Age is a Number – It’s What You Do With The Years Counts

by Sam Gipson

“Are you sure you want to shave?”

Just shy of two years ago, I was preparing for my first principalship interview. At barely 33 years young I was sure I was not ready. I had thrown my hat in the ring just for the experience, as my aspiration was (and still is) to be a quality and high-impact school leader.

When I looked at my wife just as I had put a razor to my face and committed to the shave, she followed up with: “You just look a bit baby-faced when you do!”

The imposter syndrome hit me with full force. I am not experienced enough. I do not know enough. I have not done enough. I do not look the part. I am not old enough. Why am I even doing this interview?

Now, at the ripe old age of thirty-five (admittedly having regrown a beard) and a full year into the job as Principal at one of the more established international schools in the region (celebrating fifty years of Kinabalu International School excellence in 2023), I feel I can look back and say with some confidence that I was wrong.

This year, enrollment has increased by nearly 30%, new building works are underway, several new programs are being launched, curriculum refinements are in process, and a new leadership structure is going live in August. I also was recently appointed as Vice-Chairman and Secretary of the Association of International Malaysian Schools (AIMS).

After a year in the role, and reflecting on the many challenging situations I have led through (both here and in my previous roles), I have come to the realisation that years of experience do not always equate to actual experience or the ability to navigate new and complex ones.

Some years ago, I was speaking to a long-established principal, asking what made him so impactful. His reply was simple: he had “been there and done that”. His quality leadership was not so much built on the ability to make hard decisions, but rather that he either had to (or had seen) similar decisions made in the past. He had been around long enough to see the same thing more than once, and as a result, could more often than not make the right call.

Teachers – those who have been in the game a while and those who have been around a little less, have all seen similar trends come and go. It is a sometimes unfortunate part of education.

However, the speed of change has accelerated, and while I am a firm believer that traditional schools as institutions will maintain a central place in our communities for a while, leadership, particularly in complex and evolving international markets, is never set.

Impactful leadership in 2024 and beyond will not come from those who “have been around the block”. It will be those who can appraise a situation or problem and create a pathway forward based on principles rather than precedents and preconceived notions.

Looking back at the year that was, age (aside from a few parents raised eyebrows and being asked on more than one occasion at principal/heads conferences “Who are you here on behalf of?” has had no impact on my ability to make an impact.

If anything, my junior years have served to support progress. Rightly or wrongly, an assumption has followed that youth means energy and an ability to tackle the intractable and complex problems facing schools, indeed all of us, in the ever-changing world of 2024.

So, for all the young and aspiring leaders, in what follows, I have laid out what has worked for me and repackaged it as advice for you to take or leave.

The Best Schools are Not Always the Best Schools (for You).

There is a tendency to target the all-singing, all-dancing destination schools as the next place to work.While these institutions are undoubtedly absolutely wonderful and you are bound to learn a lot, the best schools do not always offer the best experiences to develop and grow. Why? Because they are the best and they function and they function exceedingly well. Finances flow and problems are solved. Additionally, there is staunch competition. Lots of wonderful people, all doing wonderful things.Conversely, the schools that are on the road to being the best are a fantastic place to be put under pressure to find a gap in the proverbial market, implement a new program, or simply be exposed to things not being 100% groovy all the time. Also, to make the odd mistake or two.You will learn infinitely more about yourself as a leader, your strengths, and more importantly, your weaknesses by working somewhere that does not always work. Where the paint is chipped or that is building itself from the ground up.If being a quality leader of impact is the aspiration, take a chance on the not-so-shiny school. While you might not be surrounded by the best all the time, you will have more than enough opportunity to demonstrate your best.

Challenge Yourself with Challenging Circumstances.

Much like the above point, take a risk and work in an environment that does not always work.

While the Philippines is by no means a hardship post, it did come with a multitude of challenges I did not fully anticipate. From typhoons to floods, earthquakes to volcanic eruptions, transport strikes to terrorist threats, traffic mayhem, droughts, blackouts, and heatwaves (not to mention the pandemic!)… there was always a problem to solve, a message to craft, and an obstacle to overcome.

Navigating these challenges while also dealing with the day-to-day of exams, accreditation boards, compliance with local laws as well as ensuring quality teaching and learning, was not always easy. However, my time in Manila was immensely formative.

I have heard it repeated by a range of colleagues over the years, the importance of spending time working in challenging schools in home countries (particularly the UK!). Honing behaviour management skills, a sixth sense for detecting trouble, and the ability to keep thirty teenagers engaged in your lessons, while also being put under the pump with paperwork and compliance tasks.

While I would never advocate for anyone working in an unhappy environment, I will always strongly encourage new international teachers and aspiring leaders to seek out challenging ones.

So, rather than look just to the top schools and the plum postings, seek out a location that will force you to lead differently and present unique problems for you to overcome.

Step “Unto the Breach, Dear Friend”.

There is an emerging tendency observed by many of my more seasoned colleagues that younger teachers are reticent to take on additional tasks, job roles or areas of responsibility, lest they not be amply rewarded and recognised.

For anyone with their sights set on leadership, step into the breach. Take on the student council, offer to lead that area of curriculum development, or take the chance to support a trip.

Through these experiences, you will develop a far greater holistic awareness and understanding of what a school is (hint: it is much more than just teaching). It will also give you the opportunity to, simply, lead. To take charge of a situation, to implement change, and to have an impact.

Do not overburden yourself or become a “yes” person who does everything for everyone, but equally avoid becoming a “not unless I am paid” person.

I am aware that this piece of advice could be viewed as a “sly principal trying to get people to work for free”. However, remember that learning happens best by doing. You likely will not be paid (or paid well) for filling a gap in a school or developing a brand new program, but these experiences will be invaluable in not only developing your leadership skills but will also build your CV and getting you noticed.

In my time, I have launched new student information systems, devised and implemented house systems, rewritten child protection and safeguarding policies, led countless trips, student parliaments, model united nations, debating clubs, swim teams and more just because it needed to be done and more often than not, initially for free.

The unpaid will not be unpaid for long with the right approach.

Surround Yourself with Skyscrapers.

I cannot for the life of me remember who said this to me, or where or when, which is unfortunate given the impact these words have had on me. “Surround yourself with skyscrapers”.

Identify in your life (both within and outside your professional context), people who “get it” and who have “done things” and “made an impact”. Speak to these people regularly and ask for their advice. Let them coach you, mentor you, challenge you, and take you down a peg or two.

I have been incredibly fortunate to have a number of skyscrapers in my life. Former colleagues, professional acquaintances, family members, and friends.

Some of the best skyscrapers I have in my life from the education field are people I admired from afar but had never formally met. I was aware of their impact and achievements but had not had the privilege of meeting them. That is until I simply dropped them an email and just asked for a chat. It turns out that principals are by and large a lovely, caring bunch who are more than willing to take time out of their busy schedules to support you.

Make a list of your skyscrapers and why you value them. Then actually take the time to speak to them regularly. The impact is enormous.

Know Your Value.

Being acutely aware of your strengths and weaknesses allows you to know your own value. Do not over-inflate your worth, but also never undersell yourself. I have been guilty of both the former and the latter, and the impact is equally detrimental.

Being aware of what you can bring to the table is absolutely essential for growth as it is something that requires constant reflection and awareness. Knowing your value is to be vulnerable.

This will help you know where you fit in, where you need to develop, and what you need to do to get to the next stage.

A good part of my day is spent ruminating on my limitations and reconciling with the fact I am not an expert in most areas. The result is that I am able to spend time on the things that I am half decent at while delegating those tasks at which I am not, or allocating additional time to them.

For aspiring leaders, knowing your values (your strengths, weaknesses, and everything in between) is vital. It will help you channel your efforts while also stopping you from biting off more than you can chew. Moreover, it will help you know when it is time to move on or when it is time to take a step back and let others lead so you can learn.

I will be the first to admit that my pathway to senior leadership was not entirely orthodox, and there is a good dash of being at the right place at the right time to thank for my quite nice office. However, more than anything, it has been a willingness to do things and to learn things (rather than wait for things to manifest so I know what to do for next time) that has got me to where I am.

Age is but a number, it is what you do with the years that counts.

Sam Gipson is the Principal, Kinabalu International School, Malaysia

To connect with Sam on LinkedIn, click here         

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3 thoughts on “<strong>Age is a Number – It’s What You Do With The Years Counts</strong>”

  1. A fabulous read and very inspirational. The ‘skyscraper’ concept is a powerful one. We all need those individuals around us who believe in us, and we need to replicate this with our belief in others.

  2. Thank you Sam for the insightful blog!
    Age isn’t the most important factor in leadership. It’s the willingness to learn, take risks, and step up to challenges that defines our potential.

  3. I love Sam’s great suggestions for educators (which are also useful for any staff member). ‘Do not overburden yourself or become a “yes” person who does everything for everyone, but equally avoid becoming a “not unless I am paid” person’. Sometimes, you learn more through the things that might look ‘irrelevant’ to you. So practical and pertinent.

    Age is just a number, I cannot agree more, especially for a lifelong learner!

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