10 dimensions of holistic school leadership for a greater sense of shared purpose

Leaders and managers play a key role in creating a climate in which all colleagues can thrive and all staff contribute to its endurance (Covey & Merrill, 2006). The 10 Dimensions of Holistic Leadership form part of the annual evaluation of every leader by their team members. It’s an unusual approach, but the behaviours we are seeking in ourselves are only the same as those we demand in others. Our understanding of holistic leadership, which has been designed and developed within the school, involves all staff working together to:

• Eliminate unnecessary tasks and unproductive ways of working. We all contribute to refining our approaches – if there’s a better way, we share it
• Provide mutual support for colleagues across the school because everyone needs a ‘trusted friend’ sometimes
• Recognise and avoid the effect of unprofessional negativity. If something’s not right, say it first (and only) to the person who needs to hear it
• Provide assistance for colleagues who are struggling before they become overwhelmed and overburdened. Watch out for and support each other by encouraging measured and efficient working practices
• Watch for the vicious cycle of excess workload, which leads to reduced productivity and a greater workload. We do what needs to be done and do it to our best. We plan ahead to make it happen, we stop when it really is too much and, if we feel we cannot stop, we talk with our line manager. We adapt to fit the task to the time
• Ensure that all colleagues sustain a healthy lifestyle by encouraging each other to pursue interests and activities, such as physical fitness and cultural stimulation, that provide genuine relaxation. We show an interest in what we each do outside of work
• Make sure instructions for all tasks are clear, simple and consistent. Clarity takes longer than confusion, but it saves time and reduces anxiety
• Consider how we promote empathy as well as excellence, efficiency and effectiveness
• Examine how we respond under pressure. Learning the signs of pressure in ourselves and in our colleagues and practising the tools to manage pressure before it overflows
• Be open to identify the barriers to becoming more effective by providing permission and trust for colleagues to develop their professionalism.