So, next time you are having a ‘good old moan’, remember it is possible to hold multiple truths at once—to applaud what’s working, push back where it’s not, and resist the comfort of a single, simplistic narrative.

It may not (all be) as bad as you think. [5/5]

....the strength of its safeguarding frameworks, exam results, or curriculum innovation. Schools are never monolithic; they are a mix of ambitions, contradictions, and competing priorities. [4/5]

So, whilst it’s necessary, cathartic—healthy even—to boo at the bad parts, remember to also cheer for the good parts. There’s no inconsistency in challenging, say, a school’s assessment structure or timetable while also acknowledging...[3/5]

It’s important to remember, though, that like all organisations, schools might be full of contradictions, ambitions, and behaviours, but they are also full of excellence, passion, and delightful people (yes, the students and the teachers).

[2/5]

Posted the wrong link to the book 🤦‍♂️, it's this one:

foxly.link/MyEducatedLife

For those interested in Paul's journey, his book, 'My Educated Life', is available on Amazon:

app.foxlyme.com/links

It's well worth a read. 🛋️📚

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Thoughts on leadership, done differently

Follow or, sign-up to join my newsletter; wisdom direct to your Inbox weekly (no spam, just nudges to think a little differently):

sendfox.com/lp/3ed08p
------------------------ [7/7]

Believing in your vision is what fuels the energy, resilience, and commitment it takes to lead. So lead in a way that makes you proud to put your name to it…whatever the outcome. Believe you’ll make a difference—and, bit by bit, day by day, you will. [6/7]

If the initiative doesn’t land, you’ll still know you led with integrity, courage, and care. And if it does? You’ll know it wasn’t luck—it was leadership grounded in something real. [5/7]

The best way to hold both truths — the conviction that what you’re doing matters, and the humility to know it might not succeed (least not quite as you imagined it) — is to lead in a way you’ll be proud of, whatever the outcome. [4/7]

Still, schools are full of leaders who step up and try—not because they’re blind to the challenges, but because that’s the job. Making a difference is what we do; it’s why we get out of bed, day after day. [3/7]

Yet, as every school leader knows, the reality is that many initiatives don’t go the distance. Some lose momentum. Others fade into myth (and become the source of staffroom mirth). Even the most thoughtful strategies can fail to take root. [2/7]

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Thoughts on leadership, done differently

Follow or, sign-up to join my newsletter; wisdom direct to your Inbox weekly (no spam, just nudges to think a little differently):

sendfox.com/lp/3ed08p
------------------------ [6/6]

Some invitations deserve a response. Others deserve your silence. Knowing the difference is leadership.

So next time one lands at your feet, pause. Then ask yourself: do I really need to be at this party?

If not, RSVP: no thanks. [5/6]

You’re allowed to let some provocations pass. You’re allowed to shrug and walk on. You’re allowed to be the adult in the room by not entering the room at all.

Because every argument attended is time, energy, and credibility spent. And in schools, those are limited currencies. [4/6]

Not every comment needs a comeback. Not every raised eyebrow needs levelling. Not every moment of staffroom drama needs a guest appearance from the leadership team. [3/6]

It’s one of those phrases that’s easy to nod at and much harder to live by. Because when tension rises—when a comment feels pointed, a tone feels off, or a decision gets questioned—our instinct is to step in. To correct. To defend. To push back.

And sometimes we should.

But not always. [2/6]

Great timing, literally just posted this musing the exact same thing:

bsky.app/profile/thew...

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Thoughts on leadership, done differently

Follow or, sign-up to join my newsletter; wisdom direct to your Inbox weekly (no spam, just nudges to think a little differently):

sendfox.com/lp/3ed08p
------------------------ [5/5]