John Matt and Francee O’Reilly are assistant professors of educational leadership at the University of Montana. O’Reilly has extensive experience in public relations and administration of higher education. Matt, who grew up in Illinois, received his bachelors degree from Illinois State and taught a number of years in Pinckneyville, has been a superintendent for 13 years and has served as member and chair of a school board.
Now that we’re in the information age, school leaders must take note of the varied ways segments of society now communicate. And in light of changing technology, they need to consider revising their approach to public relations.
Technology offers school officials a wider variety of public relations opportunities, but also creates forums for discussion that can go unnoticed and unused.
Today, information about district events, incidents, decisions and rumors is out immediately. Often that information may not be correct, but in a virtual arena, it becomes the basis for a shared reality. In the absence of the truth, people fill in the gaps and begin to make up the data and scenarios from which the information emerges.
If there is no response to untrue or erroneous information, those people watching or actively involved in the discussion believe the information to be true.
Another popular virtual forum operates in conjunction with traditional media. Daily and weekly newspapers allow anonymous follow-up commentary on articles that appear in online editions. These forums are well attended and the commentaries, unlike the usual letter to the editor, can occur quickly.
These new forums make it incumbent for districts to monitor all forms of communication to help forge a collaborative environment and realistic partnership with the public.
What can happen
An informative article, “Not Your Papa’s Burger,” about a school district appeared in a small, weekly newspaper. The article explained the revisions the district made in its hot lunch program, including menu changes, physical changes to the lunch area and the outsourcing of the service. The changes had been implemented after a carefully orchestrated strategic planning process that involved a great deal of input, including ways to reduce overspending in the program. The online comments that followed included:
“Wow, it’s finally come to the point where we’re outsourcing school lunch?! I’m extremely disappointed ... .” — Chris
“I would imagine, by taking a count of what a child’s choice for lunch would be, it would eliminate wasting food, thus helping to keep the budget out of the red. [The other elementary school] is able to count the meals every day ... why not [this one]? It probably gets more difficult beyond elementary schools, but worth a try. If you make an extra 60 lunches that you throw away it wastes money. Does the district know this?” — Annoyed parent
“School employees were not asked for opinions on contracting out to (Company X), the cooks had good ideas to cut costs and they did provide fresh, daily cooked meals, fresh salads, etc., but it seems the school district made up their mind to go with (Company X) without wanting to hear input from the employees. We’ll have to see how it goes. I’ve heard [the other elementary school] will not be taking counts for what the child wants for lunch under this company. Where is the money coming from to pay this company when there wasn’t money in the food budget to improve anything in the past?” — Another annoyed parent
A total of 12 comments followed this same general theme.
In yet another article dealing with a town hall meeting to discuss coyotes, comments followed the expected trend for such an issue but then veered off into the following:
“I don’t understand why the City is up in arms about something such as coyotes. Let’s take care of more pressing things, such as why a child that forgets his or her lunch money they are give[n] crackers and water, or if you chose to keep your young child home from school due to being ill, you run a chance of going to jail … .”
In communities with daily newspapers, the comment period is short and often generates a brief flurry of controversy. In communities with weekly newspapers, the comment period lasts much longer, giving more opportunity for community members to read the comments and weigh in on the issue. Some newspapers will retain an article on their Web page long after the next edition has been posted if the article is drawing significant discussion.
This new paradigm in media processes can be troublesome for those concerned with public relations. But it can also create opportunities if school officials take a proactive approach to dealing with the issue.
What you can do
Many districts have developed a network of “key communicators” who hold prominent positions in the community and volunteer to listen to and gauge the issues being discussed. They then use their voice in the community to be sure that accurate information is being understood by community members.
In response to the new media process, school districts need to form a committee of volunteers who are willing to interact online in response to online comments that, if left unaddressed, would result in propagation of inaccurate or biased information.
This public relations committee does not need to be large. If six people were to dedicate one hour per week (or 12 people one hour every two weeks) the majority of the comments could be addressed. In addition, articles that show the positive aspects of the school community could be enhanced by appropriate follow-up comments.
Following an article regarding the Scappoose, Oregon, School District assisting a neighboring district that had been damaged in a flood, the following comments were made:
“Way to go Scappoose for opening your doors to your neighbors in need. It makes me proud to say that I am from Columbia County, Happy Holidays!” — Grew up in Columbia County
“I am really proud of Scappoose as well! There is a lot of information on the Scappoose School District website, about how other community members can volunteer and donate items … .” — E
Like the key communicator network, school board members and administrators need to be quick responding to inquiries from committee members so that timely, accurate information can be posted. One approach is to have committee members who are specialists in different areas of the district. For example, if issues of finance are covered in an article or comment, two or three committee members who have expertise in that area can be ready for a quick, accurate response.
After a very positive article about an upcoming technology levy election was printed, the following comment was posted:
“Surely you are kidding. There is already so much waste going on in the (….) school system and you want us to pay for more???? Give us a break ... .”
While very little could be said that would sway this individual to support the levy, a lot could be said to minimize the impact statements like this have on other voters who browse the article.
A committee member could quickly respond that, at one time, they too believed school districts did not spend money carefully, but following an in-depth review of the finances of the district, it was very clear that the little discretionary money the district had was spent wisely and in the best interest of the students and taxpayers.
You then have two side-by-side comments, one from someone obviously acting from emotion and the other writing from correct knowledge and experience.
Another way districts can push out information and correct erroneous statements is through the use of Facebook and Twitter. These social media sites have advantages and disadvantages, so plan carefully and check with other districts that are using these communication tools successfully before creating a district page or account.
Planning ahead
Most of the time, administrators know when an article is likely to appear in the paper. In these situations, communication with the committee ahead of time will help in planning and preparing appropriate comments and responses.
It is important for this public relations committee (or whatever its chosen name) to meet periodically (monthly or quarterly) to establish and maintain a common focus, and pursue goals and objectives that enhance the district’s mission and purpose. In addition, it is imperative that the administration inform this committee and be consistent in thanking them for their expertise and time. One caution: Check with the school district attorney to determine if this committee falls under the requirement of the Illinois Open Meetings Act.
By adding this public relations committee with members to interact with constituents in a virtual community, your district will have capitalized on a golden opportunity to be in two-way communication with district constituents. In addition, your committee members will be able to respond in a timely manner to unfair and erroneous information as well as to positive comments.
In a time when the modes of communication are multifaceted and varied, it is incumbent for school districts to employ every means at their disposal to communicate and collaborate with their internal and external publics.