Andrew’s
journey:
I started my teaching career in South Africa in a pioneering, multi-racial,
independent school, with an inspirational head who sent me to teach
in an outreach programme in the townships of the Cape Flats, teaching
children brutalised and deprived by the apartheid system. I immigrated
to the United Kingdom in 1989, and continued to teach in the independent
sector in a school that aimed to help those who had not unlocked
their potential at their primary schools, or who had some form of
learning difficulty. I gained my MBA and then went into the travel
industry as an independent tour operator, but teaching eventually
called and I returned to teach in a Surrey comprehensive for nearly
two years.
Future Leaders had a zing of aspiration to it, combined with an
exhortation to work in challenging urban schools. Education, I had
been taught by my township pupils, was the key to unlocking the
shackles of poverty and deprivation. I believe that. FL gives me
the opportunity to unlock my shackles and to embark on a new journey
of discovery. I hope to achieve the skills and knowledge to set
off on that journey as a leader with firm goals, a vision of the
future, and the ability to inspire others to sign up for the adventure
in what may prove to be uncharted waters, eventually to attain an
educational environment in which all pupils see their individual
educational needs met and that allows them to unlock their potential.
I’ve learnt that what appeared to be a daunting undertaking,
which I approached with trepidation, can be made easier through
skilful training by successful headteachers, who have been there
and done it. That the support mechanisms of coaches, mentors and
the other participants provide us with success. That inspirational
management of schools that provides pupils with excellence is attainable
through commitment, hard work, integrity and vision.
Andrew has since gained his first senior leadership
posting as a Deputy Headteacher at Greenford High School, his residency
school. His specific responsibilities involve personnel and community,
with an outreach focus. The post will include responsibility for
extended schools, the International Schools Award, the training
school and Investors in People status.
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Kate’s journey:
I started as a maths teacher with a strong interest in curriculum
development and assessment, particularly for those who found maths
difficult. I have been head of Greenford High School since 1991
and was President of SHA (now ASCL) from 2002 to 2003. I am President-elect
of the International Confederation of Principals. Greenford became
a Language College in 2001, a Leading Edge School in 2004, an Ambassador
for Social Inclusion in 2004 and a Hub for Student Voice in 2005.
I have been actively involved in the development and delivery of
leadership programmes and this one is particularly attractive as
it provides opportunities for those who haven’t necessarily
followed the “normal” route to school leadership roles.
Andrew will play a full part in the SLT, it will be a particularly
interesting time as the team has just been re-structured in response
to the introduction of TLRs and there will be others new to the
team. The school is part of a PFI programme and a newly built school
is scheduled to open in 2007, so Andrew will discover what it is
like to be part of such a venture. We are currently developing more
robust self-evaluation processes and in addition to taking part
in the strategic discussions he will have an opportunity to lead
on a particular strand. Andrew brings a wide range of experiences
to Greenford and we shall endeavour to ensure that these are used
to good effect in the leadership team whilst ensuring that if he
perceives that there are gaps in his portfolio we shall find opportunities
for him to rectify this.
I hope that it will set a trend that will enable very talented but
possibly less experienced teachers to access leadership teams in
a positive and non-threatening manner. The experience should develop
a pool of school leaders who are better prepared for the jump from
teaching to whole school leadership.
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