SCHOOL CULTURE, SCHOOL LEADER, AND ASSESSMENT
Satirah Hj. Ahmad
What is the school culture and what is the role of the school leader in shaping the school culture? Why am I connecting them with assessment?
My Daughter’s Experience
My daughter went to Little Caliph Preschool when she was 6. Not a single day passed by without her talking about her school, her teachers, and her friends. She adored everything related to her school. Her stories revolved around the activities she went through every day- the games she played, the food she ate as well as the reading and drawing sessions she had with her classmates.
I did not remember any occasion when she refused to go to school. I did not have any difficulties nagging her to go to school. She would wake up early, get ready in her beautiful school uniform and wait in the car cheerfully.
She simply loved everything about her school!
As a teacher educator, I was curious to find the explanation behind the excitement. Once in a while, I would go early to her school and observe the situation while waiting for the school to end. The school was lively. I could hear children singing, reciting a prayer, and teachers reading stories to the kids. Some were engrossed in their drawing or writing exercises. The teachers were so passionate and loving that my daughter would just ignore her very own mama despite realizing I was at the door waiting for her.
I concluded that it was the school culture that attracted my daughter and other kids. Kudos to the school leader!
I concluded that it was the school culture that attracted my daughter and other kids. Kudos to the school leader!
What is the school culture and what is the role of the school leader in shaping the school culture? Why am I connecting them with assessment?
School Culture and the Role of the School Head
To me, school culture is how the school functions as a result of the shared educational belief possessed by everybody involved in the operation of the school. It is the manifestation of the values upheld by the stakeholders: the teachers, students, and parents. A positive culture depends on how the mission and vision are set and agreed upon by all.
A school culture stems from the school head who can transform the mission and vision into reality. For the school head to achieve this, he needs to ensure that his school is a place that everybody loves and adores. It is a place that all stakeholders enjoy “living in”. Teachers are delighted to come to work because they are not being watched out or forced to do something that is against their beliefs or capacity. Students look forward to coming to school as they know they can enjoyably learn new things every day. Parents’ do not feel that they are not part of the school as their contributions are always welcomed.
In short, a positive school culture exists when everybody works in harmony with each other. In this type of culture, teaching and learning take place naturally. Students learn because they want to know. Students do not have to be forced to get involved in curricular and co-curricular activities.
“Culture affects all aspects of a school. It influences informal conversations in the faculty lunchroom, the type of instruction valued, how professional development is viewed, and the shared commitment to ensuring all students learn.” ― Terrence E. Deal, “Shaping School Culture: Pitfalls, Paradoxes, and Promises”
For this to happen, the school leader must have content knowledge, motivation, coaching and mentoring skills, and great networking. As an effective leader who knows what is best for his school, he should have the autonomy to be selective in picking up the instructions that come from the top. He cannot do this if he does not know to filter the content of the blueprint. He will fail if he does not have the aspiration and inspiration through his values and ideals and the empowerment of teachers. He must have a long-term perspective and at the same time, he has a genuine interest in his colleagues by acting as a coach and mentor to them. Finally, a great leader will ensure that his aspiration is achieved through great networking with people of other professions, who will support him in shaping the school culture.
Now, what do all these have to do with assessment?
A school culture hospitable to learning is highly associated with students’ high motivation and achievement. Students’ high motivation and achievement are reciprocal to teachers’ enthusiasm in teaching and assessing. There is no more issue with students’ poor attendance and lack of interest in activities conducted. Discipline problem is also the least to expect.
Teaching and assessing happen naturally in positive school culture.
As simple as that!
