Emotional Spirals in Headship
As a well-being coach for headteachers, I understand how easily one challenging moment can throw us off balance. A tough meeting, an unexpected complaint, or a critical email can leave us unsettled. Then, as the day progresses, it seems like everything conspires to test our patience. We start anticipating more bad news, overanalysing emails, and ruminating on conversations with a growing sense of unease.
Emotional spirals, whether triggered by stress or overwhelm, have their own momentum. When we’re caught in one, they distort our thinking and drive behaviours that make the situation worse. For headteachers, this might look like withdrawing from your team, replaying difficult conversations in your mind, isolating yourself from support, or sacrificing movement and exercise in the name of “getting on top of things.” While working through the to do list may feel like the easiest or most comfortable option at the time, this can deepen feelings of anxiety, disconnection and exhaustion.
The key to breaking a downward spiral often lies in doing the opposite of what instinct tells us. It requires us to reach out for connection, engage in movement, or reframe our perspective—actions that feel difficult in the moment but create a much-needed disruption.
A couple of weeks ago, I found myself completely overwhelmed. Life felt like a never-ending to-do list: sorting banking and broadband issues, managing my kids’ emotional ups and downs, organising and then re-organising projects and clients, balancing a busy coaching workload, and launching an app—all while feeling drained and desperate for a break despite only just having half term!
My mind kept cycling through all the things that were going wrong, fixating on the negatives. The more I focused on what wasn’t working and what I had left to do, the harder it felt to make any progress. It was like being caught in a downward spiral—mentally and emotionally trapped.
Even as a well-being coach, fully aware of the steps I needed to take—steps I regularly guide others through—I found myself so entangled in my own thoughts and resistance that it felt easier to surrender to the chaos. What started to help me climb out wasn’t a dramatic fix or an overnight shift. I often tell my headteacher coachees that I believe a positive experience can help to heal a negative one, and so I knew to look to change things up. As much as I felt like staying at home for the weekend, I booked a train, a hotel room and a pair of cinema tickets. I had committed myself to leaving the house, the life admin and the laundry behind. The first step out of the spiral was small, It began with a small step: changing my environment, booking a weekend away, and later, opening up to a trusted friend. Talking it through with someone who really listened helped me realise how trapped I’d been in my own head. I’d been ruminating on trivial problems and losing sight of the bigger picture. (Not the first time - ah ha - a pattern!)
The thing about emotional spirals is that they feed on themselves. When we’re in a downward one, it’s easy to feel powerless and stuck because our thoughts and actions reinforce that feeling. I’d been withdrawing, avoiding moments of connection, and trying to push through without taking care of myself as well as I could have been.
But here’s the key: to break free, we often have to do the opposite of what we feel like doing. For me, that meant stepping outside my routine, reaching out for trusted support, and prioritising something restorative.
The good news is that positive actions, no matter how small, have their own momentum too. That weekend away broke my cycle of negativity. I was able to step back, breathe, and notice what was still good in my life. I started to feel lighter, more open to solutions, and more attuned to the positive moments around me. I could see opportunities where before I’d only seen problems. My train this morning was cancelled, but instead of it being the straw that broke the camel’s back, I embraced it. I’ve got two extra hours in London today so I’ll go and check out an exhibition at a gallery.
This is an example of what researchers call “upward spirals.” Positive emotions, even brief ones, broaden our perspective and open us up to new possibilities. They don’t magically erase our challenges, but they make us more resourceful and resilient in how we approach them. Instead of feeling stuck in survival mode, we start to thrive.
The beauty of upward spirals is that one small shift can ripple outward, creating a chain reaction. For me, my weekend away helped me reconnect with joy, creativity, and purpose. It didn’t solve all my problems, but it gave me the energy and perspective to face them in a better frame of mind.
So if you find yourself stuck in a downward spiral, remember: even the smallest positive action can set you on a better path. Step outside your usual routine, connect with someone you trust, or try something that shifts your perspective. It might feel hard in the moment, but it’s the first step towards something better. Sometimes, all we need is a little momentum to turn things around. If you’re a school leaders and you’d like coaching with HeadsUp4HTs to help you out of a downward spiral, please reach out.
Emotional Resilience: Strengthening Your Ability to Bounce Back
Emotional Resilience: Strengthening Your Ability to Bounce Back
What is Emotional Resilience?
Emotional resilience is the ability to adapt and recover from stress, setbacks, or challenges. For school leaders, emotional resilience means maintaining a balanced outlook and finding constructive responses to adversity. This skill is essential for managing the daily demands of headship and for leading a school environment that supports well-being and success.
Why is it Important?
Building emotional resilience helps you to:
1. Handle stress and difficult emotions effectively.
2. Model a calm, collected demeanour for staff and students.
3. Avoid burnout and stay energised in the face of challenging situations.
How to Develop Emotional Resilience
1. Eat the Frog: Tackle the most difficult task first each day. Completing challenging work early builds resilience by training you to face obstacles head-on.
2. Mindfulness Practice: Spend 10 minutes daily focusing on breathing or a mindfulness exercise to manage stress and stay present.
3. Cognitive Reframing: Practise recognising negative thoughts and reframing them to see challenges as opportunities for growth.
Key Strategies for Building Resilience
- Stress Management Techniques: Use stress management tools such as progressive muscle relaxation or guided imagery to stay grounded.
- Establish Daily Routines: Consistent routines, especially around morning and evening, provide stability and resilience.
- Seek Support: Build a network of trusted colleagues for emotional support, or consult a coach to provide guidance and perspective.
Key Questions to Reflect On
- How do I currently respond to stress, and what could I do differently?
- What daily practices can I establish to strengthen my resilience?
- How can I model resilience for my team, particularly in challenging times?
Relevant Research
- Resilience training research by the British Psychological Society indicates that resilience-building practices can reduce burnout and improve job satisfaction among school leaders.
- Positive Psychology studies show that mindfulness and stress management practices significantly improve emotional regulation and resilience.
Positive Intelligence and Identifying Your Saboteurs
Positive Intelligence and Identifying Your Saboteurs
What is Positive Intelligence?
Positive Intelligence is the concept of building mental fitness to increase one’s capacity for positivity, resilience, and effective decision-making. It involves identifying and quieting your “saboteurs” – those negative inner voices or thought patterns that undermine your confidence, decision-making, and well-being. For headteachers, learning to identify and manage these saboteurs can lead to more effective, compassionate, and resilient leadership.
Why is it Important?
Understanding and managing your saboteurs is crucial because:
1. It allows you to approach challenges with a positive, solution-oriented mindset.
2. It reduces the impact of self-doubt, fear, and stress on your leadership effectiveness.
3. It fosters a growth mindset, enabling you to model resilience and optimism for your staff and students.
How to Identify and Manage Your Saboteurs
1. Saboteur Quiz: Take a Positive Intelligence Saboteur Assessment to identify your inner saboteurs, such as the “Controller” or “Judge.”
2. Mindful Recognition: When you notice self-critical thoughts, pause and identify which saboteur is speaking. Simply recognising this voice can reduce its power over you.
3. Shift to “Sage” Mode: Use simple grounding techniques like deep breathing or visualisation to activate your positive, solution-focused “Sage” brain.
Key Strategies for Building Positive Intelligence
- Mental Reps: Practise “PQ reps” (Positive Intelligence Quotient reps), short mental exercises that shift your focus to the present moment, helping you remain calm under stress.
- Reframe Challenges: Use saboteurs as a signal to reframe the situation, focusing on what can be learned or gained rather than what is lost.
- Daily Reflections: Journal about when your saboteurs show up during the day and reflect on ways you can respond more positively next time.
- Book in a coaching package and ask your coach to focus on identifying your saboteurs
Key Questions to Reflect On
- Which saboteurs are most prevalent in my thoughts, and how do they affect my leadership?
- How can I strengthen my Sage brain to cultivate a more positive outlook?
- What impact could reducing saboteurs have on my team and school environment?
Relevant Research
- Research by Shirzad Chamine, the founder of Positive Intelligence, shows that increasing mental fitness through PQ reps significantly reduces stress and improves performance.
- Studies on cognitive behavioural therapy (CBT) support the effectiveness of identifying and reframing negative thoughts to boost mental resilience.
Emotional Agility: Navigating the Ups and Downs
Emotional Agility: Navigating the Ups and Downs
What is Emotional Agility?
Emotional agility refers to the capacity to handle thoughts and feelings with flexibility, enabling adaptation to changing circumstances. For headteachers, emotional agility involves managing the emotional demands of leadership while remaining grounded and effective.
Why is it Important?
Emotionally agile leaders:
1. Cope with stress and setbacks more resiliently.
2. Make well-rounded decisions without being unduly influenced by transient emotions.
3. Promote a positive school environment by demonstrating emotional balance.
How to Cultivate Emotional Agility
1. Mindfulness Practices: Engage in mindfulness activities to stay present and observe your emotions without acting impulsively. Regular mindfulness practices, like meditation or breathing exercises, can enhance focus and calmness.
2. Name and Validate Emotions: Labelling emotions (e.g., “I feel overwhelmed”) can reduce their intensity and help you understand their roots. Accept and validate your emotions rather than suppressing them, which can build long-term resilience.
3. Practise Self-Compassion: Be kind to yourself in challenging moments rather than resorting to self-criticism. This approach not only helps you recover faster but also promotes a compassionate, positive atmosphere for your team.
4. Book a coaching package and ask your coach to focus on emotional agility
Key Questions to Reflect On
- How often do I pause to acknowledge my emotions before reacting?
- Do I allow myself time to process setbacks before moving forward?
- How can I demonstrate emotional agility to benefit my staff and students?
Relevant Research
- Dr Susan David’s Emotional Agility framework shows that flexible thinking improves resilience and adaptability.
- Research from **Harvard Business School supports that emotional agility strengthens leadership effectiveness and well-being.
Collective Care: Building Support Networks
Collective Care: Building Support Networks
What is Collective Care?
Collective care is about creating a supportive community where leaders, colleagues, and peers offer mutual encouragement. For headteachers, this could mean connecting with other school leaders who understand the unique challenges of headship. Collective care fosters resilience, reduces isolation, and distributes the emotional weight of leadership.
Why is it Important?
Collective care is essential because:
1. It reduces feelings of isolation by connecting leaders with shared experiences.
2. It provides a network for practical support, sharing insights and advice during tough times.
3. It encourages openness, enabling leaders to share vulnerabilities and learn from each other.
How to Build and Engage in Collective Care
1. Regular Peer Groups: Join or organise a support group of headteachers to meet regularly for discussions, shared learning, and emotional support. Consider structuring the sessions to include a “wins and challenges” segment to focus on both achievements and struggles. Join us on Wednesday evening for our HeadsUp4HTs Virtual Drinks Night
2. Mentorship and Coaching: Seek out a mentor or coach, or act as one for others. Engaging in these relationships can deepen understanding and provide guidance through shared wisdom and experiences.
3. Collaborative Problem Solving: Host sessions with trusted peers to openly discuss challenges and brainstorm solutions. This can alleviate stress by creating a space for collaborative support and practical advice.
Key Questions to Reflect On
- Who is part of my support network, and how often do I connect with them?
- How comfortable am I with sharing my challenges and seeking support?
- How can I contribute to others’ resilience while also benefiting from collective care?
Relevant Research
- Brene Brown’s research on vulnerability highlights how sharing openly can build trust and resilience.
- Studies on social support networks in leadership show that collective care reduces burnout and improves job satisfaction.
Leadership Resilience: Maintaining Your Well-being
Leadership Resilience: Maintaining Your Well-being
What is Leadership Resilience?
Leadership resilience is the capacity to adapt, recover, and grow in the face of adversity. For school leaders, this includes managing mental, emotional, and physical well-being to handle the unique pressures of headship. Building resilience is about thriving, not just surviving, through the demands of leadership.
Why is it Important?
Resilient leaders can:
1. Cope with high-pressure situations while avoiding burnout.
2. Respond to stressors in healthy ways, benefiting both themselves and their teams.
3. Lead with stability, inspiring confidence and creating a positive atmosphere for staff and students.
How to Build Leadership Resilience
1. Establish Clear Boundaries: Define boundaries between work and personal time. Use strategies like “Eat the Frog” by tackling high-stress tasks first to reduce mental load throughout the day. Limit checking emails or messages outside working hours to protect your personal time.
2. Prioritise Self-Care Routines: Regularly engage in activities that promote well-being, such as exercise, mindfulness, hobbies, or spending time with loved ones. Treat self-care as essential, not optional.
3. Cognitive Reframing: When faced with setbacks, practise reframing negative thoughts. Identify self-limiting beliefs that might intensify stress and consciously replace them with constructive, realistic perspectives.
Key Strategies for Resilience
- Practise mindfulness to manage stress and cultivate emotional resilience.
- Establish a network of trusted colleagues and mentors for mutual support during difficult times.
- Stay grounded by focusing on your Ikigai—balancing what you love, what you excel at, and what brings meaning to your role.
Key Questions to Reflect On
- What specific stressors do I face, and how effective are my current strategies in managing them?
- How can I build my emotional resilience to better handle leadership challenges?
- How do I prioritise personal well-being alongside my professional duties?
Relevant Research
- The British Psychological Society underscores the value of resilience training in reducing burnout among school leaders.
- Dr Ginsburg’s Seven C’s of Resilience (including competence and connection) offers a framework for building sustainable resilience.
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.
Is compliance a disadvantage in leadership?
Is compliance a disadvantage in leadership?
After some years of being a teacher I had concluded that compliance was a learning disability. One size does not fit all and yet if we accept without question what we are told to learn, to a standard we are directed to achieve and accept the way we are instructed to learn then we are going to be limited in our achievements. This can become a critical situation if the approach we are subjected to does not suit our learning needs. By being compliant we will be expected to conform,and in many situations, we will be subject to regulation if we don’t.
In June 2016 I had the opportunity to ask Sir Ken Robinson at the Festival of Education if compliance was a learning disability. To which he replied ‘No, but it is certainly a disadvantage’. Sir Ken is known for championing creativity in education and in understanding the need to set learning in a much wider context than just reaching a target or building subject knowledge. Creativity is very much about doing things differently, about solving problems, about making mistakes, and learning from them. Being creative is important, perhaps even critical to learning and therefore to teaching.
Can we be creative if we are compliant, will we ever challenge what we are told, will we ever offer an alternative view or strategy, will we ever change anything if we adopt a compliant approach or will we just give others authority over us?
This is a contentious question but what has it got to do with teaching and leadership, Ofsted, the role of a headteacher? First all teachers are learners, and in my view if we stop being learners then we give up the right to be teachers. Second all teachers are leaders, they lead the learning of their pupils and they lead their classes, and they can lead schools. I would go further and say teachers also have a part to play in leading their wider community for they should understand and reflect the needs of the community through what they do in schools.
Where does the true challenge for leadership in our schools lieand should leaders be less compliant?
In HeadsUp4HT’s #8 James Pope said ‘We have to seize our profession back, it’s ours’. This is a sentiment many teachers and headteachers feel and reflects a situation where we have given authority for what we do to others. Whether this was due to being too compliant or not is debatable, I certainly think it is. It is certainly due to not being creative enough in how we have responded to the challenges we face as a profession. Within this article I will show you the mechanism you can adopt for seizing back our profession but first the challenges.
I have a theory about those who become teachers, and it may make you think.
We are motivated to find environments in which we feel safe or comfortable, Maslow recognised this as a basic need. Those that are successful in school are often the compliant learners, we can recognise these easily at report time for it is easy to come up with some suitable comment about continuing to work hard and offer praise for the effort they make. Successful learners tend to continue to study higher level qualifications, and many are guided towards university. In seeking out a career we will tend to find our safe environment once again and for some this is back into the education environment as teachers. The outcome of this process is that many compliant learners become compliant teachers. Not all teachers are compliant and not all successful learners are compliant, but I hope you get the idea behind this theory. The theory predicts that leaders in schools are therefore likely to be compliant by nature and so when instructed rather than evaluating the instruction against a need, capacity, or calculating the value they will tend to execute the instruction.
What happens to those who desire autonomy, the freedom to be creative and be a little less compliant? Well, if teacher recruitment and retention is anything to go by they leave the profession.
Compliance works best as a tool to manage or lead people when there are high risk stakes for not complying and any member of a school leadership team will tell you what those stakes are. In school leadership if you want to maintain a career it is better to be risk averse. Being risk averse often means limiting how creative we are in circumnavigating those things we do not want to do, we weigh one thing up against the other, the risk versus the benefits. The best way to take control of any situation is to be a little less compliant, not obstreperous or belligerent but in a passive and creative manner.
Interestingly mavericks, those that do their own thing are often touted as ideal leaders but the caveat by those in control is so long as they do not step too far out of line. So what can be done about it, how can we take back our profession? The answer is to get creative!
As a design and technology teacher it is not surprising that I see learning as a problem-solving activity and as I also see teachers as both learners and leaders that I view leadership in the same way. A design approach to leadership gives us far more options when it comes to doing the right thing for our pupils, it allows us to get creative.
A simple design model (Figure 1) is not linear and includes several starting or dropping off points making it ideal for monitoring, improving, or changing what we do in schools and for providing evidence, allocating resources and assessing success. Importantly such a model encourages reflection and communication allowing us to learn from both the strategies we adopt and the outcomes we achieve.
Figure 1
My central tenet as a leader is ‘Do no harm’ and putting this at the heart of what we do informs the primary function of a design model approach to leadership. If what we are being asked builds effective learning relationships then do it, if not then get creative is my advice! In my definition of the learning relationship the pupil and teacher are equally important and happy teachers means happy pupils. You can explore more about learning relationships and pupil teacher responsibility in ‘If you can’t reach them you can’t teach them, Building effective learning relationships’, from which the both the figures 1 & 2 used here are taken.
So, in leadership terms what does being creative look like?
Figure 2
Combining the model in figure 2 with a design approach it is easier to actively assess capacity for development or changeas resource analysis is part of the leadership filtering process. Anyone who has been in education for the last 30 years willknow how much change there has been and continues to be and the impact that has on the capacity of their staff to take on anything new. Without the capacity for change, when under stress, we will revert back to learnt and familiar practices as they require less effort to sustain. This makes change difficult if not impossible to embed in an organisation, especially one that is already stressed.
Figure 2 describes my preferred model of a leadership role in schools, placing it between outside influences and the learning relationship providing the ideal opportunities to provide a creative response. This model was developed to show the important role of leadership in schools and confront compliant leadership behaviour in a constructive and creative manner. After exploring any directed policy or new initiative through a design-based approach one of five leadership actions can be determined in response, effectively filtering out those that will not support or benefit the learning relationship. David Hughes has written an excellent book on school culture and creative capacity and is well worth a read.
I do not underestimate the responsibility of these actions or the risks they impose. I have found that any reasoned response with accompanying evidence is a good basis for taking action and difficult to argue against. It also forms an asset when communicating the ‘why’ to those you lead helping in building trust, a key component of leadership.
I have been prompted to share this approach after listening to HeadsUp4HT’s number 8 as it deals with many of the issues and concerns raised in that episode and provides a framework for responding to the challenge James set at the start, that of seizing back our profession. Remember by being compliant we give others authority over us, by challenging what we are asked to do in schools we are establishing a feedback system that can bring about the changes we want to see by providing evidence. Evidence in the form of better pupil/teacher relationships, a more harmonious school environment, and ultimately what we all desire a better education system fit for purpose.
I’ll leave you with some takeaways from session eight and from other discussions and events I have been involved in recently.
References and further reading:
Hewitson, K (2021) If you can’t reach them you can’t teach them. Building effective learning relationships. St Albans: Critical Publishing.
Hughes, D (2019) Future proof your school steering culture, driving school improvement, developing excellence. St Albans: Critical Publishing.
Kell, E (2018) How to Survive in Teaching without Imploding, Exploding or Walking Away. London:Bloomsbury.
Kevin Hewitson