Tag Archives: HR

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

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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.

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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!

The importance of induction and orientation

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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!