In a well-functioning school, leaders and instructional coaches work hand-in-hand with teachers and community members to create an annual school plan, known as the School Plan for Student Achievement (SPSA) in California, of turning annual goals into tangible classroom practices. While everyone theoretically aligns with these goals, a disconnect can sometimes arise. Teachers may wholeheartedly agree with the desired outcomes, but there can be a difference in interpretation regarding the strictness of adherence. This could stem from factors like varying interpretations of the goals themselves, concerns about practicality in the classroom, or a lack of clear communication on how to effectively implement the strategies outlined in the SPSA…Or worse, the teachers feel they had no voice represented within the creation of the goals leading to a lack of accountability in seeing through the work that would entail in meeting these goals.
While teachers are undeniably dedicated to student progress, pouring countless hours into effective instruction and fostering meaningful learning throughout the year, a misalignment between teacher and leader goals creates a significant hurdle in closing achievement gaps. Worse yet, data analysis meetings and professional development sessions morph into tense battlegrounds. The thick cloud of frustration and distrust becomes palpable – teachers may feel frustrated and resistant, believing their valuable time is being wasted on initiatives that don't address the realities of the classroom. Leaders, on the other hand, can struggle to understand perceived resistance and the specific needs that would empower teachers to achieve desired outcomes. This disconnect breaks the crucial foundation of trust, hindering collective action towards a shared vision for student achievement.
Does this sound familiar to you? It was all too real for me.
During my time at a Bay Area school, a situation arose with my Instructional Leadership Team (ILT) where it was clear they did not hold trust with their administration leadership team (LEAD). The path we were on felt increasingly precarious, with many colleagues understandably hesitant to continue. Ignoring this would have been a disservice to our students, who were the ones most at risk. There were two stark choices: remain on the charted course, hoping for a turnaround, or take a more deliberate approach. I opted for the latter. Instead of clinging to the potentially sinking ship, I decided to anchor it, a symbol of stability and a commitment to finding solutions collaboratively. One by one, I approached each teacher, metaphorically offering them a life raft – a safe space for open and honest conversation. This wasn't the easy path, but prioritizing our students' well-being demanded empathy and a willingness to face the challenges head-on. By actively listening to their perspectives, we could collectively chart a new course that better served them.
The conversations I held with teachers were only the start in charting our new course. In fact, the charting of the new course didn’t occur until after I had conversations individually and then within the small group of our ILT. As our destination of student-success, in this case increasing the reading achievement of ELLs, we needed to use the feedback from these conversations to chart our new path towards our destinations. The feedback would be indicators to gauge our progress towards the destination.
How were indicators created to leverage feedback for collaborative improvement?
To foster a culture of trust and continuous improvement, I implemented a data-driven approach to guide our team. After gathering feedback from teachers, I identified common themes and transformed them into proposed norms. Through collaborative discussions with the ILT, we established shared expectations. To measure progress, I utilized a Google Survey with a 1-5 rating scale for each norm. This quantitative data informed subsequent meeting agendas, ensuring our efforts aligned with the team's evolving needs.
Transparency was key; I shared anonymous feedback trends at the start of each meeting, fostering a culture of open communication and accountability. This iterative approach not only strengthened our team dynamics but also resulted in more impactful and targeted professional development.
But more importantly, it resonated with that team of teachers that were working with their grade-levels and presenting at school-wide professional development. An additional quantifiable area of improvement was the number of times our ILT was presenting teacher-led professional development to our faculty and staff. The prior year, our ILT presented a total of three times. We were able to increase that by 100%, having our ILT lead professional development a total of six times.
That’s great, but what did the teachers have to say about the work?
Our journey toward rebuilding trust within the ILT was a collaborative process rooted in open dialogue and reflection. We embarked on this journey together, beginning with individual conversations to understand each team member's perspective. As the year closed, we anchored in open waters to revisit our initial interactions and subsequent challenges to be able to collectively reflect on our growth as a team. We discussed our initial reservations, the importance of vulnerability, and how we navigated conflicts together. This shared reflection fostered a deeper understanding of our collective journey and strengthened the bonds within our team.
By anchoring our focus on trust-building, we were able to navigate the complexities of our roles and responsibilities. This process allowed us to transform from individual contributors to a cohesive unit capable of addressing the challenges we faced together. During these conversations, teachers shared a lot but I will focus on two common statements and what one specific action that the LEAD team took that made an impact on that change.
- “I felt like my voice didn’t matter before and now I do.”
Most school leaders are familiar with a Collective Decision-Making process. While we successfully utilized the framework, I discovered a deeper issue: a perceived lack of agency among staff. Teachers expressed feeling unheard when their dissenting opinions weren’t fully acknowledged or valued. To address this, we implemented a revised approach. When faced with disagreement, we committed to understanding the root of differing perspectives before making decisions. By providing a dedicated space for exploration and thoughtful consideration, we fostered a stronger sense of collaboration and ownership among team members.
- “We were going too fast in rollouts before and now we go slow to be smoother.”
Previously, teachers felt we implemented changes rapidly. We've learned that a more deliberate approach is essential for long-term success. By slowing down the rollout process, we've cultivated a deeper understanding of stakeholder needs and fostered stronger buy-in. This collaborative approach has proven beneficial in building trust and ensuring smoother implementation. As a member of the LEAD Team, I initially resisted this slower pace. However, firsthand feedback from teachers highlighting the positive impact of this approach has validated our strategy.
Wrap Up of the Steps
When a disconnect arises between school leadership and teacher actions, leadership must take initiative to bridge the gap. This necessitates a deliberate choice: maintain the status quo or pursue transformative change. Embracing the latter requires a commitment to open dialogue, active listening, and collaboration. By engaging in honest conversations with staff, identifying shared goals, and implementing measurable strategies, leaders can foster a collaborative culture and drive positive change.
To achieve this, leaders should prioritize building trust through open communication and shared decision-making processes. By actively seeking feedback and utilizing tools like surveys to measure progress, leaders can demonstrate their commitment to continuous improvement and create a supportive environment where teachers feel empowered to contribute to the school's mission.