The Literacy Leadership Guide for Elementary Principals by Meidl Tynisha D.;Lau Jason;Sulentic Dowell Margaret-Mary;

Author:Meidl, Tynisha D.;Lau, Jason;Sulentic Dowell, Margaret-Mary;
Language: eng
Format: epub
Tags: undefined
Publisher: Rowman & Littlefield Publishers, Incorporated
Published: 2012-08-15T00:00:00+00:00

Trust

As literacy leaders, building principals, literacy coaches, classroom teachers, as people, we long for trust. Trust is part of the human condition. There’s trust that teachers will do the right things for students. While we long for trust from others, we may not always trust ourselves. Not trusting in our own ability makes it hard to be autonomous in our teaching. As one teacher who works with Jason stated, “I want to have choice in what I teach. But sometimes it would just be easier if you would tell me what to teach.” When asked why she felt that way, she followed up with, “Then I wouldn’t have to worry about doing the wrong thing for my kids.” “The wrong thing for my kids” is a powerful statement.

This is an exceptional, award-winning teacher, recognized for her expertise, and she doesn’t trust herself. It is hard to expect students, parents, or community members to trust literacy leaders and teachers. The trust must be established first within the building and among instructional staff.

As professionals, we have allowed our trust to be slowly eradicated by reliance on commercial resources that prescribe on what day, at what time, and from what page we will be teaching. Teachers did not become teachers to instruct from a manual placed on their laps that constrains what they say as they teach. They became teachers to make a difference in the lives of their students. Award-winning teachers can contemplate doing the right things for their students; however, they cannot lose trust in themselves to make responsive and correct instructional decisions for their students. Responsiveness and astute instructional decision-making come with experience and support.

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