The role of the headteacher\u2019s personal assistant (PA) has quietly transformed over the past two decades, yet the language and expectations surrounding it have barely shifted.<\/p>\n
When I began working in education in 2000, the post was still widely referred to as the headteacher\u2019s secretary.<\/p>\n
The change to personal assistant came gradually, mirroring a broader shift in how the role was perceived inside and outside schools, and how it had become the operational linchpin of the school community.<\/p>\n
Yet the sector\u2019s understanding hasn\u2019t really kept pace with reality.<\/p>\n
This is not an administrative post that people \u201cfall into\u201d. For many, it is a career in its own right. It requires professional judgment, knowledge of the sector and a level of organisational leadership that goes far beyond traditional perceptions of admin.<\/p>\n
It is no longer confined to managing diaries, answering correspondence or organising documents.<\/p>\n
While those responsibilities remain essential, they now sit within a more complex portfolio that includes being a strategic partner to the headteacher and senior leadership team, as well as a contributor to long-term planning and school development.<\/p>\n
Schools work amid rising complexity, with tighter budgets, stretched leadership teams and a growing list of operational demands.<\/p>\n
In this context, the headteacher\u2019s assistant is no longer simply the person who \u201ckeeps things organised\u201d. Increasingly, they keep the organisation moving. Yet, it is still too often described as \u201cadmin\u201d.<\/p>\n
The most significant shift is the rise in leadership skills.<\/p>\n
It may vary from school to school, but often the role covers multiple areas of school life with many of us leading the administrative function, overseeing project management and supporting parts of human resources (HR).<\/p>\n
Yet, some are not given the language, training or recognition they deserve.<\/p>\n
For me, this shift became impossible to ignore. I didn\u2019t wait for permission. I learned to think strategically because the work demanded it.<\/p>\n
I realised if I wanted to support the leaders around me with confidence, I needed to take ownership of my professional development. That meant having conversations with the leaders I worked for to understand the role\u2019s value.<\/p>\n
This raised the question that if schools rely on personal assistants to work strategically alongside leaders, why is development still reserved for those with titles? It needs to be extended to those who are leading quietly, often isolated behind the scenes.<\/p>\n
Working with different headteachers has taught me each leadership style brings its own expectations. These shifts should be seen as opportunities, not obstacles.<\/p>\n
What suits one leader may not suit another. Navigating that change quietly, efficiently and without disrupting the core functions of the school requires a high level of emotional intelligence, resilience and self-leadership.<\/p>\n
This influence stretches far beyond efficiency. It shapes the culture, wellbeing and overall experience of the wider school community.<\/p>\n
And the post will become even more important as schools continue to navigate rising pressures, increasing expectations and ever-changing demands.<\/p>\n
It is essential because schools cannot function smoothly without someone who understands the whole organisation.<\/p>\n
With this strategic importance comes a particular kind of isolation. The nature of the role demands high levels of discretion, creating a natural distance from the wider school community.<\/p>\n
We learn to navigate this space carefully, setting boundaries that protect confidentiality while still building professional relationships with staff. This often requires a measured approach to make sound judgements often at a moment\u2019s notice.<\/p>\n
Whether it\u2019s deciding how to prioritise the headteacher\u2019s time or manage a sensitive situation that arrives unexpectedly at the office door, we are constantly weighing context, relationships and impact.<\/p>\n
These decisions are part of what keeps a school running smoothly.<\/p>\n
<\/p>\n","protected":false},"excerpt":{"rendered":"
I still manage diaries and answer letters, but I\u2019m also a strategic partner<\/p>\n","protected":false},"author":70,"featured_media":246386,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"om_disable_all_campaigns":false,"footnotes":""},"categories":[6],"tags":[939],"post-theme":[3562],"class_list":["post-246432","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-opinion","tag-leadership","post-theme-opinion-leadership"],"acf":[],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t