As Head Teachers, we often enter our roles with the intention of having all the answers, solving every problem, and fixing each issue that arises. As I reflected on my own journey as a Primary Head Teacher, I began to realize that this approach is neither sustainable nor realistic. This is particularly the case now given the pressures and complexities that exist in the system and the ever changing needs of our communities.

We sit within our establishments and communities, and we know them really well. In terms of the 3 fields of knowledge[1] we would often describe ourselves as strong and secure in the first. We know our communities, we know the challenges they face. This is what we know. But how about that second field? What is known by others across the system? As lifelong learners we value engagement in professional learning and dialogue and often move into this second field of knowledge as a matter of course throughout our careers. So far, so good but what about the third field of knowledge? How often did we bring all of this knowledge together to collaborate and create something new, within and across sectors? When did/could we become actively involved in change that impacts beyond our schools, our clusters and our authorities?

It was this question that sparked my interest and resulted in my application to join the Excellence in Headship Stretch programme. During the 18 months of learning and research that took place, my perspective began to shift. I pressed pause. I carved out time to think differently, to think about what could be achieved when highly motivated, well-informed colleagues such as those I was lucky enough to be working alongside could collaborate, not simply to fix a problem but to actually re-shape the context in which the problem sat.

The success of this was very much driven by those I collaborated with, and I was lucky to work with some of the very best. We began as participants, became colleagues and I now count them as friends. Together, we embarked on a journey of exploration, interviewing leading thinkers, academics, and practitioners in education and beyond. Through dialogue and debate, we refined our ideas, challenged assumptions, and envisioned new possibilities for the spheres of influence within which Scottish Head Teachers moved.

We had the opportunity to challenge the status quo whilst also being challenged in our thinking. We reviewed and refined our original ideas, taking time to clarify and explore the impact of our proposals and we recognised what a unique opportunity this programme provided, an opportunity to be part of the change we wanted to see. High quality professional learning such as this, does more than simply expand your knowledge base and skillset, it motivates and inspires, changing your perspective in the process.

My professional curiosity piqued, I began to consider how I could use this learning and new perspective in a new context. Inspired by the rich examples of collaboration displayed by those in this cohort and by the quality of professional discourse afforded me by those we interviewed I began to consider a different way of working in the education system.

Threading its way throughout this learning journey for me was the transformative power of collaboration. It was this driver of change which subsequently shifted my perspective and indeed the role I played in the wider system. It became increasingly clear that regional and national ways of working play a pivotal role in fostering collaboration and translating policy into meaningful action in our learning communities. Inspired by this realization, I eagerly embraced an opportunity to work within The West Partnership. Working regionally this team brought the policy into practice in a way that was relevant and contextualised; they truly understood what was needed and by who.

My journey through the EiH Stretch programme and subsequent role within The West Partnership underscored the importance of system leadership and collective action in driving educational change. Specifically, working with the team at The West Partnership, I could see how they enhanced the work of our local authorities, and brought networks and expertise together to focus on activities that had the greatest impact on learner experiences and outcomes. I found alignment of my new learning with my new role.

Importantly, my experience is just one among many. Every participant in the programme has their own unique story to tell, but what unites us is a shared commitment to continuous learning. Each one of us gained insight, forged new connections or explored a challenge from a fresh perspective. As I said during my time on the course and since, every Head Teacher should have the opportunity to participate, to have the protected time protected to think, to question, to critique and to get involved in the debates that impact on the work we do.

Bridging the gap between research, policy and practice, engagement with Head Teachers ensures that the latest research informs their decision-making, leading to more informed and effective leadership. In addition, providing platforms for Head Teachers to critically engage with policy creation and decision making through collaborative practices ensures coherence and confidence in the system.

By fostering collaboration, we create a network of expertise that transcends individual schools. This shared knowledge enables Head Teachers to tackle common issues more effectively, learn from each other's experiences, and collectively elevate the quality of what highly effective practice looks like across the country.

As Head Teachers we cannot help but try to solve every problem, but by embracing empowerment through collaboration, we realize that we are no longer alone—we have each other, and together, we are a formidable force for positive change in education and that is a pretty powerful position to be in.

[1] The 3 fields of knowledge would be considered: what is known by practitioners; what is known out there in the system; and the generation of new knowledge.