Voicing Education

Consciously Educating

Was teaching as a second career the right choice?

Women Leaders / by

In this episode, I am in conversation with Joan Cushnie. For Joan, teaching is her second career. She begun her teaching career in her forties. Now, Joan pioneers maths within her school and Academy Trust. Soon, she will be sharing her passion for the subject with other teachers and leaders within her local borough.

Joan has proved that determination and resilience pays off. It’s important to have conversations to let people know what you would like to do. You should also demonstrate this through your actions too.

VIEW TRANSCRIPT

One of the things in order to grow, is to ask: why? So that you understand what the journey is…Question it, so that you learn… and you can adapt to move forward.

Joan Cushnie

Maths Lead & Y4/5/6 Phase Leader

Currently in her seventh year of teaching, Joan became a teacher as she was passionate about contributing to and improving the learning outcomes and educational experiences of all children.  Previously, Joan worked in a high-profile role in the city of London, yet now Joan says she is excited and motivated about teaching and leadership, and enjoys collaborating with colleagues in her own school and the wider school community.

In addition to leading maths at a primary school in North London, Joan has completed the NPQSL, is a Senior Leader of Education (SLE) and the chair of the Maths good practice meetings within her Academy Trust. In the next academic year, Joan will be delivering training on Greater Depth and Maths Mastery training courses within the local borough’s Professional Learning platform.  More recently, she has just taken on the position of Phase Leader for Years 4, 5 and 6.

 Joan is wholly committed to raising standards in education and always looks forward to embracing opportunities that enable her to do this.​

    Learning points:

    • 15:34 – Leader v Manager
    • 16:68 – Empowering conversations
    • 24:57 – The conversation that had impact
    • 26:44 – Hardest lesson

    Resources:

    The Key for School Leaders

    Education Endowment Foundation (EEF)

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    Comments

    1. Fiona

      Enjoyed listening to this episode Kay. I wish your sister had been my maths teacher in School! She would have been a great inspiration especially because my experience of maths was not great.

    NOTE: This podcast was transcribed by Otter. Apologies in advance for any typos or errors.

    Kathleen Cushnie 0:09
    Welcome to Voicing Education the podcast, I’m Kathleen Cushnie founder of Voicing Education, a Senior Leader in Education, Trainer and coach. My mission is to help new leaders and teachers aspiring to leadership, become confident in their ability to lead others successfully. Whether you’re a new or aspiring leader, this podcast will help you to become confident in your ability to lead others successfully. We discuss key themes in education and personal development and how this can impact educational leadership. Let’s move that needle from confusion and overwhelm to clarity and inspiration.

    In this episode, I speak with my sister Joan Cushnie. For Joan teaching is her second career. She became a teacher because she was passionate about contributing to, and improving the learning outcomes and educational experiences for children. Joan is currently the math lead at a primary school in North London, and a math specialists within her Academy trust and leads training on greater depth maths mastery across her local borough. More recently, she has just taken on the position of phase leader for years, four, five and six. There is no doubt that Joan is wholly committed to raising standards in education, and is always looking forward to new opportunities to enable her to do this.

    Kathleen Cushnie 1:28
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    Kathleen Cushnie 2:36
    Hi Joan, welcome. So I think I’ll just highlight quite quickly, Joan is my sister, and I call her, so she’s called Joan, but as a family I call her Joun and so for our interview today, I’ll be saying Joun but that’s the family thing, and I think it’s very unnatural for me to say Joan, it just doesn’t flow naturally. So, for the interview, I’ll be saying Joun and, obviously, I’ll be referring to my sister, and we’re going to be having a normal conversation which we do every week we always talk about school. I mean 90% of our conversations are about school, and how we’re doing and how we’re getting on. So you guys will just be listening in a normal conversation between two sisters and two teachers to educators to leaders. So, first of all, Joan, what I want to find out is what led you or what has influenced your decision to go into teaching because this is your second career. I think it’s just really important to just know and highlight what led you here. Why did you go into the teaching profession?

    Joan Cushnie 3:38
    Well I’ve always wanted to be a teacher, I used to love sports, and I used to love maths at school so I thought hey might as we’ll combine them. And I did apply to St Mary’s to do maths and PE in secondary school, however my path took me a slightly different journey. It was always in the back of my mind so when the opportunity came up about 10 years ago, to change careers, I’ve had a life working in the city, and I was made redundant. You know what I am actually committed to teaching, I’m going to do what I’ve always wanted to do, so I applied to teacher training to do primary school, and I’ve got a position so that was it, my journey started there.

    Kathleen Cushnie 4:17
    Okay so you’ve told us about your journey into teaching. What really ignites you about your profession, why, why do you do, why as you get up in the morning and go into school?

    Joan Cushnie 4:29
    I just love…I’ve got a love of teaching, love of taking children on a journey of seeing them progress and yeah I just yeah, just being there in the classroom, the enthusiasm, motivating the children to do well, and now as a leader motivating my colleagues as well, to do… as I’m a maths lead, motivating my colleagues in, you know, teaching, and guiding them and I’ve been focused there. Yeah, I just enjoy it. It’s just enjoy that have an impact on the children’s learning and the enjoyment they get out of it and the enjoyment I get as well.

    Kathleen Cushnie 5:02
    So in terms of, because I know you just mentioned that you’re a math lead, can you tell us a bit more. How did you become a maths lead or have you had any other subjects and tell us about that journey?

    Joan Cushnie 5:12
    I have actually led to another subject I lead Science, Computer Science. But I must say, when I actually interviewed for position I actually put it in there. At some point, I’d like to be maths lead, so I had that journey, in my mind from the offset in that first interview to get an NQT position I actually said, I would like to be maths lead at some point, maths is my passion so it was always there. In the first couple of, or the first year I kind of asked my head at the time or deputy head at the time. Please can I be maths lead. So you’ve only been here a year why don’t you try another subject. I think the following year, kind of got computer science because I’ve got a computer science background, but it was always, always in my mind. To the point where everybody in the school knew, that I wanted to be the maths lead. So when the job came up on the board, one of my colleagues came up to me said your jobs on the board, and that’s where my journey.. being their started and I’ve been absolutely enjoying it all the way.

    Kathleen Cushnie 6:13
    That’s brilliant! What I like about that story is that you said that you started with the goal in mind. So you knew deep down that you always wanted to go that, despite computer science being your background and what was really nice as well is that what I was hearing is that you had the support of your colleagues, because when the job went up on the board, they asked, well, your colleague actually approached you said YOUR job is on the board. So it’s really nice that they had that belief in you, and that, you know, they were kind of supporting you along the way. So in terms of support, then in your school, who has been a support to you as a leader?

    Joan Cushnie 6:54
    The previous maths lead has been very supportive. My head has been very supportive of my journey, and also my colleagues as well, it’s quite nice that they will come to me for support and they’re supporting you all the way as well, that kind of gives you that sense of, actually, yes they are listening to what I’m saying I’m being supportive to them and they’ll be motivated by what I say. And it just drives me further and further on. So it’s that kind of collaborative work, as well as my vision of maths going through as well so yeah, I think it’s that whole thing me supporting them, and them being open to my suggestions and taking, taking it forward.

    Kathleen Cushnie 7:32
    Okay so that’s really important, like, you know what you’re saying about the collaboration there. Now would you say, collaboration is one of the things that you say stands out as an important attribute of a leader?

    Joan Cushnie 7:46
    Absolutely! Absolutely! And you know, you just need to obviously as maths lead I have a vision and I communicate my vision to to the team across the school, but I’m having them. Being able to work together to achieve that vision is important, they have to be on board. And it’s not just collaboration within, you know, within the school we’re part of a MAT as well, and collaborating with other maths leads is a key thing, as well. In order to you know learn keep learning on the job. That’s really important actually what you just said keep learning on the job.

    Kathleen Cushnie 8:20
    So how have you kept learning on the job through your journey?

    Joan Cushnie 8:23
    Most recently I was actually on the NPQSL, which I really, really enjoyed, and that kind of improved my skills as a leader, and yeah, my skills as a leader, actually, but in terms of teaching, I’m always, always talking to other teachers and they’re talking to you. They’re just keeping my knowledge, current reading and talking about it. Yeah, you know, just keeping it current, and also just seeing what happens. What goes well in the class and classroom, it doesn’t go well and you know adapting it, and just being reflective all the time, but the core of it, whatever my learning is and what I do as a leader, as a teacher is always like thinking about the impact it will have on children and just ensuring that they enjoy being in school.

    I’m actually known as the math lady, and quite interestingly it’s just really funny. This happened the other day, I was in a PE lesson in the hall, and the child was walking past to go to the toilet, and they just stopped me pointed at me and said, What’s 12×12? 144. They went well I know 3×3 is 9. And you know what, I know all my times tables. That’s quite nice. It’s not a child that I teach, but he knows I’m the maths lead and, you know, it just has that kind of sense throughout the school which is lovely.

    Kathleen Cushnie 9:32
    There’s a few things there so I’m going to just break it down a bit so I’m gonna start with the last point is that, clearly, you’re passionate about leading maths because even the children have a sense of your passion, and you know want to talk to you about maths which I think is really important. So it seems like you’re having a ripple effect in terms of your leadership, impacting the children, impacting teachers. And you also mentioned that you meet with maths leads across your MAT. I just want to go back because you mentioned adapting and the importance of learning, tell me a bit more about how you’ve had to adapt, and how you bring about that for leadership? So why is that so when I say, adapting, why is that crucial what you say in terms of leadership, why, why do we need to adapt as educators?

    Joan Cushnie 10:18
    Because we can’t just go on you know, as a leader but you have a vision of what you would like for you know, in your classroom or for yourself in the subject, but we can’t do it if you haven’t got everybody on board so you might need to adapt in terms of the way that you motivate people, you inspire people.

    Kathleen Cushnie 10:35
    So, when you say adapt, because I think that adaption and change is something that sometimes, as leaders, as educators, some, not everyone is able to do that so quickly. So, just for people that are listening because I think it’s something that a lot of people may struggle with in terms of adapting and you mentioned about you may have to adapt the way that you are. Do you mean when you say adapt about communicating your ideas?

    Joan Cushnie 11:06
    Yeah cuz everybody will receive your vision in slightly different ways so you need to ensure that everybody is on board and you may need to, you’ve got your journey but your A to B, you know what I have in my mind A to B where I’d like us to actually go, but you may have this clear vision in your mind but sometimes you need to change your path as you get to the end journey to ensure that everybody is actually on board, but more importantly that everybody is achieving the goals that you would like to achieve in terms of the impact of the children. I mean if you think about it what happened just recently in lockdown, you kind of had a particular vision in your mind, but it had to be adapted in order to achieve that goal, you know.

    Kathleen Cushnie 11:06
    You need to be able to adapt to the situations that arise and in front of you. So, in essence what you’re saying is that even though you said you mentioned that you want to go from A to B, you always had your goal in mind, that really the journey isn’t linear, there are going to be curves along the way because you know you have to adapt to the situations that are presented in front of you. So talking about adaption, and being able to change, as a leader, how have you overcome any obstacles that have been brought your way?

    Joan Cushnie 12:15
    I suppose just being resilient, and kind of getting advice along the way into trying to you know keep that confidence up in knowing what you would like, and seeking help to get there and do learn and along the way, it’s really a lot of reflection, isn’t it as well, isn’t it, what you would like to achieve is not quite get it straight away. It’s like seeking advice and getting whether it’s coaching or reflecting on what you want. Being resilient and keeping that confidence, keeping that confidence there. I think it’s listening to others around you as well. And using those resources that are around you as well, and thinking that you can actually do it all by yourself. You know a lot of it has to come from you but you can’t always do all by yourself, but just having that support around you, and knowledge will learn from the knowledgeable other I suppose, really, to use that to go through but know what you’d like to do, but listen in as well as in those professional dialogues and things like that and there’s as I said, I think those little chin wags with you know with you or others that can help you along the way. But knowing that you do sometimes need to change and be reflective in order to keep moving forward.

    Kathleen Cushnie 13:25
    You are so right. Knowing that reflection is where you grow and you think back, and you may adapt. You know, your actions or whatever, but one of the key things that you mentioned there that I think is really big, big, and to highlight is that asking for support. Because I know that as teachers, we want to take on the whole world when we begin to lead we think I’m here we can solve this problem, that problem is problem, and you have mentioned about sharing the vision, but still it’s almost like you become the Superwoman or you know super person, and you want to kind of make sure that you’re holding that flag, but sometimes you’re gonna, you know, come face those obstacles. But the key thing there you said is to ask for help didn’t you.

    Joan Cushnie 14:09
    Also one of the other things as well in terms of, you know, talk about holding the flag as well. If you do know what your vision is, but it’s also allowing yourself and others to take risks, and learning from experience that you have as well along the way, because you might think. Not everything is black and white is it? You kind of see your vision as black and white. But there are those grey areas and maybe take the risks in order to you know learn from them and go forward.

    Kathleen Cushnie 14:33
    Okay so what risks have you taken?

    Joan Cushnie 14:36
    One of the risks I think I’ve taken is. And one of the things like standing back a little bit, but setting the goals and then just standing back a little bit and allowing others to kind of do it if that makes sense.

    Kathleen Cushnie 14:52
    Could you just elaborate on that a bit more. When you say standing back, metaphorically, so what do you mean by that?

    Joan Cushnie 15:01
    I’m doing what the children that’s when you ask the question, you know when you ask a child, the question and then they would say they have a little thinking time in order before they actually say what they’re going, going, going to say. So when I say standing back is that when you kind of motivate and inspire others sometimes you want to tell them particularly what you want them to do, but it’s kind of given them the tools and the skills to do it standing back and allowing them to have their journey as well in their knowledge, that makes sense.

    Kathleen Cushnie 15:34
    Yeah, that makes absolute sense, and why, why do you think that’s important, as a leader, do you think, because I think that’s a really, really important point. You know, allowing others to kind of find the way for themselves and make the discoveries like like you said, for children. That’s crucial development in learning, but how has that for you, enhanced your leadership skills?

    Joan Cushnie 16:00
    I think as a leader, which is different to being a manager you want to focus on the people and inspire them rather than saying manage them and kind of micromanage somebody to do this do this do that do that, you’re there are to kind of inspiring, motivating, their teaching. You know you’re there to kind of inspire, motivate their teacher focus on the person, coach them so you know you’re not, you’re not kind of micromanaging them, you’re kind of given them the skills and motivating them to do the job better.

    Kathleen Cushnie 16:32
    So you’re empowering educators then would you say. So, in terms of empowering others who empowers you?

    Joan Cushnie 16:58
    You know what, again it’s the people around me, you know empower me. If I do, you do, you do, you know, you do you’re a fantastic leader. You do empower me. You know and also as well my, my current head in my school, empowers me, you know, I have lots of conversations with with them about my thoughts about things, and I can, it’s quite nice because I can just go into go go up to her and say well I think that possibly we could do this or do this. I’m not kind of hindered by any boundaries. I will just kind of talk about things that I think would be, you know, ideas, and then she’ll come back to, you know what that was a good idea I’ve spoken to so and so about that or spoken to so and so about that. So I feel that I can, can talk and suggest things about me, which gives me a sense. Yeah, which gives me a sense of empowerment.

    Though I will have, you know, lots of conversations with my head. Sometimes I’m just walking by doing my tea break but at the end of the day, and I’ll pop in and I’ll say, how was your day, and I’ll say, well you know what I’ve been thinking about possibly doing this or doing that. What I really, really enjoy is that she’s open for conversation, and that makes me think, and I give her ideas. I’m not sure what I think I’m giving ideas that will be taken forward, but I’m also learning from her all the time and it’s quite nice that being able to have an open conversation, just the way that I have open conversations you know with you in some of my other friends who are teachers who are leaders.

    But the key thing for me is that I feel that I’ve been listened to, and then I do see some of those ideas come in through within what we do within school, which is, makes me feel that I am adding to the adding to the process, but it definitely does make me have confidence and I feel more empowered as being a teacher, and being a leader and growing more and more as a leader. So you know as a leader, one of the things is, in order to grow, is to ask why? So that’s why we’re doing something so that you understand what you know what the journey is what you’re doing, rather than saying and what are we doing? But why are we doing this? Question it, so that you kind of learn more from it and you can adapt it to move forward.

    Kathleen Cushnie 19:12
    Yeah there’s a few things there I’m gonna dissect so one of the things that I want to quickly pick up is what you were saying about your voice. So, as you know, voicing education and using your voice is very important to me particularly, And also encouraging that for others to do. So you saying how you when you have those conversations with your head, how that conversation flows, and you’re learning from her, but equally you feel that you’re listened to what advice would you give young or new leaders in terms of speaking to their head because some teachers find it hard to approach their heads. How did you find that how did you become comfortable with doing that?

    Joan Cushnie 19:59
    I suppose it’s the environment. It’s confidence as well as just being able to think that whatever you say is not necessarily going to happen, just being comfortable in saying how you feel about something. Yeah, so it’s not that you go in and say what I think I would like this to happen, is what I’ve been thinking about this, and it’s having your thoughts have started off by just saying your thoughts, it could be about your day in the classroom, or what you’ve noticed within your year group or within a particular subject when you’ve been teaching it, you can start from small things, what you’ve noticed, or using your experience from, you know, because you know you know I came into teaching late it’s kind of use my experiences from my other jobs that I’ve been doing saying well actually, this might work if we do this way and just given that as a thought. And, you know, they kind of ask you further questions just developing that. But usually, for me it’s just starting with a small thought, but also it’s being honest in what you are saying, you know, and coming from where you are because it’s like the game that you’re playing in the classroom. But yeah, it’s just being honest in how you feel about something I think, but not necessarily feeling that everything you say needs to be actioned upon.

    Kathleen Cushnie 21:14
    Yeah, so being your authentic you, basically sharing your experiences. Sharing your feelings and how that really has impacted you as an educator. You mentioned that, you know, you alluded to your experience in your previous career. So would you say, thinking about teaching as a second career. Would you say that it was the right choice for you?

    Joan Cushnie 21:43
    Yes, definitely, definitely. But you know for me and I have always wanted to be a teacher, but a lot of the skills that I’ve had in previous in my previous jobs has kind of helped me here as well as my as my journey to be a leader in it, in education and what I’m actually doing. So most definitely a lot of experiences have obviously is in a different environment so you need to change it around a bit, but yeah, definitely. It’s a good time in my life to become a teacher I’m glad.

    Kathleen Cushnie 22:11
    Sorry you mentioned those skills that you had in your previous career could you give us some examples. If anyone’s listening and wants to do teaching as a second career, what skills would you say easily transferable?

    Joan Cushnie 22:24
    Teamwork. Teamwork skill of teamwork you know working in a team in, in a, in a school, and, you know, ‘no man is an island,’ you know, that phrase, ‘no man is an island’.

    So often you find that an NQT will come in and they want to kind of prove themselves. I think I can do it, I can do it, and just want to do it all. I think it’s important to kind of reach out to, you know the other teachers which they’re not just not just necessarily your mentor that you have as an NQT, but the other teachers whether it’s in your year group or the year above or below, that kind of sense of, you know, establishing that teamwork, from the offset.

    But also that as well, being you know, no matter where you are within your career, actually start developing your leadership skills, from that point because you can lean on different things in different areas. You don’t have to be the whole leader from the outset, and I think some sometimes NQTs feel that because they younger or new to the job or whatever that they can’t start developing those leadership skills in those small ways. And that’s kind of thing that I gained when I came in, yeah I was an older NQT and I kind of use the skills that I tried to do in order to kind of develop my teamwork and my leadership skills and I think that confidence, you know, that experience kind of helped me even when I looked at the…doing the computing curriculum, I use the skills that I came from my computing environment. These those skills in order to help refine the computing curriculum.

    Kathleen Cushnie 24:01
    You mentioned NQT but I think what you’re saying applies to all teachers really wherever they are in their journey.

    Joan Cushnie 24:06
    Yeah, because you’re always learning, aren’t you. You’re always learning and everybody’s different. Everybody will develop different areas of teaching and teaching standards in a different timeline and different in a different way. As you go through your journey maybe stronger at this, this particular thing, and the scope becomes stronger as you go along, and it also depends on your what year group you’re in or what team you’re in.

    Kathleen Cushnie 24:33
    Yeah, you’re so your so right there. Again, it’s going back to being able to adapt to the environment that’s around you which I would say is a key skill as a teacher as an educator and as a leader. So, what is the one conversation Joan that you instigated that has had a huge impact in your career? What’s that one conversation?

    Joan Cushnie 24:57
    One conversation I’ve had that had an impact on my career. Can I be the maths lead please? I think I had that conversation several times but somebody else is the maths lead Joan. I said, ‘yeah I know’. And I can remember saying, ‘Well, how about making that person, a higher up maths lead and let me be the support person.’ I had all these different ideas that I could come back with year after year, until I finally got it. And for me, I suppose that’s one of our core skills is determination and resilience, and I absolutely put that in, into into play.

    And it’s kind of asking for what you would like. Because you always achieve what you actually see in front of you or you kind of, you know, make that mood boards and it’s something that you want, you kind of put the mood boards in order to get what you actually want. And I keep talking about maths and it’s not just the maths, it’s actually about being a good teacher, but also as well. Yeah, it’s having those conversations letting people know what you would like to do, you know, in order to move the journey forward, you may not always get it but keep on asking and keep on showing that you can do it, it’s important to say you’re saying well actually I want that without adding the showing that you have the evidence in can do it too, or you need to do it.

    Kathleen Cushnie 26:27
    So speaking up and taking action.

    Joan Cushnie 26:30
    Yeah, speaking up, taking action. Yes I like the way you put that, speaking up and taking action. Yes, absolutely. And just having that determination. The confidence and as we, as I keep saying that support around you.

    Kathleen Cushnie 26:44
    What have you had to overcome that has enabled the most growth? So in terms of what lesson has been the hardest and the most difficult that has given you the greatest growth as a leader?

    Joan Cushnie 26:58
    Um, I suppose. When you come in with a suggestion as a leader, and you think yeah I’m gonna do this I’m gonna do this, but you sometimes you’re kind of met with resistance. And I suppose that’s one of my, one of my hardest lessons been able to not take it on a personal level, and just kind of overcome that as a personal thing and then look at different ways in which you can support those teachers that possibly or, you know resistant or unable to do what you’d like them to do. I suppose it’s kind of adapting my leadership style in order to support all people, in all circumstances and I think that’s probably one of the hardest, hardest lessons but one of the key things I’ve learnt. And if not, everybody will hear your message the way that you are saying it, it is important for you to be able to change, adapt the way you say that message keep to your key message of course, but kind of adapting the way you say it in order to ensure that everybody is on board with and comfortable with it, and those that are resistant to it you just don’t take on a personal level, but go with what you need do.

    Kathleen Cushnie 28:13
    That’s so important. That’s a good answer.

    Joan Cushnie 28:15
    That’s one that has taken up I think for me along the way, I mean I’ve got better as I’ve gone on which is a good thing. Again, gaining support from others, but that’s one of the key things at the beginning, I would take things personally when you know when I say, you know we’re doing this and it never used to happen. But one of the key things is not taking into the personal. Just as you, you know, it’s not you, it’s maybe the message and the way that you’re delivering it and the way that you’re supporting others to achieve that.

    Kathleen Cushnie 28:42
    Okay great. So what I’m taking from that then is that we shouldn’t as leaders take things personally, because something is usually not about the person. It’s about what could be actually going on to that person themselves actually in the context and the lens that they’re viewing your message through, which I think is a key, key thing here,. And sometimes as leaders, where, you know, again, got the cape on. You want to make an impact, but sometimes the message that you’re delivering may not land, with the same intentions as you intend.

    Joan Cushnie 29:21
    It’s that isn’t it it’s not taking it personal.

    Kathleen Cushnie 29:25
    So, as we’re coming towards the end, I just want to quickly talk about, there’s a lot going on. I think for you in terms of you’ve said you’ve completed your NPQSL, you’re now maths lead but you kind of haven’t spoken about the leadership that you’ve been doing across the MAT. Just tell us very quickly about that, what, what is it that you’re doing as a leader across the MAT because I think that’s really important, because it’s not just in your school, what are you doing outside of the school?

    Joan Cushnie 29:56
    Well, I’m currently the chair of our MAT’s, good practice meeting across the MAT, and we started about three or four years ago, and it was very active, and it’s really the good opportunity for us to share our good practices, and for us to think of a goal that we would like or an objective that we’d like to achieve across the MAT, and I’m there kind of helping to kind of, you know, push that objective through, and keeping us working together as a group to achieve a common goal. It’s been really, really, really, really instrumental in developing my leadership skills further doing this. And having that kind of working collaboratively with others, but pushing my colleagues forward and ideas and bring this all together. Very, very, very instrumental in developing my leadership, leadership skills, not just in that, but having that ability, or opportunity to bring us together, not just locally as a school, but within across the MAT.

    Kathleen Cushnie 31:01
    Okay, going on as a teacher, how do you maintain you, what do you do for you to keep yourself, you know, at your optimal self, what do you do?

    Joan Cushnie 31:12
    I like to walk. I do lots of walking. I do a bit of pilates and sit and read and listen to music as well.

    Kathleen Cushnie 31:21
    So, what’s been the best resource that have helped you along your journey, maybe might have a book what’s what’s, what helps you?

    Joan Cushnie 31:30
    You!

    Kathleen Cushnie 31:33
    That’s very kind.

    Joan Cushnie 31:36
    You have. You know what you have you have been a good resource, you know, you know, you know that and just having those conversations with you about you know what I’m doing in the classroom where I’m at, is just being, you know, being real, being really, really key for me.

    Kathleen Cushnie 31:55
    So having those conversations with people around you, just to kind of spur you on. So really, a human resource are very, very important, and you know it’s having that network around you that can encourage you along the way. Would you say that’s been….?

    Joan Cushnie 32:10
    Yeah, absolutely. I must admit I do read, you know, lots of things you know, to kind of, subscribe to the Education Endowment Foundation and The Key, The Key as well and read articles in there and looking at different scenarios. But there it is actually talking to talking to you and also and attending, you know maths, good meetings with other leaders from across, you know, across the borough has been key as well. Which is quite nice as well because one of my next steps as well, is to doing training.

    Kathleen Cushnie 32:47
    Okay, we’ve come to the last part. I’ll start with three deep dive statements, and a random question. All you’ve got to do is finish the statement. If I was a new teacher again, I would…

    Joan Cushnie 32:58
    …not work as hard as I did in the first year, and think I could do all by myself but seek out support from others.

    Kathleen Cushnie 33:06
    What I love about my role is…

    Joan Cushnie 33:08
    …coming into school every day and seeing the progress that the children make within the class.

    Kathleen Cushnie 33:14
    Leadership is…

    Joan Cushnie 33:15
    …communicating, and delivering your vision as you inspire and motivate others to come along on the journey to have an impact on the learning of others.

    Kathleen Cushnie 33:26
    Okay, last question. You are in a supermarket but can only walk down one aisle to restock which aisle do you take the resilience, positive mindset or clear boundaries aisle.

    Joan Cushnie 33:37
    I’d take the positive mindset aisle actually, because I think you do need to have that I can do attitude, all the time, and resilience comes along with a positive mindset but having that I can do I can move forward and having that clear goal of moving forward. That’s what I will do.

    Kathleen Cushnie 33:56
    Fantastic! Brilliant! Okay, thanks for joining me on the podcast, and I hope that you continue to take this positive mindset, and continue to adapt in your career. Thanks Joan nice talking with you.

    Joan Cushnie 34:12
    Thank you.

    Kathleen Cushnie 34:15
    Thank you so much for listening. I hope you were inspired and gain some insight, which can help you as you progress on your journey. Do share your key takeaways on social media, and let people know what resonated with you. Remember to tag me, I’d love to see your thoughts, and subscribe to the podcast, if you haven’t already. Thank you for being here. Until our next episode. Be safe, be well. But most importantly, keep growing. Remember, there is power in your voice, and it all starts with a conversation.

    Transcribed by https://otter.ai