this.
Constructive
conversations
with
my
peer
coach
and
other
colleagues
have
provided
me
with
more
of
an
awareness
of
my
leadership
behaviours
and
actions.
Discussions
and
regular
meetings
with
my
kaiarahi
(facilitator/coach)
has
been
a
great
method
of
self-­‐assessment
because
when
I
have
thought
I
have
known
the
only/best
way
of
doing
something,
she
has
been
able
to
direct
me
down
alternate
paths,
especially
with
my
inquiry.
4.
Leaders
who
are
comfortable
with
ambiguity
and
not
knowing
-­‐
Schools
are
complex
organisations,
often
populated
by
people
in
a
constant
search
for
certainty,
be
they
students,
teachers
or
the
wider
community.
The
New
Zealand
Aspiring
Principals
Programme
encourages
the
development
of
leaders
able
to
live
with
this
reality
of
uncertainty
and
ambiguity,
whilst
at
the
same
time
providing
confidence
and
clarity
of
purpose
and
vision
for
all.
When
we
refer
to
leaders,
we
are
not
only
referring
to
the
school
principal,
but
all
those
involved
in
learning
and
teaching
communities.
Robertson
(2014,
p.
3)
states:
It
(a
learning
disposition)
requires
not
only
a
belief
that
one’s
practice
is
personal
and
open
to
challenge
but
also
a
recognition
that
different
perspectives
are
essential
to
the
process
of
learning
in
leadership.
Different
perspectives
enable
leaders
to
approach
the
zone
of
not
only
knowing

9.
9
there
is
more
to
learn,
but
also
looking
forward
to,
and
even
creating,
the
new
places
of
not-­‐
knowing
that
are
inevitable
in
changing
professional
practice.
Below
is
a
quote
from
a
2014
akonga
that
reinforces
how
the
programme
develops
this
disposition:
NAPP
has
highlighted
the
importance
to
me
that
a
leader
does
not
have
to
know
all
the
answers
but
must
have
an
inquiring
mind.
I
endeavour
to
be
more
collaborative
with
staff
when
leading
and
seek
out
the
answers
from
others.
I
strive
to
make
improvements
to
systems
and
raise
student
achievement
by
inquiring
into
what
is
working
and
if
not
why
not.
I
understand
the
importance
that
systems
need
to
be
reviewed
and
questions
asked
so
as
to
ensure
interventions
are
not
just
more
of
the
same
but
being
reviewed
in
terms
of
their
effectiveness.
5.
Leaders
who
are
culturally
responsive
-­‐
The
evidence
on
student
achievement
in
New
Zealand
shows
that
inequities
exist.
There
is
a
tail
of
underachievement
that
is
represented
by
high
numbers
of
Maori
and
Pasifika
students.
It
is
imperative
that
all
school
leaders
develop
and
demonstrate
cultural
responsiveness
in
order
to
address
the
inequities
and
for
the
future
of
our
country
as
a
multicultural
society
with
a
strong
identity.
Robertson
(2014,
p.
6)
states
that:
Changing
dispositions
about
cultural
responsiveness
is
an
evolving
and
deepening
process
that
is
embedded
in
ways
of
thinking
about
culture
and
situating
it
in
a
larger
framework
…
It
is
a
journey
of
personal
and
professional
exploration
and
learning,
coupled
with
serious
action
on
a
daily
basis
to
continually
embed
leadership
and
change
in
the
cultural
context.
A
quote
from
a
2014
akonga
reinforces
how
the
programme
develops
this:
I
have
developed
as
a
leader
throughout
the
year
as
I
feel
I
am
more
focussed
on
what
I
want
to
achieve
and
how
I
want
to
achieve
it.
I
am
strategic
about
the
changes
I
am
trying
to
make.
I
am
culturally
aware
and
have
been
focussed
on
improving
outcomes
for
all
learners
including
Maori
and
Pasifika.
I
understand
the
importance
of
improving
outcomes
for
priority
learners.
However,
I
still
need
to
learn
more
in
this
area.
6.
Leaders
who
solve
problems
and
shape
the
future
-­‐
Schools
in
New
Zealand
are
self-­‐managing.
Elected
Boards
of
Trustees
from
the
community
govern
the
school
along
with
the
Principal,
who
is
a
full
member
of
the
Board.
This
enables
Boards
of
Trustees
with
their
Principal
to
be
creative
and
innovative
in
solving
problems
the
school
faces
and
deciding
the
strategic
direction
and
annual
plans
that
guides
the
school
forward.
Robertson
(2014,
p.
4)
states:
Change
comes
from
having
a
vision
of
the
possible,
of
building
capacity
“for
what
might
be”.
Then,
the
journey
of
learning
that
is
likely
to
produce
results
and
sustain
them
is
co-­‐constructed
and
negotiated
along
the
way,
with
leaders
acting
as
experts,
coaches
and
also
lead
learners….
Negotiation
(however),
is
an
iterative
process
of
building
ideas
collectively,
negotiating
the
power
positions
and
finding
a
productive
balance.
There
is
a
clear
link
between
the
structure
and
outcomes
of
NAPP
and
the
New
Zealand
Curriculum
(NZC),
in
particular
the
vision
of
the
NZC.
It
states
“confident,
connected,
actively
involved
life-­‐
long
learners”.
This
is
no
coincidence,
as
we
believe
that
school
leaders
who
embody
the
vision
of
NZC
are
more
likely
to
have
the
knowledge,
skills
and
attributes
to
be
able
to
solve
problems,
shape
the
future
and
be
willing
to
embrace
the
disruptive
questioning
that
leads
to
real
innovation.
Further
by
modelling
this
they
legitimise
the
value
of
NZC
vision
to
their
staff,
students
and
wider
learning
community.
One
2014
akonga
wrote:
I
am
far
more
confident
in
who
I
am
as
a
leader
and
what
type
of
change
I
want
to
create
in
education.
Now
that
I
am
more
aware
of
who
I
am
and
what
I
will
and
will
not
accept,
I
am
more
confident
about
speaking
out
and
standing
up
for
our
tamariki
(Maori
word
for
children).
7.
Leaders
who
are
intentional
in
leadership
decisions
-­‐
The
complexity
of
the
role
of
the
principal
and
the
many
and
varied
understandings
school
personnel
bring
with
them
to
the
knowledge
of
what
a
school
principal
does,
means
that
our
leaders
learn
to
be
intentional
and
explicit
in
their
leadership
work.
Bishop
as
cited
in
Robertson
and
Timperley
(2011,
p.
37)
states:
The
fundamental
changes
that
are
needed
in
classroom
relationships
and
interaction
and
in
the
culture
of
schools….
depends
on
all
leaders
having
a
sound
understanding
of
the
theoretical

10.
10
underpinning
of
the
reform
while
simultaneously
being
responsive
and
proactive
about
supporting
and
promoting
reform
processes
and
goals.
It
is
critical
that
school
leaders
are
intentional
in
word
and
action
in
order
to
nurture
the
culture
required
for
the
changes.
A
quote
from
a
2014
akonga
below
outlines
the
learning
akonga
do
in
this
area
to
learn
to
be
intentional
with
those
they
are
leading.
Through
the
NAP
programme
I
have
further
developed
an
understanding
of
who
I
am
as
a
leader
and
the
way
in
which
I
lead
others.
It
has
ensured
I
reflect
on
the
changes
I
am
leading
and
helped
me
grow
my
confidence
in
that
I
am
making
positive
change
in
my
school.
The
online
communities
have
helped
me
learn
a
new
forum
where
I
can
reflect
and
connect
with
others.
8.
Leaders
who
are
driven
by
moral
purpose
of
equity
and
social
justice
-­‐
The
awareness
of
the
inequities
in
our
education
is
a
starting
point
for
developing
moral
purpose.
There
have
been
numerous
strategies
from
the
Ministry
of
Education
throughout
the
years
to
address
the
inequities
but
a
strategy
by
itself
doesn’t
make
the
difference
unless
the
hearts
and
minds
of
those
involved
are
engaged.
Robertson
(2014,
p.
1)
in
reflecting
on
the
research
into
this
work
states,
“Self-­‐awareness
and
examination
of
personal
moral
purpose
was
highlighted
in
much
of
the
data.
Sometimes,
the
idea
of
moral
purpose
as
the
driver
of
practice
is
a
new
and
revolutionary
idea
that
refocuses
thinking
and
practices”.
Having
clarity
around
one’s
moral
purpose
not
only
gives
consistency
to
decision
making
in
a
complex
environment,
but
also
is
a
great
enabler,
as
it
provides
courage
and
fortitude
required
to
lead
change
that
may
not
always
be
accepted
by
all.
Fullan
(2001)
reinforces
the
importance
of
this
in
leading
learning
and
leading
change.
Robertson
(2014
p.
1)
states
...
the
greater
awareness
of
moral
purpose
is
connected
to
a
sense
of
personal
leadership
identity…
Moral
purpose,
in
these
data,
(from
the
research)
was
not
just
a
way
of
thinking,
but
a
way
of
acting,
at
times
requiring
courage
and
determination.
There
is
a
sense
of
urgency
about
what
needs
to
be
done
and
being
intentional
in
doing
it.
A
quote
from
a
2014
akonga
reinforces
how
the
programme
develops
this:
NAPP
has
been
a
rich
resource
for
me
to
explore
my
thinking
and
action
around
cultural
responsiveness
and
inclusive
pedagogy.
I
can
see
that
in
leadership
team
and
teaching
team
discussions
I
have
developed
a
more
confident
‘moral
purpose’
base.
I
am
more
confident
about
how
to
go
about
leading
change.
9.
Leaders
who
are
self-­‐aware
as
people
and
as
leaders
-­‐
The
belief
that
educational
leadership
is
about
taking
others
with
you
through
influence
and
empowerment
requires
leaders
to
be
self-­‐aware
as
people
and
leaders.
The
outcomes
listed
as
part
of
the
‘developing
self’
criteria
on
the
curriculum
states:
Aspirants
will
reflect
on
their
personal
growth
including:
self-­‐
awareness;
personal
effectiveness,
beliefs
and
values;
emotional,
spiritual
and
social
intelligence;
understanding
own
strengths
and
weaknesses;
developing
and
communicating
a
moral
purpose;
personal
goal
setting
and
a
professional
learning
plan;
appreciating
the
bi-­‐cultural
nature
of
Aotearoa
New
Zealand.
This
major
area
of
the
curriculum
underpins
all
other
aspects.
A
quote
from
a
2014
akonga
reinforces
how
the
programme
develops
this:
Now
that
I
have
been
a
member
of
NAPP
for
six
months
I
believe
I
am
more
aware
of
my
ability
to
receive
feedback
and
not
be
defensive
about
this
feedback.
I
have
built
a
trusting
and
beneficial
relationship
with
a
colleague
that
allows
this
relationship
to
be
honest
and
help
each
other
grow.
Together
we
access
resources
and
literature
to
help
make
decisions
that
are
researched
based.
We
both
access
readings
and
share
our
thoughts
around
them.
We
have
regular
timetabled
meetings
to
discuss
“what
is
on
top”
for
both
of
us
in
terms
of
our
leadership
and
how
we
can
improve
the
way
we
lead.
The
continued
on-­‐line
weekly
reflections
help
me
analyse
decisions
I
have
made
and
are
a
great
reflection
for
growing
my
leadership.
I
know
the
importance
of
identifying
my
weaknesses
and
ensuring
I
move
out
of
my
comfort
zone
and
address
these
weaknesses.
I
endeavour
to
gain
as
much
P.D.
around
these
weaknesses
as
it
will
make
it
a
lot
easier
for
me
when
I
gain
a
principalship.
10.
Leaders
who
engage
in
single,
double
and
triple
loop
learning
-­‐
The
design
of
the
National
Aspiring
Principals
Programme
encourages
the
development
of
self-­‐
regulated
learning.
With
‘inquiry
mindedness’

11.
11
as
a
way
of
being
it
is
important
to
develop
skills
of
triple
loop
learning
so
one
can
reflect
deeply.
Robertson
(2012,
p.
5)
states:
“
Metacognitive
skill
is
then,
a
pre-­‐requisite
for
self-­‐regulated
learning
–
where
the
leaders
understand
fully
their
strengths
and
their
areas
for
further
development
and
take
responsibility
and
ownership
of
this
self-­‐directed
process”.
Metacognitive
leadership
requires
leaders
to
engage
in
deep
reflection
on
their
practice.
The
ability
to
deeply
reflect
is
related
to
their
perceptions
of
themselves.
Robertson
(2012,
p.
5)
states
“Leaders’
levels
of
consciousness
and
self-­‐awareness
are
directly
related
to
their
metacognitive
skill
in
reflecting
on
their
practice”.
A
quote
from
a
2014
akonga
reinforces
how
the
programme
develops
this:
I
have
been
very
open
to
colleagues
about
this
journey
I
have
been
on.
It
is,
without
a
doubt,
the
most
satisfying
learning
experience
of
my
life.
It
has
inherently
changed
the
way
I
think,
talk
and
operate.
I
have
a
long
way
to
go
but
the
journey
is
always
going
to
be
never
ending
as
that
is
the
nature
of
learning.
Having
the
space
to
talk,
think
and
communicate
new
learning
is
one
of
the
most
important
factors
in
retaining
and
applying
the
new
knowledge
that
has
been
learned.
11.
Leaders
who
are
confident
and
engaged
with
e-­‐learning
environments
-­‐
The
National
Aspiring
Principals
Programme
uses
two
main
e-­‐learning
platforms
for
networking
and
dialogue
–
the
Virtual
Learning
Network
and
My
Portfolio/schools.
Robertson
and
Earl
(2013,
p.
12)
state:
The
NAPP
emphasis
is
not
only
working
with
what,
but
also
knowing
the
‘why’
and
deepening
thinking
and
learning
about
school
systems
by
asking
‘what
if’
and
‘what
might
be’.
During
the
NAPP,
ākonga
are
challenged
to
use
online
platforms
and
develop
their
own
Personal
Learning
Environments
(PLEs)
as
they
learn
about
school
systems
and
leadership
in
an
age
when
digital
tools
and
communities
offer
learning
opportunities
that
are
flexible,
personalised,
collaborative
and
connected.
The
two
main
platforms
enable
learners
to
use
and
integrate
many
other
online
tools
e.g.
skype,
twitter,
you
tube,
facebook
etc.
A
2014
akonga
states:
NAPP
has
been
a
fantastic
opportunity
to
establish
networks
–
My
Portfolio,
face
to
face
at
PLG
meetings,
VLN
and
coaching
sessions.
Being
able
to
share
and
discuss
what
is
happening
in
a
range
of
schools
has
been
very
powerful.
This
opportunity
helps
put
strengths,
weaknesses,
ideas
and
issues
into
perspective.
Sometimes
you
can
get
caught
up
in
what
is
happening
in
your
own
school
and
it
has
been
great
to
share
and
discus
with
others.
12.
Leaders
who
are
comfortable
using
evidence
and
data
for
decision
making
-­‐
In
all
aspects
of
the
work
in
the
programme
participants
are
asked
to
provide
evidence.
The
many
reflections,
assessments
and
evaluations
embedded
within
the
programme
require
further
reflection
and
discussion/dialogue
with
their
coach.
Being
empowered
to
share
the
evidence
of
why
they
think
what
they
do
enables
‘evidence
informed’
to
become
part
of
the
practice.
The
New
Zealand
Curriculum
(2007,
p.
9)
states:
Schools
need
to
know
what
impact
their
programmes
are
having
on
student
learning.
An
important
way
of
getting
this
information
is
by
collecting
and
analysing
school-­‐wide
assessment
data.
Schools
can
then
use
this
information
as
the
basis
for
changes
to
policies
or
programmes
or
changes
to
teaching
practices
as
well
as
for
reporting
to
their
Board
of
trustees,
parents
and
the
Ministry
of
Education.
An
akonga
in
the
2014
programme
said:
I
was
very
pleased
with
the
data/findings
from
my
inquiry.
The
assessment
results
were
outstanding
and
the
best
I
have
had
in
my
teaching
career
and
I
think
this
is
a
reflection
on
how
effective
my
inquiry
is.
Throughout
the
inquiry
process
I
was
brutally
honest
on
what
worked
and
what
I
was
having
issues
with.
I
wasn’t
afraid
to
change
things
if
they
weren’t
working
and
I
was
open
to
new
ideas.
13.
Leaders
who
are
knowledgeable
about
the
multi-­‐faceted
role
of
the
school
principal
-­‐
The
NAPP
project
team
have
developed
comprehensive
online
modules
that
cover
the
multi-­‐faceted
role
of
the
principal
and
questions
for
dialogue
are
developed
from
the
integration
of
the
other
aspects
of
the
NAPP
curriculum,
developing
self,
leading
learning,
leading
change,
and
future
focussed
schooling.
Robertson
and
Earl
(2014,
p.
12)
state:

12.
12
Principals
at
all
stages
of
experience
are
on
a
continual
cycle
of
learning
about
school
operating
systems.
For
new
principals
this
cycle
offers
sometimes
daunting
volumes
of
‘infowhelm’
as
they
interact
with
resourcing
and
people
systems.
In
the
National
Aspiring
Principals’
Programme,
ākonga
engage
in
focussed
learning
about
the
principal’s
roles
in
developing
and
using
effective
school
operating
systems
to
enhance
student
learning.
One
2014
akonga
wrote:
NAPP
has
been
a
life
changing
course
to
be
involved
in.
It
has
given
me
awareness
of
what
it
means
to
be
a
principal,
the
multi-­‐faceted
role
of
the
principal,
an
opportunity
to
network
with
other
leaders,
access
to
resources,
access
to
people
and
opportunities
to
listen
to
and
to
ask
questions
of
a
number
of
first
time
principals
and
support
people
in
the
community.
As
a
syndicate
leader,
it
has
made
me
so
much
more
aware
of
the
work
that
happens
behind
the
scenes
and
has
reinforced
my
career
goal
that
I
too
want
to
be
a
principal
in
a
New
Zealand
school
one
day
soon
too.
Thank
you
for
the
opportunity
to
be
a
part
of
this
amazing
learning
journey
which
will
continue
long
after
the
year
has
finished.
14.
Leaders
who
deliberately
challenge
ideas
-­‐
(their
own
and
others)
to
improve
the
ideas
-­‐
The
structures
and
the
processes
built
into
the
National
Aspiring
Principals
Programme
encourages
the
challenging
of
ideas.
Challenging
ideas
is
in
effect
challenging
the
“way
we
do
things
around
here”,
and
in
so
doing
opening
up
new
avenues
for
problem
solving
and
innovation.
One-­‐on-­‐one
coaching
and
group
coaching
with
kaiarahi
(facilitator/coaches)
enable
and
encourage
participants
to
look
through
another
lens
and
challenge
their
views.
The
online
and
face
to
face
structures
support
this
work.
Robertson
(2014,
p.
4)
states:
The
study
of
leaders
undertaking
an
inquiry
in
their
own
context
provides
some
valuable
insights
into
the
challenges
they
face
as
they
try
to
build
the
capacity
of
others
in
their
schools.
Although
a
leader
may
have
a
clear
vision
of
why
it
is
important
to
build
capacity,
this
vision
is
not
always
shared
or
it
is
not
seen
as
important
enough
to
produce
changes
in
other’s
practice.
Building
capacity
for
change
includes
building
the
disposition
and
commitment
to
action.
The
development
of
shared
leadership
for
the
different
transformative
changes
is
essential
to
the
process.
One
2014
akonga
wrote:
As
my
leadership
inquiry
unfolded
this
year
the
coaching
from
my
kaiarahi
and
the
professional
learning
group
has
been
an
important
part
for
me
in
understanding
of
the
next
steps
I
should
be
taking.
Through
the
coaching
and
talking
through
my
inquiry
I
was
enabled
to
see
a
different
perspective
and
to
think
about
different
approaches.
It
allowed
me
to
be
productively
critical,
reflective
and
to
think
of
different
aspects
that
I
hadn’t
thought
about.
15.
Leaders
who
provide
descriptive
feedback
to
colleague
-­‐
Descriptive
feedback
is
an
important
skill
of
leadership.
To
give
descriptive
feedback
requires
levels
of
trust
and
professionalism.
Through
the
coaching
model
the
NAPP
participants
learn
the
importance
of
giving
descriptive
feedback
to
the
staff
they
are
working
with.
Robertson
(2005,
p.
136)
states:
Coaches
need
to
give
descriptive
accounts
of
what
they
observe,
and
should
neither
judge
nor
interpret
the
observed
behaviours.
However,
leaders
need
to
acknowledge
that
observing
and
describing
someone
else’s
practice
is
inevitably
somewhat
subjective
in
nature
and
should
guard
against
this
subjectivity
when
describing
their
partner’s
leadership
practice.
A
quote
from
a
2014
akonga
reinforces
how
the
programme
develops
this:
My
peer
partner
and
kaiarahi
(facilitator/coach)
have
posed
some
interesting
questions
about
my
inquiry
which
has
resulted
in
me
changing
my
approach.
I
have
been
reflective
throughout
the
year
and
I
have
found
the
journals
in
My
Portfolio
helpful
in
clarifying
my
thoughts
and
goals
for
2015.”
“Most
of
all
I
have
valued
reflection
with
trusted
colleagues-­‐
engaging
in
learning
conversations
in
real
time.
I
have
really
valued
the
times
with
my
kaiarahi.
16.
Leaders
who
have
experienced
a
personal/professional
transformation
-­‐
‘Understanding
self’
is
a
key
curriculum
area
in
the
NAP
programme.
Developing
the
knowledge
of
personal
effectiveness,
one’s
own
beliefs
and
values
and
understanding
one’s
own
strengths
and
weaknesses
is
built
into
the
programme

13.
13
through
the
many
structures
and
processes.
Personal
and/or
professional
transformation
requires
this
as
a
starting
point.
Robertson
(2013,
p.
3)
states:
Having
a
learning
disposition
is
at
the
basis
of
the
type
of
transformative
leadership
necessary
to
confront
the
complex
challenges
facing
leaders
internationally.
It
involves
a
high
level
of
self-­‐
awareness
and
the
ability
to
confront
and
question
one’s
own
practice.
The
quote
from
a
2014
akonga
reinforces
this
outcome:
I
thought
I
saw
the
whole
big
picture
before
NAPP.
I
have
a
husband
who
is
an
experienced,
excellent
principal,
but
I
have
since
asked
deeper
questions,
looked
at
finances,
property,
staffing
and
staff
relations
deeper.
I
have
looked
at
how
to
consult
to
ascertain
community
voice
and
agency
even
deeper.
The
impact
NAPP
has
had
on
me
personally
and
professionally
has
been
powerful.
17.
Leaders
who
have
led
transformative
practice
-­‐
With
a
focus
firmly
in
the
future
the
NAP
programme
recognises
the
urgency
required
to
develop
transformation
of
our
schools
that
has
a
direct
impact
on
the
engagement
and
accelerated
achievement
of
all
learners.
Robertson
(2013,
p.
2)
states:
Being
an
agent
of
change
in
transformative
practices
is
supported
through
networks
of
other
leaders
experiencing
the
same
or
similar
change
challenges….
Sharing
and
creating
new
knowledge
between
leaders
from
different
schools
helps
build
a
sense
of
what
is
possible.
A
quote
from
a
2014
akonga
reinforces
how
the
programme
develops
this:
I
do
feel
I
have
grown
so
much
as
a
leader
through
my
experience
in
NAPP.
I
am
more
open
minded
and
reflective
in
my
leadership
approach.
I
have
become
more
confident
in
being
open
to
learning
conversations.
One
part
of
NAPP
that
has
had
a
huge
influence
on
me
was
the
Principal
shadow
experience.
I
shadowed
two
different
18.
Leaders
who
are
ready
to
take
on
formal
leadership
roles
-­‐
There
are
approximately
2500
schools
in
New
Zealand
ranging
from
sole
charge
schools
with
few
pupils
through
to
very
large
secondary
schools
with
over
2000
students.
The
need
for
current,
highly
effective
leadership
in
these
schools
is
critical
in
order
to
accelerate
student
achievement.
Schools
need
to
develop
a
focus
on
shared
leadership
in
order
for
innovation
to
flourish,
and
those
in
formal
leadership
roles
need
to
have
developed
transformative
practice
in
order
to
enable
transformation
with
their
staff.
The
New
Zealand
Aspiring
Principals
Programme
develops
leaders
who
are
ready
to
take
on
formal
leadership
roles.
Robertson
as
cited
in
Robertson
&
Timperley
(2011,
p.
214)
states:
Teachers
(also)
need
to
work
with
leaders
who
challenge
them
to
think
and
make
decisions
and
reflect
on
their
professional
practice.
But
leaders
need
experiences
of
leadership
learning
based
on
mutuality
rather
than
control,
and
reflection
and
critical
thinking
rather
than
advice
and
the
transmission
of
knowledge.
A
quote
from
a
2014
akonga
shows
the
belief
they
are
ready
for
more
formal
leadership
roles.
I
don’t
think
I
would
have
been
as
confident
in
my
new
role
as
leader
this
year.
I
think
the
NAPP
has
really
enabled
me
to
grow
in
leadership,
change
mind-­‐sets,
implement
change
and
foster
further
leadership.

14.
14
Conclusion
This
paper
is
entitled
‘Developing
school
leaders
who
celebrate
questioning
and
disruption
in
the
face
of
innovation’
as
we
seek
to
develop
new
leaders
of
our
schools
enabled
and
empowered
to
create
new
knowledge
and
new
ways
of
doing
and
being
in
principalship.
With
the
support
of
the
other
akonga
in
the
New
Zealand
Aspiring
Principals
Programme
and
the
skilled
kaiarahi,
akonga
are
encouraged
to
be
critical
in
their
thinking,
to
be
driven
by
moral
purpose,
to
help
find
new
ways
to
address
inequities
in
our
system,
and
to
be
adaptive
leaders
who
embrace
change
and
transformation.
This
empowerment
enables
questioning,
the
development
of
innovative
ways
and
disruption
to
our
old
ways
of
being.
Our
question
is
how
do
they
maintain
this
when
they
step
into
principalship?
The
last
‘voice’
is
from
two
akonga
who
completed
the
New
Zealand
Aspiring
Principals
Programme
and
are
now
school
principals.
The
National
Aspiring
Principals
Programme
(NAPP)
was
a
fantastic
opportunity
for
me
to
develop
my
ability
and
understanding
of
what
is,
and
how
to
be
an
effective
educational
leader.
Being
able
to
discuss,
critique
and
celebrate
successes
with
highly
valued
mentors
and
alongside
like-­‐minded
colleagues
enabled
me
to
progress
my
future
focused
leadership
capacity.
This
experience
was
invaluable
and
set
me
up
well
for
future
leadership
opportunities.
(2015)
As
a
middle
manager
in
school
it’s
hard
to
find
time
to
take
your
aspirations
for
leadership
further.
Hunches
about
capacities
and
skills
require
intellectual
exploration
and
fine
tuning
to
get
to
the
next
level;
the
reality
is
that
it
is
hard
to
find
that
time
and
space
to
reflect
on
individual
practice.
NAPP
provides
the
opportunity
for
clear
and
honest
opinions
supported
by
a
framework
of
rigour
and
connectivity
to
develop
rich
inquiry
learning
and
higher
order
thinking
towards
leadership.
For
me
the
greatest
asset
of
NAPP
was
the
opportunity
to
interpret
and
integrate
specialist
language
and
current
thinking
for
moving
beyond
the
aspiration
of
leadership
to
the
reality
of
actually
gaining
a
principal
position.
The
multi
layered
approach
to
NAPP
enabled
me
to
take
part
in
a
complex
and
authentic
leadership
experience
which
I
continue
to
reap
rewards
from.
Beyond
this,
the
programme
provides
invaluable
advice
and
guidance
from
many
angles:
a
kaiārahi,
an
excellent
conference,
a
critical
learning
partner
and
in
addition,
regular
support
from
a
dedicated
and
forward
thinking
peer
learning
group;
enough
tools
to
fill
a
kete
full
of
courage,
inspiration
and
perception
for
the
future.
Indeed
it
is
only
by
investigating
your
own
leadership
self,
supported
by
the
multiplicity
of
current
thinking
and
theories
and
then
putting
them
into
practice,
that
we
can
bring
fortitude
and
certainty
for
our
future
leadership
journey.
(2015)

15.
15
References
Brown,
T.
(2008).
Design
Thinker
Harvard
Business
Review
Downloaded
from
IDEO
website:
http://www.ideo.com/images/uploads/thoughts/IDEO_HBR_Design_Thinking.pdf
Costa,
A.
L.
&
Garmston
R.
J.
(1994).
Cognitive
Coaching
–
A
foundation
for
renaissance
schools.
Norwood,
MA
02062
Christopher-­‐Gordon.
Earl,
L.
&
Robertson,
J.
(2013).
Learning
Leadership:
Insights
from
the
National
Aspiring
Principals
Programme
(Research
paper)
Wellington,
New
Zealand
Fullan,
M.
(2001).
Leading
in
a
Culture
of
Change.
San
Francisco,
CA:
Jossey-­‐Bass.
Glasser
W
(1998).
Choice
Theory-­‐
A
new
psychology
of
personal
freedom.
New
York,
NY10022
Harper
Collins
Goleman,
D.,
Boyatzis,
R.
&
McKee
A(2002).
The
New
Leaders-­‐Transforming
the
art
of
leadership
into
the
science
of
results.
London.
WC2E
Time
Warner
Ministry
of
Education
(2007)
The
New
Zealand
Curriculum
Wellington,
Learning
Media
Robertson,
J.
&
Earl,
L.
(2014).
Leadership
learning:
Aspiring
principals
developing
the
dispositions
that
count.
Journal
of
Educational
Leadership,
Policy
and
Practice,
29(2),
3-­‐17.
Robertson,
J.
(2013).
Learning
Leadership.
Leading
and
Managing
19(2),
54-­‐69
.
Robertson,
J.
(2005).
Coaching
leadership.
Wellington,
New
Zealand:
NZCER
Press.
Robertson,
J.
(2008).
Coaching
educational
leadership.
London,
UK:
Sage.
Robertson,
J.
&
Timperley,
H.
(2011).
(Eds)
Leadership
and
learning.
London,
UK:
Sage.
Robertson,
J.
(2014)
Research
based
Coaching
Smart
Tool,
New
Zealand
National
Aspiring
Principals
Programme
Hamilton,
New
Zealand
University
of
Waikato.
Wagner,
T.
(2012).
Creating
Innovators:
The
making
of
young
people
who
will
change
the
world.
New
York,
NY:
Scribner.
Wyllie,
C.
(2012).
Vital
Connections:
Why
we
need
more
than
self-­‐managing
schools.
Wellington,
New
Zealand:
NZCER.