Building Collegial Trust and Collaboration

Margaret Wheatleys 10 Key Principles for Creating Healthy Community Change truly
resonated with me when considering the factors that have fostered trust and collegial
collaboration in my teaching career. I have also witnessed that when these principles are not
present, the opposite occurs: distrust festers, resentment grows, and isolation becomes
pronounced.
Principle 1 speaks to the importance of consultation, commitment to the democratic
process, and respecting all opinions. When teachers believe that they have had an opportunity to
express their thoughts, offer opinions and provide solutions, they are more likely to accept and
support the final decision. On the other hand, when dictates are imposed and no opportunity
exists for dialogue or feedback, resentment grows alongside resistance.
Principle 2 highlights a common issue in many schools; often time and energy is
consumed on initiatives that are not considered relevant to the instructional core (City, Elmore,
Fiarman and Teitel, 2009, p. 22). As teacher leaders, it is vital that we do not waste our
colleagues time pursuing those things that dont really matter.
In the busyness of the school environment, it is challenging to find the time to have
conversations. Principle 3 states that as we talk together, we think together and this is vital to
clarifying understandings and solving problems as well as feeding off one anothers creativity. I
have found that one needs to be intentional around setting time aside for conversations, by
scheduling meetings on a regular basis with the colleagues, and prioritising time with colleagues
with whom I wish to build a relationship.
Principle 4 came as a surprise to me, as it seems so obvious, yet seldom happens as we
tend to keep on talking to the same people about the same issues. Fresh blood, new ideas and

ways of thinking, do make a difference to the conversation and the outcomes and it is important
for us to realise when a situation is stagnant and requires fresh eyes.
Principle 5 is one that rings so true to me especially as I work with students. I have come
to expect that latent leadership is waiting for an opportunity to become prevalent and it is
incumbent upon leaders to step back and allow others to step in and step up. It is often when the
best learning occurs.
Principle 6 is important to remember as we often approach an issue by focusing on what
is not working. The reminder to highlight what is working and why it is working, is an important
stimulus for all those engaged in the conversation, as it most often will lead to an exploration of
what is possible and doable.
Principle 7 is one of my favourites as I have long believed that the expertise is already in
the room. At my school, we are tapping more into the in-house expertise through collaborative
inquiry during our in-service professional growth sessions. It has been refreshing and
inspirational to spend time with ones colleagues and learn from and through them.
Principle 8 reminds me that patience, perseverance and persistence have been our greatest
allies as we have worked in our department to foster change to improve student learning. It is all
too easy to give up, when the process seems to have stalled.
Principles 9 and 10 go hand in hand. Through the trials and tribulations that I have
experienced in my career, I am thankful for the people who have made the journey with me, and
who have encouraged me when things get tough. I have found that the CFG protocol on group
agreements has been a reliable process of learning how to be with one another. Most of all, I
have learned that generosity, compassion and forgiveness are of paramount importance to
building trust and collegial relationships that last a lifetime.