Getting email right: Learning to communicate professionally with colleagues in school

Every school has its own culture, ways of being and patterns of interaction and communication. I learnt this sage lesson when starting a new post in my second school. 

I entered the profession in an age of scribbled notes or printed memos left in pigeon holes to be collected and responded to at the recipient’s convenience.  Emailing gradually replaced the notes and, by the time I left my first post to move to another school, we’d been using school-issued email addresses for around two-years.  The advent of school email saw a mushrooming in the quantity of the communications we sent, but the inherent brevity of the content of these communications remained stubbornly comparable to the scribbled notes shoved in haste into staffroom pigeonholes.

Inevitably, I transferred my understanding of how to communicate via email into my new school setting.  However, I had failed to understand that the unique context of schools extends to their internal communications and interactions.  My rapid-fire direct emails, which had been totally acceptable in my previous school, did not fly in my new context.  Instead of being received as intended (efficient missives with clearly communicated requests/ instructions/ responses to questions), they were perceived as curt and rude.  It was a massive communication fail on my part.

Learning to communicate professionally

As they begin their Initial Teacher Education (ITE) programmes, beginning teachers are very aware of the challenges they will face in relation to lesson planning and classroom management.  However, a less recognised but equally critical skill they must quickly master is professional communication. This is an area that can immediately affect their relationships and success within the school.

In a fast-paced school environment, clear, concise, and politely professional emails are the bedrock of effective communication, especially with mentors and wider school staff. 

Why your sent-box matters

Beginning teachers are constantly seeking feedback, asking questions, and coordinating with multiple people to ensure they fulfil their training programme’s required activity.  In this context, developing professional email skills is non-negotiable.  Why?

• It establishes professionalism: An email is often the first formal interaction a colleague has with a beginning teacher. A well-written one shows they take their role seriously and respect their time.
• It aids clarity and efficiency: Teachers, especially mentors, have packed schedules. A clear, well-structured email ensures they grasp the beginning teacher’s message instantly and can respond quickly, preventing misunderstandings or delays.
• It helps to build strong relationships: Respectful and polite communication fosters a positive working relationship with mentors and the wider school team, making them more willing to offer support and guidance.
• It demonstrates organisation: Communication style is often perceived as a reflection of a beginning teacher’s organisational skills—a key trait for a successful teacher.

Let’s look at an example: The power of a perfect absence email

Imagine a scenario in which Georgina wakes up feeling unwell.  She realises she is not going to make it into school today.  In her previous job as a barista, Georgina would just text her supervisor to say “not coming in today”.  How she chooses to respond to this situation now as a beginning teacher is an important reflection of her professionalism and reliability because the absence of a teacher (even a teacher in training) has implications for the school – not least because children cannot be left unsupervised, lesson plans and resources cannot be plucked from thin air.

Scenario 1

Imagine, Georgina decides to hit the snooze button before reporting her absence.  When she finally sends the email, she writes the following and sends it to her mentor only:

Georgina’s mentor has a full day of teaching combined with break duty and a lunch club.   The email is received after period 1 has begun.  The mentor is already teaching their own class and has no way of notifying the class teacher.  Meanwhile, down the corridor, Joe has been frantically trying to find the lesson on the school system – a lesson he has not had warning or time to prepare.  How will Georgina’s mentor, Joe the class teacher and other members of the department view Georgina from here on in?

Scenario 2

Imagine instead that Georgina woke feeling unwell.  She realises that time is of the essence and that early notification will give her colleagues more time to make arrangements to cover her absence.  She sends the following email to her mentor and the Head of Department (who usually sets cover for absent colleagues).  She also notes there is an official absence procedure she should following in addition to sending this communication:

Some people will probably view this email as overly florid in style and length. However, style aside, critically this professional absence email allows the mentor and the colleagues impacted by Georgina’s absence to arrange cover with minimal disruption.  The school policy is clear that she did not need to provide lesson plans, but because they were already prepared, she attaches them for her colleagues in case they are useful.  She directs colleagues to where they can find her printing from the night before, demonstrating she recognises the challenges of the tight photocopying budget. How will Georgina’s mentor, Joe and Robbie the class teachers, and other members of the department view Georgina from here on in?

Top tips for professional email communication with colleagues

Sending professional emails is not something most people understand how to do instinctively. They need to be shown and supported to learn the tacit rules of communication that exist within the profession generally and within specific schools.

Beginning teachers need to learn about every aspect of what it means to be a professional teacher—and that includes learning to be a professional colleague. Mastering the skill of professional communication will help beginning teachers to forge effective professional relationships with colleagues during their training year.  It will also help them to establish a reputation as a reliable, competent, respectful and efficient member of staff when they secure their first teaching role. 

Beginning teachers (but to be honest, all of us) would probably benefit from taking a moment before hitting ‘Send’ on their professional email communiucations to check:

• Is the subject line clear?
• Is the purpose obvious?
• Does it include sufficient information?
• Is the tone polite?

It could help avoid unintentionally burning bridges.