How long does a head teacher last?
My research into the local situation in Gothenburg, Sweden has revealed that headteachers wear out very quickly. Half of the head teachers newly-recruited to Gothenburg schools leave within 3 years. Why? It seems that the job is more challenging than they imagined. Where do they go? Most take a head teacher position in another school outside the Gothenburg area. This is a problem for the employers of head teachers, and an opportunity for C4E. I am communicating with the Personnel Department and suggesting that they use C4E coaches to support head teachers in their first year(s). If coaching support can result in a head teacher staying at the same school for one year longer, this will give a large (25%-30%) savings in recruitment costs, as well as a long list of other advantages such as:
Stronger and more stable relationship of trust between head and staff
Teachers will lean into the atmosphere of trust, and spread those benefits to the students.
Fewer "chop and change" effects when new heads attempt to make cultural changes quickly
Ongoing professional development projects more likely to be completed and implemented
Be sure to come to these meetings and ask all those questions you may have about how C4E works in practice. There are no stupid questions.
It is becoming clearer that our website is visible to people all around the world. C4E has been contacted by coaches who live and work in places as far apart as the United Arab Emirates, and Iceland.
It's too early to say what these seeds of interest may grow into, but it's exciting to see that coaching + education is of interest in many different parts of the world.
This is a slow process, like gardening!
I would like to share with you the keys to getting coaching assignments in the education system.
I presume that the person I am speaking with is a GREAT leader, with HIGH ambitions for themselves and their school.
I ask "What are you most proud of in your school?" and listen to hear how much the person I am speaking with is driven by fear/pain, or love/courage.
Fear / Pain: I invite them to choose one thing to change (one at the time).
"What's one thing that you would most like to change?"
"What's one thing that is most likely to change first?"
"What might be the most appropriate thing to tackle first?"
then I might ask
"What part could we collaborate on?"'
Love / Courage: I move the conversation towards their biggest dreams, then ask what one step we could take together.
"If you could take one step towards your dream, what might that be?"
"If you could be granted any wish, to get you closer to that goal, what would you ask for?"
"If you could remove one obstacle from your path, which one would you choose?"
then I can ask
"What part could we collaborate on?"'
Ben Ward and Martin Richards will be representing C4E at the Nordic Network Conference in April.
Resources for promoting C4E. Please note, these documents get updated every few days.
We describe coaching as a way of reconnecting with one's passion, motivation, and energy.
One of the best ways to promote C4E is to describe it as an opportunity for educators to experience coaching:
It's an opportunity to find out what coaching is about, for real.
It's an opportunity to learn more about themselves, to grow.
It's an opportunity to discover what coaching can give, their students, and colleagues.
When you are coached, you also learn how to coach because you are an active partner in the coaching process.
Some educators may want to find out about coaching because they feel in need of some 'help'. That's a word to take note of.
It can be misleading to describe coaching as a source of help since it puts the educator in a weak position. There is a risk of entering the Drama Triangle.
We prefer to discuss working with self-discovery, increased awareness, finding courage, greater clarity, and other such terms.