For module 1 the learning outcomes are:

• Self-awareness
  • increase knowledge of the conditions for effective middle leadership
  • consider the 5 characteristics of effective middle leadership as outlined by Dr Kylie Lispcombe
• Diversity
  • start to consider and identify own social identities and reflect on the various ways those identities become visible or more keenly felt at different times
  • start to consider different aspects of diversity and anti-racism
• Leadership of change
  • start to consider own area of change and how this links to own strengths and areas for development
• Coaching as a model of practice
  • further develop knowledge of coaching and practise listening and questioning with a partner
  • identify a co-coach to work with over the coming year.

Section 1 – Middle leadership conditions and characteristics

I enjoyed the reading for this section, especially this quote:

Middle leaders have the potential to impact areas such as teacher
capacity, school reform, teacher motivation, morale and most
importantly, but less commonly reported, student learning
(Lipscombe et al., 2021)

Notes while reading (Padlet Paper)

• positionality
  • Positionality between senior leaders and teachers means that middle leaders operate in two subcultures, one as a formal school leader and often as a support for senior leaders. To support, facilitate, and occasionally oversee classroom teaching and learning, they also serve as a leader and teacher colleague. This positionality, which is frequently referred to as being “in the middle,” means that middle leaders are in a great position to direct teaching and learning in the classroom. Middle leaders require senior leadership support.
• role clarity
  • principals and middle leaders need to work within their own establishments to develop their own localised role descriptions. Role description also gives middle leaders clear-cut duties that are communicated to and understood by other teachers.

• trusting relationships
  • Middle leaders are often acknowledged experts in the classroom (Bennett et al., 2007), affording them a level of respect with both teachers and school leaders. Good relationship practices are key considerations for middle leaders as they work between senior leaders and teachers. 

• teacher collaboration
  • To guarantee that teacher collaboration leads to gains in teaching and learning, it must be well planned and managed.

This first task of the Building Racial Literacy (BRL) programme is designed to deepen some of the learning from the Induction sessions, focusing on models and strategies that can help participants:

• think about your positionality and the ways in which race affects people differently
• identify strategies to engage in difficult conversations about racism
• identity potential next steps for your ongoing learning and your anti-racist action plan

Interesting reading:

https://www.theantiracisteducator.com/post/pupils-in-scotland-call-for-change-it-s-time-for-an-anti-racist-decolonised-curriculum

• Reflect on your earliest race-related memory.

In truth, my earliest race-related memory was not until I was an adult working in Glasgow’s English as an Additional Language service (EAL). An older member of staff voiced their opinion that it was unfair for overseas students to receive ‘special treatment’ and she would have preferred someone supported the white Scottish children in her class.

I was very taken aback by this comment and I was new to the role and excited to be part of the EAL service. Being Dyslexic, I had struggling in Primary school and often felt stupid or ashamed that I didn’t understand things as quickly as my peers. But I also knew that I had strengths and when I has a good teacher, who knew that my dyslexic thinking was a strength and not a flaw, I thrived and excelled. I wanted to be a that type of teacher; to help children feel valued and shine. I have always worked in additional needs in some capacity and was looking forward to this new role so this comment came as a shock to me!

As I was part of a small team, I spoke to my EAL colleagues and found that this was actually a common feeling among some staff. The general advice was not to dwell to much on this. This made me feel very uncomfortable as knowing this was the attitude of the class teacher, their EAL pupils must have some idea of this feeling towards their bilingualism. On this occasion, I didn’t say anything and tried to pour as much love and support into the pupils to balance this out dated attitude.

As the years have progressed and I’ve grown as a teacher, who is confident in my role, armed both with theory and personal empowerment, I am able to challenge these bias attitudes and support colleagues who are new to role or need backing to change mindsets. I deliver training to debunk myths, highlight the benefits of bilingualism and participate in forward thinking CLPL, such as the Building Racial Literacy programme.

Looking at the content presented so far (on this task and/or at the Induction sessions), which resources did you find most helpful and why?

I most enjoyed the reading from the Anti-Racist Educator from the pupils in Scotland. Their experiences were worthwhile and hearing the voices of our young people of colour is very important in building our anti-racist curriculum. As a white woman, I have not have the experiences of not seeing recognising myself or my culture within the day to day materials used in school. Although it may be uncomfortable for white people, we need to listen to our families and their experiences to provide a more inclusive curriculum and school community.

I also liked the chart used for identifying where I was on my anti-racist journey. This was very visual and allowed for self reflection in a manageable way.

How might the different resources presented on this task support you with your own anti-racist learning journey? Are there any actions arising for you?

Having a chance and opportunity to truly take stock and self reflect on the resources I use with my pupils and the materials is most valuable to me. Teaching can be demanding and frustrating at times, so having this course give me time and permission to make sure that I am keeping the young people in my care at the centre of my planning and thoughts is so important a reminder of why we do this job.

When we’re learning about racism and anti-racism, it’s normal to end up with more questions than answers. If you have any right now, what questions are on your mind?

My main question is how do I represent the families and give my young people an education that makes them feel valued and allowed them to shine without being condescending or a white saviour?

The comment from the reading: Simply put, my mother – who by the way, like many bilingual people and parents of colour, was patronized at my first parents’ evening here, despite being a well-educated woman – taught me this: there is deep pain woven into the fibres of the union jack, and if I came here I’d have to face up to that. – impacted me greatly.

I want my parents to feel valued and included as part of our community, not patronised or patted on the head. I want to be open to learning from them and create a space where everyone feels like they can be honest and open, pointing out where we can do better without fear of not being heard.

What was the highlight on induction 1?

For me, the highlight was talking with likeminded colleagues and listening to their experiences and point of view. The context was deep and thought provoking. Having the peer group was useful to explore the themes.

Reflecting on the racial identity development models that were presented…

What resonated with you? (in your personal and professional life)

Lots of the course material resonated with me. It was good to hear that I am on the right path in my journey. As Clare Harker said, you are always learning – you don’t reach the end of your journey. This is very true. Self improvement doesn’t have an end goal.

What do you find challenging?

Truly moving from IMMERSION, where the person makes a genuine attempt to connect to their own White identity and to be anti-racist: This stage is usually accompanied by deep concern with understanding and connecting to other Whites who are or have been dealing with issues of racism, to AUTONOMY: The last stage is reached when an individual has a clear
understanding of and positive connection to their White racial identity while also actively pursuing social justice. I want to make a genuine difference in my teaching practice and not a tokenistic nod to antiracist education.

How might these models support you with racial dialogue?

Further reading on the model has helped improve my understanding of the different levels and allowed me to speak to other colleagues in the EAL service, International Education and school.

Summary of Stages of Racial Identity Development

Teaching While White

Welcome reflection

I am excited about the course work and to learn from colleagues around Scotland, in different sectors with different backgrounds and lived experiences. I was encouraged that the welcome mentioned dyslexia as a positive!

It was useful to speak to the others in my breakout room about our Anti-Racist Journey and using the graphic to highlight where we each are on this journey. At present, I feel I am at D. I have a lot of knowledge and experience working in EAL but worry that I can be a lone voice within my establishments. It is my aim to have an impact on my colleagues and families, one that lasts the distance and makes a real change.

What have you learned today?

• How to use the different platforms
• Some of the current initiatives in place to promote the teaching profession to BAME

What does that mean for you now?

• Signposted to areas where I can do professional reading
• Network with like minded people across different sectors and organisations.
• Recognise my own sphere of influence.

What are your next steps?

• Talk to colleagues
• Tweet about course and raise awareness.
• Begin the reading for the first task.

Here it is! My labour of love and final poster for this leadership journey…..

MACKAY_POSTER

This teaching year has been difficult for many reasons, however, I’m proud to be part of the profession which has adapted and changed to deal with the ever changing situation. As teachers, we have had to think outside the box and be creatively, as well as ensure our pupils feel safe and loved within our classrooms. For me, self care and mental wellbeing have been a big part of my development. Asking for help when needed and learning to accept than although I can do anything, I can’t do everything! In turn, I feel this has helped me to be a more reflective teacher.

This year, as a member of staff who is not class committed, I have had to quickly change and adapt plans and take classes at very short notice. This has sometimes put me out with my comfort zone. This has helped to make me less dependant on traditional teaching plans and to foster a more pupil led environment. Watching the children take a led in their learning and using my skills as an educator to help them explore and be curious, while still making sure that learners as achieving to the best of their ability, has been very rewarding and something I will continue to use in the future.

My enquiry project is ongoing. I am seeing more diverse texts and subjects being introduced  across our school. Pupils are happy to share their culture and language. I’m hoping as the restrictions continue to wind down, we will be able to share more as a community and I will be able to restart our pupil voice group, Language Ambassadors.