Trust creates the circumstances where learning can grow

In the previous Update I wrote about assessment and why it should not begin with giving students a score, but with observing learners and adjusting the circumstances that help them grow.

But that raises an important question.

Even if we know how to design powerful learning experiences, how do we create a school where teachers actually feel able to work this way? How do we ensure that colleagues, students and parents trust the process enough to embrace learning that grows from curiosity and exploration?

During the School Leaders Innovation Forum in Amsterdam, Katharine Tracey from the World International School of Turin spoke about exactly this challenge. She began with something many schools underestimate: teacher buy-in.

If teachers do not feel ownership of the idea behind student agency, it will never move beyond good intentions. Real change begins with a culture of trust between teachers and students.

In reality, that trust must extend further. It must also exist between teachers and parents. When families trust that a school truly understands their child and is committed to helping them grow, space emerges for a much richer learning journey.

Katharine made another point that stayed with me.

Student agency is not something you can demand. You have to grow it.

For that to happen, learners need voice, choice and responsibility in their own learning. When students experience that their ideas are taken seriously, something shifts. Motivation increases, curiosity deepens and learners begin to take real ownership of their development.

But this kind of ownership does not emerge from policies or vision statements. It grows from relationships and from the daily culture of a school.

Trust becomes visible through practice.

At their school, students regularly have opportunities to share their learning with others. These moments are not about presenting perfect work, but about showing progress, explaining discoveries and reflecting on what they are currently working on.

Just as important, teachers do the same with each other. Staff create moments to share ideas, reflect together and appreciate the efforts of colleagues. When teachers regularly see each other’s growth, something changes in the culture of the school. Progress becomes something the community recognises and celebrates together.

Another example during the conference came from Jana Summers at the International School Haarlem. Their school structures three conversations during the year: one led by the parents, one by the student and one by the teacher.

Each perspective adds another layer to understanding the learner.

Parents share how their child is settling in. Students explain how they experience their learning and what they would like to work on next. Teachers then help connect these insights to the learner’s next steps.

Together, these conversations create a much richer picture of the child.

Jana also highlighted the importance of self-assessment. When students regularly reflect on their learning, they gradually develop the language to talk about their growth.

She used a metaphor that stayed with me.

Kids are like fish. If we don’t regularly show them what is going well, they tend to forget about it.

And I like to add that if we are honest, the same is true for adults.

I strongly believe celebrating progress matters—both for learners and for the people working in schools.

Because when growth becomes visible, motivation grows with it.

When trust is present, learners take ownership.
When learners take ownership, teachers gain the space to observe learning more deeply.
And when learning becomes visible, the entire community becomes more aware of the progress that is taking place.

And that is when learning and growth go into overdrive.

Enjoy your week,
Rob