The representation of Black headteachers is not just a statistic; it significantly influences students’ aspirations, fortifies community bonds, and enriches the educational landscape. Yet, as we embark on this year’s Black History Month, it remains a rarity in our schools.
This year’s theme, ‘stand firm in power and pride,’ resonates deeply with my Black leadership colleagues and me. This call to action is a constant part of our roles, accompanied by responsibilities that extend well beyond the already rigorous demands of our positions.
Whether justified or not, we often find ourselves under heightened scrutiny as representatives of racial diversity within educational leadership. Unfortunately, we continue to face challenges posed by racism, both in our institutions and in our communities.
Additionally, we are committed to uplifting one another and paving the way for the next generation of Black leaders in education.
Exemplifying Power and Pride
Consider Nadine Bernard, not only a headteacher but also the founder of Aspiring Heads and the author of Your Leadership Matters: Empowering educators of the global majority and allies. Nadine’s efforts highlight that effective leadership encompasses elevating others and providing a clear trajectory for Black educators, ensuring they visualize their potential for success.
Another example is Amanda Wilson, a headteacher who integrates her leadership experience with mentoring through the Church of England’s Leaders Like Us initiative. Her focus on visibility and guidance is vital for helping promising Black educators overcome the challenges of attaining senior leadership roles while emphasizing the added value they bring to education.
Marva Rollins OBE is a monumental figure in Black British education, dedicating 24 years as a headteacher before transitioning to consultancy to support leaders of varying levels. Her extensive career has encompassed decades of advocacy for justice and equity, alongside mentoring and development of leadership teams. Additionally, she is a founding member of various community organizations, tirelessly championing both young people and educators.
For instance, Evelyn Forde MBE faced 20 unsuccessful deputy head interviews, overcoming racial bias to later lead her school to attain one of the highest national outcomes, resulting in her recognition as headteacher of the year in 2020. Her published work, Herstory: A leadership manifesto, shares her experiences to inspire future generations to chase their ambitions. She is active in promoting school improvement, coaching, and advocating for race equity.
Another inspiring leader, Diana Osagie, places a premium on courageous leadership, offering workshops and coaching to boost the confidence and resilience of both emerging and existing leaders. Diana also challenges educational system leaders to ensure equal opportunities, recognizing that without fundamental change, even the most determined leaders encounter needless barriers.
Dawn Ferdinand recently earned a primary headteacher of the year award for her efforts in enhancing community engagement in Tottenham. Her initiatives within the Black Educators Network (Islington and Haringey) have fostered unity and momentum among educators. Her latest venture, Roots to Excellence, emphasizes the importance of early leadership development in the pursuit of equity.
Shifting from Exception to Expectation
The underlying message is straightforward: Black leaders contribute not merely diversity but drive excellence in outcomes for children, families, and communities. The barriers they face stem not from a deficiency of talent but a shortage of opportunities.
While recognizing the achievements of trailblazers is essential, we must also acknowledge that systemic change is urgently required. The path forward is clear, and it’s time to take action:
- It’s critical for trusts, governing bodies, and local authorities to gather and disseminate data regarding representation in leadership, actively holding themselves accountable for measurable progress.
- The Department for Education must intensify its efforts to mandate such accountability and prioritize it accordingly.
- Recruitment processes should be made transparent, inclusive, and designed specifically to eliminate biases.
- Mentorship and sponsorship initiatives must advance beyond mere advice to advocate vigorously for the advancement of Black educators.
- Finally, we must broaden our understanding of leadership to embrace diverse styles and voices, moving away from the imposition of outdated expectations.
Equity in educational leadership will not occur spontaneously; it requires deliberate action. Join us in standing firm in power and pride, and together, we can transform the exceptional into the norm.
Stay tuned for Patrick Cozier’s upcoming work, Calm Leadership, set for release by Crown House in November.
