In Pursuit Of A Positive School Culture

“Teachers are the single most important factor affecting how much students learn. More than just conduits of information, they equip children with the tools to analyze, problem solve and effectively use information.”- World Bank. When the COVID-19 pandemic forced school closure globally, school administrators had to quickly shift gears and rethink how best they could manage their schools in order for teaching and learning to continue. Instructional leadership skills which are needed to improve student learning is very much lacking not only in the public education system but also private. Regrettably, some school administrators are ill-equipped in this very important skill set. The education system urgently needs a seismic shift regarding school leadership. It appears that too much focus rests on administrative tasks at the expense of culture building and transformational leadership. Too much time and resources are often spent covertly and overtly in schemes crafted to divide staff which ultimately hurts the expectant learner. People regardless of their profession are driven by both internal and external factors. Many of our teachers are purpose driven but the problematic issue is often the lack of positive school leadership. Motivation, success, and feeling valued are what drive individuals, at any level and in any profession. In the school setting, it is significantly important that we celebrate and recognize the outstanding achievements of our school community. In Pursuit of a Positive School Culture Effective communication is at the heart of a positive school culture. The days of educational dictatorships are over. A positive school culture reaps enormous benefits in enhancing the teaching and learning experience for all stakeholders. School leadership and staff equally should lead by example. Unfortunately, some school leadership does not inspire confidence nor set the tone for a consultative approach. Our students learn most by modeling behaviours. As a result educators must be careful regarding how they conduct themselves during and outside of school hours so the students can model the desired behaviour. How many educators have seen the mission statement of their school? Disturbingly, many teachers are unfamiliar with the mission statements of their respective educational institutions. Staff meetings should be a time of information sharing and engagement of stakeholders instead of laying blame. The empowerment of our teachers is critically important in establishing and fostering a positive school culture. Undoubtedly, without a positive school culture the task of effectively managing a school becomes that much challenging. Without a positive school culture teaching and learning becomes more truncated. Another element of creating or sustaining a positive school culture is having a reliable, shared vision for one’s school. It is vital that the academic, supporting staff and students feel that they are being treated fairly regardless of their differences. In ushering a positive school culture there should not be any double standards regarding how treatment is meted. Finally, the twin pillars of transparency and accountability are also critical factors in building and supporting a positive and healthy school environment. The playing field must be transparent and the rules must not change regarding of personal friendships between principalship and team members. Relationships are perhaps the most important part of establishing a school culture that is perceived as caring. When people feel valued, staff and students alike, they are more likely to work harder, remain committed and enjoy their work. When students and staff feel respected they will redouble their efforts in ensuring that their schools excel. It should be the aim of all staff in a school to foster and posit positive relationships with students and among peers. World Bank Support Since 2000, the World Bank has committed US$73 billion in support of education projects in 160 countries. The impact of the World Bank funded educational projects is felt globally regarding students and teachers. The World Bank states, that putting people first through investing in human capital: the knowledge, skills, and health that people need to achieve their potential is critical for sustainable, inclusive growth and poverty reduction. The consequences of the COVID-19 pandemic threaten to leave generations behind and exacerbate inequalities. According to the World Bank, There are close to 85 million teachers worldwide: 9.4 million in pre-primary; 30.3 million in primary; 18.1 in lower secondary; 14.0 in upper secondary; and 12.5 in tertiary education. By 2030, an additional 68.8 million teachers will need to be recruited just for primary and secondary: 20 million are required to expand access to primary and secondary school and 49 million are needed to replace those who leave the workforce. In addition, the childcare workforce needs to expand by 32 million globally to address the childcare gap. Research shows that the quality of teachers is a major determinant of children's learning and well-being. Going from a poor-performing teacher to a great teacher can increase student learning by multiple years of schooling. Great teachers also have a substantial impact on the well-being of students throughout their lives, affecting not only their academic achievement, but also other long-term social and labor outcomes. The World Bank argues that poor teaching is not the fault of the teachers, but the result of system-level policies that do not appropriately recruit, prepare, support, manage, and motivate teachers. Accordingly, the World Banks adds that a handful of countries, such as Finland, Japan, and Singapore, boast a cadre of successful teachers. The countries listed are at the top or among the top performers regarding the quality of the global education system. Finland which is often touted as having the best education system globally has no mandated standardized tests apart from one exam at the end of students’ senior year in high school. There are no rankings, no comparisons or competition between students, schools or regions. Finland’s schools are publicly funded. Finland ensures that educators and not career politicians are in charge of the policies and programmes which impact their education system. Every school in Finland has the same national goals and draws from the same pool of university-trained educators. The result is that a Finnish child has a good chance at getting the same quality education no matter whether he or she lives in a rural village or a university town. The differences between weakest and strongest students are the smallest in the world, according to a recent survey by the Organization for Economic Co-operation and Development (OECD). Locally, the matriculation requirements to teacher training institutions continue to be contentious. The World Bank postulates that entry into teacher preparation programmes might lack selectivity, and teacher entry-level qualifications might be set much lower than other professions. The World Bank report adds that good teacher performance might not be recognized or rewarded. Teachers hiring or promotion might be stained by politics or clientelism. Unprepared and poorly trained teachers might be expected to teach a complex curriculum, which even they have a weak grasp on. Locally, there are instances where some teachers are providing instruction outside of their discipline in which they are certified. This will not be tenable under the aegis of the Jamaica Teaching Council. The Teacher as a Professional The entry of the Jamaica Teaching Council into the local education space should discourage this practice among local educators. The Jamaica Teaching Council (JTC) was established as a part of the education transformation strategy to improve the quality and coverage of education nationwide. Its fundamental purpose is to professionalize the teaching profession. The Covid-19 pandemic has deepened the crisis in education globally. The pandemic has challenged education system to ensure learning continuity, substantially increasing the demands placed on teachers. Education systems, more than ever, require effective teachers that facilitate and support learning instead of delivering content; that use a combination of in-person and digital methods to deliver lessons; that foster creative thinking, communication, and collaboration; and that instill a love of learning, how to persist, and have self-control. As the international community move ahead and as schools reopen to face to face instruction teachers will require psychosocial support in managing their own stress. On the other hand, students too will also need psychosocial support after two years of not attending physical school. Everyone wins in pursuing a positive school culture. The academic outcome of students will improve; the parent teacher association will become more proactive and teacher retention will advance. Unquestionably, this has been a stressful time for all stakeholders in the education system. As a result the time to reimage an education system which is inclusive begins now. In the words of Marian Wright Edelman, education is for improving the lives of others and for leaving your community and world better than you found it. Wayne Campbell is an educator and social commentator with an interest in development policies as they affect culture and or gender issues. waykam@yahoo.com @WayneCamo ©