Anglican EdComm AGORA Richard Johnson Anglican School 22 March 2017 TRUST The real key to school improvement? Norman McCulla PhD FACE FACEL Co-ordinator, Educational Leadership Program, Macquarie University \Warren Marks OAM PhD FACE FACEL Director, Leading Educators Around the Planet (LEAP)
Trust in Education q Session 1: The Global Scene q Session 2: The Australian Scene q Session 3: Defining “trust” q Session 4: Institutional Trust q Session 5: Relational Trust q Session 6: Australian research results q Session 7: Leadership, trust levels & my workplace
Session 1: The Global Scene Agora is a market place for discussing, debating and thinking about big, contentious issues in the real world of education…. 3
Trust in Education … Consider: q Where does the notion of Trust fit in Education- Especially in Christian schools? q What is it? q Why is it important? q How do you know when it does/doesn’t exist? q How are you travelling in your school? 4
Trust in the LORD Trust in the LORD with all your heart and lean not on your own understanding; in all your ways submit to him, and he will make your paths straight. - Proverbs 3: 5-6 - http://www.biblestudytools.com/bible-study/topical-studies/7-daily-steps-to-trust-in-the-lord-with-all-your-heart.html - http://dailyverses.net/trust
Trust in your “world” q Who do you trust in today’s world? q Who do you distrust in today’s world? q Who trust you?
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Some global observations We live in a world where : Schools have been required to become more competitive with each other in a market-driven economy, but also one in q which greater co-operation is required than ever before to succeed in a fast changing world Global pressures, NAPLAN and league table are said to be reducing quality schooling to a number and narrowing the q curriculum as a result In the school sector, there has been increasing centralisation of policy nationally resulting in a national curriculum, q with issues also being raised as to its adequacy Standards frameworks for quality teaching and performance review and development have been prepared as the basis q of a new professionalism, but ones which also require increasing levels of compliance with the risk that standards may results in standardisation There are increasing risks of litigation and therefore greater need for regulatory compliance and the paper-filling that q goes with it, all of which teachers say distract from the job of actually teaching, and the creativity and innovation that drives deeper-order learning.
: Session 2: The Australian Scene : Where do we fit? 9
Why are we as we are? Australian Education Underpinned by two dominant and contradictory paradigms 10
Historically… q Learning, equity and social cohesion … 1950s to 1980s q Learning and the new global order… neo- liberalism, new public management… late 1980s to the present
Session 3: Definition time So what is “trust”? 13
Speaking a common language (about “trust”)
How does trust impact on our daily life? q Trust is indeed the glue that binds our societies together. q Trust issues pervade virtually all our social relations
How does trust impact of our daily life: negatively? q Lack of trust, on the other hand, is the toxin that divides individuals, families, organisations and nations.
What does trust look like In a secular world? Lew icki and his colleagues (1998) define trust in terms of: confident positive expectations regarding another's conduct, and distrust in terms of: confident negative expectations regarding another's conduct Lewicki R., McAllister, D. and Bies R. (1998) Trust and Distrust: New relationships and realities. Academy of Management Review, (23), 3, 438-458. 17
Unpacking different “types” of trust Four dimensions of trust 1. Trust and Verify 2. Institutional Trust 3. Relational Trust 4. Self Trust OFFICE I FACULTY I DEPARTMENT 18
Trust & verify: the international mantra Why the emphasis on trust? The world is globalised. Education in NSW and Australia must find ways to excel in this new world.
DEAN FINK
A key point Recent research shows that countries that have the most highly ranked education systems also seem to have the best ‘trust relationships’ between schools, education authorities and the wider community.
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Trust and Verify “Trust and Verify” gives us a new handle on school and system improvement, but you have to work smartly in your own context. Michael Fullan Professor Emeritus, OISE/University of Toronto. 23
Session 4 Institutional Trust 24
Institutional Trust The relationship that exists beyond the school with the jurisdiction and with the society as a whole is a complex one but a key determinant of teachers’ sense of wellbeing and professionalism
Institutional Trust “Institutional trust refers to the degree to which an organization’s (read jurisdiction eg Australia/NSW) various constituencies (read schools) continue to have confidence in its competence, integrity, and sustainability” (Fink, 2013, p.30).
How to use the keypads 1. Simply choose your response from the keypad buttons. 2. The light will go GREEN to confirm your response has been received. 3. You can change your answer by simply keying in your new choice. (The system will only count the last vote.)
I/we trust Donald Trump… 1. Strongly Agree 2. Agree 3. Uncertain 4. Disagree 5. Strongly Disagree 0% 0% 0% 0% 0% 1 2 3 4 5 11/9/18 28
Trust scale (FINK, 2013)
I see TRUST levels in Australian schools as being… 1. Paranoid 2. Low Trust 3. Conditional 4. High Trust 5. Pollyanna (Blind Trust) 0% 0% 0% 0% 0% 1 2 3 4 5 11/9/18 30
Interested in following up? #1- Thinking about institutional trust Macquarie University Trendsetter Panel 2015 http://www.mq.edu.au/connect/alumni/digita l-hub/trendsetter/2015-trendsetter-panel
Session 5 Relational Trust 32
Relational trust q The research literature on educational leadership strongly acknowledges the importance and power of the role that principals, school executive and teachers play in their schools and education workplaces. q The extent of relational trust is manifest in staff members’ willingness to commit time and energy beyond their contractual obligations, being part of professional learning communities, helping students, coaching, mentoring, coaching teams, liaising with parents, organising student events and concerts and the like... q Of great significance, feelings of relational trust are directly related to a teacher’s sense of moral purpose, resilience and professional identity .
Relational Trust So where then does trust fit in Education – the most relationally focused of all the professions: teacher to students; teacher to colleagues; teacher to parents and the community?...
Halfway to anywhere. Trust in Australian schools.
Session 6 The Australian Research Results 36
School improvement depends on school leaders’ ability to build trusting relationships with all staff members (Q6). 1. Strongly disagree 2. Disagree 3. Not certain 4. Agree 5. Strongly agree 0% 0% 0% 0% 0% Response Counter 1 2 3 4 5
School improvement 40.00% 35.00% 30.00% 25.00% Leaders 20.00% Teachers 15.00% 10.00% 5.00% 0.00% Strongly Disagree Disagree Not Certain Agree Strongly Agree
School leaders’ trust of teachers is conditional on teachers’ performance (Q7) 1. Strongly disagree 2. Disagree 3. Not certain 4. Agree 5. Strongly agree 0% 0% 0% 0% 0% Response Counter 1 2 3 4 5
Teachers performance 45.00% 40.00% 35.00% 30.00% 25.00% Leaders 20.00% Teachers 15.00% 10.00% 5.00% 0.00% Strongly Disagree Disagree Not Certain Agree Strongly Agree
Good leaders are good gatekeepers (Q12). 1. Strongly disagree 2. Disagree 3. Not certain 4. Agree 5. Strongly agree 0% 0% 0% 0% 0% Response Counter 1. 2. 3. 4. 5.
Leaders as gatekeepers 40.00% 35.00% 30.00% 25.00% 20.00% Leaders Teachers 15.00% 10.00% 5.00% 0.00% Strongly Disagree Disagree Not Certain Agree Strongly Agree
Principal and School Executive as Gatekeeper
School leaders maintain trust by addressing poor practice promptly and effectively (Q14) 1. Strongly Disagree 2. Disagree 3. Not certain 4. Agree 5. Strongly agree 0% 0% 0% 0% 0% Response Counter 1. 2. 3. 4. 5.
Addressing poor performance 45.00% 40.00% 35.00% 30.00% 25.00% Leaders 20.00% Teachers 15.00% 10.00% 5.00% 0.00% Strongly Disagree Disagree Not Certain Agree Strongly Agree
School leaders are knowledgeable about effective teaching practices and contemporary learning theories (Q15). 1. Strongly disagree 2. Disagree 3. Not certain 4. Agree 5. Strongly agree 0% 0% 0% 0% 0% Response Counter 1. 2. 3. 4. 5.
Leaders’ pedagogical knowledge 45.00% 40.00% 35.00% 30.00% 25.00% Leaders 20.00% Teachers 15.00% 10.00% 5.00% 0.00% Strongly Disagree Disagree Not Certain Agree Strongly Agree
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