Date post: | 15-Aug-2015 |
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Building Emotional Resilience for School Leadership
Is it Counter-Cultural?
Julia Stewardwww.chrysalisleadershipdevelopment.com
Workshop for the British Educational Leadership, Management and Administration Society (Belmas) Conference 2015
Where my journey started – the conspiracy of silence: it’s not okay to feel vulnerable in leadership
Initial researchSurvey – 135 schools, 49 responsesTime in headship:1-3 years: 41%4-9 years: 49%10+ years: 10%
61% first headship20% second headshipRemainder 3+
What contributes to your emotional resilience?
All respondents: top 31. the support of family
and friends 2. time spent with pupils3. evidence of having made a positive difference3. conversations with colleagues in school
There is nothing either good or bad, but thinking makes it so
Peter Church [CC BY-SA 2.0 (http://creativecommons.org/licenses/by-sa/2.0)], via Wikimedia Commons
www.valuescentre.com 16
7-levels of human consciousness
Know and Understand
Physiological
Safety
Love & Belonging
Self-esteem
Ever 6AcademiesProgress 8British valuesSafeguardingRadicalisationSEND reformsClosing the gapTeaching schoolsChild mental healthChanges to admissionsSchool to school supportNew national curriculumAssessment without levelsChanges to GCSE, A & AS levelsUniversal free school meals in KS1Same funding for increased numbersFine parents for taking pupils out of schoolTackle obesity through sport & healthy eatingTackle climate change through eco schools awareTeach tolerance while being intolerant of intoleranceChanges to leaving age for compulsory education and trainingEarly language deprivation: more nurseries and better qualified staff
Distractions from looking after self in school leadership
Building & Sustaining Resilience for School Leadership/
Training for the Tough Times
• 12 leaders in same school• 6 sessions over academic year • 3x3 diagnostics – vitality, stress, resilience• Learning log• Combine theory & practice• Set intentions
What I knew alreadyBoth …. And …
Paying attention to wellbeing improves resilience
School leaders don’t prioritise their own needs: they’re busy looking after others
Resilience is strengthened by experience coupled with reflection and learning
School leaders find it difficult to carve out time to reflect
Resilience is strengthened when we know we’ve made a positive difference
Most school leaders celebrate others’ or the school’s success and don’t credit their own contribution
Resilience dips when we feel out of control in a situation we believe we should be able to control
Schools leaders are held accountable for societal issues over which they have no control
Programme Content• Theory into practice• Physical wellbeing• The neuroscience that connects physical and
emotional wellbeing• Interrogate habits of thinking & behaviour • Increased self-awareness/self-management• Peer support• Coaching
For more information, to take part in a programme, or arrange a taster session,
contact
Julia [email protected]
Conclusion: it IS possible to grow resilience proactively