Tag Archives: leadership

Women in education leadership…I may be naive

From my Staffrm post.

It’s been a while since I wrote anything, anywhere. Not out of a lack of interest as I’ve certainly enjoyed seeing what others have shared online. But I’m trying to collect and rebuild myself a little and needed a step back.

I’ve followed most of the #WomenEd posts and discussions, and before I start please don’t think I’m against the movement in any sense or attempting to be disparaging or puerile, but I have to admit to finding a thought keep popping in to my head all the time. That thought: maybe women don’t actually want to be headteachers. I may be being naive. I see the statistics shared, and can see that the proportion of female heads is distinctive and could automatically raise alarms for people wanting to know the reason why. But I also think sometimes we might overthink, and be looking for a sinister cause or barrier that might not actually exist. I would certainly never want someone to hire me because I ticked a box as being female and they needed to fill a quota. I’ve known that happen.

Now I’m not disputing that there will be cases where women across the world have had a door shut, faced discrimination, been steered a certain way, and have felt hindered. But I also think that there may well just be a case for saying that maybe there are fewer women in headteachership because they are happy to stay in other positions. After all, there’s no denying that the psyche and makeup of men and women is different. Same as within each gender there is plenty of difference. These ultimately influence our decisions, our passions, our drives. And maybe, just maybe, more women actually want to remain in the classroom than men. Maybe more women don’t want to lose that face-to-face contact, the relationship building, the daily spine-tingly moments, the feeling of having personally been responsible for a deep change in a child or for their progress. Maybe we want to retain that feeling of closeness to a child that means you get goosebumps knowing that you, yes you, made a child’s day when you gave them the first positive feedback they’ve ever had. Maybe we just want to be up close and personal to the reason we are in teaching: to make a difference. Because at the end of the day, when you move up the ladder that is something that gets sacrificed. I’ve known plenty of SLT who on a regular basis regret the move (especially if they moved up the ladder rapidly) because they miss the buzz of being at the chalkface, they hate having absolutely no time to be creative, they feel burdened by constant data analysis and administration, they don’t get to know children as well, they feel isolated from their colleagues and from students. I’ve had headteachers say to me that being a middle leader is the best job in the school – after all, we are the powerhouses who drive everything through. And I say all this based on having a mum who was a headteacher, a sister who is the personnel manager for an international organisation, friends who are business leaders, and on myself who thinks ‘you know what, you’d miss this’.

I went to an all girls’ school where we were berated if we had the audacity to suggest that our future might include marriage and children since we were told we ‘should be career focused’. Ironically my future doesn’t include the former, and I don’t lack ambition but ambition doesn’t have to mean we keep making every step until a pinnacle…after all then the next step is actually downhill! There’s nothing wrong with ambition meaning being the best darn teacher and leader you can be, at whatever level. This situation is not unique to teaching, there is low representation of women in senior roles across every industry…but is this because they’re held back, or just because they are happier in other roles? I’m not talking about the pay gap by the way, that’s a no-brainer as far as I’m concerned: if you do the same role, have the same responsibility, and have the same qualifications then you should get the same money. Perhaps I am naive, having not experienced being held back, but I actually trust that whatever rung of the ladder I go to next I will be judged as worthy or not based purely on me. Will I ever want to be a head? I don’t think so, I know what I’d miss. Does this make me held back, stereotyped, weak, or unambitious? No way. It makes me, me. My choice. For me, that’s what WomenEd should be about – celebrating and empowering choice.

‘I am not a leader’ (or Yes you are! Every ONE of us in education is)

Post taken from my Staffrm story in response to the Leadership Artefacts thread. Well worth visiting.

I’m sure I’m not the only person who has read the #ldrartefacts thread on Staffrm with interest, and also someone that’s thought ‘I’m not quite there yet, so I don’t have anything to contribute’. After all, I’m ‘just’ a middle leader, not SLT, so does that count? I had been inspired by some accounts, and also thought ‘hang on, that’s what I do!’ when reading them but kept putting off getting involved in the thread as not feeling competent to. Well that was until someone said to me ‘you’re not a leader’…and that caused a reaction. I wanted to slap him (not for the first time!) and my immediate response was indignation…which is of course what he’d wanted. See although I believe I am good at my job, I don’t like to shout about it or pretend I am anything better than others, so tend to shy away from getting involved in social media / public face leadership discussions as if feeling unqualified.

You’re not a leader‘ kept ringing in my head. Grinding away. How patronising I thought! But then, I don’t have any major evidence of whole school impact or long-term change in my own right I suppose? I mean, I lead a department that is gradually transforming and kids have actually learnt something, found high expectations, feel challenged – so there’s a whole culture change there right? I lead whole school numeracy but that’s only been this year so can I really claim much? At my last school I was HoD for a year following from a bit of a high maintenance bloke who I’d helped transform the dept…but he’d take credit for that of course 😉 So can I really say I’m part of this leadership group?

Answer: definitely yes.

You see I’ve been an education leader for a 7 years. How? I’ve led in my classroom. Or on the astro turf. Or in the corridors. Or on school trips. I’ve taken a claim to my physical space, laid groundwork for the mental and emotional space of that learning environment, and every day fought battles with myself or with others to just be the best I could be and ensure that kids got a good experience and were led to be the best they could be.

Every single one of us from day 1 of PGCE stepping in front of your first class and taking tentative steps is a leader. We lead by example. We lead by our body language, the words we choose to use, whether we give ‘the evil teacher stare’ or give a smile, we lead by holding doors open for students and modelling good manners, we lead by the way we encourage them, how we don’t let them give up, when we motivate or praise them, when it is time to sanction them or hold them to account. Aren’t these the traits that ‘real’ leaders portray, whether in education or business? Does it make any difference whether we are leading a class of infants and teenagers or leading thirty sales assistants? It’s the same principles.

After leaving university I fell into a job in fashion retail almost by accident. It led to me becoming a deputy manager within three months and then successively becoming store manager to two large stores, and setting up a national flagship. The stores I ran were filled with staff of all ages and experiences. Some were keen trainees, others were jaded and resigned with a ‘this is the only job I can get’ mentality. Some felt overlooked by previous managers. Some felt they’d not had their potential realised. Some kicked off and didn’t like change. Some didn’t appreciate being given targets and boundaries and expectations (it’s shocking that I wouldn’t let them swing on the fixtures in the loft and steal from the till really). Does this sound familiar in a school context? My wise sister once said to me ‘children are just like adults, only with shorter trousers’ and it’s true. Leading children and leading adults have massive parallels. It’s always a joke at Inset isn’t it how much like naughty kids the teachers suddenly become? And none of us like being treated like a homogenous group and given the same diet of CPD or being made to feel hard done by or overlooked. Same feelings, similar baggage, similar needs.

Day 1 in my classroom as an NQT I started leading. With 19 classes I was effectively leading 490 ish children on a weekly basis. But even just with my tutor group of 26 from that first day I was a leader. Even before I got into any other roles. Being just a tutor is a profound leadership opportunity. I set up my classroom with a photograph of my dog or favourite places on the tutor board and built relationships with those tutees based on their pets & places and from the first meeting I was leading them. In retail my decisions affected a team of 27 and a turnover of over £2.6million a year. Now my decisions affect the Hums team, our students of about 850, and a budget of just a tiny fraction. But those decisions and the leadership we each give day in day out will affect those students potentially for the rest of their lives. Even if they only learn to be polite to each other! I have been doing performance management and leading teams for 11 years now in retail or in school, and I use those retail skills all the time. Same issues, same leadership traits.

And one day, when I am SLT, it will still be the same principles that make me lead: motivate, cajole, inspire, hold to account, recognise, empathise, humour, train, develop, trust, etc.

So my actual leadership artefacts?

1) A quote on the wall: ‘just when the caterpillar thought the world was over, it became a butterfly‘. I refer to this with kids or adults often. Something unattractive or seemingly at its end can become something beautiful and a new beginning.

2) Postcards/cards: to give as thank you notes, messages of support, pick me ups. Do them unexpectedly and sneak them onto someone’s desk (or into a student book to find later) so it doesn’t make a big show of it and allows the recipient to just have a surprise.

3) The open door: mentioned by many others but still true. My door is open whenever I am in there and I’m happy for anyone to come anytime. I encourage an open door policy in the department so we will wander in and out and see each other and speak to students. No need to have secrets: we are all on the same team! And the open door extends to meeting minutes and data tracking too using Google Docs. Everyone can see how well or how poorly my classes (and others) are doing or what we are working on so there is transparency. I think this is important.

At the end of the day, we are not chained to a title and we don’t only have an influence when we plan to and have prepared for it – we lead from the first moment we walk through the door. That is both humbling and worrying! It can be the smallest thing that sticks in someone’s mind, so let’s lead in a way that can change the world 🙂

Leadership is not a title.

Thank you to the lovely Staffrm folks for your response to this story. I hope you don’t mind me copying them here.