Looking after your greatest asset . . .

Are you looking for ways to improve headteacher wellbeing in your trust?

Would you like to minimise the risk of burnout, whilst providing excellent professional development which maximises their impact?

Maybe you'd also like to support the retention of headteachers, a key asset of your trust, helping them to stay in their roles longer.

If so, a comprehensive professional headteacher supervision service could be just what you need . . .

Headteacher supervision is different . . .

"I certainly would recommend this service to other Heads . . . You helped me hold the mirror at a different angle to allow me to consider other points of view. This has helped me to move towards improvement."

Caroline, Headteacher

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Headteacher supervision isn't the same as safeguarding supervision for DSLs or Early Years supervision for Early Years professionals. That's because the job of headteacher is different - it's more complex and has a greater potential for overwhelm, due to the sheer number of 'spinning plates'. It requires a different approach.

Headteacher supervision has 3 separate functions - restorative, developmental and normative (maintaining ethics and standards). It's that third function that makes it different from coaching. Supervisors who don't have a lived experience of headship may find it harder to lean into the 'normative' function. I like to call this function 'professional sense-making' rather than normative. For me, it's not about giving advice, which can affect the dynamic of the supervisory relationship, but it's about collaborating to look at live, professional issues, ensuring that the supervisee sees the widest possible picture of what's happening. The leader brings to the session whatever is 'bubbling to the top' for them. As a former head, I ask questions, which help supervisees to look at things from different perspectives (such as seeing things through the eyes of different stakeholders), and gain deeper insight and clarity before deciding on a strategy.

However, supervision, just like coaching, is fundamentally about deep reflection in a safe, non-judgemental space. 'Busyness' is the enemy of calm, confident, values-led leadership. It pushes leaders towards reactivity when they most need to be thoughtfully responsive. Supervision happens regularly, so we build a strong relationship where reflection can go deeper. and leadership can become more values-driven.

A safe space is key . . .

Safety in the supervision space is crucial. Leaders need to feel able to speak honestly and without fear of judgement. In most cases, that can only happen with someone who isn't part of their organisation.

My core value of compassion guides my work as a supervisor. Sometimes heads need to offload a bit and decompress from the difficult experiences they've encountered. Safety needs to be present for that, but it also requires a skilled partner who can hold space for difficult emotions, and help the leader move through the emotion and into a space where they can think clearly about how to respond.

"Knowing I am talking to someone who has dealt with similar things is hugely beneficial.

The quality of the listening is appreciated – I really feel like I am seen and heard without judgement. The quality of empathy is very tangible."

Dominic Martin, Headteacher, Benton Park Primary School

Why me?

My background as a school leader with 10 years of headship experience, across 2 schools, mean I understand this territory well. I've led both LA and trust schools, and been part of a trust executive team through a period of fast growth. I am also a trustee of a large MAT which keeps me up to date with developments in the school trust sector.

I have completed the following qualifications, which have helped me to grow and develop as a leader, coach and supervisor:

MA in Education (specialising in special educational needs)
National Professional Qualification for Executive Leadership (NPQEL).

NPQH (National Professional Qualification for Headship)
Associate Headteacher Programme
Executive Coach/Mentor at Level 7 from the Institute of Leadership and Management.
60 hours of training in coaching supervision at Oxford Brookes University.

I am part of the Community of Practice for Supervision in Education by Educators, and also the Supervision in Education network, two organisations whose mission is to advocate for high quality supervision in the education sector. They have collaborated with the Department for Education to develop a quality framework, which is an important guide to my work as a supervisor.

There's just me in Mrs T Coaching, so what you see is what you get! I pride myself on high quality customer service at a reasonable price, reflecting the fact that I'm working with public sector organisations. As I specialise in 1:1 coaching and supervision work with heads and executive leaders, I have the capacity to work with a large number of coachees/supervisees.

Headteacher supervision service for trusts

I can work with heads via video or phone call (or face to face if they're close to Newcastle upon Tyne). Walk and talk is also available, if they'd prefer that. We'll need to meet regularly (monthly or half-termly) over the course of a year. Sessions are 1 hour in duration.

I'm really keen for this service to be affordable for trusts, so please get in touch to discuss options and prices.

If you'd like to 'dip your toe in the water' with headteacher supervision, but aren't sure yet about offering it to all your heads, we can discuss tasters or pilot projects.

To take the next step, please book in for a chat (up to 30 mins). We'll discuss your requirements and I'll answer any questions you may have. You can also contact me via email (see address at the bottom of the page), if you prefer to do it that way.

Let's talk!

My commitment to clients:

I will be clear from the outset as to what the charges are. There will be no hidden extras.
My practice will be in line with the European Mentoring and Coaching Council’s ‘Global Code of Ethics’ which is available to view here
This guides me to be an ethical practitioner, who acts with integrity and honesty, and maintains clear confidentiality protocols.
I undertake regular supervision to help me monitor and keep improving the quality of my coaching. I take part in regular training sessions to keep myself abreast of developments and continue improving my practice.
I am fully insured.