Leadership in education isn’t a ladder to climb but a journey to navigate. Andrew Dalton reflects on his move from Principal to Group Director, exploring how the shift expands your influence yet changes your daily connection to the people and purpose that make schools so special.

For many school leaders, the move from Principal to Group Director seems like a natural next step. It offers the chance to shape education across several schools rather than just one. The role promises broader influence, strategic oversight, and the opportunity to make an impact at a systems level. Yet, as I discovered, while the view becomes wider, some of the most rewarding parts of school life inevitably fall away.

I had the privilege of serving as Principal in three international schools over several years in Thailand, Indonesia, and Malaysia. Each was unique, with its own culture, community, and challenges. Those years were deeply fulfilling. As a Principal, your world is defined by the daily life of the school. You are surrounded by students, teachers, parents, and colleagues who share a common purpose. You witness learning unfold before your eyes, hear laughter in the corridors, and feel the immediate impact of your leadership. The work is personal, tangible, and profoundly human.

A few years ago, I stepped into the role of Group Director of Education, overseeing two schools and helping to plan for several future new ones. Overnight, my focus shifted. The work became more strategic and less immediate. I began thinking about long-term growth, policy, governance, budgets, recruitment, and consistency across schools. It was a move from the day-to-day routine of one school to the broader responsibility of ensuring that several schools could thrive and evolve together. It was leadership on a larger stage; rewarding, but very different.

One of the greatest adjustments was the sense of distance that came with the role. I remained in the profession I have always loved, but was no longer deeply embedded in the daily life of a single school. I missed the spark in a student’s eyes when a lesson landed well, the hum of learning in classrooms, and the buzz of a Friday assembly. My leadership became less visible. Instead of leading people I saw every day, I was now supporting Principals and leadership teams who led their own communities. The work still mattered deeply, but the satisfaction was less immediate and more abstract.

I also had to learn the art of stepping back. After years as a Principal, it wasn’t always easy to watch things being done differently from how I might have done them, and I don’t mind admitting that more often than not, they were done better. A Group Director must trust others to lead in their own way, offering guidance and support without interference. It takes discipline and humility to resist the instinct to step in, and instead focus on empowering others to succeed.

The skills that make someone an effective Principal don’t automatically translate to the Director role. The close focus on teaching and relationships must be complemented by diplomacy, systems thinking, and strategic patience. As Group Director, you become the bridge between schools and their governing bodies, between vision and delivery, and between leadership and policy. The work depends less on direct management and more on collaboration, influence, and trust.

There are, of course, great rewards. The opportunity to shape the educational direction of several schools, to develop future leaders, and to ensure consistency and excellence across a growing organisation is enormously fulfilling. You gain perspective, seeing how different contexts can share a common purpose and values, each adding something special to the whole.

Still, I often remind aspiring leaders that this move isn’t for everyone. It isn’t a promotion in the traditional sense. It’s a shift in focus, identity, and daily experience. I found myself missing the immediacy of school life, such as knowing every student by name, seeing the impact of great teaching, and being part of one close-knit community. The role of Group Director can, at times, feel abstract and even a little lonely. You are still shaping education, but from a greater distance.

Leadership progression in education isn’t a straight ladder to climb. It’s a journey that takes many forms. Both roles, Principal and Director, are vital and deeply rewarding in their own ways. The key is to recognise which role best aligns with your strengths, your purpose, and your sense of fulfilment.

As for me, I feel privileged to have experienced both. The perspective I’ve gained as Group Director has been invaluable. Yet, the heartbeat of our profession remains the same: teaching. There is no greater privilege than helping shape the future through our schools and our students. I still believe, without question, that teaching is the best job in the world.

Andrew Dalton
Group Director of Education
ParkCity Education Group