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Terry Ryan is president of the Illinois chapter of the National School Public Relations Association and manager of communication support in School District U-46, Elgin.
With increasing pressures of accountability from the No Child Left Behind Act and technological advances in communication, many school districts feel a growing sense of urgency to engage their constituents. Hopefully, all school board members understand the importance of communicating with their publics. But just what comprises effective communication?
How many newsletters have been launched under the mantra: "We need to communicate more!" One of the most common mistakes in launching a communication program is for top administrators or board members to identify issues that, from their perspective, need to be communicated to the district's various audiences and then attempt to communicate those issues without engaging the stakeholders.
Exactly "what" is expected as a result of "more communication" is rarely articulated. Fewer angry parents at meetings? Perhaps. More public support measured by success at the polls? Often.
But what about districts that do not see a referendum in their future or don't have angry stakeholders at their board meetings? Actually, that is the perfect time to focus on two-way communication.
Recognizing the need to measure, assess and promote accountability of school communication, the executive board of the National School Public Relations Association established a Communications Accountability Project in 2004. This research project enlisted the talents of school PR professionals across the country. Research included interviews and surveys of superintendents, school board members, search firm professionals and school communications staff.
The results so far are documented in a white paper, "How Strong School Communications Contribute to Students and School Success," and a series of articles including, "Characteristics of Effective Superintendents," "How Strong Communications Help Superintendents Get and Keep Their Jobs" and "Communications Needs of School Superintendents; Related Perceptions of School-Communications Staff." All of these articles can be viewed by logging on to www.nspra.org and clicking on the Communications Accountability Project link.
"An effective public relations program promotes planned, ongoing, two-way communication between the school and its community," NSPRA researchers wrote in the project's white paper. "It helps build an honest relationship between the school and its stakeholders that result in better educational programs and experiences for learners."
The results also show that student success is linked to parent and community involvement.
Listening is more important than talking or writing. Schools must understand the wants and needs of their audiences and what information is important with each group. Messages often have to be presented in a variety of contexts to be comprehended, and identifying the most effective means is essential to success. Thus, school boards should engage in dialogue beyond what happens in the board room to understand the public's perspectives.
Another important resource available on the NSPRA Web site is Raising the Bar of School PR, a free downloadable guidebook to help districts launch a strategic public relations campaign. The guidebook outlines the essential components of an effective public relations program: research, planning, communication and evaluation.
Work continues this year on the Communications Accountability Project, with several members of the Illinois chapter of NSPRA contributing to this worthwhile endeavor. Brett Clark, director of community relations and grants for Glenview CCSD 34, is co-chair of the Superintendent Services Task Force. This project involves working with superintendents from across the country to determine how NSPRA can provide the communications resources and guidelines they need to be successful communicators.
The Illinois chapter is also working with Illinois Association of School Administrators to provide critical information and resources to superintendents who may not have a full-time communications professional on staff. INSPRA members also will participate in the Joint Annual Conference in November, including two panel presentations: "How to Keep the Media Monsters at Bay" and "Strategic Planning + Two-Way Communication = Successful Referendum."
INSPRA strives to provide professional development for school public relations practitioners as well as resources for districts that do not have a communications professional on staff. For additional information and resources, log on to the organization Web site at www.inspra.org.