Instructional leadership for closing the gaps in communication
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This document outlines a plan to improve communication between school leaders and staff through targeted strategies. It identifies that staff feel decisions are made without input and stakeholders are not informed. The plan calls for hiring a communication liaison to implement weekly meetings between leaders, weekly/monthly communications to staff/stakeholders, and conducting regular surveys to evaluate progress. An action plan includes leaders receiving training in effective communication and setting goals guided by initial survey feedback to measure improvement over several months. The goal is to build trust through open dialogue and respecting all voices.
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MODULE 1COMMUNICATION IS BUSINESS
WEEK 1LEADERSHIP, COMMUNICATION AND MANAGEMENT
Key Topics we will cover this week are:
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RECOMMENDED READING
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Penrose, J M 1993, Advanced Business Communication, 2nd edition. Belmont, Caliph, Wadsworth Pub Co. Chapter 1, pp 4–15.
Independent Learning Task 1
Complete this sentence: Leadership is ….......................................?
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Part of your mark will be based on your own responses and your responses to other students. These Independent learning tasks represent an important part of Assessment 1. To access all the information on Assessment 1, go to your Unit Outline.
INTRODUCTION
Communication is part of all human activity. We all communicate all the time. It is so all-encompassing that it defies definition.
A respected scholar recently observed in the pages of this Journal that “considering that communication is one of the oldest human activities, it is somewhat astonishing that no general ...
MODULE 1COMMUNICATION IS BUSINESSWEEK 1LEADERSHI.docx
MODULE 1COMMUNICATION IS BUSINESS
WEEK 1LEADERSHIP, COMMUNICATION AND MANAGEMENT
Key Topics we will cover this week are:
•Introducing definitions of the elements of leadership, management and communication
•Developing a framework for the interrelationships between leadership communication and organisational communication, and discuss the framing of the role of the communication practitioner within the organisational structure
•By the end of Week 1 you should be able to discuss and identify leadership and management communication styles within your workplace or work experiences in the context of a study of Business Communication.
REQUIRED READING
Each week the readings from the set text (Dwyer, J 2016, Communication for Business and the Professions, Strategies and Skills, 6th edition) are listed as ‘textbook’:
Textbook: Chapter 1, Communication Foundations, pp 2-4.
Textbook: Chapter 8, Leadership, pp 185-203.
RECOMMENDED READING
The following reading has been electronically supplied in the Readings on the unit site:
Penrose, J M 1993, Advanced Business Communication, 2nd edition. Belmont, Caliph, Wadsworth Pub Co. Chapter 1, pp 4–15.
Independent Learning Task 1
Complete this sentence: Leadership is ….......................................?
Post your response on the Week 1 Discussion Board. Read other students definitions and respond to them whilst also responding’ to comments made about your own definition. Truly, there is no absolutely right or absolutely wrong answer, but the sharing of ideas in itself brings knowledge.
Remember to include at least one research source in each post and a Reference List. The Discussion Board is available for a three-week period – make sure you post in the Week 1 DB before midnight on Sunday of Week 3.
ABOUT INDEPENDENT LEARNING TASKS
The Independent learning tasks are peer-learning activities and while your Tutor will give weekly feedback, it will be general in its nature and not specific to individual students.
The idea of these tasks is to give students an opportunity to practice some elements of analysis or to delve more deeply into some aspect of theory that will help you develop a deeper understanding of the Unit content. It may also help you respond to your assignment tasks. The more you get involved with your peers, the better your collective and individual understanding is likely to be.
Part of your mark will be based on your own responses and your responses to other students. These Independent learning tasks represent an important part of Assessment 1. To access all the information on Assessment 1, go to your Unit Outline.
INTRODUCTION
Communication is part of all human activity. We all communicate all the time. It is so all-encompassing that it defies definition.
A respected scholar recently observed in the pages of this Journal that “considering that communication is one of the oldest human activities, it is somewhat astonishing that no general.
0001-1-educational-leadership-.pdf to all students and teachers
This document provides an overview of an undergraduate educational leadership course at the University of Cambodia. It includes the course instructor's contact information and an outline of topics to be covered such as leadership styles in education, developing effective school leaders, the teacher's role as a leader, and 21st century leadership in education. The goal of the course is to provide participants with insight into educational leadership and explore the role of teachers as leaders in school change management and 21st century teaching and learning.
Valerie Stone & Kristen Heiser
The document discusses key considerations for creating an effective mentor program, including involving relevant stakeholders in the program's creation, designating leaders to oversee the program, establishing criteria for selecting mentors, and ensuring mentors receive necessary training and resources. It emphasizes the importance of open communication, trust, and confidentiality. An effective mentor program benefits both new and experienced staff and helps improve student outcomes.
Creating the Climate, Context, & Structure
The document discusses key considerations for creating an effective mentor program, including which stakeholders should be involved in planning, who will provide ongoing leadership, how mentors will be selected and supported, and how staff can access mentor resources. It emphasizes the importance of trust, cooperation, clear policies, and ongoing training to ensure mentor relationships and guidance are confidential and beneficial. The goal of a strong mentor program is to promote professional growth and improved student outcomes.
Teamwork
Teamwork requires agreed upon goals created by team members, open communication, clear roles, and mutual respect. It is a cooperative effort where members support each other, communicate openly, and work towards a common objective. In schools, teachers must collaborate to problem solve, design curriculum, and align efforts with standards while tailoring to local needs. For teamwork to be successful, leadership opportunities arise from bringing out the best in others and focusing on both content and process to keep discussions on track and inclusive. Communication is essential for bridging understanding between team members and allowing efficient, effective work.
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Teamwork requires agreed upon goals created by team members, open communication, clear roles, and mutual respect. It is a cooperative effort where members support each other, communicate openly, and work towards a common objective. In schools, teachers must collaborate to problem solve, design curriculum, and align efforts with standards while tailoring to local needs. For teamwork to be successful, leadership opportunities arise from making others feel heard and stimulating deeper thinking rather than just providing input. Communication is essential for bridging teams and allowing understanding of different perspectives; without it, work can be at risk.
Educational psychology
This document discusses the administration and management system of Shamsul Islam Bhuiyan High School in light of Bangladesh's National Education Policy of 2010. The school follows a democratic management system where decisions are made through majority agreement after considering various opinions. Five key areas of focus for the school aligned with the national policy are gender equity, environmental awareness, developing productive students, implementing a uniform curriculum, and reducing discrimination. The document also outlines some challenges implementing the policy including unwanted interference and how training helps overcome issues.
My-Report.pptx
The document discusses protocols for professional development. It begins by outlining the topic which includes what protocols are, their purpose, types of protocols implemented, and typical modes of professional development. It then discusses development as it relates to leadership and culture. Leadership plays an important role in curriculum development by guiding teachers towards common goals and inspiring them. Culture also influences curriculum as it should reflect the values and knowledge of the society. Protocols, when implemented correctly, can improve professional development and help bring teachers out of isolation.
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Instructional leadership for closing the gaps in communication
- 1. Instructional Leadership for Closing the Gaps in Communication AMANDA ROYCROFT AMERICAN COLLEGE OF EDUCATION
- 2. Communication “In order to improve student learning, an instructional leader will have a vision for the school and will communicate it clearly to his/her staff” (Brolund, 2016, p.43).
- 3. Improvement Area “If school leaders want open, effective communications between themselves and their faculties, they must take the initiative by setting the example they want to see.” (Rowicki, 1999, p.4) Our focus will be creating effective communication strategies for leaders in the school in order to build a community of trusting staff who are willing to take be creative, and work diligently to improve the education of students.
- 4. Target Audience & Selected Strategies TARGET AUDIENCE - Campus Principal - Associate and Assistant Principals - Department Chairs - Team Leaders SELECTED STRATEGIES - One on one interactions and conversations will be tracked. - Weekly meetings will be held for the leadership team. - Weekly communication will go out to all staff. - Monthly communication will go out to all stakeholders.
- 5. Achievement Gaps - Staff feels as if administration makes decisions without consulting or taking into account their needs and opinions. - Staff sees decisions being made that they feel do not support the school mission statement or vision. - Stakeholders feels as if they do not know what is going on inside of the school.
- 6. Performance Outcomes COMPREHEND TYPES OF COMMUNICATION AND WHO THE COMMUNICATION NEEDS TO BE WITH. APPLY COMMUNICATION STRATEGIES TO ALL STAKEHOLDERS WITHIN SPECIFIED TIMEFRAMES. EVALUATE COMMUNICATIONS ON A CONSISTENT BASIS.
- 7. Action Plan - Communication Liaison will be hired to facilitate the new communication strategies. - Leaders will engage in professional development in effective communication. - Using feedback gained from staff and stakeholder surveys, leaders will set communication goals. - Communication Liaison will meet with leaders weekly, bi-weekly, then monthly to check in on goals. - Communication Liaison will meet with staff monthly to gauge their view of the improvement.
- 8. Timeline Day 1 – Communication Liaison will meet with staff and leaders Week 1 – Surveys will be sent out to staff and stakeholders Leaders will take PD on effective communication strategies Week 2 – Leaders meet with Communication Liaison as a group Leaders meet with Communication Liaison individually Week 3 – Communication strategies will be put into place Month 3 – Surveys will be sent out again. Goals will be adjusted Month 6 – Communication Liaison will meet with staff Goals will be adjusted if necessary
- 9. An Absolute A leader must “listen to and respect the ideas of employees” and “communicate in dialogue form” (De Lima Rua, 2016, p.45).
- 10. References: Brolund, L. (2016). Student success through instructional leadership. BU Journal of Graduate Studies in Education, 8(2), 42–45. Martins Marques De Lima Rua, O. M., & Costa Araújo, J. M. (2016). Linking transformational leadership and organizational trust: has organizational commitment a mediating effect on it? Cuadernos De Gestión, 16(1), 43–62. https://doi.org/10.5295/cdg.140484om Rowicki, M. (1999). Communication Skills for Educational Administrators. (pp. 1–9).