0.5 Redburn, m. (february 2009). developing trust in schools through

Introduction

School improvement efforts that are at the heart of all schools’ mission often do not establish the strong positive relationships between the adults in the school that are necessary for sustained successful efforts (Tye, 2000). “The relationship among the adults in the school house has more impact on the quality and the character of the schoolhouse – and the accomplishments of youngsters – than any other factor” (Barth, 2001, p. 105). Building on this finding, Bryk and Schneider’s (2002) research established a positive correlation between student success academically and the presence of trusting relationships among adults in the school. This research notwithstanding, superintendents, school principals, and school staff members are hard-pressed to find specific methods or tools for developing these foundational relationships. Without the effective tools from which to approach school improvement, educators may well become overwhelmed. While not widely used or researched, consensus processes purport to be one of those needed tools. The purpose of this research is to address the question, “How do consensus processes foster the development of relational trust in schools?”

While much has been written about the development of learning communities in classrooms and schools, the role of relational trust in developing those positive learning and teaching relationships has received less attention. Few practices have been identified for school leaders as tools in developing trust between and among the stakeholders of a school community. Bryk and Schneider (2002) noted that “relational trust is forged in daily social exchanges” (p. 136). Kochanek (2005) describes strategies that put others at ease, remove barriers to trust, and provide opportunities for people to interact. Suggestions such as these describing what school leaders might do to develop positive, trusting relationships focus on the frequency, intent, substance, and necessity of human interactions in schools. They do not suggest, however, specific one-on-one or group processes for establishing relational trust.