There is no doubt that, in education, experience matters. This is why, in schools, much is made of the power of mentoring - drawing on the knowledge of older teachers to help upskill those just starting their careers.
Indeed, having taught and managed history and politics departments since the late 1990s, I regularly find myself leading millennial and Generation Z teachers and offering advice and guidance whenever required. The current cohort I work with at Harrow International School Hong Kong is one of the youngest yet.
However, it would be churlish not to acknowledge that, conversely, older teachers can also learn from those younger than them. In fact, this “reverse mentoring” is something I have actively embraced, and I would urge all experienced teachers to do so.
It can be uncomfortable at times to admit that you don’t know everything after years of working in the role, but if you leave your ego at home and are open to insights on new trends, ideas and perspectives, reverse mentoring can be an invaluable resource.
1. Tech know-how
From analysing the skill set of our department, it was clear that it was my youngest colleague who was the best person to mentor the most experienced on the practical usages of Microsoft’s OneNote platform.
In a series of meetings, newly qualified history teacher Sheriza Samtani patiently guided myself and a deputy head through its various intricacies. We had both been on training courses before, but had struggled to keep up and lacked the confidence to say so. Sheriza’s mentoring proved invaluable in helping us truly make use of the tool.
Similarly, colleagues like Josh Bolton and Milo Bellamy demystified AI tools such as ChatGPT, Poe and Grok 3. While I can go some way with these applications, they always seem to go further, and are happy to show me how to improve.
Recently, Elias Valdueza and Nicholas Stone helped me create AI-generated podcasts for my politics students, adding a new strand of pedagogy and accessibility for next year. This was a technical task I did not feel confident attempting alone.
In all these cases, I have had to set aside my ego, becoming the learner again and accepting that, in some areas, I am basically a novice. My younger colleagues have been happy to guide me, and I am grateful for what amounts to bespoke professional development.
2. Reshaping culture
In What Millennials Want from Work, Jennifer J Deal and Alec Levenson debunk the myth of “entitled millennials”.
Instead, they argue that younger staff are eager to contribute ideas and seek frequent feedback to succeed, challenging older colleagues accustomed to rigid hierarchies. This resonates with my experience, as I’ve learned to value their input over more traditional structures.
This is also something about which Edward Wright, vice principal (staffing and enrichment) at North London Collegiate School (Singapore), has shaped my thinking, emphasising the importance of shared resources and collective effort.
In our department, we have made significant strides in developing resources collaboratively to support teaching and learning across all key stages.
For key stage 3, staff have created comprehensive schemes of work, ensuring consistency and quality in our curriculum delivery. At KS4, meanwhile, we have focused on producing individual resources that can be shared, borrowed and adapted as needed.
In the past, I have worked in departments where older colleagues treated teaching materials as private property, which often hindered progress and innovation. By contrast, it has been a pleasure to work with individuals who see working collaboratively as the default culture.
3. Rethinking ideas
More broadly, working with younger colleagues has forced me to adapt, learn and rethink leadership and management.
The biggest trap experienced colleagues can fall into is believing we have all the answers and considering ourselves finished products. Hierarchical school structures can exacerbate this, making it harder for less experienced teachers to share insights or challenge outdated practices.
Listening to the views of those entering their schools helps leaders remain relevant in an ever-changing educational landscape. It’s the same concept of lifelong learning I encourage in my students; no doubt many other teachers do likewise.
As such, I urge fellow older leaders to embrace intergenerational learning. By valuing all generations’ strengths, we can build dynamic, innovative teams that benefit everyone.
David Tuck is head of history and politics at Harrow International School Hong Kong
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