Finding Purpose and Passion Outside of the Classroom

Teaching felt like my life’s vocation. 

I’d already spent a year teaching a full timetable in Chile and so when I was searching for graduate roles after university, nothing felt more right than the Geography teacher position I was offered with Teach First. After another year teaching additional maths and English, I spent four years teaching Geography in Hounslow and then took on a Head of Department role in Feltham. And whilst they were the hardest of years, the 12 years I spent teaching were dynamic, rewarding and purposeful.

However, those 12 years in the classroom and in leadership took their toll.

The days were long. The emotions were intense. The relationships were complex. And the stakes always felt so high. For me, teaching wasn’t just a job, it was about addressing inequality and supporting students to live their lives with choice and agency. I didn’t want to be anything less than excellent, for the children and families we were serving. But I was feeling weary. 

Perhaps with good reason. From day one, I had given it my all, inside and outside the classroom, with teacher training and mentoring, student enrichment programmes, UCAS and field trips. Every student milestone made it feel worthwhile, but every week I left it all on the field. 

By the time I had my first son, I was Head of Faculty, leading Humanities and Social Sciences across the school. I was leading a large team and felt deeply responsible for our collective success - not just the results, but for staff wellbeing and student outcomes. And the faculty’s results flourished. But after I had my second son, I knew I needed a role with more flexibility and a more even rhythm throughout the year, rather than the boom-and-bust of the school terms. Most of all, I needed some emotional energy left over at the end of the (paid) working day. 

So I started exploring. 

Initially I was looking at roles within education but then, through a friend, (who I met through a friend, who I met through a friend I met at the park when our sons played together, as you do) a door opened up to an unknown world: corporate.

It felt scary, it felt risky. It got a bit existential: teaching was my vocation, how could I leave? Who would I be if I was not a teacher? And deep down I was thinking this: what would people say?

It required some excellent coaching and new levels of the growth mindset I had preached for so long, but the journey that’s followed has been quite remarkable.

I joined as a strategist - it turns out that curriculum planning and A level teaching have a lot in common with corporate strategy! Three years on, I head up all of our Learning and Organisational Development, so I work with individuals, teams and across the company to level up skills, impact and growth. I also just completed my Professional Certificate in Executive Coaching, allowing me to coach internally and privately. 

The work I get to do feels, once again, dynamic, rewarding and purposeful, with a flexibility that is second to none. And this has been a crucial balance for me personally and for my family.

When I started teaching, I imagined a clear and linear path ahead to where I thought I wanted to go. However, this career change has taught me to be more flexible in my thinking and it has enabled me to view my skillset and the value I bring with braver, bolder eyes. And I think this has been one of the most important lessons: my professional identity isn’t fixed, it also has a growth mindset.

My experience in education is fundamental to the work I do now. I still design learning, support growth and facilitate change. And I know that, if I ever return to the education sector, I will bring a richer, broader skillset with me. 

There are, of course, things I still miss. But I'm so grateful to have found a new purpose and passion outside of the classroom. So, if you navigating change, I hope this reflection reminds you that your skills and experiences are valuable, and there are exciting opportunities out there.