Due: 30th May
Ehara taku toa i te toa takitahi, engari he toa takitini.
My strength is not that of a single warrior but that of many.
Fundamentally, we (GCLA) believe that Professional Learning and Development needs to be authentic and contextualised within the real world in which we interact. Aspiring NLP is committed to providing growth opportunities for aspiring leaders to solve problems and address issues to help equip delegates for 21st Century educational leadership positions. For some, this module and discussion might evoke anxiety. However, we hope that this discussion remains hypothetical and that no undue anxiety is caused.
Provocation:
This is a joint task, to be completed in collaboration with your learning partner(s). Have a conversation with your partner(s) then post on the forum. Please sign off your collective forum response with the names of the people in your learning partnership (i.e. only one response is required for all of the members of the learning partnership).
Scenario: You arrive at school to find yourself in the position of Acting Principal (indefinitely), at the request of your frazzled Board Chairperson. You oblige and soon after, you get a notification (via the media) that a neighbouring school has just reported an unauthorised intruder on the school premises which has forced the school into lockdown. Upon investigation, you learn that they have an accomplice who is on the run in the local area.
By 10:00am both staff and students are ablaze with concerns and speculation, following inaccurate social media posts.
Question: With the many layers of competitiveness and sensitivity, whose voices do you listen to and how do you respond (initially)?
- Who are your priorities to communicate this with?
- What would be your mode of communication with the various stakeholders?
Please take time to read and reflect on the attached links before responding to the ‘Voices and Drivers’ provocation.
Resources:
Rabbi Dr Abraham Twerski speaks about decision making.
Disclaimer: Rabbi Dr Abraham Twerski expresses his religious worldview which is his own and the thoughts and beliefs shared in the video and not necessarily the opinions and beliefs of Growth Culture.
Stakeholder Engagement.
Optional Extra: Best to watch if you are familiar with Daniel Kahneman’s work and ideas around the anchoring, priming, framing and cognitive bias effects.
- Daniel Kahneman: Thinking Fast and Thinking Slow (review by Swedish Investor)
14 Responses
Great reflections. Some commonalities detail the importance of communicating with one clear voice and prioritizing care for the school stakeholders and the wider community. Sometimes it has to happen way too quickly but you have all covered the bases well to ensure that the ship is in a good place to weather the storm.
Kia ora
Shaye and I had an awesome conversation about this then school happened so I’m a bit slow on the write up however this is our take on it. We are both in small communities and would know key people like police/community members probably personally which would help. Other than that School policy and procedure would take over, however with some commonsense where needed.
What would be your mode of communication with the various stakeholders?
Communication with Police:
– Phone communication
Communication with staff:
– Bell or intercom system
– Phone communication/facebook messenger
– Email if needed
Communication with families:
– School Facebook page
– Text message & Email from Edge
My reflection on this situation is that the most import question is: Does your community trust your judgement and decision making? It is easy to get stalled by policy and procedure when good decision making and clear communication is really what is most important.
With the many layers of competitiveness and sensitivity, whose voices do you listen to and how do you respond?
1. Listen to the police only and don’t listen to speculation from various sources.
2. Communicate with the BOT
3. Put school into lock down – Follow the school lock down policy. Only the principal and BOT presiding member are authorized to communicate with police, media, parents.
Gather more information during this time. Meet with the senior leadership team – Delegate tasks and discuss the highly confidential nature of the situation.
4. Communicate with staff and students.
5. Maintain regular contact with the police – seek information
6. Communicate to parents about procedures being followed and that the school has been in contact with the police and that the students are safe. Acknowledge that parents are seeking support, reassurance and guidance and that the school will keep them informed.
7. Put out a media statement
Who are your priorities to communicate this with?
1. Police
2. BOT
3. Staff and students
4. Parents
5. Media
What would be your mode of communication with the various stakeholders
1. Police – Telephone
2. BOT – Telephone and email, video call
3. Staff and students – e.g., phone or class dojo school app
4. Parents – class dojo school app
5. Media – Telephone
Craig and Jacqui
Voices and Drivers.
1 – Who would be my primary communicators?
The police and the neighbouring school would be primary points of contact, trying to sort out what is going on and if the assailant(s) are in our area. We would also be in contact with our local MoE representative to gain guidance (if it was required). If a lockdown was required, we would ring the bells and then be in touch with our BoT Chairperson to inform them of the situation. At our kura, we have a messenger group for communication – we would use this to communicate with our staff and inform them of what is going on. We would not immediately contact our parents, instead waiting until the lockdown had been finished.
2 – What would the mode of communication be?
With the first two points of contact, we would use the telephone to talk with them in real time, giving us the best and most immediate information to make the best decisions. This would actually be our best form of communication with almost all the people with whom we would need to contact. If we were to go into lockdown, phoning people would not be appropriate – instead, we would use emails and/or the messenger group and/or set up a google doc with staff to give out pertinent information about the situation, especially given the sensitive situation.
3 – What would happen next?
After the event had finished, an appropriate time to meet with the staff to discuss the incident would be called. Whether this was in a staff meeting or would be at a separate time would depend on the timing of the situation. We have set policies and procedures at our school regarding lockdowns and serious incidents, and these would be expected to be followed at all times. We would not expect to be in contact with the media at all – this would be conducted by the BoT chairperson and/or the principal (depending on when s/he returns).
Sorry this response is so late. I am working hard at the moment to catch up with all the information and processes that I have not been able to keep up with.
Mark.
Priorities for Communication:
1. Police: Establish immediate contact to understand the current situation and receive guidance.
2. Neighbouring School: Communicate to understand their status and any potential risks to your school.
3. MOE – Traumatic response team: Inform and seek advice on handling the situation.
4. BOT – Presiding Member: Keep them informed and updated regularly.
5. Staff/Colleagues: Ensure they are aware and prepared to manage the students and maintain calm.
6. Students: Provide accurate information to dispel rumours and ensure their safety.
7. Whānau: Update them on the situation, reassuring them about the measures in place to protect the students.
Mode of Communication:
1. Police: Phone call for immediate and clear communication.
2. Neighbouring School: Phone call to quickly gather and share critical information.
3. MOE – Traumatic response team: Phone call followed by an email for detailed updates and advice.
4. BOT – Presiding Member: Regular updates via phone calls and emails to keep them informed.
5. Staff/Colleagues:
o Initial communication via the school’s internal communication system (e.g., phone or skoolloop app).
o Follow up with a staff meeting or written communication outlining procedures and expectations.
6. Students:
o Announcements through the school’s information system (e.g., Advisors/ staff or skoolloop app).
o Follow up with classroom discussions led by Advisors/ teachers to address concerns and provide reassurance.
7. Whānau:
o Initial notification via SMS/Text message or email.
o Regular updates through the skoolloop app.
o Social media posts (Facebook) only after the incident is cleared, including an official MOE statement.
Actions Following School Policies and Procedures:
1. Listen to advice from the local Police.
2. Engage with the MOE contact for guidance and support.
3. Keep the communication loop small initially (Staff) to prevent widespread panic.
4. Keep the BOT Presiding Member in the loop constantly.
5. Advise school whānau of the situation and provide clear instructions not to approach the school until authorities give clearance.
6. After the lockdown is finished:
o Identify and support students experiencing trauma (e.g., counselling).
o Reflect and review the incident with SLT (Senior Leadership Team) & BOT.
o Reflect and review with Staff.
o MOE to provide further support for students, whānau/caregivers, and staff if necessary.
Who are your priorities to communicate with?
As a leadership team, our first priority is following the lockdown procedure put in place by the school. The principal would first make contact with the police, to get the official line and more information about the situation. Whilst this is happening, the other SLT members are making contact and briefing classroom teachers, in whichever communication system they have set up with their lockdown policy. From this, we will communicate with the parents, letting them know what is happening, that the children are safe and we are in contact with the police. At all times during the process, communication with parents needs to be factual information and reassuring them that their children are safe. We would also advise parents to not make contact with teachers directly as they will not be able to respond.
What would be your mode of communication with the various stakeholders?
Each school uses different communication systems which are put in place for lockdowns. From our discussions, we use the following:
Communication with Police:
– Phone communication
Communication with staff:
– Bell or intercom system, especially for those outside in the playground
– Phone communication
– Phone through laptop system (3CX)
– Email if needed and in school policy
Communication with families:
– School Facebook page
– Text message from eTap
– Email from office
Updates for parents would be inline with what the police are advise and the situation unfolding. When the situation is over, communication with parents will be had, letting them know their children are safe.
At the end of a lockdown, communication with staff is also important. This is done via the bell system or phone call (depending on the school system they use). Once the situation is safe and secure, later on a debrief with the school team.
Jane, Zeta and Kristy
The following are the initial actions we believe we should take:
Firstly, as a leader, we need to gather Information. Before communicating, we need to verify details with the police. This ensures our message is accurate and avoids further panic. Next we need to gather the staff together and convene a meeting with the school’s safety team, key administrators, and potentially a representative from the local police department. We need to plan our communication and develop a clear, concise, and factual message for different stakeholders.
Here are our priorities for communication:
The first priority is the police. We need to maintain open communication with local police to stay updated and receive instructions. The next priority for communication will be the school staff. We will need to brief our staff on protocols and ensure everyone is aware of the situation at hand.
Then we need to communicate the message to our students and parents: It is important to be accurate about the information as we dont want to raise anxiety. We also need to provide reassurance so that our school community is settled – make sure to emphasize focus on student safety and the school’s security measures. The school community includes the board as well. Our main job would be to keep them informed while avoiding unnecessary alarm.
Here are the different modes of communication we should take:
We need to set up a staff meeting to present a clear plan, answer questions, and ensure everyone feels informed and empowered to act. Next we need to utilize whatever internal communications we have with the school community- this could be emails, social media, school website and share updates with the community. The message needs to be based on facts and with an outline of steps being taken. This will stop misinformation in the community. Set up an automated phone message- so that your office doesn’t get undaunted with phones from parents. In terms of the students, we need to make age appropriate announcements- we can do this by making sure we tailor age appropriate messages for different groups. Our main focus needs to be to maintain calmness and ensure safety procedures are being maintained. We need to make sure our teachers are empowered with information to address students’ concerns in order to maintain normalcy in classrooms. We will also need to inform our school board. Have a board meeting, (zoom if not possible to do it on site). The board needs to be informed and updated about the situation. Together with the board, you need to issue a press release so your message is going to the media, not the media making it up
As the Acting Principal, it is important to stay calm, be transparent and be proactive. By staying calm, we set the tone for the entire school community. We need to be transparent with the information we provide, even if the details are limited. Most of all, it is important to be proactive so that concerns and questions are addressed quickly before rumors are spread.
We believe that by prioritizing accurate information and clear communication with all stakeholders, we can effectively manage this situation, ensure student safety, and build trust within the school community.
Cameron and Kalpana
Who are our key priorities to communicate with? What are our various modes of communication with the various stakeholders?
Communicate with staff, either in person, or using communication platform relevant to each school (Messenger, What’s APP). Ask them not to discuss/share with children (younger children are not likely to be aware). Ask staff to refrain from engaging on social media and focus on reassuring students who might become heightened about the situation.
Remind staff of lockdown protocols in case they are needed: keep cell phones on silent, keep laptops open and nearby, children quiet and calm if at all possible
Contact Board Presiding Member to alert them to the situation.
Ensure office staff/frontline staff are aware and prepared to enact lockdown protocol if necessary.
Present calm, prepared and focussed ‘face’ to staff and students.
Put school into lockdown if directed by police or presentation of threat to safety of staff and students.
Contact local police – although this may not be possible if they are managing the situation – to confirm and ask for guidance (check individual school policy and procedures)
If school policy says: contact the police throughout the day – they are our main source of communication.
Even though they may be involved in the situation they will communicate with us so we know what to do and when.
Communicate to school community: current situation as confirmed by police if possible, current state of school, possibly asking parents to stay away. Assure them of children’s safety.
Ask for them not to communicate with media – situation is being managed by the police.
Communicate through your lockdown policy from your school
Continue to connect with staff and monitor wellbeing (emotional state, anxiety levels) throughout the day.
If children are aware, check their emotional state, contact parents directly if necessary for anyone who is visibly upset.
End of day: visible at school gates, checking with students and parents.
Connect with staff – how they felt the situation was managed, any suggestions for future, Check in on emotional state/wellbeing.
Communicate to parents via email / other communication platform the outcome of the day, thanking them for their support, assuring them of the systems in place to ensure children’s safety.
Communicate with the Presiding Member at the end of day.
Next day: teachers and leaders to unpack/discuss scenario with children in classes to help their understanding of the situation.
Rebecca, Michelle & Nikkole
Scenario Response:
As the Acting Principal, our primary objective is to ensure the safety and well-being of all students, staff, and visitors on our premises. Given the report of an unauthorised intruder at a neighbouring school and an accomplice on the run, it is crucial to act swiftly and decisively.
1. Whose voices to listen to and initial response:
Authorities (Police and Emergency Services): Their guidance is paramount as they provide the most accurate and up-to-date information on the situation.
Senior Leadership Team (SLT): They will assist in executing the lockdown procedures and managing communications.
Neighbouring School Principal: If further investigation results in a recognised threat
Initial response:
Activate our lockdown procedures immediately. This includes securing all doors and windows, turning off lights, and crisis team moving to the designated Incident Control Room (ICR).
Use the lockdown alarm to inform everyone in the school to initiate lockdown protocols.
Contact the authorities (police) to confirm our lockdown status and obtain any additional information about the intruder and accomplice.
Assign roles to the Incident Control Team (keeping in mind that not all members of the SLT may be onsite)
2. Priorities for Communication:
Internal Communication:
Senior Leadership Team: Coordinate actions and responsibilities.
Administration/Log Taker: Maintain a detailed log of all events and communications during the lockdown.
Staff and Students: Ensure everyone is in lockdown, providing relevant information that you have at the time
External Communication:
Parents and Guardians: Provide them with accurate information to prevent panic and reassure them that their children are safe.
Neighbouring Schools and Early Childhood Education (ECE) Centers: Inform them of our lockdown status and share any relevant information.
Where appropriate, contact the Presiding Member of the Board: Keep them informed of the situation
3. Mode of Communication with various stakeholders:
Staff and Students:
Intercom Announcements: Immediate instructions and updates (if available)
Emails/Google Doc: Detailed information and updates.
Classroom Communication: Teachers relay information to students to keep them calm and informed.
Parents and Guardians:
School Website: Post updates and information regarding the lockdown.
Student Management System (SMS): Send out messages and alerts.
Social Media: Use official school accounts to provide updates and dispel rumours.
Neighbouring Schools and ECE Centers:
Phone Calls: Direct communication to share the lockdown status and relevant information.
Board:
Emails and Phone Calls: Regular updates on the situation and actions taken.
Communication should be clear, consistent, and compassionate, addressing the concerns of all stakeholders while maintaining calm and order. By following our lockdown procedures and maintaining open lines of communication, we can ensure the safety and well-being of everyone involved and manage the situation effectively.
First would be to engage slow thinking and not react quickly and then communicate with staff in a calm, assertive manner that you are finding out more about situation and to ask them to minimise conversations with the students as have had no contact from Police yet, this shows that you have self confidence in your decision and are not being rushed into reacting by the influence of social media and reactions of others. We assume as we have not heard from the police yet that this is been blown out of proportion via media. Delegate someone to confirm with Police (get expert advice and guidance) that this is not a situation requiring lockdown – the answer will be no – but need to confirm for stakeholders buy in
Contact stakeholders (staff and parents) – We are aware that the community has seen multiple sources of information saying similar inaccuracies, which may be hard to ignore and creates momentum amongst people. This can impact the school image whether we are in the right or wrong, if we are not seen to be responding as expected due to the inaccurate information. For the staff, the contact would be made via email and text, stating the ‘school is safe at present (according to police) and school will continue as normal. Please direct any media contact or parent contact to the school office’. Be visible and walk around to check in on staff, that communication was received (informal contact and emotional check in). Email and text to parents confirming ‘school is continuing as normal, police have not indicated any risk at this present time. Thanks for your support’.
After school request a quick check in meeting with all staff, to reflect on the process and if anything could be improved. Follow up with an email to the parent community acknowledging the emotional response that they would have felt reading the social media post and reassuring them that the school has systems in place to keep everyone safe. Thanking them for their support and their trust in us to keep their ākonga safe.
Charlotte, Leanne and Kirsty
Who are your priorities to communicate with?
Police
Neighboring School
MOE – Senior Advisor
Colleagues
BOT – Presiding Member
Students
Whanau
———-
What would be your mode of communication with various stakeholders?
Phone Calls
SMS/ Text Message or Email
School phone app
Facebook – after incident is cleared (MOE statement)
—–
Following school policies and procedures (Staff)
Listen to advice from the local Police
Engage with MOE contact on and advice from the MOE.
Important to keep the communication loop small (Staff) to ensure you don’t get widespread panic.
Keep BOT Presiding member in the loop constantly.
Advise school whanau of what is taking place and when to expect another update. (make it clear for parents to NOT approach the school until cleared by authorities.)
After the lockdown is finished
Identify trauma students and wrap some support around them e.g counselling
Reflect as SMT & BOT – reflect and review
Reflect and review with Staff
MOE to provide further support for students, whānau/caregivers and staff (if necessary)
——-
From Cherie, Phillip & Shanan
Schools will have their lockdown procedures in place and the school will be alerted through the system in place by the Assistant Principal. Initially the police would be the first contact made to find out accurate information and told how to proceed.
1. Who are your priorities to communicate with?
The police
The Principal
Neighboring school
Board of Trustees Chair
MOE Crisis Management team
SLT team to determine the best outcome
Staff
Students
Parents
2. What would be your mode of communication with various stakeholders?
Facebook
School phone app
MOE communication team to put out media statement if need e.g. on Facebook to parents
No communication with media
Keep students from using their phones.
Ash
Voice and Drivers:
Sarah and I think following procedures are important in this situation and we would expect they have already been set up and practiced with the school.
With the knowledge of someone in the vicinity with unknown threat and the neighbouring school in lockdown, the call should be made by the acting Principal to also go into a lock down situation.
This can be communicated with staff and students via the lockdown bell -students and staff should act efficiently based on previous practices.
Emails/texts can then be sent to parents, staff and the BOT about the fact this is a precaution lockdown and once we have more information, they will be updated (wording is important here not to create hype and keep the community calm).
Then clarification can happen by phone with the neighbouring school and police as the acting Principal.
Once the situation has been cleared, then communications go out to parents, staff and BOT via email/text.
Staff know to stay in lockdown places until they have a knock at the door by senior leadership and the room is unlocked (or whatever the process is at the school).
A follow up call is made with the BOT chairperson to talk through the situation.
Review takes place about the lockdown process.
Tess and Sarah
Voices and Drivers:
Who are your priorities to communicate with?
1. Police
2. Neighbouring School
3. MOE – Senior Advisor
4. BOT – Presiding Member
5. Colleagues
6. Students
What would be your mode of communication with the various stakeholders?
1. Via telephone to police, Neighbouring school MOE, BOT – Fact finding, establishing the level of threat, strategizing, establishing next steps and seeking advice
If a viable threat…
2. Colleagues – providing sufficient information for them to be able to appropriately care for the needs of the students. If in lockdown, communication via email and cell phone
3. Following lockdown procedures – communicating with admin staff to raise alert/ring bells. Staff communicate via Google Docs and updates through this mode. Other schools using email, cell phone.
4. Office Administrators to send out communication to Whanau once all other steps have been taken to ensure safety of students
5. No communication with media
Eden, Grace, Ngawai, Jenna