287. Psychological Safety in Classrooms with Craig Randall

In this episode of Learning Unboxed, I’m joined by Craig Randall, author of Trust-Based Observations, to explore how great teaching thrives when educators feel psychologically safe. We look at why traditional evaluation systems—rubrics, ratings, and high-stakes observations—stifle innovation, and how Craig’s trust-first model creates space for teachers to take risks and grow.

Craig shares his three-part approach: short, unannounced, strengths-based classroom visits; reflective conversations that begin with questions rather than judgments; and concrete, teacher-chosen support. From asking permission before offering suggestions to co-teaching or modeling strategies, each step builds trust so educators feel safe to experiment.

We also talk about scaling impact—aligning professional learning to core pedagogy, tapping in-house expertise, and working within mandated systems without losing sight of trust. The result is what John Hattie calls “collective teacher efficacy in action”—a culture where teachers share wins, iterate openly, and drive stronger student learning.

To learn more, visit: pastfoundation.org

We unbox:

• Why ratings of pedagogy erode trust—and how mindset-focused feedback changes the game.
• The mechanics of a strengths-based observation cycle (short, unannounced, reflective, supportive).
• “Marbles in the jar”: lowering vulnerability to unlock risk-taking and innovation.
• Turning observations into ongoing PD and collective teacher efficacy.
• Practical ways to work within evaluation mandates while centering trust.

Resources:

• Learn more at TrustBased.com
• Read Trust-Based Observations by Craig Randall
• Connect with Craig on LinkedIn

Produced by NOVA