by | | blog, Vision and School leadership
If you are head teacher, then I am sure, this image will speak volumes to you! You know exactly what it takes each and every day to step into the role of Head teacher and enter a system that so often forgets that you are human. A system, which despite all the well-intentioned rhetoric, expects you to constantly withstand the ‘slings and arrows of outrageous fortune’. And, no matter how fast and furious they might be, requires that you always come out victorious, with an ever-present smile on your face. However, I am sure you know as a Head, many a time life just isn’t like that. Those slings and arrows, whether from a colleague, an inspector, a parent or a Governor, can hurt. They can pierce the soul and leave you feeling utterly down-spirited and disheartened. It is because of this fact and working closely as we do, with Head teachers, that we decided to host our termly Headteacher’s Nurture Meals. We wanted to do something, that clearly said to Head teachers, ‘You are of value; you are of worth and you have the right to have your needs met’ We are always very clear in our purpose. This was designed not to be one of those Head teacher gathering where individuals met with their peers, but still felt the need to be to wear their leadership mask or suit of armour, for fear of being judged or criticised for anything that they might say. We wanted to make sure this was different. Different…. But how? Well … we create a loose framework for discussion, but in...
by | | blog, Why coaching is an essential support mechanism for school leaders
*The author of this blog has asked to remain anonymous I have been a Head teacher in a North London Primary school for 13 years now. In that time, like most Heads – I’ve had to endure some very challenging circumstances, with the rise of personal accountability, frequent changes to the curriculum and depleting school budgets. However, perhaps one of the biggest challenge I’ve ever faced in my role was when I came back to my Headship after my maternity leave. My Deputy head had just had a taste of being a Head teacher. As a result, she decided to leave to take up her own headship and so I found myself having to form a new School Leadership team. To make matters worse, not long after I returned, we were inspected by OFSTED and we went into “required improvement”. Before I even had chance to settle back into my role, I was suddenly having to deal with the extra stress and challenges of improving our school’s rating. It felt as though everything had changed in the five months, I’d been away and that the job was un-recognisable from the one I left. Before I went on maternity leave I was quite confident about my Headship, but when I returned I suddenly felt like I had lost the conviction with which I used to lead. As a leader, losing your self-confidence can be one of the hardest things. I began to second-guess my decisions, question whether I could do the job anymore and I constantly felt that I couldn’t cope. To have to...
by | | blog, Maintaining personal and professional well being
Over the last few weeks, I’ve been reminiscing on my experience of Headship, the many golden moments and times of great happiness, joy and laughter – but also the numerous challenges, stresses and struggles that came with the role. As I reflected, I was struck that I was not left feeling rueful by my memories. As with time, I have come to realise that with each and every difficulty, I experienced moments of deep growth and development (even if it hurt at the time!) However, having said that, there was one thing that did stand out as a regret. Something that has stayed with me to this day. Had this one thing been present, I am 100% sure my whole experience of Headship would have been completely different. It’ll probably come as no surprise to many, particularly those that know my story, that when I look back on my years as a Headteacher, this big regret is that I didn’t have a coach. I can’t understate the difference it would have made if I’d had a trusted, external, companion to walk alongside me. Not just to problem solve and talk through the inherent challenges of the role, but for me personally, I just wish I’d had someone to accompany me through the major transitions that I experienced as a Head. Certainly when I look back there were three major transitions that I now know, I would have progressed through differently had I had a coach… 1st Transition – Moving from acting Headship to Substantive Headship and Motherhood (both at the same time!) Whenever, I tell others...
by | | blog, Coaching Skills, Vision and School leadership
Recently, we announced the launch of our latest cohort of our 4 Day Coaching Programme to Maximise School Performance. In preparation for the programme, I have been reflecting on the features of school cultures that serve to grow adults and foster outstanding staff performance. As I did so, I was reminded of research carried out by Stoll and Fink at the Institute of Education. Their research identified a number of school cultural norms that they cite as evidence for strong, positive school cultures. They assert that if these norms are weak or non-existent within a school, then growth and development at both an individual and organisational level are severely hampered. Out of the norms which they identified, I believe there are five that are essential, for creating genuine school cultures in which all adults and young people thrive. As you read through these, I’d encourage you to reflect on each of the norms below and perhaps consider these questions: – To what extent are these norms present in your school culture? – Which norms are strengths and would act as enablers for the development of a positive culture in your school? – Which norms are weaknesses/areas for development and might act as potential barriers for the development of a positive culture in your school? – What strategies could be developed for overcoming these barriers? 1. Shared Goals & Vision – We know where we’re going When individuals are empowered to take ownership of their goals it can cause a shift in the culture of a school. As individuals learn how to work in alignment with the school’s vision and values, a new set of relationship...
