CRITICAL COMMUNITY RELATIONS

Good community relations rests upon empathy and the understanding of what it means, as Atticus Finch aptly stated in To Kill a Mockingbird, to “walk in someone else’s shoes.” The world of complex organizations is more diverse than ever. It is essential for contemporary effective leaders to encourage all stakeholders to focus on shared community experiences, whatever the background is of the stakeholders themselves. However, differences must also be honored. For instance, single, older non-parent taxpayers should be afforded time to express their concerns equal to the time afforded to the family-rearing taxpayers who have children that are actively enrolled in the district’s schools. Every voice should have a say in what goes on in the districts in which they have a stake.

The ability to understand people, resources, and data is essential if one is to be an effective school administrator. There is a strong correlation between the quality of leadership and the achievement of students (Waters, Marzano, and McNulty 2006). An excellent administrator must also have a clear understanding of social and emotional intelligence regarding all stakeholders, and she should embody the aspirations and responsibilities of the entire organization. Relationship development, political acumen (Glass 2005), and a thorough familiarity of teaching and learning processes, including how to read and interpret both quantitative and qualitative data, are also critical. This includes data regarding the community itself. An effective organization can only be built when there is a system of harmonious and supportive relationships among all people who share an interest in organizational outcomes. Mary Parker Follett (1868-1933), a pioneer in political philosophy and management theory, stated that authority derives from function, not position. All members of an organization reciprocally influence the actions of each other. Ethics, values, clear instructional focus, and accountability must be at the core of this influence.

Student achievement and happiness is at the forefront of all collective efforts. Happy children perform well in school, no matter if they are in kindergarten or high school. Community members recognize when school administrators take the time to understand students’ unique strengths and weaknesses and when they take the time to get involved, both curricularly and extra-curricularly. Attending community functions, being an active “voice” regarding the positive endeavors of students, and creating new programs and uses for facilities for which the community at large will benefit is crucial. The importance of developing meaningful relationships and establishing resources and knowledge within and outside of the school community cannot be ignored. These things can be accomplished by actively participating in community affairs, seeking local connections and resources, developing transparent correspondence regarding district finances and initiatives, and by “opening the doors” to the community at large.