Second

As the first term begins, there’s always a mix of excitement and expectation. The energy of new possibilities fills the air, but so does the pressure to hit the ground running. For me, this period is about laying the groundwork, cementing excellence and ensuring that both staff and students feel secure in the consistency of what we do. This year, I’ve been focused on launching initiatives that will shape our approach to Teaching and Learning (such as the I Do, We Do and You Do cycle), launching the T&L Handbook, whilst also managing the demands of teaching Year 11, which in itself is deeply rewarding, all consuming and always on my mind. Quite frankly, the list could be endless - perhaps it is!

In this post, I want to share what these first two weeks have taught me about leadership, consistency, and the balance of wearing multiple hats as an Assistant Principal.

Launching with consistency

Consistency is the bedrock of a successful school environment. From the way we greet students at the door to the teaching strategies we embed in lessons, consistency allows everyone, staff and students alike, to feel supported and clear on expectations. This term, my focus has been on improving our Teaching and Learning, and the message I’ve been driving home is simple: consistency over intensity.

One of the most important lessons I’ve learned in leading initiatives is that it's not about how many new ideas you introduce at once, but how consistently you apply and embed them into everyday practice. Whether it’s a new behaviour policy or a teaching strategy aimed at improving engagement, success hinges on how well it is communicated and reinforced. The most important element of leadership, knowing your staff and being able to support and develop them in the classroom and outside of it.

This kind of groundwork takes time, but I’ve found that it’s worth the investment. When everyone is aligned, it creates a more cohesive school environment where students know what to expect and staff feel supported in delivering consistent, high quality teaching.

Year 11

Teaching Year 11 is no small feat. There’s a unique intensity in the air as students prepare for their final exams. The pressure they feel is palpable, and as their teacher, it’s easy to feel that same weight. This year, I’ve been reminded of just how hard it can be to strike the right balance between pushing students to achieve their potential and supporting them emotionally through the stress. One of the biggest elements is ensuring that students have deeply understood the content being taught before moving on. That check for understanding before moving on to the independent component of the lesson is critical. Its been utterly joyful being able to teach ‘An Inspector Calls’ too. It’s a pretty meta feeling, teaching a play which you are spending almost every evening writing about in meticulous detail!

Key takeaways

Balancing my leadership responsibilities with classroom teaching has been a transformative journey of growth and development, and I am sure it will continue to be. Regardless of how long I have been teaching, the intensity and importance of teaching Year 11 never diminish. Teaching a new Year 11 class always reminds me of how it felt during my first years of teaching - a fresh challenge accompanied by real purpose.

My first reflection on these busy weeks is that time management is crucial. The demands of leading Teaching and Learning initiatives whilst ensuring I’m fully present for my Year 11 students requires careful planning, being disciplined with my time, carving out moments for reflection and adjusting where necessary.

Second, I’ve learned that patience is everything. Leading is as much about listening as it is about guiding. Whether it’s listening to staff feedback on new initiatives or understanding where students are struggling, patience has been essential in making thoughtful decisions.

Finally, flexibility is key. Things don’t always go according to plan, especially in a school environment. You can plan an initiative so well and then a curve ball appears and you have no control over it.  Being able to adapt to unexpected challenges whether it’s a shift in curriculum needs, or those of my students, is part and parcel of the role. This has been so important for me to remember.

For those in leadership roles, my advice is simple: focus on consistency, remain adaptable, and don’t be afraid to take the time to embed new ideas properly. It’s a marathon, not a sprint, and the work we do now will set the tone for the rest of the year.