Sea Hawk sign

Bleachers- side view

Golf practice

Field House

Football -other view

Weight Room

Track

Basketball court

Football field-side view

Field House

Bleachers

Pool

Weight Room

Small Gym-outside

Weight Room

Coaches' office

Big gym hallway

Locker room

Bleachers

Sea Hawk Bowl at Night

Dumbells

Pool

Pool sidewalk

Football field-corner view

Battling cage

Positive RUHS Families-Staff Communication

Dear RUHS Families: 

This message is different from the other types of letters you have received from us before.  It is an invitation to help us do our jobs better through more positive and productive communication, and it offers guidance in how to accomplish this.

 While there are many unique styles and forms for communication, when families report issues to us, their general approach falls into two broad categories: confrontational or collaborative.  After first reading these two words, if asked which is better, you would probably say collaborative.  Naturally, if we are working together, we can accomplish much more than if we work in opposition.  Yet—perhaps because whatever issue that occurs is so disappointing—in the heat of the moment sometimes quite confrontational emails are written and sent.  Maybe there is a feeling that the staff member you are contacting will not take things as seriously with a soft approach.  And maybe you or your child has suffered so much that it feels appropriate that someone else should suffer too.  While each of these justifications is understandable, the confrontational approach that results does not help you or anyone else get to a better solution, a faster solution, or a longer-lasting solution.  Yet a collaborative approach can.

 To make things less abstract, take a look at the two columns below to see specific contrasts between confrontational and collaborative approaches in communication: 

Confrontational

Collaborative

Making demands

Making requests

Focusing on assigning blame

Focusing on finding resolution

Using words like unacceptable, terrible, and worst

Using words like unexpected, disappointing, and unfortunate

Long emails with multiple accusations

Short emails with one or two questions or concerns with proposed solutions

Emailing someone’s boss on the first communication about an issue

Contacting someone directly to limit the number of people and hours involved in a resolution

Thinking only of what one person/family wants

Thinking about what is equitable and good for the whole school community

 If your communications consistently sound like those in the right column, we thank you for helping us resolve issues as efficiently and effectively as possible.  If any of your communications sound like those in the left column, we ask—the next time an issues arises—to please reread this letter before clicking the send button for your email.  Perhaps revising the email to be more collaborative will help us all get to a resolution faster, and create a more positive experience for everyone involved.  For instance, emailing just one person (and not their boss or other stakeholders) on the first communication attempt is an appreciated professional courtesy.  It is nice to be able to resolve matters at the most direct level possible. Of course, if and when things get stuck, it makes sense to involve administration.

 Admittedly, we know that we have made mistakes, and that we will continue to make mistakes.  None of us are perfect.  But our dedication to wanting the best for every student in our district is unfailing.  And when we do fall short on any of our commitments, we will work hard to make up for it.  Every family deserves that.

 We thank you for taking the time to read and think about the content in this letter.  There is enough conflict across the world, and we have a special opportunity in our schools, and in our homes, to raise a generation that will lead us to more understanding, acceptance, and connection, through collaboration.  Please join us in this goal.

 Your Partners,

 RUHS Faculty & Staff