![]() ![]() ![]() The interviewer simply takes notes and does not comment on the descriptions, apart from seeking clarity. ask a range of staff what they think you have been communicating about, and your effectiveness in communicating about those topics.ask what the two or three most important school development actions and intentions you have been communicating to staff are.When you establish that you appreciate feedback and actively take it on board, people will keep you well informed. Try to view any criticisms as constructive. Prepare yourself to handle any criticism that may be brought up. The interviewer needs to be someone you can rely on to give you honest and constructive feedback. Things to try to improve your communication External feedbackĬonsider using an interviewer from outside the school, such as your mentor or principal’s appraiser, to carry out a fact-finding review. seeing communication as an essential leadership capability, not as a set of techniques.communicating with empathy – communicating bad news as effectively as good news.being committed to open, two-way communication.matching your words to your actions – this is part of developing integrity as a leader.championing and being a good role model for clear and consistent communication.Internal communication is just as important as communicating outside the school. Elements of good practice for internal communication include: It is essential to understand the requirements of New Zealand's privacy and copyright laws.Ĭopyright in schools – TKI website In-school communication It may be useful for the board to have a policy or a practice on who communicates formally on behalf of the school, for example if contacted by the media. When did you last review your strategies? What feedback on them do you have or need?.How do your communication strategies change over time? Are there two or three aspects of communication that you should emphasise during the next year?.How does the way you are communicating help you to build trusting and respectful relationships with your audiences?.How do you ensure your key messages are communicated clearly and consistently?.Are your reasons for communicating helping you lead change or lead learning in your school?.What are your key reasons for communicating with your audiences? What are your key messages?.Then consider how effective your existing communication strategies are: Parent Teacher Association, alumni association Outside agencies – for example Ministry of Education Local principals, other schools, mentor or supervisor Support staff: office staff, learning assistants, executive officer, caretakers Parents, whānau – current and prospectiveįacebook, LMS, newsletters, face to face, presentations, phone, special evetns, learning conferences, parent teacher evenings ![]() Use a table like the one below to help you get an overview of your communications: Communications may be deliberately planned or ad hoc face to face or virtual written, video or verbal digital or non-digital. Principals apply a range of formal and informal communication skills every day. Taking time to think about what you want to say will also ensure you maintain your integrity and professionalism, that of your school, and of the wider educational community. Taking time to review your communications strategy and ideas will be time well spent. Many problems, in and out of schools, can be directly traced to the effectiveness of your and your school's communications – whether information was communicated or not, what was communicated, how it was communicated, and who communicated it. The cultural competencies of Wānanga and Whanaungatanga contain useful behavioural indicators and outcomes specific to leaders that can be applied in all situations.Įffective communication underpins the knowledge, skills and dispositions principals require to have a direct and indirect influence on student outcomes, as identified in the Best Evidence Synthesis on leadership. ![]() This is stressed in Kiwi Leadership for Principals (Ministry of Education) and in Tātaiako: Cultural competencies for teachers of Māori learners (Education Council). Managing communications effectively is a key dimension of leadership.
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