Coaching & Leadership Development
Keeping school leaders
hope alive today, for
our children’s hope of a
better tomorrow.
My Biggest Regret as a Headteacher

My Biggest Regret as a Headteacher

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, my biggest regret is that I didn’t have a coach. I am certain my whole experience of headship would have been very different, 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. When I look back there were three major transitions that I now know, I would have progressed through differently had I had a coach…

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4 Steps to Work-Life Harmony as a School Leader

4 Steps to Work-Life Harmony as a School Leader

Over the last few years, there’s been a growing understanding that; “talking of a work-life balance is too simplistic” and that we have become “collectively exhausted because of our inability to hold competing parts of ourselves together in a more integrated way” (David Whyte). This deepening understanding has come about as many have come to realise that the term “work-life balance” suggests that we have to split our time equally between our work and personal lives and in so doing barter one off against the others. The terminology forces individuals to think in terms of trade-offs and sacrifices – instead of the possibility for harmonising all aspects of our lives. The truth is all aspects of our lives inter-relate – work-life, home-life, personal-life, etc and they all have an impact on how we show up as individuals. To quote David Whyte again; “In the deeper hidden realms of the human psyche, work and life are not separate things and therefore cannot be balanced against each other, except to create further trouble.”

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How to Stop People Management Issues Dominating Your Leadership

How to Stop People Management Issues Dominating Your Leadership

  As a school leader have you ever wondered why people management issues tend to dominate most of your time?   My reflection on this is quite simply that we humans are complex and the older we get, the harder it seems for us to truly grow up and behave as adults! Children are far easier to understand and deal with, even the most challenging are honest; whether through their behaviour, or otherwise, they tend to let us know how they are truly feeling.   The games people play   With us ‘grown ups’, the communication games we played as children continue into adulthood and into our personal and professional lives. Most of the time, we are unaware of the roles that we adopt in the game. However, if you are a leader, there will come a time when you shout:   “Stop! the rules of the game need to change!”   That’s when you come to the realisation, that, if you understood a little bit more about yourself and the dynamics of human behaviour, you’d have a far greater chance of being able to achieve better outcomes for yourself and those that you lead and manage. Transactional Analysis [TA]   Developed by Dr Eric Berne in the 1950s, TA is a psychological tool that can help us develop a greater understanding of what happens when we communicate with other people. An understanding of TA in our working lives can help us to:   – Identify our emotional triggers and the emotional triggers of others – Overcome our emotional triggers and lead from a place of deep personal self-control... LEARN MORE
3 Things Headteachers Should Stop Feeling Guilty About

3 Things Headteachers Should Stop Feeling Guilty About

The weight of school leadership is not an easy load to bear. It takes a pair of broad shoulders to consistently carry the weight of expectation that is placed upon Heads and their roles. All too often, the weight of responsibility is made that much heavier by the feelings of guilt that many Heads carry around with them. Guilt that is kept hidden from others but is not secret to the bearer. For many a School Leader guilt is insidious and more often than not undermines your efforts to do the right thing. You know as a Head, doing the right thing is frequently the most difficult thing to do; particularly when decisions made are contrary to what ‘others’ believe is required. Guilt knows this and rather than support your decisions, guilt works in tandem with your inner critic to tell you that you have got it wrong. That it is you that is out of step and that you are to blame for the emotional responses and behaviours of others.

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How to Overcome the Isolation of School Leadership

How to Overcome the Isolation of School Leadership

You will know, more than most, that sometimes headship can feel like the loneliest job in the world! There will be times, even when you are surrounded by a school full of children and colleagues who share the day to day tasks of leading and managing your school, when you feel as though there is absolutely no one that you can turn to. These are the times perhaps, when as a headteacher, you feel most vulnerable.

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The Conversations Every New School Leader Needs

The Conversations Every New School Leader Needs

Perhaps one of the most unenviable aspects of becoming a school leader is the fact that from day one, almost everything you either say or do comes under intense public scrutiny. The challenge of being under constant scrutiny for much of your working day is tough! It means that it becomes near impossible for you to find a quiet space where you can still your thoughts and make sense of whatever the day has thrown at you. In the hurly-burly of school life, when faced with challenging circumstances (which often arise on a daily or some-times even minute by minute basis!) you very quickly become adept at responding to events with perceived expertise and aplomb. Responding to stress, responding to crisis, small and large that are not a part of the planned daily routine, soon become an accepted part of your life as a school leader.

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Why Headteachers need Nurturing Relationships

Why Headteachers need Nurturing Relationships

About five years ago I became acutely aware of the troubles presented by the head teachers I worked with. It was an especially bad time in terms of education policy. The Con-Dem coalition was in power and Micheal Gove was in his ascendancy at the DfE. The shift in policy reflected a fundamental move toward a very different understanding of not just what schools should be doing, but also radically changing how they should go about their work.

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Why Heads Need to Learn to Share

Why Heads Need to Learn to Share

A while back, I attended a well-being conference for school leaders. An OFSTED inspector was one of the guest speakers. As the school leaders who were present aired their feelings about OFSTED and whether it was really fit for purpose, this inspector’s demeanour changed. Initially, he confidently told the audience what he believed they should be thinking and feeling about OFSTED. But he became nervous and agitated when the audience asked him to listen to their actual thoughts and feelings. It seemed that he was uncomfortable with the level of emotion in the room, and to have acknowledged that depth of feeling would have left him exposed and vulnerable. It is my belief that if he had dropped his guard – if only for a moment – he would have shown a more human side to OFSTED, which is what the delegates were desperate to see. Like all of us, they just wanted to be listened to.

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The 5 Coaching Skills Every SLT Needs

The 5 Coaching Skills Every SLT Needs

When SLT members are skilled in using the principles of coaching to assist their meetings and relationships with staff, they can help to play a key role in creating school cultures where there is an: Organic sense of self-improvement fuelled by the genuine and self-motivated desire of all individuals to make things better. When coaching is placed firmly at the heart of processes for developing others, teachers and other staff members experience a process in which belief in the development of human potential becomes central to the conversation. Individuals come to see more fully their unique role and the contributions they can make towards bringing about improvements in their school. Rather than seeing it as something that is done to them, they begin to understand what it means to be accountable to themselves and others and they start to own the process.

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9 Ways to Forge Trusting Relationships with Your Staff

9 Ways to Forge Trusting Relationships with Your Staff

In an ideal world, every school would be a place of trusting relationships between the students, staff, governors, parents and the wider school community. So often however, the opposite can be true. Outdated models of leadership, immature staff and fractured relationships can make for tense times in the staff room. When such dynamics are in play, they can have far reaching effects on the performance of the school, the quality of teaching, and the creativity of the students! That’s why it’s so important to make creating trusting relationships with your staff a top priority when you are in a leadership role — and here are nine tips for making it happen…

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“Education for the Soul” 2017  – Conference Report

“Education for the Soul” 2017 – Conference Report

On the 19th October 2017, Head teachers & School Leaders from across the country joined us for our Inaugural “Education for the Soul” Conference. Our purpose was to provide a different type of school leadership conference; one that would provide a space for school leaders to explore new and sustainable ways of leading that would enable them to overcome the stresses of their roles and maintain their ability to lead and inspire others. Unlike other School Leadership conferences, the day aimed to provide a unique opportunity and space for… Reflection – Where leaders could be themselves and reflect with like-minded colleagues on the aspects of school leadership that mattered most to them. Learning – Where leaders could deepen their personal knowledge and gain a better understanding of how wellbeing contributes to personal performance and school outcomes. Creativity – Where leaders could explore solutions, practical ideas and suggestions for bringing their visions to life. Collegiality – Where leaders could laugh, share and have time to talk with others about how to achieve the very best for themselves and those they lead and manage

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The NEU offer Headteachers Free Coaching Support

The NEU offer Headteachers Free Coaching Support

It’s almost thirty years ago, when as a newly qualified teacher, I signed up to become a member of the NUT. Like many new teaching recruits, I signed up because I believed in the union’s values of equality, fairness and social justice. These very same values are held by many Heads who still hold NUT membership. Yet we know with the deluge of change that has occurred over the past decade, the struggle to hold onto one’s values has become an increasingly difficult and lonesome task.

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