The importance of repeated, transparent, humanizing over-communication of plans and expectations

With so much uncertainty surrounding schools during the pandemic, leaders stressed the importance of repeated, transparent, humanizing over-communication of plans and expectations with students, family and the community.

Educators leading school reopening talk about the importance of repeated, transparent, humanizing overcommunication of plans and expectations. Examples we’re seeing in action include:

• Go live: Principal Reymundo Cervantes-Guajardo of Henry B Gonzalez PL Academy in Dallas, TX did a Facebook Live video where he showed morning procedures and morning circles. This is a quick way to strengthen community trust by showing families what in person learning and procedures look like since families cannot physically visit due to COVID-19 safety measures.
• Create videos: Leaders in Franklin, MA, created a video with welcome-back messages that walk students through the day, explain new behavior expectations and provide an example of what schools will look and feel like for students.
• Be proactive: In Cudahy, WI, Superintendent Dr. Tina Owen-Moore noted their team did a lot of proactive communication: “We created FAQs for families and continued to add to them as we received new questions, and we sent out messages every week that included how to get students ready for the first day of school, what the COVID statistics look like in our community, what our virtual and in person learning would look like, and things families can do to keep themselves safe. At one point along the way, I realized that we have more of an audience, budget and influence than our local health agencies, and we took on the charge for becoming the primary source of information for our families.”
• Be transparent – even with challenges: The messages leaders have to deliver aren’t always easy, so schools are taking a proactive approach, offering understanding and empathy. Milford, MA, High School Principal Joshua Otlin made some especially significant shifts and made sure to share rationale with students and parents/guardians. For example, they moved to a 4×4 block model that was more conducive to the hybrid schedule they adopted. Scheduling was a particularly difficult task and Principal Otlin was transparent with students about the realities of scheduling. In one update, he wrote: “Some students will be rightly disappointed with their schedules and I want everyone to be prepared for this difficult reality. Many students will be scheduled for one or more elective courses they did not request. Other students will not be scheduled for courses they did request, including core academic subjects. In cases where we are unable to schedule a student for one or more courses required for graduation, we will waive those requirements to ensure that the student is not penalized.”