Written by

Jess Gosling

Phase Leader for Nursery, Reception and Year 1. Author of ‘Becoming a successful international teacher’

This academic year, I will step up for the second time in my career, to lead a team. With more than a decade of school experience, I argue there is a right time to lead.

My first experience was early in my career, and I admit I was out of my depth. I worked in a school where I couldn’t be my authentic self, as it was an environment where struggling was a norm and it wasn’t a place to challenge or support change.

I left this role after two years. Following this period I had an extended time of self-reflection, and I now understand the conditions necessary for me to take on the role of team leader for a second time. Here are my thoughts on how schools can support aspiring leaders:

1. 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 they had on their team. These leaders practised what they preached, and empowered those they worked with. They were well selected and continued their own professional development as part of their role.
2. 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. My line-manager encouraged me to support the team in this way and I had substantial PPA allocation to allow time for this.
3. I volunteered in a grass-roots organisation that strives to support aspiring female leaders in education. Schools should support teachers in activities in which they develop their leadership skills outside of work. 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.
4. My school supported evidence-based practice and regularly hired experts to discuss our pedagogy. By regularly completing CPD my subject knowledge expanded, leading to a greater confidence in my professional role.
5. Admin should encourage networking. 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.
6. A SLT should be open to suggestions from teachers who are not in management and encourage a climate where improvement involves everyone. These opportunities reveal the teachers who are ready and willing to develop their school. All staff should be encouraged and empowered to do this.

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.

For many years I had discounted any desire to step outside the classroom, as I thoroughly enjoy working closely with children. I discussed this once with an inspiring Assistant Head. 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.