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As observed by the superintendent, Allen, we should not assume that our school leaders possess the necessary knowledge and skills to foster and maintain the trusting relationships that result in higher student achievement. Nor should we assume that teachers, support staff, and parents are aware of how to participate in basic human interactions in ways that foster trusting relationships. The consensus practices described in this study offer promising and accessible tools for those intricately involved in schools in developing strong learning communities and, in fact, communities of leaders. It is within these learning communities that higher student achievement will be realized (DuFour&Eaker, 1998). The specific strategies described here are available to school leaders through training from consultants and abundant print resources. While it is true that many school leaders already possess and practice the skills necessary to build trusting relationships in their schools, training and attention to these strategies can hone those skills in ways that will result in even greater effectiveness. For those lacking these skills, consensus processes provide the structure and focus needed to develop new skills and focus attention on effective group processes. If the acquisition of these consensus strategies has the effect on other school leaders as it did on Carolyn, the Lincoln School principal, this approach to group processing has the potential of transforming how our schools are operated. Commenting on her experience with the consensus approach, Carolyn stated, “It profoundly affected the way I worked with people in this school.” It is her staff members’ observations of the relational effects of the consensus strategies that appear in this study.

The encouraging results of this research aside, additional inquiry into the use and effect of consensus practices in schools is warranted. A mixed methods study with school groups – a school, school committee, or organization - can assist in establishing the efficacy of consensus strategies in developing relational trust as well as further the understanding of how these practices contribute to this phenomenon. Future research should contribute to the toolbox of skills and strategies necessary for effective group and school leadership. In doing so, the fundamental purpose of this work in improving student achievement can be met.

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