trust

Confidence Isn’t a Synonym for Competence

/ Dave Eberwein / 2 Comments

Have you ever watched someone speak with absolute certainty about a topic, and you knew that they really had no clue about what they were talking about?

It’s uncomfortable, isn’t it?

We have all likely been that person at some point — where our confidence exceeds our ability. What is that strange gap between confidence and competence? That’s the Dunning-Kruger Effect — and it shows up more often than we think, especially in the workplace. For a few people, it can be a daily event.

Dunning-Kruger Effect: A cognitive bias where people with low competence in a skill tend to overestimate their own abilities and knowledge in that area. This lack of metacognitive awareness prevents them from accurately assessing their own performance, while high performers often underestimate their abilities.

It’s not arrogance — it’s a lack of self-awareness. And ironically, the more skilled you actually become, the more you realize how much you really don’t know. It’s a humbling paradox: ignorance breeds confidence, while knowledge breeds humility.

In the workplace, this can manifest in subtle but impactful ways:

Confidence does not Always Equal Competence
  • Take the new manager who’s just stepped into a leadership role. They’ve read a few books, maybe taken a course or two, and suddenly they’re convinced they know how to lead a team. But leadership isn’t theoretical –it’s relational. Without emotional intelligence, listening skills, and the ability to navigate conflict, that over confidence can quickly erode trust.
  • In politics, a new leader speaks from a place of confidence yet includes statistics and events that are not true or highly exaggerated to make their point. Their presence presents itself as arrogance — yet it’s uninformed arrogance. Being familiar with the topic, you soon lose trust in the leader. You question their integrity, intentions and ability.
  • Or the school district leader, who’s just attended a one-day workshop on a new pedagogical approach to language instruction. They return to their school district, energized, ready to overhaul their system. But, without deeper understanding or support, the implementation falters. Staff are confused, students are frustrated, outcomes may drop, and the leader feels disillusioned. The intent was good, but the execution lacked depth.

Understand this effect isn’t meant to shame anyone. It’s about recognizing a pattern — and learning from it.

The real danger of the Dunning-Kruger Effect isn’t ignorance itself — it’s the illusion of knowledge. When we think we know more than we do, we stop asking questions. We stop listening. And that’s when growth stalls. Arrogance takes over and learning stops.

So how do we move forward as an organization?

NORMALIZE NOT KNOWING

  • In a culture that rewards certainty, admitting “I don’t know” can feel risky. But it’s actually a sign of calm wisdom. The most competent leaders I know are the ones who ask the most questions. They’re not afraid to look foolish by not knowing, because they know that learning is messy — and worth it.

BUILD FEEDBACK-RICH ENVIRONMENTS

  • Whether it’s in a classroom, the boardroom, or a team meeting, feedback helps us calibrate our self-perception. It’s not about criticism — it’s about clarity. When we invite others to reflect back on what they see, we gain insight into our blind spots. And that’s where real growth begins.

INVEST IN REFLECTION

  • Think about a time you were sure of something and later realized you were completely off base. What led you to that conclusion? What did you miss? Reflection isn’t about beating ourselves up — it’s about building self-awareness. Self-awareness is the antidote to the Dunning-Kruger Effect.

LEAD WITH HUMILITY

  • Humility isn’t weakness — it’s strength. It’s the quiet confidence that comes from knowing your limits and being open to learning. When leaders model humility, they create space for others to do the same. And that’s when teams thrive.

The Dunning-Kruger Effect isn’t a flaw — it’s a feature of how our brains work. But when we understand it, and pay attention to opportunities when it might happen, we can move from unconscious incompetence to conscious growth.

So, stop pretending to know when you don’t … admit when you don’t know something … and look for those opportunities to gain the knowledge you’re missing.

Be genuine … Be transparent … Be humble … and seek knowledge.

Why wouldn’t we want to do that?

(This post was inspired by the author prompting AI, however, the majority of the writing is the author’s own work.)

The Power of Kindness Over Niceness

/ Dave Eberwein / Leave a comment

There is a constant tension in leadership. There are moments in every leader’s journey when we’re faced with a choice — Do we say the hard thing, or do we stay silent to keep the peace?

It’s tempting to choose what appears to be the ‘easier’ route. After all, we’re in the business of nurturing, supporting, and building community — ‘rocking the boat’ would appear to be the opposite of that. And, we all want to be viewed as nice.

But the truth is — being ‘nice‘ isn’t the same as being ‘kind‘.

Let me explain.

As leaders, we can confuse niceness with goodness. We all desire to be ‘good’, and to do that we can also think we just need to be ‘nice’ all the time. We avoid the difficult conversations because we don’t want to hurt feelings or be seen as harsh.

But niceness, when it avoids the truth, can erode the trust we need as an organization. Kindness, on the other hand, is rooted in respect which can build and strengthen trust. It’s the courage to speak honestly, even when it’s uncomfortable — because we care enough to want better for each other and for our organization.

Being a kind leader means holding people accountable with compassion. It means addressing the colleague who consistently misses deadlines, not to shame them, but to support their growth. It means naming the tension in a meeting, not to create conflict, but to clear the air and move forward with integrity. And, it may sometimes mean making a difficult decision.

Over my 37 years in public education, I’ve learned that the most honouring thing we can do for our staff is to be clear and consistent. Clarity is kindness. When we avoid the awkward conversation — the hard conversation — we leave people guessing. We create a culture of uncertainty, where assumptions fill the silence. But, when we speak with honesty and empathy, when we work to address the issues, we build a workplace where people feel seen, respected, and safe.

Speaking with honesty doesn’t mean we abandon warmth or empathy.

Quite the opposite. Kindness is deeply relational.

Kindness in Leadership: The practice of demonstrating empathy, compassion and consideration even when making difficult decisions. Kindness in leadership is not about being weak or compromising standards, but rather about balancing firmness with care, and understanding. 

Kindness is about showing up with humanity, even when the message is hard. It’s about saying, “I believe in you enough to have this conversation”.

In our schools, we talk about modeling the culture we want to see in our students. If we want them to grow into courageous, respectful and engaged citizens, we must show them what that looks like in adult relationships. This starts with us — leaders who are willing to be kind, not just nice — leaders who have the hard conversations because it’s not only the right thing to do, but also the kind and respectful thing to do.

So, the next time you hesitate before a tough conversation, ask yourself this question: ‘Am I avoiding this to be liked, or am I leading with kindness and respect?‘

Kindness isn’t always comfortable — but it’s always worth it. It’s always the correct path.

Building an organizational culture where truth and care walk hand-in-hand is what makes us stronger and on our desired trajectory — to grow and get better. It’s a leadership journey where we realize that feedback is a gift, not a threat — where we honour each other enough to be real.

Because in the end … kindness builds trust. And trust builds everything else.

My 2024-2025 Reflections

/ Dave Eberwein / 1 Comment

There’s so much I am grateful for as Superintendent. But if I had to name just one thing that stands out, it’s this: I get to be part of a professional community that never stops striving to be better. Every day I’m surrounded by people who challenge and inspire me to grow — people who believe deeply in creating spaces where every learner can thrive. Together, we’re not just educators. We’re leaders. And we’re building something meaningful.

Like everywhere else, our district is affected by global issues. The global social and political realities of today are significant and impacting us in unexpected ways. In some of my previous posts I have commented on things such as the current political turmoil, economic uncertainty and social media biases — where we have seen the marginalizing of people because of their beliefs and personal preferences. I have blogged about the problems of racism, bigotry and hatred — because they are important topics for me — areas where we need conversation and action against them. As a school system, we have an obligation to combat these intolerances and be strong in our belief of being the places of kindness and understanding — the places where students feel welcomed, safe and included.

Tucker catching up on some critical down time

These are some of the current influences that are shaping my thinking and wonderings. With this as a backdrop, I’ve compiled a short list of 4 areas of personal reflection that I’d like to share — areas where I’ve spent some time — at work, on my drive home or perhaps walking Tucker:

  • Student Success
  • Artificial Intelligence & Education
  • Political and Economic Upheaval
  • A Personal Perspective

Student Success

We are 1/2 way through Strategic Plan 2022-2027 — and making some good progress in: Literacy; Indigenous Learner Success; Mental Health & Wellness; and Global Citizenship.

School Plans, Personal Growth Plans, Long-Range Facilities Plans, staff recruitment, the Information Technology Plan, budget planning and many other areas are all examples of how we align our efforts to the Strategic Plan, building on what we know works well as well as trying new things to make us better.

The Enhancing Student Learning Report (Sept 2024) provides a great overview of our successes and areas where we still need to focus.

Here are some sample results:

  • Overall student literacy rates are showing improvement including for students with complex learning needs. There is still a difference in literacy rates between Indigenous and non-Indigenous students, but the gap is narrowing.
  • Overall, students are feeling welcomed and safe at school. There has been a significant improvement of Indigenous students feeling a sense of belonging.
  • It is clear that having an adult with whom every child feels connected makes a tremendous difference in students’ sense of safety, as well as feeling valued for who they are in this world.
  • Graduation rates for all students continue to show a steady increase, with the biggest increase seen for the 6-year Indigenous student graduation rate increasing from 56% (2022-22) to 73% (2023-24).

These are just a few of the trends we are seeing. I encourage you to look over the entire Report when you have some time. While there is still much work to be done — especially as it relates to building equity — it is important to acknowledge the efforts our staff are providing in building successful learning opportunities for the students in our care.

Artificial Intelligence and Education

This is an exciting time to be in K-12 education.

In the words of a friend and colleague, “The AI you’re using today is the worst it’s ever going to be.” Being the most recent ‘disruptive technology‘, AI is altering the educational landscape — changing how we lesson plan, increasing accessibility to the curriculum, as well as how we assess student progress. It also provides opportunities within the business side of our system.

But, this newest of technologies also comes with questions and worries. We’re not ignoring these, but instead we’re building a foundation of understanding that is continually evolving alongside of the technology. By embracing the conversation, we have the best opportunity to leverage its possibilities, while being cognizant of ensuring its appropriate use.

In Saanich, we produced a foundational document (Framework for Generative AI in Saanich Schools) that provides some of the ‘bumper pads or guiderails’ for AI in our schools. It is not the final word on how we use AI, but it does give us the foundation from which to build awareness and understanding, as well as increase our system capacity in capitalizing on this new, and evolving tool.

We hosted two staff GenAI Think Tanks this year as well as a virtual Parent Information Evening with 300 parents registered.

Our goal in these ongoing conversations is to share our current knowledge and progress, ask questions and continue our learning journey. We don’t have all of the answers. By asking questions and spending the time charting a path forward, we remain committed to being informed and progressive. We see the possibilities that AI can bring to our teaching and learning environments.

Stay tuned for continuing updates next year.

Political and Economic Upheaval

I have never intended for this blog to serve as a political platform—that has never been its purpose. Yet, remaining silent in the face of today’s turbulent political, social, and economic climate would be to ignore the wild uncertainty that surrounds us. This global instability is reverberating across all levels of governance — national, provincial, and local — leaving no community untouched, including here in British Columbia. Government budgets are in a state of flux, and school districts are not immune from the effects of this global uncertainty.

A Personal Perspective

Life is filled with moments that take your breath away and remind you there is a bigger picture . This past year, one of those moments was the birth of our granddaughter, Ophelia. What a pure bundle of joy! And, she just had her first birthday.

Baby Ophelia – 1 year old

Her brightness and inquisitiveness, the pure joy when she tastes new food, the giggles when you play peek-a-boo, and the screams of delight when you blow bubbles in her neck — they all put into perspective life’s priorities.

While there are many pressure points in our professional lives — in the end, what matters most are the people.

It is Ophelia and others like her who bring the greatest meaning to our lives and our priorities — both personally and professionally.

See you in September!

For those of you returning next year, I look forward to connecting with you again in our schools and district office. And, if you are off to new adventures thank you for being part of our community of learners. I wish you well.

Thank you to everyone who has entered my world this year — you have made an impact and a difference. I wish all of you a summer of rejuvenation, and opportunities to do the things that may get pushed aside during the busy school year.

Dave

(This post was written without the support of Artificial Intelligence.)