Teach17

Greg Bookman is the founder of Lime Tree Education Search and has worked in education recruitment for more than two decades. Drawing on his experience as a recruiter, school governor and parent, he helps schools make more thoughtful and sustainable decisions about recruitment, retention and staffing.

Question 1

What first attracted you to education recruitment?

If I’m honest, I didn’t grow up wanting to work in recruitment. I joined the industry in August 2005 as a 21-year-old and, like a lot of people, I fell into it.

At the time, I was coaching football and I’d always enjoyed helping young people develop and achieve things they probably didn’t think they could. Looking back, I think that’s why education appealed to me. I wasn’t in the classroom, but I could still play a small part in helping schools find good people.

What I didn’t appreciate then was just how much influence those decisions have. Every appointment affects the people around them. It affects colleagues, pupils, families and, in some cases, the direction of a school for years to come.

That’s probably why I’ve stayed in education for so long. You realise quite quickly that you’re not just filling jobs. You’re helping schools build teams that can genuinely change young people’s lives.

Question 2

What inspired you to establish Lime Tree Education Search?

It wasn’t one moment. It was something that built over a number of years.

The more experience I gained, the more I found myself enjoying the conversations before recruitment far more than the recruitment itself.

A headteacher would ring about a vacancy and, 20 minutes later, we’d be talking about succession planning, whether they actually needed to replace the role, how they were retaining staff, what the leadership team looked like or where they wanted the school to be in a few years’ time.

Then I became a governor.

That gave me a completely different perspective because I was suddenly involved in those conversations myself. You quickly realise that recruitment is only one part of running a successful school. Every staffing decision has educational, operational and financial implications. That made me question whether recruitment had become too transactional.

Lime Tree Education Search came from that.

I wanted to build a business that schools would come to because they valued our thinking, not just because they had a vacancy. Somewhere that could challenge their thinking, give honest advice and help them make good people decisions. Sometimes that leads to recruitment. Sometimes it doesn’t. I’m equally comfortable with either if it’s the right outcome for the school.

Question 3

What have you learned from two decades in recruitment?

Probably that schools don’t usually come to you because recruitment is the problem.

Recruitment is normally the thing that has surfaced.

Once you start talking, you realise the conversation is actually about something else. It could be succession planning, a change in leadership, financial pressures, growth, a restructure or a culture that has shifted over time.

That’s probably changed the way I work more than anything else.

These days, I’m far less interested in the job description than I am in what the school is trying to achieve. Once you understand that, the recruitment decisions become much easier because you’re solving the actual problem rather than just filling the vacancy.

I’ve also learnt that there are very few shortcuts in education. The schools that recruit well usually retain people well too. They invest in their staff, create environments where people enjoy working and are always thinking a few years ahead.

I don’t think that’s a coincidence.

Question 4

What is currently making teacher recruitment so difficult?

I think there are a number of factors, which is why there’s no single solution.

Teaching is still an incredible profession and I don’t think we should lose sight of that. Every week, I meet brilliant teachers and leaders doing amazing things for children.

At the same time, schools are dealing with increasing pressures. Budgets are tight, workloads have increased and expectations continue to grow.

I also think we need to be careful about the narrative around education. If all people ever hear is how difficult teaching has become, we shouldn’t be surprised if fewer graduates see it as an attractive career.

The schools that seem to recruit consistently well tend to have a really clear sense of who they are. They know what they stand for, they’re honest about the challenges and they’re able to explain why someone would enjoy working there.

That’s becoming more important than ever.

Question 5

Why are schools struggling to retain talented staff?

I’ve always thought schools spend a lot of time asking why people leave.

The more interesting question is why they stay.

When you look at schools that retain good people year after year, it’s rarely because everything is perfect. They have the same financial pressures, accountability and workload as everyone else.

The difference is usually how people feel. Do they feel supported? Do they feel trusted? Do they feel they’re developing? Do they feel part of something? Those things matter.

Retention isn’t something you suddenly think about when someone resigns. It’s the result of hundreds of small decisions made over a long period of time.

Question 6

How can recruitment become less transactional and more personal?

I think recruitment has become very focused on the outcome, when sometimes the most valuable part is the conversation at the beginning.

A school gets in touch because it has a vacancy, and it’s very easy to jump straight into talking about advertising, search, CVs and interviews. I’ve always found it more useful to slow things down first and understand what has actually happened. Why is this role available? Is replacing the person who is leaving definitely the right answer? What does success look like a year or two from now?

I’ve lost count of the number of conversations that have started with a vacancy and ended with us agreeing that recruitment probably wasn’t the answer at all. Sometimes, somebody internally was ready to step up. Sometimes, the structure needed to change before bringing somebody in.

At other times, it was simply useful for a headteacher to talk things through with someone outside the organisation who could look at the situation objectively.

Of course, there are plenty of occasions when recruitment is exactly the right answer. The difference is that, by taking the time to understand what the school is really trying to achieve, you’re much more likely to find the right person and make an appointment that lasts.

I’d love to see more of the profession move in that direction. Recruitment will always be important, but I think schools get the best outcomes when the conversation starts with the challenge they’re trying to solve rather than the vacancy they’re trying to fill.

Question 7

What should schools do before advertising a vacancy?

I’d probably encourage schools to resist the temptation to jump straight into advertising.

The obvious question is, “Where should we advertise?”, but I don’t think that’s the most important one. I’d start by asking, “What’s the best way of finding the right person?” They’re not necessarily the same thing.

Advertising has an important place and, for many roles, it works really well. The reality, though, is that it tends to reach people who are actively looking for a move. Some of the strongest teachers and leaders I’ve worked with over the years weren’t looking at job boards every evening. They were busy doing a great job where they already were, and it took the right opportunity or the right conversation to make them think about moving.

I’d also encourage schools to use a vacancy as an opportunity to pause. Does this role need replacing exactly as it is? Has the school changed since it last recruited for the role? Is someone already in the organisation ready to step up with the right support?

Once you’ve answered those questions, you can decide on the best route to market. Sometimes, that’s advertising. Sometimes, it’s search. Sometimes, it’s making a phone call to somebody you trust. The important thing is not to assume that the process should always be the same.

Question 8

What makes an education job advertisement stand out?

I think schools sometimes underestimate how much candidates are trying to understand the organisation behind the advert.

Most adverts tell you what the job is. Far fewer tell you what the school is really like.

If I’m considering a move, I want to know what sort of environment I’m walking into. What’s important to the leadership team? What are they trying to achieve over the next few years? How do they support their staff? Why do people enjoy working there?

Schools often spend a lot of time describing the role, but not enough time explaining why somebody would want to join them.

The strongest adverts I’ve seen feel genuine. They don’t try to paint a perfect picture because candidates know that no school is perfect. They’re honest about where they are, where they’re heading and the part somebody could play in that journey.

Question 9

What mistakes do schools commonly make during recruitment?

One thing I’ve noticed over the years is that recruitment often becomes something schools do when they have to, rather than something they think about all year round.

The schools that seem to recruit consistently well are usually the ones that are always building relationships. They’re developing their own staff, thinking about succession, keeping in touch with good people they’ve met previously and talking positively about their school whenever they get the opportunity.

I’d also say that it’s easy to become focused on replacing the person who is leaving. Sometimes, that’s absolutely the right thing to do, but not always. Every vacancy is a chance to ask whether the school needs the same role, the same structure or even the same skills. Those aren’t always easy conversations, but they often lead to better decisions.

Question 10

How can schools give candidates a better interview experience?

I don’t think it needs anything revolutionary. Most of it comes down to treating people as you’d want to be treated yourself.

Interviewing can be a stressful experience, particularly for teachers and leaders who may not have interviewed for several years. Small things make a big difference: clear communication beforehand, making people feel welcome when they arrive and giving them a chance to get a genuine feel for the school, rather than making the day feel like a test.

Feedback is another area where schools can really stand out. I appreciate how busy school leaders are, but taking the time to explain why somebody was or wasn’t successful is incredibly valuable. Even if a candidate doesn’t get the job, they should leave with a positive impression of the school.

Education is a small world. People remember how they were treated.

Question 11

What should teachers consider before changing schools?

I’d encourage people to think beyond the job itself.

It’s easy to focus on salary, responsibility or the next step in your career, but they’re only part of the decision. The bigger question is whether you’re joining a school where you’ll enjoy working and continue to develop.

I’d always suggest speaking to people you trust, doing your own research and, if possible, spending time in the school before making a decision. Websites and inspection reports tell you one story, but they don’t always tell you what it feels like to be part of the staff team.

The best career moves aren’t always the biggest ones. Quite often, they’re the moves that put you in the right environment with the right people.

Question 12

How can recruiters support staff wellbeing rather than simply fill vacancies?

I think it starts by recognising that our job isn’t to persuade people to move schools. It’s to help them make good decisions.

There have been plenty of occasions when I’ve encouraged somebody to stay where they are because, after talking things through, it was clearly the right decision for them. Equally, there have been times when somebody simply needed the confidence to make a move they were already thinking about.

For me, the relationship shouldn’t end once somebody accepts a job either. Starting a new role is a big change, and keeping in touch afterwards is just as important as the recruitment process itself.

The recruitment industry talks a lot about building relationships. I think the best way of doing that is by showing people that you genuinely care about making the right decision for them, even if it doesn’t always lead to a placement.

Question 13

What have you learned from being a school governor?

Becoming a governor completely changed how I see schools.

Before that, I’d spent years working with headteachers and leadership teams, so I thought I had a pretty good understanding of the challenges they faced. What I hadn’t appreciated was just how many difficult decisions happen behind closed doors, often with no perfect outcome.

I’ve been involved in headteacher recruitment, staffing restructures, financial recovery planning and strategic discussions that have a direct impact on staff, pupils and the wider community.

You quickly realise that school leaders are constantly balancing educational outcomes with financial realities while trying to do the very best for children.

It’s also given me a huge appreciation for the people who give their time as governors. They’re there because they care about their schools and communities, and I’ve been fortunate to work alongside some incredibly thoughtful people who challenge each other in the right way.

Looking back, I think it’s made me a much better adviser. I understand the pressures school leaders are under in a way I couldn’t have done before because I’ve had the opportunity to sit on the other side of the table.

Question 14

How has being a parent influenced your view of education?

Massively.

Like every parent, I want my children to come home excited about school. I want them to be challenged, supported and surrounded by adults who genuinely enjoy what they do.

It also makes me think differently about the work I do. Every appointment a school makes has an impact on children like mine. I may never meet them, but they’ll experience the decisions that leaders make and, in a very small way, the people I help schools appoint.

I still remember teachers who had a huge influence on me growing up. Not because they were the strictest or the cleverest, but because they believed in me and made learning enjoyable.

That’s stayed with me.

Question 15

What does sustainable staffing look like in practice?

I don’t think sustainable staffing starts with recruitment. I think it starts with creating a school where good people want to stay.

Every school wants to recruit talented teachers and leaders, but the schools that seem to do it consistently well have usually spent years investing in their people. They’ve created opportunities for staff to develop, thought about succession, built a positive culture and given people reasons to see a future there.

Of course, it’s not always straightforward. School leaders are making increasingly difficult financial decisions, and staffing is usually the biggest area of expenditure. That means every appointment matters, and every appointment has to be considered carefully.

For me, sustainable staffing is about getting that balance right: supporting your existing staff, planning ahead and recruiting well when you need to, rather than constantly feeling as though you’re reacting to the next vacancy.

Question 16

What advice would you give someone who feels trapped in their current role?

I’d probably start by asking them a few questions rather than giving advice.

What’s changed?

Is it the role itself, the environment, the leadership or simply where you are in your own career?

Sometimes, people know they want to leave but haven’t really worked out what they’re looking for next. That’s understandable, but I think it’s worth taking the time to understand whether you’re moving towards something positive or simply trying to get away from something that has become difficult.

I’d also encourage people to talk to somebody they trust. It doesn’t have to be a recruiter. It might be a colleague, a mentor or a former leader. Sometimes, just talking things through helps you see them more clearly.

If you do decide that it’s time for a change, make sure you’re moving because the opportunity feels right, not because you’re making a decision on a particularly difficult day.

Question 17

What gives you hope about the future of education?

Without hesitation, the people.

Every week, I speak to teachers, leaders and support staff who care deeply about what they do. They’re incredibly resilient, they’re committed to their pupils and they continue to make a difference despite the challenges the profession faces.

I’m optimistic about what technology can bring as well. Used well, I think it has the potential to reduce some of the administrative burden and give teachers more time to focus on the part of the job that really matters, which is working with children.

I don’t see technology replacing great teachers or great leaders. If anything, I hope it gives them more time to do what only people can do.

Education has always been about people, and I can’t see that changing. If we continue to support the people already in the profession, encourage talented people to join it and celebrate more of the brilliant work happening in schools every day, I think there’s every reason to be optimistic about the future.

Find Out More

Lime Tree Education Search:
https://ltesearch.co.uk/

Greg Bookman on LinkedIn:
https://www.linkedin.com/in/greg-bookman/