Element+2+Communication

Update on: 11/11/2010

**Communication** Sometimes to implement reform we have to be willing to throw out the old and accept the new and nothing could be truer than in the area of communication for the members of Hickory Ridge. In fact, Sweetland (2009) believes that meaningful learning often requires the development of new means of communication. One idea that will be included in the professional Learning Communities will be for teachers to write on index cards factors that influence student performance. Then they will separate the cards into two stacks: In my control and Out of my control. Sweetland (2009) reminds us though that the objective of the activity is not to reach consensus, but rather to open up discussion of the role of the teacher, inviting teachers who feel disempowered to acknowledge and claim the power of their personal influence, making space for redefinition and reflection on individual and collective responsibilities. According to Mullen & Hutinger (2008), when principals facilitate the study group process, they create informed teachers and achieve higher scores among students. Principals are also able to integrate school-wide study teams to build understanding and create effective strategies for student success. T he power of the study group process is a representation of the growth process. The study group process is respectful of the fact that teachers know that there are no easy solutions for the complex issues they face. In truth, educators recognize that improving schools and one’s teaching practice is a journey. This journey may well have no definitive end in sight, the road may be pocked with potholes, and sticking to the path may be an act of trust at times. It will not be easy and it won’t have immediate results, but it will honor the participants as professionals with expertise and experience to contribute, and, over time, it will contribute to teachers’ own learning and sense of professional status. “The administrators, teachers, and counselors use these principles for guiding their study groups: students come first, everyone participates, leadership is shared, responsibility is equal, and work is public” (Murphy& Lick, 2005). Student achievement can be measured with teachers analyzing current achievement levels; setting goals for improvement; analyzing, adjusting, and refining instructional strategies; and evaluating student outcomes. A way to assure the importance of community collaboration, staff at the end of the school year, can recap the year to discuss the needs for the next school year. The principal can ask teachers to identify topics that require their collective attention, such as working with the unmotivated students, using the question and answer technique in the classroom, and cooperative learning. Some other important topics include technology in the classroom and reflective techniques for teachers. When different teachers share the same problems or issues, staff can consider these matters for in-service opportunities for the next school year. To drive change, Gilley & McMillan (2009), found that effective skills, while isolating the specific leader behaviors deemed most valuable to implementing change: motivation and communication.

Mullen, C. A., & Hutinger, J. L. (2008). The principal's role in fostering collaborative learning communities through faculty study group development. //Theory into Practice, 47//, 276-285.

Gilley, A., Organizational Change: Motivation, Communication, and Leadership Effectiveness. Performance Improvement Quarterly v. 21 no. 4 (2009) p. 75-94

Murphy, C. U., & Lick, D. W. (2005). //Whole-faculty study groups: Creating ////s tudent-based professional development, //3rd edition. Thousand Oaks, CA: Corwin.