The following information has been adapted and/or quoted from the FPLS Matrix (2023).
Domain 3: Organizational Leadership
Standard 9: Communication
"Effective school leaders practice two-way communications and use appropriate oral, written, and electronic communication and collaboration skills to accomplish school and system goals by building and maintaining relationships with students, faculty, parents, and community."
Indicators:
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"Actively listens to and learns from students, staff, parents, and community stakeholders."
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"Recognizes individuals for effective performance."
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"Communicates student expectations and performance information to students, parents, and community."
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"Maintains high visibility at school and in the community and regularly engages stakeholders in the work of the school."
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"Creates opportunities within the school to engage students, faculty, parents, and community stakeholders in constructive conversations about important school issues."
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"Utilizes appropriate technologies for communication and collaboration."
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"Ensures faculty receives timely information about student learning requirements, academic standards, and all other local state and federal administrative requirements and decisions."
Reflection on Coursework & Experiences
The purpose of standard nine is for school leaders to demonstrate their ability to communicate, collaborate, and build relationships with all stakeholders with the intention of accomplishing school goals. The stakeholder engagement plan project is an excellent example of how my leadership skills and experiences relate to this standard. Within the stakeholder engagement plan, there is a table I created to represent potential tasks, with corresponding measurements for success, regarding the areas of communication, leadership, training, partnership, and accountability between the school, family, and community. This stakeholder engagement plan directly correlates with the data-driven decision making plan with the purpose of building upon these relationships to provide instructional remediation for the bottom 25% of 3rd graders, specifically the ESE subgroup.
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During this project, I learned the value of partnerships between the school, family, and community. Student success is driven by the support they receive both inside and outside of the classroom. I believe stakeholder engagement and communication of my strengths as a school leader because it is also my passion. My focus in my principalship has been intentionality with school to family communication, as well as providing training for teachers on how to build relationships and communicate with the parents and families of their students. An area of growth in this standard would be in the area of school and community partnerships. When stepping into a leadership position, I would like to be intentional with the relationship between the school and the community by finding ways for them to partner together for the ultimate success of the students and school.