I came into teaching deliberately rather than being someone who fell into the job. This helps now because at least I know I have stayed in the profession for the right reasons. I genuinely wanted to make a difference and change children’s life chances. I always felt I had the ‘moral purpose’ for my job. This is even more present now I am a head. The institution I oversee is a place where I can change things for the better for ALL the people in the school, not just in my classroom.

The negative sides of the job

* My salary has increased but not commensurate with my added responsibility - although had I wanted riches teaching was never an option. 

* Governors meetings can finish late - but have been vastly reduced in number at my request.

* My family can be affected by my hours, but I am endeavouring never to put them second – however ‘pressing’ my workload may appear to be.

* The paperwork is like painting the Forth Bridge - but it will get done in the end.

Having ditched a career in accountancy before teacher training, the budget looms large. But my highly qualified bursar is guiding me through the process patiently and diligently. So why, other than the trite ‘to make a difference’, did I want to become a headteacher? Well, here goes:

Why I became a headteacher

Put simply, people matter. I was brought up to respect everyone, whoever they may be and regardless of their ‘title’. This means that in my school I am endeavouring to ensure everyone has a voice and is listened to. Time spent talking to colleagues, from 30 seconds in the corridor to an hour formally is the best and most productive time I spend in a day.

I had seen the job done far worse than I thought I could do. Some of the examples I experienced both personally and anecdotally meant that I genuinely felt that I could do a better job. Not so much arrogance, as being aware of my potential! You really do have to know what you are good at - and not so good at!

Despite the above - I had an outstanding mentor whilst I was a deputy who now retired gave me the experiences I needed to take the extra step as well as instilling in me the confidence that I was capable.

I can now affect the professional development of other colleagues in the same way, meaning that my overall effectiveness is multiplied not diluted. In my new role I get to meet members of the local authority I only knew by name. Not only that but I can question them on policy and hopefully give them food for thought.

Teaching is hard enough as it is without the person at the top being a bottleneck. Therefore, I have made it my purpose to try to introduce simpler systems for all to use. Not just computerised ones, but procedures to make everyone’s life easier. I firmly believe in working smarter not harder.

Who would become a headteacher?

I wouldn’t have missed this opportunity for anything! Yes, there are days I wonder why I chose to do it, and then there are others - more frequent at the moment thankfully - where I can, even now, see the signs that my ideas and hopes for the generation of children in my school are being engendered by staff and children. That, I can assure you, makes for no better feeling in the world.

Phil Allman is headteacher of Margaret Beaufort Middle School in Bedfordshire

Resources

Headteachers

Leadership