Educational leaders and managers consider their school’s goals as paramount, though the definition and scope of these roles differ slightly; managers are more concerned with maintenance, whilst leaders are more about initiating change (Cuban, 1988, p. 20). A leadership stance that carefully challenges the status quo whilst also finding balance by using existing practices and cultures to reach the new assessment goals will be most effective in navigating this change in assessment practice. Whilst school leaders play a role in creating and sustaining the school culture, it is not only down to those with leadership responsibilities but “as a dynamic between individuals within an organisation” (Harris, 2002). Engaging staff in the process is critical. Many teachers are long-standing and heavily embedded in current processes meaning the change will require a considerable cultural shift in the understanding of assessment if I am to help them “dismantle and emotionally let go of old way...