I am frequently reminding colleagues or pupils that achievements don’t take place in a linear fashion. They are messy, sometimes unpredictable – with events occurring outside of our control – and we can feel that we have achieved despite, rather than as a result of, our circumstances.
Careers can be similar. Although we make plans, they may turn out differently. We get to a certain point and then change track: an opportunity; a birth; a bereavement; an international move; a partner changing their job; retraining following a career in a different sector…the list goes on.
“Why do schools see leadership applicants with varied career backgrounds as a risk?”
A vivid memory as a young Christian was that our minister had been an industrial chemist for most of his career prior to retraining. I remember his amazing ability to connect with people and talk about Jesus. I don’t remember thinking that he was any less of a vicar because he hadn’t spent his entire career in ministry.
Why, then, do schools see leadership applicants with varied career backgrounds as a risk? When recruitment is becoming increasingly difficult, it’s time to examine the qualities that those with non-linear careers could bring to our schools.
The candidate who took their family overseas during the pandemic is unafraid of a new challenge. They are adaptable, resilient and have first-hand experience of dealing with a diverse student body, numerous religious beliefs – and they are now extremely skilled with technology. Importantly, they are used to forming relationships quickly and to being self-reliant, living thousands of miles away from family.
“A candidate returning from family leave knows the value of putting others first.”
The candidate who moved from deputy headship into a middle leadership role is now in a classroom teaching position and wants to move back into leadership, has gained additional experience and can see the school from a new perspective. It has developed them as a teacher and leader.
The candidate who repatriated after two years due to the toxic culture at their international school shows that they have ethics and principles – and is willing to take a risk by returning to their home culture. They recognise that whilst they benefited from the culture of the country, they were not developing professionally.
The candidate who deals with ongoing medical concerns knows the value of empathy. They understand that teachers are people first, professionals second, and they themselves often deal with challenging situations on a daily basis. This is someone who exemplifies the importance of supporting others.
“The superhero job spec reduces the pool of candidates.”
A candidate returning from family leave knows the value of putting others first. They can manage conflicting priorities and deal with multiple agencies. It may be the second or third time that they have done this during their career and therefore, have not progressed up the career ladder – yet.
If we talk with our pupils about requiring people who have multiple skills and abilities, we need to exemplify this in our teachers and leaders. The ‘Superhero’ job and person specification sent to candidates does not promote a sense of aspiration. Rather, it reduces the pool of candidates as those who have a more interesting route to where they are now may be less likely to apply.
Let us celebrate and lift up those who have taken the scenic route to application because they are exactly what our schools need – real people who have overcome real challenges in real time – and who can model this to our community.