The 4th R

The Four R's . . . Reading, wRiting, aRithmetic & Relationships™
The "4th R" that helps build the bridge in education to the 21st century.

It has become obvious, as we move to new standards in the future of teaching, how well we recruit and how well the qualified teacher communicates with his/her students directly influences the success of the learning experience, its process and measurement.

We are moving into a time where school districts may be required to focus administrator/teacher professional development on effective interpersonal communication strategies that teachers can use to enhance the learning experience for students. Forté significantly expands on and impacts two of the seven intelligences; intrapersonal and interpersonal, identified by Gardner (1983) and summarized by Armstrong (1994).

The interaction between students and teachers is ultimately the most powerful tool available to improve student achievement. The schools that emphasize this relationship will be the learning centers of the 21st century.

But we must start at the beginning. Can we learn strengths of those teachers recognized as highly competent, professional, student-relationship driven and passionate about teaching and learning? Can we recruit the next generation teacher and/or administrator with such strengths? And, can we also mentor or coach the critical mass of our new and existing teachers to pursue and achieve such relationships with their students?

Yes, we can. That is what the 4th R is about.

In the broadest sense, the 4th R process profiles all teachers, administrators and students eighth grade and above. This step builds a database that will be used to learn and understand the most effective primary and adapting styles of the teachers/administrators, as well as those of the students in the learning environment.

The Forté profile identifies one’s interpersonal strengths and communication style preferences, how they are adapting to specific individuals/environments and how they are most likely coming across to others. The data (adapting profile) is updated as often as every 30 days and the profile updates generate longitudinal graphs that show adapting trends over periods of time. From the trends we can predict success.

Each respondent receives his or her Forté Communication Style Profile back for review and verification. It is theirs to keep, review and learn from.

From the database we learn the preferred communication styles of each population, each population’s common adapting style, and how each population is "most likely" coming across to the other populations. We can build the communication bridges of understanding between teacher and student, administrator and teacher, etc.

From input at various levels or existing designations we will learn how those regarded as effective communicators in the classroom are adapting to their students and be able to use the information in the recruiting of high school and college students into the teaching profession. We recognize we have about six years before a critical shortage of teachers may emerge and this is one of several programs we believe will help attract, recruit, mentor and coach every person who can and wants to be all they can be in education.

The first application is recruitment. Additional applications suggested to us include:

• Retention programs.
• Teaching Academies, FTA Cadet Teaching Program, mentoring, and internships.
• High-quality pathways to teaching for a wide range of recruits, including mid-career changers, paraprofessionals and military retirees.
• Help postsecondary students in the employment process by understanding the strengths of success in a number of jobs and professions.
• To understand and infuse diversity into all aspects of teacher education programs.
• Fulfill the two competencies necessary for success in the 21st Century; Job Competencies and Interpersonal Communication Competencies.
• Support teacher/administrator understanding and positive communications.
• Help academically talented teachers better communicate their knowledge to their students . . . even to an individual or specific classroom level.
• Support the process of Demonstrated Performance through enhanced interpersonal communication skills and understanding.
• Expedite the pre-service teacher education student’s knowledge and skills via a better understanding between student teacher and teacher(s) . . . especially in the eight week time frame.
• In the induction process, utilize the ongoing Forté adapting update process to support the first and second year continuing development and support program.
• In pairing the new teacher with a trainer mentor.
• In pairing experienced teachers for collaboration and professional development.
• For building administrators in understanding and supporting new and experienced teachers.
• In formal training programs for mentors.
• Parent/Community/School communications.
• Higher education would better understand and help the teacher-in-training learn what the more successful communication and learning styles are…and how each teacher can adapt most successfully.
• Support a career continuum linked to successful adapting interpersonal strategies at the various professional stages, etc.
• Guarantee portability of interpersonal communication skills from year to year, school to school or system to system.
• Understand student outcomes and adjust interpersonal communication and learning strategies accordingly.
• Use of the Forté listening profile which is now under development.

This is a beginning. We know Forté has secured such results in the business community over the past 20 years. The Forté system is used throughout the United States, Canada and the European Union.

Several universities use Forté and references are available upon request.
Questions are welcomed, please mail, fax or e-mail them to the address on the cover of your Forté profile, or call Forté at 910-452-5152.