Hannah Thomas, Director of Professional Learning
Cranbrook Teachers Talking Teaching: Exploring the Neuroscience of Leadership
We are excited to share highlights from the final Cranbrook Teachers Talking Teaching session of the term, which delved into the fascinating topic of the Neuroscience of Leadership. This insightful session was led by Miles Sinclair, who shared valuable insights he gained from ‘The Neuroscience of Leadership’ course run by the Association of Independent Schools New South Wales (AISNSW).
Miles’ presentation covered several key areas, including neuroplasticity, which is the brain’s ability to adapt and change, and the history of neuroscience, particularly how our understanding of brain flexibility has evolved. He touched upon the role of social and emotional intelligences in human relations, before discussing the importance of attentional intelligence – mindfully noticing where our attention is at any moment. A significant point was encapsulated in the idea that “the focus of your attention in critical moments of choice can build your capacity to be an effective leader”.
The session also explored four leadership capacities underpinned by neuroscience:
- Developing Psychological Safety
Miles explained how David Rock’s SCARF model can be used to ensure these five domains of psychological safety are met:
- Status: Feeling respected and valued.
- Certainty: Having clear expectations and predictability.
- Autonomy: Having control over events and choices.
- Relatedness: Feeling connected and included.
- Fairness: Experiencing fair treatment and justice.
2. Changing Habits:
He also outlined the way we can take action to change our own detrimental habits by using the WISH model:
- When: Identify the specific situation or trigger.
- Instead: Decide on a positive action to replace the habit.
- Stop: Recognise and interrupt the habit.
- How: Plan and implement strategies to support the new behaviour.
- Neuroscience-Based Coaching:
Miles noted that leaders can develop team members by engaging in neuroscience-based coaching, where the coach’s questioning prompts the coachee to realise habits or behaviours and take action to address them.
- Understanding the Psychology of Groups:
Finally, the session explored how leaders can become more effective by understanding and counteracting their own biases using the SEEDS model, which identifies five categories of cognitive biases:
- Similarity bias
- Expedience bias
- Experience bias
- Distance bias
- Safety bias
A key takeaway from the session was that these strategies can be applied to all interactions, enhancing both personal and professional relationships.
The session was a great success, providing our teachers with practical tools and knowledge to enhance their leadership capabilities. We are proud of the commitment our educators show towards continuous professional development and their dedication to creating a positive learning environment for our students.
Hannah Thomas
Director of Professional Learning