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Millersville University Matthew J. Monahan

EDSU 701- Administrative Supervision February 8, 2017

REFLECTION ON THE SPEED OF TRUST

Stephen M.R. Covey, 2006

What will Betsy Devos do? The newly confirmed Secretary of Education, in the
nascent Trump administration, is the subject of millions of letters, emails, phone calls,
and tweets imploring Senators to vote against her confirmation. Her critics, a large
portion of whom are public educators, question her qualifications, vision, and ethics. A
President who lost the popular vote significantly nominated the Devos. She failed to gain
the endorsement of a simple majority of Senators required to confirm that nomination.
The field of American education is fixated on questions about potential policy
implications. Perhaps more important are questions about how this person will lead,
given the fact that she clearly and publicly lacks the trust of educators who she must
direct. How will she establish trust with those who so fiercely distrust her?
Public school educators are concerned that Devos may actively weaken public
education in favor of private education. The collective sense that educators must band
together in order to protect their interests, and those of their students, speaks to the
purpose of organized labor. Covey (2016) contends that unions are rooted in the idea that
employees do not trust that management will act in their best interest, so they must do
that themselves. (p. 83). In my experience teachers tend to solidify as a group when we
perceive threats to our students, our livelihoods, or the field of education at large.
I have also experienced a tangibly positive dynamic when building leaders
approach teachers as intellectually curious and determined professionals. The
administration in my current district encourages teachers to fail forward, imploring us
to approach our instruction in ways that are increasingly student-centered and
customizable. The Central York School District is making a concerted effort to add value
to student instruction by creating a culture that makes it safe for [making mistakes and
learning from them] to happen. (Covey, 2006, p.117, 182). It gives me pride and
pleasure to report that our building leadership has fostered a professional and trusting
environment, in which I am free to appropriately express my creativity. For example, I
have engaged in conversations with building leaders, informally and in on a committee,
about the implementation of our high school seminar course program.
These leaders seem to understand that micromanagement is limiting in that its
ceiling is only as high as the abilities of the manager. In my estimation our
administration seems to be more concerned about what is right than being right [and]
about acting on good ideas than having the ideas. (Covey, 2006, p.291, 64).
I do not envy Betsy Devos position. Covey (2006) contends that Trust is a
function of two things: character and competence and that Trust is equal parts character
and competence. Both are absolutely necessary. (p.30-32). Both her character and
competence are in serious doubt, and this is before she has an opportunity to take any
official action as Secretary of Education. As a potential building leader I do no want to
be in a position to have my character or competence are called into question. I
understand that both will happen. Covey (2006) defines leadership as getting results in
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a way that inspires trust, and reassures readers that delivering results converts cynics and
critics. (p. 40, 174). I would do well to follow Coveys research and advice that the best
way to establish trust as a new leader would be to make appropriate commitments and
deliver results.
The most effective educators seem to be those dedicated to the improvement of
their craft through planning, instruction and reflection. They deserve building leaders
who facilitate that commitment by seeking to improve and encouraging constant
improvement by teachers. In this sense, a building leaders education cannot really be
complete. As Covey (2006) asserts, For years, people have recognized the value of a
four-year degree, but in todays economy, you really need a forty-year degree. (p. 105).
I plan to make a conscious effort to perpetually seek ways in which to improve
personally, professionally, and as a facilitator of school culture.
Steven M.R. Covey argues that nothing is as fast as the speed of trust, and that
trust is elemental to humanity. Regardless of the professional path that I chose going
forward, this volume will be on a bookshelf within arms reach. I agree with Coveys
premise that in most cases trust can be established, and even restored, and that nothing
catalyzes real, positive results as effectively as trust.




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REFERENCES

Covey, S.M.R. (2006). The Speed of Trust: The One Thing That Changes Everything.
New York, NY: Free Press, 165-322.