Meet our Associates
Learn more about the Integrity Coaching Associate team.
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.
Expert Interview with Tim Small – 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, 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. She is foten described by clients as someone who demonstrates strong relational skills and a sound understanding of their job challenges with an ability to facilitate resolution of the stated issues.
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.
Expert Interview with Barbara McCleery – 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?
Steve has never lost his belief in education as a powerful vehicle to promote growth, both for children and young people and also for those working with them. His involvement in and commitment to education has seen him hold a variety of roles, including classteacher, behaviour support teacher and leading a school improvement team.
Throughout this time he has focused on developing his knowledge and understanding of what makes people ‘tick’ and finding creative ways to share this with hard-pressed school staff and leaders. He has a particular interest in helping leaders and leadership teams to gain a greater appreciation of what they do well/well enough, and to use this as a basis for planning and supporting further growth.
The testimony that perhaps best encapsulates how Steve works comes from the principal of a school that was in special measures who spoke of how “(Steve’s) way of working with colleagues is subtle and takes people from where they currently are as a starting point.
He has an excellent pedagogical knowledge and brings considerable expertise …. He forms excellent relationships with staff and students and staff and students enjoy working with him. He connects things together – whether this is people with people or people with ideas. He is very modest and enjoys seeing people succeed.”
Parker J Palmer’s words: ‘Good teaching cannot be reduced to technique. Good teaching comes from the identity and integrity of the teacher.’
Expert Interview with Steve Russell – Transforming Relationships & Behaviours in your School
In this exclusive interview, expert Steve Russell explores a fascinating new model that can be used in schools to transform relationships and behaviours…
Judi is a leadership and personal development coach. She has had three careers including teaching, working in the not-for-profit sector and more recently coaching. Her career choices are linked by a passion to help others. Over the years she learnt that leadership starts with self-leadership and that the most effective way to work with others is to be open, authentic and objective.
Her time in the not-for-profit sector included being CEO of the British Dyslexia Association as well as the CEO of a consultancy that worked into the not-for-profit sector.
During this time she completed an MBA and later MA in Psychological Coaching. Over the years, Judi has worked closely with government, especially the former DCSF. She was also seconded into Barclays to become Head of Community Affairs and later spent a year in Tanzania volunteering at a school for deaf children.
She is the Chair of The Mulberry Centre; a SW London charity that supports anyone affected by cancer. Judi values diversity, including embracing difference and diversity of experience.
She relishes working with a variety of clients who include teachers, actors, artists, CEOs and even a space scientist. She sees herself as a facilitator providing a space for the client to explore and discover for themselves.
Nelson Mandela: As I walked out the door toward the gate that would lead to my freedom, I knew if I didn’t leave my bitterness and hatred behind, I’d still be in prison.
Expert Interview with Judi Stewart – Mindfulness in Schools
What is meant by “mindfulness” and how can schools and their leaders benefit from developing a mindful practice?
Giles began his career as a secondary teacher. He then moved in to work in specialist contexts, including off-site provision for youngsters excluded from school or at risk of custody.
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.
Expert Interview – 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.
Mary Evans is an Executive Coach with a particular interest in Resilience. She has 28 years of senior management experience in 5 local authorities. Most recently this was as Deputy Director of Children’s Services in Wandsworth Borough Council. She started her career with 10 years of teaching, including time as a Deputy and Acting Headteacher in a new primary school.
Training from Integrity Coaching was Mary’s introduction to coaching. She went on to gain a Certificate and then a Practitioner Diploma from the Academy of Executive Coaching. She then passed the Resilience Accreditation Programme, from the Resilience Engine, with AoEC.
Since April 2014 Mary has been self employed, coaching senior staff in a range of Local Authorities and headteachers. She has an outcome focus which is informed by her professional background. Her style combines challenge with empathy and support. She is clear sighted and pragmatic with a sensitive, intuitive approach.
Mary understands the isolation of many senior managers and the range of challenges and complexity they face. She is particularly interested in working with those facing change or transition, who want to manage better their professional demands in a way which does not compromise their physical and mental health and personal wellbeing.
On a weekly basis, Mary does voluntary coaching with a cancer support charity, which brings her into contact with a wide range of different people and life situations. She sees this as a key means of widening and strengthening her coaching practice. Mary was also a Trustee and Vice Chair of Welcare, a child and family support charity. She is restored through connections with nature, a mix of exercise and through trying to paint watercolours. Exhibitions, plays and reading are some of the ways she restores balance in her own life.
Paintings, drama, dance and novels which connect beyond the intellectual level and which draw out creative, emotional and spiritual responses and engage me as a whole person.
Expert Interview with Mary Evans – Sustaining Resilience in School Leadership
In her expert interview, Mary Evans explores how school leaders can sustain and safeguard their resilience amidst the challenges of the role.
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 coaches individuals and teams all over the world, from the USA, Sri Lanka, New Zealand, Europe to nationally across the UK.
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.
Thérèse enjoys her charity work with Arbonne International, whom she has been working with, on the board of trustees, since 2012 when they launched their charitable foundation in the UK. The foundation’s mission is to improve the confidence and self-esteem of teen boys and girls.
Theodore Roosevelt quote: “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”
Expert Interview with Thérèse Hoyle – 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…
Samantha is an Executive coach and Head teacher. She has worked in education for the past thirty years – 20 years of which as a Head teacher. She has been fortunate to have had the opportunity to work in Westminster, Barnet and Hertfordshire. Her career has been full and varied and she has managed to keep joy in her work at school and in her coaching practice.
Samantha has always valued professional development and realised the potential of coaching on both her personal and professional development when she was coached as a Head. She trained as an executive coach with the AOEC in 2015. Samantha is now an accredited resilience practitioner. She understands the pressures that schools are facing right now and currently works as a coach and Co-Head. Samantha works with clients to help them realise their potential, using her expertise to help build resilience in self and in teams.
Samantha seeks to live a creative life. She knits, sews, gardens and writes short stories.
Children’s writers and one quote in particular from Antoine de Saint-Exupery – The Little Prince: “It is only with the heart that you can see rightly; what is essential is invisible to the eye.” I believe that most valuable things in life cannot be seen – love, friendship, hope, trust, compassion and integrity, yet these are the most essential requirements to achieving balance in our lives.
Expert Interview with Samantha Jayasuriya – 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…
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 Thought Piece – Ben Gibbs
In a short thought 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.