Leading organsiational change

In each service, the manager’s leadership was pivotal for managing changes needed to improve learning outcomes for children. They were committed to ongoing improvements, mentored staff and closely monitored teaching practice.

 

What’s important?

What does good practice look like?

For example:

Clear philosophy

The values and beliefs of the services were written in both English and the Pacific language of the service. The philosophy reflected how the values and beliefs were put into practice on a daily basis. It also reflected the principles of the early childhood curriculum Te Whāriki.

The amoga amata’s philosophy was an interpretation of the Samoan fale (house) where the roof represented the children. The children’s learning was central and was expected to be of high quality. The children were supported in their confidence to speak in Samoan; they shared with and cared for each other in a comfortable environment.

Clarity of role

Roles were discussed with staff and teachers so that they knew what their duties were and what support they should access. In some, major organisational changes were led by the board or management committee who identified specific roles for teachers.

The board appointed a new centre manager in July 2013 and provided her with very clear key performance indicators that were mainly related to the recommendations from a previous ERO report. The board received good quality information about the curriculum, enrolment data, funding, and staffing matters which assisted them to make resourcing decisions.

Decision making

Services functioned well when the board, managers, teachers, children and parents were all included in decision making about the identified improvements. They built on the strengths that each group brought to their role.

In 2010, the board needed support with restructuring the centre. They spoke to teachers, parents, the local Pacific community, and sought external assistance with the restructuring and to implement the recommendations of ERO’s report. In 2013, ERO said the centre was well placed to promote positive outcomes for children and gave the centre a regular three-year review return time.

Partnerships for change

Services emphasised the importance of nurturing and caring relationships between the board and teachers. Leaders and teachers found ways of keeping dialogue open and making time to listen to each other.

For one centre manager, it was important for her to understand the board’s vision and views. She worked alongside the board to respond to the challenges but also recognised cultural protocols. “I think this also helped them to understand me too, as a young leader in a changing world.”