Strategic Planning - Eyes on the Horizon

Picture the swell, you can see it from where you are standing, the beach is quiet, waves building and challenge speaks to your soul.  Calling to you, enticing you to take your chances… willing you to take the wero laid down… this is the start point of a surfer’s journey… aligning also with that same journey of a school leader.  Why?  Not because of the thrill of the ride - a call from that which lays out beyond the breakers… the horizon.  That which lies beyond what we can see - the future, our future… our students.

The first step is getting your feet wet.  It’s time to jump in.  

The paddle… head up, eyes on the horizon… can be hazy but still they know where they are headed.  There are challenges… it takes time to paddle past the ‘chop’ of day to day.  Still getting out past the break is the goal, and so begins the paddle.  

Upon arrival there is the quiet… the space/the pause… stimulus/response… A quiet minute (whether authentic or created).  Take a breath.  The swell rises, the surfer maps their course.  They are aware of those around them, with them, also an awareness of obstacles that might get in the way.  The swell rises and it’s time to stand… take action and take the drop… Drop into challenge.  Navigate whatever accompanies the ride.  As a leader it is essential to stay above the breakers, take the time to pause, carefully consider the ride.  

What does this look like for school leaders?  As leaders we must keep our eyes on the horizon - our students… our future.  With clear focus on their needs, their growth, the potential of those in front of us, and those we lead, we set our vision. 

““Successful Wayfinding Leadership requires that we develop ‘response ability’ and avoid reactivity.””

— Elizabeth Kapu’uwailani Lindsey, Wayfinding leadership

So then time for ‘Momentum’ - vision needs action/movement to bring it into being.  The surfer makes the drop, rides the wave.  Riding the wave…an authentic need to be agile, staying true to the vision, turning, steering, facing challenges to stay on board, to reach our goals.  Controlling the swell, bracing for a spill, light, flexible, navigating the inevitable challenges of staying on… rising above challenge, standing strong.  

Once again we steer you back to the concept of disciplined freedom - being agile enough to cope with that which comes at you… unforeseen challenges, navigating change while still staying true to core focus areas and ultimately the destination - the vision for your students/kura.  Covid and illnesses are challenges, teaching shortages are a challenge, engaging authentically with all stakeholders can be a challenge.  As a leader it can be hard to navigate.  Especially considering the need to navigate on our feet, agile, light, ready to respond to change, essentially still focused on the horizon.  Good planning supports this whole process, and is a challenge that we are happy to lean into with school leaders.

All around Aotearoa school leaders and their teams are carefully considering what the best path is for their people. The time is now…we can not stay in a state of challenge  ‘just getting by’ - paddling through the foam.   We have to lean into the challenge and keep the course… growth and change… those we lead and our own.  Our tamariki and young people need us to step into our space.  We need to nurture them to grow too - so they can fulfill their destiny, ultimately they are our future.  

““The true gift of the wayfinder’s journey is not arrival at the destination; it is who we become along the way as we fulfill our potential.””

— Elizabeth Kapu’uwailani Lindsey, Wayfinding leadership

Climbing into the flax bush - starting your Mana Ōrite journey

"Mā te whakātu, ka mohio, mā te mohio ka marama, mā te marama ka matau, mā te matau ka ora." 

"With discussion comes knowledge, with knowledge comes light and understanding, with light and understanding comes wisdom, with wisdom comes wellness."

Have you had a chance to check out the Mana Ōrite webinar series yet? You can explore a  range of videos, podcasts and downloadable worksheets and resources to spark deeper korero and changes in practice at your kura. The more we talk, the more we can learn. The more we learn, the more we know. And the more knowledge we have, the more light comes in - and the more we will grow through knowing.

This quote from Mere Berryman, Dawn Lawrence and Robbie Lamont also points to the importance of dialogue:

“ “Dialogue within responsive pedagogy requires relationships in which risk taking is encouraged, where there is no shame in being a “not knower” and where it is understood that everyone brings with them knowledge, ways of knowing, and experiences of value to share.””

— Cultural relationships for responsive pedagogy: A bicultural mana ōrite perspective.

The key take-away from this quote is that there is no shame in not knowing - and that it is through korero that we can begin to know and acknowledge ways of knowing. 

This blog post is about feeling brave to start the korero, about feeling brave to ‘clear the undergrowth’ and about recognising that we all have to start somewhere - but we have to start somewhere together. 

Tungia te Ururua, kia tupu Whakaritorito te tupu O te harakeke
Clear the undergrowth so that the new shoots of the flax will grow.

But how can we clear the undergrowth? Where can we start? 

What about if we start by seeing the learner as the centre of the flax bush. As a rito and ngākau, ākonga are protected and surrounded by whānau, elders, teachers and others who can help - and we are not on our journey alone. We are part of the flax bush and we are growing together. We are all just one small part of the flax bush - but it is through working together that we can weave a brighter future for the rito. 

Let’s go to the bottom of the flax bush. Yes, at the bottom of the flax bush it is dark. And we might find some things that need to be cleared away - but we can also see the light of the growing rito. We can agree that the learner needs to be at the centre and we can work together to clear the path for more growth and ongoing korero. The more we talk to people, the more we can let the light in and we can grow stronger together with a rich mātauranga Māori foundation and a new shared understanding.   

Mana Ōrite is an opportunity to grow in a direction that is informed by indigenous knowledge. How can we start clearing the way? How can we start growing? 

We just need to start. 

Here are some pātai to start the discussion:

How are we inviting the ‘tanga whānau’ into our practice? (whanaungatanga, manaakitanga, kotahitanga and kaitiakitanga)

How can we start our learning design from a mātauranga māori seed?

How can we honour the learner and their whakapapa at/as the centre?

How can we learn and play together? (ira tākaro, ako)

How can we grow quietly and humbly beside each other with shared roles in learning? (whakaaro nui, whakamana, whakaiti)

The first step is working together. We may need to clear some things away before the new shoots will thrive. But we have to start. Together. 

"Mā te whakātu, ka mohio, mā te mohio ka marama, mā te marama ka matau, mā te matau ka ora."

References:

www.manaorite.ac.nz

Cultural relationships for responsive pedagogy: A bicultural mana ōrite perspective MERE BERRYMAN, DAWN LAWRENCE, AND ROBBIE LAMONT

Strategic Planning: Treasure Maps and Ensuring Future Success

We have been working with school leaders and their teams to support strategic planning and mapping of ‘steps for success’ for the next three years.  Strategic planning is a bit like designing a treasure map alongside the captain and crew of a big ship - with kotahitanga and manaakitanga. The sheer level of responsibility that rangatira feel for shaping the journey and direction for their tamariki and school community is high.  The commitment to having a clear vision and ‘getting it right’ is central to this mahi.  

What does that look like? In consultation with the key stakeholders, we review, refine and develop new strategic documents with great care and acute awareness of the need to design a map that will work.  We work with school leaders to map a journey that has their tamariki at the heart and forefront of all decisions.  This work is not for the faint-hearted. As ‘Captain of the Ship’, school leaders have the responsibility for determining the ‘X’ (Vision - or treasure!), and plot the map to get there (Strategic Plan) as well as recognise the need to navigate all that goes in between.

“‘Strategy is a style of thinking, a conscious and deliberate process, an intensive implementation system, the science of ensuring future success’”

— Pete Johnson

It is a privilege to work alongside passionate leaders to create their strategic plans. The captain, with map in hand, can ensure the crew has the freedom to make progress creatively while still tracking towards the ‘X’. The passion and commitment leaders have for their vision, values and strategic goals is inspirational.  The strategic plan will guide decisions, and resourcing and can be a filter for effective decision-making for the next three years.  

As captains of the ship - school leaders have their eye on what is coming and they know that they are not alone. They can navigate unpredictable seas, and oversee the many nuances of the plan in action.  School leaders can mark the spot, map and track the course, negotiate turbulence, and empower and support the crew. A shared vision is so important. Having the crew on board and steering in the same direction is crucial to the success of any plan. The strategic plan needs to be a treasure map ‘to pull the island to you’  that the whole crew can buy into. It is a shared vision for a team adventure. “True success is when the navigator is no longer needed” - Wayfinding leadership.

The power of our work with strategic planning starts with the ability to listen and unite - kotahitanga. We can help formulate the plan and we can personalise the process. We can support you from the bow, the stern, beside the waka or wherever you need us. In essence, we can be your support crew on your treasure hunt.  We want you to have a successful adventure!  We will help you to write your strategic plan, draw your treasure map and ensure your future success.

““Perhaps the most profound lesson we have both learned from the navigators is their ability to maintain a fierce unwavering vision for the island, to harness their mana, and call a new reality into being. To an untrained eye, it would appear that the mariners are sailing to an island. Yet, to a master navigator, the island is held within him or her, and they are drawing that island to them.””

— Elizabeth Kapu’uwailani Lindsey, Wayfinding leadership

Growth Mindset - How will you change your mind?

As New Zealand educators we are going through some significant changes. Change is scary sometimes - we all know that.  We also know of the idiom ‘what doesn’t kill you makes you stronger’ - the truth is that any area of significant change can feel like a big challenge.  Change challenges us at our core and can leave us feeling vulnerable. So how can we adapt? 

We expect our students to be immersed in change and often our students are far more equipped for change than we are.  We could learn a thing or two about adaptability and embracing challenges from our students.  What is the best way to encourage growth and adaptability? With a growth mindset. And we need to model it ourselves too.  

In a masterclass with Carol Dweck, American Psychologist and professor at Stanford University, one quote really resonated: 

““Mindsets are just beliefs. They’re powerful beliefs, but they’re just something in your mind, and you can change your mind.””

— Carol S. Dweck, Mindset: The New Psychology of Success

This is an empowering thought.  Changes are challenging - however we get to change our minds about how we respond to change.  Change is necessary and, when addressing the fact that our education system has not served all of our students, it is actually urgent.  With a growth mindset we can support the kids - because they are the heartbeat in our schools.

Let’s make a conscious choice to change our minds. Let us, as Brene Brown would say ‘embrace the suck’ and move forwards together. We can walk through vulnerability to get to courage. We can face our challenges - with a growth mindset.  It might not be easy (or comfortable) but we must do it in order to best serve the heartbeats of our schools - our students.

Change Models - Cohesion to make the change stick

When it comes to meaningful change and making change stick, there are some key aspects that need to be kept in mind. Firstly, without a clear vision for change the journey will be unclear. Without collaboration and a united approach, the vision for change and the path to get there will not be clear. Without cohesion, the change is unlikely to stick.

The image below superimposes two leading change models on top of each other. John Kotter’s 8 steps of change (in blue) and the ADKAR model for change.

What do you notice?

We have taken the 5 step ADKAR model and put it beside Kotter’s 8 step model. Awareness stands beside a vision for change. Where Kotter recommends building a team and communicating a vision, ADKAR indicates awareness and a common desire.

We say Captivation and Collaboration.

Kotter indicates that the removal of obstacles and the celebration of short term wins is next on the steps towards change. ADKAR indicates knowledge and ability being key.

We say Collaboration and Communication. (Perhaps celebration could go in there too?) We can use the combined strengths of our people to keep making meaningful progress towards the vision.

Kotter says, ‘keep the momentum’ through communicating the vision and celebrating small wins. ADKAR says “tautoko” with Reinforcement.

We say Cohesion.

The four Cs go together to weave the two leading change models together.

Paint the vision clearly to get buy in - Captivation. Design the path to get there with Collaboration. Keep the momentum with regular korero - Communication and unite in reaching your vision with Cohesion.

What do you think? How can we help you to make the change stick in your context?