Princess Leia Organa, arguably the greatest rebel of them all
In search of a perfectly average teacher
Driving to the airport on the way to an overseas recruitment trip last week, I made a fairly innocuous comment in a conversation I was having with my kids about a teacher who had recently left our school. I was sharing how much I missed them.
I was quite surprised, therefore, when a heated debate ensued between two of the kids sitting in the car behind me. It turns out that this teacher was simultaneously the best teacher ever (for one child) and the worst teacher ever (for the other). The views were so polarised that I had to check that we were talking about the same teacher. Somehow, we were.
Pulling up at Departures, I thought I would take a moment to ask them what, in their view, I should be looking for in a perfect teacher. It became apparent very quickly that they could not agree. Where one enjoyed a storyteller teacher, the other did not. Where one valued a teacher who was serious and could keep discipline, the other wanted a chilled and fun teacher. Perhaps, I suggested, I might find a perfect teacher who had a little bit of all the qualities they sought between them? Maybe I could average their qualities so they could both enjoy the new teacher?
I hugged the kids, said farewell, and set off to find a perfectly average teacher who would be loved by all.
The pursuit of perfection is no more than a mirage.
Yet, as Todd Rose argues in The End of Average, this pursuit of perfection is no more than a mirage. And worse, it leads to mediocrity. The truth is that when we design processes to find “the perfect teacher,” we can inadvertently end up hiring average (and below-average) teachers. Why? Because perfection is an illusion rooted in a one-size-fits-all mindset. It assumes a universal standard, a prototype of the ideal educator, and anyone who doesn’t fit that mould is discounted. When we foreground our standardised approaches to recruitment (qualifications, education, experiences and references), we get standardised teachers.
Let me put it another way. If we were a school that competes on exam results, then we might seek teachers who will keep that particular show on the road, with an impressive track record of getting the best exam results out of students. Conversely, if we were a school that wants to shift pedagogy, be thought leaders, or be focused on world-centred education, then we might seek teachers with other skills and experiences.
Teaching is not a standardised process (at least, I don’t want it to be), and neither are teachers. If we wish for extraordinary educators, we might need to stop searching for “perfect” and start looking for “rebels”.
In search of rebels
Rebel teachers don’t fit neatly into any particular mould. They challenge the status quo of the industrial model of school education, experiment with pedagogy, ask hard questions, and challenge rigid frameworks and conformity.
Rebel teachers see beyond “how things have always been done” and dare to ask, “How could we make things better?”
The problem, however, is that rebels don’t always present themselves as obvious hires.
They might have an unconventional background, a career profile that zigzags rather than rises, or even ideas that initially sound disruptive. It takes courage for a school leader to see their potential, but it’s these very qualities that make them transformative. Rebels bring diversity of thought, creativity, and resilience. They see the unique potential in students and design learning experiences that defy averages. They remind us that real teaching isn’t about conformity but connection.
Actually, I’m searching for rebels with a cause…
There’s a bit of folly here. We can’t have a school full of rebels acting rogue, doing their own thing, going their own way.
In Star Wars (come on, you knew it was coming!), the rebels (Leia, Luke, Han, Chewbacca…) all have a common cause to fight for “freedom” against the “evil” Empire (who want to control and standardise everything in the galaxy). There is no way such an eclectic, diverse, and disparate group of individuals could have come together to overthrow the empire had they not had an overarching common cause.
So, I am looking for rebels on my team, but they must also share the school’s common cause, mission, and values.
And also, rebel ideas…
Unsurprisingly, I love Matthew Syed’s book Rebel Ideas. If you have not read it, it’s a treat.
In Rebel Ideas, Syed argues that the best teams are not those made up of the most individually impressive people. Instead, they’re the ones that draw strength from their diversity of thought. When everyone on a team looks the same, thinks the same, and comes from the same background, you get “groupthink.” The team may feel harmonious, but it’s unlikely to challenge deeply ingrained assumptions or create anything revolutionary.
Our DEIJ training (I don’t think Trump et al. are on to us yet) has helped us ask hard questions when hiring teachers. Are we unconsciously selecting for sameness? Are we searching for people who fit neatly into our existing structures rather than those who might transform them?
Like the diverse thinkers Syed champions, Rebel teachers don’t fit into tidy boxes. They come with perspectives that unsettle us, ideas that disrupt our norms, and the audacity to ask, “Why are we doing it this way?”
Rebel teachers are the antidote to stagnation.
A cognitively diverse teaching team mirrors what we hope to cultivate in our students: creativity, adaptability, and the ability to approach problems from multiple angles.
When we hire rebel teachers, we bring in individuals who:
- Challenge us. Because rebels don’t accept “we’ve always done it this way” as a valid answer. They experiment, iterate, and search for better teaching and inspiring methods.
- Include us. Because diverse-thinking rebels are more likely to recognise and respond to the varied needs of students. They see the hidden talents of the “quiet ones” and the potential of those who’ve been written off by others.
- Grow us. Because rebels are not afraid to fail. They model resilience and a willingness to learn, showing students that setbacks are stepping stones to growth.
Hiring for the rebel spirit
If we want our schools to transform (as I do), our recruiting processes must shift. Borrowing from Rebel Ideas, I have a few ideas:
- Diversify the definition of “qualified”: Move beyond rigid criteria like specific certifications or years of experience. Look for candidates who bring fresh perspectives, life experience, and creative problem-solving skills. Who is looking at the long and shortlist of candidates? Who is missing?
- Ask for stories, not answers: In interviews, ask candidates about times they’ve challenged the status quo or found innovative solutions. Their stories will reveal whether they’re the kind of thinkers who embrace complexity and drive change.
- Prioritise cognitive diversity: Build teams that reflect a mix of cultural, educational, and professional backgrounds. Differences in how people think, not just what they know, lead to breakthroughs.
- Seek discomfort: Don’t shy away from candidates whose ideas might initially feel disruptive. Growth only comes from discomfort. Review the applicants (again) and ensure you understand why they have not been brought forward.
Rebels as catalysts
The rebel teacher might not look like the obvious hire. They might challenge our norms, question our policies, and push our teams outside their comfort zones. But those are the teachers who inspire students to dream bigger, think deeper, and achieve more.
Once we accept that we are not going to find a perfectly average teacher, a unicorn, who will be the best teacher for every student, we need to decide if we are hiring for conformity or transformation.
I think we need more rebels—rebels who don’t just teach but also help ignite the revolutions we need in schools.
The future is in our children’s hands, but we must lead the rebellion.
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