Do You Know Your Worth?
Jennie Shearer
A powerful reflection on knowing your worth in education, why it’s more than job titles or pay, and how to recognise what really matters to you in your career.
In a meeting with a deputy head, where I informed them I was applying for another job and taking steps back, his response was “don’t undersell yourself.” The irony was, I had been in the school a month, worked my little socks off to be ready for September and was applying back to my old school within 5 weeks. I had been recruited by a fantastic leader – a leader who not only knew my worth, but made me believe it was ever growing. She saw what I didn’t, and believed in it. Unfortunately, she wasn’t there by the time I was having this conversation with the deputy, and that’s the difference.
My thought, in that moment, was that it didn’t matter what wonderful promotions may have been wheeled out on the shiny platter, I wasn’t having it. In my mind, going back to the school I had left, in a lower role, proved that I knew my worth. And more importantly, that the team that stood in front of me on that Friday briefing absolutely didn’t.
Worth isn’t about how much money you earn, or the title you have at the bottom of your email, it’s about your integrity, your moral values and your understanding that those around you need to see it. Money is great. We don’t teach for the money. We teach and work in education because we care. What needs to happen equally, is that leaders care about their staff.
Last week I had a similar conversation with a member of staff; she expressed her experience of going for a role and not getting it and deciding to look elsewhere, even if it meant taking a step back. This wasn’t a pride thing, it was simply the realisation that the leaders did not appreciate what they had in front of them. And the begging she received from other members of the staff didn’t change her mind. For her, it wasn’t about money. Like me, it was about knowing her worth.
How can you recognise your worth?
- Believe in yourself first: one bad experience does not define you. One person – however high up in the chain – should not be able to outweigh everything else that you believe and work for. Whether they give you “friendly advice” to avoid certain roles, jobs, titles, or give you a bad observation. You are not perfect, but you are undoubtedly willing to develop and improve, and that is the focus of those conversations. How, is the question you should be asking yourself and others with areas of experience.
- Have a (group of) cheerleader(s): you need the people around you who are honest with you, but who will also see the thing that you might not when you’re being dragged down by external factors. We internalise criticism and that is dangerous. Use it to move forward, and have your cheerleader(s) there ready to boost your energy to do that.
- Get a mentor: this does not have to be a formal thing – it can be as simple as someone you admire in your school, or out of it. Explain to them what you want from your career, what innovation you have, what your principles are and ask for advice. Coaches are also a great way to do this, enabling you to come up with the answers for yourself, through discussion and well posed questions. Discussing your ideas with someone who understands and may have been in a similar situation is something we tend to do naturally, so make it purposeful.
- Ultimately – what makes you happy and fulfilled? For this, you need to look beyond the working environment – how does it affect the rest of your life? Be aware of your mood at home, with your friends, with your family. If something’s off, make a change!
When we step into an education setting, we can see where the leadership places their value. Are SLT out on the corridors, having a chat with their staff and the students? Are the staff smiling? Are they happy to have someone step into their classroom? Are they proud of what they do? These are things that most of us can pick up on within seconds: a gut reaction.
When you have a conversation with those interviewing you, are they expressing that they need someone, or they need you? Are they prepared to listen to what you want out of the role and the job, or even offer you something you didn’t even think of: home PPA, your own classroom, a choice of office, input in the curriculum…whatever your thing is?
My current school is these things – don’t get me wrong, it is likely not perfect but, instead, progressing (which is exactly what you want). They welcomed me back with a smile and literal hugs. The students looked mildly confused; as if they just hadn’t noticed me for a couple of terms. This feeling, this comfort, is great. It’s not the assertive value I had from the previous leader, but I can still access that – a mentor is something very valuable. It is, however, clear and genuine and low threat.
Now, I am an aspirational person. I like to get stuff done because otherwise I worry that someone else will do it and do it badly. This is why I organised my university graduation ball, but a story for another time. I intend on working hard, not only for my own position, but for the good of those young people I work with everyday. Those young people who know someone cares. I will, however, also do those things that I can with or without the recognition from on high, because I know it is morally right. The girls empowerment group, the crochet club, the set aside table for the student who needs to feel safe, turning up at the music concerts… all of these things matter. All of these things are what I bring. This is recognised by the people that matter. This is not rewarded with money, or a platter of promotions, or a title at the bottom of my email.
This is my worth. Do you know yours?
Jennie Shearer is the author of Secondary Literacy Strategies, published by Teacher Writers.
