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  • 1. The Cultivation and Manifestation of Trust By Mark Connolly, Ed.D Director of Elementary Education Kelso School District [email_address] edu
  • 2. By the end of our time today…
    • You should be able to identify the 5 facets of trust.
    • You should be able to set a goal around the one or two areas that you’d like to target in your work.
    • You will have a deeper understanding of how trust and collaboration are connected.
    • You will have some motivation for cultivating trust in your work.
  • 3. Why did I study trust?
    • What makes a principal effective?
    • How is trust measured?
    • How is trust built and sustained?
    • Who is doing this, and how can I study them?
    • Can their work be generalized by others?
  • 4. How do you define trust?
    • Personally/Professionally
  • 5. Defining Trust
    • “ Trust is an individual’s or group’s willingness to be vulnerable to another party based on the confidence that the latter party is benevolent, reliable, competent, honest, and open.”
    • Hoy, Tschannen-Moran
  • 6. Five Facets of Trust
    • Benevolence - confidence that one’s well being will be protected by trusted party
    • Reliability - the extent to which one can count on another person or group
    • Competency - the extent to which the trusted party has knowledge and skill
    • Honesty - the character, integrity, and authenticity of the trusted party
    • Openness - the extent to which there is no withholding of information from others
  • 7. Why is trust important in schools?
    • Discuss 3 reasons with an elbow partner
  • 8. Trust in schools is important because…
    • “ Without trust, it is unlikely that schools can be successful in their efforts to achieve their academic mission.” - Tschannen-Moran
    • “ The more we trust each other, the better we are able to cooperate, and therefore the better are our prospects for progress.” - Cook, Hardin, and Levi
  • 9. Trust in schools is important because…
    • “ Trust acts as a catalyst for change processes that instrumentally connect to improving academic productivity.” - Bryk and Schneider
    • “ Trust is likely the most important element in the development of a learning community.” - Vodicka
  • 10. What does the research say about trust/distrust?
    • Discuss with an elbow partner issues of both trust and distrust in schools
  • 11. Literature on Trust in Schools
    • The literature clearly identifies trust as a key component of successful schools.
    • - Schools where high levels of trust exist are 3 times more likely to yield positive student outcomes than schools where there are low levels of trust.
    • - Teacher to teacher trust is the predominant relationship that is correlated to student outcomes - where it is strong, the student performance outcomes are increased.
  • 12. Literature on the Principal’s Role with Trust in Schools
    • When teachers trust their principal, they are also more likely to trust each other.
    • Principals willing to extend trust are more likely to be trusted in return.
    • “ Even where leaders work to build a common vision and foster acceptance of group goals, absent trust, these leaders do not inspire workers to go beyond the minimum requirements of their jobs.” Tschannen-Moran
    • - Principals with a high sense of self-efficacy are more likely to trust and empower the teachers in their school than those with a lower sense of self-efficacy.
  • 13. Literature on Distrust in Schools
    • When distrust prevails, student learning suffers.
    • - When staff do not trust one another, they seek to minimize their vulnerability. This eliminates collaboration in schools.
    • - The greater the degree of distrust, the greater the likelihood for conflict within the school. Conversely, the greater the degree of trust, the less degree of conflict within a school staff.
  • 14. The search for principals to study
    • Zenger-Folkman’s Extraordinary Leader 360º Survey
      • Powerful Teaching and Learning Inc. was willing to identify Washington elementary principals who scored in the top 10% of all leaders.
      • The “extreme cases” studied were elementary principals who were in the top 10% of all leaders in all five categories
        • character, personal capability, focus on results, leading organizational change, and interpersonal skills
      • “ Character” is not only the “center pole of the leadership tent”, but it is where trust resides
  • 15. Extreme Cases & Trust
    • Leaders who score in the top 10% in three of the five cluster areas are in the top 20% of all leaders, so long as they do not have a “fatal flaw” in any one area.
    • The extreme cases had no fatal flaws, and scored in the top 10% in all five areas.
    • Moreover, their schools were high performing on statewide assessments
  • 16. Beliefs and Priorities of these Principals
    • “ Trust is like respect; when it is given, it is also received.” - Marilyn Danielson
    • “ Student achievement is my number one priority, but supporting the people who are doing that work is my work priority.” - Sean Scott
    • “ I’ll do anything to support a teacher…I don’t want my teachers to be afraid to make a mistake.” - Lee Ryan
  • 17. Common Beliefs of these Principals
    • Be intentional about forming relationships and developing a collaborative team - Communicate
    • Exude a commitment to success
      • Vision, mission, values, and goals
    • Focus on maintaining and acquiring dedicated staff members
    • Accept and expect the best of yourself and those around you
    • Stay focused on teaching and learning (teachers and learners)
  • 18. Common Beliefs of these Principals
    • Enjoy people and value their diverse perspectives
    • Value the time, ability, and contribution of others
    • Work to serve others
      • Be intentional and thoughtful in how you invest your time
      • Invest in others
    • Perception is reality - mold the perception of others through actions and words
  • 19. Trust Builds Collaboration
    • Grade Level or Department Teams
    • School-wide Teams
    • PLC’s and Leaders are Formed
    • Collaboration allows trust to become manifested
      • Interdependence
      • Relationships
      • Shared vision, mission, values, and goals
  • 20. Mistrust and Distrust Erode Collaboration
    • Mistrust Vs. Distrust
    • Pencil Vs. Ink
      • Trust is written in pencil
      • Distrust is written in ink
  • 21. How do you increase trust and collaboration?
    • • Brainstorm a list with an elbow partner of things that you can do to build trust and collaboration.
  • 22. Increase Trust and Collaboration
    • Make the 5 facets of trust an intentional focus of your practice
      • Address issues of mistrust and distrust immediately
    • Foster trust with staff members
      • Remove obstacles for others
      • Value and know people both personally and professionally
      • Value time
      • Invest time and energy into the work of the teacher and learner
      • Promote intentionality around a defined vision and goal
    • Use data to guide decisions
      • Avoid favoritism
      • Be predictable
  • 23. Increase Trust and Collaboration
    • Replace blame with acceptance
      • Accept the realities that confront you and your work
      • Accept the fact that trust can always be improved
    • Lead by example
      • Take steps to improve that which you control and encourage others to do the same
      • Promote and participate in collaborative interactions daily
      • Admit mistakes and move forward
      • Be intentional with building relationships - Blend personal compassion and professional support
    • “ To be effective instructional leaders, principals should emphasize autonomy and choice for teachers, not control and competition among teachers.” - Blas e and Blase
  • 24. Trust must be Cultivated
    • Prepare the fields for trust to grow
    • Add the needed nutrients and rid the field of weeds and crop pests
    • Work to create the vision of deeper roots and a hearty crop
    • Harvested trust can feed collaborative relationships
  • 25. Trust and the Principalship: Organizational Implications
    • Trust can move from “Individualized” to “Organizational” through common experiences and relationships
    • PLC’s form when trust is intentionally built
    • Collaboration allows trust to become manifested in educational practice
      • Interdependence increases
      • Relationships improve
      • Shared vision, mission, values, and goals bring people together and promote a sense of shared purpose
  • 26. Quotes taken from staff at the successful schools
    • “ Trust is built one action, one person, one day at a time.”
    • “ Like respectfulness yields respect, trustworthiness yields trust.”
    • “ Choose your actions and words as if cameras were recording you.”
    • “ Do not avoid the pink elephant in the room, but work first to strengthen your foundation before building upon it.”
  • 27. Reflections
    • What will you consider to be your strengths and weaknesses as an educational leader within the 5 facets of trust?
      • Benevolence, Reliability, Competence, Honesty, Openness
    • Have you considered the ladder to collaboration? Glickman
      • Conflict - Co-exist - Congenial - Collegial - Collaborative
      • If collaboration is the destination, trust is the vehicle that will take you there.
  • 28. Establish goals for increasing trust
    • Use the 5 facets of trust to privately reflect and set goals
    • Be sure to identify strengths and targets for yourself, your team, and your school
  • 29. Benevolence
    • • What evidence of kindness would students from your classroom be able to cite?
    • • How have you demonstrated care and compassion to a colleague?
  • 30. Reliability
      • To what extent do you feel that other professionals in your building can rely on you? And you them? And they one another?
      • Fill in the blank and provide an example that explains it: In my professional role, I typically act to serve the best interests of _____.
  • 31. Competence
      • Do you believe that your peers perform their jobs with competence? What examples can you share that illustrate your perspective?
      • What examples can you articulate about the way that you demonstrate competence in your job performance?
  • 32. Honesty
      • How and when do you demonstrate your level of honesty and integrity to your peers?
      • How would you describe the faith that you have in the integrity of your peers?
  • 33. Openness
      • To what extent are teachers open with one another in your school?
      • What kinds of personal information do you openly share with teachers?
  • 34. How did we do?
    • Are you able to identify the 5 facets of trust?
    • Are you able to set a goal around the one or two areas that you’d like to target as a new principal?
    • Do you have a deeper understanding of trust and collaboration?
    • Are you motivated to cultivate trust in your work?
  • 35. Building Trust…It’s a Must!