Competency 14

Apply principles of effective communication.

Educational leaders must have the ability to:

• Convey ideas and information through media using verbal and nonverbal means to different audiences including learners, teachers, educational boards, the community, the media, and other constituencies.
• Communicate in ways that are appropriate to the audience and purpose.
• Convey ideas and information in ways that are clear and understandable for all.
• Facilitate group collaboration.

Effective educational leaders clearly communicate both orally and in writing with learners, colleagues, school leaders, community members, and other constituents. Thoughtful, bias-free communication is just as critical in building a respectful and safe educational environment where authentic learning takes place as it is in building relationships with community and colleagues.

Educational leaders model active listening in the communication process. "To listen with intensity requires holding in abeyance certain normal, tempting but unproductive behaviors which may interfere with the ability to hear and understand a colleague" (Costa & Garmston, 2002, p. 65).

Accomplished educational leaders are aware that they convey messages in nonverbal ways as well as in their writing and speaking. Costa uses the term "paralanguage" to refer to "vocal qualities, body gestures, and other verbal and nonverbal behaviors that exist alongside the words we speak" (Costa & Garmston, 2002, p. 73). The literature on communication reveals that adults find more meaning in nonverbal cues than in verbal ones (Costa & Garmston, 2002, p. 74).

Effective communication is the cornerstone of creating a collaborative environment. The National Board (1989) states, "Proficient educators … possess the interpersonal skills needed to work on teams and show a willingness to work together in the interest of the school community" (p. 18). Master educators recognize their responsibility to a broad constituency and the importance of framing their communication accordingly. They might represent other educators in their association during contract negotiations, represent their department at board or advisory council meetings, or represent their department at school or university meetings. In all cases, effective educational leaders engage in open-minded, clear, and accurate communication.

While writing for a variety of purposes, effective educational leaders know that certain universal standards hold across all types of writing. These common characteristics are captured in the widely implemented Six Traits model for assessment and instruction of writing (more recently, 6+1 Trait model): ideas, organization voice, word choice, sentence fluency, and conventions and presentation (NWREL, 2001, p. 1). Writing about teaching, however, is one type of writing in which the scholar-practitioner excels. National Board candidates are instructed: "Thinking analytically about teaching is complicated because teaching itself is complicated. Systematic and probing questions about why, how ,and so what are the key elements in analyzing your practice and beginning to reflect on it" (NBPTS, 2004 p. 51). The Capella EdD provides extensive support for learners in the area of writing skills. Learners are encouraged to become familiar with the Capella Writing Center programs.

Educators who are preparing portfolio entries for National Board assessment are reminded that "your written work is your main vehicle for communication with assessors" (NBPTS, 2004, p. 51). Moreover, the Capstone assignment for the Capella EdD in Educational Leadership and Management is an extensive portfolio demonstrating mastery of the 20 specialization competencies. A tab to this Program Guide fully explains the Portfolio requirements including the signature assignments to be placed in the portfolio.

Written communication, such as summary papers, postings to discussions, and presentations are the main vehicles for learners to communicate with instructors and others learners in the Capella EdD courses and to document their mastery of specialization competencies.

Thus, for diverse purposes and within different contexts, writing clearly and communicating effectively are essential skills for all educational leaders.

References

Costa, A. L., & Garmston, R.J. (2002). Cognitive coaching:A foundation for renaissance schools (2nd ed.). Norwood, MA: Christopher-Gordon Publishers, Inc.

National Board for Professional Teaching Standards. (1989). What teachers should know and be able to do: The five core propositions of the national board. Retrieved June 19, 2004, from http://www.nbpts.org/about/coreprops.cfm#prop1.

National Board for Professional Teaching Standards. (2004). Writing about teaching In adolescence/young adulthood science. Retrieved September 12, 2004, from http://www.nbpts.org/candidates/guide/04port/04_ayasci_instructions/04_aya_sci_getstart.pdf

Northwest Regional Laboratory. (2001). Assessment: 6+1 trait writing. Retrieved August 28, 2006, from http://www.nwrel.org/assessment/about.php?odelay=1&d=1