International Women’s Day 2017: #BeBoldForChange

#IWD17:

International Women’s Day is celebrated on 8th March each year, it is a global celebration of the social, economic, political and cultural achievements of women. The theme for 2017 is #BeBoldForChange. Let’s make #IWD17 a day for our students and schools to reflect on the global progress made to challenge gender inequalities around the world. Use the virtual toolkit to focus discussions, reflections and activities.

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#WomenEd:

As a global community that connects existing and aspiring women in education, our aim is simple to support women on their journeys as educators and to collectively challenge some of the systemic barriers that disable women from having choice in their career progression. Our community values champion having courage, working collaboratively and affecting change. This year’s #IWD17 theme really resonates with the #WomenEd community as it is #BeBoldForChange.   The impact of the #WomenEd community is being seen and heard through the testimonials of the educators who have been coached and supported to be #10%braver. Each small step moves us closer to reducing the confidence gap and the pay gap. We are an inclusive community who champion one another’s achievements.

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Collaboration:

Our community partnerships and collaborations across the system are enabling women leading in education to grow their tribe and grow their confidence. We are working with two of our partner organisations, and many of our community, on a virtual toolkit for #IWD17 for educators round the world to access and use in their classrooms.

Action Aid:

ActionAid UK works with women and girls across 45 countries to understand and claim their rights, whether that’s the right to education, to run their own business or to live a life free from violence:

“We believe in supporting girls to understand the power they have to challenge and change the world. This toolkit, curated by #WomenEd, is a fantastic way for teachers to energise the girls in their school to be “10% braver” so we are delighted to get involved”.

We are recording a conversation between women’s rights campaigners Jessica Njui from The Africa Youth Trust in Nairobi, a partner of ActionAid and Caroline Jones from ActionAid UK. They will be discussing the question: ‘How can girls #beboldforchange?’ We’re hoping they will be joined by a surprise celebrity guest! The final video will be posted here for you to access and share: http://po.st/IWD2017

Action Aid are currently seeking questions for the campaigners from girls across the country; please send your questions to schools@actionaid.org with the name, age and school of the girls who asked the questions.

Dauntless Daughters:

To celebrate International Women’s Day Worcestershire-based illustrator Steph Green has teamed up with #WomenEd to produce the #BeBoldforChange Virtual Toolkit: which is available to all educators for free!

When her oldest daughter got interested in space, rockets and astronauts, Steph looked around for images that would reflect her child in this role. “There was nothing, so I drew her myself.” says Steph. From the astronaut it snowballed, with Steph drawing a whole crew of Dauntless Daughters. “After I started to share the illustrations on social Media, Hannah from #WomenEd got in touch and asked if I would like to get involved in the toolkit. We really wanted to give the toolkit some personality and so the character Abbie Bold came to life.”

Steph continues, “Every day our daughters encounter little messages and big signs telling them what to do, what items to wear, and the books to read, reinforcing the supposed limitations of being a girl and which box they have to go in. It is 2017 and we say ‘enough’.”

Meet Abbie Bold:

When Hannah Wilson from #WomenEd spoke to Daniel Wardle from the Action Aid Schools’ Team and Dauntless Daughters’ founder Steph Green about the collaboration, they decided that an avatar to personify the #IWD17 theme would capture the hearts and the minds of the educational community.

Abbie Bold is bold by name and bold by nature. She represents all of the young girls in classrooms around the world with bold hopes and dreams for the future. Dreams of smashing the gender stereotypes of how to behave, what to think and what to like.

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Our Virtual Toolkit:

We asked our contributors to share their motivation for creating a resource to share with the #IWD17 and #WomenEd community:

“I wanted to create resources or vehicles for reflection that would help a group of young girls move forward with purpose and intent. To validate themselves by the thoughts and actions they choose to believe in. I hope they harness the power of perception and look inwards to help them reflect on the future they have the power to create”.  Kiran Satti, primary school teacher, Midlands

 “The resource is designed to get students and even teachers thinking about the importance of women and women as role models. It’s vital that young people have others to look up to and aspire to. Equally, I place importance on them to be able to identify those same qualities and attributes in the everyday ‘real’ people around them so they have ‘real life’ role models to aspire to become”.  Genevieve Bent, Head of Chemistry, London

 “I am contributing to help inspire, educate and inform the female leaders of tomorrow. My resource will encourage wide ranging discussion, airing and challenging stereotypes. I hope it will help students question inequalities they encounter and make bolder choices”. Frances Ashton, secondary school leader, Oxfordshire

“IWD can be just another date in the busy International calendar for teachers to find something interesting to teach. I wanted to contribute to raise the profile of this global issue in an engaging way for the next generation and to help classroom teachers have a resource they can quickly put in place with maximum impact. As a classroom teacher dipping in and finding a resource starts the conversation going about be bold. Sharing how people have used the resource can continue the message. It would be good to ask people to share what they did. Social media is a good starting point, PSHE association may share the link but the Educational press has a far reach meaning maximised awareness of it being available TES and BBC. Sharing the message be bold for change with students helps them realise that they have the ability to change things. This resource enables teachers and students to notice inequality in the world, to consider their opinion and decide upon their response”. Julie Hunter, secondary school leader, Wiltshire

I knew at the age of 14, my passion and destiny was to work in the field of education and invest in next generation leaders.  Everything I do centres around my vision and mission. Use it to define what’s working & what’s not. Strengthen what is working & change what it is not. Acceptance & change are powerful concepts to embrace for all individuals, especially leaders. The resource starts the dialogue in a safe environment.  Hopefully it will equip individuals with the ‘how to’ as well.  It’s all about sowing seeds & enabling them to flourish”. Anita Devi, educational consultant, Buckinghamshire

“Success is driven by expectation and our language can empower or tear down our expectations. By reflecting on and being mindful of the words we use when engaging with challenges. Use the “Reframe: Can’t Don’t and Won’t” video to trigger reflection and discussion with your class or tutor group”. Jaz Ampaw-Farr, educational consultant, Buckinghamshire.

“Based on the Lean In concept of having ‘workplace allies’, the resource hopes to stimulate discussion about how we support, champion and advocate for women in school, group situations and the workplace. It highlights the embedded cultural practices that can hold back or diminish women’s strengths and talents and offers an opportunity to investigate solutions that both women and men can pursue, together. If we can change these habits by highlighting and modelling them with young people as well as adults in schools, then we might be able to break through what we don’t realise is taken for granted as ‘normal’.” Rosanna Raimato, educational consultant, Italy.

 “If we want to improve diversity and equality in terms of leadership in the future, we have to get girls in particular involved in leadership now, while they are forming their ideas about leadership and what it means to them. Our resource is a PowerPoint created by girls aged 7 to 11 to share with teachers based on the girls’ own research. It is a model that schools have used to open up gender equality discussions with staff and pupils. It could support whole school CPD looking at inequality in the classroom or be used as a discussion set of questions for children in PSHW or student council sessions. It is hoped that schools may want to then design and carry out their own questionnaire with their own students”.  Annemarie Williams, Executive Headteacher and CEO, Midlands

 “International Women’s Day is such an important opportunity for all of us, however we identify, to think about how we can be bolder, but also to ask questions about the structures and attitudes which continue to discriminate, particularly against certain ‘groups’ of people. Whose are the voices that are rarely heard in popular debates about feminism? What about those who don’t access the internet? What about the health and income inequalities facing older and/or disabled girls and women (and their families) in the UK, as well as those in other countries? If we want to address child poverty, are we listening to and supporting single mothers? Let’s be 10% bolder, encourage those we teach to be 10% bolder, but let’s also widen and diversify our networks”. Pen Mendonca, Graphic Facilitator, London  

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One of our contributors, Yinka Ewuola reflected on “How to be B.O.L.D for change…”

B is for Belief… Beliefs are absolutely everything. “Whether you believe you can, or you believe you can’t, you are absolutely right”. What you believe of yourself is everything about your potential, as you are the only one standing in your own way. How you allow the beliefs of others to impact and change the way you feel about your life, possibilities and expectations is just as important: ‘You can’t do that…’ ‘Girls don’t do that…’ They are the limits of others that they are trying to put on you… and no matter the intention – these will harm you. You need to decide what you believe about you, about whether you are going to be, whatever it is you want to be, and then go act on that. Ask ‘why’ (not to others, but to yourself) you can’t, won’t, shouldn’t do the things that you are working to achieve and then set those limiting beliefs aside for new ones… Believe you are worth it. Believe it will be ok. Believe you deserve to be there and have the good things you are experiencing… Believe change is worth choosing and you will do all you can to make it a reality.

O is for One Step Because we are the queens of plans, which means that we try and work out 26 steps ahead, and if we can’t always see exactly where we are going, then you feel trapped and paralysed and confused. But “The journey of 1000 miles, begins with a baby step” – what you need is just one small step in the right general direction. And then another… And then another… Boldness comes from understanding that smaller steps will lead to bigger, brighter places. Hell, even a step in the wrong direction is better than no step at all – action always beats inaction, and you can always course correct in motion – so be bold and take just one step.

L is for Learning and Leading from the Heart Boldness is a heart set… The word Courage is derived from the word  ‘Cor’ which is the Latin word for heart (as Brené Brown reminds us). So what does that courage look like every day? Speaking honestly from our hearts is a great place to start… It’s also about understanding what’s going on with our fear… It’s about understanding that the fear will come… It’s about knowing, expecting it… Because so long as you don’t let those fears stop you. ‘When fear is what you’re feeling (and you’re still doing), Brave is what you are doing’. But learning is so important for boldness… We become bolder after we fail at things (believe it or not) because failure gives us stepping stones for improvements.

D is for Difference See, because even though we are grown up and off the playground – we are still trying way to hard to fit in. And blend in… And to be small, and hidden, and not to noticeable or leery… But we were born to stand out. Boldness comes from understanding that all those things are unique about you are there for the reason you are here… There is nothing more important than making a difference. And the only way to make a difference is to be different. Remember how to be bold for change. Yinka Ewuola, primary school Chair of Governors, London

Please share the free virtual #BeBoldForChange toolkit for #IWD17 far and wide:

https://drive.google.com/open?id=0B1AxQ9bWcYaXSy02UTBEYjVBSjA

The resources are there to provoke thinking and stimulate discussions in your classrooms and schools. Thank you everyone from the #WomenEd community who has contributed.

Other ways to engage with #IWD17:

Blogging:

Contribute to the #BeBoldForChange #Digimeet on StaffRm on Sunday 5th March.

https://staffrm.io/@misswilsey/xqPZu5VJ7I 

Events:

Attend a #WomenEd #LeadMeet for #IWD17 – we have events taking place simultaneously in Bristol, Cambridge, Leicester, London, Manchester, Nottingham, Uffcolme and The Netherlands on 8th March. We also have regional #WomenEd events on March 4th in London, March 10th in Milton Keynes, March 11th in Coventry, March 25th in Leeds. All of our events are free and listed on Eventbrite, just search #WomenEd.

Tweeting:

Follow the hashtags on Twitter: #IWD17 #BeBoldForChange #womened

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Hannah, The Hopeful Headteacher

Currently feeling hopeful about:

  • The power of collaboration – I met Steph Green, founder of Dauntless Daughters on twitter 3 weeks ago – what we have curated and she has created in 2 weeks is amazing!

Currently reading and thinking about:

  • I have scan read each of the resouces from the #womened community contributors, I now need to go back and reflect on each one

Currently feeling grateful for:

  • The generosity of my #PLN and the #strongertogether spirit of the educators I am connected with.

Networking: Connection, Community, Collaboration

Networking can sometimes be a dirty word for teachers. For the cynics out there we don’t go into teaching to become corporate and to behave as business people do. For the optimists out there, we go into teaching to make a difference – we can do this alone, head down, in our individual classrooms or we can see ourselves as being part of something bigger, contributing to the system rather than a school.  In a lot of other industries networking is an expectation, an opportunity to connect with the community, to communicate what you are doing, to create collaborations. When described like this we see that it is aligned with what we do in education too.

Networking has become a hot topic in education, for those of us who engage in it or those who are intrigued by it. In the last few weeks I have been asked to contribute to several educational events to share my networking story and to encourage others to appreciate the potential power of their Professional Learning Network.

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I think these 3 values embody for me why I network:

Connection:

I meet people who I would not normally connect with. Each connection starts a new professional relationship. Many of these professional connections have grown into personal friendships with people who I would not have met had I not put myself out there. Each connection brings value to me as a person, as a professional but equally brings value back into my school community which will ultimately impact the children. I share my connections and am constantly introducing people who are working on similar projects or who are exploring similar ideas.

Community:

Teaching can be a lonely place if you spend hours in your classroom by yourself. Leading can be a lonely place if you spend hours in your office out of hours, and work in a school where it is them against us. Networking raises you above the local politics and drops you into a space with people who get you, get your situation but who are also seeking different ways of doing things, different ways of working together to find solutions to our challenges.

Collaboration:

This for me is the most exciting bit. Once you have invested in making the connections and grown your community, it is the collaborations that spawn out of this space that create the buzz. Through #womened #bameed #teacher5aday, 3 of the communities who I connect and collaborate with, the opportunities to get involved in things have been endless. A great example of this is the #iwd17 virtual toolkit a group of us are working on for 8/3. Dauntless Daughters, Action Aid, WomenEd and 30 educators contributing a resource each which will then be shared far and wide for others to benefit from.

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Here are my reflections from the events I have been asked to attend and speak at about the Power of the #PLN.

Leading Women’s Alliance #SeizingOpps:

I attended a year ago as DHT, I returned this year as a new HT. Carol and Kate, 2 of the organisers, asked me to share how networking has opened doors and created opportunities for me, personally and professionally. Through Twitter I have met coaches who have helped me to process who I am as a leader and clarify what my vision is. Through reading blogs and finding events to attend through eventbrite  I went to a lot of educational events last year. I met people I knew Twitter for a coffee at these events. One of these coffees was with Jon, my new CEO, he wasn’t recruiting, I wasn’t hunting for a new job but a conversation led to a new door being opened.

#TFAmbassadors event:

The Local Engagement Officers for Teach First London North, South, East and West asked me to speak to the ambassadors about how I have grown my network. I asked them why there were in Dirty Martinis on a Thursday night – was their motivation the free food and drink, or was it the potential connections they would make in the room. I encouraged them to speak to people they did not know in the room, to network beyond their immediate circle of contacts. I challenged them to put themselves out there, to go beyond their comfort zones and to follow up the connections that they made.

#TeachMeetWork:

Naomi Ward is one of our #womened Regional Leaders for the SE. She is doing some work with Portsmouth College and the Apprenticeship team – she asked me to speak   about how networking is a skill that needs to be taught and to address why it is easier for some student groups than others. I referenced the fact that if you are a white middle class man, especially if you attend a private school, that you will have an extensive network of family connections to open doors for you. That you will be able to arrange work placements in the City, in law firms, because you will know someone who knows someone in this space. I reinforced that we need to create these networks for our young people, that we need to remove some of the social barriers and create opportunities for them to make meaningful connections for future collaborations. I cited the example of a school in a deprived part of South London who host networking events, bringing business into the school, to make those introductions and to create those opportunities for the student body.

Diverse Leaders Programme #BAMEed #womened:

We have 3 cohorts of existing and aspiring leaders – 75 brilliant individuals – who are navigating their way around being identified as being from under-represented groups  in the schools’ workforce, finding their career pathway and being inspired/ empowered to fulfill their potential and pursue their dreams. I have led a day with each group before half-term and shared my personal/ professional journey of how investing in networking has impacted my career. We talked at length about the pros and cons, the barriers and the challenges, of being transparent, authentic leaders. We reflected on our whys, considered how to support one another in achieving them and articulated what sort of leaders we want to be. I have felt very proud of each of them being 10% braver and taking their next steps towards their goals.

Teach First Conference – Careers Panel:

Yesterday I was asked to contribute as a new Headteacher to a panel about seeking and securing leadership opportunities. Each of the leaders on the panel had had a different career trajectory but each of us referenced how our networks had supported our growth, we also encouraged the audience to create opportunities for themselves, to put themselves out there and connect with people. We each talked about how we had been recruited and how we were recruiting – with budget issues and a recruitment/ retention issues schools need to be more creative with how they ‘get the people on the bus’ then ‘how they get the right  people in the right seats’. We each networked in different ways but agreed that you need to be proactive and use your initiative.

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So give it a go, come in to the light, push yourself out of your comfort zone, feel the sunshine on your face. I promise you, you will find your tribe of connections who will inspire and empower you. We were all the newbie once and know what it feels like, I encouraged a friend who I trained with to join Twitter this week and she messaged me to say she felt quite overwhelmed at how friendly, genuine, helpful and supportive everyone is in our extended network.

Hannah, The Hopeful Headteacher

Currently feeling hopeful about:

  • Connecting and collaborating with like-minded people

Currently reading and thinking about:

  • I am reading each of the blogs @staffrm by our Diverse Leaders, delighting in their reflections as they find their voice, use their voice and amplify each others voices – check out the blogs #womened and #bameed

Currently feeling grateful for:

  • The amazing connections I have made in the last few years – I am now friends with some brilliant educators who I would not have known had I not invested the time in going to #teachmeets, hosting #leadmeets, tweeting and blogging
  • My memory for names and faces – the more people you meet the harder it is to remember everyone!
  • Carol/ Kate, Naomi, Chris/ Chloe for their invites to speak about my experience of networking
  • Allana/ Paul, Jaz/ Bukky  for their contributions to our networking days

#TalkingHeadsBlog: Inside the Heads of our School Leaders

I have been reflecting a lot in the 6 months since I was appointed as Headteacher Designate for Aureus School, and especially over the Christmas break, over how I can best learn and develop as a Headteacher . I feel very privileged to have a fantastically supportive and experienced #PLN to draw on, who inspire me in my role as a leader.  How can I grow from these critical friendships?

For me I learn best by speaking to, listening to, reading and learning from those who are doing what I seek to do. I learn through my senses and through my experiences. I learn best from those who I respect and trust, those with credibility. I want to learn how to ‘walk the walk’ from those who have done it or are doing it, by listening to them ‘talk the talk’.

So alongside my regular blog as a new Headteacher, I am going to publish a weekly blog, from a Headteacher who is more established and more experienced than me, to gain insight from their leadership journey. They will share the challenges they have faced and the solutions they found, which will in turn help me and others who are starting or have just started their headships navigate the highs and the lows.

SO I INTRODUCE TO YOU: ‘TALKING HEADS’

Why:

  • To promote the diversity of the Headteacher community
  • To elevate the profile and amplify the voices of those challenging the systems
  • To celebrate teaching as a profession and advocate school leadership journeys

How:

  • To create a dialogue between senior leaders aspiring to headship and serving Headteachers
  • To share leadership challenges and solutions
  • To inspire teachers and leaders to aspire to be Headteachers

What:

  • To publish a weekly blog to share leadership journey and insights
  • To use a common Q&A format: 2 Why, 2 How, 2 What questions answered
  • To share insight through varying content: questions selected by the leader being profiled

Target Audience:

  • Deputy Headteachers preparing to secure Headships
  • Senior leaders aspiring to become Headteachers
  • Teachers who want to see leaders who represent their backgrounds and experiences progress up the leadership ladder

Diversity Matters – My #BAMEed Pledge

Why does Diversity Matter?

I have been involved in a lot of conversations in the last year about the lack of diversity in the education system, especially in leadership. I passionately believe that our school staff bodies and leadership teams should reflect the communities that we serve. #WomenEd has done a lot in the last 2 years to raise the profile of the need for more female leaders. As a community we have identified the challenges and shared some possible solutions. With #BAMEed we are yet to identify all of the systemic barriers and how to counteract them to support BAME educators in their careers.

Why am I collaborating with the DfE?

Through the two teaching schools I was working with at Harris and the one I am now working with at GLF we have successfully bid for 3 Diversity and Equalities Grants to support educators with the hidden characteristics of race and gender progress on their leadership journeys. I am also a volunteer coach for the DfE’s Women Leading in Education pledge. The DfE are funding 80 grants around the country, plus the 8 regional networks. Most of these leadership programmes are focusing on #womened and #bameed.

Why am I speaking at public events about Diversity Matters?

I was invited to speak at the SSAT conference in November about our Diversity and Equalities grants and how we hope to affect change in the system through our leadership programmes targeting women leaders and BAME leaders. The irony was that the conference was held in the diverse city of Birmingham but there was only one person of colour speaking at the conference/ in the programme. I presented to a room of 100+ predominantly white, male Headteachers. The atmosphere in the room was interesting to say the least! I will also be on panels at BETT, Academies Show, Teach 2017 – these discussions are really key to elevate and amplify the issues.

Why am I supporting the Teach First BAME network?

Jess Boyd contacted me last year and asked me to coach her through the above scheme. She had galvanised a group of Teach First teachers who wanted to create a BAME network within the Teach First community. With Ndidi Okezie at the helm of a forward-thinking and outward-facing organisation I knew this would be a ground-breaking opportunity to engage with and to support. I went to the Town Hall meeting in November which was an open forum to launch this network – well done Jess and the team for a thought-provoking event.

Why am I supporting the #BAMEed community?

Allana Gay is a #WomenEd Regional Leader and friend I have made through our activity. Amjad Ali is someone who I have gotten to know through grassroots and CPD opportunities over the last few years. Just like #womened needs our #heforshe allies, the #bameed community needs white allies to help amplify the voices of the under-represented. They have made it very clear from the beginning that the community is very inclusive and collaborative – welcoming anyone who wants to support and contribute to the movement.

Why does #WomenEd care?

Intersectionality is an issue. If you are #bameed and #womened then you double the barriers to overcome to progress as a leader. At our unconference in October we organised a #BAME panel to initiate and elevate the discussions about race. Our panel of high profile educators included @ndidi1st@benniekara@jazampawfarr‍ curated by @equitableed‍ with @angelabrowne@naureen@jopenn@candidagould‍ amongst the audience. As a group we reflected & discussed some of the issues facing women of colour in education. This safe space  incubated the discussion – we processed our thoughts and articulated our concerns/ visions for the system.

Why do we need to talk about representation?

As a result of the discussions at #womened, Cath Murray a journalist from School’s Week contacted me as she was conscious that the 3 articles that came out of our event were written by white men.  She was keen to counterbalance the voices being represented. I moved the discussion on to race rather than gender as we had invited the #heforshe advocates to attend, speak and write to help cascade the message that we need to work together, both genders, to create equality for all. I had initiated the BAME panel as I had had repeated conversations about racial identity.

Cath subsequently wrote and published this brilliant piece on ‘Is Race the Elephant in the Room?’ Read it here: ELEPHANT IN STAFFROOM

Ndidi Okezie from Teach First went on to write this opinion piece on ‘We need to get over the taboo of talking about race’. Read it here: RACE TABOO

Schools’ Week get it – they have done shout outs for mores submissions by women and by BAME so that all experiences are represented. Leadership Matters also get it – I have helped them recruit more BAME leaders to be Ambassadors as they knew they were under-represented. Ross McGill aka Teacher Toolkit gets it and has recently published a list of #101femaleeducators to follow on Twitter. It caused a bit of a stir, despite his best efforts to raise the profile of female tweeters. He will soon be publishing in collaboration with #BAMEed a list of #101BAMEeductors to follow too – it will be interesting to see how this is received in the twitter world.

Why am I reflecting on ways Aureus School can flip the system?

The conversation has only just started and needs to be opened up, we need transparency, we need to challenge the system. Starting up a new school enables me to do things a bit differently. With core values of #wellbeing, #diversity and #equality I need to ensure that we ‘walk the walk’ as well as ‘talk the talk’. I don’t want our values to be tokenistic or ‘laminated not lived’. Imagine how disappointed I was then when recruiting my Governors that we initially only received applications from white male volunteers. I am not discrediting their experience and their potential input but I am keen to model a diverse team at every level of the Aureus staff structure.

Challenges and solutions I am creating strategies for (they are still a work in progress):

What are the barriers for BAME teachers?

I am excited that Jess, my coachee, is pitching a PHD to research this as I currently make judgements and increase my understanding based no anecdotal feedback. Through her research and through the Diverse Leaders programme I am curating I will gain more insight in to the barriers – personal and systemic – that are holding BAME educators back.

My pledge is to tweet, blog and speak about my findings to amplify the discussions.

Why do we have so few BAME teachers?

Teaching is not seen as an aspirational profession for some cultures. Schools need to work on their careers guidance to raise the profile of educational careers for all students.

My pledge is to ensure that career guidance at Aureus School crosses some of these cultural barriers.

How can we recruit more BAME leaders?

BAME teachers are in a minority, so the progression of those who do enter the profession represents a small group of teachers and leaders.

My pledge is to ensure that at Aureus School and across the GLF trust that our talent management identifies and nurtures the potential of diverse leaders.

Why do we have a blockage in the BAME leadership pipeline?

BAME teachers seem to leave the system or get caught in the system at middle leadership level. I will continue to research and unpick why this is.

My pledge is to embed unconscious bias training and an equitable talent-spotting system at Aureus.

How can we support & develop BAME leaders on their career progression?

Career planning, development and coaching is something that our profession does not do very well, in my opinion. Through our #womened events and programmes we are addressing this for existing and aspiring women leaders.

My pledge is to volunteer to run practical sessions at #BAMEed events and support those who are writing applications and letters to help them get through the door to interview.

What are my next steps as a systems leader?

As a Headteacher and a leader in a MAT/ TSA, as well as co-founder of #womened I will continue to be part of a growing community of educators who are challenging the system. My first step is the launch of a new blog called ‘Talking Heads’ where I will profile a different Headteacher each week – to share different leadership experiences, identities and trajectories – thus breaking down some of the perceptions of Headteachers. Read it hereTALKING HEADS

I am really interested to continue this discussion and create momentum with a much needed change in the education system. I am excited to part of a movement which will support our #BAME and help to amplify the discussions at events in the coming months.

Hannah, The Hopeful Headteacher

Currently feeling hopeful about:

  • Affecting change for BAME educators, leaders and students.
  • Recruiting a diverse staff of teachers, leaders and governors at Aureus.
  • Creating a culture based on the values of diversity and equality.

Currently reading and thinking about:

Currently feeling grateful for:

  • Amjad Ali and Allana Gay for launching #BAMEed.
  • Jess Boyd for initiating the @TFBAMEcommunity.
  • Ndidi Okezie, Cath Murray and Schools’ Week for amplifying the discussions on race.
  • SSAT for asking us to speak at their conference about Diversity.
  • DfE for funding the Diversity and Equalities programmes.
  • Leadership Matters for acknowledging they needed more diverse ambassadors.