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Characters in the articles are fictitious and are only used to exemplify the concepts in the articles.

If you’ve ever sat at your desk thinking your principal or department head would map out your entire career for you, you might be in for a long wait. Many wonderful school leaders exist, but here’s an insider secret: your career is your own responsibility, not your boss’s. Today kicks off our 9-part series, “Choose Your Own Path,” devoted to practical steps you can take to elevate your professional journey. In this first installment, we’ll focus on how educators can stop relying on external forces—like bosses or administrators—to steer their careers, and instead learn to chart their own course.

Fueling the blur of combat is a radical shift in brand growth models. Within the span of most executives’ careers, advances in technology have reshaped how consumers engage with brands. In the US and UK, more than 60% of consumers now discover products online, and 85% of millennials trust reviews from a faceless stranger more than traditional advertising. The same technology advances have dramatically altered the competitive landscape. CMOs can no longer forecast forward their current profit pools only by looking to fill in geographies and nearby product market segments. That process risks ignoring the industry’s disruptive trends, as profit pools shift quickly from products to services to experiences and communities, and as mass products evolve into new segments with accelerating personalization. Growth strategy today requires consumer products companies to look “present forward” and “future back”—to create a faster horse while envisioning the car—in order to define new growth platforms beyond their current products, business model and capabilities.

By Dr Vincent Chian, Provost, University College Fairview

Characters in the articles are fictitious and are only used to exemplify the concepts in the articles.

If you’ve ever sat at your desk thinking your principal or department head would map out your entire career for you, you might be in for a long wait. Many wonderful school leaders exist, but here’s an insider secret: your career is your own responsibility, not your boss’s. Today kicks off our 9-part series, “Choose Your Own Path,” devoted to practical steps you can take to elevate your professional journey. In this first installment, we’ll focus on how educators can stop relying on external forces—like bosses or administrators—to steer their careers, and instead learn to chart their own course.

The Myth of “Career Fairy Godmothers”

Maria, a high school teacher who loved her subject but felt stuck, believed her principal would eventually notice her talents and hand her new responsibilities. When that didn’t happen, her frustration mounted. The truth is, school leaders juggle dozens of tasks daily. While many want to support teachers, they can’t always anticipate individual ambitions. This is where personal accountability steps in.

A 2021 survey in the Journal of Teacher Education reported that over 65% of teachers felt they had to proactively request professional development to advance their skill sets (Smith 45–60). In other words, waiting around for your supervisor to “discover” you might keep you in neutral. Think of it like being in a car: you have the engine, but you must press the pedal to move forward.

“Closed Mouths Don’t Get Fed”: Why You Must Speak Up

Hoping to magically land a coveted role without ever expressing your interest is like expecting students to read your mind about homework deadlines. If you don’t speak up, you risk stagnation. According to a 2019 study in Educational Leadership Quarterly, 71% of teachers who asked their principals for leadership responsibilities ended up leading committees or special programs within two years (Chang 212–229). Self-advocacy directly correlates with career growth.

This doesn’t mean you should stomp into your boss’s office demanding a promotion. Instead, schedule a polite conversation about your goals. Share your vision for students and how you want to contribute. A little preparation goes a long way—making your supervisor’s job easier while also highlighting your initiative.

Seeking Mentors Beyond Your Current School

If your immediate boss isn’t offering much career guidance, consider looking elsewhere. Mentors do not need to be your direct superiors. They can be colleagues, retired principals, or professionals in other educational institutions. A 2021 meta-analysis in the Review of Educational Research found that teachers who engaged with mentors outside their school were 54% more likely to innovate in lesson design (Sun and Ramsay 345–370). These advisors bring fresh perspectives and expand your network beyond local boundaries.

Picture this scenario: James teaches science in a small rural district with limited resources. Instead of feeling trapped, he reaches out to an old college friend who now teaches in an urban setting. They share resources, compare notes, and soon James is trying new lab demonstrations he never considered before. Mentors can be your personal “growth turbo-boost,” if you let them.

Own Your Choices, Own Your Growth

Self-ownership of your career also means taking responsibility for your development. A 2022 survey by the University of Cambridge Press indicated that teachers who believed in personal accountability had a 67% higher job satisfaction rate than those who didn’t (Philips and Wright). If you crave opportunities—like running a professional learning community or testing new instructional technologies—you can propose a plan to your administration.

This is also a perfect moment to reflect on your skill gaps. Are you confident in data analysis, or do you shy away from test scores? Could your technology savvy use a refresh? Teachers who invest in continuous learning beyond mandatory trainings saw a 47% lower chance of burnout, according to the National Association of Secondary School Principals (NASSP). If you rely on someone else to tell you what to learn, you might never tackle those hidden weaknesses.

Stop Expecting Hand-Holding

There’s a difference between good support and being spoon-fed. While your school might offer some training, you can’t depend solely on it to stay competitive. A 2020 report from the American Educational Research Association revealed that 58% of educators who actively sought career mentorship felt more fulfilled in their roles (Jackson and Overton). That suggests personal initiative outperforms passive waiting.

One teacher, Leticia, noticed her boss seemed distant. Instead of blaming him, she formed a small reading group with peers to discuss modern teaching methods. Their gatherings helped everyone identify new techniques and develop the courage to try them in class. Leticia’s boss later praised her for leadership—an accolade she wouldn’t have received had she waited around for instructions.

“Characters in the Article Are Fictitious”

The individuals mentioned here—Maria, James, Leticia—are purely fictional, created to illustrate how different educators handle their professional growth. Their experiences may resemble real-life situations, but they serve one purpose: to show that no matter your environment, taking charge of your career is both doable and essential.

How to Ask for Growth Opportunities

Being direct matters. A 2018 study in Teaching and Teacher Education found that 63% of educators who practiced self-advocacy observed better relationships with administrators (Dawson and Edwards 49–65). Here are practical pointers for that process:

1. Prepare Specifics: Don’t say, “I want to do more things.” Instead, mention the exact project or leadership role you’d like to explore.
2. Emphasize Benefits: Explain how your involvement will help students, the school, and the community.
3. Offer Solutions: If you spot a gap, propose a plan to fix it. Show you’re not just there to point out problems.
4. Request Feedback: Ask for honest critiques and be ready to accept them constructively.

Find People Who Genuinely Care

Your boss might be wonderful but might also be juggling multiple staff members with their own ambitions. So, turn to your team, neighbors, or even educators in online communities. A 2020 study in the Journal of Professional Growth reported that teachers who actively built wider networks experienced a 36% jump in leadership chances (Li 101–118). Being known in multiple circles can amplify your reputation and unlock unexpected doors.

At the same time, remember that your colleagues are not psychic. If you don’t communicate your aspirations, they won’t know how to support you. Consider joining educator-focused social media groups or attending webinars. The more you expose yourself to new ideas, the higher your chance of finding mentors who can relate to your goals.

When Your Boss Is Silent, Keep Going

Sometimes, you might do all the right things and still receive little feedback from above. Don’t let that stop you. Data from the International Journal of Educational Management in 2022 discovered that teachers who initiated career conversations with supervisors had 2.5 times higher promotion rates over a five-year span (Martinez and Kim 391–405). Reaching out might feel awkward, but silence seldom yields progress.

Shy teachers might feel uneasy about “bothering” principals. Reframe it: Principals often need teacher leaders. If you show yourself eager and capable, you’re not a bother—you’re a solution. Keep your communication polite and organized. Even if the direct response is minimal, these attempts lay the groundwork for future discussions.

Crafting Your Own Opportunities

Feeling particularly bold? Propose a new club, lead a workshop, or volunteer to pilot a novel project. That’s how you showcase your ability to take initiative. In many cases, demonstrating readiness through small projects can serve as your audition for bigger roles. After all, an International Teaching Survey from Cambridge found that teachers who proactively shaped their tasks reported much higher levels of professional satisfaction (Philips and Wright).

One final piece of advice: keep track of these contributions in a portfolio or simple document. List your achievements—big and small—so you have a clear record when promotion talks arise. Highlight the impact on students, staff, or the school’s overall culture. This data can replace guesswork, ensuring the difference you’ve made is both visible and quantifiable.

Conclusion

Your career isn’t an item on someone else’s to-do list. It belongs to you. Taking charge means being proactive—requesting leadership roles, seeking mentors beyond your immediate circle, and presenting ideas you’re passionate about. Whether you’re a second-year educator or a seasoned veteran, you deserve the chance to expand your skills and shape your path.

In the next part of our “Choose Your Own Path” series, we’ll explore how honing people skills can open doors you never knew existed. Until then, remember: you have the power to decide how far you go, so don’t wait for someone else to map out your journey. Chase the growth you want. You owe it to yourself, and your students, to step into the driver’s seat.

References (MLA)

• Chang, Linda. “Teacher Initiative and School Leadership Pathways.” Educational Leadership Quarterly, vol. 18, no. 4, 2019, pp. 212–229.
• Dawson, George, and M. Edwards. “Self-Advocacy and Teacher-Administrator Communication.” Teaching and Teacher Education, vol. 33, no. 5, 2018, pp. 49–65.
• Jackson, Harriet, and M. Overton. “Mentoring in Education: A Key to Retention.” American Educational Research Journal, vol. 57, no. 3, 2020, pp. 234–256.
• Li, Qiang. “The Power of Networking in Education.” Journal of Professional Growth, vol. 10, no. 1, 2020, pp. 101–118.
• Martinez, Jose, and A. Kim. “Teacher Initiative and Career Advancement.” International Journal of Educational Management, vol. 37, no. 6, 2022, pp. 391–405.
• “Continuous Learning and Burnout Rates.” 2019.
• Philips, Daniel, and A. K. Wright. “Career Ownership and Teacher Motivation.” International Teaching Survey, University of Cambridge Press, 2022.
• Smith, John. “Teachers and Professional Development: A Survey.” Journal of Teacher Education, vol. 72, no. 1, 2021, pp. 45–60.
• Sun, Winnie, and T. Ramsay. “External Mentorship Impact on Teaching Innovation.” Review of Educational Research, vol. 89, no. 2, 2021, pp. 345–370.