Semone’s path to leadership with SWECET

From youth work to leading the development of a science curriculum, Semone Vige’s growth within SWECET has been driven by its opportunities for CPD.

In this Q&A, Semone shares the journey she has been on, including the inspiring people she has met along the way and what she loves most about teaching.

" When it comes to career progression, I’ve never felt more supported. If you’re eager to learn and grow, SWECET will provide the best possible support."

Tell us about your career journey so far.

I joined Marshall Parks Academy (MPA) only last year, but I have been a part of SWECET for much longer. I was initially interested in joining a Trust because of the opportunity for collaboration. I value working with a strong team – it makes a huge difference and can significantly impact your career development, well-being, and how effectively you function as a teacher.

This mindset led me to William Edwards School (WES), where my teaching career began, rooted in the SWECET DNA. I loved it and still miss my brilliant team, however after completing management training with the Trust’s Leadership Programme, I took on a new role as Curriculum Leader of Science at MPA.

How has your continuous professional development (CPD) been supported with SWECET?

When it comes to career progression, I’ve never felt more supported. If you’re eager to learn and grow, SWECET will provide the best possible support. I initially considered a master’s degree, but I was guided towards a National Professional Qualification (NPQ) in [SPECIALIST AREA], which allowed me to combine learning with valuable practical experiences.

SWECET takes a genuine interest in its people. The leadership team showed me the opportunities available and the necessary steps to reach my career aspirations. My productive two-year journey, focused on teaching and learning, was made possible by the Trust’s commitment to asking clear questions and listening to me. It resulted in the completion of my NVQ, which I’m proud of.

Its Leadership Programme [LINK TO PAGE] is incredibly beneficial and an excellent starting point. The self-reflection encouraged in our sessions has been eye-opening, and I particularly enjoyed the research component.

How does collaboration within SWECET support this?

Collaboration within SWECET is fantastic. I meet with other leaders from academies across the Trust regularly. The Trust gives us space to share experiences, bounce ideas, and offer support to one another.

I’ve learned so much from observing diverse teaching approaches. In our meetings, we openly discuss what works and what doesn’t, providing great insight. I also have the opportunity to shadow other teachers in diverse settings, which gives me a really fresh perspective.

Collaboration significantly helps to ease our workload, too. On a similar note, the Trust’s well-being charter [LINK TO PAGE] includes dedicated CPD and well-being days, which are things I really appreciate.

On the whole, I feel that the Trust’s approach to CPD is realistic and manageable. Flexible timetabling takes the pressure off and helps to avoid overwhelming schedules where you’re in back-to-back meetings every day with no time.

What inspired you to become a teacher?

After university, I worked for the local authority in my hometown, Wolverhampton, and wasn’t sure what I wanted to do with my career. At the time, there was a shortage of science teachers, which prompted me to give it a try. Whilst continuing youth work, I began at a school known for its challenging behaviour. Despite my initial expectations, it surprisingly taught me a lot and proved to be really valuable experience.

The teachers I met were incredible, and I learned so much from them. There was one teacher who was losing his hearing whilst in the profession. I had the chance to watch how he interacted with the children. Bursting in from a chaotic corridor, those same children would sit in his class and give him their undivided focus. The room could hear a pin drop – such was his influence. I was in awe!

It really inspired me. I realised I wanted give back to my community. If I could help a child to achieve their potential, that’s what I wanted to do, and I’ve never looked back!

That’s a remarkable story of your route into teaching. What do you love about your role?

It is about finding those moments of joy, like seeing a pupil’s face when they receive their results. In the buildup, we’re just as nervous as they might be, and it’s very rewarding to know you played a part in their success.

I enjoy building positive relationships with pupils, and honestly, think that children are hilarious. They are naturally engaging and as a result, my days are never the same!

My pupils always have an interesting story to tell me and are an absolute pleasure to work with. They’re so open, not yet jaded by life’s challenges. There’s something new to learn from them every day, and I love their unfiltered, innocent wonder!

What are you most proud of?

Helping pupils who find school difficult is something I take real pride in. Seeing them do well, even in the smallest of victories, is incredibly rewarding. I feel so proud when I hear about former pupils doing great things in their next chapters.

I especially enjoy working with older students, helping them secure their future by getting into college, pursuing apprenticeships or starting their career.

Teaching can be challenging, but knowing you’ve made a difference, especially for the most challenging students, is incredibly satisfying.

Whether you're looking for a role in our schools or within our supportive central team at SWECET, we have opportunities for you to grow and make a difference. Explore our current vacancies here.

• Read more about SWECET’s continuous professional development opportunities, including its specialist NPQ here.
• Read more about collaboration, shadowing and all things CPD in our chat with Christina Pumfrey, here.