Leading change: A reflection on leadership approaches for equity and teacher career progression

Judith Bruce-Golding, Researcher and SEND Teacher, University of Birmingham, UK Studies over the past 10 years have documented different school leadership approaches and how they influence students as well as individual staff members, including teachers’ career trajectories (Mboyo, 2017; Callender 2018, Bruce-Golding, 2019). Given the lack of black and global majority teachers and leaders in schools in England (Rhodes, 2017), critical reflection on school leadership and diversity, especially in terms of representation, is essential. To add a brief note on terminology, I use ‘black and global majority’ to reflect the fact that people of colour are a majority in the world as well as in many Western urban areas (Portelli and Campbell-Stephens, 2009); however, since black and minority ethnic (BME) or black, Asian and minority ethnic (BAME) are widely used in the British literature, these terms will be used when discussing particular studies. School leadership and race Black and gl