Communication That Energizes During Tough Times

Rebecca Hipps

As school leaders roll out Common Core State Standard implementation strategies, new teacher evaluation systems, and the next generation of standardized tests, leaders have plenty of opportunities to implement these changes in ways that support and empower teachers. As I reflect on my experiences, I know which leaders left me feeling inspired and motivated to implement new initiatives. Those transformative leaders who helped me grow professionally and weather tough transitions communicated in the same ways: they appreciated effort, led with authenticity, and provided models and resources to inspire best teaching practices.

Leaders can turn any communication into the opportunity for positive transformation by following these practices.

1. Appreciate effort. As a school leader, take time to publicly acknowledge the hard work that teachers do through direct conversations about what works in their teaching. As teachers improve their practices or implement shifts in their work, they will find nothing more motivating than positive feedback. When having difficult conversations with teachers after an observation, begin by communicating that your intentions are not solely about pinpointing weaknesses in their teaching but also about celebrating their professional growth. Validate teachers' efforts to improve specific skills by jointly reflecting on the benefits and progress made with institutional shifts. I feel empowered to find new approaches knowing that my school leader notices the things I am working hard to change.
2. Tell your story. Stories are essential to building an authentic relationship between leaders and teachers. When teachers know something about your classroom experience and the perspectives you bring to your leadership practice, they develop deeper respect for your initiatives. For example, my principal shared her experiences and vision for our school and her curriculum choices. Knowing something about a leader's personal and professional journey makes them more approachable and less intimidating during evaluative conversations.
3. Provide planning tools. When teachers see the benefit behind a change and a successfully executed approach, they will be more apt to try it out. By providing tools, such as planning time, models, and supplies, you give teachers the confidence and resources to implement pedagogical shifts effectively. Planning time is essential for implementing something well. School leaders gave me release time from my teaching duties to analyze data and plan new curriculum components. As a result, I produced a more intentional and better considered application of instructional shifts. When school leaders provide models, they communicate clearly to teachers how the intended shift should appear. Working with an instructional coach who not only helps plan but also coteaches and debriefs new lesson components helps me feel like I am not alone in making adjustments to my teaching. If the new method requires any supplies, our coach or principal helps us acquire the materials or comes to staff meetings with the resources necessary to try out activities. By providing materials ahead of time, leaders send a message of support to their teachers.

Principals set the tone for their school, especially during transitional times. At a workshop at Columbia University's Teachers College in October 2012, Christopher Lehman made a simple, yet powerful, statement that I will never forget: "When asking teachers to make changes, leave them feeling energized." By approaching conversations from an empathetic mind-set and applying these three communication practices, both teachers and principals can emerge inspired and motivated.

Rebecca Hipps is a 2nd grade teacher at Maury Elementary School in D.C. Public Schools and a member of the America Achieves Fellowship for Teachers and Principals.

ASCD Express, Vol. 10, No. 15. Copyright 2015 by ASCD. All rights reserved. Visit www.ascd.org/ascdexpress.