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: 6-Communication

            Marzano, Waters and McNulty identify communication as one of the 21 responsibilities of the school leader that directly correlates to increased student achievement (School Leadership that Works, 2005). The extent to which the school leader establishes effective means for teachers to communicate with each other, practices on-going accessibility to staff and maintains open lines of communication with all stakeholders, impacts a school’s effectiveness.

            Effective communication is an art and skill that is modeled and practiced in a continual effort to convey informative, decision making messages with precision, clarity, knowledge, and deep passion. It requires the skill to monitor and adjust communication, knowing when to self-assert in a conversation and when to integrate. It includes the ability as a leader to model listening skills for understanding and positive non-verbal body language indicating interest in the strengths of others. It includes visibility at meetings, events and buildings. All of this encompasses communication.

            Having the ability to communicate plans of action and encourage involvement of others is two of my strongest skills. I have a lot of experience facilitating student IEP team meetings with parents and educators. I work with teams to resolve conflict regarding student behavior support and placement. My communication with parents often includes phone calls or e-mail prior to or after meetings.  Practicing frequent communication with parents is a way that I encourage their connection to school which I then believe translates into higher achievement for students. If I am communicating with a non-English speaking parent I communicate maintaining eye contact and body language that conveys respect.

            I also have experience with Due Process communication as illustrated by the Prior Written Notice artifact. This artifact is an example of my written communication skills.  It illustrates the composition of concise information, using parent friendly language while also following due process.  School leaders compose a variety of memos to staff and informative letters to parents including correspondence specific to topics related to suspension/expulsion/discipline. They are also required to clarify emergency and threatening situations as they apply to student safety. They are required to respond to public agencies such as the MDE. During fieldwork hours at #917, I composed a letter to the MDE in response to monitor review of Supplemental Education Services (SES).

            I lead teams in understanding the practice of behavior intervention planning. My Positive Behavior Intervention Plan e-mail artifact illustrates experience communicating direction and focus to a team resisting implementation of a student plan. My CPI e-mail artifact shows communication with educators in another district. My experience composing introduction letters with clarifying information and purpose is important as a director.

            Making presentations for a variety of audiences is an area in which I have extensive experience. As the Crisis Prevention trainer for my district I have made presentations to parents at SEAC meetings and regular education teachers during staff development. I conduct 2 day trainings with special education staff including paraprofessionals, teachers and transportation staff in 2 districts. Communication during trainings requires the use of Power points, verbal discussions and role play. I am skilled at capturing an audience through storytelling and open-discussions. The CPI participant evaluation artifact illustrates staff opinion regarding the effectiveness of my ability to deliver information, a critical skill of the effective school leader.

            This past year I made two presentations to the school board and superintendent. These presentations were also broadcast via the local cable channel to the community of South St Paul. As a special education director, presenting budget and staffing information to the school board will be a part of my responsibilities. This experience will be essential to my effective delivery of information to school staff, community and board members.

            One of the most helpful exercises during my coursework was an assignment requiring me to introduce myself to staff as their new administrator. This exercise enhanced my ability to communicate a positive first impression while articulating passion for the values I bring to my leadership. It reminded me too of the importance of practicing presentations prior to delivery. Communicating confidence is important as a leader and practice helps this happen.

            During fieldwork hours I led group sessions on the topic of CIMP. I took a facilitation technique learned in my special education director course, and applied it as I worked to involve staff in the CIMP process. 

            Accessing my communication skills will be required as I work to address the ongoing needs of the educational environment. Communicating frequently, with meaning, purpose and passion will increase my ability to establish a culture of collaborative partnerships. Good communication is a critical feature of any endeavor in which people work in close proximity for a common purpose (Marzano). This common purpose is student achievement.  

References

Marzano, Robert J., Waters, Timothy, McNulty, Brian A. (2005). School leadership that

            works. Alexandria, VA: Association for Supervision and Curriculum

            Development.  

Artifacts 

PBIP.jpg (135,8 kB)

_Prior Written Notice001.pdf (117,2 kB) 

CPI E-Mail.jpg (128,3 kB) CPI e-mail page 2.jpg (82,5 kB)

CPI Participant Evaluation.jpg (108,8 kB)