Phyllis A. Gimbel currently serves as Coordinator of Project Open, a university-public school collaborative with Boston College, Boston University, Brandeis University, Lesley University, and the Watertown, Massachusetts public schools. She has enjoyed a diverse career in education. She has worked in independent, suburban, and urban settings as a French and Spanish teacher, department chair, middle school principal and consultant, and superintendent intern. She spent her junior year of college in Paris, France and Santander, Spain, studying both at the Sorbonne and at the Universidad Menendez Pelayo. Obtaining a Bachelor of Arts degree in French and Spanish from Hood College, Frederick, Maryland, she later received a Master of Arts in French from Columbia University, New York, New York. After her children were grown, she returned to graduate school and earned a Master of Education degree in 1995 from Harvard University Graduate School of Education. In 2001, she received a Doctorate in Education, specializing in Leadership in Schooling, from the University of Massachusetts Lowell Graduate School of Education.

• Chapter 1 ForewordChapter 2 PrefaceChapter 3 AcknowledgmentsChapter 4 IntroductionChapter 5 1 Struggles in Fostering Trusting Principal-Teacher RelationshipsChapter 6 2 Principal and Teacher Perceptions about the Meaning of Trust in SchoolsChapter 7 3 Trust-Promoting Leader BehaviorsChapter 8 4 Making Sense of Principal-Teacher Perceptions of TrustChapter 9 5 What Does All this Mean for Practitioners?Chapter 10 6 ConclusionChapter 11 7 AfterwordChapter 12 ReferencesChapter 13 IndexChapter 14 About the Author

Addressing the long-neglected element of interpersonal trust, Phyllis Gimbel provides major school stakeholders clear guidelines for the creation and nurturing of trustful, trustworthy, effective leadership. Because the growth in external pressure for school accountability shows no sign of abating, there has never been a better time to release Dr. Gimbel's compelling book. It is a must-read for principals and teachers who insist that all children meet their highest learning potential.

Phyllis A. Gimbel currently serves as Coordinator of Project Open, a university-public school collaborative with Boston College, Boston University, Brandeis University, Lesley University, and the Watertown, Massachusetts public schools. She has enjoyed a diverse career in education. She has worked in independent, suburban, and urban settings as a French and Spanish teacher, department chair, middle school principal and consultant, and superintendent intern. She spent her junior year of college in Paris, France and Santander, Spain, studying both at the Sorbonne and at the Universidad Menendez Pelayo. Obtaining a Bachelor of Arts degree in French and Spanish from Hood College, Frederick, Maryland, she later received a Master of Arts in French from Columbia University, New York, New York. After her children were grown, she returned to graduate school and earned a Master of Education degree in 1995 from Harvard University Graduate School of Education. In 2001, she received a Doctorate in Education, specializing in Leadership in Schooling, from the University of Massachusetts Lowell Graduate School of Education.

• Chapter 1 ForewordChapter 2 PrefaceChapter 3 AcknowledgmentsChapter 4 IntroductionChapter 5 1 Struggles in Fostering Trusting Principal-Teacher RelationshipsChapter 6 2 Principal and Teacher Perceptions about the Meaning of Trust in SchoolsChapter 7 3 Trust-Promoting Leader BehaviorsChapter 8 4 Making Sense of Principal-Teacher Perceptions of TrustChapter 9 5 What Does All this Mean for Practitioners?Chapter 10 6 ConclusionChapter 11 7 AfterwordChapter 12 ReferencesChapter 13 IndexChapter 14 About the Author

Addressing the long-neglected element of interpersonal trust, Phyllis Gimbel provides major school stakeholders clear guidelines for the creation and nurturing of trustful, trustworthy, effective leadership. Because the growth in external pressure for school accountability shows no sign of abating, there has never been a better time to release Dr. Gimbel's compelling book. It is a must-read for principals and teachers who insist that all children meet their highest learning potential.

Phyllis A. Gimbel currently serves as Coordinator of Project Open, a university-public school collaborative with Boston College, Boston University, Brandeis University, Lesley University, and the Watertown, Massachusetts public schools. She has enjoyed a diverse career in education. She has worked in independent, suburban, and urban settings as a French and Spanish teacher, department chair, middle school principal and consultant, and superintendent intern. She spent her junior year of college in Paris, France and Santander, Spain, studying both at the Sorbonne and at the Universidad Menendez Pelayo. Obtaining a Bachelor of Arts degree in French and Spanish from Hood College, Frederick, Maryland, she later received a Master of Arts in French from Columbia University, New York, New York. After her children were grown, she returned to graduate school and earned a Master of Education degree in 1995 from Harvard University Graduate School of Education. In 2001, she received a Doctorate in Education, specializing in Leadership in Schooling, from the University of Massachusetts Lowell Graduate School of Education.

• Chapter 1 ForewordChapter 2 PrefaceChapter 3 AcknowledgmentsChapter 4 IntroductionChapter 5 1 Struggles in Fostering Trusting Principal-Teacher RelationshipsChapter 6 2 Principal and Teacher Perceptions about the Meaning of Trust in SchoolsChapter 7 3 Trust-Promoting Leader BehaviorsChapter 8 4 Making Sense of Principal-Teacher Perceptions of TrustChapter 9 5 What Does All this Mean for Practitioners?Chapter 10 6 ConclusionChapter 11 7 AfterwordChapter 12 ReferencesChapter 13 IndexChapter 14 About the Author

Addressing the long-neglected element of interpersonal trust, Phyllis Gimbel provides major school stakeholders clear guidelines for the creation and nurturing of trustful, trustworthy, effective leadership. Because the growth in external pressure for school accountability shows no sign of abating, there has never been a better time to release Dr. Gimbel's compelling book. It is a must-read for principals and teachers who insist that all children meet their highest learning potential.