The driver, “Transformative Relationships,” refers to the practice of building deep relationships in schools, primarily between students and faculty. The relationships are not solely transactional and focused on academics, but instead reflect faculty deeply knowing and valuing their students for who they are as human beings. The tone of the school reflects that the community is a place where students are deeply known and have multiple trusted adults in the building that they can depend on. One method to foster these relationships is through faculty modeling their strong relationships and sharing honestly with their students when appropriate. Teachers and faculty respect students and collaborate with them to be co-creators of their learning. Moreover, teachers model skills in transformative relationships in showing deep respect and love for their students and colleagues and offering their vulnerability when appropriate. For example, a teacher who chooses to share their challenges and personal experiences is more likely to encourage students to want to share and become known by the other members of their community.

Example:

A school counselor builds relationships with students outside of the specific allotted time they are in meetings with students. Rather, it’s having ongoing conversations with students that demonstrate a genuine interest in their lives, perspectives, and ideas, and showing these students that you are their ally.

Transformative Relationships are….

Meaningful, deep, and cultivate an experience of being known and seen
Authentic and rooted in mutual connection and trust

Transformative Relationships are not….

Transactional or solely centered around academics, curriculum, or discipline
Limited to faculty and students, but also extends to all relationships within a school community
Authoritarian