Learning

A Decade in Headship

(Warning:  This post is unplanned.  As I wrapped up loose ends today, it just happened!  This is the first draft, unedited, and definitely without AI being used)

In 2014, at the age of 32, I was appointed as the Head of School/School Principal at The British School Caracas.  Although I have always enjoyed, and often seek out a challenge (the more challenging, the better!), I must admit, there was a huge sense of Imposter Syndrome when appointed.  This was mostly felt when I was introduced to members of the community as the new Head of School.  I had only been in education for eight years, and I was ‘only’ 32 years old!

I started the role exactly 11 years ago – on Friday 4th July 2014, ironically it started as I landed in Washington D.C. to attend a conference – 4th July being Independence Day in USA, I had to ask, “am I feeling independent?”  I had already taken the decision to work through the summer vacation period.

When I returned to Caracas a few days later, I sat in my new office for my first proper day of work as the new Head of School, and thought, “wow, you’ve made it Yasir!” How wrong I was!  I had a career goal of being a Headteacher at the age of 50 years old and now here I was, looking after a wonderful school with a warm, caring, dedicated, supportive, and dare I say, demanding (and, correctly demanding) parent body.  That first day was overwhelming to say the least – I had meetings with Board members, a few parents, administration staff, and faced a to-do list that felt insurmountable when the day ended.  Throw in the fact that it felt overwhelming without any teaching staff or students (the summer holiday period had started), I found myself wondering that evening how I will cope. I felt being promoted internally would make life easier, but how wrong I was.  “Have I bitten off more than I can chew?” was running through my head.  The next day I woke up early, went to work, locked the office door, asked not to be interrupted, and broke every task into small manageable chunks. I planned it out over the next six weeks, the next few months, and indeed, the next few years.  I felt much better and indeed, “it was fine”.

Following six great and invaluable years as the Head of School in Caracas, I have now completed four years as the Headteacher/School Principal at another beautiful and truly amazing school, St. Constantine’s International School in Arusha, Tanzania.  So, after ten years in Headship, and a few more white hairs, what have I learnt?  If interested, here are some thoughts and reflections one day after finishing my tenth year.

  1. Leadership is about people, not just policies:  Creating policies, systems, structures, processes is relatively easy I feel.  However, ensuring these are adhered to, implemented properly, and ensuring quality management systems are in place to check their effectiveness is the difficult bit, and the part I have needed to work on regularly.  The best systems fail without trust, positive relationships, and without empathy.  When things have worked, it is because there was genuine buy-in and trust from the staff body.  Taking the time to build this trust is worth it in the long run.
  2. Culture, culture, culture:  Organisational culture is key and once again, takes time to build.  Understand your context and be sure of the culture you want at your school.  Thereafter, work diligently daily to ensure this is put into place.  Your vision, mission, key goals and more, will become clear to all, a reality, and are more likely to stick. Ensure everything is always in line with the culture you are creating.
  3. You never stop learning:  At 32, I thought I was ready and prepared.  It did not take long to realise I was not.   After a decade, I realise how much I did not know, and have learnt, often due to being surrounded by talented, highly skilled colleagues.  Leadership is humbling – the best heads will remain curious, open to feedback (even when it hurts, probably more useful when it hurts), and are willing to adapt, but always sticking to, and without compromising on core principles (staff want a clear vision, with a plan towards that vision).  It is fair to say, from Imposter Syndrome at aged 32, I often feel a sense of the Dunning-Kruger effect!  Self-doubt never fully disappears and that is ok.
  4. Change takes a lot of patience and a thick skin:  Change takes years, and there will be many hurdles to overcome.  Remember the long-term goal (your vision), see beyond the trees and the forest, whilst making sure the journey is as smooth as possible, but don’t expect it not to be rough.  Some of my best decisions were unpopular at first, but I had the conviction and belief to know they will be ok in the end.  Choose these moments wisely.
  5. Remember the reason why we do what we do:  The answer?  The students and the school.  This core question – “what is the best solution for our students and school?” often drives me to the right decision easily and pretty quickly.  This is very much emphasised when spending time in classrooms with the young people who we wish to empower and develop into great human beings.
  6. The job changes you:  This job has definitely changed me, changed my identity, and some values, all for the better.  I have grown stronger, tougher, and more resilient, whilst softer in other ways.  
  7. It’s the position, not the person:  With great power comes great responsibility, and remember you are a temporary placeholder of the position you are in.  Take it seriously, remember the impact your decisions have on everybody, on the young people under your care, and always try your best. When choosing a new initiative, try the R-V-P method (What is your Rationale? What is your Vision? and What is the Process to get you there?) – I have found this has worked extremely well when new ideas have proven successful (thank you Howard Marshall!)
  8. There is no shortcut to hard work:  This job is relentless and never stops.  I have worked many long nights, weekends, and carried work home.  I have missed family events, often to great regret.  Over time, I have learned that “balance” may be unrealistic to achieve, but, through hard work it is possible to guard one’s personal time and have a decent work-life balance (by the way, make sure to exercise and stay healthy!).
  9. Remember your team:  You are just one cog in the machine.  You are not the smartest person in the room nor do you need to be.  Leadership is about fostering the conditions for others to shine, invest in others’ growth, and surround yourself with a highly talented staff body that will question you when necessary, but who in the end, are willing to say, “Let’s agree to disagree, disagree and commit.” 
  10. “It’s gonna be fine”:  A personal favourite of mine.  No matter what, it will be ok and things will be fine in the end – “it’s gonna be fine”.  

Last word, I reread my Top Twelve Tips post written in 2016 and to my pleasant surprise, all of them still apply and some have been touched upon above.

I hope this helps somebody out there.  I would love to hear from others – please comment below. 

Time to sign out (somewhat!) for the holiday period.

Yasir Patel

Profit over Pedagogy

Education is the cornerstone of economic and societal progress, including personal development.  However it has increasingly fallen victim to the clutches of commercialisation.  What is a noble pursuit aimed at enlightenment and empowerment, has transformed into a lucrative industry, driven often by profit margins, rather than by genuine pedagogical principles.  The moneymaking sham in education can be seen at every level, from nursery to university, and beyond.  It is reshaping the landscape of learning in ways that prioritises financial gain over educational integrity.

One of the most glaring example of this is the proliferation of for-profit educational institutions, companies and groups, often owned by cut-throat financial organisations. These establishments highlight the importance of a “student first” approach, market themselves as beacons of learning, but often prioritise shareholder returns over student success.  This is not a reflection on all such groups of course. The commodification of education has led to many unnerving changes and practices all with a relentless pursuit of student admission numbers, all aimed at maximising income.

Moreover, the rise of online education platforms, exploded during and post-COVID, has further exacerbated the monetisation of learning.  While online education has the potential to democratise access to knowledge and many do it extremely well, it has also become a breeding ground for dubious schemes and exploitative practices. From crazy course fees to misleading marketing tactics promising instant success, these platforms often prioritise sales over the quality of education delivered.  Then again, why wouldn’t they? It’s a business!  Tread carefully.

Textbooks are a particular source of agony for many schools, students, and families.  Textbook prices have increased in recent years, far outpacing the rate of inflation, and placing a heavy financial burden on students and schools.  Publishers frequently release new editions with minor revisions, rendering older versions obsolete and forcing students to purchase costly updates.  Furthermore, the commercialisation of education has seeped into the realm of academic research.  In an era where publications are currency, predatory journals and conferences prey on unsuspecting scholars, charging exorbitant fees for publication without providing adequate peer review or editorial oversight.  

Addressing the moneymaking sham in education requires a multifaceted approach.  Of course, businesses are well within their rights to sell products and make money.  It is up to the user and buyer to determine whether the product is sound.  Does it really work?  Is it a fad?  Do your research, ask for evidence and be sure.  

Charles Goodhart stated that, “When a measure becomes a target, it ceases to be a good measure”(Goodhart’s Law).  I would argue Education has become a target in many aspects and as such, there is a clear opportunity for individuals to cash in and who are we to stop them, or criticise.  That is the beast that has been created!

Thus, ultimately, the moneymaking sham in education is a symptom of deeper societal ailments, the commodification of knowledge, the prioritisation of financial gain, and the erosion of public trust.    

The idealists would love education to remain a beacon of enlightenment and empowerment for generations to come, however, maybe that possibility no longer exists?

Yasir Patel