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“Why Are You ‘Stepping Down’ To Primary?” – A Letter To My Former Secondary Colleagues

The past year in primary has reinvigorated the teacher in me. I question and query, explain and excite. Making complex ideas simple has reignited my creativity

Allana Gay
by Allana Gay
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As rays of sunshine replace this morning’s grey clouds, I’m reflecting on my education journey

I am now in primary education and my outlook is totally different. The change of scenery has affected my attitude and behaviour. I’m no longer the secondary teacher you used to know.

I recall the looks of confusion you gave me and how you questioned my sanity when I announced that I would be joining SLT – in a primary school! Some of you even laughed and promised to pray for the students and staff. Do you remember asking me why I was ‘stepping down’ and taking the easy route in my education career? “It will be good for your work-life balance,” you chuckled. In your eyes I’d be a ‘part timer’; conducting low level teaching and co-ordinating lots of play.

At another point I may have believed you and succumbed to those ideas. Luckily, working on primary to secondary transition allowed me an insight into primary life.

For me, the chance to explore the secrets of primary education from within was one not to be missed.

Spending the past year in a primary environment has reinvigorated the teacher in me. I question and query, explain and excite. Making complex ideas simple has reignited my creativity. It is not about delivering the curriculum, but delivering a prepared child, skilled with the ability to learn – an ability that I pray stays with them through their secondary journey.

In my new role I can focus on the development of each child. It’s not just about exams any more – it’s about learning.

I read the most ridiculous stories in the most ridiculous voices and explore the nuances of the conversation that ensues.

I, the pillar of behaviour management, sing songs to get four-year-olds to line up. I stop ‘work’ to listen to a child build their reading confidence. I shape young minds. Their social and academic progress shares equal importance. This is my ethos. I am living my values.

I look at the work of the teachers around me, giving advice to the ten children simultaneously believing themselves ‘finished’ in an activity, and I can see the immediacy of feedback. Even when we sit down to review a class, it’s about so much more than data.

These are teachers who lead their classroom every day; problem solving, managing social welfare, thinking creatively to solve problems, operating outside the box – just like you. Why then, does the respect that comes with the career not extend to these practitioners? Are they not real teachers too? Does a subject specialism only apply if it is taught exclusively?

My own leadership journey has moved faster, further and become fitter for purpose during my time in primary. I have the opportunity to explore all aspects of leadership on a daily basis, from learning walks to knocking on doors to ensure children attend school. However, I am paid significantly less than my secondary counterparts. I have also been told that if I stay another year, no secondary or all-through would trust me to lead them.

Imagine that. A secondary school would disregard any expertise gleaned if I stay in primary ’for too long’, whereas my primary colleagues welcomed me, a secondary teacher, with open arms. What message does that send?

Do not misconstrue my message to you. I love both phases of teaching and leadership. I miss teenage angst and banter, as well as the joy (and sadness) of results day, when pride bursts from every pore of a hardworking child. My greatest wish is that we would be able to join together. It’s the same skills, same expertise; just a different different setting. It shouldn’t be so divided.

If left up to me, it wouldn’t be.

From Allana

Allana Gay is deputy headteacher at Lea Valley Primary, Tottenham, co-founder of BAMEed Network and a regional leader for WomenEd. Follow her on Twitter at @allanag13.

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