I worked out recently that, across my 30-year career in teaching and leadership, I had 21 interviews, from which I secured seven jobs, which means I was unsuccessful at interview twice as often as I was successful. In addition, there were many other posts for which I applied where I wasn’t called for interview.
But when I reflect on the jobs I held, set against those I didn’t, I realise that, in some cases, the roles I failed to get were not necessarily the right ones, in the right schools, at the right time for me. In retrospect, it was perhaps fortunate that I was never appointed to one of them. I often say not getting a job is not the worst thing that can happen to you. Getting the wrong job could be—for you and for the school you join.
This is a two-way process and it has to work for both sides. In my experience, however, the teacher and leader appointment process is not an exact science (and I have known a number of cases where schools have got it badly wrong) and I think I was simply lucky not to be offered a post which wasn’t the right one. It’s far better, clearly, to work hard to ensure you don’t apply for such jobs in the first place. If you apply, but recognise at some stage of the selection process that this would not be a positive professional step for you, you need to withdraw from the field before you reach the point of perhaps being offered the role.
How do you find your fit? How do you guard against being in a position where you are offered, and perhaps accept, a post within a school where you may not be effective and fulfilled?
Do your research:
Before you apply for any role, spend time gathering information and giving careful thought to what the school/role appears to need, and whether your aptitudes and strengths are aligned to this. When you send for job details, you should receive useful information, including a thorough job description and person specification. Go beyond that. What can you find online? What can you discover from talking to others who know the school? Can you visit? What can you deduce about the school’s vision and values, their priorities, ethos and culture? Is there a connection between how the trustees, governors and leaders view the purpose of education (and the best ways to realise that purpose), and your own philosophy? Even if this is an internal appointment, within a school you know well, it is still worth giving these issues some consideration.