Three Traits of Highly Communicative Schools

“My teachers tell me we have a problem with communication.”
 
I’ve heard that statement over and over and over again from administrators in 90% of the schools where I serve or have served as a School Improvement Consultant. (Yes, I’ve been counting!) It doesn’t matter where the school is located, or how diverse the population is (racially and socio-economically), or even how many students are scoring in the proficient to advanced range, those statements are echoed… consistently.
 
Are you wondering what I have noticed in the 10% of the schools where I don’t hear that statement?
 
Here are three traits that the 10% Highly Communicative Schools have in common:

1. Intentional Leaders: The leaders set the tone for how communication should occur within the school and model the communication that is expected from their teachers. For example, if a leader wants his teachers to connect with her students, the leader consistently models those behaviors and practices with both teachers and students. Face-to-face conversations, newsletters, and emails deliver information in a highly proactive, professional, and authentic manner. 
2. Aligned philosophy of instruction: Educators within Highly  Communicative Schools have developed and articulated a shared vision and philosophy of instruction. As a result, the expectations and practices related to how instruction is delivered and assessed are aligned to that philosophy. Ask any teacher within those Highly Communicative Schools what their school’s instructional philosophy is and they’ll tell you… with clarity and enthusiasm!  
3. Shared instructional leadership: The leaders consistently focus on instruction and are know within the school as an instructional leader. They didn’t start out this way… these leaders spent (and still spend) their time observing in classrooms. Then, they converse with their teachers about their instructional practices. This conversation provides the leaders the opportunity to learn about instructional practices that work from their “in-house experts.” This process recognizes each teacher’s unique strengths. Faculty meetings morph into professional learning sessions as teachers are empowered to assume the role of an informal leader as their talent, knowledge, and skills are shared.  
   

You’ve probably heard the statement, “Those who are doing the talking are doing the learning.” This holds true for Highly Communicative Schools. When the school’s culture promotes communication and collaboration, all are learning. What have you done to promote communication within your school? Leave a comment below.

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