Leadership

Preparing For Hyper-Diversity: London’s Student Population In 2030

Almost three quarters of university students from London will be from ethnic minorities by the end of the next decade, according to this report by Access HE. The report shows a growing ethnic minority population in the school system and says young people from black and Asian families are more likely to apply for university.

The analysis, based on demographic changes and university entry rates, shows 27% of students from London will be white – down from 37% at present. White students will still be the biggest ethnic group – followed by 21% from African backgrounds, up from 17%.

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      string(4814) "for Scholarship and Teaching and Learning, 11, 1-4. ■ Dunworth, K., & Santiao Sanchez, H. (2016). Perceptions of quality in staff-student written feedback in higher education: a case study. Teaching in Higher Education, 21(5), 576-589. ■ Flanagan, S. (2014). How does storytelling within higher education contribute to the learning experience of early years students? Journal of Practice and Learning. 13(2-3), 146-168. ■ Flint, A., Oxley, A., Helm, P., & Bradley, S. (2009). Preparing for success: one institution’s aspirational and student focused response to the National Student Survey. Teaching in Higher Education, 14(6), 607-618. ■ Garratt, D. (2011). Reflections on learning: widening capability and the student experience. Cambridge Journal of Education, 41(2), 211-225. ■ Golding, C., & Adam, L. (2016). Evaluate to improve: useful approaches to student evaluation. Assessment & Evaluation in Higher Education, 41, 1-14. ■ Golubchikov, O. (2015). “Negotiating critical geographies through a “feel-trip”: experiential, affective and critical learning in engaged fieldwork. Journal of Geography in Higher Education, 39, 143-157. ■ Grebennikov, L., & Shah, M. (2013). Student voice: using qualitative feedback from students to enhance their university experience. Teaching in Higher Education, 18(6): 606-618. ■ Hagenaur, G., & Volet, S.E. (2014). Teacher-student relationship at university: an important yet under-researched field. Oxford Review of Education, 40(3), 370-388. ■ Hoon, A., E. Oliver., Szpakowska, K., & Newton, P. (2015). Use of the ‘Stop, Start, Continue’ method is associated with the production of constructive qualitative feedback by students in higher education. Assessment and Evaluation in Higher Education, 40(5), 755-767. ■ Jenkins, A., Jones, L., & Ward, A. (2001). The Long-term Effect of a Degree on Graduate Lives. Studies in Higher Education, 26(2), 147-161. ■ Khan, M. (2013). Evaluation of Course Evaluations: Views from Students, Staff and Senior Management: Enhancing Student Feedback and Improvement Systems in Tertiary Education. CAA Quality Series 5, 112-123. ■ Lambert, J. (2013). Digital Storytelling: Capturing Lives, Creating Community. Abingdon: Routledge. ■ Lenton, P. (2015). Determining student satisfaction: An economic analysis of the National Student Survey. Economics of Education Review, 47, 118-127. ■ Mackenzie, J. (2008). Conceptual learning in higher education: some philosophical points. Oxford Review of Education, 34, 75-87. ■ Menis, S. (2017). Non-traditional students and critical pedagogy: transformative practice and the teaching of criminal law. Teaching in Higher Education, 22(2), 193-206. ■ Nasser-Abu Alhija, F. (2017). Teaching in higher education: Good Teaching through students’ lens. Studies in Education Evaluation, 54, 4-12. ■ O’Donovan, B., Price, M., & Rust, C. (2008). Developing student understanding of assessment standards: a nested hierarchy of approaches. Teaching in Higher Education, 13(2), 205-217. ■ Petty, G. (2014). Teaching Today. Cheltenham: Nelson Thornes.  ■ Seale, J. (2010) Doing student voice work in higher education: an exploration of the value of participatory methods. British Educational Research Journal, 36(6), 995-1015. ■ Sherwood, G and M.A. Nind. 2014. “Parents’ experiences of support: co-constructing their stories.” International Journal of Early Years Education 22 (4): 457-470. ■ Silverman, D. (2014). Interpreting Qualitative Data. London: Sage. ■ Spooren, P., Mortelmans, D., & Thijssen, P. (2012). ‘Content’ versus ‘style’: acquiescence in student evaluation of teaching? British Educational Research Journal, 38, 3-21. ■ Stein, S.J., Spiller, D., Terry, S., Harris, T., Deaker, L., & Kennedy, J. (2013). Tertiary teachers and student evaluations: never the twain shall meet?  Assessment and Evaluation in Higher Education, 38(7), 892-904. ■ Surgenor, P.W.G. (2013). Obstacles and opportunities: Addressing the growing pains of summative student evaluation on teaching. Assessment and Evaluation in Higher Education, 38(3), 363-376. ■ Weiner-Levy, N. (2008). Universities as a meeting point with new academic knowledge, society and culture: cognitive and emotional transitions during higher education. Cambridge Journal of Education, 38(4), 497-512. ■ Winchester, T.M., & Winchester, M.K. (2014). A longitudinal investigation of the impact of faculty reflective practices on students’ evaluations of teaching. British Journal of Educational Technology, 45, 112-124."
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Professional Development

Evaluation through story-telling! – a tool for improving teaching

18 Apr 2018

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      string(340) "... aspire towards headship and promotion. (Ogunbawo, 2012, p. 163)In one school they had worked hard to ensure that the senior leadership team mirrored the diversity of the student population, one stating that ‘we do our best to model strong decision making from a cohesive co-operative base.’ (Lumby and ..."
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      string(5586) "opportunities that stretch them is vital in nurturing future leaders. Professional development can be seen as the acquisition of human capital and social capital, both of which are vital for career progress. Building human capital means the acquisition of qualifications, while developing social capital, refers to the ability to build up networks and contacts.  Within a supportive and developmental school ethos both of these can be encouraged for all staff. We often talk about the importance of high aspirations for students but high aspirations are important for staff too, and the NPQ suite of qualifications leading to middle leadership, headship and executive headship and beyond should be open to all. Obtaining a masters qualification or any other professional or academic qualification adds to human capital. The experience of BAME staff may be that they are pigeon-holed and stereotyped as suitable for certain roles in the school, but not for leadership ones, or for the development leading to them (Pell, 2017). NetworkingSocial capital can be built up through attendance at courses and other networking occasions. An important side benefit of the leadership courses designed specifically for BAME candidates was always felt to be the opportunities for networking with others who share similar backgrounds and experiences. For example, for participants in the BAME leadership course Equal Access to Promotion, who had previously felt isolated: ‘it was confirmation that they are not alone in their situation and the discovery of a support group with whom they could share information about their work and career with positive regard and respect was very comforting and reassuring. (Ogunbawo, 2012, p. 167). This affective support and reassurance that provides friendship and trust is the expressive function of networking. However, networks also function in an instrumental way, providing useful information vital to those who want to progress in their careers. Schools can seek out suitable courses and facilitate networking for BAME prospective leaders. In the absence of courses designed to bring BAME aspiring leaders together, BAME prospective candidates may find it harder than White colleagues to access formal and informal networks to provide both expressive support and instrumental help. Schools can be sensitive to this, for example, a particular case in point is where informal networking involves alcohol, thereby effectively excluding Muslim teachers (Shah and Shaikh, 2010). A further vital element in career progression is mentoring – the guidance and sponsorship offered by a senior person to an individual seeking promotion.MentoringIn the recent diversity programme sponsored through the DfE, David Hermitt, a BAME head, reports on his work in mentoring BAME potential leaders: ‘Mentors provide a critical perspective for their mentees. We will look at CVs, provide a sounding board for ideas and give invaluable advice from our personal experience.’ (Hermitt, 2015) David went on to list the individuals he had helped to secure promotions or at least the experience of having internships and placements in school senior leadership teams and commented: ‘With increased confidence and improved leadership skills it is easier for a teacher to plan their next career move.’  Mentoring has been identified as one of the most important ways of preparing individuals for leadership roles, although the success of mentoring is improved through training for mentors and careful matching of the pairs, something that may be particularly sensitive when it comes to the mentoring of BAME staff (Clutterbuck and Ragins, 2002).Role modelsAll studies involving aspiring BAME leaders mention the importance of seeing BAME role models in leadership positions. For example:The study identified a key enabler of career progression to be the availability and value of outstanding and inspirational BME educators as role models which allow participants to identify leadership qualities within themselves and thus aspire towards headship and promotion. (Ogunbawo, 2012, p. 163)In one school they had worked hard to ensure that the senior leadership team mirrored the diversity of the student population, one stating that ‘we do our best to model strong decision making from a cohesive co-operative base.’ (Lumby and Coleman, 2016, p. 117)FinallyTo summarise, if we are going to achieve a more equitable proportion of BAME leaders in schools, in addition to the valuable national programmes on offer, it is important that every school looks at the ethos and values of the school as a whole, exposing unconscious bias, having high aspirations for staff and ensuring appropriate professional development opportunities for all, including mentoring, networking and the provision of diverse role models. A school where aspiring black leaders are supported and developed will be a school that values and helps everyone in their community. Dr Marianne Coleman is an Emeritus Reader in Educational Leadership at the UCL Institute of Education where she was previously Assistant Dean of Research.ReferencesBush, T., Glover, D. & Sood, K. (2006) Black and minority ethnic leaders in England: A portrait. School Leadership and Management, 26(3): 289 –305.Clutterbuck, D. & Ragins, B. R. (2002) (eds.) Mentoring and Diversity. 0xford, Butterworth Heinemann.Coleman, M. (2018) Black leaders: A case for more research. School Leadership Today, 8(5). Available from:"
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Executive Leadership

Inspiring Diversity in Leadership

2 Jul 2018

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      string(5709) "London. WC1B 3DP.ReferencesAncona, D. Malone, T. Orlikowski, W. Senge, P. (2008) In Praise of the Incomplete Leader, Harvard Business Review, February. ■ Ball, S. (2003) The teacher’s soul and the terrors of performativity, Journal of Education Policy (2) 215-28. ■ Ball, S. (2012) The reluctant state and the beginning of the end of state education, Journal of Educational Administration and History 44 (2), 89-103. ■ Barber, M. (2015) How to run a government so that citizens benefit and taxpayers don’t go crazy, Allen Lane, London. ■ Bloom, N. Lemos, R. Sadun, R. and Van Reenen, J. (2014) Does Management Matter in Schools? Centre for Economic Performance, LSE, Discussion Paper No 1312, London.  http://cep.lse.ac.uk/pubs/download/dp1312.pdf accessed 24.2.16. ■ Craig, I. (2017) Toxic leadership. In: P. Earley, & T. Greany, (Eds.) School Leadership and Education System Reform (pp. 182-190). London: Bloomsbury. ■ Bryk, A. S. and Schneider, B. (2002) Trust in Schools: A Core Resource for Improvement. New York: Russel Sage Foundation. ■ Coffield, F. (2012) Why the McKinsey reports will not improve school systems, Journal of Education Policy, 27 (1), 131–149. ■ Cordingley, P. Higgins, S. Greany, T. Buckler, N. Coles-Jordan, D. Crisp, B. Saunders, L. Coe, R. (2015) Developing Great Teaching: Lessons from the international reviews into effective professional development, Teacher Development Trust. ■ Day, C. Sammons, P. Leithwood, K. Hopkins, D. Gu, Q. Brown, E. and Ahtaridou, E. (2011) Successful school leadership : linking with learning and achievement, Maidenhead: Open University Press. ■ Di Liberto, A. Schivardi, F. and Sulis, G. (2014) Managerial Practices and Students’ Performance. Economic Policy Sixtieth Panel Meeting, Rome. http://www.economic-policy.org/wp-content/uploads/2014/10/Di-Liberto-Schivardi-Sulis.pdf accessed 24.2.16 ■ Earley, & T. Greany, (Eds.) (2017) School Leadership and Education System Reform (pp. 182-190). London: Bloomsbury. ■ Ehren, M. Perryman, J. and Shackleton, N. (2014) Setting expectations for good education: How Dutch school inspections drive improvement, School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice, 26 (2), 296-327. ■ Fullan, M (2010) The big ideas behind whole system reform, Education Canada, 50, 3, Canadian Educational Association. Accessed 8 February 2015, at www.michaelfullan.ca/media/13396082070.pdf ■ Glatter, R. Woods, P. Bagley, C. (1997) ‘Diversity, differentiation and hierarchy: school choice and parental preferences’, in Glatter, R. Woods, P. Bagley, C. (eds) (1997) Choice and diversity in schooling: perspectives and prospects, Routledge: London. ■ Hanushek, E.A. Link, S. and Woessmann, L. (2012) Does School Autonomy Make Sense Everywhere? Panel Estimates from PISA, Journal of Development Economics. No. 296. ■ Hargreaves, D. (2010) Creating a self-improving school system, Nottingham: National College for School Leadership. ■ Hargreaves, D. (2012) A self-improving school system in international context, Nottingham: National College for School Leadership. ■ Hopkins, D. Stringfield, S. Harris, A. Stoll, L. & Mackay, T. (2014) School and system improvement: A state of the art review, School Effectiveness and School Improvement. 25(2), 257-281. ■ Jensen, B, Hunter, A, Sonnemann, J and Burns, T (2012) Catching Up: Learning from the Best School Systems in East Asia, Melbourne: Grattan Institute. ■ Jensen, B and Downing, P (2017) Preparing to Lead: Lessons from High Performing Education Systems, Washington-DC: National Centre on Education and the Economy. hhttps://learningfirst.com/ttps://learningfirst.com/reports/2017/10/22/preparing-to-lead ■ Leithwood, K. Day, C. Sammons, P. Harris, A. and Hopkins, D. (2006) Seven strong claims about successful school leadership. Nottingham: NCSL. ■ Lubienski, C. (2009), Do Quasi-markets Foster Innovation in Education?: A Comparative Perspective, OECD Education Working Papers, No. 25, Paris: OECD Publishing. ■ Matthews, P. Rea, S. Hill R. and Gu, Q. (2014) Freedom to lead: a study of outstanding primary school leadership in England, London: Department for Education. ■ Mourshed, M. Chijioke, C. and Barber, M. (2010) How the world’s most improved school systems keep getting better, London: McKinsey&Co. ■ OECD (2011) School autonomy and accountability: Are they related to student performance? PISA in Focus. 2011/9. Paris: OECD Publishing. ■ OECD (2015), Education Policy Outlook 2015: Making reforms happen. Paris: OECD Publishing. ■ OECD (2016) School Leadership for Learning: Insights from TALIS 2013, Paris: OECD. http://www.oecd-ilibrary.org/education/school-leadership-for-learning_9789264258341-en ■ Ofsted (2009a) Twenty Outstanding Primary Schools: Excelling against the odds, London: Ofsted. ■ Ofsted (2009b) Twelve Outstanding Secondary Schools: Excelling against the odds, London: Ofsted. ■ Pont, B. Nusche, D. and Moorman, H. (2008a) Improving school leadership. Vol 1 Policy and Practice, Paris: OECD. ■ Pont, B. Nusche, D. and Hopkins, D. (2008b) Improving school leadership. Case studies on system leadership, Paris: OECD. ■ Porritt, V, Spence-Thomas, K and Taylor, C (2017) Leading professional learning and development, In: P. Earley, & T. Greany, (Eds.) School Leadership and Education System Reform (pp. 121-130). London: Bloomsbury. ■ Robinson, V. (2011) Student-centred Leadership, New York: Jossey-Bass. ■ Sahlberg P. (2011)"
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Executive Leadership

The paradox of policy and the quest for successful leadership

18 Apr 2018

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Leadership Skills

Time for Leaders: Putting Leadership First In Education

17 Apr 2018