Leadership Pathways – Trip Boy to CEO

It shouldn’t surprise anyone to know that the teaching profession I entered in the 1980’s looked considerably different to the one that we find today. Like society in general the changes that we have witnessed in education have been far reaching and increasingly rapid. The succinct yet thought-provoking observation: “Change has never happened this fast before, and it will never be this slow again” sums up the situation perfectly. Canadian Prime Minster, Trudeau, was speaking about global social, economic and political cultures, but clearly this could be a quote about the evolution of education.

Key features of the education system that we see underpinning practice in classrooms up and down the length and breadth of the country simply didn’t exist when I started teaching. Major facets such as; Ofsted Inspections, The National Curriculum and National Testing, now shape and mould the everyday experiences of both pupils and staff. They determine the very nature of our schools and academies.

There is however one significant development over my time in the profession that I believe has completely changed how teachers approach career progression. The move to local financial management in schools, introduced in the 1990’s and which saw a gradually increasing percentage of funding being devolved from local authorities completely altered how leadership pathways have been constructed.

Before schools had control of funding their staffing compliment was determined each year by the Local Authority who strictly applied formulas based around pupil numbers. While this in principle may not appear different to how we operate today, the major difference is that then there was little or no room for manoeuvre. Schools did not possess the power or means to expand leadership teams and Internal promotions were rare. It was also highly unusual for positions to be hastily created to encourage a teacher not to pursue a position elsewhere. The word retention certainly didn’t feature in the lexicon of headteachers or governors.

This ‘dead man’s shoe’s’ situation gave people little alternative if they wanted to build a career. As an ambitious teacher you simply had to move schools or wait for the people above you move on or retire. With my sights firmly set on achieving the holy grail of headship I quickly realised that my best route forward revolved around quickly gaining as much experience as possible.

I needed to be marketable. I needed to be able to sell myself and therefore I needed content for an application form. Evidence! Things that I could tell other schools that I had been part of or led. I had an abundance of energy and a huge appetite to get involved. The only problem was that the opportunities to lead, organise and manage were not as prevalent as perhaps they may be today for an up-and-coming enthusiastic teacher. With a lack of curriculum initiatives to get involved with I volunteered for anything I could, and this mainly came down to one thing. School visits!

Whether it was visiting school football internationals at Wembley or Viking museums in York I was first on the list. Always ready to participate, always ready to support, I soon attracted the reputation of being ‘Trip Boy’. I wasn’t offended, I was enjoying myself. As I got more involved, I grew in confidence and was keen to take the lead. I suggested, promoted, organized and travelled on a whole host of visits. Before the term cultural capital was invented the schools I knew were already there. They were committed to outdoor education centres, residential visits to Holland and France, trips to the theatre, sporting events and places of historic importance.

I am absolutely convinced that my first promotion to another school was achieved on the back of my experience delivering educational visits. The job may have been advertised as something completely different but trust me, all they really wanted was a ‘trip boy’.

While at the time I was primarily focused upon compiling a wide-ranging portfolio that demonstrated my commitment to a school and hopefully made me more attractive in the job market, it is now apparent to me that actually I was developing my leadership skills. Through leading school visits I was able to develop and fine tune a leadership style that has stood me in good stead to face the challenge of headship and even of being a CEO. The principles of running a successful school visit is not dissimilar to running a successful school.

Firstly it is important to note that the very essence of any visit is the need for huge attention to detail. Lists, lists, more lists and contingency plans! All eventualities need thorough consideration. You can never ever be over prepared. I vividly remember sitting with staff in the lounge of a hotel in Valkenburg in Holland at the end of our first day. Our conversation was interrupted by two male leaders of another school group who like us had arrived that day. They glibly enquired about what our itinerary was for the next day and I was able to reach into the folder and produce a timetable and pre booked tickets for the various attractions we were visiting. It transpired they had not made any bookings. Their itinerary was vague and ad-hoc. They swiftly left us to make plans.

If the visit is well organised and runs smoothly then they are of course less stressful for staff. This frees everyone up to fully enjoy themselves. Successful school visits are always fun! Pupils will recall their laughter and moments of awe and wonder on a school trip. The early departure from the school gates, sitting on the back seat of the coach, their first glimpse of the Eiffel Tower. Excitement and the joy of shared experiences are overtly evident on a school trip and act as a reminder to us all of what we should be trying to provide for children. The same teachers who don’t see the value in visits are often the same ones who believe that school should be all about work. Have they not heard what makes Jack a dull boy?

When considering any potential school visit it is essential that the quality of the children’s experience comes first. We should know what benefits the children will derive from the opportunities a visit provides, whether it be bringing learning alive or developing a pupils ability to become more independent. It was Sir Tim Brighouse who commented that the exceptional leader should always have the children at heart. A visit is just like any initiative that takes place in school. It will have the best chance of success if it has the child at the centre.  

Leading school visits also demands thinking on your feet. Responding to situations that arise. On those occasions the need for calmness and a clear head is essential. On the first trip to Wembley three boys deliberately and surreptitiously broke away from the group walking from the coach to the stadium. They had been given a controlled opportunity to buy souvenirs but had decided they needed to purchase, just one more flag. On discovering their absence I was able to overcome the initial fear and panic to assign another member of staff to keep the group together and patiently waiting while I retraced our steps. The boys were quickly found and integrated into the party as we walked ‘incident free’ to the turnstiles. Another leadership lesson was learnt.

Through organising trips I discovered the value of forensic planning. I realised the importance of putting the child first and focusing upon their enjoyment. I learnt how to ‘sell’ an idea with passion and commitment and I gained the confidence to remain calm in a crisis.

I am really glad that I worked for enlightened headteachers who offered opportunities for me to get involved and lead educational visits. It was a crucial part of my apprenticeship. Leadership really is about taking people with you on a journey and fortunately I found that out very early on in my career.