Let’s refresh rather than recover

We cannot begin September by talking about ‘lost learning’ or a ‘recovery curriculum’. Nothing has been lost because it was never there. There is nothing to recover from, academically, if we review the way we deliver our curriculum. There is only the reality of the world today.

We can take a breath, see a brighter future and step forward with a ‘Refreshment Cycle’. Not only will this give us confidence but it is also a robust plan should we be hit by the storms of circumstance in the coming months.

The Refreshment Cycle

Review

Life is different. There’s no getting away from that. In education, we need to see how this has impacted upon the mental health and well-being of our students and staff. We need to review where they are emotionally and adjust our support/approach accordingly. This can be done with pathways of support dependent on need. Academically, we can look at the skills and content coverage we originally planned for to reach the aims of our subjects. What is a necessity? What can be streamlined? What can be considered a luxury for this period of time?

Revise

We will need to change our approach as the time we have ‘face-to-face’ with our students has altered. That does not mean to say that this is a problem! Many of the students I have spoken to have enjoyed spending time with their family. They have been working well at home or learning new skills. That said, we need to prioritise those students for whom this has been a very challenging time in troubled households. Whatever our review tells us, we need strong academic and pastoral systems that talk to each other and inform us as to how we can best adjust our approach to meet the needs of the school community.

Restart

Armed with information from our review and driven by the informed strategy from our revision, we need a positive approach to moving forward individually and collectively. We have all travelled this difficult path together. Some have suffered more than others. Our restart needs to build upon the examples of resilience and adaptability that we have shown. We need to carry those that need support following a return to school. As a profession, we can be confident that no obstacle is insurmountable for such a dedicated and passionate vocation.

And when the storms come again…

Future lock-downs, partial lock-downs, outbreaks are all akin to a storm at sea that returns to challenge an experienced crew.  We will have been here before. We have come through a time of shock and confusion with the virtues of composure and clarity. When the storm hits again, we begin our ‘Refreshment Cycle’ once more.

At a time when we are seeking clearness and direction from leaders, nationally and locally, we can take solace from our leadership grit and resolve to gain clarity from within. Let’s forget recovery and refresh for a brighter future!

What falls down as ‘standards’ are seen to rise?

In a recent tweet I saw Nicky Morgan raising the issue of mental health amongst our children. Indeed, Kate Middleton is now latest high profile figure to involve herself in the same issue by championing the admirable work of the Place2Be charity. As a teacher a school leader I echo the concerns and applaud their efforts to raise awareness of this growing issue. However, in the formers case I fear that the actions of political leaders is at least adding to, if not in some cases causing, mental health issues.

In my own home this issue has been brought to bear as I came home one evening to hear that my son had become very upset during his weekly spelling test. These tests, while not being new, are more challenging for students now in line with the ‘raising standards’ agenda. My wife shared with me two other stories of children becoming anxious and upset about these tests which have become more ‘rigorous’ in order to fast track the progress of the students. I should add at this point that my son is 5 years old. The pace at which these more challenging tests have been implemented has resulted in side effects. I believe this will have a significant impact upon the well-being of students who cannot keep up with the relentless pace. Put yourself in the position of a 5 year old who is struggling to keep in line with the ‘raised standards’ and faces a seemingly infinite educational game of catch-up. Add to this the abstraction of subjects which you may have previously found success in due to schools needing to invest more time and effort in subjects that are more academically rigorous. Without these outlets, without these avenues for success and without any signs of the situation getting better, are we building up to a mental health disaster within our schools?

As a participant on the Future Leaders programme, I fully subscribe the notion that schools should be vehicles for positive change for students and communities. We should not have a country where a child’s circumstances at birth should dictate their entire lives. We should be raising expectations for our youngsters, we should be giving them the hope of a bright future and we should be challenging the obstacles which may oppose these goals. However, we must also remember the child in all of this. The child, whether they be 5 or 15, should be our sole concern and not the impact that they may have on whole school outcomes.

I feel very lucky to work in a school where I believe the balance is right. At St Edmund Arrowsmith, the curriculum offers 5 distinctive pathways that are open to all students. These pathways offer combinations of academic and vocational courses. In addition, beyond the classroom the school is true it’s Catholic values and what always impresses me is the individual knowledge staff have of each and every student. This is also the case at my son’s school where the individual care he gets is heart-warming and tremendously beneficial. However, I am fully aware that this is not the case in every school, particularly schools were short term fixes are brought in by short term leaders who are looking to further their own careers at whatever cost.

The aforementioned costs are often the choices that students have and the opportunities for a holistic education. I do not blame schools that have to refine the totality of the education they offer. They are simply responding to the latest government directive and trying to keep their heads above the choppy waters. It is the students and staff that are often suffering due to these ever increasing expectations. At this time we need brave leaders that are willing to do what is right for the students we serve. We need the expertise from great organisations like Place2Be to be supported and funded in order to give our students support where it is needed. We also need to look after our staff to ensure that their mental health is in order so that they can be in a position to support the daily mental health of students in the classroom.

 

Crisis Leadership through COVID-19

Whilst we are in the midst of a global crisis that we are all struggling through, many of us will be looking for any distraction to keep ourselves sane! I have taken a steer from Viktor Frankl. During WWII, Frankl suffered at the hands of the Nazis while he was held prisoner in Auschwitz. In his book, ‘Man’s Search for Meaning’, he tells the reader how psychoanalysis of fellow inmates and guards, allowed him to keep a sense of hope and purpose. Despite not suffering anywhere near what Frankl endured, in my own little way, I’ve tried to keep mentally stimulated in lockdown by observing leadership in many areas of society.

The last few months have been a fascinating time in terms of examples of leadership in all sectors. Leadership styles, strategies and actions have never been under the public microscope as much as today. In leading through a crisis, as a headteacher, I believe there are three key aspects of communication and action that lead to confident commitment from your business, team, school or even nation.

All the C’s

Calmness

Leaders rise above the noise of the crowd to keep everyone focussed on short, medium and long term goals. In my school setting, this was getting people safe and then supported. There can be lots of distress relating to the pandemic and anxiety caused by widely shared opinions on schools and teachers. Our next step is the safe and gradual, phased return of more students. I won’t let us panic about dates. We don’t need to know the date to make our plan. If we clear on our plan, calmness can reign as we know we are prepared for the next steps. Calmness can be represented by a compassionate tone in emails, an understanding approach to personal issues and ‘putting first things first’, in the words of Steven Covey. That is, just doing what needs to be done, not what the world and his dog is telling you needs to be done.

Consistency

Those at the front, create trust through actions that are underpinned by clear belief systems. When we share values and beliefs that are not applied in tough moments, we risk the trust and respect of our group. In turn, this can create a power vacuum which threatens the stability of an organisation. I’ve three clear values that are gospel based but in all of our lives, ‘Love, faith and hope’. I can demonstrate love this through care and compassion which is unrelenting and trusting of my colleagues. I have faith in those who I work with that they too will want to do the right thing. On that basis, our approach is based on the 95% who are on-board so that policies are not rigidly prescriptive in an attempt to manage the 5% who do not act in a way which is honest and supportive of their peers. Their peers will ordinarily do the heavy lifting for you if they feel they’re being let down. Finally, we hold tight to that hope that we will see better days. We talk about hope, we action hope through plans for the future and we share hope in the positivity of our communications. Whatever your values as a leader, they’ll never be more important that than right now, stick to them!

Clarity

The networks our teams are a part of will require guidance and information. Clear communications can bring people along with you in order that they can feel a part of your school, business and sporting family. Take people with you through a confident clarity that explains the decisions you are taking, be open to feedback and really listen. Show people you care about their views by answering calls, responding to emails and that clarity will foster a cohesive culture. Then, once you have made your plan or your decision based on all the best information and opinions, stick to it and believe in yourself.

The result… Confident Commitment

It is my firm belief through the ridiculous reading I do into this subject and my own experience, that confident commitment from your team is the product of communication which is clear, consistent and calm. When you are value driven, with a clear purpose, utilising the thoughts of all, then you widen the arms of your team. A confident commitment is a type of energy that we can create at home with our own families. It is a sense that despite differences of opinion here and there, differing belief systems and any other independent variations, we’re all in this together and we’ll all get out of this together. Confident commitment exudes from a team that is valued and trusted. That energy that then only requires a subtle guiding light and two hands on the wheel to garner confidence and commitment. Those two hands, that guiding light, will be you in the strongest of storms.

These are not easy times for anyone. I hope we can all take time to talk, listen and reflect. If we do that, we can operate as teams in every area of the country that inspire confident commitment toward a brighter future.

Leadership: Plain and Simple (Radcliffe, 2010) – A quick review!

Future-engage-deliver is the mantra of Steven Radcliffe. The author is succinct and precise about what is required for effective leadership. The effective leader begins with a clear vision of the desired out outcome. 

‘Powerful leaders are guided by what they really want…the leader is strongest when that future is connected to what they care about’…

In addition Radcliffe describes the method by which strong leadership can be ‘turbo charged’. Turbo charging your performance is a conscious practice as you enter into situations considering how the win/win (Covey, 1989) balance is appropriate for the situation. The basis of this is a supportive team engaged in regular feedback. It is this feature of organisational leader that delivers the most dramatic improvements and identifies specific areas of improvement. Finally, visionary leaders look to the future and are adept at going beyond the limits which are all too often self imposed. 

Radcliffe goes into more detail by suggesting that to lead effectively you need to be aware of what you really want to achieve and then go after it. You should be guided consciously by this thought in order to tailor all of your a actions to reach one end. Measurements of success should only be on your vision and mission rather than past scores and the scores of others. As Radcliffe puts it; ‘Be guided by the future you want’.

As a leader you must act as the leader you want to be. There is a need for a conscious awareness of limiting beliefs followed by an urge to overcome them. These obstacles can be overcome by being fixed on the future you want but also a working knowledge of the leader who you want to be. As a result you can consciously base all your actions and thoughts on; what you care about, why you want to be a leader and the sort of leader you want to be.

The remainder of Radcliffes’ book is frequently punctuated by his own modesty and humility. Being from Wigan I particularly related to his self awareness as he describes often catching himself thinking…’Im just a lad from Wigan…what am I doing!?’. 

His other key messages are as follows:

As well as the individual task of identifying a desired future, the engagement of support is pivotal in effective leadership. There must be a congruence between intended impact and the impact felt by the team for which feedback is essential.

To pull this all together a leader needs to firmly establish the future and positive engagement. From there it is possible to lead ‘Delivery through Others‘. The big mission needs to be fostered in this collective responsibility for successful delivery.

 

‘Build cathedrals don’t just shape more stone!’

Robust dialogue is needed to communicate mission goals and expectations. The conversations go from; big requests, probability of delivery, address success or failure & wrap up.

In order to maintain and drive organisations 4 energies must be considered; intellectual energy, emotional energy, spirit energy and physical energy. A leaders key responsibility is to maintain their own and their colleagues energies. A leader must frequently consider ‘How am I managing my energies?’.

Follow these conscious practices; stay connected to what you care about, embrace the big picture, be guided by the future you want and use your support team to manage your energies.

Overall, the book succinctly ties together the work of several other leadership experts. It’s usable and a great reference point when things seem to require an alternate vantage point.

A review of 7 Habits of Highly Effective People (Covey ,1989) and how it relates to leadership in education

Habits has stood the test of time and gives practical advice based on real experiences. The fact over 10 million copies have been sold is testimony to its transferability throughout all facets of society. I was drawn to the book in my constant search for guidance in the field of education leadership however the book offers tools for man other areas of leadership.

 

Briefly, here’s my synopsis of Covey’s message which describes 7 clear mantras in order for one to become truely effective. The overarching key to effective leadership is ‘Interdependence’ in that effective people do not act as islands. Habits are the composite of knowledge, skills and desire. Leaders in any capacity must have core beliefs, functional visions and a mutually supportive network.

 

So from 1-7 here we go…

1. Be proactive – In a sporting parlance ‘get stuck in’. In other words take the fight, the initiative or the idea to the people you need to hear it. Those that do this show confidence and belief in what the cause or simply the individuals character.

2. Start with the end in mind – A leader needs to start with the desired outcome and then decide which actions, behaviours, people and cultures can achieve this. In an educational context we must be clear as to what it is we want, how we will achieve but at the centre be concrete in a shared understanding of why we want to achieve it. Simon Sinek’s book ‘Start with Why’ is a great aid understanding this concept through theory and high profile examples. There are some links to scripting here to, consciously thinking how we want our lives or teams to go and driving towards that end.

3. Put first things first – This blends all aspects of work and home together. Cover categorieses actions as those which are either; important & immediate, important but not immediate, not important but immediate and not important and not immediate. In busy roles we are often pushed into the immediate, important actions which are necessary but can detract from the long term, visionary actions located in important but not immediate. Too often, these ideas or visions are thought of during long summer holidays, brought into the school year but then washed away with a tide of the other three action categories. Being aware of were our time is spent throughout the day can aid the educational leader in becoming more effective and efficient for the benefit of the learners and staff.

…

4. Win/win – The habit of looking for interdependent success in an educational setting is imperative. Such an approach could be evident in a mutually beneficial ethos, vision or mantra. In everyday operations there are occasions when lose/win are required for the empowerment of others and the reiteration that leaders must become interdependent. When considering matters of core values there must be an attitude of win/win or no deal. Such an example would be the core belief that every child has potential, we either all work with that in mind for the mutual benefit of learners and staff or people need to look for new employment (no deal).

5. Understand before trying to be understood – Prior to entering into decisions into appraisals, interventions or any other type of pivotal interaction, an effective person needs to understand who we are dealing with. If we consider Matthew Gladwell’s ‘Blink’ it is quite possible that we immediately understand this but then have our actions clouded by other factors. If we really get an understanding of the person we are talking to, then we will be able to truely make our position understood, even if that position is an unpopular one.

 6. Synergize – The leader or practitioner in eductaion who is truely effective in the classroom and the staffroom draws together all of these habits. This can be the result of practice and reflection. It is important to know, belief and act upon the assumption that we are all very capable of achieving this through the following of guidance and reflection.

7. Sharpen the saw – Rest! We all need time to think. I recently heard the phrase ‘adrenaline junkies’ when the discussion of senior leader behaviour came up at a Future Leaders conference. This to me is what must be avoided, running from one crisis to the next fire fighting issues that will reappear shortly thereafter. To keep focused on those issues that we both important, immediate and important, not immediate, we must keep fresh by taking time out to come back to our roles with a reinvigorated perspective and enthusiasm.

The disturbing state of aspirations in Rochdale

The recent study by Ambitious Minds places Rochdale as the borough with the third lowest in the country in relation to student aspirations. For the people and educators of Rochdale this may not be surprising but it certainly highlights the growing issues which act as barriers to students in the area.

The local labour market is such that students do not see a bright future on the streets they walk down and on the faces of the people they see. Aspirations are notions derived most immediately from those with whom we have most contact with, especially during secondary school years. High primary aspirations are currently being eroded to narrow expectations according to this new research and from my experiences of attempting to drive aspirations in Rochdale.

Despite these barriers, I have seen on a recent ‘My Future Life’ PSHE day at Matthew Moss High School one blinding ray of light at the end of the tunnel. That light emanates from the leaners themselves who, contrary to negative voices in society and staff rooms, want more than anything else to be successful. The nature of this success is what must be coached rather than the implicit drive for success. For too many, success is adjudged by the attainment of status within a depressed culture. Therefore, a two pronged approach must be taken to develop the hopes and ambitions Rochdale students.

Firstly, students’ sense of self concept must be developed. They must be given opportunities to develop their own self confidence through challenges and successes which are positive and rewarding. These rewards must be attained within a culture which promotes hope and aspiration rather than constrained expectations which simply seek to avoid disappointment. Therefore, the second approach needed is a wider challenge to raise local aspirations through investment in Rochdale.

While I am leaving the borough at the end of the month, I will take with me the lessons of this area. If an area is forgotten future generations will suffer and hold the low expectations that have now become hereditary in this community. Continuous investment and development in people and places is important to propagate high aspirations and high life expectations. Without the former, the latter will erode and resultant economic and social deprivations ensue.

 

 

Aspirations: What does the research say about how they are determined by the individual & their immediate environment

Aspirations: What does the research say about how they are determined by the individual & their immediate environment.

Aspirations: What does the research say about how they are determined by the individual & their immediate environment

The Individual

Self-Concept

Bronfenbrenner recognised the consequence of genetics and theory of self as being responsible for the person. It is the persons’ developing perception of their environment which is the next step in his conceptualisation of human development and resultant behaviour. There is a body of research which argues that aspiration is shaped by students’ perception of themselves and their efficacy to attain positive educational and occupational outcomes. Research demonstrates that a key indicator of students’ aspirations is perceived self-efficacy (Bandura et al., 2001). A contemporary study (Strand and Winston, 2006) found self-efficacy to be the fundamental factor in the variance between aspirations from Year 7 and Year 9 students attending 5 inner city schools. These differences were also intertwined with different minority ethnic groups in accordance with the research reviewed earlier (Fordham and Ogbu 1986; Kao and Tienda, 1998; Obgu 1991).

Dweck (1999) argues that a belief that intelligence is malleable and can be increased with effort and this can have a direct impact upon aspiration. A positive theory of intelligence is referred to as a ‘Growth Mind-set’, whereas a negative theory is termed a ‘Fixed Mind-set’. A positive self-concept is often a key driver for a growth mind-set and resultant high aspiration (Ahmavaara & Houston, 2007). However, there does appear to be anomalies when considering the impact of self-concept on aspiration. Despite boys consistently attaining lower levels and holding lower aspirations than girls (Schoon, Martin and Ross, 2007), boys report significantly higher levels of intelligence in relation to girls’ self-concept of intelligence (Ahmavaara & Houston, 2007). Some qualitative research suggests that boys are less likely to be emotionally open which causes a presentational bias (Kilmartin, 1994; Pennebaker, 1995; Forssmann-Falck and Kliewer, 1998). In accordance, further research suggests girls are more likely to deliberately under-estimate their self-efficacy (Barber, 1994). Ahmavaara & Houston (2007) stress that developing self-concept can be beneficial to interventions that are intended to heighten aspirations. The suggestion that responses given in focus groups or even questionnaires are influenced by gender raises the question of reliability. Indeed contemporary research questions the robustness of research into aspirations (Cummings et al., 2012). As a consequence, this model illustrates supposed relationships but it is not an attempt to identify specific causality. 

Self-Concept and Gender

The literature frequently highlights the interdependence of self-perception with issues of gender. Research has shown that girls from disadvantaged backgrounds consistently have higher aspirations in relation to boys although this phenomenon is not as evident with middle and upper classes (Schoon, Martin and Ross, 2009). As a result there is a growing concern over the low aspirations that males from working class backgrounds hold. Recently, the Coalition Government University Minister, David Willetts, called for University recruiters to treat white working class boys in the same manner as underrepresented minority ethnic groups (Press Association, 2013). This awareness and concern has been compounded by UCAS (2012) reports that women are currently a third more likely to go to university than men in the UK. Also, males have lower academic outcomes at 16 and they are less likely to continue into education post 18.  The influences upon gender differences in aspiration is a growing area of research however the literature reviewed is consistent in the suggestion that gender is a driving feature of aspirational development (Gutman and Schoon, 2012; Spielhofer et al., 2011; Ahmavaara and Houston, 2007; Brownlee, 2010; Kirk et al., 2012).

The literature suggests that this is apparent in the varied messages given to children according to gender (Kao and Tienda, 1998; Eccles, 1994).  In addition to having lower aspirations, secondary school disadvantaged males express greater uncertainty about their career aspirations compared to female peers (Gutman and Schoon, 2012). This research supports the notion that there are gender differences in the cognitive processing of similar experiences (Eccles , 1987) such as those experiences at home and school.

Self-Concept and Time

Self-Concept is another such determinant of aspiration which is identified as being a notion interrelated with time. There are though conflicting opinions on the relationship between time and concepts of self. A study by Dewitt et al (2010) found that positive self-efficacy and consequent high aspirations in Science among Year 7 pupils was often not met with equal progression by the same pupils at Year 11.  A decline in the self-perception of a student’s ability may constrain educational and occupational aspirations as beliefs play an important role in the development of career and life goals (Bandura et al., 2001). Of the literature reviewed their appeared to be divided opinions on whether self-efficacy in education tends to grow or decline through academic years. Ablard and Mills (1996) and Leondari and Gialamas (2002) found that pre-secondary school age students were more likely to believe that their ability, or in this case intelligence, could be improved through effort. However, in contrast   Ahmavaara & Houston (2007) found that children have greater sense that effort will produce positive outcomes.

Studies suggest that aspiration develops in relation to educational engagement over time. Boys who perform less well at age 11 are vulnerable to becoming disengaged in education at 14 and there is an equal risk of lower aspirations through secondary education due to this transition stage (Gutman and Schoon, 2012). This is in contrast with females who are more engaged in school and attain higher levels of achievement. The findings of Gutman and Schoon (2012) support assertions that this occurrence is an outcome of female’s having greater aspirations and better scholastic preparation. Males appear more vulnerable to social immaturity and behavioural difficulties which suggests an over-reliance on socialisation factors (Goldin et al., 2006).

Microsystem

The proximal processes within the microsystem play a crucial role in behavioural development. Bronfenbrenner gave examples which included parental play with children, peer activities, learning new skills and group or solitary play. To have a significant effect upon development these interactions must occur over a period of time and frequently (2005). Explanations of process most commonly focus on the relationship between the aspiration of parents for their children and those of the children themselves (Morrison Gutman & Akerman, 2008). This interaction changes in influence over time and is interdependent on elements from other settings.  

Parents

Parental education level is seen as an indicator as to whether parents are likely to promote high aspirations to their children. As a result those who need an education the most often expect it the least (Geckova et al., 2010). Parents with high levels of education are more likely to aid the processes of aspiration development, positive behaviour in school and attainment levels for their children (Hill et al., 2004).  Indeed, one of the most consistent predictors of student attainment is the level of education achieved by their parents (Mayer, 1997; Scott-Jones, 1995). The assisted development draws upon the educational experience and resources to support often afforded by a high level of education (Spera et al., 2008). This involvement commonly reduces anxiety and supports high aspirations (Knowles, 1998; Trusty, 1999). Conversely, parents with lower academic attainment can become disengaged with their child’s education due to a lack of capacity to assist with their learning particularly during secondary education (Carter-Wall et al., 2012). A lack of parental involvement resulting from the disengagement from the child’s education is associated with detrimental effects upon attitude and aspiration in an educational and occupational sense (Gorard et al., 2012).

The parental belief in their ability to support educational development is fundamental to the aspirational development of the child (Bandura, 1997). As such the literature often refers to a distinct association between what parents say they want for their children and what the child aspires to (Kintrea, St.Clair and Muir Houston, 2011). Early childhood aspirations can be curtailed by the expectations of the parents. Parents who are significant in their child’s life will express their expectations and therefore become defining figures of the student’s educational aspirations and expectations (Woelfel and Haller, 1971). The level of parental expected imparted upon the child is subject to the meso, exo and macro level influences detailed in the model.

With around 42% of marriages ending in divorce (ONS, 2012) the impact of single parent families upon aspirations was surprisingly underrepresented in current research. However of the literature found, students from disadvantaged single parent families have lower educational aspirations than those of two-parent families from similar socio-economic backgrounds (Garg et al.,2006). This is in keeping with theories about the relationship between aspiration and educational attainment, as students from single parent families attain lower levels of educational attainment (Rodriguez and Arnold, 1998). Despite a recent drop in the number of divorces from 45% to 42% (ONS, 2012) the impact of this high rate requires further research for its relationship with aspiration to be fully understood. The same can also be said of parental influence on the determination of aspiration when intersected by place, ethnicity and gender.

The literature shows little in the way of national strategies to challenge this trend. Work by the Royal Society for the encouragement of Arts, Manufactures and Commerce (RSA) suggests the need for a nuanced assessment. The work suggests that the assessment should be undertaken in order to address the issues surrounding low aspirations and educational outcomes amongst students from low income households (Perry and Francis, 2010). The work by the RSA strongly questions the validity of ‘blaming’ parents for the low aspirations of their children. This assertion is in accordance with historical perspectives on social reproduction and cultural capital. Bourdieu (1973) suggests that the culture of the dominant is transmitted through education and behaviours are adjudged by this cultural measure (Dumais, 2002). Consequently, in accordance with the findings of the RSA (Perry and Francis, 2010) working class students are at a disadvantage to middle class students suggesting that the influence of parents is not the central cause of low aspirations among working class students.

While the Coalition Government’s child poverty strategy clearly recognises the need to work with parents to develop aspirations (DWP and DfE, 2011), there is a lack of clarity on how this will be achieved. The emphasis appears to be solely placed on narrowing the attainment gap rather than reducing the obstacles to the realisation of parental and child aspirations (Kintrea, St Clair & Houston, 2011).

Parents and Socio-Economic Status

The socio-economic context of human development relates to the behaviour of those in daily contact with the individual. In particular, the socio-economic status of parents is often associated with the aspirations of students (Boyask et al. 2009; Geckova, et al.; Perry and Francis, 2010). Recent longitudinal studies indicate that educational aspirations of parents and children are key indicators of educational outcomes. These aspirations are unequal between socio-economic groups and reinforce the notion of an attainment ‘gap’ associated with household income (Chowdry, Crawford and Goodman, 2011; Gregg and Washbrook, 2011). The UK has one of the steepest socio-economic ‘gradients’ in education among comparable nations (OECD, 2001). Children at the lower end of this ‘gradient’ do worse than those from advantaged areas by a greater amount than elsewhere (Hirsch, 2007). Secondary students from relatively low socio-economic backgrounds are achieving lower levels of attainment in school, express lower aspirations, leave school earlier and enter into less prestigious occupations than their more advantaged peers (Schoon, 2006). Furthermore, the association between low aspiration and low educational achievement has been the focus of government policy (DfE, 2010; Department for Communities and Local Government, 2009; Cabinet Office, 2009).

Research shows that parents from disadvantaged backgrounds have high aspirations for their children (Cummings et al., 2012). However, there is ample evidence to suggest these parental aspirations do not drive the ambitions of their children as there is a lack of engagement in education from students of disadvantaged backgrounds (Carter-Wall et al. 2012; Boyask et al, 2009; Gorard et al., 2012). School can play a key role in creating a positive environment in which agency and identity can be engaged in an effort to assimilate the aspirations of parents and students from disadvantaged backgrounds. Raffo (2010) makes reference to such mediation in suggesting that extra-curricular activities can enhance positive student identities with a view to developing a positive agency amongst students. Perry and Francis (2010) argue that too often parents have been blamed for low student aspiration yet it is the schools which must remove the obstacles which are curtailing the aspirations of students from disadvantaged backgrounds.

The ‘class structurationist’ model theorises that differences in socio-economic status of individual students largely dictates educational occupational aspirations. In effect, aspirations are rational approximations of costs and benefits of educational achievement (Jencks, Crouse and Mueser, 1983). In this model it is the resources and support available to the student which dictates the level of aspiration held. More advantaged students are more likely to hold higher, more risky aspirations as opposed to disadvantaged peers who can be risk averse. As a result socio-economic deprivation can lower aspirations due to a lack of resources invested in the child and less financial security. While this model is not uncritically accepted there are links to socialisation theories which support the notion of socio-economics being a reliable indicator of aspiration.

Parental expectations and gender

There has been a shift from the findings of earlier studies which demonstrated that parents tend to have lower aspirations for their daughters than of their sons, particularly in the subject fields of mathematics and science (Duntman, 1979). Moreover, contemporary studies have suggested that males perceptions of their ability are higher than females despite males being are more likely to be disengaged in secondary school (Chevalier, Gibbons, Thorpe, Snell and Hoskins, 2009; Schoon, 2007).

However, later studies indicate that parents have higher aspirations for their daughters rather than their sons (Schoon et al., 2007). This change was demonstrated in a recent UK study which found parents of girls had higher academic aspirations for their children than parents of boys (Willitts et al. 2005). The overall trends were affected when correlated with the ethnicity of the students. For example, Black African parents showed no significant gender difference in aspirations held for their children. However, higher aspirations were held for boys over girls in Pakistani and Bangladeshi communities. In these communities males are expected to continue their education and progress to successful careers, whereas female roles are based more on marrying young and starting a family (OFSTED, 2004). Bordieu’s ‘social reproduction’ theory is also relevant to the gender differences in aspiration development.

‘Sexual properties are as inseparable from class properties as the

yellowness of a lemon from its acidity’.

Bourdieu (1984, p 107)

 

The higher classes of social hierarchy see these differences to a lesser degree when compared with working class neighbourhoods and families. The varied cultural capital acquired by males and females can result in gender differences in aspiration. According to Bourdieu (1984), men are more likely to use their cultural capital to pursue educational qualifications, whereas women are more inclined to use their cultural capital to acquire a husband. According to Bourdieu (1984) these gender roles are transmitted by mothers and fathers who create a cyclical pattern in gender development of aspiration as the process is repeated with social classes. Within the literature there does appear to be some agreement (Duntman, 1979; OFSTED, 2004). However, there is a growing literature which suggests that the gender schemas created by cultural capital are either flawed or have changed since Bourdieu set out his theory (Gutman and Schoon, 2012; Schoon et al., 2007; Goldin et al., 2006).

Family and time

The literature suggests a relationship between time or transitional stages and the influence of the family structure, or microsystem, on the individual. In numerous cases; gender, family and time and are shown as interdependent in their influence upon aspiration. Kao and Tienda (1998) found that family structure had a significant influence on the process of aspiration development among girls aged 12-13. However, boys were much less effected by the family situation. While family structure at this age showed gender variation, it was the situation pre-secondary school which had a greater impact upon aspirations.  Boys appear to be more influenced by family structure during pre-secondary school years. Single parent families affect the aspirations of males and females differently (Garg et al., 2006). Both genders have lower aspirations than two parent families, although boys are more negatively affected in comparison to girls (Farmer, 1985). This is also the case in more extreme family structures when children are place in the foster care system.  Females have greater aspirations and are twice as likely to achieve complete a degree (Kirk et al., 2012). This gender disparity has been described as a crisis for young men, especially those of minority ethnic groups (Sadowski, 2010; Whitmire, 2010).

‘A teacher impacts on a class, a head teacher impacts on a school but a network can impact upon society’: Future Leaders Day 1!

I’ve been accepted on to the Future Leaders Programme and today we met as Cohort 2013 for the first time. The programme is designed to tackle equity in education head on through the development of school leaders. The selection progress is rigorous but now the challenge really begins I embark on this exciting journey.

Our first day of the future leaders programme was a liberating experience. The concept of excuses were removed and replaced by the notion of obstacles which could be challenged by highly effective school leaders. This empowering message dominated my thoughts as I drove away today’s introductory address. The opportunity that await is exciting, intriguing, somewhat daunting but most of all inspiring.

Today we heard of the success stories from participants, learners and national figures. In addition we were left in no doubt about the pivotal role that we will all be playing in working toward the removal of education inequality. As I listened and processed the messages of driven hope, I felt the layers being peeled off my educational vision until I was left to consider what my core belief is. For me the first step in the programme is to go back to the beginning of my teaching motives and reaffirm my core belief that every learner can progress and succeed. The truly inspiring message from today is that a room full of people believe the same, and they are prepared to work together and alone in order to achieve this end.

Having heard the structure of the training, the network of support and after meeting fellow driven colleagues, I am very much looking forward to attacking this challenge of the coming weeks, months and years.

How aware are we of career cycles and how can they be considered by an SLT?

The influence of career cycles are evident throughout schools across the UK and the rest of the world. They impact upon staff well  being, motivation and pupil learning. However, despite the rigorous drive for differentiation in the classroom there is no differentiation in the staff room. Whether this should be a consideration or not is the focus of this blog post which uses academic reference to consider the implications of career cycles and possible actions for consideration. The blog uses Fessler and Christensen’s (1992) Career Cycle Model to frame an understanding of this concept.

During Fessler and Christensen’s (1992) building stage the developing teacher can often look to broaden their experience. This may mean that they are not on timetable for a set period of time. This can result in professional jealously as colleagues must cover lessons while the developing teacher is encourage to strengthen their CPD. Moreover, once experience has been gained the teacher may return and try to impress upon colleagues what was observed in another institution. Teachers encouraged to enhance their CPD should be sensitive to those around them but also resilient to the negativity that it may invoke from colleagues.

The enthusiasm and growth stage can be the most fractious among a staff. With the various career stages described by Fessler and Christensen (1992) educators have different emotions toward dynamic colleagues looking to progress their personal practice and their educational institution. There may again be resentment from more experience teachers in the decline in career stage. The latter may be very resistant to changes from their long standing teaching practice and changes that they are unlikely to see the result of. That said, institutions must not allow negative responses to enthusiasm to be a guiding force with the system. Enthusiasm and growth of the individual must be coupled with that of the organization. Resources must be provided for the individual and their enthusiasm and growth should be channeled by more experienced members of staff or the senior management team.

Development freeze and professional frustration must be diffused by the SMT. It should be recognized and dealt with by identifying the issue and fundamental cause then an offering of either new roles which can initiate a new career cycle or a school directive as to how the situation can be resolved. A new career cycle could be a new project or could be a position where experience is recognized and called upon. This would provide the security and status which Fessler and Christensen (1992) suggest in their model. Most of all it is perhaps vital to listen to the voice of experienced teachers and understood before their valued place within the school can be understood.

Finally, an excessive use of these teachers moving toward retirement may lead to a feeling of betrayal from organizations to which they have given so much. It may also lead to younger teachers questioning whether they want to commit a long time to the organization if that is the final treatment. That is not to say that these teachers are redundant, in fact their experience should be gathered and utilized as much as possible. The current reforms to the pension system could elevate the importance of career cycles in the discussions of SLT and policy makers.