Module Two - Te Ārahi Tika: Ethical Leadership and Decision-Making

TeTeTe Ārahi Tika: 

Ethical Leadership and Decision-Making

Section One - Exploring Ethical Frameworks

Notes about Reading 1: “Tu Rangatera”

Notes about Reading 2: “What is Ethical Leadership and Why is it Important?”

Definition of Ethical Leadership:

Involves making decisions based on what’s right for the common good, not just personal gain or that of one student.

Ethical leaders consider:

Customers/students

Employees

Communities

How to grow the kura and community

What Is a Good Leader?

What Happens with Bad Leaders?

When leaders make bad choices or behave unfairly, it can hurt the company and make people not want to work for them.

That’s why having good, kind, and fair leaders in charge is imperative.

Unethical behavior and poor judgment in leadership harm a school's brand and reputation.

Leaders must be ethical to ensure long-term business success.

What Makes a Leader Good?

A good leader does what’s right, even when it’s hard.

They care about everyone, not just about money.

They think about:

- The workers

- The customers

- The community

- The future of the school. 

Helping Others Be Good Too

- Good leaders set a good example.

- They make sure the workplace is:

- Safe

- Friendly

-A place where everyone feels heard

Why People Want Good Leaders

People like to work for kind and fair bosses.

Young people today care a lot about doing the right thing.

They don’t like leaders who are mean or unfair.

6 Important Rules for Good Leaders

1. Respect

- Treating everyone nicely.

- Saying “thank you” and listening to others.

- Respect goes both ways – everyone gives and gets it.

2. Taking Responsibility

Good leaders own up to their mistakes.

They don’t blame others when things go wrong.

3. Helping Others

Good leaders think about how they can help people.

They like to do things like volunteer or donate to those in need.

They also encourage their team to be kind and helpful.

4. Honesty

Always tell the truth.

Even if something is hard to say, good leaders are honest.

This makes people trust them.

5. Fairness

Treat everyone the same.

Good leaders don’t have favorites.

They make sure everyone has a fair chance.

6. Teamwork

Good leaders think of their company like a team or family.

Everyone works together.

They listen to everyone’s ideas and ensure no one is left out.

How do we make ethical choices when this happens in a Kura or community? How do we take the first step, and how do we stay safe during these times? 

When considering leadership and what is best for the whole, we need to ensure that we are fair and treat those fairly during this time. When dealing with situations like this, it is important to lean into vulnerability, honesty, and fairness. How can we rebuild when these situations arise and make the kura feel safe and cared for? It's about rebuilding the community's trust and that of the students, teachers, and BOT members. 

It's about the leader taking responsibility for the actions of the kura. If that doesn't happen then it creates distrust in the company/kura. This is the time to step up and take it on the chin, as you are the leader of the school and therefore the 'buck' stops with you, it's not the teachers or the students responsibility to own that, especially when you have made the decisions around something. 

It is important for those in leadership spaces to practice ethical decision making, again what is right for the whole, not just one person. It's creates a culture of positivity, trust and honesty. When looking at weather. you are practicing ethical decisions, you need to look at the turn over of staff/students and how can can we create these and move to leaning into ethical leadership. 

Task - Ethical Dilemma Analysis

Step 1: Identify an ethical dilemma relevant to your role as an Associate/Deputy Principal at your kura.

Step 2: Apply what you have learned from the resources in this module, considering different perspectives, potential consequences, and relevant ethical principles.

Step 3: Discuss with your learning partner or a colleague at school how you would approach this dilemma, including how you might consult with others, what information you would need, and how you would ensure transparency and fairness in your decision-making.

Step 4: Document your analysis and proposed approach in the online forum for peer feedback and discussion.

Jubilee Hut Tramp

On the 5th and 6th of March, I led a group into Jubilee Hut, which is in the middle of the Silver Peaks. It was a trip that I knew the kids would love, and I thought, 'How hard can it be?'

Many things went well on the tramp, including the resilience that the children showed throughout the tramp, the bonding that we had as a group, and getting to know the children who came with us from Purakaunui school. 

We started off with Pete and Jody leading the charge, but it soon became clear that they were too fast at the front, so we switched so that I was at the front of the group. We made several stops and realised that this was, in fact, going to be harder than I initially thought. 

We were getting lots of breaks for the group to catch up, but it became apparent that the girls from  Purakaunui were not as prepared as the Waitati children. (Change number one: Gather all tamariki that are going on the trip with their gear a week before the trip so that can make sure that they have a correct gear, especially rain gear, suitable tents etc) Their packs were also too big for them and they struggled to carry them. 

As we walked into Jubilee hut the views were stunning and the children loved to see them and appreciated that they were in such a stunning place. 

We approached the start of Huatea and this was when the terrain was beginning to get harder. (Change number two - Do a recky so that I can see what the terrain is like) 

We got to the top of Huatea and sat there for a while, looking at our next part of the trip, down hill to the devils staircase. 

What went well

What are the challenges

What could I change for next time?

Math PD -

 Day 1 - 21 March 2025

Making it more consistent for teachers across the country. 

A wide variety of achievements and progress, methods, and teaching varied. 

Liking math and being good at math are linked to greater success. Teachers not feeling confident teaching math. 

Teachers know exactly what they need to teach. 

The Refresh process - 

Got together and revised, and there is continuous feedback from the sector and lots of drafts to ensure that teachers and students gain success.

Books: 

- Effective Pedagogy in Mathematics (little pink book)

- Making it count - teaching maths in years 1-3. 

- Accelerating learning in oral language, reading, writing and mathematics

The learning matters:

The strands must be taught equally. 

Spending time to share students' thinking, they need the opportunity to share how they used that specifi.c 

Always fold back to the materials and then manipulate and talk about it. They need to visualize before they can move forward. Pattern and structure play a big part in maths. They want to apply their learned strategy through rich tasks and word problems. 

When we give them a word problem, we need to unpack it more for the children so that we can identify the language and structure of the problem. Spending time on the launch is really important. 

Our learners are struggling to understand word problems. They get stuck as they get older, and this starts early with creating word problems so that they can understand and unpack them. 

Another way to look at the overview

What is conceptual understanding? It's connecting related ideas, representing concepts in different ways, identifying commonalities and differences, communicating things, and interpreting information.

using assessment to inform teaching

Continuously monitor students' progress - observations, conversations, and low-stakes testing.

Planning the next steps

Using the assessment information promptly - identify the misconception immediately and get them to share their learning. 

They can then go home and share with their parents what we are doing and where we are heading. 

Create a concept map—what are we learning along the way? Put it on the wall, and then they can use the wall to help them work through the problem. Support the learners along the way.

Planning:

Teaching and learning plans, 

Program richness - thought being put into the work and how it supports them to make that progress>

Using assessment information to guide and support them. 

Put the vocabulary wall/sheet so that they can have a deep, rich conversation with their peers, which will deepen their learning. 

Teaching Resources - 

Features of the sequence - 

We need to connect our learners to these sequence statements multiple times throughout the year. We need to get into applying through the strand; they need equal opportunity. 

Need to change the thinking around the long-term plans, 

Rich Tasks - 

Rich tasks are meaningful problem-solving and investigation experiences, designed to invoke curiosity and engagement. They should relate both to mathematical contexts and wider contexts relevant to the communities, cultures, interests, and aspirations of students. Rich tasks provide a motivational hook when exploring new concepts and procedures. They can also be used to consolidate concepts and procedures that have already been taught, to develop the mathematical and statistical processeses of Do, and to facilitate the transfer and application of learning to new situations. These experiences often allow students to decide how to approach the task, developing their agency, confidence, and motivation. Teachers design rich tasks that are accessible to all students and offer different levels of challenge. They ensure that students are clear about the purpose of learning, and they consider the core requirements of the task as well as the range of possible responses. As students work on rich tasks, teachers plan opportunities for discussion, collaboration, and feedback. They are actively involved in monitoring, prompting, and questioning during the task, to encourage students to ask questions, test conjectures, make generalisations, and form connections. 

These are contexts that are relevant to our community, which are a motivational hook to explore or proving concepts and procedures. 

Example of rich tasks at phase 2:

Plan to explore rich mathematical and statistical situations and contextual tasks that are useful and meaningful to the class or community. 

› Design tasks that use different contexts or combinations of operations to encourage students to apply their reasoning and knowledge to other types of problems (e.g., using decimals in measurement situations). 

› Encourage students to generalise by using questions such as “If I change this, what happens to that?” and “Is there another way to show this?” 

› Teach problem-solving and investigation strategies. Support students to read and make sense of a problem – through drawing, using materials, or trying some numbers – and then to identify relevant knowledge, plan how to solve the problem in a sequence of steps, take action to apply their plan (recording calculations with meaningful explanations), and check their findings. 

› Give students opportunities to notice and wonder about patterns, structures, and relationships and make statements about them.

Example of rich tasks at phase 3:

› Design investigations where students experience rich mathematical situations, as well as investigations where students use their findings to make decisions in their lives (e.g., making a savings plan). When planning an investigation, help students to identify appropriate questions, as well as the mathematical and statistical concepts, procedures, and representations they will need. 

› Design tasks that have multiple entry and exit points and more than one solution or pathway. 

› Teach problem-solving and investigation strategies such as:

– making sense of the problem by drawing a diagram or considering previously solved problems to identify strategies that can be reapplied

– trying some sequential numbers, recording the results in a table, and looking for patterns– identifying key information in the problem and connecting it to prior knowledge

– translating a word problem into a linear equation, to solve for an unknown quantity– recording calculations in an organised way, using correct mathematical notation 

– checking the reasonableness of findings.

An example of a teaching time:

How would you define accelerated learning?

Acceleration: students are able to learn concepts and procedures more rapidly than expected. 

Enablers and extenders

Enablers: strategies to reduce barriers and allow students to engage successfully. Examples: Scaffolded entry points break down complex concepts into smaller steps, visual aides, and strategic prompts that guide students into engaging in the tasks. 

Extenders and enrichment: Strategies used to deepen understanding. Example: add complexity to problems, apply learned concepts to new learning.