Meet The Team
Learn more about the Integrity Coaching Associate team.
Integrity Coaching Associates
Find out more about the associates that work for Integrity Coaching with related expert interviews and leadership think pieces.
Viv has been in the education profession for over thirty years. She is a former primary Headteacher and over twenty years ago was one of the youngest Heads in the country to turn around a failing primary school.
She has been a lead trainer and consultant for a number of educational training bodies, including the Department for Education, the National College, The London Centre for Leadership in Learning at the Institute of Education and the NUT. Viv was a contributing author to the 2011 publication “Mentoring and Coaching in Schools” and in 2014, she published her first book, “Staying A Head: The Stress Management Secrets of Successful School Leaders.”
Viv has written for the Guardian and appeared on TV, BBC Radio London and BBC Radio 4 Woman’s hour, talking about her work and the role coaching plays in helping School Leaders to excel.
As an Executive Coach and Director of Integrity Coaching, Viv works with others who have taken on the mantle of School Leadership. Viv understands what it takes for School Leaders to overcome the deep, hidden, inner struggles of School Leadership. It is for these reasons that she has dedicated her professional life to helping School Leaders locate meaningful ways to rise above the stresses of their roles and find fulfilment in the work that they do.
Viv’s full story and what inspired her to form Integrity Coaching was published in The Guardian.
“a quote from American author and social activist: “I was certain that the task for those of us who chose this vocation was to be holistically questing for self-actualisation. Her words remind me that each and every day, the steps that I take to be the best version of myself (even when times are tough), I do not only for myself but for those who I am called to be in relationship with.”
Isolation, stress and tears … the truth about being a headteacher
Read Viv’s full story and what inspired her to create Integrity Coaching.
His last post in LA work was as Head of the Integrated Support Service in Merton, south London. For the past dozen years, he has been working around the country, teaching, training, consulting and advising.
Fifteen years ago, he began training in Educational Transactional Analysis (EdTA), a psychoanalytic theory which provides a useful educational psychology for making sense of the relational aspects of teaching and learning.
It can also be extended to the theme of developing School Leadership and has been incorporated in some schools to inform the how and why of education, alongside improving the quality of relationships in classrooms and staff rooms.
Since then, Giles has been working as a Teaching and Supervising Transactional Analyst (TSTA), a role that involves offering specific training and support to trainees. In addition, he has a Masters in School and College Management, Post-Graduate Diploma in SEN and a Masters in English Literature.
Giles writes on a range of themes about learning, schooling and the relational aspects of school life. Outside of working in schools he runs a small farm in east Suffolk. His work is underpinned by three core guiding principles; a commitment to creating a better society, giving due regard to the soil and making space for the soul.
“Some great teachers both past and present. I continue to be astonished at just how powerful educators can be in touching the lives of their students.”
How to Support New Headteachers
In this expert interview, Giles explains why he believes that new Headteachers need a unique form of support, that is rarely made available to them.
Pat is a leadership development and executive coach. She describes herself as being ‘passionate about people’ and is driven by supporting others to make positive progress in their lives and learning.
She is keen to support people as they come against their ‘growth edges’ and help them explore their way through and beyond.
Pat’s foundations are in education and social care, having over 30 years of experience supporting inclusive practice in these areas. She has worked in the statutory, voluntary, and private sectors and was a business owner for over 18 years running a values-led training business which supported frontline workers to improve their practice when working with vulnerable families.
During this time Pat worked to deliver National training programmes on behalf of the government’s Children’s Workforce Development Council. She is committed to values-based leadership and has used this approach to inform her work.
Pat is committed to raising awareness of and addressing inequalities that particularly impact black communities. She has worked towards addressing injustice and promoting anti-racist practice through her work in both the statutory and the voluntary sectors.
Pat currently spends much of her time working as a Leadership Development coach, working predominantly with CEOs and Senior Leaders within the social sector. She sees herself as a coach who comes alongside clients and supports then to unlock their resourcefulness in the spirit of being the best version of themselves.
Maya Angelou: Author, poet, dancer and civil rights activist “Leaving behind nights of terror and fear, I rise Into a daybreak that’s wondrously clear, I rise”
What is Values-Based Leadership
In this expert interview, Pat Joseph considers what is values-based leadership and why it is so important for Headteachers and leaders working in schools today.
Mark is a leadership and executive coach with experience in strategic transformation. He started his career as a civil engineer and then moved on to senior management roles in strategy and performance.
This was followed by leadership roles in Children’s social care, Education and Youth services.
Mark has been coaching and mentoring for 20 years with senior management and executive clients in the commercial, public and 3rd sectors. He also specialises in mental health and well-being coaching. Mark is author of Coach Yourself First- A coach’s guide to self- reflection.
He has an M.A. in applied coaching and is a university lecturer. In 2019 Mark published George: The Cat who Lost His Confidence, a book aimed at supporting children in building their inner confidence through the use of coaching approaches.
Mark is motivated by a desire to support individuals learn, develop and gain new awareness about themselves. He believes that enabling the client to adjust their relationship with a topic and to shift their attitude, assumptions, beliefs, thinking or behaviour is key to them identifying new goals and building personal responsibility to take action.
A quote from Paulo Freire from his book Pedagogy of the Oppressed “Looking at the past must only be a means of understanding more clearly what and who you are – so you can more wisely build the future.”
Leadership Think Piece
3 Tips to Effective Self-Reflection
Mark Bisson shares the 3 secrets that has learnt from his reflective practice over the last few decades that have enhanced his understanding of others both in his professional and personal life…
Following an early career in marketing, Ben has taught and been a school governor, worked in educational research, policy and assessment, and consulted on curriculum, leadership and organisational strategy.
He holds postgraduate qualifications in teaching, educational leadership and organisation development, and is about to complete the Tavistock’s MA in systems psychodynamic leadership and consultancy. He is a busy dad, loves cycling and walking, and spending time with friends and family.
Ben is driven in his work to develop learning relationships with clients to explore the conscious and unconscious currents that make work both fulfilling and frustrating, exciting and exhausting, desirable and distressing. Trained to look deep into the relational aspects of organisational life, he would love to work with you and your teams to make sense of what’s being experienced in your system and to identify the root causes of the challenges you face. Based on a belief that all the human capacity your organisation needs in order to achieve its mission is already there and that people come to work with the best intentions, Ben’s aim is always to help free up this goodwill so you and your colleagues can engage, succeed and thrive.
Elemental nature in its most untamed forms. I used to love getting out onto wild seas under sail and still like to head to the coast in stormy weather. That and walking – especially in the mountains – stirs and inspires me.
Leadership Think Piece
Why is change so difficult in schools?
In a short think piece, Ben explores the psychodynamics behind school life and why it is that school staff and leaders alike can sometimes experience issues when addressing and emotionally responding to change.
Karen is a dynamic and engaging Executive Coach, People Development Consultant and Facilitator, who is driven by her desire to see individuals, groups and organisations working in ways that allow them to thrive.
Known for her warm, grounded, and practical approach, supported by a powerful combination of business and coaching expertise. She uses this to help clients gain insight, overcome unhelpful patterns of behaviour and develop new strategies and skills to improve their effectiveness. She has a proactive approach that supports clients to untangle complex interpersonal and organisational issues to find a way that helps them to lead with personal integrity and clarity.
Karen has coached in large public sector organisations, including The NHS and Academy Trusts to support leadership development and skills. She has also delivered coaching and leadership development skills programmes in FE settings including Blackpool and Fylde College and HE settings including Leeds Beckett University. She has significant experience working with professional service and investment firms, including local government pension pools firms and international firms, including EY.
Madhu’s motivation is seeing children and adults flourish through mentoring, coaching and inspiring leadership.
She has worked in education for 20 years and has recently been a headteacher. She currently works as a Quality and Partnership lead for SEN and Inclusion for a London Local Authority and is a qualified transformational coach.
Throughout her teaching and leadership career she has been devoted to exploring and developing relevant and creative solutions to improve the quality of education that we provide for the children in her school and beyond.
Now as a qualified transformational coach, she wants to support School Leaders and walk alongside them on the wonderful yet challenging role of leadership. She believes that supporting leaders will enable them to be more effective at their job but also happier individuals which ultimately has an impact on the experience our children have in school.
“The resilient and strong children and young people that I have had the pleasure to teach over the years. They teach me something new every day and inspire me to be the best leader that I can be.”
Richard Chin is a leadership and executive coach. Richard’s career in education has spanned over two decades and three continents. Over the years he has held a wide variety of roles, from classroom teacher to lead education advisor both in the UK and internationally.
Inspired by his work with principals in SE Asia as a lead educational advisor, Richard trained to become a ICF certified transformational coach back in 2018.
Since then, he has been passionate about helping School Leaders fulfil their potential and empowering them to use the “power of the question” to meaningfully impact the development of both staff and students.
“The coaching clients that I’ve worked with over the years have taught me that it is never too late to forge a new path or rewrite an internal narrative.”
Joshua is an educational facilitator, trainer and accredited interpersonal mediator, with over 15 years of experience working with young people, community and School Leaders.
Having been a senior leader and led a provision in a SEMH school in Croydon, South London, Joshua is all too familiar with the external and internal demands of leadership and is now passionate about helping School Leaders grow both in their Presence and their “Present-ness.”
He is currently undertaking advanced training in educational transactional analysis and completing an ILM accreditation in clean language coaching and mentoring.
Joshua is a father of 5 and in his spare time, he enjoys keeping fit, baking and having Nerf gunfights with his children.
The book of proverbs: Though good advice lies deep within the heart, a person with understanding will draw it out.
Leadership Think Piece
Why Reflective Spaces are Key to Growth
Why is having reflective spaces so important as a School Leader, and how can they support one’s developmental journey?
Samantha is a Leadership energy coach certified by the ICF to PCC level. Working with leaders in education and business, Samantha coaches the whole person, the head, heart and gut.
As a trained Resilience practitioner, Samantha helps leaders dispel the myths around resilience which can have an enormous negative impact on their lives. She believes that the most valuable things in life cannot be seen – love, friendship, hope, trust, compassion and integrity, yet these are the most essential requirements to achieving harmony in our lives.
Samantha is the lead facilitator on our 4 Day Coaching Programme, delivers Headteacher coaching circles and coaches 1-2-1. She also specialises in working around resilience, seasonal wellbeing and in helping schools develop coaching cultures in their contexts.
Samantha seeks to live a creative life. She lives with her partner and two sons and a very bouncy dog.
Inspired by… “It is only with the heart that one can see rightly; what is essential is invisible to the eye.” – Antoine de Saint-Expury
Wellbeing And What It Means To Me
How can School Leaders safeguard their own wellbeing and develop a culture of well-being in their School? Find out in this expert interview with Samantha Jayasuriya.
Tim’s deep interest in learning and leadership is grounded in twenty-seven years’ experience of teaching and leading in six comprehensive schools, culminating in a headship in Wiltshire.
He has practised for fifteen years as an education consultant, working across the UK and in Australia, Malaysia and the Middle East.
Tim has coached education and business leaders in a range of challenging contexts, working alongside them on improving their own and their organisations’ resilient agency and capacity for transformation.
He runs interactive workshops to prepare teachers and leaders to use the Crick Learning for Resilient Agency profile (CLARA) and Authentic Enquiry, to transform learning for individuals, groups and systems.
He has contributed articles and chapters to prestigious, peer-reviewed publications on leadership, learning and values education and he is passionate about integrating the accountability agenda with a humanity agenda.
Based in the West Country near Bristol, he is an Associate Member of the Governing Body of a village primary school (of which he was a governor for eight years) and he is in advanced training in Transactional Analysis Counselling and Psychotherapy at the Berne Institute, near Nottingham.
…the words and wisdom of Parker J. Palmer, helping us to ‘re-integrate the inner work with the life-giving outer work’ and found our profession upon identity and integrity.
Building Learning Power
In a short interview, Tim discusses the emerging research into “Learning Power” and how the findings can be used to benefit both Schools and their leaders.
Barbara is a commercially focused Chartered Occupational Psychologist and coach with more than seventeen years consultancy experience operating at all levels in an organisation from front line teams to senior management level within the public and blue chip private sectors.
She has lived and worked in Asia as an HR Consultant for a multi-national organisation.
Barbara has considerable experience coaching senior managers from a diverse range of backgrounds (business/functional, cultural, age etc).
Latterly, she spent 6 years working closely with members of a global senior level talent pool within a large multi-national organisation; helping individuals realise their potential and create value for the organisation.
Barbara is passionate about facilitating another’s development; creating space for reflection and growth of self awareness and ultimately allowing the individual to nurture their aspirations in pursuit of personal goals.
A quote I read from the writings of George Bernard Shaw: The people who get on in this world are the people who get up and look for the circumstances they want, and, if they can’t find them, make them.
How to Manage & Develop Talent
Talent Management is an organisation’s ability to recruit, retain and produce the most talented employees – but how can this be done in a School context?
Claire is an executive coach who supports leaders and organisations to reflect on how values and beliefs are connected to leadership growth. She develops leaders’ self-efficacy to interact with impacting organizational systems of which they are part.
Her coaching supports development of internal processes and structures which can be used to unlock inner agency and leadership.
Claire served as a leader and Headteacher in the UK in urban areas of economic disadvantage and poverty and has a wealth of experience in supporting creativity, optimism and self-organising systems to enable positive cultures to grow.
Her PhD research is focused on diversity and whiteness in leadership and how institutions can develop discourse and processes to create equitable and inclusive cultures.
Claire uses transformational coaching to facilitate internal values work that deepen and strengthen clients’ confidence to take action. She uses a blend of transformational and psycho-dynamic coaching approaches, alongside her research of organisational, transactional and inter-group theory and andragogy (adult learning) within organisations.
Claire believes answers to our own development lie within us. She uses creative tools, such as, images, words, puppets and narratives, for unlocking and building rapport and creates trust to offer people time to reflect on their current situations and evolve ways they want to grow internal and external narratives.
‘Not everything that is faced can be changed, but nothing can be changed until it is faced.’ – James Baldwin
Leadership Think Piece
Why Schools Fail to Tackle Racism
In this expert think-piece, Claire Stewart-Hall explores why schools often fail to address racism and why white teachers must learn to talk about race.
Thérèse is a highly sought after and professionally trained coach, mentor, coach trainer and educational consultant with 20 years’ experience.
She has held International Coach Federation Certification since 2006 and is an Institute of Leadership and Management (ILM) accredited coach and trainer, DiSC Behavioural Styles Practitioner and Action Learning Set facilitator.
She specialises in Coaching, Leadership, Management Development and Educational Consulting. Thérèse advises schools and organisations nationally and internationally on all aspects of behaviour management, wellbeing, leadership and organisational development.
Her work focuses on building positive relationships in organisations through coaching, communication, behavioural assessments programmes and strong leadership to maximise performance.
Her work has been featured in a Department for Education, anti-bullying video and numerous UK publications and Education journals. She is also a writer and author of three published books.
“The credit belongs to the man who is actually in the arena, whose face is marred by dust and sweat and blood; who strives valiantly; who errs, who comes short again and again… as if he fails, at least fails while daring greatly”
How can School Leaders improve Staff Well-being?
In this expert interview, Thérèse Hoyle shares some strategies, tips and tools that School Leaders can use to improve and support staff well-being.
Suzanne is a Leadership and Confidence Coach. She describes her first introduction to coaching as transformational and the closest thing to workplace magic she has ever experienced. She is passionate about helping leaders to discover and use their unique talents, strengths and potential.
Suzanne’s foundations are in Behavioural Science, graduating from The University of Huddersfield with First Class Honours and a fascination with human behaviour. She has spent her career in Local Government focussed on how we can transform services, by making small changes that add up to a big difference. She has a strong track record of influencing and leading organisational change.
Suzanne has an ILM 7 Executive Coaching qualification and a commitment to Personal and Professional Development. Suzanne is motivated by a desire to help people to see who they are at their best and bravest so they can show up like that in all situations. She has a huge belief in coaching and everything that that it can help leaders to achieve.
“Do the best you can until you know better. Then when you know better, do better” – Maya Angelou
As a trauma-sensitive trainer with a lifelong interest in mindfulness and delivers a variety of short and long-term courses on mindfulness, self-care and self-compassion. She regularly brings mindfulness and her background in psychology and health psychology to support individuals and groups to better cope with stress, depression, and anxiety.
Her earlier career echoes her passion for developing others but also her passion for inclusion, reducing inequalities and improving individual and communities’ quality of life.
In all these inclusion roles, she worked directly with diverse Black and South Asian communities and collaborated with host of agencies from education, social services, police, NHS, charity sector and art and culture on projects to reduce impact of socio-economic determinants on health.
“In the midst of movement and chaos, keep stillness inside of you”
– Deepak Choptra