Joe Spence
This week on Heads & Tales, we are delighted to be joined by a giant of the education world, Dr Joe Spence, Master of Dulwich College.
Who is your mentor and what’s your perspective on mentoring?
My entrance into teaching was almost accidental. Arriving at Eton for what I thought would be a one-term engagement, I assured my soon-to-be mentor, Eric Anderson, that it would indeed be a short stint! Little did I know, within three weeks, I had discovered my true calling. Eric Anderson, the headmaster who would later become my mentor, played a pivotal role. His mentorship wasn't overt; it consisted of passing comments that became lasting lessons.
Eric's wisdom has been a guiding force throughout my leadership roles. His belief in building teams surrounded by people who provide answers not problems, has been foundational. I've strived to create an environment where challenges are met with collaborative problem-solving. Additionally, his advice to take the necessary time in decision-making resonates strongly, emphasising the importance of thoughtful consideration. It’s important but it’s not urgent, take the time to make the right decision. Finally, always accept a resignation. It’s always good to let people go when they’re ready to leave and sometimes they come back.
Good headship for him was two key things: the ability to make an appointment and the ability to tell a story. It’s about the creation of an honest narrative you can lead up to; I’m a great believer in the power of storytelling. I’ve also got an executive coach who I see every six months and I love meeting them and checking in on what I’ve achieved and discarded.
Mentoring: something I was suspicious of at first, now I see its true value.
What’s your favourite play and why?
My journey into the arts has evolved, leading me towards opera, especially Eastern European compositions. I’d pick out someone like John Whiting who sits as a missing link between Rattigan and Pinter. Maybe his play Marching Song which I think would make a great libretto. He’s probably a bit orotund for the stage. I also might mention Brian Friel whose play Translations I showed to the Further English group at Dulwich College.
So, a recommendation for the play to really inspire bright young people to think about nature of theatre would be Translations and a playwright to discover is John Whiting.
What’s your perspective on the debate about GCSEs?
I’m not an enemy of GCSEs. I think the 16+ hurdle is useful to see who you are before you specialise. For lots of students it’s a great joy to specialise. I do admit, however, the tyranny of GCSEs. My ideal would be a mixed economy, and I’m passionate about the independent sector sitting within the national system too. To me, ten subjects could be five (compulsory sitting) and then from that offer five subjects that go beyond the curriculum. I’m also working on a middle school EPQ or an extended qualification. It’s about learning to learn, learning to reference. At Dulwich College, I’m looking to develop interdependent learning within a collaborative environment.
How do you teach essential skills at school?
Through the nature of teaching done well, you are developing skills like empathy or a critical faculty. I’m always keen to stress that the subject is the place to deliver the lessons and we have assemblies to deliver values and develop the idea of values. Maybe I’m now doing more signposting to those facets within the natural run of what you’re delivering. It should be delivered through, rather than adjacent to, a syllabus.
How do you foresee the future of the independent school sector, considering challenges and potential innovations?
It’s going to be a tough time, especially for smaller schools. Affordability is a key concern and with a consciousness of the squeezed middle, we need to find a way forward. We need a sliding scale of fees so we can be needs blind. 30% of our students are on fee relief, and 200 students are on deep bursaries. I really hope that rather than being mocked by the general system we can become more clearly part of the story. Initiatives like the Southwark Schools Learning Partnership showcase the potential for collaboration between different sectors.
The Sutton Trust Open Access scheme also aligns with my vision for making education accessible across socio-economic backgrounds. It's not just about rhetoric; it's about actively participating in programs that break down barriers to entry. The more independent schools engage in such initiatives, the more we contribute to a more inclusive and equitable educational landscape.
What aspirations and projects do you have in mind for the coming years?
While I continue to relish my role as a headmaster, I find immense joy in expanding my creative pursuits. Collaborating with Opera Story on projects like The Yellow Wallpaper has been particularly fulfilling. In addition to my involvement with various charities, including the Mark Evison Foundation and Art History Link Up, I aim to maintain a diverse portfolio that serves Dulwich while exploring my passions in writing, music, and charitable work.
Art and history are not luxuries reserved for a select few; they are essential components of a well-rounded education. Through initiatives like Art History Link Up, we bridge gaps, ensuring that students, regardless of their background, have access to the richness of cultural and historical knowledge. It's not just about academic subjects; it's about fostering a lifelong love for learning.