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Deciding Where to Build Trust Back

by Abby Matthews, M.Ed

August 16, 2024

Trust

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.


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