When thinking a little more deeply about staff wellbeing and methods for promoting it, the idea of mastery often comes up as there is good evidence that feeling mastery within our role promotes our wellbeing at work (see, for example, Cameron et al, 2011).
Generally, we interpret this to mean that staff should feel good at their regular job and that we should take steps to develop their skills, confidence, and knowledge as relevant to their core roles.
However, I want to explore an idea for taking this further by promoting leadership skills at every level.
I believe that by promoting leadership skills and capacity for all staff, including the least experienced and most junior, we can develop the feeling of mastery. I think this would be a powerful approach to fostering a culture of inclusivity, innovation, and empowerment, too.
I have seen pockets of brilliance, but the ideas I am sharing are mostly theoretical – these are ideas that the evidence-base indicates should work. I would love to know what you think. Perhaps this is something to try in your school.
I think we must get curious about the impact that these approaches could have on our school culture and the wellbeing of our amazing school staff.
So, what might leadership at every level look like in practice? I think there are five steps we need to consider:
- Identify potential
- Set expectations
- Provide training
- Mentorship and feedback
- Gradual empowerment
1, Identify potential
Start by closely observing the staff member’s interactions with colleagues and students. Look for signs of leadership potential, such as taking initiative in solving problems or supporting colleagues during challenging situations.
In practice: You notice that a teaching assistant often steps in to help other teaching assistants or students when they encounter difficulties during group activities, showing a natural inclination to lead and assist.
2, Set expectations
Have a one-on-one conversation with the staff member to express your interest in their growth as a leader. Clearly articulate your expectations and explain how their development can benefit both them and the school. Be sure to explore expectations and any challenges with regards to workload early on, or your expectations could result in unintended additional stress or a lack of time.
In practice: Sit down with the staff member and explain that you see leadership potential in them and that you would like to help them develop those skills. Discuss how this development can positively impact the classroom environment and student outcomes. Keep the dialogue two-way and remain open to their questions, suggestions, and worries.
3, Provide training
Offer access to leadership development workshops or provide the staff member with resources like books or online courses that focus on relevant leadership skills, such as communication, team-work, or conflict resolution. Even if they have shown a natural aptitude to lead, moving into any form of leadership role will require new skills and confidence, which are often best gained via training or shadowing.
In practice: Highlight online training or books that you think the staff member would benefit from engaging with. Try to create pockets of time for this learning rather than making it an additional burden. Perhaps there are some meetings from which the staff member can be excused. Make time to discuss how to put these ideas into practice.
4, Mentorship and feedback
Especially when supporting a more junior or less experienced colleague to develop their leadership skills, it can help to pair them with an experienced teacher or other colleague as appropriate who can serve as their mentor. Encourage regular meetings for guidance and support. Provide constructive feedback on their progress.
In practice: Assign an experienced teacher as a teaching assistant's mentor. The mentor meets with them bi-weekly to discuss their leadership experiences, offer advice, and provide feedback on specific leadership initiatives. This can work well in terms of developing the skills, confidence, and leadership capacity of both the mentee and the mentor.
5, Gradual empowerment
Gradually delegate more responsibilities to the staff member. Encourage them to take ownership of specific activities or projects. Clarify the level of autonomy they have and reflect on their progress, being sure to notice and celebrate achievements along the way.
In practice: Assign a teaching assistant to lead a targeted reading comprehension group during literacy lessons. As they gain confidence, empower them to design and implement tailored reading exercises, with your guidance and support.
A culture of trust and inclusivity
In embracing the journey of enabling leadership at every level, schools open the door to a multitude of benefits that extend far beyond the development of individual staff members.
This approach fosters a culture of inclusivity, where every voice is valued, regardless of experience or position. It transforms classrooms and corridors into hubs of innovation, where fresh ideas are embraced and nurtured at every turn.
Most importantly, it empowers every staff member to not only excel in their roles but also to contribute to the larger vision of the school community.
By identifying leadership potential, setting clear expectations, providing targeted training, offering mentorship and feedback, and gradually empowering staff members, schools can achieve a harmonious blend of skill development, job satisfaction, and overall wellbeing.
As the seeds of leadership take root and flourish among staff, inclusivity becomes ingrained in the school's DNA. Colleagues collaborate, learning from one another's unique perspectives and experiences, creating a rich tapestry of innovative solutions to educational challenges.
In this environment, innovation thrives as staff members feel empowered to suggest new approaches, experiment with teaching methods, and explore creative solutions to complex problems. The school becomes a haven for continuous growth and improvement, where leaders emerge at every level, and the entire community benefits from their contributions. Ultimately, this holistic approach to leadership development not only bolsters staff wellbeing but also fortifies the foundation of a school built on trust, inclusivity, innovation, and empowerment.
- Dr Pooky Knightsmith is a passionate ambassador for mental health, wellbeing and PSHE. Her work is backed up both by a PhD in child and adolescent mental health and her own lived experience of PTSD, anorexia, self-harm, anxiety and depression. Follow her on X (Twitter) @PookyH and visit www.pookyknightsmith.com. Find her previous articles and podcast/webinar appearances for Headteacher Update via www.headteacher-update.com/authors/dr-pooky-knightsmith
Further information & resources
- Cameron et al: Effects of positive practices on organizational effectiveness, The Journal of Applied Behavioral Science (47,3), 2011.