You may be wondering, what the heck we are getting at, but as partners who work alongside educators in creating SHSM program content, we wanted to make this blog, a bit more fun. So here is our question to you:
What kind of SHSM teacher are you?
Not in terms of qualifications or years of experience, but in how you actually operate in the role. Because anyone who has worked in SHSM knows this quickly becomes more than a teaching assignment. It’s coordination, problem-solving, relationship management, mentorship, and compliance — often all at once.
And since there’s no single way to do the job, most teachers develop a way of working that reflects their strengths. Over time, that approach becomes instinctive. It’s how you run your program, how you respond to challenges, and how others come to rely on you.
The issue is not that these approaches are wrong. The issue is that they tend to become fixed — even as the demands of the program change.
The Four Different Kinds of SHSM Teachers-Which Are You?
Most SHSM teachers can recognize themselves in one of a few common patterns. Here are the ones our team identified:
The Connector
You have a person for everything.
Need a last-minute placement? You’re texting someone before the email is even drafted.
Guest speaker cancels? You already have two backups lined up.
Student needs a niche opportunity? Somehow, you know someone who knows someone.
Your phone contacts list could run a small economy.
You don’t just “run a program” — you run a network.
Your strength: Opportunities. Your students get experiences others don’t.
Your risk: The program quietly starts depending entirely on you.
Take a vacation and suddenly everyone realizes… they don’t actually know how anything works without you.
The Compliance Queen (or King )
Your paperwork? Impeccable.
Your tracking? Flawless.
Your audit readiness? Immediate.
You know exactly where every form is, what’s missing, and who needs to submit what — probably before they even realize it themselves.
If SHSM had a control centre, you’d be running it.
Your strength: Stability. Nothing falls through the cracks.
Your risk: When everything becomes about completion, the experience can start to feel… transactional.
Students finish. But do they grow?
The Mentor
You know your students.
Not just their marks — their personalities, their anxieties, their strengths, the things they don’t say out loud.
You’re the one having the real conversations:
- “This placement isn’t working, let’s talk about why.”
- “You’re better at this than you think.”
- “Let’s figure out what actually fits you.”
Students trust you. A lot.
Your strength: Impact. You change how students see themselves.
Your risk: You carry more than your share.
Because when you care this much, it’s hard to switch it off.
The Firefighter
Every day is… dynamic.
A placement falls through. A student doesn’t show up. An employer calls. A schedule changes. Something is always happening — and you are always responding.
You solve problems quickly. You keep things moving. You make it work.
Somehow, the program survives. Often because of you.
Your strength: Resilience. You can handle anything.
Your risk: You never get ahead of anything.
Everything is urgent. Nothing is intentional. And you’re tired.
The Innovator
You’re always thinking:
- “We could do this differently.”
- “Why are we still doing it this way?”
- “What if we tried…?”
You bring in new ideas, new partnerships, new ways of thinking about SHSM.
Your program doesn’t just run — it evolves.
Your strength: Energy. Your program feels current and engaging.
Your risk: Not everything sticks. And not everyone loves change as much as you do.
So… Which One Are You?
Here’s the twist:
You’re probably not just one.
Most SHSM teachers are a mix:
- a little Connector
- a bit of Compliance
- some Mentor energy
- occasional Firefighter mode
And depending on the week? That mix can shift fast.
In reality, most teachers are not just one of these. They move between them depending on the moment. But over time, one approach tends to dominate.
The Risk of Staying in One Mode
When teachers stay in the same role while the program evolves, a gap can form.
It might look like:
- a program that runs efficiently but feels disconnected from student experience
- strong relationships but inconsistent structure
- deep student support but limited capacity to manage growth
- constant problem-solving with little long-term improvement
These are not failures. They are signals.
They suggest that the role needs to adjust — not completely change, but expand.
Moving From Running to Designing
There’s an important shift that happens in strong SHSM programs. Teachers move from simply running the program to actively designing it.
Running the program is necessary. It’s the day-to-day work — placements, paperwork, communication, troubleshooting.
Designing the program is different. It requires stepping back and asking:
- What is actually working for students right now?
- Where are we relying too heavily on one approach?
- What would happen if I wasn’t here tomorrow — would this still function?
- What needs to change, even if it’s uncomfortable?
This shift doesn’t happen all at once. It starts with awareness.
A Question Worth Revisiting
There isn’t a single “right” way to be an SHSM teacher. The role is too complex for that.
But there is value in asking, from time to time:
What kind of SHSM teacher have I become — and does that still match what my program needs?
For some, the answer will feel affirming. For others, it may highlight areas that have quietly drifted.
The goal isn’t to replace what works. It’s to recognize when what works needs to evolve.
Final Thought
SHSM is one of the few areas in a school where teaching extends beyond the classroom in a visible and immediate way. That makes the role both impactful and demanding.
The programs that sustain themselves over time are not just well-organized or well-connected. They are led by teachers who are willing to reflect on their role and adjust as the program changes around them.
Because in the end, SHSM doesn’t just shape student pathways.
It also shapes the teachers who lead it — whether they realize it or not.
By Carmen Reis, CPA, MA
Carmen is the CEO of Flashpoint Training and you can reach her at carmen@flashpointtraining.com