As school systems deal with multiple new initiatives and goals how do they relay that information, and motivate the learning community to embrace, engage, and employ the new initiatives.
A thoughtful, well orchestrated, well communicated plan is helpful--here's where we are, here's where we're going, and this is what we expect. Explicit, direct information with rationale and support speaks to educators who want to do their best possible work to support children.
On the other hand, random emails, unexpected critique, and last minute expectations can serve to frustrate and demean the learning community by making individuals feel more like robots or machines than valued team members.
Again, lead time, transparency, regularity, and inclusion are methods of communication and care that have the potential to serve a learning community in powerful, proactive, positive ways.
