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Course with employment: "Profession Methodologist from scratch to PRO"
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- Independent HR consultant for private schools and other educational institutions projects;
- formerly HR Director of the New School;
- 10 years in HR, including 7 years in T&D (training and development) positions and 3 years as HR Director;
- believes that for a school to develop as a living organism, it is important for every employee and student to feel their significance in the educational process.
In our interview, we discussed key points in detail. We touched on important topics and exchanged opinions on current trends. We also considered issues related to future prospects and possible solutions in this area. In-depth analysis allowed us to identify the main problems and ways to solve them. We focused on the importance of cooperation and exchange of experience to achieve common goals.
- why there was no place for modern HR management practices in schools;
- how these practices could change the school reality for the better;
- why a teacher is a very lonely profession;
- how to attract young teachers to schools and who stays in schools despite the difficulties;
- how a teacher can change their profession while remaining in education;
- how working in private schools differs from working in public institutions.
- Independent HR consultant for private schools and other educational projects;
- formerly HR Director of the New School;
- 10 years in HR, including 7 years in T&D (training and development) positions and 3 years in HR Director positions;
- believes that in order to For a school to develop as a living organism, it is important for every employee and student to feel their significance in the educational process.
"Education is an industry that historically has not had HR practices."
Galina, your project "Open Dialogues" represents an interesting direction in the field of education. As part of your personal Facebook account, you conduct online interviews with prominent figures in school education, including the founders and directors of well-known schools. Although you are not a journalist, your initiative has a clear goal. You strive to share the experience and knowledge of professionals to inspire others and contribute to the development of the educational environment. Your conversations help create a platform for the exchange of ideas and best practices in education, which is an important step towards improving the quality of learning.
I attach great importance to the role of HR practices in education, and my interviews play a significant role in this process. As an HR specialist, I have conducted over 500 recruiting interviews in the education sector, allowing me to gain a deeper understanding of individuals and explore various processes through the lens of interviews. My experience helps me identify key aspects that contribute to effective learning and development.
Our core business is providing high-quality services in a specific field. We focus on meeting our clients' needs, offering experience and professionalism in every project. Our team works to ensure high standards and results that meet expectations. We strive to continuously develop and implement modern technologies, which allows us to remain competitive in the market and provide our clients with the best solutions.
I provide consultations to both private and public schools, helping them effectively organize their HR work. Education has traditionally lacked developed HR practices, and the implementation of such methods is a relatively new area. My goal is to make these practices natural and accessible in schools, providing a systematic approach to human resource management in the educational environment.
I came to the field of human resource management through my interest in human potential development. Initially, I worked in various industries, where I realized the importance of effective interaction between employees and management. Gradually, my path led me to school education, where I saw enormous opportunities for applying human resource management. In this field, it is important not only to select qualified personnel but also to create an environment conducive to professional growth and development. I strive to optimize processes so that each employee can realize their full potential and contribute to the educational process.
In 1998, I completed my studies at the Faculty of Linguistics of the Pedagogical Institute. Despite my diploma, I did not plan to work as a school teacher, as my goal was to become a simultaneous interpreter, which I succeeded in. My professional proficiency in English provided me with the opportunity to secure entry-level positions in corporate businesses, which was an important step in my career.
Between 2008 and 2009, I began my career in human resources management and soon became a training and development (T&D) specialist. My experience includes working at Marriott Hotels and managing the corporate academy at Otto Group Russia. I also helped open a training and development center for McDonald's in Russia. My journey in HR and T&D gave me a deeper understanding of the importance of employee professional development and the implementation of effective training programs in organizations.
In 2017, when I was thinking about the future and what direction I would be interested in developing, I met Yulia Veshnikova, director of the Dar charitable foundation. At that time, Yulia was discussing the launch of the New School, which later gained popularity. Her idea inspired me, and I began working in HR at the school. Since 2020, I have been working as an independent consultant in the field of educational projects.
"School employees are not perceived as either separate entities or objects of attention."
You noted that HR management practices are traditionally lacking in education. How did it happen that a school, which is primarily focused on people, did not prioritize HR management practices?
I agree that the assertion that schools are primarily focused on people requires reconsideration. If we analyze the achievements for which public schools receive additional funding or exemption from inspections, for example, in Moscow, it becomes clear that the emphasis is on high results in eight criteria. Six of these relate to student success in exams and competitions, one block is related to working with juvenile offenders, and the last one is about the willingness of parents to send their children to the preparatory classes of this school. In this context, the individual is relegated to secondary importance. Although the education system includes teachers tasked with ensuring high student achievement, this does not reflect the true needs and interests of individuals. It is important to understand that academic success does not always align with student needs and their personal development.
Modern state requirements for educational institutions do not sufficiently reflect expectations regarding interactions with people. It is important for schools to not only provide an academic education but also to emphasize the development of students' social skills. Effective communication, teamwork, and interpersonal skills are becoming key aspects that must be considered in the educational process. The need to develop these skills must be clearly outlined in state standards to ensure comprehensive personal development and prepare students for real life.
Unfortunately, public school employees, including teaching and administrative staff, are neither viewed as independent entities nor as objects of attention by founders and education departments. This lack of proper attention and support negatively impacts the quality of the educational process and the professional development of employees. The need to recognize and respect their role is becoming increasingly important to ensure effective interaction and improve the educational environment.
People in schools act as instruments in the educational process. They not only impart knowledge but also shape students' skills and values. Every teacher, administrator, and school staff member plays a vital role in creating an effective educational environment. Thus, the educational process is built on the interaction of people, who are undoubtedly the primary resource for shaping the future generation.
There is a perception that people are perceived as tools necessary for achieving specific goals and indicators. This statement raises important questions about the role of people in modern work environments and their importance in achieving success. It is important to recognize that each person has unique qualities and skills that can significantly impact the overall outcome. In the age of digital technology and automation, it is necessary to rethink the approach to personnel management and employee engagement, viewing them not simply as a means to achieve goals, but as key players capable of making a valuable contribution to the organization.
Private education offers many distinct differences, and an emphasis on a human-centered approach is becoming a key factor. Private schools strive to create a comfortable and supportive environment for students, which is directly related to the quality of personnel management. Such institutions often employ modern HR practices aimed at developing teachers and improving interactions with students. This not only improves the level of education but also creates an atmosphere conducive to students' personal growth.
Large private schools in Russia do employ human resources (HR) management practices, but their numbers are insignificant. According to a study by the National Research University Higher School of Economics, there are approximately 900 private schools in Russia, which is a negligible number compared to the 40,000 public educational institutions. Among private schools, only a few are large, such as Letovo, Pavlovskaya Gymnasium, Novaya Shkola, and Khoroshkola, bringing their number to a maximum of ten. Most of the remaining private educational institutions are small, and their founders often come from public education, where HR practices are underdeveloped, or from medium-sized businesses. For many representatives of medium-sized businesses, a serious attitude toward HR remains a novelty, as such practices are primarily implemented in large businesses, where systematic work with personnel is critical for growth and development. I am convinced that the introduction of HR practices in private schools is due to large businesses, which are beginning to launch their own educational projects, although such initiatives are still few in our country.
"The practice of team building and collective action is almost absent in public schools"
HR practices are a set of methods and strategies aimed at the effective management of human resources in an organization. In the context of educational institutions such as schools, it is important to consider which of these practices can be implemented to enhance the quality of teachers' work and improve the educational process.
Lacked HR practices in schools include a systematic approach to recruitment, regular training and development of employees, and the creation of an effective feedback system. The implementation of these practices not only contributes to the professional development of teachers but also improves the climate within the team, which in turn has a positive impact on student learning.
It is also important to consider that HR practices must be adapted to the specifics of the educational environment to ensure their maximum effectiveness.
HR practices include the effective recruitment of new employees and their onboarding within the school. Key aspects include the creation of a unified information space for employees, their development and training, as well as motivation and the formation of a cohesive team. A significant part of the process is also the proper separation of departing employees, which is called offboarding. Proper implementation of these practices helps improve teamwork and the overall atmosphere within the educational institution.
In modern schools, when selecting teachers, the emphasis is often placed on the number of hours a candidate is willing to work, their willingness to substitute for other teachers, and their loyalty to the administration. Personal qualities and a desire to actively participate in the extracurricular activities of the school are often overlooked. The onboarding process for new employees is virtually nonexistent. This leads to a lack of teacher engagement in school life and a decline in the quality of the educational process. It is important to rethink the approach to recruiting and focus on personal characteristics and professional readiness, which will create a more harmonious atmosphere and improve teamwork.
Adaptation in the context of school work is the process during which students, teachers, and the school community adjust to new conditions and the demands of the educational environment. This process includes both emotional and social aspects, allowing each participant in the educational process to find their place and interact effectively with others. Adaptation can manifest itself in various forms, such as acclimating to a new curriculum, interacting with classmates and teachers, and learning the school culture and rules. Successful adaptation promotes increased academic motivation, improved academic performance, and the development of a positive attitude toward learning. It is important to consider the individual characteristics of each student to ensure a comfortable environment for their integration into the school community. Imagine this: a new teacher arrives at school on their first day. They know virtually nothing about the school, having only met with the principal or head teacher. However, they are not introduced to the basics of the organization: the school's history, concept, profile, and strengths. They are not told which teachers are considered the best, what interesting projects are being implemented, what achievements the school has achieved, or what the culture is like—what is normal and what is not. The new teacher finds themselves in a situation where they must navigate all these issues on their own. Unlike modern companies, where newcomers are provided with mentors to help them get acclimated, schools often lack information about who to contact with questions. This creates additional difficulties for new employees and can negatively impact their integration into the team.
The arrival of a young, enthusiastic teacher at a school is a wonderful event. However, when faced with the reality of teaching, they may face various challenges. It is important to have support. Experienced colleagues, school administration, and methodologists can provide the necessary assistance and advice. It is important to create an atmosphere of collaboration and openness so that the new teacher can easily ask for help and share their concerns. This will help them develop and overcome difficulties, providing a high-quality education for their students.
This school year, five new teachers joined the school. It is important to ask them questions about what they need to successfully start their work. Who cares about the challenges they face and what kind of support they need? Often, such discussions are lacking. It is necessary to create a support system for new employees, provide access to webinars and other educational resources to help them adapt and develop in a new environment.
There are positive examples that demonstrate what ideal execution should look like. These examples serve as a benchmark for optimizing processes and improving the quality of results. They show how to effectively organize work, improve teamwork, and achieve set goals. Such successful cases inspire and motivate, allowing you to see real opportunities for growth and development in various areas. It is important to analyze these examples, learn from them, and adapt best practices to achieve your own success.
There is a public program called "Teacher for Russia," which provides people with non-teaching specialties with the opportunity to obtain an education and become teachers. The program is aimed at those who aspire to work in the education field and primarily places its graduates in schools in difficult socio-economic conditions. This is a wonderful initiative that helps improve the quality of education in regions where it is especially needed.
Graduates of the program are provided with support after employment. Each new teacher is assigned a mentor who attends their classes and serves as a trusted source of information and support. This mentor acts not as an inspector, but as a coach, ready to support and answer all the young professional's questions.
This is wonderful. However, the question arises: how necessary is such onboarding? Frankly, schools have functioned without this special process before, and everything worked out.
New employees don't begin to demonstrate high productivity immediately, but usually within a few months of joining the organization. This is also true for educational institutions, where onboarding plays a key role. Effective onboarding helps students and teachers quickly adapt to the new environment, which in turn facilitates faster achievement of results. A proper onboarding process includes support and training, which helps avoid stress and improve overall job or study satisfaction.
Secondly, high turnover among new employees is often a consequence of insufficient onboarding. New employees fail to integrate into the team. This also affects the reluctance of young teachers to work in schools. Young professionals don't receive adequate support. Upon arrival, they are faced with a variety of demands, and there is little support available. To reduce turnover, it is important to implement effective onboarding programs that will help new employees integrate more quickly and increase their job satisfaction.
Modern schools face a paradoxical situation: there is an acute shortage of young teachers, yet the conditions for their recruitment and onboarding leave much to be desired. On the one hand, educational institutions strive to attract new staff, recognizing the importance of fresh ideas and approaches to teaching. On the other hand, the reality is often different: beginning teachers face insufficient support and a less than welcoming atmosphere. This creates the feeling that young teachers are not only unwelcome but also forced to overcome significant difficulties at the start of their careers. Such conditions can negatively impact the quality of education and the motivation of new professionals.
Schools often lack a unified information space that could serve as a platform for the exchange of knowledge and experience among staff. There are no specialized digests or internal portals designed exclusively for teachers, and not for students and their parents. Interaction between teachers is limited to general meetings held at the end of academic periods, such as trimesters or quarters, where results are reported. However, this is not enough. It is necessary to create an information space that facilitates the unification and interaction of staff. Unfortunately, the practice of fostering team spirit and cohesion in public schools is practically undeveloped. This practice offers many benefits when implemented. Firstly, it promotes the improvement of skills and knowledge, leading to more effective task completion. Secondly, regular practice helps consolidate theoretical knowledge in practice, which facilitates a better understanding of the material. Moreover, such practice promotes self-confidence, which is especially important in a competitive environment. It can also improve teamwork, as joint task completion strengthens cooperation and communication between members. Ultimately, implementing this practice into daily operations can lead to a significant increase in overall productivity and work quality. Uniting people helps reduce uncertainty in their work and creates a clear understanding of goals and rules. When employees better understand the values and mission of the organization, it becomes closer and more understandable to them. A sense of importance and recognition motivates them to put in more effort. If employees value their school, they strive to do everything possible to ensure its prosperity, as they associate their future with it. All these factors ultimately have a positive impact on the school's overall performance. Creating an environment where everyone feels valued is a key aspect of the successful functioning of an educational institution. There comes a time in every school when it is necessary to implement new approaches to work processes. Administration finds it much easier to implement such changes if employees are actively involved and support the initiatives. To achieve this goal, it is important to create a unifying atmosphere and provide a high-quality information field. This not only promotes a better understanding of innovations but also fosters team spirit, which ultimately has a positive impact on the educational process and the school atmosphere.
There are certain challenges in staff training and development in educational institutions. Although teachers regularly undergo professional development courses, this is often insufficient to meet modern requirements. Problems can arise due to a lack of practical skills, outdated methods, and a lack of a systematic approach to development. It is important to remember that effective teaching requires not only theoretical knowledge but also the ability to apply it in practice. Therefore, it is important to implement modern methods and technologies that will help teachers adapt to changes in the educational environment and improve the quality of teaching.
Professional development undertaken solely for the sake of obtaining a certificate for a higher category and additional compensation is not a comprehensive process of training and development. This approach does not contribute to the genuine growth of teachers' professional skills and knowledge, which ultimately affects the quality of education. It's important that professional development truly fosters pedagogical skills and broadens horizons, rather than being limited to formal certification. True training should be aimed at improving the educational process and supporting the growth of both the teacher and their students.
It would be appropriate to introduce the practice of teachers visiting each other's lessons into the training and development system. This will allow them to provide constructive feedback, share advice, and learn from each other's experiences. However, unfortunately, this practice has not become widespread among teachers. Many are wary of such initiatives, believing that a colleague's visit to a lesson will lead to negative evaluations and criticism of their work. It is important to change attitudes toward this process, emphasizing its positive impact on the professional growth and development of teachers.
The system of work in public schools does not promote meaningful learning and development. Firstly, teachers receive low salaries, which cannot be changed by the principal, as the salary level is regulated at the highest level. As a result, teachers tend to leave the school after classes to find additional sources of income. Secondly, there is a 36-hour weekly workload limit, which cannot be exceeded according to the Labor Code. However, due to staff shortages, employees are forced to replace one another, which adds additional pressure. Working conditions and a lack of time and resources negatively impact teachers' opportunities for professional growth, learning, and self-improvement.
You mentioned the practice of offboarding, which is important for properly parting ways with departing teachers. In modern organizations, it has become common to conduct farewell interviews with departing employees and maintain relationships with them after their departure. This is especially important for schools. Offboarding allows educational institutions to receive valuable feedback on internal processes and the team atmosphere. This approach contributes to improving working conditions for remaining employees and helps identify potential issues requiring attention. Maintaining contact with former teachers can also lead to the creation of a professional network, which can subsequently have a positive impact on the school's reputation and its ability to attract new specialists.
The process of parting ways with departing employees significantly affects the reputation of your organization. Feedback about you as an employer comes not only from current employees but also from those who have left the company. Positive recommendations from past employees help attract new qualified teachers, which is especially important given the current teacher shortage. Creating a positive exit atmosphere will help strengthen your educational institution's image and increase interest from future candidates.
A school principal may notice a lack of systematic personnel management based on a number of indicators. First, high staff turnover may indicate management problems and insufficient employee motivation. Second, a lack of clear policies and work standards leads to inefficiency and low productivity. Third, if teachers and staff are not involved in decision-making, this may indicate a lack of communication and teamwork. Finally, low levels of employee satisfaction and professional growth also indicate the need for a systematic approach to personnel management. It is important to regularly analyze the state of the team to promptly identify and address problems.
It is important to pay attention to staff turnover and the number of young teachers joining the school. Frequent staff turnover and a lack of young people on the team may indicate serious problems. To attract new specialists and retain them, it is necessary to create conditions conducive to professional growth and job satisfaction. This will not only improve the quality of education but also improve the team atmosphere.
Employee motivation is not only about monetary rewards, as many believe. Recognition of work is also an important aspect. The teaching profession can be quite lonely and even tragic. Teachers devote a great deal of time and energy to their work, yet their efforts often go unnoticed. Administration, including the principal, also faces a high workload, which leads to a lack of time to evaluate and praise teachers' work. It is important to create an atmosphere in which every teacher feels valued and important.
Effective employee management begins with a deep understanding of their individual needs and motivations. For some, public speaking is important and such employees will be grateful for the opportunity to participate in professional conferences and competitions. Others may seek to share their experience or, conversely, gain it. Still others prefer to collaborate with colleagues. These aspects are key motivational factors. The more you know about your employees and the more respect and interest you show them, the longer and more productively they will remain on your team. A school with such employees is able to generate more interesting and high-quality processes and results. Therefore, investing time in understanding employees not only contributes to their professional development but also positively impacts the overall atmosphere and success of the organization.
Working at school becomes more comfortable when a positive atmosphere prevails. A sense of value and understanding from colleagues plays a significant role in professional development. The presence of mentors and the opportunity to discuss career prospects inspire new achievements.
For teachers to work comfortably and fully develop professionally, it is necessary to provide them with ample freedom of action. Excessively strict regulations and control can negatively impact their development. Teachers should be given the opportunity to make independent decisions and take a creative approach to teaching, which in turn will positively impact the educational process and student achievement.
Creating conditions for choice, development, and experimentation in a school is impossible without similar opportunities for teachers. An approach in which teachers are confined to strict boundaries while students freely experiment is illusory. To ensure a humane environment for children, it is necessary to first create the same conditions for teachers, allowing them to develop and creatively approach learning. Only in such an interconnected context can real results in the educational process be achieved.
This all sounds impressive, but you have raised an important issue that hinders the implementation of an effective system. Namely, who will do this work if principals and vice principals are already overwhelmed with responsibilities?
Public school principals indeed face a heavy workload associated with fulfilling numerous formal requirements. This often leads to a lack of time for interaction with students and teachers. Effective work with people requires not only organization but also a certain predisposition to communication and interaction. It's important to note that developing interpersonal skills can significantly improve the quality of education and the satisfaction of both staff and students.
Schools need HR specialists because their competencies can significantly improve personnel management. A basic understanding of HR practices will also be useful for principals and head teachers. This will help them not only recognize the importance of HR specialists' work but also understand the tasks they perform and why this is important for the educational process. Understanding the role of HR will help avoid the perception of their activities as redundant or unnecessary, which, in turn, will improve the effectiveness of the entire educational organization.
Introducing HR specialists into a school environment where their presence has never been observed may provoke a negative reaction from both principals and teachers. This may be perceived as an interference in traditional educational processes and practices, leading to resistance from the teaching staff. It's important to consider the specifics of the educational environment and the staff's readiness for change to effectively integrate new management methods.
I completely agree with you that implementing changes in the school system will be extremely difficult, as school is a unique world. Teachers often experience high levels of anxiety and vulnerability. In the educational environment, antagonism toward administration often arises, perceived as something unfamiliar, only complicating the process and creating obstacles. Therefore, the actions of administration often generate mistrust and suspicion among teachers.
To increase trust in HR processes in educational institutions, it may be worth considering the possibility of training HR specialists directly in the school. This will not only develop professional skills in students but also create a deeper connection between HR specialists and the school team. By developing specialists from within the school, you can ensure a better understanding of the specifics of the educational environment and the needs of the school, which in turn will increase the effectiveness of the HR department.
I believe that this is not an effective solution. Successful implementation of HR practices requires not only belief in them but also experience in their implementation, as well as a clear understanding of what the optimal result should look like. It is essential that these issues be addressed by specialists with experience in HR management, even if this experience is gained in other industries, such as business. Retraining teachers or school psychologists as HR specialists will not produce the desired effect, as the education system has historically lacked effective HR practices. Given the systemic nature of the problem, the initiative to implement HR practices and attract HR specialists to school education should come from the government. This is similar to the initiative implemented to attract media communications specialists to schools. The introduction of HR experts will help students develop the skills necessary for successful careers and adaptation to the modern demands of the labor market. The development of educational institutions requires an understanding of the importance of implementing modern HR practices. This understanding is essential for creating an effective educational environment. It is important for schools not only to educate children but also to develop the professional skills of teachers, which in turn will improve the quality of education and increase the motivation of both teachers and students.
"Teaching is not a job where you can relax"
You have repeatedly mentioned the shortage of teachers, especially among young professionals, in schools. This problem is confirmed by official statistics: last year, there was a shortage of about 150,000 teachers, and a third of working teachers reached retirement age. Despite the fact that up to 70,000 students enter pedagogical universities every year, less than half of them become teachers. How, in your opinion, can this problem be solved?
It is necessary to create conditions in schools that will attract specialists to work in the education sector. An effective approach can be adopted by businesses, which have long been experiencing a shortage of IT specialists. This shortage has existed for at least ten years. Companies seeking qualified IT professionals have begun actively studying the ideal candidate and what they value. They have developed strategies to attract specialists, offering them beyond the standard benefits. This includes not only free on-site fitness, cozy break areas, and the opportunity to work in a comfortable environment, but also more important aspects. Modern IT professionals seek interesting and challenging projects, strive for professional growth, and value the opportunity to interact on an equal footing. They feel comfortable when employers understand their needs and values. Creating such conditions in the educational sector will help attract talented professionals and improve the quality of education. The importance of supporting young teachers is relevant for all professionals in the educational sector. The question is how public schools respond to the needs of young teachers. On the one hand, it seems they are actively anticipated, but actual measures to attract and integrate new talent remain insufficient. Real steps are needed to create a comfortable and supportive environment conducive to the development of young school professionals.
Teachers who continue to work in public schools despite difficulties such as high anxiety, a devalued profession, and the declining prestige of teaching are a complex phenomenon. Their motivations can be varied. Some are truly heroic, dedicated to their work and striving to make a positive difference in the lives of students. Others may remain in the profession due to a lack of alternative career opportunities or a fear of change. It is important to understand that such teachers, despite the difficulties, play a key role in the education system, supporting and inspiring the next generation. Their resilience and dedication serve as an example for many and highlight the need to enhance the status and support of the teaching profession.
I have several hypotheses regarding teacher motivation. First, there is a category of people for whom teaching is a true calling. Second, predictability is important for many, and despite the difficulties and pressures, working in public schools provides certain guarantees. In this context, the risk of dismissal is significantly lower than in a business environment, making this profession more stable.
Many teachers are creative individuals, and if they have limited opportunities for self-expression in the school environment, they find ways to realize their talents outside of the classroom. This allows them not only to develop their abilities but also to add variety to their lives, finding new sources of inspiration and satisfaction.
Working in a school provides a stable schedule, allowing them to be free around three or four o'clock in the afternoon. This creates excellent opportunities for tutoring and teaching classes at private educational centers. For many teachers, this opportunity is an attractive alternative, allowing them to increase their income and diversify their professional activities. Tutoring not only helps improve students' skills but also contributes to the teacher's own career development.
Many teachers value the opportunity to work close to home, which makes the teaching profession especially attractive. This proximity to home promotes a better work-life balance, allowing teachers to devote more time to family and personal matters. Working locally also fosters strong connections with the community and parents, which positively impacts the educational process and classroom atmosphere. Therefore, the opportunity to work close to home is an important aspect of career choice for many educators.
Over time, the longer a person works in school education, the more difficult it is to adapt and transition to another professional field. This is due to the accumulation of experience and specific skills that may not be in demand outside the educational system. Professionals working in schools can face difficulties finding new opportunities, as their knowledge and skills are often focused on the educational process. Therefore, it is important to consider ways to improve their qualifications and acquire new skills to facilitate the transition to other fields and expand their career horizons.
There are numerous examples of successful career changes after 30 and even 40 years. Many people find new career paths and achieve significant success in adulthood. This confirms that age is not a barrier to professional growth and self-fulfillment. Changing careers in adulthood can open up new opportunities and bring job satisfaction. Career success largely depends on the industry in which a person previously worked. In the context of business recruitment, a department manager will likely prefer to hire a candidate with relevant education and experience. Such a candidate, with experience in a similar company, is familiar with work processes and corporate culture, which allows them to adapt more quickly and achieve results. Having experience in this field increases the chances of successful employment, as employers value employees who can immediately get to work and contribute to team goals.
Moving from one industry to another can be a challenging process for an individual, especially when faced with new processes and a corporate culture. This can make it difficult to integrate into a new team and adapt to the work environment. For the employer, such a transition presents a certain risk, as it requires time to learn and master new skills. Therefore, it is important to consider that successful adaptation depends on flexibility and a willingness to change on the part of both the employee and the company.
Teachers represent a unique profession, unlike most other industries. They are immersed in their own corporate culture, which differs significantly from the business environment. It is important to note that in their day-to-day activities, educators rarely interact with financial aspects, which is critical for most business positions, even for rank-and-file employees. This lack of financial experience can be a barrier when transitioning from education to the commercial sector, where financial literacy is key.
Many HR directors and marketers have teaching degrees and experience in education. However, it's important to note when exactly they made the transition to business. Typically, these professionals worked as teachers for only one or two years before deciding to change careers. A teaching background can significantly enrich their professional skills and approach to people management and marketing.
Teachers can truly be seen as prisoners of their profession, as their unique experience and knowledge often go undervalued. However, there are many areas where this experience is highly valuable and in demand, such as educational technology, training, and corporate education. Here, teachers can use their skills to develop effective learning programs, adapt methods to different audiences, and ensure high-quality knowledge transfer. Their experience can also be useful in consulting and developing educational materials, opening up new horizons for professional development.
EdTech is a promising field where methodologists and instructional designers are in demand. These professions require pedagogical knowledge and practical experience, making them ideal for teachers seeking a career change. In this sector, they can continue working in education, but with a new focus. However, a successful transition to EdTech requires additional training and mastery of modern educational technologies. This opens up new opportunities for professional growth and development.
Transitioning from public schools to private institutions is an important step for teachers seeking to advance their careers. Private schools often offer higher salaries, a lighter workload, and better working conditions, making them attractive to educators. However, competition for positions in such institutions can be significant. Often, experienced and qualified specialists apply to private schools, creating long waiting lists. Teachers wishing to transfer to private schools should consider upgrading their qualifications, participating in professional courses, and developing unique teaching methods. This will increase your chances of successful employment in the private education system.
The situation with attracting teachers to schools varies greatly depending on the specific institution. Large schools like the New School experience intense competition for positions, and many professionals seek employment there. However, smaller educational institutions often struggle to find qualified teachers. This is due to limited resources and low visibility, making it difficult to attract talented teachers.
Teachers are increasingly considering transferring to private schools, as such institutions often offer a more open and creative working environment. In private schools, teachers are given more opportunities to introduce innovative teaching methods and implement their own ideas. This creates a more inspiring atmosphere that fosters the development of both students and teachers. Private schools may offer a lighter administrative burden, allowing them to focus on the educational process and individualized attention to each student. Thus, the transition to private schools may be driven by teachers' desire to work in a more flexible and supportive environment, which ultimately has a positive impact on the quality of instruction. Teachers working in public schools often cite a significant administrative workload that hinders their focus on teaching. Many express a desire to transfer to private schools, where this workload is significantly lower. This allows teachers to devote more time to the educational process and individualized attention to students. Private educational institutions emphasize the quality of education, which can positively impact student development. Teachers are also strongly motivated to transfer to private schools—the desire to become part of modern society and integrate into a team that shares similar values. Private schools often offer more flexible approaches to teaching, innovative methods, and active participation in the educational process, making them attractive to teachers seeking to work in an environment where their ideas and approaches to teaching can be realized. Thus, moving to private educational institutions not only facilitates teachers' professional growth but also allows them to find like-minded people and realize their educational ambitions.
I recall a moment when we were recruiting for "The New School." One of the candidates remarked during the interview: "I watched a video about your corporate outing—you look modern and discuss current topics. I resonate with the emotional energy I noticed, and I would like to be part of your team."
Working in a private school doesn't always mean a teacher can relax after their experience in the public system. Private institutions often place high demands on their staff, including the need for ongoing professional development, an individual approach to each student, and the creation of a unique educational environment. Teachers in private schools may face new challenges, such as working with more diverse curricula and actively participating in the life of the school. Therefore, although conditions may be more flexible, the level of responsibility and expectations often remains high.
Administrative workload can indeed be reduced. However, a teacher's job remains challenging, regardless of whether they work in a public or private educational institution. Teachers not only teach but also shape the learning environment, helping children develop critical thinking within the subject matter. Teachers act as a conduit for cultural context, conveying not only subject knowledge but also values that are important for the development of students' personalities.
The expectations of employers, such as school principals and head teachers, from teaching candidates do differ between public and private education. In public institutions, emphasis is often placed on formal education and relevant qualifications, as well as the ability to meet established standards and requirements. While private schools value a personalized approach to learning, creativity, and the ability to adapt to the institution's unique environment in addition to a diploma, a strong teacher who is highly valued in a public school may not be suited to a private educational environment. This may be due to differences in teaching methods, approaches to interacting with students and parents, and the demands placed on personal qualities. Private schools often seek teachers who are innovative and capable of taking initiative in the educational process. Therefore, it is important to consider the specifics of the educational institution and its philosophy when selecting staff. Both private and public schools have high demands on teachers, primarily expecting excellent knowledge of their subject and the ability to teach it. It is important for teachers to have a strong command of their subject. However, in private schools, it is also important that the teacher's personal values align with those of the educational institution. In public schools, this component is often less developed. Furthermore, private schools emphasize teachers' commitment to self-development and learning, which may be less common in the public sector. Therefore, even a highly qualified teacher may not be suitable for a private school due to a mismatch of personal qualities.
During my interview with the technology teacher, I noticed that she possessed a deep understanding of children and was highly skilled in teaching. However, her confident and sometimes categorical view of children, herself, and the interaction process cast doubt on the possibility of effective collaboration. I began to wonder if perhaps our approaches were misaligned.
Private schools do indeed have a perception that preference is given to candidates with specialized education, rather than necessarily graduates of pedagogical universities. This is because such schools strive to ensure a high level of education and a deep understanding of the subject. For example, physics graduates may be hired to teach physics, while history graduates may be hired to teach history. This approach allows for higher-quality and more meaningful learning, as teachers with specialized education possess deeper knowledge and can convey their knowledge to students more effectively.
My experience shows that this understanding of teaching primarily applies to physics and mathematics. However, this largely depends on the goals of the educational institution. If a school aims to prepare graduates for admission to technical universities, such as physics and technology universities, then teachers with a high level of knowledge and a teaching style similar to that of a university are needed. In this case, the teacher can provide the material, and then students should delve deeper into the topic on their own. If the school does not have this goal, a teacher with strong teaching skills is essential, which requires a pedagogical education.
Private schools often emphasize an individual approach to students, which fosters their creativity and provides more space for self-expression. The question of whether a 50-year-old teacher with experience in public education can adapt to such a system is relevant. Such a specialist can bring valuable experience and skills accumulated over years of work to a private school. An understanding of traditional educational methods combined with an openness to new approaches and ideas will allow them to successfully integrate into the team. It is important that the teacher is prepared for change and strives to develop their skills in line with modern educational requirements.
I can only share my experience. The "New School" employs teachers and administrative representatives who are around 50 years old. They not only adapted successfully but also made a significant contribution to the school's development. At the "Olympus Plus" school, with which I also collaborated, there are excellent teachers over 50 who form the core of the educational institution. These specialists have been working in private education for 15-20 years. Their experience and professionalism play a key role in creating a high-quality educational environment.
Soviet school education had a high-quality foundation. However, at some point, a turning point occurred when the status of a teacher became less attractive, and the education system was burdened with a significant administrative burden. Teachers educated in the Soviet system developed their pedagogical ideas and applied their knowledge in private schools, where administrative pressure is less. These specialists represent a valuable resource for educational institutions, as they possess experience, a solid foundation of knowledge, and a willingness to adapt and learn new methods and approaches in education. Much depends on whether the teacher has changed the context of their professional work. If a teacher has worked in only one school throughout their career and adhered to a single teaching model, they will likely have difficulty adapting to new conditions. In this case, the likelihood of a successful transition is low. Teachers who have experience working in various educational institutions, as a rule, have greater flexibility and are able to respond more quickly to changes in the educational environment.
