Seminarium: Megan Tschannen-Moran
Tid: 10.00 - 12.00
Plats: Samhällsvetarhuset, Samvetet
Evenemanget vänder sig till: allmänheten
Centrum för Skolledarutveckling inbjuder alla intresserade till ett seminarium om ledarskap och tillit med professor Megan Tschannen-Moran vid William and Mary School of Education, USA. Seminariet äger rum tisdag den 9 oktober klockan 10.00-12.00 i Samvetet, Samhällsvetarhuset.
Fostering a Culture of Trust in Schools
This seminar will focus on research about the work of school leaders in fostering high trust school environments. Certainly, cultivating a culture of trust starts with trustworthy behavior on the part of leaders themselves, but that alone is not enough. What can school leaders do to foster high trust relationships between teachers in a school, especially during times of change where conflict may emerge about both the end goals of the change as well as the means to those ends. Moreover, what can school leaders do to cultivate high trust relationships between teachers and students, as teacher-student trust has proven to be among the most potent and robust predictors of student achievement? How can teachers be supported to create high trust relationships in their classrooms? What strategies can school leaders use to combat teacher aggression, that is, the use of yelling, sarcasm, humiliation, and group punishments for individual misdemeanors? How do the underlying assumptions of the causes of student misbehavior inherent in school discipline policies contribute to or disrupt the trust between students, teachers, and leaders? How do successful school principals foster trust with families and the community? How does trust contribute to a vibrant school culture that nurtures enlivened minds, emboldened voices, and playful learning? Let’s together explore these and other questions in an open and vigorous dialogue.
Megan Tschannen-Moran is a Professor of Educational Leadership at the William & Mary School of Education. Growing out of her fourteen years of experience as the founder and principal of a school serving a primarily low-income and minority student population in a distressed neighborhood of Chicago, she is motivated to work at the intersection of theory and practice so that schools grow in their capacity to serve all students well. Her research explores the social psychology of schools, and especially those factors that allow for children and adults in schools to thrive. She has investigated the influence of trust, teacher self-efficacy, collective efficacy beliefs, school climate, and teacher professionalism on student learning and well being. She and her husband developed the evocative coaching model that is person-centered, no-fault, and strengths-based to support the work of teachers and educational leaders. Her most recent scholarly endeavor is the development of the Vibrant School Scale, with its three subscales that assess the degree to which schools foster enlivened minds, emboldened voice, and playful learning.