Because the work of education is fast, rapid, urgent, and constantly being diverted to the next emergency, how we handle people and the situations they are a part of create the feelings and thinking of culture. As a leader your words and actions are continuously being observed. You create the environment through your choices and conversations. It is in these times that real trust in schools is either strengthen or diminished.

Consider your own experiences. How often do you find yourself in a situation where you are being asked to believe something and your gut tells you “no way.” More than likely your experience or history with the source has not been trustworthy. The person may be credible, even convincing but a deep feeling holds you as clear as dead flowers.

“Trust is one’s willingness to be vulnerable to another based on the confidence that the other is benevolent, reliable, competent, honest, and open.” This precise definition of trust is drawn from Tschannen-Moran and Hoy’s (1998) comprehensive review of the literature.

Integrity is a key component of trust – “walking our talk.” Summer offers a time for reflection and introspection and it is a good time to think about how we will “be” as the new school year begins.

1. What diligence will we give to reliable data and the key areas of focus for our students’ achievement?
2. What leadership competencies will be sharpened and committed to?
3. What authentic, honest and open conversations are we willing to have to move staff to the next level of excellence?
4. What intentional activities will become integrated into weekly work that will build relationships and trust?
5. What relationships might there be for rebuilding or re-establishing?

In Trust in Schools: A Core Resource for Improvement, Bryk and Schneider established a connection between the level of trust in a school and student learning. While careful to clarify that trust in and of itself does not directly affect student learning, they found that trust fosters a set of conditions that make it more conducive for individuals to initiate and sustain the kinds of activities necessary to affect student achievement.

Gandhi said to “be the change you want to see.” It begins with each of us.

As every year school starts, we almost get a “do over – to begin again.” How cool is that? A chance for new ways of being…intentionally focusing on relationships with the big kids and the little kids…all the folks that bring purpose to our work. Let’s put the research to work by putting or keeping the components of trust in place:

• Respect for all the incredible people who make up our community; students, teachers, staff, parents …everyone.
• Competence in your actions and decisions based on data, research, best practice. No one has to prove their competence, just “be” it.
• Integrity in the ethical performance of doing what we say we will do to ensure that all kids succeed.
• Personal regard in one’s benevolence and presuming positive intent to establish strong caring people working for the good of kids.

Trust … let’s grow it in our vibrant garden for kids.

By Kathryn Kee, PCC
Coaching for Results Global