When is the right time to enter middle leadership in a school?
If I were asked this question a few years ago, I would have answered that there is never a right time, as you can never be fully prepared for a new role. However, now with more than a decade of experience, I argue there is a right time to lead.
In each international school I have worked at, I have been approached to lead. Mostly I was able to refuse, for a variety of reasons, as the conditions never felt “right”.
However, early in my career, I felt I didn’t have a choice as I was hired with the intention of fulfilling the role of year leader as well as class teacher. In the interview, I was reluctant to take on a middle leadership role and requested support, which was promised to me. I was fully aware that although I was a strong teacher, I had not managed anyone beyond my teaching assistant.
Unfortunately, I did not receive the promised support. As I was keen to show I could manage, I hid how much I struggled. I would always appear that I could “manage it all”, no matter how demanding the expectation was.
“It deeply upset me how unhappy my team was, and I felt powerless to change it.”
Managing a team in my new school was a huge challenge. I had to adapt to the school as a new teacher, as well as lead the team with a sense of authority. In addition to this, the school was demanding on the teaching staff and there was not the capacity for discussions. I felt constantly stuck in the unenviable position of fulfilling the requirements of the SLT and facing the reluctance and at times apathy of my new team.
In my two years working in this middle leadership position, the SLT was very happy with my leadership, but my team was not. At this time I was trying to please my team and I could not understand what they needed from me to support them. I would often go above and beyond my workload to ease theirs. I was burnt out and exhausted. It deeply upset me how unhappy they were, and I felt powerless to change it.
Reflecting on this difficult experience, I realise that my role was to be an intermediary between the SLT and my team, advocating for my team and building their trust to ensure they could communicate their difficulties. Furthermore, as I have always been extremely hard-working, my projections of this ethos were likely difficult for my team to replicate in the environment they likely found stressful. I do not believe they knew how much I was struggling with this role, as I masked my feelings every day.
“I am now aware that as a leader I should be authentic and honest, as well as a good listener.”
I am now aware that as a leader I should be authentic and honest, as well as a good listener who actively seeks where I could best support others, rather than deciding for myself where the issues are. I must empower others to lead in their areas of expertise and I relinquish the temptation to try to control everything. I know also that becoming a leader is a completely different role to teaching, and that further training and mentoring in this area is vital for my success.
After this first experience of leading a team, I vowed it was something I would not consider again. However, this academic year I pushed for the position of leading the nursery of my current school. So what has changed?
- Following leading a team I returned to being a teacher without responsibilities, for several years. I was lucky enough to have two excellent leaders, who were completely different but powerful in their own way. I noticed how they led and the impact on their team. These leaders practised what they preached, and empowered those they worked with.
- Through deeply reflecting on my professional environment, as well as carefully observing other teachers in action, I could see how I would run a unit if I had the opportunity. I volunteered to lead projects for my line manager, such as resourcing and action research projects, which gave me the experience I needed should I ever decide to lead again.
- I volunteered in a grass-roots organisation that strives to support aspiring female leaders in education. By setting up the regional office of #WomenEd I gained confidence in leading in a different sphere other than school: through online and face-to-face events.
- By regularly completing CPD my subject knowledge expanded, leading to a greater confidence in my professional role. The forefront of my pedagogy was based on evidence-based training and research. I began to be defined as an “expert” in my field and contacted by CPD providers, which helped me recognise that I can develop an EYFS unit.
- Through networking on social media such as Twitter and LinkedIn, I have been exposed to many excellent female leaders, who are much like me. Understanding that this role does not require a “super-human”, but more a humble, authentic leader, has shown me this is something I am very capable of.
When I began my most recent international school contract, I was able to recognise areas within the nursery in which I could help improve. These ideas were well-received by SLT and my aspirations for the unit, as well as a planned new Early Years school, developed as the year progressed.
On the announcement that my line manager was due to leave on maternity, I knew it was time to step up. At this time I was lucky enough to be working with a #WISE mentor (part of the British School of Manila initiative for supporting aspiring female leaders) who encouraged me each step of the way.
“When my line manager was due to leave on maternity, I knew it was time to step up.”
I interviewed for the position of phase leader and was promoted to this middle leadership position. I will be honest and admit that although the promotion was something I very much wanted, doubts began to surface. I knew I was capable of fulfilling this role and would do all in my power to fully support my team and place the children at the centre of all that we do.
Yet, I know I have to accept I will be a novice again in this role. I am fortunate to have spent one year “in the shoes” of the teachers I will lead, but I need to be mindful that it will take time and experience to be the leader I wish to be, just like my experience of becoming an excellent teacher. I am not the same person who tried to lead early in my career and I know above all else, being authentic, leading by example, and listening to my team must be my priorities.
For many years I had discounted my desire to step outside the classroom into middle leadership, as I thoroughly enjoy working closely with children. I discussed this once with an inspiring assistant head at a previous international school. Her response was, “Just imagine all you could do for so many more children”. This did not mean anything to me then, but now I understand. My maturity, personal and professional development, as well as my current workplace provide the “right” climate and motivation for me to want to lead.