Trust Building and Collaboration - Teaching Council · Trust Building and Collaboration Purpose of...

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Trust Building and Collaboration

Purpose of session

• Make links with morning session

• Provide an overview of the process of improvement for schools or CoLs.

• Outline the theory and practice about building trust.

• Provide some research based material about what works (in terms of improving outcomes for students).

• Provide some tools that may help you.

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The Morning – ‘what are the takeaways’

• No hands up

What I have learnt? So what for me now? How can I use some of what I have learnt today to support more effective networked learning in my area?

An overview of the process of improvement for schools or CoLs

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What is our focus?

What will we do differently?

(Timperley, Kaser & Halbert, 2014)

Process - Spiral of inquiry, learning and action

Problem – 2012 PISA Maths Literacy Country Rankings of Within-School SES Inequality

Copyright 2013 Michigan State University

0

5

10

15

20

25

30

35

40

Japan

Hungary

Slovenia

Mexico

Italy

Netherlands

Turkey

Czech Rep

ublic

Korea

Germany

Chile

Belgium

United Kingdom

Austria

Australia

United States

OEC

D Average

Canada

Luxembourg

Spain

Estonia

Ireland

Israel

Greece

Portugal

France

Slovak Rep

ublic

New

Zealand

Switzerland

Finland

Iceland

Denmark

Poland

Swed

en

SES Indirect

SES Direct

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CoLs – what is the goal?

• Relationships and collaboration are not the goal.

• Nor is the establishment of adult career paths or development of leadership.

• They are enablers to improve the outcomes for all students regardless of the SES or background factors of students.

©Auckland UniServices Ltd. 2015

Getting dizzy on the cycle……

Cassandra Jones, AP, St Anne’s, Albury, Wagga Wagga Diocese

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Conditions which enable CoLs to be effective

• Clear problem identification leading to collective achievement challenge.

• Clear goal focus – ‘not all foci are equally worthwhile’

• High levels of trust within and between schools...which enable

• High levels of challenge

• Depth and breadth of formal and informal leadership

• Strong systems and processes

• Knowledge, skill and persistence in applying inquiry cycle

• Strong adherence to evidence – what works, how do we know?

• Embedding best practices as ‘standard practice’

• Holding all to account to those agreed practices

• Engaging families and communities

• Use of external expertise©Auckland UniServices Ltd. 2015

Ticking the boxes?

• How many of these boxes do you think your CoL tick?

• What do you think you and your CoL need to prioritise as part of your theory for improvement.

• What other conditions for success seem apparent to you?

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Trust building – the theory and practice

©Auckland UniServices Ltd, 2013.

Determinants ofRelational Trust

Consequences of High Relational Trust

for teachers and schools…

for students…

Interpersonalrespect

Personal regard for others

Competence in role

Personal integrity

Relational Trust

Positive attitude to innovation and risk

More outreach to parents

Enhanced commitment

Enhanced professional community

Improving academic outcomes in

high trust schools

Higher likelihood of positive

social outcomes

How trust develops

(Robinson, 2011, adapted from Bryk & Schneider, 2002)

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Ticking the boxes?

• How do you react to that model? Is it useful to have four determinants in mind?

• Do you tick the four boxes?

Typical Approach

• You have a concern. In your view the CoL is moving too slowly and is being dominated by a few very assertive people. The meetings are not chaired decisively – meetings drift.

• This has been going on for a few months now and you are increasingly unhappy at the lack of focus and progress.

• You get an opportunity to talk to the person tasked with leading the CoL.

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Typical Approaches

• Oblique – afraid to say something as it is (but respectfully). No one really knows what it is you are trying to say – so there is no impact.

Well, I’m just a bit concerned. I am not sure we all share the same values and I wonder if we need to talk a bit more about how we are progressing as a group.


Typical Approaches

• Combative, hard-hitting and rude

I’ve had enough of the way this group is going – there is no chairing of it– it is a free-for-all where one or two grab all the air time and the rest of us cannot get a word in edgeways. As a result, the blind are leading the blind and we are going nowhere.


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Typical Approaches

• Use of leading questions to persuade someone or bring them around to your way of thinking.

How do you think the meetings are going?Are you happy with the balance of contributions?Do you think one or two people might be dominating?How do you think we could improve things?How can I help you?


Typical Approaches

• Use of sandwiching techniques

Hi Jo. I just thought I’d let you know what a great job you are doing of getting us altogether on a regular basis. Well done.I’m wondering though, do you think we are really making progress and everyone is having a fair say?I’m sure this group is going to be a great success. Well done.


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Which behaviours do you use?

Expressing concerns while building trust


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What works? - Effective collaborative practices according to the literature (and experience)

What do we know?

Relationships are not an end in themselves –they allow us to safely challenge differing opinions, in order to test hunches about the causes of a problem.

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What do we know?

Networked communities are ‘joint work that challenges thinking and practice” – if you are not challenged, you are probably not engaged deeply in learning.

What do we know?

Just as in single schools, a clear vision and goal focus is one of the most powerful leadership behaviours for a networked community.

Goals are about motivation. The energy to persist with a key goal is gained from everyone’s belief that the goal is the priority for their community, and that it can be achieved with joint action. Goal achievement takes persistent effort and checking that progress is being made.

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Focused and deep, starting with student learners, then transfer

(H. Timperley)

The more people involved in the network from each organisation, the deeper the connections and mutual learning is likely to be.

What do we know?

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What do we know?


• Context matters – previous partnerships; geography; variety of strengths and challenges

What do we know?


• Motives matter – a commitment to improving all schools and every student in those schools required (collective responsibility)

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What do we know?


• Structures and well defined roles are required to underpin the effective collective action

Meeting management – using OTL™ skills

Meetings are a good indicator of culture. They oil the machinery of a complex system – if done well.Effective meetings are characterised by:• a set time limit that is adhered to• clear intended outcomes (use a template)• minutes that are kept and circulated straight away• clear action items (who will do what by when)• respectful interruption when required• a chairperson who continually summarises and

checks (OTL™ skills) on the meeting points• a chairperson who is aware of who is talking and who

is not


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What do we know?


• Leadership and management are required to be ‘strategic’ and to focus on high yield practices

• Focus the resourcing strategically (what we do, how often, how, artefacts to support the focus)

Tool

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What do we know?


• Measurement and feedback loops critical

What are the changes in leadership behaviour required (this term)?What are the changes in teacher behaviour required (this term)?What are the changes in student outcomes (this term)?

What do we know?

Ideally the CoL should reach beyond the school gates to families and communities.

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Whew – what do we know?

A theory for improvement should address the causes of the problem that are within the school’s or system’s control.

Will schools, early childhood and communities have the energy, courage, patience and leadership to really investigate and test causes – and to learn from every wrong assumption?

Or will they jump to some PD.

The Afternoon – ‘what are the takeaways’

• No hands up

What I have learnt? So what for me now? How can I use some of what I have learnt today to support more effective networked learning in my area?

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“Nothing really changes for pupils

unless there are changes in the hearts

and minds of the adults in schools

(and in the educational organisations)

who work with them".

Footnote:

Trust Building and Collaboration - Teaching Council · Trust Building and Collaboration Purpose of...

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