sustainable school change

Creating Sustainable Systematic School Change

Wafa Hozien, Ph.D.Virginia State Universitywhozien@vsu.edu

Based on the Book: Why Failure Is Not An Option

Relational Trust as Foundation for the Learning Community

CHAPTER 4

Relational Trust is Key

• Relationships are the CORE of Successful Learning.

• Especially true for Minority students (Ferguson, 2002)

• Successful schools have “respectful” and “trusting” relationships

• The relationship among the adults in the schoolhouse has more impact on the quality and the character of the schoolhouse –

• and on the accomplishments of youngsters –

• than any other factor.

-Roland Barth, 2001, Learning By Heart

Defining Relational Trust• The concept of relational trust in schools focuses on

• distinct role relationships and the obligations and expectations associated with each. When these expectations are met, trust is enhanced.

• When a person’s expectations of another person are not met, trust is diminished.

Four Components of Relational Trust

1. Respect for the importance of a person’s role

2. Competence to administer the role

3. Personal regard for others

4. Integrity, the alignment of words, actions and ethics

Question

• What can a new principal do in order to begin to fit into the culture of your school?

Communication Framework to Enhance Affinity

Com

mun

icat

ion

Affinity

Shared reality

Principal Answer: Listen

• The challenge is listening to others.

• Listening and engaging staff

• Consistent open communication

• Shapes focus of school

• Engages the staff

Strategies for Building Trust• One-on-One Strategies

A. Listen First

1. Show appreciation via understanding the other point of view

2. Finding merit in what the person does, thinks, or feels is important in showing appreciation

3. Communicate understanding in words and actions

4. Show appreciation for yourself as well!

B. Find Common Ground

C. Overcommunicate

D. Confront Inappropriate Behaviors

• Organizational Strategies

• Create Fail-Free Zones

Cohesive Communities

1. Common character, similarity, likeness, as, community of spirit.

2. The people living in the same district, city, and so on under the same laws.

The concept of a “school-based learning community” was understood to include:

• Reflective dialogue among teachers;

• Deprivatization of practice

• Collective focus on student learning;

• Collaboration; and

• Shared norms and values (adapted from Kruse, Seashore Louis & Bryk, 1994)

Essence of Professional Learning Community (PLCs)

• Principle 1. Common mission, vision, values, and goals

• Principle 2. Ensuring achievement for all students: creating systems for prevention and intervention

• Principle 3. Collaborative teaming focused on teaching and learning

• Principle 4. Using data to guide decision making and continuous improvement

• Principle 5. Gaining active engagement from family and community

• Principle 6. Building sustainable leadership capacity

References

• Blankstein, Alan M. (2004). Failure Is Not an Option: Six Principles That Advance Student Achievement in Highly Effective Schools. Thousand Oaks, Calif. : Corwin.