My contribution to the TES’s What keeps me awake at night (10 October 2014) pointing to the potential  impact of leaders on teachers’ stress levels,  is complemented by Tom Bennett’s contribution in the same edition concerning work-life balance (Champion of the world(s)).  Teachers have always worked hard.  Now, he points out, the pace is frenetic (my word, not his).  My experience as a leadership coach and governor tells me that this frenetic lifestyle is now accepted as part of the culture.  Like those in the US survey, teachers can’t see that their lifestyle is unhealthy.  What is ‘normal’ isn’t necessarily desirable or productive.  A recent report from the University of Lancaster’s Work Foundation  reviews the research evidence for a link between teachers’ wellbeing and students’ attainment.  While further work needs to be done, the report points to an earlier study by Briner and Dewberry (2007)  which concluded that

‘ if policy makers want to improve student outcomes, then the health and wellbeing of teachers should be considered.’

With the promise of further budget cuts to come, we have to take this seriously.  Teachers, leaders, and (what a thought!) even the government needs to cut a little slack.  Constant pressure is counter-productive to the conscientious (who already put themselves under pressure) and ineffective in the long term to those few who don’t.

Changing culture takes time and a commitment from everyone to avoid becoming a victim of the system.

Leaders can help by

• Reviewing and, where necessary, adjusting systems: what are the costs (time/energy/finance) against the benefits? And getting staff to do the same
• Creating a coaching culture, which supports individuals in taking responsibility for themselves
• Communicating clearly and consistently, seeking and accepting feedback (which gives you the choice of whether to act on it)
• Investing in and valuing high quality administrative support
• Accepting that sometimes good enough is good enough
• Never using the ‘threat’ of Ofsted as a motivator for change. It creates a climate of fear: people want to feel safe.   It also communicates to staff that Ofsted are in control: you’re not.
• Allowing staff to work at home when appropriate. If you don’t trust them to do so, what does it say about your leadership?
• Modelling the importance protecting time to think through regular sessions with a skilled coach
• Making an effort (and it does require effort) to build and sustain their own resilience and supporting their staff to do the same
• Championing the cause of reducing the pressure in the system

Sometimes, it’s okay to be the only one in step

The post Colluding with an unhealthy culture? first appeared on Chrysalis Leadership Development.

I was around when Ofsted was invented

I gave up Ofsted inspections in 2000 to focus on something where I felt I could make a difference in the longer term.  Now I support headteachers through coaching and helping them to develop resilience to deal with the stresses of the job. We’re told that ‘good leaders will allow teachers to identify and celebrate what their strengths are’.   In my experience, too many good leaders forget to celebrate their own.    It’s as though there’s a silent conspiracy amongst school leaders: it’s not okay to take care of yourself as a leader, you have to be looking after everyone else.  Leaders absorb all the projections and insecurities of those around them – including a government and press who want to blame schools for all society’s ills. Resilient leaders know it’s important to take care of themselves – to put on their own oxygen mask before helping others with theirs.  When you’ve spent months climbing the mountain, are near the top, and the oxygen supply is thin, it’s easy to hallucinate and imagine you can manage by simply holding your breath.

Correspondence in the TES (8th March, 2013) suggests that the only organisation to be surprised that Ofsted inspections are data led is Ofsted.  As a school governor, Mr Wilshaw, I know that data is important; I also know that the latest dashboard doesn’t tell the whole story.   There can be no excuse for a school which fails its students – but there can be lots of reasons – many of them outside the school’s immediate control. A system is only as compassionate as those who implement it.  Staff in good schools understand the reasons for students’ under-achievement and consistently support them to improve.  We know that the climate created by the leader has a significant impact on the way staff perform.  Should we be surprised that compassion is largely missing from the inspection system?

The post Ofsted – requiring improvement first appeared on Chrysalis Leadership Development.