My Journey (so far)

A Career Between Boards: My Path to Here

When people ask me to describe my teaching career, I sometimes struggle to find a neat answer. But I do remember the exact moment I knew I wanted to be a teacher. I was walking past a school playground in my local area, feeling slightly lost about what I wanted to do or where I wanted to be. Through the fence, I watched the usual hustle and bustle—teachers interacting with children, the chatter and energy of the playground—and something just clicked. In that moment, I knew.

At the time, it was the energy of those younger pupils that captivated me, and while I initially began my career in secondary education, I think that moment planted a seed. Years later, when I found myself teaching younger age groups, that same curiosity and fascination with how children learn in their earliest years came flooding back.

Fast forward to my first teaching job, and it was every bit as challenging as it was rewarding. I started out in a state school where I also completed my first placement—a tough but formative experience. Those early days were as much about learning how to teach as they were about surviving the kind of class that makes you question all your life choices. I often wonder: does every teacher have that one class? The one that pushes you to the brink but leaves you with the best stories (once you’ve recovered, of course)? For me, it was a boisterous group of pupils who redefined "challenging behaviour." They were equal parts exhausting and unforgettable—brilliantly creative at finding ways to test me, but also the reason I learned to stand firm, adapt quickly, and find humour in the chaos (eventually).

Thankfully, I wasn’t navigating those days alone. I was fortunate to have two incredible mentors, Cat and Rick, who were exactly what I needed at the time. Cat was an inspirational teacher who somehow managed to have time for everyone, pupil or teacher, and Rick, as head of department, was a powerhouse of ambition and drive. It all felt so normal to me back then—surely every school had mentors like this? It wasn’t until much later that I realized how rare they were and how much of my survival and early growth I owed to them. Their encouragement and belief in me made all the difference, even if I didn’t always do them justice as I tried to find my footing.

From that start teaching up to GCSE, I then moved into working in an international school up to Year 13 and International Baccalaureate students, guiding them through high-stakes exams and life decisions. Fast forward to today, and I’ve worked with classes as young as Year 1, helping children take their first steps into the world of numbers. I’ve taught in state schools, private schools, and internationally, and while I may not be a specialist in any one age group or system, I believe this breadth has given me a rare and valuable perspective—and more stories than I can fit into one blog.

Cutting My Teeth in Secondary Education

As I hinted above, I began my career at a state school that, let’s say, wasn’t without its challenges. Teaching up to GCSE to pupils with, energy, I quickly learned the importance of classroom management—and how to recover when things didn’t go quite to plan. Those early days were an education in themselves - which I know now was essential. Every lesson felt like a performance, where winning and holding attention could mean the difference between success and chaos.

But despite the tough days, it was in these classrooms that I developed as a teacher and tried different things (with lots of support). I learned the value of consistency, the art of creating boundaries without losing rapport, and the quiet satisfaction of seeing students make progress in ways that weren’t always reflected in their grades. Those years taught me resilience, creativity, and the importance of building relationships—not just with pupils, but with the teams of teachers working alongside me.

Expanding Horizons: A Shift to Primary Education

Over time, I found myself drawn to primary maths. Moving from the world of GCSEs and coursework to the curious, energetic minds of younger children was a complete shift. Teaching Year 1 maths required a level of patience I didn’t even know I had—but it also came with unmatched rewards. There’s something magical about witnessing a child’s very first lightbulb moment when a concept clicks for the first time; or having unwavering enthusiasm from a child (especially in maths), despite any set back - something which I had not experienced in the older year groups thus far.

Of course, teaching younger students also came with its own unique challenges. Attention spans were short, questions were endless, and the stakes seemed very different (even if they weren’t really). But I came to appreciate how foundational these years are—not just for academic growth but for shaping how children feel about learning itself. The leap from Year 1 to Year 13 may seem vast, but having taught both, I’ve seen how the smallest building blocks in the early years can ripple through a child’s entire education.

State vs. Private

Throughout my career, I’ve worked in both state and private schools, and each has left a mark on my thinking.

In state schools, I learned to think on my feet and problem-solve with the tools at hand. With limited resources and diverse classrooms, every lesson had to count. The teachers I worked with were not just good—they were exceptional, because they had to be. Anything less would have resulted in short-term chaos and long-term disengagement. There’s a unique camaraderie in state schools, that I have experienced, but you have to prove yourself to get in on it and because of that, there can be a harshness to it’s underbelly.

Private schools, on the other hand, gave me a glimpse of what’s possible when resources aren’t a constraint. Smaller class sizes, specialist programs, and the ability to individualize learning can transform a child’s experience. But beneath the surface, I found that the challenges were often similar: keeping students engaged, managing teacher workloads, balancing high expectations with well-being and managing teacher workloads.

What struck me most was how much each system could learn from the other and what pains me most is that they don’t.

A Career Without Borders

Looking back, my career feels less like a straight path and more like a series of stepping stones across a wide river—sometimes graceful, sometimes more of a stumble. From the chalkboard of Year 1, to state and private and international settings, I’ve had the privilege of seeing education from many angles. While I may not fit the mould of a traditional specialist, I believe this breadth has given me something equally valuable: the ability to see the bigger picture.

It’s shown me that the best ideas in education don’t belong to one system or age group—they come from connecting, collaborating, and learning from each other.

What’s Next?

This is just a snapshot of the path that brought me here, to Between Boards. In future posts, I’ll unpack some of the key lessons I’ve learned along the way: the importance of evidence-informed practice, why the profession of teaching needs to evolve, and how we can combine the best of state and private education.

But for now, I’d love to hear about your experiences. What has shaped your perspective on teaching and learning? Let’s keep the conversation going.