Building Trust – Critical Conversations

1. Building Trust – Critical Conversations John Clark and Jacqui Patuawa – First-time Principals’ Programme Acknowledgements to Distinguished Professor Viviane Robinson

2. Introductions • John Clark • Jacqui Patuawa • Name • Name of school you are a trustee for • Motivation for standing for the Board • How long have you served on a Board of Trustees • Particular skill set you bring • Why you chose this session

3. First-time Principals’ Programme Overview • New Zealand’s national induction programme for all school principals • Delivered by The University of Auckland – Centre for Educational Leadership. • Twelfth year of delivery • Eighteen month programme • Voluntary participation • Over 2000 beginning principals have been through the programme

4. Programme Components

5. Integrating educational knowledge into practice Leadership Capabilities Solving complex problems Building relational trust High quality teaching and learning Leadership dimensions Establishing goals and expectations Whaia te iti kahurangi Resourcing strategically Ma te huruhuru ka rere te manu Ensuring quality teaching Kia pai te whakatere i te waka Leading teacher learning and development Ko te waka matauranga he waka eke noa Ensuring an orderly and safe environment Ka tika a muri, ka tika a mua Creating Educationally Powerful Connections Ehara takui te toa takitahi, egnari he toa takitini Viviane Robinson, The University of Auckland

6. Relational Trust The ability to establish, grow, extend and restore trust with all stakeholders is the key leadership competency of the new global economy(Stephen Covey)

7. Leadership…in the words of Stephen M R Covey • The greater the trust, the more your processes are sped up, the less costs are incurred and the better the results. Conversely, the lower the trust levels, the slower the processes are and the more things cost, thus results are not so good.

8. Open to Learning Conversatons Relational Trust Determinantsof Relational Trust Consequences of High Relational Trust for teachers and centres… for children… Interpersonally respectful Positive attitude to innovation and risk Improved learning outcomes Relational Trust Personal regard for others More outreach to parents Higher likelihood of positive social outcomes Competent in role Enhanced commitment Personal integrity Enhanced professional community Viviane Robinson, The University of Auckland

9. BUZZ What deliberate actions are you taking to build trust with your school community?

10. Open to Learning Conversations The Place Of OTLC in Building Trust Viviane Robinson, The University of Auckland

11. Open to Learning Conversations The Origins of OLC

12. Nondiscussables as landmines Schools are full of what I call nondiscussables– important matters that, as a profession, we seldom openly discuss. Actually, we do talk about the nondiscussables – but only in the carpark and at the dinner table. Consequently, the issues surrounding adult relationships in the school, like other nondiscussables, litter the school, lurking like landmines. School improvement is impossible when we give nondiscussables such extraordinary power over us. Roland Barth. In Relationships Within the Schoolhouse 2006

13. BUZZ Are their non discussibles at your board table? What issues have you faced / are you facing?

14. What makes these issues tough to tackle? A board member who dominates group discussions & leaves little time for others to express their views A principal who appears to withhold critical information A board member who frequently undermines Board decisions A proposed project where there is conflict between the staff and the Board about its viabiiity

15. What makes these conversations tough? Tension between two dimensions Making progress with the issue/problem TASK Maintaining or enhancing the RELATIONSHIP • Agreeing there is a problem • Reaching a shared understanding of the problem • Gaining commitment to do something towards solving the problem • Feelings and identity are involved • Need to get on well and retain a good working relationship 9.

16. Open to Learning Conversations An Open to Learning Conversation Enrolling Jacob

17. Background to Meeting Viviane Robinson, The University of Auckland

18. Open to Learning Conversations Video Analysis

19. Viviane Robinson, The University of Auckland

20. Open to Learning Conversations State your Point of View • Disclose your own point of view • Treat your own view as one possibility • Express view with clarity • Invite other’s views Viviane Robinson, The University of Auckland

21. State Your Point of View Open to Learning Conversations

22. Summarise and Check Open to Learning Conversations • State in your own words what you think others have said • Acknowledge feelings and emotion • Summarise large chunks of conversation to help give structure • Accuracy of your summary is confirmed by other party Viviane Robinson, The University of Auckland

23. Open to Learning Conversations Summarise and Check

24. Open to Learning Conversations When do I use an OLC? Viviane Robinson, The University of Auckland