As a school leader, is doing your best enough – even if you don’t get the school results you want? Of course student achievement is a massively important measure and critical to school improvement. And of course then there’s the Ofsted inspection.
I do wonder though, where there seems to be such a culture of demand on results, isn’t this somewhat counter-productive?
That’s not just pupils, when we have such a demand on ourselves as individuals and leaders – how do we balance that with being open to the learning journey?
I know for me when I believe my result is the measurement of my success or failure, my attachment to this outcome serves to get me into a negative mindset every time anything doesn’t go exactly as I planned.
The journey to the result then becomes fraught with anxiety and fear that I’m not going to attain the ‘prize’ of my result. And if I make a mistakes, well Whoa! Then there’s another great excuse for me to give myself a hard time. For me this actually taints not only my enjoyment of the process but also affects my ability to be open (and importantly) learn from what happens along the way. This then in turn can have a huge impact on my results.
I think there is a big difference between being purposeful – focused and clear about the goal, vision and actions – and demanding that there is no kinks, issues, challenges or we are have failed. Aren’t the kinks, issues and challenges how we learn – and improve actually.
It’s an age-old belief isn’t it? I mean surely if we don’t berate ourselves along the way won’t we make the same mistakes again and again?
Of course being more open to the challenges that come along takes a HUGE amount of trust in ourselves as leaders, our colleagues and in the journey – just as it is.
In coaching with school clients we do a lot of work together around purpose and dispelling myths about the kinks, issues or challenges. A big step in building school leadership resilience.
Thoughts or feedback? Do comment and let me know…#educationalleadership