Coaching & Leadership Development
February 1, 2018

How to Overcome the Impact of… a Poor set of Exam Results

How to Overcome the Impact of… a Poor set of Exam Results

 

I know many a Head who has been there and I have been there myself. The night before test results are due, unable to sleep a wink, tossing and turning, your mind endlessly sifting through different scenarios as to what might happen and how you’ll respond if the results aren’t what’s expected.

 

I remember once being at a recruitment and retention conference attended by the ‘great and the good’ in education and politics. When one Secondary Head spoke about how he had cried in the school car park on GCSE results day, there was an audible sense of “I’ve been there too” from the educationalists that were in the room.

 

However, from the politicians present their lack of empathy and understanding was clear for all to see. Many of whom had presided over the policies and system changes that have created the toxic culture of fear and anxiety that are hallmarks of our current testing regime. It would not have been in their interest to admit to the corrosive effect that these changes have had upon the mental health and well-being of our teachers and school leaders.

 

But … if you are a teacher or a school leader, it is in your interest to face up to the impact that the pressurised testing regime has upon the collective mental and health and well-being of the profession. The continuing pressure to succeed, has created false gods out of Key stage tests, GCSE’s, ‘A’ Levels and government league tables.

 

However, salvation is often short lived, dependent as it is, on the inevitable variations between one cohort to the next. Teachers, school leaders and pupils alike, now feel that they as individuals, that they as human beings, are only as good as their last set of test results.

 

The American author and activist, Parker J Palmer, provides some useful words of advice in relation to this topic. He says:

“To those who say we need weights and measures in order to enforce accountability in education, my response is yes, of course we do, but only under three conditions, that are not being met today.We need to make sure:

1. That we measure things worth measuring in the context of authentic education, where rote learning counts for little

2.That we know how to measure what we set out to measure and,

3. That we attach no more importance to measurable things than we attach to things equally or more important than those that elude our instruments

 

Now we know in our current climate, this is going to be hard for most politicians and policy makers, but it shouldn’t be hard for you, if education is your vocation and means more than number crunching and the management of data sets. To be able to rise above the pressures of an unforgiving and relentless testing regime, it is key, just as Palmer says, that you develop practices that enable you (alongside government metrics) to measure what you really believe to be of value and worth.

 

How? …. Well you can begin by doing three things…

 

1. Define what success looks like for you and your context

 

Don’t listen to those who say, ‘Context doesn’t matter.’ You know that it does. The lives and the stories of every pupil in your school creates the complex tapestry for teaching and learning. Value and honour that context and what you and your staff do to make it colourful, vibrant and a story full of hope and optimism for the pupils that you teach

 

2. Never forget that teaching is a human and emotional endeavour

 

Our children are not widgets on a factory assembly line and neither are you a robot filling them full of meaningless facts. Teaching is relational. It is a ‘labour of love’ that involves the heart and soul. To prepare our children for the future they need to be not just numerate and literate, they need to be culturally and emotionally literate too.

 

They are global citizens and deserve to not only be treated as such, but equally to be equipped with the skills that will enable them to form positive relationships with individuals from all corners of the world and all walks of life.

 

3. Realise that exam results don’t define you or your self-worth

 

A set of data, numbers on a spreadsheet are not the totality of who you are. Just because the system treats teachers and school’s leaders as if they are, does not make it true. As a teacher or school leader it is essential to your own health and wellbeing and indeed for the pupils that you teach, that you develop a strong sense of self that is not entirely linked to your work. There will always be challenging times in the life of a school. Whether they are due to a poor set of test results or something else, the challenges will never be too far away.

 

But …if you have invested time in developing yourself, managing your responses to stress, developing a deep understanding of who you are, when the challenges come your response will be different from most others. You will find from some-where deep inside you, the capacity to gain perspective and rise above the challenges that you face. You will discover a level of courage that you may have never known before.

 


 

I know how damaging any bad news, whether it is exam results, an OFSTED report or simply an unwanted turn of events, can feel as a School Leader. When you invest so much of yourself into the role and you know how good your school is and can be, bad news can hit even the most assured school leaders.

 

That’s why I believe it’s vital every school leader has someone they can turn to, a listening ear, who they can confide in and gain direction from – when they need it the most.

 

That’s why I am now offering free “Coaching for The Soul” support calls for school leaders to provide School Leaders an opportunity to do just this.

 

Whatever our goals, whatever our ambitions, we need support, so that when the going gets tough, as it always does, we don’t fall down and remain on the ground, but are supported, so that we can get back up again and, with renewed focus and energy and carry on towards our dream.

 

When we ask for help, we may find that we open the door that leads us to becoming a bigger vision of ourselves. This call will provide you a confidential, safe, non–judgemental space to spend 30 minutes discussing how you can:

 

– Achieve a greater sense of clarity about your direction as a school leader

– Gain a clearer perspective on any challenges that you may be facing

– Identify positive steps for moving forward

 

Book Your Call

Places are limited – so if you are determined to take charge of your own well-being, book today to avoid disappointment.

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