Classroom Teachers vs School Teachers

Throughout my years in education I have hired many teachers. One of the things I enjoy most is hiring someone who is entering teaching for the very first time. They are keen to enter the classroom and ‘test’ their abilities without being under the supervision of another teacher in the classroom. For many it has taken a long time to get to that point and they are excited and eager to get started.

In supporting these teachers, I advise them that their responsibility and focus for the first couple of years in teaching is to become the best ‘classroom’ teacher they can be. By this I mean that as an early career stage teacher, their initial focus should be on developing their own classroom proficiency under the guidance of others. They should be looking to find the style and approach that works for them and their students and be fully invested in honing who they are as a teacher, how they relate to students and the values that they want to define for themselves and their career. Their concern should be how they function within their classroom and in developing their teaching skills and pedagogy. My advice to early career stage teachers is that once they have consolidated their classroom skills, the next healthy step in their development is to move from being a ‘classroom’ teacher to becoming a ‘school’ teacher.

A ’school’ teacher is different from a ‘classroom’ teacher. A ‘school’ teacher expands their scope of interest to be more than just what is happening within their classroom. It should increase to consider what else is happening within the school. An early career stage teacher moving to the ‘school’ teacher stage is now considering ways in which they can contribute more broadly to the school, instead of just what is happening within the walls of their classroom. Examples of this may include, developing curriculum that will be used across the faculty, joining school committees, helping with pastoral issues, helping to develop school policies, or taking on ‘acting’ roles when leaders are absent. Adding a ‘school’ focus, in addition to a ‘classroom’ focus, is a critical and healthy step in a teacher’s development, for both them and the school.

Recently I have been considering how this concept is also applicable for school Principals and senior leaders. It is right and proper that when leaders step into senior roles for the first time that their focus should be on developing the new set of skills that are required for their level of responsibility. Their focus and investment should be on in ensuring that they are meeting the requirements of the job and the school they are leading. However, at some point it is healthy in a school leader’s development to look beyond the school fence and consider how they can contribute more broadly to the education field. This could include taking on sector wide roles, creating or joining cross-school working groups, joining educational boards, mentoring others, or providing insights, research, or expertise on relevant issues.

Wherever you are in your career, take time to reflect and consider whether this is a season to consolidate your current position, or to take the next step, lift your eyes outside of your immediate world and expand your sphere of contribution. ??

If you have examples of how your professional development was aided by expanding your sphere of contribution feel free to share in the comments.

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