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Consultant story:

Julie Rees, Resilient Leaders Consultant

We asked Julie Rees, an experienced head teacher with over 25 years of leadership experience, to tell us about her experience.  

"The leadership training has given me the courage to take risks and commit to my values, whilst leading the school communities I have served. 


I am always learning - all leaders are continuously learning.


Why did you need leadership training?

When I first became a Head teacher in 2003, I recognised that I needed coaching if I was going to fulfil my leadership potential and be authentic in my role.  I was fortunate to meet Rachel McGill at this time and she introduced me to Resilient Leaders Elements.  

Why Resilient Leaders Elements (RLE™)?

I recognised that RLE applied to leadership across all areas of life, including business, and I knew that leaders in education could benefit from being coached with these tools.


The structure of the RLE, understanding how the elements are intertwined and really drilling beneath each of the facets, gave me the inner confidence to build teams with connected values.  Teams that I can trust so I can empower individuals to lead on different aspects of school development.

Resilient Leaders Elements gives me, and my teams, a common language and structure to support and challenge each other. 

How have the Challenges helped you professionally?

The Resilient Leaders Development Programme gives us challenges to embrace and check-in with, so we develop our leadership skills as part of what we do and as who we are.  Without developing both aspects, we are not as strong as we could be.


When you are given a challenge, your awareness of the skills you are practising is heightened.  Consequently, this aspect of leading becomes a stronger ‘muscle’ as part of your leadership strengths. When building on the challenges, your actions build and move from the conscious to the unconscious.  Leading within these facets may grow as a strength.

What's your view on RLE™ and leadership in schools?

RLE should be a fundamental part of all leadership training in schools.  I have used the RLE with individuals to support them within their roles, as well as leading a group of middle leaders across an eight month programme. 

Using RLE gives teams and individuals a clear framework to understand their relationship with those around them as well as focussing on the role they’ve been asked to do.  I particularly like that it is not driven by any other agenda than wanting to ensure teachers get the best out of themselves in order to lead.

What would you say to anybody considering the resilient leaders consultant accreditation course?

Accreditation was a game-changer for me.  As a RLE accredited consultant, I am able to work with leaders from across different industries giving an insight into leadership sharing the same language, just in different contexts.


I have gleaned many different ideas and skills listening to fellow consultants and am now very fortunate to be part of a thriving leadership community.

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