Women in Leadership and Education – Chloe Richards – Leader of Learning, Colham Manor Primary School, Uxbridge

#EmbraceEquity

What has helped or inspired your own journey into leadership?

‘Work for a leader whose values you resonate with and whose footsteps you want to follow in.’

Failure has been an essential element of my journey into early leadership. In my early 20s, I found myself as a newly qualified teacher working across a cluster of schools where the environment was toxic. I felt disillusioned and uninspired by the work ethic and at the age of 24, I left the education profession in pursuit of a career which would make me feel motivated and capable. I wanted to find something which would light a fire and enable me to make a meaningful impact. How many hopeful practitioners have been deterred by poor leadership?

Two years of working as a junior marketing assistant later, I was no closer to finding that ‘je ne sais quoi’. Then I realised; it wasn’t teaching that I had been disenchanted by, but the people I had been working for. Did our vision and values match? Did I admire the leaders I was surrounded by? Did the leaders create an environment where failure and reflection were an essential element of growth? Quite simply, no. My dad nonchalantly told me one day that I should only ‘work for a leader whose values you resonate with and whose footsteps you want to follow in.’ It’s wise advice that I have followed ever since and has helped me to grow into my early leadership role.

I returned to teaching. But this time, I was highly selective.

Working in one of the largest three-form entry primary schools in an area of high deprivation in Berkshire was not without its challenges: large class sizes, a high percentage of SEND/PPG pupils and an exceptional range of behaviour, ability and need. So why did I stay for six years before pursuing my next challenge? An established and cohesive team of female senior leaders, led by one of the most inspirational professionals I have had the pleasure of working with. K made me feel driven and influential and the pressures associated with teaching seemed to melt away. Bosses micromanage and leaders empower. K most certainly embodied the latter. It’s surprising how resilient one can feel with the right leader paving the way.

Many teaching professionals will be familiar with the well-known quote by Haim G. Ginott:

“I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.”

This doesn’t just ring true for teachers and children, but for leaders and staff. Through an open-door policy, approachable, non-judgmental and calm demeanour and solution-orientated mindset, K personified these words as a leader and cultivated a school culture of strength, unity and forward thinking. I wanted to be just like her; a desire that drove me to go above and beyond, say yes to every opportunity and to share CPD with others. Positivity and ambition are infectious. Her personal mantra centered around ‘growing future leaders’. On reflection, K ignited my passion for the profession and fostered my leadership qualities from my first year of teaching – I will forever be thankful to her for that.

What one thing should schools focus on to address barriers to the progression of women into leadership?

The continued theme of ‘growing future leaders’ strikes me; the greatest leaders don’t solely rely on their established leaders within school but instead are skilled at early recognition and development of future leaders.

One of the main barriers to the progression of women into leadership is the lack of a platform to share and achieve their goals and desires so that future leaders can be identified and nurtured.

Sharing goals and desires

Recognising strengths and coaching women via questioning enables more professionals to consider their potential and lifts the ceiling from those with the self-imposed ‘imposter syndrome’ that permeates many workplaces. Which year group would they like to gain experience in? What are their career aspirations and by what point? Have they considered X to help them achieve Y? Is there any particular CPD they would like to pursue? Engaging in an open dialogue about where staff envisage themselves better informs strategic planning for leaders, strengthens the arsenal of their staff cohort and facilitates the progression of more women into leadership positions.

Achieving goals and desires

Discussing aspirations is one thing but without opportunities to apply developing skills, it becomes meaningless rhetoric. Providing leadership opportunities to aspiring leaders is essential. Acting on the aforementioned conversations and subsequently delegating projects of staff-interest that will benefit the school and align with its school development plan will grow future leaders, radiate newly acquired knowledge and skills and secure progress for the school and its pupils.

What advice, tips or words of encouragement do you have for the next generation of female leaders?

1. Visit schools and network. Gaining experience in a wide range of settings and working in collaboration with novices and experts will help to create your own ‘ideal’ school and leadership qualities in your mind. Discovering your dislikes and barriers is equally as beneficial as exploring best practice, thus helping you to become a strong and prepared leader.
2. CPD and saying ‘yes’. Putting yourself forward for projects in school, reading professional books/articles and seeking further education such as NPQs will add more strings to your professional bow and instill the feeling that you deserve a seat at the table. Never stop learning.
3. Be reflective. See failures and constructive feedback as an opportunity to advance; know your areas to develop and actively/mindfully seek ways to improve them.
4. Leadership roles are for anyone who is willing to put in the work. If you never try, you will never know.
5. Be the ‘K’ to other future female leaders.