: Unlocking Opportunities for People of Color and White Women in Headship

2. : Unlocking Opportunities for People of Color and White Women in Headship CAIS, Trustee/School Head Conference January 27, 2018 – San Francisco, CA Leveling the Field

3. Why Diversity Matters? It positively impacts the bottom line: Companies in the top quartile for gender diversity were 15 percent more likely to outperform their peers. It enhances creativity and leads teams to breakthrough innovations. Women are outpacing men in college and university enrollment; 57 percent of recent college graduates were women. It improves employee retention, positive perceptions of the work climate and satisfaction levels. Diverse faculty and administration have academic and social benefits for all students.

4. True/False Assistant Head of School and Head of Upper School were the top two positions held by new school leaders in this survey. FALSE. 32 percent of respondents were Assistant Heads, 16% were in “Other” roles, and 15% were Upper School Heads.

5. True/False More men than women found out about the position for which they applied via their personal networks. FALSE. Around a third of women and men reported hearing about the positions via their networks.

6. True/False The Head/Board relationship was the most challenging aspect of new heads’ transition to the school community. FALSE. New heads rated a variety of “Other” issues as most challenging (25%), Head/Board relationships at second most challenging (20%), and gaining familiarity school operations as third (17%).

7. True/False More female than male school leaders landed their current headships by applying only to one position: TRUE. More than 40% of women only applied to their current head position vs. slightly more than a fourth of males.

8. True/False More men than women worked with a search firm during their head search processes. TRUE. Close to 90% of men indicated they worked with a search firm compared to 70% of women.

9. True/False Most new heads of school had as many as 20 years of experience before landing their position. TRUE. 32 percent of new heads had 16-20 years of independent school experience, 19% had 21-25 years, and 16% had 26-30 years experience.

10. Racial & Ethnic Diversity: NAIS Heads of Schools Source: DASL

11. Female Heads by Metro Areas Source: DASL

12. Heads of Color by Metro Areas Source: DASL

13. A Pipeline Issue? Source: DASL

14. Research Description: Goals Understand the dynamics in the recruiting process that contribute to or hinder the hiring of white women and women and men of color for headship positions Assess current independent school administrators’ career aspirations, interest in a headship position, barriers and motivators of the position Determine the perceptions of the hiring process among potential candidates who are White women and People of Color

15. Research Description: Methodology 1st phase: 45-minute phone interviews with 6 search firms, 10 search committee chairs, and 20 potential headship candidates who were women and men of color. 2nd phase: 20-minute survey with potential headship candidates who were women and People of Color (313 white women, 82 women of color, and 47 men of color).

16. 36 7 Key Findings

17. Search Process

18. Search Process The Search Process Discovery Identify search committee and firm, develop job description Recruit Advertise position and actively recruit candidates Narrow Pool Identify the top candidates and review applications; firm conducts preliminary interviews Interviews Bring finalists to campus to meet with board, faculty, staff Decision Search committee reviews community input and makes final decision

19. Assembling The Search Committee • Search committees in this study ranged from as few as 4 people to as many as 16. • All committees included board members and many were comprised of faculty, parents, and community members. • Several schools created an advisory panel composed of faculty, parents, and community members but restricted the actual search committee to board members. Recommendation Board Members Faculty Intentionally include individuals from different racial, ethnic and cultural back-grounds on the search committee. Some schools found that having a diverse search committee helped attract diverse candidates. Community Members Parents

20. Hiring A Search Firm • Most schools hire a search firm or consultant to guide them through the hiring process. • Schools who have existing relationships with a search firm or consultant will turn to them without interviewing other options. • When hiring a new search firm, the search committee or board interviews 3 to 5 firms before making a decision. Recommendations Ask search firms about their methods and resources for recruiting women and people of color, to ensure that they will cast a wide net. Discuss candidate diversity early on and select the firm that best understands and represents the school’s values.

21. Discovery of School Desires & Needs

22. Recruitment Process • Search firms are typically in charge of recruitment. They place advertisements but rely primarily on proactive outreach to their networks. Search firms keep databases of candidates and reach out to current heads and administrators when recruiting. • Some search firms make a point to develop a recruitment pool of women and people of color, while others place less emphasis on this. • Search committees may refer internal candidates to the firm or ask the firm to reach out to contacts who might make strong candidates. • When not using a search firm, search committees rely on advertising and internal candidates. Recommendation Conduct or request proactive outreach to white women and people of color.

23. Narrowing the Pool • Search firms will narrow the pool to the most promising set of candidates before sharing with the search committee. • Different firms have different methods and criteria for selecting which candidates to present to the search committee, but firms generally present between 10 and 30 candidates to the search committee. • Search firms will try to include representation of women and people of color at this stage, especially if the search committee has explicitly asked for it.

24. Interview Process • The search committee conducts short interviews with 9-12 candidates in-person or via phone/skype before selecting the finalists. Initial Interviews • Semi-finalists (typically 5-7) come to the school to meet with the search committee and tour campus, but aren’t introduced to the full community. Schools with a small pool of candidates to begin with may skip this step. Semi-Finalists • Schools select between 2 and 4 finalists to spend a couple of days on campus meeting with the entire school community. The finalists bring their family members and attend social events as well as formal meetings. Finalists Most did not have candidates of color who made it to the finalist round, but schools reported having gender diversity in their pools at this stage

25. Making the Final Decision • After each finalist visit, the search firm or committee gathers feedback from the school community through surveys and interview evaluations. • Most search committees aim for a consensus choice among committee members. • Search committees observe the candidate’s interactions with the school community and the school community’s reaction to the candidate. • The final decision often comes down to personality and fit with the school.

26. Formal Qualifications

27. What Candidates Perceive: “Hard” Skills Total, n=442 Improvement Areas Strengths Most Important Qualifications(Ranked 1-3) Secondary Improvement Areas Secondary Strengths Success in Achieving Qualifications(Rated 4-5 out of 5)

28. What Candidates Perceive: “Softer” Skills Total, n=442 Strengths Improvement Areas Most Important PersonalCharacteristics(Ranked 1-3) Worldly life experiences (e.g. international travel or the ability to speak a second language) Secondary Improvement Areas Secondary Strengths Personal Characteristics Described by Candidate(Rated 4-5 out of 5)

29. Search Firms: Qualifications Sought • Requirements: • Academic leadership experience • Management experience • Master’s degree • Experience at similar schools • Experience working with parents and faculty • Experience related to school’s short- and long-term goals • Preferences: • Teaching background • Fundraising and development experience • Financial management and budgeting • Admissions and enrollment experience

30. Preferred Personality Characteristics: Empathetic head Strong communication skills Fit with the school culture and be part of the team. Desired Life Experiences: Life experiences that demonstrate a candidate’s knowledge of independent schools Broad perspective Commitment to the school’s mission. Search Firms: Preferences & Desires

31. Experience at Similar Schools – Candidates thought this was the least important qualification Prior Experience as a Head – Having this “proven” experience is a key factor to search firms and committees. Personal Experiences – While not required, search firms and committees look for experiences that they say set candidates apart. Candidates often view these characteristics as “not necessary.” Firm, Candidate Disconnects

32. The Hiring Process: Impacts & Issues for People of Color and White Women Expressed Qualification Mismatch – Division leaders and assistant heads are considered the strongest candidates Leadership Experiences Undervalued – Business officers, admissions officers, and diversity practitioners are seen as having less relevant experience. Employment Location and Environmental “Burden” – People of color and white women must weigh racial and ethnic culture and school community climate issues when assessing job opportunities.

33. Implications & Opportunities

34. Career Mentors HowMentor Helped… My mentor has allowed me to articulate a career path while offering suggestions, support, and resources to benchmark along the journey. –Man of Color of women of color have a mentor of men of color have a mentor 60% 56% 48% of white women have a mentor She has given me a path and shown me how to have a professional life that is fulfilling and meaningful to me on a personal level. –Woman of Color My mentor has helped me discover my strengths and areas of growth. She has taught me best practices and given me the opportunity to practice what I've learned. She also puts a lot of trust in me and has given me many leadership opportunities. –White Woman

35. “Mentorship is more about personal and professional support, whereas sponsorship is concrete advocacy for advancement.” -- Molly Ashby, Chair and CEO, Solera Capital

36. Career Sponsorship is Key • HIGHLY AMBITIOUS: “Willing to Do Whatever it Takes to Get to the Top” • 35 African Americans • 50% Asians • 42 % Hispanic/Latinx • --------------------------------------- • 31 % Whites • A • UNDER-SPONSORED: Despite ambition, determination, work ethic • 9% African American • 8% Asians • 5% Hispanic/Latinx • _______________________ • 13% Whites • SPONSORSHIP IS KEY TO ENGAGEMENT AND SATISFACTION • 50% People of Color reported satisfaction with rate of advancement Source: Center for Talent Innovation, 2012

37. Career Sponsorship in NAIS Cohort How Sponsor Helped… Fiercely advocating for me in searches, as a reference and using her position to make sure my candidacy is considered highly. – Man of Color of men of color have a sponsor of women of color have a sponsor 21% 12% 21% of white women have a sponsor He is a recruiter and inspires me to apply for positions that I may not be qualified for but would be able to do. My current position was originally part-time and he helped me negotiate a full-time position. –Woman of Color My sponsor was an advocate for me and my contributions to the school community when I presented a request for a significant promotion in the past year. I was successful in obtaining this promotion in part because of their guidance. –White Woman

38. Perceptions on School Support School is supportive of professional development goals School is supportive of desire to become school head 85% 57% 32% 65% 68% 34% of white women of white women of women of color of men of color of women of color of men of color

39. Perceptions of Upward Mobility School would consider for headship if position became available Reasons school would not consider them I don't feel they would accept an African American in that position. –Man of Color 28% 24% 18% of men of color of white women of women of color The consultation industry has convinced independent schools that schools must look for only external candidates. –Man of Color I am still in the early stages of my career, and I intentionally want to have a more relaxed role in the school at this moment in time because I am building my family. I also think that I have yet to prove myself in leadership roles. –Woman of Color My school hasn't hired from within for the last 5 head searches... and I don't think we will. Also, my school has never hired a woman. –White Woman

40. Reaching for the Top: Who Applied? 32% of men of color 23% of women of color 20% of white women

41. Success in the Application Process

42. Development Opportunities Wish List

43. Hiring-Specific Professional Experience

44. Most Helpful Hiring-Specific Professional Experience

45. Candidates called attention to the intensity of the hiring process including the amount of time required to be away from their schools. Some also thought the interview requirements were cumbersome. Search firms and committees should consider ways to minimize the disruption of the interview process, including limiting travel requirements and the number of interviews. Candidate Feedback: Process Intensity

46. Racially and culturally diverse candidates are most interested in heading diverse, progressive schools. A majority of candidates surveyed believe the hiring process is biased and expect to be considered “non-traditional candidates” if they apply to headship. Individuals with Upper School academic experience appear to be advantaged in the process Current heads of school are advantaged in the process Summary: Observations for Schools & Decision-Makers

47. People of color and white women want leadership development opportunities. Candidates welcome general coaching and career guidance, and specific coaching on issues relevant to people of color and women. Staff in non-academic positions and women are less confident about seeking headships. They may require proactive outreach and targeted professional development to encourage their participation in the search process. Summary: Talent Cultivation

48. Talent: Board & Industry Cultivation Source: NAIS Governance Study, 2012-13 and Leading with Intent (2017) BoardSource

49. Employ Evidence-based Hiring Strategies Design and prepare a bias-free hiring process (job description, desired skills, standardized procedures, post-process evaluation, “blind’ screening) Train search committees in implicit bias; screen search firms and hire those with demonstrated cultural competency Build-in accountability measures that eliminate double standards for culturally diverse candidates.  Evaluate interview questions and hiring practices to eliminate stereotyping of female candidates and candidates of color

50. You’ve got to do your own growing, no matter how tall your grandfather was. -- Irish Proverb