Educational Leader: Effective Communication

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Effective Communication
Scenario: Addressing Parent Concerns
Standard 2
An educational leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conductive to student learning and staff professional growth.
Standard 4
An educational leader promotes the success of every student by collaborating with faculty and community member, responding to diverse community interest and needs, and mobilizing community resources.
Ms. Smith was about to complete a unit about the first European explorers. She decided to give her students a research project to do in the class and at home. For the project the students were to pretend that they were a specific explorer. There were
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This was broken because Ms. Smith was not able to do this. The project was changed so that it was not rigorous and more time was given for a simple project. The collaboration between the principal and teacher was broken when the principal went against the teacher. This is the individual behavior. The communication was also broken between the parent and Ms. Smith because Ms. Smith may not have explained herself as well as she could have. The behavior of the parent, teacher, and principal as individuals was broken and lacked because there was a misconception made on all parts.
Lead Communicators Behavior There were two lead communicators in this scenario, the teacher and the principal. The teacher should have followed up on the first conversation of the emails. Ms. Smith could have also followed up on the face to face conference. There may have been non-verbal cues given by the teacher that the parent did not perceive as positive. For example, Ms. Smith may have folded her arms or placed her hands on her hips. She may have had poor eye movement or contact and her body position may have been negative. Also, Ms. Smith’s tone of voice may have offended the parent. Any of these may have hindered the parent’s perception of the teacher. During the meeting with the principal the teacher may have given non-verbal signals to make the principal change her mind. In the same way that parent may have been giving non-verbal signals. The parent
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