Changing World of University

At the recent GSA Heads’ Conference, we were asked to consider whether the best students need to specialise at Russell Group universities. A provocative statement indeed, especially for schools, such as BGS, where large number of our students attend Russell Group universities. But the evidence is growing, an increasing number of employers are becoming degree blind. Deloitte, and Ernst and Young are developing their own tests to find the students they need. Penguin, Unilever, Google and IBM are all beginning to look beyond the degree and setting up a selection process that gives scant regard to the quality of university qualification.

Why? Because they are finding that degrees are specialised in silos of knowledge. Students are not able to connect knowledge. Societal problems are not subject specific they cut across silos. If graduates cannot problem solve, think laterally, collaborate and work in different dimensions they are not useful to their employers.

More and more I am hearing from our parents, who are the future employers that the skills they need in their businesses are sorely lacking in young graduates. They cite a lack of initiative, a lack of creativity or the need to be micro-managed. If this is the case it is not surprising that large businesses are beginning to disregard the degree and instead test the graduates directly in these skills.

Our students are also becoming more savvy. Whilst there is the intrinsic joy of learning, the reality of a £50k debt and insecure employment prospects forces many to question the need for a degree. Apprenticeships are becoming game changers. Why stack up a debt when you can have direct access to the profession without paying the costs.

Universities, like schools, are having to review what they are teaching. Sir Anthony Seldon at the GSA Conference reminded us that we are facing the biggest revolution in tertiary education in 60 years. If universities continue to deliver what they are currently teaching they will not survive. It is not enough to teach History, French, or Spanish; they need as part of their degrees to be teaching data and technological literacy, holistic and systems thinking, entrepreneurship and perhaps increasingly important in today’s world, critical thinking and the discernment of what is truth.

A new market in universities will appear, two year degrees, bilateral degrees, nano degrees, alternatives to universities, diversification within universities and increasingly students applying to individual institutions rather than through UCAS. Unconditional offers are just a taste of things to come and we need to be ready.

At BGS with our emphasis on building learning skills, providing a forward thinking careers education, which encourages the girls to consider alternatives and offering the IB Diploma Programme, an internationally recognised qualification, are all ways in which we are working hard to  make sure our girls have an education and mind-set which is future focused.

Healing through Drama

Last night I went to the opening night of Alice, our Years 11- Upper Sixth school production. It was superb. I do not think I have both laughed and cried so much in a single production and left the theatre still tingling from the atmosphere created by our BGS and Bedford School teenagers.

The set design and costumes were striking and clever, even to the detail of the set changers wearing similar costume to the cast. The music and lighting were carefully choreographed to enhance the mood created by the actors, and the intelligent direction ensured the actors blended beautifully the absurdity of Lewis Carols Wonderland with the message of grief and loss that pervaded the whole play.

Grief is a difficult topic. At the recent GSA conference I was reminded that 70% of GSA schools, at any one time, will have a bereaved child or adult in their school, yet it is something we find difficult to talk about. Julia Samuel, a psychotherapist who specialises in paediatric counselling, highlighted the fundamental role schools played in supporting children and young adults through their bereavement. A school’s support is integral to helping them cope with their loss. We, therefore, must not sweep it under the carpet or shy away from talking about it for fear of upsetting the individual who is grieving. We need to be honest, we need to listen and not tell them how they should feel. We need to recognise that grief is a normal and healthy response to loss and we as teachers cannot fix it.

For me what resonated the most from Julia Samuels’s lecture was that grief is about mourning the loss of the relationship we had with that person. The black hole that people use to describe their feelings is the emptiness of their life without that relationship. Whilst we grow to accept that we will not see that person again, grieving is about recognising that the relationship we had still shapes us and is still part of us. We want markers in our life to celebrate it and we want to talk about that person to remember and celebrate that relationship. So whilst grief is about mourning the loss it is also about a process of restoration as we try to re-engage in the world holding onto the relationship without that person.

The production of Alice touched on all of these themes. Through Alice’s dream, she starts to understand her need to mourn the loss of her sister whilst trying to re-engage with the world without that important relationship in her life. The actors played the theme sensitively, honestly and powerfully. As someone who has recently experienced loss, I found the play cathartic and I felt very proud of the cast whose acting had helped me with my healing process.

Take your Grandparents to School Day

On Wednesday, we ran our first “Take your Grandparents to School Day”. Grandparents can play a significant role in the lives of our girls; helping out with child care, acting as a taxi service, advising on homework questions, being part of an audience in the theatre, cheering on from the side of the hockey pitch, and for many, generously helping out with the school fees. For many parents, working hard and juggling family life, the additional support of grandparents is vital for the success of the family unit. So for us it was a pleasure to invite our grandparents into school to see their granddaughters in action and listen to what we are trying to achieve in their granddaughter’s education.

For many of our grandparents, they had not been “back to school” or into classroom lessons since they left in the 50s and 60s. Many were also alumnae who had not been back to their old School for many years. Whilst the set up and demands of the traditional examination systems has changed little, the teaching and classroom experience has significantly moved forward. At BGS, our teachers are no longer the sage on the stage; technology has released them from being the fonts of all knowledge. Their role is not to fill empty vessels but to ignite fires in the pupils’ learning, which can now be done in a multitude of exciting ways. Technology has liberated the teachers and has enabled them to be far more innovative in their delivery and imaginative with their use of space in and outside of the classroom.

Our grandparents loved it; they appreciated what we were doing and why. The teachers loved it, explaining to our community of grandparents what they were studying in lessons, but most of all the girls loved welcoming their grandparents in to School. For me, it was touching seeing the girls look out for their grandparents at break-time and the pride they had in showing them their “place of work”. The atmosphere in the school was joyful; it reminded me of the vital importance a community plays in the education of each and every child.

What is learning?

I have been a teacher for over 30 years. It has been my passion. I have always strived to learn more about the craft, to improve it and to develop it. I have been privileged to attend conferences around the world hoping to learn more about this craft. But today I attended a lecture at the IB Global Conference in Vienna that stopped me in my tracks. A lecture by Will Richardson. He challenged us, as teachers, to define excellent learning. As he predicted it wasn’t easy. For too long I have thought about high performance teaching and what that looked like, rather than focus on what high performance learning looks like. I had always assumed that excellent teaching led to high quality learning. I had not thought consciously what makes excellent learning?

In schools, these days, excellent learning is increasingly measured by scores in a test. Pupils ask what do I have to do to get higher marks in the test? How do I get the A *? Is that good learning? As a teacher I was proud if I had inspired future geographers, proud if they wanted to pursue an area we had discussed in class and came back the next day with material they had found. But to me it was ancillary benefit to my teaching – my performance as a teacher was measured by the performance of my pupils in their final exams.

Richardson, however, argued that productive learning was wanting to learn more, if you don’t want to learn more, then that is unproductive learning. If you learn just to pass the test, you will forget what you have learned as soon as you have passed the test. Unproductive learning.

It made me think. As teachers are we valued for teaching pupils to want to learn more or are we valued for teaching them to pass the test? In an increasingly complex world into which the girls are moving, their capacity to thrive will depend on their lifelong commitment to want to learn. We need to develop “learning animals”, help them to find a passion, encourage them to want to learn deeply, to want to learn more. Learning is not waiting to be taught, it’s about being curious to find out more.

Our role as educators is not to fill empty vessels but to ignite fires. By focusing on passing the test we can fail to ignite the fire. The one competitive skill that will set the girls apart is the skill of being able to and wanting to continually learn. It is not an ancillary benefit of teaching, it is the sole purpose of teaching and is the one thing that cannot be measured by the test.

Celebrating the IB

On Wednesday evening I went to an event in London celebrating the 50th anniversary of the International Baccalaureate (IB). I was very proud to be in the audience and very proud to be a Head of an IB school. I felt privileged that we were part of an educational family whose philosophy is “to develop young people…to create a better and more peaceful world through intercultural understanding and respect”. Never before have I felt this philosophy so apt in a world that is becoming increasingly volatile, uncertain, complex and ambiguous.

The IB has a distinct pedagogy and at BGS we embrace this in all our teaching, not just in the diploma lessons. A pedagogy that focuses on concepts, issues and ideas that cross disciplinary, cultural and national and geographical boundaries. An education that is challenging, internationally focused and balanced, equipping students with the academic skills needed for university, further education and their chosen profession. An education that supports the development of values and life skills needed to live a fulfilled and purposeful life.

As a Head, I am always asked why I support the IB so much. Why would I not? Why would I not support an education that is framed by educational research and underpinned by a defined set of principals; an education that is free from political interference, an education that develops not just subject specialists but also competent and active citizens?

Over the years, I have become increasingly concerned by the UK education system. A system which seems to value more the jumping through of exam hoops, a system that encourages teachers to teach to the test, a system that encourages pupils to hoover up information rather than to question it, to be shoe horned into answering questions in a specific way that meets the examination criteria rather than to think laterally or creatively. An examination system that does not prepare them for the world they are moving into, instead a system that is rewarding a skill set that will make them increasingly unemployable.

Having been in schools where there has been no alternative to the A Levels it is a pleasure to be in a school where we can offer our students a model that frees them from these shackles. As Anthony Seldon said at this 50th anniversary the IB offers its students a much greater educational emphasis upon individual initiative, personal responsibility, imagination and problem-solving, all skills future employment will require. It teaches students how to become human beings, to have a soul, emotionally, creatively not just cognitively.

The IB, although 50 years old, is still ahead of the game. It becomes the beacon that others follow. I am just delighted that we are part of an education system that is leading the way and I will continue to champion it.

The joys of seasonality in education

I love the start of a new school year. It has a rhythm, an order, a structure. The days are getting shorter bringing a crispness to the air, but there is still enough warmth on my back to remind me of the joys of summer and the reassurance that the cold winter mornings are still some months away. It is the seasonality that I love about the school year. It brings a certainty, a knowledge, a familiarity of what is going to happen in the weeks ahead, yet the real joy is that it is never the same experience.

Armed with these thoughts I made my yearly pilgrimage to Edale last week. An outdoor centre in the Peak District, which is the home for our Year 10 students every second weekend in September. It is part of their introduction to their GCSE course. The girls work together in teams, trying out activities that are designed to take them out of their comfort zone. Activities that range from rock climbing, abseiling, weasling to high ropes and night walks. I have written about it, often.

Each year the experience is different. Each year, a new set of girls, a new set of staff who calm my nerves and sense of anticipation as I take part in activities that do not come naturally to me. Each year, the girls reassure me, cajole me and encourage me to believe I can get through cracks that are not designed for my body, climb up a rock face that to my mind is sheer and take that leap of faith as you step back over what I can only describe as a cliff.

The girls are always kind. We all understand that each of us have different skills and if we are to succeed we have to pool our talent together and make the best of the situation. Their company is always delightful as they chatter away, praise where it is due and reassure when it is needed. So as the weekend approaches and those familiar feelings of nervousness return, I reassure myself that the girls will be kind and supportive as they always are, but the manner in which they do so is always different and I look forward to spending time in their company.

Dads4Daughters

Unsurprising at a Global Forum on Girls’ Education the focus was on gender equality. How do we as educators encourage girls to lead, to be treated as equals, to be able to access the same opportunities as the boys? It was not about being better than men, but how we could work together to ensure the daughters had the same opportunities as their sons. Billie Jean King, in the final presentation of the conference, highlighted her traction with male CEOs when she asked about their daughters, their granddaughters.

One initiative that was discussed at the conference was introduced by St Paul’s Girls’ School – Dads4Daughters. An initiative that harnesses the fathers in the school to go out and make a difference in their work place, to make the working environment more equal for girls. We know that fathers want the best for their daughters. They have invested heavily in their education, they have encouraged them to work effectively at school, cheered them on at the sports field and in the concert auditorium, but now as their daughters come to the next biggest hurdle- the work place – the question being asked is what could they do in their workplaces to enable these young women, their daughters to thrive.

Time and time again research shows that diversity makes the workplace more effective, more productive. The critical mass is 30% of women in boardrooms, as directors, in politics, in courts, in senior leadership role across all sectors. This ensures the workplace is connected to different voices and hears different perspectives on how to do things.

So this initiative asks dads to consider four questions:

Can you imagine your daughter working in your workplace?

What would you like her to achieve?

Is that possible in your workplace?

Can you imagine her as CEO, if not why not?

The initiative encourages dads to start having these conversations with their daughters within their school communities, at an event, where they can share their perspectives,  talk about what they are doing and to listen to the experiences of young alumnae. It engages both daughters and their fathers in understanding the unconscious bias that exists and how it can be tackled positively, and to look at an established work culture which could prove challenging for both daughters and sons.

Dads4Daughters Day is next March – it is an initiative I would love to get behind. I know our fathers at BGS want the best for their daughters and if anything I have learned from this conference is that we all have to work together to ensure we achieve gender equality.