Coaching & Leadership Development

The Story of the Cracked Pot

The Story of the Cracked Pot


Recently I spoke at a coaching conference on the topic of “Leading from Within.” I chose to speak on this topic, because now, perhaps more than ever, I have seen an increasing need for school leaders to pay attention to the inner work of school leadership and for them to recognise that it is just as important as the outer work.


In a climate in which they are continually compared to others or given labels that suggest they are ‘less than’, school leaders need to be aware of the corrosive nature of these external narratives and the degree to which they deride personal narratives of self-worth and value.


Sometimes it is hard for school leaders to see the extent to which external narratives have shaped their own inner landscape and have caused them to doubt their own unique strengths, capabilities and contributions that they make to the education system. So, during my talk, I chose to illustrate this point with a story: The story of ‘The Cracked Pot’


As you read through this story ask yourself:


– Which aspects of this story resonate with me and why?

– How can this story help me to reshape my inner story?

– Who/where are the water carriers in my life? What role do they play?

– If there are no water carriers in my life, what can I do to rectify this?

– How can a ‘water carrier’ help me to change/edit my story as a school leader?


The Cracked Pot


There once lived a water carrier. Every morning, as soon as the sun rose, she walked from her home to collect water in two earthen pots that hung from a long pole that she carried across her shoulders. One pot was perfectly formed, the other, although the same shape and size as its counterpart, had a crack in its side. So, whenever they returned to the water carrier’s house it was only ever half full.


For years, the water carrier repeated her journey to and from her house collecting water from the river. As the years passed by, the cracked pot created a story in its head about its level of worthiness and inability to properly perform the job for which it had been created. Eventually, the pain and shame that it felt about its own perceived imperfections, became too much for it to bear. So, one day as the water carrier knelt beside the river and began her usual task of filling the pots with water, the cracked pot found its voice and said;


“I am so sorry. For years and years, I have watched you fill me with water and I can only imagine what a fruitless task it must be for you. As whenever we return to home, I am only ever half full. While in comparison, the other pot is perfect, rarely does it lose a drop of water on our long walk back to our home, but me, I am far from perfect. This crack in my side, not only does it cause me so much hurt and shame, but it must also cause you to want to get rid of me. Surely, I am only making this long, arduous job that you do each day, that much more difficult? I can understand if you are thinking of getting rid of me and replacing me with another perfectly formed pot.”


The water carrier listened to these words with both care and compassion. The cracked pot’s story of unworthiness and shame was not one that she recognised. For this was not what she thought of the pot. She knew about the crack, but did not see it as an imperfection, or as something that made it less worthy than the other pot that hung from her shoulder.


Gently she turned to the pot and said, “On our return walk home, I want you to look up and to the side of you. For too long, it would seem you have been looking down, comparing yourself to others and not noticing how you and the crack that you have in your side has brought untold beauty into my life”


Puzzled, the Cracked pot wondered what on-earth her words meant. She seemed to be suggesting that its story of lack, unworthiness and shame, was in some way faulty. As to how this could be, it could not comprehend.


However, the Cracked Pot trusted the water carrier. It occurred to it that in all the time that it had journeyed with her, she had never said a harsh word, never scorned or ridiculed it, but had always shown a sense of gratefulness and care when filling it with water.


So, on the return journey it heeded the water carrier’s words. It looked up and it looked out. In its former depressed state, it had not noticed that along the path that they travelled there was a dazzling array of beauty, colour and life. The water carrier in her wisdom, knowing of the crack in the pot’s side, had sprinkled seeds along the path. These seeds  were duly watered every day as a result of the crack in the pot’s side and the path that had once been barren and devoid of life was now resplendent with an array of beautiful wild flowers.


Now, the cracked pot understood. Now the cracked pot began to see itself in a new light. Now it understood that indeed it had been telling itself a faulty story. If its experience of being a ‘cracked pot’ was going to change then it would have to change the story that it was telling itself.


The author and storyteller, Geoff Mead puts it like this;


“We need to consider how our lives are shaped by the stories we tell ourselves about who we are and what we are here for, because knowing our stories is an essential prerequisite to claiming our personal authority and to making our unique and authentic contribution as leaders”


No matter what Education policy makers might say it is my belief that the majority of school leaders want to make a ‘unique and authentic contribution’ to their schools and the communities they serve. There can be no doubt that this is a task that day by day, seems to get harder and harder.


Policy and decision makers tend to say focus on the outer work and it will get better, it will get easier. It doesn’t! It is a focus on the inner work that enables school leaders to find the strength, courage and wisdom to attend to the outer work in ways that are sustainable, holistic and deeply aligned to their sense of self-worth and vocation.




In order to sustain high levels of personal performance, confidence and motivation (particularly amidst the challenges of School Leadership), I believe our leaders need chance to explore the questions that are of real importance to them as a person and in their roles.


They need chance to step back from the daily grind of the role and understand the leader they are, what inspires and drives them as a leader and what they need to do to keep their hope alive.


That’s why we offer our “Developing Headspace” Programme, consisting of a 2 Day “Transforming Leadership” Residential in Suffolk, Group Nurture Meals, coaching calls and a half day “Review and a Reflect” session, all designed to support and enhance Headteachers’ capacity for authentic, inspiring and sustainable leadership.


The programme hopes to offer a space for reflection and active, informed listening, for Heads to renew perspective, think strategically, build lasting networks of support and refresh the vitality of their core purpose.

Spread across three school terms, the programme includes a range of activities designed to provide on-going care, support and encouragement for Heads across the school year.

Above all, it is our aim to ensure that the programme supports school leaders in 5 key areas…


Vision: Central to all aspects of the programme are processes and ways of working individually and collectively that keep individuals anchored to their vision.

Values: Heads are supported to identify ways of being that increase alignment with themselves and their key values.

Resilience: As Heads develop a deeper understanding of how they respond to the stresses of the role, individuals are supported to develop greater degrees of emotional, psychological and vocational resilience.

A Values Network: The programme design facilitates the development of new supportive and collaborative relationships with like-minded peers.

Confidence: As individuals experience a growth in self-awareness and appreciation of their core strengths, they also experience a growth in personal conviction and increased confidence in their own abilities.

If you’d like to find out more about the programme, and how it could help support you in your role, simply follow the link below…


Learn more about the Programme



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