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Module 4

Whariki Whakawhānaungatanga (Building Effective Communication)

Due: 18/05

“He whai kōrero, he whai mārama”

“Where there is discussion, there is understanding.”

 

Module Objectives:

Upon completion of this module, participants will be able to:

  • Communicate effectively and concisely in both written and oral forms.
  • Practice active listening skills to understand and empathise with others’ perspectives.
  • Foster open and inclusive communication within the school community.
  • Apply communication strategies that support positive relationships and build trust.

 

Communicating with Clarity: Written Communication

Reading 1: “4 Simple Tips to Communicate Better“

 

Active Listening and Empathetic Communication

 

Reading 2: “The Art of Active Listening | The Harvard Business Review Guide” 

Reading 3: “6 communication truths that everyone should know | Antoni Lacinai | TEDxVasa” 

 

Fostering Open and Inclusive Communication

Task: Creating a Communication Plan

  • Step 1: Reflect on your current communication practices within your school using the following link as a guide [https://www.educationalleaders.govt.nz/Managing-your-school/Guides-for-managing-your-school/Effective-communications]. Identify areas for improvement.
  • Step 2: Develop a communication plan that outlines strategies for fostering open and inclusive communication within the school community. This plan should include:
    • Clear communication channels (e.g., school newsletters, emails, school website, parent evenings, hui)
    • Strategies for engaging diverse stakeholders (e.g., translating information, using accessible formats, providing opportunities for feedback)
    • Protocols for respectful and constructive communication.
  • Step 3: Post your communication plan on the online forum for peer feedback and discussion.

 

Assessment:

  • Completion of all readings.
  • Participation in the online forum discussion.
  • Development and submission of a communication plan.

 

37 Responses

  2. Again, apologies for the late reply. Here is my communication plan, from the perspective of a busy school timetabler who also has classes to teach!

    Currently communication within our school timetabling process relies on a mix of email, face-to-face conversations, and updates through staff briefings. Email is the preferred day-to-day communication tool for timetable queries, requests, and adjustments, while more significant or sensitive matters are usually handled through conversations with HODs, Senior Management, the Deputy Rector, or the Rector. This approach works well for urgent issues, but I want to continue developing a clearer communication structure where everyone understands the best pathway for raising concerns. Informal conversations also happen daily during two key times in one key place – after morning briefing and during interval in the staffroom. This provides a valuable opportunity to build relationships, understand the context behind requests, and set expectations around what may be possible and when.

    A key part of this is making sure staff follow the right channels. General or significant timetable concerns should come through HODs first, allowing departments to work through issues before they reach the timetabling team. This helps reduce unnecessary requests and allows time to focus on other demands of teaching (as I still am responsible for four classes).

    Communication with different stakeholders needs to be tailored to their role, and I find myself switching between different communication modes and styles several times a day. The Rector and Senior Management Team are the most important partners when decisions involve major changes, staffing, spaces, or sensitive situations. These conversations need to be open and honest, with clear information about the options and limitations. HODs play a key role because they understand their departments and are often trying to improve how things operate. My goal is to work alongside them to find solutions while also keeping a whole-school view. With 125 staff, 86 teaching spaces, and six timetable lines, there are unavoidable constraints, and not every request or preference can be accommodated. When a request looks as though it may be contentious, I hope the relationships I have built with HODs, based on trust, honesty, and reliability, can be drawn upon for the good of the school.

    I want the timetabling team to be seen as approachable, consistent, and focused on problem-solving. The two timetablers work well as a partnership, with both contributing equally, while I act as the main point of contact and coordinator. Communication will aim to be respectful, practical, and transparent, with decisions explained where possible. This is not always easy or appropriate given the staffing-related nature of some requests. The overall goal is to build trust, reduce unnecessary conflict, and ensure the timetable works as effectively as possible for students, staff, and the wider school.

  6. Attached is my communication plan. It hasn’t had any input from others just yet – which does feel needed when you talk about communication – but I have used the posted plans from my NHS colleagues in this module.
    https://docs.google.com/document/d/1d6geM39yflWuYdHKiYVO-4y3_ZSZgWffX0oKHaaUavg/edit?usp=sharing

    Areas for improvement:
    – Iwi partnerships: We have started building relationships with local iwi, but communication is not yet regular or well embedded in our everyday practice. More work is needed to build ongoing, two‑way communication that supports Te Tiriti and Māori learner success.
    – Accessibility and clarity of communication: We use lots of different ways to communicate, but there is still room to think more about how clear and accessible our messages are. This includes using clear language, choosing the right format, and sharing information at times that work for whānau and other stakeholders.

  7. Kia ora,
    Please find my reflection and plan attached below.

    https://trinityschools-my.sharepoint.com/:w:/r/personal/nicola_veale_trinityschools_nz/_layouts/15/Doc.aspx?sourcedoc=%7BA2632046-B94C-46F4-A520-B65811F9BDD4%7D&file=St%20Matthews%20Collegiate%20Reflection%20of%20Current%20Communication%20Practices.docx&action=default&mobileredirect=true

    https://trinityschools-my.sharepoint.com/:w:/r/personal/nicola_veale_trinityschools_nz/_layouts/15/Doc.aspx?sourcedoc=%7BD5731572-0086-4E61-9BDB-D18A90C0C44E%7D&file=St%20Matthews%20Collegiate%20Communication%20Plan.docx&action=default&mobileredirect=true

  8. Kia ora koutou,
    I’ve put together a brief communication plan that reflects my own lens on how we connect and communicate within NHS. It outlines the how, why, and what of communication across the different groups we work alongside, with a strong focus on relationships, trust, and shared understanding to support our students and their hauora.
    https://nhschool-my.sharepoint.com/:w:/g/personal/rmeikle_nhs_school_nz/IQAfjczgKZ-kQYLm42c4aukDARD4siqQaagnW6ZYglzyyfI?e=wjO3BR

    2

    1. Kate, I like the strong focus on two-way communication and active listening, especially the reflection around making staff meetings more collaborative rather than top-down. Your plan balances clear communication systems with a strong relational approach, keeping tamariki, whānau, wellbeing, and cultural responsiveness at the centre of decision-making, which resonates with me as this is key to NHS goals also.

  17. Kia ora e te whānau,

    There are some fantastic ideas being shared through this forum. Building on the valuable insights shared in the posts below, George and I have mapped out our communication plan for Cambridge Middle School. Our school’s framework includes maintaining strong community connections while supporting staff wellbeing through clear digital boundaries and a restorative approach to pastoral care.

    You can check out our plan here: https://docs.google.com/document/d/1pcy2IQB9E9kUBK7SR4FZNMAaOBDNQC2GZ74IPghi5mo/edit?tab=t.0

    Ngā mihi nui,
    Natala

    1

    1. That was a really interesting read, Natala (and Georgina). I especially appreciated the ‘restorative red-thread’ that runs through all your communication. The way you’ve built in guidelines—like cc’ing leadership to keep communication open while still respectful—really stood out. Sharing survey insights with both ākonga and their whānau also sounds like a powerful way to strengthen relationships.

    1. Thank you, Nic! This looks great — some really thoughtful work has gone into it. I especially love how you’ve articulated your ‘why.’ It aligns so strongly with our mahi around our VLO (Valued Learning Outcomes) and our Purpose. It makes complete sense, of course, but I hadn’t quite got to the point of intentionally using that language myself. It’s a great reminder of how important it is to keep our vocabulary clear to communicate effectively.

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    2. Nic, I really love your example — it’s so clear and easy to follow. You’ve presented the NHS communication plan in a table that is both concise and easy to understand. I also really like the frequency and examples column, they add great clarity and make it very practical to use.

    3. Great plan, Nic – it’s clear, practical, and very easy to follow. It strongly reflects the relational and collaborative approach we value across the Northern Health School, particularly through the emphasis on co-constructed goals, whānau engagement, transition planning, and regular communication with wrap-around agencies. In the Northland unit, we also use practices such as regular kanohi-ki-te-kanohi hui, collaborative leadership approaches, ongoing staff communication following meetings, and strong partnerships with iwi, whānau, schools, and external agencies to support positive outcomes for ākonga. The focus on building relational trust and creating a shared understanding of the “why” behind decision-making is key, as we have found this to be essential for strengthening staff buy-in and maintaining a unified approach across our geographically spread Northland team. We’ve found that regularly feeding back to staff after UL meetings has helped strengthen this understanding.

    1. Thank you, Jess. There is real clarity and structure here. I can see how you coordinate daily with teacher aides, staff, and external specialists to ensure that wellbeing and learning needs are met across the school.

    1. Thank you, Keryn. You’ve provided a really clear and realistic breakdown of your part of the school’s communication system. I can see tools like Teams, Google Classroom, and Kindo interlock to keep operations smooth. Your critical reflection on ‘Whānau Fridays’ and the potential to expand student surveys into parent surveys shows excellent forward-thinking leadership.

    1. Thanks, Nick and Ann-Marie. Some really good stuff in here. I really like the commitment to regularly connecting with local iwi and hapū—that consistent, intentional approach is so important. And your focus on building cohesion with support staff really stood out to me, I know that can be tricky in schools, so it’s great to see it getting that kind of attention.
      The student communication through individual and group conferencing sounds interesting too, I’d be curious to see what that looks like in practice.

    1. Thank you, Ushanthi. This is a really practical communication plan. By clearly defining the ‘why,’ ‘what,’ and ‘how’ across every layer of the school community, you have created a robust framework for fostering strong, collaborative relationships across your team and beyond.

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