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News

Recap: Timeline changes for curriculum and assessment in Aotearoa schools

From localised curriculum to NCEA pilots, there are significant changes to the education sector on the way this year. But, as the Ministry of Education outlined late last year, the timeline for these has been extended so that schools have some space to re-strengthen after the COVID-19 lockdowns.   "These change programmes remain critical for the future success of our education system but they require considerable effort”, noted Minister for Education Chris Hipkins.   “We consider that time spent reconnecting with communities and focusing on wellbeing, as well as teaching and learning, will serve communities best heading into the new year.”  So, a bit more space to breathe before the rolling changes begin – but what will happen when?   We have put together a timeline infographic for the key changes outlined in November 2021, focusing on:   New Zealand Curriculum Refresh  Localised Curriculum (Aotearoa New Zealand Histories and Te Takanga o Te Wā)  NCEA Change Programme (both NZ Curriculum and Te Matauranga o Aotearoa) Te Whāriki   Of course, these are just the headline changes to date – we'll be sure to be in touch regarding further shifts in the timeline.   And if you require any assistance whatsoever in leading or dealing with the changes, our volunteers and Relationship and Programme Managers are on hand to help!  
3 min read
News

Emerging analysis on COVID-19 and learning loss

The impacts of COVID-19 on student learning are something that will emerge in the coming months and years, but much of this analysis is already underway. However, as UK researchers Harmey & Moss (2021) note, much research so far has used what we know about loss of learning through normal school closures, such as the summer break. Pandemic-related closures, however, are a very different type of closure – unplanned, swift and often for undetermined periods of time.   Throughout 2021, Harmey & Moss did a rapid analysis of the impacts of sudden school closures from similar events, like the SARs pandemic or extreme weather events – here is what they found.    School leaders’ local knowledge is pivotal in leading the return Harmey & Moss note that tumuaki are almost uniquely well-placed to manage the return to school – not just for the students, but for the whole community. Citing research on schools reopening after sudden natural diasater-related closures in Japan and Aotearoa (including Carol Mutch’s excellent work on crisis leadership which you can learn more about here), they highlight how local knowledge is key to helping everyone move forward.   Principals’ key role here stems from several factors – their understanding of the whole community, its vulnerabilities and needs, as well as their ability to drive social cohesion during recovery.   Learn from your crisis communications   Looking at school responses to Hurricane Katrina, the researchers identified a theme of applying disaster lessons to future contingency planning.   This largely focused on communication, and tensions that arise from either unclear responsibilities or messaging with the community. Mutch (2015) had three recommendations for communicating during a recovery – be timely, be accurate and keep the messages coming.  Applying lessons learned from communications during the COVID-19 lockdown may be less of a priority for Aotearoa principals, however. As our Connecting With Principals report indicated, leaders felt they were successful in maintaining clear communications with their team and wider network of stakeholders, keeping everyone in the school community on the same page (which they deemed to have positive impacts on at-home learning).   In fact, the primary communication challenge cited in our research was an external one – receiving word of school closures with little-to-no notice, or receiving too much information (particularly that could be open to interpretation).   Related learning: Leading Through A Crisis, with Carol Mutch Incorporate the disruption into the learning environment  Around a third of the research that Harmey & Moss analysed spoke to the idea that in recovery from a disruptive event, curriculum should teach students about it and encourage reflection on it.   Specific examples from existing research are straightforward, but useful, including professional learning and development to support staff. From there, examples of disruption-as-curriculum include students writing personal responses or reflections and developing storytelling skills through this.  Given the extra space afforded to schools with regards to the New Zealand Curriculum refresh, it may be something to consider in the coming months.   School leaders are essential in supporting mental health   For many tumuaki reading this, the above point will come as no surprise. Having spent much of the last two years supporting the taha hinengaro of their staff, students and communities, Aotearoa principals are certainly well-versed in the emotional labour of whole-school recovery.   However, Harmey & Moss’ analysis suggests that this work will continue for some time yet. Research from both Aotearoa and Japan shows that tamariki responses to disruption or trauma may take months of “normalcy” to emerge, as they grow more confident in speaking about their experiences.   School routine can be critical here, re-establishing the sense of camaraderie and support that may have been missing during lockdowns. Mutch (2017) believes school leaders should hold off on significant changes during recovery, while Direen (2016) suggests leadership support for teaching staff should remain a priority.   This tracks with our Connecting With Principals report, in which tumuaki noted they had to provide significant support after the first lockdown – in some cases having to coerce teaching staff into returning to school. In establishing a network of mental health support at the staff level, schools create a safety-first environment that helps students reacclimatise to in-person schooling.   Of course, this does not address the more severe trauma that many tamariki have experienced during the pandemic to date, from food and financial poverty to an increasing prevalence of depression in some of our youth. Additionally, given the large overseas focus of Harmey & Moss’ analysis, there is little insight into how recovery and mental health support may need to be more focused on Māori, Pasifika and vulnerable students and whānau in Aotearoa.   Related learning: The Principals Panel, with Ian Narev (September 2021 - Mental Health and Wellbeing) The recommendations, in brief   Having analysed relevant literature across many crisis events that forced sudden school closure, Harmey & Ross settled on the following recommendations for schools in an “emerging” phase from the pandemic.  Give school leaders greater financial autonomy, given their important local knowledge and capacity to lead the community. School leaders should develop contingency plans, notably around emergency communications, key responsibilities and supporting the community.   Give school leaders additional resources to prioritise the mental health of their team, students and themselves.  Give students opportunities to reflect on their responses to the COVID-19 pandemic as part of their learning.  Provide materials to educate students about COVID-19.   Expand research around “learning loss” to encompass community reflections, particularly around their experience of educating during the pandemic. These recommendations are based on a UK system, and as such may not be directly transferable to an Aotearoa context. But, given what we have seen and heard from the tumuaki working with Springboard Trust in the last two years, the key themes and focal points of school leadership are similar in any crisis response. With the Omicron variant now in the community and further disruption for schools likely, sharing strategies for keeping learning going may be key to mitigating negative impacts in 2022.  
4 min read
News

Springboard Trust welcomes partnership with the NZ Council for Educational Research

Springboard Trust and the New Zealand Council for Educational Research/Rangahau Mātauranga o Aotearoa (NZCER) have entered a formal partnership for the coming year, with a shared goal of better evaluating student outcomes. Measuring the impact of professional learning and development on student outcomes is historically a challenge for providers and evaluators – but one that both Springboard Trust and NZCER have made significant commitments to. “Evaluation is often very high-level, or too sporadic or generic to be effective. There are often missed opportunities for deep learning and tailored feedback loops, which can really bring everything together,” notes NZCER Director and Chief Executive, Graeme Cosslett. “That’s why we’re really excited about this partnership – it creates the kind of collaborative approach we really want to see in this space. Our values and purposes align, and together we do believe we can enhance outcomes for learners.” It is a sentiment echoed by Springboard Trust’s CEO, Dale Bailey. “Every year we evaluate our impact but are always looking for opportunities to strengthen that part of our practice and clearly, definitively demonstrate the impact our work has for tumuaki and tamariki. Partnering with NZCER isn’t just a logical next step in that regard – it's an essential part of our continued improvement.” As a partner to Springboard Trust, NZCER will provide support with their wealth of research and evaluation expertise, as well as working on specific projects with us. “One part of this we’re very excited about is evaluating outcomes for Māori principals, as well as generally acting as an independent critical friend,” Graeme adds. “From our perspective, Springboard Trust has made a really positive difference for hundreds of Aotearoa schools, and we’re thrilled to support that work.” NZCER and Springboard Trust have a storied history, with the council providing support and advice throughout the last 15 years. This has included aromātai / evaluation of the very first cohort of tumuaki in the Strategic Leadership for Principals Programme in 2007, as well as a significant report in 2015 on the impacts of the same programme. The Springboard Trust vision is to transform schools together – an acknowledgement that through rangapū / partnership and collaboration, we can build a stronger future for our tamariki. This latest partnership is a great example of that in action.
2 min read
News

Watch now: Principals Panel with Damien Izzard, from Te Tupu Managed Moves

Hot off the press - it's our latest Principals Panel! For our August session, Ian Narev went in-depth with Damien Izzard, coordinator of Te Tupu Managed moves. You can watch the panel (beginning from Damien's introduction of Te Tupu Managed Moves) in its entirety below! And if you'd like to learn more, our previous interview with Damien can be found here.
1 min read
News

Where Springboard is offering strategic leadership programmes in 2022

Every year, Springboard Trust has the opportunity to support tumuaki in new regions across Aotearoa – and 2022 will see three parts of the country host their very first Strategic Leadership for Principals Programme (SLPP) cohort.   Where the Strategic Leadership for Principals Programme is running in 2022  We are once again running cohorts in the majority of places where we have historically operated – Northland, Auckland Waikato, Bay of Plenty, Hawke’s Bay, Wellington and Wairarapa, as well as the Canterbury region.   Northland | Te Tai Tokerau Auckland | Tāmaki Makaurau Waikato Bay of Plenty | Te Moana-a-toi Hawke's Bay | Te Matau-a-Māui Wairarapa Wellington | Te Whanganui-a-Tara Canterbury | Waitaha In addition, our three new regions are Taranaki, Otago | Ōtākau and the West Coast | Te Tai Poutini. We’re incredibly excited to be offering our strategic leadership programmes in these areas – and a huge thanks to the Toi Foundation for helping us get started in Taranaki.   As for our Strategic Leadership for Rural Teaching Principals programme (SLRTP), we expect to deliver this in the same regions as we are this year – Northland, Waikato and Canterbury.  What if my region isn’t listed?  Don’t worry! There are plenty of ways we can support your school leadership/hautūtanga even if we’re not running an SLPP or SLRTP cohort in your area.   One way is our virtual SLPP cohort - the same strategic leadership development, but in an online/tuihono environment. If you’d like to know more about that, you’ll find information here.  On top of that, you may have seen that we’re also welcoming a wider variety of funding applications for our strategic leadership programmes. This doesn’t replace our philanthropically funded places – it's in addition to them, which we hope lets us expand our impact across all of Aotearoa. For example, earlier in the year we ran our very first Nelson programme through MoE PLD – we'll have more on how that went soon!   And if I want to apply for 2022?   It’s all quite simple – just head this way to fill out the expression of interest and we’ll be in touch! And if you’re interested in volunteering with us in 2022, our Volunteer Manager Rebecca Brown is the one to contact.   Ngā mihi, and we hope to hear from you soon!  
2 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

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. Springboard Trust’s can offer it's unique cross-sector learning to school leaders and Communities of Learning/Kāhui Ako where it fits the Ministry of Education's priorities and criteria. Our PLD model   Through funded PLD, Springboard Trust delivers similar learning to our philanthropically subsidised programmes and workshops. This has included custom versions of our Strategic Leadership for Principals Programme, or running programmes 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.  We scope the work alongside you, find the right cross-sector experts to support with your needs and help to create positive change. To find out more about how we might be able to support you, contact your Relationship & Programme Manager.History of Springboard Trust PLD This offering has stemmed directly from our work with Kāhui Ako across Aotearoa. We had previously 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. This work complements (rather than takes the place of) our philanthropically-subsidised programmes, allowing us to expand our reach and transform schools together in places and ways we otherwise could not.

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.   Strategic Leadership for Rural Teaching Principals: Expression of interest 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.   Strategic Leadership for Rural Teaching Principals: Expression of interest 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.    Strategic Leadership for Principals Programme: Expression of interest 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