About | Hanwell Associates Ltd

About Me:
Morgan Williams

I am an experienced, Level 7 qualified executive coach and former headteacher. Based in Birmingham, UK, I work extensively with school leaders, providing focused individual and team coaching programmes, either online or face-to-face, that are designed to increase leadership capacity and drive organisational success.

Prior to becoming a coach, I spent twenty years working in schools,
ten of them as a headteacher working in challenging inner-city primary schools in London and the West Midlands. I left headship in 2019 to become a school leadership consultant with a high-profile national educational charity, although my private coaching and consultancy work has no connection to this role.

Since 2019, I have coached many school leaders and leadership teams to secure sustainable improvements, both on a personal and an organisational level. I have supported individual school leaders and whole leadership teams to achieve their full potential and secure sustainable success for their schools and academies, whilst maintaining their personal well-being and that of their staff teams. I have been instrumental in helping many schools improve outcomes and Ofsted inspection results. For example, I supported one school in the West Midlands to move from “Requiring Improvement” to “Outstanding” within one inspection cycle.

I work with leaders in all key stages from Early Years to Sixth Form and coach prospective headteachers on the National Professional Qualification for Headship.

I am driven by a passion for social justice. I believe that everyone has the potential to succeed but that the playing field is not always level. My work is therefore largely focused in schools and academies in areas of social and economic disadvantage. Here, school leaders must navigate multiple, often conflicting priorities on a daily basis and executive coaching can be an invaluable resource to support them in doing this.

My Credentials

Fully insured

Relevant qualifications held:

ILM1 Level 7 certificate for Executive and Senior Level Coaches and Mentors

National Professional Qualification for Headship

Post-Graduate Certificate in Education with Qualified Teacher Status (QTS)

Memberships:

Association for Coaching

I adhere to the following standards of ethics and practice:

Association for Coaching competency framework

Association for Coaching Global Code of Ethics

1 https://www.i-l-m.com/
2 https://www.associaƟonforcoaching.com/
3https://cdn.ymaws.com/www.associaƟonforcoaching.com/resource/resmgr/AccreditaƟon/Accred_General/Coaching_Competency_Framewor.pdf

My Route Into Coaching

Over the course of a long and varied career in education, I have worked with many people who had the potential to be outstanding leaders but lacked either the confidence in their own ability or the opportunities to lead. As a headteacher therefore, I always made it my mission to identify potential in colleagues, and nurture and develop it so that they could be the best possible versions of themselves. I experienced some success in this, and I supported many teachers into leadership roles, including more than one current headteacher. However, as a headteacher my ability to develop colleagues was limited to those within my own school. When I saw an opportunity to coach and develop leaders on a larger scale, this felt like a natural next step for me, and I relish the opportunity to use my own skills, knowledge and experience to support individuals and organisations to flourish. Some recent examples of how I have supported leaders include: - Establishing a clear, concise vision for improvement, at both individual and organisational levels. - Developing strategic practices in leadership teams so that individual and team behaviours align with the vision and are clearly focused on outcomes. - Building consistency of approach in leadership teams, enabling them to over-achieve. and become greater than the sum of their parts. - Maintaining motivation and momentum when faced with seemingly impossible challenges, for example, providing a better service with fewer resources. - Managing change effectively, including staff restructures, implementation of radical new initiatives, or management of crises.

My Coaching Purpose

For me, the ultimate goal of executive coaching is behavioural change, resulting in increased individual and organisational capacity. I recognise that what works for one client might not work for another, so I offer a coaching package that is bespoke to your individual and organisational needs and preferences, providing high levels of challenge balanced with support, with a clear focus on impact. Clients say that I am skilled in finding what works well for individuals and adapting my practice and processes to suit their needs. I believe that, for coaching to succeed, it must be co-created with clients in a collaborative way that is based on trust so that both coach and client are fully invested in the process. Through coaching, I can empower you to be self-sufficient, move from operational behaviours to more strategic ones, self-coach and adopt a coaching approach to your professional interactions that can release potential – in colleagues and yourself – that you might not have even known was there. I believe passionately in the power of coaching so I have a coach myself and participate in. regular coaching supervision. Although I coach at all levels, my work is chiefly focused in. the following areas: - Executive Leadership coaching 4 https://www.associaƟonforcoaching.com/page/AboutCodeEthics - School leadership team coaching

The challenges faced by executive leaders are significant and nuanced and, although there are likely to be some common themes from role to role, individual challenges are likely to be highly specific in nature. Hence, a bespoke coaching programme that is tailored to the individual person and their particular needs, can be a highly effective way of developing professionally and achieving full potential. Due to the broad-ranging nature of executive leaders’ influence, positive changes in individuals are highly likely to impact positively on the organisation.

Executive Leadership Coaching is usually carried out on a one-to-one basis but it can also be done as part of a group or team. There is an assumption that the client already has significant expertise so the process focuses on building and more effectively leveraging existing strengths. It is impact-focused, usually around key, specific goals which I can support you to formulate.

As a process, Executive Leadership Coaching should be both challenging and supportive. I will work with you using a variety of coaching tools and techniques that are bespoke to your needs and those of your organisation, to push back the boundaries of your expertise. I will support you to build marginal gains into your practice so that your capacity and skills as a leader are improved and, in turn, this should have a broader positive impact on your
organisation.

I believe that a key goal of executive leadership coaching is to optimise professional behaviours so that they support positive outcomes. This may involve auditing current behaviours, building on successful behaviours, adapting others, and changing or discontinuing those that are unproductive.

Foci for Executive Leadership Coaching might include:

- Establishing and refining personal and organisational vision and goals;
- Aligning personal goals and values with those of the organisation and vice-versa;
- Change management;
- Building a positive organisational culture;
- Securing high-functioning teams within the organisation;
- Securing accountability for individuals and teams

I have extensive experience coaching entire school leadership teams. I also have a successful background in educational leadership and governance myself, so I have a very good understanding of the challenges school leaders face in the current climate.

Leadership Team Coaching differs from individual coaching. Although it recognises and celebrates the contribution of individual members to the team, the key focus is on optimising the capacity of the team as a whole. Depending on the culture of the school or team, this is likely to involve a number of initial stages which may include:

- Contracting agreed ways of working
- Team skills profiling
- Audit of team culture

- Evaluation of roles within the team and how these can be optimised
- Examination of the functions and dysfunctions of teams5

Once ways of working have been established, the focus of coaching will be to ensure that the team dynamic and every individual team member’s contribution builds capacity in the team as a whole. This will mainly involve collaborative team coaching but is also likely to involve elements of one-to-one or small group coaching. I can work with your entire leadership team or your core executive team so that the team becomes greater than the sum of its parts.

You may already have a high-functioning team and are considering how it can become even more successful; you may have a team that is not functioning as well as it should but you are unsure why; or you may have a new team that is just finding its feet in leadership. In all these circumstances, Leadership Team Coaching can be highly impactful.

As a process, Leadership Team Coaching should be challenging but ultimately rewarding. Some things it might focus on could be:

- Developing organisational vision and goals;
- Aligning goals and values;
- Building positive team and organisational cultures;
- Securing accountability at all levels;
- Improving school outcomes;
- Change management, including implementation of new initiatives

My Coaching Philosophy

My Vision and values

I am committed to making a positive contribution to society and using the skills I have to make a real, sustainable difference in the lives of others. My values underpin everything that I do, both personally and professionally. They include:

Integrity

Doing the right thing even when it is not the easiest course of action.

Authenticity

Always acting in accordance with my core values.

Honesty

Being consistent, reliable and accountable.

Respect

Treating everyone in the way I would like to be treated.

Equality

Treating everyone in an equitable way but appreciating that this does not mean treating everyone the same.

Community

Investing in relationships, collaborating and valuing the contributions of all stakeholders.

Trust

Placing trust in clients’ capacity and motivations whilst always endeavouring to be consistent and reliable.

The Coaching Process

At the start of the coaching process:

Relationship is key to a successful coaching relationship so I start the process with a free one-hour introductory “chemistry” session. This will enable us both to gauge whether we are a good fit.

If we are both happy about proceeding, I share a document outlining the coaching process, a link to the Association for Coaching global code of ethics and a contract to sign. The contract sets out ways of working, including:

Cost
Duration of programme
Frequency of sessions

I then ask clients to consider initial goals and complete an “about me” form that will form the basis of our first session.

During the coaching process:

This will vary considerably from client to client but you can expect the following:

We will co-create a programme that is bespoke to your needs.
I will use a range of coaching tools and techniques that are grounded in evidence – for example, transactional analysis, somatic coaching or neurolinguistic programming (NLP) – and appropriate for your individual and organisational circumstances.
I will remain fully committed to your professional development.
I will request feedback (formally and informally) about the process, its impact and anything that can be improved.
I will provide you with feedback, including feedback on whether I believe the coaching.
Programme continues to be effective.

6 Reference: “The Trust EquaƟon”, hƩps://trustedadvisor.com/why-trust-maƩers/understanding-trust/understanding-the-trust-equaƟon

At the end of the coaching process:

We will review the impact of the coaching programme on a number of levels which may
include:

Individual impact on your own personal practice, performance, behaviours and skills.
Impact of coaching on your team or teams.
Impact of coaching on your organisation.
Broader impact of coaching on your sector, wider stakeholders or society as a whole.

We will identify next steps for your professional development.

Testimonials

DAVID

Deputy head of a large secondary school – November 2023

I have found my time working with Morgan of immense benefit to me both personally and professionally and therefore by extension my school. Morgan's ability to guide me in my reflection and allow me to perceive the best way forward has been invaluable in making me become a better leader and to therefore unlock greater potential in others. I would recommend this process and Morgan personally to anyone without hesitation.

SHERRIE

Vice principal of a large primary school – November 2023

Thank you for your inspiring, insightful and energising sessions! You opened up valuable new perspectives on my current leadership capacity. In just a one-hour session I was able to view a situation from a completely new angle, and discover a range of practical solutions. I would wholeheartedly recommend you to any of my colleagues.

ALICE

Headteacher of a small primary school – November 2023

Having Morgan as a coach has been really beneficial. It has allowed me to talk
confidentiality with an external person regarding issues/ concerns/ worries in my school setting. Morgan’s skills are he is challenging through questioning but supportive, non-judgmental and has a wealth of knowledge to share. Morgan is nurturing and has good emotional intelligence. A good listener who allows people time to reflect.

If this sounds like the thing for you, please reach out and contact us for a free, no-obligation discussion about your needs.

About Me: Morgan Williams