4 Significant Results from Developing Trusted School Leadership

[The following is an excerpt from TrustED®: The Bridge to School Improvement]

“Trust forms the foundation for effective communication, associate retention, motivation, and contributions of discretionary energy.” – Susan M. Heathfield

Heathfield, a human resource expert, is identifying four results vital to the successful operation of a school:

First is Communication – A very large part of every school leader’s role is providing clear, purposeful, meaningful, timely, and transparent communication with all stakeholders. Research reveals that communication is a key factor in developing trust between the administration and the school community.

Second is Retention – The Indiana State Teachers Association conducted an extensive study, demonstrating that teacher attrition results in hindering a school’s ability to maintain a stable and effective learning environment; negatively affecting student achievement; greater levels of student misbehavior; and higher operational costs as turnover expenditures can run into the thousands of dollars per teacher. The report concluded that schools exhibiting high levels of trust possess high levels of teacher retention. Trusted schools provide more stable and effective learning environments. They also experience higher student achievement levels, lower incidents of student behavioral problems, and have a stronger financial bottom line.

The third is Motivation – According to The Urban Institute’s research, in motivating and keeping teachers engaged, the number one factor is school leadership, followed by facilities and resources, teacher empowerment, PD, mentoring, and time. Trusted leadership makes all the difference and trumps all the other indicators. If schools want to see highly motivated teachers and students, they must invest in developing highly trusted leaders.

The fourth result from high levels of trust is Contributions of discretionary energy. Many schools can only provide a broad and robust academic and extracurricular program through generous and internally motivated volunteer faculty and staff efforts. Where trust levels are high, school employees are far more likely to contribute time and energy beyond their compensated hours… [continue reading]

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2 Comments

  1. That communication also means keeping them on the same page you are on. In this era of reform it is better (actually your responsibility) to communicate your understanding of the “why.” The result just may be bringing people along as opposed to feeling like you have to “sell” something.

    As you point out under #3, School Leadership is critical. It is important for school leaders to stay out in front of the reforming landscape so the communication is clear. While I am a strong advocate for data-driven decisionmaking, NCLB did a lot of damage to mindsets as well. There is too much reliance on waiting for the data and then rather than changing what caused the outcomes, trying to manipulate the outcomes with gimmicks that put kids at risk.

    Liked by 1 person

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