Going the way towards growth-minded change culture in a school is largely a process of building cultural capital. Building character capital is a key role of civic, performance, and moral character leadership. We believe that character capital relates particularly to the value of the feelings and perceptions held by the school and wider communities about the character purpose and character strengths of a school.
It is, therefore, inherently moral in nature. It externalises the shared purpose of relationships. It also builds personal value in terms of the level of positive, focused energy about character and character education that leaders invest at work and in their personal life. It also internalises the alignment of hearts and heads. The value of families’ character commitments is held in the hearts of the people within a school. Character capital can be seen particularly in the energy and enthusiasm that people bring to support and act upon the values and character strengths of the school. In other words, we can use the extent of growth-minded change culture in a school as a valid measure of the degree of character capital in the school. Conversely, the greater the character capital, therefore, the more likely it is that the school and the members of its community will be prepared to embark on and complete a learning journey that is propelled by a propensity towards continuous improvement in pursuit of improved outcomes for more students.
Building character capital is enhanced by creating a shared focus on nationally and internationally recognised and supported shifts in approaches to learning and a commitment to building teacher and leader capacity to adopt them. In doing so, the school is expressing its confidence about its capacity to meet the challenge of necessary change by building the character capital to effect change through:
Building character capital is enhanced by creating a shared focus on nationally and internationally recognised and supported shifts in approaches to learning and a commitment to building teacher and leader capacity to adopt them.
At the same time, we can recognise that schools also need to have in place clear strategies that will enhance the faculty’s:
So what strategies exist to build a community of inquiry and practice with the quantum of character capital required to build adaptive expertise, professional self-efficacy, and instructional leadership?
A process for coaching teachers for personal and collegial success should take into account these key principles in growing adaptive expertise, professional self-efficacy, and instructional leadership:
Going the way towards growth-minded change culture comes from the energy of building character capital.