TRUST The real key to school improvement? Norman McCulla PhD FACE - - PowerPoint PPT Presentation

Anglican EdComm AGORA Richard Johnson Anglican School

22 March 2017

TRUST

The real key to school improvement?

Norman McCulla PhD FACE FACEL Co-ordinator, Educational Leadership Program, Macquarie University \Warren Marks OAM PhD FACE FACEL Director, Leading Educators Around the Planet (LEAP)

Trust in Education

q Session 1: The Global Scene q Session 2: The Australian Scene q Session 3: Defining “trust” q Session 4: Institutional Trust q Session 5: Relational Trust q Session 6: Australian research results q Session 7: Leadership, trust levels & my workplace

Session 1: The Global Scene Agora is a market place for discussing, debating and thinking about big, contentious issues in the real world of education….

3

…

Trust in Education

Consider: q Where does the notion of Trust fit in Education- Especially in Christian schools? q What is it? q Why is it important? q How do you know when it does/doesn’t exist? q How are you travelling in your school?

4

Trust in the LORD with all your heart and lean not on your own understanding; in all your ways submit to him, and he will make your paths straight.

• Proverbs 3: 5-6
• http://www.biblestudytools.com/bible-study/topical-studies/7-daily-steps-to-trust-in-the-lord-with-all-your-heart.html
• http://dailyverses.net/trust

Trust in the LORD

Trust in your “world” qWho do you trust in today’s world? qWho do you distrust in today’s world? qWho trust you?

7

q Schools have been required to become more competitive with each other in a market-driven economy, but also one in which greater co-operation is required than ever before to succeed in a fast changing world q Global pressures, NAPLAN and league table are said to be reducing quality schooling to a number and narrowing the curriculum as a result q In the school sector, there has been increasing centralisation of policy nationally resulting in a national curriculum, with issues also being raised as to its adequacy q Standards frameworks for quality teaching and performance review and development have been prepared as the basis

• f a new professionalism, but ones which also require increasing levels of compliance with the risk that standards may

results in standardisation q There are increasing risks of litigation and therefore greater need for regulatory compliance and the paper-filling that goes with it, all of which teachers say distract from the job of actually teaching, and the creativity and innovation that drives deeper-order learning.

Some global observations

We live in a world where:

Session 2: The Australian Scene

: :

Where do we fit?

9

Why are we as we are? Australian Education Underpinned by two dominant and contradictory paradigms

10

Historically…

q Learning, equity and social cohesion … 1950s to 1980s q Learning and the new global order… neo- liberalism, new public management… late 1980s to the present

Session 3: Definition time

So what is “trust”?

13

Speaking a common language (about “trust”)

qTrust is indeed the glue that binds our societies together. qTrust issues pervade virtually all our social relations How does trust impact on our daily life?

qLack of trust, on the other hand, is the toxin that divides individuals, families, organisations and nations. How does trust impact of our daily life: negatively?

What does trust look like In a secular world?

Lewicki and his colleagues (1998) define trust in terms of:

confident positive expectations regarding another's conduct, and distrust in terms of: confident negative expectations regarding another's conduct

Lewicki R., McAllister, D. and Bies R. (1998) Trust and Distrust: New relationships and realities. Academy of Management Review, (23), 3, 438-458.

17

Unpacking different “types” of trust

Four dimensions of trust

• 1. Trust and Verify
• 2. Institutional Trust
• 3. Relational Trust
• 4. Self Trust

18 OFFICE I FACULTY I DEPARTMENT

Why the emphasis on trust?

The world is globalised. Education in NSW and Australia must find ways to excel in this new world. Trust & verify: the international mantra

DEAN FINK

Recent research shows that countries that have the most highly ranked education systems also seem to have the best ‘trust relationships’ between schools, education authorities and the wider community.

A key point

22

Trust and Verify

“Trust and Verify” gives us a new handle on school and system improvement, but you have to work smartly in your own context.

Michael Fullan Professor Emeritus, OISE/University of Toronto.

23

Session 4

Institutional Trust

24

The relationship that exists beyond the school with the jurisdiction and with the society as a whole is a complex

• ne but a key determinant of teachers’ sense of

wellbeing and professionalism

Institutional Trust

Institutional Trust

“Institutional trust refers to the degree to which an

• rganization’s (read jurisdiction eg Australia/NSW) various

constituencies (read schools) continue to have confidence in its competence, integrity, and sustainability” (Fink, 2013, p.30).

How to use the keypads

• 1. Simply choose your response from

the keypad buttons.

• 2. The light will go GREEN to confirm

your response has been received.

• 3. You can change your answer by

simply keying in your new choice. (The system will only count the last vote.)

I/we trust Donald Trump…

11/9/18 28

1 2 3 4 5

0% 0% 0% 0% 0%

• 1. Strongly Agree
• 2. Agree
• 3. Uncertain
• 4. Disagree
• 5. Strongly Disagree

Trust scale

(FINK, 2013)

I see TRUST levels in Australian schools as being…

11/9/18 30

1 2 3 4 5

0% 0% 0% 0% 0%

1. Paranoid 2. Low Trust 3. Conditional 4. High Trust 5. Pollyanna (Blind Trust)

Interested in following up? #1- Thinking about institutional trust

Macquarie University Trendsetter Panel 2015 http://www.mq.edu.au/connect/alumni/digita l-hub/trendsetter/2015-trendsetter-panel

Session 5

Relational Trust

32

q The research literature on educational leadership strongly acknowledges the importance and power of the role that principals, school executive and teachers play in their schools and education workplaces. q The extent of relational trust is manifest in staff members’ willingness to commit time and energy beyond their contractual obligations, being part of professional learning communities, helping students, coaching, mentoring, coaching teams, liaising with parents, organising student events and concerts and the like... q Of great significance, feelings of relational trust are directly related to a teacher’s sense of moral purpose, resilience and professional identity.

Relational trust

So where then does trust fit in Education – the most relationally focused of all the professions: teacher to students; teacher to colleagues; teacher to parents and the community?...

Relational Trust

Halfway to anywhere.

Trust in Australian schools.

Session 6

The Australian Research Results

36

School improvement depends on school leaders’ ability to build trusting relationships with all staff members (Q6).

1 2 3 4 5

0% 0% 0% 0% 0%

Response Counter

• 1. Strongly disagree
• 2. Disagree
• 3. Not certain
• 4. Agree
• 5. Strongly agree

School improvement

0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% Strongly Disagree Disagree Not Certain Agree Strongly Agree Leaders Teachers

School leaders’ trust of teachers is conditional on teachers’ performance (Q7)

1 2 3 4 5

0% 0% 0% 0% 0%

Response Counter

• 1. Strongly disagree
• 2. Disagree
• 3. Not certain
• 4. Agree
• 5. Strongly agree

Teachers performance

0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% 45.00% Strongly Disagree Disagree Not Certain Agree Strongly Agree Leaders Teachers

Good leaders are good gatekeepers (Q12).

1. 2. 3. 4. 5.

0% 0% 0% 0% 0%

• 1. Strongly disagree
• 2. Disagree
• 3. Not certain
• 4. Agree
• 5. Strongly agree

Response Counter

Leaders as gatekeepers

0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% Strongly Disagree Disagree Not Certain Agree Strongly Agree Leaders Teachers

Principal and School Executive as Gatekeeper

School leaders maintain trust by addressing poor practice promptly and effectively (Q14)

1. 2. 3. 4. 5.

0% 0% 0% 0% 0%

• 1. Strongly Disagree
• 2. Disagree
• 3. Not certain
• 4. Agree
• 5. Strongly agree

Response Counter

Addressing poor performance

0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% 45.00% Strongly Disagree Disagree Not Certain Agree Strongly Agree Leaders Teachers

School leaders are knowledgeable about effective teaching practices and contemporary learning theories (Q15).

1. 2. 3. 4. 5.

0% 0% 0% 0% 0%

1. Strongly disagree

• 2. Disagree
• 3. Not certain
• 4. Agree
• 5. Strongly agree

Response Counter

Leaders’ pedagogical knowledge

0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% 45.00% Strongly Disagree Disagree Not Certain Agree Strongly Agree Leaders Teachers

Teachers in my school work together in teams (Q19).

1. 2. 3. 4. 5.

0% 0% 0% 0% 0%

• 1. Strongly disagree
• 2. Disagree
• 3. Not certain
• 4. Agree
• 5. Strongly agree

Response Counter

Collaboration

0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% 45.00% 50.00% Strongly Disagree Disagree Not Certain Agree Strongly Agree Leaders Teachers

School leaders act with integrity: they “walk the talk” (Q23).

1. 2. 3. 4. 5.

0% 0% 0% 0% 0%

• 1. Strongly Disagree
• 2. Disagree
• 3. Not certain
• 4. Agree
• 5. Strongly agree

Response Counter

School leaders “walk the talk”

0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% Strongly Disagree Disagree Not Certain Agree Strongly Agree Leaders Teachers

Working in a ‘high-trust’ environment makes a teacher a more effective professional in promoting student learning (Q 29)

1 2 3 4 5

0% 0% 0% 0% 0%

Response Counter

• 1. Strongly disagree
• 2. Disagree
• 3. Not certain
• 4. Agree
• 5. Strongly agree

A ‘high-trust’ environment makes teachers more effective professionals

0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% Strongly Disagree Disagree Not Certain Agree Strongly Agree Leaders Teachers

Principals’ 9 desirable actions (from interviews)

• 1. Articulate a clear professional purpose
• 2. Articulate a clear and consistent set of professional values
• 3. Focus primarily on student learning
• 4. Focus on evidence-based teaching
• 5. Provide evidence-based advice
• 6. Confront poor teacher performance
• 7. Eradicate any nepotism in promotion systems
• 8. Confidently confront media-based “teacher bashing”
• 9. Confidently portray teaching as a high-quality profession

54

Let’s revisit “relational trust” definition

q “Themes of honesty… transparency, competence, and respect for others define relational trust…we base decisions to follow the leadership of others

• n relational trust…” (Fink, 2013 p.30).

q “The extent of relational trust is manifest in staff members’ willingness to commit time and energy beyond their contractual obligations, being part of professional learning communities, helping students, coaching, mentoring, coaching teams, liaising with parents, organising student events and concerts and the like...”

q What pattern emerged from your responses? q As you think through the alignment between the ideal and the real, what is ONE THING that you can do to improve the level

• f trust in your school/workplace?

q What specific plans, strategies and actions will you now implement to address this issue? q What level of verification will be required?

Relational Trust: reflection & discussion

qSelf trust is equally important to teachers and principals alike. qIt is influenced by institutional and relational trust. And self trust…

Session 7: Leadership, trust levels, & my workplace

IMPLICATIONS FOR MOVING YOUR SCHOOL FORWARD?

As our research results indicate…

q For leaders building trust is not simply about developing “warm fuzzy” relationships…

59

Adjectival leadership.adjectivaleadershi

Autocratic leadership Democratic leadership Laissez-faire leadership Charismatic leadership Heroic leadership Cultural leadership Symbolic leadership Ethical leadership Emotional intelligence leadership Sustainable leadership Transformational leadership Distributed leadership Instructional leadership Authoritative leadership

School Leadership & trust q Given that “adjectival list” what kind of leader are you? q What is the moral purpose that underpins your leadership?

61

But as recent research findings indicate…

q Maybe its not either or…not identifying with just one approach q Contingent and Contextual Leadership? (See Day, Gu & Sammons, 2016)

Michael Fullan’s leadership “golf bag” analogy

Let’s finally examine “trust levels” in your workplace

Activity Paired reading q Visible Learning for Teachers (pp70-71) (Hattie, 2012) q On Relational Trust in Schools (Bryk & Schneider, 2009)

Agreed attributes which build trust

(Bryk & Schneider)

• 1. Respect: professional & respectful social discourse
• 2. Competence: incompetence or negligence is not

accepted

• 3. Personal Regard: going beyond formal requirements
• 4. Personal Integrity: our moral and ethical compass

Activity Trust snap-shot survey

• 1. Teachers at my school openly discuss feelings, worries and frustrations with
• ther teachers
• 2. Teachers at my school respect colleagues who are expert in their craft and take

the lead in school improvement efforts

• 3. Teachers at my school do not accept/tolerate negligence or incompetence
• 4. Teachers at my school are guided by a shared moral/ethical purpose
• 5. Teachers at my school collaborate effectively by accepting individual difference

and opinion

Reflection & …

1. Respect: Professional & respectful social discourse 2. Regard: Valuing of those who are expert in their craft 3. Competence: Incompetence or negligence is not accepted 4. Integrity Consistency between what people say and do 5. Honesty: Characterises communication & decision-making

…action: Activity Follow up

q Given your rankings (for your school) , what specific area of “relational trust” needs most attention? q What specific plans, strategies and actions will you now like implement to address this issue?

Take away 1: Whole Staff activity

Staff Trust Survey (Leading With Trust: Solution Tree 2009)

1. How do you balance trusting your staff members with your duty to ensure their competence? 2. How do you show your team that you trust them while retaining your control over your area of responsibility in the school? 3. When working in collaboration with another school/s, how do you build and retain trust?' 4. How do you regain the trust of a staff as a whole (or an individual staff member) who feels betrayed? 5. How do you develop and sustain your communitys trust in your school?

Take away 2 5-Point Leadership Team Trust activity

71

Trust and Verify looks at trust and distrust in educational settings. It argues that nations with higher degrees of trust in their professional educators achieve superior results for all students. Not blind trust, however, which if unchecked by some kind of verification system can prove as unproductive for individuals and

• rganizations as intrusive, coercive and time consuming verification
• strategies. Both sides of this equation are important, hence the title.

Balancing trust and verification is the real key to school improvement.

Day, C. and Gu, Q. (2010). The new lives of teachers. New York, Routledge. Day, C., Gu, G. and Sammons, P. (2016). The impact of leadership on student outcomes: how successful school leaders use transformational and instructional strategies to make a difference. Educational Administration Quarterly 52(1) Fink, D. (2013) Trust in our schools: the missing part of school improvement? Professional Educator. 12(3), 28-31 Fink, D. (2016) (Ed) Trust and Verify. London, UCL Institute

• f Education Press, University College

References

Thank you

norman.mcculla@mq.edu.au warren.f.marks@det.nsw.edu.au