Jeff: Thanks for coming in today, Jordan. You have over 12 years of experience as a school leader and now a headteacher in a large secondary school, can you tell me a bit about your background in education and journey to date?
Jordan: Hi Jeff, firstly thank you for inviting me here today. You've known me for over thirty years so you will know I didn't have the best start in education as a student. I was quite severely dyslexic and as a result, was held back a year at primary school. That was, of course, a pretty rough time for me and my family but we got through it. One area that was consistent throughout my early education, however, was the love of sport and that became a real outlet for me to excel in and to essentially feel good about myself, especially during a tough time when my friends were leaving for new pastures.
When I eventually got to Secondary school, I really enjoyed it. This was mainly due to a great friendship group and loads of diverse opportunities. I managed to fumble my way through academically but actually came out with some pretty decent grades, even though my predictions from my teachers were pitiful.
Post-sixteen was very different. I really excelled in my undergraduate degree, which was probably down to my own understanding of what my best learning style was. Also, finding an overwhelming desire to be a PE teacher due to my own PE teacher at school Mr Key. (Big up Mr Key - Legend!)
Fast forward a good few years and I came to teaching pretty late I suppose. After my degree, I did the typical backpacking and working lifestyle for a few years, which I loved, but it has a shelf life and I thought I needed to get on with pursuing my dream of becoming a teacher.
Whilst I was out in Malawi teaching English and PE, (which was amazing), I decided to apply to do a PGCE in Physical Education. Before I knew it I was moving to London and training in some pretty challenging East London schools. Fast forward again a few years and I found myself being appointed Head of Year in my NQT (newly qualified teacher) year in a school in Barnsley. I loved my time there and although it was a very steep learning curve, it allowed me to test my ability in school leadership and learn from some great leaders, and in the end, I did pretty well. I was then promoted to a variety of senior leadership positions in contrasting secondary schools, wearing many different hats but mainly being responsible for whole school teaching and learning, which I suppose is a little ironic bearing in mind my educational upbringing, however, that was a key motivation in specialising in the area of school improvement. I then took up my first headship in my home town of York in September 2023.
Jeff: Based on your background as a person who grew up in the school system with dyslexia, how important do you think it is that teachers embrace creative hands-on learning for students of all backgrounds, but especially disadvantaged?
Jordan: At the time, dyslexia seemed like a significant barrier to learning. Schools knew very little about how to support students with additional needs, making it a tough experience. However, thanks to my parents and a few exceptional teachers, I quickly realised that dyslexia could be a positive thing. It allowed me to think differently and more creatively, and I developed coping mechanisms that have served me well to this day. For example, being able to articulate yourself fluently and solve problems quickly are invaluable skills. Unfortunately, these skills are often suppressed by technology nowadays. I believe it's essential to continue developing these abilities in young people, as they will be crucial for their future in the workplace.
With regards to the sort of hands-on based learning approach, it really helped me navigate a way of learning that suited my development at that time. It allowed me to gain confidence and show off a little, to be honest, which helped me mentally overcome barriers in other subjects. Areas such as PE, DT and drama helped me show a different side to who I was and in turn, developed skills that helped me combat areas I was less confident in. I think that’s important when you're doing everything you can to just keep up academically. I believe the relevance then is the same now. Every student has talents, we need to try and unlock those talents through finding approaches to learning that really bring the best out of them.
Conventional academia is still very important as it opens doors and provides opportunities. We can’t get away from how the educational system tests children, and nor should we, we just need to give the students all the tools to be their best, whatever their best might look like. You mentioned disadvantaged students, this is something I’m very passionate about and have led in schools. Although the performance gap between disadvantaged and non-disadvantaged is vast nationally, it doesn't mean we should reduce expectations or put a ceiling on what can be achieved. It does mean however, we need to find different ways to close the gap, otherwise, we get the same as we have always got and that's a huge gulf in academic outcomes and, in some cases, academic experience. For me, that's where hands-on, creative learning can have a huge impact academically, but also mentally as it provides a platform to build confidence which in turn can then be taken into other subjects. It also provides a boost to cultural capital, an area that can’t be underestimated when it comes to the development of young people.
Jeff: As we’re on the precipice of moving from STEM to STEAM, some argue that a focus on creativity can take away from core curriculum subjects in secondary education. How would you respond to that concern?
Jordan: I think developing the child as a whole is the core business of any school and therefore, all subjects are important. The core curriculum of any school is really important and fundamental to the success of the students, we can't dispute that. However, in the successful schools I have worked in the arts are the heartbeat and central to building a vibrant learning culture. Without the arts, schools potentially would be pretty bland places!
Jeff: You have been involved in understanding Art of Protest’s Creative Learning Workshops which we showcased at York High School last month. As a head teacher, what are your overall thoughts on the impact of these workshops and how they might be used to drive success across the curriculum?
Jordan: From what I saw it looked fantastic. Workshops like these do not exist within the normal day-to-day offer in schools. As I said previously, our obligation as leaders is to ensure we develop all children holistically so that they are ready for the next step when they leave, whatever that may be. These types of workshops give them a different experience, an experience that is clearly very engaging and enables them to pour some creative juices into a different type of project with different people. You often see different sides to students in different environments, may that be on trips, CCF camp or general extracurricular activities - it's great to see and can only be a positive in adding to a well-rounded learning experience.
Jeff: How do you envisage AoP’s Creative Learning Workshops providing students with their own unique “creative toolkit” and what benefits do you see this bringing them into their current education setting? What benefits do you see this bringing into their lives as a whole?
I think the workshops give young people the opportunity to use their brains in a different way and in a different setting. Any experience that allows this should be explored as it adds value to the overall experience of a young person's development. Creativity, collaboration and problem-solving are something we need to continue to promote as they bring a whole host of benefits in so many workplaces and in general to society. Above all, students really enjoy them and if you're enjoying something, learning comes naturally and is more deeply rooted.
Jeff: Thank you so much for sharing your journey and your insight with us. It’s a bit ironic and kind of funny that our stories started off similar, in that we both experienced the hardships of an academic system that didn’t understand how to support students with learning disabilities, and we’ve both wound up in fields around education. Do you think that’s a coincidence?
Jordan: Thank you, Jeff. It's been a pleasure sharing my journey and insights. I don't think it's a coincidence at all. Our experiences shaped our understanding of the education system's shortcomings and fueled our passion for change. Experiencing the hardships firsthand gave us a unique perspective and a drive to create more inclusive and supportive learning environments for all students. We've both seen how the right support can transform a student's experience, and that's motivated us to contribute to education in meaningful ways. Our paths converged because we wanted to ensure future generations don't face the same challenges we did. Instead, they can thrive and reach their full potential.
