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Teacher's Perception of their Principal's LeadershipStyle and the Effects on Student Achievement inImproving and non-improving schools

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Teacher's Perception of their Principal's LeadershipStyle and the Effects on Student Achievement inImproving and non-improving schools

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I found this quantitative study while completing research for module 7.  The study focuses on teachers perception of leadership style, the author identifies "transformational, transactional or passive-avoidant in improving and non-improving schools in relation to student achievement" (Hardman, 2011).
This is a lengthy study, however, it was beneficial because it allowed me to identify areas for improvement.

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Due to recent events that have taken place in our schools, I felt it was important to post something about crisis communication. Each school should have a crisis plan in place, with all members aware of their responsibility as well as routine drills for staff and students. If this is not happening on your campus, I urge you to step up, collaborate with administration so this can be implemented.

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It is no longer a question of if a crisis will happen in a school but when it will happen. Although the most feared crisis situation is an active shooter situation, many other types of threats to safety of students and faculty may occur. According to Schooldude.com, the human threats facing children, teachers and school personnel includes dangerous intruders, gang violence, bomb threats, missing persons as well as accidents and injuries. All of these risks require that school personnel be able to communicate the crisis as effectively and quickly as possible. A crisis situation leaves little time to think through options, so school leaders and teachers must know what to do, when to do it and the best communication method to use.

What worked yesterday in our schools won't work for the future because the future holds uncertainty, fear and sometimes danger for our most valuable asset in this country, our children. Some of the most common questions that surface when discussing the current state of our schools are around safety. How many times have you asked or heard questions like these:
Are the kids safe? Are kids able to learn effectively if the number one thing on the minds of the teachers and the students is, "I hope nothing bad happens today."? What do we do if something bad happens? How will we know if there is a crisis somewhere on the campus?
We are all wondering how safe our schools are. Not that safe. Here are some hard numbers:

50 - The number of mass murders or attempted mass murders at a school since Columbine. ( records)

141 - The number of people killed in a mass murder or attempted mass murder at a school since Columbine. (FBI records)

270 - The number of shootings of any kind at a school since Columbine. (ABC News review of reported cases)

1 - The number of shootings per week, on average, on a school or college campus in 2015. (ABC News review of reported cases)

So now that we have looked at all this doom and gloom, let's talk about solutions to alleviate the fear that is lurking in the minds of our teachers, parents and school children. Not surprisingly, the best way to battle this underlying fear in our school systems is through education! So where do we go for this education? Where can we find out how to better handle the day-to-day safety concerns as well as the crises that could happen without warning and what are these situations? We need to go where our children go to learn everything - online!

Let's start with valuable information from the one of the leaders on Crisis Communication and Management. In a crisis school situation, think of ALICE, which stands for Alert, Lockdown, Inform, Counter, Evacuate. ( https://www.alicetraining.com/) ALICE protocols and training provide a framework to educate and inform parents, teachers, administration personnel and integrators with the overarching goal of creating a culture of safety and protection within our schools. Some of the powerful suggestions ALICE training provides include the following:
Five Suggestions for Parents to Make to School Administrations 1. Have a Proactive Rather than Passive Policy 2. Make Sure the Policy Aligns with Federal Guidelines 3. Make Sure All Teachers are Trained 4. Train Students and Practice Regularly 5. Empower and Authorize Individuals
Another valuable resource is the Partner Alliance for Safer Schools, (PASS). (http://passk12.org/). This organization has a very simple mission, which is to make sure school investments in security are spent on the right solutions. The PASS guidelines are as follows:
1. Define threats common to schools at each educational level 2. Offer recommendations on parental and community involvement 3. Detail a layered security approach that combats common threats and mitigates risks related to active shooters 4. Provide information for integrators, school administrators, resource officers, and IT staff on technology-focused solutions like video surveillance, duress alarms, and electronic access control 5. Deliver scalable/tiered measures that administrators can implement based on available resources and local risk levels
PASS also provides integrators with risk assessments and white papers that can be used when working with schools to evaluate and establish the best security protection for their building. PASS has published a Safety and Security Guidelines for K12 Schools that is invaluable in providing information on not only keeping our children safe but also what to do in the event of a crisis. Technology Integrators play a huge role in making this happen. Tier four of the PASS Emergency Notification Layer of Safe Schools depends on having a professional integrator to work with who can accomplish baseline needs like live camera streams for law enforcement and administrators, intercom systems that integrate emergency messaging as well as two-way radio systems for communication within the building as well as with emergency personnel.
1. The duress system should have the capability to generate a camera stream with the computer popup message so that responding personnel (law enforcement and school administrators) can see a live view of the area where the duress button was activated. 2. The public address system should be integrated with fire alarms, weather alerts and the duress system to automate emergency messaging that provides information as to what the emergency is, what to do and where to go, and that sends an 3. The public address system should be augmented through the use of digital signage that provides emergency information. 4. The public address system should be integrated with the two-way radio system used by security personnel, law enforcement and firefighters so that calls for emergency response are automated. 5. The two-way communication system should be able to accept calls from emergency personnel outside the building. "all clear" message when appropriate.
The National Association of School Psychologists (NASP) has a very good list of "Brief Facts and Tips" on creating a culture of safety and well-being within a school. It is not surprising that nine out of nineteen of their tips directly or indirectly involve communication, which all resources point to as the key factor in preventing and responding to a crisis... https://www.nasponline.org/resources-and-publications/resources/school-safety-and-crisis/school-violence-prevention

Some of the NASP recommendations include:

1. Create a safe, supportive school climate (e.g., school-wide behavioral expectations, caring school climate programs, positive interventions and supports, and psychological and counseling services).
6. Control access to the school building (e.g., designated entrance with all other access points locked from the exterior). 7. Monitor school guests. 8. Monitor school parking lots and common areas, such as hallways, cafeterias, and playing fields. 9. Include the presence of school resource officers, security guards, or local police partnerships. 10. Use security systems. 11. Develop crisis plans and provide preparedness training to all staff members. 12. Develop threat-assessment and risk-assessment procedures and teams for conducting the assessments. 13. Hold regular school-preparedness drills (e.g., intruder alerts, weather, fire, lockdown, evacuation).
2. Encourage students to take responsibility for their part in maintaining safe school environments, including student participation in safety planning.

3. Reiterate the school rules and request that students report potential problems to school officials.

4. Remind students of the importance of resisting peer pressure to act irresponsibly.

5. Create anonymous reporting systems (e.g., student hot lines, suggestion boxes, and "tell an adult" systems).
18. Review communication systems within the school district and with community responders. This should also address how and where parents will be informed in the event of an emergency.
14. Create school-community partnerships to enhance safety measures for students beyond school property.

15. Cite school safety incident data. Many school districts have local data that support a declining trend in school violence. When possible, citing local data helps families and students feel more at ease.
Response means the capabilities necessary to stabilize an emergency once it has already happened or is certain to happen in an unpreventable way; establish a safe and secure environment; save lives and property; and facilitate the transition to recovery.
16. Be a visible, welcoming presence at school, greeting students and parents and visiting classrooms.
http://www.securitymagazine.com/articles/86817-technology-solutions-to-help-schools-prepare-for-crisis
17. Conduct an annual review of all school safety policies and procedures to ensure that emerging school safety issues are adequately covered in current school crisis plans and emergency response procedures.

19. Highlight violence prevention programs and curricula currently being taught in school. Emphasize the efforts of the school to teach students alternatives to violence including peaceful conflict resolution and positive interpersonal relationship skills.

We cannot overlook what the Federal Emergency Management Association (FEMA) recommends in the event of a crisis situation. FEMA identifies Response as the critical action since crisis falls into three categories; it has happened, it is happening or it will happen.

The internet is rich with information, ideas and solutions on how to work together to make our schools safer. Here is one additional link with information that will be helpful in learning more about educating and protecting our most valuable asset!

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EDUCATING K-12 EDUCATION SYSTEMS ON CRISIS COMMUNICATION

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It is no longer a question of if a crisis will happen in a school but when it will happen. Although the most feared crisis situation is an active shooter situation, many other types of threats to safety of students and faculty may occur.

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Technology has always been my kryptonite. Learning how to use Google Calendar has proven to be useful in my work as a counselor. This article details how various tools associated with Google Calendar can help administrators with planning and organization.

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One of my favorite Google Apps resources is Google Calendar. If your school has enrolled in Google Apps for Education, it is part of your GAFE suite of tools. With a Google Calendar, you can more effectively organize and plan your administrative tasks. Here are some quick tips to help you to effectively wield your Google Calendar tools.

Use a Shared Calendar

With Shared Calendars, multiple people can view and even edit the same calendar. It's easy to manage a shared calendar with your Administrative Team, Clubs, Faculty, or even parents using Google Calendar.

You can give members the ability to subscribe to the calendar to view updates or even grant them the ability to edit it. To do this, simply open up your Google Calendar and scroll down to "My Calendars," press the down arrow and select "Create new calendar." Give the Calendar a Title and include a brief description. Next, check the box "share this calendar with others" and select your sharing settings. Do you want it to be a public calendar that others can only view, share it out publicly only with people in your organization, or do you want to invite specific people who can then add items to the calendar?

Google Calendar allows you to be flexible here with multiple levels of access and sharing; for example, you can allow some people to view and others to edit. As the creator of the calendar, you can always change or revoke another person's access to it. This is a great way to keep a group organized. By keeping a shared calendar with faculty, you can schedule tests and major assignments to make sure students don't get overwhelmed. If you have resources, like computer labs or iPad carts, you can allow faculty to "reserve resources" on a campus calendar.

Set up Appointment Slots

Google Calendar also allows you to set up appointment slots without sharing your whole calendar with others. This is a great way to hold open office hours or allow people to book time with you; it will also let your faculty, students, other administrators, and parents know your availability without publishing your entire calendar. Note that you can only use this feature with a Google Apps for Education (GAFE) or a Business account; it will not work on a personal account.

When you open your calendar, switch to Week or Day view. Click on your Calendar anywhere and select "Appointment Slots" from the pop up bubble. From the drop down menu, select the Calendar you want to use. I recommend using the calendar you use for professional appointments - rather than a shared calendar - so that you don't inadvertently schedule a conflicting event. Remember, sharing appointment slots will not reveal your whole Calendar only the time slots you designate available for appointments. Give your Appointment Slots a name, such as "Ms. Carey's Office Hours," and set the times for your appointments. When you have finished, copy the appointment page URL and click save. When you share the URL with others, they will be able to schedule appointments with you. If you would like a step-by-step tutorial, check out this great video by The Gooru

Sync your Calendar Across Devices

If you're like me, you're always on the run; going to a meeting, a class, or just trying to grab a bite of lunch. My Smartphone is my organizer on the go because it's readily accessible and I can see my schedule at the touch of a finger. One of the great things about Google Calendar is that it resides in the cloud, so you can sync it wirelessly across devices without thinking about it! If someone emails you a calendar invite and you accept it on your desktop, it will populate your calendar on your laptop, smartphone, and/or tablet. Likewise, if you are stopped in the hallway and someone asks for a meeting, you can schedule it on your Smartphone and it will then appear on your calendar across all of your devices. Here are the instructions for setting up Google Calendar syncing with your with Android & iOS devices. If you need a little extra push to keep you going, you can even have Google Calendar send you a reminder with a text message directly to your cell phone (price subject to your texting plan).

Schedule a GHO Video Call

Video conference calls are becoming more popular as they allow you to engage beyond a disembodied voice. Google Calendar allows you to not only schedule a video conference call, but to include a link within the calendar appointment that users simply click to join. This is much faster than logging into Google Hangouts or Skype and inviting people manually. With a Google Hangout, you can have up to 10 people in the same call; so you can easily navigate remote meetings, interviews with multiple participants, and more.

Add Attachments to Calendar Events

Often, our calendar events include meetings to review different documentation, such as policies and procedures, or to discuss a specific agenda. To keep everything organized, you can attach a document to your event. This is a feature that requires you to enable " Labs " in Google Calendar.

NOTE: Labs are features that have not yet been broadly rolled out and are still in beta. It is important to know that sometimes Labs features are buggy. If you experience problems, simply disable Labs. To enable the "Event Attachments" Lab click on the the gear in the top right corner, then select Labs, scroll down and enable "Event Attachments."

Now when you create a new event you will have the option "add attachment" available. When participants log on to the calendar, they will see the attachment and have the ability to download it.

There are a lot of great ways that Calendar can make your administrative duties more organized and streamlined. Explore other tips and tricks as well as more Lab options.

Learn more about Google Apps this Summer!

Google & Chromebooks

Google & Web Tools in the Student-Centered Classroom

The Chromebook Classroom

Google Apps & iPads

And More!

View the Full Course Catalog at ettsummer.org

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5 tips to help school administrators make the most of Google Calendar - Daily Genius

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One of my favorite Google Apps resources is Google Calendar. If your school has enrolled in Google Apps for Education, it is part of your GAFE suite of tools. With a Google Calendar, you can more effectively organize and plan your administrative tasks. Here are some quick tips to help you to effectively wield your ...

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The idea of becoming a growth mindset school has been over a year in the making. Our Headteacher bought each member of SLT a copy of Mindset for Christmas, and it was the main agenda item at our annual senior team conference. Today I launched the idea of becoming a growth mindset school to all staff at...

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Becoming a Transformational School Leader

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The transformational school leader must confront student deviance , as well as teachers' possible cynicism and lack of motivation.

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This is a compilation of advice from former and current administrators, teachers and various staff about effective ways to communicate with teachers.

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Vol. 72

No. 7

Abstract

A Reality Check

Video e-Mails

Show Respect

A Collaborative Blog

Sitting Down Together

Honest Feedback

An Open Door

What Do You Want to Accomplish?

Voice Messages

Make It Personal

Putting Money in the Bank

Show You Care

Say It and Write It

Collaborative Improvement Goals

Building Trust

Grade-Level Mentorship Teams

A Staff Website

Weekly Updates

Continual Communication

Say It With Chocolate

Full Attention and Support

A Special Thanks

An Inspiring Challenge

Share the Positive

Better Than an e-Mail

Nothing Beats Face-to-Face

Bringing in Different-Perspectives

Open and Accessible

A Calendar Facilitates One-on-One Meetings

Let Me Evaluate Myself

Abstract

A Reality Check

Video e-Mails

Show Respect

A Collaborative Blog

Sitting Down Together

Honest Feedback

An Open Door

What Do You Want to Accomplish?

Voice Messages

Make It Personal

Putting Money in the Bank

Show You Care

Say It and Write It

Collaborative Improvement Goals

Building Trust

Grade-Level Mentorship Teams

A Staff Website

Weekly Updates

Continual Communication

Say It With Chocolate

Full Attention and Support

A Special Thanks

An Inspiring Challenge

Share the Positive

Better Than an e-Mail

Nothing Beats Face-to-Face

Bringing in Different-Perspectives

Open and Accessible

A Calendar Facilitates One-on-One Meetings

Let Me Evaluate Myself

A Reality Check

Mid-year and mid-spring, I gave teachers a Reality Check-a one-page sheet with five questions: What's going particularly well for you this year? What concerns/issues do you have at this point? What can I do to best support you right now? If you could get some professional development right now, what would it be? Anything else? Teachers could return it in hard copy or electronically. This never failed to yield important nuggets that helped me focus my support on teachers' priorities.

- Dave Weston, principal (retired), Saudi Aramco Schools, Ras Tanura, Saudi Arabia

Video e-Mails

I used to send out a weekly staff e-mail on Thursdays that contained school information and calendar items. Several months ago, I discovered MoveNote, an app that enables you to send a video through e-mail, and I started using it for my weekly e-mails. My teachers love it because they can multitask as they watch my message for the week. They also get the bonus of "pausing" me.

- Paul Baez, principal, Alief Independent School District, Houston, Texas

Show Respect

The best way to communicate with teachers is to show them that you value their time. Meet them in their classroom rather than your office, turn off notifications on your phone and computer, and open the conversation by asking questions. Show teachers that you know their time is valuable and that their voices matter.

- Brianna Crowley, English teacher and instructional technology coach, Derry Township School District, Pennsylvania

A Collaborative Blog

My assistant principal and I publish a weekly blog (using the Smore app) to provide teachers with inspiration and innovative practices for their classroom. The blog features a different teacher blogger each week, who shares a practice he or she is passionate about. Topics have included Genius Hour, guided reading, math stations, differentiation, and relationship building. In another section, "The Principal Ponders," I reflect on the teacher's topic and how it affects our school. Also included are articles and videos from various sources that relate to the topic. What started as a simple communication from administrators to teachers has evolved into a collaborative venture in which teachers, and now students, are waiting in line to be the next guest blogger!

- Kelly Hayunga, principal, Lewisville, Texas

Sitting Down Together

I have used many media to communicate with our staff-phone messages, text alerts, Twitter, e-mail, faculty meetings, team meetings, department meetings, and so on. However, we all know that the best communication is face-to-face conversations. Technology enables you to send a message to everyone instantly, and in many instances, this is great. But the real work happens when we sit down together.

- Bill Powers, middle school principal, Springfield Public Schools, Missouri

Honest Feedback

What I want from the principal is honest feedback. I appreciate criticism that is heartfelt, constructive, and delivered personally, in a way that shows me what needs improvement, but also shows that my successes are valued. I want the principal to acknowledge my efforts when I go above and beyond and to tell me when a student or parent has shared positive comments.

- Cossondra George, teacher, Tahquamenon Area Schools, Newberry, Michigan

An Open Door

As a child, I was never called to the principal's office over the loudspeaker. So, when I was called to report to the principal's office during my first week as a new teacher, I had some anxiety and stress as I walked down the hallway. As it turned out, she just wanted to hear how my first few days had gone and to let me know that her door was always open! In my several years of working under her leadership, I loved her open-door philosophy and her approachable demeanor.

- Christina Bauer, program specialist-technology, Cleveland Heights High School, Cleveland Heights, Ohio

What Do You Want to Accomplish?

This year, I started having teachers and education technicians talk to me one-on-one about their hopes and dreams for the next six weeks and how they hope to accomplish these dreams. I've been surprised and pleased with the energy and thoughtfulness of their reflections. These conversations give me a focus for helping them become better at what they do. Observations are more meaningful for everybody.

- Sally Brown, principal, Dike Newell School, Regional School Unit 1, Bath, Maine

Voice Messages

We use Voxer , a mobile messaging app that enables you to send recorded or live voice messages to one person or a group. It's faster than e-mail and better than sending a group text message when it's important to convey tone and empathy. You can also attach text and photos. It allows educators to make the most of commute time and spend more time sharing how to best meet the needs of students and families.

- Joe Mazza, leadership innovation manager, University of Pennsylvania, Graduate School of Education, Philadelphia

Make It Personal

After conducting an evaluation observation, the principal left me a note saying she sincerely hoped her son would have me as a teacher. The ultimate compliment!

- Paula Hoffman, special education teacher, Grand Ledge High School, Grand Ledge, Michigan

Putting Money in the Bank

As a principal, I felt it was important to be available to all teachers, students, and staff. That meant being in the halls and doing walk-throughs so that I could talk to all staff every day. I also made a point of being in the department lunch areas at least once a week to be part of the casual conversation. As Stephen Covey would say, this "put money in the bank" for the times I had to take money out of the bank.

- Chuck Achter, high school principal, Anoka Hennipen District, Coon Rapids, Minnesota

Show You Care

It is vital that principals actively listen to the teachers and parents who come to them. One of the most important things I have learned is to stop and put myself into that person's shoes-to think, What if this were my child? Student? Parent? Situation? Then I focus on how I would feel, before moving on to what I would do. For communication to be constructive and successful, people need to know that you have listened to them, that you understand them, and that you care.

- Jessica Banks, assistant head of lower school, The Out of Door Academy, Sarasota, Florida

Say It and Write It

I believe the best way to communicate with a teacher is a face-to-face conversation followed up with an e-mail message. The face-to-face conversation gives you an opportunity to personally engage with that person, ask or answer questions, and resolve any concerns. You can gauge how that person feels about what you are discussing, which could lead to a make-it-or-break-it decision. The follow-up e-mail ensures that everyone is clear on what has been said and what decisions have been made.

- Jeanette Patterson, principal, Cherry Creek School District, Greenwood Village, Colorado

Collaborative Improvement Goals

My best communication tool was a positive, supportive assessment process to help teachers set goals. After formal class visits, we would sit down and discuss "commendations" and "recommendations." I would ask the teachers to tell me what commendations they hoped to hear and what recommendations they thought I'd probably offer. Often, they already knew an important goal that they needed to consider. On the basis of the recommendations, we would set two or three specific "let's try" items, and I would ask what supports the teacher needed to accomplish the new goals.

- Thomas Woodall, retired principal/educational supervisor, Loudoun County Public Schools, Dulles, Virginia

Building Trust

The best way for me to communicate with our staff is to be in their classrooms, recognize their hard work, and share with them what I've learned from them. This personal communication builds trust and relationships and shows an investment and partnership in their work in our school. Unlike digital communication, it's rarely misunderstood.

- David Huber, principal, Mountain View School, Bristol, Connecticut

Grade-Level Mentorship Teams

Each week, I meet with a small team of teachers from three consecutive grades to discuss what's happening in the classroom, explore curriculum, and address concerns about particular students. In these meetings, teachers learn from and give one another feedback. Natural mentorship opportunities arise as veteran teachers share expertise with the novices in their team. These team meetings support our school culture and ethos and ensure that no teacher gets left behind.

- Michelle Hughes, head of school, High Meadow School, Stone Ridge, New York

A Staff Website

I wanted to create a one-stop shop for any information a teacher could need at any point during the school year. Shared drives and district networks are nice, but they only work if you're on campus. I used Google Sites to create a website that is accessible only by our faculty. It contains information about upcoming events along with general staff notes, reminders, and announcements; links to content and documents that would traditionally be shared in staff and student handbooks; and links to archived resources from all of our professional development opportunities and programs. The site has significantly reduced the number of all-staff e-mails and has eliminated our need to meet to discuss housekeeping issues.

- Eric Sieferman, principal, Cascade Middle School, Clayton, Indiana

My weekly bulletin has become a resource for all stakeholders in the building and for administrators and other support staff in the district. I have three sections: events for the upcoming week, with time and location; upcoming events throughout the quarter; and an "As Seen" feature, in which I give important updates and shout-outs. Having a comprehensive bulletin has freed up time to concentrate on professional development.

- Bill Basel, principal, Defer Intermediate School, Streetsboro, Ohio

Continual Communication

We have weekly face-to-face meetings with all our teachers. This is the most personal way we communicate and the most effective, but we do use several communication methods daily to stay in contact. Our teachers are on their iPads or laptops all day long. We communicate throughout the day through instant messaging, Skype, and private messaging within our learning management system. The more we communicate with our teachers, the more effective we can be as a school.

- Michael Segelnick, principal, American High School, Hollywood, Florida

Say It With Chocolate

When I taught 5th grade, my principal, Dr. Joan Montgomery, was an excellent communicator. I will share several examples that I incorporate in my leadership today.

Consistent information. Every Monday morning, regardless of how early I arrived, there was always a one-page weekly newsletter from her to all staff. She would highlight successes from the previous week, note any concerns, and include a weekly events schedule as a reminder. It was a great way to focus everyone on the week.

Commitment with chocolate. Dr. Montgomery had the largest bowl of chocolates in her office that I have ever seen. It served as an open invitation to any staff member to come say hello or grab a quick pick-me-up. There were moments when a piece of chocolate could solve any problem I had, and other times when it simply reminded us of her commitment to engaging with all staff.

Approachable. Dr. Montgomery always smiled and was positive. There was a never a time when I felt I couldn't approach her about something. Her office door was always open, period.

- Melany Stowe, instructional technology, Danville City Schools, Danville, Virginia

Full Attention and Support

I will never forget my first teaching assignment under Mr. DeForest. As a novice teacher, I had more than enough questions for any one person to bear, but Mr. DeForest always made me feel like I was the most important thing on his plate. He would come out from behind his desk and sit next to me-no distractions, no reading through papers, no sideways glances at e-mail-and listen. Twenty-plus years later, his example still resonates deeply with me.

- Renee M. Burnett, curriculum coordinator, OCM BOCES, Syracuse, New York

A Special Thanks

This past Christmas, my husband received a handwritten greeting card from my school principal, expressing her thanks to him for sharing me with the school. I feel appreciated all the time, but this confirmed my value to the schools that I serve.

- Dawn Waddell, ELL teacher, Desoto County Schools, Hernando, Mississippi

An Inspiring Challenge

When I was hired, my dean told me, "Your job is this: Be the best at what you do and help every student succeed." That was wonderful. And that's what I did.

- Frederick Talbott, professor (retired), Nashville, Tennessee

The best form of communication I received from a principal was a high five. The principal addressed me face-to-face to discuss what I was doing in my classroom. It made me feel good to know the principal noticed and talked about it with the rest of the staff.

- Adrianne G. Williams, teacher, Guilford County Schools, Greensboro, North Carolina

Better Than an e-Mail

With all of the technology available, I cannot find a better way than face-to-face communication to build relationships and create a culture of trust in our school. It is easy to use apps like Remind, or simply shoot out an e-mail or a tweet, but none of those avenues gain teachers' respect like face-to-face interactions.

- Zach Wigle, high school principal, Keokuk Community School District, Keokuk, Iowa

Nothing Beats Face-to-Face

I believe that a face-to-face conversation is still the best way to communicate. It allows deeper conversation and nonverbal communication. There are times when e-mails or written notes are useful, but to really move change forward, we still need face-to-face conversations.

- Eric Townsley, middle school principal, South Tama County Schools, Toledo, Iowa

Bringing in Different-Perspectives

I appreciate when my principal values my experience and expertise while challenging me to see things from a different perspective. Sometimes my tunnel vision gets in the way, and he opens my eyes without discounting my ideas.

- Patty Howard, English teacher, W. F. West High School, Chehalis, Washington

Open and Accessible

I appreciate that all critiques, celebrations, and suggestions are done in person. An open-door policy makes it easy to communicate with my principal. He is eager to hear all about my students' successes.

- Katie Koontz, 2nd grade teacher, Diablo Unified School District, Concord, California

A Calendar Facilitates One-on-One Meetings

In my 14 years of teaching, I believe that communication has been best when my principal has used multiple forms of communication. Face-to-face is best, but all educators know that our fast-paced day may require alternate forms of communication such as e-mail, phone calls, or a quick note in a mailbox. Recently my new principal has adopted the use of an online calendar that she shares with her entire staff. She encourages us to check her calendar and fill in time slots if we would like to meet with her face-to-face.

- Stephanie Moore, special education teacher, Beaver Dam Unified School District, Beaver Dam, Wisconsin

Let Me Evaluate Myself

I was an elementary special area teacher for 42 years, and I had 12 different principals. Probably the best way a principal communicated with me was in my early years of teaching, when one principal asked me to fill out my own evaluation. I felt that I knew more about what I taught than he did, and it demonstrated what my strengths and skills really were. We briefly met, discussed the evaluation, and signed it. Principals have many responsibilities, and outstanding teachers should do their jobs and report what they have done. I learned from every administrator and became a better teacher.

- Patrice Bove, retired elementary music teacher, Berwyn, Pennsylvania

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Let us help you put your vision into action.

ASCD empowers educators to achieve excellence in learning, teaching, and leading so that every child is healthy, safe, engaged, supported, and challenged.

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Tell Me About ... / Good Ways to Communicate with Teachers - ASCD

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Vol. 72 No. 7 Abstract A Reality Check Video e-Mails Show Respect A Collaborative Blog Sitting Down Together Honest Feedback An Open Door What Do You Want to Accomplish?

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Colette,
Thank you for sharing!  It is this kind of leadership style I find myself leaning toward the most in my career because of its success rate in solving problems and inspiring students and faculty to think outside the box when solving problems.  It may be because of my artistic background that pulls me toward being a transformational leader or it could be because I see this style of leading to be the most inspirational and rewarding.

Thanks for sharing,
Richard Carnley