Communication :: Ruth S. Paisley

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Competency 6. Communication

a. Formulate and carry out plans for internal and external communications

b. Demonstrate facilitation skills

c. Recognize and apply understanding of group and individual behavior in normal and stressful situations

d. Facilitate teamwork

e. Demonstrate an understanding of conflict resolution and problem solving skills

f. Make presentations that are clear and easy to understand

g. Respond, review, and summarize information for groups

h. Communicate appropriately, speak, listen and write for different audiences

i. Understand and utilize appropriate communication technology

Reflection: Communication

Ruth Paisley, Spring 2011

Marzano, Waters, and McNulty, 2005, in their landmark meta-analysis of school leadership studies identify communication as one of the 21 Responsibilities of a school leader. Communication in their work is defined as the extent to which a principal establishes strong lines of communication with and among teachers and children. The ultimate goal of effectively communicating for a school leader is student achievement. This text goes on to discuss first order and second order change. First order change is affecting change in the day to day operations in managing the life of the school. First order change is incremental and fine tunes the current procedures. Second order change demands swift action and departure from the status quo altering current ways of thinking and acting. Strong communication is listed in this text as crucial to first order change. In other words, to keep things going smoothly a school leader must have good lines of communication. Further the authors found that Communication as a responsibility, along with the school leader’s responsibilities of Culture, Order, and Input, are negatively impacted when a school is undergoing sweeping, swift, and innovative changes.

In reflecting on communication in relation to first and second order change, the negative impact of swift, sweeping changes on communication, as well as culture, order and input, is quite apparent. The past few years in education have been a time of urgency to increase achievement and close the achievement gaps between student groups. This urgency has created the need for sweeping, swift, and innovative changes. In special education I have seen the impact of these second order changes – implementation of data driven instruction, professional learning community structures, positive behavior intervention and supports, more inclusive settings for special education students, and new and ever-changing compliance requirements – on the culture and order of special education. Staff are given new requirements through many communication formats. Sometimes the requirements may not be understood clearly and resistance to the changes result. Previous communication lines that worked for the first order, day to day business of the program often broke down in misunderstandings over expectations. Because these are expectations, sometimes staff feel they do not have input. I believe a communication mistake in second order change may be in the words used to introduce the change. For example, the word “initiative” might imply a project with an ending to some when, in fact, it is now the “way we do business”. I have learned in this time of swift change that giving “tight” and “loose” expectations, to use the words of the DuFour model of PLCs, in clear, concise terms, helps to clarify for staff. I have also learned, the hard way, to communicate through small doses of professional development and involve staff in determining “the how”, even if the content cannot be negotiated.

The past few years have seen technology greatly impacting the amount and formats for communication in schools. These formats affect the school’s communication with parents, the communication between students and teachers, among teachers and other school staff and leadership, and with policy and professional organizations. Young parents and staff want information in podcasts, texting, via internet technology quickly and immediately. Some staff still need hard copy and do not use even email with efficiency. This is a challenge for the school leaders in keeping their own skills current, providing minimum expectations for technology competency of staff, and maintaining confidentiality and safety of all of the stakeholders of the school.

My artifacts demonstrate some of the communication technology and formats I have explored. I have become proficient in using Powerpoint as one strategy for communication. Along with Powerpoint I have used distance learning communication strategies such as Webinars, and FlashMeeting in holding training and meetings.

As a Division of Early Childhood (DEC)– Communication Committee member I was responsible for contracting and working closely with an emarketing firm to create the Minnesota DEC professional organization website. This continues as a work in progress and I am currently working to hire a webmaster for the maintenance of the website. As Past-president of Minnesota DEC one duty includes representation on the Minnesota Council for Exceptional Children which serves the birth to adult population. I offered to contribute an article to the organization’s Winter 2011 Newsletter on The Centers of Excellence for Young Children with Disabilities. (See Artifact, page 8.)

Presenting to groups is one of the joys I have found in leadership. I am always looking for new strategies to keep presentation fresh. At the Saint Paul Public Schools Collaboration and Differentiated Instructions Conference, Summer 2010, I presented to a diverse group of early childhood educators on Collaboration Basics. This presentation set the tone for working together through three days of training and collaborative planning for the teachers attending.

Most recently I have been looking for fun additions to presentation. One of the resources I have used to create catchy introductions of information is xtranormal.com. This website is free and with it you create short videos with typed text applied to characters who speak the text. (See xtranormal artifact.)

School leaders communicate continually. Communication is changing continually. Therefore, the need to work on all facets of communication is a continual responsibility of a school leader.

Dufour, R., Dufour, R., Eaker, R., Many, T. Learning By Doing: A handbook for Professional Learning Communities at Work, Second Edition, solution-tree.com

Marzano, R., Waters, T., and McNulty, B. School Leadership That Works: from Research to Results, Association for Supervision and Curriculum Development, Alexandria, VA, and Mid-continent Research for Education and Learning, Aurora, CO, 2005.