NZEI Te Riu Roa President Louise Green

Every member is a leader in their day-to-day work, but now ‘Leadership’ is back on the government’s agenda, and it’s crucial the sector works together toward a clear definition.

Lynda Stuart principal Auckland

Leaders articulate a clear, shared strategic direction within an environment of often very diverse opinions. They empower others to contribute to the vision and to have a sense of ownership of the direction. They build a climate of trust and develop the collective impact of the team

Manu Pohatu kohanga supervisor Hamilton

He rangatiratanga kei roto i ia tangata, tamaiti hoki. Heoi anō ko te rangatiratanga mā te kohanga reo, ko te mōhiotanga ki te kaupapa o te kohanga reo; ko te reo me ōna tikanga, ā, ko te whakawhanaungatanga o te whānau whānui. Kia mahitahi, kia whakaarotahi ki raro i ngā uaratanga o te whānau, hapū, iwi.

There is leadership in every person and child. What is necessary for kōhanga reo is the knowledge of the philosophy of kōhanga reo, encapsulated by the language and customs, and by the relationships built collaboratively with the wider whānau: working together, thinking strategically using the values instilled or passed down by our whānau, hapū, iwi.

Sara Rogers deputy principal Auckland

In an educational context, leadership is about getting people working together and taking responsibility for supporting and developing each other’s capacity to learn: to think critically, to communicate and discuss and challenge choices, actions, initiatives, programmes and options – always with the needs of the learner in mind.

Liam Rutherford teacher Palmerston North

Being a teacher leader in primary involves building relationships within and across worksites. Leaders work to understand the bigger picture and to convey messages in clear ways. Their leadership and contribution is vital due to their day-to-day experiences of working with learners.

Virginia Oakly kindergarten head teacher, Nelson

To be a leader involves bringing people together. Leaders have the ability to inspire and collaborate with others. They identify and use strengths within the group. A leader keeps current with what is happening in education. They advocate for those in their care – whānau, children, colleagues and the profession.

Alison Gray executive secretary Te Puke

School leaders (including support staff) need the following qualities: awareness (of the collective agreement, of the abilities and talents of support staff); decisiveness; accountability; being trustworthy; having confidence in people doing their roles; fair appraisal; being inspirational, inclusive, transparent and having empathy.