Self Reflection: Knowing yourself as a leader
Self-Reflection: Knowing Yourself as a Leader
What is Self-Reflection?
Self-reflection is a mindful process where you examine your own thoughts, behaviours, and emotions to gain self-awareness. For headteachers, this means understanding how personal values, beliefs, and motivations influence your leadership. Regular self-reflection can reveal self-limiting beliefs and provide insights into how you impact others in your school community.
Why is it Important?
Self-reflection is vital for headteachers because:
1. It enables alignment between your actions and core values.
2. It helps in recognising and overcoming self-limiting beliefs that may restrict personal growth.
3. It enhances emotional resilience by building awareness of personal triggers and stressors.
How to Practise Self-Reflection
1. Journaling with Purpose: Maintain a journal for daily or weekly reflections, focusing on specific challenges, decisions, and emotional responses. Consider what underlying beliefs influenced your reactions and look for recurring themes.
2. SWOT Analysis for Self: Regularly assess your strengths, weaknesses, opportunities, and threats to better understand your capabilities and areas for growth. This exercise can help you recognise patterns in your leadership style and find ways to enhance it.
3. Mindful Reflection at Day’s End: Set aside time each day to reflect on moments where your actions aligned (or misaligned) with your core values and purpose. Consider using the “Eat the Frog” technique by addressing your most challenging or value-driven tasks first each day, so you feel more centred and purposeful.
Key Questions to Reflect On
- How frequently do I address my self-limiting beliefs?
- To what extent are my actions aligned with my core values and sense of purpose (Ikigai)?
- How do I currently handle stressors, and what strategies can help me strengthen my resilience?
Relevant Research
- Schön’s Reflection-in-Action theory explores how leaders can learn from their decisions in real time, enhancing immediate self-awareness.
- The Johari Window model provides insights into self-awareness, helping leaders understand how they’re perceived by others and encouraging open feedback.
Ikigai Post Headship
As a former headteacher, you’ve carried immense responsibility—for your school, your staff, and your students. Now, as you step into a new chapter, there’s an opportunity to pause, reflect, and reconnect with what truly brings you fulfilment—your Ikigai, or “reason for being.”
At HeadsUp4HTs, we support leaders like you who are ready to rediscover their purpose beyond headship. Finding your Ikigai is a powerful way to ground this new phase of life in meaning and passion while prioritising your own well-being.
What Is Ikigai?
Ikigai (pronounced ee-key-guy) is a Japanese concept that represents the intersection of four core elements:
1. What you love
2. What you’re good at
3. What the world needs
4. What you can be valued or recognised for
When these elements align, you find a renewed sense of purpose and fulfilment—a reason to embrace each day with intention. For former headteachers, this offers a framework for exploring new ways to contribute, connect, and grow.
Why Ikigai Matters Beyond Headship
Leaving headship can bring mixed emotions—pride, relief, and sometimes a feeling of loss. The routines and relationships that defined your career may feel distant, and finding a new purpose isn’t always straightforward. Exploring your Ikigai can help you:
- Reconnect with core values that continue to energise and inspire you.
- Gain clarity on what truly matters to you, focusing your energy on pursuits that align with your deepest motivations.
- Build resilience by grounding your next steps in a clear sense of purpose, supporting your emotional well-being as you navigate this transition.
Finding Your Ikigai Post-Headship
Here are some steps to start reconnecting with your Ikigai:
1. Reflect on What You Love
Think about the parts of headship you loved most. Was it mentoring others, fostering a positive culture, or shaping educational impact? Let these insights guide you towards new ways to make a difference.
2. Acknowledge Your Strengths
Consider the unique strengths you honed as a headteacher. What are you exceptionally good at? Whether it’s strategic thinking, inspiring others, or collaborating, these strengths remain valuable assets in your next chapter.
3. Recognise What the Community Needs
Many former headteachers find that their skills align with broader community needs. Where can you apply your experience to make a meaningful impact? How can your passions and strengths serve a cause that resonates with you?
4. Align with Your Purpose
Take time to rediscover your core values and long-term goals. How do you wish to contribute in this new chapter, and what steps will help you stay connected to this purpose?
Ikigai and Well-being: A Balanced Approach
Connecting with your Ikigai supports your well-being by anchoring you in a sense of purpose. When your activities align with what fulfils you, you’re more likely to maintain balance, reduce stress, and find joy in your pursuits.
At HeadsUp4HTs, we encourage former headteachers to explore their Ikigai to navigate this new stage with confidence. By staying grounded in your values, you’ll be better equipped to make fulfilling decisions, manage challenges, and embrace the next chapter with optimism.
Key Questions to Reflect On
- What brings me energy and fulfilment?
- How can I apply my strengths in new and meaningful ways?
- What steps can I take to align with my purpose in this chapter?
- How might connecting with my Ikigai enhance my well-being and resilience?
Final Thoughts
Transitioning from headship can be both challenging and deeply rewarding when it’s grounded in purpose. By discovering your Ikigai, you can create a more balanced and fulfilling journey that honours your skills and aspirations.
At HeadsUp4HTs, we’re here to support you in reconnecting with your purpose. Through coaching and a supportive network, we empower former headteachers to step confidently into their next chapter, bringing a renewed sense of fulfilment and resilience. Reach out for support if this resonates.
Ikigai: Reconnecting with your purpose
As a leader in education, you carry an immense responsibility, not only for your school but also for the well-being of staff and students. It's a role that demands constant energy, focus, and emotional resilience. But in the midst of all this, how often do you pause and reflect on your own purpose—your own Ikigai?
At HeadsUp4HTs, we often support leaders who feel overwhelmed or disconnected from the sense of purpose that initially inspired them to pursue headship. Finding your Ikigai can be the key to not only reigniting your passion but also safeguarding your well-being as you navigate the pressures of leadership.
What Is Ikigai?
Ikigai (pronounced ee-key-guy) is a Japanese concept that translates to "reason for being." It refers to the intersection of four core elements:
1. What you love
2. What you are good at
3. What the world needs
4. What you can be paid for
When all of these align, you find your Ikigai—your reason for waking up each morning with a sense of purpose and fulfilment. For headteachers, this concept offers a powerful framework for reconnecting with the deeper motivations behind your leadership and sustaining your passion for education.
Why is Ikigai Important for Headteachers?
Headteachers often face immense pressures: endless meetings, accountability measures, difficult decisions, and the emotional toll of supporting staff and students. It's easy to lose sight of the passion and vision that led you into education in the first place. This is where Ikigai comes in.
By exploring your Ikigai, you can:
- Reconnect with your core values and the aspects of leadership that truly energise you.
- Gain clarity on what truly matters, allowing you to focus your energy on tasks and initiatives that align with your sense of purpose.
- Build emotional resilience, as having a clear sense of purpose can help you manage stress, prevent burnout, and make decisions that support your own well-being as well as that of your school.
Finding Your Ikigai in Leadership
Here are some ways you can begin to explore your Ikigai as a leader:
1. Reflect on What You Love
Take time to think about what parts of your role bring you the most joy. Is it mentoring staff, creating a positive school culture, or shaping the educational experience for pupils? Make sure these aspects of your work remain at the heart of your leadership approach.
2. Acknowledge What You’re Good At
As a headteacher, you’ve honed many skills, but what are your true strengths? Identify the areas where you excel and consider how you can leverage these strengths to lead more effectively, whether it's strategic planning, inspiring others, or fostering collaboration.
3. Recognise What Your School Community Needs
Your leadership is deeply embedded in the needs of your school community. What are the specific challenges and opportunities your school faces? How can your unique skills and passions contribute to addressing these needs?
4. Align Your Role with Your Purpose
Sometimes, we get caught up in the day-to-day grind and lose sight of why we entered the profession in the first place. Reflect on your personal values and long-term goals. Ask yourself: How can I make decisions and create systems that align with my purpose while supporting the well-being of my staff and students?
Ikigai and Well-being: A Mutual Relationship
Understanding your Ikigai doesn’t just help you lead better—it also supports your personal well-being. When your work aligns with your sense of purpose, you're less likely to feel drained or overwhelmed. You'll find it easier to maintain boundaries, avoid burnout, and focus on the positive aspects of your role.
At HeadsUp4HTs, we encourage leaders to regularly reflect on their Ikigai as a way to stay grounded, even during challenging times. The more in touch you are with your own values and passions, the better equipped you’ll be to manage stress, make decisions with clarity, and foster a healthier school environment.
Key Questions to Reflect On
- What aspects of my role energise and fulfil me?
- How can I better align my strengths with the needs of my school?
- What steps can I take to bring more of my purpose into my daily leadership?
- How can connecting with my Ikigai improve my resilience and overall well-being?
Final Thoughts
Leadership in education is demanding, but it can also be deeply rewarding when it’s aligned with your purpose. By tapping into your Ikigai, you can create a more balanced, fulfilling leadership journey that not only supports your own well-being but also strengthens your school community.
At HeadsUp4HTs, we’re here to help you explore and deepen your connection to your Ikigai. Whether through coaching or collective support, we empower headteachers to lead with purpose and passion, ensuring you have the resilience to thrive in your role.
Does the end justify the means? (Part 1)
“It ain’t what you do it’s the way that you do it” Fun Boy Three & Bananarama
(NB – any reference in this post to OFSTED is at an organisational, cultural and leadership level. There are 1000s of OFSTED inspectors and thankfully the greater majority of them work with passion, dedication, kindness and compassion).
It has been a challenging period for the education system in England. The incredibly sad news that Ruth Perry, headteacher of Caversham Primary school, took her own life in January whilst waiting for the publication of the school’s OFTSED report has sent shockwaves through the system and created a lot of media interest.
There is much for the policymakers, system leaders and staff in schools across the country to reflect on.
Interestingly in all the media attention and commentary the voice of OFSTED has been largely quiet, save a pre-prepared statement, distributed to all of the media outlets.
Since my own experience with OFSTED, as a Headteacher in 2017, I have been periodically utilised as a commentator on issues of accountability in the education system… the gist of the questioning is always the same, assuming that as someone whose Headteacher career was essentially ended by a negative OFSTED outcome I must surely think that OFSTED is bad and that I would like it to be scrapped. Yet more evidence of the simplistic and positional debate that we seem to love in this country… of course it is much more nuanced than that.
Whilst my views on OFSTED are my own they are informed by the thousands of Headteachers in the @HeadsUp4HTs network… a network that I initially founded to provided support to Headteachers who have been treated badly by the system that they have devoted their life to but which has since evolved into a network that CELEBRATES the great work of our leaders, their schools and the wonderful staff and children who work in them, SUPPORTS Headteachers with their well-being, helping them to stay in the system and find joy in the job that they have devoted their life to and CAMPAIGNS to change the negative culture that pervades the system that they have dedicated their life to.
The reality is that much of that negative culture is generated by and perpetuated by OFSTED. Their annual reports focus on what isn’t working, data and insights gained from their school inspection regime where the reports for schools in the most challenging of contexts and circumstance also focus mostly on what isn’t working and seek to reduce it to the most simplistic and reductive of one/two-word summary judgement.
Every few years this data and ‘research’ is then utilised to build a new framework which focuses on the next thing that they have identified needs to be ‘fixed’ in our education system and off we go again… into the next negative cycle.
This week, I presume due to OFSTED’s silence, the media outlets have reached out to Sir Michael Wilshaw to offer comment and defence of OFSTED. I was unexpectedly pitted against Michael on Jeremy Vine’s radio show on Tuesday 21st March, and I found his justification wholeheartedly reinforcing what I have felt for a long time. His defence essentially boiled down to two things:
- OFSTED is necessary because in the 80s and early 90s (his reference frame seemingly) education was a mess.
- Yes, it is sad what has happened to Ruth Perry but look at all the good that has been done.
So, does the end justify the means?
- Let’s presume that his observation of the education system at that time is correct… and then state the blindingly obvious point that he is referring to a time that is 30-40 years ago. It may have been deemed necessary to create a ‘hard-hitting’ regulator with teeth in the early 90s to address the perceived failings of the education system and its schools… the OFSTED culture at that time appears to have been something along the lines of “we think schools are not very good and populated by lazy and ineffective staff, we are here to find you out and address these issues for the benefit of young people” essentially seizing the moral high ground and at the same time starting the negative narrative that persists to this day.
The problem with this defence is of course that he is referring to another time. where there may have been little or no accountability, we now have an overwhelming amount of it. Not to mention the investment in CPDL for all staff, the development of curricula, policy/practice/systems development, technology. I could go on and on…
The school system has evolved and transformed itself since then both culturally and in practice, whereas OFSTED may have evolved it’s practice but the culture remains as it was… for many Headteachers the lead up to an inspection, the behaviour of some inspectors during an inspection and the way in which OFSTED choose to categorise the school and write the report leaves them with a sense of “they think we are rubbish, they are here to find out that we are rubbish, I must spend the next two days proving that we are not rubbish” and of course if you are successful the relief is palpable, if you are not, the shame begins.
(I am not delving here into the associated points 1) The context - that the framework ignores context and the complexity of society and individual humans when drawing its conclusions and therefore always will always be flawed 2) Inconsistency of application - the tighter OFSTED makes its frameworks the more obvious it becomes that they have a problem with the consistency with which it is applied… leaving Leaders and schools with a feeling of ‘unfairness’ 3) The politics - that sense that darker forces are at play, especially relevant in the past decade where the DFE’s desire for schools to join MATS seems to lead them to pull on a variety of levers to force this through, one such lever being OFSTED and those schools they have deemed ‘Require Improvement’ or ‘Inadequate’. All three of these issues contribute to the culture but stand alone as issues for the system).
- Let’s once again presume that this conclusion is correct (niftily setting aside the point that this is questionable - see here)… it’s unnecessary to state at what cost. We have seen the devastation for Ruth Perry’s family and her school community… but there are hundreds if not thousands of others who have seen their careers ruined, their well-being damaged (with many of those we support in the HeadsUp4Hts community, severely so) a mostly untold human impact.
Thankfully, many find different ways to work in education (ahem!) which reveals the dedication and passion these people have for the collective endeavour that education is… but at a time of recruitment and retention crisis in education and in this case specifically with Headteachers, can we really afford for this to be the case? At an individual and system level the approach is devastating.
The ‘end justifies the means’ argument has always been cleverly defended by OFSTED seizing the moral high ground and playing the moral imperative card… “we do it for the children” but again in playing this card they demonstrate their lack of respect for the profession… why do they think the staff in 24000 plus schools got out of bed this morning? For the glory? The money? NO, because they care deeply about their work and the children and families that they serve.
Do they always get it right? no, are they always striving to be better? yes, are they capable of holding themselves to account? yes (see the first lockdown period in education, no OFSTED… school staff worked as hard as ever to look after their communities). If that argument doesn’t work for OFSTED…? Well, they can always duck their responsibility by looking into the darkness whispering ‘unintended consequences’.
In his defence Sir Michael reveals the heart of OFSTED…
Being a Headteacher is the best job in the world, however the way in with which OFSTED goes about its business and the system wide culture this creates, means that many of our amazing Headteachers lose their connection with their purpose and the sheer joy and privilege of being a Headteacher. At HeadsUp4HTs we work with HTs to rediscover that connection, positively impacting on their well-being as a result but we also campaign to change the culture of negativity recognising that it shouldn’t be like that in the first place.
It isn’t the early ‘90s anymore, the world has evolved, and we don’t need fear as the driving force to develop our schools for the benefit of current and future generations of children – we have many thousands of dedicated and passionate staff and they are accepting of the accountability that comes with their job. They are more than capable of holding themselves and each other to account and want a regulator who works in partnership with them to make this happen.
OFSTED - “It ain’t what you do, it’s the way that you do it”… change your culture and as a step in that direction get rid of the simplistic, reductive and pejorative judgement categories that do more harm than they do good. Then we would welcome you with open arms.
Think Piece: Political Impartiality
I have recently realised I begin many of my articles and weekly school newsletters with, ‘As I sit here’. It is easy to understand the reason for this is as writing is an instrument that helps you to contemplate, reflect and then communicate within the written word these contemplations and reflections. I do not claim wisdom such as that of Marcus Aurelius (b AD121) or indeed the craft of the storyteller such as Hilary Mantel (Wolf Hall,2009) What I do bring to the table or in this case this blog, are my personal musings and anecdotes, peppered with reports of our wonderful community. So, do indulge me by letting me begin again.
As I sit here, on the afternoon of 12th April during the school Easter break, reading an excellent book by Robin Alexander entitled ‘Education in spite of policy’, with The Archers on Radio 4 in the background, the notifications on my Twitter feed goes wild with tweets that both Boris Johnson and Rishi Sunak have been found guilty of breaking the law and will be fined the sum of £50 eachfor attending parties during strict lockdown. This is not really news as many of us knew that, even with weak attempts at deflection and ‘fudging’ the truth, many of our leaders acted with contempt when they broke lawstin which they held the public to account for. Why is this news important to someone who leads a school? How does this impact on education and educational outcomes? How is this important to the international response to the global crisis let alone the war in Ukraine? Again, indulge me as I explain.
On 17th February of this year, the Department for Education issued all schools with guidance on political impartiality and the requirement to remain apolitical in their stance and in delivering the curriculum. The Education Secretary went out of his way to advise schools that they must not criticise government or government policies especially in the classroom. In the whole, I agree that schools must be balanced in their approach to politics both national and international, as should be the case for all subjects in the curriculum, a good example being History. It is just, and right, that facts are researched and tested fairly for accuracy. It is also fair that as many perspectives, and sides are listened to as history is the narrative of many, and not just one group of people or community. I also agree that schools must not seek to indoctrinate pupils, and work towards developing pupils’ critical thinking and the pursuit of knowledge and truth.
The flaw in such guidance, and in our response to it, is that the news of today will be the history of tomorrow. How will history thus narrate the politics of Britain today? How will the leadership of a group of men and women be judged through the lens of time, and most importantly, what will be said about the choices we make today and the choices we make for our children. This is not about influencing our children, but it is about giving our children examples of leadership so that may base their own future leadership on. I believe this trumps party politics, and this not ‘woke’ or any such derogatory descriptions that at times education and educators have been labelled with. This is about the pursuit of what the UN mission’s pursuit of ‘inclusive and equitable quality education’ for all children and this can only happen when we are not distracted by leaders who damage the trust they hold in their public office.
No man is an island, and no leader is invincible. Mistakes and human errors are made to enable us to learn and grow. This is part of the evolutionary process, and this is what we teach our children at school. Learn from your mistakes, and do better next time, every time. However, the news that Boris Johnson and members of his cabinet, and party, flaunted rules, are no mistake. These acts cannot be forgiven or forgotten, and thus the fines that have been meted out as these acts have been judged to have broken the law. In PSHE (Personal, Social, Health and Economic) and Citizenship, schools (including ours) seek to teach our children social and democratic values, and the need to be part of a social justice system that is enshrined in equality and the rule of law. Schools do not make the law, but we abide by the law, and will be educating the law makers and politicians of the future. We seek to equip them with knowledge, skills but above all, the values that will guide them to improve a future, not just for themselves, but also for all.
I have no answer to the global and national political, and indeed economic crises that face us now. I watch in horror at more news about the war in Ukraine, the conflicts across the globe and the irreversible impact of climate change. I shudder to think of what the next major crisis could be; whatever it is, it will not be far off our doorstep. However, I live in hope as Desmond Tutu, in his stance for justice said, ‘Hope is being able to see there is light despite all of the darkness.’
Hope is in the hands of every child we lead into the classroom and school hall. Hope exists in the laughter and tears of a playground scene. Hope lies at the start and end of each school day when we wave our children goodbye at classroom doors and school gates. Even when our current politicians let us down, we must continue to believe that our children will carry on upholding the values we all hold dear.
We are hiring! Executive Assistant post
We are looking for a values driven individual to work with us to support our incredible HeadsUp4HTs community!
The HeadsUp4HTs community is led by James Pope and Kate Smith, two former Headteachers, with a mission to ensure ALL Headteachers are given the support to be the leaders they set out to be!
HeadsUp4HTs is part of InspirEducate, and is a network of Headteachers and school leaders supporting and lifting each other up. We champion the profession and provide several layers of support to our community, including coaching packages, Local Authority support and peer support spaces, all with an intentional wellbeing focus.
As the network grows, we are looking for a values aligned individual to support us with;
Managing our busy diaries
Community communication
Network engagement
The role is ideal for someone with executive administration or personal administration experience. Ideally, this is someone who already works in the education sector. You’ll need to be Google Drive and social media savvy and a working knowledge of MailChimp and Canva would be desirable, but not essential.
The role will be virtual, flexible and for a fixed term, whilst we navigate our community in a new direction.
Initially, we anticipate the role to be between 10-20 hours per week on an hourly rate to be negotiated.
We aim to nurture a working relationship that values and respects each other’s differences, that promotes authenticity, equality, diversity, and that supports individuals to develop bring their best selves to their role.
If you are interested in working with us, then please email support@headsup4hts.co.uk and book in a chat with Kate. In the meantime, take a look around our website to get a feel for who we are and what we do.
Think Piece: Peer Coaching Support
Our Peer Coaching sessions are an integral way that we support our network.
In essence, these are safe spaces, or coaching circles, which are completely confidential and judgement free. We carve out time to come together with other like minded and values based leaders to share our authentic selves, our challenges and our triumphs.
‘We all had a chance to speak. As usual, I felt nervous about sharing a part of myself with others, but James and the other Heads had put my mind at ease with their reassuring nods, smiles and championing chatter in the chat function. Within the first session I felt part of an extraordinary community.’
The support sessions recognise that Headship and school leadership can often be isolating. We aim to bring people together, to help them to make connections and allow them to share their own experiences of leadership. In doing so, we resonate, lift each other up and grow stronger knowing that it’s safe to share and that there’s always someone who has been through a similar experience or someone who can offer advice and support.
One member share their experience of joining the support session here
‘Each week my cup is refilled as I meet with people like me. Heads who sometimes struggle, Heads who are finding it tough, Heads who are courageous in their pursuit of a better education, for their own communities and beyond. Within this group, I have a voice. I am valued and listened to. I am supported and I don’t have to wear a mask.’
There are Headteachers and school leaders from all different backgrounds, schools and all with various levels of experience. Everyone is welcome.
We frame each session by reminding ourselves why we are there, and reassuring everyone that they are in safe hands. We often focus on a a question and sometimes it’s as simple as ‘How are you? No really, how are you?’ This gets everyone thinking and gives us an opportunity to truly reflect, without the fear of judgement or of a toxic accountability system looming over. We keep the sessions in a light and celebratory space, often championing, celebrating and cheering on those in the group. That said, we also rally round when someone is experiencing a difficult time.
The sessions are really fun and informal, some Headteachers pop in from time to time and others attend every week, keeping their own wellbeing bucket full. We always say ‘come when it serves you to do so’. We are here, each week, ready to hold you in that space.
In each session, our members' voices are all welcome; you can contribute, listen, drink coffee, and share your stories. Guaranteed, you will leave feeling part of a dedicated and values-based network.
Think Piece: Boundaries
Boundaries are personal limits that we set around ourselves, the responsibility of enforcing that boundary will fall on us. Boundaries keep us aligned with our core values and our own personal choices around the way we choose to live our lives and conduct ourselves both personally and professionally.
Boundaries help to keep you safe, in control and can empower you to make healthy choices and take personal responsibility.
Consciously appreciating your own personal and professional boundaries can help to support your wellbeing, physically and mentally, from day one. Setting boundaries requires a deep understanding of your personal and professional needs and expectations; knowing what serves you well in order that you can thrive in the role.
Ask yourself:
What are your boundaries when it comes to professional relationships?
To workload?
In responding to the expectations of the professionals that you work with?
In ensuring that your personal life has value equal to (minimum!) or above that of your professional life?
Essentially, setting yourself boundaries is a way of actively respecting your own wellbeing and keeping you safe, so get familiar with them and bring them to life. Consider how you will articulate these to those you work with, and your family and friends too and how you’ll hold yourself accountable.
It’s important to remember that boundaries can change too, so it’s important to revisit them and make adjustments to ensure they serve you. You can never ‘over’ communicate your boundaries to others either, clear and consistent communication is key.
Think Piece: Winging it and Flying!
Winging it and Flying!
When I recently reached three years of headship and received a ‘Linked In - Congratulations on your Work Anniversary’ message, I couldn’t help but reflect on whether I’m celebrating or just plain holding it together. What on earth have the last three years been all about?
Despite previous leadership experience, I was totally and completely naive to the realities of headship. Throw in a pandemic and I can truly say much of the last three years have been spent winging it!
I’m not one to hold on to negative experiences in life and like to look for the positive and opportunities in everything, so whilst I admit to winging it a lot of the time, I have learnt so much and prefer to see that the times of ‘winging it’ have actually given me wings to fly.
I summarise here my three greatest challenges, the opportunities they created and the key to successfully flying!
Challenge 1 - People
All of them: governors, staff, parents and pupils - relationships matter to me and because they matter, they have been one of my greatest challenges. How can you possibly get it right for everyone all the time? The demands on a headteacher to show up, be caring, interested and supportive for everyone feels nearly impossible. How do you learn to fly when everyone needs you for something different? You work with a trusted professional coach. Coaching has helped me develop a self-awareness and increased emotional intelligence to work effectively with others, taking into account their needs and balancing the needs of different groups and individuals.
Challenge 2 - Crisis management
Yes I do mean the pandemic and all the challenges it still continues to throw at us. How do you learn to fly in a crisis? You reach out. I have various networks of amazing headteachers and leaders in my local cluster of schools, across the local authority and across the nation through HeadsUp4Headteachers. They are like gold dust and offer the greatest medicine of all, connection, understanding and laughter.
Challenge 3 - My own resilience
I have had to dig deep many times, to the very bottom of who I am and who I want to be, to find the grit, determination and resilience to fight my way through the stress and tears of frustration to get up, again and again to face another uncertain day with a smile of my face and put others needs before my own needs. This takes its toll. So how do you learn to fly when the world is in chaos and you want to crawl back into bed and hide? You invest in self care and prioritise your own wellbeing. It is not an indulgence; it is a necessary skill of being an effective leader. You truly cannot give to others if your own reserves are depleted. Dance, run, sing, read, cook, knit… something different for everyone, but do it and do it for you!
When I write that I am ‘flying’, please don’t take this to mean that I have it all sussed and am doing a great job. I am doing the best job that I can. My direction of flight is often off track from the right pathway, I get it wrong, that’s for sure! Like I say and it is worth saying again; I am doing the best job that I can. Some may call that winging it, for me, I am flying!
Physical and Mental Health: Work-life balance after the pandemic
Finding a work-life balance after the pandemic
Ok, so the pandemic isn’t over but during the various lockdowns and stages of it, there was time for me to reflect and reset some ways in which I work as a school leader. What do I value most in my life and how can I get the balance of work and home right?
I have always been a keen gardener, but the mini heatwave of April and May 2020 meant I spent even more time in the garden because I wasn’t in school until 6pm each day (and yes, I was in school during lockdown like most teachers because schools were not shut, we had key worker and vulnerable children in!). I have always found the outdoors a great distraction from other issues that might be going on around me and massively helps my wellbeing. With gardening, you focus on the job in hand be it sowing seeds or mowing the lawn. But that first lockdown meant there was hardly anything you could do as we were instructed to stay home and I was extremely grateful to have a garden. I honestly do not know what I would have done without one.The garden is my sanctuary to get away from it all. So now that there is some return to normality what now? Well I still try and get home whilst it is light in the months that allow it in order to spend even just half an hour in the garden pottering about. I do not take any physical work home with me as I learnt long ago that when I did this I just couldn’t be bothered or was too tired so what was the point? Family and health come first. Always. School should not be your entire world and I won’t let my school life define the other aspects of my life. One thing that helps is having no other friends or family members who works in education! I don’t talk shop outside of school as no one else really gets my job, just like I don’t really get theirs. This actually helps me a lot to switch off and concentrate on other things and not always be thinking about school. If I want to engage in this conversation then I go to Twitter but this comes with a warning. I often have my wife telling me to get off of it as I can get into a scrolling frenzy and spend ages on their just reading educational threads, some of which are interesting and useful, but some are not conducive to good wellbeing. It is easy to be gas lighted or incensed with a chain of tweets. It is important to keep reminding myself that Twitter is not real life and loads of teachers are not on Twitter. It can be too polarised at timeswith quite a bit of SLT bashing. So a Twitter break is often the way forward. The block and mute functions are also essential!
Alongside all of this, I moved schools in September 2020 having secured a Head of School role in February 2020, right before the pandemic struck with an almighty bang! This was tough in itself to change schools at such an uncertain time. Itdid have some benefits. I was able to take more time to get to know school policies and staff whilst al lot of the hustle and bustle of school life and strategic thinking was put on hold as we stuck to our bubbles. But it was hard. You can’t do a lot of things you would want to do in the early stages of a new leadership job. Things like face-to-face assemblies to make your mark and having parents in school or events to build those relationships. These all led to times of imposter syndrome or frustration but I am fairly patient which helped. I also moved to a school closer (much closer!) to home. This of course means it is now even easier to get home in time for a spot of gardening! Moving forwards, I want to make more of some weekday evenings, perhaps going out for a meal or the cinema to help break up the week. I truly believe the school I help lead and all other schools need leaders who are refreshed and on an even-keel with their wellbeing. Otherwise the whole school will suffer due to poor decision making or inconsistent moods that help know one.
Leading through a pandemic has been exhausting. Emotionally more than anything else. It is the weight of being responsible for the whole school community who look to you for answers and direction in what was and still is (at the time of writing) an uncertain time. For many of us in education, this has taken its toll. So now I just hope the wider powers that be can shift towards making staff wellbeing, and especially that of school leaders, even more of a priority. This is still severely lacking with leaders often having to fend for themselves with no one looking out for them on a regular basis alongside what I view as a toxic level of accountability coupled with cuts to other sectors that now make schools a one-stop-shop for community support. Until things change, I shall keep on gardening and keep on leading but family and health come first. Always.
Alex Baptie
Head of School
East Sussex