To HOD or not to HOD – The poison chalice?
Occasionally, when I’m not being over-protective about this being “my blog” I hand over the reigns to a guest author and this evening is one of those times -having put a “shout out” for guest posts it looks like I’m going to have a series of “from the coal-face” posts over the next few weeks.
This is a topic that is interesting to me as there have been times that I’ve felt like I should be looking for a role leading a department on my own and not as a “sidekick” but then I weigh up how busy I am with JustMaths and I don’t think I have the time to take the next step on the promotion ladder, so the whole work-life balance thing really resonates for me.
Easter is coming…… along with the obligatory ping in inboxes notifying teachers of all the new opportunities and jobs available at various schools around the UK. Having spent a few moments on the TES website, a few quick percentages reveal how many of these jobs lie in the mathematics sector.
| Position | % of all England jobs
for similar role |
| Maths teacher | 10.8 |
| Second in Dept | 35.3 |
| Head of Dept | 10.2 |
This does not take into account those schools that cannot afford to advertise in the TES, or who may be looking to fill the role internally. However, if you are a maths teacher looking for promotion then there would appear to be opportunities aplenty……
But I can’t help but think that a bigger problem exists. Why would anyone want to be a Head of Department in a subject like maths? Do people really want the pressure? And is it a job which is conducive to a healthy work life balance?
I am writing from my own experience, which may be subjective and limited in scope. I have been teaching for around 6 years. I love teaching, and have a real passion for the subject. I take responsibility for my own CPD, attending teachmeets, conferences and using twitter to engage in professional conversation with wider colleagues. I am a teacher who is not happy to stand still and consistently try to be the type of teacher that I would want my children to be taught by. I contribute to my department, share resources on TES and will try many of the new things that I find online (at this point, a massive shout out to Don Steward, Jo Morgan (resourceaholic.com) and all the other teachers that share so many awesome resources that contribute to my, and many other teachers, lessons.
But why have I suddenly found myself so reluctant to take the next step? Why don’t I want to go for the second in department roles, or take the plunge and apply for the head of department roles?
My main concern is the workload. The last few heads of departments that I have worked for have been at a different stage of their lives. The first was a highly driven career woman, with no children, who appeared to those who worked with her, to be totally committed to her work. It was often thought that her work was her life, although I’m pretty sure it wasn’t. I often felt that she had the time to commit the extra 6-8 hours at a weekend to data analysis, and receiving emails at 8pm on a Saturday was not uncommon. However, she was a fantastic head of department, despite being a little intense at times.
My second head of department is someone with a wealth of teaching experience. Again, her children have now all grown up and she often talks about the extra hours, working until 10pm on weeknights as well as carrying out analysis at the weekends. In terms of subject knowledge and the ability to dispense advice, which is supportive and excellent, she is again faultless as a leader.
I don’t feel as though the role of head of department is not something that I could do well and grow into, but the constant worry about maintaining the ever pressured balance of good teacher/father/husband is one that plays heavily on my mind. The workload as a classroom teacher is one that I have struggled with since having my two children (both under 5) and for the first time ever, I have felt guilt at having to make time at the weekend to do work, rather than spend quality time with them. That said, holidays spent playing Lego, painting and visiting the park are delights and whilst during term time, I feel like the worst father in the world, I make every effort to make this up when I get the chance.
Am I alone in feeling this? I don’t think so. Informal conversations with colleagues also reveal a reluctance to chase promotion, with the extra workload as one of the main concerns. One of my colleagues, who rather eloquently referred to it as the “crap sandwich” of jobs, with problems flowing up as well as down! Another colleague has spoken about how teaching is so far from compatible with the modern day realities of family life that they constantly struggle to make time to be both teacher and mother.
So for the time being, I’ll continue to leave promotions alone. I’m committed to being the best father/husband/teacher that I can be, and if that means that I miss out on a TLR or two then that’ll be fine with me. Perhaps, I should wait and apply in 20 years time, when the children have grown up…..
Anonymous Teacher
MEL: It makes me angry at the system that for many people taking on a head of department role should be an “either/or” decision and teachers such as this guest poster should be encouraged up the ladder and not deterred.
You can influence the role of the department without being the head of department. I once worked at a school where the HOD retired at 55 through I’ll health, the successor retired at 53 deciding that being a full time grandma was better than being a hod, their successor lasted a year before they decided to move back down to MPS and then back to their previous school, the next incumbent lasted 2 years before going back to a classroom teacher. What is wrong with the post. I wouldn’t touch it with Your barge pole!
The pressure on HOD’s in both English and Maths is unbelieveable – I always say that to understand it you need to be a HOD on results day when the school doesnt achieve its headline figures. It really shouldn’t be a case of “have a life” or be a HOD.
The best answer to the workload situation is to say “No” more often if it is not in the interest of the children. Sometimes this can be hard to do but it is easier once you have secured the HOD position, especially in Maths, because you have been appointed as a leader. If your school does not accept you as a leader, and you are too often dictated to, then move on! I have to admit that I have a positive view on this because I am a HOD in a good/outstanding school with an outstanding team. Yes, hard work but with good stress rather than the bad stuff.
Best of luck!
I need to say “no” more often!
i completely sympathise and recognise the issues, problems, questions and quandaries raised in this blog. However having been a HoD of maths in various schools for 13 years I was promoted internally to deputy head academic in Sept. We have interviewed 4 times now to find a replacement for me as HoD without success- I am currently doing both jobs. I have a very understanding husband and two fab small boys who I don’t see as much as I would like but we survive. I really wanted the DH job, I felt ready for it, and thought I could do it, and ‘make a difference’ (pass the bucket). It has refreshed me (and scared me, haunted me, beaten me up and given me countless sleepless nights), and I have a renewed focus. There needs to be this movement upwards of people who really know the job and know the stresses and want to improve things for the kids and staff. There are tensions and stresses at every level, the teacher shortage is bad for everyone, there are always going to be people who don’t want promotion and who do a brilliant job everyday in the classroom, …
I am not sure what I am saying, except that the blog depressed me in my situation (I really do not want to do both jobs ANYMORE), but I understand it. I just hope I don’t forget too soon what it feels like to me a squashed middle (literally) leader, and try to my bit as SLT to relieve any unnecessary pressure.
Oh flipping ‘eck … 4 times! wow! I hope you find someone soon!
I’ve spent more than a decade as Head of Maths. Prior to that, I did a variety of other roles including pastoral roles and Assistant Headteacher. The HoD role was a step back from senior management. There’s no suggestion from me that any of my roles have been easy. However, I’ve always refused to work beyond what I consider to be a reasonable working week. You can interpret what ‘reasonable’ constitutes as you will, but I work a 10 hour day during the week and only take selected jobs home – mainly the sort that can be managed in front of the box, no more than three evenings a week. There’s often an hour or two at weekends too. Holidays are generally mine, but I sometimes put in a morning at school on rainy days, tidying up the dept, and shifting some paperwork/filing etc. At home, my family and hobbies come first. Work only happens if I want to do it, very rarely because it has to be done.
Whilst the work as HoD is different, I don’t think I work any harder than colleagues in my department. Most of their work is lesson prep and marking. I often have to tell them not to spend hours of their weekends working. I don’t think anyone can do the full teaching role without taking short cuts somewhere. I tend to use my experience to ‘wing it’ more in the classroom, knowing that the students are in safe hands with me. Short cuts have to be made to be effective in the role so I wouldn’t recommend it to anyone contemplating a HoD role who would worry about teaching a percentage of lessons with minimal prep.
To me, one thing is paramount. The department comes first, and if that means 10×4’s books don’t get marked this week, then so be it. It helps to have capable colleagues around you and and you need to let yourself trust colleagues to do jobs in ways you may manage differently yourself. Delegation is key.
I think being Head of Maths is by far the most interesting and fulfilling role I’ve ever undertaken. We need effective leaders and we need many more competent teachers. If you are ready, go for it. Be strong, follow your instincts and believe in your best asset – the teachers in your department.
Recently took on a second in department type role (head of ks3/ pupil premium champion to be precise) and I have to say the workload is far greater than I expected.
It’s not unmanageable but it is a drain on time/ energy. That said I work with a set of fantastic teachers and have a great support network consisting of my HOD and SLT-link and without their understanding and patience I’m not sure how long I could do the whole work life balance thing.
I’m in that position now having been 2nd in department for many years. But in the end I decided “not to invest & declared myself out”, I have two young children & having thought about it for a while, conclusion I have come to is that’s it’s just not worth it. It really is “choose your family or HoD post” or that’s how I feel anyway. It’s a crap feeling but many HoD have advised me that if you’ve got kids, don’t do it “it’s a death sentence”. All of them have gone back to being normal classroom teachers with no TLR & the sad thing is many were very good(!)
I am a HOD in a school in special measures. It was put in special measures just as I arrived, a little over 2 years ago, and we are still there now. Over that time, the maths results have increased to significantly above national average and the gap between PP and none PP has decreased from 40+% to 1.2%. I am proud of my achievements and those of my team, yet I am acutely aware that those achievements come at a cost. Marriages, mental health, children….. The list goes on. And that is not just me as HOD, it is every member of my team. I take on board previous posts about the ability to say ‘no’ and although I admit it is something I struggle with, I have found it is virtually impossible in this category when you are constantly made to feel that everyone’s jobs and the future of X amount of kids relies upon your ability to keep a clear inbox, manage change and teach like a leader.
After 2 years, I am looking to move on and whilst I am not the worlds best HOD, I am not bad. I just think that it is a crying shame that people who are well suited to a post, who have an ability to or have galvanised a team and looked after the best interests of 1000+ children decide that it is a job not worth doing because of the impact on personal well being.
Having been HOD in 3 schools and Assistant Principal (maths) for the last 3 years I decided enough was enough. Too many sleepless nights and working weekends. I’m an MPS classroom teacher now and a lot happier with my work life balance…..a lot has changed in my 20years if teaching!!!
I’ve been a HOD from the ages of 30 to 45 and have seen the job change dramatically. I’m very protective of my job title and have rejected any kind of Leadership scale role preferring to stick with what I’m good at. I don’t think I will continue past 50 though as I want an easier life, and have plenty of other irons in the fire. With pensions now being lifetime salary average, rather than final salary, this will have less of a financial impact that 20 years ago. Watch this space.
I can completely resonate with ‘anon’ above who is juggling two roles. I too am HOD and a Senior Leader. I currently do both roles as I am good enough to be the senior leader, and that’s the job I ultimately want to do, but there is no-one to replace me as Head of Maths. I lead a large team of sixteen maths staff and not one of them has even the vaguest interest in leading a maths department. I have been told this is my fault, for not giving out the impression that I’m ‘having a good time’. I’ve been in that situation you describe Mel, results day where results don’t go your way. I’ve been there THREE times. Three times I’ve sat in the principle’s office and wept. My school is ‘requiring improvement’, on face value because of the maths results. I know that there are far more reasons we are RI, but to the average teacher in my school, it’s ‘our’ fault. We work in a culture where staff can’t understand why the maths department can’t just ‘get it right’. My team are sick of being the dog that gets kicked. No wonder I can’t enthuse any of them to follow in my footsteps. We are awaiting our Ofsted inspection (overdue three months now) and my team know that the inspectors will crawl all over us as a department. My staff can’t face the constant pressure of waiting for the call. Will it be today? Waiting for 2pm to come and go and breathing sighs of relief or disappointment. My department DO need to improve, but as a leader, bringing about those changes when their morale is at rock bottom is incredibly difficult. I have been teaching for 8 years. In that relatively short time the GCSE has changed four times now. I was around when there was coursework (PGCE) then three tier no coursework, then two tier, then functional GCSE 2010 and now 9-1. My second in department plans to stand down as she can’t face rewriting our ks3 programme of study and assessments again. I want to be a senior leader because I can see how our school could be better improved in areas away from the maths team, but I’m not sure how long I can continue in both roles. My mental health is well and truly suffering, as is my mental capacity to do either of my roles properly.