Overview
Leading for transformation requires educational leaders with the mindset and disposition to act as systems thinkers, and to recognise that their decisions, at any level of the system, have ripple effects across schools, communities, and the broader education system. This theme emphasises the concept of “leading from the middle,” a deliberate strategy that bridges top-down and bottom-up approaches to change. Leaders operating in the “middle”—whether as school leaders, middle managers, or district-level influencers—play a pivotal role in connecting policy with practice, aligning system priorities with local needs, and fostering coherence across all levels of education.
This approach highlights the importance of relational trust, collaboration, and shared ownership in driving transformational change. By balancing leadership within schools and at the system level, leaders can ensure that their efforts support learners, teachers, and schools in meaningful ways. Leading from the middle also emphasizes culturally responsive practices and inclusive leadership, particularly in contexts like New Zealand, where honouring Te Tiriti and other cultural frameworks is essential to creating equitable and sustainable systems of learning.
This theme will set the scene for participants to explore how to develop personal dispositions, strategies, and theories of action that enable them to lead transformational change while navigating the complexities of their own contexts. This theme encourages leaders to reflect on their influence across levels of the system and identify actionable ways to ensure alignment between their leadership practices and the ultimate goal of supporting all learners.
Presenters in more detail
| Martin Westwell | Martin is Chief Executive of the Department for Education for the Dept of Education, South Australia. He has worked extensively with education systems and other organisations in using evidence to inform policy, practice, innovation and impact in education. In 2018, Martin received the prestigious Australian Council for Educational Leaders’ (ACEL) Gold Medal, awarded for the most outstanding contribution to the study and practice of educational administration and leadership. |
| George Philhower | George is the Eastern Hancock Schools Superintendent in Indiana. George is driven by a vision where every student and staff member wakes up eager to go to school each day. He believes this is possible when everyone feels safe and valued, has opportunities for success, engages in meaningful work, plays and learns with friends, and is supported by caring adults. He is currently working on an innovative plan to create a state-wide connection of micro-schools in Indiana. |
| Dale Bailey | Dale brings a wealth of perspective from his diverse roles shaping the lives of young New Zealanders. As Tumu Whakarae | CEO for Te Uru Amokura Springboard Trust, his unwavering commitment to high-quality, lifelong learning across Aotearoa has transformed countless educational journeys. Recently honoured with an MNZM for his outstanding contributions, Dale demonstrates how visionary leadership can elevate education from merely adequate to truly exceptional. |
| Maurie Abraham | Maurie has recently retired from his role, after 10 years, as Foundation Principal at Hobsonville Point Secondary School. He is now supporting leaders to have a strong moral purpose and to have the personal courage to see and take opportunities to transform their schools. By being warm and demanding these leaders will champion student agency, wellbeing, equity and strong relationships in environments where powerful learning occurs and where staff and students thrive. |
Provocations:
- “How can educational leaders effectively ‘lead from the middle’ to drive transformation while balancing system requirements, local needs, and diverse cultural perspectives?”
“What specific leadership practices build the relational trust necessary for transformational change, and how do these practices shift when working with different stakeholders across the system?”
EdRising 