What changes can I expect when I start accessing supervision as a headteacher?

'Clarity' - one of the words most frequently used by supervisees describing the benefits of supervision

Since I began providing supervision services to headteachers, I’ve noticed a repeating pattern: as heads realise that overwhelm isn’t a sign of their own failure, new possibilities emerge . . .

The journey can look a bit like this:

A headteacher comes to their first supervision session feeling very overwhelmed, even a bit tearful. They have so many plates spinning that they just can’t keep all the information in their heads. They’re running on empty. They tell me that they aren’t sure if they can continue in the job if it carries on like this.

In the first session, they have a chance to decompress and share what they’ve been carrying lately. I receive that with compassion and understanding. (I know what it’s like – I’ve been there!)

One of the first things to happen is that they realise they’re not the only one going through this. It becomes clear that the overwhelm they’ve been feeling isn’t a failing on their part. They haven’t done anything wrong. The truth is, they’re doing one of the hardest leadership jobs around, and it’s messy and it’s lonely. This realisation helps them to start letting go of the self-judgement and self-blame that they’ve been adding on to the overwhelm.

In that safe and non-judgemental space with a skilled supervisor, the head can gradually start becoming a bit kinder to themselves.

Not only that, there are other changes headteachers can expect to see when they access supervision. Over the first few sessions:

Decision-making becomes clearer

When the head talks about the difficult decisions they have to make, and I help them by ‘holding up the mirror’ to their situation, they start to lose all the clutter that’s been clouding their judgement. They start to see where their emotions have been playing a part and where they’ve been too focused on the perceptions of other people. They become more in tune with their own core values and able to use them to make decisions that feel more natural.

New boundaries are set and held firm

As the door is opened to self-kindness in supervision conversations, the head starts to protect their time a bit more. The next time someone asks them to do something that they could do themselves with just a little nudge, they give the nudge, rather than taking on the task.

Different ways of approaching things and sources of support are discovered

When the leader brings a challenge to the collaborative space of supervision, there are two heads looking at the problem, instead of one. I can share resources that might be helpful or signpost the head towards support that might be available. Looking at things from different perspectives brings different possibilities into view, unlocking creativity.

Starting to feel more balanced

After the first couple of sessions, the head starts to approach the job slightly differently, knowing that they’re never far away from the next supervision conversation, a listening ear and a source of support and collaboration. They start to feel calmer, lighter and a bit more balanced.

All supervision journeys are different, but there are commonalities for headteachers. It’s remarkable how similar the challenges are for heads and principals up and down the country. Professional supervision has the potential to make the job much more sustainable and support not only the wellbeing of leaders but also amplify their impact.

If you’d like to access some of these benefits, head over to my website to find out more about the bespoke headteacher supervision service I offer.