Headteacher 'super'-vision: seeing more and seeing clearly

In recent conversations I’ve had with headteachers, the theme of isolation has frequently come up. In one conversation in particular, there was a lot that the person needed to express. It was clear that many thoughts had been swirling around their head for a while, and, as I always find, just being able to articulate them, getting them out of their head and into the open, brought insights they hadn’t expected. New options and possibilities presented themselves, and the act of sharing made the load feel lighter.

I love the word – supervision, partly because it can be broken down into 2 parts – ‘super’ and ‘vision’ and when you look at it like that, it helps you to understand what it’s all about. One of the founders of the European Mentoring and Coaching Council (EMCC), Julie Hay, defines supervision in this way:

‘Supervision is the process of helping you to step back, metaphorically, from your work so that you can take a meta-perspective, or broader view of your practice.’

The process of stepping back is crucial. It’s so hard to find time to reflect when you’re ‘in the trenches’, with your sleeves rolled up and doing the thousand and one tasks of headship, going from unblocking the toilets one minute to listening to a parent in tears about a domestic abuse situation the next.

The real challenge comes when you have to move from those difficult ‘in the moment’ kind of tasks, with your adrenaline pumping, into getting strategic, like deciding what next year’s priorities need to be and how to express them in your school improvement plan. Making those switches between day to day operational tasks and strategic tasks requires a lot of self-discipline and self-awareness. It also requires emotional agility.

Building a structure where you regularly step back and take the wider view is helpful. For my supervisees, knowing that they will be having an opportunity to do this regularly, either monthly or half-termly, means that they start to build the habit of reflexivity (being able to examine your own feelings, reactions, and motives and how these influence what you do or think in a given situation).

Choosing who helps you in this process is interesting, and significant.

There isn't an established tradition of training for headteacher supervisors yet, so the gap seems to be being filled mostly by those with expertise in counselling, therapy or social care supervision. I’ve spoken to quite a few heads who are accessing supervision in this way, and they are really seeing the benefits, particularly in terms of their wellbeing.

So if you want supervision that’s primarily a wellbeing intervention, choosing a supervisor who is focused on that might be the best way forward.

I’m pleased to say, though, that more options are now opening up for choosing a supervisor who has lived experience of educational leadership. In the last year, I’ve discovered and joined the ‘Community of Practice for Supervision in Education by Educators’ (CoPSiEbE), an organisation whose mission is to advocate for high quality supervision in the education sector, seeking to recognise the value of supervision being provided by educators who are trained supervisors. The community supports educators with supervision qualifications to make themselves known in the sector.

What does the lived experience of educational leadership of a supervisor add? I can see 2 distinct benefits:

·       The breadth of the vision. Going back to Julie Hay’s definition above, the role of the supervisor is in helping you to get a broader view. When the supervisor has done the role you’re doing, they can see potential risks, liabilities and also possibilities that might be out of sight. Bringing them into perspective can help the supervisee to gain that ‘super’ vision I mentioned above.

Supervisor training is essential here, however, because without careful attention, this can easily drift into advice-giving – ‘ah yes, I’ve seen this before – what you need to do is x, y or z’. A skilled supervisor will hold up the mirror and sensitively add in questions like ‘What about . . .?’ or ‘I’m wondering if . . . might be happening’?

·       The empathy. A big part of what we’re doing in supervision is creating a safe, non-judgemental space where a leader can decompress and unravel the tightly bound up ball of thoughts that have been swirling around their heads. In order for that to happen, there needs to be a strong connection between supervisor and supervisee. A bit of a shorthand can develop when the supervisor has been in the role themselves, and the understanding that they bring can really help the supervisee to feel seen and heard. A long term client said this about our work together:

"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."

Professional super-vision for headteachers and principals cuts through the isolation of the role in an ethical and structured way. A supervisor has checks and balances on their work. Professional groups like CoPSiEbE and the quality framework that was recently develop by the Supervision in Education Network, funded by the DfE, help to provide guardrails. Supervisors also undertake regular supervision themselves to ensure they maintain quality in their work and keep growing and developing.

So, if you’re considering supervision, it’s wise to look around at the different options that exist and think about what you most want to get from it. If you’re looking for a bespoke service that’s different from other types of supervision, such as those provided for DSLs or EY leads, but something tailored to the actual role you do, then please get in touch. I’m a trained supervisor who was formerly a headteacher. You can book in for a free consultation that will help you find out if I would be a good fit for you as a supervisor.