“[T]he transmission of knowledge is not done in a vacuum. The quality and influence of relationships has a tremendous influence on how and what is shared, and with whom.”
Schools are intensely and unrelentingly interpersonal. That’s why the continuous improvement of teaching and learning requires strong relationships founded on trust.
And that’s also why “reforms” predictably fail when they are based primarily on technical remedies such as high-stakes testing and poorly-designed teacher evaluation systems.
A recent study supports those conclusions:
“What we have found over and over again is that, regardless of context, organizational success rarely stems from the latest technology or a few exemplary individuals.
“Rather, it is derived from: systematic practices aimed at enhancing trust among employees; information sharing and openness about both problems and opportunities for improvement; and a collective sense of purpose….”
High-quality teaching and learning for all students requires that administrators and teacher leaders develop school cultures that have at their core high levels of integrity, mutual respect, and trust, attributes that are challenging to cultivate and even more challenging to sustain.
Leaders who ignore this challenge or minimize its demands will fail in their most important responsibility—the creation of school communities in which everyone thrives, no matter their age or role.