Teaching and leading in a different paradigm

Do you dream of a school with empowering teachers, self-sufficient students and a culture of openness and trust?

We’ve worked with hundreds of schools filled with dedicated and talented professionals. Despite this, they have struggled to create a climate where all staff and all students take responsibility for a culture of compassion, achievement and effectiveness.

Apps

How we organise including:

Organisational structure
Policies
Roles & responsibilities
Performance monitoring
Methodology

Two concentric circles with apps on the outside and os on the inside

Operating System (OS)

Belief about students

Teaching mindset

School culture

Our way of being

+ some core abilities

If we don’t also upgrade the OS - how we are being when we are doing things - we will not get the results that we want from our apps.

We believe if you want a high-performing school, it starts with culture, which is created in a few practical ways: 

Leaders who are confident and competent in a totally different kind of leadership (an adult-to-adult, empowering leadership)
Teachers who relate to students as capable, responsible, and with abundant potential. This creates the conditions for students that willingly take responsibility for their own education and the obstacles that stand in their way.
An environment of continuous growth through psychological safety and compassionate challenge that everyone can own.

Tuff is a specialist in supporting schools to develop these three factors.

“

[The training] allows you to know yourself better and equips you to have a range of honest conversations. Most importantly, it will allow you to run adult-adult conversations.

Likhon Gulam Mohammed

Director of Secondary, Kings Academy Group

“

"The biggest challenge is reaching unmotivated students... those who shut down and don't want to engage are the biggest challenge ... with these unmotivated students you have to take small steps at a time and 'be with it.'

I often spend a lot of energy thinking back on what happened early on and trying to find an explanation for why they are like that, trying to solve things. Now I can 'be with it' and think, and be open with what I see and feel.... Above all,I have taken with me not having my agenda in a coaching session… and letting the person in question solve it themselves.

Tina Häggholm

Primary Teacher, Väringa School

“

"I took a lot with me... Before, I was more accusatory... More judgmental. I feel like I don't judge as much now... Now I take more of a step back and involve all parties... I am calmer when I talk to the students... I feel more relaxed in these conversations... Now I feel generally calmer and I don’t carry students' ‘failures’ on my shoulders. I hand over a responsibility to them..."

Ellinor Stålfors

Teacher in grade 3 at Väringa School