Have you ever thought about being a governor? I know, you’re already horrendously busy. But hear me out: it might be one of the best things you ever do. 

I am a secondary teacher and a governor at one of our feeder primary schools. Yes, that additional role has meant extra meetings, and also some extra cover setting (your school will allow you time to conduct your role as a governor). But despite the extra work, it has been worthwhile as it has significantly changed the way I approach planning and lessons.

How I became a school governor

I was first introduced to the feeder school where I eventually became a governor through some transition work I was doing as part of my secondary teacher role. I found, as time went on, that I really loved the school and staff, and so I offered my time as a governor to see if I could help further. 

It’s one of the best decisions I have ever made. Here is why. 

1. Greater understanding of policy

While I do not currently aspire to be a headteacher, I have found that looking at all aspects linked to the running of a school has really helped me to understand my own school. 

There are so many strings to a headteacher’s bow, and so many parallels across primary and secondary. Health and safety, pupil premium funding and education, health and care plans are all things that I have only had experience with as and when needed for particular students. 

Looking at these things on a whole-school level has opened my eyes to the pressures on schools outside the classroom, and helped me to appreciate the big-picture thinking behind some decisions.

2. Appreciation of data tracking

My increased understanding of data and looking for patterns and anomalies have had an impact on my own practice - especially as I have always known the students whose data I am looking at. 

Being an outsider enables you to ask some different questions, and applying this when looking at data within my own classroom sometimes helps me to spot patterns I might not have done.

3. Higher expectations

I am in awe of primary teachers: the wide range of subjects and the knowledge that runs alongside this fills me with terror.

The greatest thing I have learned is a more thorough understanding of how language and knowledge develops. I knew little about EYFS and key stage 1 before taking on this role, and I am constantly amazed at what the students can accomplish and how much they are able to do by the end of  Year 2.

This impacted my own teaching: I realised the need to raise my expectations.  I need to use more retrieval and repetition to help them recall their learning, rather than assuming that they may not have learned something. 

From other CPD I have completed, and from what I have seen within primary schools, I also now see that I need to expose my KS3 classes to a more ambitious range of texts. Building on this exposure, I can structure my teaching to help them get to the point of understanding, rather than choosing texts which may be seen as “easier”.  I want to try and recapture the enthusiasm that sometimes gets lost in their transit into “teenagerhood”.

4. Alternative viewpoints

Because governors are not typically other teachers, I have found it really useful to hear other opinions on education. From working with my fellow governors, I have seen ways around managing situations and picked up ideas from stakeholders who have worked in a wide range of professions.

As well as this, being a governor has meant I have also been privy to the thoughts of the parent governors, and considered their angle. These alternative views help me to question my own “echo chamber” and consider other options. 

All rowing together

In addition to all of the above, I have found that being a primary governor has given me a greater understanding of what primary colleagues do and the need for us all to work together.

We all got into teaching to help the children in our care, and to guide them in their learning in the best way possible. Being a primary governor has made me see that further crossover between our phases would only serve to enrich this further.

Emma Breeze is an English specialist leader of education and professional tutor at Clacton Coastal Academy, in Essex. She has been a primary governor for one year