1 of 23

Communication Plan

Pacific East

2 of 23

allposters.com

The art of communication is the language of leadership. – James Humes

3 of 23

AdvancED Indicators

AdvancED Indicator (School Level)

1.1

The school engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a school purpose for student success.

  • The process for review, revision, and communication of the school’s purpose is clearly documented, and a record of the use and results of the process is maintained.

1.2

The school leadership and staff commit to a culture that is based on shared values and beliefs about teaching and learning and supports challenging, equitable educational programs and learning experiences for all students that include achievement of learning, thinking, and life skills.

  • This commitment is always reflected in communication among leaders and staff.

1.3

The school’s leadership implements a continuous improvement process that provides clear direction for improving conditions that support student learning.

  • School personnel systematically maintain, use, and communicate a profile with current and comprehensive data on student and school performance.
  • Documentation that the process is implemented with fidelity and yields improved student achievement and instruction is available and communicated to stakeholders.

4 of 23

AdvancED Indicators

​

​

2.5

Leadership engages stakeholders effectively in support of the school’s purpose and direction.

  • Leaders consistently communicate effectively with appropriate and varied representatives from stakeholder groups, provide opportunities for stakeholders to shape decisions, solicit feedback and respond to stakeholders, work collaboratively on school improvement efforts, and provide and support meaningful leadership roles for stakeholders.

3.6

Teachers implement the school’s instructional process in support of student learning.

  • All teachers systematically use an instructional process that clearly informs students of learning expectations and standards of performance.

3.8

The school engages families in meaningful ways in their children’s education and keeps them informed of their children’s learning progress.

  • Families have multiple ways of staying informed of their children’s learning progress.

5 of 23

AdvancED Indicators

AdvancED Indicator (School Level)

4.3

The school maintains facilities, services, and equipment to provide a safe, clean, and healthy environment for all students and staff.

  • School leaders have adopted or collaboratively created clear definitions and expectations for maintaining safety, cleanliness, and a healthy environment, and have shared these definitions and expectations with all stakeholders.

5.5

Leadership monitors and communicates comprehensive information about student learning, conditions that support student learning, and the achievement of school improvement goals to stakeholders.

  • Leaders regularly communicate results using multiple delivery methods and in appropriate degrees of sophistication for all stakeholder groups.

6 of 23

General Considerations

  • Most schools already have the components of the communication plan in place and simply need to “commit the plan to paper.”
  • A communication plan is only words and graphics on paper if the plan is not implemented and participants do not fully understand and accept their roles in the plan.

​

7 of 23

Some benefits to have a well-developed and documented communication plan

  • Helps stakeholders feel comfortable with the school and be able to be activate participants in the educational process

​

  • Develops a stronger sense of culture

​

  • Provides stakeholders the opportunity to understand and participate in change endeavors

​

  • Engages stakeholders in on-going conversations – which can lead to better sharing and exploration of ideas, stakeholders having the opportunity to support (and possibly own) school endeavors, and greater stakeholder participation

​

  • Helps to implement processes and procedures that have a positive impact on the effective operations of the schools and the school’s role within the community

8 of 23

9 of 23

Communication Plan

10 of 23

Communication Groups

  • School/Home
  • School/Community
  • School/Student
  • Admin/Teachers
  • Admin/Community
  • Admin/Student
  • Teachers/Teachers
  • Teachers/Student
  • Teachers/Parents

11 of 23

Two Central Aspects to Communication

  • Informing
  • Two Way (Dialogic)

12 of 23

Informing - Types

  • Information (events, activities)
  • Instruction (projects, assignments)
  • Student Performance (progress, mastery)
  • Processes/Procedures

(SPED, GE, 504, SST, emergency procedures)

​

13 of 23

Two Way (Dialogic) – Types�

  • Sharing Ideas
  • Concerns
  • Questions
  • Input
  • Engagement

14 of 23

Informing - Examples

  • Information (events, activities)
    • Newsletters, emails, marque, TV channel, Command Breakfast, Parent Teas/Coffees, social media,
  • Instruction (projects, assignments)
    • GradeSpeed, web pages, Schoology, syllabi, technology plan
  • Student Performance (progress, mastery)
    • GradeSpeed, progress reports, conferences, Schoology, award assemblies, graduation
  • Processes/Procedures
    • SPED, GE, 504, SST, emergency procedures

​

15 of 23

Two Way (Dialogic) – Types�

  • Sharing Ideas
    • Grade level collaboration, SAC, PD, PTO, Boosters, technology plan
  • Concerns
    • ICE, Command Meetings, SAC, IAC, JDAC, conferences, emails, phone calls,
  • Questions
    • Emails, phone calls, conferences, collaboration, team/grade-level meetings,
  • Input
    • Association, SAC, conferences, faculty meetings, technology plan
  • Engagement
    • PTO, SAC, volunteering, PD, walkthroughs,

16 of 23

Expectations in Pacific East

17 of 23

District Expectations

Each school will have:

  • Document Communication Plan
    • Evidence that the components of the Communication Plan were implemented
  • Technology Plan
    • Evidence that the components of the Technology Plan were implemented

18 of 23

Central Questions

  • What are your approaches of communicating between each communication group to fulfill each of the types of communication?
  • What is the frequency of each approach of communication?
  • How do the expected audiences have the ability and knowledge to access the communication?
  • Who is responsible for each approach of communication?
  • How are you monitoring that each approach of communication:
    • Occurs?
    • Is the most effective (best) for its purpose and not overwhelming or distracting from its intent?

​

​

19 of 23

What are your approaches of communicating between each communication group to fulfill each of the types of communication?�

20 of 23

21 of 23

22 of 23

Darby Elementary School Stakeholder Communication Process Flowchart �

Area of Concern

1st Level

2nd Level

3rd Level

4th Level

5th Level

Instruction/Curriculum

Teacher

Counselor

Principal

Assistant Superintendent

Superintendent

Clubs/Extra Curriculum

School Secretary

Club Sponsor

Principal

Assistant Superintendent

Superintendent

Special Education

Teacher

Counselor

Principal

Assistant Superintendent

Superintendent

Student Concerns/

Guidance/Health Related Concerns

Teacher

School Nurse

Counselor

Principal

Assistant Superintendent

Superintendent

Classroom Discipline

Teacher

Counselor

Principal

Assistant Superintendent

Superintendent

Non-Classroom School Discipline

Teacher

Counselor

Principal

Assistant Superintendent

Superintendent

Classroom Concerns

Teacher

Counselor

Principal

Assistant Superintendent

Superintendent

Scheduling Concerns/Changes* (See Below)

Teacher*

Counselor

Principal

Assistant Superintendent

Superintendent

Transportation

Transportation Supervisor

Principal

Assistant Superintendent

Superintendent

 

23 of 23

District Expectations

Each school will submit the following evidence:

  • Document Communication Plan
    • Submit to DSO (Phillip Ulmer) by Friday, May 20, 2016, for review by DSO Leadership.
  • Communication Matrix
  • Communication Details Matrix