After 23 years of teaching English, I decided to pursue a new challenge. While I loved education, I was working 60-plus hours a week as a Head of Department, and the next step in schools meant even more hours. I wanted to continue making a positive impact but with a better work-life balance.

In 2022, a friend shared a job advert for OCR, Cambridge’s UK exam board, and I decided to apply. I was drawn to the opportunity to use my teaching skills in a new way. I’d never worked in assessment before, but with my background in education, I felt ready for a fresh start.

Since joining Cambridge as an Assessment Standards Manager, the shift in workload has been incredible. Unlike teaching, I now have the flexibility to structure my day around family needs, and I no longer spend most weekends working (but, when we do, there is time off in lieu). I often tell my teacher friends that every Sunday feels like an extra holiday!

One of the most rewarding parts of this role is the collaboration. At Cambridge, teamwork is prioritised and I’m able to spend time problem-solving and working on projects from start to finish. I still feel connected to education, but now I ensure exam papers are accessible, marking is fair, and grade boundaries are set accurately.

Looking back, I wish I had explored this path earlier. Teachers often think they can’t find fulfilling roles outside of the classroom, but the skills we develop are highly transferable. If you’re ready for a change but still want to make a meaningful impact in education, I’d recommend exploring opportunities like this one at Cambridge.

After nearly 15 years in teaching, I decided to make the move into assessment, and I couldn’t be happier with the change. I began my career as a science teacher, quickly rising to Head of Science and taking on numerous roles, including becoming the Physics Network Lead and even acting as Assistant Head during the turbulence of Covid-19. I loved teaching, but as my career progressed, the workload and stress began to weigh on me - especially after the birth of my two children.

I felt ready for senior leadership, but the thought of the additional pressure and the long hours wasn’t appealing, especially with a young family. That’s when I started exploring other options, both within and outside of education. When I saw the job posting for a Subject Advisor at Cambridge, it felt like the perfect fit. After speaking with a friend who worked there, I realised it offered the chance to continue contributing to education while providing the work-life balance I needed.

The transition has been smoother than I expected. As a Subject Advisor for Physics, I oversee our A Level qualifications, including ensuring resources meet standards, and that our teachers have the support that they need. The role allows me to use my teaching experience in a new way, without the intense demands of classroom life. I still feel connected to education, helping teachers face challenges I once knew well.

One of the biggest benefits has been the improvement in my work-life balance. Unlike teaching, I now have time for my family without the constant worry about marking or lesson planning over the weekend. The work is challenging and rewarding, but sustainable. Looking back, I wish I had made the move sooner, as working at Cambridge has given me the opportunity to grow professionally, while also being present for my family.

Before becoming an Assessment Standards Manager, I spent nearly 17 years teaching and held a Head of Department role. I also worked as an examiner and moderator for most of those years. While I enjoyed parts of the job, over time, I felt stuck, repeating the same content and not wanting to move into senior leadership roles. Balancing full-time teaching with two young children became increasingly challenging and I longed for a role with more flexibility, which would allow me to spend more time with my family.

When I saw the job posting, it felt like the perfect fit. My experience as an examiner and assistant principal moderator gave me insight into the assessment system, and my background in managing departments, even in subjects I wasn’t a specialist in, helped prepare me for handling qualifications outside my field, like Latin.

The transition has been amazing. In my role, I oversee a portfolio of qualifications, from signing off question papers to setting grade boundaries. The work is rewarding, and the flexibility has greatly improved my work-life balance.

Since joining Cambridge University Press & Assessment, I’ve seen how well my teaching skills have transferred to this new role. Time management, meeting deadlines, and problem-solving skills honed in the classroom have all been invaluable here. I’ve never been happier at work, and it’s fulfilling to continue contributing to education in a way that works better for me and my family.

My journey into education wasn’t something I had planned, but as I pursued my academic studies, I discovered a deep passion for teaching. With a background in philosophy, I spent many years in the classroom, finding immense satisfaction in helping students make breakthroughs in their understanding. Whether I was explaining complex philosophical and religious concepts or helping students grow in their development, the creative challenge of teaching was what I enjoyed most. I loved finding unique ways to ignite those ‘lightbulb moments’ for my students.

However, over time, I found myself at a career crossroads. While I loved the academic side of teaching, I realised that career progression in education was often limited, especially if you were more focused on learning and theory rather than pastoral responsibilities. I wanted to continue contributing to education but in a different capacity.

That’s when I moved to OCR, Cambridge’s UK exam board, where I now work as a Subject Advisor in Religious Studies. One of the most exciting aspects of this role is the broader impact I can have. Instead of being confined to my own classroom, I now have the opportunity to shape the tools and resources used by teachers and students nationwide. Whether I’m writing blogs, quality assuring professional development materials, or supporting teachers through webinars, I feel like I’m making a meaningful contribution to education on a larger scale.

Working at Cambridge has also opened up new career possibilities that simply weren’t available in teaching. I’ve been able to work on different projects, enjoy a better work-life balance, and continue making a difference in student learning, just in a different way.