CliftonStrengths for Attracting and Growing Talent in Schools

Leveraging CliftonStrengths to Attract, Develop, and Retain Talent in Primary Schools: A Gallup CliftonStrengths Coach’s Perspective. Craig Parkinson reflects on the use of CliftonStrengths within Primary schools to attract, develop and retain talented staff.

As a Gallup Certified CliftonStrengths Coach, I have worked with the Trust Team at St Martin’s (a range of roles including the Trust Leaders) to help them unlock the potential of their staff by focusing on their unique strengths. Attracting, developing, and retaining talent in schools can be challenging, and a strengths-based approach can transform the way schools manage their teams. When staff and leaders alike feel empowered to use their natural talents, it creates an environment where everyone is motivated to contribute to the school’s success. 

Understanding the Strengths of the Trust Leaders 

The journey begins with the Trust Leaders. Their combined top five CliftonStrengths are Positivity, Communication, Developer, Includer, and Harmony. These strengths were instrumental in shaping their leadership style and fostering a supportive, inclusive culture throughout the school. 

- Positivity enabled them to create an optimistic and encouraging atmosphere, inspiring their teams even during difficult times. 

- Communication ensured they could clearly express their vision and build trust with staff and the wider school community. 

- Developer allowed them to focus on nurturing the potential of staff and children, creating opportunities for growth. 

- Includer ensured everyone felt valued and heard, building a strong sense of belonging across the schools. 

- Harmony helped them resolve conflicts quickly and maintain a peaceful, collaborative work environment. 

By focusing on these strengths, the Trust Leaders could lead more effectively and create a culture where staff felt motivated and supported. 

Empowering School Leaders 

Once the Trust Leaders had embraced their strengths, they extended this approach to school leaders, helping them understand and develop their own talents. This empowered school leaders to better support their teams and create a strengths-based culture in their schools. 

For example, a headteacher with Discipline and Relator strengths was able to create robust and effective systems for monitoring provision for children. With support from the Trust Team, this leader utilised their talent for structure and relationship-building to provide clarity and consistency for all staff. Previously feeling reliant on procedures and believing she wasn’t a ‘people person,’ she discovered how these strengths could be complementary. By embracing both her organisational skills and her ability to form meaningful connections, she aligned staff efforts, leading to a unified approach that significantly improved the school’s overall provision. 

Another leader with Communication and Strategic strengths used their talents to improve the feedback they provided to staff, particularly in situations where the feedback could have been perceived as difficult. By leveraging these strengths, the leader was able to communicate more clearly and constructively, empowering both themselves and their team. This approach ensured that staff had a clear understanding of expectations, fostering an environment of openness and trust. As a result, the leader gained momentum in planning and delivering effective feedback that aligned with the Trust’s values. By nurturing these talents, the school leadership team was able to create tailored professional development plans, leading to higher engagement and satisfaction among staff. 

Retaining Talent Through Strengths-Based Leadership 

Retention is a key challenge in schools, and a strengths-based approach can significantly reduce staff turnover. When staff feel that their unique talents are recognised and nurtured, they are more likely to stay engaged and committed to the school. 

The Trust Leaders I worked with implemented regular strengths conversations, ensuring that staff development was an ongoing process. Teachers with Harmony and Consistency were given opportunities to create fair and balanced routines that streamlined classroom management and ensured equal opportunities for all children, while those with Strategic strengths were encouraged to lead in planning initiatives, mapping out innovative approaches to the curriculum. These roles kept staff engaged and provided avenues for growth, reducing the risk of burnout. 

Final Thoughts 

As a CliftonStrengths Coach, I have seen the transformative power of a strengths-based approach at St Martin’s Trust. By starting with the Trust Leaders and cascading this approach to school leaders and staff, schools can create an environment where everyone feels valued for their unique contributions. 

A strengths-based culture not only helps attract and retain talented staff but also fosters a positive, collaborative atmosphere where staff, pupils, and the wider school community can thrive. When schools embrace CliftonStrengths, they build the foundation for long-term success.