“Crafting Minds, Cultivating Hearts: New Zealand’s Artistic Odyssey in Schools”

As many of you know I have spent almost 200 days at home recovering from long COVID. More on this journey in a future blog. One of the things I have come to appreciate is Art. I have made an effort to look at the world differently. Noticing, instead of letting the world rush by. I have also read Rick Rubin’s book which I highly recommend. 

In the vast panorama of our NZ curriculum, the arts often emerge as a vibrant splash of color amidst black and white academia. The value of the Arts in secondary schools is more than aesthetic appreciation; it encompasses holistic education, critical life skills, cultural reverence, and emotional exploration. New Zealand’s curriculum, enriched by a blend of Māori, Western, and Pacific Island influences, showcases this importance vividly.

There’s a memory from my school days that often resonates with me. I remember the time I was introduced to the classical compositions of Douglas Lilburn at a time I was more predisposed to Neil Finn. The experience was transformative, making me view music as more than just notes, but as stories and emotions.

Deep within any artistic pursuit lies a dynamic force that ignites critical thinking and creativity. The realm of classical music, especially, stands as a testament to this journey. Composers like Douglas Lilburn, New Zealand’s premier maestro, brought an authentic Kiwi voice to classical music. His compositions, rich with motifs reminiscent of our breathtaking landscapes and cultural narratives, impart students an in-depth understanding of merging tradition with innovation. It’s more than just music; it’s an emotion, a narrative, a lens into New Zealand’s heart. And in this narrative, students learn not merely to replicate, but to innovate.

For those unfamiliar with Lilburn’s genius, imagine an auditory journey that blends the serene landscapes of New Zealand with the depths of human emotions. 

New Zealand, with its diverse cultural blend, celebrates a unique tapestry that’s vibrant, rich, and deeply rooted in history. At the forefront of this is Pacifica Arts. From the rhythmic beats of the Samoan Siva dances to the eloquent narratives of the Tongan Lakalaka, each art form narrates tales of ancestry, resilience, migration, and integration.

But Pacifica Arts isn’t just an art form; it’s an educational journey. Through it, students explore history, geography, socio-political evolution, and most crucially, cultural identity. In an age where globalization often blurs cultural lines, Pacifica Arts emerges as a medium that not only celebrates its unique identity but also bridges global cultural understandings.

As an exercise, consider attending a Pacifica festival. The explosion of colors, sounds, and stories creates an immersive experience that educates as much as it entertains. If you’ve ever been part of such a celebration, pause and reflect: What did you learn? How did it make you feel? For me it was life changing.

One of my recent discoveries is Rita Angus. Her work, particularly “Cass”, is emblematic of her unique style, combining realism with emotional intensity. I am an artistic rookie but I think Angus didn’t just depict landscapes and portraits; she breathed life into them, infusing them with her personal experiences, emotions, and perspectives. For students, engaging with her works means not just learning about art, but also about history, feminism, and the essence of New Zealand’s socio-cultural fabric.

Art isn’t merely about expression; it’s also about acquisition – of skills, values, credits and insights. The collaboration required in an orchestra or the patience needed in visual arts are life skills that extend beyond school walls.

Can you recall a time when art taught you something more than the art itself? Maybe it was a team project, a play, or a musical ensemble where you learned the importance of teamwork, timing, and effort.

New Zealand’s art projects, especially within schools, often intertwine with community outreach and social themes. The canvas becomes a voice, speaking for the environment, societal integration, indigenous rights, and more.

Art becomes a medium to communicate pressing issues, challenges, and hopes. For students, this is invaluable. They learn to view art as a potent tool for change, advocacy, and social responsibility.

Relegating the Arts to a mere subject overlooks its profound influence on shaping minds and hearts. In New Zealand, the importance of integrating Arts within secondary education isn’t a luxury; it’s a necessity. The Arts don’t merely educate; they inspire, question, innovate, and most importantly, connect.

How has your personal experience with the Arts influenced your understanding of culture and identity, particularly in the context of New Zealand’s rich artistic heritage? Considering the profound impact of the Arts on cognitive and emotional development, how can we further integrate and prioritize artistic education within the broader secondary school curriculum?

As usual, I am interested in your thoughts. 

“Leaderfulness: Embracing Collective Leadership in a Collaborative Era”

Last week while I went on my daily walk as part of my ongoing Long COVID recovery, I had the opportunity to stumble across a podcast on Leaderfulness. It is a concept that, to my surprise, I had forgotten. I found the experience to be very moving and I’ve been thinking about it a lot since.

The term “leaderful” is a relatively new concept that challenges traditional notions of leadership. Rather than emphasizing the role of a single person in leading a group, being leaderful acknowledges that leadership can come from anyone within a group, based on their skills, knowledge, and experience. This approach empowers individuals to take ownership of their work and collaborate with their team members to achieve their common goals.

Being leaderful is rooted in the idea of shared leadership, which has been gaining popularity in recent years. Shared leadership recognizes that effective leadership is not solely dependent on an individual, but rather on the ability of team members to work together and contribute their best in their respective areas of expertise. In this model of leadership, everyone is encouraged to lead where they can add value, and the focus is on developing and empowering team members to contribute effectively.

The concept of being leaderful is also closely connected to the idea of distributed leadership. Distributed leadership is similar to shared leadership, except that it emphasizes the distribution of leadership roles across a group. This approach recognizes that leadership is not limited to a single position, but rather a collective responsibility for achieving organizational goals.

Traditionally, organizations and groups have often leaned towards having a sole leader at the helm. This leader, typically, would make the decisions, set the goals, and guide the direction of the team. However, as work environments become more complex and diverse, the traditional model of leadership often falls short in harnessing the collective intelligence and strengths of the team.

To understand and practice being leaderful, one must develop a set of skills and traits that are necessary for success. These include effective communication, deep listening, critical thinking, empathy, adaptability, and the ability to collaborate with others. Being leaderful requires the ability to identify opportunities and challenges, develop a vision that aligns with the team, and empower team members to take action towards achieving that vision.

In essence, a leaderful approach promotes inclusivity, resilience, and agility. When multiple members of a team can step up and lead in their unique ways, the team becomes more adaptable to change and can navigate challenges more efficiently.

If you are interested in learning more about being leaderful, there are many resources available that can help you develop your skills and knowledge. Here are a few of my recommendations:

“Leadership without Easy Answers” by Ronald A. Heifetz. “The Five Practices of Exemplary Leadership” by James M. Kouzes and Barry Z. Posner. “Turn the Ship Around!” by L. David Marquet. This book delves into the practice of empowering team members to take leadership roles, thereby ensuring better decision-making at all levels.

Being leaderful is a dynamic approach to leadership that empowers individuals to take ownership of their work and collaborate with others to achieve their goals. Effective communication, deep listening, critical thinking, empathy, adaptability, and collaboration are all essential skills for being leaderful.

True wisdom lies in each individual contributing their unique passions and ideas while being open and receptive to the input of others. By showcasing your specific gifts and actively listening to the offerings of those around you, you embody leadership and enable a successful community built on mutual respect and service. Have you come across being leaderful in your place? Is it effective? I would love to hear about your experiences, and how the practice has influenced team dynamics and outcomes.

Embracing leaderfulness not only allows teams to operate at their full potential but also nurtures a culture of respect, understanding, and innovation. As organizations continue to evolve, I believe this approach to leadership will become increasingly crucial.

“Empowering the Future: Educational Leaders Paving the Way with Integrity and AI”

Educational leaders play a significant role in shaping the character and future trajectories of students. In Aotearoa New Zealand, these leaders serve as exemplary figures, influencing students’ attitudes, behaviors, and values. By setting an example and leading with integrity, they inspire students to actively engage in their studies, take ownership of their personal development, and make positive contributions to their communities. Here are 5 points worth reflecting on. 

Creating a Supportive Learning Environment: Beyond guiding students, educational leaders have the power to establish safe and supportive learning environments for both staff and students. Through the establishment of clear expectations, ethical standards, and guidelines, leaders foster a culture where every member feels respected and valued. This empowers staff to exercise their professional judgment, ultimately improving the overall learning experience for students. Consequently, students can focus on their studies, feeling supported in their social, academic, and emotional growth.

Fostering Critical Thinking: Educational leaders play a pivotal role in helping students develop critical thinking skills. By emphasizing the importance of critical thinking in the classroom, leaders teach students to analyze and question information, encouraging independent thought. Moreover, leaders who are present and available can effectively gauge classroom culture and student attitudes toward learning, thereby fostering trust-based relationships with teachers.

Preparing for Future Success: Educational leaders are like the ultimate cheerleaders for students as they get ready to take on the world outside of school. They’re there to lend a helping hand when it comes to setting goals, building solid study habits, and figuring out the best ways to reach those dreams. Not only that, these awesome leaders offer all the guidance, resources, and pep talks necessary to keep students fired up and moving forward on their journey to success.

Leveraging Artificial Intelligence: Today, educational leaders have a unique opportunity to optimize technology in the learning environment. Artificial Intelligence (AI) has the potential to revolutionize education, enabling educators to create immersive, personalized learning experiences. With proper guidance, leaders can assist teachers and students in harnessing AI to enhance learning outcomes effectively.

Personalisation: Through the utilization of AI, educators can design interactive lessons tailored to each student’s individual needs, interests, and skills. This personalized approach helps develop desired competencies and character traits. AI can also facilitate personalized feedback and support, enabling students to gain insights into their strengths and weaknesses and improve their learning outcomes.

Educational leaders in Aotearoa New Zealand hold a profound influence on students, shaping their competencies, character, and future trajectories. By serving as role models, fostering supportive learning environments, promoting critical thinking, and embracing the potential of AI, these leaders empower students to achieve their full potential. Their guidance and tools equip students with the skills and mindset needed to navigate their future paths successfully.

Take time to reflect on the learning environments you have experienced throughout your educational journey. How did the presence of supportive and respectful cultures affect your overall learning experience? In what ways did it encourage you to actively engage and excel in your studies? Interested in your thoughts.

“Paddling in Harmony: Navigating the Waters of Teamwork and Trust”

“He waka eke noa” – “A canoe which we are all in with no exception”

The saying holds profound meaning: it’s a Maori proverb, emphasizing collective effort and unity. The analogy is clear – a canoe won’t move forward unless all aboard paddle harmoniously. It’s the same with teams in any context, be it sports, workplace, or creative endeavors. This unity represents not just shared labor but a deeper interplay of shared responsibility, trust, and collaboration.

Reflecting on the various teams I’ve been a part of or observed over the years, patterns emerge. From the basketball team that had individual stars but consistently lost matches, to corporate teams with brilliant minds that struggled to meet deadlines – the underpinning issues remained somewhat consistent. The challenges they faced weren’t about competence, but communication, respect, and trust.

Take, for instance, a scenario I recall vividly: A project team with five bright member. Each was talented, bringing unique skills to the table. Yet, as the semester progressed, the team’s performance lagged. Deadlines were missed; there were evident misunderstandings and unmet expectations. The reason? Each individual, focused on their component, failed to see the project’s bigger picture. There were sporadic updates, little collaboration, and almost no team meetings. The project, unsurprisingly, got a mediocre grade.

Such breakdowns aren’t anomalies. The Harvard Business Review published an enlightening study, highlighting that teams promoting collaboration were five times more likely to be high-performing. Meanwhile, research from Paul J. Zak at Claremont Graduate University reveals the profound impact of trust on team performance, indicating teams with higher trust levels can outperform their low-trust counterparts by up to 286%. These figures aren’t just numbers but depict the profound difference that collaboration and trust can make.

Communication is the bedrock of any successful team. Remember the childhood game “Chinese whispers”? One distorted word at the beginning could change the whole sentence by the end. Similarly, in team dynamics, one miscommunicated idea or task can lead to project failures. It’s paramount that every member is aligned with the team’s core objectives.

Then there’s respect. No two individuals think alike, and that’s a team’s strength. 

Diversity in thought and approach can lead to innovation. But this only flourishes in an environment of mutual respect. Choosing people who are not like you may seem difficult initially but in the end it has great advantages. Consider a scenario where a new team member proposes a radical change to a longstanding process. If met with immediate dismissal, not only is a potentially game-changing idea lost, but that team member might also hesitate to voice future ideas. Respect for each voice, each perspective, is the cornerstone for innovation and progress.

Trust follows closely. It’s not built overnight but is easily broken. When team members trust each other, they work cohesively, leaning on each other’s strengths and supporting weaknesses. Lack of trust, on the other hand, can manifest in various ways – from team members withholding crucial information to hesitating in delegating significant tasks.

So, the pressing question becomes: how can teams overcome these challenges and foster an environment of open communication, mutual respect, and unwavering trust?

Open Dialogues: A team must first acknowledge its issues. This starts with transparent discussions, led by a neutral facilitator, where each member’s experiences and concerns are aired without fear of retribution.

Establish Ground Rules: Every conversation should have established ground rules. These ensure that feedback remains constructive and no one feels personally attacked.

Varied Communication Channels: Different team members might have varied comfort zones. While some excel in verbal communication, others might prefer written formats. It’s essential to cater to these diverse needs.

Rebuilding Trust: Foster environments where members appreciate each other. Simple exercises, like sharing one positive attribute about each teammate, can make a significant difference in rebuilding camaraderie.

Break The Routine: Occasionally, stepping out of the regular work environment can reignite team spirit. Be it a team lunch, an offsite workshop, or even a virtual game night – such activities can bolster bonding.

Reflecting:  How do the teams you’re part of fare? What’s worked for you, and what challenges do you face? Share your korero, insights, and let’s co-create a repository of effective team-building strategies. After all, in this journey of teamwork, “He waka eke noa” – we’re all in this canoe together. Let’s ensure we paddle in harmony.

“Shaping Success Together: Exploring the Dynamics of School Culture in the Modern Era”

The culture of a school is created by everyone in the school. Walk in a school and for instance, see how the front office staff talks and interacts, or how the staff/teachers in the hallway engage with students. These daily interactions are the essence of a school’s culture. Yes, the admin influences it, but everyone is ultimately responsible for a positive school culture.

I have been thinking a great deal about school culture this week. Culture is something that is brought up a great deal in business, sports teams, and schools. School culture refers to the shared purpose, social behaviors, values, beliefs, traditions, and interactions that define how things are done within an educational institution. For example  regular community gatherings and emphasis on student collaboration foster a sense of unity and trust. According to Schein (2004), school culture traces back to a school’s history, people, relationships, symbols, and identity. School culture is what is seen, the way the community behaves, and language that is used.

A school leader plays a critical role in setting and maintaining a school’s culture. Effective school leaders have robust values and beliefs about the type of organizational culture required to achieve their school’s goals, and they can articulate their expectations around norms, accountability, and compliance. The state of the school grounds, the feel, tone, how students wear their uniforms, and how often you, as a teacher or administrator, greet parents and tamariki each morning are essential factors that affect the perception of a school’s culture.

Parents who are choosing a school for their tamariki and rangatahi must observe the school in action. Are you a parent looking for a school? That is why an Open Day is so important. You need to assess the culture by observing student-teacher interactions, student-student interactions, and how the school environment makes them feel they belong. This belonging affects the results, retention rates, and overall success of teachers and students.

It can be challenging to change the culture of a school, but with great effort and a strong vision, it can be done. It’s crucial to maintain a sense of positivity, even in the face of naysayers and skeptics. By keeping your focus on the big picture and the long-term results, I believe that you, as part of your school community, can inspire the necessary changes that will create a thriving and dynamic learning environment for all involved.

Culture change can be the most challenging part of transforming a school, and it requires careful planning, engagement, and participation from the school community. For example, involving teachers, parents, and students in the decision-making process can foster a sense of ownership and commitment to the new culture. To effect change, it is essential not only to mandate changes but also to model the change that you want to see. It is something that must be done carefully. There also has to be a “Why?”

Amongst this has been the complexity that is COVID. The COVID pandemic had a significant impact on school culture worldwide. Schools around Aotearoa had to adapt to new safety protocols and learning methods in order to keep their students safe and continue providing education. This included innovative practices like outdoor classrooms and blended learning.

One of the most noticeable changes was the shift towards remote learning as schools were forced to close their doors to prevent the spread of the virus. Many students and teachers had to quickly adjust to the use of digital technologies and virtual classrooms. This shift also brought about new challenges in terms of student engagement and internet accessibility. The adaptation of remote learning platforms like Zoom and Google Classroom became integral parts of this transition. Overall school culture as schools had redefined who they were as people became disconnected.

The pandemic has caused changes in the way schools functioned before. Classroom routines have changed with additional physical distancing measures and mask-wearing. Several extra-curricular activities, such as sports events, cultural events, and inter-school competitions were canceled. The absenteeism that followed was also significant.

The pandemic has also created a greater emphasis on mental health support services for students and teachers, given the social and emotional consequences of the pandemic. Despite the challenges, it is remarkable how quickly many schools have adapted to these changes and continued providing quality education to students.

I hope this has helped you to take time and reflect on school culture. Below are some readings I found really useful.  What is your school culture like? Does it match the vision of who your community is? Happy to have a korero. Have a great week.

• Schein, E. H. (2004). Organizational culture and leadership.
• Deal, T. E., & Peterson, K. D. (2019). Shaping school culture: The heart of leadership.
• Fullan, M. (2016). The principals: Three keys to maximizing impact.
• Marzano, R. J. (2016). School climate and culture matters: A meta-analysis.
• Louis, K. S., & Leithwood, K. (2018). Understanding school-level factors affecting student outcomes: The role of principal leadership.

In Trust We Thrive: Unpacking the Role of Vulnerability in Effective Leadership

“He waka eke noa.”

“A canoe which we are all in with no exception.” 

During my daily morning walk last week, the podcast that was on my mind was featuring the esteemed educational researcher, Michael Fullan. The crux of the conversation revolved around a single, potent word: Trust. This seemingly simple term carries far-reaching implications for both educational and corporate organizations.

A specific case that comes to mind is the leadership transformation at Microsoft under CEO Satya Nadella. When Nadella took the helm in 2014, he ushered in a culture of trust and inclusivity, pivoting from the organization’s previous competitive internal culture. This strategic shift bore fruitful results, revitalizing the tech giant’s innovation and market position.

Trust, as the podcast highlighted, plays a pivotal role in leadership. It’s the invisible adhesive binding teams and shaping the organizational fabric. However, trust is neither automatically granted nor easily maintained. It must be earned, nurtured, and consistently demonstrated. Indeed, a 2019 survey by HBR highlighted that nearly 58% of employees trust strangers more than their bosses, indicating the steep trust hill that leaders often need to climb.

In an organizational context, trust forms the lifeblood of enduring, effective relationships. Without trust, relationships neither last nor thrive. Consider the unfortunate case of the now-defunct Theranos, where a toxic culture of secrecy and distrust ultimately led to the company’s downfall.

Within teamwork, trust acts as a catalyst for efficient collaboration, fostering innovation, and boosting productivity. In Patrick Lencioni’s acclaimed book, “The Five Dysfunctions of a Team,” he places the absence of trust at the base of team dysfunction. This principle finds support in Google’s two-year-long study ‘Project Aristotle’ (2012-2014), which identified psychological safety, an outcome of trust, as a top factor in successful teams.

Building trust involves understanding its two primary types – cognitive and affective trust. Cognitive trust emerges from consistent demonstration of competence and reliability. For instance, when a leader consistently meets deadlines and communicates effectively, cognitive trust within the team grows. Leaders can foster this trust by setting clear expectations, maintaining transparency, and modeling reliability.

Affective trust, on the other hand, develops from emotional connections built over time. It requires a leader to show empathy, share experiences, and demonstrate vulnerability. One strategy leaders can employ is to facilitate team-building exercises and social events. These platforms encourage personal interaction and the sharing of experiences, enabling team members to connect on a deeper level.

While trust-building offers significant benefits, it’s not without its challenges. Leaders may fear appearing weak when showing vulnerability or may face resistance from team members unused to open communication styles. To overcome these barriers, leaders need to be patient and persistent, continually demonstrating their authenticity and commitment to their teams.

Moreover, leaders need to create a safe space where mistakes are seen as opportunities for learning, rather than failures. For example, Amy Edmondson’s 2018 study on psychological safety highlighted the idea of “failing forward.” Leaders should promote an environment where team members can take calculated risks, make mistakes, and collectively learn from them, thereby building a resilient, innovative team culture.

In conclusion, trust is the bedrock of robust, authentic leadership, essential to building collaborative, resilient teams. Embracing vulnerability, fostering transparency, and nurturing personal connections are key to this trust-building journey. By doing so, leaders not only strengthen their teams but also fortify their organizations’ success. Leaders, it’s time to embrace the magic of ‘Trust in Action’!

Reflection: How have you seen vulnerability demonstrated in your environment or by yourself? What potential challenges might you face in admitting vulnerability? Can you think of any practical steps to encourage your team to trust more?

O’Toole, James. (1995). Leading change: The argument for values-based leadership. Jossey-Bass.

Lencioni, Patrick. (2002). The Five Dysfunctions of a Team: A Leadership Fable. Jossey-Bass.

Covey, Stephen M.R. (2006). The Speed of Trust: The One Thing that Changes Everything. Free Press

Unlocking Success: Empowering School Leadership through a Thriving Learning Culture

As school leaders, it’s easy to get caught up in managing processes and achieving outcomes, which may lead to neglecting the value of ongoing learning. However, embracing a learning culture within the organization can yield numerous benefits, not only for leaders themselves but also for their employees and the overall school community. Let’s explore why creating a learning culture is essential and how it positively impacts employee engagement, innovation, and overall performance.

Setting the Example with Personal Development: Leaders must lead by example. By dedicating time to their own personal development, they demonstrate the importance of continuous learning to their teams. Specific examples of leaders attending workshops, webinars, or enrolling in online courses can inspire employees to do the same. Case studies showcasing how leaders’ improved skills positively affected their decision-making or problem-solving can further emphasize the value of ongoing learning. It can be as simple as staying home when you are sick or not working weekends. Be the example!

Benefits of a Learning Culture: When an organization fosters a learning culture, it empowers employees to seek growth and development opportunities. This, in turn, leads to increased engagement and job satisfaction. Studies have shown that engaged employees are more likely to be productive, creative, and committed to the organization’s goals. Sharing statistics on improved staff retention rates and performance levels due to a learning culture can bolster the case for its adoption.

Navigating Challenging Times: The COVID-19 pandemic presented unprecedented challenges for schools worldwide. For me the Wellington Occupation and having long COVID for 136 days also did. Leaders who embraced a learning culture were better equipped to face these adaptive challenges. By attending webinars or joining virtual networks, school leaders gained insights into innovative strategies and approaches to maintain effective learning environments during the pandemic. Highlighting such success stories can inspire other leaders to adopt a similar mindset.

Building Strong Relationships and Trust: Effective communication and connection are vital for building strong relationships with staff and other school leaders. Sharing specific examples of how leaders improved their communication skills and fostered a culture of open dialogue can demonstrate how trust and credibility are built through these relationships. Research has shown that trust within an organization positively impacts employee performance, satisfaction, and overall organizational effectiveness. I am reading Stephen Covey this week. He covers this well

Continuous Growth as a Leader: The whakatoki “Ko te manu e kai ana i te miro, nōna te ngahere. Ko te manu e kai ana i te mātauranga, nōna te ao” beautifully captures the essence of continuous growth and learning as a leader. Encouraging leaders to seek professional development opportunities, such as postgraduate education, podcasts, or books, can contribute to their leadership success. Specific examples of how leaders’ professional development journeys positively influenced their leadership styles and decisions can be inspiring.

Embracing a learning culture not only benefits leaders but also empowers employees, fosters innovation, and enhances overall organizational performance. Remember, success is achieved not in isolation but through the collective efforts of many—a true testament to the power of a learning community.

Some reflections: How can a learning culture positively impact employee engagement, innovation, and overall performance? Reflect on the challenges your school has faced, especially during the COVID-19 pandemic. How might adopting a learning culture have helped navigate these challenges more effectively.

Consider the whakatoki “Ko te manu e kai ana i te miro, nōna te ngahere. Ko te manu e kai ana i te mātauranga, nōna te ao.” How can you apply the concept of continuous growth and learning in your leadership journey? What specific resources or opportunities could you explore to further develop as a leader?

Take some time to ponder these questions and consider how you can apply the insights from the article to your own leadership approach. Embracing a learning culture can truly unlock the potential for success in your school and pave the way for continuous improvement and growth. Love to hear from you.

What I’m reading.. 

I have been reading a bit of Stephen Covey this week. 

5 Things I learnt from Rick Rubin

“The Creative Act” serves as an illuminating companion, guiding readers to recognize and grow their creative abilities, regardless of their level of ability. This read encourages us to embark on a path of self-discovery, tapping into their unique creative reservoirs. Simply: This was a book that made me consider Art in a different way. 

These are the things I learnt. 

1. Creativity is universal: I am creative. We all are. Rubin emphasizes that creativity is not a rare talent reserved for a select few. Instead, it is an inherent aspect of being human. Every individual possesses creative potential, although some may be more attuned to it than others..
2. The essence of being an artist: Living as an artist is not merely about producing works of art; it is a way of perceiving and engaging with the world. Rubin highlights the practice of paying attention, refining sensitivity, and seeking inspiration from both the captivating and challenging aspects of life. Being an artist entails tapping into one’s unique creativity and sharing a glimpse of their inner landscape with the world.
3. The timeliness of ideas: Rubin explores the notion that every idea has its moment. It is not uncommon to witness one’s ideas manifesting in the world through someone else when they are not acted upon. This is not due to idea theft but rather a realization that the time for a particular idea to flourish has arrived. Recognizing the timeliness of ideas encourages artists to seize opportunities and bring their creations to fruition.
4. Trusting yourself and following energy: To navigate the path of an artist, Rubin advocates for following one’s intuition and inner guidance. Trusting one’s intuition and embracing the energy that resonates within is vital for maintaining artistic integrity and fulfilling creative potential.
5. Overcoming creative blocks: When faced with creative blocks, Rubin suggests various strategies for breaking free from stagnation. Experimentation, altering perspectives, changing environments, and varying inputs can help reinvigorate the creative process. By exploring new approaches and embracing different stimuli, artists can rekindle their inspiration and overcome creative obstacles.

Read this. It is worth it.

Upholding Standards

After more than 100 days of being hit by long COVID I am now for the first time able to blog. What a journey. More on the journey later. I think I am almost there. Todays blog is an attempt to get back to reflection.

I have yet to encounter a prosperous organization or a high-performing team where mediocrity prevailed in their standards.

Someone who upheld exceptionally high standards throughout an extended tenure: the former manager and coach of Manchester United, Sir Alex Ferguson. Footnote: I am an Arsenal fan!!!

Ferguson’s remarkable legacy at the club spanned an astonishing 26 years, during which he secured an astounding 13 league titles and an additional 25 domestic and international trophies. A significant contributing factor to his remarkable success was his unwavering commitment to holding every member of the club to the highest of standards. Sir Alex firmly believed that the pursuit of excellence permeated every facet of the organization.

Leading by example, Sir Alex epitomized dedication and diligence. He was the first to arrive and the last to leave, leaving no room for complacency or behaviors that could potentially undermine the club’s culture. The triumphs Manchester United achieved during his tenure unequivocally stemmed from the exacting standards he established, embraced, and preserved.

Ferguson prioritized discipline and consistency in upholding high standards, skillfully adjusting his leadership style to suit the unique characteristics of each generation of players he worked with, while never compromising on his unwavering standards.

And so, this prompts me to pose a critical question to you as a leader: which standards do you need to work? What do needs to be examined? This can be hard but rewarding.

As principal you lead a village

He aha te mea nui o te ao. He tāngata, he tāngata, he tāngata. “What is the most important thing in the world? It is people, it is people, it is people.” This whakatoki encapsulates the idea of the principal’s role in valuing, connecting with, and caring for the people in their community.

As you may or may not know, I have been given the gift of time and reflection at present. It is a gift that initially I wanted to return. Long COVID has a no returns policy so I am learning to be patient. This week my gift got me thinking about being a Principal. 

Initially as a principal, I was relatively unaware of the criticality of community leadership in my role. As principal you lead a village. 

The necessity of managing relationships and balancing stakeholder interests proved to be a significant component of my responsibilities. As a principal, I found that my energy and resources were frequently allocated towards fostering positive and productive connections with every group within my school.

Much like a community leader in a rural town or village, my role extended beyond regular working hours to include school events and functions during weekends, along with cultivating social relationships. Parents regularly viewed me as an authority figure, seeking advice on various topics such as parenting techniques, managing screen time, and facilitating connections between teenagers and family life.

Principals wield significant influence within their school communities. For instance, there were instances when I was called upon to mediate family disputes. In one case, a seventeen-year-old student had left his family to live with a friend’s family, and I was brought in to persuade the student to return to his home. I am also aware of instances where principals have presided over funeral ceremonies for community members.

My primary role as a principal was to ensure the community felt valued, informed, and focused. I recognised that damaging relationships with any stakeholder would be detrimental. This required the development of skills, judgment, and expertise, all of which I honed on the job.

Being a community leader involves appreciating all community members, connecting with all segments of the community, and a myriad of external groups. As a principal, it is crucial to instill confidence in oneself and the school within these relationships.

Relationships with parents were critical. Ensuring their collective well-being and fostering their connection with the school was a paramount component of my role. I have found this perspective to be universally shared among my peers. 

Overseeing the welfare of students and managing their relationships was challenging, yet necessary. I have observed that students in today’s era have significantly more complex relationships within and outside of school than they did in the early 2000s.

The focus of schools has always been to cater to the multifaceted needs of students, including their learning, emotional, physical, psychological, and spiritual needs. However, the role of a principal has expanded to encompass caring for the student’s family – their parents, grandparents, extended family, or caregivers. Principals may be required to mediate family disputes, oversee family court matters and handover arrangements, fulfill access and residency requirements, and navigate other complex situations.

Despite the role’s numerous demands, I firmly believe that the essence of principalship in our schools lies in demonstrating human leadership. We strive to provide support and care for our community members, build relationships, and closely engage with all, leading with compassion and understanding. 

I love the job. I can’t wait to get back. It is a privilege and pleasure. I do think this gift is going to make me better at it. More thoughtful. Perhaps more mature. Above all else it has given me a story to tell. More on this story when the time is right as I know I am not there yet.

How do you feel? What do you think? Do you see yourself as a community leader? How do you fill your bucket as a community leader? How do you sharpen the saw in those human leadership skills?