Two posts ago, I shared my two favorite one-liners to use when someone tries to funnel all school communications through one staff member, not because it is their actual job, but because a) that staff member speaks the language, or b) that is the ELL teacher, and therefore everything multilingual is put in their sphere without any more nuanced consideration. Today, I want to address the issue if you are actively trying to change this practice, but the very staff member who is used as a funnel is sabotaging your efforts because they like being the funnel. They like the close relationships with families, and they believe they are being helpful. How do you get that person to stop old habits and get on board your communication equity train? Tip of the WeekAsk questions to uncover the desire and/or fear behind their behavior. Do this even if you think you already know their motivation. Use the framework below to address their desire and/or fear by showing how they can be more effective at achieving their desire -- or at avoiding their fear -- if they support your efforts. The StoryA student, Maritza, is absent, and even though normal protocol is for someone in the front office to place the call home, an ELL teacher calls home instead. This happens frequently, despite the fact that you have trained staff on how to call with an interpreter, have communicated that your expectation is for all staff to communicate with all families within the purview of their job. You have instructed ELL teachers to facilitate connections between staff and families rather than always jumping in to do it for them. That is how things used to work, and you’re trying to build a different culture, but you can’t if school staff see someone from your own department undercutting the message you are sending. In the meantime, multilingual families continue to be treated as “other,” resulting in constant communication misses with real consequences for kids. Here is an example of how you might lead a conversation with that ELL teacher. Keep in mind, this is in my voice. I recommend pulling out principles, but staying true to your own voice. Borrow language when it's helpful. Leave it when it's not. Ask for thought process while assuming the best. “Normally, we would remind or guide the front office in calling the family directly about the student’s absence, and I know you care deeply about this family. Can you share your thinking around calling Maritza’s mom directly instead of prompting the front office to call with an interpreter?” Validate strengths: I understand your mistrust that if you don’t call, no one will, and that you want Maritza back in school. The fact that you get down to business is one of the things that makes you such a great member of the ELL team. Stamp the big picture problem: The challenge with placing the call even if we don’t trust others to do it is that it can never lead to change. We can’t hold other staff accountable to communicating with multilingual families at the same time that we continue to jump in and do it for them. Pose a thought-provoking question: What incentive does the office staff have to call if they know you’re going to do it? Thought-partner a win-win: We know this is a recurring issue, so let’s think through a strategy that feels right to you so that students are taken care of and staff get the message that it is everyone’s job to communicate with all families, not just the ones that speak English. Page-check: Okay, so let me make sure I captured my notes correctly. In situations like this, when it is more appropriate for someone else to call a family, you will get in touch with the family, but you will ask them if they have heard from anyone else at school. If no one has called them, you’ll let me know so I can follow up with their manager. Did I get that right? Get them to drive it home: How do you feel about that approach? What makes this a more effective approach? Call to ActionIt is really tough to know what to do when one of our own is undermining our efforts to build more equitable communication. If you already have that person in mind, hold them in your mind while you read these steps. Think about a specific instance when they stepped in to communicate when you would have preferred they had empowered others (or held others accountable). Thinking about a past event will help you prepare for one in the future … because there will be one in the future.
Faster TogetherPart of the challenge of building, fixing, or improving multilingual communication systems is that leaders tasked with the work are also tasked with a gazillion other high-priority things. Hello, public education. Having been in these shoes before, I know viscerally how much time and energy it takes to tackle just this one issue of communication equity. I also know it can be done, and I have a replicable framework to do it. If you know this is a problem at your school or district, let's get you some help.
P.S. Options for support include one-off PD for leaders or teachers, group coaching, one-on-one coaching, and done-for-you consulting. Let's talk! We believe all families are family.Book a call if you believe the same.
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Anne TruranI taught, coached, taught again, founded an ELL program and taught and coached some more. From the border to central Texas to the Midwest. Now I work with schools to improve communication and connection with multilingual families. Archives
May 2024
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