Louise Clarke (Class of 1996)

First former pupil as (Interim) Head of School in Over 75 Years!

Tell us about your time at Watson’s - any standout memories or favourite teachers?

I came to Watson's as a very nervous S1 in August 1990. I remember so many of my teachers - too many to mention really! However, because of the passion I developed for languages over my time at school, I would have to give a special mention both to Rod Slater, who was Head of Languages at that time, and Ann Allan, my French teacher for many years and my UCAS tutor in S6. Sadly, both of these amazing people are no longer with us, but I was lucky enough to have each of them work with me as a Head of Department, and to have friendships with them both as an adult. I miss them both a lot! 

In terms of stand-out memories, one of the reasons that Mr Slater was such a massive part of my time at GWC, was due to my status as one of the elite Harris-Paris posse. That is to say that I went on the S3 Hebrides Project, followed by the S4 French exchange the following year, both of which were ably led by the inimitable Rod Slater. It is impossible to underestimate the impact that S3 Projects in particular, but really all of the opportunities that pupils take advantage of at Watson's, has on your journey into adulthood. I was also a keen singer and various school shows and concerts over the years stick in my memory. I am sure the drama department still has some very cringeworthy evidence sitting on VHS!

What inspired you to go into education, and how did your journey lead you back to Watson’s?

My inspiration to go into education was a combination of family background and my own experiences of school. My dad was a History and Guidance Teacher at Broughton High School and I was so inspired by his dedication and commitment. Listening to him talking about pupils he taught or supported, you could hear how much he genuinely cared and I knew that I wanted to follow a path where I felt so personally invested in what I was doing. Ironically, he tried to talk me out of it multiple times - I think he wanted me to concentrate on being rich! - but I do know that he was proud of me in the end.

In terms of my desire to pursue languages and to teach them, that was purely down to the teaching I had at Watson's. At school I studied French and Russian, and I was so inspired by the knowledge and enthusiasm of the teachers who taught me that I ultimately knew that I would only be truly happy if I went on and used my own life to transfer that passion and enthusiasm on to future generations of pupils.

I always hankered after a return to Watson's - kind of like that full circle moment of coming back to where it all started for you and beginning that cycle again for someone else. I taught for the first three years of my career at Hutchesons' Grammar School in Glasgow, and I did apply for a teaching post here when I was trying to get back to an Edinburgh based job, but it wasn't meant to be and I ended up at St George's. After 14 years there, in various posts and latterly as Head of Lower School, the Head of Languages at Watson's came up and my old teacher and then friend, Rod Slater encouraged me to apply, and I haven't looked back! 

Are there any ways your experience as a pupil influences how you approach your role now?

Absolutely! Although education has changed so much since the nineties, the teachers I had always tried to stretch you beyond the constraints of the curriculum, and the relationships both within and outwith the confines of the classroom in terms of enrichment activities as we call them now, were fundamental. As a teacher I never underestimate the power that having someone believe in you can have on a young person.

How have you seen the school change since you were a pupil?

Watson's has changed so much since I was a pupil - and yet it is exactly the same! The most important element in terms of that continuity is the values that drive all that we do as a school. When I was a pupil, this was encapsulated in Ex Corde Caritas, which still remains at the heart (pun intended!) of all that we strive to achieve. The core elements of the Watson's experience have not changed over time: it is a diverse and inclusive school where pupils feel a sense of belonging, achieve their full potential and have access to a wide range of enrichment opportunities, including core elements that all pupils access such as S3 Projects.

What are you most excited about in your time as Head of Senior School?

This will seem like a cop-out, but I am excited about everything! In my first assembly last week, I told the pupils that this is a real full-circle moment for me. The privilege of being able to work in this capacity at Watson's is the absolute highlight of my career and I am simply determined to do the job justice and make my own contribution to ensuring that as a school we continue to  impact the lives and futures of the young people in our care in the way my own journey was impacted by my school experience.

And finally – what does being a Watsonian mean to you?

As a former pupil, member of staff and Watson's parent, being a Watsonian means everything to me. In the current political climate, one thing I am always keen to emphasise is that being a Watsonian to me is not in any way about status. I am proud to be a Watsonian because of the values being a pupil at Watson's instilled in me, the way in which, as a school, we support a diverse range of pupils in achieving their goals and dealing with life's challenges, and that over all these years we have kept the idea of Ex Corde Caritas at the centre of everything that we do.