An overseas sabbatical taught International Grammar School Principal Ms Shauna Colnan that leadership is learned, adaptive and collaborative. Her reflections offer valuable lessons for school leaders navigating change and complexity.
When Shauna Colnan undertook a sabbatical in her tenth year as Principal to spend time at the University of Cambridge, she immersed herself in the study of Transformational Leadership and Strategic Decision Making alongside leaders from around the globe. The experience left her with a wealth of insights that she believes are highly relevant to school leaders and teachers alike.
Her first key takeaway challenges one of the most persistent myths about leadership: that leaders are born, not made. “Research shows that only around 30 per cent of leadership qualities are inherent,” she explains. “The remaining 70 per cent comes from socialisation and context. Leadership is about nurture, not nature. That means we can all develop as leaders and need to continue learning throughout our leadership journeys.”
The past few years have shown educators just how important adaptability is. Ms Colnan notes that while many educators have a preferred leadership style, the ability to shift approaches depending on circumstances is crucial. “The pandemic was a crash course in flexibility,” she reflects. “As schools continue to face rapid change, leaders must be willing to expand and adapt their style.”
She also emphasises that leadership can and should emerge from anywhere within a school community. “It’s not always about the person with the title. I see it every day in teachers with innovative ideas, or students with bold initiatives. Our responsibility as leaders is to nurture those sparks and create an environment where they can thrive.”
For Ms Colnan, leadership is inseparable from relationships. She advocates for engaging others meaningfully in decision-making, acknowledging their contributions and leading with kindness.
“Protecting and honouring the dignity of every individual is fundamental,” she says. “When people feel valued and respected, the whole organisation benefits.” This extends to cultivating friendships and collegial connections at work. “Having friends at school – whether as a teacher or a student – makes a significant difference to wellbeing and performance. It’s something leaders should actively encourage.”
Change management is another area where insight is essential. “About 75 per cent of organisational transformations fail,” Ms Colnan points out. “But frameworks exist to help. At our school we use Professor John Kotter’s 8 Steps, which guide us from urgency to embedding change in culture. This framework supported our implementation of our new deeper learning timetable for 2025.”
Another area of growth for Ms Colnan during her time at Cambridge was self-awareness – particularly around cognitive biases.
“We all fall into traps like confirmation bias or overconfidence. Recognising these patterns allows us to make more balanced decisions.”
Listening deeply is equally important, she notes. Ms Colnan urges leaders to practise genuine empathy, moving beyond surface-level exchanges to truly understand the perspectives of others. “Active listening changes the quality of conversations. It builds trust and strengthens relationships. Schools are busy places. To really listen is a gift you can give your colleagues.”
Perhaps the most resonant theme from her reflections is psychological safety. “Creating an environment where people feel safe to make mistakes and know they belong is crucial,” Ms Colnan says. “High-performing schools thrive on it – and beyond performance, it’s simply the right thing to do.”
From Cambridge seminar rooms to the corridors of her own school, Ms Colnan has seen that leadership is not about titles or traits but about continuous learning, adaptability and the courage to create safe, inclusive environments.
