Tag Archives: teamwork

Why be a governor?

BEST SCHOOL

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

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

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

Why be a governor?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Being a local authority or community governor: pros and cons

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

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

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

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

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

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

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

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

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

How do you become a governor?

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

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

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

Good luck!

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

roadman
SMS exchange with the teen 2017

The year ahead needs a jargon buster

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

When lingo is laminated

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

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

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

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

Jargon is everywhere

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

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

“What does good look like in this space?”

“We should roadmap that issue”

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

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

“Let’s kick that into the long grass”


Workplace woes

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

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

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

When is a teacher a salesperson?

self-help graphic
From the Ten Commandments for the ethical salesperson

 

Teaching is selling

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.


Be trustworthy

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.

Treading the line between compliance and creativity

alma

Last week I went to a screening of ‘Most Likely to Succeed’, the Sundance nominated film about what education could be. The star of the film is High Tech High in San Diego (featured here), a place where teachers have the freedom to shape projects that culminate in public exhibitions. The film itself was interesting although sitting next to my anthropologist/social work lecturer/documentary film maker/husband, was a little distracting as he texted me his critique of the film and how it was made.

I was also doing a pretty good job of distracting myself with the plethora of emotional reactions I seemed to be going through watching the film. You can’t do anything much in life without recognising who you are and how this affects your experience. I am a mother of a 14 year old and an 11 year old, was educated in the 1970s and 1980s in London at a hippy primary school and then a girls grammar school that took me on despite my failing the entrance exam. I did an anthropology degree, have a PGCE that specialised in alternative education and a Masters degree in Education. I taught English for over ten years in Jerusalem in the 1990s and early 2000s in democratic and alternative schools. I helped set up, and worked at, The Key for 8 years, supporting school leaders and governors to run their schools. Now I work for the school-led charity, Challenge Partners. I am a long-suffering school governor too. It would be safe to say I live and breathe education. So clearly, my viewing experience was coloured by my life so far and as I watched, I also listened to my own thoughts and reactions.

As a teacher

I taught in three schools that were really like the one in the film and as part of my teacher training, visited several others across Israel. It made me nostalgic and excited to see it again on screen in Hi Tech High, and to remember that wonderful time. We had complete freedom to decide what we taught and how. The curriculum was designed by each teacher, there was no monitoring of their classroom, homework or lesson plans. We wrote our own tests and decided when, what and how frequently to test the children. There were national GCSE equivalent tests at the end of year 12. The kids usually did well. It was the most incredible experience. It made me a passionate, hard working, dedicated, curious and committed teacher. I wanted each child to thrive and shine, I loved my subject and my classes were vibrant, varied and the children were, on the whole, enthusiastic learners. It wasn’t without its challenges and difficulties but we worked these through, the general tone was one of exploration, dialogue, understanding and practical solutions. The school was a happy and purposeful place.

On the other hand, I sometimes look back at my teaching experience as I do on my neglectful parents during my 1970s childhood entirely devoid of any health and safety awareness. The amount of times we could have died as we lolled about in the back of my mum’s Morris Traveller without seatbelts, or ran about the streets playing unattended sometimes laughing off the passing paedophile’s pathetic attempts to lure us into his car, or hopping over the tube rails for a dare. If I hadn’t been streetwise and vigilant, it could have been tragic indeed. And if I hadn’t been the massively enthusiastic and reflective practitioner I was, I could have just done not very much with my students and coasted my way through the years. I found that some of the children at the schools where I taught really suffered from the amount of freedom they had. It was their parents who had wanted this for themselves as children, and were living vicariously through their children by giving them relief from the oppressive discipline they hated in their own childhood. With such permissive parents, lacking in clear boundaries, some children were really ill equipped to deal with freedom of this kind and it was exhausting trying to meet their needs.

As a mother

I felt remorse, guilt and anxiety – why don’t my children have this kind of education? Why have I been so passive about sending them along with the herd to normal schools? Have they missed out and been compromised by restrictive educational experience that has increasingly been narrowed by the obsessive managerialist measurement culture? Or have they been strengthened by having to eke out creative, autonomous, and alternative educational experiences despite being on the factory line of bog standard English education?

I felt defensiveness and derision – I didn’t have to decide whether to send my own children to the schools where I taught in the end, although I agonized over it, because we moved to England when the oldest reached reception age. There seemed no choice except to go to the local primary school and hope for the best. What is shown in the film is all very well but if this school happened in this country, it would be only a very certain kind of parent that sent their kid there. It would be swamped by anxious yummy mummies and would fall foul to the fate of many of the free schools of its ilk. It was my experience of my hippy local primary school in the 1970s where we learnt Beatles songs, carpet weaving and were left to self-directed learning from laminated cards in Learning Lab boxes that led to my failing the 11+ and spending my entire secondary education gasping to barely keep up.

As a working person

Throughout my career at management and director level, when I interview people for roles in my team, I sometimes find the more impressive the grades on their CVs are, the more lacking in creativity and unable to cope with autonomy they are. The Hi Tech High model of team work gives importance to going through a process and not just to the output, respect is given to exploration, for taking the time, and this really appeals to me. We seem to be racing people through life, meting out the stages of development they need to reach from birth to graduation and ticking them off to satisfy our own need for measurement, league tables, evidence of productivity and the like. We have a generation of young people in their early careers that are restlessly running on underdeveloped tip toes before they have developed the stability needed when they hastily learned to walk.

My conclusion will always be the same. I am ever the relativist in my outlook. There’s room for everything and a one-size-fits-all approach never works. I would love there to be room for such freedom and depth of thought and experience for all children. I believe that some schools do manage to build in some pockets of exploration and autonomy while marching along to the exhausting demands of the system as a whole.

By way of example, while we were watching this film, my youngest was away for the week at a wonderful life-changing experience through her school. Fifteen Yr 7 to Yr 9 children were sent away to a writers’ retreat of incredible calibre in Shropshire. It’s especially amazing that she was chosen as the school has recognised that she is an articulate and enthusiastic writer and that her SATS scores and dyslexia shouldn’t be allowed to be an impediment to this. “I wish my school was always like that”, she repeated over and over for the coming weeks. What she loved was the freedom and structure that interplayed so well. The autonomy mixed with clear guidance from professional writers. They cooked their own meals and went for country walks. They were able to steep themselves in a project day after day, after day, were encouraged to focus on depth, to make mistakes, and to be treated as writers by writers. It’s not the first experience of this kind they have had at the school, and it won’t be the last. So instead of beating myself up for not banding together with fellow parents and creating a free school that provides the North London version of Hi Tech High for my children, I think I will continue to support my local comp that treads a confident line between compliance and creativity.

 

 

Educolour: change begins with you

stereotypes

 

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

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

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

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

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

Situation 1: 

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

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

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

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

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

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

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

Situation 2:

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

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

Situation 3:

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

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

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

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

Principles of effective networking

networking

Networking is about face to face meetings as well as online activity through Twitter, LinkedIn or other social networking tools. Here are some basic tips for online networking that can help you build your network and ensure that you are a trusted, reliable and desirable person to know online.  Skip to the end section if you would just like some tips on face to face networking.

Be genuine 

Make sure your “about” or “bio” page on Linked In, Twitter etc. effectively and genuinely communicate who you are. Have a photo of yourself that is genuinely you – resist the urge to put your best wedding photo or a younger, sun-tanned you if this isn’t how you usually look. Also avoid putting pictures of yourself with other people as this is just confusing.

Don’t hide behind an anonymous account or a fake persona. This should help you to be careful and gracious in your interactions with people. Many people instinctively don’t trust anonymous or fake accounts on Twitter.

It’s not a bad idea to occasionally (not constantly) post something of a personal nature to your social media accounts, which can help your followers to connect with you on a more personal level.

Be respectful at all times   your mum

While being genuine, if you are identifying yourself as an employee of an organisation, be aware that you will usually need to be agenda-neutral, apolitical and always respectful to protect the integrity of your employers.

Make sure all of your activities – your postings, comments, questions, pictures and videos – all reflect your professionalism and dedication to your field. Internet postings, even deleted ones, are available for ever more and can resurface at any time.

Imagine your boss is reading what you are saying, and your mum, and perhaps a child that you know. It’s okay to be passionate, to make a point or to stimulate discussion but the more cordial and measured you are, the better the response you will have.

Don’t be afraid to say something. Many people just re-tweet as a way to avoid ever thinking of anything to say or to avoid being seen to be taking a stance. Just choose your words carefully – often, asking a question with a news item you post is better than stating a point of view e.g. Could government do more to help students from deprived backgrounds? Or attribute the point of view to where it belongs e.g. School leaders are angry over cuts to LA support.

Networking is a two-way street – give first and give more            networking and generosity

Think about what you have which is interesting or useful to someone else before you consider what it is that you want from other people.

Think about how you can help another person and don’t be afraid to offer your support.

To do this, you need to learn what interests your followers and remember or keep a note of it so you can reach out appropriately. Some people organise the people they follow into ‘Lists’. But remember the people you put into your lists can see what they are categorised under so name your lists carefully!

Consider how you might best serve your followers – could regular news items be something you could supply? Are you able to create a theme so that you are considered the go-to person for something in particular? Can you make yourself a valuable source for others online?

Identify some high-profile people you would love to get to know better or would love to take an interest in your work and target them for some special interest contact.

Be dynamic, proactive and regular 

People lose interest in accounts that lie dormant for days and weeks and will unfollow accounts that don’t look like they are used much so make sure you don’t look boring to others.

If news items are your thing, think about starting each morning/week with some key updates that you think would interest others e.g. top items you have spotted in the education news.

Be proactive by posting new content, starting new discussions and contacting people within the communities you find interesting.

Seek to engage the members of your community with content that is relevant to them, by being both proactive and reactive with your activities. Be reactive by commenting on what others post or contacting people who post content of interest to you to continue the conversation.

You can add a fun regular element like Monday cats or #FF on Twitter but keep it tasteful and don’t overdo it.

Join online regular chats where you feel you would like to learn more and eventually contribute. These are organised by hashtag and often have a regular weekly slot like #UKEdChat or #UKGovChat on Sunday evenings

Take a long-term approach     daily routine

It takes time to build a following and it takes time to know who to follow. Make sure you give yourself time.

Set goals – x followers by x date – but remember quality over quantity should always be the rule.

Make time for networking – perhaps ten minutes each morning to check your feed and tweet some news items and then ten minutes in the evenings and one half hour regular chat slot a week is what you could work towards.

Keep your profile photo the same for as long as possible – that way people will recognise you more easily online and also if you meet at an event.

Network face to face 

Make sure you attend relevant conferences and events and approach people face to face using the same principles of being genuine, helpful, cordial and so on.

Make sure you let people know on your network that you are going to be at an event.

Arrange to meet up with your online contacts for a coffee and a chat or to sit next to each other at a session.

Tweet from the event, Storify it or write it up as a blog post or LinkedIn update.

Don’t focus on the big names but don’t be afraid to connect with them and let them know what you thought about their talk, article, etc. Amazing things can happen if you dare.

Introduce yourself to people at conferences and events and you will see eventually, people will introduce themselves based on your profile.

Apply the same principles at conferences and events that you would online – be genuine, respectful, think where you can help others, be dynamic and proactive. Build in time to network.

Below are some handy tips for networking at events: 

Go to events. Attend the popular and well-known ones but also challenge yourself to attend events that might not be your first choice e.g. go to an evening think tank event of an organisation you don’t know well or whose views you personally oppose, attend a more intimate situation like a TeachMeet or a debate.

Let people know you are going to be there. If you can make a shout out several times on Twitter, asking who is else is going, you can arrange to meet and chat with people directly while you are there.

Let your colleagues know you are going and see if there is anyone they think you should approach or look out for.

If you can get a guest list ahead of the event, actively contact people of interest prior to the event by email, on Twitter or via LinkedIn and say that you will be there too. Say that you would be interested in having a coffee and a chat or just let them know you will be glad to bump into them there.

Do the same with the speakers list if there are people there you would appreciate meeting with after their talk or you just want to be aware that you are there.

If you are going to the event with colleagues and people you know, split up. Don’t spend the day clustering together with people you already have a relationship with.

Build in time to actively network. Go to the coffee breaks and lunch breaks and join tables where people are that you don’t know. Don’t spend these times on your phone checking emails or catching up on work.

Look for people who could use someone to chat to and that are standing alone. Find groups of people standing around chatting and join in. Sit in the presentations next to people who you don’t know. At lunch hand the person behind you in the queue a plate, make eye contact and get chatting.

Introduce yourself to everyone you sit next to. Good conversation starters are often the simplest e.g. Have you come far today? Is anyone sitting there? Did you enjoy that session? Are you getting much from the day so far?

Ask questions of people you meet, take an interest, don’t be quick to say where you are from, who you represent, or to tell your own story before you have heard theirs. Think of some questions to ask other people to draw them out and find some connections in common.

Take business cards with you. Set yourself some goals of how many cards you would like to relieve yourself of and to whom. Don’t be shy, just say, it was nice talking to you, here’s my card.

Ask for business cards when you get chatting to people. Write on the back of them in two sentences what you chatted about and why they might be useful/interesting in future. It’s important to do this as you won’t remember later when you need to follow up.

Follow up. Once you get back home or to the office, send an email to each of the contacts you have details for and/or tweet them. Follow them on Twitter and connect with them on LinkedIn. Say it was good to meet them and perhaps send them a link to something relevant to your discussion – remember to think of ways you can help others before you ask for help from them.

Wait after a speaker has delivered their presentation and approach them to say thank you and to ask a further question of them. Give them your card and ask for theirs.

Visit trade stands. Speak to people on them, both traders and other people visiting the stands. Assess what sorts of things are being developed, traded, gaining popularity. Give them your card, take theirs. Enter competitions, you may even win a bottle of champagne or an ipod shuffle.

Ask a question to a panel – introduce yourself clearly, the name of your organisation and state your question. It doesn’t have to be a ‘clever’ one but it should be concise. You could ask something generic like “I was interested when you spoke about x, could you say a little more about that?” It’s a great way to get people to recognise you afterwards and to get your name and that of your organisation heard.

Tweet during the event. At the end, you might want to Storify your tweets to make it easier for people to follow the narrative of the day.