Category Archives: Leadership

The WomenEd Bookclub, non-binary bias and the affair Penelope didn’t have

Miss Triggs
From https://punch.photoshelter.com/image/I0000BaPhg4sVCD4

It’s not by chance that I got the name Penelope, I am convinced of it. The more I learn about her and the more I live my life, the more I see the resonance. This weekend I took part in @WomenEdBookclub’s slow chat, hosted by Mary Beard and inspired by her book, Women and Power: a manifesto. In her book, she refers to Penelope, wife of Odysseus, who is silenced by her own son, Telemachus. She refers to this snippet from Penelope’s story as a “nice demonstration that right where written evidence for Western culture starts, women’s voices are not being heard in the public sphere” and how “growing up, as a man, is learning to take control of public utterance and to silence the female of the species”.

Mary Beard goes on to explain how this plays out in the modern world too, and uses the thirty year old cartoon by Riana Duncan, also shown above. “That’s an excellent suggestion, Miss Triggs. Perhaps one of the men here would like to make it.” It resonates, because it is my lived experience. And it should have all of us scrolling back through a mental catalogue of similar meetings where this may have happened before our very eyes – eyes and ears that weren’t trained to spot it perhaps, and a mouth that wasn’t able or willing to call it out.

One of the things that troubles me, is how we manage to tackle these issues without polarising into men and women, good and bad, feminist and sexist, and without alienating people. I think that the starting point has to be from a place of trying to understand socialisation, conditioning – the deep process we go through in our lifetimes and that builds on centuries of accepted wisdom, the process of being taught explicitly and implicitly what the world means. You have to accept that this happens, and you can’t believe that you were somehow brought up to be beyond the influence of wider society, no matter how “woke” your upbringing was.

Categorising, characterising, conditioning

By example, from the moment my children were born, I did as all good mothers of all animal species do. I drilled them on simple categorisations: day and night (if anyone knows my story of sleepless babies, you’ll know that one took forever!), good and bad, hot and cold, edible and not edible, acceptable and not acceptable. The categorisation process gets really sophisticated early on and we learn to group things into concepts like seats and not seats – you can sit on a low, square stool but you shouldn’t sit on a coffee table that looks to all intents and purposes to the untrained eye like a low, square stool. There is a catalogue of animals that make you go “awwwww” and those that make you go “ewwww” and so on.

We also categorise people by gender, race, age, weight, how they move, talk, and more. This is the way we learn what is safe and unsafe, what is socially acceptable and not. How many times have you told your children not to speak with strangers and then later berated them when they don’t greet a stranger politely that you have deemed to be worthy of their respect? You should have seen the uproar in my house when I invited my Twitter friend to stay the night before our BAMEed conference when I don’t really know who she is and I have never met her face to face before, having drilled my children on internet safety and who they can legitimately call their friends!

It should be noted that this is also the way that we subtly start to embed the concepts of who has the right to power over things like speech and more. Mary Beard uses the Penelope example to start the discussion about men’s historically accepted rightful place as orators and women’s seeming deficiency in this arena. I strongly believe that no-one, no matter their declarations of gender or race blindness, is exempt from being the product of their socialisation and conditioning. And even if they deem themselves to be absolutely pure from any contaminating effects of this societal conditioning, no-one can be accepted as truly equal just by virtue of the fact that they deem themselves to be worthy of being treated equally. Finally, unequal treatment, bias, whether it be sexist or racist in its form, is not something that is always clearly defined, binary and explicit. I don’t agree that people can be categorised into racist and not racist, sexist and not sexist like some kind of Harry Potter sorting hat defines your house.

I have to clarify here, that of course, there are some people and their actions that put them squarely and without dispute into the racist and/or sexist category. But what I like about Mary Beard’s book is that it explains how the subtle and not so subtle power struggles between men and women are perpetuated in ways that are so deeply entrenched, that it is not a switch we can flick, a decision we can make or a quick change we can implement. We need to question ourselves and those around us to see where this is playing out in our own lives. One last thing to point out, at the risk of being really obvious: just because you are a woman, doesn’t mean you are pro-women, feminist or not prone to perpetuating gender stereotypes just as being a man, doesn’t make you automatically pro-men, sexist and ignorant about power imbalance.

I got the power!

All discourse about women, about race and so on is about power. It is about the balance of power and why it sits where it does. Mary Beard gives us a Western historical whistle-stop tour of why power lies squarely with men and how this plays out in her own lived experience as a woman, albeit a woman with much power compared with others, both male and female.

Here’s a story from my lived experience which might illustrate some of the power imbalances mentioned above. I’d be fascinated to hear what you think:

One of my previous male bosses back in the day, commented quite vociferously and negatively on my choice of footwear. I was wearing admittedly clompy, comfortable shoes on a freezing cold, wet day where we were attending a meeting with external stakeholders. He was wearing brown, lace up, brogues, not too dissimilar. It knocked the wind out of my sails and made me self-conscious throughout the day that we spent together travelling to and from the meeting. Ironically, a female stakeholder spontaneously commented on how much she loved my shoes the same day.

Said male boss also liked to hold up one of our female colleagues as an example, often commenting on how she is “always so well turned out”. He correlated her consistently “smart” appearance to the quality of her work. My experience of her was indeed as someone who always wore a full palette of make-up, straightened her hair, changed into impossible-looking heels from her walking-to-work trainers every morning, and was very vocal about her need to restrict herself from enjoyment of food in order to maintain her very thin figure. My male boss saw this as a commitment to discipline, rigour and a visual sign that the quality of her work was also of this same calibre.

My experience of myself and from feedback I have consistently had, is as someone who is also very committed to my work, to quality, rigour, creativity and a certain flexibility and resilience. This could be reflected in my sensible shoes, my all-weather cyclist mind-set, and the fact that make-up and hairdos are just prone to becoming a mess anyway so why bother? I wash my face and brush my hair and also change from my cycling gear into my office get-up to indicate my readiness for serious work. Mentioned once, this comparison might have passed me by, but mentioned regularly, it began to bother me and I spoke out on more than one occasion to see if my boss understood that his bias was potentially shaping the way our work and worth would be regarded. Blank looks. Suggestions of being over-sensitive. Hints that I was dissing my female colleague for her sartorial choices and that because we are all feminists, we can all wear what we like. “I wear these clothes/heels/make-up for me” is what is often said. But can we divorce our choices from conditioning and accepted beliefs regarding acceptable female attire? Is there really freedom of choice when all choices seem to come with a raft of associations?

This clothing preference boss thing has become linked in my experience to another incident with my most-feminist-friend at work. It should stand to illustrate that even as a self-declared feminist and ‘bloody difficult woman’, this colleague could also be prone to bias resulting from deep and subtle conditioning. We all are, that’s my point.

This is how it happened. During a period, when perhaps subconsciously I must have felt it might be interesting to test out whether a leaning towards the more ‘power dressing’ end of the spectrum might serve my interests and have my voice heard a little more seriously, I started wearing smart black, navy blue or grey, tailored dresses and heels around the office. After all, the boss had made it clear time and again that a woman who is well turned out is a woman who means business and demands respect for the quality of her work. My most-feminist-friend noted my changed wardrobe choices, sidled up to me at the sinks in the ladies loo and uttered between hushed lips: “are you having an affair, Penny?” Remember the story of Penelope and the affair she also didn’t have?

How would you interpret this? The way I saw it was this: she had hit on something I was perhaps not fully aware of at the time. I was indeed trying to please a man – my boss. The attempt at pleasing a man by a heterosexual woman, must have been interpreted by my colleague as connected to a woman’s sexuality, hence the conclusion of an affair and my newly heightened well-turned out/sexually attractive state. I wasn’t trying to hit on my boss but I was trying out what it felt like to be wearing the uniform of accepted feminine work wear and must have been keeping an eye to see if it altered attitudes to my work.

The missing piece for me was having the opportunity to sit down with all the players in this great story and to spend some time working together to deconstruct and analyse what was going on here. Wouldn’t it be wonderful to get together as a group of people, all of whom I know would say they believed in equality of the sexes, and read up on, analyse and discuss this very dynamic that played out in our working relationship all that time ago. Now that would be a satisfying experience I’m sure.

Postscript: My dear partner has pointed out that all of this is an example of white-woman, privileged, feminist discourse and that it doesn’t cover anything meaningful around race, inter-sectionality and other important issues. I hold my hand up and once I have spent some time educating myself further on this, I will get back to you. I’m reading is “Why I’m No Longer Talking to White People About Race by Reni Eddo-Lodge to keep me moving on my journey. You can read this excellent Guardian Long Read by her here. All suggestions to help me learn are gratefully accepted.

 

 

 

 

 

 

 

 

 

Advertisements

Why be a governor?

BEST SCHOOL

This Saturday, the inimitable Raj Unsworth and I ran a session on thinking like a governor at the BAMEed Network conference in London. The session was aimed at anyone thinking about school governance, but in addition, was aimed at anyone thinking about BAME representation on school governing boards.

It is true of many governing bodies that they are made up of the usual ‘pale, male and stale’ volunteers. We shouldn’t overlook the great contribution governing bodies can make, whatever their make-up. However, to better reflect diversity in general or the school community and/or that of our country as a whole, if you are from a black, Asian or minority ethnic (BAME) background, this is your chance to help change this just by taking your rightful place around the table. Of course, you should not be expected to represent and speak for all BAME people, so watch out for this. If you aren’t BAME and have an awareness of and a commitment to addressing any of the issues that affect BAME students, staff and community members, I can’t urge you enough to be vocal, challenging and insistent about this as a governor. This is an excellent way to recognise and unabashedly use your white privilege for the common good. If you feel you don’t know much about the issues, but would like to know more, just do some Googling and start getting yourself educated! Following the @BAMEedNetwork might be a good place to start.

Raj, with her rich experience of over 20 years can give the low-down on the intricacies of being a governor at an academy or a multi-academy trust and this is probably worth setting out in a separate piece rather than trying to cram it all in here. This piece will cover school governance in general and what you might like to consider if you are exploring whether you should become a governor.

Why be a governor?

If you already work in education, you might think that volunteering as a school governor might be counter-intuitive and that if you are going to volunteer it should be time spent elsewhere. However, there are many benefits to you becoming a governor.

Firstly, for your own professional development, school governance, in any phase or type of school or academy is a fascinating opportunity to come out of your comfort zone, up your game as a professional and to see things from a different angle.  You will see that there is more than one way to skin a cat, whether you choose to volunteer in a school like your own, or one that is wildly different.

You can see what your own school looks like from a strategic perspective, or see another school that is similar, or indeed completely different from your own place of work. Whether you are a governor in your place of work or in a different school, you can gain the opportunity to set the strategic direction of the school, shape the school development plan and see how these play out in practice.

You can get a chance to take on leadership roles in manageable chunks, for example by chairing one of the committees and practising ensuring that the aims, progress and outcomes of the committee are addressed well.

Let’s look more closely about the pros and cons of being a governor at your own school or in another school.

Being a staff governor at your own school: pros and cons

Being a staff governor at your own school is one of two particularly challenging roles on the governing body. The other is that of parent governor and I will cover that later on. It is a challenge because you have to keep front of mind at all times that you are a representative from the staff but you are not a representative of the staff. You are not a union rep, you are not there to champion the grumbles and needs of the staff body, and nor are you there to report back to the rest of the staff about what came to pass in the meetings. All minutes are freely available, so any staff member that is interested, can read these after each meeting.

Many staff members may feel quite intimidated by being a staff governor at their own school for the simple reason that you are exposed to situations where you may disagree with your boss, the headteacher, and you will need to speak out if you do. A huge part of effective governance is knowing how to challenge and question things with the aim of ensuring real rigour in decision-making, and to support the school to do the right things for the right reasons.

Finally, being a staff governor means you have a strange insider-outsider status which means that at some points during meetings, committees and decision-making, you might actually be asked to leave the room as there will be a conflict of interest or a certain level of confidentiality that needs protecting. If your school’s governing body is not very effective, you may also find it demoralising to see in more detail some of the school’s weaknesses and struggles to address these well at a strategic level beyond the day to day operational activities you know more closely.

One of the pros is simply the flipside of the issue raised above: a different relationship with the headteacher. If you are looking for an opportunity to show your leadership skills and demonstrate your disciplined integrity in this tricky role, this is your chance. If you have respect for your headteacher and they are able to model how the relationship with the governing body works, this can be really good training for a time when you might be a headteacher yourself.  And if you wanted to see how a school development plan is put together and monitored throughout the year, you will have a unique perspective of both the strategic and the operational machinations that go into setting and executing the school development plan’s aims.

Being a parent governor at your child’s school: pros and cons

If you don’t have children, skip on to the next section! As mentioned above, this is a difficult one to pull off without either using your child’s experience as your only frame of reference, or being so hell bent on not doing that, that you end up not being able to find a way to address issues your child is facing at school for fear of being seen as pulling rank as a governor. Being a parent governor means trying to hold in mind all children at the school, and trying to banish from your mind your own child, their friends and specific little faces that are familiar to you. Being a representative from the parent body, but not a representative of the parents is one that the whole school community invariably struggles with. Your child’s friends’ parents will say things to you as a governor, expecting you to “sort it out”. Teachers who don’t understand the nuanced position of a parent governor can be just downright weird with you. There can even be repercussions on your children if you are seen to be too challenging or your children can be favoured if you do a good job for the school in your parent governor role. I found being a parent governor excruciatingly difficult myself and am in a much happier place being a governor at a school with which I have no personal history or affiliation.

The big advantage of being a parent governor is that you are already embedded in the school culture and it is easy to see how the values, the aims of the school development plan, policies and decisions play out in practice. You are immersed in information that helps you, such as letters home, parents evenings, how the school feels and responds to key events, behaviour issues, even snow days. You know the teachers, the parents on the school gates, and the way the school works. This is all something that is really hard to get a feel for if you don’t make time to explore all of this.

One double-edge sword of being a governor at your child’s school is related to The Guilt. You know The Guilt. It’s that feeling we all have as working parents, especially as teachers who are parents, that we are not there enough for our children, and often spend more time celebrating other people’s children’s magical moments and milestones more than we do with our own. Well, being a parent governor can either exacerbate this feeling or can in fact alleviate it. Ideally, your workplace will give you time and flexibility to be a governor because it is such great CPD. Where better to spend that time than at the school where your child learns? You can get even more of a feel for it, you can feel you are helping to make it even better for your own and all the children there, and you can get another perspective on what is behind some of the rhythms, routines and culture of the school.

Being a local authority or community governor: pros and cons

Whether a school is a local authority school or an academy, it needs to be the focal point of the community. Being a governor from the local community is a way to support this, and also a way to declare your commitment to your own community.

A lot of multi academy trusts will have some success at attracting ‘career governors’, local business people keen to bolster their CVs, and cash in their Corporate Social Responsibility (CSR) hours by supporting a school. Their skills and experience are useful indeed to schools, but someone with up-to-date education experience can be much appreciated as well.  Being a trustee of an academy can give you valuable exposure to the charity sector and it operates differently to a maintained school governing body. It’s worth reading up on the roles and responsibilities of being a trustee or governor at an academy or a multi academy trust as these are different from those of maintained schools, which people often don’t realise until things get difficult.

As mentioned above, having no link to your own workplace or children’s school can be a very positive thing. And if you are thinking about being altruistic and not being suspected of having any ulterior motives or interests, this is one way to make that really clear!

As a teacher, you can think about what you want to gain from your governor experience and direct your choice of school accordingly. You might want to choose a school that is similar to the one you work in, so you can get a different view on some of the challenges and how they are addressed. You might want to broaden your frame of reference and deliberately choose a school which is a different phase, intake, demographic, size. If you work in a secondary school, being a governor at a primary feeder school can be really informative and worthwhile. If you care about SEND children, you might want to choose to work in a special school to understand some of the issues and successes there. Or perhaps a Pupil Referral Unit or Alternative Provision setting could be stimulating and useful. You might want to choose a school that is in difficulty rather than an outstanding school, so you can really commit yourself to making an impact. You will certainly get feedback on this if the school undergoes any kind of Ofsted monitoring or inspection. Similarly, if your school is struggling, it could be useful to see what it looks like from a different viewpoint (although there’s no guarantee that the governance is outstanding, especially if the school hasn’t been inspected for a while)

Wherever you land, as a governor at a school where you have no prior connection, you can happily get stuck into seeing the world from the other side of the table. You will be exposed to HR, finance, strategic planning and examples of practice – good and bad – that are great for you to learn from and for your professional development. You might even find yourself chairing a committee that hones your skills in a particular area of the school’s development. You could even find yourself part of the recruitment panel for a new headteacher or, less uplifting but equally eye opening, a serious HR issue. You could be there when an Ofsted inspection happens. If you ever want to step up to headship, what a great experience to see these processes from the other side of the table first. You will also be exposed to governor colleagues from the world of business, local councillors, and more, who could be handy to know and could differ from your usual social and professional group. All good social capital to help you on your way professionally.

How do you build your confidence when you are starting out?

Don’t assume that because you work in education and perhaps ‘know how to do meetings’, you know it all. I would recommend that you go to your local authority governor induction, specific training sessions and any termly governors briefings meetings. They are usually very good – and even if they are awful, they are so eye opening and anthropologically enlightening! I have been to some briefings that felt like I was in a Mike Leigh film just by virtue of the range of people there and their behaviour. Others have left me so impressed with how the local authority is addressing issues that affect the local community and doing heroic efforts to do what is best for those in their care.

Make sure the school gives you a thorough induction too. Again, even if you are a staff governor or a parent governor, a good school induction will give you the information you need and will set the scene for the modus operandi you need to adhere to. A good Chair of Governors will do this themselves and might also match you with a more experienced governor as a buddy for a time.

Join Twitter or Facebook school governor groups.  Read online, especially when you get the papers for the upcoming meeting. Go through the agenda and papers carefully and note any questions or thoughts you have. Have a look online at the National Governance Association resources or on The Key for School Governors or The School Bus website. Ask your school if they have a subscription to any of these, and if they don’t, do a free trial in the first instance.  Don’t be afraid to ask the school to invest in subscription if you think it is worthwhile. I am of course biased, but I can’t really imagine not having access to The Key.

How do you become a governor?

There are several ways to become a governor. If you want to be parent governor, this needs to be by election. Ask the headteacher or Chair of Governors when the next vacancy is coming up and express your interest in standing for election. If you are not choosing the parent or staff governor route, I would recommend doing some research into your local schools and doing your own process of exploring the pros and cons to help you decide whether you become a staff, parent or community governor. My favoured method, once you have decided, is to send an email to the school you would like to volunteer at, with your CV and a cover letter of why you are interested in becoming a governor at the school. Follow up with a call if they don’t come back to you.  A good governing body will interview you and will want to find out more, although many have a ‘bums on seats’ approach and will be so flattered and amazed that they will snap you up, no questions asked! Once you are a governor and have found your confidence, if that was the case when you started, you can always take it on to sort out how governors are recruited, the type of skills auditing that happens and ensure that the selection and training of governors is tip top.

There are also organisations that have a specific mission to recruit and sometimes train governors. The School Governors One-Stop Shop (SGOSS) and Inspiring Governance both have match-making services. You can also contact your local authority Governor Services department and offer yourself up there.

I’d be delighted to hear any further comments you might have that might be useful to others, or if you spot things that I might have missed or misrepresented here. Just add them into the comments section, or drop me a line and I will incorporate them if I can. If you do decide to become a governor, let me know. And if you need any support and I can help at all, similarly, get in touch!

Good luck!

Say what you mean and mean what you say: jargonising the education system

roadman
SMS exchange with the teen 2017

The year ahead needs a jargon buster

I attended a Year 10 “Year Ahead” meeting this week. The thing that struck me most strongly was the extent to which we have systematised, bureaucratised and jargonised the education of our children. I sat through a well-meaning PowerPoint presentation intended to demystify the new system of GCSEs for parents. I work in the education sector and felt like I was having to apply my learned edu-speak skills as they reeled off jargon to the group of parents hunkered down in their seats in the dark auditorium: SLT, Key Stage 4, A*-C, expected grade, 1-9, pastoral, learning objectives, Progress 8, Attainment 8, APS, EBACC, minus scores, buckets, and target achievement ratio…god help us…The school might have supplied us with a jargon buster, like this one put together by Lord Grey School in Milton Keynes or this one put together by the Dudley Governors Association.

When lingo is laminated

I also attended a training session for school leaders this week, which was fascinating and uplifting in equal measures. It was so good to see the passion, commitment, drive and enthusiasm of a group of senior leaders dedicated to their own professional development as well as to playing their part in the collaborative challenge and support of others around the country.

One of the exercises of the day had us working in groups, using laminated lingo cards, to build a learning model. This is where the cogs started whirring for me as an insider-outsider. This is where I rekindled my anthropologist and researcher training to be the participant observer and to examine what appeared to be unfolding. The group leaned in, silently considered the words written on the cards and started to work together to build a ‘learning model’. I’m thinking to myself, what the heck is a learning model anyway? They discussed, arranged the cards on the table, discussed again and slid certain ones from here to there. Learning, reflection, modelling, pace, behaviour, assessment, marking, ethos, culture, transition, key stages, critical thinking…

With each pause for discussion and each slide around of the cards on the table, I could feel my discomfort as I thought I might be slipping in and out of the ‘inner circle’ of pedagogical language.  So much terminology, but what does it all mean? The training facilitator moved from table to table, and eventually came round to ours and said, “So, taking pace for example, what is your definition of this? Have you come to an agreed definition?” We all hesitated for a moment, realising that we had not had any discussion of the meaning of any of these words at all. “The word pace, what do we mean by this? In what context? Pace of a lesson? Pace of the curriculum across the year? Pace of transition? Transition, what does that mean to you? Transition between key stages? Transition between activities within the lesson? Transition between lessons?”

One of the things I wondered out loud was, if we as educators, haven’t discussed and defined among ourselves what the language means, what the learning model is and what the purpose and intention of what we are doing might be, isn’t it about time this happened? And if we have discussed it in our schools in the staff room, have we ever done this exercise with the children in the classroom? Shouldn’t we be starting from common agreed language and principles?

Jargon is everywhere

It is of course useful to capture concepts into phrases, words and ideas that are commonly understood. This is how we make sense of the world and this is how language develops and becomes useful, and at times entertaining. I love some of the teen-lingo I learn from my kids. It is most certainly ‘fit for purpose’. In answer to “can you pick up some milk on your way home?” gets the response, “no, that is loooonnnnng”. Or “He looks nice” gets, “eww, he’s moist/crusty/clapped”

The world of work is full of the most ridiculous lingo you ever heard. Here are some favourites I have really and truly heard used:

“What does good look like in this space?”

“We should roadmap that issue”

“In the technology space, that’s really not my sandpit to play in”

“Yes but do we have the bandwidth to take this on?”

“Let’s kick that into the long grass”


Workplace woes

Without getting all existential and “emo” about it, the linear and limited experience of education and its bureaucratised jargonisation of language is just a continuation of the central problem we have with education in general. There is no agreement on what schooling is actually for in the first place. And I don’t mean the level of discussion we see on Twitter with false dichotomies between ‘Trad’ and ‘Prog’ approaches to learning. We have a model that was put in place to serve the need for a skilled and compliant workforce but we aren’t actually serving the workforce very well, it turns out. My overwhelming sense from the Year Ahead meeting and even from my day with inspiring senior leaders from schools across the country, is that the purpose of education is ultimately to get students to pass exams so they can move on to the next stage, pass more exams and then move into the workplace and ‘succeed’.

Now, I work in ‘the workplace’ and after the educators are done with them, I receive what are described as ‘bright graduates’ into roles that on paper they are qualified to take on. What I see as the most important thing needed to make these young people fit for the workplace is to unlearn the culture of schooling, to let go of punitive and hierarchical structures, and of linear progression. Success in the workplace involves the ability to think critically, to problem solve, to tie together previous knowledge and experiences with research into possible knowledge and understanding – and to push this through a critical lens again to shake out any bias, habit, laziness, fear or clinging to get to the right way forward. You need skills to influence, bring on side, provide evidence and build trust with your colleagues. And most of all, you need to build a shared language with those you are working with, which should be revisited and revised so you don’t fall into assumptions and jargon that become meaningless. I am a great believer in stopping once in a while and going round the table to see what each person believes just happened in any given meeting, for example. But more than this, we need to stop and ask ourselves what just happened to our education system and are we all speaking the same language that can get us where we need to go?

I have had children moving through schools in this country since 2007 and there have been so many changes, initiatives, systems, methods, acronyms in the last decade. I think that something went off in my brain in that darkened room this week and I reached saturation point at that very moment. I clapped my hands over my mouth just to stop myself screaming. I just don’t believe anyone knows what is really going on any more and I certainly am struggling to believe in the education system as it is now. From now on, I am encouraging my children to see their school experience as a social experiment. There is as much to learn from good practice as there is from bad, and there is so much to learn about the way our society is structured through the micro-climate of a school and the office. There is much to be learned from the language we use and the meaning we attribute to it. It’s not all doom and gloom. Language is fun and in the meantime, we can always amuse ourselves and play bullshit bingo.

Colour-blindness, cats and cucumbers, and cycling

Image result for Unconscious bias
From Margie Warell

Why is my curriculum white vs. why, is my curriculum white?

I was telling a friend of mine about the BAMEed Network and was surprised by her reaction when we started talking about a podcast I had listened to called ‘Why is my curriculum white?’ She suddenly sounded really annoyed as she said, “you know, we don’t need this pitying, dumbing down of the world on our behalf, thank you. Of course the curriculum is white, this is England. I don’t mind adding a black or Asian philosopher into the mix but it’s not representative and it is artificial if there’s more than one or two isn’t it?”

I wasn’t sure how to react. She said, “All you are doing with this BAME thing is segregating and categorising people – I don’t want to be seen as a brown woman when I walk into a room or representing brown people or women when I am on the school governing body. I just want to be me”. I love my friend, we often holiday together as families, we feel so at home together but we are completely opposed in terms of politics and many aspects of our world views. But we can talk about things and trust each other completely. We also don’t try and change each other’s minds about things. We find the middle ground. Still, I said to her, “colour-blindness, that’s not actually real you know?” She was resolute. It would be for her.

Test yourself if you dare

It gave me pause for thought though. I am not trying to segregate the world, I am trying hard to be aware of my unconscious bias. I start from the standpoint that we are so culturally socialised by certain viewpoints that it is unrealistic to pretend to be colour-blind or neutral. I have been challenging myself recently by trying out some of the Harvard University unconscious bias tests available online. If you are brave you will give them a go too. It makes me squirm but it reminds me that this difficulty exists and the key is to be aware and to not deny or enact the consequence of your initial unconscious bias.

My husband and I keep comparing our results with great curiosity and some mirth. We are such opposites in some ways too. His experience starts as an Israeli-Iraqi Jew brought up in Jerusalem, where he is seen as mixed race and a second class citizen alongside the Ashkenazic, European Jews. He is an immigrant to this country since the early 2000s and that makes him feel an affinity with certain populations more than others. He sees how ethnic minority students, and staff members, are treated differently in his workplace, a university setting, and it makes him incredibly frustrated. Having spent over a decade living in Israel myself, being constantly reminded that I am a foreigner, I know how he feels to some extent. Back in England now, in my relative position of white privilege, but still sometimes finding it hard to assimilate back in, my experience sometimes feels so extreme that it feels disingenuous to do anything but recognise that the way we see the world and are seen by it differs depending on many factors.

Three popular internet things that make you wonder

Every day, things I see online make me think more about this. Three very different ones have made me think. The first is the story of a five year old white American boy who wanted to get his hair shaved short like his black American best friend so that their teacher “wouldn’t be able to tell them apart”. This is a stark reminder of the fact that we don’t seem to be born looking for differences and aware of skin colour that much. It is culturally constructed over time and is a part of our education. You can’t culturally un-construct it just by declaring yourself colour blind. All culturally constructed notions are deeply engrained.

Secondly, the news interview where a white man is speaking to the camera and in marches his small daughter, shortly followed by his other child in a baby walker. They are pursued by a woman who rushes in on all fours grabs them both and hustles them out of the room, returning briefly, still on her knees to shut the door. The assumption online was that this was his wife. Others speculated that it could be the childminder. There was backlash against presumed racially charged assumptions that the woman was a childminder and not the children’s mother and the white man’s wife – she was Korean. She was his wife.

Thirdly, isn’t it human, – and animal – ancient, learned behaviour to break the world up into categories of like me, not like me, threat and non-threat. You only have to see what happens to a cat when someone puts a cucumber behind it. Why would a domestic cat that has never seen a snake, have it so engrained in their ancient cat-bias, so as to be afraid of a vegetable that has only a vaguely snake-like appearance, is completely inanimate but seems to have sneaked up on them? Could this be true also for us human folk? Does it go that far back?

Cycling and gender-biased aggression

On a personal note, as a cyclist in London, I am now clocking up 45 minutes each way on my commute to and from work. I have always been bothered by the amount of abuse I get, although my cycling style is pretty mellow and non-confrontational. I have cycled for years and a while back now, I complained to my husband that as a woman, I get called all sorts of vile names and people can be unduly aggressive towards me. He said he never got any abuse and put it down to the fact that I can be bloody-minded and belligerent with my opinions so I am probably the same on the roads. One evening, we went out together locally and I suggested we cycle there together. On the way, I asked him if he would be willing to do an experiment with me, and to cycle some distance behind me and watch what happened. Sure enough, he was shocked by the different treatment I got compared to what he has been accustomed to. I had the usual array of cars beeping, or deliberately overtaking dangerously close and shouting as they passed, making me jump. There was also unwanted interaction with swearing pedestrians, heads down in their phones while they were weaving between the cars pausing for a moment in traffic, and from other (male) cyclists even.

Due to the air quality of central London, I have taken to wearing a pollution filter mask while cycling in recent months. It has been quite cold so with the mask, gloves, helmet and all my waterproof gear on, you can’t tell if I am a woman or a man or even what colour I am. It’s amazing. It’s as if I have been granted a completely new status. No-one bothers me at all. Bingo.  I can see why it would be amazing to reach a place where we don’t automatically treat people in certain ways based on deep seated and learned bias.

Dare you consider, how might unconscious bias affect your relationships at school?

Let’s assume then that unconscious bias does exist. How might this affect your relationship with your students and other staff members? Here are some all-you-can-eat, food for thought observations I have heard played back to me by school staff I have spoken to:

Have you noticed that BAME staff members tend to be in charge of certain subjects and the further up the hierarchy you go, the whiter it gets? Any BAME senior leaders that do make it in schools tend to be in charge of discipline or PE. What’s that about?

Why is it, in some schools, that the majority of kids that are in detention at the end of the day are black? Why do teachers of all races treat black children’s misdemeanours differently?

Why is it that schools which serve predominantly BAME areas, in parts of London for example, often deploy a military style discipline regime and refer to this as being appropriate for “these kinds” of students? The claim is that they are entrenching bias towards certain groups being subordinate to the ruling middle classes rather than promoting a socially mobile, lifelong learner expectation for children of ethnic minority backgrounds.

What about the teachers who are surprised when their Chinese heritage students educated in this country are not maths whizzes, when the black kid can’t run and their white working class boys love to read?

What of the Asian British pupil who wrote that he lived in a terrorist (terraced) house, and then ended up facing an investigation by police?

Why is it that more ethnic minority people get university degrees than white people in Britain and yet in the workplace they will be still more likely to be unemployed and paid less?

What about assessment, what elements of that is geared towards certain socio-economic and ethnic biases? What about the recent Year 6 SATs test and the dodo question for example?

Can you join me in learning more?

Please ask yourself these questions, try the Harvard online tests and let’s start to discuss what this makes us feel, what we could do differently and where the issues might lie. We will be holding a BAMEed Network conference on all aspects of unconscious bias on June 3rd. If you have ideas for what other issues should be covered, let us know and make sure you are there on the day!

Educolour: change begins with you

stereotypes

 

There seem to be several ways that people tackle the issue of diversity in the workplace as far as I have experienced it. Having occupied various positions in white, middle-class dominated work environments, the issue of diversity has exercised me for a long time.  I have been regarded as “the ethnic minority” in some places by virtue of the fact that I am of Jewish heritage, am married to an Iraqi-Israeli and my kids were born abroad. I have seen the almost visible domino effect of assumptions that click into place when people find out these facts about me. But, better out than in I say. If people can tell me what they assume about me, at least then I can work through the stereotypes with them and isolate what is right and what is not. One of the most destructive things is to ignore altogether race, identity, culture, colour, whatever it is that makes for difference between people.

Whether or not I can lay claim to be classed as an ethnic minority is immaterial. I am wholly and passionately committed to doing what I can to break down barriers that exist for people based on the sex, gender, sexuality, race, ethnicity, whatever the multifarious categorisation that exists that causes these barriers. This is why I am shoving my white-privileged nose into the group of people now committed to forming the #Educolour movement in this country. And I trust each and every one of them to speak truth to me at any point.

One of Stonewall’s diversity champions once told me, when I was concerned whether I could effectively look out for the rights of others, that there is no better advocate for diversity in a workplace than someone who might outwardly represent the accepted norm. “People might listen to a black guy talking about racial equality in the workplace, but if a white person is a passionate advocate, that will get people’s attention for sure”.

The biggest problem I have encountered is that people don’t want to talk about it. This is probably mainly because they are worried about saying something wrong and causing offense, But many don’t want to accept even the basic fact that subconscious bias and racism is rife within our society. Or worse still, people pretend to be “colour-blind”. Unless each one of us is willing to admit it is our problem, nothing at all will change. Unless each and every one of us just connects with the places where we do assume, discriminate, overcompensate, skirt around, feel uncomfortable, behave differently to people, then we will just perpetuate the problem.

Here are some uncomfortable moments I have had while on recruitment panels that might make your jaw drop:

Situation 1: 

Panel of two white women, one white man. White, male, middle-aged, middle-class interviewer goes off script and asks young, Asian woman: “Are you spoilt?”

She, unfazed, quick as anything says: “No, but my brother is! Have you met an Indian mother who doesn’t spoil her son?! He is her sunshine. I don’t get to be spoilt!”

We all laughed and moved on to the next question. I died inside. When we got out of the room, I challenged my senior colleague. “What was that all about? Why on earth did you ask that?”

“Oh” He said, completely nonplussed by my obvious disdain. “I once knew an Indian woman who was really spoilt. I didn’t want you to have to deal with that on your team”

I liked her, I wanted her on my team. She is personable, she has already proved herself to be quick-witted and feisty. She has got through to a face-to-face interview based on passing several stages of the recruitment process including three written tasks. The standard of her writing is excellent and she has displayed a creativity of thought in her responses. The second woman on the panel is worried about her ability to represent the organisation because she has a lilting, Delhi accent. I remind her that according to the job we have advertised, she needs to be able to write quickly and accurately, using a high standard of English. She has proved to be able to do this and moreover, seems like she could fit in really well with the rest of the team, our values and so on. “Some aspects of writing are just there, they can’t be taught” I was told by my colleague by way of explanation of her doubts about this candidate.

I can feel myself fighting for this person and fighting through assumptions, prejudice, all dressed up as genuine concerns but moreover, all based on subtle discrimination and not on the facts before us. She turned out to be one of the best members of my team.

My colleagues weren’t bad people. They saw themselves as very open-minded and committed to diversity. But there are boundaries to all of our ability to really challenge ourselves and ask honestly what subconscious bias could be playing out here.

Situation 2:

A white, male colleague and I are waiting for two candidates to show up for an interview. One has what could be described as a non-English, Arabic name, the other has a very “English” standard male first name and surname. The first to arrive is a black man, and we both assume this is the one with the Arabic name. It is only when the second candidate shows up for the interview that we realise that we are wrong. She is a woman and cannot possibly be the one with the standard English male name.

After the interviewees have left and knew nothing of our silent confusion, I can’t contain my embarrassment and say to my colleague: “Woah, massive racist assumptions there from both of us!” He claps his hand on his forehead and said “How many discriminatory stereotypes went into that little misunderstanding?!” Awful, but at least we were aware that this actually happened and at least we could openly talk about it and think what we would do next time to ensure this doesn’t happen again.

Situation 3:

Some years ago, I keep hearing some of my colleagues declare proudly, openly and frequently that we have a team that is predominantly made up of young, Russell Group university-educated men and women. It takes me a while to understand why this makes me angry. I challenge them on this and ask why this makes us a good place to work. I am not young, nor Russell Group educated, and I am the only person to have recruited not one, but two people onto my team who don’t have a university degree at all. The first hire sparked consternation when my boss realised that they didn’t fit the ideal standard, but once they had proved themselves to be superb at their job and display a lot more intelligence and resilience than some of our more “thoroughbred” members of the stable, it was easier to get the second one through. They both had a maturity and solid work ethic that ensured that we got things done and to a high standard.

My challenge to my previous workplace was a challenge to this idea that having people who have made their way through a path of privilege means that they are necessarily better at their jobs than others. In my experience, some of the best-educated and holders of the highest accolades from Oxbridge were the weakest staff members in terms of their teamwork, resilience, creativity and initiative-taking. I was told time and again, “we need the best candidate for the job, and the easiest way to see that is through their qualifications and work experience”. What is not clear here is that there are so many barriers to people who don’t have access to the level of privilege needed, that they may not be getting a shot at the places of education and work that others may be able to just glide in to.

We really have to create a recruitment process that both sorts people’s ability to do the job advertised but that also can sort between things that are trainable skills and things that are essential to have inbuilt. This is where we have an opportunity to halt the assumptive wheels of institutional prejudice and actually create a step for people to take.What I mean is this. Faced with two potential candidates, I must look to see where I can challenge myself and my own assumptions. I must also look to see if with a small amount of effort on my part, I might be able to provide an opportunity for someone who has proved that they can do the job well but may not have the standard set of traits of privilege that we lazily may assume make them the “best candidate” for the job. If I can take someone on and invest an extra few hours of training in them to fill any gaps, which may cost the organisation slightly more, I will. I know that through doing this, I have diversified the workplace, shifted the accepted norms about what pathways people need to have followed to land here, and have broadened my own and my colleagues’ horizons about where good people can come from, I must do this. And if I need to fight a bit to do it, I will.

There are simple things that we can all do, and that we all must do. We must embrace our own prejudice and never avoid an opportunity to delve deeper into it to understand it better. We must call out prejudice when we see it (including our own!) but not in a confrontational and aggressive way, we need to champion growth-inducing challenge and whenever possible model a better way through as many channels as possible – such as recruitment processes as I have tried to illustrate here. This is what I mean when I say, change begins with you.

A letter to future you: strength-based leadership and development

letter writing Alma

Picture taken by Penny Rabiger

The tree of hope and a letter to future you

At the start of term, I used to get my new intake of Year 7 students to do two things: I would create a tree of hope on the display board and give every child a cut out leaf. They and I would write messages of hope and wishes for the coming year to ourselves on the leaves. These were sometimes declarations of intentions to work hard, do homework, listen, or to respect others. Whatever they were, they were deliberately intended to be for all to see. These leaves would stay pinned to the tree throughout the year for the class to refer back to and browse whenever seemed appropriate. There was great learning to be had through referring back and reflecting on what was written.

The second thing I would do is to get my students to write a letter to their future selves.  We would spend some time imagining and discussing what we thought the coming year at school would mean, what they would need to achieve, learn, understand, overcome, and conquer. It’s also important to use this time to help students understand their own strengths and the opportunities, support and challenge they should expect during the year to help them make sure their ideas of what might happen to them are grounded in reality.

Each student would then write themselves a private letter, seal it up and hand it over to me for safekeeping. And I would do the same. As part of the ceremonies for the end of the year, we would open the letters and the children would laugh at how innocent and naïve they were, or gasp at how well their wishes for their future selves had been fulfilled or not. I liked this exercise as it created the feeling of a full circle and it challenged the children to connect deeply with themselves as individuals and as learners – trying to imagine what lay ahead of them and how they would respond to new things, react to challenges, overcome difficulty and seize opportunities. I am a firm believer in the idea that learning is as much about process, self-awareness and personal development as it is about the acquisition of knowledge.

Investing in strengths

It’s time for performance reviews at my workplace and I often feel like objective-setting can be a form of letter to one’s future self. It certainly should be done on the same backdrop of self-awareness as well as taking a realistic view of the needs and aims of the organisation where you work and what opportunities for development and growth there are within it.

There is much evidence to show that at school and at work we are all too often encouraged to invest time and effort on the things that we are clearly not skilled at or interested in and not enough time developing and building on areas of strength and interest. Of course we should not be subscribing to the view that we should only occupy our time and effort on things we think we are good at – some things are important to get to grips with, whether you like them and are good at them or not. One example I am really proud of is that I did my maths O Level/GCSE three times and got two U grades before I got the prized C grade. I even got a Saturday job to pay for my own private tutor the third time. I didn’t know it then, but dyscalculia made this hard for me. My determination made me the only member of my family to get maths GCSE and to go on to get a BA and and MA. My strength may not have been in maths but somehow even at that age, I could see that maths GCSE was a ticket to the future that I needed. Coming from a low-income, single-parent family and with a mother who had significant mental health challenges, I really wasn’t going to give up on it!

The Strengths Finder tool

This is why I really like Strengths Finder as a great way to connect people to their own leading strengths and to help them understand how they can build on these at work and in their out-of-work lives too. I have previously been asked to do Myers Briggs and other personality tests at work and felt that these were akin to horoscopes. It was hard to unravel how to share and implement what they described. I also feel that people need to take confident ownership of their own strengths, make these clearly known in the workplace and find opportunities not only to hone their skills but also to use them for the maximum benefit of the organisation where they work.

Strengths Finder measures the presence of 34 themes or strengths. These are people’s naturally recurring patterns of thought, feeling, or behaviour that can be productively applied. We often talk about talent when speaking of students and colleagues and it is key to remember that your talents are indeed the building blocks of strengths.  Combining your talents with skills, experience and knowledge is what creates your strengths.  With Strengths Finder, the more dominant a theme is in a person, the greater the theme’s impact on that person’s behaviour and performance. The Strengths Finder test is thorough and the results are presented in such a way that they are easily shared. You are given a short summary, a longer and more in depth overview, and an action plan with suggestions of how you could be using your strengths, how others should make use of them and how to work with people with different strengths. *I have included my short summary at the end of this post to give you a feel for what it looks like. It was very affirming for me to see my strengths described in this way and to see the tangible ways in which I really do have an impact in the workplace through using these strengths. Rather than seeing them as a rather quirky part of my personality, it fell into place for me the power and value my strengths represent to my workplace and to people that know me. This can give incredible confidence and enhance one’s creativity and decision-making abilities when you know you are building on a strength that is tangibly valuable.

We have all recently completed our Strength Finder profiles at work and have started to map them out on a simple matrix of where each person’s strengths lie. We will continue to explore how we should work together around these and it will be an integral part of each new employee’s induction to do the Strength Finder test and share their results. I believe that all organisations should be moving towards strength-based leadership rather than the often humiliating and punitive methods that we can unwittingly subscribe to through performance management.

Strength-based leadership

While I find that a lot of focus in work and education can be on identifying and working on mending weaknesses, in their book of the same name, Strengths Finder writers Tom Rath and Barry Conchie describe what strength-based leadership can look like:

  • The most effective leaders are always investing in strengths. In the workplace, when an organisation’s leadership fails to focus on individuals’ strengths, the odds of an employee being engaged are a dismal 1 in 11 (9%). But when an organisation’s leadership focuses on the strengths of its employees, the odds soar to almost 3 in 4 (73%). When leaders focus on and invest in their employees’ strengths, the odds of each person being engaged goes up eightfold
  • The most effective leaders surround themselves with the right people and then maximize their team. While the best leaders are not well-rounded, the best teams are. Strong, cohesive teams have a representation of strengths in each of these four domains: executing, influencing, relationship building, and strategic thinking
  • The most effective leaders understand their followers’ needs. People follow leaders for very specific reasons. When asked, thousands of followers were able to describe exactly what they need from a leader with remarkable clarity: trust, compassion, stability, and hope

It certainly makes you think doesn’t it? So, tying this back to a letter to the ‘future you’ exercise, at work we have been thinking about giving feedback and about our performance objectives in the light of our strengths. When setting objectives you are in fact trying to future gaze and describe a snapshot in time in the future. But if you are working these around what you already know, and creating a formula of strengths + organisational goals/business need + opportunities to use and develop strengths for the benefit of the organisation, you should be able to pretty accurately describe your objectives and planned outcomes.

Similarly, if you can spend time getting students, colleagues, employees, team members, people you coach or mentor to really focus in on their strengths, understand what the aims and goals are for the coming few months to a year, and to consider how they will build on their strengths to move forward, your letters to the future you will be inspiring when you write them and delightful when you open them a year later.

 

*Strengths Insight Guide: Penny Rabiger

 

Individualization

Shared Theme Description: People who are especially talented in the Individualization theme are intrigued with the unique qualities of each person. They have a gift for figuring out how people who are different can work together productively.

Personalized Strengths Insights: What makes you stand out? By nature, you derive much joy from assisting people in need. Instinctively, you are hardwired to do exactly what you said you would do. Your word is your bond. You are likely to earn the respect of many people. You even win over those who have a hard time trusting anyone. Why? You rarely disappoint them. Because of your strengths, you derive much satisfaction from doing things that benefit people. You typically work as industriously on big projects as you do on everyday chores. Driven by your talents, you are compelled to help people. You yearn to leave the world in better shape for those who will follow you years, decades, and centuries from now. It’s very likely that you help individuals acquire knowledge and gain skills. You are a fine instructor, tutor, and/or trainer.

Relator

Shared Theme Description: People who are especially talented in the Relator theme enjoy close relationships with others. They find deep satisfaction in working hard with friends to achieve a goal.

Personalized Strengths Insights: What makes you stand out? It’s very likely that you are naturally open and honest about who you are, what you have done, what you can do, and what you cannot do. Your straightforward explanations and stories help listeners see you as you see yourself. You reveal your strengths and limitations. You are forthright and plainspoken. People generally seek your company and want to work with you. Many are impelled to move into action by your words and examples. By nature, you have the ability to instruct, train, or offer suggestions to people who look to you for assistance. Driven by your talents, you are determined to share your knowledge and skills with people you coach, mentor, or train. Chances are good that you are comfortable being open and honest about who you are. Often you intentionally avoid people who are less than truthful. You prefer to spend time with individuals who speak as candidly as you do about their strengths, shortcomings, hopes, disappointments, failures, or successes. Because of your strengths, you enjoy the companionship of individuals who tell you what they plan to accomplish in the coming weeks, months, or years. Once you know their goals, you can help them reach their objectives. Few things please you more than this.

Arranger

Shared Theme Description: People who are especially talented in the Arranger theme can organize, but they also have a flexibility that complements this ability. They like to figure out how all of the pieces and resources can be arranged for maximum productivity.

Personalized Strengths Insights: What makes you stand out? Because of your strengths, you naturally choose to work in groups rather than do things by yourself. This preference for partnerships reflects your willingness to welcome into the team many different types of individuals. By nature, you automatically notice what people do well. You pay attention to their individual interests, too. Combining this information, you are likely to understand who should work and should not work together. You probably create partnerships where one person’s talents complement those of another person. You tend to match people to tasks they enjoy. Instinctively, you embrace a wide array of people. You honor their differences with ease. You identify specific things each one does quite well. These insights help you mix and match one person’s talents, skills, and knowledge with those of others in the group. Ultimately, you position individuals in such a way that cooperation becomes the norm rather than the exception. Driven by your talents, you are known as a reliable and dependable person. You are motivated to work diligently. You cannot rest until you have completed what you told someone you would do. Chances are good that you periodically think about what you need to upgrade or do better. What you discover may help you determine the number of things you can handle simultaneously. Perhaps you produce some of your finest results when you have more than one thing to do.

Achiever

Shared Theme Description: People who are especially talented in the Achiever theme have a great deal of stamina and work hard. They take great satisfaction from being busy and productive.

Personalized Strengths Insights: What makes you stand out? Chances are good that you push yourself to meet high standards and reach important goals. Your feelings of success or failure likely hinge on the way others judge your results. Your keen awareness of people’s moods motivates you to work even harder. You want to please them. You want to earn their approval. You often just want to make them happy. Because of your strengths, you critically examine the essential elements of the current condition. You toil tirelessly to identify the basic parts of various plans, problems, opportunities, processes, or ideas. Instinctively, you ordinarily take time and exert extra effort to comprehend what you are reading. You probably refuse to rush through written material. Why? You likely intend to commit to memory as many facts and concepts as possible. It’s very likely that you exhibit the physical and mental endurance needed to continuously toil long after others have stopped working. You are hardwired to pursue goals until they are reached. When obstacles arise, you become even more determined to succeed. By nature, you likely have a reputation for being a hard worker. This explains why you tell individuals they can accomplish a lot more than they think they can. You repeatedly pressure people to excel rather than settle for mediocre results. You probably have a very difficult time associating with people who do only what is expected and who whine when they are challenged to do much more.

Connectedness

Shared Theme Description: People who are especially talented in the Connectedness theme have faith in the links between all things. They believe there are few coincidences and that almost every event has a reason.

Personalized Strengths Insights: What makes you stand out? It’s very likely that you sense you are not all alone in the world. You probably feel linked with every person and living thing. This openness explains why you invite a vast array of people to participate in conversations, activities, social events, or groups. By nature, you occasionally help people realize they are part of the human family. With your guidance, perhaps they understand that their lives are intertwined with people they will never meet. Because of your strengths, you have no doubts about being linked in some way with everything in the universe. This includes all creation and all humankind. Driven by your talents, you routinely isolate facts that link ideas, events, or people. You are especially sensitive to how one person’s optimistic or negative thoughts can affect the entire human family. This prompts you to pay close attention to what individuals and groups think and do. Chances are good that you may underscore what people have in common even though their backgrounds, experiences, languages, cultures, or interests may vary. Sometimes you facilitate dialogue between individuals. Once in a while, you create peace within groups or between people by pointing out links between them.

The importance of induction and orientation

Invest_in_induction_-_first_day_induction_timeline1

In 2007, aged 37, I returned to England, having been living, studying and working abroad since I was 24. I had spent the entirety of my working life abroad pretty much, and knew I would need to rapidly learn what it means to be English again. The country – and my home city – had changed beyond recognition in the time I had been away. I went through a period of re-orientation alongside my husband and children who had never lived in the country before and didn’t speak English fluently. I wish there had been some kind of induction or orientation for us all.

Induction for school governors

When I became a governor for the first time at a primary school in London, it took me a while to work out what I was meant to be doing, what the school was like, what the aims and vision of the governing body and SLT were. It didn’t have to be like that but it was, because there was no induction of any kind offered by the school or the governing body. I realised that there was no induction for probably these three reasons. The first is simply because the governing body was finding its own way under a headteacher who seem to regard them as a group of potentially interfering parents who needed to be kept at arm’s length. The second, more disturbing, was because there seemed to be a massive assumption that everyone knew what needed to be done, what the expectations were and how to behave in meetings. They were all white, middle class, professional people who had clocked up many hours on committees and in meetings of all sorts. This made me question how anyone who wasn’t au fait with all of the associated jargon and mannerisms of this very British system, was supposed to find a way in to this closed club. And the third reason was that no-one wanted to admit to anyone else that they had no real clue how it all worked in the very specific and very complex world of school governance, what we were all apparently buying into and what we were meant to do.

Such was my dismay that I took myself off to a local authority-run induction session. It was very telling. We were asked to bring along the School Development Plan (ours was a bound tome written in comic sans and that had no input at all whatsoever from the governing body) and a group of about 20 of us spent a day being inducted very thoroughly into the role, responsibilities, aims and ethos of good school governance. It may just have been me who saw this, but the socio-economic and ethnic mix of this group of people seemed very different to that of our governing body. Perhaps we all ended up there for the same reasons.

Suffice to say, I never really recovered from this bumpy start to my 4 years as a governor. This coloured my whole view of the gaping chasm between what good governance might look like and what I had experienced and it made me vow to ensure that new governors to our governing body would not feel the same. It took me years to push it through but eventually, as a parting gift at the end of my term, I did leave a thorough induction plan, clear materials, a buddying system and a vision for induction into the school’s governing body. It’s probably an unused file in someone’s inbox.

Good examples of induction policies for school governors

East Barnet School in London has an induction policy that states clearly that the induction process is seen as an investment, leading to more effective governance and retention of governors. It has a requirement for the following:

  • The Chair of Governors will welcome new governors to the governing body
  • New governors will have the opportunity to tour the school and meet staff and students
  • A mentor will accompany new governors to their first full governing body meeting, as required

The policy also lists the documents that new governors will receive within two weeks of appointment and suggests documents for them to read, such as the school’s latest Ofsted report and the school prospectus.

There is a checklist for new governors to complete. There is space to record the date when each stage of the induction process was carried out, and to confirm receipt of various documents.

St Giles Community School in Warwickshire has an induction policy and induction pack for new governors. It looks at the roles of the headteacher, the governor mentor, and the training link governor.

The document explains that the induction process will be co-ordinated by the Chair of Governors, and that everyone involved must follow the agreed programme. It says:

The governor mentor is available to help and support the new governor, before, during and after his/her first meeting as appropriate.

He/she should have experience as a governor, a good understanding of educational terminology and acronyms and good interpersonal skills.

There is a table listing different stages of the induction process, along with who is responsible for carrying them out and when they will take place

School induction for Year 7s

My oldest daughter started Year 8 this year. When she left her primary school and began secondary school, she was lucky enough to go to a week-long summer-school that the school organised for all Year 7s. It was a great week – not least for us parents as it was free childcare for an entire week. But on many levels it helped this potentially stressful time of new beginnings pass joyfully and without drama. Having Year 7s in school for a week without any other students there gave them space and time to practise the journey in to school, to find their way around the building without fear of being teased for getting lost, and gave them time to bond with each other without having to worry about being quiet and disciplined in lessons yet. They got to know the school rules, the atmosphere, and the expectations which were clearly set out to them and they also got to ask questions and feel confident that they knew more or less what lay before them.

Ernest Bevin College and Sixth Form Centre in Wandsworth has a number of transition strategies to help new Year 7 pupils settle in, including holding a summer school like the one my daughter attended.

The summer school lasts for two weeks and all Year 6 pupils who have accepted a place at the school are invited to attend. In 2014 the activities included:

  • A welcome day for pupils to get to know the school and each other
  • A team building day at an outdoor adventure centre
  • A ‘CSI science day’ for pupils to work in teams to solve a crime
  • A celebration event where pupils show parents and guests what they have been involved in during the camp

You can see a timetable of the summer school activities here. Other transition arrangements include only having Year 7 pupils in school on the first day of term, and holding Year 7 and  Year 8 ‘buddy afternoons’ in the third week of term to help students get to know pupils in other tutor groups and the year above them.

In June 2013, the department published findings from a National Foundation for Educational Research (NFER) survey of 21,000 disadvantaged 11-year-olds’ views on starting secondary school, and whether summer school had changed these. It concluded there was a “small positive effect on transition to secondary schools”, especially for pupils from disadvantaged backgrounds. NFER research from 2006 looks at transition from primary to secondary school in Wales. It includes four case studies of good practice. Strategies identified in the first case study from a primary school include:

  • Designing a bridging project in science for pupils to begin in Year 6 and complete in Year 7
  • Meetings between the secondary school’s special educational needs co-ordinator (SENCO) and the primary school to discuss pupils with SEN, and meet their parents
  • Year 5 pupils visiting the secondary school
  • Year 6 pupils attending the secondary school for a number of PE lessons, and two induction days (in the autumn and summer terms)

The third case study, from a large secondary school, describes the following actions that the school and local schools took to support transition:

  • Headteachers of all schools in the catchment area met on a termly basis
  • Members of the school’s English department met with primary school colleagues to plan a bridging project
  • Primary school teachers observed secondary school lessons in core subjects
  • The head of Year 7 met with Year 6 pupils twice, to deliver information and invite questions from pupils
  • Sixth forms pupils were asked to help Year 7 pupils settle in, and the school held a day where only Year 7 and Year 12 students were present

The school in the fourth case study developed a proforma to gather information from primary schools about pupil’s test results, SEN, strengths and weaknesses, conduct/attitude, and attendance record.

It’s so sad therefore that the government decided to scrap the funding for these summer schools especially since we know that they do seem to impact on students’ integration and attainment having attended them. Many schools will now need to charge for these summer schools which will defeat the very important purpose of targeting underprivileged students.

Induction for new staff members

Most of the jobs I have taken on have found me working things out for myself and without a clear induction – mainly because I seem to have taken on new roles within an organisation, in start-up situations, or there has been an element of make-do-and-mend in the workplace I entered. However, I know that as a line manager, I have always ensured that my new staff members are inducted clearly and in a gradual and logical way. It can be overwhelming the amount of information one needs to take on in a new job. And it can be reassuring to know that your line manager and colleagues actually understand the workings of their organisation, the role you are taking on and what is expected of you.

The NCTL sums it up well when they say that induction should “be designed to help the new member of staff to contribute quickly and fully to the life and work of the school. This requires processes that will enable them to be integrated socially as well as formally into the school community”. Similarly to students starting a new school, The National College says that induction can help ensure new employees are highly motivated, and that employees who settle quickly will become productive and efficient from early on. Induction should cover:

  • A brief overview of the school and its management structure
  • Conditions of employment, for example hours of work and holidays
  • Procedures relating to sickness notification
  • Health and safety arrangements

The Advisory, Conciliation and Arbitration Service (ACAS) has produced a booklet with advice on the recruitment and induction process in all types of organisations. The benefits of an effective induction programme reflect those outlined by the NCTL and are:

  • A more settled employee
  • A more effective response to training
  • Lower turnover
  • Improved industrial relations

The booklet also says:

  • A good reception on the first day, where the line manager spends time with the new employee, is important
  • A written checklist of what should be covered in the programme is useful, so the new starter and the manager know what has and has not been covered, and to give some structure to the programme
  • Care should be taken not to overload the new employee with information
  • Written materials, such as a handbook, can cover key information and help employees to remember it
  • A guide, mentor or buddy can usefully help with everyday questions, introduce other co-workers, and explain the layout of the building

Induction is important

I don’t think I am exaggerating when I say that induction is absolutely crucial in any organisation to get newcomers off to the right start. I hope that the examples given here have been useful and that they can give some food for thought on how you work with new people, set the standards and get colleagues and peers feeling clear, focussed, involved and enthused from their first interaction with you.

If you need any help, some constructive criticism or support, you know where to find me!

 

 

 

 

 

 

 

 

‘When Governments ask for the World’

This week I was lucky enough to attend the Annual Trustees’ Lecture at the Arts and Media School, Islington. It’s always a treat. Last year was delivered by the stimulating and entertaining Grayson Perry and this year it was by the highly sensible and eternally affable Tim Brighouse.IMG_2004

Tim Brighouse delivered his lecture ‘When Governments ask for the World’, which you can also read here in full.

One of the most striking things he pointed out was just how education has changed through the ages – and how the power has shifted from the classroom practitioners to the Secretary of State for Education who has more and more powers over increasing levels of detail in the classroom. I have attempted to summarise it below

Five Ages of Education

Age Years Assumptions Powers of the secretary of state
Trust and Optimism 1944 -1968 1)     Central government’s role was to set the general policy guidelines only; the detail and most power should be left to local government which was closer to the people and therefore better able to understand their needs.

2)     Political freedom, moral freedom, social justice resonated with politicians from all parties. Education was a ‘good thing’ and we needed more of it. Schools were built; Colleges of Further Education, Teacher Training Colleges, Colleges of Advanced Technology – later turned into Polytechnics (and ultimately Universities) – were created and run by LEAs. Local Authorities also created a Youth Service, Adult Education Centres, Teachers Centres and Outdoor Pursuit Centres for residential trips as they also founded a network of public libraries and youth employment services (later called the Careers Service).

3)     It was not for governments to interfere in matters best left to professionals. In education ‘matters best left to the professionals’ meant what should be taught and how it should be taught

 Three:

1)     Removing air-raid shelters

2)     Securing a sufficient supply of suitably qualified teachers

3)     Rationing scarce capital resources for new buildings

Doubt and Disillusion 1968-1980 1)     Pupils weren’t being taught properly or the right things

2)      ‘Education isn’t working’ theme

3)     Central Government – at least in England if not in the other parts of the UK – was determined to act

Five
Markets and Managerialism 1980-2015 1)     ‘Choice’ (for parents), ‘diversity’ (of provision and types of school) ‘autonomy’ (for schools) and ‘accountability’ (by schools and local authorities).

2)     A belief in market forces and competition as a means of finding a solution to most problems.

3)     Seeing now the words ‘Equity’ and ‘Equality’ and they demanded regulation by the state since market forces, though never publicly acknowledged, couldn’t be relied upon to deliver those ideals.

4)     Markets and competition tend to produce winners and losers – sometimes more of the latter than the former. So we have managerialism by the state.

Forty
Confusion 2015-2020 1)     No national agreement on what the purpose of education is.

2)     Disproportionate focus on Literacy and Mathematics with little mention Music, Art, Drama, Dance or outdoor education or residential.

3)     Fragmentation of the system.

Over 2,000 and very little accountability. It extends to the Secretary of State defining in detail what shall be taught, how it should be taught and when it should be taught in England. This approach is not replicated in Wales Scotland or Northern Ireland.
Ambition and Partnerships 2020 – 1)     An accountability system where achievement as well as attainment is assessed, where there is an overt attempt to assess the progress of children in terms of their health and well-being, how they are able to be team players especially in solving inter-disciplinary problems which are the hallmark of the modern world, and how they are intelligent rather than how in intelligent they are.

2)     Access to schools would need to be fair rather than the competitive scramble it is now.

3)     A shared language of school improvement.

If you found this interesting, you might want to explore this timeline dating back as far as http://www.educationengland.org.uk/history/timeline.html  600 A.D

Living the dream: what the heck is social mobility anyway?

After I left The Key I worked briefly with a social enterprise whose perhaps audacious goal is to try to guarantee social mobility for the young people on its four-year programmes. My role was to get them up and running to sell their programmes more effectively to schools and to help them inject more clarity into what schools might need by way of evidence that these programmes do indeed work. It certainly got me exercised about the whole concept of social mobility and in my previous blog post I look at how schools might start thinking about their own engagement with issues of social mobility. The first of many questions to consider though is always the big one: what the heck is social mobility anyway?

The fact is, when you delve just below the surface, the whole concept of social mobility is problematic – for some to move up, others must move aside and make room. And yet some organisations working with young people from deprived backgrounds, schools included, might be tempted to think it starts with telling students that, as Lawrence Samuel put it The American Dream: A Cultural History, anyone can, “through dedication and with a can-do spirit, climb the ladder of success.” We might therefore feel justified in telling our students that anyone can be anything they want in life, they just need to want it badly enough, keep their noses clean and work for it. And there is some truth in this but it’s never that simple, is it?

All too often, being socially mobile or even being a ‘success’ seems to be equated with a rapid acquisition of huge wealth. The media often screams messages of quick ascent to fame and fortune so long as you are ‘in it to win it’. I hear it a lot from teachers, parents, youth workers and the like that young people often need a swift and intensive crash course in the actual reality that isn’t found in the ‘reality’ TV shows and celebrity lifestyles readily available to them as role models. Unpack these celebrity footballers’ and famous personalities’ lives and you see how short-lived, fraught and insecure their riches really are. In fact when you look at the statistics for these outliers, you begin to understand that many young people (and probably an equal number of older ones too) will clearly see this dream crumble before their very eyes when you start to unpack the odds for them. I can’t tell you how many times the team I worked with started conversations with their Success for Life programme participants with helping them understand that becoming a premier league footballer might not be a viable all-eggs-in-the-basket first option (especially considering you aren’t even in the first team at school and aren’t training more than a couple of times a month).

This isn’t to say we shouldn’t encourage young people to dream, to be aspirational, and to set their goals high. But our role as educators is to, well, educate. Are we clear ourselves on the way in which our society seems to reject the notion that social mobility might be determined by forces which are beyond our control? With twisted pseudo-meritocratic themes coming through loud and clear around the undeserving poor, benefits cheats and scroungers have we lost sight of the noble desire for equality of opportunity as a starting point for all our young people? And in practical terms, is there even space in the timetable for existential enquiry around politics, society, history and democracy unless they are part of the curriculum of your chosen GCSE and A level subjects?

Sussex University sociologist Peter Saunders has written extensively on social mobility and on the question of how meritocratic Britain really is. He defined an ideal meritocratic society as one where “each generation would be recruited to a different class position on the basis of individual intelligence”. And schools seem committed to this notion that intelligence is the defining factor in fixing our intellectual and professional status as adults. This is reinforced by the fact that schools are judged by academic outcomes in particular for our students from deprived backgrounds, and ‘closing the gap’ is what it is all about. It seems that we do mean well and that this is embedded in our educational and societal structures. If this is the case, schools don’t necessarily need to see beyond the confines of their contribution to a student’s future success. They are doing everything they can and in that sense, the mantra of ‘work hard and you can get anywhere you want’ does seem appropriate when you are referring to gaining the grades that buy you a ticket from school to the next stage.

But if knowledge is power then there are two things young people need from their education and we need to take responsibility for the fact that it can’t be covered by simply selling the American Dream. The first is a commitment to fearlessly educate them about social mobility itself, the divisiveness of our society and how inequality is embedded at every level. This is not to demotivate or disincentivise our young but rather to empower them to perhaps even be the agents of change. And secondly, we need to ensure young people have a chance to explore their own personal story, their roots, their feelings, and assumptions about themselves as actors not just within a classroom and a school, but as a family member and as a member of wider society and even the global community. This intertwined story of ourselves as both social and personal beings, and as products of and actors in society is one that is not easy to unpick but unlocking it as a concept can be the key to achieving real, enduring success, for life.

Four things to help students to think big:

  • Don’t ask students what they want to be when they grow up, but ask them who they are and what makes them excited. Students need to know what sparks their passions and need to build on their strengths. We spend too much time in life trying to improve things that we can’t do well, when we should be spending more time building on our strengths.
  • While we are on the subject of self-knowledge and self-worth, it’s important to make sure that students can not only look inwards and understand themselves – the personal, and the political. They need to know how to articulate what they feel, think, believe and hold dear. Students need opportunities to put across their case and promote themselves as worthy beings with much to say. They need time to develop and differentiate their world view and they need opportunities to try out these thoughts and beliefs on different audiences for different ends.
  • Make sure students know about a variety of people and their professions, from the mundane to the specialised, to the generalists and the quirky. Ensure they understand the skills sets, interests and pathways that led people into these professions. Bring these people into school, take the students out into the world, use low-cost options through social media or the Internet. Get them into the habit of asking people about their journey that led them to where they are now.
  • Help young people to understand that hard graft and dedication are essential and that good grades are your ticket to greater things, but that there is more than this that determines success. And some of that is deeply entrenched prejudice, inequality and injustice. A thorough understanding of society, the barriers and the opportunities we all face in different ways can help empower students to be the agents of change and to build a better future. How good is that?

You can see my article in Teach Secondary here http://www.teachwire.net/news/in-their-dreams-young-people-need-to-be-taught-about-social-inequality