Beyond Test Scores

 

Beyond Test Scores: Why School Culture Should Be a Leader’s First Priority

Tangela Boler

When people talk about improving schools, the conversation often centers around test scores, curriculum, or new instructional strategies. While those elements are important, I have come to realize that one factor often determines whether those initiatives succeed or fail: school culture. As I continue developing as an educational leader, I am learning that culture is not something that happens by accident. It is shaped intentionally by the leadership decisions made every day.

School culture refers to the shared beliefs, values, and relationships that shape how a school community functions. When a school has a positive culture, teachers feel supported, students feel safe, and collaboration becomes the norm rather than the exception. However, when school culture is negative or inconsistent, even the best instructional strategies can struggle to gain traction.

One thing that has stood out to me during my administrative preparation is how much influence leadership has over the tone and climate of a campus. According to Fullan (2014), effective school leaders focus not only on instructional improvement but also on building strong relationships and trust within the organization. When leaders prioritize relationships, teachers are more willing to take risks, try new strategies, and engage in meaningful collaboration.

I have also seen how quickly culture can shift depending on how leadership communicates expectations and supports staff. Teachers often look to administrators to model respect, transparency, and fairness. When those qualities are present, it creates an environment where teachers feel valued and students benefit from a more stable and positive learning environment.

Another important aspect of school culture is psychological safety. Teachers and staff need to feel comfortable sharing ideas, asking questions, and acknowledging mistakes without fear of being judged. Research suggests that schools with strong professional trust tend to show higher levels of collaboration and improved student outcomes (Bryk & Schneider, 2002). This reinforces the idea that leadership is not just about managing systems—it is also about cultivating relationships that allow those systems to function effectively.

A Video That Shaped My Thinking on School Culture

One video that really resonated with me while thinking about school culture is Rita Pierson’s TED Talk “Every Kid Needs a Champion.” In the talk, Pierson discusses the importance of relationships between teachers and students and how those relationships can influence learning and student motivation. Her message highlights something that often gets overlooked in school improvement conversations: students learn best when they feel supported and valued by the adults in their school.

While Pierson focuses on teacher-student relationships, her message also connects directly to leadership. As administrators, we help shape the environment in which those relationships develop. If school leaders prioritize trust, collaboration, and respect among staff, it creates a culture where teachers are better able to support their students.

Watch the video:
https://www.youtube.com/watch?v=SFnMTHhKdkw

This video reinforces the idea that strong relationships are the foundation of effective schools. As I continue developing my leadership skills, it reminds me that improving instruction is important, but building a culture where people feel supported may be even more powerful.

From an administrative perspective, improving school culture requires intentional actions. This might include creating structured opportunities for teacher collaboration, recognizing staff contributions, or involving teachers in decision-making processes. Leaders who actively listen to their staff and demonstrate empathy can create a stronger sense of belonging within the school community.

As I think about my own development as a future administrator, I realize that building a positive school culture will likely be one of the most important responsibilities of leadership. Policies and procedures matter, but the relationships between people ultimately determine how successful a school will be.

Critical Reflection Questions

1. How can administrators intentionally shape a positive school culture rather than simply reacting to problems?

One approach is through consistent communication and visibility. When administrators are present in classrooms, hallways, and staff meetings, they gain a better understanding of the daily experiences of teachers and students. Leaders who regularly seek feedback and involve teachers in decision-making create a sense of shared ownership within the school. Over time, these practices help build trust and collaboration.

2. What happens when school culture is ignored or treated as a secondary priority?

When culture is overlooked, schools may experience higher levels of teacher burnout, lower morale, and reduced collaboration among staff. Even well-designed instructional initiatives can struggle because teachers may feel disconnected or unsupported. As a result, improving school culture should not be viewed as an optional leadership responsibility but rather as a foundational component of effective school leadership.

CAPE Standards Addressed

This reflection connects most closely with the California Administrator Performance Expectations (CAPEs) related to leadership, school culture, and learning environments.

CAPE 1: Development and Implementation of a Shared Vision
Building a positive school culture requires leaders to develop and communicate a shared vision that prioritizes trust, collaboration, and student success. When administrators engage teachers in decision-making and emphasize strong relationships, they help create a shared commitment to the goals of the school community.

CAPE 2: Instructional Leadership
Instructional leadership is strengthened when administrators support teachers through collaboration, feedback, and professional learning. A positive school culture allows teachers to take instructional risks, share ideas, and continuously improve their teaching practices in ways that benefit student learning.

CAPE 3: Management and Learning Environment
Creating a safe, supportive, and respectful learning environment is a core responsibility of school leaders. By prioritizing psychological safety and professional trust among staff, administrators can create conditions where both teachers and students feel valued and supported.

Reflecting on these CAPE standards has helped me recognize that leadership is not only about policies and procedures, but also about intentionally shaping the culture of a school. A strong school culture supports both effective instruction and a positive learning environment for everyone involved.

Final Reflection

This topic has made me reflect more deeply on the type of leader I want to become. Academic achievement is important, but sustainable improvement often begins with relationships. If educators feel supported and valued, they are far more likely to invest in the success of their students and the overall mission of the school. As I continue my administrative preparation, I hope to develop leadership practices that foster trust, collaboration, and a strong sense of community within schools.

References

Bryk, A. S., & Schneider, B. (2002). Trust in schools: A core resource for improvement. Russell Sage Foundation.

Fullan, M. (2014). The principal: Three keys to maximizing impact. Jossey-Bass.

Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077

Pierson, R. (2013). Every kid needs a champion [Video]. TED Conferences. https://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion

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