EDES 302 – Professional Communication

Thoughtfulness also includes anticipating receivers’ needs, prior knowledge, and potential barriers.
- Must remain ethically aware:
Respect confidentiality and privacy regulations (e.g.
\text{Privacy Act (Cth)}).
Avoid manipulation, coercion, or misrepresentation.
Uphold honesty, transparency, and fairness.
- Culturally sensitive communication:
Use inclusive language that avoids stereotypes or assumptions.
Remain aware of linguistic and non-verbal differences across cultures (e.g. direct eye contact can signal respect in some cultures and disrespect in others).
Adopt practices such as providing translated materials or using plain-English summaries.
- Should be conducted with an expectation of positive results:
Goal-oriented: seek understanding, collaboration, learning, or problem-solving.
Incorporate reflective cycles (Plan–Act–Observe–Reflect) to evaluate if the desired outcomes were met.

Giving feedback
- Timely, specific, and growth-focused: highlight what was done well and next steps for improvement.
Explaining
- Break down complex ideas into age-appropriate language.
- Use concrete examples and visual aids.
Storytelling
- Builds engagement, imagination, and moral reasoning.
- Employs narrative structure: setting, characters, conflict, resolution.
Active listening
- Maintain eye level, nod, and paraphrase children’s statements.
Giving instructions
- Use short, sequential steps (“First…, then…”).
- Confirm understanding through repeat-back.
Conversation
- Encourage open-ended questions (“What do you think will happen if…?”).
Energy & enthusiasm
- Express excitement to motivate and sustain interest.
Presence & authenticity
- Be fully attentive; avoid multitasking devices.
Care & consistency
- Create a predictable environment that supports psychological safety.

Collaborative planning meetings
- Establish clear agendas shared in advance.
- Use protocols such as norm-setting and timekeeping to stay efficient.
Professional learning
- Engage in peer mentoring, lesson study, and reflective dialogue.
Giving instructions
- Ensure role clarity—who does what, by when.
Transition meetings (e.g. between year levels or services)
- Share student data, learning plans, and wellbeing information.
Feedback
- Adopt evidence-based frameworks (e.g. \text{GROW} coaching model).
Conversation
- Foster open climate: psychological safety, trust.
Attributes needed: shared, committed, prepared, flexible, collaborative, supportive, trust.

Reports
- Summative documentation of academic and social progress.
- Use clear rubrics and avoid jargon.
Interviews (Parent–Teacher Conferences)
- Begin with strengths, address challenges collaboratively, set SMART goals.
Newsletters
- Highlight upcoming events, learning foci, and community celebrations.
Permission notes
- Clearly state activity details, risks, and consent requirements.
Information nights
- Provide curriculum overviews and expectations.
Emails & sharing platforms (e.g. StoryPark)
- Maintain professional tone, respond within policy time frames (e.g. 24-48 hrs).
Website / Displays / Signs
- Offer static information accessible at any time.
Essential dispositions: prepared, organised, knowledgeable, informed, concerned, welcoming, empathetic, collaborative.

Purpose
- Identify objective: inform, persuade, request, build relationship, reflect.
Text type
- Linear (e.g. letter, report), interactive (e.g. dialogue), transactional (e.g. form).
Audience
- Know demographic, prior knowledge, expectations, cultural background.
Relationship (Tenor / Tone)
- Adjust formality and language (collegial vs. authoritative).
Language choices
- Vocabulary level, inclusive terms, disciplinary jargon (explain when necessary).
Mode of communication
- Spoken, written, visual, digital; may be synchronous (Zoom) or asynchronous (email).
- Consider verbal, non-verbal, physical channels.
Ethics
- Uphold professional codes (e.g. \text{AITSL Professional Standard 7.1} – meet professional ethics).
Inclusivity
- Provide alternative formats (large print, captions).
Noise (Barriers)
- Physical (loud environment), semantic (jargon), psychological (stress), cultural.

Ethical duty to communicate truthfully, respectfully, and in ways that uphold dignity.
Philosophical underpinning: Relational ontology – learning and wellbeing emerge from quality relationships.
Practical implication: Schools must adopt communication policies aligning with national regulations (e.g. \text{NESA}, \text{ACARA}) and duty of care.

Example: A teacher using a bilingual newsletter meets both cultural sensitivity and audience needs, reducing misunderstanding about an excursion.
Hypothetical scenario: During a transition meeting, failure to share behavioural strategies results in escalation; illustrates importance of comprehensive colleague communication.
Connection to previous lectures on Vygotsky’s social constructivism: Language mediates cognition; thus, skilled communication scaffolds learning.

Engage in reflective practice journals after significant communications.
Collect feedback via surveys from parents/students to measure clarity and satisfaction.
Participate in professional learning communities (PLCs) focusing on communication skills.

Use the 3 Cs when emailing: Clear, Concise, Courteous.
For oral instructions: follow the 5:1 Positive : Corrective feedback ratio to maintain motivation.
Before hitting “send,” apply the R-A-I-S-E filter: Relevant, Accurate, Inclusive, Sensitive, Ethical.