One of my professional goals this year is to investigate a personalised approach to how I work with my staff with a particular focus on communication. Personalised as in getting to know them better, understanding their learning and teaching styles, their personality traits and preferences for such things as how they like to receive feedback, school admin communication and engaging in professional learning. I am after them be self-directed and empowered as a professional and because I know them better I can provide the environment that enables it.
There are a couple of reasons why this is important to me and more importantly, to the staff.
- Firstly it is all about supporting a culture of trust and honesty within our school, understanding each other to a deeper level will help facilitate that process.
- Secondly the anticipated benefits of improved communication between myself and the staff and between each other will improve as we will better understand how staff prefer to interact in such areas as mentioned above as well as; meetings , coaching/questioning, face to face, email, systems, documentation.
- Additionally it is an attempt to mirror what we are working on and investigating as a staff, to make learning more personal for our learners and elevating the place of learner voice and choice in their learning. I don’t have a class so my learners are are the staff – I want them to have more voice a choice in their role as a teacher and self direct and take control of areas such as their professional learning.
- Ultimately with enhanced communication and personalised approaches that suits everyone style, combined with empowered teachers will lead us to the end goal and our baseline measure of improving outcomes for our students.
To date this term I have been very open and honest with the staff, explaining to them my goal and the reason and thinking behind it.
One of the strategies or data gathering steps I have taken is to ask staff to complete a DISC Profile. This is something I have completed previously when I worked for CORE Ed and something I found useful. Although when I completed the DISC the first time round I was quite sceptical about the accuracy of the system to capture who I was. However, the outcome was pretty good, not perfect in every aspect but overall captured me accurately and made me understand myself better as a person, learner and leader.
Staff completed DISC online and their profile report was available straight away to download.
Individual profiles place you on the DISC map then outline what this means and summarise the characteristics related to this profile. Additionally they outline how someone with this profile relates to the other quadrant and profile types which is very helpful when understanding what others preferences are and what you can do to adapt your ways of working with them.
You can also request a group report where all staff who participated are mapped and the group culture is discussed.
I have made the time to share my profile with the staff, going through it and acknowledging my style and preferences, the parts that captured me perfectly and those that I didn’t think were quite right. I wanted to model this process with them with the aim that they would also want to be open and honest about themselves and sharing their profile with others.
I have been processing this information and I am really intrigued as to how it is going to develop and where my inquiry will lead next. There are emerging questions, not necessarily related to the DISC profiles, which already challenge my existing mindset. Here are a couple of examples.
- A much more experienced principal once gave me some advice about how ‘close’ to get to your staff. In their practice they deliberately maintained a distance between themselves and the rest of the staff but as you would expect, stayed professional at all times, took an interest in their life outside of school but did not dive right into it. I wonder if this approach hinders a leaders’ ability to really get to know their staff, to a point where there are no ‘filters’ applied in any context or discussion?
- My second question relates to what I would have called an active participation in discussions whether at staff meetings or PLGs. I do, rightly or wrongly, currently have the expectation that all staff will contribute to our professional dialogue. However if in the act of getting to know my staff, I recognise there are a couple of teachers who have a strong preference for not participating in discussions or don’t like being asked questions directly? Yes there are different forums and groupings to gather their response in other ways, but a PLG potentially falls apart if people do not engage in the process.
- Another question are the implications if, for example, the staff/leadership/teaching team you are currently part of, where all members had similar profile maps. Is this a positive that we are all ‘on the same wavelength’ and look at situations in a similar way, or is it more advantageous to have a blend of all profile types so that the lenses the group has on a situation covers all perspectives? From where I sit now, I can see a mix of profiles being the preferred option.
There are many more examples as I think about how best to personalise my approaches with staff. Important to acknowledge too that the use of DISC outlined above is only one way that I am gathering ‘data’ about everyone, as the ongoing observations and conversations of their work and life greatly contribute to what I know about them.
Where to next? I have yet to sit down and discuss with each staff the outcomes of their profile. This will allow them to have the ability to agree and disagree as well as clarify what they do prefer, especially in regards to communication which is the central focus of my inquiry. I know too of other principals who have spent a lot of time in this space so connecting with them will be a great way of providing additional insight on the direction this will take.