This workshop followed on from the enCOMPASS activities you started to work on during the last workshop of term three. You were asked to please bring your A3 worksheets from that workshop with you for this one. The time in school groups was an opportunity to practise the learning points from Mark’s workshop earlier…

An essential element of wayfinding leadership is the development of a team culture that values and promotes positive professional conversations: robust debate about professional issues that matter. This session unpacked two frameworks that are useful for creating the conditions for positive professional conversations as well as acting as processes staff can use to engage in…

In this workshop we deliberately encompassed some of your journeys through 2022 and especially some of your direction shifts related to student learning and hauora. Opportunity was provided for you to hear and learn from others again across the ELN with another Nugget of Learning. This is weaving together in action (Rangatira as explained by…

Intentionally keeping aware of your sub-cultures across your school and Kāhui Ako is a key aspect of ‘walking in and through’ complexity. This workshop continued the threads developed in Deidre’s recent workshop with connections back to our earlier focus on inclusive practices and using data within your real-world context. We drew on the notion of…

Building on from your previous workshop on using data with Mo, we turned our attention to applying the key messages from his workshop to priority learners and barriers to learning. At the start of the workshop we revisited the questions Mo raised at the end of his presentation: What were the key messages that stood…

There is a growing emphasis on school leaders’ use of data to make informed-decisions about improvement. Both the National Educational Leadership Priorities and the Leadership Strategy identify the use of data as a key driver/capability for improving the quality of teaching and learning. Gathering and sharing data during the pandemic was also important for schools…

Building on our first workshop and the CPCP framework, we turned our attention to applying this framework to priority learners and barriers to learning lingering after just over two years of disruption. There is a dilemma. You notice in the workshop title, ‘while …’. There are constraints you are also managing, whether it is staff…

Collaborative decision-making involves the process of managing who to involve and when. Whether there is too much collaboration or too little sits at the heart of this process. In complex times and when capacities are reduced (as revealed in your end of term one responses), the process of involving others and when, becomes even more…

At the end of our recent online workshop, we asked how you get a ‘measure’ of well-being across the staff and students. Being well means we are more likely to learn well, individually, collectively and collaboratively. As we near the end of the first term – How much ‘giving capacity’ is across the staff for…

Over the last two years we have been learning to live with disruption. For many of us the degree of disruption is perhaps unprecedented. At times it may seem like we are continually in a storm of unpredictable events, hence the saying “we are all at sea”, tossed to and fro by the elements. We…