This document discusses the importance of trust in schools and how principals can cultivate trust among staff. It identifies the five facets of trust as benevolence, reliability, competence, honesty, and openness. Research shows that high levels of trust are correlated with improved student outcomes. Principals who scored highly on character assessments were studied as "extreme cases" of trust. Common beliefs among these effective principals included focusing on relationships, communication, vision, and staff development. The document provides strategies for principals to increase trust and collaboration through intentional focus on the five facets of trust.

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? BEFORE WE BEGIN TO ANSWER THESE QUESTIONS, WE NEED TO DEFINE AND DISCUSS TRUST.

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!