Last year I was part of the National Aspiring Principals' Programme or NAPP. This programme is for senior leaders who aspire to become principals in the near future.
The focus of the NAPP is on developing adaptive, culturally responsive, digitally literate leaders through inquiry learning, and building their understanding of the research base around leadership. The delivery of the programme ranges from a variety of face to face small group work where akonga (learners) share their developing leadership inquiry over the year, a regional day, a national hui and four online modules focus on school operating systems in the New Zealand context and show how to link those systems effectively to student achievement. Using a mix of shared online interaction and individualised self-managed learning, the modules explore: school contexts, resourcing, personnel and employment, and strategies and planning. I found the delivery of the programme to be very useful and complimented my daily work as a deputy principal. I particularly enjoyed the face to face time in our smaller professional learning groups where each akonga shared their leadership inquiry and how this progressed over the year. The opportunity to connect with akonga at the regional and national days meant that you could put a face to the online connections that you made through the Virtual Learning Network (VLN) and meet many inspiring facilitators.
The focus of the NAPP is on developing adaptive, culturally responsive, digitally literate leaders through inquiry learning, and building their understanding of the research base around leadership. The delivery of the programme ranges from a variety of face to face small group work where akonga (learners) share their developing leadership inquiry over the year, a regional day, a national hui and four online modules focus on school operating systems in the New Zealand context and show how to link those systems effectively to student achievement. Using a mix of shared online interaction and individualised self-managed learning, the modules explore: school contexts, resourcing, personnel and employment, and strategies and planning. I found the delivery of the programme to be very useful and complimented my daily work as a deputy principal. I particularly enjoyed the face to face time in our smaller professional learning groups where each akonga shared their leadership inquiry and how this progressed over the year. The opportunity to connect with akonga at the regional and national days meant that you could put a face to the online connections that you made through the Virtual Learning Network (VLN) and meet many inspiring facilitators.
This year I was priviledged to be asked to represent the 2012 akonga and return to address the 2013 NAPPsters at the National Hui, held in Auckland. I was asked to present a five minute talk to the close to 200 participants with a critical reflection on my experiences. Leading with moral purpose and reflecting on ones practice is at the forefront of any leader if there is to be personal and organisational growth. I discussed how being involved with NAPP led me to be more culturally responsive as a leader and reignite the need to be a digital resident and connected leader.
I was also asked to present two smaller round table events on my passion for implementing Teaching as Inquiry as a model of self and school improvement when staff view inquiry as a professional way of being. Both these sessions were well attended and the link to this work can be found on my wikispace.
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