Culture and Climate of Trust

Culture and Climate of Trust
School Evaluation GTCS Has worked in collaboration with The Hive of Wellbeing, and the PRD Steering Group to create this resource. More information about The Hive of Wellbeing can be found at: All content within this resource belongs to GTCS. Users are permitted to use and reproduce GTCS Content provided that you do so fairly, non-commercially and acknowledge us as the source where you supply the information to others. For further information, please see: GTC Scotland 23 January 2020

Option with least support
This activity provides the least supporting information to gather the least detailed responses. There are other options available if this is not your preferred option. GTCS recommends that each session should be completed within a 2 hour timeframe, we encourage schools to personalise the resource to best meet the needs of your context, therefore timeframes may differ. GTC Scotland 23 January 2020

SESSION 1 Learning Intentions
[Outcomes of each session to be identified by the person/ group delivering the session, once they have contextualised the resource to their needs.] GTC Scotland 23 January 2020

A school is more than just a place where learning occurs
A school is more than just a place where learning occurs. In many ways, a school functions as an organism dependent on its individual members to accomplish its purpose. The most effective schools are those in which schools have created a sense of trust among teachers and staff. On the other hand, lack of trust creates a dysfunctional system that serves its students ill. This development of trust is one key component that is missing from many school improvement plans even though it is essential to moving forward. If teachers feel that they cannot trust their peers or school leaders to support them and to do their own jobs well, then little can be accomplished. It is up to schools [..] to make sure that staff members are worthy of trust and then to help foster that sense of trust among them so that the school functions as a team to best serve students. ‘Harper for Education Dive’ 22 Nov 2017 From : Building a Culture of Trust for effective leadership, Harper for Education Dice, 2017) : Optional further reading: Lack of trust creates a dysfunctional system – Missing from many school improvement plans – Foster that sense of trust – Experiencing Trustworthy Leadership - Staff wellbeing is key to school success: a research study into the links between staff wellbeing and school performance, Briner and Dewberry 2007: Blaize, N., Boyatzis, R.E. & Smith, M.L. (2006) Developing Sustainable Leaders Through Coaching and Compassion. The Academy of Management Learning and Education 5(1):8-24 Teacher wellbeing – pupil wellbeing: Two sides of the same coin? (2012) Educational and Child Psychology 29 (4) 8-17: GTC Scotland 23 January 2020

What do you mean by ‘Culture’ and ‘Climate’?
Culture is the….. …. actions …. routines and learned patterns of behaviours …. normative pressures and assimilations Climate is the…. … school atmosphere … mood … ethos GTC Scotland 23 January 2020

Take 5 minutes to write down your thoughts and comments
What does a culture and climate of trust meant to: Me in my school? Us in our school? Take 5 minutes to write down your thoughts and comments ACTIVITY Before you start you may want to get a baseline understanding of what your staff think a ‘culture and climate of trust’ means to them individually and as a school. Take a short period of time to explore. Collate your thoughts and compare with the following headings. You might want to share the following questions to support the thinking of the staff group: When did you feel most trusted in this school in your role? What was it about that experience that made you feel trusted? What was it about that experience that you knew others had your back? When did you last feel you trusted people the most? What was it about that experience that made you trust those others? GTC Scotland 23 January 2020

These headings summarise elements of a Culture and Climate of Trust…
Shared purpose Strong relationships Integrity and honesty Professional and personal commitment from all Collaboration Value and empowerment Open communication Safe Did your thinking match these headings here? Compare and discuss…. ACTIVITY Share these headings with the school staff. How have your thoughts compared to these headings? These headings have been created from information found within a variety of sources to support your school self-evaluation: GTCS Professional Standards: Trust and Respect - Acting and behaving in ways that develop a culture of trust and respect through, for example, being trusting and respectful of others within the school, and with all those involved in influencing the lives of learners in and beyond the learning community. Bibb and Kourdi, 2004 in ‘Fostering a ‘Culture of Trust Within and Outside a School System’, Toronto District School Board, 2016 The Inscription on Scotland’s Mace – Wisdom, Justice, Compassion and Integrity GTCS Children in Scotland Report, 2018 An Andy Buck tweet on GTC Scotland 23 January 2020

“Trust is the connective tissue that holds improving schools together
– Anthony S. Bryk and Barbara Schneider, Trust in Schools: A Core Resource of Improvement (2002) This is why a culture and climate of trust is important. This is an old quote, but very much still of value. GTC Scotland 23 January 2020

Our philosophy for these sessions…
To be the best school we can be, we should actively seek to nurture and grow our culture and climate of trust together using coaching culture preconditions to support us. We should all: Have ‘Unconditional Positive Regard’ for everyone – appreciation of where others’ experiences come from and where they may be expressing themselves from Show genuineness – stay authentic and true to what seems real to you as an individual whilst remaining respectful Demonstrate Active Listening – engaging fully and being present to each contributor when listening Keeping an attitude of curiosity throughout the session – suspending judgments and staying open to possibilities. ‘Unconditional Positive Regard’ (Carl Rodgers) Word of warning - Please reword the introduction to support your school context. Depending on the circumstances in your school there may not be automatic ‘buy-in’ to this philosophy. You should be mindful how everyone might feel. If trust is lacking in your context then this philosophy may be challenging due to that lack of trust and also perhaps due high emotions. GTC Scotland 23 January 2020

Let’s do an emotional Health Check!
Activity begins Please note: At all times, you should be mindful of any sensitivities amongst staff and or a lack of trust. At no time should any member of staff be giving any personal feedback to the wider team – keep it safe for all. Depending on your staff/ school circumstances you might want to suggest some kind of agreement to ensure no-one names colleagues or gives opinions of others during these sessions. Depending on your school circumstances, school leaders may want to give consideration to the benefits or otherwise of conducting this activity by themselves or to seek support from a colleague, QIO, ESO, EP etc. Any opinions shared during these sessions should not be used as a means of retribution against that member of staff. Staff should be encouraged to be honest and constructive and all commentary should be received by all with an objective to move forward together. GTC Scotland 23 January 2020

Collective and individual spirals of thinking and growth throughout
During these sessions we will be thinking about ourselves as individuals within the context we work, but also about the collective part we as individuals have to play together within our context. GTC Scotland 23 January 2020

Culture and Climate of Trust Generic Self-Evaluation Wheel
Share this Self-Evaluation wheel with staff involved. DO NOT COMPLETE AT THIS POINT. Please discuss how to use this self-evaluation wheel (sometimes known as a coaching wheel): How to use this wheel – the inner spoke section has a score of 0, and the outer section has a score of 10. Staff will mark on their own individual coaching wheel where they gauge your learning community to ‘be’ under each heading. These should be completed anonymously and individually in order to ensure a true reflection of the bigger picture. These completed wheels should be gathered in and collated to identify a school baseline ‘picture’ of its culture and climate of trust. This is a challenging activity to do and leaders should be mindful and sensitive towards approaches taken within their own contexts. Culture and Climate of Trust Generic Self-Evaluation Wheel GTC Scotland 23 January 2020

Culture and Climate of Trust Generic Self-Evaluation Wheel
What does a 10 look like/ sound like/ feel like in our school? 5 Over the next few slides we will attempt to identify what a score of 5 or 10 looks like for each heading. What does a 5 look like/sound like/ feel like in our school? Culture and Climate of Trust Generic Self-Evaluation Wheel GTC Scotland 23 January 2020

Shared purpose Statements to consider Shared Purpose
We are aware of the school visions and values and regularly refer to and reflect against them with all stakeholders. We ‘live’ our values day to day and those are reflected in our classrooms. We are proactive in addressing situations that do not represent our values. Our practices support, challenge, and contribute to success. We measure impact in a variety of ways to provide accurate levels of progress and success for our children and for ourselves as staff. USE THE FOLLOWING SLIDES FOR THIS ACTIVITY Please recreate these slides on to large sheets of paper so that everyone can work on these around the tables and can be shared easily at the end. As a staff team, take each segment of the self evaluation wheel and carousel in groups (there are 8 segments) to identify what a 10 (utopia) would look like, sound like, feel like in your school, and then do the same for a 5 (it’s easier to work backwards). Each group should have time to work on their starter heading and then have time to cover each of the other slides (or as many as time allows), ticking if in agreement with previous groups’ suggestions, and putting a cross if in disagreement. Each group could use a different coloured pen to differentiate thinking if required. Additional thoughts and comments should be added throughout this carousel process. Come back together as a staff group and share your collective understanding, discussing any points noted. GTC Scotland 23 January 2020

Our shared understanding of: Shared purpose
5 – getting there Look like? Sound like? Feel like? 10 – utopia! Look like? Sound like? Feel like? GTC Scotland 23 January 2020

Strong Relationships Statements to consider Strong Relationships:
We have built strong relationships across our school team, and beyond, and know this because we feel safe and feedback is positive/ constructive. We feel known, valued and respected, we feel our diversity is celebrated, we all feel treated as equals, and feel our colleagues see us as an asset. We connect with colleagues across our school community and work to break down barriers when relationships are poor/ non-existent. GTC Scotland 23 January 2020

Our shared understanding of: Strong relationships

Integrity and honesty Statements to consider Integrity and Honesty:
There is a climate of support and challenge, and honest self-reflection, where we regularly ‘check in’ to evaluate impact. We listen to each other’s professional voice and everyone’s viewpoint is valued and respected. Our school values support reflective relationships and we trust our leadership to make informed integral decisions for the greater good of our children and our staff. GTC Scotland 23 January 2020

Our understanding of: Integrity and honesty

Professional and Personal Commitment from all
Statements to consider Professional and Personal Commitment from all: Opportunities and conditions are strategically planned for skill development, knowledge and learning of others from across our school team. There is a strong culture of professional learning across our school community, using the National Model of Professional Learning, and GTCS Professional Learning Planning Cycle to support that culture. Staff have freedom to take ownership of their own professional learning and develop and sustain their identity through self-reflection against and across the Professional Standards, and high-quality PRD conversations. GTC Scotland 23 January 2020

Our understanding of: Professional and Personal Commitment from all

Collaboration Statements to consider Collaboration:
We all have a full understanding of the meaning of collaboration and it is supported and promoted across our learning community. Opportunities are available to work with others collaboratively beyond my learning community. The value of working collaboratively is shown through the regular sharing of our collaborative work and good practice from across learning communities. GTC Scotland 23 January 2020

Our understanding of: Collaboration

Value and empowerment Statements to consider Value and empowerment:
Team members give each other feedback, where appreciation of the work of each member of the team is shown in a variety of ways. Expertise and knowledge within our staff team is acknowledged and used to maximise the learning outcomes of all, showing value and worth to those experts. Colleagues are regularly empowered to lead and be agents of change within their contexts. GTC Scotland 23 January 2020

Our understanding of: Value and Empowerment

Open Communication Statements to consider Open Communication:
The views of everyone are sought, listened to and acted upon, and we communicate respectfully when we have different opinions. Meaningful coaching conversations are regular and normal practice in our school. We have difficult conversations when they are required; we ensure they are respectfully achieved. We have clear decision-making processes, and when decisions are made we communicate clearly to ensure everyone knows their role in action. GTC Scotland 23 January 2020

Our understanding of: Open communication

Safe Statements to consider Safe:
We are supported to take risks in order to try to improve outcomes/ learn what works and what doesn’t/ be creative. We take collective responsibility when things may not go as well as hoped as well as the times when things go well. We practice the principles of support, challenge and confidentiality, within PRD and beyond. GTC Scotland 23 January 2020

Our understanding of: Safe

What grading will we be happy with as a school?
Activity Now that you have completed your whole school understanding, you might want to discuss as a whole staff what ‘grading’ you would be ‘happy’ with in each section when your scores are collated, e.g Would a ‘5’ be acceptable? Is ‘10’ achievable across the board? There is no right answer here, but one that will vary from context to context. Open for discussion. GTC Scotland 23 January 2020

So what do you think about our school’s culture and climate of trust?
Independent activity Now that you have a collective understanding of what each section looks like/ feels like and sounds like, ask all staff to identify where they are on their own individual Culture and Climate of Trust self-evaluation wheel (Resource – A) Please do this anonymously and individually, without consultation. Ask all staff to leave their completed wheels in a box as they leave the session. It may be a good idea for them to photocopy/ take a photograph of their own wheel as a baseline for themselves before doing this. The findings should be collated onto one slide for next session – to show that the Senior Leadership Team trust their staff, it may be a nice gesture to ask another colleague in school to collate the findings (giving them time to do so!) Thank all staff for their professionalism, honesty and time. Culture and Climate of Trust Generic Self-Evaluation Wheel GTC Scotland 23 January 2020

SESSION 2 [Outcomes of each session to be identified by the person/ group delivering the session, once they have contextualised the resource to their needs.] GTC Scotland 23 January 2020

The overall purpose of a ‘Culture and Climate of Trust’
‘Trust is reinforced by trusting. […] Being trusted is so psychologically gratifying that people seek to do more things that reinforce your belief in them. It is a virtuous circle. It works the same way with mistrust: the less we trust, the more we find reasons to reinforce that lack of trust.’ (Bibb & Kourdi, 2004, p. 123) GTC Scotland 23 January 2020

‘Leadership at all levels of the system will need to support, develop and lead change, collaboration, learning and culture. It is about leading self and others. Fundamental to this is professional trust. The foundation of this trust is built on teacher professionalism. Trust and belief that teachers and school leaders have developed critically informed professional judgement and are empowered to make best-informed decisions about the learning and development of children and young people. Developing trust and mutual respect is essential for creating a collaborative culture for learning.’ OECD 2016, in GTCS Position Paper: Teacher Professionalism and Professional Learning in Scotland A point for senior leadership team to consider : ‘Relationships are the building blocks for trusting interactions among staff and leaders within a school system. If school systems are to become effective agents in supporting student learning, educational leaders need to be aware of the importance of trust. They also need to create structures and processes that promote interaction, dialogue, and collaboration, and engage staff and constituents at all levels of the organisation in decision-making.’ TDSC, 2016:4 Start with why trust matters; show this slide Please share the messages of empowerment and collective responsibility in the above slide. GTC Scotland 23 January 2020

So what did we find out about our school?
GTC Scotland 23 January 2020

Our school’s baseline; culture and climate of trust
Insert your collated findings into this slide Present your collated findings to the staff team. Allow staff time to identify what they see on the screen. – perhaps take the opportunity for staff to discuss in partners. Refer back to the slide where you agreed the rating that you would be ‘happy’ with as a school. EL Education 2015 ( states: ‘Share the data and solicit possible next steps. Share the data with all who took the survey. Sharing the data is another move that engenders trust, since it requires that school leaders both take a risk (demonstrating personal regard for others) and follow through (demonstrating integrity).’ GTC Scotland 23 January 2020

What/ where next for our school/ learning community?
EL Education 2015 ( states: ‘Just sharing the data is not enough; school leaders need to welcome input about possible next steps based on what stakeholders see.’ Depending on your findings: If your school is in a ‘good place’ – go to slides no 38 and 39 If there is work required on your culture and climate of trust – go to slide no 40 GTC Scotland 23 January 2020

We agree, we’re in a good place!
If you’re celebrating your success – well done, you are clearly working in a context where there is a strong culture and climate of trust. Don’t rest on your laurels – there is always room for improvement - BUT, CELEBRATE YOUR SUCCESS! Next, identify why you are doing well by undertaking a success analysis to identify what’s working and how this can be continued, strengthened and replicated. Decide as a staff what your next steps will be together. Undertake a SWOT analysis OR you could use your collated self-evaluation wheel/ grid to support small areas where you could work on improvements to create an action plan. More questions on the next slide will support your next steps. GTC Scotland 23 January 2020

Collated findings Where are your greatest strengths of your Culture and Climate of Trust? Are there areas that could still be developed? Together, identify manageable ways to move your already ‘highly’ emotionally intelligent school forward. Turn those suggestions into an action plan, as you would with any other developments. Each member of staff to identify how they will contribute to this further growth. Can this model of success be replicated across other areas of school life? If so, what and how? Go to exit slide to finish GTC Scotland 23 January 2020

So we have a way to go….. we’re not there yet.
Use from this slide onwards if your collated findings have demonstrated that there is work needing done to achieve a better school Culture and Climate of Trust. GTC Scotland 23 January 2020

"A fresh start - a new day - a new month - a new year
"A fresh start - a new day - a new month - a new year. Do you see each day as a fresh start or are you carrying yesterday into this brand new day. See the possibilities of beginning anew." Theodore W. Higginsworth It is worth identifying that the journey you have come on together as a staff has been very difficult but also very empowering for all, and that the feelings and emotions identified have been shared and listened to, but are now in the past and it is time to work together to improve. Please be careful in the delivery of this message to avoid undermining and devaluing the feelings of some staff. Actions going forward should be taken in a culture of: Genuineness Unconditional positive regard for all (Carl Rodgers) With suspended beliefs as to ‘how it has always been’ to allow for a new beginning and fresh start (Review the slide ‘our philosophy’ for further buy-in from all) GTC Scotland 23 January 2020

‘You must be the change you wish to see in the world.’ Mahatma Ghandi
It takes courageous people to challenge the normative pressures that are created in schools – without this schools may struggle to move forward towards a more trusting context. ‘You must be the change you wish to see in the world.’ Mahatma Ghandi GTC Scotland 23 January 2020

Consequences of NO trust
‘Bryk and Schneider’s work (2003) indicates that while trust alone does not guarantee success, schools with little or no trust have almost no chance of improving’ This message above reiterates the importance of a culture and climate of trust. We have a duty of care to our children. We have to improve to close the attainment gap. We need to get our trusting relationships right. Everyone has responsibility to work on relationships within our professional contexts Building Trusting Relationships for School Improvement: Implications for Principals and Teachers, Brewster and Railsback, Northwest Regional Educational Library 2003:7 GTC Scotland 23 January 2020

Standards for Full Registration, GTCS 2012:5
Everyone has responsibility to work on relationships within our professional context - we are all accountable. ‘Professional Values drive an unswerving personal commitment to all learners’ intellectual, social and ethical growth and well-being. They are integral to, and demonstrated through, all our professional relationships and practices and all that we do to meet our professional commitments and obligations as teachers registered with GTC Scotland.’ Standards for Full Registration, GTCS 2012:5 All staff will have individual perceptions of this comment. There may be individuals blamed for the lack of culture and climate of trust, but each individual must own their own behaviours. We should be mindful to remember, as we do with our pupils, that all behaviours are communication. Some members of staff may feel out of kilter with the rest of the staff team. How can we all support colleagues who may show signs of behaviours that may exemplify such feelings? GTC Scotland 23 January 2020

Focus and take action This is the beginning of our journey!
If the results are not so positive, then work together to focus on what’s not so good, and take action. EL Education 2015 ( states: ‘Whether the results indicate that celebration is in order or there is work to be done (or both), the issue of “now what” should be addressed when the data is shared.’ When leaders share data that is not so positive, then they immediately show their colleagues that they are willing to address problems and be open to change. Think very carefully about how you then seek next steps. Consider returning to the first session where you collectively identified what utopia (score of 10) – see next slides for suggestions. There is no correct way of tackling the identification of next steps as each school community’s needs and circumstances will be different. It may be wise to plan this session carefully with a cross sector of staff involved. GTC Scotland 23 January 2020

Before we begin identifying next steps, let’s see how we can all take accountability in moving forward…… Share next two slides GTC Scotland 23 January 2020

How do school leaders build trust with their staff?
Demonstrate personal integrity Show that you care Be accessible Facilitate and model effective communication Involve staff in decision-making Celebrate experimentation and support risk Express value for dissenting views Reduce teachers’ sense of vulnerability Ensure that teachers have basic resources Be prepared to have ‘openness to learn conversations’ Adapted from Building Trusting Relationships for School Improvement: Implications for Principals and Teachers, Brewster and Railsback, Northwest Regional Educational Library 2003: 12-13 For more information, see Dr Viviane Robinson’s video below, where she discusses her Best Evidence Synthesis – making links between leadership and student outcomes (11mins): GTC Scotland 23 January 2020

How do teachers build trust amongst teachers?
Engage the full faculty in activities and discussions related to the school’s mission, vision, and core values. Make new teachers feel welcome Create—and support—meaningful opportunities for teachers to work collaboratively Identify ways to increase and/or improve faculty communication. Make relationship-building a priority Choose a professional development model that promotes relationship-building v- push and pull your peers Build your ‘human capital’ through ‘social capital’ Adapted from ‘Building Trusting Relationships for School Improvement: Implications for Principals and Teachers’, Brewster and Railsback, Northwest Regional Educational Library 2003: and ‘Professional Capital: Transforming Teaching in Every School’, Hargreaves and Fullan 2012:154 GTC Scotland 23 January 2020

Where do I best fit or am most resourceful in building trust?
Personal questions to consider throughout the next steps of our journey? Where do I best fit or am most resourceful in building trust? How do I use my strengths to build further trust in our context? GTC Scotland 23 January 2020

Closing our gap towards a ‘Culture of Climate and Trust’
Insert your collated findings into this slide/or other information gathered (see presenter notes for further guidance) It is impossible to provide resources for each school’s individual circumstance and outcome, but it would be wise to use previous slides and photographs of your own workings and collations to support how the following slides might look for you in your context. As a starting point, focus on the strengths – the headings that you scored the highest score in. What was it about these sections that resulted in the high score? How did you build that? Use these strengths and features to build in other areas – ‘how can we apply this to that?’ Which headings within the wheel require significant consideration? Depending on how the results were collated, if you have the information, you may wish to show the anonymous individual responses from all staff for each heading. This will give a true overview of the thinking of all individually rather than an overall average. In carousel groups, using your collated feedback, identify actions that could be taken to close the gap and make improvements. The reflective questions (see resource ?) can be used to support this activity, particularly useful when consensus cannot be agreed. Also the looks like/ feels like/ sounds like activity from session 1 will be ideal to look at the activities based on ‘utopia’ and identify actions that could be taken to close that gap from where you are at the moment. Once discussions have taken place then pull together your findings into an action plan. This will require details of exactly what it is that will be done to build trust under each heading. Consider how this will be measured and the timescale given. It may be that the school decide to repeat the self-evaluation wheel/ grid again to measure improvement since the initial baseline was completed in session 1 – however sufficient time will need to pass to allow noticeable changes to have been made – these will not happen overnight! Please consider: It would be wise for school leaders to offer all staff the opportunity to have a ‘trusted adult’ with whom they can discuss matters of either a personal or professional nature. These adults could be assigned using a variety of ways (eg, date of birth, postcode lottery etc). Ask the staff to advise if there is anyone whom they would prefer not to be paired with, and give notification of this prior to matching people up. It may be wise to have trios across the school as a means of supporting staff if there are more ‘challenging’ teachers who may see these pairings as an opportunity to constantly moan. Agree on the expectations of these pairings and seek feedback as to how they are working. Your staff may wish to change pairings/ trios throughout the year to build trust and relationships with other colleagues. This is a particularly useful exercise in a large school where some staff may not have the opportunity to build relationships across departments/ stages. GTC Scotland 23 January 2020

‘In a school that is a learning organisation, colleagues learn about their learning together….. Staff also have a positive attitude towards collaboration and team learning. Trust and mutual respect are core values. Trust forms the foundation for co-operation between individuals and teams. When people trust and respect each other, other means of governance and control can be minimised.’ ‘What makes a school a learning organisation?’ OECD 2016:4 Optional quote GTC Scotland 23 January 2020

We each have accountability for change
Everyone has a collective responsibility to close the gap in creating our school’s ‘Culture and Climate of Trust’. We have agreed our action plan and next steps. Before leaving today, your exit pass requires you to: Reflect on what you have learned today – add your comments on a sticky to the poster beside the door What single action can you commit to which you believe will make you feel better about the trust in the school and how you are trusted by others. Write down what it is you commit to and what it will look like. Put this in an envelope with your name on the front to be re-issued by the school office in months to come. GTC Scotland 23 January 2020

‘Change is inevitable. Growth is optional.’ John Maxwell, author
Optional quote ‘Change is inevitable. Growth is optional.’ John Maxwell, author GTC Scotland 23 January 2020

Session 3 – Where next? [Outcomes of each session to be identified by the person/ group delivering the session, once they have contextualised the resource to their needs.] Please feel free to use all/ some of the suggested list below to support our next steps. A variety of options for Session 3 are: Check –in Review of Action Plan – how are we doing? What’s working well, and/ or not so well? Challenge and Support in a high-quality PRD Whole school vision – do we need to review? Have we all had buy-in? Planning sessions using GTCS Professional Values Resource Pack GTC Scotland 23 January 2020

Quick check in How do we feel things have been since we did:
X,Y and Z (contextualise) Everyone please write on a piece of paper (anonymously): One thing about our culture and climate of trust you think has grown and improved since the last session. Something that is working well for me Fold the paper up and place in the bucket/ basket in the middle of the circle. We will now all pick someone else’s paper and share the thoughts on it. Staff to be gathered in a circle - depending on your staff size, this activity may need to be carried out using smaller separate circles of staff Discuss any observations – invite people to comment from each circle: Does it show buy in from all? Is there still a culture of blame? Are we still looking to the past? Do we need to look at the action plan and see where we are? GTC Scotland 23 January 2020

Action Plan It may or not be an opportunity to review the action plan – this will all depend on the timing of the sessions If reviewing, comment/ attach here. GTC Scotland 23 January 2020

Culture and Climate of Trust and PRD
‘High-quality PRD takes place in schools which have a strong culture and climate of trust, where teachers feel nurtured, valued and empowered, and where this is ‘a way of being’. Trust and respect are the foundations of PRD. Where there is a culture and climate of trust and respect, there is a greater opportunity to offer not only support, but also challenge, as an integral part of teacher development. Space to take risks is built in as part of this culture, where problems and setbacks are regarded as learning opportunities. In an empowered system there should be trust at all levels: individual, school and local authority/employer’. PRD Guidelines 2019, GTCS We have now taken action to improve our culture and climate of trust. Considering the importance this has for our PRD conversations, let’s look in more detail at the statement highlight in red: ‘Where there is a culture and climate of trust and respect, there is a greater opportunity to offer not only support, but also challenge, as an integral part of teacher development.’ GTC Scotland 23 January 2020

‘Where there is a culture and climate of trust and respect, there is a greater opportunity to offer not only support, but also challenge, as an integral part of teacher development.’ In 4 groups, decide what support in a PRD conversation would look like/ sound like/ feel like? and What would challenge look like/ sound like/ feel like? (see next slides), for both the reviewee and the reviewer. It would be a useful exercise to have reviewees and reviewers together in mixed groups to share their perspectives and understandings throughout this exercise. It may be worthwhile to advise staff to not get bogged down with their own previous experiences of PRD, but to think what a high-quality PRD would be like. A common understanding of the ‘ins and outs’ of a PRD conversation will help ensure that the professional learning dialogues in PRD are ‘safe’ and the intentions of ‘challenge’ are fully understood as coming from a place of ‘teacher development’ and not as an attempt to undermine the reviewee. GTC Scotland 23 January 2020

In a High-Quality PRD Conversation, what does ‘Support’……
..Look like? ..Sound like? …Feel For the Reviewee Please note: Support and challenge are offered through coaching approaches in a PRD conversation. This might be an opportune moment to identify this if some members of staff are not familiar with such coaching approaches. GTC Scotland 23 January 2020

In a High-Quality PRD Conversation, what does ‘Support’……
..Look like? ..Sound like? ..Feel For the Reviewer GTC Scotland 23 January 2020

In a High-Quality PRD Conversation, what does ‘Challenge’……
..Look like? ..Sound like? ..Feel For the Reviewee GTC Scotland 23 January 2020

In a High-Quality PRD Conversation, what does ‘Challenge’….
..Look like? ..Sound like? ..Feel For the Reviewer GTC Scotland 23 January 2020

Do we need to consider a whole school vision/ manifesto?
If not, then take time to look at your School Vision/ Mission statement together. Have all staff contribute – hear everyone’s voices and suggestions. Agree buy-in from all to empower the staff and for them to take ownership. This will take considerable time and effort, especially if you look for buy-in from all stakeholders. However, this is a journey of leadership of change and should be embraced and valued. Do we all have ‘buy-in’ to the whole school vision? When was the last time this was reviewed as a staff? Does it contain a vision for the staff as well as the children, families and wider community? GTC Scotland 23 January 2020

Professional Values Please see the resources on the following webpage to support any next steps in the development of your culture and climate of trust: standards/professional-values-learning-resource.aspx GTC Scotland 23 January 2020

Thank you! GTCS would like to thank you for taking the brave decision to tackle the climate and culture of trust in your school. This is always a challenge as emotions can run high with regards to professional relationships and camaraderie. We hope this resource has been supportive and useful to you in your school journey. As always, we would welcome your thoughts and opinions, and would be very grateful if you had any feedback on ways it could be improved. Equally, we would be very interested in seeing what individual schools have done with this resource. Please take some time to complete the following feedback form: 5f0up5R0SeybNDO7zQXCVeFiOuFAVBhWY5np6jishUMFZBSFNLT1ZLTzdFNTgxN1 M3N0QyUFhWOS4u GTC Scotland 23 January 2020

Culture and Climate of Trust

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