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Our teams are filled with passionate, creative and expert teachers.

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We need to ensure official collaborative planning time is in the schedules.

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We need to ensure official collaborative planning time is in the schedules.

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The relationships amongst the entire community.

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The relationships amongst the entire community.

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Collaboration time between subjects in the senior years should increase. Looking for overlaps in content covered/skills in Grade 11 & 12.

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Collaboration time between subjects in the senior years should increase. Looking for overlaps in content covered/skills in Grade 11 & 12.

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Collaboration within the teams and specialists in the PS

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Involve HoD/Leaders in the discussion and making of strategic, operational decisions. In this way HoDs can represent the views of their teams to those making the decisions. HoDs can then help explain and promote the decisions when they understand how such ideas were made.

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We have clear leaderships competencies - have clear expectations and guidance to follow

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Most people in a middle management position are working closely with students, which means they know what's going on and can really support our learners.

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It's good that we have these but we need to take the next step and utilize them more

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Career path for teacher leaders to progress professionally without having to leave the classroom.

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For the most part, we are part of the conversations that impact our school.

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Increasing transparency from leadership team

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Increasing transparency from leadership team

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Students feel that ISZL is a safe place that they love to come to and that they relate to with a sense of belonging.

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Have access for training/PD for leadership courses for all staff interested in building leadership skills

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Benefit of different voices sharing ideas together (distributed) as a team of "team leaders" (element of co-construction) 

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Benefit of different voices sharing ideas together (distributed) as a team of "team leaders" (element of co-construction) 

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Whilst we have a PGF linked to OKRs, there is little to no accountability, support or mentorship for middle leaders seeking to further their careers.

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Avoid micromanagement from top leadership giving more freedom and responsibility to teachers leaders

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Avoid micromanagement from top leadership giving more freedom and responsibility to teachers leaders

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To follow on the last comment, also utilise the Educator competencies more concretely

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To follow on the last comment, also utilise the Educator competencies more concretely

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In High School, Grade Level Meetings, there is a feeling that our input is valued and that we are part of real decision making.

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In High School, Grade Level Meetings, there is a feeling that our input is valued and that we are part of real decision making.

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Too many conversations and commitments are logistical rather than pedagogical.

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Smiling faces, who feel like they belong to the community.

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Smiling faces, who feel like they belong to the community.

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Make sure that each layer of leadership supports those below, making the facilitation of learning easier.

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We have lots of talented teacher leaders.

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We have lots of talented teacher leaders.

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A great teacher body that is putting lots of extra work in to make wonderful things happen. There is a lot of organic leadership that our teachers take up.

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In trying to have more distributed leadership, we could include student voices more

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more cross divisional opportunities - more of this

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more cross divisional opportunities - more of this

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YFS has shown the magic of such collaborations

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Professional Development guidance for leadership positions. 

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Professional Development guidance for leadership positions. 

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Create authentic chances for non teaching staff - technicians etc - to be more involved in teaching and learning. And equally make sure that these people's work is recognised.

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Middle leaders feel separated from other middle leaders.

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Middle leaders feel separated from other middle leaders.

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How could we improve the flow and distribution of information between and across different leadership teams and groups? e.g. HODs/GLLs/ILT.

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Make space for more leadership opportunities.

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Make space for more leadership opportunities.

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(High School) A wide-variety of leadership opportunities - subject, service, grade levels, PDWs, YFS, etc. There seems to be a natural and continuous rotation of people spending a few years in a role and then moving on, making new opportunities available for others.

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It's difficult to find collaborative planning time for some subjects

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It's difficult to find collaborative planning time for some subjects

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Are we poised for distributed leadership as a result? How might this relate to the vision for distributed leadership? Is the teacher-leader the "facilitator" or the "decision-maker"?

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Rotational leadership positions for designated period [not yearly]

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Rotational leadership positions for designated period [not yearly]

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That any teacher can step up, feel empowered and supported to be part of the learning of the school. 

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That any teacher can step up, feel empowered and supported to be part of the learning of the school. 

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Leaning into different people's strengths and changing the view of what "leaders" are

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Leaning into different people's strengths and changing the view of what "leaders" are

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There is currently one official 'leadership' role in PS (grade level or specialist team leader) people tend to stay in these roles for a long time and this means that others who would like more leadership experience don't feel like they have opportunities. Are there opportunities to think about spreading these responsibilities and looking at other areas and ways in which people could share their strengths and gain experience

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Teachers (at ISZL) don't want to necessarily move schools to develop leadership, but to develop internally.

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Teachers (at ISZL) don't want to necessarily move schools to develop leadership, but to develop internally.

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Standardise/improve communication tools across divisions 

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Standardise/improve communication tools across divisions 

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Consider how we use Schoology across divisions and whether Slack or other industry leaders would improve the flow/dissemination of info.

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We have PD opportunities to better our educational skills and experiences.

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We have PD opportunities to better our educational skills and experiences.

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This is both a pre-requisite for a successful distributed leadership and a result. If the staff is happy they are more likely to act as leaders and take up leadership opportunities. If all feel valued and fell that they add value to a commonly shared and understood goal this should also result in more satisfaction when a goal is achieved.

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Creating a more strategic leadership of single subject across divisions

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Creating a more strategic leadership of single subject across divisions

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Can the divisional team leaders for a subject develop together to create a direction for moving the subject forward in partnership with each other - all divisions are moving forward independently, can we create the structure for co creating this.

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Directors, leaders, coordinators should remain teachers. They authentically understand what goes on in the classroom. Teachers who would like to move up still get to teach.

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While covid sometime made fostering relationships difficult, the greatest strength of ISZL is the relationships that exist between colleagues and students. Simple things like kindness, humour, compassion, praise, team spirit, get togethers and organic collaboration really help with relationships.

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(High School) Regular contact with the homeroom / grade level team. In our subject areas, weekly meetings are built into the timetable, we come together monthly on a Wednesday as a team, and we sit in a shared office, visit each other's classes, collaborate on a daily basis in a fluid way. Grade-level teams are much more disconnected, spread out, teach all at the same time, do not have common planning time, etc.

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Would love to see protected time (FTE) for leadership positions rather than a stipend.

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Would love to see protected time (FTE) for leadership positions rather than a stipend.

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Further opportunities for team leaders to have autonomy to facilitate their team

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Further opportunities for team leaders to have autonomy to facilitate their team

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When leadership opportunities are time unlimited, it does not allow for others to apply for these positions

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teams created to solve problems/issues not based on Team Leaders or HOD but instead "Wednesday Choice" teams with a specific focus and goal

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Give opportunity for different leadership styles 

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Give opportunity for different leadership styles 

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Rotate roles every 3 years

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We need more opportunities for peer observation and collaboration in some departments.

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We need more opportunities for peer observation and collaboration in some departments.

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Do we use meetings as effectively as possible to ensure the right people are in the right room for the right purpose? Oftentimes it feels as though these forums are not always productive.

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Opportunities to carry out PD across the whole school rather than isolated to divisions.

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Offer opportunities for cross divisional collaboration between middle leaders.

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Offer opportunities for cross divisional collaboration between middle leaders.

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MS GLL's currently do not get release time for the role. This would dramatically improve the the opportunity to focus more on learning than logistics. Be able to swim faster than the current.

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GLL in HS has improved with the new system

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GLL in HS has improved with the new system

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GLL position in HS has improved with the new model and extra time. There is more time given to take care of individual students and to have a meaningful impact on the grade level as a whole

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Less leaders, more devoted upskilled leaders to do this work

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Less leaders, more devoted upskilled leaders to do this work

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eg Join departments together. assign leaders who are skilled in leading. Provide them ample time to manage and lead their bigger team. eg Math/ Science team lead. Grade 2/3 team lead. EAL/LS team lead

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How can we ensure equitable access to leadership opportunities? 

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How can we ensure equitable access to leadership opportunities? 

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Big picture, this comes back to the "distributed leadership" model, and part of that model working well is a consensus-based decision-making protocol. If there should be a cap on how long a person is in a role, the team (some team) should be able to come together and decide on the merits of that proposal. If the team sees a need for new leadership opportunities, they should have the power to propose these roles and enact them via some decision-making process. What is the proposal mechanism for this? How might I, as a teacher, suggest a NEW leadership position, and how might I advocate for myself to have a stipend, release time, titular promotion, etc. for a new role/opportunity that serves a authentic need to promote student learning.

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Shared understanding of set goals and shared leadership

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Shared understanding of set goals and shared leadership

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A diversity and flexible vision for teacher-leadership

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A diversity and flexible vision for teacher-leadership

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For example: stepping away from teacher-leadership (traditional) to focus on a project associated with an aspect of teaching and learning.

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Higher sense of professional satisfaction for everyone.

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Higher sense of professional satisfaction for everyone.

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Which strategies and actions could support our future ambitions?

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Which strategies and actions could support our future ambitions?

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A budget. The symbolic power of having a budget as a team leader is saying to that person/team "We trust you to make decisions with your team and pursue resources, opportunities, etc." to support and grow your team, students, community.

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Which measures ensure we are on the the right track for success?

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Which measures ensure we are on the the right track for success?

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1. Titles - clearly indicate who the "leaders" are across the school so we know what that distributed map looks like.
2. Parameters (code, like in software) - we know where are boundaries are, what authority for decisions we have, how we might propose changes to various models, etc.