Impact Journal Logo

The conscious construction of an effective whole-school culture

Written by: Tara McVey
Share on facebook
Share on twitter
Share on linkedin
5 min read
Tara McVey, Vice Principal, Towers School, UK In supportive schools, teachers not only tend to stay and be more effective, they also improve at a much greater rate over time (Kraft and Papay, 2014). For a school like ours, that is a game-changer. In our school, the one-stop solution for improving recruitment and retention, and thus school improvement as a whole, was to consciously create a whole-school culture that staff would buy into – one that allows staff to stay and improve. This culture is built on competent leadership, community and belonging, clarity and care. Competent leadership Megan Tschannen-Moran (Tschannen-Moran and Gareis, 2015) has found that trust is strongly correlated with the overall performance of a school. She is clear about the behaviours that generate trust. She talks about benevolence, genuine care, openness and honesty, anchored in moral principles where our actions match our words. She also discusses reliability and competence in terms of the need to d

Join us or sign in now to view the rest of this page

You're viewing this site as a guest, which only allows you to view a limited amount of content.

To view this page and get access to all our resources, join the Chartered College of Teaching (it's free for trainee teachers and half price for NQTs) or log in if you're already a member.

References
5 3 votes
Article Rating
0 Comments
Inline Feedbacks
View all comments
Chartered College of Teaching Crest
© 2022 The Chartered College of Teaching

Pears Pavillion
Corum Campus
41 Brunswick Square
London
WC1N 1AZ

hello@chartered.college
020 3433 7624