Session 1 – @WomenEdtechers
Despite DfE figures of 80% of the teaching workforce being female, digital technologies and edtech continue to have a real gender imbalance. This is seen not only in today’s classrooms, but conferences and tech events. Beyond the current hot pink ‘coding’ trend– what options are there for women in education? What are the digital edtech pathways for women? And why are women still not ‘seen’ in edtech? Come and see (possibly) the first ever all-women edtech panel who will discuss these issues, and also offer time for Q&A from the audience.
Session 2: MPs Panel – Do women in politics still have to adapt to a male arena?
Chaired by Jules Daulby this panel of MPs will explore being a woman of influence and what challenges and successes they have experienced. There will be time for Q&A from the audience.
Session 3: Women: like men, only cheaper
In 2018, gender still influences and determines the experience of women leaders in education. This is especially seen in the gender pay gap between men and women in senior leader and headteacher positions. This session will share the data on the pay gap, explore the potential causes and exchange strategies to bring about change.
Session 4 – Punk Leadership
School leadership is becoming awfully compliant; flat-pack headteachers and homogenised leadership teams. When did all this conformity ever bring about any lasting change? Punk Leadership is about finding your inner punk – your own way of doing things in your own context. It is about being brave enough to do what is right rather than just doing what you’re told. We can PiXL, ResearchED and John Hattie the hell out of our profession but sometimes you already know what you must do in your gut.
Session 5 – Drilling through concrete ceilings
Being an ethnic minority woman increases the barriers women leaders face. With regards to secondary education we know that only round about 38% of heads are female compared to over 70% of the teaching workforce overall. However, when we look at ethnicity we can see that the situation is even more dire. DfE statistical release figures (June 2016) show that only 3.7% of secondary heads come from Black and minority ethnic (BME) backgrounds compared to 3.2% in primary and 3.1% in special schools. Meanwhile, due to the slow pace of change at the top, the gap between the diversity of our pupil population and our leadership in secondary education is rapidly widening. Over time the proportion of pupils from BME backgrounds has been steadily increasing. DfE data for 2016 shows that in primary schools, 31.4% of pupils are of BME backgrounds which was an increase from 30.4% in January 2015. In secondary schools, 27.9% of pupils are of minority ethnic origins, an increase from 26.6% in 2015. It is evident that unless concerted action is taken to close this widening gap the situation will continue to worsen.
This session will focus on research undertaken by Sameena with support from Leeds Beckett University and Northern Lights Teaching Schools Alliance in which BME female secondary heads and senior leaders share their experiences by outlining the barriers they have faced and more importantly, the enablers that have facilitated their success. It is hoped that this research will provide a blueprint to support more BME women who aspire to school leadership to progress in their careers and lead the way in diversifying the leadership of our schools.
Session 6: From Zero to Shero
#WomenEd was founded over tea. Three years later this grassroots network has over 16000 followers, was mentioned in a DFE green paper, nominated for a diversity award and in 2017, as one of the Top 10 Educational Influencers voted by TES. How did they do it?
Session 7 – How to Inspire a Dauntless Daughter? Empowering girls to be leaders. #womened #STEAM
#WomenEd empowers women in education to have the choice to lead.Dauntless Daughters challenges the under-representation of girls in STEM. #WomenEd and Dauntless Daughters are working in collaboration to affect change in our schools for our generation of girls. How can we inspire and empower girls to lead? How do we ensure that diverse leadership styles are represented to girls and young women? How do girls need schools to support them so that leadership is attainable? How can we inspire and empower to see themselves in STEM careers? Hear the data. What impact does this have on girls and why? See the examples of visual representation. Hear examples from a secondary school Headteacher and a primary CEO.