Many go into ELT with the aim of taking advantage of the unique mixture of gainful employment and the opportunity to travel, see new and exciting cultures and possibly even learn a new language. Of those a significant number do indeed leave the industry to go on to different things in their home countries. However, there are those who, happy enough with the job, simply remain in English Language Teaching.
As they progress in their careers, they often move from teaching to other areas. For example, they might move towards materials writing. A number of materials writers I have met began as Newly Qualified Teachers straight off the CELTA and slowly moved more and more away from in-class teaching to materials development.
Others take their first step on the career ladder in ELT management and go into an initial role as a member of the Senior Academic Staff. The first rung is usually a Senior Teacher position, involving a mixture of teaching, senior academic duties as well as observations and INSET sessions.
Having been in a senior academic position, I have learnt a lot and it has been a great learning curve, with a mixture of theoretical input and on-the-job training.
This post is the first in a new series of thematically related posts which will centre around ELT Management. The main aim is to show what Senior Academic Staff positions involve, provide some tips on how to avoid catastrophe, and organise a space where a dialogue can take place in which others share their experiences in ELT management.