Dr Tesca Bennett is Head of Science at a mixed comprehensive school in Lambeth. Tesca experienced her first taste of teaching while undertaking her biotechnology PhD at the University of Manchester, which was sponsored by the BBSRC and Unilever.
After a period working in research and development, she went on to form a recruitment company supplying scientists and laboratory staff to the scientific industry. As exciting as this was, she was keen to use her science training and joined the teaching profession as a Fast Track teacher in 2003.
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Hello, my name is Tesca Bennett and I am currently Head of Science in a school in London. I am currently in my third year of teaching, having changed professions following a PhD and a career in industry and business.
The Fast Track programme values the experience that I have gained, and recognises its transferable currency, in school leadership and leading highly effective teams. My past experiences and potential have been continually nurtured with a very personal personalised development programme that I determine. Through the NCSL online communities and regional and national events, Fast Track has provided all the tools and equipment ready at hand.
Due to the wider school focus that all Fast Track teachers undertake, I have been exposed to a holistic view of the challenges that school leaders face. An example of this is the lack of motivation which affects Year 9 cohorts post-SATs. To address this problem, four colleagues and I submitted a proposal for a cross-curricular project for the Rolls Royce Science Prize. The aim of the project was to consolidate students’ knowledge at Key Stage 3 and provide a transition for Key Stage 4. This provided students with key opportunities to develop their scientific skills and critical thinking skills. The month-long forensic science project involved students addressing various themes in forensics, from the science, to the morality of crime in RE, to using fingerprint patterns in art. We subsequently won First Prize in the Rolls Royce Science Prize and £20,000 for the school, but the ultimate reward was the enjoyment by the students and the enrichment it brought to the curriculum. I have subsequently developed this in my new post and used forensic science as a basis to host a vocational enterprise and initiative day for Year 9.
In general, I have found that the whole school focus has involved sharing good practice and me transferring what I do in the classroom to a whole-school INSET. This has involved facilitating whole-school literacy INSET, researching and developing the 14-19 curriculum and bid proposals and presentations to senior leadership team (SLT) and governors. It has been a steep and challenging learning curve, but throughout I have had the constant support of Fast Track and my personal lead tutor (PLT). PLTs are usually ex-headteachers or have been members of the SLT and they are still actively involved in initiating school improvement, either working with the DCSF or NCSL, amongst others.
I would say the most invaluable benefit of Fast Track has been the mentor support provided by my PLT. Over the three years, our relationship has evolved into one of a trusted and critical friend. Somebody that I respect, and I have the confidence that they can ‘walk the walk’, as well as ‘talk the talk’. Her primary focus is developing me and she is able to bring a fresh perspective and impetus to any professional challenges that I face.
The professional development opportunities on Fast Track have been numerous and of a very high calibre. Often the courses and residentials run are those that are offered to serving headteachers. It is this exposure and support that supported me in a management role very early on in my career. More recently I have just begun the Leadership Pathways programme, which is the replacement for the NPQH Access. Not only have these CPD opportunities enabled me to reflect on my vision for leadership, they are an excellent opportunity to discuss and share ideas with like-minded aspiring leaders.
When asked about what drives and sustains me in leadership, the unequivocal motivation behind my pursuit for progress and development has been the variety of challenges that I face every day. In my current role as Head of Science, I know that I am not just effecting change, but that I am making a difference. I think my personal aspiration to become a school leader is merely a magnification of this, hopefully ensuring that these rewards are experienced by a wider audience.
My passion is to ensure that every child achieves regardless of their personal circumstances or socio-economic background. In school, we use the term ‘every child matters’ daily, but I think in leadership I think it’s ‘every person matters’, whether that’s colleagues, parents or the community, to name but a few. There are so many stakeholders who contribute to a child’s success that school leaders have an exciting and diverse role in ensuring that schools cater for these needs.
It is not acceptable to me that some children leave school with a negative experience or with limited life choices. Inclusion should not have to remain on the school’s agenda, because a school by its very ethos and the essence of the school community should be inclusive. Probably one of the most frustrating challenges is having the awareness of where change is needed, having the capacity to effect that change, but not having the status. I want to be part of the decision-making process and help to shape that change. For me school leadership should be about removing the barriers to both teaching and learning so that every child has the opportunity to sample success.
As a mother of two very young children, it is important to me that I balance my own ambitions and aspirations with the needs of my children and family. Foremost in my considerations are my family. It’s not always easy to get the balance right, but I think that is true for leaders in any profession.
I think there is a misconception that becoming a Fast Track teacher equates to more work. In my experience that is very far removed from the truth. There are several excellent teachers out there who should be Fast Track. They are contributing on a whole-school level, they’re leading teams, and they have a vision for an improved school community. What they lack is the know-how, or the support. The Fast Track programme just provides that support and know-how. It is so personalised that you set the agenda. The challenge is still the same, I think what changes is your perspective on that challenge, and how you meet it.
As attractive and exciting as the pull of headship is, I know that I am neither ready nor able to give my full commitment to it now. However, I am working towards it. So in the interim assistant headteacher or deputy headteacher roles are opportunities to develop my leadership skills and emotional intelligence further. Most importantly, with the support of Fast Track, it is a time for me to clarify and refine my vision for school leadership, so that when the opportunity arrives, I am 100% ready to embark on that challenge.
Name:Tesca Bennett