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AN ESSENTIAL ELEMENT OF LEADERSHIP WITH DIVERSE

SCHOOL POPULATIONS IS THE PROCESS OF

EFFECTIVE COMMUNICATION

Jo E. Cagle, Ed.S.

Sandy T. Wiley, M.Ed.

A Project Presented to the Graduate Faculty of

Saint Louis University in Partial Fulfillment

of the Requirements for the Degree of

Doctor of Education

2012

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AN ESSENTIAL ELEMENT OF LEADERSHIP WITH DIVERSE

SCHOOL POPULATIONS IS THE PROCESS OF

EFFECTIVE COMMUNICATION

Jo E. Cagle, Ed.S

Sandy T. Wiley, M.Ed.

An Abstract Presented to the Graduate Faculty of

Saint Louis University in Partial Fulfillment

of the Requirements for the Degree of

Doctor of Education

2012

ABSTRACT

An essential element of leadership with diverse school populations is the process of

effective communication describes a problem based learning project focused on issues related to

practices used by principals to address diverse school populations. The team found that

communication between principals and diverse populations in schools was a challenge.

Principals discussed having several communication mediums which produced minimal responses

and engagement from diverse populations. Feedback from principal respondents indicated they

had few resources in communicating with diverse populations. Therefore, the team identified

discrepancies between the practices of principals and the foundational knowledge on

communication with diverse populations.

Principals were interviewed in the greater St. Louis metropolitan area regarding their

perceptions as related to leadership and communication with diverse populations within their

school communities. The data collected from the principal respondents were analyzed for

themes. Emergent themes and strands were found in the data. The findings were then compared

to concepts emerging from the foundational knowledge regarding effective leadership and

effective communication. Overall, principals stated they did not have communication goals,

objectives, or plans in place to communicate with their school populations and did not address

diverse populations specifically. All principals were interested in suggestions, strategies, and

recommendations in order to better communicate with diverse populations in order to develop

inclusive lines of communication within the school community.

After principal interviews were conducted and thematically analyzed, a communication

plan template emerged with resources in an attempt to assist current and future principals in

developing a communication plan in their respective buildings. This user friendly template was

designed to assist principals in the planning and implementation process of communicating with

all populations and diverse populations specifically. The team made recommendations involving

the inclusion of varied aspects within principal preparation programs. As well, state department

recommendations were given to emphasize the importance of the communication plan

development by principals and their respective school buildings. This project added to the

professional literature for improvement of communication and principal performance in districts

with diverse populations. In addition, the team provided principals of diverse populations with

the communication resources they could utilize within their school immediately.

Jo E. Cagle

Sandy T. Wiley

2012

COMMITTEE IN CHARGE OF CANDIDACY:

Associate Professor Gary K. Wright,

Chairperson and Advisor

Associate Professor Susan Toft Everson

iii

Dedications

I would like to dedicate this work to my son, Kaden Christian Williams. You are a gift

from God and I will always love you. Special thanks goes to my family who was instrumental

in me completing this project. I appreciate you for your support and dedication. I am forever

grateful. To the little girls and women who are striving to be better than the rest, remember to

believe in yourself and value the love you possess. You are priceless. In addition, I would like

to dedicate this project to all of the little children of diverse populations and cultures who are

underrepresented. You are important and valuable. Strive to be the best you can be and always

expect the best from yourself. In God all is possible. To God be the glory for the wonderful

things He has done and for what He has done for me. I love Jesus eternally. Sandy

I was able to successfully complete this project only with the support and understanding

of my family. Specifically, I want to thank my brother, Zane Cagle, who has always believed in

me and supported all of my educational endeavors through encouragement and support. Also, I

want to mention the strong influence of my niece, Aiko Cagle. She constantly exhibits through

her daily learning and imagination just how important literacy is for all children. Being a part of

her life and watching her learn has had a profound impact on me and inspired me to continue to

learn and grow daily. Jo Cagle.

Acknowledgements

The project team would like to recognize those who have supported us in our journey.

Our team would like to thank Dr. Gary Wright, our project advisor, and Dr. Susan Toft

Everson, our project reader; for their commitment of time, contribution of expertise, constant

patience in dealing with our questions and time schedules, and challenging us to use more

complex thinking processes so our project could be a contribution to school district leaders.

This team would like to express our gratitude to our expert panelist for their quick,

thoughtful, and critical suggestions.

Our team would like to thank Ellen Bruder for her willingness to read and edit our report.

TABLE OF CONTENTS

List of Figures ................................................................................................................................ ix

List of Abbreviation .........................................................................................................................x

SECTION 1 INTRODUCTION

Introduction ..............................................................................................................1

Significance of Project ............................................................................................1

Background of Project .................................................................................................... 4

Leadership ................................................................................................................5

Communication ......................................................................................................10

Guiding Questions .......................................................................................................... 15

Project Objectives ..................................................................................................16

Definition of Terms ...............................................................................................17

Conclusion ..................................................................................................................... 18

SECTION 2 DESCRIPTION OF PROJECT PHASES

Introduction ...........................................................................................................19

Phase 1: Identify and State the Problem .................................................................... 19

Phase 2: Foundational Knowledge........................................................................19

Phase 3: Field Base Knowledge ............................................................................20

Phase 4: Findings from the Field ................................................................................ 21

Phase 5: Overall Analysis .....................................................................................21

Phase 6: Recommendations and Product ..............................................................22

SECTION 3: FOUNDATIONAL KNOWLEDGE

Introduction ...........................................................................................................23

Effective Leadership ...... .....................................................................................24

Context of Leadership ...................................................................................... 24

Characteristics and Types of Leadership ...................................................27

Reasons for Leadership ..............................................................................33

Leadership in Organizations ......................................................................34

Leadership in Diverse Populations ................................................................. 38

Effective Communication ......................................................................................48

Communication with Diverse Populations ................................................57

Methods and Strategies Concerning Diverse Populations ....................................... 67

Perception ..................................................................................................67

Communication through Coalitions ...........................................................70

Maintaining Communication .....................................................................73

Collaboration ..................................................................................................... 82

Conclusion .............................................................................................................85

SECTION 4: DESIGN AND IMPLEMENTATION

Introduction .................................................................................................................... 86

Sites ........................................................................................................................86

Principal Respondents ............................................................................................87

Instrumentation ............................................................................................................... 91

Data Collection ......................................................................................................94

Data Analysis ........................................................................................................96

Conclusion ..................................................................................................................... 97

SECTION 5 FINDINGS

Introduction ............................................................................................................98

Data Analysis Process ................................................................................................... 98

Emergent Themes ..................................................................................................99

Relationships as an Emergent Theme ......................................................100

Perception as a Strand in the Theme of Relationships .................. 101

Communication as an Emergent Theme ..................................................102

Perception as a Strand in the Theme of Communication .............105

Diverse Population as a Strand in Theme of Communication ...107

Collaboration as an Emergent Theme .......................................................... 110

Perception as a Strand in Collaboration Theme ............................. 111

Conclusion ...........................................................................................................112

SECTION 6: OVERALL ANALYSIS

Introduction ..........................................................................................................113

Discrepancy Analysis .................................................................................................. 113

Relationships ............................................................................................115

vii

Communication ........................................................................................116

Collaboration............................................................................................117

Overall Lessons Learned......................................................................................118

Communication with Diverse Populations Was

Assumptions Based ..................................................................................119

Communication is Important to Schools ...................................................... 120

Lack of Foundational Knowledge ............................................................121

Guiding Questions ...............................................................................................122

Conclusion..................................................................................................................... 125

SECTION 7: RECOMMENDATIONS AND PRODUCT

Introduction ..........................................................................................................126

Recommendations ........................................................................................................ 127

Recommendation Number One: Colleges/Universities/State

Boards of Education ................................................................................127

Implications of Recommendation Number One ..........................128

Recommendation Number Two: Colleges/Universities/State

Board of Education ......................................................................................... 128

Implications of Recommendation Number Two ..........................130

Recommendation Number Three:

School District Level Recommendations ..................................................... 130

Implications for Recommendation Number Three ......................132

Recommendation Number Four: School Districts ...................................132

Implications for Recommendation Number Four .......................... 133

Overall Recommendation and Comments ...............................................133

Communication Plan Template/Product ..............................................................135

Introduction .............................................................................................135

Explanation of the Communication Plan Template .................................... 136

Implementation of the Communication Plan Template ............................. 138

Evaluation of the Communication Plan ...................................................139

Communication Plan Usage Comments ..................................................140

Conclusion ...........................................................................................................141

Product: Communication Plan Template ................................................................. 143

Resources .............................................................................................................150

viii

Project Conclusions .............................................................................................152

Appendix A ..............................................................................................................................154

Appendix B ......................................................................................................................................... 155

Appendix C ..............................................................................................................................156

Appendix D ......................................................................................................................................... 157

Appendix E ...............................................................................................................................158

Appendix F .......................................................................................................................................... 159

Appendix G ..............................................................................................................................160

Appendix H ......................................................................................................................................... 165

References ............................................................................................................................................... 168

Vitae Autorum .............................................................................................................................174

LIST OF FIGURES

Figure 1.1 Site Demographic Data 2010 (race of students) ...................................................90

Figure 1.2 Site Demographic Data Information (Principals) ..................................................90

Figure 1.3 Themes .......................................................................................................................... 111

Figure 1.4 Discrepancy Analysis ..........................................................................................114

Figure 1.5 Recommendations and Implication Cyclical Diagram ........................................... 134

LIST OF ABBREVIATIONS

DESE – Department of Elementary and Secondary Education

IEL – Institute for Educational Leadership

ISLLC – Interstate School Leaders Licensure Consortium

IRB – Institutional Review Board

MSIP – Missouri School Improvement Program

PACE – Parents Addressing Culture in Education

PBL – Problem Based Learning

PTO – Parent Teachers Organization

SIS – Student Information System

SECTION 1: INTRODUCTION

Introduction

This report describes a problem based learning (PBL) project focused on issues related to

practices used by elementary principals, hereafter referred to as principals, to address diverse

school populations. The outcome of the project resulted in the formation of a communication

plan template for use in schools. The communication plan template was designed to be a

resource for principals who wanted to establish a more comprehensive communication plan with

the diverse populations in the communities served.

Significance of the Project

The purpose of this project was to learn how principals working in settings with diverse

populations determined who made up the diverse populations in the school, and if principals had

goals and strategies they used to develop an inclusive line of communication. The implication for

effective communication in the principal’s leadership role was better communication which led

to improved relationships and improved schools. The implication for improved schools was the

positive improvement in each child’s learning experience. The project examined the perceptions

of principals regarding communication and leadership in schools with diverse populations.

Diverse populations were defined by the research and project team as “ distinct groups including,

but not limited to, racial and ethnic minorities, persons of color, American Indians, gay, lesbian,

bisexual, and transgender cultures, deaf culture, disabilities culture, economic class cultures, and

immigrants” (Minnesota Department of Human Services 2010, p.1). Therefore, the team

examined diverse populations as they resided in schools regarding race. Racial groups were

differentiated as indicated on the Missouri Department of Elementary and Secondary Education

website (DESE) as white, black, Hispanic, Asian, Indian, and other.

The nature of the problem was established through the reading of the literature as well as

responses from principals. Both the foundational knowledge review and interviewed principals

stated communication with diverse populations was important to leadership; however, principals

communicated to the project team a lack of knowledge in addressing the problem. This lack of

foundational knowledge about communication with diverse populations for principals who

deemed communication critical to leadership emerged as a problem for inquiry. As a result of

this problem based learning project, the team made recommendations and provided a

communication plan template for principals working with diverse school populations.

The rationale for choosing principal leadership and communication in diverse populations

as a focal point of study was the examined foundational knowledge emphasizing communication

as an essential tool for successful leadership. As well, principal feedback expressed the need for

effective communication resources. Principal feedback indicated principals felt they had few

resources in communicating with diverse populations. Therefore, the communication plan

template was developed in direct response to this problem. This report of the project begins with

an introduction to the project then leads to a description of phases, foundational knowledge

review, design and implementation, findings, analysis, and finally recommendations and product.

Hollie (2010) stated in the first day of foundational training entitled Building

Knowledge: What Does It Mean to Be Culturally and Linguistically Responsive? A Shift iin

Mindset and A Shift in Instruction that cultures of Second English Learners (SELs) were not

viewed as useful rubrics for addressing the needs of culturally diverse SELs. Schools and

teachers treated the language, prior knowledge, and values of SELs as abnormal” (p. 2).

The United States Census reports of 2010, indicated over 122 million people in the

United States were of a race other than white. Researchers indicated communication is vital in

school leadership due to growing diversification of the population. Standard number four of the

Interstate School Leaders Licensure Consortium: Standards for School Leaders (2008) ISLLC,

stated an education leader promotes the success of every student by collaborating with faculty

and community members, responding to diverse community interests and needs, and mobilizing

community resources” (p.20). ” (p.20). Overall, Hollie (2010) said, "Principals, should partner

with diverse parents in their community in order to educate children and to facilitate activities

that ensure diversity was recognized and valued" (2010, p. 2). Hollie (2010), as well as Bagin

& Gallagher (2003), stated previous principals may have utilized few forms of communication as

a means of informing the community. The authors also wrote that because of the needs of diverse

populations, leaders must communicate in a more progressive and inclusive fashion. Papa and

Bagin & Gallaher (2003) stated communication has to be inclusive rather than exclusive

regarding all races of the school population, and leaders have to open communication channels

rather than operate solely as informants. Interactive communication is a factor in leadership

according to ISLLC’s (2008) Standards.

Principals promote the success of all students by communicating the goals to staff as well

as sharing the commitment with parents. Clear articulation of these goals is necessary because

the messages can potentially be perceived differently among individuals due to pre-existing

perceptions. This means principals need to endorse and encourage staff using the established

communication goals with the school community. Use of these goals ensures an understanding of

a shared vision as wellan emphasis on student priority for pupil success. In regard to

communication with parents, the priority of the principal is to share with parents a common

understanding of what constitutes success for a child as an individual as well as within the

classroom. In order for the principal to promote, advance, and encourage any initiative within a

school or community, the principal has to communicate this concept to all patrons in the district.

Background of Project

In order to be a successful leader, one needs both leadership as well as communication

skills. The ISLLC (2008) Standards identified these skills as required traits. This project

discusses the literature related to the traits of a leader and the components of communication.

This project provides methods according to the literature which principals used in

communication with diverse populations. Initially, the team examined literature discussing

leadership traits of successful leaders. This preliminary research is followed by a literature

review of the components of effective communication (see Definition of Terms). The team

previously concluded the principal must first determine the diversity residing in the school

population and then inclusively communicate with all populations through a plan of action.

Based on this conclusion, the need for the principal to understand and engage with diverse

populations within his community is essential to the research problem.

Leadership

In order to examine the communication strategies used by principals when addressing

diverse school populations, the team considered the foundational literature provided by

researchers regarding leadership and communication. In the presentation of the foundational

knowledge, leadership and communication were first discussed in general, then in terms specific

to the environment of the principal, and finally to include diverse populations within the school

community. Literature specific to this topic stated leaders could have a negative or positive

impact on school achievement, meaning a principal’s leadership could do as much harm as

benefit to student learning (Marzano & Waters, 2009).

The team began the foundational knowledge by defining “effective leadership” as it

applied to all of the foundational research articles and books. Numerous books and articles have

been written describing the traits or qualities of an “effective” leader. The term “effective” was

defined by Webster’s dictionary as “producing a decided, decisive effect” (Webster, 2010).

Burns (1978) further provided definition and stated, “leaders inducing followers to act for certain

goals that represent the values and the motivations---the wants and needs, the aspirations and

expectations—of both leaders and followers (p. 19). The team’s review of the foundational

knowledge of effective leadership asked the following questions: What is an effective leader?

What does the effective leader look like? What are the traits or characteristics defining an

effective or successful school leader? And what does the principal’s communication with

diverse populations look like? The team sought answers to these questions through review of the

literature and principal respondent feedback.

The standards proposed by the ISLLC (2008) model served as a way to categorize the

desired traits of a school leader. They said:

Since then, 43 states have used the 1996 ISLLC Standards for School Leaders in their

entirety or as a template for developing their own standards. With these guiding

standards in place, states have been much more successful in addressing school

leadership and needs at each stage of an education leadership’s career (p.2). Since the

1996 version of the ISLLC Standards, 43 states have used the standards in its entirety or

as a template to develop their own standards. (ISLLC, 2008, p.2)

Descriptors of educational leadership fell into six major categories all designed around

the leader promoting the success of each and every student. The six major areas include the

principal in the following functions: collaborator, instructional leader, manager, moral leader,

diversity leader, and ethical role model (ISLLC, 2008). The six ISLLC (2008) Standards were:

1. An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning

that is shared and supported by all stakeholders.

2. An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to

student learning and staff professional growth.

3. An education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and

effective learning environment.

4. An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and

needs, and mobilizing community resources.

5. An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner.

6. An education leader promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and

cultural context. (p. 20)

McEwan (2003) expanded the literature on leadership through research on principals.

McEwan (2003) consolidated much of her work into The 10 Traits of Highly Effective Principals

and these traits corresponded with the ISLLC (2008) Standards. The 10 traits defined by

McEwan (2003) were:

1. Communicator 2. Educator 3. Envisioner 4. Facilitator 5. Change master

6. Culture builder 7. Activator 8. Producer 9. Character builder 10. Contributor (pp. xxx-xxxi).

According to McEwan (2003), leaders actively assume many roles in order to lead staff

and students toward a shared goal of becoming a successful school. As students and staff

become more racially diverse, the leader must utilize communication skills to carry out all

functions of leadership with cultural diversity in mind. ISLLC (2008) Standard number four

focuses on collaboration with faculty and community, response to diverse community interests

and needs, and mobilization of community resources

Gardner (1990) addressed the breakdown of the sense of community or “disintegration”

of communities in his book, On Leadership. His discussions focused on all organizations ranging

from large government to single-school building leadership. Gardner (1990) proposed a

breakdown in community has an undesirable effect on the purpose and success of any

organization. Principals need to identify or establish a shared value system within their

community and staff in order to accomplish goals and move their organizations forward.

Gardner (1990) wrote:

If a sense of community is to exist today, it will have to be nurtured in many diverse

settings. One of the difficulties in creating a sense of community today is the sheer

heterogeneity of almost any population one deals with. Gone forever, except in a few out-

of-the-mainstream localities, is the community in which a stable set of shared values rests

on the even more stable bedrock of a single religious denomination, a single ethnic

identify, and an unchallenged tradition. Today we live with many faiths. We must nurture

a framework of shared secular values (justice, respect for the individual, tolerance and so

on) while leaving people free to honor diverse deeper faiths that undergird those values.

(p.115)

Gardner (1990) elaborated further on some essential ingredients of healthy communities.

He argued there are six components needed in order for a community to thrive. Gardner (1990)

stated one essential ingredient is the “wholeness incorporating diversity” (p.116). Gardner (1990)

stated, “a community is less of a community if fragmentation or divisiveness exists—and if the

rifts are deep, it is no community at all” (p.116). This is a concept where fragmentation and

conflict in a community are eliminated through facing and resolving differences. The second

ingredient Gardner (1990) mentioned was “a shared culture” (p.116). Gardner wrote, “Social

cohesion is advanced if the group’s norms and values are explicit. Values that are never

expressed are apt to be taken for granted and not adequately conveyed to young people and new

comers” (p. 116). This meant shared values and norms are explicitly communicated and agreed

upon by all members of the community in order for values and norms to be passed on to future

generations.

The third ingredient Gardner (1990) highlighted was “good internal communication”

(p.116). Gardner stated, “Members of a well-functioning community communicate freely with

one another. There must be occasions when members gather; there must be provision for

forums, and organizations willing to serve as meeting grounds”(p.116). Schools are ideal places

for diverse community members to gather in to order gain an understanding of one another. The

fourth ingredient according to Gardner (1990) was “caring, trust, and teamwork” (p.117).

Gardner stated, “A good community nurtures its members and fosters an atmosphere of trust.

Members deal with one another humanely, respect one another, and value the integrity of each

person” (p.177). Although perhaps obvious, these are necessary community relationship qualities

which enable members to treat one another with respect while valuing each person’s talents and

perspectives.

In the fifth ingredient, Gardner (1990) stated it is important to have “group maintenance

and government” (p.117). Gardner wrote, “A functioning community has institutional provisions

for group maintenance or governing…..In a college it is the trustees, administration, faculty

council and student government” (p. 117). Communities require governance and administration

to coordinate, lead, and manage the members of the community. The sixth and final ingredient

of a healthy community according to Gardner (1990) is “participation and the sharing of

leadership tasks”. Gardner wrote, “The healthy community encourages individual involvement

in the pursuit of shared purposes” (p.117). Gardner (1990) stated in communities, it is not

uncommon for members of an organization to come from one or more segments of the

community, thus all segments must participate in shared leadership. Gardner (1990) stated all of

the above six ingredients were essential for healthy communities to operate. Gardner (1990) also

stated communication is an essential ingredient or vehicle for all other leadership tasks to be

successful (Gardner, 1990). The team looked at essential leadership characteristics in education,

thus the team considered the context in which the school exists. The context in which the school

exits is the community. As schools are situated in the community and frequently are a forum for

many community events, it may be ideal for schools to focus on the above six essential

ingredients.

According to Gardner (1990), the process of building and rebuilding community in a

cooperative fashion is a major role of a leader and has to be conducted through superior

leadership skills including developing relationships and fostering communication.

Communication skills are a mandatory requirement in all aspects of the leadership experience

including, but not limited to communication of a vision, maintenance of an orderly school

environment, and successful campaigns for facility improvements. This project proposed

communication is an essential thread linking all aspects of successful school leadership

(Gardner, 1990).

Communication

In order to determine whether a candidate was qualified, the district administration

considered several factors, including but not limited to the education, experience, and writing

ability of candidates. Most districts involved parents, teachers, students, community constituents,

and other staff members in the process of selecting a principal at any level within a school

district. Many districts used the ISLLC (2008) Standards in the principal selection process. This

report provides a description of skills school leaders need to possess in order to lead a staff in

educating students. Research, such as indicated by ISLLC (2008) and Rebore (2003) reported

principals were moral agents and social advocates for the children and the communities.

In order to capture the meaning of educational leadership, the ISLLC (2008) Standards

documented six essential qualities required of a principal. All six standards began with the

following wording, “A school administrator is an educational leader who promotes the success of

all students by….” (ISLLC, 2008, pp.14-15). Oddly enough, none of the ISLLC (2008)

Standards spoke directly to communication, but did so indirectly. In fact, all six standards had

communication embedded within the traits of a principal. The standards did not address

communication specifically but it was an implied tool to respond to diverse community interests

and needs.

Based on the number of diverse populations present within the school communities as

well as research performed by Hollie (2010), principals need to have the leadership traits as

school leadership, all hinged on communication (Gardner, 1990). Gardner (1990) discussed the

importance and critical nature of communication in his research over 20 years ago. Based upon

the growing diversity as evident in the Census of 2010, identifying and communicating with all

populations within a school community will be a prerequisite to the work of the principal. As

communication is a critical component in leadership as stated by Gardner (1990) and McEwan

(2003), the team questioned if communication was occurring between principals and all

members of diverse populations. Based upon the principal respondent interviews, the lack of

communication with diverse populations became a distinct problem as principals noticed less

involvement of diverse parents and different standards of communication in various cultures.

This project identified traits of a leader and communicator regarding diverse populations within a

school community. This project discusses implementation of useful strategies within a school

setting and provided principals with tools necessary to bring diverse populations and school

communities together. Results of this project contribute to professional literature thereby

providing principals with foundational knowledge in considering communication with diverse

populations and then providing a practical tool for implementation.

The team began the review of foundational knowledge of communication in order to

understand what it meant to be an effective communicator. Group Works (2000) stated,

“effective communication is any written, oral, or body language that was utilized in order to

share ideas, feelings, and commitments” (p.1 ¶ 1). In essence, a principal sends, on average,

anywhere from 100 to 300 messages a day. These include messages intended to be sent,

messages actually sent, messages as the hearer interprets it, the response of the hearer based on

what he hears, and the principal’s reaction to the exchange of words. Therefore, communication

with the school community means the school community has a clear understanding of what the

principal actually attempts to communicate. Communication with the school community is not

simply a version of what was communicated with the receiver’s interpretation. This concept is

dependent on whether or not the principal has identified the diverse populations within the

school community.

When considering communication, the team evaluated the principal respondent’s

feedback in relation to the ISLLC (2008) Standards. The ISLLC (2008) Standards begin each

strand by stating, “A school administrator is an educational leader who promotes the success of

all students by” (ISLLC, 2008, pp. 14-15) and then it inserts the standard the educational leader

must use to complete the initial task of “promoting success of all students” (ISLLC, 2008, pp.

14-15). In order for principals to fulfill any standard specifically it requires the completion of

the initial stem of the statement which spoke to promoting success for all students.

In each school setting examined in this project, the principal needed to communicate with

diverse groups. According to the Group Works Bulletin (2000), “when a leader communicated

effectively it helped group members build trust and respect, foster learning and accomplish

goals” (p.1 ¶ 2). Ideally, schools are made up of people sharing a common interest and

commitment. However, in reality, people view issues and situations from a variety of

perspectives. Group Works (2000) wrote, “effective communication is the way this diverse

group of people will be able to understand the issues and make decisions for effective change.

Communication not only conveys information, but it encourages effort, modifies attitudes and

stimulates thinking,” (2000, http://www.umext.maine.edu/onlinepubs/PDFpubs/6103.pdf, p. 1, ¶

2).

Gilbert (2004) wrote, “Communication occurs when the listener understands the speaker

in the way the speaker wants to be understood” (p.171). Smith (2004) stated, “To be truly

effective as a communicator, one must consider the perceptions of the listener to the

http://www.umext.maine.edu/onlinepubs/PDFpubs/6103.pdf

environment, his or her response to situations, motivations, and the dominant mode of

responding” (p. 2).

In the foundational review of communication, the team considered the possibility there

were both verbal and nonverbal communication outlets. Within a school setting, the principal

facilitate processes and engage in activities ensuring high visibility, active involvement, and

communication with the larger community. According to the ISLLC (2008) Standards, the

highest priority of the principal is to successfully facilitate processes and engage in activities in

the school setting in a highly visible, active way (pp.14-20). Considering this active role,

principals should display both verbal and nonverbal communication.

The article Effective Communication for School Administrators, articulated the

importance of both verbal and nonverbal communication. The article stated:

Verbal communication is what occurs when the building level administrator is speaking

directly either to the students, parents, community, staff, other school district based

constituent. During school wide gatherings, the school administrator should set a clear

vision for the student body. The administrator’s verbal communication should be

encouraging, address areas that need improvement that should finish with encouraging

words, and give staff a forum for feedback; allowing them to have a voice. (p.1, ¶ 2)

The article further stated nonverbal communication should complement one’s verbal

communication. A leader’s actions, policies, and body language should represent the messages

one has communicated orally. The principal should be consistent and complete the task he

promised to do. Failing to follow through sends a strong, negative message to the entire school

community. If one’s nonverbal communication is in direct contradiction with one’s verbal

communication, it causes a breakdown in communication thus leaving the school community to

draw conclusions about the message and as well as the leader who sent the message. Considering

the school community is comprised of diverse populations, naturally a variety of opinions

develop. When the message is not clear, then the result is varied based on perceptions of the

same message. This leads the listener to begin to obtain messages contrary to the mission of the

school (http://www.ehow.com/way_5769002_effective-communication-school-

administrators.html) (p. 1, ¶ 1-2).

This misconception was clearly in contradiction to Gilbert’s (2004) representation of an

effective communicator. Regarding verbal and nonverbal communication, researchers stated in

order for a principal to be an effective communicator, one needs to display the following

qualities: communication of the vision of the work, communication with staff to reflect progress

status, maintenance of open lines of communication, and communication regarding

improvement. All components are necessary and a part of the process of becoming a leader and

maintaining the productivity of the school. School success is the ultimate goal because the

correlation between school leadership and achievement is more evident today than ever (p.171).

A student’s chance of academic success increases or decreases in direct correlation with the

effectiveness of school operations. Marzano, Waters, and McNulty (2005) reported there was a

.25 correlation between student achievement and the principal’s leadership behaviors. The

principal’s behaviors potentially enhance student achievement, the culture of school, and all of

the principles identified in the ISLLC (2008) Standards.

http://www.ehow.com/way_5769002_effective-communication-school-administrators.html

Guiding Questions

The team developed guiding questions for the project which provided the team with a

direction for the formation of the interview protocol. When the team considered the information

to guide the project, the guiding questions were written and revised several times due to the

cyclical nature of the problem based learning process. The guiding questions were:

1. How did principals identify the diverse populations in their communities?

2. If the principal could identify the diverse populations, what strategies did they utilize to

communicate with diverse populations?

3. How did leadership and communication interrelate for the benefit of the school

community?

4. Did principals have a communication plan including goals and objectives in order to

communicate with diverse populations?

5. How often was the communication plan revised?

6. Did principals see a prevalent need to communicate with diverse populations?

7. What challenges did principals encounter in communication with diverse populations?

Project Objectives

The project team utilized the guiding questions in the development of four project

objectives which are listed below:

1. Identify principals’ perceptions of leadership, both in general and specific to their

school containing diverse populations.

2. Identify principals’ perceptions of communication, both in general and specific to the

principal, respective to the school which contained diverse populations.

3. Identify methods of communication used by principals working with diverse

populations.

4. Identify communication goals for principals with diverse populations.

To meet the objectives, the team used a problem based learning approach. The team

identified characteristics of leadership and communication of principals in a foundational review

of the knowledge. The team interviewed principals in order to identify the principal’s

perceptions of leadership and communication with diverse populations in respective buildings.

The team utilized an expert panel to help create questions for the interview protocol. The

interview protocol was a set of questions used by the team to interview the principals. The

questions were used as stimuli for conversation and were not used as an independent

questionnaire tool.

Definition of Terms:

Effective Leadership - “…producing a decided, decisive, or desired effect (result or outcome),

producing an intended effort” (McKechnie, 1983, p.577). Sergiovanni (2001) defined

effectiveness as having “…both common and technical meanings. It is commonly understood to

mean the ability to produce a desired effect” (p.163).

Effective Communication –

An act or instance of transmitting information that is a verbal or written message; a

process by which information is exchanged between individuals through a common

system of symbols, signs, or behavior. Also, exchange of information through a personal

rapport or a lack of communication between old and young persons engaged in a

technique for expressing ideas effectively (Webster, 2010).

Culture- “The shared patterns of behaviors and interactions, cognitive constructs, and affective

understanding that are learned through a process of socialization. These shared patterns identify

the members of a culture group while also distinguishing those of another group” (CARLA,

University of Minnesota, 2010, p.1).

Diversity – “Diversity is a commitment to recognizing and appreciating the variety of

characteristics that make individuals unique in an atmosphere that promotes and celebrates

individual and collective achievement” (University of Tennessee: Knoxville, 2001).

Diverse Populations – “means distinct groups including, but not limited to, racial and ethnic

minorities, persons of color, American Indians, gay, lesbian, bisexual, and transgender cultures,

deaf culture, disabilities culture, economic class cultures, and immigrants” (Minnesota

Department of Human Services 2010, p.1).

Best Practices- Commonly used strategies or techniques found within the research by the team.

Best practices or commonly suggested methods and strategies were offered by Rebore (2003),

Henderson, Mapp, and Boethel (2002), Bagin and Gallagher (2008), Moll, Amanti, Neff and

Gonzalez (1992), Boethel (2003) and Sosik and Dionne (1997).

Conclusion

The team utilized the literature and found common characteristics of leadership and

communication. Utilizing the ISLLC (2008) Standards and researchers such as Gardner (1990)

and McEwan (2003) general leadership characteristics were identified. As well, the ISLLC

(2008) Standards were examined in regard to researchers of communication such as Marzano,

Waters, and McNulty (2005), Gilbert (2004), and Hollie (2010) in the context of diverse

populations. Section One explained the purpose, problem, and nature of the research project. The

team asked principals about their perceptions of leadership and communication strategies used in

their school community with an emphasis on diverse populations. The goal of the team was to

conduct a problem based learning project addressing the issues related to principals’

communication strategies focusing on diversity within the school population.

SECTION 2: DESCRIPTION OF PROJECT PHASES

Introduction

This section describes the phases of the project. The team used these phases during the

problem based learning activity. This section provides written explanation of the tasks performed

within each phase of this project.

Phase 1: Identify and State the Problem

The initial stage of this project encompassed the task of identifying the primary areas of

focus for the project. The team reviewed leadership and communication with diverse population

as the primary focus.

Once the team reviewed leadership and communication in regard to diverse populations

as the target, the team defined effective leadership and effective communication based upon

foundational knowledge review. A complete description of this phase, including the problem

statement, can be found in Section One of this project.

Phase 2: Foundational Knowledge

In order to ground the project, the team learned about best practices as stated in the

foundational knowledge review regarding effective leadership and effective communication with

diverse populations. Leadership and communication, respectively, were the topics of concern.

The team noted research from a broad perspective and gave definitions and examples of both

leadership and communication. With this foundational knowledge review, the team gained a

better understanding of leadership and communication regarding diverse populations.

The team had a central focus leading to one essential question of, “What is effective

leadership and effective communication with diverse populations based upon the foundational

knowledge review and the actual practice in a school?” The team decided to conduct a problem

based learning project, or PBL. In this PBL the team focused on research stated practices for

leadership and communication in general and then more specifically with diverse populations. A

complete description of this phase can be found in Section Three of this project.

Phase 3: Field Base Knowledge

The team developed a process to gather information from principals in order to determine

the actual practices of principals versus the practices found in research. The team reviewed

school district statistics as given by the Missouri Department of Elementary and Secondary

Education. By narrowing the focus, the team found individual schools meeting pre-determined

project team criteria for having a diverse school population. Upon completion of the data

review, the team selected six elementary schools meeting the criteria for the project. The

principals of these schools were invited to participate in this project.

Before principals were contacted, questions were developed based upon the foundational

knowledge review regarding both effective leadership and effective communication. The team

sought feedback from an expert panel and other school principals in order to validate the

questions and consider possible responses. Also, during this time, the team completed an

Institutional Review Board (IRB) application through Saint Louis University. The interview

protocol was submitted with the application for the Institutional Review Board (IRB).

The team received comments and notes from the expert panelists and the IRB committee.

Both the IRB document and the interview protocol were revised based upon feedback from the

experts and the IRB committee. After receiving feedback, the team revised the interview

protocol used during the interview process with the principals. The team met with each principal

and asked the questions from the interview protocol. The team then used a qualitative process

for analyzing data from the interviews. This allowed the team to use a discrepancy analysis,

comparing the foundational knowledge review with the principal’s reports of current practices In

this process, the team was able to identify three overall themes and several parallels from the

actual practices of the principal respondents compared to the best practices as stated in the

foundational knowledge review. The design and implementation process along with the

descriptor of the schools and interview panel can be found in Section Four of this project.

Phase 4: Findings from the Field

This phase focused on the analysis of the data and information collected from the

principals. The team conducted the interviews with the principals and utilized the interview

protocol. Responses from each question were reviewed by the team. The team looked for

parallels found within the responses in order to determine if there were themes. The team found

three overall themes within data collected. A full description of this phase and the findings can

be found in Section Five of this report.

Phase 5: Overall Analysis

In the overall analysis, the team reviewed data found in research and from principal

interviews. With the themes described in Section Five, the team created a discrepancy analysis

for each theme. The discrepancy analysis reviewed the foundational knowledge compared to

the principal’s report of practice. The team was able to review themes, make data comparisons,

and provide principals with insight on how to communicate and lead diverse populations. The

full analysis is presented within Section Six of this report.

Phase 6: Recommendations and Product

Recommendations were made by the team based upon the discrepancy analysis. The

recommendations are based upon the discrepancies found and what foundational knowledge

stated as best practices and the actual practices reported by the principals. From the

recommendations given, the team decided to create a communication plan template for principals

as a reference when developing goals and a plan of communication. The recommendations and

product can be found in Section Seven of this project.

SECTION 3: FOUNDATIONAL KNOWLEDGE

Introduction

This section of the project gives a foundational knowledge review regarding leadership

and communication. The foundational knowledge review is divided into three parts. The three

parts consist of leadership with diverse populations, communication with diverse populations,

and strategies and methods in communicating with diverse populations. The topic of diverse

populations is embedded within each part of the leadership and communication sections as well.

The team examined the foundational literature provided by researchers regarding

leadership and communication. In presentation of the foundational knowledge, leadership and

communication were first discussed in general and then in terms specific to the building

environment of the principal who served diverse school populations. The team began the review

of foundational knowledge by defining “effective” as it applied to the all of the foundational

research articles and books (see Definition of Terms). MeKechnie (1983) defined ‘effective

leaderships’ as, “producing a decided, decisive, or desired effect (result or outcome), producing

an intended effort” (p.577). Sergiovanni (2001) defined effectiveness as having “…both common

and technical meanings. It is commonly understood to mean the ability to produce a desired

effect” (p.163).Webster (2010) defined ‘effective communication’ and said: An act or instance of

transmitting information that is a verbal or written message; a process by which information is

exchanged between individuals through a common system of symbols, signs, or behavior. Also,

exchange of information through a personal rapport or a lack of communication between old and

young persons engaged in a technique for expressing ideas effectively. (Webster, 2010)

The team sought to provide foundational knowledge for the project by first examining various

literature centered on leadership and communication with diverse populations as the focus.

Effective Leadership

During the foundational knowledge review phase of the project, the team discovered in

leadership and communication alike, the term “effective” was used in all references and referred

to leadership or communication producing a positive impact on the organization and related

individuals. The qualities of leadership were described based on various researchers such as

Bolman and Deal (2003), Gardner (1990), Bennis (2003), and McEwan (2004) in order to find

areas of agreed focus.

The concept of context or situation was first discussed in the leadership portion. A focus

on traits of leadership was included to provide foundation for the research project. Since leaders

function within organizations, some foundational knowledge regarding organizations was

included. As the topic discussed leadership and communication with diverse populations, a

foundational knowledge review of leadership in diverse populations and communication in

diverse populations was included as well. The foundational knowledge was discussed in the

context of ISLLC (2008). ISLLC (2008) Standards were the standards emphasized in over half

of the states of the U.S. and were used in the foundational knowledge of the research project.

Context of Leadership

In an era of increased school accountability, communities continue to look to school

leaders and community leaders to truly lead them. The team began the foundational review of

leadership by first examining research about the context or situation in which a leader operates.

The context or situation of leadership was the focus of Bennis (2003) in On Becoming a Leader.

According to Bennis (2003), leaders in general exhibit strengths in particular leadership areas.

However, there did not seem to be a clear, unified template of what a leader looked like as

researchers varied somewhat on their view of leadership characteristics based on context in

which they were examining the leadership traits. When examining successful leaders of the past,

Bennis (2003) said it was important to consider the context and situation in which leaders led. If

one failed to evaluate the context in which the leader was operating, then the accuracy of the

evaluation was challenged. In essence, failing to consider the situation the leader existed was to

inaccurately assess the leader. According to Bennis (2003), the fallacy exist in stating that if one

possesses leadership qualities, then one naturally emerges as a leader regardless of the situation.

According to Bennis (2003), one has to examine whether history makes the leader or if the leader

makes history. He said leadership acts occurs regardless of the context or the prevailing

philosophies. Bennis (2003) agreed with Gardner (1990) when he asserted, “…historical forces

create the circumstances in which leaders emerge, but the characteristics of the particular leader

in turn have their impact on history” (Gardner, 1990, p 6).

Therefore, the context or situation in which a leader operates impacts the type of

leadership needed. Bolman and Deal (2003), discussed the use of the most appropriate leadership

style for the situation or context. Situational leadership is dependent on the organization and

type of followers in the organization. Types of followers could include followers throughout the

continuum of new hires to experienced workers. Autocratic leadership style has largely passed

in popularity; however, it has been very appropriate for dilemmas such as emergency situations.

Autocratic leadership is reminiscent of the factory work model of Bolman and Deal (2003),

which emphasized a boss directing followers with little two-way communication. Bolman and

Deal (2003), believed a leader determined the leadership style based on the situation or context,

the group’s ability, and the desire of individuals to take on responsibility. Furthermore, the

situation or context of the organization is a deciding factor for leaders to consider when choosing

a style such as autocratic or participatory options. According to Bolman and Deal (2003), the

leader must gauge the situation and the followers in order to determine the framework or lenses

from which to operate. Leaders constantly examine the followers, the context, and the goals

when determining leadership acts.

Bennis (2003) discussed the context for leadership when he discussed major factors

affecting the U.S in the last 20 years. These major factors included revolutionized

manufacturing, globalized recession, and exposed management corruption in business, schools,

and churches. Bennis (2003) stated since the formation of the U.S. there have been few great

leaders with just a few notable exceptions such as Martin Luther King, Jr. The U.S united briefly

after the tragedies of September 11, 2001, but has continued to struggle with terroristic threats,

philosophical debate, and moral disagreement. Bennis (2003) further stated the context for

modern day leadership continues to be as challenging as past decades. In a time when

accountability in schools is brought to the forefront, the country is looking for leaders in all

areas. The type of leader this project discusses is the school leader, specifically, the principal.

The principal faces many challenges as the problems of the world continue to become more

complex. The team sought to find agreed upon traits of leadership after discussing the context of

leadership.

Characteristics and Types of Leadership

So what constitutes a leader? Researchers stated leaders come in many forms and

diversity is limitless. Just as no two people are alike, no two leaders are alike. Gardner (1990)

stated, “The interplay between context and personal attributes is easy to grasp, and people accept

it quite readily. But then they return to their unquenchable curiosity about the characteristics of

leaders” (p .48). Gardner (1990) discussed 14 attributes of a leader, which were then compared

to McEwan’s (2003) list of traits or characteristics of an effective leader. Gardner’s (1990) list,

in regard to characteristics of a leader, included researchers such as Bass (2006), Cox (1992), and

Dunkley (2000). Gardner (1990) listed the following as attributes of a leader:

...physical vitality and stamina; intelligence and judgment-in-action; willingness to

accept responsibility; task competence; understanding of followers/constituents and their

needs; skill in dealing with people; need to achieve; capacity to motivate; courage,

resolution, and steadiness; capacity to manage, decide, and set priorities; confidence;

ascendance, dominance assertiveness; and adaptability, flexibility of approach” . (pp. 48-

53)

Gardner’s (1990) first attribute was “physical vitality and stamina” (p.48). Gardner (1990) stated,

“top leaders have stamina and great reserves of vitality” (p. 48). The second attribute according

to Gardner (1990) was “intelligence and judgment-in-action” (p.48) which he described as the

“ability to combine hard data, questionable data and intuitive guesses to arrive at a conclusion

that events prove to be correct” (p.49). Translating ideas into a working situation is an attribute

if not a gift. The third attribute, according to Gardner (1990) was the “willingness (eagerness) to

accept responsibility” (p.49). Gardner (1990) described this as a person’s ability to exercise

initiative and volunteer to bear the burden of leadership. These characteristics along with

physical energy, good application of judgment, and the leader’s willingness to accept

responsibility are characteristics that connected with McEwan’s (2003) research. All researchers

emphasized the ability of the leader to have the momentum, physical, and mental strength to

constantly evaluate situations and make judgments as well as the internal fortitude to accept

responsibility.

The fourth attribute of leadership according to Gardner (1990) was “task competence”

(p.50). Gardner (1990) described the skill as the having the knowledge base to address the job.

The fifth attribute, Gardner (1990) listed was “understanding of followers/constituents and their

needs” (p.50). Gardner (1990) stated leaders must know the followers including the individual

strengths and weaknesses in order to coordinate and get the maximum performance from them.

The sixth attribute Gardner (1990) stated was “skill in dealing with people” (p.51). Gardner

(1990) described this as the ability to manage the perceptions of followers in order to determine

when to give direction or allow followers to initiate direction. The seventh attribute, Gardner

(1990) discussed was the “need to achieve” (p.51). Gardner (1990) described this as “the driving

pressure to achieve” (p.51). Evident in all great leaders is the need to progress and complete

tasks. As discussed above, effective leaders have the strong desire to complete tasks and

constantly evaluate their follower’s progress for the good of the organization.

The eighth attribute, Gardner (1990) described was the “capacity to move” (p.51) He

stated, “this is the heart of the popular notion of leadership—the capacity to move people to

action” (p.51). Gardner (1990) stated the ability to communicate effectively and persuasively is

the key to this attribute. Thousands of people every year attend seminars and read books and

articles in order to learn how to persuade others. The ninth attribute Gardner (1990) listed was

“courage, resolution, and steadiness” (p.51). Gardner (1990) discussed courage over time and

not just for the moment, and a willingness to be a risk taker. As well, the ability to function over

prolonged stress is a testament to a leader’s resolution and steadiness (Gardner, 1990). This

attribute promotes an individual to take a stand for their belief even when in the minority. It is a

quality of leadership for certain as it requires strength of character to stand for a non-popular

belief or concept.

The tenth attribute, Gardner (1990) discussed was the “capacity to win and hold trust”

(p.52). Gardner (1990) gave examples such as George Washington and General George C.

Marshall discussed the attribute as having a quiet mystery. This mystery was due to the concept

of winning and holding trust that by nature has a quiet, mysterious air about it due to the

confidential nature of how leaders accomplish trust relationships through an air of discreetness.

The eleventh attribute Gardner (1990) discussed was the “capacity to manage, decide, set

priorities” (p.52). According to Gardner (1990), “Leaders must decide” (p.52). They must spend

the time formulating goals, setting objectives, and performing tasks such as management and

evaluation for the organization to work. The twelfth attribute, Gardner (1990) listed was

“confidence” (p. 53). Leaders have a sense of assurance in the decisions and daily actions. The

thirteenth attribute Gardner (1990) listed was “ascendance, dominance, assertiveness” (p.53).

Gardner (1990) said leaders have an inclination to leave evidence of their existence in everything

they do. Leaders have a strong sense to take charge and that impulse applies whatever their

style.

The fourteenth and last attribute Gardner (1990) discussed was “adaptability, flexibility

of approach” (p.53). According to Gardner (1990) the goals for the leader remain the same but

the tactics to accomplish the goals may change. The team found leaders frequently change the

approach to a problem even though they keep the same end in mind.

While Gardner (1990) discussed leadership attributes in general, McEwan (2003) focused

study of leadership on ten traits for leadership success in education. McEwan (2003)

concentrated the literature on leadership through research on principals. McEwan (2003)

consolidated much of her work into The 10 Traits of Highly Effective Principals and these traits

corresponded with the ISLLC (2008) Standards. The 10 traits defined by McEwan (2003) were:

1. Communicator 2. Educator 3. Envisioner 4. Facilitator 5. Change master 6. Culture builder 7. Activator 8. Producer 9. Character builder 10. Contributor (pp. xxx-xxxi).

Clearly the attributes of Gardner (1990) and McEwan (2003) overlapped. McEwan’s (2003)

traits of communicator impacted all of the attributes of Gardner’s (1990) as he prefaced all of the

leadership attributes by mentioning the nature of leadership. He said:

All that we know about the interaction between leaders and constituents or followers tells

us that communication and influence flow in both directions; and in that two-way

communication, nonrational, nonverbal, and unconscious elements play their part”.

(Gardner, 1990, p.1)

The trait of envisioning as stated by McEwan (2003) requires the leader to remain goal

oriented. The trait of providing a vision was restated by Gardner (1990) in traits like adaptability,

flexibility of approach, assertiveness, and the need to achieve. In the lists of Gardner (1990) and

McEwan (2003), traits overlapped and were duplicitous in many areas such as McEwan’s

“culture builder” (p.87) and Gardner’s (1990) “understanding of followers/constituents and their

needs” (p.50). Both authors stated similar basic traits of leadership which the team asserted to be

true. The same traits were further discussed by Tomlinson (2004) in Educational Leadership.

Tomlinson (2004) stated, “Leadership is about inspiring and winning commitment. Leadership is

more about personal authenticity and at times recognizing personal fundamental flaws which

limit leadership capacity” (p.116).

Like McEwan (2003) and Gardner (1990), Tomlinson (2004) stated a clear vision for the

future was critical in a leader as one of the four critical characteristics of a leader. The second

characteristic as stated by Tomlinson (2004) was the ability of a leader to be vulnerable and self-

reflective. The leader’s ability to reveal his own weaknesses to followers made him more human

and approachable. A leader’s ability to do this elevated the leader beyond his or her title. The

third characteristic of Tomlinson’s (2004) was the ability of leaders to emphasize unique

differences in individuals such as personal qualities of “sincerity, creativity, expertise, resilience

or loyalty” (p.119). He wrote, “Leaders reveal their weaknesses. Good leaders rely extensively

on their ability to read situations. Leaders care for people” (Tomlinson, 2004, p.119). Tomlinson

(2004) further explained that leaders could accurately interpret the morale of a group and

instinctively knew the impact organizational culture had on individuals. Again, the traits

supporting credibility in all types of leaders were especially true for educational leaders.

McEwan (2003), Gardner (1990), and Tomlinson (2004) all stated leaders have to be strong,

visionary individuals who possess honesty, strength of character, and perseverance.

The team determined common traits of an effective leader using the foundational

knowledge review. A leader must be the following: a motivator, an agent of change, a builder of

culture, a manager, and a communicator. As well, a leader must be able to initiate action, manage

people, and communicate strong vision and goals. At the same time, the leader must practice

empathy and understanding for followers and associates and have the knowledge to know when

to push people to perform and when to let them initiate action on their own (McEwan, 2003).

After review of the foundational knowledge, the team concurred with other researchers such as

Burns (1978) when he stated leadership was one of the hardest concepts to define due to all of

the variables and factors. Undoubtedly, leadership is a practiced and complicated process.

The previous section of the leadership foundational knowledge discussed the context of

leadership and this section discusses common leadership traits desired in leaders. Certainly, if a

leader possessed all of Gardner (1990), McEwan (2003), or Tomlinson’s (2004) leadership

qualities, then he could operate in the modern day context of leadership and educational

leadership. The task as discussed by Gardner (1990) is not finding people born with these

characteristics, but instead developing individuals with these characteristics.

While McEwan (2003) and Gardner (1990) listed and described leadership traits, DePree

(1989) discussed leadership in Leadership is an Art, not as a set of traits but rather as a set of

ideas. Depree (1989) said leadership was more of an art form which empowered people to do

what was required in the best way. According to DePree (1989), the first responsibility of a

leader is to define reality. He also asserted the leader served as servant and debtor. According to

DePree (1989), the type and abilities of the followers or members of an organization were the

measure of a good leader. Leaders owe a debt to followers in the way of a clear statement or

vision, future leadership, encouragement of contrary opinions, and providing momentum.

A clear vision is crucial in effective organizations (DePree, 1989). The idea of leadership

as an art form in working with people was discussed as a part of Gardner (1990) and McEwan’s

(2003) list of leadership attributes. Researchers all discussed similar traits of a leader and

proposed optimal ways of working with followers such a dealing honestly, listening

empathetically, and working in collaboration. The team sought to identify these leadership traits

of leaders and discuss the relationship of the principal in relation to stakeholders in the

community as a foundational knowledge base.

Bolman and Deal’s (2003) Reframing Organizations: Artistry, Choice & Leadership

further discussed ways principals and leaders interact in the context and with followers in an

organization as well as the way the leader viewed the situation and applied leadership principles.

Bolman and Deal (2003) discussed four major framework approaches to leadership or ways to

approach leadership. The frameworks are lenses or points of view the leader uses to view a

specific situation or problem. The four frameworks included political framework, human

resources framework, structural framework and the symbolic framework. At any given time, a

leader operates out of one or more of the above of leadership lenses. Bolman and Deal (2003)

said effective leaders utilize all lenses to examine a situation and environment in order to

discover the best leadership approach. Application of the frameworks suggested leaders were

effective depending on the leader’s view or perception of a situation and response. Reflective

self-understanding was promoted as a crucial strength of leaders (Bolman and Deal, 2003).

Reasons for Leadership

According to Bennis (2003), there are three major reasons why leaders were important.

He wrote, “First, leaders are responsible for the effectiveness of an organization. Second, change

and upheaval of the past years have left individuals with no place to hide” (Bennis, 2003, p. 4).

Bennis (2003) stated people need the guidance provided by focused leadership and “there is a

pervasive national concern about the integrity of our institutions” (p.4). The uncovering of

scandals in large corporations and some religious denominations has made individuals question

the integrity of these organizations. Organizational success is dependent on leaders whether it is

a basketball team, civic organization, or school. Bennis (2003) stated leaders provide an “anchor

in our lives, something like a trim-tab factor, a guiding purpose” (p.4). Lastly, with the increase

of awareness of scandal and corruption in America’s largest organizations, there has been a

growing distrust of big business. Scandals such as Enron bookkeeping corruption and erosion in

the Roman Catholic Church have demanded a change in the way business is conducted (Bennis,

2003).

Leadership in Organizations

The team was concerned with how leaders function within an organization in order to

maximize the organization. Principals are not leaders in isolation but operate in unique

organizations of schools. Fullan (2001) and Dunklee (2000) as well as Bolman and Deal (2003)

offered perspectives on the principals as components of the organization. Fullan (2001)

discussed principals as leaders in organizational learning and change. Dunklee (2000) discussed

the unique position of the principal as a leader who operates in the middle of a hierarchy.

According to researchers, organizations only remain in existence when leaders are actively

growing as leaders. Below is a discussion by Fullan (2001) about how leaders operate in

organizations.

Fullan (2001) said it was important to develop individuals into leaders by, “focusing on a

small number of core aspects of leadership and developing a new mind-set about the leader’s

responsibility to himself or herself and to those with who he or she works” ( p.2). As the

problems of life and organizations become increasingly more complex, it is not the role of the

leader to be the problem solver but rather to facilitate an organization able to maximize their

collective experiences and knowledge in order to collectively discover the solutions to complex

modern day problems. Rather than one-of -kind charismatic leaders, Fullan (2001) said it is

critical for leaders to organize individuals to face the organization’s problems and encourage

individuals to learn in new ways. The key to this leadership is the cultivation and understanding

of relationships.

Cultivating relationships is the key common factor to effective change in an organization

(Fullan, 2001). Fullan (2001) applied organizational leadership and organizational knowledge to

all types of leaders. Thus, the concept of situational leadership was found within the context of

the discussion on leadership traits and style. Fullan (2001) stated when developing individuals

into leaders by “focusing on a small number of core aspects of leadership and developing a new

mind-set about the leader’s responsibility to himself or herself and to those with who he or she

works” (p.2). Subsequently, the leader helped develop more engaged followers up to the task of

solving complex problems they could not solve as individuals” (Gardner, (1990, p.2). Like

Gardner (1990) and McEwan (2003), Fullan (2001) focused on the leader as he interacts with

members of the organization. Members of a school organization include more than just teachers.

Instead, the organization should include all stakeholders such as parents, constituents, and

students in a school community.

In Understanding Change, Fullan (2001) discussed organizations as growing and

dynamic by nature. He also expressed the need for a clear vision with a clear, articulated plan to

achieve goals as a part of effective leadership. As a part of a dynamic and growing organization,

Fullan (2001) discussed a concept called momentum. This, he described, is the feeling among a

group of people of moving toward a recognizable goal through intertwinement of their work and

personal lives (Fullan, 2001). Providing a clear vision of the goals and monitoring momentum in

an organization is an important part of leadership. Focusing the momentum of an organization is

far different than autocratic leadership discussed by Bolman and Deal (2003).

Bolman and Deal (2003) discussed autocratic leadership as one of many leadership

styles, but stated autocratic leadership only worked in certain situations. However, Bolman and

Deal (2003) discussed several other types of leadership such as participatory and persuasive.

The team gathered from the foundational knowledge that the leadership style a principal chooses

is directly related to self-analysis, situation, and type of followers.

Organizations come in many sizes and forms. For the purposes of this project, the

organization of the school was the focus. Fullan (2001) has written many books on organizations

and organizational learning. The principal is a key factor in organizations coming together and

using their collective intelligence to problem solve. According to Fullan (2001), the definition of

an organization has evolved from a simple management structure into a dynamic, living entity.

Fullan (2001) continued to state successful organizations are constantly reorganizing and

restructuring. Fullan (2001) said:

Transforming the culture-changing the way we do things around here—is the main point.

I call this reculturing…..Furthermore, it is a particular kind of reculturing for which we

strive: one that activates and deepens moral purpose through collaborative work cultures

that respect differences and constantly build and test knowledge again measureable

results—a culture within which one realizes that sometimes being off balance is a

learning moment”. (p.44)

As the problems of life and organizations become increasingly more complex, it is not

the role of the leader to be the problem solver but rather to facilitate an organization able to

maximize their collective experiences and knowledge to collectively discover the solutions to

complex modern day problems, according to Fullan (2001). Rather than a savior as a leader,

Fullan (2001) advocated for leaders who get individuals to face the organization’s problems and

encourage individuals to learn in new ways. The key to this leadership in organizational learning

is cultivating and understanding relationships. Therefore, the team added Fullan’s (2001)

research to the foundational knowledge as important to the principal in that he facilitates and

applies leadership traits to maximize the organizational success through collaboration,

relationship building, listening, and motivation. While Fullan (2001) concentrated on leaders

operating in highly dynamic organizations, the team was interested in the context or system in

which the principal worked. The school principal is different than business managers in the

hierarchical situation they operate with school boards.

Dunklee (2000) in If You Want to Lead, Not Just Manage, discussed the unique position

of the school principal in the hierarchy of the school organization. While principals are critical

to organizations functioning at their best, principals have a unique position in the school.

According to Dunklee (2000), the principal has to be a leader but never really operates in an

environment of autonomy such as a doctor or a lawyer. A doctor or lawyer does not usually

operate with the external factors in which the principal generally functions. The reason the

principals never operate in a more autonomous environment such as a doctor or lawyer is due to

the hierarchical system of the school district. To the faculty and staff, the principal is a boss but

to the superintendent and board of education, the principal is just another in the hierarchy of the

organization according to Dunklee (2000). This perspective is due to the organizational pattern

of the school district where districts divide labor according to specific tasks. The term

“allegiance” was discussed by Dunklee (2000) as mixed because of the hierarchical position

principals possess. The principal wants to represent the best interest of children, but also wants

to represent the opinion of the board of education. Essentially, the principal is caught in the

middle. While a principal carries out duties as manager of the building, supervisor and evaluator

of staff, and assumed an active role in due process events; Dunklee (2000) said a principal’s

primary allegiance has to be to the board of education. According to Dunklee (2000) the

following statement is true for effective principals:

Effective principals externalized their feelings of duty across the spectrum, but

recognized the fact that their true allegiance was first and foremost, to themselves, their

jobs, and the board. Although they may not be able to publicize it, they know they

cannot help teachers teach, kids learn, and parents survive without the platform of the

principalship from which to direct. They wanted that platform and recognized it has been

provided for them exclusively by their employers. A principal’s duty to kids, teachers,

and parents cannot be accomplished without allegiance to, and support from, a superior.

(pp. 27-28)

While Fullan (2001) and Dunklee (2000) focused on the principal as part of the

organization and provided two different perspectives, Bolman and Deal (2003), reiterated

principals have to continually examine the composition of the organization when choosing from

the myriad of leadership approaches. In order to choose the correct leadership style, leaders

continue examination and engagement in self- reflection and analysis. As the U.S. population

continues to become more racially diverse, it is essential for all leaders to examine the new

cultural and racial demography of the communities (Bolman and Deal, 2003).

Leadership in Diverse Populations

According to the 2010 United States Census Report, the demographic description of the

American population has rapidly changed from a white majority to a collection of diverse racial

groups including unique racial groups such as bi and tri-ethnic. The team sought to provide

foundational knowledge about leadership but was interested in leadership with diverse

populations in specific. By including the work of Forsyth (2005) and the writing of

Hodgekinson’s (2005), cultural competence was discussed as it specifically applied to principals

in their interactions with diverse populations. Hodgekinson (2005) focused on the ability and

growth of principals in order to build relationships with members of diverse population school

communities. The following paragraphs discuss Hodgekinson’s (2005) research describing

cultural competency as a contribution to the foundational knowledge for the team’s research

project. Hodgekinson (2005) discussed cultural competence in the context of the ISLLC (2008)

Standards and communicated that cultural competence works in unison with leadership traits

discussed previously by Gardner (1990) and McEwan (2003) for application to diverse

populations.

McEwan’s (2003) leaders actively assumed many roles in order to lead staff and students

toward a shared goal of becoming a successful school. It was assumed principals and parents

share the goal of student success. However, how each may work to meet the goal may differ.

Again, the idea of principal and parents wanting success for children need to be a basic

assumption. Parents and school leaders may not share the same ideas about methods to reach the

goal of student success based on their knowledge base and experiences. A leader must utilize

communication skills to carry out all functions of leadership with cultural diversity in mind

(ISLLC, 2008). ISLLC (2008) Standard number four focused on collaboration with faculty and

community, response to diverse community interests and needs, and mobilization of community

resources. Hodgekinson (2005) said cultural competence is implicit in the ISLLC (2008)

Standards.

Appreciating and addressing diversity has become an essential component of modern day

leadership according to Forsyth (2005) and Hodgekinson (2005). Diversity programs as

initiatives in corporate America continue to gather momentum and gain strength. Also, the

boundaries of diversity are extending well beyond the more traditional concepts of race and sex

to include sexual orientation, national origin, and religion.

As stated, the racial demographics of the population continue to change; therefore the

team looked at ways corporations addressed diversity in an effort to better serve their diverse

population of consumers. Forsyth (2005) examined multiple corporate initiates of diversity and

cited Wachovia as a good example. In 1994, Wachovia began diversity initiatives in order to

better serve their customers. The Wachovia administration found they needed to review and

revise many operating strategies in order to consider diversity. They found their recruiting

strategies were just the beginning of their revisions. After analysis of diversity in employee and

customer relations, it became clear diversity initiatives needed to be implemented through more

than just recruiting but also in the training and development of employees. Forsyth (2005)

quoted Wachovia by saying, “From a business perspective, diversity is clearly a corporate

imperative” ( p. 1).

Ensuring the organization reflects the markets the company competes in has become very

critical and the ability to successfully do so has become the next great leadership competency in

a global economy. Forsyth (2005) cited Wachovia as a progressive company acting proactively

in regard to addressing diversity. Wachovia has been involved in diversity leadership training

programs involving an intense program where leaders are taught key skills on how to help

develop diversity strategies and awareness in their colleagues. According to Forsyth (2005),

setting up a “leadership accountability” system has been essential in the Wachovia Corporation

where the CEO personally handled diversity reviews and kept a scorecard. The diversity reviews

and scorecards established a baseline and showed progression in a number of categories from

promotions and professional development and education, to awareness sessions and the hiring of

senior leaders. According to Ranjana Clark, Executive Vice President of Wachovia (Forsyth,

2005) the key was appreciating individual differences and avoiding the concept of forcing

minority groups to assimilate into a majority-ruled culture (Forsyth, 2005). Clark stated in

Forsyth (2005):

What is distinctive about our program is our approach to creating diversity awareness

centered on highlighting, understanding and appreciating differences, versus teaching

minority groups how to assimilate better and be successful in a majority-ruled

environment. Our CEO–led process identifies and develops high-potential woman and

people of color, with a goal of ensuring that, over time, our executive management ranks

become more diverse. Operating-committee members are held accountable for ensuring

that we see meaningful progress in diversity in their division and this is an element of

their performance and compensation discussion. This approach filters down throughout

the organization. (p. 2)

As the business world has examined diversity and leading in diversity, educational

organizations such as the Institute for Educational Leadership (IEL) has converged and

researched the topic of diversity in the world of education. The IEL based their collective

conversations on Hodgekinson’s (2002) Leaving Too Many Children Behind and said when

considering the No Child Left Behind Act of 2001, leaders need to understand and value the

demographic reality of the nation’s children because America’s population continues to become

more diversified at a rapid pace. Hodgekinson (2002) further noted the preschool population

totaled 15.4 million in 2001 and one-third of those children lived in only four states: California

(2.5 million), Florida (0.9 million), New York (1.2), and Texas (1.6 million). According to

Hodgekinson (2002), these four states represent the future in terms of ethnic diversity. He further

explained the youngest children are the most diverse group in the United States and this

preschool age group will make the population more diverse as the group ages. Also, almost 9

million young people ages five to seventeen speak a language other than English in the home and

2.6 million have difficulty speaking English (Hodgekinson, 2002). From the writing of

Hodgekinson (2002) and the US Census of 2010, it can be deduced the population of the United

States is growing more diverse. Due to the corporate efforts as described by Forsyth (2005) and

the changes in demographics of school age children as stated by Hodgekinson (2002), addressing

diverse populations in schools is critical.

Cultural competence or the ability to understand, relate, and lead organizations made up

of diverse populations is a key concept in the team’s project. In later sections of the foundational

review, specific methods and strategies are offered from researchers of best practice regarding

ways to communicate and incorporate diverse populations within the school community.

Hodgekinson (2002) discussed what it meant to be culturally competent. Gardner (1990),

McEwan (2003), as well as Fullan (2001) all discussed relationships and honoring the individual

no matter the race. They all three focused on leaders developing relationships with individuals in

order to lead. Hodgekinson (2002) discussed the work of the IEL.

Upon examination of the data and lengthy conversations regarding Hodgekinson’s (2002)

work in Leaving Too Many Children Behind, the Institute for Educational Leadership (2005),

they presented five common themes to defining cultural competence (IEL, 2005). In theme one,

educational leaders have to be culturally competent to be effective. In the initial readings of the

team, cultural competence and awareness of diverse populations became a theme. This theme

supported the premise of the team that leaders must be able to understand and communicate with

all members of the community especially members of diverse populations. In theme two, the IEL

(2005) said leaders have to know their own personal cultural biases and patterns of

discrimination before addressing biases and patterns in others. The IEL (2005) said, “Culturally

competent leaders possessed the courage and skills to address and change negative effects of bias

on student achievement” (p.2). IEL (2005) statements reinforced the team’s ideal of the leader

being self-analytical in order to know their own true feelings, perceptions, and biases about

parents or patrons who were different from the principal.

In theme three, the IEL (2005) said relationships and family create the context for leaders

to learn knowledge regarding cultural competence. This has been a recurrent theme among all

researchers including Gardner (1990), McEwan (2003), and Fullan (2001) as each focused on the

dynamics of the principal interactions with individuals in the organization. IEL’s (2005) theme

four, indicated time is needed for leaders to become culturally competent. The team understood

this theme as support for the principal to learn about cultural competence. As well, this theme

supports the need for coalitions between the school and community in order for members of the

school community to develop relationships and understand more about one another. In theme

five, policies at the state and local level need to create a sense of urgency about leaders becoming

more culturally competent (IEL, 2005). The following paragraphs discuss the five themes more

in depth in the exploration of cultural competence for school leaders. Cultural competence for

principals applies directly to principals engaged in developing relationships and communication

with members of diverse populations within their school communities.

In IEL’s (2005) first theme, educational leaders have to be culturally competent in order

to be effective leaders. Cultural competencies have to be viewed as a set of skills impacting

every aspect of effective leadership, rather than an added component or addition. IEL (2005)

wrote:

Only through fully integrating cultural competence in preparation and professional

development at all levels will schools be able to 1) enact needed instructional practices

and policies and 2) develop the trusting relationship required to ensure that all children

are given a quality education. (p. 5)

In IEL’s (2005) second theme, the group collectively said, “culturally competent leaders

work to understand their own biases and patterns of discrimination” (p.4). IEL (2005) said this

foundational knowledge has to be developed in order to a make a leader culturally competent.

IEL (2005) said leaders need to possess a “natural ability to see inequalities and the courage to

take action against them” (p.6). These leaders focused on ISLLC (2008) Standard number five

stating, “an educational leader who promotes the success of all students by acting with integrity,

fairness, and in an ethical manner” ( p. 20). IEL (2005) stated self-awareness is the crucial

foundation for cultural competence. School leaders need to engage staff in honest discussions

about race, class, discrimination, and diversity but only after the leader has participated in active

self-analysis of his attitudes, biases, and perceptions. Furthermore, IEL (2005) said supportive

settings encourage leaders to share personal stories, values, beliefs, and assumptions shared with

others as a way of role-modeling.

IEL (2005) further stated members in the organization have to possess the mind frame to

value diversity, ability to self-reflect, and ability to process organizational knowledge. Thus

Fullan’s (2003) discussion regarding organizational knowledge and the premise of an

organization being as smart as the collective wisdom of the group is applicable to organizational

learning regarding diversity. As well, leaders have to involve diverse stakeholders in the

formation of organizational policy making and practice. IEL (2005) said, “Clarifying the

connection between cultural competence and justice and the principles of democratic education

will help aspiring and current leaders in acquiring insights, a broadened sense of purpose, and

the tenacity to be leaders for learning for all students” (p.5). In other words, principals need to

lead open and honest discussions with groups’ representative of diverse populations or coalitions

in order to determine the beliefs and understandings of various diverse populations within the

community.

In IEL’s (2005) third theme, the group stated, “Much of what culturally competent

leaders must know and be able to do is learned in relationships with families and communities”

(p.5). This particular theme is specifically related to the study of leadership and communication

with diverse populations as it discusses specific skills and actions which promote a deeper

understanding of community members (IEL, 2005). The team saw that school leaders need to

understand how parents and community members engaged in order to promote relationships and

develop coalitions. According to IEL (2005), culturally competent leaders do not concentrate on

cultural differences and use those as excuses for poor student performance; rather, leaders work

to create an environment in which cultural issues are honestly addressed. Leaders provide

resources including time and skilled facilitation required to get school communities involved in

honest conversations about diversity and change (IEL, 2005).

IEL’s (2005) third theme focused on the importance of developing relationships with

families in order to create a situation of learning for leadership. The importance of reaching out

and involving the community communicates a sincere commitment by the school staff in

developing relationships. Well facilitated discussions with families and school community

members change the communication dynamic of the school as informers to participants in two-

way communication. The team saw this as an essential component to advance coalitions

consisting of members of diverse populations within the school community. Coalitions with

open and honest communication force both entities to share perceptions and experiences based

on different ethnic backgrounds (IEL, 2005). This theme was pivotal to the team in the

discussion of building community relationships and coalitions.

IEL’s (2005) fourth theme said, “Culturally competent leadership develops over time and

needs to be supported from preparations through practice. Creating collaborative frameworks and

structures can be useful” ( p. 8). This theme discussed the importance of developing structures

between schools and training programs such as pre-service preparatory programs. These

programs create a safe meeting environment for honest discussion of diversity and challenges

presented (IEL, 2005). This theme led to the team exploring specific strategies and directly

related to later team recommendations.

IEL’s (2005) fifth theme said state and local policies needed to express urgency about

preparing culturally competent leaders. While the majority of university principal preparatory

programs are embedded in the ISLLC (2008) Standards, the standards did not specifically

address cultural competence. ISLLC (2008) Standard number five did reference ethics in the

following statement, “an educational leader who promotes the success of all students by acting

with integrity, fairness, and in an ethical manner” ( p.10). However, authors at IEL (2005)

advocated there is a definite need for specific standard requiring leaders who demonstrate

knowledge, skills, and attributes needed to work effectively in diverse settings. IEL (2005)

authors stated, “Such a standard would illuminate the importance of cultural competency and

could be invaluable in creating a sense of urgency about incorporating training components,

curricula, and strategies related to culture” ( p.7). ISLLC (2008) Standards are included in

Section One, for reference to the above paragraph which discussed ISLLC (2008) guidelines.

In conclusion of the foundational review in the area of leadership many researchers

agreed certain qualities were needed by one in order to be an effective leader. Such qualities

included the ability to articulate a strong visionary, take risks, collaborate, develop people, and

communicate. These characteristics were considered essential to all types of leaders in every

organization and were not specific to educational leaders. As education continues to be

challenged nationally and leaders are held more accountable due to shrinking funding, inclusion

of the entire school community is becoming essential for successful schools. Principals need all

of the resources community involvement provides as well as the full cooperation and

understanding of all parents from all diverse groups. Individuals in the community and members

of diverse groups in particular are needed to make large contributions to the collective

organizational knowledge for all students to be successful. The link or thread which seems to

connect all aspects of leadership to success is communication. The communication thread is

integral in sharing expectations, building relationships and maintaining relationships.

Effective Communication

When determining whether a person is qualified to become an administrator, district level

administration usually considers several factors. These factors include vision, leadership

qualities, experience, instructional background, and/or certification. These factors are considered

and have allowed for most school districts to involve parents, teachers, students, community

constituents, and other staff members in the selection process of a principal at any level

(elementary or secondary) within a school district. Marzano, Walters, and McNulty (2005) said,

“if we consider the traditions and beliefs surrounding leadership, we can easily make a case that

leadership is vital to the effectiveness of a school” (p. 4). Therefore, the team made the

connection between the way research relays the importance of the work of school leaders and the

implementation of research by school districts in selecting school leaders. As previously

mentioned, the ISLLC Standards (2008) is a document utilized by many districts to evaluate

leadership. This document provides a detailed description of the characteristics school leaders

need to have in order to lead a school building in educating students. Within this document,

researchers stated principals were moral agents and social advocates for the children and the

communities they served. In addition, the researchers of the ISLLC (2008) Standards stated,

“Principals made strong connections with other people, as they valued and cared for others as

individuals and as members of the educational community” (pp. 14-15).

Furthermore, the ISLLC (2008) Standards documented six overall standards as a part of

the principal’s evaluation process during this current era in order to capture the meaning of

educational leadership. All six standards began with the following wording: "A school

administrator is an educational leader who promotes the success of all students by" (ISLLC,

2008, pp.15-20). The six ISLLC (2008) Standards discussed, but were not limited to articulating

a vision, sustaining a school culture, ensuring a safe environment, collaborating with family

members and the community, and lastly behaving in an ethical and fair manner (pp. 14-15). As

the team began to study communication, the team noticed not one of the ISLLC (2008) Standards

spoke directly to the task of communication but rather it was implied. In fact, all six standards

had communication embedded within each standard. Not just communication, but effectively

communicating to the diverse communities the principals served.

The team began the project by researching communication and developing an

understanding of what it meant to be an effective communicator. As stated by Group Works

Bulletin 6103 (2000), "the basic meaning of effective communication was any written, oral, or

body language utilized in order to share ideas, feelings, and commitments" (p. 1, ¶ 1).

Furthermore, Group Works (2000) stated, " we send from 100-300 messages a day to people and

these include messages we intend to send, the messages we actually send, the message as the

hearer interprets it, the response of the hearer based on what he/she heard, and our reaction to the

exchange of words" (p.4, ¶ 1). Therefore, communicating to the school community meant the

principal’s school community had a clear understanding of what was actually communicated not

a version. Bagin and Gallagher (2001) stated, “if school officials are not convinced that they

have a responsibility to communicate because communication helps people to learn or because it

builds confidence in the schools, they might want to consider another reason: to keep their jobs”

(p. 2). Overall, the principal needs to ensure he communicates a clear and consistent message in

order to minimize varied interpretations of one message.

The team analyzed the information within the ISLLC (2008) Standards in regard to

effective communication. The ISLLC (2008) Standards began each strand in the statement by

saying, "a school administrator is an educational leader who promotes the success of all students

by" (p. 20) and then the standard by which the educational leader planned to complete the initial

task. The team’s position was as follows: in order for a principal to fulfill any standard

specifically, the principal first needed to fully do what the initial task required which spoke to

promoting success for all students.

The educational leader promotes the success for all students by effectively

communicating this goal to staff and also communicating the success for all students to parents.

The educational leader has to provide an atmosphere within the school setting endorsing and

encouraging staff to ensure understanding of the essential purpose of the work that all students

are successful. Teachers are the essential element within the school setting because the delivery

of the curriculum, setting of high expectations for students, advocating for students’ rights/needs,

and the rigor of work came from the teachers. Bagin and Gallagher (2001) stated, “relations with

pupils are changed for better or worse by the instructional practices of the teacher” (p. 190).

Therefore, it is necessary for the principal to communicate this need to teachers. Bagin and

Gallagher (2001) further stated, “the commitment to better two-way communications with all the

audiences served by the schools is important” (p. 191). With regard to parents and students, the

principal needs to help parents understand what success looks like for their child and to advance

their understanding of what success looks like within the context of the school. In order for the

school leader to promote, advance, and encourage any initiative within a school or community,

he has to communicate this to the school community. The initial task given throughout the

ISLLC (2008) Standards was to effectively promote through communication the success of all

students to the teachers and the parents or community (pp. 14-15). Bagin and Gallagher (2001)

supported this task, as they stated, “the importance of communication in the overall school

operation is being recognized by more states each year. They are requiring that candidates for

administrative certification complete a course in the field of community relations” (p. 189).

These requirements provide prospective leaders with insight of the importance of communication

with the school population.

The principal needs to communicate with diverse groups of people within the school

setting. "Principals communicating effectively helped group members build trust and respect,

foster learning and accomplish goals," (Group Works Bulletin, 2000, p.1). Due to the principal’s

school building being made up of people who share a common interest and commitment, and

perhaps have seen things from a variety of perspectives, Group Works (2000) wrote, "effective

communication is the way this diverse group of people would have been able to understand the

issues and make decisions for effective change" (p. 1). Communication not only conveys

information, but it encourages effort, modifies attitudes, and stimulates thinking. In other words,

Marzano, Waters, and McNulty (2005) stated:

Communication refers to the extent to which the school leader establishes strong lines of

communication with and between teachers and students. This responsibility seems self-

evident – good communication is a critical feature of any endeavor in which people work

in close proximity for a common purpose. (p.46)

Therefore, the principal needs to ensure the vision for students is shared with parents so

they have an understanding. Parents want what is best for their child/children. Within one

classroom, there are varied expectations for each student. Since there are students with individual

educational plans (IEP), and accommodations, the educational program for students may look

different based on expected outcomes, of each individual student. The principal has the

responsibility of ensuring parent’s understanding of the specific learning program that works best

for their child. The focus is not on how the plan is communicated, but rather that the plan is

communicated effectively. Principals face the difficulty of working with parents who have not

fully understood the expectations and/or progress needed to get a child from his/her current level

of success to the desired level of success.

Parents come from varied backgrounds, but the economy of today’s world has certain

demands impacting all parents and their expectations. Wagner and Kegan (2006) wrote, “Our

economy has transitioned from one in which most people earned their living with skilled hands

to one in which all employees need to be intellectually skilled if they hope to make more than

minimum wage” (p. 3). Considering the economic transition, if parents have an understanding of

the economy according to Wagner and Kegan (2006), then it can be expected for parents to want

the educational experiences for their children to be successful. Wagner and Kegan (2006) also

stated, “in nearly every industry today, companies are hiring the most highly educated people

they can find or afford” (p. 3). The principal needs to have effectively communicated the

educational status and progress of students to both students and parents. The goal of school

districts is to produce successful students who are the most immediately qualified potential

candidates for employment.

There have been demands placed upon school districts to ensure the quality of graduates

each year. These demands come from colleges and employers. “Although not all young people

need to have a college education to get a decent job, employers are increasingly expecting that

new employees will have skills comparable to students who do attend college” (Wagner and

Kegan, 2006, p. 3). This is the goal for district administrators as school districts prepare students

for college. Communicating the college preparation programs and curriculum preparing students

for college or the competition students face from their peers is another factor for consideration

by Wagner and Kegan (2006). Wagner and Kegan (2006) wrote:

Employees must know how to solve more complex problems more quickly, and must

create new goods and services if they are to add significant value to virtually any

business or nonprofit organization, no matter what size. And those who do not have

these skills are not being hired. Because this change came so quickly many people are

surprised to learn that the skills required in most workplaces today directly correspond to

those that are needed for success in college. (p. 3)

Again, there is a need for the principal to have communicated to the parents and students

regarding their educational status and progress. Bagin and Gallagher (2001) stated, “As parents

become better educated, they tended to question many of the decisions being made by

educational leaders” (p. 1). Principals are communicating with parents and teachers in order to

promote the success for students to parents and teachers. Teachers need to know the expectation

and they can meet these expectations through the curriculum and instructional strategies. In

addition, parents need to know how to support educating their children by understanding their

child’s educational status and work needed at home to supplement the work of the school. Bagin

and Gallagher (2001) said, “Once the administrator understands the values of employees, he or

she can communicate messages that address what employees feels is important. Otherwise,

employees will tend not to listen to what is communicated” (p. 45).

Gilbert (2004), a professor of educational leadership at Central Michigan University,

said, “Communication occurs when the listener understands the speaker in the way that the

speaker wants to be understood” (p.171). "In order to communicate, the principal must have

considered the perception of the listener to the environment, his or her response to a situation,

motivation, and the dominant mode of responding", according to Smith (2004) in the article

entitled, Communicating Effectively: Tools for Educational Leaders (p.1). In this project

examination of communication, the team considered there were both verbal and nonverbal

communication outlets. According to the ISLLC (2008) Standards, "within a school setting, the

principal facilitated processes and engaged in activities that ensured high visibility, active

involvement, and communication with the larger community" (p. 19). With these combined

efforts, principals display both verbal and nonverbal communication in order to have a clear and

consistent message. Scribner, Cockrell, Cockrell, and Valentine (1999) explained effective

communication might be considered the glue holding together all the other responsibilities of

leadership (pp. 130-160).

Verbal communication occurs when the principal speaks directly to the students, parents,

community, staff and/or other school district based constituent. During school wide gatherings,

the principal had can set a clear vision for the student body. Marzano, Waters, and McNulty

(2005) stated, “to illustrate, the school leader displayed the responsibility of communication

when he set up and presided over informal, biweekly, after-school discussion sessions at which

teachers can discussed their concerns” ( p. 47). This type of communication come during each

school day when the principal greets parents as they enter the school to drop off children,

conduct parent meetings during the day, participate in daily professional learning community

meetings with teachers, discuss discipline issues with teachers and parents, and any other daily

form of communication. This daily communication displays a verbal communication process and

its effectiveness. This process helps support the principal’s cause, gain insight, further

relationships, and maintain alliances. Being visible and easy to approach with varied

communication topics assists the principal in the work of leading the building. “Knowing the

public and being able to keep abreast of the community’s thinking are major requirements for

today’s successful administrator” (Bagin and Gallagher, 2001, p. 1).

Rebore (2003) stated, "Communicating to a group of people does not result in the same

conclusion for everyone because each person who receives the message processes it as an

individual" (p. 131). Rebore (2003) further stated, "communicating is never objective because

facts are processed by people" (p. 131). Therefore, the principal’s actions, policies and body

language should properly represent the messages communicated orally. Marzano, Waters, and

McNulty (2005) elaborated on this point and asserted, “The school leader demonstrates the

responsibility of communication when he/she initiates a monthly newsletter distributed to all

faculty members describing significant decisions he/she has made or is considering” (p. 47). If

the principal’s nonverbal or written communication is in direct contradiction to the verbal

communication then it causes a breakdown in communication leaving the school community to

form separate and possibly differing opinions.

This is a direct contradiction of what an effective communicator is meant to represent.

“The key is to establish a spirit of honesty and sincerity so the staff and community believe the

information being shared”, (Bagin and Gallagher, 2001, p.135). Also, researchers said in order

to be a communicator in school administration, one needs to display the following qualities:

communicate the vision of the work, communicate with staff to let them know how well they are

doing, maintain open lines of communication, and communicate when we are working to

improve. All were necessary and a part of a process maintaining the productivity of the school.

“A leader who admits that mistakes can occasionally be made encourages staff members to

assume risks to try programs that will improve the schools” (Bagin and Gallagher, 2001, p. 208).

Another factor of being an effective communicator include when the principal

communicates with staff to inform individuals about performance status. Goleman, Boyatzis,

and McKee (2004) stated, "Principals have to communicate with staff to let them know when

they are doing it right" (p. 9). Goleman, Boyatzis, and McKee (2004) further discussed not just

what made a good leader, but the leader must be a primal leader where emotions were the root.

The task for all leaders is to "prime" good feelings in followers. The leaders drive others to

become passionate and ignited a fire in all to do what was best for students. Principals

communicate with teachers in order to work through some of the processes; by at least letting the

teachers know the work completed met the expectations (pp. 8-12). According to the eHow

article (2011), "putting verbal and nonverbal communication skills into practice have greatly

improved a school’s organizational flow, which in turn provided secure boundaries for students

and positive reinforcement for staff" (p. 1, ¶ 2). Teachers and principals work together daily to

provide positive educational experiences for students. The contributions of both teachers and

principals should be discussed. “The public schools have made major contributions to the

country; although the schools are far from perfect, more should be done to promote their

accomplishments” (Bagin and Gallagher, 2001, p. 205).

The team noted both verbal and nonverbal communication processes are interchangeable.

When communicating a positive message, the principal wants to have body language and/or

facial expression match the message. Contradictory messages are not conducive to people

understanding the purpose of the dialogue. Principals want to communicate to parents, the

community, and employees those important messages with confidence so the message is clear

and can be carried out. “An administrator may provide excellent leadership for the schools’

curriculum and he or she may be a financial wizard, but if that administrator cannot

communicate with the school board, a concerned taxpayers’ group, or the staff, days in the

district will be few” (Bagin and Gallagher, 2001, p.2). Principals must provide the listeners with

consistent messages or risk the development of other negative matters.

Communication with Diverse Populations

The prior section has discussed research regarding effective communication and how it is

related to the principal. The team extended the study of communication to include diverse

populations and how principals addressed vision, goals, equal voice, modes of communication,

challenges, techniques, stake holders, and overall strategies. The team focused on considering the

communication challenges school administrators face in working with diverse populations. In

those populations one may have language barriers, cultural differences, misunderstandings,

varied expectations, and overall lack of understanding.

Educators have much ‘to do,’ but schools also need ‘to be’ developed as places where

people of all races are valued, appreciated, and heard. Schooling as a process is difficult

enough without depersonalizing the experience and leaving educators, students, and their

families emotionally disconnected. (Singleton and Linton, 2006, p. 125)

Principals need to ensure they had effectively communicated the vision to diverse

populations as well. Again, the work of the school administrator includes communicating

effectively to target all audiences, specifically diverse populations. The team then began to

review the characteristics of a communicator who explains the vision of the work to diverse

populations. This is in line with the ISLLC (2008) Standard number one which spoke

specifically to the "school administrator who promoted the success of all students by having a

stewardship of a vision of learning that was shared and supported by the school community" (p.

20). Wagner and Kegan (2006) summarized when this happened, organizations engaged in

meaningful conversations that were ongoing, reflective, and the school became a community of

practice (pp. 145-147). Wheatley (1999) stated school organizations should accomplish their

purposes through varied ways and do best when the focus is on the intention and vision (pp. 3-9).

Overall, principals should have worked to communicate the vision for educating all children to

their staff, students, and community; all children meaning those of diverse populations as well as

those of varied learning styles.

This was the first step of the process because principals have a vision for the school and

this vision should not vary based upon the diverse populations. This means the principal’s vision

for one group of students should not differ from the other. There may be some differences based

upon the status of the groups within the school, but overall the principal’s vision of all students

achieving at high levels must be the common thread for all students. Keeping this in mind, it is

important to note:

With the world getting smaller because of instant communications and rapid

transportation, people outside of the United States are learning more about our freedom

and quality of life. They like it and want to be part of it. And they want to migrate here

and become citizens. Such migration impacts on all aspects of a school district and

especially on communications. Most of these people value education and quickly enroll

their children in our schools. (Bagin and Gallagher, 2001, p. 156)

When communicating, the principal has to consider both verbal and nonverbal modes of

communication in order to ensure principal personal behavior is not contradictory. If the

principal believes in community based initiatives then he should be visible within the community

by attending events and volunteering. The events should at least span the attendance at the

neighborhood Baptist church, synagogue, mosque, little league game, bar mitzvahs, and fun

fairs. Actions match words and are considerate of all of the diverse cultures. As a principal,

involving various cultures within the building such as having multi-cultural fairs and cultural

exhibits during school based events ensured cultures are represented throughout the building. It

is “only when people realize that school leaders are serious about this commitment will they

have more confidence in the people running the schools” (Bagin and Gallagher, 2001, p. 2).

When using the term “diverse populations”, the team used the definition of “distinct

groups including, but not limited to, racial and ethnic minorities, persons of color, American

Indians, gay, lesbian, bisexual, and transgender cultures, deaf culture, disabilities culture,

economic class cultures, and immigrants” (Minnesota Department of Human Services, 2010,

p.1). For the purpose of this project, the focus remained on the racial minority’s existence within

a school district. It was the team’s goal to examine communication with diverse populations

within a school.

“Before attempting any communication, school administrators must have studied the

intended audience for the message. When trying to communicate with a diverse community, it

was imperative school officials knew the various components of the community” (Bagin and

Gallagher, 2001, p.15). Principals have demographic information of the school population and

this information is usually updated annually. “Collecting information about the makeup of the

community is a major first step toward a communications program” (Bagin and Gallagher, 2001,

p.15). The more data the principal gathers about the school community the better service the

principal is able to provide. “To plan an effective program, the district needs to know about the

people who make up the community” (Bagin and Gallagher, 2001, p. 314). When the district has

a better understanding of the community it serves, it can better equip the schools with easy

access programs. Principals have access to these programs and which can assist in defining and

designating demographic information for students.

After learning of the school community, the principal begins to determine how to

communicate with this group. Bagin and Gallagher (2001) reported, “The communicator is a go-

between for the organization and its public, trying through all methods of communication to have

each side understand each other’s point of view” (p.315). This is a challenge when the principal

works with diverse populations. The principal learns of each group and then has to communicate

to each group in order to establish a flow of two way communication to meet the needs of all.

Singleton and Linton (2006) gave clear patterns for “white talk” and “color commentary”

(p.122). In this book, specific examples were given for how some white and black people may

have communicated based upon racial affiliation. “Historically and still to some degree today,

racial discourse in the United States is governed by the cultural parameters of the dominant

White population” (Singleton and Linton, 2006, p.121). For example, Singleton and Linton

(2006) wrote, “Whites tend to engage from a place of certain authority, while people of color

initially tend to communicate more cautiously and tempered mannered in the interracial forums”

(p. 121). “The interracial dialogues were conducted with people of color and whites to discuss

race; having courageous conversations” (Singleton and Linton, 2006, p.119). “Identifying and

remaining conscious about how we differentially communicate and exercise control in

conversations based on our racial identity is critical to interracial understanding and progress”

(Singleton and Linton, 2006, p. 122).

The information given to principals furthers the understanding of the diverse populations

and provides the foundation needed to begin to capture the diverse audiences in verbal and

nonverbal communication. This can then be shared with the staff for better preparation when

communicating. Rebore (2003) wrote:

Communication is the key to developing the element of trust because people generally

will not trust someone without knowing something about who the individual is as a

person. Thus the types of communication that a principal uses with parents will instill

either trust or distrust in his abilities to administer the school in a safe and effective

manner. For something as important as the principalship and superintendency, various

types of communication will be necessary in order to produce the kind of trust that is

required. (p.138)

Within a school community, all parties have a responsibility to the education of children.

Regardless of the racial population of the school, all students should have received a quality

education. This perception originates from the adults and constituents of the school and/or

district respectively. The school’s staff must have come together and provided a positive

educational climate for students. Principals and teachers have a responsibility to the school and

the community. “Thus people are the constituents of the social covenant. Hobbes’ definition of

social contract entailed the delivery of something by a person while leaving another to perform

his or her part of the contract at a specified later time” (Rebore, 2003, pp. 138-139). In other

words, parents of all populations within the school community have entrusted the educational

services of children to the school personnel. Upon registration or enrollment, these services are

not automatically given, but services are rendered over a period of time. Rebore (2003) further

explained this thought:

Principals and superintendents owe the school and school district communities the

effective and efficient administration of educational services. Teachers and staff

members owe the school and school district the exercise of their talents in the delivery of

instruction and support for the academic program. Parents and citizens owe the school

and school district their financial and moral support and cooperation. (pp. 138-139)

Considering this agreement, all individuals have entered into a “social covenant”. Rebore

(2003) stated, “Communication is the vehicle for establishing and maintaining the covenant, and

public discourse is the manner in which communication can be enhanced” (p. 138). Principals of

diverse populations have entered into this social contract with all groups in the school

community. All populations must be identified and then efforts put into place in order to foster

communication and develop a process of fulfilling the social covenant. Bagin and Gallagher

(2001) gave more of an explanation in the following statement:

If a school system wishes to engage in a comprehensive and continuing program of

school-community relations, then it must be willing to plan how its character, needs, and

services may be interpreted best to the people, how their wishes and aspirations may be

interpreted best to the school, and how citizen involvement may be included in the task of

educational improvement and institutional adjustment to social change. (p. 11)

School administrators are faced with the responsibility of implementing those processes

in order to create a school community providing adequate educational opportunities for students.

There are a variety of ways of identifying school community and needs. When selecting a

method, Bagin and Gallagher (2001) recommended to administrators, “to comprehend all of

these factors, the study of community should be directed at its sociological characteristics, that

nature and influence its power structure” (p. 15). When principals communicate with parents

within the school community, then the principals are able to formulate background knowledge

and learn about their personal experiences. The principal’s school community has constantly

changed partly due to the previous and current personal educational experiences adults faced.

Rebore (2003) stated:

As a process, communication involves making connections between current and

previous communications. Such connections are made by the sender by how he or she

situates the message in time; the receiver naturally makes a connection to the message

filtered through the psychological structures active in his or her personality. The person

who is positive in his or her thinking may interpret a message in a much different manner than

the person who has a negative outlook on life. (p. 139)

Principals face this communication dynamic with their school community. It is important

for principals to acknowledge this process when communicating with parents of the diverse

populations. Singleton and Linton (2006) reported, “in fact, to survive and advance in

educational contexts usually governed by white people, people of color typically learn and

practice ‘White Talk’ because it is the language of power and influence” ( p. 124). Some may

not be able to adapt to this mode of communication as each diverse population has a variety of

communication processes and needs. Bagin and Gallagher (2001) further stated, “It is likewise

necessary to know the meanings of words that are brought into play by self-interest groups.

Each group has words and phrases peculiar to the goals the group stands for in the American

life” (p.135). Being mindful of diverse populations means the principals know and understand

vocabulary and the meanings attributed to those words. Words are tools for fashioning

messages. Overall, principals must be mindful of diverse populations and how to communicate

with those individuals by using words and vocabulary not seen as offensive based upon the

diversity. Bagin and Gallagher (2001) reiterated the following:

Researchers indicate that there are several measures of word usage that must be taken

into account by message encoders. To begin with, senders cannot tell other people

something they themselves do not understand. They must know precisely what they want

to say and then make the message easy for the receivers to comprehend. However, in

making the message easy to comprehend, senders must be sensitive to the fact that word

meaning varies with individuals and environmental conditions. (p. 174)

The principal’s annual communication process provide a process of communication and

diverse mode of communication with diverse populations. With today’s modern day technology,

there are a variety of ways in which the school can communicate with diverse populations. All

school populations have a communication need according to Bagin and Gallagher (2001):

The number of direct personal contacts with school visitors is small compared with the

number of contacts made through telephone calls and correspondence. Too often the use

of these tools is taken as a matter of fact, and their part in a community relations program

is not considered. Nevertheless, telephone calls and correspondence do determine the

nature of the impressions people get of a school system. (p.175)

Therefore, while communicating with diverse populations, the principal must consider

the varied avenues of communicating such as newsletters, email, telephone calls, personal visits,

focus groups, websites, and web posts at least. Rebore (2003) stated, “Today the concept of

‘document’ must be expanded to include web sites, email, and videos that a school or school

district uses to communicate with its internal and external publics” (p.151).

With these communication mediums the principal should have thought through the

overall message needing to be communicated. Rebore (2003) spoke to analyzing documents so

the tone of the message is clear and consistent. Rebore (2003) gave four questions for principals

to consider in determining the tonality in the school documents. The questions were as follows:

1. Do the documents of the school or school district foster a sense of excellence in the performance of administrators, teachers, staff members, and students?

2. Do the documents of the school or school district foster a sense of community in which all members are lifelong learners?

3. Do the documents of the school or school district foster the ideal of a caring community?

4. Do the documents of the school or school district foster innovation and risk taking? (p. 151)

Overall, principals ensure the external and internal communication with diverse

populations is considered. When this happens the message is ensured to have spoken directly to

the needs of the populations and/or goals are clearly communicated. Furthermore, this is

important due to some diverse populations having limited access to communication avenues such

as email, and website access. Newsletters, and other written communication translated into

various languages provide immediate contact. Also, some schools can uset telephone alert

systems which translate messages to the diverse populations at the administrator’s request.

Bagin and Gallagher (2001) offered the use of printing publications in the language spoken by

the diverse groups if it is not English (p.156).

Personal and direct communication with diverse populations within a school setting is

effective. Bagin and Gallagher (2001) said, “Principals need to understand that the most

effective method of communicating with these parents is conversing in their native language in

their home. Personal contact was better than the telephone” ( p. 204). The personal contact in

the parent’s native language can be made through school’s use of interpreters. A principal

conducting home visits also demonstrates to the diverse population parents a commitment to

communication. Rebore (2003) said, “Observing that the engagements are always formal or

informal, regardless of whether they are routine or unusual professional activities, will tell the

person making the analysis something significant about the school or school district” (p. 147). In

summary, Rebore (2003) stated the person who made the analysis of the school and principal’s

commitment is the diverse parent and/or population. The principal engages in routine and

unusual professional activities, but the activities are determined by the principal. The principal

may have provided some thought in strategically attending a variety of activities representative

of all diverse groups within the school community.

These activities may have been the result of the principal’s goals. Each year the principal

sets goals in order to determine and choose the activities and professional organizations of which

to participate. Bagin and Gallagher (2001) said, “Principals may have noted multiethnic

diversity exists in most communities. From now until the year 2020, the demographics of

schools will change” ( p.156). Considering the diversity existing within schools, principals

would have wanted to develop goals for reaching the entire school community. These goals may

include identifying the diverse populations, understanding the diverse populations, learning how

diverse groups communicate, learning diverse group’s expectations of the school, determining

the best way to communicate with the diverse groups, developing a system to involve the groups

within the school, or other goals encompassing the collaboration of the school with the diverse

populations for the benefit of the students.

A communication plan assists in determining and implementing goals for each school

year. Bagin and Gallagher (2001) noted, “The number of African American, Asian, Hispanic,

and Native American students will increase more than the number of white students. School

administrators need to understand this and develop a communication plan” (p.156). Specific

steps are involved in creating a communication plan provided by Bagin and Gallagher (2001).

Principals consider goals and the communication plan template in determining a plan of action

with regard to communicating with diverse populations within the community.

According to Ribbink (2002), “Immigrants have always been an important part of the

U.S., workforce, and their contribution is growing. They bring with them a wealth of knowledge

and expertise…” (p.1). When considering the impact of all population groups, the team reflected

upon the literature pivotal in a principal being an ‘effective leader’. In doing so, the team

determined communication with diverse populations was one of the essential pieces in making

the school community into one which, at the minimum, made the attempt to involve all

stakeholders in the education of children. Ribbink (2002) also stated, ‘Your employees or

students come from nations all around the world. The challenge: Ensure that their contributions

are not buried under language and cultural differences” (p. 1). Principals displayed consideration

for all populations when each person received a place to voice their values and beliefs.

Methods and Strategies Concerning Diverse Populations

This portion of the review of the foundational knowledge base discusses perception,

communication through coalitions, and collaboration with diverse populations.

Recommendations for principals to consider in order ensuring communication with diverse

populations are provided throughout this section. Principals are provided with strategies and

points in this section to consider when communicating with diverse populations.

Moll, Amanti, Neff and Gonzalez (1992) discussed the advantages of combined

communication between parents and schools. Henderson, Mapp, and Boethel (2002) also

promoted the principal fostering a more inclusive type of communication in order to make

diverse parents feel welcome. Boethel (2003) and several other researchers provided specific

methods in which to improve communication with diverse populations.

Perception

Communication methods were provided by researchers to principals in order to first

consider the perception of the diverse population within the school community. According to

The Merriam Webster Dictionary (2010), perception is a) “quick, acute & intuitive cognition” b)

“a capacity for comprehension” (http://www.merriam-webster.com/dictionary/perception). The

ability of the principal to relate to parents and attempt to view the world through the diverse

parent’s perception is not easily done. The following literature review will discuss perception

through an example of a study done by Respeto (1996).

Perception is a major component in communication with a group and specifically, diverse

populations. Cultural differences among the races in a school create a variety of perspectives. In

Respeto’s (1996) Bridging the Distance Between Culturally Diverse Families and Schools, the

author conducted a study of ten families. The chosen families included adults who were foreign-

http://www.merriam-webster.com/dictionary/perception

born and mostly first generation living in a semi-rural area near the U.S. border. Roles for

family members were clearly defined and mothers were responsible for the overall education of

the children (Respeto, 1996).

In Respeto’s (1996) study, parents also had the perception their child was at a

disadvantage if the child failed to complete high school. However, families did not see

education as a solution to their child’s economic futures. The families exhibited distrust in those

highly educated. Some perceived too much education as an inability to manage simple, practical

tasks. Parents did not innately trust teachers and school administration (Respeto, 1996).

Involvement in school communication was a continued challenge as parents disregarded

verbal messages sent home through the children because parents did not view it as a legitimate

form of communication. Furthermore, report cards made no sense to parents even when

translated. As well, children were able to manipulate parents because of superior English skills

and were able to withhold important information, such as discipline matters. Another

misconception among the families and a topic mentioned in the team’s project was the mobility

issue among families (Respeto, 1996).

Several of the principals in Respeto’s (1996) study discussed the difficulty of families

moving in and out of the district too quickly to establish communication and the parents did not

see an issue with taking children out of school for an extended period to attend family events.

Parents felt time with family was far more educational than any experience the schools offered.

(Respeto, 1996).

Respeto’s (1996) population study was just one example of how one minority group’s

perceptions varied regarding education and school expectations. Diverse populations within

schools may have children who live within households who hold multiple perceptions regarding

schooling. This is an example of barriers principals face when working to communicate with the

school population.

When considering perception, it is important to remember a person may only be able to

view a situation through the lens of one’s personal experiences. Therefore, varied perspectives

are not always considered by parents and principals. Principals may feel challenged to first sort

through parent perceptions before being able to truly address an educational concern brought to

the principal by the parent. Henderson, Mapp, and Boethel (2002) focused on the family being a

starting point for principals to begin addressing communication. Henderson, Mapp and Boethel

(2002) stated the following:

The way a family defines support and interest is through their own perspective.

Unfortunately, many times the school’s perspective and definitions of the family

involvement in school are not the same as those of the families. These differing

viewpoints can create barriers to meaningful participation. Schools that are successful in

addressing these problems are able to:

1. Build on the cultural values of families 2. Stress personal contact with families 3. Foster communication with families 4. Create a warm environment for families 5. Facilitate accommodations for family involvement, including transportation,

translators, and other similar services. (p. 36)

The values families instilled within their children are integral in the communication

processes within organizations such as a school. When trying to develop two-way

communication with all parents, principals discover the varied perspectives of the parents,

communities, and even the principal themselves. Each entity has its own perception of the

school, which is not always the reality. Open mindedness and sensitivity to multiple perspectives

is important in building relationships within a school community. Boethel (2003) said, “When

teachers and other school staff actively work to identify and address barriers, they, too can

promote family connections with schools” (p. 4).

Boethel (2003) discussed methods principals may have used in schools to bridge the gap

between principal and parent communication. “The key is to change the circumstances that

prevent involvement and initiate actions to promote engagement" (Boethel, 2003, p.4). Boethel

(2003) further stated effective programs considered such issues as the following perspectives:

1. When families are told that it does not have to be a mother or father who attends activities, then all of those involved in rearing the child feel welcomed to participate.

2. When schools create take home learning kits, families are not limited in helping students by their lack of supplies”. (p. 4)

In extending a welcoming school environment to all members of a child’s family, the principal is

able to obtain multiple perspectives from stakeholders. Multiple perspectives are not limited to

the parents’ sometimes negative experience with schools but also with the cultural aspect of

diverse populations. Sometimes a child’s religious and cultural beliefs will preclude him from

participating in school functions.

Communication through Coalitions

Principals must consider a number of perception barriers when communicating with

diverse populations. These barriers require the principals to consider multiple methods of

communication. Once principals determine there is a need for communication with diverse

populations, the principals then must consider the best method and mode for communication.

Bagin and Gallagher (2001) stated, “Words are tools for fashioning messages When used

properly, they enable the message receiver to interpret accurately the purpose and meaning that

the sender had in mind” (p.73). There was foundation knowledge found supporting principals

considering their messages to parents. The following addressed the influence communication

has over the targeted audiences.

Research studies have turned up a series of findings about group influence on the

receiver’s acceptance or rejection of a message. To begin with, a message is more likely

to stimulate a favorable response if the content of it relates clearly to group values and

beliefs. Group values and beliefs are those established by the families, friends, co-

workers, and organizations to which the receiver belongs or would like to belong. On the

other hand, if the content is in disagreement with group norms, it will probably be

rejected unless it undergoes substantial change. It is difficult to persuade the receiver to

believe in something or to do anything that runs counter to the value system of his or her

groups. (Bagin and Gallagher, 2001, p. 157)

Principals must consider the target audience when communicating. There are factors the targeted

audience may consider when thinking about the message of the principal. Therefore, the

principal must have a portion of the message that is specific to the needs of the targeted

audience.

If principals are engaged in a variety of methods to communicate with diverse

populations and still receive ineffective results, then there are other factors contributing to the

break down in follow through communication with diverse populations. According to Rebore

(2003):

The underlying objective is learning how to communicate with people from different

ethnic, religious, and racial backgrounds in order to foster equality, respect, and

solidarity. When a principal is talking to parents at an open house, she will probably

describe the curriculum, and co-curricular activities available to students. Further, she

will probably talk about how the parents should have an ongoing dialogue with their

children’s teacher as well as mention the kinds of concerns that should be brought to her,

the principal. However, this is just part of the message, perhaps not even the most

important part of the message. The style of the principal in transmitting this message will

convey her attitude about the role of parents in the education of their children. Her style

will also convey her attitude about the cultural background of the parents. (p. 136)

The principal considers a tremendous amount of factors when communicating with the school

community. These factors include his style or the manner in which he communicates.

Experience with the school community may provide the principal with the necessary tools to

make the process of communication more effective. When the principal effectively

communicates with the school community, it will provide the school with clear and consistent

goals.

Epstein (2004) stated the teamwork of principals, teachers, and staff creates a

professional community but only the inclusion of parents, students, and community partners can

produce a “school learning community”. Epstein (2004) discussed six types of involvement:

parenting, communicating, volunteering, learning at home, decision making, and collaborating

with the community. Epstein (2004) discussed the six types or way community and other family

can get involved in education. Epstein (2004) said:

By implementing activities for all six types of parental involvement, schools can help

parents become involved at school and at home in various ways that meet student needs

and family schedules. Input from participants helps schools address challenges and

improve plans, activities, and outreach so that all families can be productive partners in

their children’s school success. (p.12)

In the first type of parental involvement, Epstein (2004) discussed ways assist schools to

actively involve parents in their child’s education through assisting with parenting skills,

understanding child behavior, and facilitating home environments supporting specific age

learning. As well, it is a partnership so parents provide information and input to the schools

about background, culture, and shared goals for the children. In the second type, Epstein (2004)

advocated for two-way communication between parents and schools.

The third type of parental involvement Epstein (2004) discussed was the importance of

volunteer programs for parents to get involved in their child’s school. Epstein (2004) suggested

improvement to recruiting, training, and scheduling considerations when involving families. The

fourth type Epstein (2004) discussed was the involvement of families in creating a home

environment for learning such as homework setting and goal setting. The fifth type was decision

making. Epstein (2004) discussed decision making as a shared responsibility between schools

and parents through the use of committees, advocacy groups, and school councils.

The sixth and final type of parental involvement listed by Epstein (2004) discussed

collaboration with the community so that all can contribute service to the community. Schools

can “coordinate resources and services for families, students, and the school community groups,

including businesses, agencies, cultural and civic organizations, and colleges or universities”

(Epstein, 2004,p.13). Epstein (2004) concurred with other researchers such as Boethel (2003),

Rebore (2003) and Bagin and Gallagher (2001) in schools promoting two-way communication

and interaction with parents to benefit children and school success.

Maintaining Communication

Examining multiple perspectives and establishing communication with the parents of

diverse population is a process, but maintaining ongoing communication is just as critical

according to Moll, Amanti, Neff, and Gonzalez (1992). Moll, Amanti, Neff and Gonzalez

(1992) said, “When families share their ‘funds of knowledge’ with the school community,

teachers get a better idea of their students’ background knowledge and abilities” (p.132).

According to Moll, Amanti, Neff, and Gonzalez (1992), once parents share knowledge, teachers

are better able to understand parent’s concerns and goals. Teachers and principals can assess

parent’s concerns and suggestions by conducting needs assessment and surveys in the parent’s

first language. The needs assessments assist the school in discerning the parent’s real

expectations of the school and educational community. Also, the shared parent knowledge

enables teachers and principals to keep parents informed of all services and programs provided

by the school. Principals highlight certain programs appropriate for parents depending on the

assessed needs.

Another suggestion provided by Moll, Amanti, Neff and Gonzalez (1992) after gaining

foundational knowledge about families was for principals and teachers to host family nights at

school to introduce parents to school concepts and ideas. Another strategy to increase the

cooperation between schools and parents was to locate monthly meetings at various parent

homes or community centers in which the parents already feel comfortable (pp.132-141).

Moll, Amanti, Neff and Gonzalez (1992) also stated, “When families share their ‘funds of

knowledge’” teachers and principals gain “cross-cultural skills necessary for successful exchange

and collaboration” (pp.132-141). Moll, Amanti, Neff and Gonzalez (1992) stated, “Teachers

and principals gain cross cultural skills through tours of students’ neighborhoods. During the

tours the school was able to gain perspective, identify local resources, and to research the

cultural background of students’ families” (pp.132-141).

Like Moll, Amanti, Neff, and Gonzalez (1992), Boethel (2003) recommended schools

engage in the following types of strategies common in programs addressing student and family

needs related to diversity.

1. Boethel (2003) said it is important to welcome family members to the school. Further

recommendations included inviting the family to visit classrooms and eat lunch with

the children. Also, staff involvement is effective through making phone calls to

personally invite parents to special events and personally delivering leaflets and

information into the community.

2. Boethel (2003) recommended bringing school to a familiar location for the parents

such as conducting meet and greet walks in the students’ neighborhoods. Another

recommendation included the benefit of holding special meetings on parenting skills

at local community centers, libraries, and civic centers.

3. Boethel (2003) further stated it is important to let parents know communication is not

a one-time event. Communication to parents and family members needs to include

information and communication to be part of an on-going relationship. The

importance of repeating key actions on a weekly or monthly basis is important. If

parents know to expect newsletters on the first Monday of every month, then parents

will look for the communication.

4. Boethel (2003) recommended making use of all communication channels. Boethel

stated it was important to not just send a message by letter, but to repeat on local

radio, newsletters, and bulletin boards. Newsletters, both paper and electronic, are

important to reach all parents depending on the technology available and preferable.

The creation of classroom phone trees or e-mail lists for announcements and

information are beneficial for parents and the school. Additionally, ride sharing can

be coordinated through these same organizational structures.

5. Teachers and principals need to avoid reliance on the same group of parent/family

volunteers for all events. They can do this by asking volunteers to bring friends.

Involvement of student in presentations to various community organizations

supporting the school draws out different volunteer sources. As well, forming focus

groups with different combinations of family members, school staff, community

members, and students on varied topics to determine student needs.

6. Another recommendation by Boethel (2003) is for principals and teachers to take

time to talk to parents about personal beliefs. This can be completed by meeting with

family members and talking about important classroom issues such as learning and

expectations in regard to achievement and classroom expectations. This time

together can be structured formally or informally. Activities which engage family

members in exploration of the values parents possess about their children are valuable

for principal and teachers in the communication and education process. (p. 6)

As a part of maintaining communication with all populations and diverse populations in

specifically, the idea of coalitions was discussed. In the Ohio State Fact sheet: Working with

Diverse Cultures (2000), the following was stated:

Coalitions, defined as a unit composed of distinct elements of the population it served,

which were truly diverse and served diverse populations must do the following:

 Be representative of their target community

 Communicate clearly

 Emphasize the advantages of their cultural diversity

 Celebrate the contributions of each culture

 Encourage the positive outcome of interacting with these cultures. (p. 6)

In the development of this problem based learning project, the team wanted to determine if the

principals had established coalitions or diverse parent focus groups. If the team found principals

had not provided the diverse communities with opportunities to discuss school issues, then the

team would recommend the development of a coalition. In order for principals to strengthen the

relationship between the school and the diverse populations, communication was an essential

factor and the development of a coalition would assist in the process. The coalitions would have

provided the team with the feedback needed to better communicate with the entire school

community including communication via school documents.

According to literature reviewed, schools reported utilizing flyers, alert now calls, and

newsletters in order to communicate with the school community. These sources have reportedly

not met the communication needs for all members of the community. For this reason, Rebore

(2003) stated:

...It is assumed that the leadership of a school or school district wants to promote

excellence in performance, wants to develop the organization around the ideals of a

learning and caring community, and wants to promote the risk taking and innovation

that must occur in the search for best practices. Of course schools and school districts

can have a variety of goals that would inform their documents. (p. 152)

Rebore (2003) continued his thoughts regarding document analysis. He stated there were

three types of documents a school or school district may have. Those documents included the

policy manual, student newspaper and teaching job advertisement. In each type of document,

four goals the school or school district would have attained in working to develop these

documents were mentioned. The four goals were in excellence in performance, learning

community, caring community, and innovation and risk taking. For each goal, Rebore (2003)

provided three degrees of completion. The documents either attained somewhat, completely, or

a not at all status of goal completion. Some goals degree of completion varied dependent upon

the type of document (Rebore, 2003).

Overall, with the establishment of coalitions with a school, Singleton and Linton (2006)

stated the principal gained insight into how the families wished to communicate. By honoring

the requests provided by the diverse populations, it furthered the relationship development

between the principal/school and the diverse populations. Principals were in a better place of

identifying the needs of the diverse populations and providing specific requests. In identifying

the needs of the coalition, the principal would have opened dialogue with diverse populations.

The coalitions provided parents with opportunities to state who they were and what they believed

overall. Through this learning process, diverse populations were learning more about the school

and of each other. This process was beneficial to all involved. Having the coalition

representative of the school community was essential. In doing so, the principals established

goals for the school regarding the needs of the diverse populations. In addition to the established

goals for the school community, the principal could have established goals individually.

Overall, the principal should have worked to establish goals assisting schools in the following:

1. Identify diverse populations

2. Understand and analyze the culture of the school and school community

3. Communicate clearly

4. Celebrate the contributions of the diverse cultures and populations

5. Encourage the positive outcomes of interaction among the diverse populations.

In having established goals the principal was able to know the perceptions and core

values shared among the diverse populations. When the goals were clear and established in

learning about the diverse populations within a school community, the principal positioned the

school to enhance services to these communities. Singleton and Linton (2006) stated, "The

principal is the guiding force behind equity efforts in a school" (pp. 225-227).

Open discussions about the changes needed within the school culture and community

can lead to change within the school. Sosik and Dionne (1997) defined change agency as the

leader's ability to stimulate change in an organization.

The leader does so by analyzing the organization's need for change, isolating and

eliminating structures and routines that work against change, creating a shared vision

and sense of urgency, implanting plans and structures that enable change, and fostering

open communication. (Sosik & Dionne, 1997, pp.447-462)

The principal is the leader and the change agent within a school. In being a change agent,

effort was given to understand the perceptions of the diverse populations. Marzano, Waters, and

McNulty (2005) stated, "It might be said that human beings are at their best when they operate

from a set of strong ideals and beliefs" (p.51). Youngs and King (2002) viewed beliefs as a

subtle but powerful force used by a principal to effect change. They explained one way

principals shaped school conditions and teaching practices was through their beliefs (Marzano,

Waters, and McNulty 2005)).

When principals' beliefs systems were aligned with acquiring input from the school

community, for example through a coalition, then the principals were able to make informed

decisions for the school. Marzano, Waters, and McNulty (2005) stated, "input refers to the

extent to which the school leader involves teachers in the design and implementation of

important decisions and policies" (p. 51). Furthermore, Cottrell (2002) stated there were

consequences if these actions did not take place. Cottrell (2002) stated, "they [principals] forget

to take the time to listen to their people. Soon they become insensitive to the needs and desires

of the individuals on the team" (p. 87).

Principal could have had specific behaviors and characteristics associated with their

leadership style which led to becoming responsive to considering the input from others.

Marzano, Walters, and McNulty (2005) stated the following strategies for principals relating to

staff, but the diverse populations may have benefited from these efforts as well:

1. Providing opportunities for staff to be involved in developing school policies

2. Providing opportunities for staff input on all important decisions

3. Using leadership teams in decision making (p. 52).

With Marzano, Walters, and McNulty (2005) stated practices and Rebore's (2003)

Communicative Praxis, a principal is able to have practices and theory based questions in order

to h address the perceptions and shared core values of the diverse population. Rebore (2003)

stated the Communicative Praxis was the following:

There is a need to develop ideas and notions that can become touchstones from which

communication in different cultures can be addressed. The first consideration is the

engagement of people in dialogue both about how to proceed and about issues and

problems endemic to such engagement. (p. 137)

Principals provide time for the diverse populations to share their core values and beliefs. These

shared values and beliefs are shared with teachers. Teachers need this information in order to

incorporate their beliefs within the classroom. The lessons became relevant to students, thereby

increasing level of learning for all students.

Rebore (2003) furthered stated there were questions reflecting possible issues or

problems that could have been discussed. When the principal was actively engaged in creating

opportunities for the diverse populations to communicate and express their beliefs, then the

principal understood the needs, perceptions, and the core values. These are the questions Rebore

(2003) provided as discussion points for the principal.

1. How do people become aware of communication issues?

2. Given the diversity and pluralism that exist among people, how can they be engaged

in meaningful discourse about communication?

3. How can communication within diverse and pluralistic school communities be

integrated into curricular and co-curricular programs? (p. 137)

Isolation is the overarching problem in implementing discourse; it can be overcome only

through a theory of communication that involves the collective decision making of all

those who will be affected by an issue. Thus the role of communication in

contemporary society is to mediate and facilitate a framework within which people

can dialogue in a non-defensive manner. From this perspective, communication should

lead to influencing based on reason rather than coercion. Furthermore the reasoned

validity that people elucidate in discourse tends to transcend the present context and

sets the stage for future discourse. (Rebore, 2003, pp. 137-138)

Overall, in order for the principal to understand the perceptions and shared core values of

diverse populations, the principal must communicate effectively with the diverse populations.

Shared dialogue occurs when the diverse populations are invited to discuss matters and feel the

openness to do the same. When ideas and opinions were evident and representative of the school

community, diverse population members were provided a sense of initial comfort so they could

become even more active in the school community.

The way a principal develops this constant act of communication is through a series of

steps as stated by Moll, Amanti, Neff, and Gonzalez (1992), First, the principal must seek to

understand parents' hopes, concerns, and suggestions. Principals do this by conducting needs

assessments and surveys (in the parents' first language) of what parents expect of the school

community; establishing parent-teacher organizations or committees to work collaboratively for

the benefit of the students; and conducting home visits in which parents are able to speak freely

about their expectations and concerns for their children.

Secondly, the principal must keep parents apprised of services offered by the school by

sending weekly or monthly newsletters (in the home language) informing parents of school

activities; conducting monthly meetings at parents' homes or community centers to inform

parents of school activities; and hosting family nights at school to introduce parents to concepts

and ideas children are learning in their classes and to share interactive journals.

Finally, the principal must gain cross-cultural skills necessary for successful exchange

and collaboration by researching the cultural background of students' families; visiting local

community centers to find out about the cultural activities and beliefs of the students; touring

students' neighborhoods to identify local resources and "funds of knowledge” (Moll, Amanti,

Neff, and Gonzalez (1992), pp. 132-141).

Collaboration

More collaboration develops among the school and diverse population as the principal

works through establishing goals and understanding beliefs, perceptions and shared core values.

One researcher stated, "Communication within coalitions removes the major barriers that

interfere with people from diverse cultures working together. The best method to do this is

through understanding and practicing better communication" (http://ohioline.osu.edu/bc-

fact/0014.html, p. 4). Collaboration is developed while diverse populations are engaged in

communication with principals. Gaining personal and cultural respect for coalition members

from different cultures contributed to more frequent and effective working relationships among

those who have mutual interests (http://ohioline.osu.edu/bc-fact/0014.html, pp. 1-3). As diverse

populations meet with the principal to communicate perceptions and common shared values,

then information is filtered into the school by way of the classrooms. This provides the diverse

populations with evidence of the work they have committed to with the school. Rebore, (2003)

stated the following:

...organizations also are constantly changing because they are composed of people

who are constantly engaging by reason of their attitudes, beliefs, and values,

feelings and opinions. Because of both the ongoing changes within people and the

coming and going of people, a given school and school district will likely experience

a change in culture either in a relatively short time or over a longer period of time.

(p. 144)

Changes within the school were evident from the new information received through

dialogue with diverse populations. This shows communication has gone from just

communicative to collaborative because students will be involved in relevant lessons.

Teachers should use the students' home cultural experiences as a foundation upon which

to develop knowledge and skills. Content learned in this way is more significant to the

students and facilitates the transfer of what is learned in school to real-life situations.

(Padron, Waxman, and Rivera, 2002, p. 1)

http://ohioline.osu.edu/bc-fact/0014.html

Marzano, Waters, and McNulty (2005) provided steps related to teachers and principals

communicating in order to meet the needs of the school. In addition, The Education Alliance

(2006) provided information on how teachers assist in the collaboration efforts by allowing the

evidence provided from the meetings or coalitions to become a part of the classroom.

Teachers should develop a learning environment that is relevant to and reflective of

their students' social, cultural, and linguistic experiences. They act as guides,

mediators, consultants, instructors, and advocates for the students, helping to effectively

connect their culturally and community based knowledge to the classroom learning

experiences. (The Education Alliance, 2006, p. 7)

Teachers are a part of this process as the overall belief system is communicated by the

principal. These are some strategies teachers can employ within their classroom as stated by The

Education Alliance (2006).

1. Learn about students' culture

 Have students share artifacts from home that reflect their culture

 Have students write about traditions shared by their families

 Have students research different aspects of their culture 2. Utilize various resources in the students' communities

 Have members of the community speak to students on various subjects

 Ask members of the community to teach a lesson or give a demonstration (in their field of expertise) to the students

 Invite parents to the classroom to show students alternative ways of approaching a problem (e.g. in math: various ways of dividing numbers,

naming decimals, etc. (p.7)

During the school year principals collaborated with the diverse populations. Ongoing

conversations through the use of a coalition at the school can offered in order to maintain the

work needed. This can lead to the development of the communication plan template and

recommendations for principals. Ultimately, the recommendations provided are all hinged upon

the development of a communication plan. The communication plan is the template provided to

principals assisting in the development of coalitions and communication process to diverse

populations. When an organization adopts a plan, it communicates a cultural shift in clear

communication and organizational efforts around communication have become a priority (SPIN,

2005).

The SPIN (2005) project recommended a multi-phase process beginning with planning

through examination of current infrastructure, goals, identification of target audience, issue

identification, media analysis and evaluation (SPIN, 2005). Bagin and Gallagher (2008) offered a

detailed plan with multiple phases and steps beginning with planning, goal identification,

implementation, and evaluation (Bagin and Gallagher, 2008). This process determines

individual buildings and organizations identifying individual needs and goals. Thus a developed

coalition provides principals with the feedback needed to develop goals and have an established

plan of action.

This established plan of action is a product of the active communication stance taken by

the principal. In communicating the principal establishes time to learn the perceptions of the

diverse population, communication strategies needed to form coalitions, and the collaboration

that can as a result of the work within the coalitions. These strategies and resources provide

principals with immediate input about how to work with diverse populations, hearing their

voices, and better serving the needs of the students.

Conclusion

This section of the project provided foundational knowledge for leadership with diverse

populations and communication with diverse populations. The leadership with diverse

populations discussed the context of leadership as well as traits of effective leaders. Reasons for

leadership were discussed as well as leadership in organizations. The topic of diverse populations

was the last subsection of leadership and spoke directly to the project. Communication with

diverse populations was part of the foundational knowledge review. The communication section

included foundational knowledge regarding its importance in the principal’s role and extensive

information regarding perception. A subsection of the communication with diverse population

included foundational knowledge of methods and strategies researchers such as Moll, Amanti,

Neff, and Gonzalez (1992), Boethel (2003), and Rebore (2003). This foundational knowledge

serves as a basis for the discrepancy analysis discussed in Section Six.

SECTION 4: DESIGN AND IMPLEMENTATION

Introduction

This section entails a description of how the team identified the sites, described the

principal respondents, explained the instrumentation, and gave feedback regarding data

collection and data analysis. The sites included within this section were selected from the

Missouri Department of Elementary and Secondary Education (DESE) website,

http://www.dese.mo.gov. From the selection of the sites, the team identified the respondents for

this project. The interview protocol was developed by the team to gather information from the

principal respondents regarding diverse population. This interview protocol is discussed and an

explanation was given regarding the data collected and reviewed.

Sites

In this project, the team identified certain schools having a diverse population based upon

criteria as developed by the team. The criteria are explained in this section. A total of six sites,

all of which were elementary schools, met the standards of having a diverse population as

defined by the team. Within this project those sites are identified by letters A-F. Each site's

principal was selected and then interviewed based upon the diverse student population data

within the school. The information regarding the diverse school population was acquired from

the state's education department website, http://www.dese.mo.gov. Five of the six sites were

located within the St. Louis County school districts in the state of Missouri. Of the five sites

located in St. Louis County, four of the elementary schools were found in two school districts.

The remaining site was located within the City of St. Louis, Missouri.

http://www.dese.mo.gov/

Principal Respondents

The team designed a process, or interview protocol, to interview principals at their

respective school sites. In deciding which principals would be respondents in this project, the

team examined how diversity resided in schools and districts throughout the state of Missouri. In

this project, principal respondents were selected based upon the student demographic

information within the school. When looking at the student demographic information found on

the Missouri Department of Elementary and Secondary Education’s website, www.dese.mo.gov,

the team initially reviewed all districts with diverse populations. According to the Minnesota

Department of Human Resources (2010, p. 1), the team considered a school to have a diverse

population if it had distinct groups including, but not limited to, racial and ethnic minorities,

persons of color, American Indians, gay, lesbian, bisexual, and transgender cultures, deaf culture,

disabilities culture, economic class cultures, and immigrants. When researching school districts

for this project, the most prevalent information found of the school districts was data related to

the racial minorities including American Indians and persons of color.

Since the goal of the project was to capture the principal’s perspective on communication

with diverse populations, the team decided to narrow the search from districts to schools after

reviewing Missouri’s DESE website (DESE). The team found eight districts with diverse student

populations. The team reviewed the eight districts and found there were seven schools within

those districts with the predetermined requirements as established by the team. Of the seven

sites, six were elementary schools. Therefore, the team decided to place emphasis on the

elementary schools as the focus for the project. The team provided a demographic breakdown of

each of the sites meeting the desired diverse student populations (see Appendixes A-F). To meet

the demographic requirement, the student minority population of each school had to total at least

http://www.dese.mo.gov/

50% and the rest of the population had to maintain no more than 50% of one diverse group.

Each of the sites selected were within the St. Louis metropolitan area. As previously mentioned,

demographic information was attained through the 2009 Missouri Department of Elementary and

Secondary Education Annual Report of School Data. The following racial groups were

represented in the report: Asian, Black, Hispanic, Indian and White. Further delineation by race

was not categorized by Missouri's DESE. Total population of each site ranged between 324-563

students. The overall description of each site was as follows:

Site A: Total enrollment 374, Asian 9.4%, Black 35.8%, Hispanic 4.5%, Indian .3%, and

White 50%. The principal at site A was an African American male and had been the principal in

the building for three years. He had seven years of previous administrative experience as an

assistant principal in two elementary schools within a 50 mile radius of his current building. At

the time of the interview, the principal did not have an assistant principal.

Site B: Total enrollment 563, Asian 5.2%, Black 34.8%, Hispanic 11.9%, Indian 0.4%,

and White 47.8%. The principal at site B was a Caucasian male and was in his fifth year as

principal. He had been an assistant principal for three years prior to the becoming principal of

this site, and prior he was director of special education. All of his administrative experiences

were within the same school district. In addition, this site had a male assistant principal.

Site C: Total enrollment 335, Asian 4.8%, Black 46.9%, Hispanic 5.1%, Indian 0.6% and

White 42.7%. The principal at this site was a Caucasian female and was currently in her fourth

year at this school. She had previous teaching and assistant principal experience for

approximately 10 years in a neighboring district. She did not have an assistant principal.

Site D: Total enrollment 471, Asian 6.4%, Black 32.1%, Hispanic 12.3%, Indian 0.4%

and White 48.8%. The principal at this site was a Caucasian female and had been the principal

for two years. She had been in the district for 13 years and had 14 years of administrative

experience. In addition, this site did have a female assistant principal.

Site E: Total enrollment 350, Asian 4%, Black 49.7%, Hispanic .9%, Indian .3% and

White 45.1%. The principal at this site was an African American female. She was in her second

year as principal of the building. Previously, she had been a principal in a neighboring district

for three years and prior to that position, she had been the Instructional Coordinator/Coach at the

same site Therefore, she had returned to the district as principal after three years in another

district. This site did not have an assistant principal.

Site F: Total enrollment 324, Asian 2.8%, Black 26.5%, Hispanic 5.2%, Indian 0% and

White 65.4. The principal was a Caucasian male and was in his fourth year as principal.

Previously, he had been an interim Director of Staff Development. Before that position, he was

seventh grade science teacher. In addition, this site had a female assistant principal.

Following, there are two charts providing student and principal demographics about the

sites within the project. The first chart (Figure 1.1) provides a bar graph showing the number of

students per race found at each school site. The numbers of students per race as recorded within

the http://dese.mo.gov/ website (see Appendixes A-F) are illustrated in Figure 1.1. The second

chart (Figure 1.2) provides information about the principal at each school site.

http://dese.mo.gov/

Site Demographic Data 2010 (race of students)

Figure 1.1: Site Demographic of Data 2010 (race of students)

Principal Respondent Demographic Information

2010 Race of

Principal

Gender of

Principal

Years as

Principal

Experience

Site A AA M 3 AP

Site B C M 5 AP, Director

Site C C F 4 AP, Teacher

Site D C F 2 AP

Site E

Site F

Principal, IC

Director,

Teacher

Figure 1.2 Principal Demographic Information (Principals)

100

150

200

250

300

Asian Black Hispanic Indian White

Site A

Site B

Site C

Site D

Site E

Site F

Figure 1.2 Key

Figure 1.2: Principal Demographic Information

Instrumentation

In order to establish questions for the interview protocol, the team reviewed the

foundational knowledge. After review of the foundational knowledge, the team decided to

formulate questions which would answer how principals described both their leadership and

communication skills. The team listed questions found in the foundational knowledge of

literature and ideas of the team. The team discussed each question and determined which

questions would provide the responses needed for the project. Initially, the team settled on 30

questions. Those questions were then divided into four sections. The four sections were:

leadership style, school community, diverse populations, and communicating with the diverse

populations. The team sought feedback from two current school principals, in order to gather

more information about the interview questions as well as to ensure the right questions were

being asked to provide the team with the necessary information about each school. After

questions were reviewed by individual principals, the team e-mailed the revised questions to four

educational professionals who had previously agreed to serve as expert panelist. The expert

panel selected consisted of the following educational professionals:

1. Dr. Lavern Scotty Scott, Associate Professor at Saint. Louis University in the Department

of Educational Leadership and Higher Education. Dr. Scott has 19 years of experience in

the public school setting, 14 of which were in school administration. While a principal,

Dr. Scott initiated the I/D/E/A School Improvement Program and in 1987, Dr. Scott

AA--African American F--Female AP--Assistant Principal

C--Caucasian M--Male IC--Instructional Coach

became the director of the St. Louis Principals’ Academy, a division of the Cooperating

Schools District (CSD). In 1997, Dr. Scott joined the faculty at Saint Louis University as

an Associate Professor. Dr. Scott’s research and teaching focus was in the area of the

principalship, staff development, and school improvement. As well, Dr. Scott continues

to work as an educational consultant and completed a three-year term on the Board of

Directors of the National Staff Development Council

(http://www.slu.edu/Documents/public_service/Scott_CV.pdf).

2. Joylynn Wilson, Superintendent of the University City School District in University City,

Missouri. Joylynn Wilson has 33 years of educational experience. Wilson has been an

administrator in the University City School District for 12 years. She has been the

superintendent of University City School District for approximately 12 years

(http://www.projectappleseed.org/ucitywilson.html).

3. Cindy Gibson, Director of Communications, Ritenour School District, in St. Louis

County, Missouri. Cindy Gibson, who has worked for Ritenour for 20 years, is an active

member of National School Public Relations Association (NSPRA) and the Missouri

School Public Relations Association (MoSPRA). She was awarded with the

Accreditation in Public Relations honor in 2007 based upon her professional judgment,

broad knowledge, and strategic perspective.

(http://www.boarddocs.com/mo/rsdmo/Board.nsf/8558692858cc397685256e7400431d47

/0d005cac88787188852572f90075ad74/$FILE/Regular%20Meeting%20Minutes%2006

%2014%202007.pdf).

http://www.slu.edu/Documents/public_service/Scott_CV.pdf

http://www.projectappleseed.org/ucitywilson.html

http://www.boarddocs.com/mo/rsdmo/Board.nsf/8558692858cc397685256e7400431d47/0d005cac88787188852572f90075ad74/$FILE/Regular%20Meeting%20Minutes%2006%2014%202007.pdf

4. Dr. Janice Barclay, educational consultant and Harvard professor, in Boston,

Massachusetts. Dr. Barclay is an Adjunct Lecturer/Internship Coordinator at Harvard

University. Her past experience includes a position of Professor at University of District

of Columbia and former principal and superintendent positions. She is currently a

consultant for numerous school districts across the nation. She has an Ed.D. from

Harvard University with a concentration in urban superintendency.

(http://www.gse.harvard.edu/academics/doctorate/edd/usp/faculty/janice_barclay.html).

The expert panel agreed to review the interview questions and each member gave the

team specific feedback causing the team to delete, rephrase, and combine several of the initial

questions. The initial four sections were combined into two sections: leadership for diverse

populations and communicating with diverse populations. Based upon the feedback from the

expert panel, further review was given to the interview questions to ensure alignment within the

two sections. Using the principal feedback, the team revised and reduced the number of

questions from 30 to14. The team evenly split the questions so each section contained seven

questions. The final version of the interview protocol was created and submitted to the advisor

of this project for approval (see Appendix G).

Upon approval from the advisor, the interview protocol was submitted to Saint Louis

University’s Institutional Review Board (IRB). Final approval was received from the IRB, so

the team proceeded with the scheduling and conducting of interviews. The team decided to send

each principal a written explanation of the interview process. This document was labeled

Research Study Consent Form (see Appendix H). A portion of the interview protocol was the

permission to proceed with the interview and was obtained by each principal after review of the

Recruitment Statement for Research Participation (see Appendix G). The team wanted to

http://www.gse.harvard.edu/academics/doctorate/edd/usp/faculty/janice_barclay.html

conduct each interview in a similar way. The interview protocol was the sole document used

during the interviews to guide the conversation. The team members decided ahead of time which

interview questions she would ask during the interview. Scheduling was established with each

principal to decide a time best for the principals.

Data Collection

Six elementary principals were interviewed by the team utilizing the interview protocol.

The team developed interview questions for principals at the six selected schools in order to

answer the problem statement given. The team asked elementary principals (1) about their

leadership styles in general and then specific to diverse populations, and (2) what strategies they

used to communicate with diverse populations (see Appendix G for interview protocol). Under

the category of leadership the following questions were asked:

1. How long have you been the principal at this school?

2. Describe the attributes of your leadership style that have enhanced your effectiveness at your school.

3. Research shows effective communication is a vital part to the effectiveness of the principal. Do you agree? If so, why?

4. How might your parents, students, and teachers describe you as the building leader?

5. Do you use questionnaires or other survey tools, such as focus groups, surveys, or committees, to determine how parents perceive the school? Please give examples.

6. How would you describe the demographic make-up of your student population? Include percentages.

7. What methods do you use to identify the demographic make-up of your student body?

Under the heading of communication, the following questions were asked:

1. How would you describe the techniques you use or opportunities that you provide to the racially diverse populations with an equal voice? Please explain.

2. How do you communicate with your parents and other stake holders of diverse populations?

3. Are there any other common sources of communication other than email, telephone alerts, focus groups, and committees that have proven to be more effective in

communicating with the diverse populations? Please list and explain.

4. Do you believe the techniques used are meeting the needs of you as the principal? If so, describe the sources of communication that are more beneficial to your needs as the

principal.

5. What is the greatest challenge in communicating with the parents of diverse populations?

6. Have you met your communication goals with parents of diverse populations? If not, what is your plan of action?

7. Do you have any additional thoughts regarding building principal leadership and communication with diverse populations?

The team went to each principal’s school and asked the questions from the interview

protocol. The team predetermined the questions each team member was responsible to ask.

During the interview, each team member asked their assigned questions. Principals gave

responses that were immediately documented in writing and recorded using an audio recorder. If

there were points needing to be clarified, the team asked a follow-up question. The interview

was conducted in a conversational manner, where principals were given time to elaborate, clarify

points, and talk about their experiences. The team provided the principals with immediate

feedback regarding the needs of the individual requests. Each interview took approximately 30

minutes to an hour. The length of the interview was dependent upon the information provided

by the principal. The team found some principals to be more inquisitive and therefore, they

talked for longer periods of time. Other principals stated their responses in a factual manner,

providing very little descriptors. In both scenarios, principals answered questions in full;

however, some of the principal respondents shared more extraneous information as well.

At the conclusion of the interview, the team gathered the written notes and comments

collected individually. Each team member summarized the notes and comments made by each

principal. The team took the audio tapes transcribed and summarized each principal's

comments. Those summaries were saved under each principal's respondent’s code, per the IRB.

All interview respondents received a personal note of thanks from the team. The interview

protocol summaries were compiled and saved in order to complete the qualitative analysis for

this project. Upon completion of the qualitative analysis, all of the notes taken by the team and

audio tapes were destroyed.

Data Analysis

Upon completion of the interviews, the team began the data analysis process. The team

utilized the qualitative analysis process based on the data collected. The first step in the

qualitative analysis process was to gather all responses for each question. In order to compile

responses from the principals, the analysis instrument utilized was the interview protocol. The

team listed each principal response under each question. Keeping in mind the qualitative nature

of the project, the team ensured all responses were noted and accurately stated. Two lists were

then created which listed the summarized interview answers. An overall summary was given for

each question based upon the responses.

Secondly, the team organized the responses into common themes found in each question.

Words and/or phrases were first highlighted and then pulled from the responses in order to find

those common themes. The team found three overall ideas directly related to the individual

responses from the words and phrases Once those common themes were identified, the team

began to try to find strands. Strands were prevailing thoughts common throughout the themes.

The final step in this process was identification of the strands resulting from the themes.

Strands were the ideas from the themes consistently found within the responses from the

questions. The strands were placed into columns as they appeared during the analysis. The team

noticed there was at least one strand or underlying thought found in the responses within each

theme. Those strands were attached to the themes to which they related the most. The team

created a table in order to best identify emergent and strands for discussion in Section Five (see

Figure 1.3 Themes).

Conclusion

In this section, the team described the research project design and implementation. The

section started with a description of the sites involved in the research project, and included

descriptions of the principal respondents and discussion of the instrumentation. The team further

described the data collection plan and the data analysis plan. Both the data collection and data

analysis sections discussed how the team utilized the findings to compare the principal’s

responses with the foundational knowledge review.

SECTION 5: FINDINGS

Introduction

After interviewing the principal respondents, the team analyzed the data collected during

each interview. This was done in a two-phase process. The first phase consisted of the team

reading the six interviews and identifying the major themes. The team read the interview data a

second time to color code emerging themes. Following the coding of emerging themes, the

strands of themes were identified as part of the second phase. Strands were concepts identified

based upon the frequency with which they were mentioned in the interview. The second part of

phase two involved re-reading the principal interviews to identify aforementioned theme and

strand interaction.

Data Analysis Process

The team used a qualitative analysis process to analyze the principal interviews. The data

analysis was done in a two-phase process. The first phase of the qualitative analysis was the

identification of emerging themes. This phase included several steps. The first step required the

team to read all six principal interviews. Each team member made notes in the margins of the

transcripts to identify themes emerging from the interviews. In the second step, the team

discussed the notes and themes, then reached consensus on the emerging themes. In the third

step, interviews were read again for each identified emergent theme. During the third step, each

theme was assigned a different color. As the team read the principal’s statements again, words

and phrases were highlighted in the same color as the emerging themes. This made it easy for

the team to literally see the emerging themes coming from the answers of each principal.

The second phase of the qualitative analysis was the identification of the strands of

related concepts in the themes. Strands were concepts identified based upon the frequency with

which they were mentioned in the interview. In the second step of phase two, the team reread the

interview responses in order to reach consensus on which strands were prevalent across the

themes and were interactive.

The themes and strands created a cyclical interaction and are themes which were mentioned

together during the interviews or were described by the principals as influencing each other.

During each of the readings, the text was coded to indicate statements related to the theme and

strand interaction.

Emergent Themes

The first phase in the qualitative analysis process consisted of the team reading the six

interviews and identifying emerging themes. In the second step, the team discussed the noted

themes and reached a consensus on the identified emerging themes. In the third step, interviews

were read again for each emergent theme. During each reading, the text was color coded for

statements related to the particular theme. The emerging themes were sequenced by the power

of each theme. The power of each theme was identified by the frequency in which the emerging

themes were mentioned during the interviews.

The three emergent themes from the principal interviews were relationships,

communication, and collaboration (see Figure 1.3). These three themes emerged from the

qualitative analysis in the leadership with diverse populations and communication with diverse

populations. A strand that was cross categorical to all themes was the concept of perception.

However, the strands of perception and diverse populations were most frequent in the theme of

communication. The three themes were cyclical in nature in that each played a role in the

execution of the other themes. Figure 1.3 is a graphic illustrating the three emergent themes and

the two strands within the communication theme (see Figure 1.3 at the end of Section Five).

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Relationships as an Emergent Theme

The questions of leadership and communication with diverse populations asked principals

to describe the attributes of leadership enhancing school performance. All principals directly

discussed relationship factors such as receptiveness, good listening skills, and respect. The

respondents made such comments as:

“Relationship with staff and being able to move them quickly is important”.

"Committing more time to talk with each other and the administrator to develop the way

we will operate”.

“Transformational leadership because it depends on the school environment as it focuses

on change, communication, flexibility, diversity, celebrations and relationships”.

“Flexible but stern, open to anything that helps kids; some things negotiable for teacher

buy-in but built around relationships with everyone”.

We are still building critical mass…..All populations are not representative for those

gatherings and connections not always made except for PTO. We want to create a more

inviting atmosphere. We are okay with the concern, but have to work to solve the

problem. Let all groups know that they are valued.

The importance of building relationships was discussed by all principals. Their answers

varied in approach or method to creating and developing relationships with stakeholders. Some

of the respondent’s comments were:

“Face to face is most effective with all populations. Able to keep parents from avoiding

conflict by going to them, but don’t make it personal. Instead, keep the focus on the kids.

It takes time to build relationships”.

“Relationships are important. The principal does recess and café duty and in classroom

twice daily but must be visible, approachable, consistent”.

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Perception as a Strand in the Theme of Relationships

In regard to relationships, the principals all spoke of wanting to create a realistic picture

for stakeholders as opposed to what was perceived to be true. The principals spoke to the

challenge of harsh perceptions some parents possessed due to the parent’s own school

experiences as children. Parents of current students may not have had positive experience as

students. Due to past negative experiences of some parents, the principals were faced with trying

to rectify a situation without really understanding the underlying problem. Principals worked

through their existing knowledge base of communication methods to create new positive

experiences for these parents. However, principals could not always do so because of some

parent’s inability to differentiate between perceptions and current school realities. Parent’s

personal experiences were often the driving forces behind their behavior and reactions to the

school’s position. The parent’s perceptions may have been negative and/or positive. Either way,

principals were often found sorting through conversations with parents in order to determine the

preconceived notions that were the primary concern. The challenge of monitoring and

evaluating perception in regard to messages sent and received was described by one principal

respondent in the following comment:

Yes, sometimes I am surprised at how messages are received. I prefer face to face

meetings, principal bulletins, morning announcements, but I am not sure how effective

the messages are. Better way to measure how messages are being received is something I

am looking for. Yes, sometimes I am surprised when you think you’ve communicated

and message is misread.

The aforementioned quote is an example of the common misconception in parent

perception and principal communication.

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Communication as an Emergent Theme

The second overall theme determined by the team was communication. Within the theme

of communication, the challenge to communicate with all stakeholders was discussed. Principals

stated it was a continual challenge to get the same messages to all parents even when utilizing

several modes of communication. Face-to-face communication was seen as the most beneficial.

Being visible in the school and community was another way principals stated they stayed in

communication with stakeholders. Mobility of families due to economic changes was a

continual challenge in keeping databases current. Family dynamics such as children living in

two different households increased communication problems as at times only one parent might

receive communication and the other parent then felt out of the communication cycle.

Respondents had the below comments regarding communication:

Face to face communication is most effective with all populations. Making myself

available to meet and phone conversations with a follow up are important. Check in to

see how things are going with a positive approach. Key people make continuous contact.

“We are taking back the communication to families from the PTO. Updates are

given twice monthly and once monthly from the PTO”.

Clear definition of effective communication is the question. Assumptions, paraphrase or

probing not enough to say what it looks and sounds like beyond the surface. Educators

are verbal, but rarely do we value think time; need to create a space that is not

overwhelming …clearly effective communication is about a) question clarity, and b) truly

know what effective communication typical vs. deep.

The principals noted it was important for all staff to establish and continue conversations

with stakeholders. Communication had to be a school wide effort and the principal could not

accomplish it alone. When communicating to the school community, the principals spoke in a

direct way, so as not to leave any information open to interpretation. A common goal among the

principals was to communicate with all parties and to provide a variety of outlets for the school’s

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constituents in order to reach them and impart the information pertinent to the relationship. One

principal said this about communication:

Networking is what it is about. Being visible and having the face to face conversation is

the most important. Face to face conversation and making

myself available to follow-up with phone conversations as this is the most effective mode

of communication with all populations.

Regarding communication, the sender of the information must speak in a way where words are

not perceived as anything other than the true/initial message. The principals spoke to the

insurance of communicating a message through varied means of communication. Principals

made home visits, rode school bus routes, provided transportation to the school for parents, and

changed venues of school events to better meet the needs of the parents. All of these efforts

were attempts to ensure the principal clearly communicated a message of a shared partnership.

Home visits, bus route rides, and changes of venue were actions taken by principals in order to

create opportunities for relationship building between parents and principals.

Principals stated communication of a common vision was critical to school success as it

provided direction and focus for the school community. Relationships with stakeholders

centered on clear communication of unified vision. Principals attempted to accomplish

communication of a unified vision in focus groups, advisory groups, newsletters, emails and

open houses. Principals focused primarily on the concept of communication as a way to not only

provide information to parents but also to acknowledged that two way communication was the

way to truly develop relationships and understand diverse populations. Some of the comments

from respondents supported this claim by saying:

There are issues with PTO (Parent Teacher Organizations) having functions with only

one subgroup attending. Encouraging all parents to attend monthly PTO meetings is

important. Use different communication devices to invite the diverse populations as well

as personal invitations to get their participation. We have taken events off of the school

sites to apartment sites.

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“Surveys, interest inventories, building/district surveys about staff, administration and

curriculum, kids are rewarded with the return of the survey with a treat.”

Principals made many attempts to involve all parents and specifically diverse parents in

two way communication through the use of Parents Addressing Culture in Education (PACE),

Parent Teacher Organization (PTO), diversity committees, and home visits. However, principals

indicated two-way communication still did not occur with all parents. In many instances, the

success in communicating basic information about schedules, holidays, and meetings was their

highest accomplishment. Each principal stated they were interested in adding to their knowledge

base regarding communication in general and communication with diverse populations in

specific. Upon analysis of the qualitative data, the team discovered the principals did not have

clear goals regarding communication with diverse populations. Principals were also lacking

activities designated to engage with their diverse populations in order to improve the

relationships and lines of communication. Principal respondents made the following comments

about communication and meeting communication goals:

“I am interested in ideas for improvement. We do not have a communications plan, but

this may be a good thing to have or aspire to. If we have a plan, then we could become more

effective.”

“We do not have goals.”

“Not sure. I have not set goals. I think there are some added methods and I am curious as

to what works."

Evening events are not representative. I see this as maybe we have not met our goals.

We want to send positive messages and would love ideas. Parents that live in the

community talk and they want someone to know their kid.

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Perception as a Strand in the Theme of Communication

Within the theme of communication, the team found two strands of themes most prevalent to the

principals. The two strands identified were perception and diverse populations. During the

interview analysis, perception was mentioned 15 times through the course of six principals

answering 14 questions, thus it was considered a strand. When principals were asked how

parents, students, and teachers described them as a building leader, all principals stated it was a

matter of perception. Parents, students, and teachers all viewed the principal’s leadership based

on the individual’s assumptions and frame of experiences. Principals stated: “The key is in the

‘eye of the beholder’”.

Having a clear picture of what the work looks like and sounds like. We have a

perception in the community of being a good school….Perception here is happy, but

when we look at the data, it is evident we were accepting mediocrity.

“Be open-minded and look at things from multiple perspectives…..”

“Must examine parent’s perception of progress in regard to actual progress”.

“We are digging into the mental models they have (parents, teachers)”.

The principals stated perception was important to the work of communication as each

principal wanted to ensure the message was effectively sent and not left to interpretation. This

challenge caused the principals to consistently mention the discrepancy of communicating based

upon the parent’s perception versus reality. Perception was the frame or mindset a parent may

have had or past experiences from which the parent drew when discussing current educational

and/or behavioral concerns with a principal. One of the principals stated, “It is about the

message and history that parents have with schools and not about the medium. Positive parent

messages do interpret differently when parents have had negative experiences so the message is

interpreted from their frame.” A person may only be able to view a situation through the lens of

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personal experiences, and therefore, varied perspectives were not always considered. The

perceptions of parents challenged principals during conversations as the parent’s perceptions

were not always shared with the principal. So it took the principal time to discover and then

address the educational concerns. One of the principals commented by saying:

We have a perception in the community of being a good school. We are trying to push

past adults’ soft shooting and the undercurrents of negativity. As a principal being clear

and a part of a healthy community, living what we say and knowing what reality is.

The principals spoke of the challenge of harsh perceptions some parents had due to past

personal school experiences. Parents of current students may not have had positive experience as

students. Due to past negative experiences of some parents, the principals were faced with trying

to rectify a situation without really understanding the underlying problem. Principals worked to

create new positive experiences for these parents, but could not always do so because of some

parent’s inability to differentiate between parent’s perceptions and current school realities.

Parent’s personal experiences were often the driving forces behind their behavior and reactions

to the school’s position. The parent’s perceptions may have been negative or positive. Either

way, principals were often found sorting through conversations with parents in order to

determine the preconceived notions that were the primary concern.

When learning how to become an effective communicator, one learns there is much more

involved than simply speaking clearly. The sender of the information must speak in such a way

that words are not to be perceived as anything other than the true/initial message. The principals

spoke to the insurance of communicating a message through varied means of communication.

Principals made home visits, rode school bus routes, provided transportation to the school for

parents, and changed venues of school events to better meet the needs of the parents. All of

these were attempts to ensure the principal clearly communicated a message of a shared

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partnership. One principal stated, “Getting them to understand the school and teachers’

perspective is essential. Understand the parent’s perspective and help them to see we have the

same goals. The child’s best interest is the goal even if the parents’ experience may have been

negative”.

This challenge caused the principals to consistently describe the discrepancy of

communicating based upon the parent’s perception versus the reality of the situation. Perception

was the frame or mindset a parent may have had or past experiences from which the parent drew

when discussing current educational and/or behavioral concerns with a principal.

Diverse Populations as a Strand in the Theme of Communication

The team recognized there were two themes involved during the analysis of theme

interaction (see Figure 1.3). The first interaction was between communication and perception.

The second interaction was between communication and diverse populations. Diverse

populations were a prevalent thought because each of the principals worked with students of

diverse populations. The theme of diversity was mentioned eight times in the six principal’s

responses in 14 questions. As previously mentioned, existence of a diverse population based on

the team’s criteria was a stipulation for selection of interviewees. The principals spoke about the

diverse populations in their building and how their communication process operated within that

community.

The principals stressed the importance of learning about the diverse population in order to

best understand how to meet their needs. How they communicated this message was very

important when establishing lines of communication and relationships. The diversity of the

parent population was important when considering how to communicate with the parents.

Principals used a variety of methods to identify diverse populations within their schools. Some

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indicated they used Missouri School Improvement Program (MSIP) questionnaires, Department

of Elementary and Secondary data, district data or enrollment program databases such as

PowerSchool and Enrollment-Student Information Systems (SIS). All principals noted the

identification of diversity originated in how the parent enrolled and identified their child. At

times, the principals did not work with basic data that was clear. An example was in a principal

respondent’s comment, “Many parents chose ‘other’ rather than ‘bi-racial’ or ‘mixed’.”

In addition to working to overcome the perceptions embedded in the communication

process, there were additional obstacles in communicating with diverse populations. The

principals stated they had to remind themselves these perceptions held by members of diverse

populations were actual feelings. The principals also stated it was important to not pass

judgment and constantly check assumptions and their individual mental models. One principal

stated, “It is okay to say ‘help me better understand’. The wording and approach is critical,

bulleted items to help keep the perspective during the conversation, this is critical in being

reflective.”

During the interview, the principals were asked how the stakeholders within the school

community perceived the leadership in the building. Each principal said the perception of the

principal was dependent upon the audience. In the progression of the interview it was this

question that drew a pause or moment of silence from the principals. All but one began with the

statement of, “I do not know.” Principals discussed perceptions and how they varied dependent

on the day. It seemed the principals were in tune with how varied the opinions or perceptions of

them from others waivered based upon their actions. “I am unsure. It depends. I do not know,”

were statements made by principals. After deliberation and determining there were differences

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based upon their administrative actions, they were able to settle on descriptors most accurate for

most of the school community.

The principals stressed the importance of learning about the diverse population in order to

best understand how to meet their needs. How they communicated this message was very

important when establishing lines of communication and the relationships. The population was

important when considering how to communicate with diverse populations.

There were some clear messages sent to the team from the principals about

communicating with diverse populations. Those messages were as follows:

1. When principals discussed communication they indicated they were not aware of

many options.

2. As principals, they were all looking for ways to improve their communication skills.

3. Several of the principals stated they were making progress and continued to look for

ways to enhance communication with all stakeholder groups.

4. Several principals indicated they were continuously challenged with such issues as

disconnected telephone numbers, extreme mobility of families, difficulty in

understanding perspective, recognizing varied frames diverse populations possessed, and

the lack of school involvement.

With these challenges in mind, the principals solicited assistance to better communicate

with diverse populations. Involvement of the teaching staff was mentioned by the principals

because it was imperative for teachers to build bonds with diverse populations as well. If teacher

efforts did not occur, it was stated the principal’s efforts were small. The principal’s efforts

ranged from a monthly principal-parent coffees, open door policies, immediate feedback,

development of a parent group specifically for diverse parents, involvement of parents in

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leadership teams, surveys, and being visible on a daily basis in the building and community.

Even with these efforts to improve communication with diverse populations, the principals stated

they struggled in knowing how to communicate with diverse populations and they felt

challenged to get all stakeholders involved in the school community. If principals were engaged

in a variety of methods to communicate with diverse populations and still achieved very little

results, then possibly there were other factors that contributed to the break down in follow

through communication from the diverse populations.

Collaboration as an Emergent Theme

The final overall theme found from the interviews conducted was collaboration. Within

this theme, each principal spoke of collaboration as an essential element found within their

leadership. The goal of each principal was to ensure collaboration could be found throughout the

work completed for the benefit of the students within the school. “It is hard to shift teachers into

a mode of collaboration,” one principal stated.

Principals stated they found the process of developing a shared understanding with

teachers, community, and parents within a collaborative, relationship-based culture to be a

difficult process. One principal discussed the need to be a transformational leader. The principal

stated being a transformational leader meant being the leader one’s school environment truly

needed. “As a building principal, I may see things that the staff does not and then have to enter

into a servant style in order to change the culture you are working on by just offering support.

Transformational Leadership depends upon the school environment and structures that are in

place.”

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Perception as a Strand in Collaboration Theme

During the interviews, the principals stated even though their goal was to be

collaborative, the perception of teachers and parents about the true definition of collaboration

may have differed. For example, one principal stated he promoted collaboration within the

school, but teachers may have seen the message of collaboration as evaluative thus some were

less willing to share. Again, the perception in the school community may have been contrary to

the principal’s intended goal of collaboration. This miscommunication led to an additional

obstacle for principals. Principals had to work through teacher perceptions in order to acquire

true collaboration from the teaching staff. One principal explained: “We have been successful in

creating a community feeling within the school working with teachers to collaborate is an

additional effort.” The table below, Figure 1.3 illustrates the strands found throughout the

themes by the team.

Themes

Theme 1: Relationships Theme 2: Communication Theme 3: Collaboration

Perception Perception Perception

Diverse Populations

Figure 1.3 Themes

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Conclusion

The team analyzed data collected during the principal interview process. Using data

analysis, the team then identified concepts as emergent themes in leadership and communication

with diverse populations. These three themes of relationships, communication, and collaboration

were all discussed by the principals. The strands of perception and diverse populations emerged

as interrelated themes in communication. While perception emerged as a strand across all three

themes, perception and diverse populations were most frequently found in the theme of

communication. The interrelated strands of perception and diverse populations were found

specifically in the emergent theme of communication. However, all of the themes were

dependent and interrelated on one another. Each principal acknowledged all themes were

imperative and were hinged upon perception and the diverse population. The principals in this

project were interested in developing a plan or process to address goals in the three themes to

better serve the school community. Principals noted the importance of relationships,

communication, and collaboration; however, none of the principals had goals or a

communication plan. All principals welcomed the opportunity to add methods and strategies to

their knowledge base regarding leadership and communication with all populations and

specifically with diverse populations.

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SECTION 6: OVERALL ANALYSIS

Introduction

The team analyzed data collected from the principal respondent interviews and

foundational knowledge regarding effective leadership and effective communication with diverse

populations. Themes and strands were documented from this analysis. The overall themes and

strands were gathered from the responses of the principals. In addition, data revealed

discrepancies between the respondents reported practices and the foundational knowledge base

best practices. The team utilized the data to conduct a discrepancy analysis and answer the

project's guiding questions.

Discrepancy Analysis

The identified data the team collected from principal respondent from interviews were

utilized as a part of the discrepancy analysis. When the principal responses were compared to the

foundational knowledge, discrepancies were revealed within the themes and strands identified by

the team (see Figure 1.4). Even though respondents stated communication with diverse

populations was important, the following discrepancies were indicated:

1. Principal respondents had not established relationships in order to learn perceptions and core

values shared among the school population.

2. Principal respondents had not communicated, let alone, established goals for communication.

3. Principal respondents had not collaborated with the community throughout the school year.

Either the communication methods used by the principals were the same from year to year, or

they were never formally established. Therefore, principals interviewed in this project requested

support in order to better communicate with diverse populations.

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Figure 1.4 Discrepancy Analyses

Therefore, the team’s overall first steps were to complete the following:

1. Answer the guiding questions as prescribed in Section One of this project.

2. Provide specific foundational knowledge based practices assisting in analyzing data.

The discrepancy found between the responses of the principal respondents and the foundational

knowledge in communicating with diverse populations was not being implemented by the

principals. Although the principals wanted to communicate and interact with diverse

populations, none had a plan of action or were performing any tasks to remedy the problem.

1. Relationships were important with parents and have to consider multiple perspectives

2. Communication with parents in dealing with perceptions were found

within diverse school populations

3. Collaboration possessed varied

perspectives with parents and even within the

school

1. Boethel (2003) stated, "The key is to change

circumstances that prevent involvement and initiate actions to promote

engagement".

2. Bagin and Gallagher (2001) stated, "...a

message is more likely to stimulate a favorable

response if the content of it relates clearly to group

values and beliefs

3. Boethel (2003) recommended, "schools

engage in...strategies that were common in

programs that addressed student and family needs

related to diversity".

Field Based Knowledge Foundational Knowledge

Both

agree to

consider

the view

parents.

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Relationships

When establishing relationships, principals needed to be engaged in purposeful actions in

order to meet the communication needs of the diverse population. The common statement

existed between the foundational knowledge and principal respondents that stated perceptions

should be considered the work of the principal. (see Figure 1.4) However, there was little action

provided from the principal respondents in addressing perceptions to accomplish the work

needed for to establish with diverse populations.

Principals would find the value of working with coalitions, according to the Ohio State

Fact Sheet: Working with Diverse Cultures (2000). The coalitions, as discussed in the

foundational knowledge, were composed of the diverse populations within a school. This

coalition assisted in representing the community, celebrating cultural contributions, and

encouraging positive interactions at a minimum.

When analyzing the field based knowledge or principal’s responses, the team noted no

coalitions had been established. Principals stated openly they had not provided the diverse

communities with opportunities to discuss school issues or matters. Developing a coalition

would assist in the process of strengthening the relationship between the school and the diverse

populations.

For example, by identifying the needs of the coalition, the principal has opened dialogue

with diverse populations. This opportunity provides diverse populations with opportunities to

state who they are and their beliefs. Through this learning process, diverse populations learned

more of the school and each other. Undoubtedly, having the coalition representative of the

school community was essential.

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Communication

Through the work of developing coalitions, principals can begin the work of establishing

communication goals for the school regarding the needs of diverse populations. In addition to

the established goals for the school community, the principal can establish personal goals for

communicating with diverse populations. Principal goals can be similar to understanding and

analyzing the culture of the school community, celebrating cultural diversity within the school,

and encouraging positive interactions with diverse populations.

The principal can position himself to better serve the entire school community when

goals are clear and established in a learning environment about diverse populations. Singleton

and Linton (2006) stated, "the principal is the guiding force behind equity efforts in a school"

(pp. 225-227). In addition, as stated in foundational knowledge, Sosik and Dionne (1997)

discussed the leader's ability to stimulate change within an organization. This work was a part of

the process as the principal eliminated structures and routines working against change, thereby

having created a shared vision and sense of urgency to capture the diversity within the school

(pp. 447-462).

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Collaboration

Collaboration was developed as the principal maintained open lines of communication

with diverse populations. Gaining personal and cultural respect for coalition members from

different cultures contributed to more frequent and effective working relationships among those

who have mutual interests (Ohio Fact Sheet, pp. 1-3).

When collaboration occurs, it filters into the classroom. As the diverse populations met

with the principal to communicate perceptions and common shared values, then this information

filters into the school. This provides the diverse populations with evidence of the work they

committed to the school. This process should become cyclical in nature. As stated by Rebore

(2003) in the foundational knowledge, “ongoing changes with people and organizations will

occur, so any given school or school district will likely experience change in culture in a shorter

or longer period of time” (p. 144).

Diverse populations are able to see the changes within the school evident upon

information they provided the school. The diversity found within the school shows the

communication has gone from just communicative to collaborative.

Teachers should use the students' home cultural experiences as a foundation upon which

to develop knowledge and skills. Content learned in this way is more significant to the

students and facilitates the transfer of what is learned in school to real-life situations.

(Padron, Waxman, & Rivera, 2002, p. 1)

The Education Alliance (2006) demonstrated how teachers can assist in the collaboration

efforts by allowing the evidence provided in the meetings with the parents of diverse populations

to become a part of the classroom. This information was stated in the foundational knowledge.

Overall, The Education Alliance (2006) stated teachers develop a learning environment that is

relevant and reflective of the students' cultural experiences. They act as advocates for students

helping to connect the students' cultural and community based knowledge to the classroom (p.

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6). Through collaborative efforts, the teachers provide instruction indicative of the student’s

cultures.

The process of the principal collaborating with the diverse populations is cyclical in

nature. As relationships are built, communication is strengthened so that individuals learn from

of each other. This learned information then becomes a part of how people interact with one

another and evident in the work for students. Through the work of coalitions, for example,

ongoing conversations can be offered in order to maintain this cyclical process of

communication. When principals are engaged in conversations promoting diversity within the

school, then principals can begin to consider the establishment of goals. These goals can start

the development of the communication plan.

Overall Lessons Learned

The team worked to establish a communication plan template for principal’ use. As

learned through the responses of the principals, there was very little action put into place to

address the lack of communication between the school and diverse populations. The lessons the

team learned as follows:

1. Communication with diverse populations was assumptions based.

2. Communication was important in schools

3. There was a lack of foundational knowledge found within the principal respondents of

this project.

These three lessons were evident in both the responses and foundational knowledge.

Throughout the foundational knowledge captured, there were action based suggestions provided

by the researchers. In the foundational knowledge of this project, researchers stated perceptions

and diverse populations may exist within school districts. In addition, the researchers gave steps

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and recommendations for principals to utilize. Unfortunately, none of the action based steps

were found in the principal respondents' responses.

Communication with Diverse Populations Was Assumptions Based

During the interviews, all of the principals stated they were not sure of the true feelings

of their staff, parents, and school community at large. The principal respondents indicated they

had not established fact finding systems. In the responses, the team heard statements

surrounding the words 'I think’. Principal respondents paused when questioned about the

feelings of stakeholders within the school. Principals should be aware of the true feelings of the

stakeholders within the school community.

In educating children, stakeholders should always be involved. Collaboration and

collegiality is a daily process. Principals have to coordinate schedules and consider the people

within the school constantly. Therefore, the principal should incorporate processes capturing the

facts about the school, purpose, and him.

Assumptions are not always based upon factual knowledge. As a principal, decisions

need to be made based upon actual, documented accounts. Making decisions solely based upon

assumptions places the principal at a disadvantage. As the foundational knowledge provided,

principals need to be in constant communication to learn the next step in communicating with

diverse populations and setting up coalitions. Decisions should be made based upon actual

information obtained by the principal or the groups established.

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Communication is Important to Schools

The principal respondents stated they provided a variety of communication outlets within

the school community. For example, all schools reported utilizing flyers, alert now calls, and/or

newsletters in order to communicate with the school community. The principals have not found

these strategies to be effective in fully engaging diverse populations to school events. For this

reason, the team analyzed the responses from the principals to the foundational knowledge

review regarding document analysis within schools.

Documents sent from schools are another form of non-verbal communication. The team

reviewed Rebore's (2003) statements which suggested schools should note that written

documents from the school should promote excellence and speak to the goals established by the

school or school district. As stated in the foundational knowledge, these documents allow

diverse populations to learn more about the school and the principal. For those families not

involved within the school and not engaged in face to face conversations with school staff, these

documents are just as important.

Communicating the purpose and true goals of the school is essential via verbal and non-

verbal communication strategies. Principals need to have clear and consistent messages based

upon the needs of the school community through the use of both types of strategies Verbal and

nonverbal strategies should be aligned and reflective of the principal's knowledge of the school

population and its needs.

Overall, the principal gains insight into how families wish to communicate as well as the

needs of each family by establishing coalitions within a school. By honoring the requests

provided by the diverse populations, it can further the relationship development. Principals are

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able to better identify the needs of the diverse populations and meet specific requests based upon

the communication employed through the development of coalitions.

Lack of Foundational Knowledge

The analyzed responses stated the principal respondents did not know how remedy the

lack of inclusive communication with diverse populations. The principals stated a desire to fix

the problem, but were not knowledgeable in actions to use. All requested insight from this

project in communicating with diverse populations. This lack of knowledge existed in the

principal respondent’s buildings throughout their leadership to date. Three to four years was the

average timeframe for these schools being led by principal who did not know the proper actions

steps to better establish communication with diverse populations. The job of the principal is an

action job. It requires the principal to summon their knowledge base immediately. Due to the

complexity of the job and diversity in a school, principals should have the knowledge base

appropriate to lead a diverse school. This was clearly an area of growth for all principal

respondents and the team appreciated the honesty of each principal during the interview process.

The team realized the principals were open to learning and initiating change within their school

for the benefit of the students.

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Guiding Questions

The team focused on the guiding questions to determine the next steps for the principal

respondents and other principals. The team considered other principals may be open to learning

the same processes as this project's principal respondents. Therefore, the team considered the

guiding questions from this project. These questions have been revised as this PBL evolved. In

answering the guiding questions, the team gathered more insight from the principals regarding

their professional needs. This project would provide principals with the foundational knowledge

needed to serve diverse populations.

Guiding Question One

How did principals identify the diverse populations in their communities?

In order to answer this guiding question, the team noted from the interviews the principal

respondents identified the diverse populations of their school communities through the

demographic information provided by the parents, the district’s electronic system, and through

district and school surveys.

Guiding Question Two

If the principal could identify the diverse populations, what strategies did they utilize to

communicate with diverse populations?

In order to answer this guiding question, the team documented through the interviews that

principals were able to identify the diverse populations, however, they were not communicating

effectively with those populations, overall. The principals stated the various communication

mediums they established for the school community, but none really spoke to having goals

and/or strategies for communicating with diverse populations. Examples of those measures were

newsletters, alert now calls, being visible during arrival and dismissal, and making home visits.

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The principals stated engagement with diverse populations was still evasive even with these

attempts. Diverse populations did not attend events overall and there were no scheduled times

established to find out the needs of these diverse populations. Each principal spoke of wanting

to do more for diverse populations, but had not articulated any plan of action.

Guiding Question Three

How did leadership and communication interrelate for the benefit of the school

community?

In order to answer this guiding question, the team documented from the interviews all

principals agreed leadership and communication were related, but none were acting in a manner

to set goals for the entire school community.

Guiding Question Four

Did principals have a “communication plan” including goals and objectives in order to

communicate with diverse populations?

In order to answer this guiding question, the team noted none of the principals had a

communication plan drafted with objectives for diverse populations or populations in general.

Guiding Question Five

How often was the communication plan revised?

In order to answer this guiding question, the team noted none of the principals had a

communication plan established; therefore, revision of a plan was not possible. The principals

were consistently in the thinking process. Goals were not discussed, established, or considered.

Therefore, a plan had not ever been established for any of the schools.

Guiding Question Six

Did principals see a prevalent need to communicate with diverse populations?

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In order to answer this guiding question, the team found from the interviews a positive

response from all principals recognizing a prevalent need to communicate with diverse

populations.

Guiding Question Seven

What challenges did principals encounter in communication with diverse populations?

In order to answer this guiding question, the team summarized principal’s responses in

the following manner:

1. Increased mobility of many blue collar workers

2. Difficulty establishing relationships

3. Having a current and working phone number on file

4. Parents being reluctant to come into the school for events

5. Getting parents to participate in the school sponsored activities

The team planned to consider the answers from the guiding questions with the

foundational knowledge to formulate recommendations.

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Conclusion

The team discussed strategies found within the foundational knowledge and principal

respondents including emergent themes for the development of a communication plan for

principals with diverse school community populations. The team proposed that given these tools,

principals would be better prepared to develop a communication plan for their respective school.

The communication plan is a resource for principals in determining how to establish

goals, discuss points of interest, and create a plan of action in communicating with diverse

populations. The team developed a communication plan template in order to provide principals

with a guide and resource to begin the cyclical process of communicating with diverse

populations. As noted in the discrepancy analysis, principals acknowledged the need to perform

the work in spite of the perceptions present, but there was not any action to addressing these

matters. The communication plan template is the proposed resource principal's needed.

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SECTION 7: RECOMMENDATIONS AND PRODUCT

Introduction

This section is organized into two parts: recommendations and product description.

Recommendations the team provided have benefit for current and aspiring principals in work

with diverse school populations. These recommendations include work at the collegiate and

district level to provide better training for principals in communicating with diverse populations.

The product developed assists principals with the thought process of identifying and

communicating with diverse populations. The first part of this section identified the four

recommendations for principals and the contextual organizations in which principal’s operate.

The second part of this section discusses the product and includes the product, a communication

plan template.

The team identified four overall recommendations. University and district level

recommendations were given by the team in order to support the new or pre-service principal.

Therefore, while the research project involved feedback from elementary principals, the point of

change and support is indicated through recommendations of development and training programs

in the university programs and district development initiatives. These recommendations were

given because of the principal respondents stated need for better preparation for diverse school

communities. The principal would have the capacity to address and communicate with any

population within the school community upon receipt of the principals' certificate from the

respective state of issuance. Two of the recommendations are at the university/college and state

board of educational levels. The other two recommendations are at the school district level. The

first two recommendations are under the header of Recommendations for

College/Universities/State Board of Education followed by implications for the

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recommendations. The other two recommendations and their implications are listed under the

heading of Recommendations for School Districts.

Recommendations

After review of the principal feedback and researched practices, the team made four

recommendations. The first two recommendations are as follows and were audience specific to

college, universities and state boards of education. The last two recommendations were specific

to the school district level.

Recommendation Number One: Colleges/Universities/State Board of Education

The team recommends the development of a class and/or seminar focusing on effective

communication with diverse populations. This recommendation speaks to the colleges and

universities respectively. Overall, the recommendation is for the development of a class and/or

seminar where aspiring or current principals learn the importance of communicating with diverse

populations. In this class the diversity of the world, our country, and metropolitan area will be

discussed. The importance of gaining foundational knowledge and working with diverse

populations will be developed. After development of methods to identify diverse populations,

the class or seminar then focuses on methods and strategies to best communicate with diverse

populations. Strategies would be given and case studies provided to widen the principal’s

understanding of diverse populations.

Many colleges or universities have a community relations course with some discussion

involving diverse populations, but communication with diverse populations is not usually the

focal point of the class. The team’s position is diversity within the world of schools changes

rapidly and principals need to have the training and heightened awareness of this change.

Furthermore, principals must have the foundational knowledge of communication as an integral

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component involving the establishment of goals for communication with all populations within

the schools.

Implications of Recommendation Number One

The implications of this recommendation are in providing students, parents, school, and

the school community with a leader who demonstrates ability to identify differences in

populations and communicates with them using sensitivity and awareness. The principals

interviewed in this study all expressed concern with the lack of foundational knowledge and

resources available to the principals in communication with diverse populations. Furthermore,

the principals expressed this lack of plan/goals/resources resulted in a less than positive effect

upon the school. All districts want principals who are well prepared for the current demands of

education. All principals were trying to find better ways to reach students and parents in order to

create the most successful student environment especially when many of the districts were facing

redistricting and restructuring in most of their district.

Recommendation Number Two: Colleges/Universities/State Board of Education

The team recommends a certification requirement or graduation and/or principal

certificate requirement from colleges and universities to include the development of a

communication plan based upon general demographics from a school district the principal is

interested in working.

This second overall recommendation is for colleges and universities as well as the state

departments of education. As aspiring principals complete degree programs, each principal

should be asked to identify the ideal or prospective working location. With this information, the

colleges and/or universities should have developed a process to prepare the aspiring and/or

current principals for applying to these districts. This was more of a preparation program

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concept for development by the colleges and universities. This preparation concept was for the

university and college curriculum planners as they critique existing courses and content and

recommend new courses or changes in current courses. Since the racial demographics of

students are changing, the team recommends college and university programs reflect meeting

those needs through the principal preparation program.

In the preparation program, it was considered the demographics and population of the

school community would be an integral part of the communication plan. The principals would

be asked to develop a written plan of action in communicating with diverse populations within

the school community each principal planned to work. The current and aspiring principals

would be asked to do the following:

1. Research the school district in which one plans to apply.

2. Identify schools one would like to work.

3. Review the school and district demographics.

4. Interview the current principal about the school community.

5. Visit the school or schools of interest.

6. Create a plan of action assisting in developing the communication plan which would

include developing a coalition.

7. Create a sample communication plan with suggestions and recommendations for the

involvement of people who are representative of the school community.

This process would have a two-fold benefit as it would first; better acquaint perspective

principals with the needs of real districts and students. Second, it would provide the prospective

principal with feedback from the current principal about the diverse needs of students in the

community. This process would be required as a part of the graduation/certification for

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principals. In addition, the state departments of education should implement this requirement in

order for the principals to receive an administrator’s certificate. Guidelines, provided by the

state departments of education, would have been established to better provide the colleges and

universities with a blueprint of what to require and expect from aspiring principals. Colleges

and/or universities would be able to adopt those requirements and modify them to meet the

program and principal needs. Overall, principals would be better prepared to interview and

provide immediate services to the school community. Districts would find principals qualified to

meet the needs of diverse students specifically.

Implications of Recommendation Number Two

Implications of this recommendation would be the better preparedness of principals to

handle the needs of diverse school communities. Districts and charter school boards would have

interviewed and found principals better prepared for working with diverse student populations.

The goal of colleges and universities principal training programs is to produce the best educators

who will be contributors to the world of education. This recommendation would provide

colleges and universities with an additional perspective creating more of a positive result in

recruiting new applicants and hiring interest from districts and charter school boards.

Recommendation Number Three: School District Level Recommendations

The team recommends school districts make it required for principal applicants to submit

a draft proposal of a process for development of a coalition and a sample communication plan. In

this third recommendation, districts and charter school boards would require principal applicants

to create a communication plan including use of coalitions as part of the application process.

When districts or charter school boards require this communication plan, it ensures colleges and

universities properly prepare graduates. It should be an imperative to districts and charter school

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boards to have hired qualified principals with the ability to meet the needs of the school

population. Then, all principals should have acquired a prerequisite knowledge base including

but not limited to the law, personnel, instructional practices, and the management of a school.

The goal for school boards is to find these prerequisites in candidates. The ability of the

principal applicant to meet the needs of the school community would become an additional focal

point for the school districts and charter school boards.

The principals would have to demonstrate and explain the work incorporated within in

the daily process ensuring the involvement of all within the school community. This work is

specific to the school in which the person has applied. Districts and charter school boards would

have heard specifically how the applicant planned to involve, communicate with, and assess

progress in meeting goals with diverse populations.

Many districts have incorporated parents and students as a part of the interviewing

process. A representative of the school community should have been present during the

interview process. Interview questions would have been developed specific to communicating

with diverse populations, which would have led to the explanation of the plan developed by the

applicant. The involvement of this document as a process within the interview screening should

be implemented. During the interview process, both the district/charter school boards and the

school community would have received a clear plan of action regarding immediate work to be

implemented by the principal in regard to communication. More importantly, this

communication plan was specific to the school, school community, and the families within the

schools.

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Implications for Recommendation Number Three

Implications for this recommendation would result in better prepared applicants for

schools. In addition, the district or charter school board would have been able to identify the key

elements needed in an applicant and to have aligned those elements with what was shared from

the applicants in order to determine who was best suited for the position.

Recommendation Number Four: School Districts

The team recommends districts set up and monitor processes with the communications

department to determine how to support the principal in the development and implementation of

the coalition and the communication plan. The final recommendation encompasses the work of

the school district or charter school board in the development of a process supporting the

principal. If the other recommendations were followed, the principal would have developed a

communication plan with steps involving both development of a coalition and implementation of

the plan. It would be imperative for the processes to be in place to support the principal in

carrying out the communication plan. The district should have provided both support and

resources to the principals as this plan is prescribed. An essential element to supporting

principals in the development of the plan is to include this requirement as a part of board policy.

Districts should develop a board policy addressing the need for the district and schools to have

communication plans. This policy should include the cyclical process of the plan requiring

district and building administrators to review the plans annually.

Many districts have a community relations department assisting the principal in the

establishment of the communication plan. If districts or charter school boards did not have these

resources, then a district administrator would contact a person for the principal to have as a

resource

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Implications for Recommendation Number Four

Implications for the fully implemented recommendation number four would result in

better service to the students within the school community. The principal would have the

necessary support from the district level to implement the communication plan. Implementation

of the communication plan could have better provided needed support and resources to all

families. While principals have the direct support from the district level, individual families and

students receive the benefits from this recommendation. By following the steps to implement of

a communication plan, principals and districts more adequately meet the needs of all students

and parents in the school community.

Overall Recommendation Comments

These recommendations were seen as individual goals for the audiences listed, but can

also be a part of cyclical process of implementation. Within the world of education, often times,

there are change implications for varied levels within education. Some examples of these change

implications include state department of education impacts on district changes and district

changes impact principal changes. See the recommendations and implications cyclical diagram

at the end of this section (see Figure 1.5). Again, these recommendations can be implemented

individually, but they function far better as a part of a cyclical process in which one enhances the

work of the other. A graphic of the four recommendations and the cyclical nature is described in

Figure 1.5.

Overall, these recommendations were separated and have respective contact persons and

implications. If considered as a whole, then each recommendation supports the work of the

other, thereby creating a structure conducive to the principal carrying out the communication

plan. The team does not recommend all of these factors be implemented at one time. However,

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in the work of education one would demand the need for the other. The development of a

communication plan was clearly needed because of the rapidly changing racial demographic of

country and schools. School and world leaders should be representatives of the people they

serve. This type of work in the development of principals would provide principals with the

vision of meeting communication needs for the school of the 21st century.

Figure 1.5 Recommendations and Implementation Cyclical Diagram

• Recommendation #4

• Principals receive support from district for full implementation

• Recommendation #3

• Districts and charter school boards require a communications plan for diverse populations as a part of the application process.

• Recommendation #2

• Aspiring principals create a plan that is geared towards the district/school they plan in which they plan to work as apart of

• graduation and

• certificate

• requirements.

• Recommendation #1

• Colleges/universities provide a Communicating with Diverse Populations class or seminar

Implications #1

Greater awareness and preparedness of

principals

Implication #2

Districts receive higher quality candidates

prepared to meet their students

needs

Implication #4

Principals would receive support

and better implement the plan better serving the

students

Implications #3

Schools with diverse

communities receive principals that can meet their

immediate need

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Communication Plan Template/Product

Introduction

Ultimately, the recommendations provided were all hinged upon the development of a

communication plan. The communication plan was the template provided to principals assisting

in the development of coalitions and communication processes with diverse populations. When

an organization adopts a plan, the adoption communicates a cultural shift to clear

communication. As well, adoption of a plan communicates organizational efforts around

communication has become a priority (SPIN, 2005).

The team recommends a multi-phase process in the communication plan development, as

suggested by the SPIN (2005) project as well as suggestions for development and

implementation as suggested by Bagin and Gallagher (2008). The multi-phase process begins

with planning through examination of current infrastructure, goals, identification of target

audience, issue identification, media analysis, and evaluation. Bagin and Gallagher (2008)

offered a detailed plan with multiple phases and steps beginning with planning, goal

identification, implementation, and evaluation. For the purpose of this project, the

communication plan template included suggested guiding questions and sample goals. A table

within the template was created to indicate the process in meeting each individual goal. This

table included person’s responsibility, time frame, estimated costs, and evidence for evaluation

of the plan. As well, a list of resources was added to the plan template for further exploration.

Individual buildings and organizations may identify individual needs and goals, thus a

communication plan needs to be specific and individual to the organization. The team wanted to

provide a template providing examples and a focus for a communication team/committee to

begin thinking about communication and coordination of all organization functions around

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articulated goals for the diverse populations. The following sections will explain the

communication plan template and discuss the implementation and evaluation of the plan. The

team will provide an in-depth look at phase one, but phase two will depend on the coalition’s

true completion of the phase one planning process which will be individual to the school and

needs of the community.

Explanation of the Communication Plan Template

The explanation of the communication plan template is a multi-phase process. First, the

principal must assemble the team or committee to develop the communication plan. Before a

plan is developed, the principal must assemble a team or committee or collation to examine and

critically analyze the strengths and weaknesses of current communication practices within the

school community. Formation and development of the team or coalition is critical because the

team represents the population of the building and school community. Depending on the

individual building, a representative from each of the following categories should be involved:

teachers, support staff, community members, parents, student (depending on age), principal, and

central office representation. The second step of the development process asks the coalition or

committee to begin conversations regarding the current community practices in order to

determine strengths and weaknesses. If the team is representative of the community, they can

provide insight to strengths and weaknesses in the current communication.

The third step in the communication plan process involves analyzing and developing the

overall goals of the communication plan. Once strengths and weaknesses in current

communication strategies are identified, the team/coalition’s next task is to determine the goals

of the communication plan. Developing too many goals defeats the nature of a visionary,

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objective communication plan. Bagin and Gallagher (2008) recommend limiting goals to only

three in order to avoid overwhelming the planning team and risking failure of implementation.

Bagin and Gallagher (2008) also recommended that the team or coalition analyze and list all

resources available in carrying out the communication plan. Examples of resources include

perimeters of technological support, media resources, resource personnel, and funding for

development..

Sample guiding questions in the communication plan template are given to initiate

conversations about building communication goals. Bagin and Gallagher (2008) recommend

using general guiding questions to evaluate resources and develop communication plan goals.

Sample questions provided by Bagin and Gallagher (2008) the team may consider, are as

follows:

1. What are the current communication practices with diverse populations?

2. What would ideal communication practices within your school community?

3. What are the objectives of the plan?

4. Who is involved in developing the plan?

5. What is the estimated cost of communication plan development?

6. What is the timeline for developing a communication plan?

7. What key personnel are involved in the initial communication plan process?

8. What mediums will be included as part of the communications plan? Will technical

assistance be required?

9. How will the plan be evaluated? (Bagin and Gallagher, 2008)

Once goals are developed by the team/coalition, the fourth step is for the team to develop

objectives for each of the goals. When the committee or coalition goes through the process of

answering sample or team developed guiding questions, the team identifies resources and

available funding to meet the objectives. Objectives must be measureable for the evaluation

portion of the communication plan.

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The fifth step of the development of the communication plan includes the development of

implementation strategies and methods to meet each of the objectives developed for the goals.

The fifth step requires the team to include approximate timelines and the person accountable for

each implementation action.

The implementation process is based on the determined goals found in phase one. The

team uses the goals and objectives to determine the implementation strategies which

encompasses phase two.

Implementation of the Communication Plan Template

Phase two of the communication plan process is implementing the communication plan.

As the team or coalition has developed the implementation strategies and methods for each

objective to meet each goal, the team must then monitor the implementation of the action items.

Each implementation strategy developed as stated must have an approximate timeline and person

or persons held accountable for completion of the implementation activity. The implementation

phases will be specific to each team’s communication plan and implementation strategies

developed. It is important for each objective and implementation strategy to be stated in such a

way so evaluation data may be created or documented. The actual implementation of the plan is

individual specific for the team and coalition. Thus, the project team has not articulated a step by

step process of explanation.

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Evaluation of the Communication Plan

The third phase of the communication plan process is concerned with evaluation of the

communication plan. The evaluation of the communication plan should occur in two ways. The

two ways in which the communication plan should be evaluated are the degree to which the

communication plan assisted in fulfilling the committee or coalition’s original goals of

communication, and if the plan furthered the communication processes as planned by the

committee or coalition. According to Bagin and Gallagher (2008), the assessment of the

communication plan goals is the first type of evaluation. Committee or coalition members

should evaluate the degree to which its members completed the implementation strategies

developed to complete the objectives. The committee or coalition members must question

whether the objectives were completed and also decide if the completed objectives made

progress or accomplished the respective goals.

The second type of evaluation involves analyzing the weaknesses of communication plan

and its processes. The committee or coalition must re-examine the communication goals outlined

in the plan and the subsequent objectives to be certain the goals and objectives were

accomplishing the original intent. The team/coalition must evaluate if the implementation

methods designed to meet the objectives were completed and how well they were completed in

relation to the stated objective. The evaluation process is also cyclical in nature as the

implementation strategies carried out, may or may not have accomplished the objectives and thus

the goals.

In order to evaluate the communication plan process, the committee or coalition must re-

examine the plan annually. The annual examination and evaluation of the plan can determine if

140

goals need to be revised, objectives need to be refined, and if any changes are needed in

implementation strategies. Bagin and Gallagher (2008) recommended annual evaluation in order

to allow time for implementation yet the committee or team has enough information annually to

make determinations. Ideally, the team/coalition evaluates the communication plan process

yearly to update needs and re-examine changes in strengths and weaknesses of communication in

the building.

Communication Plan Usage Comments

The team has explained the manner in which the communication plan can be utilized.

According to Bagin and Gallagher (2008), early and continual planning is the key to

communication plan development and success. Forming communication committees or

coalitions to develop communication plans is the first step in a very important process. The

development of communication plans and coalitions is essential work of the principal and it

supports the work of the principal. Increasing quality two-way communication between the

school and community is the goal of coalitions and communication plans.

141

Conclusion

In this section, the team described two parts - the four recommendations and the

communication plan product. The four recommendations were divided into two areas focused on

two audiences. The first two recommendations were given to audiences including

colleges/universities and state departments of education. The last recommendations were given at

the local school district level. Again, the recommendations were designed to impact the

principal preparedness programs and school district training programs in order to provide support

for the principal. As stated, rather than giving the recommendations directly to principals, the

team made recommendations to entities directly training and supporting the principal. This

support from principal preparation programs, district level training, and collaboration is critical

for principals to begin forming committees or coalitions in order to develop a communication

plan.

The recommendations were cyclical in nature and each implemented recommendation

supported the others in developing coalitions as principals prepared to lead these communication

coalitions in planning inclusive communication with diverse populations. As well, a

communication plan template was developed by the team for principals and school districts to

implement their own communication plan. The planning of the communication plan was

explained as critical to the success of the school communication process including formation of

the committee or coalition who was representative of the stakeholders. Furthermore, explanation

was provided for implementation and assessment, but the team recognized each committee or

coalition and principal should have a unique plan based on their stakeholder needs, resources

available, and overall communication challenges of the building and principal. Therefore,

general statements were made about implementation regarding importance of developing

142

measureable action plans based on measureable objectives. The principal is deemed as the

critical leader of the communication plan development with committees or coalitions. However,

support through the four overall recommendations given by the team in order to provide

awareness and support for the principal undertaking the process of developing a communication

plan.

143

Product: Communication Plan Template

Developing a Building Communication Plan

Explanation: Developing a communications plan is a process involving a guiding leader and a team. Discussion must be given to the

diverse school population and the varied cultures. Within one diverse population, the principal and team or coalition may find diverse

cultural beliefs. The team should consider this factor in developing this plan and its goals.

Overall goals and objectives must first be developed and can most successfully be achieved through examination of some guiding

questions. The below sample guiding questions address many areas of a communication plan, however, a specific building or group

may have additional identifiable needs they want to address. Each goal should have implementation activities, timeline, and some

type of evidence for evaluation. This template is meant to be an annual process so goals are established, implemented, and evaluated

in a year. After the first cycle, then revision of the entire plan may occur.

Step 1: Establish goals – Goals to guide the development, implementation, and evaluation process is critical. Establishing a

communication team or advisory group is the first step in developing the goals and program. Team members should be a

representative sampling of stakeholders including staff, parents, teachers, and students so all perspectives are represented. The first

step of the plan is the analysis of guiding questions to form goals. Once the team articulates goals, activities for implementation must

be determined. In order to implement a plan, persons responsible for the implementation activities must be designated as well as the

time frame and estimated costs. Activities of implantation must be designed with the evaluation in mind. Annual evaluation of the

activities then determines the success of the actions and allows for reflection on progress toward meeting the goals. The evaluation of

the implementation then determines the revision or adjustment of the goals by revisiting the guiding questions.

Sample Guiding Questions In Order to Develop Goal Statement(s)

1. What are the current communication practices with diverse populations?

2. What would ideal communication practices within your school community?

3. What are the objectives of the plan?

4. Who is involved in developing the plan?

5. What is the estimated cost of communication plan development?

6. What is the timeline for developing a communication plan?

7. What key personnel are involved in the initial communication plan process?

144

8. What mediums will be included as part o the communications plan? Will technical assistance be required?

9. How will the plan be evaluated?

Sample Goals: (Bagin and Gallagher, 2008)

1. Promote a spirit of cooperation between school and community in shared leadership.

2. Determine how the public feels about the school and what it wishes the school to accomplish.

3. Promote funding support for the educational institution.

4. Development of an intelligent understanding by the public of the school and its operation.

5. Development of a sense of public responsibility for the educational quality of the school.

6. Earn the respect and confidence of the school community.

7. Facilitate public awareness for the necessary changes and improvements in the school.

8. Involve individuals in the school community in the work of the school and in the solutions to education problems.

It was suggested by Bagin and Gallagher (2008) that for ease and focus, it is best to concentrate on three to four goals, develop

implementation strategies, persons responsible, timeline and costs for each goal’s completion.

Example of Goal One, Implementation (Action Steps), Responsible Party/Parties, Cost and Evidence:

Goal One: Promote a

spirit of cooperation

between school and

community in shared

leadership.

Implementation Process

Action Steps Person(s)

Responsible

Time

Frame

Estimated Cost End Result-

Evidence for

Evaluation

145

1. Form a parent/patron

advisory/discussion group

to give information to

communication team

Communications team

leader

6 months Refreshments for

estimated two

formation

meetings- and 4

work sessions.

$150. 00

Identification of area

committee needs

information & report

recommendations

2. Develop a media list &

establish contact with

media liaisons

Principal and

designated team

members

2 months No costs unless

after school

hours, then

estimate $25.00

per hour per

person

Basic relationship

with media contacts

on list, at least two

verbal exchanges and

identification of each

media contact’s

process of receiving

information

Goal Two: Determine

how the public feels about

the school and what it

wishes the school to

accomplish

Implementation Process

Action Steps

Person (s)

Responsible

Time Frame Estimated Cost End Result-Evidence

for Evaluation

146

1. Conduct a parent survey at first open

house

Office staff Two Months $100/printing Tabulated numbers

from Likert Scale and

compiled comments

2. Email/web survey- utilizing Survey

Monkey

Designee to

implement and

monitor Survey

Monkey

Three Months Possible hourly cost

per staff member

involved

Tabulated results

3. Post card or mailing

Designee Six Months Postage Tabulated results

Template for Development per Goal:

Goal:

Implementation Process

Action Steps: Person (s) Responsible Time Frame Estimated Cost End Result-Evidence

for Evaluation

147

Goal:

Implementation

Process

Action Steps: Person (s)

Responsible

Time Frame Estimated Cost End Result-Evidence

for Evaluation

148

Goal:

Implementation

Process

Action Steps: Person (s)

Responsible

Time Frame Estimated Cost End Result-Evidence

for Evaluation

Goal:

149

Implementation Process

Action Steps: Person (s) Responsible Time Frame Estimated Cost End Result-Evidence

for Evaluation

Goal:

Implementation Process

Action Steps: Person (s) Responsible Time Frame Estimated Cost End Result-Evidence

for Evaluation

150

Resources

Bagin, D., Gallagher, D.R. & Moore, E. H. (2008). The school and community relations.

9 th

ed. Boston, MA: Pearson.

Colorado Public School Relations Association: Media tips & reporting school performance

http://www.cospra.org/schoolprresources.html.

Communications Plan Template. Spin Project http://www.spinproject.org/downloads/SCPTemplate.pdf.

Kenai Peninsula Borough School District Communications: 2010-2012 Strategic Communications Plan.pdf

http://www.kpbsd.k12.ak.us/

National School Public Relations Association http://nspra.org/node/49.

PM Docs. Project Management Plans

http://www.projectmanagementdocs.com/templates.html

http://www.cospra.org/schoolprresources.html

http://www.spinproject.org/downloads/SCPTemplate.pdf

http://www.kpbsd.k12.ak.us/

http://nspra.org/node/49

http://www.projectmanagementdocs.com/templates.html

151

School Communications Tool Kit.

http://www.education.vic.gov.au/management/schooloperations/commstoolkit.htm.

Slideshare http://www.slideshare.net/ncaramanico/communicationsplantemplate-a.

Tech-Savvy Communications: A Tool Kit for Nonprofits (2006)

http://www.techsoup.org/binaries/files/communications_toolkit_for_screen.pdf.

http://www.education.vic.gov.au/management/schooloperations/commstoolkit.htm

http://www.slideshare.net/ncaramanico/communicationsplantemplate-a

152

Project Conclusion

The goal of the team was to learn how principals identified diverse populations within

their schools and then, how they communicated with diverse populations within their school. The

team completed a foundational review focused on the topics of leadership with diverse

populations, communication with diverse populations, and methods and strategies used with

diverse populations. The team developed and used a 14-question interview protocol for

interviewing six Saint Louis Metropolitan elementary principals in order to determine their

perceptions regarding leadership and communication with diverse populations. The data

gathered from the interviews were analyzed through a qualitative analysis. Three themes

emerged during the qualitative analysis of the principal respondent interviews. The three

emergent themes were relationships, communication, and collaboration. Strands also emerged

through frequency within the themes. The strands found within the emergent themes were

perception and diverse populations. The strand of perception was found in all three themes,

while the strand of diverse populations was only found in the theme of communication.

After the qualitative analysis, the team conducted a discrepancy analysis between the

interview findings from the principal respondents and best practices as presented in the

foundational knowledge. In this overall analysis section, the team discussed a commonality

found between principal responses and foundational knowledge. However, the team found

several discrepancies between the principal respondent interviews and the foundational

knowledge review. Based on the discrepancies found, the team made four recommendations.

Two of the four recommendations were focused on the audience of colleges and

universities/state boards of education. The last two recommendations were focused on the district

level. All recommendations were made to entities directly supporting the principal and were

153

cyclical in nature. Meaning, the implementation of one recommendation at the university or state

board level would have an impact on the district level implementation of the recommendation.

Recommendations at the district level could impact the university level, when university

personnel saw the improved communication and saw the recommendation as multi-beneficial for

all.

The recommendations were specifically for the principal preparedness and principal

training programs at the college and district level in order to support the principal in the

development of committees or coalitions to develop a communication plan. Also, a

communication plan template was developed by the team for principals and their committees or

coalitions to begin development of their communication plans. The team supports the concept of

the development of the communication plan as a process through which many stakeholders are

involved. As well, it must be supported by the district level administration. Colleges and

universities as well as state boards of education provide support to the principal through the

development of courses, in-services, and training to develop foundational knowledge of the

prospective and current principal. A list of resources for the communication plan is included in

the report as well as all resources used in developing the foundational knowledge.

The team wants this research project to be a contribution to the professional literature for

educational professionals. As well, the team wants this research project to assist in the principal

and district communication with all populations, diverse populations specifically.

154

APPENDIX A: SITE A

Demographic Data, 2006-2010

Elementary Site A Missouri

Year 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010

Total Enrollment 339 327 363 374 395 899,941 900,781 895,826 892,147 892,276

Asian

(Number|Percent)

8.8

8.0

8.3

9.4

14,169

1.6

15,023

1.7

15,814

1.8

16,515

1.9

17,503

2.0

Black

(Number|Percent)

121

35.7

110

33.6

128

35.3

134

35.8

131

33.2

162,895

18.1

162,743

18.1

160,390

17.9

159,065

17.8

158,685

17.8

Hispanic

(Number|Percent)

2.4

2.8

5.0

4.5

5.1

27,935

3.1

30,464

3.4

32,499

3.6

33,995

3.8

35,753

4.0

Indian

(Number|Percent)

0.0

0.3

0.0

3,640

0.4

3,739

0.4

3,914

0.4

3,948

0.4

4,196

0.5

White

(Number|Percent)

180

53.1

182

55.7

186

51.2

187

50.0

207

52.4

691,302

76.8

688,812

76.5

683,198

76.3

678,624

76.1

676,139

75.8

Free/Reduced

Lunch (FTE)*

(Number|Percent)

93.00

29.3

79.00

24.8

96.00

27.0

86.20

29.9

134.00

35.0

367,462

40.8

366,547

41.8

367,727

42.1

379,422

43.7

408,588

46.9

*January Membership Data is used as the denominator when calculating the percent.

Source: Missouri Dept. of Elementary and Secondary Education

Core Data As Submitted by Missouri Public Schools

Data as of November 5, 2010

Posted to the Web November 12, 2010

http://dese.mo.gov

http://dese.mo.gov/schooldata/disclaimer.htm

http://dese.mo.gov/

155

APPENDIX B: SITE B

Demographic Data, 2006-2010

Elementary Site B Missouri

Year 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010

Total

Enrollment 587 541 607 563 577

899,94

900,78

895,82

892,14

892,27

Asian

(Number|Percen

6.1

4.8

4.6

5.2

2.9

14,169

1.6

15,023

1.7

15,814

1.8

16,515

1.9

17,503

2.0

Black

(Number|Percen

150

25.6

145

26.8

197

32.5

196

34.8

241

41.8

162,89

18.1

162,74

18.1

160,39

17.9

159,06

17.8

158,68

17.8

Hispanic

(Number|Percen

8.0

10.2

12.4

11.9

10.6

27,935

3.1

30,464

3.4

32,499

3.6

33,995

3.8

35,753

4.0

Indian

(Number|Percen

0.0

0.2

0.4

0.2

3,640

0.4

3,739

0.4

3,914

0.4

3,948

0.4

4,196

0.5

White

(Number|Percen

354

60.3

314

58.0

306

50.4

269

47.8

257

44.5

691,30

76.8

688,81

76.5

683,19

76.3

678,62

76.1

676,13

75.8

Free/Reduced

Lunch (FTE)*

(Number|Percen

315.0

56.7

297.0

56.1

350.0

60.8

342.0

60.9

369.0

64.7

367,46

40.8

366,54

41.8

367,72

42.1

379,42

43.7

408,58

46.9

*January Membership Data is used as the denominator when calculating the percent.

Source: Missouri Dept. of Elementary and Secondary Education

Core Data As Submitted by Missouri Public Schools

Data as of November 5, 2010

Posted to the Web November 12, 2010

http://dese.mo.gov

http://dese.mo.gov/schooldata/disclaimer.htm

http://dese.mo.gov/

156

APPENDIX C: SITE C

Demographic Data, 2006-2010

Elementary Site C Missouri

Year 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010

Total

Enrollment 337 366 336 335 328

899,94

900,78

895,82

892,14

892,27

Asian

(Number|Percen

5.3

4.1

3.9

4.8

4.6

14,169

1.6

15,023

1.7

15,814

1.8

16,515

1.9

17,503

2.0

Black

(Number|Percen

157

46.6

171

46.7

161

47.9

157

46.9

159

48.5

162,89

18.1

162,74

18.1

160,39

17.9

159,06

17.8

158,68

17.8

Hispanic

(Number|Percen

3.0

3.6

3.9

5.1

4.6

27,935

3.1

30,464

3.4

32,499

3.6

33,995

3.8

35,753

4.0

Indian

(Number|Percen

0.9

0.3

0.9

0.6

3,640

0.4

3,739

0.4

3,914

0.4

3,948

0.4

4,196

0.5

White

(Number|Percen

149

44.2

166

45.4

146

43.5

143

42.7

137

41.8

691,30

76.8

688,81

76.5

683,19

76.3

678,62

76.1

676,13

75.8

Free/Reduced

Lunch (FTE)*

(Number|Percen

118.0

34.5

125.0

34.8

122.0

37.1

122.0

38.5

127.0

39.0

367,46

40.8

366,54

41.8

367,72

42.1

379,42

43.7

408,58

46.9

*January Membership Data is used as the denominator when calculating the percent.

Source: Missouri Dept. of Elementary and Secondary Education

Core Data As Submitted by Missouri Public Schools

Data as of November 5, 2010

Posted to the Web November 12, 2010

http://dese.mo.gov

http://dese.mo.gov/schooldata/disclaimer.htm

http://dese.mo.gov/

157

APPENDIX D: SITE D

Demographic Data, 2006-2010

Elementary Site D Missouri

Year 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010

Total

Enrollment 442 452 460 471 473

899,94

900,78

895,82

892,14

892,27

Asian

(Number|Percen

3.2

6.0

5.4

6.4

6.1

14,169

1.6

15,023

1.7

15,814

1.8

16,515

1.9

17,503

2.0

Black

(Number|Percen

144

32.6

146

32.3

135

29.3

151

32.1

147

31.1

162,89

18.1

162,74

18.1

160,39

17.9

159,06

17.8

158,68

17.8

Hispanic

(Number|Percen

10.4

9.5

11.1

12.3

12.5

27,935

3.1

30,464

3.4

32,499

3.6

33,995

3.8

35,753

4.0

Indian

(Number|Percen

0.0

0.2

0.7

0.4

0.6

3,640

0.4

3,739

0.4

3,914

0.4

3,948

0.4

4,196

0.5

White

(Number|Percen

238

53.8

235

52.0

246

53.5

230

48.8

235

49.7

691,30

76.8

688,81

76.5

683,19

76.3

678,62

76.1

676,13

75.8

Free/Reduced

Lunch (FTE)*

(Number|Percen

242.0

56.7

266.0

61.0

293.0

63.7

321.0

69.0

356.0

74.0

367,46

40.8

366,54

41.8

367,72

42.1

379,42

43.7

408,58

46.9

*January Membership Data is used as the denominator when calculating the percent.

Source: Missouri Dept. of Elementary and Secondary Education

Core Data As Submitted by Missouri Public Schools

Data as of November 5, 2010

Posted to the Web November 12, 2010

http://dese.mo.gov

http://dese.mo.gov/schooldata/disclaimer.htm

http://dese.mo.gov/

158

APPENDIX E: SITE E

Demographic Data, 2006-2010

Elementary Site E Missouri

Year 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010

Total Enrollment 337 310 368 350 388 899,94

900,78

895,82

892,14

892,27

Asian

(Number|Percent

)

5.3

4.8

5.2

4.0

7.0

14,169

1.6

15,023

1.7

15,814

1.8

16,515

1.9

17,503

2.0

Black

(Number|Percent

)

181

53.7

157

50.6

170

46.2

174

49.7

154

39.7

162,89

18.1

162,74

18.1

160,39

17.9

159,06

17.8

158,68

17.8

Hispanic

(Number|Percent

)

1.8

2.3

1.9

0.9

1.0

27,935

3.1

30,464

3.4

32,499

3.6

33,995

3.8

35,753

4.0

Indian

(Number|Percent

)

0.6

0.3

0.5

0.3

0.0

3,640

0.4

3,739

0.4

3,914

0.4

3,948

0.4

4,196

0.5

White

(Number|Percent

)

130

38.6

130

41.9

170

46.2

158

45.1

203

52.3

691,30

76.8

688,81

76.5

683,19

76.3

678,62

76.1

676,13

75.8

Free/Reduced

Lunch (FTE)*

(Number|Percent

)

102.0

30.3

108.0

34.2

132.0

35.9

87.0

25.2

125.0

32.5

367,46

40.8

366,54

41.8

367,72

42.1

379,42

43.7

408,58

46.9

*January Membership Data is used as the denominator when calculating the percent.

Source: Missouri Dept. of Elementary and Secondary Education

Core Data As Submitted by Missouri Public Schools

Data as of November 5, 2010

Posted to the Web November 12, 2010

http://dese.mo.gov

http://dese.mo.gov/schooldata/disclaimer.htm

http://dese.mo.gov/

159

APPENDIX F: SITE F

Demographic Data, 2006-2010

Elementary Site F Missouri

Year 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010

Total

Enrollment 475 477 471 445 470

899,94

900,78

895,82

892,14

892,27

Asian

(Number|Percen

5.1

3.6

4.9

2.0

2.6

14,169

1.6

15,023

1.7

15,814

1.8

16,515

1.9

17,503

2.0

Black

(Number|Percen

148

31.2

141

29.6

145

30.8

146

32.8

144

30.6

162,89

18.1

162,74

18.1

160,39

17.9

159,06

17.8

158,68

17.8

Hispanic

(Number|Percen

11.4

14.5

12.7

13.3

15.3

27,935

3.1

30,464

3.4

32,499

3.6

33,995

3.8

35,753

4.0

Indian

(Number|Percen

0.0

0.2

0.4

3,640

0.4

3,739

0.4

3,914

0.4

3,948

0.4

4,196

0.5

White

(Number|Percen

249

52.4

249

52.2

242

51.4

230

51.7

240

51.1

691,30

76.8

688,81

76.5

683,19

76.3

678,62

76.1

676,13

75.8

Free/Reduced

Lunch (FTE)*

(Number|Percen

274.0

58.4

287.0

62.4

301.0

64.3

287.0

65.2

321.0

69.8

367,46

40.8

366,54

41.8

367,72

42.1

379,42

43.7

408,58

46.9

*January Membership Data is used as the denominator when calculating the percent.

Source: Missouri Dept. of Elementary and Secondary Education

Core Data As Submitted by Missouri Public Schools

Data as of November 5, 2010

Posted to the Web November 12, 2010

http://dese.mo.gov/

http://dese.mo.gov/schooldata/disclaimer.htm

http://dese.mo.gov/

160

APPENDIX G: INTERVIEW PROTOCOL

Principal Interview on Effective Leadership and Effective Communication

Code name: Date

School code: Time frame:

Leadership for Diverse Populations:

a. How long have you been the principal at this school?

b. Describe the attributes of your leadership style that have enhanced your effectiveness at your school.

c. Research shows effective communication is a vital part to the effectiveness of the principal. Do you agree? If so, why?

d. How might your parents, students, and teachers describe you as the building leader?

e. Do you use questionnaires or other survey tools, such as focus groups, surveys, or committees, to determine how parents perceive the school? Please give examples.

f. How would you describe the demographic make-up of your student population? Include percentages.

161

g. What methods do you use to identify the demographic make-up of your student body?

Communicating with Diverse Populations:

a. How would you describe the techniques you use or opportunities that you provide to the racially diverse populations with an equal voice? Please explain?

b. How do you communicate with your parents and other stake holders of diverse populations?

c. Are there any other common sources of communication other than email, telephone alerts, focus groups, and committees that have proven to be more effective in

communicating with the diverse populations? Please list and explain.

d. Do you believe the techniques used are meeting the needs of you as the principal? If so, describe the sources of communication that are more beneficial to your needs as the

principal.

e. What is the greatest challenge in communicating with the parents of diverse populations?

f. Have you met your communication goals with parents of diverse students? If not, what is your plan of action?

162

g. Do you have any additional thoughts regarding building principal leadership and

communication with diverse populations?

163

164

165

APPENDIX H: CONSENT FORM

SAINT LOUIS UNIVERSITY

Research Study Consent Form

Participant IRB Number

Principal

Investigator (PI) Sandy Wiley, M.Ed. PI’s Phone Number First Last Credentials

Title of Project: Effective Communication as an essential element of Effective

Leadership with Diverse School Populations

You are being asked to take part in a research study conducted by Sandy Wiley and Jo Cagle

because of the student demographic that exists with your elementary school.

Why is this research study being done?

With the Census report of 2000 (www.census.gov, 2000) population by race and Hispanic or

Latino origin for the United States; 1990 and 2000, indicating that over 63 million people in the

United States are of a race other than white, it is vital that we become effective in leading schools

that are communicating with diverse populations that school principals will be charged with

educating. Currently, within ISLLC Standard 4 (2008), the administrator is an educational leader

who promotes the success of all students by collaborating with families and community members,

responding to diverse community interests and needs, mobilizing community resources. Overall,

the administrator should partner with the diverse parents of their community in order to educate

the children and to facilitate activities that ensure that diversity is recognized and valued.

While having one form of communication as a means of informing the community was a practice

of building principals, the current diversity of populations within communities in America should

enhance the principals’ participation within and for their community as a matter of priority. This

in turn will become a determinant in how effective the principal is as a leader.

The rationale for this learning team is to discover how building principals determine what diverse

populations they have in their school communities and then what strategies they utilize to develop

an inclusive communication plan to address diverse populations.

What am I being asked to do?

1. Review this Research Study Consent Form in order to understand the purpose of our study.

http://www.census.gov/

166

2. Determine if you would be willing to participate in a one-time only site based interview at your school.

3. The interview will be conducted by the two investigators, Jo Cagle and Sandy Wiley, on a date and time that is good for you.

4. The interview will last no longer than an hour. The interview can be held before, during or after school hours.

5. You are asked to contact the principal investigator at the phone number above in order to schedule a date time for the interview.

6. You are asked to allow us to use an audio cassette in order to record the interview. 7. This audiotape will be disposed of after the interview has been conducted and the

information has been transcribed from the cassette tape.

8. There will not be any further use of the information you provide within the interview beyond this study.

How long will I be in the research study?

Your time during this study will consist of the following:

1. The time it takes you to review this consent form. 2. The time it takes for you either give or not give consent to participate within this

study.

3. The time it takes to schedule the interview. 4. The hour time slot for the actual interview.

So therefore the total time you will spend on this study will be at minimum one hour.

What are the risks?

Some questions in the interview may make you feel uncomfortable. You do not have to answer

questions that make you feel uncomfortable.

The risks associated with this study are unforeseen or unknown at this time. We plan to

minimize risks by immediately disposing of the audio cassettes and transcripts, using aliases for

the principals in the written portion of the project, and ensuring that we honor the requests of the

subjects if and/or when a question is declined.

Are there benefits to being in this research study?

Even though you may not receive any benefits, principals and/or aspiring principals who work

with diverse populations may benefit in the future because of what the researchers learn from

this research study.

What other options are there?

You may choose not to be in this research study.

167

Will my information be kept private?

The results of the research study may be published, initially the principals will be identifiable as

they will be personally interviewed by the learning team however the audio cassettes used will

be destroyed as well as the transcripts created from audio recordings. Therefore, your name or

identity will not be revealed and your information will remain private.

Who can I call if I have questions?

If you have any questions or concerns about this research study, or if you have any problems that

occur from taking part in this research study, you may call the researcher Sandy Wiley.

What are my rights and what else should I know as a research study volunteer?

Your participation in this research study is voluntary. You may choose not to be a part of this

research study. There will be no penalty to you if you choose not to take part. You may leave

the research study at any time. The researcher will let you know of any new information that

may affect whether you want to continue to take part in the research study.

Am I sure that I understand?

I have read this consent document and have been able to ask questions and state any concerns.

The researcher has responded to my questions and concerns. I believe I understand the research

study and the potential benefits and risks that are involved.

Statement of Consent

I give my informed and voluntary consent to take part in this research study. I will be given a

copy of this consent document for my records.

Consent Signature of Research Participant Date

Print Name of Participant Date

168

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VITAE AUTORUM

Jo Cagle is the Director of Marketing at The Cagle Law Firm in St. Louis, Missouri,

where she has lived for the last five years. As well, she is the director/administrator of the firm’s

non-profit efforts focusing on improving literacy in rural areas. Jo began her career as a high

school teacher in English and journalism at the Clinton High School, Clinton, Missouri. While in

her first year, she began graduate work at the University of Central Missouri in Warrensburg,

Missouri. After three years in Clinton, she moved to the Sedalia School District and taught at

Smith-Cotton High School in Missouri. After a brief year, she was offered the Assistant

Principal’s position in the Warrensburg School District in Warrensburg, Missouri. While the

Master of Science in Education degree was completed during her three years in Clinton, the

Specialist in Education degree was completed during her work in the Warrensburg School

District.

After three years as a secondary administrator in the Warrensburg R-VI School District,

the opportunity evolved for Cagle to become the Director of the Professional Development

School Collaborative at the University of Central Missouri. In addition, the new position

involved development and instruction of various courses at UCM in education and psychology.

The Professional Development School Collaborative was a grant/project funded for four years.

Cagle has also taught in courses in the administration master program at William Woods

University in Fulton, Missouri.

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Sandy Wiley is an elementary principal who has served the St. Louis Metropolitan area

for over 12 years. She started her work by receiving a Bachelor of Science degree from Harris-

Stowe State University. Immediately after receiving her degree, she began teaching as a fifth

grade teacher in an urban magnet public school in St. Louis. Her teaching work spanned into the

suburbs of St. Louis, MO. She taught fourth grade at a new school with more diversity. This

diversity speaks to the financial, racial, and cultural background of students.

During the second semester of her first year of teaching, Sandy began to pursue her

Master of Education at St. Louis University. She obtained her Master of Arts in 2003.

Immediately following her work as a fourth grade teacher, she began working as a reading

teacher for students in grades K-3. Her work was noticed by a district administrator who invited

her to become an assistant principal in another urban magnet school in the city of St. Louis. This

work spanned her knowledge base as she continually worked with diverse populations meeting

their educational and cultural needs.

After serving one year as an assistant principal, Miss Wiley was invited to be principal at

an urban neighborhood school in the city of St. Louis. She served that school for three years and

then accepted a position as principal in a school in suburban St. Louis, MO. She has worked in

this building for three years now and is considering her next steps within serving students.