Monday Mailing Week 1, Term 4 2025

Few words from our Editor, Leo

Being caught between a rock and a hard place!

Exclusions, suspensions and when everyone loses.

I was recently reading the piece below which pertained to the exclusion of a young Waikato teen from a local school. It was one of those reports that you read as a principal that leaves you feeling totally conflicted and, at the same time, sympathising for all parties. I would also reiterate that I thought the piece was balanced and reflected the needs of all stakeholders. It also touched on a taboo subject many of us a dread and totally hope to avoid.

The internal conflict arising from the tension around the needs of the child vs the needs of all the children and staff in a school. In short, protecting the rights of all leading (in instances like this) to the school making decisions that hurt all. I can honestly state in 30 years I have only excluded one child and this still burns. Let's face it, our goal in becoming teachers and principals in the first place, was to make a positive difference and inspire. Not to exclude, inhibit or establish road blocks to success.

One can only appreciate how hard it must be for a parent who is championing for their child's rights and advocating for their learning needs, then being told that the school is no longer able to support. I don't think anything could be tougher and if I was a parent in a similar position, I would challenge process too. 

At the same time, I do think it is appropriate that perhaps some media groups, and the odd keyboard warrior, looking to stir when referring to these issues, does need to better consider a schools rationale and perspectives around making the decision to either suspend with conditions or exclude. What I do know for a fact as a principal is that:

• No Principal and Board ever wants to enter into a Suspension or Exclusion meeting. These are emotionally tough, demanding, highly emotional, intense and often happen only as a last resort.
• A Suspension or Exclusion meeting typically occurs after violence, serious misconduct or where safety is compromised. Again, when options no longer exist.
• Many of the children impacted by decisions of this nature have complex needs. The word COMPLEX reinforcing the challenges we, as schools, have to try providing a niche environment for some children. 
• Principals, leaders and teachers not only have to work with the child concerned but also support victims, their families, staff including the classroom teachers and the community. I have to admit that in rare cases these events leave lasting scars and potentially event result in PTSD-like outcomes. No, I am not a psychologist but what I am stressing is that mental angst and illness can occur.
• The fallout from extreme behaviours, violence and safety concerns can lead to other families choosing to leave, staff choosing to make career changes, Board members resigning due to stress and children in classes feeling concerned around their wellbeing.
• Mainstreaming is not something that suits all children. There are definitely times-instances when we as schools cannot provide spaces, environments, programmes or curriculum that align to a child's needs... or that they can hope to access.
  
• That the safety and wellbeing of the school community always sits paramount in the decision making process.

In summary,

• it's a tough issue,
• no one wins,
• I don't have a better solution,
• My thoughts go out to principals leading this mahi at the moment across the country,
• and for those who have never been in a Suspension or Exclusion meeting, I envy you.

WPA President Lesley Lomas

Ngā mihi nui i tēnei te wiki tuatahi o te wāhanga hōu.  Greetings to you all in our first week of the new term.  I hope you were able to enjoy some well-deserved rest and relaxation over the school holiday break. 

Our next WPA Connections Day has been MOVED to Wednesday, the 22nd of October, due to the proposed Strike action on the 23rd of October.  Andrew Miller is our inspirational speaker for the Connections Day.  He has a natural ability to work with individuals and teams to unlock potential, encourage deeper connections and overcome challenging situations.  Registrations are now open on the WPA website for our Connections Day.  We look forward to seeing you there.

Congratulations to Nathan Leith, one of our WPA Executive team, who was successful in his recent bid to be elected onto the NZPF Executive.  We are fortunate to have Nathan representing the Waikato Region when he is in Wellington.
Ngaa manaakitanga,
Lesley

Professional Readings, viewings and things you may have missed.

I loved this Leading Learning (Mark Osborne) reading that came through at the end of term. I think it was a timely reminder that often, as principals, we can inadvertently turn ourselves into doormat leaders in our bid to 'serve' our people.

Servant Leadership

What is it? 
Servant leadership is a model of leadership that asks leaders to focus on empowering and supporting their teams, by putting their needs and growth ahead of your own agenda. Servant leadership can be summed up by the difference between saying “I need you to help me achieve my objectives” and “What can I do to help you achieve your goals?” Servant leadership signals an absence of ego in leadership and boosts team performance by engendering trust, commitment and goodwill. Another good way to think about servant leadership is that it is very close to service leadership, or a leader working in service of their team.

Three (things you should know about it):
Servant leadership is about empowering others. True servant leaders prioritise the development and well-being of their team members.

Servant leadership is closely aligned with the idea of 'The Institution As Servant'. The most effective organisations arrange themselves to meet the needs of the people for whom they exist: students, patients, sportspeople, customers...
Servant leaders lead by example: they demonstrate empathy, active listening, and care, creating a culture of service. They role model prioritising the needs of others above their own ambitions or ego.
Two (insights or benefits):

Servant leadership is not the same as ‘Doormat Leadership’ where a leader does anything their team members ask of them. Sometimes what the team needs is a leader who says no, or one who realises they need to stop rescuing team members and start building their capability to rescue themselves.
A servant leader builds stronger, more committed teams by fostering a sense of belonging and support. This approach can lead to increased job satisfaction and improved team performance.
One (way to put it into action):
Servant leadership can be as simple as asking a team member what additional support or resources they need to be successful. Work with them to explore ways that assistance might be provided. This week, ask one team member that question.

Where can I find out more?
Greenleaf, R. K. (1998). The power of servant-leadership. Berrett-Koehler Publishers.

Readings... or lack there of

Apologies for the lack of professional readings this week but I have been a bit under the pump! I have included a few images below that you may or may not have seen over the past few weeks but I thought they were provoking. The first was a snapshot from Erica's letter on the last Friday of term celebrating all they have achieved. My perceptions around the ACTUAL outcomes and impacts of these initiatives for ALL schools, was mixed. This reads well on paper but like the LSC announcement, in reality things are very grey. Few real winners, a shuffling of existing funds and lots of political noise.

The second screenshot being a RECOMMENDATION from NZEI as part of negotiating process for principals and schools to step back from the Curriculum Roadshow programme. NZEI stressing that highlighting our discontent with the status quo is needed and now is the time. What I would suggest is that what ever you do, has to better that acceptance and doing nothing.

The last being a concise summary from NZPF best highlighting why some collective principal action is required in response to the way in which we are being supported by the government and through the host of curriculum changes mandated.

WPA Events and Changes

PLEASE NOTE CHANGE OF DATE:  THIS EVENT HAS BEEN CHANGED TO WEDNESDAY 22ND OCTOBER 2025.
Still same outstanding speaker, still amazing food, and still same wonderful Business Partners and Colleagues!!Click here to register now!

Pete Burdon- Difficult Conversations

Mastering Difficult Conversations with Parents/Staff – Hamilton, November 19 (9am-12pm)
Difficult conversations with parents can be some of the most stressful parts of school leadership.
They can leave you and your staff feeling drained, stuck, or unsure how to move forward.
This Hamilton workshop is designed to make those moments easier. It gives you and your team
clear, practical tools to approach tough conversations with calm and confidence.

You’ll learn how to:
 Stay composed under pressure
 Communicate your key points clearly
 Defuse tension and guide the discussion toward solutions
Here’s what one Kāhui Ako leader said after attending:

The schools that attended Pete’s “Having Difficult Conversations” PLD (Including my own) raved about the hands-on nature of the day.  Pete’s ability to weave incredibly useful content into the scenarios we used to practice the skills he outlined, was outstanding.  Whilst some of the role-plays were daunting, this is where the real learning took place. All leaders left the day feeling much better prepared.

Steve King, Leader, Auckland Central Community of Schools and Principal, Remuera Primary

Yin and Yang of Leadership

This is a repeat of last editions Leadership Tips on Provisional Staffing. If you have not downloaded and read it, please do so! This can add staffing to your entitlement!

I would also strongly urge those of you who haven't to complete your Property Maintenance Top Up Survey (See below) as soon as possible! This is a one off event.

A few laughs and a giggle to end

Business Partners 2025