In this concluding article in Sue Birchall’s series on the value and benefits of coaching, Sue explores how and why we can improve staff wellbeing by making the most of these opportunities
During this series I have focused on coaching, mentoring and supervision, all of which have their place in our schools to support our staff. Each setting, whilst it is unique will face similar issues with staff wellbeing, development, recruitment and retention and knowing which of these strategies to put in place to achieve a healthy and well-balanced workplace whilst achieving the best outcomes is not always easy. However, the benefits are clear, and it fits well with current wellbeing initiatives being advocated for school staff.
Whether one approach is entirely better than the other depends very much on the circumstances of the support that you wish or need to offer. It is important to identify which method is most suitable for the situation or outcome that you are addressing or supporting. Using the wrong method will not produce a positive outcome and can lead to staff feeling persecuted or ‘picked upon’, It is important for all that all involved are onboard with the process and give full consent and commit to it. Prior to any of these being put in place, action plans should be agreed with the staff member.
The first step
If you are already using some or all these strategies or are even considering them, I would suggest that you have already taken that first step. The identification of need is always the first hurdle on any journey of improvement.
As with any approach in our schools the next step would be sensible planning and I would advise using a SMART approach to the plan for your setting. It is important that any chosen strategies have a clear identifiable outcome and plan of approach as your method will be based entirely on this to achieve aim. Writing a programme for each would be sensible as it will help you to identify if you have the capacity to deliver with your own staff or need an outside provider, will allow you then to cost the plan and identify the desired outcomes.
Identifying need
Having been part of the implementation of this in my school and seeing the successes that can be achieved, I would suggest that you first identify any staff that may need the support. For example, your pastoral teams, due to the very nature of their roles and the issues that will be facing and seeing might be the first o be considered for supervision. You might decide that instructional coaching and the appointment of a mentor are good induction methods, or you may consider traditional coaching as a wellbeing tool for identified staff.
Any of the above can have significant value if the deliver is appropriate to the individual or team and can also supply amazing cpd for any staff that are able to deliver to them. Be dynamic in your delivery, sometimes what looks like it will work doesn’t, we are all individual and unique and what is important is that no-one feels that this is being done to them. The purpose is to enable, support and develop our staff and if they are not engaged this will not happen.
A sense of belonging
Not every setting will be able to deliver a full programme, there are costs involved but it is important to understand that, carried out properly, these strategies can improve staff retention and absence, improve and develop your staff, assisting in staff development. If successful staff will feel more confident in their roles, have closer working relationships and have a better feeling of belonging. It’s certainly worth considering!
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