It’s always been a wrench to leave a school. Maybe I’ve been lucky in the schools I’ve worked in, but I’ve never been desperate to leave any of them. For me, moving on has always been about the next challenge and the next step in my career, moving up to new responsibilities in new contexts.
I know that internal promotions can work really well. I’ve had two in my career, firstly with a responsibility point added in my first school and secondly when TLRs were introduced and leadership in my school at the time was restructured. I remember now the trauma of having to re-apply for my job, up against external candidates, and the relief when I was successful. I really enjoyed the new responsibilities and the challenge as I moved on to the leadership spine, but I found it difficult to “re-make” myself in the new role. It seems silly now, but I remember that as a Head of Department my work clothes were shirt-and-tie-with-smart-trousers, accessorised with a nice line in v-necked jumpers. On my first morning of my new leadership spine role, I wore a suit. It was my attempt at signifying that, although I was the same person in the same school with the same staff and the same children, something was different. Navigating that shift in relationships in an internal promotion can be a tricky business!
In my experience, I’ve always found it preferable to look for my next steps beyond the school I’m currently working in. Arriving somewhere different allows you to re-establish yourself afresh, each time with the benefit of a few more years’ experience and the benefit of knowledge gained from mistakes and missteps in the current role. It’s also, I think, helpful to work in a variety of contexts, seeing how it’s done in different schools with different cultures and ethos (ethe? ethea? ethoses?) I’ve learned so much from every school I’ve worked in, and each one has added to the repertoire of approaches I can use in any given context.There’s a benefit to the school in appointing from outside as well. New faces from other schools bring new approaches and challenge the status quo. Even if this doesn’t lead to change, the process of challenging “the way it’s always been done” has got to be healthy.
Despite all this, it’s still hard to leave. It’s hard to re-establish yourself; every time you start at a new school you remember how much classroom and behaviour management is based on reputation, routine and relationships that you’ve built up over time. A fresh start means starting again. It’s hard to leave the students, from knowing all the names, characters, families and histories to a completely blank slate. And it’s hard to leave the staff, that dedicated group of professionals who pull together for the benefit of young people in the face of sometimes overwhelming challenges. But despite all this, I know that moving on is the right thing to do, the right thing for me – and I’m looking forward to the next step.