Growth, Not Just Movement

In education, it is easy to assume that progress always means moving into a new role, taking on a bigger title, or changing directions in a visible way. But professional growth is not always about movement. Sometimes it is about depth or refinement. Other times it is about becoming more aligned with the kind of educator, leader, or contributor you want to be.

I have always believed that leadership shows up in many forms. In the past, we used to talk about big L leadership for formal leadership roles and small L leadership for the informal roles and positions of responsibility that so many staff members take on every day. That distinction was helpful, but what mattered most was the recognition that all of these roles were leadership. Whether someone was in a formal role or not, they were still contributing in meaningful ways to student success.

That belief shaped how I approached leadership. I valued all roles, and I worked hard to ensure that staff did not feel less important simply because they did not want a formal leadership position with a big title. Not everyone wants or needs to move into administration, and that should never be seen as a limitation. Some of the most powerful leadership in a school comes from people who lead through relationships, influence, collaboration, and consistent action.

This is an important distinction because not every next step needs to look dramatic from the outside. A meaningful professional decision may be something as practical as choosing the right course, strengthening a skill set, or building confidence in a particular area of practice. It may involve stepping into a new responsibility, but it may also involve staying where you are and growing more intentionally within it. In both cases, the goal is the same: to move forward in a way that is purposeful.

That is where reflection becomes so valuable. When educators pause to think about what they need, what they value, and where they hope to go next, their choices become more thoughtful. They stop chasing growth for its own sake and start making decisions that actually support their long-term direction.

For some educators, growth may mean deepening expertise in an area of interest. Others may want to prepare for a different division, a leadership opportunity, or a broader system role. The point is not to follow a generic path. The point is to choose the path that aligns with where you are now and where you want to go next.

I have seen how important it is to recognize and affirm the value of different kinds of contribution. Staff members thrive when they know that their work matters, whether they are leading a committee, mentoring a colleague, supporting students directly, or taking on a formal administrative role. When people feel seen and valued, they are more likely to stay engaged, take initiative, and continue growing.

There is also something reassuring about recognizing that growth does not have to be rushed. A strong career is not built in one leap. It is built over time through thoughtful steps, consistent learning, and the willingness to keep developing. Sometimes the most valuable move is not the most visible one. It is the one that helps you become more confident, more capable, and more prepared for what comes next.

Growth, then, is not just about movement. It is about purpose. It is about choosing experiences that deepen your practice, support your aspirations, and help you move forward with clarity. It is also about honouring the many ways leadership shows up in a school community. When educators understand that both big L and small L leadership matter, they are more likely to see their own value and the value of others.

The best professional growth is not measured only by how far you move. It is measured by how intentionally you grow — recognize the leadership already present in the work you do.

For more insightful tips from Nina, you can continue reading here.

Have more questions about starting or navigating your career? Send your questions to Nina at njaiswal@jobsineducation.com

Meet the author:

Nina Jaiswal, an Educational Consultant and former Superintendent of Education, offers valuable insights for educators, both experienced and new. As an expert witness in school liability, discipline matters, compliance, and policy, her perspective is essential for understanding the complexities of education. In addition to consultancy, Nina dedicates her expertise to coaching staff at all levels, focusing on career growth, promotion preparation, leadership development, and competency strengthening in educational matters.

With over 13 years on the Accreditation Review Panel for the Ontario College of Teachers and a history of teaching at the University of Toronto and York University, Nina's voice is grounded in extensive experience. She has significantly contributed to professional learning at the Ontario Public Supervisory Officers’ Association (OPSOA) and served as a coach for the Ontario Principals' Council. Recognized for impactful partnerships with community agencies and families, Nina is a driving force behind fostering public confidence and elevating student achievement.  

Nina's writing is an indispensable resource for anyone eager to delve into the dynamic world of education.