Leadership 

Introduction

The most important thing I've learned about leadership is that it involves more than simply giving orders or making decisions. True leadership involves motivating and empowering others to work towards a common objective. A great leader should also lead by example, demonstrating the same values, work ethic, and dedication that they expect from their team. They should also be able to adapt to changing circumstances and be willing to take calculated risks when necessary. They should be able to make difficult decisions, accept responsibility for their actions, and be humble enough to learn from their mistakes. The most important aspect of leadership is that it is about serving others and helping them reach their full potential. The most important thing a leader can learn about collaborating with others is the value of active listening and empathy. Collaboration requires effective communication, mutual respect, and an openness to different perspectives and ideas. Active listening involves paying attention to what others are saying, asking clarifying questions, and restating what has been said to ensure comprehension. Effective collaboration requires setting clear goals and expectations, delegating responsibilities, and providing feedback and recognition for contributions. Empathy involves putting oneself in the other person's shoes, attempting to understand their feelings and perspectives, and responding with kindness and compassion. A leader who can foster a collaborative environment in which everyone feels heard, respected, and valued is more likely to achieve success and build a strong, cohesive team. This essay will evaluate Piaget's constructivist learning using the play space learning approach, utilising a dispersed leadership style approach. The purpose of this paper is to provide an overview of Piaget's theory and its application to the play space learning approach. In addition, it will examine the advantages and disadvantages of a distributed leadership style approach within the context of this strategy. The constructivist learning theory of Jean Piaget emphasises active learning through exploration and discovery. Play is central to this strategy because it allows children to experiment and develop their cognitive and social skills in a fun and safe environment. In addition, the distributed leadership style emphasises shared responsibility and collaboration between students and teachers. The work of Bodrova and Leong (2007), who examined the impact of play-based learning on the development of children's cognitive and social skills, demonstrates the effectiveness of the play space learning approach within a constructivist framework. The authors discovered that play-based learning enhances children's capacity to think creatively, solve problems, and make collaborative decisions. Moreover, the authors note that play-based learning can improve children's self-regulation and emotional control in social situations. Phillips and Carr (2019) examined the effect of a play-based curriculum on the development of children's mathematical understanding as an additional study demonstrating the efficacy of a constructivist learning approach. The authors found that children who engaged in play-based learning improved their math skills more than those who participated in more traditional, teacher-led instruction. In addition, the authors note that play-based learning fosters inquisitiveness, creativity, and problem-solving persistence in children. A dispersed leadership style is especially effective within a constructivist framework because it allows for collaborative decision-making between students and teachers. Carr and Kemmis (1986) found that a distributed leadership approach encourages a sense of ownership and responsibility among learners, which can increase their motivation and engagement in the learning process. According to the authors, this approach necessitates a shift from the traditional teacher-centred paradigm, but it can result in greater creativity and innovation in educational settings. In conclusion, the combination of Piaget's constructivist theory of learning, the play space learning approach, and a distributed leadership style can be extremely effective in fostering active, collaborative, and engaging learning environments.

Leadership Styles

Educators can foster the development of critical thinking and social-emotional skills, which are essential for success in today's complex and rapidly changing world, by providing children with opportunities to explore, experiment, and collaborate with their peers. This strategy is particularly applicable to businesses and organisations operating in dynamic and complex environments, where decision-making must be adaptable and responsive to shifting conditions. Even though there is no universal approach to dispersed leadership, numerous theories and styles of leadership can inform and shape this approach. In this response, I will evaluate the applicability of transformational leadership, servant leadership, and adaptive leadership to distributed leadership. Transformational leadership is a leadership style that focuses on inspiring and motivating followers to reach their full potential through the provision of a compelling vision and the establishment of high standards. Transformational leaders are committed to empowering their followers by fostering a culture of trust, collaboration, and innovation. This style of leadership is particularly applicable to distributed leadership because it encourages collaboration and participation between leaders and followers. Transformational leadership has been shown to be effective for enhancing organisational performance and fostering a positive organisational culture (Avolio et al., 2009). Instead of emphasising one's own self-interest, servant leadership focuses on meeting the needs of followers. The objective of servant leaders is to provide their followers with the resources, support, and guidance they need to achieve their goals. Rather than relying on a top-down approach, this style of leadership encourages leaders to focus on fostering relationships and supporting their followers. It has been discovered that servant leadership is effective at fostering trust, collaboration, and engagement among followers (Sendjaya et al., 2008). Adaptive leadership is a style of leadership that emphasises the capacity to adapt to changing conditions and overcome difficult obstacles. Adaptive leaders are able to navigate uncertainty and ambiguity due to their adaptability, innovation, and capacity to learn from failure. This philosophy of leadership is particularly applicable to distributed leadership because it encourages leaders to be adaptable and responsive to changing circumstances. Adaptive leadership has been demonstrated to enhance organisational performance and encourage innovation (Heifetz et al., 2009). The emphasis of dispersed leadership is the distribution of leadership responsibilities among team members. Transformational leadership, servant leadership, and adaptive leadership are three leadership theories/styles that can inform and influence this strategy. By adopting these leadership styles, leaders can empower their followers, build trust, foster collaboration, and improve organisational performance in complex and dynamic environments. This tactic is frequently used in schools that emphasise collaboration and decentralised decision-making over hierarchical structures.

Aligning Cultural Responsive Practice with Leadership

To effectively apply culturally responsive theory within a distributed leadership style, it is essential to recognise and value the diverse perspectives and experiences of all team members, including those from diverse cultural backgrounds. To ensure that everyone feels heard and understood, it may be necessary to employ a variety of communication styles and strategies, including active listening, frequent check-ins, and clear communication protocols. Additionally, it is essential to recognise and consider the Māori community's values and perspectives in this project, particularly in Aotearoa New Zealand. Including Māori language and cultural practises in our organisational processes, prioritising the needs and perspectives of Māori school whanau, and engaging in ongoing consultation and collaboration with local kaumatua and stakeholders are a few ways to achieve this objective. This approach not only demonstrates respect for the Māori community, but also results in a school that is more inclusive and diverse, which can lead to enhanced performance and innovation.

Place Based Education within a School Context

It is essential to create a school environment that values and embraces diversity, and this includes recognising the unique perspectives and contributions of our local Māori community. The concept of place-based education is not well-known in the educational context of New Zealand, but it is gaining popularity rapidly. Practically addressing the fundamental questions "What is this place?" and "What is our relationship with it?" is the goal of place-based education. The New Zealand educational system is accused of gross negligence for failing to provide adequate structure and opportunities for all New Zealanders to develop a consistent and long-lasting existential identity. By integrating our mara hupara with our localised curriculum, students at our school will be able to identify with Ahuriri (Napier) and understand who and where they are. Place based education encompasses much more than simply taking our students on field trips around Ahuriri. Students will acquire meaningful and engaging education centred on our school, with an emphasis on Ahuriri (Napier) and our local history. In fact, the title PLACE- BASED poses the fundamental question, "What is this place and what is our relationship to it?" (Penetito, 2013). We will develop our own culturally sensitive pedagogy by designing an outdoor play area that incorporates references to local history. Place and interpersonal connections are essential to Te Ao Māori learning and experience (Brown & Heaton 2015). Our Play space is designed with Te Ao Māori in mind so that students have the opportunity to learn about their neighbourhood and local rohe pōtae (tribal homeland). To provide learning in an authentic context where language, identity, and culture of the learners and whanau are affirmed, our play space must consider local tikanga and connect students with local knowledge and the local history of their rohe pōtae, and most importantly, affirm Māori learning as Māori. By sharing the histories of our local communities and school, we will be able to foster a greater sense of belonging at our school. While highlighting connections between local, national, and global history, we will be able to acknowledge the various Māori experiences and provide students with the opportunity to learn about local tikanga and the events that have shaped our community.

Te Ao Māori

Te Ao Māori (the Māori world), also known as Māori pedagogy, is the educational philosophy and practises of the indigenous Māori people of Aotearoa-New Zealand. It is an approach to education that acknowledges the interdependence of the physical, spiritual, and cultural dimensions of learning. Māori pedagogy is rooted in Māori culture and values, including whanaungatanga (relationships and kinship), manaakitanga (caring for others), and ako (reciprocal learning). It emphasises the collective over the individual, as well as the community's role in the education of young people. The use of te reo Māori (the Māori language) as a medium of instruction and a means of connecting students to their cultural heritage is a central aspect of Māori pedagogy. It also includes the utilisation of traditional Māori knowledge and practises, such as storytelling, song, and dance, to engage students and reinforce their cultural identity. Overall, Māori pedagogy is a culturally responsive approach to education that recognises and values the diversity of students and seeks to promote their academic success while simultaneously strengthening their cultural identity and sense of belonging.

In Māori pedagogy, which emphasises group learning and shared experiences, collaboration is essential. This educational philosophy derives from Māori culture, which places a premium on interpersonal relationships, interdependence, and community. My research required that I be able to assess and reflect critically on collaboration theories, styles, and experiences that have influenced collaboration while employing a Māori pedagogy, such as play-based learning and indigenous learning. Collaboration theories relevant to Māori pedagogy include the social constructivist theory, which emphasises the importance of social interaction and collaboration in the learning process (Vygotsky, 1978). According to this theory, learning is a social activity that occurs via conversation, teamwork, and shared experiences. This theory is reflected in Māori pedagogy through its emphasis on collective learning, in which students share their knowledge and experiences to better understand the subject matter. Another theory relevant to Māori pedagogy is the ecological theory of development, which emphasises the importance of the environment in influencing human development (Bronfenbrenner, 1979). Human development is the result of interactions between a person's environment, including their cultural and historical context, and their environment as a whole, according to this theory. This theory is reflected in Māori pedagogy through the emphasis on the cultural and historical context of learning, as well as the use of indigenous learning strategies that are deeply rooted in Māori culture.

Play Based Learning

 Play-based learning is an additional strategy frequently employed in Māori pedagogy. Play is considered a natural and essential element of education because it enables students to investigate, experiment, and interpret their experiences (Gopnik, Meltzoff, & Kuhl, 1999). In Māori pedagogy, play-based learning is frequently employed to encourage students to explore their cultural heritage and enhance their language skills. Indigenous learning is another approach that is essential to Māori pedagogy utilizing indigenous learning approaches that are rooted in the cultural and historical context of the learners, traditional knowledge and practises are integrated into the learning process (Batiste, 2013). Māori pedagogy employs indigenous learning strategies to promote cultural awareness, identity formation, and language revitalisation. Collaboration is an integral part of Māori education, at least based on my personal experience as a teacher and principal of schools where the school’s ethnicity has had a   majority of Māori students. Frequently, Māori students have exceptional social skills and excel in group settings. Collaboration not only helps Māori students to achieve academic success, but it also plays a crucial role in their personal development. By working together in groups, Māori students can build strong relationships, learn from each other's strengths and weaknesses, and develop important social skills that will serve them well in their future endeavours. As such, fostering a collaborative learning environment should be a priority in Māori education. Māori students are receptive to receiving advice from others and eager to share their expertise with their peers (tuakana teina). Play-based learning and indigenous learning methodologies have also proven to be very effective in engaging Māori students and supporting the revitalisation of their cultural identity and language. Culturally responsive theories, styles, and values must influence collaboration in Māori learning. According to these theories, which recognise the significance of culture in education, all students, irrespective of their cultural background, should feel valued and supported in their learning. Play-based learning is widely utilised in New Zealand's early childhood education, including in Māori communities. Kohanga Reo is a Māori immersion early childhood education programme that has been operating in New Zealand since the 1980s. Kohanga Reo settings frequently employ play-based learning to promote children's learning and development (Ministry of Education, n.d.). Play-based learning in Kohanga Reo entails the creation of an interactive and engaging learning environment for young children. Children are encouraged to explore and learn through play, such as imaginative play, sensory play, and creative play (Ministry of Education, n.d.). This approach is consistent with research demonstrating that play-based learning is an effective way to promote the learning and development of young children (Nicolopoulou et al., 2010; Hirsh-Pasek et al., 2015). Educators of Kohanga Reo also incorporate Māori cultural values and traditions into play-based learning, such as through storytelling, waiata (songs), and kapa haka (traditional Māori performance) (Ministry of Education, n.d.). This strategy fosters children's sense of cultural identity and belonging, which is essential to their overall development (United Nations, 1989). Kohanga Reo educators support children's learning in a variety of areas, including numeracy, literacy, social skills, and physical development, through play-based learning (Ministry of Education, n.d.). The approach permits children to learn at their own pace and in a meaningful and enjoyable manner. Overall, play-based learning is a valuable approach in Kohanga Reo settings because it provides children with a fun and interactive way to learn and develop while also fostering their cultural identity and sense of belonging.

The play-based learning method encourages students to learn through exploration, experimentation, and discovery. It is a child-centred strategy that emphasises the importance of play in the development and education of children. Play-based learning can be utilised in the classroom to promote cultural awareness and appreciation. For instance, educators may incorporate play-based learning activities and Māori games. Not only does this strategy expose students to Māori culture, but it also fosters their sense of identity and belonging. In summary, play-based learning is a valuable approach that can enhance children's learning and development. By incorporating cultural elements into play-based learning, educators can create a more inclusive and diverse school environment that supports the growth of all students.

Collaboration

Collaboration is essential for culturally responsive education. To ensure an inclusive and supportive learning environment, teachers must collaborate closely with whanau (families), communities, stakeholders and other professionals. Successful collaboration requires open communication, mutual respect, and the desire to grow as a team. In conclusion, culturally sensitive theories, styles, and values are essential for determining how Māori students collaborate. Collaboration is essential for creating an inclusive and supportive learning environment, and play-based learning is one strategy that can be used to promote cultural understanding and respect. By involving students, teachers, and members of the Board of Trustees in decision-making and granting them greater autonomy, distributed leadership increased buy-in, motivation, and creativity (Gronn, 2002; Pearce & Sims, 2002). In addition, dispersed leadership helped me become a more adaptable leader by encouraging a more flexible and responsive attitude in response to changing circumstances (Uhl-Bien, Marion, & McKelvey, 2007). Additionally, this strategy fostered a sense of ownership and responsibility among all teachers and students, resulting in a more collaborative and cohesive school culture. This also meant that the staff felt like active participants in the project and had a vested interest in its success, while the students were empowered to take responsibility for their own education and contribute to the school community as a whole. However, dispersed leadership was not without potential drawbacks in our context. A concern raised was that communication of any changes occasionally led to some confusion among employees, highlighting the need for consistent communication. A change to our weekly staff meetings required us to spend five to ten minutes reviewing the previous week's accomplishments and highlighting any changes that were implemented. Additionally, this was an ideal time to involve teachers in any necessary problem-solving. As construction was well underway, the presence of the landscape architect at these meetings was essential. As this type of project had never been completed before, it prompted great discussions with teachers as we constructed a play space using only natural and native materials. When evaluating our peer performance in our educational context, it is essential to consider both individual contributions and collective outcomes. Peer evaluations should emphasise an individual's ability to collaborate, communicate clearly, and share responsibilities. This could involve evaluating skills like active listening, problem-solving, and decision-making (Pearce & Sims, 2002). Peer evaluations should also consider the team's ability to adapt and respond to changing circumstances, as well as its overall effectiveness in achieving its objectives (Uhl-Bien et al., 2007). Overall, the evaluation of building the hupara was successful, and as a team we were able to communicate effectively within the schooling context, whereas communicating with local iwi was disheartening as we struggled to engage with Ngati Kahungunu Incorporated, our local mandated iwi with the authority to represent the Ngati Kahungunu people. We were instructed to consult our school whanau at each level of contact. When contemplating changes to dispersed leadership, it is crucial to adopt a holistic strategy that takes into account the organization's particular needs and challenges. One approach could be to focus on enhancing communication and collaboration by providing training and development opportunities to build skills such as active listening and conflict resolution (Day & Dragoni, 2015). Additionally, organisations may want to consider implementing systems that provide greater transparency and accountability, such as regular team evaluations or feedback mechanisms (Pearce & Conger, 2003). Initially, I discovered that Māori organisations, such as Ngati Kahungunu Incorporated, have their own unique cultural practises, protocols, and communication channels that differ from Western or mainstream methods. Ngati Kahungunu Incorporated also prioritises collective decision-making processes involving consultation with multiple stakeholders within their communities, such as whanau, hapu, and iwi. In the past, cultural factors may have influenced the relationship between our school and Ngati Kahungunu Incorporated, with whom our school had very little historical connection. It was prudent to consult with whanau rather than Ngati Kahungunu Incorporated, as there were already strong relationships within the school environment and a model of high trust had been established over the years. This level of trust facilitated communication and allowed the whanau to share their values with the school's administration. The established strong relationships aided in decision-making and gaining an appreciation for the perspectives of Māori communities.

1.4 Discuss how your critical evaluation and reflection of your collaboration during part 3 has impacted/shaped your learning (no more than 1700 words)

●       How I (and members of my Project Team) reflected on and evaluated our collaboration during the project

●       How reflection on / evaluation of collaboration did / did not lead to changes in approach

●       Ways in which our approach to collaboration across the project did / did not differ from our initial approach - and why

●       How collaboration across the project influenced the success of the project

1.5 Conclusion (no more than 400 words)

●       What I now know about leadership that I did not know before the project

●       What I would like to know next about leadership

●       What I now know about collaboration that I did not know before the project

●       What I would like to know next about collaboration

●       Why my learning around leadership and collaboration is important - and to whom

References:

Day, D. V., & Dragoni, L. (2015). Leadership development: An outcome-oriented review based on time and levels of analyses. Annual Review of Organizational Psychology and Organizational Behavior, 2(1), 133-156.

Gronn, P. (2002). Distributed leadership as a unit of analysis. The Leadership Quarterly, 13(4), 423-451.

Pearce, C. L., & Conger, J. A. (2003). Shared leadership: Reframing the hows and whys of leadership. Thousand Oaks, CA: Sage Publications.

Pearce, C. L., & Sims, H. P. Jr. (2002). Vertical versus shared leadership as predictors of the effectiveness of change management teams: An examination of aversive, directive, transactional, transformational, and empowering leader behaviors. Group Dynamics: Theory, Research, and Practice, 6(2), 172-197.

Uhl-Bien, M., Marion, R., & McKelvey, B. (2007). Complexity leadership theory: Shifting leadership

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