Exam periods are not only a source of stress for young people, but how your teen responds can set the mood for the whole household. During the pandemic, my kids were working towards their GCSEs and A Levels respectively, only to have them replaced by teacher assessed grades. This year, while one is coming towards the end of her second year at university, the other child is preparing for A Levels. Of course, for their school cohort, these will be their first public exams and the stakes feel higher than usual.
As a parent, here are some ways you can help your child during this seminal moment:
Remember, their experience is gospel
As parents, we have the benefit of hindsight, but if there’s something I have had drummed into me by my children, validating their experiences is the most supportive thing you can do. Even if you know this too will pass, understanding that the first few times you experience something, it feels huge and you need to be allowed to fully feel whatever it is that you feel. This is why for example young people report as the most lonely of any age group – when you get to my age, you know what periods of loneliness and isolation feel like, and you know what you can do to mitigate them. But to young people, this is a terrible new sensation and it can feel like this will be the rest of your life! Yes, it can be reassuring to have a parent tell you that in the grand scheme of things, things will be okay, but there are ways to do this without dismissing their real feelings of anxiety, doom, panic, comparison with peers and a lack of self-confidence. Think: what can you say that reflects back what they feel and also reassures them? Consider asking your child what they would find reassuring and then say that.
Ask what they need
Giving advice and helping with exam preparation practicalities can be brilliant, but only if they are receptive at the time that you give advice. Also, what worked for you, back in ancient times, may not feel relevant or helpful. So ask them first what they need right now. Perhaps you can suggest that when they feel ready, you can help them plan a realistic revision timetable, or maybe they would like some help with devising revision techniques, or maybe to join you on a trip to buy some nice flash cards, coloured pens and other stationery to help get prepared. Give them a written list of things you could help them with and let them know exact times of the day, evening and weekends when you will be available to help. When they are ready, they can book you in for whatever it is that they want your support with.
Feed and water them
It sounds obvious, but making sure that your child is eating well and is hydrated makes revision go more smoothly and can help keep them well throughout the exam period. Healthy snacks and drinks can help with concentration and staying power, and can also make your child associate pleasure with learning. If I see my child working hard, I will bring them a nice pint glass with a drink, some ice and a straw, a plate of chopped fruits, and a handful of nuts and quietly slide them into view by way of quietly saying “I see you, and applaud your efforts”. If I’m on my way home from work, I might pick up something they particularly like as a treat and surprise them as a reward for keeping on track with their work or as a commiseration if things aren’t going too well.
Go there, even if it feels counterintuitive
Young people can feel immense pressure to perform and aim for high grades. They can also be extremely fearful of failure and of disappointing their teachers and family. Dismissing this as nonsense or adding to the stress by nagging or pushing them to work harder are never good strategies. In my household we say, ‘Let’s go there and see how it feels’. By this I mean, we will talk through what the options are in different scenarios. ‘You don’t make the grades you need for your next step, what are your options? Can you appeal? Can you re-take? Are there other pathways that interest you?’
Having a plan B is important, and visualising yourself having not made the grade but still having options is empowering too. Allowing your child to imagine the feelings of shame, disappointment, upset and jealousy of peers who have aced their exams in a safe space as just one option, is cathartic. It is also an opportunity for you to show that you will walk with them, whatever happens.
Collective social responsibility
Remember that your child is not alone in their efforts to study and reach their goals. Their friends will be having their own experiences and homelife dynamics. Create a collaborative study space and invite them to host study sessions as a group, or perhaps they can all go and work together at the library nearby. Remind them of the advantages of working together, preparing revision materials and testing each other as well as the fact that not every child has a space at home to study. Modelling to your child the collective social responsibility we have, empathy for others and the benefits of social interaction rather than competitive self-absorption is crucial, especially in an often individualistic society.
There are so many wonderful technology tricks and apps that are readily available and either free or that the school will subscribe to:
Plan a realistic revision timetable using the calendar attached to your child’s school email account, or if you have Gmail, set up a shared one so you can help them stay motivated and make sure they build in breaks, time with friends and rest time. You can also use software like Notion or Trello and create a basic project plan or a to-do list with Todoist. My favourite is Asana, not least because you get galloping unicorns if you complete a string of tasks!
Digital flashcards apps like Quizlet are great for revision. You can also find lots of revision sets already created that you can adapt. Children in the same class can make the workload manageable if they divide up different topics and create shared revision sets for all to benefit from.
Online learning platforms, lessons and explainers are things that some schools will subscribe to like Hegarty Maths for example. But there is a lot that is free and publicly available. If your child is confused by something or perhaps missed the class when that topic was being taught, catching up online can be a great relief.
Timers setting an alarm to start and finish a revision session is a good idea. Taking breaks and building in down time can all be managed on a smart phone.
Background sounds using apps like Spotify for music can help. You can download pre-made study music or create your own playlist. There are apps like Rain Rain with a huge range of white noise from crackling fires, to freight trains or waterfalls which can really help with concentration and mood. These can be useful for helping wind down before bed or if your child experiences anxiety-related sleep disturbance and needs soothing in the night.
Stop motion video might sound bizarre but one of my children uses this as a motivator. They will film themselves studying on stop-motion or slow mode and then it creates a speeded up short version later. The longer they study, the more satisfying the video as you see, perhaps the sun go down in the background, or people passing by through the window and so on. Even though she’s a young adult and manages her own time away from home, we occasionally receive one of these via WhatsApp and it’s a nice way to elicit coos of encouragement from her parents and sibling.
The final advice is take care of yourself too. As a parent, you need to be rested, calm, centred and present during this challenging time so build in space for your own nutrition, exercise, off-loading onto listening ears outside the home and so on. And take your own advice, when the going gets tough know that this too will pass!
It is clear that there is an acute and snowballing issue around recruitment and retention of staff in our schools’ workforce. Schools are considering many proposed solutions, including promises to reduce workload, challenging the traditional reticence around flexible working practices and job shares, and the DfE has even launched a jobs board platform aimed at reducing the costs for recruitment that are often crippling for schools. Successive education secretaries have declared that far more teachers from Black, Asian and minority ethnic (BAME) backgrounds are needed in schools to be role models for their pupils. Since the recent brutal killing of George Floyd, and the subsequent soul searching that seems to have happened for many white people around their relationship with the structures and systems which impact on Black people’s life chances, the BAMEed Network has seen a flood of requests from schools and multi-academy trusts asking for support to diversify their workforce.
Teachers from BAME backgrounds have been marginalised in a system that seems to have changed little since the 1980s, back when theSwann report identified that ethnic minorities were underrepresented in teaching. Research since has confirmed that BAME educators are consistently the victims of systemic racism, which sees them overlooked for promotion and undermined. This is enacted not only through policy and practice around curriculum design, recruitment and performance management, but also through daily examples of microaggressions and behaviours from their colleagues – all of which serve to discredit them as teachers and leaders. We are all becoming familiar with the term “unconscious bias” to try to explain why this might happen, but we have seemed less committed to finding ways to seek out and cull the practices which perpetuate this bias. Structures of disadvantage in education are untouched and continue to perpetuate stereotypes of ethnic groups. Saying it is “unconscious” has proved to even give us an excuse that it may not be within our power to change. This is, of course, a damaging fallacy. Acknowledging the forces of socialisation can be a start to bringing the seemingly unconscious into the conscious domain and ensuring that the outcomes of our behaviour and actions, policies and practices are not damaging.
Why recruit for diversity? It may seem obvious especially now, but it is surprising how many schools and other organisations are still not clear on the reasons for their own commitment to diversity. Many colleagues believe in the mantra “we just recruit the best person for the job” and won’t question why those so-called best people all seem to look and sound the same. While we must always recruit the best person for the job, in doing so we are often blind to our own inherently biased perception of what that person looks and sounds like, what background and experience they should have had, and rule out the best person not for lack of skills and experience, but for other, more insidious reasons that are masked by seemingly innocent statements like “team fit” or “team culture”. The bottom line is, that if your team is not diverse in its make up, you most likely have not recruited the best person for the job. Excellent recruitment practice will naturally lead to a diverse range of backgrounds, experiences, styles, perspectives, opinions and so on, and that can’t possibly mean a cookie cutter version of the same person. A word of warning here, no-one wants to be recruited for the colour of their skin, their gender or sexuality to fulfil a Top Trumps spectrum of perceived diversities that look good. However, just as addressing the bias that holds women back in the workplace shouldn’t be left exclusively to women to champion and work towards, so too must colleagues, school leaders and system leaders from all backgrounds educate themselves around the unnecessary barriers that face their marginalised counterparts. It is the recruitment practice, coupled with a commitment by the organisation to learn, iterate and change that practice that will lead to recruiting and retaining a successful, diverse team.
Another practical reason to recruit for diversity is that it is proven to be good for business. We know from research such as theMcKinsey Report, that having a diverse workforce leads to better teamwork, and more successful decision-making. If we are to see a change in attitudes and the subtle and not-so-subtle trappings of systemic racism, we need role models from Black, Asian and other minoritised groups for our fellow colleagues of all backgrounds, for governors and trustees, and for students from non-BAME backgrounds too. If we are to accept people from Black, Asian and minority ethnic backgrounds as credible teachers and leaders, we need to see these colleagues at every level in our schools’ workforce.
Finally, many schools believe that they should recruit staff that reflect the population they serve, if that population is itself seen as ‘diverse’. While it is true that children should be able to see themselves in the people who are their role models, there are two important points to highlight here. The first is that the colour of someone’s skin doesn’t make them able to understand all humans that have a similar skin colour. Diversity is intersectional – it includes class, gender, heritage, and more. Be careful with assumptions here. Secondly, it could be argued that schools that serve a predominantly white population will also absolutely benefit from seeing strong and capable role models from stereotypically undervalued and marginalised communities – this will be of benefit to staff, students and the whole school community alike.
If we want to address the recruitment issues we face, and if we want to retain and develop our best leaders from diverse backgrounds, there has never been a better time to commit to this.
Preparing your organisation to be friendly to all humans
Looking inwards before looking outwards For a campaign to ‘recruit for diversity’ to be successful, it’s worth taking an honest look at your organisational bias, and seeing why it may not yet be friendly to all humans. This is important because the last thing you want to do is recruit new people from more diverse backgrounds than you are accustomed to, only for it to be experienced as a hostile environment lacking the self-awareness to understand why only certain people will be able to thrive there.
To do this, you will need to commit some time and budget. You may benefit from some outside help to set the strategy with you, but you must carry out any work on this, as part of a committed whole-school learning process, even when you have external support. You will need to commit time to undertake reading, re-educating yourselves and un-learning some practices you have considered normal. It is also important to have an educated grasp on what systemic racism is, and not frame racism as many schools do, as just dwelling in notable incidents and overt acts of racist abuse.
The first place organisations usually go is to what is commonly known as “unconscious bias” training. Be careful with this, as one of the criticisms of quick-fix unconscious bias training is that it can have an opposite effect. Research shows that in terms of changing attitudes, it can often lead to people becoming more entrenched in their bias, and even concluding that because the bias is unconscious, it’s not possible to do much about it. That said, good training will help you understand what bias is, when it is useful, how it can be harmful, how you can own your bias and see it clearly, and interrupt it at the point before you may have enacted it previously. Good organisational culture around bias will mean that there is a safe space for colleagues to talk openly about situations where they can see their own bias surfacing, and can work together to acknowledge and mitigate the impact of that bias. Staff should be trained in things like microaggressions so they can avoid them, and learn how to be a reliable ally, learning to see, articulate and call out discrimination should it occur. Many schools are often not encouraging of critical thinking, challenge and straight-talking, so this may be quite a culture shift. It will be up to all levels of the organisation to hone their skills at spotting, naming and reducing bias and discrimination. Be warned though, the mark of an organisation committed to change and anti-racism may be one that once you have learned to see it, you see it everywhere! This can often be the marker of the shift from being ‘not racist’ to being ‘anti-racist’. Change takes commitment and time.
HR and policies Once you have learned to spot bias and systemic or structural racism, you can carry out an internal audit designed specifically to hunt out and change places where bias and structural racism tend to lurk. HR practices and school policies are often sites where discrimination takes place. Again, you may be tempted to use a template or a service to help you with this, but make sure that you are skilling yourselves up to do this effectively in an ongoing way, so it doesn’t become an external bureaucratic exercise but instead becomes part of the culture of the organisation at all levels.
The UK has 9 protected characteristics, set out in the Equality Act 2010. These are:
Marriage and civil partnership
Pregnancy and maternity
Religion or belief
There are 4 main types of discrimination under the Equality Act:
Any audit you carry out should be a critical look at your HR practices to ensure that there aren’t elements which are discriminatory. You’ll note that class and nationality are missing from this list. Again, none of this should be purely procedural or bureaucratic so it’s important to have training and regular robust and open discussion about these issues, as they are both complex and emotive. For white people such discussion may cause discomfort. This is a small price to pay in exchange for reducing the deep trauma racial discrimination inflicts on people of colour.
When looking at policies, it is vital that this extends to policies which affect the students and their families. These include home-school agreements, homework, hair and uniform policies, behaviour and exclusion policies and more. There is much research and writing about how these policies can be the sites of racial and other discriminatory action that can be subtle or blatant. A school that is friendly to all humans, needs to ensure this is true not just for staff working there, but also the whole school community. Staff cannot be expected to enforce policy which isn’t inclusive and which is discriminatory.
The most vital and perhaps challenging part of this work will be allowing a culture of identifying and challenging racism, both from staff as well as students and their families. Baked into all line management culture, 1:1s with staff, meetings with students and their families, should be the ability to have meaningful dialogue that is sensitive and courageous, so that racism can be named and framed without those raising the issue fearing being silenced or disciplined for their words.
Curriculum matters Here again, if your curriculum doesn’t reflect the reality of both modern Britain, the global world and an accurate picture of history and the diverse voices which have always been part of our country, you cannot be a school which will be fertile ground for diverse voices to be heard and valued. Take a look at your curriculum offer, and draw on the huge number of resources available to support decolonising the curriculum and how it is taught across all departments. We speak volumes to our staff, students and the school community through our curriculum choices.
Optics are important but not as a stand-alone You need to see it to be it. If you’re hoping to attract staff members who are from a wide variety of backgrounds, you need to make sure that they can see themselves as valued in your school website, on the walls around the school, in the prospectus, the curriculum and more. When looking for diverse imagery, be mindful that you aren’t unwittingly perpetuating damaging stereotypes though. It’s all too easy to fall into this without some work on your bias. As Adrian Rogers, CEO of Chiltern Learning Trust, says, “ensure anyone considering applying looks in on your organisation (websites, social media) and sees that it welcomes diversity in its leadership and management. It isn’t tokenism, but it’s about making sure that the outward signal is ‘its good to work in this place, they value me as a person and a professional, regardless of colour or protected characteristics’”.
Remember, if you are early on, in your journey towards diversity in the school staff and leadership team, be upfront and honest about this. You know that candidates will check your website and may be confused by your statements of intent around diversity not matching reality when they see your all-white, mainly male governing board, or senior leadership team. Be prepared to have that conversation from the get-go in an appropriate way.
Get out Not only do you have to ‘be it to see it’, but you have to ‘see it to be it’. Leaders of any organisation, multi academy trust or school should make a huge effort to attend community events. This is also an opportunity to learn more about the communities you serve. Again, in his experience from Chiltern Learning Trust, Adrian Rogers says, “BAME is a very broad term, and not all communities are the same – there will be huge religious, cultural and ethnic differences. However, if you are a white leader, in a school with a high percentage of Black or Asian pupils, it is even more important to show you care about that community and want to work with them and want the best for the young people in that community. In turn, this means you will gain the trust and friendship of that community and break down barriers – with the spin-off that people from your local community will want to work for you. This also extends to delivering CPD and supporting BAME leadership courses and development even if you yourself are white – it means you network with ambitious staff.”
He goes on, “as leaders, make opportunities to speak about BAME staff in your school in terms of the knowledge, skill and expertise that they bring to your school. It is easy to fall in the trap of seeing BAME staff as simply representatives of the ‘community’, rather than talented individuals in their own right. Leaders, governors and trustees should be restless and relentless in asking ‘is there more we should be doing?’ or ‘can I ask someone why we don’t get BAME applicants’. Leaders should be curious and reflective. A great way of demonstrating the accessibility of leaders is providing an open day for local people that may be seeking employment, and senior leaders meet prospective candidates without the formality of an application or interview.” It’s also a great way to test out the scoping of the roles you may wish to recruit for.
Advertising the role
Scoping Now you are ready to advertise the role, start with scoping. Often a role can be carried out by a broad spectrum of levels of experience and expertise, qualification and commitment to learn. Make sure the recruitment panel has clearly mapped out a continuum of possible imagined candidates from the finished product to the ‘grower’. Be clear which bits are non-negotiable must-haves and which bits, if missing, can be solved through coaching, training or further on-the-job qualification. This will help you with the wording of your advertisement and will also make you hold yourselves to account to recruit for what you say you need, and not go on “feel” at the end of the day.
An important part of scoping is to map out which parts of the process will really test fairly what you are looking for. Assuming there are several stages to the process, from written application, a task-based assignment, a face to face interview and perhaps a chance to see that person in action, have you covered off every element you say you are looking for in your recruitment pack? Can each element be seen in more than one way?
Placing your advertisement If you do things the same way, you will get the same result. So think about where you would like to place your advert and what other methods you can use to recruit good candidates from a wide field. Advertising is key, if your community and school has a diverse population, advertise locally and you will probably get a diverse workforce. This support in your community shows you embrace both the community and its diversity. If your community is not diverse, think about publications, platforms and other ways to reach further.
From his experience, Adrian Rogers suggests asking BAME leaders either in your organisation or that you know, to actively support your recruitment – they are role models and could be most effective in promoting your organisation to people of colour. This may help people of colour feel comfortable about applying to your organisation, and see they are valued. Use different and wide ranging social media or media to advertise on. Local radio, Twitter, Facebook and LinkedIn can be good places to advertise. Test what works for different groups and tweak accordingly. Adrian Rogers’ MAT is in Luton, and they found, for example, that local radio and LinkedIn helped them get a significant number of Black or Asian applicants. On the other hand, they noted that applicants through Facebook were predominantly white, and Twitter wasn’t significantly different for any group. Aureus School in Didcot was a brand new start-up secondary school. The headteacher at the time, Hannah Wilson, managed to recruit her entire leadership team without placing one ad, and instead used Linked In and Twitter to attract not only a wide-ranging diverse and highly skilled team, but many of whom re-located in order to work at the school and with the team she brought together.
Your diversity statement matters It has become standard practice to place a generic diversity statement on job ads. Think about what yours says that accurately reflects the place you are in now. Be bold about addressing the elephant in the room if this will be in fact your first person of colour to join an all-white team. Writing this diversity statement should be exciting and easy, provided you are well on your way with the work described above to make your organisation friendly to all humans.
The recruitment process
Seen, felt, heard The most important thing during the recruitment process aside from ensuring that you have tested for all of the elements you hope to get in a new recruit, is how you make people feel. Too many organisations make the recruitment process overly bureaucratic and impersonal, and also don’t offer flexibility over how they engage with candidates. This in itself can throw up unnecessary barriers for some candidates. Many organisations are not cordial and respectful about people’s time, often making them come for several stages of an interview at what seem like random times, when these could be rolled into one day. Consider also that women may often be juggling child care, or if they live in intergenerational households, may have responsibility for elder care and therefore may not have flexibility on what time of the day they can attend. This may sound sexist and of course men may face this issue too but statistically this remains stubbornly the domain of women in most cases. This might act to exclude them from the process unless you are openly discussing the best times of day for them to attend a face to face interview.
‘Blind’ recruitment Many organisations employ ‘blind’ recruitment of varying degrees to the process. This means removing elements which may identify the person’s gender, age, heritage, where they were educated or previous employers. You can either ask candidates to do this themselves, or get your HR department to do this before sharing applications to be sifted. There are pros and cons to doing this:
Blind hiring can promote greater diversity in the workplace because you can’t screen for candidates who look like you
It is considered more “scientific” because it provides the same assessments for every candidate. The more the interviewee is in situations where they reveal personal information, the panel makes subconscious decisions based on biases. If those selected for the final interview process are selected fully on the objective assessments, the top 3-4 candidates will actually be those on top of the job requirements
Blind hiring eliminates the “who do you know” practice that is often used, and, instead, opens up the field to other candidates who may actually possess higher skill levels
Blind hiring can be seen as just a fad and that, in the long term, will not have staying power
It can actually hinder diversity in hiring. Many organisations seek out BAME candidates in the hiring process as part of their commitment to diversity. When recruiters do not have the option of knowing personal information, they cannot actively pursue diversity
Blind hiring does not take into account the type of work environment in which a candidate has been successful or unsuccessful previously
Blind hiring could wipe out the often-used practice of referrals. Many organisations announce within their networking associations that they are looking for someone to fill a position. They put great value on the referrals they get from colleagues and usually interview such individuals. Of course, that referral alone provides a bias so should be treated with due caution
Written applications One trap that many organisations fall into is judging candidates on their ability to write, when the job itself may not require you to be an excellent orator or writer. Aside from writing ability, the panel should be clear with themselves and each other on what is a non-negotiable and what can be solved by training, coaching or on-the-job qualification.
The interview itself
Watch for performance over ability Similarly, many organisations come unstuck when they employ someone who performed impressively at interview, but then proved lacking in motivation, skills, confidence or ability in the day to day once they take the job.
Think also about how to put people at ease during the interview process. If there is an element of observation, many schools will now find going to the candidate’s school to see them in front of a class that they know and have built rapport with, tells them much more about the person, than bringing them to perform in front of a class of strangers. When a candidate comes to interview face to face, think about how you make them feel the warmth and reality of day to day life – some organisations will organise a cup of tea and an informal chat with a member of staff, where they can ask any questions they like. That member of staff will not have seen the candidate’s application or know any information, but can spend 20 minutes in friendly conversation and give the inside track of what it’s really like to work at the school.
How you invite the candidate into the interview room, the make-up of the panel and the positioning of the panel and the candidate can have a huge impact on how people feel and perform in the interview. The candidate should be comfortably seated, offered refreshments, the room should be adequately heated and ventilated. If you are conducting a remote interview using video conferencing, make sure that time is given for technical support, and to get used to the situation.
Think about how you probe on the candidate’s actual qualifications and what they entailed. We can exercise huge bias by assuming that someone who went to a Russell Group university would be better equipped, without asking what they actually learned that could be useful now in their job. Similarly, we are often quick to dismiss qualifications that are from abroad without knowing anything about the quality or content of their studies.
The interview panel Make sure that your panel is diverse. If you can’t for some reason, you had better be extremely alert to your own bias, and be able to have a robust, challenging discussion about this when deliberating about the candidates! Be honest with the candidates, whatever their background, that you are lacking in diversity in terms of race and gender and this is something that you know is unsatisfactory and which is being addressed.
While interviewing, the panel should take notes and be ready to discuss, explore and explain their reasoning around why they found a candidate suitable or unsuitable. Agree in advance that in your deliberations, you will not accept statements without evidence. So, no mention of “getting a good feeling” or the candidate being “likeable” without acknowledging and recognising where bias may be creeping in. This will aid not falling prey to “mirror-tocracy” or hiring in our own image.
After the interview
Unsuccessful candidates Remember that you want candidates to feel excited, included and positive about your organisation. They should come away from an interview feeling that they had ample opportunity to show themselves at their best. They may apply for another role at the school if they were not successful on this occasion, and they may tell others about the school if they liked what they saw, thereby becoming a valuable ambassador.
Consider how you let people know that they were not successful in their application. Try to personalise this as much as possible rather than firing out a generic email. If your interview notes were robust, you should be able to have a few useful pointers to talk through on the phone and capture that in a paragraph of feedback for any candidates that would like it. Make sure you offer the chance for verbal feedback.
Successful candidates Let the candidates know as soon as you can, and gauge their level of excitement carefully. If you have the right candidate, they should sound pleased! Be clear about next steps and make sure you have a clear and supportive system in place to ensure their success. This will include a staff handbook, an induction process, a buddy who can support them to get orientated and perhaps some kind of first day introduction and mini-celebration.
Make sure the team is informed clearly about who this person is, what role they will have and what their strengths are that they will bring to the team. Create as much opportunity for this person to feel wanted, welcomed and part of the team. This will be the test of all of the groundwork you have done in the organisation to make people aware of bias, committed to being reliable allies and anti-racist in every way.
Learning and growing
For your own learning as an organisation, capture throughout the process, what went well and what could be “even better if…” Capture useful statistical evidence to see how well the different places you advertised perform, to explore at what stages candidates drop out and are rejected and to ensure that you are gathering learning and checking your own biases throughout the process. Consider getting feedback from the candidates that didn’t make it as well as those that did so you can learn and improve the processes going forward.
One of the first questions we ask teachers who participate, is to what extent they are aware of the SDGs or Global Goals as they are also known. In our experience, it is normal for a vast majority of teachers to start the initial webinar with us unaware of the SDGs beyond a vague understanding that they exist. By the end of the course, they can see what a powerful framework the SDGs can provide for guiding tomorrow’s global citizens in today’s classroom. As the world experiences a shift in circumstances with the spread of the COVID-19 pandemic, now more than ever, we can feel the powerful relevance of global connectedness and an international commitment to solidarity around tangible goals to support a healthy, equitable and responsible future.
What are the Sustainable Development Goals (SDGs)?
The 2030 Agenda for Sustainable Development was adopted by all United Nations member states in 2015 and “provides a shared blueprint for peace and prosperity for people and the planet, now and into the future”. The 17 Sustainable Development Goals are central to this, and although we often might perceive them as intended for our fellow citizens ‘over there’, they form an urgent call for action by all countries – so-called developed and developing – in a global partnership. These global goals make clear that urgent action must be taken to eliminate poverty and inequality, address climate change, and act for peace and social justice for all people, everywhere. The SDGs build on decades of work by countries and the UN, including the UN Department of Economic and Social Affairs and can be found here https://sustainabledevelopment.un.org.
A number of elements of this report stand out, when looking at the work we are doing with schools, teachers and students to explore the power of human stories from around the world. We often find ourselves helping teachers and students alike to realise that the global goals outlined in the SDGs are not ‘over there’ but very much here and now in our own society and the communities we serve. The socio-economic impacts of lockdown in the UK have acted as a magnifying lens for many of these global goals.
SDG 1: No poverty
With the partial closure of schools, we see how this can impact on families our schools serve. A shocking 4 million children live in poverty in this country. That’s 30% of children or 9 children in every classroom of 30. Two thirds of these children’s families will have at least one parent in work, yet they will be earning an income below 60% of the UK’s average. Loss of income as employees are furloughed or laid off altogether, can have a devastating impact on already precarious lives. In addition, individuals who haven’t previously experienced poverty, have seen their incomes impacted by the lockdown, and may experience their first taste of immediate financial insecurity.
SDG 2: Zero hunger
For many of the families already living in poverty, and those newly threatened by it, school provides an important service not only through delivering a formal education, but also by ensuring a reliable source of nutrition in the form of a daily cooked meal. Food production and distribution can be disrupted by the lockdown. It is reassuring to see how schools have upheld the importance of food distribution for their vulnerable families, and have put pressure on the government to provide a voucher scheme to support them through this difficult time, including during school holidays. Schools are mindful that not only those defined as being eligible for free school meals are at risk at the moment, and are making arrangements for any family that is in need at this time.
SDG 3: Good health and well-being
With restrictions on all of our mobility, no matter the socio-economic circumstances, everyone is feeling the impact on their physical and mental health of the lockdown. With the daily routine of work and school disrupted, families are under strain. Young people’s mental health is already under the radar as they are particularly at risk of increased anxiety. With 87% of the world’s student population away from schools and universities at present, and GCSE and A Level students having the rug pulled from under them as they were sharpening their focus on the upcoming exams, this is particularly acute. Hand in hand with these growing levels of mental health concerns, is also a growing awareness among young people and they are stepping up to the challenge by running campaigns, volunteering to support vulnerable peers and contributing as innovators in the good health and well-being space on and off line.
SDG 4: Quality education
With learning moved to the home for most institutions, introducing some form of remote online learning has been the response of many schools across the country. For some, online learning is less effective or even inaccessible. We can see digital inequality playing a part as some schools serving privileged populations are able to continue the delivery of the timetable with a shift to remote learning, knowing that their students will most likely have an adult to support, children with their own room to study in, a personal device to work on, and reliable internet access. Other schools are sending home paper-based activities that will at best keep children occupied for a short stint during each day, provided they can complete them without adult support. Without clear leadership on a digital strategy for a new landscape, teachers are doing their best, but many may not feel able to step up to the challenge effectively yet.
SDG 5: Gender equality
Women are more likely to be in the caring professions and account for the majority of health, social care and the teaching population who are exposed to COVID-19. We are already seeing increased levels of domestic violence against women, as they spend more time in the home and are less likely to be able to seek support from friends and family. Even with both parents at home, in two-parent families, it is often still the women who will take on most of the caring and housework responsibilities. This can be while simultaneously trying to work from home or being required to take on longer shifts as a keyworker.
SDG 6: Clean water and sanitation
Never before has this been more important in this country, when it is often seen as something that impacts on developing countries ‘over there’. We are suddenly keenly aware of the impact of inadequate access to water and sanitation that can hinder handwashing, one of the most vital preventive measures in the fight against the spread of COVID-19. And of course, the street homeless and rough sleepers are always impacted by limited access to sanitation, which is ever more crucial at this time.
SDG 7: Affordable and clean energy
Many families in the UK are already living in ‘fuel poverty’, meaning that they spend more than 10% of their income on energy. Fuel poverty affects over 4 million UK households – roughly 15% of all households, before the COVID-19 crisis. This looks likely to rise given the economic impact of the crisis. With so many people at home, and the NHS working flat out, the strain on electricity supply – and in many cases on broadband services, as many workplaces move to online meetings – is tangible. Home utilities bills are going to be impacted as many of our indoor leisure activities require electricity.
SDG 8: Decent work and economic growth
For many occupations, unemployment, lower incomes, and longer hours are now the norm where previously they might have been perceived as realities reserved for others. For the school workforce, the window has opened for handing in notice to seek employment in other schools, either for a change of scene or to pursue promotion opportunities. How this will work in the current climate is uncertain now.
The impact of the pandemic on employment, education, mental and physical health outcomes will be a clear driver in further exacerbating the huge economic, gendered, and educational inequalities we face in this country. The gap between rich and poor has already been growing during the last decade, and although the virus itself doesn’t discriminate, newspapers and researchers alike are reporting the effects of inequalities on the outcomes for people who have less access to resources.
SDG 11: Sustainable cities and communities
Areas of high population density and multi-generational or overcrowded homes will be hit harder by the risk of exposure to COVID-19. It is heartening to see initiatives spring up to use resources effectively and to think about measures that are put in place now, that could endure and support more sustainable living in the future. We seem to be better at remembering people that live alone and the elderly, of late.
SDG 12: Responsible consumption and production
Panic buying and resource hoarding has been much-reported in the news, followed by reports of food wastage as bulk bought items are discarded unused. On the other hand, we are not able to keep up with demand for personal protection equipment and vital ventilators needed by hospitals. It seems that more education is needed around our collective social responsibility to each other’s well-being and access to resources.
SDG 13: Climate action
On the one hand, there has been a hiatus in the attention given to climate change activism, but reports of the positive impact on pollution levels and on wildlife due to reduced industrial production and transport-related emissions is heartening. This also relates to SDG 14: Life below water and SDG 15: Life on Land. But will this have a lasting impact, unless we continue to raise awareness?
SDG 16: Peace, justice and strong institutions
Nothing is more evident than schools’ commitment to this goal. We see how many school leaders have stepped up as civic leaders and guardians of social justice at the heart of their mission. It is also important that Ofsted inspections, SATs, GCSEs and A Level exams and league tables have been suspended for now. There is much debate about what this will look like when we reach the other side of the lockdown and return to a new normal.
SDG 17: Partnerships for the goals
While some parties are seeing the global pandemic as evidence against globalisation, it also helps highlight the importance of collaboration across borders and across continents on issues such as public health, research and knowledge-sharing. Civil society and community-based organisations are feeding and caring for vulnerable families, and edtech companies are providing free access to resources for schools, for example.
We will overcome this global crisis and emerge as better societies, workplaces and communities
“The COVID-19 pandemic is a defining moment for modern society, and history will judge the efficacy of our response not by the actions of any single set of government actors taken in isolation, but by the degree to which the response is coordinated globally across all sectors to the benefit of our human family. The United Nations global footprint at the national level is an asset for the global community to be leveraged to deliver the ambition needed to win the war against the virus. With the right actions, the COVID-19 pandemic can mark the rebirthing of society as we know it today to one where we protect present and future generations. It is the greatest test that we have faced since the formation of the United Nations, one that requires all actors – governments, academia, businesses, employers and workers’ organisations, civil society organisations, communities and individuals – to act in solidarity in new, creative, and deliberate ways for the common good and based on the core United Nations values that we uphold for humanity”
It is my hope that an even clearer shared language of civic engagement and collective social responsibility will take centre stage, encouraging the view that school leaders are in fact civic leaders – using their autonomy to create spaces where change and progress can happen in ways that work for their communities and that both provide models for, and draw on learning from, other communities worldwide.
I hope that schools will be able to spend time considering their digital strategy – not just for their students but also for staff CPD. We are hopeful at Lyfta that with a renewed focus on weaving online and face-to-face activities into the curriculum and ensuring digital equality for all students as part of their gap-closing priorities for the future, schools will be able to engage with global citizenship as a given at every age and stage of their students’ education.
More than ever, we remain committed to our mission at Lyfta to ensure that, by the time a child has completed their education, they will have been able to visit every country in the world, and will have learned from at least one human story from each place they find themselves in the world. We want to support the leaders of tomorrow to be world-wise, globally aware and to bravely consider the UN’s global goals as our collective social responsibility wherever we are in the world, and whatever the obstacles we find ourselves up against, now and in the future.
If you would like to take advantage of Lyfta’s free online CPD courses and access to stunning immersive human stories, email email@example.com to secure your place now.
I gave a presentation at a session on Pupil Voice alongside Joe Pardoe from School 21, chaired by Ed Finch at the NEU Celebrating Education conference on Saturday 30th March 2019.
I knew that Joe Pardoe would most likely be outlining the fabulous work done at School 21 on pupil voice and so I wanted to take the conversation to a different direction and to try and ask some provocative questions of the attendees. The following is an overview of my presentation.
As educators, we need to ask ourselves some challenging questions about the voices that are heard in our schools.
Children and adults need to see a range of people and voices. The curriculum needs to reflect a diverse range of voices, and that includes a diverse range of speaking styles and opportunities. We might need to practise switching from Shakespeare to slangspeak and back again, depending on the situation. (But should we be switching Shakespeare into slangspeak? Probably not.)
Children need to experience a diverse range of speaking styles and opportunities, and they need time for reflection and discussion that is built into the school day. This is exactly the sort of thing that is the golden thread that runs through School 21’s head, heart and hand curriculum for example.
There’s a lot of emphasis on teaching children vocabulary (or more cynically, teaching year 6 children the vocabulary we think will come up on the SATs paper, or technical terminology we think is needed for GCSE exams). But what about engaging children in etymology, and exploring where words come from, as part of our curriculum, and how they got there in the first place. You’d be surprised how many every day words and phrases have come into our language as a result of our colonial past, for example, let alone the myriad migrations to Great Britain over the centuries. (If you want to know more about this, I highly recommend the Our Migration Story resource put together by the Runnymede Trust here). We desperately need to decolonise the curriculum!
Diversity is good for business We know from the McKinsey Report that diversity works & is good for business – so ensuring there are diverse voices being heard within the staff team, from our clients, the children, and from the local community, will lead to a more productive and happier school. The McKinsey Report found that diverse teams make better decisions, are more productive and the more diverse the voices included in the decision-making process the better. That includes a range of voices from the shop floor right up to senior management – which is why we need to include children’s voices in schools’ decision-making around policy and practice where appropriate.
Lack of diversity is dangerous – seat belts and space suits Up until far too recently, women and children were suffering massive injuries or dying in car accidents despite wearing seat belts. This is directly related to the fact that the people designing these seat belts were men, testing them on themselves, and not considering others outside their own assumed “neutral” position, not realising that women and children would also be using these seat belts while not being the same height and weight to benefit from the design.
If you can’t see it, you can’t be it – role models for children and adults A lot of people like to say that Black children need to see Black role models in schools. I do agree with this adage that if you can’t see it, you can’t be it. But I also strongly believe that white people, those people that are traditionally used to holding positions of power in our society, need to see people of colour in positions of power and authority too. We are socialised to believe that the logical leader is a straight white man. We can’t unlearn this without ensuring that we all have experienced role models that aren’t white and male.
There are ways that you can ensure that you challenge your own biases, and the simple first step would be to join the activity of grassroots organisations like the BAMEed Network, WomenEd and LGBTEd.
We are all so conditioned to accept the white man in charge that we become immune to, or at least tolerant of, incompetence when it is plain to see. How many times have you waited for someone to step up, and then wondered why they are in charge when they are obviously completely under-skilled and overconfident? This short explanation shows just why incompetent men fail their way to the top and what we can do to stop being complicit in this.
We need to change the narrative about what a leader looks like. We need to change the narrative about what people in power look like. We need to change the narrative around who gets to be heard. We are peddling a narrative that “neutral” is white and male. Have you ever tried to buy a plaster? What colour are they? “Skin” colour? Whose? Back to those seat belts and space suits, the lack of plasters, make up, hair care products, lack of understanding by healthcare professionals and more…
We need to give opportunities for children to identify what they have in common and what is different, to look at different possibilities for identity and to identify with people who are the same and different. One way to do this is through the excellent resource produced by the Finnish organisation, Lyfta. You can see a short clip here that explains how this is used at Aureus School in Didcot, for example.
Politicise them. When do children learn about politics except if they do Politics A level or if we absolutely have to, for example when there’s a general election or we need to explain to them about Brexit (not that any of us know much about that except that it is an absolute ominshambles). Schools like The London Academy of Excellence in Tottenham oblige their students to spend a compulsory half day a week on social activism and community work as part of the curriculum.
Socialisation and stereotyping should be explained and unpacked for students at as early an age as possible, and should be revisited regularly.
Enquiry-led models of learning like the Finnish phenomenon-based learning, or the Canadian Spirals of Inquiry can help students to understand about making choices and taking informed risks.
When we speak to our students, what do they hear? When we include or exclude things in the curriculum, what does that communicate? When we talk about pupil voice and we talk about the curriculum, we need to understand how inherent bias works too. Bringing Black role models for Black children is important but it isn’t enough. Teaching all children about stereotyping and prejudice is one step, but it doesn’t take away the damage that is done by implicit bias i.e. what is communicated to people of colour, for example, in explicit and implicit ways throughout their lifetime. The Doll Test is a painful and real expression of how strongly these messages are heard and internalised by children from a very young age. You can watch it here
This is one of the many pictures from the newspapers on the children’s climate change march that happened recently. The condescending attitudes to children who went on strike and marched for climate change by the media, by some adults, and among them educators, was mind blowing and yet a true reflection of our disdain of young people and youth in general.
Compare ours with social attitudes to youth and childhood in Finland and you will see a country whose youth are consistently told that they are the next leaders, that the weight of responsibility to learn today what is needed to run the world of tomorrow lies with them.
In our system, education is about numbers and letters, not even whole sentences any more.
Try taking the questions I posed at the beginning and conduct a one-day exercise using them as an audit tool at school.
Check your own bias! Be honest about where your own starting point is and think about how you build your own curriculum of learning to get to a point where you can start to implement some changes, and for the right reasons. You might find the resources on the BAMEed Network website useful.
Think about recruitment practice in your school, especially to senior leadership positions and put in a plan of action to ensure that there is diverse representation at every level in your school.
Sign up to Lyfta and the British Council training for free. You can find out more about that here
Join BAMEed, WomenEd, LGBTEd and take action. Develop your own voice on this, be heard and amplify the voices of others that need to be heard loud and clear.
As someone who has spent the last decade working with school leaders, including working closely with Local Authorities, Multi Academy Trusts, and the more recently invented partnerships for school improvement, the inaugural Association of Education Parterships (AEPA) event was like a weird edu-geek version of ‘who would you invite to your dream dinner party?’ It seemed that practically everyone who was anyone in the ‘collaborative working’ landscape was there. The general ambiance of the morning as people arrived, was of bristling collective excitement, curiosity, and an urge to get stuck in to share and learn together – so different from the tangible edge of competition and rivalry often experienced at other events where groups such as LAs, TSAs and MATs will come together.
The glue that is essential to place-centred thinking
The day consisted of a good balance of presentations with time to discuss in smaller groups, share and suggest. To kick off, former education secretary Estelle Morris, whose inimitable combination of passion and commitment has kept her at the centre of all things education, reminded us of the importance of place when thinking about how the education sector should be organised. She likened education partnerships to “the glue that helps schools serve collectively the needs of the children in their area rather than just compete on market principles”. That glue is often stretched to its limits with the introduction of MATs and TSAs, which can still be isolated, or can be operating across so wide an area as to not have much understanding of the localities in which they operate. Baroness Morris didn’t compromise her challenge to us in the room, when she insisted that although we have a collective responsibility to every child in our locality no matter the structures within which we work, our education system apparently doesn’t allow for this to happen effectively. Her impassioned voice spoke to a captivated room, “locality matters, geography matters. Yet we are building a school system that has no recognition of locality”.
Next up was Christine Gilbert, who also has decades-long sector experience ranging from headteacher to head of Ofsted, and more recently has been using her expertise and the obvious fire in her belly to help numerous local area partnerships get off the ground. Building on the theme of place, she commented that “education is the single best regeneration strategy for any locality or community”. Ask any estate agent, and I am sure they will agree. If you want to buy a cheap property anywhere in the country, start by finding out where the schools in Special Measures are.
Going beyond the land of nice
The core work for education partnerships, according to Gilbert is to make connections, gather intelligence, and to provide support and challenge, successfully “going beyond the land of nice”. Most importantly, their role should be to provide brokerage using local practitioners as well as setting in motion mechanisms to monitor, evaluate and evidence progress. We have many ways in which schools are scrutinised and monitored as individual institutions (and these are increasing with Ofsted, MAT inspections and Regional Schools’ Commissioner scrutiny), but any form of follow-on brokerage of support is often non-existent or weak at best. Also worth noting is that we don’t yet have a mechanism for measuring the effectiveness and impact of education partnerships like the ones that have been springing up across the country since the coalition government introduced a barrage of reforms from Early Years to HE, creating the most fragmented system we have ever had – and with this, the concept of a school-led system with no blueprint.
Christine Gilbert’s extensive experience and unfaltering belief in the power of moral purpose tells her that partnerships should be able to make an impact without distraction. They need collective moral purpose, a vision for the locality and need to shift the accountability mindset so that it is no longer top down, but instead comprised of lateral partnerships which can be recognised and evaluated. She took us through four models of school improvement partnerships, noting how the world has changed since she was a teacher in the days pre-Ofsted and league tables.
It ain’t what you do, it’s the way that you do it
One of the consistent themes for the day, was that each partnership and locality needs to find the model that works for them. In doing this, they also need to ensure that they focus on solvable problems. So it was useful to see some models set out clearly in brief later in the session. There does need to be a balance between working it out as you go along, the danger of re-inventing the wheel and being able to learn from each other. Allowing time for the process is vital when designing local partnership working. But the double-edged sword for these organisations can also be the temptation to waste valuable time getting their ducks in a row. Worse still, there might be a tendency to get bogged down by deciding on structures before really considering what the problem is that they are trying to solve and understanding where there might be examples of practice and success that could be adapted and drawn upon. In terms of the lifetime of a child in the school system, just considering the time it takes to go from concept to a mature school-led partnership which is delivering measurable impact, already makes my hair stand on end.
There was certainly a huge appetite arising from discussion during the day for a mechanism to share what works in a coherent yet rapid way. There have been reports from ADCS and the Isos Partnership outlining what works in terms of local partnerships, but many people expressed a desire to get beyond models of partnership that are thrust upon us, or that involve the often quoted feeling that “partnership working is the temporary suspension of mutual loathing in pursuit of funding”.
Part of this desire for sharing might involve an intelligent way to explore and capture impact. Our education system relies heavily on highly problematic snapshot-in-time data such as exam results or Ofsted inspection reports, which can have a sinister side-effect of driving behaviours to get results. There have been stark realisations about the indicators we use to judge a school, such as schools which are doing well in terms of results, but that are not financially viable as institutions, and suddenly finding themselves in dire straits.
Creating a sense of membership
From my perhaps unique perspective as someone involved in creating a sense of membership for organisations I have worked with, one thing that many partnership organisations fail at are the more commercial and therefore assumed “not us” aspects of successful partnership working. By this I mean creating a business model that recognises the organisation as financially sustainable i.e. charging its members means thereby being transparent on how it intends to be accountable to its members. This also includes ensuring that your key central team members aren’t only ex-headteachers and educationalists, but also people who have proven expertise in marketing, creating a sense of membership, communicating complex messages simply and so on. Even after you have been through a forensic process of setting up your organisational structures, identifying your stakeholders and articulating what the problems are that you seek to solve, if you can’t get your message across in a timely and concise manner, none of this will matter. I would even go so far as to suggest that a successful partnership team would include those that understand enough organisational psychology to help you gauge who your early adopters, next wave joiners and eternal island-dwellers will be so you don’t lose valuable energy in brow-beating resentment wondering why you can’t get everyone on board with your brilliant new partnership idea. If you get all of this right, you will create a partnership which is based on mutual moral purpose, is not based on the usual deficit model of scrutiny and finger-pointing, and that will encourage self-referrals from schools looking to actively seek valuable support.
Dreaming big, but true to my own Virgo nature and thinking practically, it seemed that people in the room were looking for two tangible developments from AEPA. One would be a repository of resources to help partnerships in their various stages from conception to delivery, ranging from case studies of what works to examples of partner organisations or suites of services that might be valuable to schools. Another was the idea of a peer-review between partnerships that is formally structured and potentially even managed logistically by AEPA – and which could help colleagues to learn from, challenge and support each other in their endeavours. Having been at The Key from its journey from start up to grown up and seeing such a valuable resource change the way schools learn and grow from each other, makes me believe that this is not only a good idea, but also entirely possible to create. Secondly, my more recent experience at Challenge Partners tells me that robust peer review, that is equal measure challenge and support, and that is done with and not done to, is an essential ingredient to a genuinely school-led system. If there’s a way to make these two practical tools get going sooner, rather than later, the AEPA could quickly jettison itself from a place to get together periodically, to a game-changer in the business of local partnership working.
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!
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”
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.
I was chatting to a headteacher at an event I had organised recently and I can’t even remember what we were talking about exactly, but he said to me: “So basically you are a saleswoman”. I backtracked and said, “Well, in a way I am, but not that kind of saleswoman, not the slimy car salesman type. I see myself as just spreading the gospel of a good thing”.
Salesperson isn’t usually used as a compliment. I felt slightly shamed by what he had insinuated but our conversation took an unexpected turn for the better. He nudged me jovially, leaned in, and confessed, “before I got myself into all this” he said, gesticulating to the room heaving with long-serving, high achieving headteachers from across the country, “I was what you might call a travelling salesman – and I loved it”.
To pare down the conversation and cut to the point, we found ourselves discussing with great interest and agreement that teaching is basically selling. Here are some thoughts on the basics of really sound sales skills based on my decade as an English teacher and a decade in consultative sales in the education sector, in my roles as Director of Business Development at The Key for School Leaders, as a consultant helping two small education businesses grow and develop, and as Head of Membership at Challenge Partners.
Believe in your product
One of the key ingredients for failure in any profession is being half-hearted or lacking in belief in yourself and in what you are doing. The best teachers are really convinced that what they have to offer is really worth knowing. Those that have great passion and enthusiasm for what they teach, and genuinely want others to share in their joy, are the ones that usually at least get the attention, respect, and often loyal commitment of their students.
Likewise, I only became interested in business development out of necessity. I started at The Key as Research Team Leader, working with a team of researchers tasked with swiftly, accurately and succinctly answering questions from school leaders on anything that concerned their school. The service was a hit, schools were feeding back that this was a game changer, freeing up their time, reducing their anxiety and ensuring that they were doing what they needed to be doing. And then the financial crash happened and the DfE decided they couldn’t roll out nationally as planned. We had two choices: fold or find a way.
My absolute conviction that what we were doing could change the way school leaders worked led me to take on the role of business development and start to spread the gospel. My enthusiasm was boundless. We went from a few hundred schools that received the service for free to 60,000 school leaders with paid membership across the country over the course of the next 5 years.
Know your market and be an expert
Belief isn’t enough of course. You have to know who you are dealing with. You have to be an expert in your subject. You have to keep refreshing your knowledge. And you have to find a way to make sure that you can communicate to your market, based on your intimate knowledge of what their needs are, where their heads are at, and how you can reach them.
I care passionately about education. I steep myself in reading, thinking, listening, connecting, and getting involved in the sector as a school governor, through events and TeachMeets and the like. I can be passionate and well-informed about a number of key issues. I am seen as someone who understands and empathises with the frontline sector folk.
A teacher who is clued up about how their subject connects with their students’ worlds and can articulate that, is onto a winner. And I’m not talking about convincing students that they really will need to use Pythagoras’ Theorum in their daily lives one day, especially if they ever have to move a sofa up a narrow staircase. Being able to play back your peripheral knowledge to your students and being able to pitch at the right level, is essential for teachers.
In my roles to date, being clear about what schools will prioritise based on ever-changing Ofsted criteria, funding streams, times of year, demographics, local politics, or any number of factors is paramount. Working that into my discussions with my clients can help them trust me and know that I understand where they are coming from.
Know your client group and listen carefully
Basic knowledge about your students’ lives, the things that might be pulling them this way or that, being savvy about forces such as poverty, pressures on gender expectations and your own unconscious bias can be a massive advantage when thinking about your target audience.
As teachers and as salespeople, we have a natural tendency to want to launch in with our message of enthusiastic good news. Worse still, salespeople and teachers alike often find themselves in the oppressive world of targets, box ticking and trying to get to the end point from the minute they start their day. Lest these things start to dictate unsavoury behaviours, asking questions and listening carefully is time worth taking. Greeting each child as they enter the classroom is a great way to show you are human, but actually listening to them when you ask how they are, is even better. Making connections, following up, replaying and reaching out is hard to find time for, but can actually get you further along towards your end goal than you would imagine.
Know your competitors and treat them with respect
Something I really believe in is knowing your competitors inside out. I also believe that you shouldn’t politely avoid them but should rather make efforts to connect, be in the same space and interact comfortably. Moreover, I believe that you can never get anywhere or earn the respect of others through dissing your opposition or competition.
If you know your competitors, what they do well, where you are similar and where you differ, it is possible to articulate this in a respectful and engaging way.
Kids always try it on and will compare you with other teachers. How many times have you heard them say words to the effect of “Miss never gives us homework like you do! They are much nicer than you”? Or perhaps they complain about another teacher saying you are much nicer because of x, y or z reason. What do you say in response? Can you say something that shows that you actually know what your colleague is trying achieve and what is important to them rather than skirting around the issues or god forbid agreeing that they are a moron compared with you?
Or what about those students that are more interested in other things rather than in what you think is important? How can you be inquisitive, give respect to things that matter to your students rather than defaulting to the generation-gap trap of poo-pooing their passions?
When I worked at The Key, we didn’t really have any genuine competitors until one set themselves up to aggressively mimic what we did and deliberately target our members by offering to undercut us by 50%. Legend goes that their CEO was so determined to bring us down that he used to spit on the floor every time he had to mention our name. I made it my business to always go over and say a friendly hello to their sales team at their conference stands and congratulate them on their latest small landgrab. If asked about them, it was easy for me to set out the differences around quality, methodology, capacity and so on without ever saying a disrespectful word about them.
Recently as part of my work with Challenge Partners, I was invited to a seminar of organisations that offer peer review. Instead of the usual circus of pitches behind closed doors, each organisation was asked to speak about their model in a roomful of heads and in front of their perceived ‘competitors’ for business. What was delightful was the chance to hear more about these different models and to see the virtues and differences between them. Everyone was so passionate about their belief in peer review as a way to create meaningful and impactful collaboration, it was fascinating!
Solve problems, remove barriers
Consultative sales is really all about this. Putting together the points I made earlier, the ‘sales pitch’ really isn’t one at all. It is a discussion, which starts with you listening, and genuinely trying to see if what you have to offer will work for the other person. You can only know this by listening, knowing the market, understanding needs and so on. What are the simple things you can do to remove barriers? Can you move on the price, or perhaps add value without shifting on price? Are there economies of scale or a trial before there’s a commitment in full?
Students also need this level of barrier removal. You can’t know what these barriers are without listening, understanding, thinking creatively.
Have clear expectations for timelines and next steps
Some of the best teachers fall down on not being clear on what they want, when they want it by, in what format, how often, and for what purpose. It doesn’t take much to set these out and clarity can make for much better engagement and achievement in the long run. It’s not enough to just say it once either. It needs to be communicated in several ways at different intervals.
Same goes for sales. It’s easy to get carried away with the excitement of a prospective new member of your organisation without having properly set out the timelines and next steps of your discussion or negotiation. If you get this wrong, excitement can lead swiftly to disappointment on all sides.
This is a big one for me. Having been brought up by basically unreliable and unpredictable adults, I have a special wariness of people who are flaky, who over-promise and under-deliver. I especially can’t abide by professionals or personal acquaintances who say they were swamped and that’s why they didn’t do what they said they were going to do. It seems to be a big feature of the education sector that people will just not be there when they have asked to schedule a call with you, or are half an hour late when they have asked you to come and meet them. As well as setting out next steps clearly, I always make sure I am true to my word. If I say I can move on price, I will. If I say I will call you at 2pm on Tuesday, I will.
Children need to be able to trust adults. They need to know that you will do what you said you would do. They need to know that if you set them homework, you can be trusted to take it in and mark it. They need to know that you will behave in a way that earns their trust and they also need to know you will be trusting of them.
Be warm and friendly but keep clear boundaries and don’t be a walkover
When I started teaching, I was told that I should start like a closed fist and only unfurl gradually and on my own terms. “Don’t smile ‘til Christmas” is what is said in this country, I believe. We often mistake being warm and friendly with a lack of boundaries. It is possible, desirable, essential even, to be warm and friendly to the people that we want to trust us, respect us and learn from us.
The same goes with sales. Warmth that is genuine and being friendly even if your service is ultimately rejected as not appropriate, is really important. If you have followed the steps of true consultative sales as set out here, there will be no change in your warmth and ability to be friendly, whether what you are offering is taken up or not. On the other hand, people can take the mickey and ask for a level of flexibility that just isn’t realistic. Don’t be afraid to say no because you worry you might lose the sale. Just explain why in a friendly way. You might be surprised that you don’t lose the sale after all.
While being friendly, one has to keep those clear boundaries.
Love what you do and do what you love
I have always had one rule about work. I love what I do and do what I love. If I find things to be otherwise, it’s time to move on. I am genuinely passionate about the organisations I have worked with and feel completely at home sharing my passion, engaging others in dialogue and seeing if they might benefit from them too. There will always be targets, ideals, peaks in workload and even days that are simply crappy. But it’s important to me to work with my colleagues to build the right culture so that these things don’t become central drivers.
As a teacher, you can find that your initial passion can become swallowed up by the demands of the job. Where you can, join together with colleagues in your school to make sure the culture is one you believe in and that makes you feel happy and alive at least most of the time. Make sure that you aspire to being surrounded by staff and students that love what they do and do what they love.
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:
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!
It was the level of marketing and PR that surrounds secondary school choices that got me interested in this area in general with regards schools. It might sound entirely bonkers to admit that a school with a seemingly poor reputation caught my attention and ended up being the one my children attend today. Doing what every parent does when they don’t know better, I asked other parents about schools in the area. One school nobody seemed to mention, but that was a stone’s throw from my home, always got the same response when I asked about it. People seemed to think it was a bit rubbish – but when pressed, no-one could say why and not one of the people who had an opinion on the school had visited it, knew anyone who went there or had even read anything about it. Me being me, I had to investigate. Since then, the school has invested time and energetic enthusiasm into their PR and marketing, and its reputation is starting to match that of the actual magic that happens every day at the school. I tell people, get your oldest in now, because all too soon, it’s going to be oversubscribed. Turns out the other local school that parents told me they just “knew” was amazing and a first choice, and whose headteacher blogs about incessantly, is about to take a reputational nose-dive since the latest Ofsted visit, as the hype might not live up to the reality.
When we talk about PR and marketing with regards schools, there seems to be a level of distrust and even disgust from many, as if this is solely the realm of the private sector, the commercial and the corporate. However, savvy schools are realising that this area is absolutely vital not only if you want to keep pupil intake high, but also if you want to have some control over the story that is being told about your school. Providing you can back up your claims with substance and it’s not all puff, when times are good, your reputation will be good – people will want to come to the school, existing students and their parents, and staff members will be well-informed about all the great things that are happening, and they will feel proud and justified by their choice to be part of the school community. When things go wrong, the proverbial dog mess hits the whirring blades of the media circus fan, this good stuff you’ve been consistently broadcasting could just be what people remember despite anyone’s best efforts to pervert the course of justice.
Good marketing covers several bases that shouldn’t be ignored, especially in the complex and challenging education landscape today. Here are some of them:
Your school can be seen as the first choice school if you articulate and market what your unique selling points are and keep making sure these are firmly grounded in the experience of the school community
In a landscape of increased competition, and where the new shiny ideas such as academies, free schools and now grammar schools catch parents’ eyes, building networks and partnerships with others across the sector and with local business that benefit students and staff alike, can make your school stand out too
Promoting good news stories regularly and consistently can stand you in good stead when things do go wrong or the going gets tough. Ongoing reputation management leads to robust damage limitation
Good reputation with the local community and across the sector can lead to excellent partnerships, some of which can support alternative revenue streams, which in turn can help the school when flat cash is at a premium. Future partnerships can also create future opportunities for your students in universities, local business and beyond
A school that is clearly a great place to work and to study will draw not only parents to send their children there, but will also be attractive to teachers. If you can articulate and broadcast widely the culture, ethos, CPD opportunities, and the high-quality education to be gained there, you can recruit and retain staff as well as families wanting to send their children to the school
The importance of marketing and PR really shouldn’t be overlooked. Traditional marketing for schools has been all about profile-raising for the purpose of successful recruitment and retention of both students and staff. Marketing is about improving and maximising brand opportunities. Taking this a step further and savvy marketing can mean future-proofing your school as mentioned above, and ensuring that your school is a first choice school for the surrounding area. The ninja marketers will also be mitigating some of the pressures in these financially straitened times, and will be using marketing for resources and income-generation through building meaningful networks and partnerships that benefit the school for years to come.
Links and resources for further reading:
If you are interested in learning more, Simon Hepburn from Marketing for Schools has many resources and opinion pieces from his many years’ experience on his website here
There is a good overview written by Simon called, How does your school stand out from the crowd, in SMT Magazine here. This sets out the cycle of marketing and PR shown above that schools should embark on and helps you think about who in your school should be building the skills and expertise and making time for such a role.
Janet Murray gives useful advice on ‘How to link up with journalists on social media without feeling like a crazy stalker’ here. Her website contains all sorts of other useful links, articles and blog posts.