Education

Desire to be a Headteacher 

I came into teaching because of a desire to make a difference to the lives of children. I have always believed that education has the ability to transform lives and create opportunities for young people. My own personal example is one that I always draw strength from. My parents came over from Barbados in the 1960s as part of the Windrush generation – my mother an auxiliary nurse and my father a postal worker. They came here with the intention of creating a better life for their children than they had experienced. Education was at the heart of this dream. And so, it began…

I started teaching in September 1994, in South London. I knew by 1996 that I wanted to be a Headteacher. Working in a school with a high number of Black and Asian children, I could see the impact that myself and some other Black staff in the school had on connecting with those students and providing role models to fuel their aspiration. I recognised pretty early that if we could have that effect as teachers, the potential for Black and Asian leaders to create a significant positive impact was huge. I wanted to be THAT person. From that moment on, everything that I did in my teaching career was done with the intention to propel me towards that aim.

For me it was interesting, because I did not at the time view being Black as a disadvantage. I felt very much as though it was one of my big selling points. I always felt that my ‘Blackness’ (i.e., my cultural heritage, skill set, adaptability, and shared experiences with children from African and Caribbean heritage) would place me in a strong position to lead a school with a mix of cultures. In the early days of my career, I did not see barriers – just dreams, ambitions and goals.

What I did not consider was that my own sense of value and self-belief was only half the story. The challenge was finding ways to ensure that others (in particular governors doing the selecting) could see in me what I saw in me. This was a much bigger challenge than I had anticipated, and I think explains to a large extent why there are comparatively few senior leaders and Headteachers from Black and Asian backgrounds represented in the profession.

Gov.UK – School Teacher Workforce February 2021 shows

• in 2019, 85.7% of all teachers in state-funded schools in England were White British (where ethnicity was known)
• 78.5% of the working age population was White British at the time of the 2011 Census
• 92.7% of headteachers were White British

Source: School Workforce in England: November 2019 https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england 

The data in the table above gives a clear indication of the national picture. The percentage of White British teachers in 2019 (84.9) was almost identical to the percentage of the working population that was White British (85.7). The percentage of Headteachers who were White British at this time was 92.7, which shows an over-representation. 

Contrast this with the same data for Black African, Black Caribbean and Black Other below.

Source: School Workforce in England: November 2019 https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england 

The proportion of Headteachers is a significant under-representation of Black heads and as compared to both the general working population and the proportion of classroom teachers.

What this points to is the comparatively poor progression that has been made in the profession for our Black African and Black Caribbean colleagues. So, what is the story here?

There are many theories for why the number of Black Headteachers is so low. 

• Poor/biased recruitment processes
• Insufficient opportunities for development of our Black teachers in school 
• Black teachers do not want to apply because 
  • they do not believe they will be given an opportunity or 
  • they do not see headship itself as an attractive prospect or 
  • They feel the situation of headship for a person of colour is precarious as they will be judged harshly if things go wrong

In my conversations with colleagues over the years I have encountered all of the above scenarios. It seems to be commonplace and the data certainly supports this view – that is, unless you believe in the meritocratic theory and your view is that there are just insufficient Black candidates who are up to the job. I personally can’t and won’t accept this as a position.

My own journey was nearly derailed by one line manager who tried to sabotage my first ever application for a senior leadership position. This was back in 2001. I was a head of year, and I was keen on promotion. I was confident and believed that I was ready. My line manager did not and told me so – I recall her specific words were ‘I would be worried if you were appointed to a senior leadership role’. Now to be fair, I don’t know whether my Blackness had anything to do with her view, but I do not that she failed to see the potential in me at the time.

However, I was fortunate in that I was confident, and my Headteacher at the time believed in my capacity to do a great job as a senior leader. His support turned out to be critical as following a very successful interview process I was informed by the school that I had applied to that the two references that they had received were in contrast – one very supportive and the other less so. I found that disappointing, but sadly predictable.

The Headteacher of the school that I had applied to (who in the end decided to appoint me) explained to me that what they saw and felt throughout my gruelling two-day interview process was more aligned to the reference from my Headteacher, than that of my immediate line manager – so they took a chance and believed in me. I haven’t looked back since. 

But now I think… was I just one of the lucky ones?

Much can be done to change this situation. For example, 

• The government should invest in the diversity of our sector and fund leadership development programmes for people of colour.
• Governing bodies need to think about their own makeup and be genuinely committed to proactively recruiting governors who represent the communities served by the school.
• Governing bodies also need to consider how a lack of diversity influences the decisions they make when recruiting senior leaders – in particular they need to seek out training in unconscious bias and use their learning from that to shape thought and process.
• More of our current crop of leaders of colour need to adhere to the ‘each one, teach one’ mantra – we have to give back and help our more junior colleagues navigate their way through the system the way that we have through coaching, mentoring and offering opportunities for work experience and shadowing.

Afraid of own shadow

I started my first headship at the age of 34 in September 2006, just 18 months after I have first become a deputy. It was sooner than I had anticipated, and it was scary. Despite my clear ambition to be a headteacher, I was not expecting it quite so soon. And the truth was, I was not quite ready for what I was taking on. I think I was scared of my own shadow! I was confident that I could learn quickly (and boy, did I have to!), but the journey was a very challenging one and extended me in ways that I did not know was possible. 

I was an internal candidate. I applied for the job because I wanted to take advantage of the experience of applying for headships and going through the process. I applied because I was convinced by those around me that I would be a good candidate for the job. I applied because I wanted to compare myself to the competition. Never (and I mean like, ever) did I imagine I would get the job, until the second day of interviews when I was down to the final three candidates from over 30 applicants. Then it hit me… This was REAL! After I was successful on day 2 and I was offered the job, I responded by asking the then Chair of Governors, ‘Are you sure?’. In hindsight, that was a silly (albeit honest) thing to say based on how I felt at the time.

I was excited, but also petrified. To talk about ‘imposter syndrome’ would not do how I felt at the time any justice. I remember saying to my coach (who was a very experienced ex-headteacher) that I just couldn’t get used to the feeling of constantly being on the edge of my comfort zone. It was just not something that I was prepared for.

The first few years were tough and represented a very steep learning curve. My first challenge was not so much about leading the school as leading my colleagues. I was the last one in – the young pretender. Suddenly, I was thrust into having to manage a team of people who were more experienced than I was and who had been at my school for longer than me. My confidence to make decisions when others who I had great respect for, and a sense of awe in some cases, disagreed. 

There was also the added pressure of being a young Black Headteacher, at the time one of only 11 secondary school male Black Headteachers of African-Caribbean heritage in the UK. I felt proud, but also daunted. I enjoyed the wearing the cloak of representation. A particular source of joy and strength for me was hearing from Black parents how pleased they were to see me in my role and how much they were rooting for me. That always touched me (and still does) and I used it as fuel to overcome some of the fears of the role. I have always embraced this responsibility as a privilege rather than a burden. However, it is not easy. 

The need to be extra-vigilant about what one says is tough and draining. The feeling of being a lone voice at the many tables at which one sits in Headship and as a system leader can be frustrating and dispiriting. These all make the job much more demanding as a person of colour.

However the biggest difficulty that I had as a new Headteacher (and admittedly still now at times) was the propensity that I had for editing myself. It is hard to explain, but as a Black person in a position of leadership there are certain stereotypes about Black people that you are aware of and wish to avoid. I found myself minimising certain aspects of my culture and natural state of being. Below are some examples, with differing degrees of seriousness. 

• Turning down my music in the car as I drive through the gates in the morning – not wanting other staff to hear the beautiful thumping reggae beats that set up my positive and confident mood for the day.
• Being cool and calm at ALL times. I was very aware of the stereotype of the ‘angry Black man’, and I never wanted to fall foul of this.
• Restricting the desire to challenge racism whenever and wherever I witnessed it. As a Black person you see it all the time in various different explicit and implicit guises and you want to call it out – but the editing process leads you to pick your battles carefully as you don’t want to be seen as that Black person where ‘everything is about race’.
• I edited my accent. Around friends and family it is entirely natural to speak in our heavy patois dialect. There were times in the early days where I wanted to do so with Black colleagues or students to accentuate that connection and shared experience through a shared language, but the pressure of being the Black Headteacher prevented me from doing so.

When I reflect now on how important these issues are, the conclusion that I draw is that they are crucial. It isn’t so much about the trivial nature of some of the edits described above. There is something more fundamental taking place in my view that gnaws away at the very purpose of diversity. Having diversity in leadership can only make a difference if leaders bring their diversity in with them as they travel through the school gates. To edit oneself is to lose the very difference that your diversity can make. It essentially turns everyone into a middle-class white man. 

Based on my reflections of my own journey and experiences, I now make a point of telling our young aspiring Black leaders to be themselves. I tell them that their authenticity is actually what matters the most. They each can bring something different to the role if they are prepared to be brave and resist the temptation to edit.  

In the early stages of my headship, I had great support from a range of coaches that I saw in my first few years in post – and each helped me significantly in very different ways. As well as the need to feel like I was worthy of the job, I had that added need to stop falling to the temptation of editing myself. I learned a lot from my coaches. The helped me make sense of my experiences and supported the development of the sense of perspective that I have honed over time. However, my early struggles were tough – and when I think of it now, I reflect on how I might have changed the nature of that support if I could go back as an experienced leader now and help my younger, less experienced self. I have been developing something I refer to as ‘Calm Leadership’ as a means of addressing this (What is calm leadership and why is it important? (sec-ed.co.uk)). 

Getting Diversity in a Team Which Is Not Diverse

Although diversity in leadership is the ultimate aim to ensure that leadership is inclusive in its purpose and function, the reality is that many teams are not there in terms of the representation among the leadership. Getting the team to that point is a long-term strategy. In the meantime, it is important to find ways to work with what you have to increase awareness, understanding and to promote diversity of thought and approach. 

I have a leadership team that is not diverse. We represent a school community that looks different from the team of senior leaders who are there to represent them. The same is true of my wider staff body. We have done a number of things over the last couple of years to try to move things forward. Some examples are shared below:

• We got our leadership team to read the book White Fragility by Robin DiAngelo and Brit(ish): On Race, Identity and Belonging by Afua Hirsch and to reflect on their own views, perspectives and practice
• Presentation from the me to staff on my own journey to being a Headteacher – sharing my experiences as a Black boy in North London to a Black man
• We showed staff videos recordings of our Black and Asian students talking about their experiences at our school
• We weaved our equality targets into our SDP – so every other departmental plan must reference this
• All student data is broken down and analysed by a range of sub-criteria including ethnic background
• We have a Racial Equity governor
• We have created a Student Cultural Diversity Forum (early stages)
• Zero tolerance of any racist behaviours – even against ‘your own’
• Staff have received training in unconscious bias 
• We have reviewed our approach to promoting positive behaviours utilising the skills and experience of an external behaviour specialist 
• Every member of staff was given the opportunity to have a book on anti-racism brought for them to read for the summer – 65 took up the offer! We have met twice since September to review, learn and apply

Race and Leadership Roles in Schools

Race matters. Visibility matters. Diversity matters. In leadership roles, they matter even more… so long as they actually make a difference.

Authenticity is the key. We have to train people to be their authentic selves as diverse leaders in order for the diversity of their experiences, backgrounds, thinking approaches and views to bring something different to the table.

In order to benefit from this, we need to make sure that we are doing more to encourage and bring the talent pool of ethnic global majority leaders through the system. We need to get more Black and Asian teachers into the profession and then help them progress their journeys through to leadership. To do this we must carefully consider the current barriers and blockers as to why this is not already the case and find ways to overcome them. This will take leadership at all levels, from the UK Government, down to Local Authorities and Multi-Academy Trusts and ultimately with the school governors and leaders. 

If Black and Asian Leaders succeed, then everybody does!