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National aspiring principals lead pedagogical change

The focus of the National Aspiring Principals Programme (NAPP) is to develop adaptive, culturally responsive, digitally literate leaders through coaching and inquiry learning. It builds leaders’ understanding of the research base that underpins leadership development. The programme is designed to support participants to develop their leadership capability (through reflective leadership inquiry) and focuses on leading pedagogical change for priority student achievement. 

NAPP cohort 1

NAPP is built on a coaching paradigm with a strong focus on culturally responsive practice that honours New Zealand’s bicultural heritage and multi-cultural society. The emphasis is for school leaders to share and create knowledge together and to support, connect and network with each other as they work collaboratively as system leaders to address inequities in the education system. 

Participants see the blended approach to learning provided by the NAPP programme as a powerful learning experience.  The programme’s interrelated components are  a leader coach, a peer partner, online and face-to-face professional learning group meetings. The national cohort meet both online and face to face, at the residential hui. 

NAPP map

Who was better off?

There were 190 participants in the programme (from across New Zealand) in 2015 with 59% assistant, associate or deputy principals and 41% HODs, deans or senior teachers. 

  • The overall goals of the programme are to develop leaders who:
  • have a strong focus on addressing inequities and disparities in NZ education
  • are prominent change agents for future-focused learning and changes in teachers’ practice
  • are actively connected with other leaders across NZ in learning networks and coaching partnerships to share and create new knowledge.

Qualitative data shows participants' understandings of the NAPP curriculum has increased significantly as a result of engaging in the one year programme.

At the end of the programme;

  • 99% of ākonga agreed they have a strong focus on addressing inequities and disparities in NZ education
  • 100% agreed they were prominent change agents for future-focused learning and changes in teachers’ practice
  • 96% agreed they were actively connected with other leaders across NZ in learning networks and coaching partnerships to share can create new knowledge
  • 99% agreed they are committed to being a system leaders , not just a school leader in addressing inequity in education. 
  • Data shows participants have these dispositions as they leave the programme.

For more information, see the 2015 infographic data. The following school leaders talk about the impact of NAPP on their reflective practice, as future-focused leaders and change agents in schools/kura.

     

As a result of the PLD NAPP participants have also reflected; 

NAPP cohort 2

Participant A: I feel more confident and capable in my ability to lead having been part of this amazing opportunity. I feel that I have put aspects of my learning into action, and as the year progressed I have become clearer with my thinking and direction regarding my leadership into the future. I have had positive comments from my colleagues in the senior leadership team at school and feel that the NAPP journey has supported me in my professional growth and, just as importantly, given me the confidence and capability to influence others in their teaching, learning and leadership.

Participant B: I think that NAPP has been the best PLD I have ever had the privilege to be involved in. I feel motivated to continue to improve educational outcomes, particularly for those learners currently disadvantaged and I hope to maintain the contacts I have made this year and make more! The learning I have done this year has been fantastic, and I feel inspired to share the knowledge with my colleagues.

For more impact see the infographic data for 2015 and for information, visit the National Aspiring Principals' Programme page or contact Jill Lunn.