Name: Carrie Gulliford

Title: Principal

Organisation: John Adams Acadamy

Carrie Gulliford holds a Master's degree in education and is currently pursuing a Doctoral degree in Educational Leadership and Change. With a strong passion for improving educational systems, Carrie is focused on driving meaningful change through research and leadership practices that foster innovation and equity in learning environments.

Thank you to the 2,000 leaders who’ve generously done the 7 Questions on Educational Leadership!

I hope Carrie's answers will encourage you in your leadership journey. Enjoy!

Cheers,

Jonno White

1. What have you found most challenging as an Educational Leader?

One of the most difficult aspects of educational leadership, in my experience, is navigating the complex political landscape within schools and districts. Decisions often get influenced by various stakeholders, each with competing priorities, which can create challenges in maintaining a focus on what’s best for students. This political dynamic can also make it harder to implement necessary changes, as compromises are frequently required. Additionally, teacher burnout is a growing concern.

The demands placed on educators—ranging from increasing workloads to limited resources—can result in significant stress and diminished morale. As an educational leader, it’s tough to support and motivate teachers while also addressing systemic issues like inadequate professional development or insufficient planning time. Balancing these pressures while striving to maintain a positive, supportive school culture is one of the most challenging aspects of leadership in education.

2. How did you become an Educational Leader? Can you please briefly tell the story?

My journey into educational leadership began with a desire to make a meaningful impact on students and teachers. Early in my career, I worked as a classroom teacher, where I witnessed firsthand the challenges students faced, as well as the immense dedication and effort that teachers put into their work. However, I quickly realized that the systemic issues—whether it was outdated curriculum, limited resources, or bureaucratic roadblocks—were often standing in the way of true change.

I decided to pursue a Master's degree to better understand the broader challenges of education and how I could play a role in shaping solutions. During my studies, I was particularly drawn to courses on leadership, policy, and school reform. It became clear to me that the key to addressing these issues wasn’t just in the classroom but also in how schools were led and how decisions were made at higher levels.

After completing my Master's, I began taking on leadership roles within my school, first as a department head and later as an instructional coordinator. These positions gave me a front-row seat to the struggles teachers face every day, and I became passionate about advocating for their needs—whether it was securing better resources, designing professional development programs, or helping to create a supportive and collaborative school culture.

Over time, I realized that the systemic changes I wanted to see required a larger platform and a more influential role. That's when I decided to pursue a Doctoral degree in Educational Leadership and Change. My goal was to blend my hands-on classroom experience with the research and leadership skills needed to drive substantial, long-term improvements in education. As I work toward my doctorate, I’m constantly inspired by the educators who continue to work tirelessly under challenging conditions, and it motivates me to lead in a way that empowers both teachers and students to thrive.

3. How do you structure your work days from waking up to going to sleep?

My workdays are structured with intention, allowing me to balance productivity, self-care, and the demands of both my academic and professional responsibilities. I start my day early, usually waking up around 5:30 a.m. This early start gives me a quiet window of time to focus on personal growth—whether it’s reading educational articles, reviewing research for my doctoral studies, or reflecting on my goals. I find this time peaceful, and it sets a positive tone for the rest of my day.

By 6:30 a.m., I’ve completed my morning routine and am ready to dive into work. I prioritize the most critical tasks first—whether it’s reviewing papers or preparing for meetings. Mornings tend to be when I’m most focused, so I save my deep-thinking tasks for this time, such as writing or strategizing for my leadership projects. I also make sure to build in short breaks to maintain productivity and avoid burnout.

Around mid-morning, I shift into meetings, collaborations, and teaching responsibilities. I make time for one-on-one conversations with colleagues, school leaders, or doctoral peers, as I believe building connections and sharing ideas is essential in educational leadership. By lunchtime, I try to disconnect from work for a bit, taking a walk or eating something energizing to stay sharp for the rest of the day.

The afternoon is typically reserved for more administrative tasks—responding to emails, planning for upcoming projects, or working on coursework. This is also the time I review any feedback I’ve received, whether from colleagues, students, or my doctoral advisor, and use it to adjust my approach as needed.

I finish work around 5:30 p.m., allowing time to unwind with family or friends, or sometimes engage in hobbies that recharge me. I make sure to dedicate a part of the evening to self-care—whether it’s exercising, reading, or simply relaxing. Finally, I aim to wind down by 9:30 p.m., reflecting on the day, planning for tomorrow, and getting to bed by 10:00 p.m. so I’m ready to start the next day with clarity and energy.

Balancing these components of my day is crucial for me. It helps ensure I’m able to give my best to both my work and personal life, while also maintaining the mental and physical well-being needed to succeed as an educational leader and doctoral student.

4. What's a recent lesson you've learned for the first time or been reminded of as an Educational Leader?

One of the most valuable lessons I've learned recently as an educational leader is the importance of adaptability in times of uncertainty. Education is constantly evolving, and so are the needs of students and teachers. As a leader, I’ve had to embrace change not just as a necessary part of the process, but as an opportunity for growth and innovation.

During a recent shift in our school’s curriculum framework, I realized that rigid plans and predetermined outcomes don’t always work in real-world, dynamic environments. Instead, fostering a mindset of flexibility—both for myself and my team—allowed us to respond more effectively to unexpected challenges, whether they were logistical issues or shifting student needs. The ability to pivot, reassess priorities, and trust in the collective strength of my team has been critical to maintaining progress in the face of uncertainty.

I’ve also learned that true leadership often involves stepping back and listening more than I might have initially expected. Providing a platform for teachers to share their experiences and concerns has helped me understand the nuances of their challenges, allowing me to advocate for more meaningful changes. Being a good leader isn’t just about making decisions—it’s about creating an environment where everyone feels heard, valued, and empowered to contribute.

These lessons have reminded me that leadership is a continual learning process, and staying adaptable and empathetic is key to navigating the complexities of educational change.

5. What's one book that has had a profound impact on your journey as an Educational Leader so far? Can you please briefly tell the story of how that book impacted you?

The moment I realized that hurry was taking a toll on my life came during a particularly chaotic week. I had been juggling my job, doctoral studies, and the demands of family life. It felt like I was constantly racing against time, always trying to catch up, never feeling like I had enough space to breathe or think. The stress was beginning to show—not just in my work, but in my well-being. I was exhausted, disconnected, and felt like I was on autopilot, going through the motions without truly engaging in anything.

One evening, after yet another long day of back-to-back meetings and late-night studying, I stumbled upon a podcast about the concept of "the ruthless elimination of hurry." The idea was simple but profound: the more we hurry, the more we lose touch with what really matters. We rush through experiences, people, and decisions, only to find ourselves drained and unfulfilled.

That message struck a chord deep within me. I realized that I had been living in a constant state of hurry, thinking that if I could just push harder, I’d eventually achieve the balance and fulfillment I sought. But all I had achieved was burnout and a feeling of emptiness. Inspired by this new perspective, I took a step back. I started to evaluate my life—not just my job, but everything I was doing. Was I truly fulfilled? Was I spending my time on what mattered most? The more I reflected, the clearer it became: my work, while important, was no longer aligned with my values and passions. I had been in survival mode for so long that I had lost sight of the bigger picture.

I made a bold decision: I would quit my job and seek one that allowed me to slow down, focus on what truly mattered, and make a real difference. It wasn’t an easy choice—leaving behind a stable career, especially when the pressure to succeed is ever-present, was daunting. But I realized that staying in a job that no longer nourished me was just another form of hurry, a way of avoiding the discomfort of making a change.

Within a few months, I found a new role that was more aligned with my values—one where I could truly engage with my work and lead with purpose. It wasn’t about climbing a ladder or meeting external expectations; it was about doing work that felt meaningful, where I could create positive change and connect with others in a deeper way.

Eliminating hurry didn’t just change my career—it changed my entire approach to life. I became more intentional with my time, more present with people, and more focused on what brings me joy and fulfillment. I learned that slowing down isn't about doing less—it's about making room for the things that matter most, and allowing yourself the space to grow in a way that’s sustainable and enriching. That lesson, and the courage to act on it, completely transformed my life.

6. If you could only give one piece of advice to a young educator who aspires to be an Educational Leader, what would you say to them?

My best piece of advice for a young educator aspiring to be an educational leader is this: never underestimate the power of relationships. Building strong, authentic connections with students, colleagues, and the broader school community is foundational to effective leadership. Leadership isn't just about making decisions from the top down—it's about listening, understanding, and empowering others. Invest time in getting to know your colleagues' strengths, challenges, and aspirations, and always prioritize fostering trust and respect.

The more you understand and support the people around you, the more you’ll be able to inspire collaboration, create positive change, and lead with empathy. Leadership begins with relationships, and those connections will be the key to your success in transforming educational environments.

7. What is one meaningful story that comes to mind from your time as an Educational Leader, so far?

One of the most meaningful stories in my journey as an educational leader comes from a moment I experienced while working with a group of teachers struggling to implement a new, more student-centered approach in the classroom. We had spent weeks preparing for the change, but when it came time to put it into practice, many teachers were feeling overwhelmed and discouraged. Some were unsure of how to engage students effectively with the new methods, and others feared they were losing control over their classrooms.

I remember one afternoon, after a particularly challenging week, one teacher came to me in tears. She had spent hours creating lesson plans, trying new strategies, but nothing seemed to be working. She felt like she was failing, and that was something I deeply related to—feeling like you’re giving your all, but not seeing the results.

Instead of offering solutions or advice right away, I took a step back and asked her how she was feeling and what was working—however small. Through our conversation, we uncovered that despite the difficulties, her students were becoming more engaged and vocal in class, even though it didn’t look like the “traditional” signs of success. We celebrated those small wins together, and I reassured her that the transformation would take time.

This moment led to a shift in my leadership approach. I realized that part of being an effective leader isn’t just about pushing for change or expecting immediate results; it’s about validating the struggles and supporting educators as they navigate the messiness of transformation. From that point forward, I began to foster more open conversations about the challenges teachers were facing, allowing space for vulnerability and growth.

It wasn’t just a turning point for that teacher—it was a defining moment for me as a leader. I understood that leadership isn’t about having all the answers, but about being a constant source of encouragement and guidance, especially when things don’t go as planned. That lesson has shaped how I lead to this day, focusing on empowerment, resilience, and creating a culture where failure is seen as part of the learning process.