1.
St Thomas of Canterbury
Story

2.
Leading and leadership
In a time of
• Disruption and
• Uncertainty

3.
How do leaders identify areas for change /
improvement?
First observe and listen to;
Conflict (Is it deep?)
Relationships (interactions) – Uncertainty –
Fear – What questions are being asked
What are the conversations that are
happening Nationally and Internationally in
education?
What are our convictions / beliefs /aspirations

4.
Educational Innovation,
Leadership and Disruption
Teachers
What are the drivers that lead
one into teaching young people?
Principal and Senior
Leadership Team
Students /
Mum and Dad
Attributes /Skills /
Competencies
/Attitudes
VISION
(Desire – Passion –
Prophetic – Committed )

5.
Re-ignite our teachers’ love for
teaching
• Break down barriers of Fear, Mistrust.
• Create a vision
• Create a CULTURE of LIFE
• Re-imagine and pair this with technologies to
ignite their ideas
• Intensive reskilling / upskilling (ICT
Competencies)
• What are we doing (teaching and learning)?
• Re-define learning (what are its characteristics)

6.
Developed these Strategies and
Investments
Mission and
purpose
Strategic
Planning
ICT Network -
Infrastructure
Teacher
Development
and Growth
Curriculum
Development

7.
Mission and Purpose: (Four Touch Stones) Justice, Inclusivity, Liberation, Equity,
Gospel Centred
“Educated Mind and Educated Heart”
Strategic Planning: BoT / BoP / Development of the College / Partnerships
Development of the Curriculum: (Engage our imagination)
Cluster Collaboration / Partnership with Tertiary / Pacifica and Maori Achievement
Teacher Development
e-learning technologies: Development of infrastructure / Upgrades /
Finances
Teacher Appraisal (has to be different) and Development of Teacher
Competencies: Professional Development

8.
Educational Innovation,
Leadership and Disruption
• Have a VISION that is biggerthan self
• Make connections and look beyond the
community you serve.
• Be prepared to give your vision away – so
that others can contribute to it (make it
happen)
• How do you know your vision is right?
Because it is infectious, it ignites the
imagination of others.

9.
Educational Innovation,
Leadership and Disruption
Attributes /Skills / Competencies /Attitudes
 Promote Risk (have a go)
 Be honest (self reflection)
 Share ideas, fears and celebrate success (support)
 Work hard and be committed to your vocation as a teacher /
learner – (Develop individual and collective GRIT / Resilience)
 Be courageous, be loving, be compassionate
 Creative; be prepared to redesign concepts / Agility in ones
thinking
 Understand change is a journey to /of
meaningfulness and it has a purpose

10.
Educational Innovation,
Leadership and disruption
# Learning never ends and it is not
perfect and often it is very difficult.
# The journey is better than the
end.
# Educated society is a free society

11.
"A successful leader of the future must be effective at
bringing people together, creating high-performance
teams, developing deep levels of trust and building
real relationships with the people they lead,“
John Spence (University of Auckland)

12.
• Our experience

13.
Indicators of Success for St Thomas’s
• 2017: 38 out of 43 Teaching Staff did Post
Graduate study together. (Other 4 staff had
Masters Degree).
• School roll is bursting at the seams /
Prospective parents want their sons’ to be
educated at STC.
• Our students are very happy.
• Retention rates are 96%
• 98% of our students are involved in extra-
curricular activity

14.
Some of the Greatest Challenges
to Humanity (now and for the
future)
WHY; we have to continually develop and transform our
education systems.
 Mental and Emotional (Spiritual) Health of our Young People –
instil in our young that their lives has a purpose.
 Climate Change (probably the greatest challenge to humanity in
human history).
 Distribution of wealth (Gap between poverty and wealth)
 Disruptive Technologies (Development of AI).
 Understand change (life, careers, relationships).
 Adapt and thrive in a diverse world
 Nurture Personal / National identity (This is who I am / we are) –
but to develop a sense of Global citizenship

15.
Technology: Can be a transforming tool
• OneNote: In the hands of very skilled teachers
with open minds.
• It is the teachers who do the leveraging of the
technology.
• WHO – take risks / Reflective
• WHO – share
• WHO – stretch the technology to its limits
• WHO – are Committed

16.
Studies And Readings
• http://apps.who.int/iris/bitstream/10665/254982/1/9789290225737-
eng.pdf?ua=1&ua=1&ua=1&ua=1
• http://www.who.int/bulletin/volumes/94/5/15-163295/en/
Loneliness: a silent plague that is hurting young people most
For young Britons, loneliness is an epidemic – and they are even more likely to
fall victim to its insidious dangers than the elderly
https://www.theguardian.com/lifeandstyle/2014/jul/20/loneliness-britains-
silent-plague-hurts-young-people-most
https://www.ted.com/talks/amel_karboul_the_global_learning_crisis_and_what
_to_do_about_it?utm_source=newsletter_daily&utm_campaign=daily&utm_me
dium=email&utm_content=button__2017-11-03

17.
Teachers and High Performance
Culture
1 – Clearly define what success looks like
• Look across the entire organization and define what it looks like from a variety of
perspectives – sales, marketing, customer service, procurement, finance etc.
2 – Spell out your “preferred culture”
• In the same way that leaders shape and communicate a vision, they also spell out a
picture of the culture they are striving for.
• This can often be just a set of guiding principles or values, but the best seem to go
further by establishing preferred behaviors that support these values: Which aspects of
our current culture are we happy/unhappy with? What preferred behaviors do we need
to create the culture we want? Which unacceptable behaviors are actually tolerated
here? How do we measure up against each of our preferred behaviors?
3 – Set stretch targets
• Employees tend to rise to the standard set for them. The more you expect, the more
they will achieve. But there is a fine line between good stretch targets, which can
energize an organization, and bad ones, which can dampen morale

18.
4 – Connect to the big picture
• The majority of employees want to be a part of a compelling
future, want to know what is most important at work and what
excellence looks like. For targets to be meaningful and effective
in motivating employees, they must be tied to larger
organizational ambitions. Employees who don’t understand the
roles they play in company success are more likely to become
disengaged. No matter what level the employee is at, he should
be able to articulate exactly how his efforts feed into the broader
company strategy
5 – Develop an ownership mentality
• When individuals understand the boundaries in which they can
operate, as well as where the company wants to go, they feel
empowered with a freedom to decide and act, and most often
make the right choices. They begin to think and act like an
“owner”

19.
6 – Improving performance through transparency
• By sharing numbers with employees, you can increase
employees’ sense of ownership. However, being open is not
enough. You need to be sure your employees are trained to
understand financial statements and have enough insight into
their own jobs to know how to affect the numbers. Focus on
additional metrics besides the financial ones. Employees who
are not in the financial world will be able to relate better to the
results and will feel more included in the process
7 – Increase performance through employee engagement
• Employees who are engaged put their heart and soul into their
job and have the energy and excitement to give more than is
required of the job. Engaged employees are committed and
loyal to the organization

20.
8 – Storytelling
• Storytelling can be a powerful tool when you want to drive organizational
change and performance improvement. The leaders must be able use stories
to motivate their employees to achieve more than they thought possible
9 – Internal communication
• Internal communication need to be on the top of the agenda – Have they
heard the message? Do they believe it? Do they know what it means? Have
they interpreted it for themselves, and have they internalized it?
10 – Taking the time to celebrate
• Do remember to celebrate milestones once they have been reached. Taking
the time to celebrate is important because it acknowledges people’s hard
work, boosts morale and keeps up the momentum. If you want something to
grow, pour champagne on it
Peter Drucker: “Culture eats strategy for breakfast”
https://www.torbenrick.eu/blog/performance-management/10-key-elements-
in-creating-a-high-performance-culture/

21.
Attributes and capabilities of effective leaders
• Successful school leaders possess a range of personal,
relational, organisational and professional attributes,
plus the capacity to employ these attributes effectively
in complex and changing circumstances.
• The personal attributes of effective school leaders
include passion and commitment (particularly a desire
for students’ success), and a capacity for personal
reflection. Values of social justice and equity usually
underpin the passion, enthusiasm, persistence and
optimism of successful leaders.

22.
• The relational attributes and capabilities of effective leaders include:
– professional support and mentorship of staff. Effective leaders
use a range of strategies to encourage teachers’ efforts in
innovative thinking, investing in staff development and
mentoring.
– relational trust. Effective school leaders have a trusting
disposition and can model and develop trust within the school
community.
– emotional intelligence. This includes capabilities such as
calmness, sense of humour, perspective, resilience, ability to
make difficult decisions, conflict resolution skills and the ability
to listen and contribute to the work of a team.
– interpersonal care and integrity. Effective school leaders respect
others, have good interpersonal skills and communicate well.
They value and practice personal relationship skills, they know
their staff’s potential and support them in achieving their goals
and in times of adversity.