higher levels of job satisfaction, loyalty and productivity (Cosner, 2009; Hassan et al., 2012). Effective business leaders are emulating the practices of effective leadership in schools with the goal of promoting a culture of trust and collaboration (Hassan et al., 2012).
Can trust be built without collaboration and can collaboration exist in the absence of trust? In an organization, is trust established through collaborative efforts or is effective collaboration a product of trusting relationships? The delicate nature of trust as a construct and as something that can be easily broken is at odds with its power for building connections that create systemic change (Hargreaves, 2011). Schools that operate within a culture of trust, have been …show more content…
Research supports the suggestion that school administrators are most influential in building and maintaining a school culture where faculty and students are focused on student achievement (McEwan-Adkins, 2009) When a new school is in the beginning phases of adding staff members and building the cohesiveness of teacher work groups, school administrators can take this opportunity to ensure that the culture of learning begins long before the first day of school by establishing protocols and opening the dialogue regarding the building of a strong, educationally focused school environment (Odden, 2011). The building of successful collaborative work groups takes time and proactive initiatives from school leaders (DuFour, 2003). Proactive school principals can promote successful professional learning communities with a clear vision of characteristics that are prevalent in collaborative and productive PLC’s. Those characteristics include a sense of trust among members, objective and honest self-reflection, a perception of support from team members, positive communication, a shared mission and effective conflict resolution skills (McEwan, 2009). Bringing all of these components together with a new staff is an important task for principals establishing a learning culture in newly opened …show more content…
The expectation for school principals to meet federal and state accountability measures has become increasingly challenging in recent years with the passing of No Child Left Behind (NCLB) legislation (Chapman, 2007; Spillane et al., 2002) and the increase of rigor in state level tests such as the STAAR assessment (Texas Education Agency, 2014) in Texas). Research also indicates that school culture impacts the morale and productivity of teachers, which can adversely or positively affect long-term gains in student achievement (Brown, Lemus, and Pickett, 1999; Taylor and Tashakkori, 1995). Many researchers have also explored the multi-faceted roles and responsibilities of a school principal and have found commonalities that attribute to success as measured by student achievement and positive school culture (Chan & Pool, 2002; Jones, 2007; Marzano et al., 2005; Rideaux, 2011). Woven within the fabric of the principal’s metaphorical dress for success outfit are those tangible threads of attitudes, values and behaviors that perpetuate a school’s culture and culture (Anton, 2005; P. Jones, 2007; Marzano et al., 2005). According to researchers, there are several traits that are
Can trust be built without collaboration and can collaboration exist in the absence of trust? In an organization, is trust established through collaborative efforts or is effective collaboration a product of trusting relationships? The delicate nature of trust as a construct and as something that can be easily broken is at odds with its power for building connections that create systemic change (Hargreaves, 2011). Schools that operate within a culture of trust, have been …show more content…
Research supports the suggestion that school administrators are most influential in building and maintaining a school culture where faculty and students are focused on student achievement (McEwan-Adkins, 2009) When a new school is in the beginning phases of adding staff members and building the cohesiveness of teacher work groups, school administrators can take this opportunity to ensure that the culture of learning begins long before the first day of school by establishing protocols and opening the dialogue regarding the building of a strong, educationally focused school environment (Odden, 2011). The building of successful collaborative work groups takes time and proactive initiatives from school leaders (DuFour, 2003). Proactive school principals can promote successful professional learning communities with a clear vision of characteristics that are prevalent in collaborative and productive PLC’s. Those characteristics include a sense of trust among members, objective and honest self-reflection, a perception of support from team members, positive communication, a shared mission and effective conflict resolution skills (McEwan, 2009). Bringing all of these components together with a new staff is an important task for principals establishing a learning culture in newly opened …show more content…
The expectation for school principals to meet federal and state accountability measures has become increasingly challenging in recent years with the passing of No Child Left Behind (NCLB) legislation (Chapman, 2007; Spillane et al., 2002) and the increase of rigor in state level tests such as the STAAR assessment (Texas Education Agency, 2014) in Texas). Research also indicates that school culture impacts the morale and productivity of teachers, which can adversely or positively affect long-term gains in student achievement (Brown, Lemus, and Pickett, 1999; Taylor and Tashakkori, 1995). Many researchers have also explored the multi-faceted roles and responsibilities of a school principal and have found commonalities that attribute to success as measured by student achievement and positive school culture (Chan & Pool, 2002; Jones, 2007; Marzano et al., 2005; Rideaux, 2011). Woven within the fabric of the principal’s metaphorical dress for success outfit are those tangible threads of attitudes, values and behaviors that perpetuate a school’s culture and culture (Anton, 2005; P. Jones, 2007; Marzano et al., 2005). According to researchers, there are several traits that are