Due: 12th May
He aha te kai a te rangatira? He kōrero, he kōrero, he kōrero.
What is the food of the leader? It is knowledge. It is communication.
Module Objectives:
Upon completion of this module, you will be able to:
- Analyse your current communication style and its impact on interactions within the school community.
- Apply strategies for crafting clear, concise, and culturally responsive messages for diverse audiences.
- Demonstrate active listening techniques to enhance understanding and build stronger relationships.
- Facilitate open and honest communication within your team and across the school.
- Develop clear, concise, and appropriate written communication for various school contexts.
- Foster a culture of respectful and inclusive communication within your sphere of influence.
Learning Material:
As middle leaders, your ability to communicate effectively, both verbally and in writing, is fundamental to your success and the well-being of your teams and the wider school community. This module will explore key aspects of communication, empowering you to build stronger connections and foster a more collaborative environment.
Crafting Clear and Concise Messages:
Effective communication begins with clarity. To ensure your messages are easily understood and impactful, consider the principles outlined by the Plain Language Commission New Zealand. Their resources emphasise using clear and direct language, structuring information logically, and tailoring your message to the audience – crucial elements for effective communication within our diverse school environments. This article is a good place to start thinking about your own communications at your kura – https://www.newleaders.org/blog/inclusive-effective-communication-4-strategies-for-education-leaders Also have a look at this resource from TKI, which is aimed at principals but has many helpful points for all leaders in improving communication in a school environment – https://www.educationalleaders.govt.nz/Managing-your-school/Guides-for-managing-your-school/Effective-communications
The Power of Active Listening:
Truly understanding others requires more than just hearing their words. Julian Treasure’s TED Talk, “5 ways to listen better” (https://www.ted.com/talks/julian_treasure_5_ways_to_listen_better), offers practical techniques to enhance your active listening skills. By focusing on presence, asking clarifying questions, and empathising with the speaker, you can build stronger relationships and gain a deeper understanding of perspectives within your teams.
Fostering Open Communication:
Creating a culture where open and honest dialogue thrives is essential for trust and collaboration. Explore this article for some tips on how to do this – https://www.forbes.com/councils/forbescoachescouncil/2023/05/31/20-smart-ways-managers-can-foster-more-open-dialogue-in-the-workplace/
Developing Effective Written Communication:
In your role as a middle leader, you will frequently communicate in writing with various stakeholders. Focus on the strategies of clarity and conciseness, knowing your audience, providing opportunities for clarification, and being consistent and transparent. Again, this article is aimed at principals but has tips that are applicable to all. To ensure your written communication is professional, clear, and achieves its intended purpose, consider the guidance offered here – https://www.edweek.org/leadership/opinion-principals-here-are-4-simple-tips-to-communicate-better/2023/06
Task: Reflecting on and Applying Communication Skills:
Consider a recent interaction (verbal or written) you had within the school community.
Discuss one of the following scenarios with your learning partner and post your collaborative response on the forum (max. 150 words):
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- Scenario A (Verbal): A staff member on your team consistently misses deadlines and their communication about progress is often vague. Brainstorm two distinct communication strategies you could use to address this verbally, incorporating principles of clear communication and active listening.
- Scenario B (Written): You need to inform parents about a change in the school’s drop-off procedure. Draft two key elements of your written communication (e.g., subject line and first sentence, or two key pieces of information conveyed) ensuring they are clear, concise, and audience-appropriate, drawing on the principles from the New Leaders article.
Assessment:
- Discussion with learning partner
- Collaborative post on the forum
- Engagement with reading materials
12 Responses
Dionne Morrison and I chose Scenario A:
Strategy 1: I would arrange a one-on-one conversation in a private, supportive setting, giving them a heads-up about what the meeting would be about. This sets a tone of transparency from the beginning. I’d start by checking in on my team member. I would then clearly outline the pattern I’ve observed (e.g., “I’ve noticed a few deadlines have been missed recently, and updates have been a bit unclear”) and then invite them to share their perspective. I would also be open to feedback on the communication of the deadlines and expectations of the updates – perhaps instructions were not communicated clearly or understood well. This models open, respectful communication and applies active listening by asking clarifying questions and reflecting back their responses to ensure understanding.
It would also be important to ask what the team member would need by way of support, and to get an action point for them to commit to before leaving the meeting.
Strategy 2: In future team meetings, I could introduce regular, short progress check-ins where everyone briefly shares their current focus. This sets a transparent tone and may help prompt more timely communication, while also signaling shared accountability across the team.
My learning partner and I selected Scenario A and focused on Communication Strategy #1, emphasising the importance of addressing concerns promptly rather than waiting for a “better time.” Effective communication begins with acknowledging the staff member’s responsibilities and creating a sense of shared purpose: “We work as a team, which is why I’ve asked to meet today.”
It’s essential to express appreciation, highlighting effort and contributions, to foster trust and prevent defensiveness. Summarising key concerns clearly ensures expectations are understood, and providing time for the staff member to respond encourages open dialogue and collaboration.
Applying the 3 C’s: Connection is reinforced through working together on solutions; Context allows for understanding the root causes of missed deadlines; and Care is demonstrated through a respectful tone, body language, and ongoing support.
Ultimately, the goal is for the staff member to leave the meeting feeling encouraged, valued, and supported in their professional growth.
My learning partner and I have used Scenario A for this.
(Answers are quite similar to other answers )
Drawing on principles of Communication Strategy #1
I think the key to these situations is to not wait for ” a better opportunity to address this” and to have these conversations as soon as possible.
Receive – by acknowledging the roles and responsibilities of the staff member you can create common ground as everyone shares this workload and letting the staff member know that they are not alone in this. “We work as a team and this is why I have called you in for this informal meeting” stating the purpose of the conversation keeping it to the point and positive.
Appreciate – Letting the staff member know that their input is valuable and appreciated and you acknowledge that they are trying you are ensuring that this conversation is about building them up rather than tearing them down
Summarise – Summarize the importance of these particular deadlines and raise your concerns
Ask – Provide time for processing and feedback from staff. (feedback will enable you to better understand the reasoning behind missed deadlines). Offer support and find out how you can help the staff member.
Referring to the 3 C’s – Connection, Context and Care
Connection – Reminder that we are working together as a team and that the purpose of this meeting is to help and come up with strategies together.
Context – Provide sufficient time for staff member to provide feedback and draw a clear picture to help summarise the root of the cause before coming up with ways to help.
Care – The tone of voice, body language should all be positive and encouraging with a clear two way communication and that the staff member should leave this meeting feeling empowered and encouraged to continue to do their best.
Regular check in’s and follow ups can be scheduled to ensure continued support.
I have gone with scenario 1: A staff member on your team consistently misses deadlines and their communication about progress is often vague. Brainstorm two distinct communication strategies you could use to address this verbally, incorporating principles of clear communication and active listening.
I am speaking with them verbally:
I would begin by thanking them for taking the time to come and talk with me. I would say I am just checking in with how everything is going – how is the workload etc.
I would then discuss my ‘noticings’ – things that have come to my attention. I would be fair in my approach but firm, so they are aware that it has an affect on everyone.
I would then listen, allow them to respond and not just listen to respond to them. This way I know they are feeling valued. When I respond, I will start with ‘what I can hear you saying is…’ just so we can both be sure I haven’t misheard anything. I would make sure I have covered everything by asking if that is what I have heard.
There would need to be some support – or feeling of support – to end the conversation. I would think of a way I can help support them. Maybe a weekly check in? Ask what they think will work.
Ensure that when we leave the meeting we are in a mutual agreement.
I would likely follow our chat up with an email – saying thank you for meeting and just highlighting what we said we would do – that way it is in writing too.
Femke, excellent Learnings from the readings as well as from your own experiences that you have applied to senario A.
Hi Femke,
This is great! I wonder if also taking notes might help too? So that we are ensuring we have all the details correct and a record, in case this person needs support again with the same issue in the future.
Yes – agree, asking them to reflect on what they think would be helpful support to them is a great way of making them feel valued and part of the suolution.
Another thing we have learnt so far on the course is making sure these types of meetings happen either in their space/classroom or in a neutral environment. Maybe we could add this as well?
Myself and my learning partner, Caleb Young, chose to korero around Scenario A.
Here are the 2 strategies we may use to address the staff member:
1. Clear Communication
Create a connection with the staff member, acknowledging the things that are going well.
Outline the Context:
We would describe the specific situation e.g., the deadlines and the expected progress reports).
We would focus on what is happening without any judgment (e.g., “I noticed that the last two deadlines were missed, and the updates were not clear.”).
We would explain the impact of their behaviour (e.g., “When progress updates are vague, it makes it challenging to plan next steps effectively and meet team goals.”).
We would follow up with open-ended questions like:
“Can you walk me through your process so I can understand where the challenges are?”
“How can I support you to make the next deadline more manageable?”
2. Listening
We would start the conversation with an open mind and a focus on listening to the team member. For example, “I’ve noticed some challenges with deadlines. Can you share what obstacles you’ve been facing?”
As they speak, we would summarise what they say to confirm our understanding: “So you’re saying that the main issue is (specific reason), is that right?”
We would follow up with clarifying questions: “When you mention ‘progress is coming along,’ could you specify which parts are completed and what still needs attention?”
We would follow up both conversations by then:
Setting clear expectations and next steps
Scheduling in regular check in’s
Providing any support and resources that were requested
Providing regular feedback on how they are progressing
Potentially document conversations if needed.
Kia ora Team!
My group chose Scenario A.
Firstly, I think setting the space is important for creating safety for the staff member. I believe that a place like their classroom would enable this.
Strategy 1: Receive, Appreciate, Summarise, Ask
Receive – beginning with an acknowledgement of what that staff member has been doing. Prioritise positivity in this.
Appreciate – Continue in a positive light to call out strengths in the staff member.
Summarise – “In terms of the deadlines with …, I have noticed that we have missed a few recently.”
Ask – Is this something you have noticed happening?
Is there anything I should be aware of that can help you meet these deadlines?
What’s a SMART goal we can make together to ensure these deadlines are met?
From my experience, clear honesty is essential in addressing the issue completely, but this needs to be completed empathetically.
Strategy 2: The 3 C’s of Questioning
Connection: Firstly, I think that offering a specific meeting time and saying what will be talked about allows the staff member to plan for and prepare for the meeting. I think this shows care and consideration for the other. In the initial stages of the meeting, I would ask the staff member about how things have been going and try to find a connection point.
Context: I would frame the conversation in a way of helping each other, and trying to relate to my own experience of struggling with deadlines and what helped me. Addressing the issue in its context also means that I am asking what else is going on for the staff member that means they are struggling to meet deadlines?
Care: Emphasise the idea that we are working together to create a solution. I would arrange a check-in near the next deadline to see if they have any reflections and to gauge the progress of the process.
Well done Tom and learning partners. I particular appreciate the strategies of giving advanced agreed meeting time and none threating venue; a positive and personal approach and own experiences with meeting deadlines; and a pre arrange check in near the next deadline.
Whariki Whakawhānaungatanga (Building Effective Communication)
Response to Scenario A after combining notes with learning partners.
Communication Strategy 1
Receive (acknowledge)
Appreciate
Summarise (so)
Ask
(https://www.ted.com/talks/julian_treasure_5_ways_to_listen_better)
Start by receiving: I acknowledge that teaching is a multi-layered job and that we all get swamped at different moments…
Connect my story to the context: I used to … now I …
Summarise: I have noticed that some things are slipping through and communication is not always clear, so we need a way to move forward which ensures clear communication and that deadlines are met.
Ask:
– What methods do you currently use to track …monitor …record tasks that need to be done?
– Can you think of a method or know of something someone else uses that would work for you?
– Ask these questions while adopting components of ‘Expansive Listening’ “While challenging, it is a way to remind myself to listen with curiosity, with humility, and with a sense of possibility.” (Julian Treasure, 2011)
Communication Strategy 2: Adopting the 3 C’s of questioning
(https://www.growthcoaching.com.au/resource/the-three-cs-of-questioning/)
Connection
Build trust by:
Pre arranging a time to chat (not just an incidental hallway conversation) and making an agreement to ask challenging questions “contracting.” (Margaret Barr, 2022)
Context
In this context, it is one of helping the staff member find solutions and generate ideas. Engage in a coaching but also mentoring role (coach might offer to share their expertise and offer options where appropriate).
Care
– Move forward with a genuine belief that there will be an improvement
– Arrange regular check ins, not just for accountability, but to ensure they are coping
– Make sure to listen and maintain a positive demeanour.
Excellent thank you Nicola and Learing partners. The strategies and questions you have outlined are very appropriate in Scenario A and are clear and concise. I particularly appreciate the coaching and care strategies moving forward.