It
is clear from our online discussion around vision and direction setting that
relational trust is the key factor in establishing a school culture of
collaborative learning. David C.
Berliner identifies a common affliction of education, “Ostrichism … a premature
commitment to a particular educational movement. Behavioural symptoms include the practice of
sticking one’s head into the sand when problems appear, in the hope that the
problems will go away” (Berliner, 1975, p. 6).
Ostrichism is rampant in high schools and a clear symptom of a lack of
relational trust. This is not because
high school teachers are any less collaborative, or any less cooperative than
their elementary and junior high colleagues, but for a variety of reasons,
created, real, and fictional. Most
significant is that many aspects of high schools are conspiring to isolate teachers
from being a part of an effective professional community. Everything in high school is
sectionalized. From the timetable, to
the classrooms, to the subjects and curriculum, and even the furniture; the
traditional design of high school isolates teachers from teachers, teachers
from students, and especially administrators from everyone. Even when teachers of similar pedagogical
outlook or of a reform mindset manage to find each other, they are typically isolated
by subject, hallway, staff room or behavioural norms. If Professional Learning Communities exist,
they are usually subject based and thus prone to groupthink and balkanization. This sectionalisation makes isolation easier
and cuts teachers off from feedback and professional development (Hargreaves
& Fullan, 2012).
Leaders must recognize that “if teachers feel that
their identity (their own sense of how good, competent, or talented they are)
is under attack, their most frequent reaction is to resist” (Knight, 2009, 508). There must be recognition and understanding
that professional autonomy is valued and respected and if it is ignored, often
ensures non-implementation of new practices. (Knight, 2009). Principals and leaders in high schools need
to be constantly vigilant around relational trust. “While trust alone does not guarantee
success, schools with little or no trust have almost no chance of improving”
(Brewster & Railsback, 2003, p. 8).
It is noticeable that two categories in Sharon Friesen’s “Teaching
Effectiveness Framework”, focus on the building of relationships in the
classroom, in schools, between teachers and students, between teachers and
parents, with the community and experts in the community. This speaks to the importance of relationship
building in the undertaking of education and central to any relationship is the
need for trust (Willms, Friesen, and Milton, 2009). Trust lowers the sense of vulnerability as
teachers advance practice. Trust
facilitates public sharing of work.
Trust underpins the effectiveness of Professional Learning Communities.
(Brewster & Railsback, 2003). Trust
facilitates the building of a caring, thoughtful and motivated educational
environment for teachers, students and the community.
Brewster and
Railsback identify some key ways to build trust in an educational setting;
engaging all faculty in discussions related to the school’s mission, vision,
and core values, making new teachers feel welcome, create and support
meaningful teacher collaboration, continuously improve communication, make
relationship building a priority, and choosing professional development that promotes
relationship building (2003). While
engaging in these trust building exercises is not a guarantee for success, the
research does indicate that failure to maintain trust and relationships in a
high school can be disastrous to advancing teacher practice. As such, leaders in all schools, but
especially large urban high schools where some of these issues become magnified
due to their size and complexity, must be constantly vigilant around issues of
trust. Building trusting relationships
among staff, between staff and students, and between staff and leadership,
requires time and commitment but will be well worth the investment. Trust is an essential aspect of the social
contract that governs society. There are
dozens of learned and natured activities that people undertake daily that
require trust. Whether it’s the rules of
driving, a marriage, or cohort of classmates, trust is required among all the
participants. Why would a school or
workplace situation be any different? “Without trust, a school cannot improve
and grow into the rich and nurturing micro-society needed by children and
adults alike” (Blase, 2001, p.23). If leaders
expect research informed teaching practice to continue to develop in high
school, there must be an atmosphere of trust that recognizes the professional
needs and professional responsibilities of teachers. Unless trust based relationships are at the
center of the leadership agenda, the opportunity to advance teacher practice in
high schools is limited.
References
Berliner, D. C. (1975). Impediments to the Study of
Teacher Effectiveness.
Blase, J. (2001). Empowering teachers: What successful
principals do. Corwin Press.
Brewster,
C., & Railsback, J. (2003). Building Trusting Relationships for School
Improvement:
Implications for Principals and
Teachers. By Request Series.
Hargreaves,
Andy and Fullan, Michael (2012). Professional
Capital: Transforming the teaching
in every school. Teachers College Press, New York.
Knight, J. (2009). What can we do about
teacher resistance? Phi Delta Kappan, 90(7), 508-513.
Willms, J. D., Friesen, S., &
Milton, P. (2009). What Did You Do in School Today?
Transforming
Classrooms through Social, Academic, and Intellectual Engagement. (First
National
Report).
