Communications Audit Report

Communications Audit ReportConducted by the

National School Public Relations Association

for the

Baltimore County Public SchoolsTowson, Maryland

February 2002

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. . . THE LEADER IN SCHOOL COMMUNICATIONS `

National School Public Relations Association15948 Derwood Road, Rockville MD 20855 0 301/519-0496 0 www .nspra.org

Table of Contents

Introduction

Perceptions ofFocus Groups

Observations and Recommendations

Appendix

Introduction

Superintendent Joe Hairston and members ofthe Board of Education are commit-ted to improving communication within the Baltimore County Public Schools and withresidents . This audit was contracted for, approved and supported by the Board andsuperintendent as part of a commitment to increase communication both within andoutside the organization. It clearly demonstrates their willingness to risk change in orderto improve educational opportunities for Baltimore County Public Schools students .

The challenges of building and maintaining public and community engagement,dealing with growing enrollments and inadequate funding, and communicating effectivelywith all segments of the community affect not only the school district but the communityas well .

Throughout the focus group sessions with a variety of school employees andcommunity representatives, it was obvious to the consultants that there is a solid base ofsupport for and pride in the school district .

The goal of this communication audit was to seek facts as well as perceptions, andfrom these to propose recommendations that could ensure improved management ofpublic relations, greater parent and community involvement, and enhanced two-waycommunication between the internal and external publics of the Baltimore County PublicSchools .

The observations and recommendations included in this report should be reviewedcarefully . Whether they pertain to the work of the district's Office of Communications orany other unit, they are intended to improve communication in a school district that ispoised and committed to facing the challenges of education in the 21 st century .

NSPRA Communication Audit

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Baltimore County Public Schools

Processes and Procedures

A communication audit conducted by the National School Public RelationsAssociation enables a school district or agency to view its communications from an"outside" perspective . The audit is performed by seasoned communications professionalswho have many years of experience in educational public relations/communications .

The first step in an NSPRA communication audit occurs when the district sendsthe consultants samples of its communications policies, newsletters, booklets, newsclippings, demographic data, etc . These are carefully examined from a reader'sperspective, to see what they are communicating and whether that communication is asgood as it could be .

A major segment of the audit occurs when the consultants conduct on-site focusgroup sessions to hear from many segments ofthe district's internal and externalaudiences . In our audit ofthe Baltimore County Public Schools, the consultants met with24 groups and conducted individual telephone interviews with two Board members.

The consultants for this communication audit were Karen H. Kleinz, APR,Associate Executive Director of the National School Public Relations Association, andKenneth K. Muir, Ed.D., APR. Ms. Kleinz has more than 18 years of experience in publicrelations in several school districts, and Dr. Muir is a former president of the NationalSchool Public Relations Association, and for 20 years was director of information for theMontgomery County (Md.) Public Schools .

As a result of our review of district materials and focus group discussions, theconsultants prepared recommendations which we believe can help the district improve itspublic relations and communication practices . The final report was reviewed carefully byNSPRA Executive Director Richard D. Bagin, APR.

Findings in this report reflect our review of many district documents and theperceptions of participants who met with the consultants in focus groups on Wednesdayand Thursday, November 28-29, 2001 . These perceptions were based on answers to aseries of questions the consultants posed to each group .


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Guiding Definition

Since 1935, the National School Public Relations Association (NSPRA) hasworked with school districts, state and national education organizations and agencies toadvance the cause of education through responsible public relations, information andcommunication practices . In doing so, NSPRA uses the following definition as afoundation for all educational public relations programs :

Educational public relations is a planned, systematic management function,designed to help improve the programs and services of an educationalorganization . It relies on a comprehensive, two-way communicationprocess involving both internal and external publics with the goal ofstimulating better understanding of the role, objectives, accomplishmentsand needs ofthe organization .

Educational public relations programs assist in interpreting public attitudes,identify and help shape policies and procedures in the public interest, andcarry on involvement and information activities which earn public under-standing and support .

Assumptions

It is assumed that school districts undertake communication audits because theyare committed to improving their public relations/communication programs . It is alsoassumed that they wish to view the district and its work through the perceptions of others,and that they would not enter into an audit unless they were comfortable in doing so .

However, some caution should be observed regarding the nature of such a review .Whenever opinions are solicited about an institution and its work, there is a tendency todwell on perceived problem areas . This is natural and, indeed, is one of the objectives ofan audit . Improvement is impossible unless there is information on what may need to bechanged .


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Baltimore CountyPublic Schools

Parameters of the Audit

It is difficult to measure public relations . However, individual elements can beassessed . It can be determined whether specific program goals and objectives have beenmet . The real measure of success for any program, however-including a public relations/communication program-is to determine whether it is helping the organizationwork toward its stated mission . Accordingly, in developing the recommendations, theconsultants reviewed the perceptions of the focus groups and resource materials in light ofthe district's vision, mission, beliefs and goals .

Resource Materials

Before the consultants' on-site visit, a comprehensive collection of school districtand community materials was sent by the Office of Communications for our review .These included :

"

District policies regarding Community Relations"

Organizational charts (district and departments)"

Spring 2000 Parent Involvement Survey"

1997 Review ofthe School System's Strategic Communication Plan"

Blueprintfor Progress: Realizing the Vision booklet"

Conceptual framework for developing a Strategic Communications PlanSchool-Based Management Guidefor School Improvement Teams and SchoolAdministrators

"

Overview of General Fund FY02 Budget and Communications budget"

Excerpt on public information and communication from MGT of America reporton school system organization and management

"

Baltimore County Public School System Feedback Report 2000 on BaldrigeAssessment

"

Miscellaneous newspaper clippings®

Media Tips for April 21-27, 2001"

Sample recognition letters and ceremony programs"

Sample news releases"

Sample Superintendent's Bulletin"

Sample Emergent Bulletin"

ParentAGuardian Rights, Expectations & Responsibilities brochure


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"

Communicating with the Board ofEducation brochure"

Various issues of The Retiree Review"

Various issues ofStaffExchange"

2001-2002 BCPS School Information Calendar & Annual Report"

2001-2002 Student Handbook"

June 2001 issue of Equity andAssurance Newsbrief"

2000-2001 School & Office Personnel Directory"

2000-2001 Confidential Personnel Directory"

Welcome to the Baltimore County Public Schools information folder"

School Directory 2001-2002"

Crossroads: A Multicultural Guidebook"

Samples ofbuilding-level newsletters"

List of administrators' interpersonal communication activities"

News media list"

Sample Board ofEducation agenda"

Press Release Writing 101 workshop materials"

Basic PRWorkshop materials"

Miscellaneous PR tip sheets and articles"

Information on School-Business Partnerships"

BCPSMagnet Programs brochure"

Volunteer Baltimore County Pitching In For Progress October 1999 activities"

United Way information"

KidHelping Hopkins Child to Child brochure"

Shared use agreements with community agencies"

Emergency Procedures and Safety Manual"

Emergency Procedures guide"

Job descriptions for Communications Office personnel


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Perceptions of the Focus GroupsThe following is an overview of perceptions identified by the consultants in the focus

group sessions held during the on-site visit . This section is not a verbatim report ofresponses tothe consultants' questions . Rather, it contains comments that appear to identify significant beliefs,concerns and suggestions ofparticipants . Many ofthese comments led to recommendations inthis communication audit report . Other comments may be helpful to the school board andsuperintendent in addressing staff and community concerns in other areas .

Group: Central Office Secretaries

This group reported that the district has high standards and holds students accountable forgood work. Implementing and upgrading technology was another strength, as well asmagnet programs, outstanding athletics, and good student support . From a more personalpoint of view, they also listed the number of paid holidays and flexible work hours .

When asked, "What is your best source of news and information about the district?" thisgroup mentioned the Superintendent's Bulletin, the news folder on the Outlook e-mailsystem, and StaffExchange, although some noted that the newsletter is not distributed toall office units . Most said they receive communication mainly through e-mail, althoughsome felt that the system's server was not too reliable .

The majority of participants in this group said they rarely watched the district's cabletelevision channel (Channel 73), and complained that many parents hear about earlyclosings or other weather-related changes on radio or television before employees arenotified internally . This group felt that e-mail was adequate for routine communication,but urged activating and expanding the telephone tree to central office units for emergencycommunication. Some questioned the need to have two different telephone directories,


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and some noted that the more complete directory, which indicates office personnelresponsibilities, is not distributed to all central office staff.

When asked to grade the district on its "customer service," this group gave it a B+. Somenoted that the superintendent has directed that "voice mail is not to be used by offices" inlieu of answering telephones in person, and that the professional development unit hassponsored customer service training (Fred Pryor) for professional, but not clerical staff.

Asked to name one thing that the district could do to improve communicationimmediately, group members answered more cable access to Channel 73, enhancing therole and services of the Office of Communications (including 2417 phone answering), andbetter sharing of the Superintendent's Bulletin with staffwho don't receive an e-mailcopy . Some felt that newspaper coverage of the schools is biased, and focuses primarilyon bad news . Some felt the StaffExchange mostly covers old news and "fluff."

Group : Assistant Principals

This group felt that the district's strengths include safe schools ; extracurricular activities ;good technology that is growing ; a highly-educated staff, the Blueprintfor Progress; clearexpectations for students ; and good countywide student handbooks .

®

This group's best sources of news and information include : The Sun; each other; theSuperintendent's Bulletin ; e-mail ; weekly school bulletins ; Board minutes ; and thesummary of Board meetings on Channel 73 . Some felt that the Superintendent's Bulletinis intended to clarify information, but that e-mailing it only to principals and secretaries forcopying and distribution to staff causes it to be a spotty source . "Send it to everyone,"one person said . Another noted that the Bulletin's distribution by e-mail on Fridayafternoon is not the best timing for school-based staff.

Some barriers to good communication that were noted by this group include the need formore training on how to use the Outlook e-mail system, and central office units thatoveruse answering machines and don't respond to calls for two to three days . Some saidthey arrive at school at 7:00 to 7 :30 a.m . and can't get any response from central officeunits until 9 :00 a.m . ; others noted that some memos are dated seven to 10 days prior totheir receipt . They complimented the district on its new Internet home page, includingnews messages, but also said the telephone tree was still preferred for emergencymessages .

This group gave schools a B+ or A- on customer service efforts, feeling that they andother administrators were very good at dealing with inappropriate staff responses to thepublic .


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Group: Secondary School Teachers

Things that the district could do to immediately improve communication include : sendingcommunication to all administrators in a building, not just the principal; using the websitefor emergency communications and publicizing that fact ; permitting assistant principals toattend principals' meetings; and the need for some principals to do a better job ofcommunicating with their assistants .

This group described the district's strengths as : the wide-ranging curriculum; nurturing ofstudents ; high quality education; an inclusion program that works well ; and the highquality ofnew teachers . They also noted the district's encouragement of parentinvolvement, good communication with parents, and quality extracurricular offerings .Although this group felt that the public schools were generally better than local privateschools, some felt that some public schools are bedeviled by undeserved reputations .Some felt that greater standardization of the curriculum and offerings from school toschool (i.e ., some schools having four-period vs . seven-period days) might help improvepublic schools' images . Finally, this group commented that they have good e-mail contactwith many parents, and one person commended a middle school that puts studenthomework assignments on its website .

When asked about weaknesses, some felt that many positive stories about minority studentachievement are not publicized. The group again mentioned that there are perceptionproblems about some public schools throughout the county. Some felt that greatercommunication is needed between stafffrom elementary through middle and high schoolso that there could be better "K-16 alignment." This group felt that staff developmentofferings were excellent, but some noted that there is little time to talk with colleagues andexchange ideas . Some were critical of "meetings just for the sake of having a meeting."Some felt that teachers are not informed about district events and processes, and cited therecent reorganization as an example. Finally, many felt that the district should do moremarketing ofits programs to keep or attract students away from private and parochialschools .

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This group's best sources of news and information included : school administrators ;person-to-person communication ; curriculum offices (particularly math) ; and the newsfolder on the Outlook e-mail system (although two in the group weren't aware that thisresource exists) . This group was not aware of the Superintendent's Bulletin . Some alsomentioned The Sun and news on the district's website . Some were critical of a lack ofNAACP and district publicity or recognition of African American students who werehonored with ACTSO awards .


9


When asked about viewing Channel 73, some said there was too much "canned"programming . They would like to see more locally produced programming, especially onstudent achievements . Some felt that notices of meetings were not timely, sometimesreaching them on the day ofor the day before a meeting . Many said they preferred toreceive news and information by e-mail, but others noted that they do not have convenientaccess to a computer terminal .

This group felt that customer service was good districtwide, noting that the personnel,benefits, and payroll offices are excellent in responding to staffinquiries .

In response to what the district could do immediately to improve communication,suggestions included having a central clearing house for information. Some felt that theOffice of Communications needs to do a better job of coordinating information, and oneperson said that StaffExchange frequently mentions the same people and schools .Another suggestion was to pursue better articulation with the community colleges,enabling students to earn college credits .

Croup: Stakeholders

This group of "stakeholders" included individuals from non-profit organizations, a police officer,the county executive's chief of staff, a recreation department staff person, and a realtor .

This group said BCPS offers a very good education ("at least as good as private schools,"one said); ease of communication with teachers and principals ; competitive and safeschools ; a relatively small amount of discipline problems ; and wise spending on facilitiesand maintenance ofbuildings .

w

Someweaknesses noted by this group included a lack of consistency in communication,with the suggestion that it should be disseminated from one place, and the need for greaterconsistency in dealing with the media . Some felt there is too much variance in principals'attitudes and behaviors from school to school. One person felt that some central officepersonnel need to better understand the use and control ofjoint park and recreation sites .

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Responses to the question, "What is your best source of news and information about thedistrict?" ranged from newspapers, to no reliable sources, to "I call Sharon Norman."Few in this group look at the district web site . Some suggested that a single source ofschool news and information would be helpful .

Some in this group felt that the district web site should be the source of information aboutschools . Some suggested using different media channels to reach different groups andcommunities . Others felt that a lot ofinformation comes from rumors, and much ofthedistrict information is one-way . Some complimented the school-business partnerships .


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Several suggested wider use of the Welcome Wagon, and more contact with Realtors .Some felt that Channel 73 could be a good source of information, but that it needed morepublicity .

Customer service, this group felt, was good at the central office, but varied from school toschool . "A principal's attitude toward the public is communicated to the staff," oneperson noted . Some in the group reported having unpleasant experiences with schoolpersonnel .

When asked what the district could do to immediately improve communication, oneperson said, use the Office of Communications to better coordinate information . Anothersaid there was great communication and rapport between the police department andschools .

Group: Board of Education Members (Group 1)

District strengths mentioned by this group of two Board members were : diversity ; atalented staff; good curriculum and infrastructure ; and many longtime employees whohave a commitment to students and to the community . They felt there was a positiverelationship between the superintendent and the various unions who represent employees,as well as with Baltimore County state legislators and the county government . Theybelieve there is strong community support both systemwide and at individual schools . Onenoted that a large board (12 members) is a great strength, because "its members areinquisitive, and there is more active engagement with a large and diverse community."

These Board members felt that district weaknesses include diversity (disparities in racialand socioeconomic factors in various geographic areas), size, and the difference betweenequality and equity, which they saw as based on peoples' perceptions . They felt that"squeaky wheels" tended to get the most attention at both schools and districtwide, andthat tended to create "upsets."

They felt that the district doesn't always make the best use of resources, and that itscommunity and public relations efforts are not adequate or proactive . They felt the centraloffice should anticipate "negatives" and have plans for dealing with them . They believethere should be better utilization of community structures and groups . They felt that thedistrict does not respond adequately to criticisms .

These members felt the Board needs help in anticipating events, presenting its case, andobtaining more community engagement . The school system, they said, needs to plan anddeliver more effective communication . One person felt that the system needed to developsome strategy for the forthcoming elections (September and November 2002) for thecounty executive and county council because of a potential for the schools to become part


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e

ofthe political debate . Other issues that need careful communication planning andstrategies are redistricting for the new high school, and the forthcoming middle schoolstudy . Also raised was the fact that the Blueprintfor Progress had been developed, butnot well disseminated or promoted . And, finally, these Board members said that parentsand others need to better understand how the school system works and how to access it toget what they need .

Group: Parents

This group said felt the district offers excellent secondary magnet programs and schools ;good discipline ; a strong reading program with basal readers and phonics ; and goodresources (paper and books) in schools . Some said that the district does a good job ofhelping students prepare for the state MSPAP tests . Other strengths include : safe schoolsand neighborhoods ; a good learning disabilities program; clean buildings ; and goodbuilding maintenance . Most said there was good communication between parents andschool staffs .

This group said its best sources of information about the district include : PTA meetings,the principals ; school newspapers; the district calendar ; and viewing Board meetings onChannel 73 . Some said, however, that Board meetings on television were confusingbecause no one provides the context or background for the issues that are discussed .Some felt there was a lack of publicity about school events .

When asked about other school information they would like to have, several in this groupsaid "more information from teachers about what the students are going to learn thisyear," and "why the curriculum keeps changing ." They would like to hear from teachersabout ways parents can help their children learn . They said most schools have newslettersthat keep them pretty well informed, and a few have automated phone calling systems .Secondary schools need to mail information to parents, addressed to them, as opposed tocounting on students to carry it home.

With respect to the district's customer service, there was a wide range of feelings. Somewho spend a lot of time at school felt it was very good; others said it depended on therapport between the principal and parents . One person said it was like "pulling teeth" toget any information from the secretary at her child's school . Some said they felt that theteachers in their school were "very approachable ." Most felt that not enough parents havecomputer access to the Internet to make this a good way of communicating with schools .

When asked what one thing the system could do to improve communication, the groupsuggested providing for more money for school newsletters, as opposed to reducing aschool's copying budget ; automatic dialing phone systems that schools could use to


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remind parents of coming events; and phone mail systems that would allow parents toleave messages for teachers .

Group : Advisory Councils and Committees"

Some participants in this group felt that staff needed training in how to communicate withparents and others, and that the district doesn't tout many of its good programs, or whatthey described as "buried strengths ."

For this group, their best sources of information about the schools were throughvolunteering in their schools, kids and other parents, and school newsletters . Some usethe district web site and Channel 73 . Others mentioned PTSA meetings, newspapers, andthe very negative nature of talk radio .

"

This group said they would like to receive more information about "positive things," andwould like to see more participation by school staff in community organizations . Somesaid parents need to understand how the system works and that BCPS ought to do moreoutreach to parents . Some recommended a parent orientation regarding homeworkexpectations, dress expectations, and behavior at each school level .

These participants rated schools as average in customer service, with some saying it wasnot uncommon to be left waiting at school counters for a long time . One person said thatthe possibility of a student receiving failing grades needed to be communicated in advance .

Immediate steps to improve communication included telephones in every classroom;greater efforts to "get the good news out" ; and more marketing .

Group : Employee Union Leaders"

Many in this group felt that the district leadership was "a bit too distant" from theirmembers (district employees) ; that communication was frequently delayed or sluggish;that employees got mixed messages ; and some questioned the accuracy of communication .One person felt that the former area administrators were "a layer between thesuperintendent and principals who put their own `spin' on information." Some felt thatthe district is characterized by confusion, spinning wheels, and frustration . One said thatsome people don't do anything "because in three weeks, it's going to change." Oneperson argued for "message simplicity, clarity, and straightforwardness . Implementationshould be clear ; when it's not, people make up what to do, and as a result lots oftime andenergy are wasted."

NSPRACommunication Audit

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When asked about their best sources of news and information, several praised theSuperintendent's Bulletin as good, introducing consistency, but noted that it is notdistributed consistently in schools . Some felt that principals must keep in closer touchwith the ESS staff since there is no longer an area staff. Some said that the recentreorganization has disrupted some communication channels and new channels andresponsibilities haven't yet been established . One person noted that expulsion hearings aremore difficult because the people involved have to travel to a central location rather thanto an area office .

What the county could do immediately to improve communication is to develop onemessage, stick to it, and follow through, one person said . Some suggested that thesuperintendent should meet monthly with union leaders for a Q&A session, or meet witharea focus groups . One person suggested that the superintendent and a deputy lunch withemployees periodically "to find out how it is playing out there."

Group: Counselors

For this group, their best sources of news and information about the schools are The Sun,Channe 73, information that principals share from meetings, Staff Exchange, union

publications, and local newspapers. Distribution responsibilities for the Superintendent'sBulletin, some felt, are unclear . E-mail is a source of information, but some were criticalof antiquated software, citing the DOS scheduling program . This group felt that the website has improved . Most felt that there are not enough telephone lines for goodcommunication to and from schools . Some felt that voice mail would be a big help inimproving the public's image of school accessibility .

Some felt that meetings and deadlines are not well-coordinated . One person said therewas too much information in the Superintendent's Bulletin, and a file of this year's issuesis about 3" thick in three months . With principals responsible for screening this documentand copying information for teachers and others in their schools, several people felt thattheir members either don't see it or get the information too late . One person suggestedthat about 25% of the Superintendent's Bulletin volume was special educationinformation and suggested that perhaps that office could create its own newsletter . Inaddition, some said, people also receive memos or information from other departments .

Members ofthis group felt they need more information about good programs and bestpractices in other county schools, and that the district needs to do a better job ofpromoting itself in recruiting new teachers . One person cited the staff developmentactivities the day before Thanksgiving as excellent for sharing among staff. Another feltthat there should be systemwide conference days for secondary as well as elementaryschools .


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Baidmore CountyPublic Schools

Some felt that the distribution method for print material needs improvement ; although oneperson said that her school has an "urgent spot" on the office bulletin board for things thateveryone needs to read . Some felt that principals need more autonomy in communicatingwith parents in emergencies . Several in this group said that decisions to close schools forinclement weather need to be made earlier; some staff and students have already left homeby the time the Baltimore County announcement is made on the radio.

Most gave schools high rankings for customer service, although some said that schooloffice staffs were "too stretched ."

"Send more positive stories to the news media," one person suggested when asked aboutwhat the district could do to improve communication. Most would like to receive noticesin print, not through posting on a bulletin board . Several said it would be nice foradministrators to get in the habit of saying something nice to staff, "people are feelingbeaten down," one person felt . This group felt that few central office administrators visitschools . Some had concern for new teachers, whom they feel need more positive support ."The teaching job has become overwhelming, and we're losing good people because theyfeel micro-managed," one person stated . One person suggested a quarterly video reportfrom the superintendent, broadcast on Channel 73 .

The greatest challenges facing the district include its changing demographics, increasingnumbers ofkids with severe needs, and insufficient staffing . "Taxpayers need to be betterinformed about issues if we want their support," one person said . Some felt that thecounty needs to raise taxes to support education, and that the county needs a better long-term growth plan .

Group : School Clerical

This group felt that the district needs more textbooks and earlier decisions andannouncements of snow closings or delays . Some said the telephone tree is a good idea,but that callers can't get through in emergency situations. Some felt that elementaryschools have too many people roaming through the buildings and that this could become asecurity issue . Some said they receive the district directory too late, and some said thatuntil a change was made after 9/11, they were unable to access their principal's e-mail .Some said it was difficult to find substitute teachers, that the sub list "is a joke," andseveral blamed the problem on low pay . Most felt that schools need more phone lines andteachers should have voice mail .

When asked about their sources of news and information, this group mentioned the newson the web site, Channel 73, StaffExchange, Outlook e-mail, and the Superintendent'sBulletin . For those who have only one computer in the office, some said it is difficult to

NSPRA Communication Audit15 Baltimore CountyPublic Schools

One in this group felt that the district should publish a community newsletter . Some feltthat directives are not clear, and that better calendar and deadline coordination is needed .They feel that person-to-person and e-mail communications are best.

On customer service, this group felt that "it is really good," and one person said that thecentral office functions much better under the new superintendent . Most felt that theschools project a friendly atmosphere .

The district could improve communication, members of this group said, by standardizingtechnology faster, and making earlier inclement weather announcements and not changingthem.

Group: Cabinet/Directors

They felt that some weaknesses include : the size ofthe district; problems in deliveringteacher and administrator training ; staff turnover ; and having to manage more with fewerresources . Some felt that communication needs improving so that staff trust theinformation they receive and that it is delivered in a timely fashion. Some felt that therecent reorganization has helped improve communication .

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The best sources of news and information for this group include : the PTA bulletin ; StaffExchange ; local newspapers ; and news on e-mail . None in this group use the district website . Some felt that the telephone system needs to be improved, with voice mail thatwould enable people to leave messages if the person called is not available .

get from the attendance reporting program to the web site . One person said that thesuperintendent is doing a great job of communicating .

This group said that some of the district's communication is not timely, and they werecritical of a too-short turnaround time for meeting deadlines . Some called for betterintegration of the master calendar, perhaps putting it online . "The Outlook calendar hasworked to some extent," one person felt .

When asked about customer service, this group felt that the elementary schools are great ;secondary schools are "not as warm." The district office phone is always answeredpleasantly, some said, but some internal offices "leave something to be desired ." Somefelt that fingerprinting of new employees needed to be improved, citing long waits and theneed to visit multiple sites to get processed forjobs . Overall, they felt, the district does agood job, but it could do a better job of recognizing outstanding programs, staff andstudents, one person said .


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This group felt that the district could improve communication by having a new telephonesystem, and putting the telephone directory on the Intranet, similar to the way that e-mailaddresses are listed .

Group : Board Members (Group 2)

This report is a synthesis of comments from two members who were interviewed in person andone by telephone .

These Board members feel that Baltimore County Public Schools have lots of resources,but they don't use them effectively, and don't communicate about them to parents, staffand others in the community . One member said that there are excellent private schools inthe county, but that the top students in academic competitions, SAT and other tests arenearly always students from the comprehensive public high schools . One said he thoughtfew people were aware of the excellent culinary arts program at Sollars Point, forexample.

These Board members feel that the district needs to do a better job of marketing itsschools and programs . "There is no reason why Baltimore County Schools shouldn't berecognized among the best in the country," one said . "We're reactive, and usually veryslowly," another said . "We have to aggressively tell our story ; make issues known to thecommunity."

Some felt that the district was not using Channel 73 as a news and information vehicle,and felt that internal communication also needs improvement, with more feedbackopportunities . All said that the web site has been vastly improved .

One member said the district needs to develop a strategic communications plan, whichshould include utilizing business partnerships to pay for marketing and advertising .

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When asked about major issues facing the district, one member cited increasing emigrationfrom Baltimore City, and ensuring that the public schools not become a "whipping boy" inthe 2002 county elections . "We need to ensure that we maintain our independence, notbecome a department of education in the county government," one said .

Group : Media Representatives

These representatives from newspaper, televison and radio described Baltimore CountyPublic Schools as being widely diverse - ethnically, economically and religiously

andbelieve it is growing increasingly so . They feel that many people don't want their children


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to go to city schools, so they are moving to the county . It was suggested that BaltimoreCounty has lost position when compared to Harford and Howard counties with respect togood jobs, higher income, job base and county facilities .

One participant said he had visited Eastern Technical High School and found it to be veryimpressive, but it doesn't tell its story well. He said he saw 15-20 stories that could betold on his visit, but the only notices the media ever gets are about a car that is given awayat the end of the year.

"

These reporters said they get a monthly packet of tips from the Office of Communications .One participant joked that it is so thick, information must be based on how much thedocument weighs . The television and radio representatives said this type of informationpacket is not as helpful or user-friendly to them because their assignments are scheduledon a daily basis . The newspaper representative, however, felt the packet was very useful.

All said they would like the district to send more news items by e-mail . Their onlystipulation is that information should be included in the body of an e-mail message becausenewsrooms are not allowed to open any attachments due to viruses . Faxes are also good,but they need to be timely .

This group finds the Office of Communications to be responsive to their needs . Theydescribe the staff as helpful, accessible and responding to them in a timely manner . Theyfeel the communication staff is well-trained and able to provide answers . One felt that theresponsiveness of administrators in general has improved over the past six months saying,"There are actually administrators who return calls!" It was noted that they "don't alwayshave to go through Charlie anymore to get questions answered."

One area all agreed is a problem in all Baltimore area school systems is a lack ofcommunication about contagious diseases. They indicated they find out about outbreaks(such as meningitis) via letters sent home the end ofthe day to parents . Because they findout at the end of the day, instead ofbeing contacted by the district directly or receiving theinformation at a news conference, television ends up having to do a live segment in frontof a school to make the news. They believe this makes the story seem worse than it is,and this could be avoided by more timely communication.

It was also mentioned that because BOPS does not have an elected board, there is no"buzz" about issues .

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These reporters felt BCPS principals need training in how to deal with the media in

emergency situations. One cited an incident where a principal verbally assaulted a reporterwho was covering a school story from a public sidewalk . They indicated there is a lack ofconsistency from school to school in handling crises, but noted that disaster plans are


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Baltimore County Public schools

"supposedly" in place this year. They said that there is no communication plan in place forcrisis situations, however.

Another example given was the difficulty they had finding stories after September 11 .When they could not get a timely response from anyone in the district or the schools, theyended up going to a private school to find out what students were doing in their socialstudies classes related to the attacks .

An ongoing issue is timely announcements about weather-related school closures . Theyfeel it greatly inconveniences parents when, after announcing that schools will open twohours late, the district later announces they will be closed . They feel this results in themedia being seen as the bad guys by the public for having wrong information .

This group commented on several school-related observations . One had to do with lightson the grounds at Westchester Elementary not being replaced when burned out . Theparticipant who mentioned this said, "When a new school starts sliding downhill like that,it's a sign of how much pride is taken on the part ofthe principal ." They noted that whatgoes on in a community impacts how they cover it and the school .

Another said he was "troubled" that the marquee at Woodlawn Middle School displayed amessage about the drive for building a new stadium instead of a message about education .

This group also was bothered by the constant fundraising and solicitation by students onbehalf ofthe schools.

A perception exists with this group that the real business of the Board takes place inclosed meetings . They see the open meetings as a "rubber stamp" for things alreadydecided behind closed doors . They did, however, feel that the Board was accessible .

This group gets its information from the Office of Communications, the schools and fromparents . They also said they have never been part of a face-to-face meeting betweenprincipals and the media, and felt this would be a good idea and helpful to everyone .

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The group believes BCPS has not made the Internet work for it . They would like to beable to access information on the web site such as letters to parents . While they indicatedthat news releases are posted, they are hard to find . They suggested that the districtprovide links to other sites that provide additional information about a topic (i . e ., if thereis a health issue, link to the Department ofHealth or other medical sites) .

They think the district needs to embrace technology more as a communication tool (i.e .,providing digital photos) and be proactive in using it .


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The group raised an issue about MSPAP scores regarding the availability of the scores in acomputer disc format. They would like to be able to get them on disc, but expressedconcern over what the district is considering charging for the disc .

These media representatives felt the district should provide some media training for topadministrators every year .

To improve communication, they suggested the district become more proactive, promotemore openness, and encourage administrators to return calls in a timely manner . Theypointed out that they will report the story anyway, and the more clandestine the district is,the more suspicious they become.

Group: Executive Directors of Schools

This group also felt the district needs to do a better job communicating successes . Theybelieve the district doesn't do anything relative to PR that is aggressive and it relies toomuch on the media to tell its story . They indicated there are many things that make BCPSschools competitive that aren't advertised (i.e ., no one knows the high schools have higherthan average SAT scores) . They think the district needs a polished PR campaign .

The group also noted there is no systemwide staff development in communication forprincipals and no media training has been done in a long time .

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This group's best source ofnews and information is district meetings, but they noted theysometimes find out information through the newspapers . The Superintendent's Bulletin,Emergent Bulletins and the "grapevine" were also cited as sources . Timeliness ofinformation is a concern .

This group felt that customer service varies from school to school in the district . Someare more masterful at it than others and connect better to the community . They noted thatparents who don't have the knowledge to navigate the system are less successful in gettingservice . They indicated that inservice training in customer service has only been offeredfor clerical personnel .

When asked what BCPS could do to improve communication, this group suggested :"

Provide the resources to do the job (i.e ., add people in the schools to answerphones) . One participant said, "You need people to provide a service economy."

"

Meet with advisory councils monthly ."

Respond to people in a timely manner . The group noted that this is the biggestcomplaint they hear .

The group felt that employees express the most concern about communication .


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Group: Elementary School Principals

This group's best sources ofnews and information about the district are : The BaltimoreSun; and the Superintendent's Bulletin which, they said, is helpful, but it often getsduplicated with information from the various departments . This group said they applaudthe consolidation of information . Countywide principals' meetings are helpful becauseeveryone hears the same thing at the same time . This group thinks communicationbetween the county and the State Department ofEducation could be improved

They feel information is often piecemeal and not timely, but that this is improving .

The group indicated there was a lot of confusion on September I I about whether or notschools were closing . They would have liked to have been contacted and informed aboutwhat the media was being told that day . They also expressed concern that if informationin such situations is sent only by e-mail, they aren't in their offices to receive it . Theysuggested that the same information also be sent to the school secretary to insure thatprincipals get it .

This group would like to receive more advance notice from central office about whenthings are due . They are often given due dates ranging from three days to the day thatreports and paperwork are due . They also would like to be able to access some oftheAMS screens online in order to track their budgets, although they find the systemcumbersome and hard to use . A simpler process is needed .

They also believe communication about renovations needs to be improved . They are notin the loop at the beginning of the process . It was noted that communication aboutrenovations conducted in-house is excellent in comparison to outside contractors .

These principals believe schools are "on the firing line" for customer service and that it iscritical to have good people in the front office . They see the school secretaries as the firstambassadors and feel they are very committed to their schools, students and theirprincipals . They also feel secretaries are asked to do too much.

The group indicated there are a lot of new secretaries, but not much inservice training hasbeen offered to them of late . There have been customer service inservice options availableto clerical staff in the past, but not all have taken advantage of it .

This group said it would be helpful if the district built a customer service component intothe orientation program for new employees . They indicated that the only customer servicetraining offered currently is what they provide to their staff. All agreed that they mustmake time to do this because it is important . Some in the group said they also make timeto prepare staff members who have to deal with complaints from parents or the public .One participant has mentors work with new teachers in this area.


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Additional suggestions the group had for improving customer service included : meetingwith staffto prepare them for back-to-school nights and parent conferences ; working withnew teachers to provide background on the students and parents assigned to their classes ;and individualized modeling for teachers

They expressed some frustration over how well they are served by some central officedepartments . Examples included not being able to get answers from the special educationoffice since it reorganized, getting voice mail during the day instead ofthe person theyneed to reach, and not always knowing who to call for the answers they need . They didfeel that service from the facilities office has improved and e-mail has helped . They againcited confusion over what to do on September 11, and said they would have rated thedistrict low in customer service that day .

This group felt the district could improve communication by improving the timing ofpublications . For example, the calendar comes out at the beginning of each month, butthey need it earlier because they send their schools' monthly calendar to parents before themonth begins . They suggested that a yearly calendar would reduce program conflicts andbe easier to use .

Group: Students

This group of high school students was very positive about their schools . They felt thatthe different programs offered are great and that the schools are open and welcoming .Several who attend the Arts and Technology magnet school said there is a lot of respect attheir school and everyone wants to be there . Another said he would recommend hisschool over any private school in the state . He feels he is getting a better education thanhe could anywhere else .

The best sources ofnews and information for these students are : parents and neighborswho work for BCPS; student council general assemblies; word of mouth; and schoolnewspapers .

This group would like the district to provide better information on snow delays and schoolcancellations . They perceive the district as constantly changing its mind about what it willdo regarding weather . One noted she has an early bus and by the time she gets to school,classes have been canceled .

These students gave the district high grades on customer service because most teachersare so willing to help students . One participant said, "The teachers want to teach thereand you want to go there." One noted that her parents only hear negatives from her so


22


she thought they wouldn't rate it as high as she does . They noted that parents arewelcomed in the schools during American Education Week.

When asked what BCPS could do to improve communication, this group suggested thefollowing : be truthful in telling students when changes are being made- tell them whyand what is being done ; more direct contact with parents and students (newsletters are notenough) ; teachers should talk to students about issues and read them letters from theprincipal; and reach out to new parents or those who are not normally involved in theschool . They believe this would help their children get more involved .

Overall, the group felt there is "pretty decent" communication between the home andschool .

This group of students said that on September 1 I everyone wanted to talk about what hadhappened and to watch the news coverage . They indicated teachers held discussions andsome were allowed to watch television coverage . One participant said the district shouldhave closed the schools because they couldn't concentrate on anything else . They also feltit was ironic that cell phones have been banned in the schools, because students have themanyway and teachers allowed them to use them on September 11 . It was also noted thatpay phones are shut offat the schools during school hours now. One participant said oneschool has only one pay phone .

Group: Board of Education Members (Group 3)

These board members said that the district holds a number of forums and advisory councilmeetings in order to improve communication with the public, but noted that the localnewspapers have little enthusiasm for covering them. One suggested the papers might bemore willing to help tell the story if they were asked .

They said advisory councils were designed to be local community forums for discussingissues, but those who apply to be on the councils are often "super complainers." Theyindicated the Board shares general information and board goals with the groups, but thecouncils are not given specific charges related to these goals . One indicated that, in thepast, forums were used as "warm-ups" for redistricting and for gathering input . It wasnoted that there is a need to redirect the focus of the advisory councils .

These board members said they get many positive comments about the schools duringAmerican Education Week. However, they feel communication breaks down at thebuilding level . They believe some people are good at being ambassadors and some arenot . The district needs to help staffbecome better ambassadors and find someone to trainthem, not necessarily the principals . One member felt that the schools do not viewstudents and parents as customers, but more often as interruptions . This member


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Saftlmore County Public Schools

suggested that what is missing is interaction between parents and staff in non-crisismoments. Staff need to be sympathetic to parents with issues or problems, and parentsneed to understand the staff perspective of dealing with 2,000 students .

They also felt there is not much communicated from senior level administrators to juniorlevel administrators, so these people do not have a sense that they are participating in thedevelopment process . This makes them less likely to become ambassadors instead of"worker bees."

These board members felt BCPS could improve communication by reaching out to thecommunity and making them feel part ofthe schools . This needs to include those whodon't have children in school . They want the public to be proud oftheir schools, embracethem, and do what they can to make them better . One suggested younger teachers(Generation Xers) could help the district learn to communicate with technology and getwhere it needs to be in this area .

One board member said the Office of Communications is not given the direct informationor authority to provide information to the news media quickly . He believes thecommunications officer needs "enough leash" to run with stories . Another felt that manyparents do not know about the district web site . Information on the web site should betargeted to specific audiences instead ofjust posting a massive amount ofinformation thatmust be sifted through . Provide links to information parents want to know more about .

One member did not think the district does enough marketing of the good things going onin the schools . Public engagement efforts are also needed and this responsibility can't restjust with the Board or superintendent . "We keep expecting Mohammed to come to themountain and what we need to do is take the mountain to Mohammed," is how onemember described it . All administrators need to reach out to external groups - civic,service and faith communities - because many parents find out about the schools viathese organizations .

They would also like for the Board to be provided with key messages about the districtdesigned to develop support for "successful" schools.

It was also mentioned by one board member that the PTA may feel that they haven't beencommunicated with enough by the Board and district .


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Group : PTA Parents

This group ofPTA leaders described BCPS as a good school system . It offers good basicacademics, music and physical education programs and concentrates on what is in the bestinterests ofchildren . One participant said she has been very happy with the education herchildren have received and didn't think she could have made a better choice than BCPS .They said the system has many choices to offer with magnets and career connections aswell as good, comprehensive programs .

Most in this group agreed that as long as parents are actively involved, their children willget a good education . They felt there are wonderful teachers in the district as well assome that need help .

Some of the things these parents said they would tell families new to the district include :"

Don't let test scores fool them . Some schools with the best environments don'thave the best scores ; and

"

Ifthey have a special education student on a 504 plan, they need to be vigilantabout services .

This group's best sources of news and information about the district are each other andconversations with senior district staff members. They indicated they usually hear aboutthings before reading about them in the newspaper, and often know before their principals(i.e ., one knew the school was getting a new kindergarten teacher before the principaldid) .

One participant said the schools in his area communicate well about what is going on inthe schools, but didn't know how well the schools communicate about district issues .

This group felt there is a disconnect throughout the system between the superintendent'soffice and the school buildings, but that this is getting better . They also felt that manyprincipals don't have a sense ofthe history of their schools because ofthe turnover ofprincipals (i.e ., a principal didn't have the report on an air quality issue at one school) .

According to this group, principals are becoming less comfortable with taking risks, soparents and the PTA take problems to those at higher levels because the school staff isafraid to . When information is withheld from parents, nothing gets done . They want theprincipals to be successful, but feel too many principals don't want to share and tend tocover things up.

This group strongly believes that school staffs do not want parents in the schools . Someexamples they shared included :"

Meetings are scheduled when parents can't attend (8:00 a.m., 12:15 p.m.) . Theysometimes feel tricked in that a school improvement team meeting is held at an

NSPRA Communication Audlt

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r

hour when parents can't be there, and when they ask about it they are told it wasjust a staff development meeting.Conference days are scheduled to fit teachers' days, not parents . They said theyhave asked the district to encourage schools to change how they scheduleconferences, but so far they haven't seen any improvement . One participant said amiddle school didn't want to make appointments for parents to meet teachers, soparents had to show up and then wait . Another said one school didn't scheduleconferences unless a student was failing .Some schools asked parents to RSVP to attend American Education Weekactivities in order to be allowed into the school .Secondary teachers use e-mail to communicate with parents, but elementaryteachers don't want to share their e-mail addresses . One parent said she wasecstatic to get a welcome letter from her child's middle school that included thephone numbers and e-mail addresses for team members. She couldn't get anyinformation from the elementary school .School environments are not welcoming . Parents have no rights and teachers havetoo many freedoms and rights .

These parents rated the district poor in the area of customer service, with the majoritygiving it a "D." They feel the district needs to be more responsive and view parents ascustomers, not an inconvenience . They believe the focus is on staff and that the districtacts like the teachers are the customers .

They feel that there needs to be accountability for customer service . Several participantsmentioned that they have stood in school offices and been ignored while the secretariestalked to each other . They believe school secretaries need staff development in this areaand also in multitasking . One participant said she left messages for two weeks trying toinvite the superintendent to greet participants at the PTA state convention. The group didsay the transportation department is responsive when contacted .

This group perceives the Board as conducting its business behind closed doors instead ofin public . They explained that they fought to have meaningful public comment at boardmeetings (public comment used to come after action was taken) . This group sees theBoard as having a hidden agenda that is politically motivated . They feel their commentsgo into a "black void" and they never feel the Board is going to do anything about theirconcerns . They perceive the Board as not learning from its mistakes and hoping thatparents won't remember and respond . They feel it would be a good idea for the district tocome to the community before decisions are made. The PTA could provide the bestfeedback on what's going on out in the schools, if asked .

,


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Group: Community Leaders

This group felt that when the district talks about minority issues it is in terms of black orwhite and does not include other immigrant groups . They believe minority students needto be supported in order for them to feel part ofthe system . One participant said hewould like BCPS to be more like Montgomery County Public Schools and have more staffto work with the various minority groups . Other concerns included : ESOL programs notlocated in areas where they are most needed ; inadequate system for getting minorityparents involved; non-English speakers, especially Chinese, Iranian, and Vietnamese faceprofound language difficulties that prevent them from getting involved .

More staff members are needed for the ESOL program . There is a real need for anadditional Asian resource person with education credentials . There is no welcome centerfor ESOL families to help connect them to existing ethnic agencies . Every year there is anew program that tries to deal with diversity. Without staffbuy-in, it's meaningless .

They also felt students don't understand the significance ofthe various holidays they have .Other comments included that they never hear when students do well . They believestudents need to be rewarded for accomplishments and that the schools are too strict withrules, so students are afraid to make mistakes and therefore don't think . They fear thatstudents think they are meeting the requirements for graduation, when in reality theirknowledge is superficial .

This group cited local newspapers and their own children as their best sources ofinformation about the district . Some watch Channel 73 once in a while . The MinorityAchievement Advisory Group is also a source . Several commented they used to receivemore communication from the previous superintendent and there used to be more attemptsat outreach . One participant said he thinks the superintendent is trying to reach outthrough a task force and by meeting with community groups, and that changes are beingmade . Another felt there haven't been many innovations in the past year and a halfand heis not seeing any risk takers .

This group would like to receive regular explanations of what is going on in the districtand why changes are being made. One suggestion was for the superintendent to holdbriefings every eight weeks with a manageable group of community leaders . Meet first inSeptember and inform them of goals for the year and then provide regular updates . Theyall agreed that being asked to participate in this focus group was positive .

In the area of customer service, this group felt the schools should have open houses andinvite community members in . They felt many schools, but not all, are trying to becustomer-friendly and are willing to hear complaints .


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One participant said, "You are overqualified to work in BCPS ifyou can answer thephone and transfer a call." Callers still get passed around . Another said he tried to get alist of minority students in order to increase parent involvement but was told it would cost$1 .00 a page and that he should ask the PTA for a list . There was also a feeling in thegroup that principals are not taking the initiative to include minority parents .

This group also felt that parents are not really wanted in the schools . One said the schoolsmake parents feel good by inviting them to be part ofthe school improvement team, butall they really do is what they want to do anyway.

This group believes the district can improve communication by using simple language withparents because parents are afraid to ask questions when they don't understand something .

Group : Secondary School Principals

This group of principals noted that strategies for communicating include : vigorouspromotion of American Education Week; schools make good use of local communitynewspapers ; job and magnet school fairs are offered ; schools hold open houses toshowcase programs ; monthly school newsletters are published ; programing is provided onChannel 73 ; and school web sites provide information .

One area they see as needing improvement was to make better use of Channel 73 . Someprograms are repeated, yet there's so much to celebrate; showcase more success stories orshow a game of the week; anything besides "talking heads."

There was a breakdown of communication on September 11 about whether schools wereclosing . The group felt crisis communication needs to be improved and that thecommunication system is more reactive than proactive . The district needs to work with themedia on shaping stories and use technology to get information out .

The group noted that, years ago, the district provided media training for principals . Theywould like this to be available again . They would also like to have clear direction and keymessages about how the district is responding to countywide issues . They feel they needmore guidance on responding to the media, especially if they are a high profile school .They indicated the district encourages them to respond to media but it doesn't give themdirection . They feel there is a need for consistency in this area .

Those in the group who had received media training in the past said they feel comfortabletalking to reporters . But they agreed that Office of Communications staff members don'toften show up to help them when the media is on campus and they feel they are left"hanging out there." They felt that new principals really need media training and that noone has defined the importance of communication in the schools .


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They felt that the district's response is not consistent or proactive in crisis situations .There is not a clear plan on how the crisis should be handled. They also said that the chainof communication in the district needs to be clarified . With the reorganization, they aren'tsure where to go for answers and who does what anymore (and they don't have adirectory) .

This group's best sources ofnews and information are e-mail and the Superintendent'sBulletin . They find the Bulletin helpful, but feel there is a disconnect between what iswritten and the attachments that come with it . Sometimes it is more confusing than wheninformation comes direct from the various departments. However, if it's in the Bulletin,they know it is a "must comply" issue .They think the StaffExchange could be more comprehensive and serve as a voice for thedistrict (but there needs to be a staffing commitment first) . They feel the recognitionsection is important and they all look at the retirement column. Some save the Curriculumand Instruction column . But most said they put the recycle bin next to the school mailboxes and most of the newsletters end up in the bin .

These principals indicated their local community newspapers will print what they write forthem, but they need more direction from the Office of Communications to take advantageof this . They would like to use the newspapers to build school support at theneighborhood level .

Another suggestion was for the district to identify 25 key staff members across the districtwho can serve as spokespeople on different topics .

This group said customer service has not been addressed as a system and they believeteachers need training in order to counter attacks on education. They noted that theynever see top level administrators out promoting the school system unless politicians arethere . They think there is a need to "brand" the school system .

Because they are all worried about accountability, they feel it is easy to forget theimportance of promoting their schools . They see a need for ongoing training so they cancreate and work effectively with building level communication committees . A suggestionwas made that the Office ofCommunication send out packets with tips and strategies likeassociations do . They would also like to know what the public wants to hear about theschools so they can fine tune their school newsletters .


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Group : Support Services Staff

This group's best sources ofnews and information are : word of mouth/rumor mill; andStaffExchange . They felt the StaffExchange is helpful but usually late . Some indicatedthey don't receive it in their mail boxes. There seems to be a breakdown in distributiononce it reaches the schools . Most in the group felt StaffExchange is written mostly forteachers and think it should have something for everyone . This group said they would liketo know more about policy changes and reorganizations .

Participants from the transportation department indicated that bus drivers receive verylittle communication of any kind because they don't have mail boxes . Both transportationand food service said that lack of communication about snow delays causes problems forthem because they are already on the road . They often hear about delays or closings onthe radio . Some said they hear about policy changes and other news on Channel 73 (ifthey get it) or on the local news station .

Some departments leave the Superintendent's Bulletin out for people to read, but oneparticipant said, "It's like reading a dictionary ." Transportation has a newsletter thatshares "good news" items but nothing about what is happening around the district .

This group felt the district sometimes goes overboard with customer service . Moreconsideration is given to parents than to staff. They never get recognized or receive anypats on the back .

Operations and custodial employees say they are never included in staff meetings . It wasnoted that, in one region, the custodians are now attending PTA meetings . Food serviceemployees reported that they meet with area reps and then the managers report back totheir employees.

Some of the support services offices have staff bulletins on e-mail, but not everyone hasaccess to a computer so they can't all receive the information.

When asked how the district could improve communications, this group said thatprincipals are the key. Principals need to realize how important it is to get information tosupport services staff too . They suggested sending out "quickie" updates to keep everyoneinformed .

They agreed that support services staff do not receive much training or orientation as newhires, which would be helpful . Bus drivers need to get information about school closingsearlier (they are already on the road at 5 :30 a.m.), and they also would like to know whenstudents have been expelled so they aren't allowed on the buses .


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Another area of concern was the fact that drivers can only call 911 or the transportationoffice on their cell phones, so they cannot get weather reports or call for assistance afterthe transportation office closes for the day (and some buses are still on the road) . Thegroup also noted that they don't receive listings ofjob openings around the district, or getthem after the deadline dates for application .

Group: Central Office Staff

This group's best sources of news and information about the district include : theSuperintendent's Bulletin ; the web site; newspapers; district mail truck drivers ; informalmeetings, word of mouth; superiors ; and cabinet .

They described the StaffExchange has containing "historical elements that providecomfort" and they like to get the lighter side of news about the district . The timeliness ofthe publication is an issue, however . They feel it is directed primarily at the schools andteachers . The curriculum and instruction column is good.

The Superintendent's Bulletin has helped to organize information but it is not alwaysdisseminated to staffwho need to see items in it .

This group did not think the district makes effective use of Channel 73, and thinks school-based broadcasts from in-house low wattage radio stations need to coordinate theirmessages and information .

They believe training in communication technology is needed and should be addressedfrom an organizational standpoint . They feel there is a real need for cell communication .

The group indicated teachers have e-mail addresses but not all use them. They did feel e-mail can be overwhelming and teachers need to be protected from overuse .

This group felt that employees want to be positive and customer service oriented but thepublic doesn't understand the volume oftheir work and how tired people are. There is norecognition of what's realistic . There should be standards for communication and whatconstitutes realistic expectations . The perception across the district is that students arenumber one, parents are number two, and others come after them. The feeling among thegroup was that everyone is a customer of each other, and they are expected to providesome level of service to everyone all day long . The volume is tremendous .

They believe that people need to be able to articulate what BOPS stands for and don'tthink all staff can do so . One participant noted that the superintendent has been trying togive the big picture to staff They feel there is a need for everyone to understand thefunctions of the various departments .


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There is no strategic plan for communication and the district doesn't look as professionalas some ofthe smaller counties surrounding it . Publicity is also an issue and they feel helpis needed in publicizing the magnet programs and "branding" the district .

They would like to see the district become more proactive in its communication anddevelop a positive PR campaign to sell itself better . This should include selling educationto the students (i.e ., how facilities look and how exciting they are can affect learning) .

Group: Executive Directors

This group of executive directors described BCPS as comprised ofpeople with anunwavering commitment to the district, who have built their careers here and are willing towork for the system and the kids . They think it is unfortunate that the school system getslumped in with other government entities (who are perceived as lazy, do-nothings) .

They feel the organizational changes being made by the current district leadership arepositive. The superintendent has tightened up business operations and made goodappointments . One participant said that as long as the district can pass the grocery storelitmus test ("I can go in the store and not be attacked") then it is successful

They describe the schools as true community schools, which is important to relationships .Individuals in the system are responsive and try to get back to people in a timely fashion .

They did feel there is some lack of consistency from area to area in the district, and allcommunities don't feel the same confidence in the schools . It was noted that there areonly 15 high schools that the Board and administration would send their children to . Theachievement gap has not been closed between minorities and low socioeconomic groupsand others in the system .

Several participants in the group were concerned about special education placement .They are seeing increases in the number of students from other states being placed ingroup homes within the district . Another concern was for the average student . Thedistrict does a lot to meet the needs of students on both ends of the education spectrum,but they are concerned about the resources and expectations for average students .

There was some feeling among the group that the district is often run by its stakeholdersand the teacher union . They think the administration cares more about the opinions ofparents than of staff members.

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This group said their best source ofnews and information is the "grapevine." They saidthey are surprised at how often they read things about schools in the newspaper beforehearing directly from the district .


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For formal communication, the Superintendent's Bulletin helps them get their informationand it delivers the same message to everyone.

They indicated that there is an electronic bulletin board that was supposed to deliverpriority news but the Emergent Bulletins have supplanted this . They said the system ofinformation has turned into the Superintendent's Bulletin and Emergent Bulletins .

The StaffExchange is not particularly helpful to this group. They wonder how manyemployees read it . They feel it does provide staffwith a link to the system and a sense ofbelonging, but it is clearly focused on teachers .

This group suggested that it might be helpful if they met as a group after board meetingsto identify issues and determine who should address them.

"

The group felt the district has good intentions for making itself more customer-friendly,but it is frustrating because it still seems big and cumbersome . They would give lowmarks on how well the district has done in the customer service arena .

There is a sense that by the time people reach the right person, they are exasperated . Theyattribute this, in part, to the district being big and people not thinking outside their localcommunity . They also feel that, as an institution, education doesn't focus on listening tocustomers because those it tends to hear from represent extremes . Educators haven'tbeen able to tap into the satisfied audience of customers about how to improve .

They feel another challenge is that customer satisfaction is not shown in dollars and cents .The district needs to get to the public to find out what they want . The group said they donot know how the district impacts customers beyond outspoken groups .

This group is not convinced that the various advisory groups represent BCPS at large andexpressed concern that it is driven by small activist groups . They felt the district wouldbenefit from conducting a large scale poll to find out .

They also felt the district hasn't done a good job training staffto deal with customerproblems . They suggested this could be solved by giving a definitive statement on whatcustomer service is and holding people accountable for it . When principals see parents aspartners and see themselves as part ofthe community, they do get answers and feel goodabout it .

"

This group said the web site has a wealth of information and is a wonderful tool . Theyfeel it has been improved significantly and should be promoted through the schools .


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This group thinks most ofthe district's communication problems are external and thatinternally it is improving . Internally they see service as the issue-understanding howeach department functions and what the expectations and resources are .

They believe the future resides in the district's ability to build public confidence . Word ofmouth is what inspires people to send their children to BCPS. Much depends on theprincipals .

They also feel that, too frequently, the schools see the central office as the enemy andbadmouth it . They also felt the district is not good at maintaining the infrastructure of itsbuildings .

Group: Elementary School Teachers

This group of elementary school teachers described BCPS as on the "cutting edge" ineducation . One participant noted that when she presents around the state, other districtsare often surprised at BCPS' progress . They attribute this to the district's size and abilityto implement things faster than smaller counties .

They believe that since Dr . Hairston's arrival the goals being implemented are morefocused on students . The changes he has made were needed, timely and done quickly .Research is done first so change doesn't happen haphazardly . Dates are put on projectspublicly, which makes them more concrete .

While they think the changes being made in the curriculum are good, the message aboutwhat is being done isn't consistent . People don't hear the same thing and need to be clearabout where they stand .

This group's best sources of news and information about the district are : newspapers ;TABCO meetings ; principals ; and support staff

One said she used to watch the cable channel but now that it's been moved to a highernumber, she can't get it . Another said she liked the "What's Up?" program and misses it .

They felt the web site is improving .

The group likes the retirement column in the StaffExchange . They suggested havingdifferent administrators contribute articles . They feel it helps to read positive news aboutthe system and they like to read news that sparks new ideas . They also felt it could beused to clarify issues for staff.


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This group would like the district to publish information after board meetings on whataction was taken. They also would like the district to develop a consistent way ofnotifying schools of closures and delays .

Several in this group felt the district was sometimes customer-friendly to a fault . Oneparticipant said, "There's a point where you have to say, `We're the professionals' ."They indicated there are problems with parents being allowed to pop into classrooms . It isdisrupting to teachers when parents interrupt classes . They see this as a safety issue aswell, and feel there is a fine line between being friendly and maintaining security . Theadministration needs to develop guidelines and support the schools in this area .

The group said they would like to see a proactive policy on parent visits set at thebeginning of the school year . Teachers are the frontline as ambassadors and are howparents judge the district .

They did not feel the area executive directors are communicating effectively . They hadassumed that with the change in structure, communication would be more consistent buthaven't found this to be the case. They questioned whether all five area executives weresaying the same things . They thought the old area superintendent model wasn't broken,so why fix it? They are unclear about what the area executives' jobs are now. Theythought the intent was to make the line of communication to the top direct, but feel it isless so now than before.

This group felt principals should be leaders more than bosses . They see communicationbreaking down because principals are too busy being bosses instead ofleaders .

They indicated that teachers have no forum to talk to administration and felt theyshouldn't have to wait to be invited (to focus groups like this) to be heard . While facultycouncils provide an opportunity to discuss issues, no one really voices their opinionbecause they are evaluated subjectively .

The group also felt there is an inequity in resources and facilities . They do not feel thedistrict has been proactive in addressing this, especially in schools where families don'tvalue education as much as they do at other schools .

They would also like to receive acknowledgments when they make complaints . Thereneeds to be communication and explanation ofwhat is workable .

This group believes communication could be improved by having consistency in messagesand making everyone accountable to uphold the message . They feel some teachers leavethe system because of a lack of opportunity for creativity (i.e ., ifthe area executive wantsto see a word wall in the classroom, teachers have a right to know that before they areevaluated)


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Observations and Recommendations

The following observations and recommendations are offered to help the BaltimoreCounty Public Schools develop and implement a strategic communications and public relationsprogram . Our observations and recommendations are based on what NSPRA knows is workingin other districts across the United States and Canada that are facing situations similar to those inthe Baltimore County Public Schools .

Observations

Baltimore County Public Schools (BCPS) is perceived by the community and the staff ashaving talented and dedicated employees, high standards and clear expectations for students, anexcellent curriculum and good instructional leadership .

Nearly all focus group participants commented that BCPS has implemented and upgradedtechnology and has created outstanding magnet, extracurricular, and special needs programs .Many people commented on the system's openness and its good communication with parents, aswell as the good community support it receives . Most felt that the schools are safe, discipline isgood, and students are well-prepared for higher education .

Several groups commented that school buildings are clean and well-maintained, andcommended the high quality staff development program and the School Improvement Planprocess .

TheBlueprintfor Progress was commended, but some felt that the district has not donea good job of disseminating it .

Parents and other community members noted the county's growing diversity, indicatingthat this is both a positive and a possibly negative attribute .


37


Perhaps the most negative comment that came from focus group participants was theperception that the school district doesn't distribute resources equitably across the county .

Focus group participants said they would like to see the levels of financial resourcesimproved, more individualization ofprogramming for students, and additional teachers hired .Some felt that there should be more consistency in program offerings among county schools .Others suggested more consistency is needed in district communications along with bettercoordination and scheduling of meetings and other activities .

Internal communication is an ongoing challenge that most large school systems struggle toaddress, and BCPS is no exception. Employee focus group participants expressed a desire to bekept informed in a timely manner on the workings of the school system, but felt information is notalways well disseminated throughout the district .

External communication appears to be disseminated primarily through the schools, thedistrict's cable television station (Channel 73), the district web site, and local news media . Whilethe use ofa site-based model to distribute information can reduce costs, effectiveness can also bediluted ifkey messages are not coordinated across the district so that everyone speaks with thesame voice . Given the diversity of the district, a variety of communication vehicles is needed toreach all target audiences .

Baltimore County Public Schools has many assets . There is an overlying expectation forachievement and accountability that was communicated in all focus groups and the district'sefforts in this area are seen as a strength. It is clear that employees and community members takegreat pride in the schools and support high expectations for students .

A common theme throughout the focus groups was the need for a strategiccommunication plan designed to meet the information needs ofthe district's various audiences ina timely manner . District staff also need to be trained for, and become more aware of, their rolesas communicators and ambassadors for education in the community .

The recommendations in this audit are not intended to point out deficiencies in thecommunications effort, but rather to highlight the areas we believe the district should focus on inorder to elevate communications to a higher level designed to fully support its mission and goals .Given the current staffing levels however, in order to implement some of these recommendationsit will be necessary to reprioritize communication tasks and programs and eliminate those that donot directly support district goals .


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Guiding PrinciplesSuccessful school districts in today's rapidly changing world use effective communication

as a management tool to help them achieve their goals and lay a foundation that supports successfor all students . Strategic, planned communication is achieved through the commitment of districtleaders, adequate resources and personnel, careful research and planning, creative implementation,and evaluation ofresults . This is especially important with the district's internal audiences .Everyone in a school system is a communicator and must accept a portion of responsibility forthat role . Staffmembers who are informed and involved take greater pride in their performanceand perform more effectively.

It is important to recognize that quality education and effective communication go hand inhand . Positive reputations are not developed solely through effective communication . Similarly,a district with a quality educational program will not garner the support it deserves without aneffective communication program that keeps its staff and community informed and allows fortwo-way dialogue and interaction.

Guiding Principles for the Baltimore County Public SchoolsCommunication Effort

1 .

All communication efforts must be tied to the district's Blueprintfor Progress.

To be effective, communication efforts must be driven by the district's mission and goals,and be designed to support teaching and learning . Communications should focus onwhere teaching and learning take place - at the building level- and inform the public ofprogress toward the mission and goals .

2.

Strategic communication requires research and evaluation to be woven throughout thecommunications effort.

No plan will be successful without research and evaluation components . While this auditprovides a starting point, additional research, such as readership surveys on publicationsand assessments of special programs and events, needs to be completed on currentcommunication efforts . In addition, major areas of the strategic communication plan, suchas internal communications, must be evaluated each year . The research component of theplan should capture baseline data that can be used to determine progress in selected areasof the communication effort . Communication should be a component of the annualevaluations of district administrators each year as well .

NSPRA CommunicationAudit

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3.

A major core message shouldposition Baltimore County Public Schools as "the districtofchoice"far quality teaching, learning and student achievement.

Service industry leaders, such as Nordstrom and Disney, are known for one or two corevalues. Every school district and school should also be known for its core values . BCPShas already developed goals which support the district's focus on achievement . Corevalues should be emphasized to market the schools and support the district's image .

4.

Internal communication must be apriority.

No communication effort will be successful if employees do not become ambassadors forteaching, learning, student achievement, their schools, departments, and the BaltimoreCounty Public Schools . Staffmembers have the ability to make or break the image oftheir schools and the district . Staffwho are negative, non-responsive or unable to providetimely and appropriate answers to parent and community requests will quickly undermineany communication effort . Staff should be provided with the information, tools andtraining needed to support them in their roles as "Ambassadors for Achievement ."

S.

The communication effort shouldfocus on engaging stakeholders to take action onbehalfofstudents.

A strategic communication plan should be designed to seek action by parents, communitymembers, business leaders, staff, and others to find ways to improve teaching and learningand support student achievement in BCPS . To be most effective, this should be acollaborative effort that seeks out the resources and expertise of citizens and communityorganizations . It should involve a structured, ongoing process to engage the public andpromote an open dialogue on educational issues and goals .

6.

People programs beat paper and mass media when it comes to engaging audiences toaction.

People are persuaded to action by others whom they respect or perceive asknowledgeable. When interpersonal connections are made by credible opinion leaders andspokespersons, people are more likely to be persuaded to action . Influential peers, such asrespected staff members or parent leaders, are often the most effective advocates foreducation. The communication effort should also demonstrate that BCPS is customer-friendly and committed to responding to citizen concerns in a timely manner .

7.

School building-level communication should be the major thrust ofthecommunication effort

Research in school communication shows that the local school is usually seen as the publicopinion barometer of how well schools or school districts are doing . It's a natural hub for


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communication with parents and others and should become the central focus of thecommunication plan.

8.

Technology should continue to be used and enhanced to support an efficient, timelyand effective system ofcommunication.

The district should continue to move toward a paperless information distribution systemwhenever possible . E-mail, voice mail, web sites, electronic surveys, an employeeIntranet, and cable television can all be used advantageously to improve and expand thedistrict's communication infrastructure.

9.

Triggering events should keep thefocus on teaching, learning and studentachievement

Communication efforts are enhanced by triggering events, such as the district's AmericanEducation Week activities, that remind the public ofthe district's mission and the progressbeing made by students .

10.

Strategic communication andpublic relations is a managementfunction.

An effective communication and public relations program must be a planned, systematiceffort based on two-way communication with stakeholders . The district cannot depend onthe news media to deliver key messages to its constituents . A variety of communicationvehicles should be used to connect with key audiences . At all levels, it is imperative thatcommunication occur consistently and information be presented with clarity .


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Recommendations

The recommendations below are not intended to be prescriptive, but rather, are a roadmap for improving communication, developing a comprehensive two-way communicationprogram, and building staff and community support. We advise the Board and administration tocarefully consider and prioritize which recommendations can be implemented immediately, andwhich should be included in long-range plans.

Create an annual, strategic communication plan.

Simply generating more information does not constitute an effective communicationeffort . It is helpful to remember PR guru John Budd's communication maxim : "Waxing a cardoesn't make the engine run better. " Effective communication should be planned to support thedistrict's strategic directions . It also should focus on involving people as well as informing them .Regular formal and informal research, knowing the system, understanding the problems, seekingstakeholders' opinions, evaluating what works and what doesn't, and determining how the systemcan improve are all important components ofthe communication effort .

The consultants' review of the Office of Communications showed that it is responsible fora wide variety of tasks and projects . Nevertheless, communication efforts can be refined andtargeted to better meet the information needs ofthe district's various audiences .

The greatest need identified by the consultants is for an annual, strategic communicationplan . For communication to be effective in the 216` century, it must be a planned, systematic,comprehensive, two-way process designed to create better understanding ofthe role, objectives,accomplishments and needs ofthe organization . Experience demonstrates that effectivecommunication programs are based on research .

The communication plan should be tied directly to the district's Blueprintfor Progressand take into account all of its major audiences (i.e ., certificated and classified staff, parents,business leaders, community members, news media), the information they need and want to know,and the channels of communication that will be used to reach them . Without a plan, it is difficultto create an open dialogue, deliver the messages that are important to these audiences, and buildsupport for the schools .

An effective strategic communication plan includes the four-step public relations processof research, planning, communication and evaluation, and addresses the following questions forevery action or activity the district undertakes :

Whoneeds to know?Why do they need to know?

Whendo they need to know?


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How are we going to tell them?

What do we want them to do with the information they receive?

Without a written communication plan, adopted and approved at the beginning of eachschool year by the superintendent, strategic communication that reflects the Board's priorities anddelivers key messages to target audiences may be lost in the day-to-day communications that canoverwhelm large school districts . A strategic communication plan can dramatically increase theefficiency and effectiveness ofthe district's communication efforts because all projects areconsidered in terms ofwhether or not they support the district's strategic directions. It alsoprovides a vehicle for reporting on progress and demonstrating accountability through evaluationcriteria built into the plan .

A well-defined communication plan builds understanding and staff involvement in districtcommunication efforts, and encourages telling the district's story in "one clear voice." However,it must be remembered that a plan is just that- it should be dynamic and not viewed as set inconcrete . It will need to be revised and adapted as objectives are accomplished and newcommunication challenges arise .

It is important that consideration be given to the budgetary and personnel resources thatwill be needed to successfully implement the strategic communication plan . Therecommendations provided in this report are extensive and comprehensive and the district mustprioritize by need and importance how communication resources are expended . Staffing andbudget allocations for the Office of Communications should be evaluated annually to ensureprogram effectiveness .

Create individual communication plans for implementing any majorinitiatives or changes in district practices and programs.

In addition to the annual, strategic communication plan, specific communication plansshould be developed in detail for any major changes, initiatives or projects that the district isplanning . These would include finance elections, the opening or closing of schools, redistricting,grade level reorganizations, new curriculum efforts, and policy or program changes that impactstaff. The Office of Communications should work with those departments responsible forprojects and changes to develop communication plans, and assist them with the implementation ofcommunication strategies .

Whenever possible, the district should try to seek input before making changes, andcommunication following any changes should be delivered in a timely manner . When input issought from task forces or committees, communication follow-through in reporting back to thosegroups is imperative to building trust and credibility .


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Although it may seem time-consuming to develop individual plans, good communicationplanning usually takes much less time than dealing with controversies that arise due to poorcommunication .

Develop clear, consistent messages that are delivered in "One ClearVoice."

There is a great deal of pride in and loyalty to BCPS that was evident in the focus groups .The district can capitalize on this by developing core messages that reflect the district's mission todeliver the highest quality education to all students and that can be delivered consistently in "oneclear voice" by all staff.

In order to help develop a "brand" image for the district, the positioning statement"Focused on Quality, Committed to Excellence" should be woven throughout all communicationsand activities . This can serve as a rallying point for staff, students and community members . Wealso recommend that staff, under the direction ofthe superintendent, be involved in developingways to incorporate this theme across the district in order to create a sense of ownership andinsure their support . Focusing communications around a central theme that reflects the district'smission and strategic directions will help develop a message about education in BCPS that can bedelivered consistently in "one clear voice" by all staff.

Whenever the district needs to communicate specific information (i.e ., special initiatives,crisis responses, program and policy changes), key messages should be developed to share with allstaff and key communicators in the community . By being proactive and getting complete andaccurate information into the hands of those who are on the front lines of communication, thedistrict can insure clarity and consistency in its messages .

Whenever Board members or administrators are asked to respond to the media or speak inthe community they should have a list oftalking points related to their topic, or, if they are givinga general overview ofthe system, a list of programs and initiatives that directly support thedistrict's strategic directions as well as information on progress toward those goals . Somedistricts print pocket cards with key messages or print them on the back of staff ID badges.

Conduct regular research and evaluation on communication efforts.

The first and last steps in the communication process - research and evaluation - arefrequently the most neglected . Effective communications and marketing programs are based on asolid foundation of research. Research should be conducted before initiating any newcommunication or marketing effort . Effective research identifies what people know and don'tknow, the most important audiences for specific messages, and how those audiences are most


44


likely to receive information. Without first conducting research on the best way to communicatenew programs and initiatives, the district runs the risk ofwasting valuable resources .

Research-based communication is needed to support district efforts to provide educationalservices to a changing population and deal with increasing communication challenges andcompetition from alternative education providers . Following the completion ofany major projector initiative, the district should evaluate its success and determine which communication strategiesworked well and which could be improved in the future . This communication audit is a major firststep, but BCPS needs to continue to build a strong research and evaluation component into itscommunication efforts .

Research efforts to consider include the following :

> Conduct readership surveys of staff and parent publications. It is very helpful toask readers of district publications what information is most valuable to them, what formatthey find most readable, and how publications can be improved to be more useful to them.A survey form should be included in publications on an annual basis or readers can beinvited to respond via the web site . Publications should be evaluated regularly in order tostay in touch with the needs and interests of the readership .

Surveys can be simple and short, with a goal of determining whether people are reading apublication and find it valuable . If not, the publication should be eliminated and the moneyinvested in other communication activities . A readership survey can also provide guidanceon the type of information to expand in the publication . In today's media-oriented society,information overload is a problem in the home as well as the workplace. Information mustbe of interest and value to the target audience in order to catch their attention .

One caveat on administering surveys is to make every attempt to conduct them at timesconvenient to participants . For example, avoid asking teachers to respond to a survey atthe same time report cards are due .

Continue to conduct the parent involvement surveys and systemwide goalssurveys . The district has conducted several different surveys of parents and staff. Thesesurveys should continue to be administered on an annual basis in order to track changes inperceptions . We also recommend adapting these surveys to the building level in order togain more information on individual schools .

)!- An exit survey and procedure should be developed to administer to all parentswho take their children out of BCPS schools . This should be a short survey, designed todetermine why they are leaving, where they are going, and what they expect from theirnew school . Parents could be asked to fill it out at the time they withdraw their child, or itmay be sent to exiting parents by their school principal . The Office of Communicationsshould develop a cover letter principals can send with the survey .


45


A second survey should be developed to administer to parents who re-enroll their childrenin a BCPS school after exiting to attend a private, parochial or charter school, or analternative program such as home schooling .

These surveys will provide information on the perceptions that lead parents to leave BCPSschools and what realities they experience in other programs that bring them back into thesystem . With this information, BCPS can build messages into its ongoing communicationprogram that will combat misperceptions and create positive comparisons for BCPSschools . This survey data will be essential for creating a marketing program for thedistrict . The data could also provide information on programs BCPS might consider thatwould keep students in the district .

)!- Conduct formal opinion polls . Formal opinion polling that is conducted every fewyears in conjunction with strategic planning, can provide a more scientific measure ofcommunity opinion, and by using some "benchmark" questions in each poll, it is possibleto measure changes in public attitudes .

Consider the use of voice poll technology to assess staff and community attitudes .Another effective way to survey parents and community members is voice poll telephonetechnology . Used regularly, this is an excellent way to gather feedback from staff, parents,students and the public . The system can be used in a variety ofways - for satisfactionsurveys, determining expectations the community has for the schools, discovering the levelof support for a bond or new reading program, or to identify emerging issues and concerns(i .e ., school closures, boundary changes, safety) . It can also be used to evaluate theeffectiveness of a specific marketing campaign, initiative, or program and to determinewhether key messages are reaching identified audiences . NSPRA can provide additionalinformation on this survey tool on request .

Evaluate marketing needs and identify target audiences .

The district has created a variety of informational and marketing materials that areavailable across the district . However, there is no defined marketing program or goals at thistime . In order to use limited marketing dollars wisely, the district needs to determine :

"

What it is marketing (what message it wants to send)"

Who the target audiences are"

How it can most effectively deliver the message (what communication vehicles willbe used)

"

Whenis the best time to deliver the message .

Once needs, goals and audiences have been determined, marketing materials should beevaluated . Many of the existing information and marketing materials developed by the Office of


46


Communications can be used for a variety of purposes and target audiences . We recommend thatmaterials be assessed using the following steps :

Assemble copies of all informational and marketing materials produced fordistrictwide use .Evaluate awareness levels and gather feedback on the effectiveness ofmaterials viasurveys and/or focus groups .Based on feedback, revise content as needed and redesign/repackage materialsgraphically so they are more appealing and offer a consistent and easily recognizableimage or "brand look." Eliminate materials that have outlived their effectiveness orpurpose . Consider offering some materials in new formats, such as on compact disk .

Some additional marketing ideas to consider include :

Create targeted audience information packets. The district has an informationpacket that it uses already . This can easily be adapted to serve a variety of audiences suchas real estate agents, families considering a move to the area, business leaders, electedofficials, and potential teacher recruits . What will make these most effective is if theyprovide information specific to the target group so they do not need to sift throughmaterials that aren't pertinent to them .

)!- Develop marketing videos. Videos could be produced for recruiting teachers,orienting students and parents to a school (i.e ., transition from elementary to middleschool to high school) and on special programs available within the district .

)!- Information on CD. As costs continue to drop, we recommend the district consideroffering some information in a CD format . An example would be producing a recruitmentCD that would appeal to new teacher graduates and provide information in a format theyprefer. Another might provide general information about the district along with programdescriptions and information ofinterest to parents considering a move to BaltimoreCounty .

Develop a "transparent" leadership style.

There was agreement among the focus groups that Dr . Hairston has made a number ofpositive changes across the district . Building trust in district leadership should continue to be apriority, both internally and externally.

By opening up communication about the decision-making process - on policies, goalsand objectives, budget, and curriculum - the Board and administration can continue to develop a"transparent" style of leadership that allows stakeholders to monitor and participate in the


47


educational process . This will not only foster trust and credibility in the district, but alsoencourage all stakeholders to assume responsibility for the success of their schools .

Some strategies to do this include :

)!!- Close the information loop on all projects. A communication gap we identified inBCPS is the need to "close the information loop" by explaining to staff and the public thegenesis and rationale for specific actions and projects and then reporting back to themwith the results ofthese efforts . While the Board and administration always strive to makegood decisions on behalf of students, they may sometimes be perceived negatively becausethe staff or public are not given the same information or background on an issue that wasused to make the decision . Ensuring that the rationale for decisions is presented along withthe outcome is a critical role for the Office of Communications .

As surveys and other processes are used to gather feedback, it is also important to reportback on how the data collected impacts decision-making .

)!- Ask for input before making important decisions . A related issue is making sure toask for input before important decisions are made, particularly those that affect staff. Thisis particularly true for central office administrators who must make decisions that affectthe jobs ofhundreds of people in school facilities throughout the district . Stafffocus groupparticipants expressed frustration that decisions are often made on procedural issueswithout consulting the employees responsible for carrying them out .

Explain budgeting and funding. Helping staff and patrons understand the educationfunding and budgeting process can build credibility and trust in the decisions made andactions taken by the Board and administration . It is essential for interested members of thepublic to understand important issues in the school funding process, including the role ofthe county vs . that of the district . In order to effectively address inadequate funding, theBoard and administration will need parent and other citizen allies to join them in anypolitical efforts to improve education funding. Furthermore, those who care about theschool budget process must have more than faith that the Board and superintendent arespending their tax dollars in the best way; they need to be able to see this in practice.

One suggestion is for the Office of Communications to work with Business and Financeofficials to produce a video that will explain how BOPS schools are funded and what isneeded in order to provide more adequate funding. The video also should explain how toread the district's budget document so viewers can locate the financial information theyneed . The process should be explained in plain language that every citizen can understand,eliminating financial jargon . This video could be used as an inservice training tool for staff,and as a presentation tool to share with parent, civic and business groups.


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Make a commitment to visible leadership . Focus group participants agreed theywould like to see district administrators and Board members in the schools more often.While this is time-consuming, employees appreciate efforts by district leaders to show aninterest in them and their work, and it can also bring long-term benefits to the district .These visits should be scheduled in addition to those involving business or problem-solving . An effort should also be made to visit support staff such as transportation, foodservice and maintenance .

Recognizing that it may be difficult for Board members to visit schools depending on theirwork schedules, one suggestion is for them to schedule attendance at various eveningactivities and events .

School visits should continue to be a regular part ofthe superintendent's schedule. Thiswill help to establish him as a credible, approachable leader. While Dr. Hairston maintainsa very full schedule of meetings with community leaders and various groups, mostemployees are unaware of this . We suggest creating a short update box in the StaffExchange titled "On the Road with the Superintendent" or "Travels with Dr. Hairston"that lists where he has been that month or week. We find that many employees have alimited understanding ofthe scope of the superintendency, so we believe it is important tokeep them informed about his activities on behalf of the district .

We also recommend that all visits be reported on in some fashion as a follow-up . Forexample, the superintendent, administrators and Board members could report on visits orattendance at special events as a regular part of the Board meeting agenda . Not only doesthis raise the visibility of district leaders, it also gives them "bragging rights" about thedistrict, which builds pride and staff morale .

Provide communication inservice training for staff.

Principals said they would like an inservice program in communications or public relationsfor their staff (see Appendix for Communication Checklist for School Principals) . We would urgethe Office of Communications to provide a variety of communication inservice trainingopportunities for staff on a voluntary basis . Ifthese sessions fill a need, offering them periodicallyon a voluntary basis will be preferable to making them "command performances ." Inservicetraining should be considered in the following areas :

Media training - since the majority of external communication is executed at thebuilding level, offering basic media training for administrators and teachers on whatconstitutes a news story and how to write a news release or media alert for a special eventwill help the district tell its story to the public . We also recommend that administratorsand Board members receive media relations training that includes skills for delivering an


49


effective message in an interview or during a crisis. This will help build a cadre of expertswho can serve as spokespersons in their various areas of expertise.

By training and encouraging school personnel to send news releases or media tips aboutprograms and events in their schools, the news media would be provided with a greatervariety and balance of "good news" stories and schools to cover. The Office ofCommunications should be sent a copy of all news releases issued by the schools .Guidelines should be developed that designate a district spokesperson and specificprocedures regarding crisis communications, legal situations, etc . that require a skilledmedia liaison .

)!- Newsletter design and content - school newsletters are a primary source ofinformation for BCPS parents, and should be designed with this in mind . Training in basiclayout techniques, effective use of type styles, graphics and color for staffor parents whoproduce newsletters would insure greater readability and consistency of key messagesacross the district .

Customer service - by establishing standards of service and providing staff withtraining in phone etiquette, dealing with difficult people, and good communication skills,the district will give them tools to fulfill their roles as ambassadors in the schools . Involvestaff in designing "standards of service" that all schools and departments will follow .

Developing school communication/public relations plans -Many principals (seeAppendix) indicated they would like help to develop communication/PR plans for theirschools . Individual classroom plans also can be developed that support the school anddistrict goals and objectives . We recommend that a component of the district'scomprehensive communication plan include the development of school plans that tiedirectly to it .

Improve communication with employees.

The internal framework of communication is the infrastructure that supports all externalcommunication efforts . We believe a strong emphasis should be placed on improving internalcommunications throughout the district . As frontline communicators, employees should receiveimportant information before the media and public. The district should stress the role ofemployees as communicators and ambassadors for education, and support them in this effort byproviding timely information, a clear, consistent message, and training when appropriate . Werecommend the district consider implementing several strategies for improving communicationwith staff. These include :


so


Consider publishing the staff newsletter more frequently,

StaffExchange is billed as "A publication for the employees of the Baltimore CountyPublic Schools," but it is not viewed that way by many staff. Support stafffeel that it isdesigned primarily for teachers . Some feel that the material in it is "feel good fluff,"although it does have some popular items, such as the retirement list .

We believe BCPS is big enough, and its employees are interested enough in what thedistrict is doing, that it should have a weekly or bi-monthly staff newsletter that containsthe information that all employees need and want to know. An employee newslettershould be a "must read" document . It should be published often enough to contain currentinformation . Topics that we have found to be of interest to employees include :"

Health, insurance and other benefits"

Policies, procedures and rules that govern their jobs and their relations withstudents and other employees

"

Opportunities or suggestions for improving job performance"

Best practices"

Promotional and job opportunities in the district"

Messages from the superintendent"

Strategic plan and financial updates"

Explanation ofdistrict philosophy and direction"

Updates on projects or programs"

Legislative updates"

Background and resolution ofcampus incidents (i .e ., bomb threats)"

Communication tips on sharing information with parents and the public"

Special events, activities, and awards at school sites"

Recognition/appreciation of staff achievements

Employee viewpoints should be surveyed to determine the type of information they wouldfind most useful .

The district may want to consider developing an electronic newsletter for employees thatcould be posted on the Intranet. This would eliminate lag time due to printing productionand distribution, insuring that information is fresh and timely. An electronic newsletterwould also allow the district to include live links to newly-released national reports andother sites for those interested in more in-depth information on specific topics . In order foran electronic newsletter to provide timely information to staff, others in the district need toassist in this effort by submitting information from their schools and buildings to the publicaffairs office .

It will also be necessary to make sure all employees have access to a computer terminal inorder to receive electronic newsletters and access important information on the Intranet .


51


One way to address this is to set up computer kiosks in staff lounges (particularly at offschool sites such as maintenance and transportation) for employee use .

A weekly or bi-monthly newsletter, available in PDF format on the Intranet, as well as inprint for those who do not have access to computers could include much oftheinformation that is now contained in the Superintendent's Bulletin and that publicationcould become more of a management memo, primarily addressing matters that areimportant to principals and other administrators .

Emphasize the role of employees as Ambassadors for Education . One excellentway to create employee "ambassadors" is to include a communication component as partof new employee orientation (certificated and classified) . This provides an opportunity tostress the importance of relating accurate information and facts to the public and a chanceto do some "myth busting" of employee and community perceptions of the district .Orientation should acquaint new employees with the district culture and procedures andhelp them feel part of the team . Employees new to the area and district may be unfamiliarwith local customs and communication styles and this can help them feel more comfortablein the community .

Provide new employees with an orientation packet that includes general information aboutthe district, the mission, beliefs and strategic directions, an employee handbook, tips onbeing an "ambassador for education," and any required forms . It is important to includesupport staffbecause they are also key communicators who are viewed as credible sourcesof information by the community . We suggest the district's existing orientation programbe reviewed to insure it supports the district's communication efforts . Employees shouldreceive a clear message from the district that communication is an important part oftheirjobs and not just a function ofthe principal or central office .

Reinforce employees' efforts by highlighting good ambassadorship in the employeenewsletter and other publications, or by recognizing an "Ambassador of the Month" atBoard meetings .

Increase opportunities for face-to-face communications . The printed word is anefficient way to provide information, but changing perceptions and behaviors - andbuilding trust and employee morale - requires two-way communication . Research showsthat employees prefer face-to-face communication from direct supervisors over memosand newsletters . We suggest that those who plan and run meetings create opportunities fordiscussion and interaction . An opportunity to dialogue and ask questions promotes betterunderstanding of issues and problems and, in turn, creates better ambassadors for the

schools .

Whenever possible, central office administrators should find ways to get out into theschools and support buildings, share information directly with employees and create two-


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way communication opportunities with staff. Not only is this an excellent opportunity toget better acquainted with district employees, it provides first-hand information about theirinterests and concerns . Consider scheduling regular coffees or "brown bag forums" wherethe executive directors of schools and central office administrators can meet with staff inan informal setting to listen to ideas and concerns, share progress reports and discussissues and initiatives . Visits should be planned in advance so that staffwho wish to talkwith these administrators will know when and where to find them .

Develop a standard procedure for reporting the outcome of meetings involvingstaff. Focus group participants indicated they do not always hear about the outcomes ofvarious meetings that take place around the district . Some school representatives are moreconscientious about reporting back than others, so there is a lack of consistency in theamount and quality of information distributed . One way to address this problem is todesignate one person who regularly attends a specific meeting, to keep a grid of thediscussion that includes the topic, decisions made, responsible parties, timelines, etc . Thisgrid can be shared with meeting participants, placed on the Intranet, and used to reportactions and outcomes from the meeting . A grid makes it easier to track the discussion as ittakes place and eliminates the need for lengthy minutes . In addition, principals should beencouraged to share minutes or information on key issues from principals' meetings withtheir secretaries and other key staff so they are kept up to date on district decisions,changes and activities .

v Evaluate the use of e-mail. We recommend that the district research current usepatterns in the schools and central office and involve staff in developing guidelines to keepe-mail communications manageable . These should include setting reasonable timelines forresponding to requests from central office departments, and restricting the distribution of"all user" messages and non-essential information (i.e., jokes, chain e-mails) . E-mail is anessential communication tool in today's world, but it is incumbent upon the district toinsure that it remains a useful tool and not a time wasting burden .

)!-- Celebrate staff contributions and efforts. In today's busy world, it is easy tooverlook the daily efforts of staff and forget to take the extra time to say "thank you."Most educators shy away from formal recognitions, but the small day-to-dayacknowledgments oftheir efforts can make the difference between a motivated ordisgruntled staff.

While the district should continue any formal recognition programs, administrators andsupervisors should also be encouraged to recognize staff members in a more informal wayon a regular basis . Some suggestions include :

"

Commending them for their initiative in a public setting"

Sending cards for birthdays and work anniversaries"

Sending notes of congratulations for work well done and copying those notes totheir personnel files


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Taking time to say a personal thank you .

We recommend that the district, individual schools, and departments seek out ways tocelebrate successes and express appreciation to staff for their efforts on behalf of students .This can also be a great opportunity to engage a diverse group of employees, certified andclassified, to brainstorm possible recognition and celebration activities .

Establish a formal Key Communicator Network.

A Key Communicator Network can be a real asset for a school district in terms ofproviding strategic information to influential community members and in promptly dealing withdamaging rumors .

Begin by asking each school to identify several parents or other community members whoare well-known, respected and interested in the schools, and who will volunteer for this task.Board members and administrators should also identify business/community leaders and officialsto be included . Send each a letter of invitation to meet with the superintendent to discuss theirresponsibilities .

The superintendent should meet in small groups (i.e ., 15-20) two or three times each yearwith the key communicators, talk about his vision and major educational issues, and encouragetheir questions and comments. Between meetings, each key communicator should receive a briefnewsletter, as well as copies of other district publications that will keep them well-informed ofdistrict activities, events and issues . The newsletter should provide short, timely updates on boardactions and the rationale behind decisions, information on school and district activities andeducation-related legislative issues, and key messages to share with the community .

Many districts are now converting to electronic communications with their keycommunicators as it facilitates swift and timely distribution ofinformation, particularly in theevent ofa crisis . The Key Communicator newsletter could be sent as an e-mail, in PDF format, oras a broadcast fax, depending on which is the best way for communicators to receive information .

A key communicator's role is to provide up-to-date information about school issues tothose he or she comes in contact with on a regular basis . When someone in the community needsmore information, or an erroneous rumor needs correcting, the key communicator should be ableto call the Office of Communications to secure the needed information. The key communicatorcan get the correct information back to the community, and hopefully head off a potentialproblem . In cases where there is widespread misinformation, the office can deal with it throughmeetings, news releases, etc .


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AKey Communicator Network is an excellent feedback device to help keep the districtaware of community issues . It serves much the same role on a districtwide basis as a PTAexecutive board does in helping to keep the principal aware of parent and community concerns .

Expand communication with the non-parent public.

In BCPS, as in most school districts today, the non-parent population constitutes asignificant portion of the community, so it is vital that the district develop communicationstrategies for reaching this group . Some suggestions include :

Provide news inserts for business/community publications . Most organizations thatpublish regular newsletters are always seeking interesting information as filler . The Officeof Communications could prepare short news updates about the schools and district thatbusinesses and civic groups can use in their employee and member newsletters .

)!- Implement a "speakers bureau" that community organizations and businessescan tap for meetings and conferences . A speakers bureau would provide the districtwith an opportunity to directly communicate programs and initiatives to key civic andcommunity groups and patrons in the community. Identify various administrators andemployees (such as Teachers of the Year) who are available for speaking engagements ona variety oftopics . PowerPoint presentations and videos could be prepared that will makethis effort professional . This service could also be offered online for easy access andbooking . A speakers bureau would allow the district to take its message to the publicrather than always bringing the public to the district .

)!- Improve communication with senior citizens. Senior citizens are a growing andimportant resource for today's schools . Not only can they provide a variety of services asvolunteers, tutors and mentors, as voters they also have a great impact on the schoolsystem . School districts can benefit by finding ways to serve the growing population ofseniors while also providing them with opportunities to work directly with students . Someother ideas to consider include:"

Encourage student groups, such as computer clubs and National Honor Societychapters, to teach seniors computing skills at senior or recreation centers .

"

Make annual presentations at senior centers on what schools are teaching andinclude students from different grade levels in the presentation .

"

Include representatives from the senior community in the Key CommunicatorsNetwork .

"

Include seniors on future finance election committees ."

Allow senior volunteers to join students for breakfast and lunch in the cafeteria ."

Urge schools to send performing groups to senior centers ."

Send extra yearbooks and school publications to senior centers .


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Contribute school information to senior residence and community centernewsletters .Provide informational materials for doctors' offices in areas ofthe district with ahigh number of senior residents .

)!- Use Channel 73 to deliver information on a regular basis. The district has apotentially powerful resource for reaching the public in its cable television channel . Inaddition to current programming, the district should consider creating a 15-minute "BCPSNews Magazine" program that would air at the same times each week. This programcould provide strategic messages, showcase exemplary students, staff and programs, andhighlight accomplishments across the district . If the district makes an investment in thistype of programming, it should widely advertise the air times for the news magazine indistrict publications, as a crawl on Channel 73, on school marquees, and, if possible, incommunity publications such as church bulletins .

)!- Initiate regular communication with local clergy . Faith community leaders are anuntapped resource in many school districts . Clergy members have access through theircongregations to many non-parent stakeholders and minority families . Providing clergywith yearly calendars of school holidays and programs can assist them in coordinatingreligious activities to avoid conflicts in the community . Clergy members can also be askedto share information with parishioners about character education and diversity programsand about how adults can be role models for children . Members ofthe clergy may also beinterested in working with the district on designing diversity and tolerance programs .

The key to involving community members in the schools is four-pronged - offermeaningful opportunities for involvement; once an invitation is extended, follow-through with allwho responded ; make sure staff members are prepared to work productively with volunteers ; andrecognize volunteers for their contributions .

Implement public engagement/outreach strategies .

We recommend the district consider implementing some public engagement activities aspart of its overall communication plan in order to sustain and strengthen its connection to thecommunity . Engaging stakeholders in meaningful ways fosters civic investment in schools . Somestrategies to consider include :

Hold "town halls" or forums in different regions of the district . The topic could beone affecting schools district-wide, or one pertinent to the individual feeder school area.Town halls and forums are not public hearings, but rather, should be carefully structuredto provide an opportunity for community members to participate in a dialogue with districtleaders - to listen, speak, and more importantly, to be listened to . They are not designed


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to be confrontational but to create an environment that allows for civil discourse . Similarforums can also be held on a smaller scale at individual schools . The district could alsoinvestigate using Channel 73 to hold a video town hall from multiple locations across thedistrict .

Hold study circles on "hot topics" that emerge from forums. Town halls andforums don't often lend themselves to in-depth discussion of specific topics of concerndue to the format and large numbers ofpeople involved . Study circles are facilitatedgroups that involve 15-30 people . Discussions on a particular topic may take place over aperiod of several weeks . They provide an opportunity to surface all sides of an issue aswell as some underlying concerns that may have an impact on the outcome . NSPRA canprovide more information on coordinating study circles .

)!- Provide opportunities for the public to have input that don't require attendanceat a meeting. Offer a site on the district web page that allows constituents to record theircomments or reactions to a specific question, issue or proposal before the Board . Providecccommunicards" at Board meetings and in schools that ask a specific question about anissue the district is dealing with that patrons can write a response on and return to thedistrict .

)!- Continue to develop collaborative partnerships with county agencies .Collaboration is key to creating a district community that actively supports families andoffers a lifestyle people will seek out . Partnerships with agencies and foundations that canprovide services such as medical/dental care, behavioral health, and other special areas canhelp meet the needs of children and families who fall through the gaps ofinsurance andother state and federal means of support . Another kind of collaboration that can be verybeneficial is building working relationships with law enforcement, fire and otheremergency services to develop comprehensive crisis plans .

Encourage principals, executive directors of schools and central officeadministrators to become active in local civic and service organizations . Communityand business leaders are regularly asked to become involved in education and the schools .It is equally important for school leaders to play an active role in the community anddemonstrate their commitment to those who support the schools on a regular basis . Thisalso provides ongoing opportunities to share information about the district with influentialleaders .

Develop outreach programs to neighborhoods, churches, and communityorganizations to distribute information and gain feedback about issues affectingfamilies . Many ethnic and cultural groups are more open and responsive when approached


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What is critical to the success of any public engagement strategy is the Board andadministration's commitment to listening to input and recommendations, and taking action basedon all the information at their disposal . While this does not mean every recommendation made bya citizen or staff committee will be implemented, it does mean that input will be considered in thecontext of how it furthers the district's mission, goals and objectives . Special programs and eventsshould be evaluated regularly to insure they are having the desired impact.

in environments where they are most comfortable, such as church or home. The districtshould continue to seek ways to reach out to families and build strong connections to theschools . One strategy that has been effective in other districts is using community liaisonswho work directly with families .

Improve communication with the minority community.

The increasingly diverse make-up ofthe BCPS community will require the district to seekdifferent ways to develop two-way communication with its families and patrons . The county andits municipalities need to work together to invest in and coordinate a variety of programs andservices that diverse community groups need to address issues such as drop-outs, under-employment, English literacy, teen pregnancy, health and social services, and the gap in studentachievement . The county will get the most for its efforts if all levels and agencies of governmentcan work together for the benefit of its minority citizens .

Some strategies for connecting to minority stakeholders include :

Increase efforts to translate informational materials for non-English speakingparents . As the district's demographics change, it will need to address this growing need .Although African Americans are the predominant minority group, the district also needs toaddress the communication needs of the many other ethnic groups it serves . While it isunrealistic to think the district can translate materials into multiple languages, it cantranslate the phrase "This document is important . Please have someone translate it foryou." into several languages . This reference sheet can be attached to school documentsand serve to signal non-English speaking parents that they need to find someone to helpthem with the information .

Create a Welcome Center or telephone help line for non-English speakingfamilies new to the district. If space is available, the district might consider creating aWelcome Center where new families can receive an orientation to help them navigate thedistrict . This would include assistance in getting children immunized and registered for .school, information on community and district resources available to them, background onthe district's ESOL program, including information on testing, English classes for adults,and other educational opportunities . An alternative would be to offer and publicize a


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telephone help line (manned by a bi- or multi-lingual staff member, not a recording) thatnew families can call for information and answers to questions .

Partnerships with Parents . Getting minority parents involved in the education oftheir children is a challenge for most school districts . Their involvement can becomplicated by a variety offactors, such as long work hours, lack offacility with English,inadequate education, previous negative contacts with schools, lack of knowledge aboutparenting skills, and a limited family support network ifthey have immigrated from outsidethe U.S . Some steps to take to encourage involvement include :

)!- Improving Achievement. In this era of state achievement standards andaccountability, citizens are going to insist on improved test scores or other measures ofachievement . As the number of minority students in the district grows, this is likely tobecome harder to achieve . Some good investments may be :

s

Have the individual schools, which know who these parents are and have somecontact with them, reach out to help them become partners in educating theirchildren . Consider offering parenting classes or a handout with briefdescriptionsof good practices, adult education/literacy classes, family night programs at theschools, etc .

Develop a "BCPS Newborns" program and distribute a packet ofmaterials to newparents via county maternity units . These could contain information such asparenting ideas, brains research on learning, reading readiness tips, communityresources, help lines, etc . The district should then send regular updates untilchildren are ready to attend school .

Develop efforts with various faith-based organizations to help improve parentingskills .

Public education programs for three- and four-year old youngsters, based onresearch which shows that very young children do much of their basic learningbefore beginning formal education in kindergarten .

Cooperative efforts with county health and social service agencies that focus onworking with school children and their families to obtain needed services in a one-stop shopping approach.

A multi-year campaign using ethnic radio, TV public service announcements, andbilingual print ads on public transportation vehicles, to equate a good educationwith success in reaching life goals.


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)!- Build partnerships with ethnic agencies . A strong relationship between the districtand agencies that serve various ethnic groups will allow BCPS to benefit from their adviceand expertise and help provide the district with an entree to specific minority communities .We suggest the district bring these agencies in several times a year to consult on newinitiatives and projects that have an impact on their communities . Ask minority civic andreligious organizations how the district can work with them for the benefit of theirmembers. One suggestion is for organizations to communicate on a one-to-one basis withthose who need to know about magnet programs, etc ., when written materials are not thebest communication channel .

Provide visual signs of welcome and an appreciation of diversity at schools .Something as simple as a poster that says "welcome" in many different languages canmake a positive first impression . Displays that highlight an appreciation of differentcultures also add to creating an inclusive climate .

Include minority opinion leaders in the Key Communicators Network. Talk tofaith and business leaders, community groups and organizations, local colleges,government agencies and staff members who work with various minority groups toidentify people who are recognized as active, involved members ofminority communities .The superintendent should continue to meet with his minority achievement advisory groupand use them to advise the district about effective ways to reach constituents and respondto projects and programs under development .

)!- Use ethnic media outlets to provide information about the district. Any availableforeign language cable television and/or radio stations, and newspapers should be includedin all media and marketing plans for the district .

Provide diversity training for staff. Good two-way communication between teachersand their students and parents requires some understanding of cultural differences, so werecommend training be developed that builds understanding and sensitivity to culturalconcerns, particularly as the county's demographics change. Resources and information onthis topic could be provided on the web site as well . Franklin High School, for example,has a helpful section on the school web site entitled "Education That Is Multicultural."

Expand and improve school newsletters .

School newsletters are consistently found to have the most value and the greatestreadership of all district publications . Research in school communication shows the local school isusually seen as the public opinion barometer of how schools or school districts are doing . It's anatural center for communication with parents and neighborhoods and can become a majorcomponent of the communication effort .


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We recommend the district use school newsletters to reach parents with key messages andoperational information about the district . This could include information about how BCPS ismanaging its budget to obtain the maximum benefit for students, its progress toward goals, andupdates on policy and curriculum decisions and other Board actions . The Office ofCommunications could prepare and send short written paragraphs to the schools by e-mail thatcan be copied and included in the newsletters under a "District News" heading, making it easy forthe schools and insuring message consistency across the district.

The district might also want to investigate the feasibility of mailing or distributing schoolnewsletters to residents within neighborhood attendance boundaries who do not have children inschool . Another option is to have principals distribute copies of school newsletters to local doctorand dentist offices, beauty salons, and businesses such as Jiffy Lube, where people sit and wait forservices . This would provide taxpayers with a closer connection to the schools and buildstakeholder support at a grassroots level.

Develop graphics standards . From a graphics perspective, school newsletters inBCPS cover the spectrum from poor to good . We recommend setting graphic designstandards to develop more consistency in the look of publications, both at the district leveland for the schools . School newsletter banners should include the name of the district aswell as the school, and other standard information (i.e ., the principal's name, address andphone, school motto, etc.) . Because school newsletters are a primary source ofinformation for parents, they should be designed with this in mind . This could beapproached in two ways : several different templates could be professionally designed forprincipals to use, or inservice training could be provided for staff members responsible forproducing newsletters . This would help to insure greater readability and consistencyacross the district .

Some districts create a stylebook that provides schools and departments with informationand guidelines on writing style and punctuation, graphic design tips and guidelines, anduse ofthe district logo and positioning statement . This can be a particularly helpful tool inlarge districts such as BCPS.

)!- Conduct readership surveys of school newsletters . Schools should conductreadership surveys of their building-level newsletters . Many schools use generic educationarticles and materials from various sources to fill space and reduce the time and effortspent by staff on preparing newsletters . While there is a great deal ofinteresting andvaluable information that can be shared this way, the primary focus of publications shouldbe to deliver news and information about the local school and the district based on whatparents say they want to know.


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Develop communication protocols.

We recommend the appointment of a parent/stafftask force to develop communicationprotocols for e-mail and telephone communication between the schools and the public . Theseprotocols should address reasonable response times for returning messages and e-mails;expectations for the use of communication tools, such as what constitutes unreasonable demandson a teacher's time (i.e ., daily e-mails from a single individual, or an expectation of an immediateresponse), and any other issues that are important to staff and parents, such as the use ofautomated phone systems .

We also recommend that the district be wary of using any automated answering systemsduring business hours ; if callers are never able to reach a live person, this tends to alienate ratherthan serve customers . In departments with several staff members, lunch and break times shouldbe staggered so that phones are covered at all times .

Consider a new role for the District Advisory Councils.

It is our understanding that the district advisory councils were originally designed to be asounding board for the Board of Education and to provide the parents' view of the district . Asthey have evolved, the role of these advisory councils has become somewhat unclear.

We believe the district advisory councils should be issues oriented and charged withspecific tasks, rather than allowing them to select areas of focus at random. Committee chargesand guidelines for recommendations should be clearly defined along with a specific timeline forthe work. Committees should receive assistance with research and the preparation of reports, theyshould be thanked when their work is done, and they should receive feedback from the Board asto how the information and/or recommendations will be used or implemented . Ifrecommendations are changed or not adopted, they should be informed of the rationale behindthat decision .

Expand district cable television programming.

BCPS is fortunate to have a cable television channel . This offers tremendous potential as acommunication and marketing vehicle for the district . Many focus group participants indicatedthey would like to see expanded programming on Channel 73 .

In order to take advantage of this tremendous resource, broadcast schedules must bewidely distributed and programs promoted . One suggestion is to put the monthly broadcastschedule on the back of school menus, since these are still among the best read of school


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publications . This may also be an area where a business sponsor could support monthly mailingsof broadcast schedules to residents or cable customers .

The district may want to consider forming a stafflparent/student/citizen task force toexplore the communication role of Channel 73, and what kind of programming people areinterested in watching. We believe that a major role should be one ofinforming viewers aboutimportant issues in BCPS . The superintendent uses Channel 73 to communicate with all districtemployees, and we encourage the district to continue this practice . Because the operation ofChannel 73 does not fall under the auspices of the Office ofCommunications, it is important thatthese departments collaborate on content so that the communication value of cable television isnot overlooked .

As time and resources allow, we would encourage the district to expand its cable TVproductions to reach a wider audience, particularly those citizens and taxpayers who don't haveany direct contact with the schools . In addition to televised board meetings, programming thatfocuses on student and staff excellence, issues that will be coming up for discussion and decision,information about the budget and how it impacts tax dollars and property values, and the value ofdollars from a taxpayer perspective, would help build regular viewers . Other future cable projectsto consider include :

"

Avideo annual report on the Blueprintfor Progress"

Aweekly news magazine"

Parenting skills and child development training"

Providing staff development and inservice training"

An interactive BCPS Town Hall"

Showcase individual special programs"

Review and explanation of the MSPAP and how it affects students .

At the end of programs, viewers could be asked to respond to a programming survey onthe web site . This would help the district plan programs that will increase viewership .

Continue to expand and improve the district web site.

The district's web site is a communication device . Although it currently contains asubstantial amount of information, it was not seen by many focus group participants as a primarysource of information at this time .

As more and more people within the district purchase personal computers and gain accessto the Internet, the district web site should become more of a communication and marketing tool,particularly for parents of school children . The district must stay current in this area in order toremain competitive in the education marketplace .


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The web site currently provides general information about the district and links to each ofthe schools . It should also be viewed as another "publication" that can provide information onmajor district news such as progress on the MSPAP and the Blueprintfor Progress; newprograms and initiatives ; standard parent information such as the calendar of events for schools ;school lunch menus; bus schedules; and district policies . The web site should also be evaluated inthe context of how it delivers the district's key messages . Users should be asked to suggest thetypes of information they find most useful by responding to an online survey or e-mailingresponses .

It should not be difficult to include most district publications in PDF format on the site. Itis important that information on the site be constantly updated . While it is fairly easy to get peopleto visit a web site once, the challenge is getting them to return regularly for new information . Thismay require more staff at some point, but it should be seen as an investment in delivering theBCPS message . The web site will never eliminate other communication channels because therewill always be some in the community who will not have access to it . However, its potential as asupplementary communication channel will continue to grow each year .

Web sites are also becoming important marketing tools for school districts in order toattract students and recruit teachers, administrators and support staff. Sections of the site shouldbe designed with this in mind and include links to community sites of interest .

School web sites should also be looked at with an eye to marketing. Guidelines should beset requiring standard information, but each school should highlight the programs andpartnerships that make it unique. The schools should be provided with training and technicalsupport to enable them to keep their home pages up to date . As parents come to rely more andmore on the convenience of Internet access for information about their children's schools, it isalso important that the school web sites provide current information and opportunities for parentsto supplement the school program at home.

The web site should also be used for "myth busting" and to counter the rumor mill .Whenever an important issue is up for discussion, or the district learns of misinformation that isbeing propagated in the community, accurate, factual information should be posted in a prominentspot on the web page for easy access . School newsletters and other publications should promotethe web site as a source of information when people have questions .

It was mentioned in several focus groups that not all community members have access tocomputers or cable television . Regardless, the public's lack of access should not inhibit BCPS'use oftechnology to communicate if it wants to remain progressive and an educational leader .The district may want to consider collaborating with its business partners and community

organizations such as libraries, churches and United Way agencies to provide public computersites for community members to access the web site . Hold an orientation evening to introducecommunity members to the web site and instruct them on the use ofthe computers .


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As the web site is expanded and becomes an important part of the BCPS communicationprogram, use other information channels to alert people ofits availability . Include short articles indistrict publications, include the web address as part of the district's address on all documents,and provide drop-in articles to principals for inclusion in school newsletters .

For additional ideas, examples of award-winning school district web sites are available atwww.nspra.org .

Review and update the Emergency Procedures and Safety Manual andinclude communication responsibilities .

While the district has a emergency response plan for dealing with crisis situations, ourreview indicates it is time to revise and update the plan to reflect the level of crisis managementneeded in today's world .

Communication should be a major component of the overall plan . Poor communicationwith staff, parents, news media and the community in a crisis situation can do more damage to thedistrict's reputation than the crisis itself. The crisis manual should clearly delineatecommunication responsibilities at the district and building level . The organizational structure mayvary depending on the type of crisis, but staff members should be designated to be in charge ofvarious communication responsibilities . These should include :

"

Leadership advisement"

Internal communication"

External communication"

News media"

Communication command center"

Telephone bank"

Research and media monitoring" Counseling"

Donations and volunteers"

Special events (i.e ., memorial services) .

NSPRA's Complete Crisis Communication ManagementManual, recently revised in lightof what was learned at Columbine High School and other high profile incidents, could be a modelfor the district to either adopt (it is available on disk so that it can be tailored to individual districtneeds), or from which to extract important communication principles in crisis situations .

A good crisis communication and management plan will ensure that communicationresponsibilities are clearly spelled out should a traumatic event occur . We recommend that thedistrict appoint a task force of various staff and community members, together with staff from the


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Realign the Office of Communications to provide the support necessaryfor successful change.

Assessment of Current Office

For a school system as large as Baltimore County, we believe the number of people andamount ofresources devoted to communication are too limited . While we recommend devotingmore resources to communication, this does not mean you need to dramatically expand thenumber of staffin the department. We are, however, recommending some additional staffingallocations and more importantly, that job descriptions and responsibilities be reviewed todetermine whether or not they directly align with the communications goals identified by BCPS .

Our assessment indicates that there is a lack of strategic communications planning anddirection . Although a lot of work is done by the staff in a variety of areas, it is not focused onaccomplishing the specific key strategies outlined in the Blueprintfor Progress or in the statedCommunications Office goals for 2001-2002 . As a result, lots of general and "feel good"communication is produced instead of focusing efforts on delivering the district's key messagesand engaging stakeholders in meaningful relationships with the schools and district .

The existing staff is overwhelmed by the day-to-day communications needed in a largeschool system, but the Office of Communications has also become the "catch all" site for projectsand responsibilities that are not priority communication activities (i.e ., staff directories, UnitedWay, retiree newsletters) . This has resulted in the Office of Communications staffspending agreat deal of time on some of these functions to the detriment of strategic communication . Whilewe understand that some responsibilities have been eliminated (such as interscholastic athleticsand student council) we believe that assignments and responsibilities must be evaluated based ontheir relevance to achieving the strategic communication goals and objectives in the BlueprintforProgress . With the new direction and changes being made by Dr. Hairston and the Board, theneed for effective, strategic communication will only grow. This will require a reordering ofpriorities and responsibilities for the Office of Communications so that it can provide the timely,proactive and targeted communication needed to meet BCPS' needs as one of our nation's majorschool systems .

Suggested Realignment Based on Communications Needs ofLarge School Districts

The following reflects our assessment and recommendations for how the Office ofCommunications could be realigned based on what we know is effective in similar large schooldistricts around the country . The position descriptions include what we feel should be the majorresponsibilities for each position . These are not complete job descriptions, and additional dutieswould need to be assigned as appropriate .


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Chief Communications Officer - In many large school districts comparable to BCPS,there is a senior communications/public relations professional who serves as the strategiccommunications/public relations counsel to the superintendent, board and top leveladministration, and who attends all cabinet and executive level meetings in order toprovide advice and input on the communication aspects of emerging issues . This positionis responsible for overseeing all functions ofthe communications office, including mediarelations and marketing .

Many districts across the country the size ofBCPS, as well as a number that are smaller,have a senior level communications administrator in addition to a director or coordinatorof communications. This allows the chief communications officer to function moreeffectively as a senior advisor, manage crisis communications and critical issues, overseepublic engagement processes and build strong community relationships while importantongoing activities and internal communications are handled by the director or coordinator .

Recognizing that the addition of such a position is a budget issue, the district will need toconsider it in terms ofits priorities and overall needs . We do not consider this position tobe critical at this time, but we believe it deserves consideration in light of thecommunication goals set in the Blueprintfor Progress .

Director of Communications - In offices with a chief communications officer, thisposition would report to the chief and assist in carrying out the district's communicationgoals . In many districts this position is the lead position in the communications office andoversees communications and the office staff, as is currently the case in BCPS .

Key job responsibilities for both the chief communication officer and the director ofcommunications should include :"

Developing an annual strategic communications and marketing plan and directingthe communications office staff in its implementation .

"

Developing specific communication plans for any major changes, initiatives orprojects that the district is planning .

"

Developing a crisis communication management plan ."

Serving as lead spokesperson for strategic critical communications (i.e ., crisis,legal, negotiations) .

"

Serving as liaison to key community leaders and organizations ."

Developing and implementing public engagement strategies to increase stakeholderinvolvement .

"

Implementing research and evaluation techniques to assess and improve theeffectiveness of the communication program .

"

Providing communications training workshops for district staff."

Assisting the superintendent by providing background information and support forbuilding strategic alliances with local communities, the county and the state .

"

Providing communications advice and counsel for principals.


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Writing speeches and presentations for the superintendent and board as needed .Developing and administering the office budget .Planning professional development activities for the communications staff.

PublicInformation Officer - This position is needed in a large system to maintainpositive media relations and disseminate information through a variety of external andinternal vehicles . Job responsibilities should include :"

Serving as primary media liaison and general spokesperson for the district onroutine issues .

"

Gathering information and soliciting media coverage on news stories that focus onprogress toward the district's goals .

"

Facilitating media access to administrators and staff as appropriate ."

Preparing news releases, alerts, tip sheets and weekly event calendars ."

Preparing "talking points" for staff and board members on specific issues ofimportance to the district .

"

Preparing and producing reports on board meetings (for cable and for electronicand print distribution) .

"

Disseminating emergency or breaking news through appropriate channels ."

Coordinating new conferences as needed ."

Tracking and evaluating the effectiveness ofmedia coverage across the district ."

Expanding, preparing and updating news for the district web site and cabletelevision channel scroll .

"

Writing for district publications ."

Producing video news stories for the cable television channel ."

Developing communication outreach to external audiences ."

Providing media relations training for administrators ."

Coordinating media coverage of special events (i.e ., groundbreakings, ribboncuttings etc.) .

Publications Specialist - Given the large volume and number of publications producedin large districts, a full-time publications position is needed to handle the following jobresponsibilities :"

Write, design and produce an employee newsletter ."

Write content for the district web site."

Write, design and produce electronic publications for staff and targeted audiences(i.e ., key communicators, business leaders, parent leaders) .

"

Write, design and prepare calendars and annual reports ."

Write, design and produce printed information publications for the district (i.e .,brochures, fact sheets, welcome packets, etc.) .

"

Write, design and produce marketing materials for the district ."

Advise schools on improving building-level newsletters and information materials ."

Advise other central office departments on publication design and preparation ."

Revise and update all publications as needed .


69


Coordinate print orders .Provide newsletter workshop training for staff.Evaluate effectiveness of publications on a regular basis .

Communications Specialist- In addition to the director, many large school districtsalso have a full-time specialist position that assists the director and handles responsibilitiessuch as the following :"

Provide communications support at the building-level and spend time in the fieldworking directly with the schools and gathering news and information.

"

Coordinate school-business partnership programs ."

Coordinate various districtwide recognition and award ceremonies."

Assist Public Information Officer in responding to media inquiries and arranginginterviews with staff and on-campus media visits .

"

Assist in preparing news releases, alerts, tip sheets and weekly event calendars ."

Respond to internal and external requests for information about the district andschools that cannot be handled by clerical staff.

"

Represent the district on committees and in external organizations ."

Create and maintain a database of key communication target audiences ."

Maintain the district master calendar ."

Assist Public Information Officer in updating news for the district web site andcable television channel scroll .

d

Volunteer Specialist (.5 position) - Given the size ofthe BOPS volunteer program, webelieve a position is needed if this function is to remain in the Office of Communications .The logistics of running a program with 12,000 volunteers is time-consuming, but webelieve that a .5 position devoted exclusively to developing and operating the programwould be efficient and cost-effective for the district . One option to consider is hiring aretired administrator or teacher to manage the volunteer program.

Review the responsibilities and work loads of the Administrative Secretary andReceptionist positions and their roles as members of the Office of Communicationstaff. These positions should be looked at with an eye toward how work is prioritized as itrelates to communication goals . How much time is being spent on each task? Is the timespent aligned with communication priorities?

Recommendationfor additional staffing

We recommend the district hire a .5 volunteer coordinator at this time . In addition, wesuggest the district consider the creation of a full-time Chief Communications Officer positionwhen the budget allows . Our overall recommendation is to add an additional 1 .5 FTE to theOffice of Communications .


70


Appendix

What is NSPRA?

Consultants' Resumes

Principals' Communication Checklist


71


n?~A_L . . . THE LEADER IN SCHOOL COMMUNICATIONS

Since 1935, the National School Public Rela-tions Association has been providing school commu-nication training and services to school leadersthroughout the United States, Canada, and the U.S .Dependent Schools worldwide .

NSPRA's mission is to advance educationthrough responsible communication . We accomplishthat mission through a variety ofdiverse services thatwe provide to our members and to other schoolleaders who contract with or purchase products fromus .

With over 65 years of experience, we have areputation in the field for practical approaches tosolving school district and agency communicationproblems . We have useful communication products,offer workshops and seminars, maintain resource andresearch files, have contacts and resources within thecorporate communication industry, and have 35chapters throughout the country that provide localnetworking opportunities for members.

In keeping with our mission, NSPRA providesworkshop assistance to school districts, state depart-ments of education, regional service agencies, andstate and national associations . For many of thesegroups, we have completed research-based commu-nication audits to analyze the communication flow,targeting, content, and effectiveness of their com-munication messages .

The NSPRA National Seminar, the mostcomprehensive school communication workshop any-where, is held each July . This four-day sessionoffers more than 70 topics on a wide array of schoolcommunication issues . The July 2002 seminar will beheld in San Diego, California.

What is NSPRA ?

NSPRA's monthly membership newsletterNetwork is seen as a communication resource forschool leaders, not just our members . Each editiontackles a major problem and explains how commu-nication can play a vital role in solving it .

PRincipal Communicator is our building-level PR newsletter which provides practical help toschool principals and other building-level leaders .The calendar and variety of communication topicsare helping many to effectively improve communica-tion at the community level .

Our three electronic newsletters, The NSPRACounselor, NSPRA Alert, and Opportunities, providesummaries of breaking national education news, indepth studies of issues and trends, and updates onseminars, products and services available to educa-tors .

The Flag ofLearning and Liberty is a nationaleducation symbol, developed by NSPRA in its 50thAnniversary Year. On July 4, 1985, the Flag ofLearning and Liberty flew over the state houses ofall50 states to launch the rededication of America'scommitment to education and a democratic, freesociety .

NSPRA is amember ofthe Educational Lead-ers Consortium and works with all major nationalorganizations to help improve educational opportunities for the nation's young people . In addition,NSPRA is a sponsoring agency of the EducationalResearch Service (ERS) .

The association also sponsors four nationalawards programs to bring recognition for excellencein communication to individuals, districts and agen-cies .

National School Public Relations Association . 15948 Derwood Road - RockvilleMD20855 - (301) 519-0496 " FAX (901) 51®-0444 . www.nsprs.org

. . . THE LEADER IN SCHOOL COMMUNICATIONS

Karen H. Kleinz, APR

KarenH. Kleinz, APR, associate executive director ofthe National School Public Relations Association(NSPRA) has over 20 years experience in public relations, working in the private sector as well as publiceducation. She has won numerous state and national awards for her work . She is also accredited in publicrelations (APR) .

Since joining NSPRA, Karen has represented the association in a partnership with the Annenberg Institutefor School Reform to promote public engagement strategies designed to help educators develop effectiverelationships with parents and community. She has also been very involved in the issue o£ school violenceand in helpingschools and educators communicate with their publics in a crisis situation, includingproviding on-site assistance to the Jefferson County (Colo.) Public Schools communication department inthe aftermath ofthe Columbine High School tragedy .

Karen has developed and managed school public relations programs for diverse school districts, fromsmall, semi-rural districts with large non-English speaking minority populations to the largest elementarydistrict in Arizona, serving suburban Phoenix. As director ofdistrict public relations she was responsiblefor internal and external communications, including serving as spokesperson in crisis situations. She alsowas responsible for media relations, overseeing district publications, training administrators and teachers ineffective communications, promoting community involvement and volunteerism in the schools, coordinatingbond election campaigns and engaging the public in deliberative discussions about education through studycircles and community forums .

Her district experience includes operating as a oneperson office to supervising a communications staffthatincluded a full service print shop . She has created award winning public relations offices in districts thathad none, and expanded programs in districts with established departments .

Kleinz also operated a public relations consulting business in Arizona specializing in schoolcommunications . As a consultant she assisted schools and districts in developing a positive image and workenvironment through improved communications . She collaborated with Carolyn Warner on PromotingYour School-GoingBeyondPR published by Corwin Press Inc .

Beforejoining the NSPRA staff Kleinz served on the NSPRA Executive Board as Vice President of theSouthwest Region and twice served as President ofthe Arizona School Public Relations Association. Shewas also a member ofthe Teacher Venture Arizona executive board, a non-profit group ofbusiness andschool leaders who distribute classroom minigrants to teachers annually, and was a founding boardmember of the Yuma County (Arizona) Educational Foundation.

NSPRA's mission is to advance education through responsible communication, and it has been providingschool communication training and services to school leaders throughout the United States and Canadasince 1935 .

National School Public RelationsAssociation " 15948 Derwood Road " Rockville MD20856 " (301) 518-0496 " FAX (301) 519-0494 " www.nspra.org

Tnqp~l_k

M

. . .THE LEADER IN SCHOOL COMMUNICATIONS

Kenneth K. Muir, Ed.D., APR

Ken Muir is an education writing, planning and public relations consultant since his retirementfrom the Montgomery County (Maryland) Public Schools in June 1990, after a 33-year career inpublic education .

He has worked as afinancial and public relations consultant for the National School PublicRelations Association since January 1992. He was president ofNSPRAin 1974-75.

Ken began his education career in the Baltimore (Maryland) City Public Schools in 1957 as abusiness education teacher. After securing more graduate training, he became a high schoolcounselor.

In 1966, he became director of information for theMontgomery County Public Schools andcontinued in that post until 1985 . At that point he headed a new Department of Long-rangePlanning. In 1988, that was consolidated into the new Department ofManagement, Budget andPlanning, where Ken became supervisor of management and planning services .

Ken's bachelor's degree, in accounting and education, was earned at Antioch College. His M.Ed.Degree is from the University ofMaryland, and Ed.D. from George Washington University. He isaccredited in public relations (APR), earning that distinction in 1978 .

National School Public Relations Association " 15948 Darwood Road " Rockville MO 20855 " (301)519-0496 " FAX (301) 519-0494 " www.nopra.org

Communication Checklist for_L

School PrincipalsBaltimore County Public Schools

Please note:

This quick-to-complete checklist is a tool being used to help complete a communication audit foryour school system. Once you complete it, please forward it toby

. Thank you for your cooperation.

office/personto

Please check one responsefor each question.

1.

A school newspaper is sent to parents on a regular basis.

2 .

Efforts are made to acquaint new families with curricu-lum/services :Before school beginsDuring the school year

3.

Theprincipal and office staff respond quickly to ques-tions and concerns .

4.

'Parents have opportunities to voice ideas and concernsabout the school through :Parent/teacher organizationAdvisory committeesSchoolbased managementOther

5.

Volunteer programs in the school include :Senior citizensBusiness/civic partnershipsParentsOther

6.

Prior to parent/teacher conferences, inservice trainingprograms are conducted for.All teachersNew teachers

7.

Before open house and/or curriculum nights, teachersreceive inservice training in making presentations,working with diverse cultures, etc.

8 .

Teachers are encouraged to arrange special events toencourage parents to come to school.

9.

Special programs are offered to help parents help theirchildren learn.

10.

The school has established business partnerships or otherbusiness support programs .

Always Frequently Occasionally Never

82

27Mal

16

82

39

20

30

56

L'ix3

2610

5664

0

00

EID0

68

49

Please check as appropriate.

11 .

Two-way communication with teachersis achieved through:MeetingsMemosNewslettersSchool-based managementOther

18.

19.

20.

21 .

10

56

58

5075

Does your school use any of the followingto communicate with parents :E-mailVoice-mailWebsiteCable T.V.

Have you taken any survey to determine how parents feel about the information/communication theyreceive from your school?

YES 93

NO 62

ambassadors .

. .

- ..

®

m

Do you have programs to involve non-parents in school activities? YES

Would you like assistance in developing a PR plan for your school?

Two-way communication with support staffis achieved through :Meetings 44Memos 150NewslettersSchool-based managementOther

14.

Does your school use any of the followingto communicate with staff-E-mail 02

26Voice-mailWebsiteCable T.V.

14

Have you held a staff meeting or workshop on home/school communications this year?YES®

NO

10

96

YES

NO

`83

Would you like to offer an inservice training program in communication or public relations for yourstaff? YES E]

NO

NO

What could your district administration do that would be most helpful to you in planning and carrying out your communication efforts?

National School Public Relations Association, 15948 Derwood Rd., Rockville, MD 20855 301/5I9-0496, FAX 301/519-0494

4. Other:Conferences/conference with teacher and/or administration (7)Direct communications with administration/principal (6)Phone calls to staff (7)TeachersNewsletterLetters (2)Athletic eventsAFG processWorkshops/workshop nights (2)Community meetings in their community - quarterlySurveys/evaluations (7)Action teamsTeam meetingsSITPrincipal/APSports boosters/alumni associationVoice mailBoard of DirectorsTeam levelsIEP teams meetings (3)Informal visits/channels (3)Open doorE-mail (2)

5. Other:College/university students (8)Student graduatesHigh school students (12)Middle school studentsStudents from other schools (2)MentorsSports/band boostersAdvisory boardsOther family membersGrandparentsStaffService learningParents ofESOL children


Communication Checklist for School Principals

Comments

11. Other:Informal conversations (5)Open-door policy (2)E-mail (18)Individual/one-to-one conferences (15)Face-to-facePhone systemLeadership councilChairmen (2)Grade level chairperson (2)School messenger serviceGrade level meetings (9)Department meetingsTeams/team meetings (2)Meetings with administrationFaculty meetingsFaculty council (4)Workgroups/grade level teamsOrallyDialogueAnnouncements (3)Voice mail (2)Individual/person contacts (2)Stafflprofessional development (2)Staff/faculty bulletin (4)Classroom newslettersDepartment memosMailMBWASIT

12 . Other:Informal conversations (5)Open-door policy (2)E-mail (15)Department meetingsTeam leadersSchool messenger serviceFace-to-faceIndividual/one-to-one conferences (12)Voice mailBulletin (3)Department memosGrade level meetingsSpecial education meetingsCafeteria meetingsSpecial area meetingsTutor monthly meetings

12. Other: (continued)Support staff meetingsAnnouncementsProfessional developmentDialogueSchool publicationsMailGrade chairpersonIndividual daily contactThrough other staffSchool visitsFaculty council

21. Comments:"

Sharing effective strategies and activities that others have successfullyimplemented.Updated equipment .Communicate with us in a more timely fashion, so that we can share theinformation with stakeholders at some time prior to the last minute .See #19 and #20. (2)

"

Update our technology (we're outdated) ; conduct initial dialogue withpotential business partnerships .Provide background information and resources for the above .Compile ways schools communicate that parents find most helpful . Include ingeneral survey so we can respond to parents' needs .My executive director receives our newsletters and always calls forclarification and to offer support/resources . Continuing these efforts certainlysupports my efforts .Continue supporting/promoting the "Parent Mobile" and the "ParentResources Office." They have been helpful in generating ideas for openinglines of communication .Provide information packet that includes templates for overheads andworksheets .Assist as a liaison between businesses and the school . Assist in setting uppartnerships by providing schools with information about businesses willingto take on partnerships .They have been very helpful . (2)

"

Give information directly to teachers via e-mail. Hold open meetings forparents so they know that these are system-wide initiatives .Provide inservice training sessions and/or tips to enhance PR.Be certain we receive accurate communication about decisions in timelyfashion.Get our school networked soon .1 would love the e-mail addresses of local papers to e-mail storyevents/pictures, etc. to . Saves time .

21. Comments: (continued)Provide articles for newsletters from curriculum offices to inform parents ofcurriculum issues .Resource personnel .

"

Share other schools' initiatives and successes .Reduce the amount of communication/paperwork coming viae-mail/interoffice .

"

Help us set up and maintain a web site."

Provide curriculum/system-wide "drop-in" articles for newsletters ; morevisits from the "Parent Mobile."As an aspiring principal candidate, this is how I would respond if I had aschool .We do great things at Milbrook. However, we don't market it very well . Helpme learn how to promote the positive!

" N/A"

Riderwood parents are active and supportive in their roles in the school . Theyare actively engaged in student learning and privy to what is going on incurriculum and instructionally . So far so good.

"

Elementary office providing information on new curriculum, i .e ., HoughtonMittlin and Open Court Reading Series . Communication with parents isaccomplished through school newsletter, individual teacher newsletters, PTAnewsletter and SIT newsletter.

"

Occasionally attend PTA Executive Meeting on first Tuesday of the month.We need Internet capabilities .

"

Continue to provide support for school-based decisions when parents call thearea office .

"

Working with staffdevelopment with teachers . They need more reflection onthe "big picture" and the messages that we in education send .

"

Help us to ascertain that information sent through newsletters is beingactually read and used by the intended audiences .

"

Offer some ofthe above ."

Dell Computer Lab technology training .Continue September bulletins .

"

Continue to send us e-mail on area news."

Continue to communicate via Superintendent's Bulletin .Support technology .

"

Before any news goes to media, inform us of what will happen, closed/open ."

Effective inservice training on communication ."

We need an emergency plan for quick communication with schools beforeparents hear it.Involve Cable 73 more definitively . It needs great improvement to showcasesystem .

"

Attend certain in-school meetings ."

I think we have a strong communication system in place . Thanks!0

Develop a generic system-wide survey to address #17 above .

21. Comments: (continued)I would like to work with school system personnel in order to develop abetter PR plan for our school and to plan training programs for staffmembers .Train one or two'staffmembers to serve as liaisons/writers of articles to besubmitted to local press (i.e ., NE Booster, Dundalk Eagle, etc.) .

"

Alert school personnel about information before The Sun prints it .We need staff/personnel to help with this . We are already swamped!Provide us with more training on strategies to faster, better communication .

"

Inservice training for staff and administration .Make available mobile communication units like the "Parent Mobile ."Keep us better informed on issues so we don't have to get our informationfrom The Sun paper .Teachers need computers to have e-mail access to parents and businesses .

"

Connecting businesses directly to us to eliminate the need to campaignourselves .Upgrading technology so that each teacher can access Internet from their owncomputer ; helping to evaluate and plan for alternative methods (other thannewsletter) for communicating with parents .

"

Help more directly with web site development . Complete networking ofschools and provide all teachers and staffmembers with upgraded or newcomputers to use technology for communicating with community.Not sure if resources are available .Provide staff development on effective conferences/communication . Providetechnical assistance in setting up a school web site .Communicate directly with schools in a timely and effective manner during acrisis or emergencies .Provide each school with a technical person not assigned a class who cankeep the web site current .Our bulletin has become enormous with a great deal of weekly informationfor principals to read, sort through, and dissemination of information is verytime consuming and can be overwhelming .Provide a meeting that would offer ideas, strategies and assessment tools totarget and enhance communication, parent involvement and schoolperceptions .1 have an idea for the system, which I'd love to share with Dr. Hairston.Share best practices and strategies .Visit with PTSA Executive Board.

"

Provide an inservice pre-packaged presentation for faculty/staff.Answer the phone when we call . I hate that voice mail!Open up discussion at an area meeting to discover what other schools in thearea are doing to promote PR.Purchase the hardware for voice mail, homework hotline and calling system .Web site development . Alert parents to events . Call for absentees . Increasecommunication between parents and teachers .

21. Comments: (continued)"

See that we receive recognition/press coverage for student and staffaccomplishments .

"

Assist in developing web site ."

Upgrade voice mail ."

Network in school ."

Provide staff development model ." Training ."

Staffdevelopment."

Resource assistance ."

Provide technical support for setting up a web site ."

Continue current level of support ."

Remain supportive and responsive ."

Develop more "how to" materials .

Misc. Remarks

Question #1 :"

Always - Parents like it to be meaningful ."

Always - on a regular basis"

Always - bi-weekly

Question #3 :"

Always -ASAP"

Frequently - principal"

Occasionally - other staff

Question #4:"

Advisory committees - as needed"

Parent/teacher organization - n/a (2)

Question #5:"

Business/civic partnerships - Occasionally - past"

Senior citizens - Never - not interested, although they have been approached

Question #6.:"

Inservice trainingprograms - Do this in newsletter format more frequently ."

Inservice trainingprograms - in school through guidance and chairmen"

Newteachers - (e.g ., mentor program)"

All teachers - Occasionally - as needed

Question #7:"

Occasionally - as needed"

Occasionally - veteran staff as needed/requested"

Always - new teachers" N/A

Question #9:"

Occasionally - through PTA and administration

Question #10:"

Occasionally - ongoing"

Occasionally - in past"

We don't have a business partner .

Question 411 :"

Newsletters - staff bulletinsWeekly grade level meetings ; notes to administration ; monthly team meetingswith administration team

Question #12:"

Weekly grade level meetings ; notes to administration ; monthly team meetingswith administration

Question # 13:"

E-mail - some teachers (3)"

E-mail - limited"

E-mail - beginning"

E-mail -just getting started"

E-mail - since November 2001"

E-mail - not all"

E-mail - with individual teachers at home"

E-mail - some staff have e-mail addresses"

Voice-mail - limited"

Voice-mail - working on"

Voice-mail - one way voice mail"

Voice-mail - call out system"

Cable T.V. - no, except BCPS station"

Cable T. V. - It is being completed ."

Website - 1 teacher"

Website - coming"

Website - beginning"

Website - being developed"

Website - (PTA)"

Website -just starting"

Website - planned"

Website - will once building is networked"

Local papers

Question #14:"

E-mail - coming"

E-mail - as soon as technology is available"

E-mail - some have (2)"

E-mail - since November 2001"

E-mail - limited"

E-mail - next August"

Cable T. V - in house" Fax"

We need the ability . If we had it, we'd use it .

Question #15:"

Haven't but should" Sometimes

Question #16:"

Yes- as related to technology"

Yes- partial meetings"

Yes - report card meetings"

Yes -was a segment of a faculty meeting"

Yes - in teams and on small group basis, but not the entire staff"

Yes - It was a part of several meetings ."

Yes - grade level meetings (2)"

Yes - but not as a separate topic"

No- but "yes" to individual office staff only"

No- a parent workshop"

Part of meetings

Question #17:"

Yes - at Meet the Principals Night"

Yes - informal - PTSAJSIT"

Yes - coming"

Yes - in the past, not this year"

Yes -IMAP"

Yes - end of last year, not this year"

No- not yet"

No- however, parent feedback at PTA Executive Board, SIT and internalcontacts

"

No-not yet this year (2)"

No-planned for this year"

No- informally only at PTA meeting"

No - in January"

No- being planned through school improvement team"

Committee is designing one as part of SIT Action Team"

Will this year"

Wewill this year through the School Improvement Team."

Only informally. Official survey is conducted later in the year.

Question #18:"

Yes - tutors for reading"

Yes -PTA"

Yes- Science Fair, Career Fair"

Yes- high school mentor program with event"

Yes - grandparents, Peace Corp., volunteers, etc ."

No-no specific program, but all are welcome and to volunteer

Question #19:"

Yes - Because of our "choice" school status, some community membersperceive us as the lowest achieving school in the county . We are working tochange this perception and would appreciate any assistance .

"

Yes- always room for improvement

Question #19: (continued)"

Yes - next year"

Yes- But I don't think they would attend . Teachers believe they are excellentcommunicators, and they're not .

"

Yes- for new ideas or approaches"

No-can be handled in-house"

No-good idea but not at this time, next year"

No-not at this time

Question #20:"

Yes - If it is not cumbersome ."

Yes - If it could involve Cable 73 ."

Yes - always can be helpful"

No -We have a plan through our Parent/Community Involvement ActionTeam.

"

No-We are currently working with the Office of Professional Development ."

No- not at this time

Documents

Communications Audit Report