LEAdERSHIp in association with
cpd
www.usethekey.org.uk
Private to public
The recession
has seen a flood
of professionals
choosing to
switch careers – and
school leadership is high
on their agenda. David
Taylor speaks to two such
career changers
he economic situation of the past
T
few years created upheaval in the
private sector, with redundancies and
budget cuts causing uncertainty for
many. As a result, the public sector
has become a more tempting option
for many people
According to research undertaken by the national
college for Leadership of Schools and children’s
Services (national college), nearly half (47 per cent)
of all senior professionals contemplating a switch to
the public sector are considering education, with school
leadership high on their agenda.
This includes those from banking/finance (58 per “Being back in a teaching environment is extremely experience and the skills i’d acquired during this time And so, as more and more high-flying professionals
cent), iT/telecoms and tourism/leisure (both 50 per rewarding and i really care about the job on a personal leant themselves really well to a leadership position in from the private sector convert to a career in education,
cent), and engineering (47 per cent). level. combining elements of both a leadership and education.” the positive impact on British schools and children
The rewards and benefits of a career in education teaching role is challenging, but the rewards are well Speaking of his ambitions for headship, Ashley across the uK will be clearly visible. SecEd
beckon for many, as these potential career changers worth it. added: “my approach to headship is to lead by example
look to tackle issues in the playground as opposed to “implementing new projects, seeing them through and make sure everyone is working towards commonly
Further information
problems in the boardroom. and seeing the students succeed is so fulfilling. headship accepted goals. The national college offers programmes to help
nearly two thirds (62 per cent) with school leadership is definitely a career i wish to pursue and i look forward “in the future i hope to be a headteacher in a London aspiring heads, including Accelerate to headship
in their sights are motivated by the idea of “making a to undertaking my national Professional Qualification school, i realise however that to achieve this goal i need (www.nationalcollege.org.uk/index/professional-
difference” to the lives of children. This surge in talented for headship (nPQh) in the future to enable me to training and support which is why i applied to Future development/acceleratetoheadship) and Future Leaders
career changers spells good news for Britain’s schools, move forward to headship with the right skills and Leaders and hope to undertake my nPQh in the near (www.future-leaders.org.uk). For more on the nPQh,
as they gain the talents and skills of the country’s most experience.” future.” see www.nationalcollege.org.uk/npqh
successful business men and women. career changer Ashley Dixon embarked on a career
Laura Lewis Williams is a prime example, originally in the education profession after starting out in the
starting her career teaching in a state school, heading corporate sector. Before the switch, he worked for
up the religious education department at the city of major recruitment agencies for more than 10 years, his
Leadership Q&A
London Academy between 2004 and 2006, before most senior position being as managing director at a
shifting to the private sector to undertake a three-year recruitment firm in Leeds.
stint at Deloitte in the corporate finance team working As head of a major company, Ashley was responsible
What is the current legislation on
as a chartered accountant. for the day-to-day running of the company, including
however, after three years as a high-flying the recruitment and training of all staff and overseeing
physical intervention?
professional, Laura was eager to return to education all budgets and finances. Working in a high pressure
and in August 2009 embarked on the Future Leaders job with so many responsibilities taught Ashley many
scheme – a programme designed for current or former core skills that were transferable to a leadership role in BehAviour AnD pupil discipline is You should avoid doing anything
teachers to move into senior leadership of challenging education. a key concern for most teachers, and is that could injure a pupil, although this
urban secondary schools – and began on her journey As a career in education beckoned, five years a high-profile subject in the main party might not always be possible in the
to headship. ago Ashley made the leap and undertook his PGce election manifestos. most dangerous situations.
on her return to the teaching profession from the qualification to enable him to pursue his ambitions to All parties have pledged to improve
private sector, Laura explains how her time at Deloitte be a teacher. discipline in schools and to shift the
Physical intervention training
enabled her to acquire skills that were transferable to a now associate deputy head at The Warren balance of power in the classroom back The DcSF’s guidance on the use of
career in education and leadership. comprehensive School in essex, Ashley is thriving to the teacher. We know that discipline force states that the decision to provide
in most cases is carried out as a verbal training in physical intervention
warning, but as a last resort physical is best made by individual schools,
‘
Working for Deloitte was an amazing opportunity
intervention, such as blocking a pupil’s depending on their particular needs and
path, may also be used. circumstances.
and allowed me to develop excellent organisation
The Association of Teachers and Lecturers (ATL),
The Education and Inspections Act
on the other hand, suggests that schools consider
The education and inspections Act 2006 was the first training for all new members of staff and follow-
and management skills which I felt I would be able to
to include a specific power which enables teachers to up training at suitable intervals to ensure that staff
discipline pupils for causing personal injury, failing to refresh their knowledge and understanding of their
apply to a role as both a teacher and leader
follow instructions, or for committing any offence. powers.
however, this power may only be exercised
where the member of staff and the pupil are on
Behavioural problems/learning difficulties
school premises, or when they are elsewhere and the if you work closely with pupils with Sen or
“Working for Deloitte was an amazing opportunity in his role. The shift to a career in education has many member of staff has lawful control or charge of the disabilities, this adds an extra dimension to how you
and allowed me to develop excellent organisation and benefits and rewards, as Ashley has come to realise. pupil concerned. need to think about restraint and the use of force.
management skills which i felt i would be able to apply “There is such positive energy and e
’
nthusiasm Guidance issued jointly by the DcSF and the
to a role as both a teacher and leader. in particular, surrounding education and the chance to make a
Appropriate physical interventions
Department of health suggests that restraint training
my time in the private sector greatly improved my difference to children’s lives is the real motivation for There is no legal definition of when it is reasonable for staff working with pupils with Sen should
budgeting skills, which has given me a head start when me. Seeing the joy on students’ faces on results day to use force. however, the Department for children, include more of a focus on risk assessment because
taking on the responsibility of leading a school.” is priceless and makes all the hard work worthwhile. Schools and Families (DcSF) advises that you should children with Sen are likely to display recurring
reflecting on her decision to change career unlike my time spent in the private sector, i’m now use the minimum amount of force needed to achieve behaviour which necessitates the use of force.
direction, Laura added: “ensuring every child has the motivated by my pupils and not commission.” the desired result and it should not be used to prevent if you are looking for more detail on restraint
best education was the real driving force behind my The drive and ambition that served Ashley so well trivial misbehaviour. guidance, it is useful to refer to the DcSF document,
decision to return to teaching, i really felt i could make during his time working as a high-flying professional in reasonable use of physical force can be passive. The use of force to control and restrain pupils,
a difference, especially in a leadership position. As a the corporate world stayed with him as he embarked on For example, you could simply stand between pupils available on Teachernet (search for the title at
headteacher, i believe you get a real overview of the his career in education. or block a pupil’s path. www.teachernet.gov.uk).
whole school and are able to have a positive impact on Ashley explained: “i knew that to make a real it can also include active physical contact, such as
every pupil and the wider community.” impact to students’ lives, headship was the best way leading a pupil by the hand or arm, ushering a pupil • Answer by Caroline Cochrane, specialist researcher
Laura now excels in her role as assistant deputy forward. Working in a high pressure environment, away by placing a hand in the centre of the back, or, for The Key, the national guidance and support
head at Quintin Kynaston School in St John’s Wood, dealing with difficult individuals was something i had in more extreme circumstances, using appropriate service for school leaders in maintained schools in
London, which she has held since September 2009 become accustomed to during my time spent working restrictive holds, which may require specific expertise England. Sign up for a free preview of the service at
and is reaping the rewards of making the shift from the in the private sector, so i knew i could successfully or training. www.usethekey.org.uk
private sector back to the schoolyard. deal with any challenges teaching might present. Past
SecEd • March 4 2010 13
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