News, case studies and more

News

Springboard Trust's 2020 Impact Report is here!

We’re transforming schools together.   Springboard Trust is proud to present the 2020 Impact Report – a full analysis of our body of work, its impact, and how we’ll continue creating that impact in the future.   Throughout 2020, we all faced challenges that required rapid, relevant responses to support New Zealand’s students. As our Connecting With Principals report indicated, much of the work school leaders did in response to COVID-19 was a resounding success, despite the challenges posed by both the pandemic and the subsequent lockdowns.   The 2020 Impact Report is an accounting of these successes, challenges and aspirations felt within the education sector, as well as how Springboard Trust delivered for school leaders and their teams, students, whānau and communities during, yes we’re going to say it one last time, an unprecedented global pandemic.   It’s also a report that looks to the future, asking those critical “how might we” questions of Springboard Trust. How might we support all New Zealand schools and students? How might we help schools better measure their successes? And how might we ensure the impact we create lasts for years beyond a leader’s time with us?   Springboard Trust took on a new vision last year, adopting the new aspiration of Transforming Schools Together. With so much exciting work ahead and some exemplary impacts from a trying 2020, we’re looking forward to doing just that with you – and this report is a fantastic a window into what we have in store.  
2 min read
News

Principals Panel Episode 3: Toitoi Manawa spotlight

Springboard Trust invites you to the third instalment of our Principals' Panel - a live event taking place on Monday, May 17th.  In this special episode, we focus on Toitoi Manawa - a Māori immersion unit within Fairhaven School, and a 2019 finalist in the Prime Minister's Education Excellence Awards.  Driven by whānau and bringing together tamariki, kaumātua and the school, Toitoi Manawa has created incredible pathways for tamariki to succeed as Māori, both in-school and as they progress through their education.  Join us as Springboard Trust's Ian Narev and Linnae Pohatu welcome Paul Hunt and Tatai Takuira-Mita from Fairhaven School, to discuss the amazing work they have done to date, and how others can support Māori pathways.  This live event is free to attend, and you can register below. We hope to see you there! Principals Panel: Toitoi Manawa spotlight Featuring Ian Narev and Linnae Pohatu (Springboard Trust), and Paul Hunt and Tatai Takuira-Mahita (Fairhaven School). Monday, May 17th, 10:15am - 11:00am Hosted online - Register here to attend!
2 min read
News

Finding your leadership flavour: Carolyn Smith and Pauline Johnson in conversation

As we wrap up 2020 and look forward to a less disrupted year ahead, we’re reflecting on the year that was – as well as our recent celebrations – with people who have taken part. In this conversation, we have Pauline Johnson (Principal, Poroti School) speaking with Carolyn Smith (Partnerships Manager, Department of Conservation) about their journey together through 2020. This year, Pauline took on our Strategic Leadership for Rural Teaching Principals Programme – a first of its kind in New Zealand, focused on the unique challenges of leaders in these rural contexts. She was supported by Carolyn, who volunteered as an Impact Coach – supporting Pauline to create her strategic plan and develop her own leadership style. But to start with, they recap the amazing celebration they just had with the other principals and volunteers! PAULINE: I loved how we both turned up in purple and white outfits - color coordinated without even talking! CAROLYN: We’re in sync! The best part for me was seeing your strategy, reflecting all the various conversations we’ve had on the legacy, hopes and ambitions for the future of the school brought together into a beautifully described plan was amazing! We’ve dipped in and out of certain aspects of it, but the celebration was actually the first time I’d seen it all together – you wouldn’t let me see what it looked like before! PAULINE: I just figured that even though we’ve been connecting online for much of the year, we got to know each other so well. You know so much about me now, I wanted to keep something as a surprise for you! I wanted something special for the celebration! CAROLYN: Well you nailed it! It was actually quite emotional seeing where you’ve come from and then your confidence in describing the future. PAULINE: It was so good having you, my support, sitting beside me. CAROLYN: Its certainly been a different year learning to work virtually. PAULINE: Sure has. With COVID-19, only one of the block courses was in person, so the programme has been virtually all online. I don’t know if it would have been any different – for me, it felt like you were in the room anyway. I’m an easily distracted person, my husband has to place me in restaurants so I don’t watch other people too much – so having those conversations in a private space, even online – the ability to focus on one person was perfect. CAROLYN: That’s really interesting – the online thing, it doesn’t phase me because I do a lot of my work on Teams anyway. I can compare our work this year to previous years working with Springboard, and I actually prefer it online, you stay really focused. Your right that If we met in a café, or go for a walk, we can get distracted. It’s still great to have some general chat, but that deliberate one-on-one time online meant we stayed really focused on the coaching. PAULINE: We did! I left those sessions completely brain drained and exhausted, having focused on leadership for that length of time. It was so beneficial; I’d say more beneficial than working face to face. CAROLYN: Coming back to the celebration, the presentation of your plan – I remember noticing a lot of little things, watershed moments throughout the year that were totally aligned with what you presented. When we unpacked the 360 feedback, set goals, understood your leadership style – it all came together so well. PAULINE: It’s not something I’m comfortable doing, standing in front of people and presenting. The first part, school and strategy, that was fine, but the second, talking about personal leadership and the impacts on me – that was hard. I had to come out of my comfort zone and talk from the heart, really reflect on the journey. I really wanted to do the people who had supported me justice with that. CAROLYN: That ties a bit into the learning we did throughout the year, especially introducing the idea of servant leadership. That was a new term for you, wasn’t it? PAULINE: It was! CAROLYN: It perfectly described your style though. I felt that at the start, you were almost reluctant to be a leader. PAULINE: Very much so. CAROLYN: But with the servant leadership discovery, it was like you realised that you already were one! And the style just needed a name. Once that clicked, you were on your way. Watching that transformation from, I think mother hen, you called it? From that to a massively empowering servant leader, and delivering this amazing strategic plan with all of that reflected in it – that was so special. PAULINE: That servant leadership moment, when you asked me what I thought a leader was, and gave my style a name – that really gave me permission to lead how I do naturally, losing some of that mother hen stuff and using my strengths from the 360 feedback. I was so emotional as well, because I’m also on the other end of my leadership journey to others in our cohort. They’re all younger, I’m on the way out kind of thing – I don’t know how many more years I’ll be doing this, I wonder if the 3-year outlook I wrote is the last one I’ll ever do! But it was amazing to get this opportunity, at this stage of my career. I was in a comfortable place with my day to day, but now I’m completely revitalised. I feel like we’re having much more of an impact on the community too, so many new people coming to visit and enrol their kids. You don’t normally get this kind of chance at my age! CAROLYN: I hear that, and I saw so often this year that love you have for the school and the students. One of your strengths that shone through early was your heart for the community, marae, teachers, whanau – everyone. But you also made an amazing shift in knowing when to collaborate, to gather everyone’s voices, and when to turn that into a decision. If nobody’s giving a direction, the waka won’t move where you need it to. PAULINE: Those changes are thanks to you! You’ve said before I give you too much credit but if you never posed the tough questions, pushed me out of my comfort zone, I’d still be the same mother hen leader with the same strategic plan as last year. We clicked so well and got a lot achieved in a short amount of time – I wouldn’t be where I am without your help. CAROLYN: That’s such nice feedback, thank you – it's exactly what you want to hear as a coach. But I could ask the best questions all day long, if the person I’m working with isn’t interested in growing it doesn’t go anywhere. It’s a team effort! PAULINE: As a rural school principal, it’s amazing that someone like Springboard had the insight to see the ways in which we are different from metro principals and have a programme tailored to that. Like three days a week I’m a teacher, two days a week I’m a leader – but all at the same time most days really. CAROLYN: For me it’s just such a privilege to step into a different space, into your space. It reminds me that leadership is leadership regardless of the scenario. A good leader can have a positive impact anywhere. The difference your making now through your leadership practice, and then extrapolate that impact out, into teachers and students and their whanau, it’s a pebble with some massive ripples – I'm grateful to have helped cast that pebble out! Pauline and Carolyn have just completed the Strategic Leadership for Rural Teaching Principals programme. If you’re a school leader or a volunteer looking for this kind of opportunity, get in touch with our team!
5 min read
News

10 steps for more equitable leadership practice

Equity is a priority for almost all school leaders – but focusing on what that means in the day-to-day can prove difficult.   After all, unfairness in both opportunity and outcome has deep-seeded structural roots that regularly stymies progress of those on the margins. Identifying and solving the issues that result in statistics like Māori having the lowest NCEA level 2 rates in the country is often deemed something for the too-hard basket. What can school leaders do from their sphere of influence to change that?   Yet the reality is, it is at that school leadership level that change can be incredibly effective, influencing teaching staff and school culture to create the conditions for change. And in Ishimaru and Galloway’s Radical Recentering paper, we find some key ways to turn equity from an end goal into leadership practice.  10 steps for equitable leadership: An overview  Radical Recentering is a paper that sets out standards for school leadership that put equity at the core of the role. This isn’t limited to race, and incorporates class, ethnicity, gender, sexuality and more marginalised identities.   Essentially, they want to outline concrete practice that centres the marginalised and provides blueprint for school leadership that affords all the same opportunities. Those ten practices are as follows:   1. Engaging in self-reflection and growth for equity  In this action, leaders proactively interrogate their values, biases and privileges. They practice ongoing inquiry into the place they hold in the world, as well as the place of each and every member of their community.   Key questions: Who is included by my school, and who is excluded? Who has the greatest need for a school leader’s service?   2. Developing organisational leadership for equity   In this step, leaders distribute the first step among their team. As a group, you foster an ongoing dialogue about equitable teaching practice in your own context and giving every student the highest quality of learning.   3. Constructing and enacting an equity vision  Here, leaders engage the entire school community, especially those traditionally without authority or power in education decision-making, to create an equity vision. This is similar to the work we do in the Strategic Leadership for Principals Programme, but with a laser focus on a vision that recognises the structural underpinnings of inequity in schools.   4. Supervising for improvement of equitable teaching and learning  Teachers remains the most direct channel of influence on learners in a school environment, and this step recommends leaders support those team members to adopt equitable practice. That means culturally response or sustaining practice and critical thinking with regards to issues like race, class and gender identity. Leaders create a culture of feedback, as both leader and teacher hold each other accountable.   5. Fostering an equitable school culture  Build sincere relationships throughout the community, enhancing the sense of belonging for all students, especially those typically on the margins. Leaders will actively confront and challenge ideas that students are “less than” based on any aspect of their identity, and enacts school policy that aids restoration of power and healthy learning conditions.   6. Collaborating with families and communities  This step puts meaningful relationships at the centre of equity – speaking with and listening to everyone in the community, especially those whose voices may not usually be put at the centre. This includes understanding everyone’s beliefs and promoting the school as the centre of a community that supports everyone.   7. Influencing the sociopolitical context  Here, influencing means working within and outside the community – for example with other schools, coalitions or organisations – to spread the focus on socially aware practice. Effectively, ensuring that the work you do in the school begins to reflect elsewhere, utilising your position as the fulcrum of the community to change structural inequity piece by piece.   8. Allocating resources  This may be time, finances, material or labour hours, but focusing these resources on those who are historically marginalised, bringing everyone to the same level.   9. Hiring and placing personnel   This means ensuring your staff have the understanding and experience to empathise with and promote the perspectives of those ‘othered’ groups.   10. Modeling  This is where school leaders embody all of the above practices in the way they comport themselves. From the largest speech to the smallest interaction, placing the voiceless at the fore.   There is considerable overlap between some of these initiatives, and the exact form they would take in your own school may be wildly different from another, depending on your unique context. But the principle is clear – school leaders are in a unique position of influence, and can take practical steps to ensure the wellbeing and strong education of all.   Many will already be doing this – but by reiterating the importance of placing equity at the centre of everything we do, we shine a light on the often unnoticed ways people get left behind.   At the bottom of it all is one simple way of looking at things: who is in the room when decisions are made in your school? And how can your school better include those who are left out?  
5 min read
Media Release

Connecting with Principals - a new Springboard Trust whitepaper

What did NZ principals do well – and want to improve on – under a COVID-19 lockdown?   Throughout 2020, Springboard Trust has maintained a close relationship with principals across the country – providing support, adapting to the conditions to deliver leadership development remotely, and listening to their concerns and successes.   Between March and May (the Level 4 lockdown period), we undertook a survey of 65 principals nationwide, asking them about what had gone well, what hadn’t, and what kind of support they wanted for the future.   We’re very excited to present the results of this survey in Connecting with Principals - a brand-new report based on reflexive thematic analysis and research from the Springboard team.   The results tell a tale of immense strength – how school leaders and their teams kept their students, whānau and communities engaged from a distance, where they found support and how distance learning has reshaped the way their schools run.  Of course, it is also a tale of challenges – inequities in resourcing, maintaining school culture without face-to-face interactions and the competing demands of home and school environments.   All told, we believe this report provides useful and detailed insight into school leadership during the most difficult of times to be in this role. You can read the report below – we hope you find it enlightening and useful.  
2 min read
News

Eyes on the North-East: An interview with Russell Bishop

"When teachers and other school leaders effectively engage in establishing caring and learning relationships, they are then able to use the pedagogies that we know make a difference for Maori and other marginalized students’ learning.” Russell Bishop, ONZM, hopefully does not need much by way of introduction. He is the past Director of Te Kotahitanga, now Emeritus Professor of Māori Education at the University of Waikato, and author of a wealth of essential research on Kaupapa Māori education and education reform processes. Perhaps most relevant for us right now, he is also the keynote speaker at our Leading for Equity event on September 9! Ahead of Russell’s presentation, we caught up with him to discuss his latest work Teaching to the North-East, and how both teachers and leaders can improve their practice in this regard. Where to find the North-East “The North-East is a metaphorical position,” Russell explains, “on a scatter plot with two axes – relationships and interactions. When teachers are teaching in the North-East, they are proficient at establishing caring and learning relationships (the ‘East’ on the relationships continuum) and using these relationships to enable those dialogic interactions we know make a difference for students’ learning (the North on the Interactions continuum). "When you teach in the North-East, you are able to teach all students – rather than just some, or just those of the majority culture.” “Teachers in the North-East perform well on both axes – they implement effective relational practices in the classroom, and they also use the pedagogies that make a difference. It isn’t enough, particularly for Maori and other marginalised students, to do one without the other – you must have both.” It’s a model borne out of Russell’s theories about the centrality of relationships for researchers and teachers being able to undertake their work more effectively, tested through Te Kotahitanga, then developed further with Cognition Education, laterally with a focus on how to sustain teaching and leading in the North-East. “Sustainability is enabled by teachers continually monitoring student’ progress and the impact of the processes of learning on student learning so as to be able to modify relationships and interactions in a formative manner. Such modifications are supported by coaching so that you’re teaching everyone involved in a classroom and the school to learn, so they can help others. In this way, creating a cycle of self-determined learners at all levels.”Creating the right conditions from the top "The simple message for school leaders who are wanting to promote equitable outcomes in their school is to replicate in their practice what they expect their teachers to do. That is, North-East Leaders supporting North-East teachers in what will become a North-East school." Be they principals, senior leadership team members or any other leaders, they need to learn to create caring and learning relationships, interact dialogically within this context and monitor learners’ (in this case, teachers’) progress so they can modify and sustain their North-East leadership practices.  “A further major role of leaders here is to challenge and support – particularly those who persist with strategies we know don’t work and in fact, are harmful to students’ learning. The aim is to promote a common code of effective practice at all levels in the school.” “Leadership in this approach is essentially a coaching process. And just as we coach teachers into the North-East position, leaders need to be coached and mentored as well so that all are working to the agreed common code of practice.” “If you don’t constantly emphasise a relationship-based environment, and then interact and modify practices within this environment in ways we know make a difference to students currently not benefiting from their participation in schooling, then the chances of Maori and other marginalised children realizing their potential is very limited.” Russell Bishop is the keynote speaker at Leading for Equity – a Springboard Trust learning event on September 9 and 10. For more information and tickets, please click here. For more information on Teaching to the North-East: Relationship-based learning in practice, Russell’s book is now available through NZCER press.
4 min read
News

Air New Zealand’s Nicky Bebbington on having “the best principal in New Zealand”

Volunteering with Springboard Trust is about applying the skills you have learned over your whole career in a new context. Coaching, strategy, leading teams – it is incredible how applicable cross-sector skills can be for school leaders in Aotearoa. So it proved for Nicky Bebbington, a Senior OD Consultant at Air New Zealand. Having been with the organisation (one of our cherished partners) for several years, she knew about the work her colleagues were doing with school leaders – and last year, had the opportunity to experience it for herself. The altruism of school leadership Nicky volunteered in our Springboard Coaching for Leadership (formerly High Performing Leaders) programme, supporting a principal to understand their strengths and areas for improvement – as well as supporting their leadership team in a separate workshop. As she puts it, she feels her work was cut out for her. “I probably got the best principal in New Zealand in my opinion! Her 360 degree feedback was just the best – I was delighted at how capable she was, how passionate she is and how focused she is on building the leadership of her team.” “Schools touch so many facets of society – community, children, future thinking – and principals are managing that, and people, on what is often a shoestring budget. I’m humbled by what the people I worked with took on, the responsibility they bear for young people. It’s so impressive, and so wonderfully altruistic, completely focused on others’ wellbeing and success.” Finding the value in your own work Through the programme, Nicky coached and supported the principal – and discovered just how much value she could bring to the relationship. "It’s all about contextualising, really. I was stretching the leaders, getting them to think outside their education box, and providing a source of comfort as we placed them in a wider strategic context. I wondered beforehand how similar education would be to a commercial enterprise, whether the same methodologies I use day to day would apply. And they do!” “That was some amazing learning I brought back, how broadly applicable what I do can be. You can often lack the confidence in what you do, whether it’s of use to others, but volunteering with Springboard Trust highlighted that there’s a hell of a lot that we can all bring to support educational leaders.” As someone whose work focuses on supporting others, volunteering was a perfect match for Nicky, in content and in ethos. “In my role it’s about helping others be better, helping them get things out of the way so they can make that improvement. I’m putting myself second and other people first, and that feels okay to me – and it’s totally the mindset to bring to the volunteering. Although it’s funny, I think I ended up getting as much out of it as I gave!” As Nicky’s work progressed, she also got to see the flow-on benefits of her work with the principal. “I was fortunate enough to facilitate the full team session, so I got to see the benefits the work was having for everyone involved, how they shared things they hadn’t ever before. I love these people, and I love this programme. It’s a great model, so well designed and highly needed.” “If every principal in New Zealand could gain that same level of insight into themselves and their teams, then wow – we give our education system so much more power to change lives.”
4 min read
News

Feeling the love in our schools, with Fonterra's Jo Martell

This National Volunteer Week (June 20-26), we’re celebrating the amazing experiences of the individuals who give their time and expertise to support school leaders through Springboard Trust. Read more of our coverage here! For Jo Martell, General Manager of People and Culture at Fonterra, the volunteer experience with Springboard Trust has made a fundamental shift in her life.   “I asked a question at a forum recently, completely inspired by my volunteering experience – is there room for love in the corporate sector? Because there is love everywhere in our schools, a power of humanity that is desperately needed.”   That power of love, and the self-described “humbling” time she has spent with school leaders in the last 18 months, has reinvigorated Jo’s outlook.   A gift that goes both ways   Jo was familiar with Springboard Trust’s work through her colleagues who had already volunteered, and leapt at the opportunity to coach a school leader.   “I moved to the Hawkes Bay last year, and Bex [Springboard’s Volunteer Manager] needed someone to step in to help coach a school leader in the region. I’ve really wanted to do this, and it just ended up being perfect timing!”   With that, Jo’s journey began. Starting a new volunteer role in a pandemic-afflicted environment might seem like an added stressor, but, as Jo explains, COVID-19 only added to her drive to contribute to school leaders’ learning.   “COVID has been difficult, yes, but it’s created so much reflection on what’s important. Not just for me but for our children, our country’s future. For me, that meant really committing to finding ways to give back.”  And the coaching hasn’t just resulted in giving back – it's created that cherished two-way learning that so often happens at Springboard Trust.   “It’s such a great equilibrium of gifting and giving – I feel so privileged to be a part of these principals’ lives and to be able to offer a contribution to their learning in return.” Humbling experiences   As a volunteer, Jo has coached school leaders, providing an invaluable sounding board for them to reflect on themselves, their teams and their leadership style – which has proven to be an eye-opening experience.  “I think in the corporate world, we tend to have stronger frameworks around careers and leadership – identifying someone’s aspirations, helping them find pathways to those aspirations, and giving them the confidence to move forward. The principals I’ve worked with were teachers prior to their leadership role, and just haven’t had access to anything like that.”   “That’s been a really humbling experience, realising how much we have access to in the corporate sector that we take for granted. How to have conversations to build trust, key trust equations, even a lot of Simon Sinek stuff – being able to introduce those to school leaders has been amazing.”  “Because it’s lonely, you know? In the principal role. I’m often there as someone the principal can just download to, and help them get back into a positive space. I like to see them dancing out of our meetings!”   Spreading the love Jo’s time with school leaders has also given rise to immense gratitude for the work they do.   “The work they do for the next generation is vitally important, and they do so much of it – they're social workers, charity workers, teachers, leaders, and above all they love their kids so much.”  “Being invited into that world, welcomed like family and seeing the love in our schools first-hand – it's something you just have to do if you get the opportunity.”  
3 min read

Helping you lead through change with confidence and clarity.

Kickstart Your Strategy Workshop

A strategic plan is a foundation document for any future-facing school. However, that plan takes the long and broad view of your school’s vision and strategic goals and does not provide the level of granularity that is required to translate strategy into action.  Kickstart Your Strategy is all about breaking down your strategic plan into scoped, measurable pieces of work that your team can use to guide action and review progress on a regular basis.   How does Kickstart Your Strategy work? This workshop will assist you and your lead team to: Initiate - Practical experience in initiating and planning your activities Communicate - Understand who your key stakeholders are and how best to engage them Implement – Gain knowledge of tools that will assist in monitoring and measuring your plan Change - Appreciate your role in leading the strategic change within your school.  Who is Kickstart Your Strategy for? The KYS workshop is open to principals who have completed the Strategic Leadership for Principals Programme in the prior year, as well as their senior leadership teams.   To find out more about our next KYS workshop, get in touch with your Programme Manager or head on over to our contact page. 

School Innovation Services (Professional Learning and Development)

Professional learning and development (PLD) is at the heart of any good school. Building tomorrow’s leaders and helping them adopt the same lessons you have learned through our programmes is a key part a future-focused education.   But for so many New Zealand schools, needs are varied. Needs are unique. And those needs must be met to improve the lives of young New Zealanders. School Innovation Services is Springboard Trust’s latest offering, supporting school leaders and Communities of Learning/Kāhui Ako with bespoke development opportunities.   What is School Innovation Services?   In short, School Innovation Services is our umbrella term for bespoke leadership development - be it for principals, their teams or Kāhui Ako. This has included custom versions of our Strategic Leadership for Principals Programme, or running this in regions where we do not have existing resources to deliver. It has also meant strategic design and / or evaluation, as well as helping leadership teams prepare for cultural capability work. In action, this will look different for every school. We are an accredited PLD provider with the Ministry of Education, and have worked in multi-agency and multi-school environments, right down to helping leaders with single-issue projects.   The theme is collaboration – consulting with every available party, from school to government to community, and finding unique solutions for your challenges.   If it will help learner success and it isn’t in our existing portfolio, our School Innovation Services team will be able to help.   How does School Innovation Services work?   Rather than focus on the development of a single leader or their team, School Innovation Services works on a project- or issue-based system around your school or Kāhui Ako.   We utilise innovative thinking and cutting-edge frameworks to help schools tackle issues with the help of everyone around them. At all times, this is driven by a social impact model that ties everything you do back to the outcome – success for your learners.   In practice, we have five general focus areas in School Innovation Services, with the resources to help New Zealand schools in any and all related issues.  History of School Innovation Services  This offering has stemmed directly from our work with Kāhui Ako across New Zealand. Recently, we participated in the Communities of Learning Change Management panel with the Ministry of Education, and worked closely with many Kāhui Ako as a consultant to help them streamline, evolve and work together to achieve their common goals.   Through this work, we developed a keen understanding of schools’ ongoing needs that complement our original suite of programmes.   In 2019, we began a pilot series of School Innovation Services programmes, which expanded in 2020 to include a huge variety of bespoke leadership development for tumuaki across Aotearoa. Who is School Innovation Services for?   School Innovation Services are available to all who need it – not just the Springboard Trust alumni, and not just Kāhui Ako. Whether you need help developing leadership capabilities, are struggling to manage conflicts or simply want communications assistance – School Innovation Services is set up to deliver your solutions, based on your needs. To find out more about School Innovation Services, please contact your programme manager, or head on over to our contact page.  

Strategic Leadership for Rural Teaching Principals (SLRTP)

Rural teaching principals face challenges that their metropolitan counterparts often do not.   Working as both teacher and principal, these leaders also have numerous other roles within their school. On top of this, in a rural context school leadership extends far into the community – to the extent that they are ‘always on’.   Finally, there are often significant hurdles for rural teaching principals in terms of accessing development opportunities, and finding relief teaching when those opportunities arise.   With some 20% of the country’s principals in this situation, Springboard Trust is thrilled to offer a unique, tailor-made programme designed with them in mind.  Tailored development for rural teaching principals  The Strategic Leadership for Rural Teaching Principals Programme (SLRTP) is the first of its kind in New Zealand. Combining elements of our Strategic Leadership for Principals Programme (SLPP) and our Springboard Coaching for Leadership programme, we developed this course in recognition of those rural-specific challenges that principals face.   SLRTP includes:  Three 2-day residential block courses and one final full day course  Interactive webinars from our Subject Matter Experts  Regular online cohort meetings  A 360° leadership review  One-on-one meetings with Impact Coaches  Debriefing sessions with Programme Managers  Self-paced learning and ancillary resources   Cohort engagement through our Canvas LMS  Taken over the course of a calendar year, principals will pair with Impact Coaches – volunteers from our network of experts – and learn the fundamentals of strategic leadership, with a unique focus on rural teaching principal roles.   They will work together through our new blended learning model, combining the best of both virtual and in-person learning environments.   As with our other programmes, the relationship with your volunteer forms the cornerstone of your learning. A high-trust relationship forms, and helps you develop your skills as a leader within the parameters of the programme.  SLRTP Requirements and application details   SLRTP is open to all rural teaching principals who wish to enhance their strategic leadership. However, due to the high number of applicants we receive each year, we prefer to prioritise principals who meet the following criteria for our philanthropically funded places:   Have at least two years of experience as a principal Have been at their current school for at least 12 months Have no major PLD commitments in the coming year Have no Commissioner or Limited Statutory Manager Have the support of their Board of Trustees Uphold Te Tiriti o Waitangi principles through a particular focus on results for Māori young people and their whanau Are willing to lead others in change  Are a teaching principal in a U1 or U2 school, or a significant distance from the nearest metropolitan centre SLRTP workshops are usually delivered in a combination of in-person block courses and online workshops with our volunteer subject matter experts.   Across the 10 months, it is expected that principals will spend around two hours per week engaging in this professional learning and working with others, in addition to the workshop times. Volunteer Impact Coaches will be required to give around 40 hours of their time, while for subject matter experts the time required will be variable, but usually under 10 hours. For PLD applications, we anticipate it will take approximately 100 PLD hours per cohort.  For volunteers interested in becoming an Impact Coach, please contact our Volunteer Manager, Rebecca Brown.  

Annual Planning Workshop

Principals also need to know how to deliver their strategic plan effectively, year on year.  Which initiatives you’ll take on this year, who will be responsible versus who will be accountable, and when do actions need to be completed.  With the Annual Planning Workshop, you get the clarity you need to deliver on your strategy in the upcoming year.     What happens in the Annual Planning Workshop The Annual Planning Workshop is a Term Four programme tailored for alumni principals who have completed the Strategic Leadership for Principals Programme (SLPP). A single-day session for you, your senior and/or middle leaders, it is a time to break down your strategic hierarchy (vision, mission, initiatives, actions and outputs) and set clear goals and initiatives for the following year.   Once finished, you will:  Understand your strategic hierarchy  Be able to define and tell apart the above terms in your own plan  Have a shared language for talking about the plan in your team   Use the SCOT and PEST models, and apply them in your school  Understand where you are in the delivery of your strategic plan Be able to apply RASCI frameworks to your plan  Have a leadership team who understands the ins and outs of the strategic plan.  In short, the Annual Planning Workshop breaks down the strategic plan into an annual plan.    Who is the Annual Planning Workshop for?   As above, this workshop is open to all alumni principals who have completed the Strategic Leadership for Principals (SLPP) programme.   While principals may come on their own, we recommend they bring at least their Deputy Principals or Assistant Principals, as well as other key members of their leadership team.   In Auckland, the workshops will take place at the Springboard Trust offices in Onehunga. Elsewhere in New Zealand, we will host them at venues to be advised based on demand and resource.   Please note that, as with most of our programmes, resource is limited. While all alumni principals are welcome, we may have to prioritise based on school need. What does the Annual Planning Workshop cost?   Nothing but your time! Annual Planning is a free workshop, and will run for approximately six hours on a single day. Where can I enrol in the Annual Planning workshop?   Registration will open in term three but before then you can get in touch with your Programme Manager, or head on over to our contact page to fill out an expression of interest.  

High Performing Leadership Teams (HPLT)

It takes a village to raise a strong school environment.  While strong leadership is a must for any New Zealand principal, it is equally important to bring that journey to each and every member of a school’s leadership team.   Springboard Trust’s High Performing Leadership Teams programme helps schools develop a shared vision, understanding and plan for high performance. It helps individuals find their place in a leadership team, create development pathways and identify how every members of a team contributes to the vision or plan of a school.   A problem shared is a problem halved, and leadership shared is leadership gained by all.   How does High Performing Leadership Teams work?   HPLT is a programme designed to light the fire of distributed leadership in New Zealand schools.   You and your leadership team (both senior and middle leaders welcome) meet with an expert volunteer facilitator through three four-hour workshops, taking place across one school term, all under the guidance of a Springboard Trust Programme Manager. The workshops are: Laying the Foundation Building the Team Operating to Get Results A pre-survey helps the facilitators understand your team, and they will feed back analysis on how you all work together before the workshops begin. This ensures the course is tailored to your leadership team’s needs, rather than a prescribed curriculum that may not be an ideal fit.  Through the workshops, you will build a cohesive team unit who understand one another, learn to operate effectively and communicate with one another to improve learner success.   A final round of analysis with the facilitators helps your team set next steps, and clearly define roles and development for the future.   You can find more information on the facilitator role here! What do school leaders gain from High Performing Leadership Teams?  By the end of an HPLT course, you and your leadership team will have:   A shared knowledge of what constitutes a High Performing Leadership Team and a shared team purpose, behaviours and goals to achieve this.  Increased their skills and abilities to work effectively together as a high performing leadership team and lead change.    Developed a shared commitment to change and a focus on operating strategically to achieve results.  Who is High Performing Leadership Teams for?   HPLT is open to the leadership teams surrounding all Springboard Trust alumni (those who have completed the Strategic Leadership for Principals Programme).   While all leadership team members are welcome, it is ultimately the decision of the principal on who to bring to the HPLT programme. In particular, leadership team members who play an important role in the implementation of your strategic plan should be invited.   What do you need for High Performing Leadership Teams?   First and foremost, a willing leadership team that wants to commit to positive change and a better shared understanding of your work. The HPLT programme will take up to five days of time across a single school term, ideally conducted face to face in a safe environment. Please note that unlike many of our other strategic leadership programmes, HPLT does have a cost of $2,500 plus GST. There are scholarships available thanks to our partners – please contact us to find out more about this.   To enquire about our next HPLT intake, please either contact your Programme Manager or head on over to our contact page.  

Skills Workshops

Developed in response to school leaders’ needs, Springboard Trust Skills Workshops are one-day events that focus on a specific element of school leadership. These offer a fantastic opportunity for principals and their teams to dedicate time and resources to their planning and leadership, with guidance from our expert volunteers and Programme Managers.   With more Skills Workshops in development, Springboard Trust is thrilled to continue working with school leaders on whatever facet of their leadership needs focus.

Springboard Coaching for Leadership (SCL)

Foster your strengths through a comprehensive 360-degree feedback system with coaching support. Springboard Coaching for Leadership (formerly High Performing Leaders) is a service designed to support principals, senior and middle school leaders to understand their strengths and how these can be leveraged in existing or future roles.  From Term 3, 2021, Springboard Trust will be offering this programme in an extended format, running across Term 3 and 4 (rather than a single term as have historically done). How does Springboard Coaching for Leadership work?  SCL is a process of reflection, introspection and then connection. The Springboard team – along with our volunteers – provide a principal, senior or middle leader with coaching and guidance to help them decipher their strengths, areas for development and where they should focus their efforts.  This is supported by a comprehensive 360-degree feedback process involving up to 15 people the leader works or engages with. Fully confidential, SCL provides a safe and supportive environment for all the feedback you need to thrive.   You will work through SCL in a series of one-on-one sessions alongside an expert volunteer coach, who will support you to unpack the feedback, set a goal and work on a plan to achieve your goal.  What do school leaders get out of Springboard Coaching for Leadership? Springboard Trust’s leadership framework is a tried and tested model for not just strong school leadership, but the flow-on impacts of that leadership to the rest of the school and wider community. It correlates with the Teaching Council’s Leadership Framework, as well as the Mental Health Foundation’s 5 Ways to Wellbeing model.   Through 360 feedback and coaching in SCL, school leaders will:  Foster trust, safety, creativity and exploratory thinking in themselves and their teams.   Develop strengths-based leadership with clear, practical next steps.   Get unique insight into their own leadership style.   Create positive leadership practices that impact the whole school and community.   Finally, SCL gives you the starting point for developing your own skills and bringing the rest of your leadership team on this journey with you.   Who can take on Springboard Coaching for Leadership? The SCL programme is open to all Springboard Trust alumni principals (those who have completed the Strategic Leadership for Principals Programme), their senior leaders and middle leaders.  This service runs over several months, and requires committed input from up to 15 key people, including coaches, leadership team members, direct reports and peers. To find out more about Springboard Coaching for Leadership or to register your interest, contact your Programme Manager or head over to our contact page. 

Strategic Leadership for Rural Teaching Principals (SLRTP)

Rural teaching principals face challenges that their metropolitan counterparts often do not.   Working as both teacher and principal, these leaders also have numerous other roles within their school. On top of this, in a rural context school leadership extends far into the community – to the extent that they are ‘always on’.   Finally, there are often significant hurdles for rural teaching principals in terms of accessing development opportunities, and finding relief teaching when those opportunities arise.   With some 20% of the country’s principals in this situation, Springboard Trust is thrilled to offer a unique, tailor-made programme designed with them in mind.  Tailored development for rural teaching principals  The Strategic Leadership for Rural Teaching Principals Programme (SLRTP) is the first of its kind in New Zealand. Combining elements of our Strategic Leadership for Principals Programme (SLPP) and our Springboard Coaching for Leadership programme, we developed this course in recognition of those rural-specific challenges that principals face.   SLRTP includes:  Three 2-day residential block courses and one final full day course  Interactive webinars from our Subject Matter Experts  Regular online cohort meetings  A 360° leadership review  One-on-one meetings with Impact Coaches  Debriefing sessions with Programme Managers  Self-paced learning and ancillary resources   Cohort engagement through our Canvas LMS  Taken over the course of a calendar year, principals will pair with Impact Coaches – volunteers from our network of experts – and learn the fundamentals of strategic leadership, with a unique focus on rural teaching principal roles.   They will work together through our new blended learning model, combining the best of both virtual and in-person learning environments.   As with our other programmes, the relationship with your volunteer forms the cornerstone of your learning. A high-trust relationship forms, and helps you develop your skills as a leader within the parameters of the programme.  SLRTP Requirements and application details   SLRTP is open to all rural teaching principals who wish to enhance their strategic leadership. However, due to the high number of applicants we receive each year, we prefer to prioritise principals who meet the following criteria for our philanthropically funded places:   Have at least two years of experience as a principal Have been at their current school for at least 12 months Have no major PLD commitments in the coming year Have no Commissioner or Limited Statutory Manager Have the support of their Board of Trustees Uphold Te Tiriti o Waitangi principles through a particular focus on results for Māori young people and their whanau Are willing to lead others in change  Are a teaching principal in a U1 or U2 school, or a significant distance from the nearest metropolitan centre SLRTP workshops are usually delivered in a combination of in-person block courses and online workshops with our volunteer subject matter experts.   Across the 10 months, it is expected that principals will spend around two hours per week engaging in this professional learning and working with others, in addition to the workshop times. Volunteer Impact Coaches will be required to give around 40 hours of their time, while for subject matter experts the time required will be variable, but usually under 10 hours. For PLD applications, we anticipate it will take approximately 100 PLD hours per cohort.  For volunteers interested in becoming an Impact Coach, please contact our Volunteer Manager, Rebecca Brown.  

Strategic Leadership for Principals Programme (SLPP)

A transformative 10-month leadership development programme for Aotearoa principals.  The Strategic Leadership for Principals Programme (SLPP) brings New Zealand principals together with strategic experts to develop your leadership and to support clear, insightful planning for schools.  Strategic leadership is a pivotal element for improved school performance. The ability to plan, manage and report as the fulcrum of your community ensures strong relationships and the right conditions for everyone to thrive.    How SLPP works for NZ principals  Over a series of workshops spanning 10 months, SLPP explores the core elements of strategic leadership for New Zealand principals – beginning the journey to creating better student outcomes.   This learning occurs with the support of a Capacity Partner – a dedicated expert volunteer, with whom principals will build a trusted, high-empathy relationship that delivers outstanding impact. This cross-sector model is unique to Springboard Trust, and ensures every principal who takes part has personalized support to meet their needs at both a personal and professional level.   Together, they work with a cohort of up to six other principal-Capacity partner pairings, under the guidance of an experienced facilitator and Springboard’s own expert Programme Managers.   By the end of the programme, principals typically demonstrate significant progression in:  One- and three-year planning and outlook  Creating and communicating a vision and strategic plan Identifying, communicating with and gaining buy-in from key stakeholders Measuring the impacts of their changes Leading the same transformative change for their team  This forms the bedrock of the conditions for improved student outcomes, which we explore in more detail through our Alumni Services.   For more information on the direct impacts on school leadership that principals gain through SLPP, please check out our annual Impact Reports.   SLPP Requirements and Application Details   SLPP is open to principals who wish to enhance their strategic leadership. However, due to the high number of applicants we receive each year, we prefer to prioritise principals who meet the following criteria for our philanthropically funded places:   Have at least two years of experience as a principal  Have been at their current school for at least 12 months  Have no major PLD commitments in the coming year  Have no Commissioner or Limited Statutory Manager  Have the support of their Board of Trustees Uphold Te Tiriti o Waitangi principles through a particular focus on results for Māori young people and their whanau Are willing to lead others in change   SLPP workshops can be delivered either in person, virtually or through a combination of both – please note that depending on location, some travel may be required for the former.  Across the 10 months, it is expected that principals will spend around two hours per week engaging in this professional learning and working with others, in addition to the workshop times. Volunteers will be required to give around 40 hours of their time, while for facilitators about 50 hours of time is required. For PLD applications, we anticipate it will take approximately 100 PLD hours per cohort.   For volunteers with leadership experience who want to find out more about becoming a Capacity Partner, you can find full details of the role here – or contact our Volunteer Manager Rebecca Brown to express your interest in the next programme.   

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2019 Impact Report

In-depth analysis of Springboard Trust's impact on New Zealand students, schools, leaders and communities.

Students impacted
138,487

Over 150 participating schools across New Zealand

From strategic leadership to educational transformation, our programmes impact schools and learners right across the country.

Our Partners