Communication Is More Than Talking and Listening

Administrative Leadership in Education -- My Philosophy

Assuming that the leader has integrity, is morally upright, and is in the public school system in order to make a difference (a positive impact on learning), among the most important things that a leader in a public school -- a principal or vice principal, or a board member or counselor -- should concentrate on is his or her ability to communicate. That's my overriding philosophy. And by communicate I am not just talking about speaking or sending emails, writing reports or talking to students during lunch period or recess. Nor am I referring to a phone conversation with a concerned parent whose child has been bullied in school.

The raw basic definition of communication means the act of imparting information, or transmitting information. But communication is a two-way street and if the person in an administrative position isn't listening to what is being said before he or she speaks, that is incomplete communication. A principal's duty (one of the most important duties) is to reduce barriers to communication.

And of course a public school administrative leader must have the ability to solve problems, to mediate between faculty members when there is a dispute and to use restorative justice when appropriate to solve conflicts between students. He or she also must never stop learning because it seems like there are discoveries every week about how to implement creative strategies and practical methods to improve instruction and curricula. All of the issues in this paragraph require good communication skills.

By communicating effectively with his teachers, an administrator should be in fact teaching his faculty members how to reduce barriers to good communication in their positions. My philosophy includes: a) communicating to faculty that they should never begin a sentence, or give instructions for homework, or say anything, until the classroom is quiet and all students are attentive to what is about to be communicated; b) teachers should speak slowly and clearly, and while sharing instructions should walk around the classroom and up and down the aisles rather than always standing in front of the students; c) once the information has been expressed verbally, in order to ensure that students clearly understood, the teacher should solicit feedback; after all, as noted, communication goes both ways, listening and speaking; and d) the principal or vice principals should regularly sit in on classrooms to observe how effective the communication is proceeding in English, Math, Science, Social Studies, and even in PE classes.

My strength has always been in my ability to listen to others, to research important points of the upcoming discussion before I get into it, and communicate my thoughts and values based on what I see needs to be done or changed in a public school.

When it comes to goal-setting for a school, who should decide what goals the school will pursue? The answer is that every human being on that campus, including custodians (because when they feel like they are actually a part of the school community, they will perform better), should be in on the process.