Ingredients of Trust (adapted from Bryk & Schneider, 2003; Tschannen-Moran, 2004)
Respect
- Genuinely listening to others,
- Acknowledging others’ vulnerability (they feel you won’t take advantage of it)
- Seriously considering the perspectives/ideas of others
- Utilizing others’ perspectives/ideas in actions and policy
- Act in support of others’ rights
Personal Regard/Benevolence
- Willing to invest in others beyond job requirements; work to meet their needs
- Openness to others
- Willing to reach out to others (parents, teachers, students, etc.)
- Care about the well-being of others (others feel safe)
- Genuinely value the relationship with the other, and worked to support it
- Express appreciations for others and particularly their hard work
Competence in Core Role Responsibilities
- Provide what teachers need to fulfill their role obligations
- Demonstrate professional ethics
- Able to fairly, effectively, and efficiently manage basic school operations
- Competently manage day to day affairs of the school
- Able to create good relations with community
- Instructional leader
- Diligently fulfils role obligations (does not neglect them)
- Support teachers in reaching out to and building healthy relationships with parents
Personal Integrity
- Others trust you to keep your word; you reliably fulfill promises
- You demonstrate consistent honesty
- Your work is guided by a moral-ethical perspective
- Maintain a focal commitment to the education and welfare of students
- Your words match your deeds (integrity)
- Openness through vulnerably sharing information, influence and control
- You are predictable; people know what to expect from you
Purposeful Visionary
- Avoid arbitrary decisions and actions
- Have an explicit and compelling vision for the school
- Actions consistently align with your vision