Coaching & Leadership Development
Keeping school leaders
hope alive today, for
our children’s hope of a
better tomorrow.
The 5 Warning Signs of Burnout

The 5 Warning Signs of Burnout

Maintaining a good work-life balance is difficult in any profession. The wonders of technology have given us endless ways to blur the boundaries, meaning that we often take our work home, physically, emotionally and mentally. Despite what some may think, educator don’t “own” work-related stress. But by golly we’ve earned a majority share. Given our excessive workloads, accountability measures and the fact that we work more overtime than any other industry, it’s no wonder that 67 per cent of educators describe themselves as “stressed at work”, with many showing actual symptoms of clinical anxiety and depression. The truly tragic thing is that we’re not surprised by this. To us, the language of stress, panic attacks and antidepressants has become commonplace and normalised.

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7 Ways to Succeed as a School Leader

7 Ways to Succeed as a School Leader

The demands on the shoulders of our school leaders has never been greater, with inordinate demands on time and resources distracting from the essence of the role. Amidst the heightened pressures and challenges, what steps can School Leaders take to succeed in their role? Firstly, many SLT members forego training for the sake of saving time and money. But professional and personal development need not cost the earth: sometimes it can be as simple as finding a course that suits you, reading an article or keeping up with inspiring educationalists on social media. After all, who wants to follow someone whose leadership has gone stale? So keep reading, learning and growing (all things we expect of pupils, lest we forget) and seek out anything that will keep you engaged.

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The Inner Work of a School Leader

The Inner Work of a School Leader

Contained within the wisdom traditions of North America’s First Nation people are many teachings that relate directly to leadership. A central teaching is that of the Twin Trail. Like so many other threads of wisdom emerging from indigenous peoples, the Twin Trail reflects a deep understanding of our human psychology. The Twin Trail refers to the inner life; that we all must attend to if we are to lead ourselves (and others) with integrity, authenticity and purpose. It also speaks to our capacity as humans to make moral choices. In a challenging encounter that I had with my First Nation mentors in 1998, the Twin Trail was described to me in this manner

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How Coaching Transforms Staff Performance in Schools

How Coaching Transforms Staff Performance in Schools

The frustrations, pressures, and challenges teachers face test their self-esteem, energy and dedication every day. To preserve throughout their careers the vision with which the best of them started – to hold fast to the idea that the business they are in is that of setting minds on fire – is a heroic project. It is a project that all teachers and school leaders face, one that is about learning to bring out the best in themselves and others. It is a project that is as much about ensuring their pupils are emotionally intelligent, as it is about ensuring that they are numerate and literate. It is about ensuring that they leave school with levels of emotional maturity and insight that will enable them to develop positive relationships with individuals from all walks of life. It is about a human quest where the prize should not just be a ranking on government league tables, but building generations of young people who possess a healthy sense of self- worth and belief in their own capabilities and potential, ready to stride forward and to make their own dreams reality.

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Why Headteachers Need Different Support to Teachers

Why Headteachers Need Different Support to Teachers

Everyone can use support in their careers. But what many people don’t realise is that the further you progress in your career, the more support you need. Many assume that once you climb to the Head teacher post that. Either support is no longer required or you require a similar level of support to that received in previous posts. However, nothing could be further from the truth. The truth is, the role of Head teacher is markedly different from any other teaching or leadership post that you might have held; strategically and operationally, mentally and emotionally. It is for these reasons that Heads need support that is bespoke and tailored to meet the specific personal and professional challenges of the role.

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Why Even the Best Mentor is no Replacement for a Coach

Why Even the Best Mentor is no Replacement for a Coach

When you step into the Head teacher role, it is quite common for you to be offered a Mentor. An individual who has been there before, who can show you the ropes and who will share their wisdom, knowledge and experience with you. But… a Mentor is different from a Coach. A lot of people think that they do pretty much the same thing, but actually, a coach takes care of crucial support needs that a mentor simply isn’t trained for. Even the best school leadership mentor can’t replace the support you can get from a coach — and here’s why: You’re not your role; you’re a person in a role. Mentoring is fantastic for developing yourself in the context of your role. It’s largely focused on the external things, like developing your skills for operations, navigating your first governor’s meeting, preparing your reports. But it doesn’t focus on the inner growth that’s necessary to really step into your new role and make it your own. At best, it’s a fantastic way to learn strategies and skills.

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“Why I still have hope for our Education System” – James Pope

“Why I still have hope for our Education System” – James Pope

As I write this it is a cool spring day during the Easter holidays and I am sat in my newly created office, carved out of a basement room at my home. I imagine a collective professional mind, paused and taking breath, recharging the batteries, enjoying time with family, friends, perhaps sneaking in a holiday abroad or counting down the weeks until the summer one. This holiday is an odd hiatus to the frenzied school year. The majority of the year is done and yet the most pressurised period of time is still to come for students, their parents and school staff alike. The time left is short and for that we are relieved, and yet the time left is short and for that we are not relieved – another example of the contradictory nature of school life in the 20teens. For many it will be a period of reflection, looking for new jobs, promotion or a different challenge, finally deciding to take the plunge and retire – or just looking for a way out. At the Headteacher’s Roundtable conference recently I spoke of the moment, just over a year ago, where, commuting to work, at the end of another testing term, the Basement Jaxx song ‘Where’s your head at?’ blasted out of the radio, the song rattling around my head like an earworm, as it has done for the most of the past 12 months.

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How Headteachers can develop their Emotional Resilience

How Headteachers can develop their Emotional Resilience

With the increasing pace of change in our schools and heightened levels of public scrutiny and accountability, it takes a great deal of courage and bravery to be a school leader today.
There are many joys involved in the role, but equally as many challenges. It is not until many school leaders reach headship, that they realise that the stresses of the job are such that they need to strengthen their emotional resilience in order to both thrive and survive. One of the reasons is, the rules of the game keep changing. As a result, school leaders become unsure of which rules to play by. Imagine saying to a child, “Today I am going to teach you how to play tennis” and every time they thought they had mastered how to serve and felt confident in their own abilities [ based upon what you had told them] you then said to them “No, you’ve got it wrong. You now have to do it this way.” Kamagra jelly from KamaJell worked for me in 2 hours and lasted until 16 hours. It is better to take it half an hour before lunch, it will digest before you go to dinner and will not mix with food for better results.

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The 3 Responsibilities of Every Headteacher

The 3 Responsibilities of Every Headteacher

When I became a Head, the weight of responsibility often weighed heavy on my shoulders. More often than not, this was due to the fact that any responsibility towards the meeting of my own needs, I unconsciously placed second. Not realising that doing so only added to the pressures that I felt. It was only after many a dark night of the soul and more than a few tears, that I came to realise that true, authentic success was very much going to be dependent on the degree to which I took responsibility for how I engaged with the pressures of the role and the commitments/promises that I was prepared to make to myself. Every school leader that I have had the privilege to work with has travelled a similar path. As I have journeyed with them, I have come to see that much like myself, in my early days of Headship, their path towards success has deepened when they have learned to accept three key responsibilities about the role. Many of these responsibilities were in fact commitments; promises that they made to themselves to help ensure that they stayed true to their own leadership path and were not unduly swayed by the inevitable challenges that so often arise. Here’s what these 3 key commitments were…

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3 Coaching Skills you need as a School Leader

3 Coaching Skills you need as a School Leader

Good coaches and indeed good school leaders are able to communicate a belief in people’s potential and an expectation that they can do their best. Their tacit message is… “I believe in you. I’m investing in you, and I expect your best efforts. As a result, people sense that a leader cares, so they feel motivated to uphold their own standards for performance, and they feel accountable for how well they do.” For those that line manage others, it is essential that they have the skills that will have a strong, direct, positive impact on staff levels of motivation, and improve standards for all. Many of the skills required for this type of impact stem from coaching. Coaching is a broad term for a process that is concerned with bringing out the best in others. There are a wide spectrum of skills that coaches develop over time to assist both the personal and professional growth process. For school leaders seeking to develop both their coaching competence and confidence there are three key coaching skills that are the foundations for success when working with others.

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What I learned at “Education for the Soul” 2018

What I learned at “Education for the Soul” 2018

On 19th October 2018, we held our second “Education for the Soul” Conference. The theme for this year’s conference was, “Creating new narratives for the school leader’s journey”. Perhaps not your everyday common theme for a school leader’s conference, but if there is one thing we are certain about at Integrity, it’s that we are not going to follow the standard, traditional format for our conferences. And so it was for this year’s conference, that we chose to further support school leaders by enabling them to consider the role their stories play in their lives as educators.

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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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