Since December 2024, I’ve been the director of studies (DoS) of My English School in Barcelona. In truth, even after 12 years in the ELT business, I’d never considered management my main professional goal; I thought I would happily remain a teacher, perhaps in a higher education context. But then, the opportunity arose – and I took it, frantically packing my bags and making the move from Scotland to Spain in the space of a week. So began an entirely new chapter in my life, one that keeps bringing accomplishments as well as challenges every single day.
Before becoming a DoS, I had a general idea of what the role entailed based on what I could observe from my previous academic managers. I knew that, in addition to contact hours, they were in charge of countless different aspects of student progress, teacher training and timetabling, among other duties. And I could definitely tell that this was not a job you could leave at the door and forget about outside of working hours – but it was only when I was in the thick of it, thrown into the deep end after a few days of training, that I fully realised the complexity and immense responsibility of the role. Now, almost a year later, I have a bit more of a hold on things, and I wanted to share what a week in my life as a DoS looks like, so that others at the beginning of their management journey (or simply considering it) could get a glimpse of what to expect.
Monday
After a sunny and relaxing weekend (the perks of living on the Iberian peninsula), I start my day by brewing a big pot of coffee and checking my emails. Today, I need to approve a holiday request from a teacher on my team, and look over a CV I have received – we are not actively recruiting, but it is always a good idea to keep in touch with potential new teachers and keep their details on file. At the moment, we have a team of four teachers, plus myself, helping to deliver lessons to around 250 students.
It’s the last day of the month, so there is related admin to take care of: collecting and checking staff timesheets, as well as looking over statistics for the month, such as student absences or new sign-ups. This gives us an idea of the school’s performance, and helps us make the best decisions for how to improve in the near future.
Perhaps the most time-consuming and stressful, but also the most important, thing that I do today is getting the timetable ready, two weeks in advance. Unlike other language schools, we don’t have a fixed schedule of classes: ours varies every week, offering flexibility and making sure each of our students gets the activities they need. It is a very delicate balance, with many moving parts to keep in mind, such as teacher availability or ensuring a good mix of activities for each level. Most of the process falls in my hands, but everyone contributes to a certain extent, as it is the number one priority to the smooth running of the school.
Tuesday
I start my morning with an observation of a high-level lesson from one of my most experienced teachers. This might seem strange, but observing is one of my favourite parts of the job; obviously, quality control is an important reason for it, but I see it more as an opportunity for professional development for the teacher as well as myself. We always have something new to learn from each other, new techniques to try and ideas to exchange, no matter what stage of our careers we are in.
The rest of the day is relatively quiet, so I take care of random bits and bobs that need doing: updating the school’s Instagram, printing promotional materials for upcoming events, or making sure there is enough chalk in every classroom and paper in the bathrooms.
Wednesday
On the agenda today is what we call a ‘drop-in’ with a student who is concerned about not being in the right level (we follow the CEFR, but further fragment it into 14 different levels). I listen to his concerns (he feels like his classmates are going at a faster pace and he can’t keep up; he struggles with fluency and worries about slow progress); I try to assuage them, also offering suggestions for self-study. The individual care and attention we offer each student is crucial, and at the heart of what we do – each and every one of them needs to be supported and encouraged in a way that is personal to them. It always amazes me that now, a few months removed from being a complete stranger, I can see a name or a face and immediately recall the personal circumstances of countless students.
A recurrent task on Wednesday afternoons is the managers’ meeting, where myself and the centre director discuss all sorts of issues related to the running of the school. This is an opportunity for each of us to share information on our side of the job, making sure the pedagogical and commercial sides go hand-in-hand. A good working relationship is essential, and I consider myself very lucky to work alongside my fellow director, with her wealth of experience and knowledge.
Thursday
It’s time for another regular meeting on my weekly agenda, one which we call the ‘quality meeting’. Here, I come together with the whole commercial team to discuss aspects related to student care and providing the best experience on all counts. One of the main aspects of their job is to attract new students, of course, but keeping them happy and engaged afterwards is just as important. Very often, we bring individual cases to the meeting, in an effort to find solutions for students with special circumstances or who need extra attention.
I’m also doing a spot of teaching this evening, which I always find fun and refreshing. Even if I progressed to a management position, it was very important to me to stay connected with my chosen profession as a teacher. I don’t get to do it as much as I would like anymore (most of my teaching hours these days are emergency cover, or private classes at awkward times of the day), but it is always a treat and a cherished opportunity to interact with the students.
Friday
Every second week, all the teachers and I get together for a didactic meeting. This is where we share any relevant issues or developments, set and assign events for the month or brainstorm ideas for the future. We also always have a mini-training session, which I plan according to student feedback and needs. For example, today we are talking about how to differentiate in mixed-ability classes. Even if we are all experienced teachers, it is always useful to stay on top of developments in the field and refresh our knowledge, so that our students can reap the benefits.
Saturday and Sunday
I don’t usually work on a Saturday, but circumstances sometimes demand it, as the school is open six days a week. Some days I need to take over classes if another teacher is off, other times I have pending admin to take care of, which I thankfully can do from home. However, even when I’m not supposed to work, I admit that it is often difficult to completely clear my mind of school business – friends and family have sometimes playfully admonished me for sneaking a peek at the online platform when I’m supposed to be enjoying leisure activities. I know this is something that I need to work on, and I try to become aware of such moments and make a conscious effort to keep my personal and professional life separate. Keeping a detailed agenda of tasks, delegating and logging off are essential tools in this respect.
Ultimately, being a director of studies has turned out to be exactly what I expected, as well as a whole lot of unexpected aspects. Some days are smooth sailing, while others leave me physically and emotionally exhausted – but all in all, the people around me, whether my team or the students, make it all worth it.
