Megan Tschannen-Moran TRUST MATTERS—Leadership for Successful Schools
School
improvement is often the most important and challenging task we do as school
leaders. It frequently
requires changing and aligning new systems to facilitate equitable
opportunities for learning. Most building leaders would not argue the value of
trust in this process. Although, the harder question to ask--is trust a
priority in our school improvement process? Trust
Matters author Megan Tschannen-Moran shares key practices of principals who
not only have high expectations, but also understand “trustworthy leadership is
at the heart of productive schools” (p. 14).
The author
summarizes the five facets of trust as “key ingredients” needed for principals
to lead successful schools. Positive change occurs when a principal models and
demonstrates trust with benevolence, honesty, openness, reliability, and
competence, but they cannot lead successful schools alone. Interdependent
relationship exists between the principal and teacher and to expedite learning
they must work together.
Tschannen-Moran
uses current research to support her argument of the value of trust with school
leaders. Although the reader will also find just as compelling the examples of
three different principals and the level of trust they establish with their
staff and the results that follow or not. Fred, Gloria, and Brenda are building
principals all with good intent and more than wiling to engage in the seemingly
insurmountable number and type of tasks required, but with very different
outcomes.
Fred, who was
well liked but consistently did not show competence, was unreliable, and would
rather hand the decisions over to others. His faculty did not view him as
trustworthy. Gloria was his opposite. She took on too much responsibility and
was adamant exactly how the change should occur. Gloria leads the charge by
taking ownership, but her tenor and tone were too assertive, and decision-making
was a solo activity rather than a collaborative conversation. Staff questioned
her motives and her lack of care on their perspective. Their level of trust was almost nonexistent.
Throughout Trust Matters we also learn about
principal Brenda. Her genuine care of each of her staff was consistently
evident is her day-to-day routines. She expected a lot, but she gave a lot. The
school improvement effort was shared in open and on-going conversations.
Agreement was not always reached, but common goals lead the discussions with
opportunities to learn from each other. Brenda was dependably reliable and
often available. Her competence was evident in her knowledge of evidence-based
research on teaching and learning. She was humble and compassionate, but not
without faults. Brenda continued to learn from false steps and the strengths of
others.
Leaders aspire to
be like Brenda, but not without first being a bit like Fred and Gloria myself
included. Actually when reading Trust Matters
I continued to make a list of all the “Brendaism” I was inspired to do, or do more of. The list was long but not
insurmountable and frankly I found the specific actions to be inspirational and
reflective of the work of a turnaround principal. A wise and trusted colleague
thought of the leadership transformation as moving away from the practices of
Gloria towards the performance of a Brenda. Either way “the building of trust
in schools requires time, effort, and leadership, the investment will bring
lasting returns” (p. 267).
I am reluctant to
put this book on my shelf, nestled with all my other favorites reads. I’ve
packed it around with me the past few months and continue to read and
rediscover the list of “Brendaism” I created.
I would encourage new readers to do the same.
