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Culture is as important to a school as it is in an organisation, and as any principal would attest, cultivating a positive culture makes for a harmonious working – and learning – environment.
However, while the goal might be the same, the process of getting there differs from school to school. The Educator recently spoke to several international school principals across the Asia Pacific region about the culture they’ve crafted, and why.
Australian International School Indonesia (AIS) prides itself on being an inclusive school, and thus ensuring a friendly, accepting culture among the student body and faculty was a priority for principal, Brenton Hall.
“Students accept differences and acknowledge that different cultures, religions and beliefs make a wonderfully diverse yet at AIS, a very cohesive student body,” Hall told The Educator Asia.
“The family friendly atmosphere at our school is one that students constantly remark on, and how important this is to helping them settle into living in Indonesia. The leadership, foster this within a culture of support to promote academic excellence and whole person development.”
For Peninsula International School Australia (PISA), principal, Clive Rogers – who took up the role as head of the school in January – the initial start-up of crafting a culture depends on what stage a principal finds themselves leading the school.
“Whether that is at the building phase or operational phase, each will have their own set of challenge’s, such as obtaining government approvals and licenses, curriculum authorisations, staffing, developing an ethos and managing operations and facilities, and these will be uniquely different in each country,” Rogers told The Educator Asia.
Rogers has found that having “a clear view of the big picture” and the ability to motivate people is an asset during the start-up phases.
“Creating a vision is absolutely fundamental in achieving success,” Rogers said.
Unlike Rogers, Australia International School Hong Kong (AISHK) principal, Howard West, has presided over his school for over 20 years. As such, his leadership style has evolved with the school itself.
“I believe in being a calm listener, maintaining a welcoming open-door policy, being part of the team and participating in staff learning practices,” West told The Educator Asia.
“Embedding values which, when practiced, can lead to community prosperity is an important part of one’s leadership.”
West said AISHK practices values around welcoming and engaging community members and strives to support every student in reaching their personal best.
“A big part of our culture has been around helping students develop their skills and build their well-being and achievement,” he said.