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Voices on the Frontline:Superintendents Talk About theValue of School Communication

From the National School Public Relations Association

National School Public Relations Association15948 Derwood RoadRockville, Maryland 20855301-519-0496www.NSPRA.org

Executive Director: Richard D. Bagin, APR

© 2006 National School Public Relations Association.

In order to reprint with permission, you must run the following ver-batim. Failure to do so will result in litigation and monetary dam-ages paid to NSPRA. You also agree to send a copy of your use toNSPRA.

Reprinted with permission from the copyrighted publication,Voices on the Frontline: Superintendents Talk About the Value ofSchool Communication, published by the National School PublicRelations Association, 15948 Derwood Rd., Rockville, MD 20855;www.NSPRA.org; (301) 519-0496. No other reprints allowedwithout written permission from NSPRA.

Any inquiries relating to the copyright should be directed to theaddress above.

Voices on the Frontline:Superintendents Talk About the Valueof School Communication is part of aseries of materials sponsored by theNational School Public RelationsAssociation’s CommunicationAccountability Project.

Voices on the Frontline:Superintendents Talk About the Value of School Communication

From the National School Public Relations Association

Contents

Transparency and Communication: Keys to Success 3

Be Visible, Transparent and Give Staff Credit and Recognition . . . . . . . . . . . . . . . . 5

Leadership from the Top: Superintendent Sets the Example for Communication 7

Become a Model for Consistent Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Two Superintendents’ Views: The Value of School PR 11

Communicate Clearly and in a Straightforward Manner . . . . . . . . . . . . . . . . . . . . 13Behind the Scenes: Commitment to Communication

Vital to Building School PR Program That Works . . . . . . . . . . . . . . . . . . . . . . 15

In the Superintendent’s Words: Communication and Leadership 17

Trust Built By Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

What Is NSPRA? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

1NSPRA | Superintendents Talk About the Value of School Communication

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Transparency and Communication:Keys to School Success

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Be Visible, Transparent and Give Staff Credit and Recognition

ois Gray was a visible leader during her 10 years as superintendent ofHardin County Schools in Elizabethtown, Ky. Gray was an early

believer in organizational transparency who practiced it as a teacher, aprincipal, and finally as superintendent.

Gray’s advice to superintendents who want to strengthen theircommitment to school communication is to stay visible and recognize thecontributions of others. “Visibility is key,” Gray said. “There was openness

in what we did.” For Gray it was all about trust and shared ownership. “It’s our school, not my school,” shesaid. “We included the public in facilities planning, as well as our strategic planning, so there was buy-in towhat we were doing.”

Gray knew from the onset of her career thatcommunication was vital to her work and themission of her school system. So during her tenure atHardin County, she and the Board decided tocontract with NSPRA for a communication audit.Gray found that the communication audit reinforcedwhich things were going well and identified the areasthat could be improved.

Audit Was KeyAdditionally, she felt that the audit was helpful inassessing a district’s communications personnel andresources. “It’s hard to measure what really causessomething to be effective as there are often manyfactors,” Gray said. “It’s wise to have external eyesview your system. Focus groups and casualconversations with various groups can also help asuperintendent. You’ve got to be a good listener.”

In communicating her message to stakeholders, Grayshared that it was important to diversifycommunications tools instead of relying on onemethod of communication. “Our newspaper was notthe kindest locally and not always accurate,” she said.“I really had to rely on internal communication toget the facts out to all groups.”

Meeting Shared InformationUsing advisory councils for teachers, parents,students, and classified personnel, Gray held regularinformational meetings for the purpose of sharinginformation. She also held four community forumseach year to gather input and share updates onschool programs. Gray believes that these meetingswere important to morale. “Everyone felt they werepart,” she said.

A key for Gray in building trust with stakeholders ishaving a communications professional serving in aleadership role. “If they are not there, you arehandicapped as a superintendent,” shared Gray. “It isvital to include your communications person in thesystem’s work so they can speak intelligently onschool system issues and get your message out toyour various audiences.”

Gray was also highly visible in the 24 schools in herdistrict as she regularly made the rounds to eachschool speaking to as many people as she could.Following her retirement, Gray recalled an encounterwith an employee who worked as a custodian at oneof the schools. He told her he missed seeing her.“We need you to come by and tell us we’re doing agood job. No one has done that since you left,” hesaid.

Written by Jennifer Caracciolo, publicinformation specialist, Forsyth County Schools,Cumming, Ga. She is a member of the CAPSupport/Research Committee.

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It is vital to include your communica-tions person in the system’s work sothey can speak intelligently on schoolsystem issues and get your messageout to your various audiences.

— Lois Gray

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Leadership from the Top: SuperintendentSets the Example for Communication


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Become a Model for Consistent Communication

hen Harold Brathwaite was a Peel District School Board Superintendent,he felt that a vital part of his job was to set the example for effective

communication in his district. Brathwaite, now retired, is a former recipient ofNSPRA’s Bob Grossman Leadership in Communication Award.

In a recent interview, he said he believes that a superintendent should work hardto model consistent communication that is timely, multi-modal, targeted, clearabout intent and consistent with organizational values. By using these principlesand employing a professional communications staff, Brathwaite feels asuperintendent will be successful.

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The communications staff must also model thevalues of the organization, most notably those ofhonesty and trust. “In today’s world, only a fool canbelieve that he can hide or camouflage bad news,”Brathwaite explained. “Being the first to admit yourstudents’ test scores were disappointing, outliningcorrective measures, building teacher capacity, andcreating an appropriate sense of urgency will go along way in allaying the concerns of parents andstudents.”

Clear Communications NeededEarly in his term at Peel, Superintendent Brathwaiterecognized the need for clear and transparentcommunications. As a new provincial/stategovernment was taking school funding from localmunicipalities, his district was entering teachernegotiations. The change in the funding formulacreated confusion on the parts of both the schoolboard and the union.

“I immediately insisted that the board staff workwith the union staff to agree on the total funding theschool board was receiving before proceeding tonegotiations,” said Brathwaite. This move led to anearly agreement that was sent to the media with ajoint statement of understanding crafted by districtcommunications personnel.

Giving communications professionals access tocabinet and leadership team meetings is beneficial forboth the communications professionals and theteams they are assisting. Brathwaite feels thatcommunications professionals are only as good andas useful as the degree to which they are given accessto information.

“Being aware of the total picture, the professional isable to provide an immediate assessment of manyangles from which a given decision may be viewedand suggest appropriate missing links that should becommunicated,” Brathwaite said.

Throughout his career, Brathwaite observed thattransparent communications is the mirror of thedistrict, “reflecting back the successes of the system,never distorting but repositioning when necessary,getting the story out first and accurately, reinforcingthe district’s vision and values and buildingcommunity confidence.”

A Well-Deserved ReputationBrathwaite’s school district earned a reputation for itsopen, ready communications. This status made iteasier to meet potential concerns head on.

Due to the incredible annual growth of the district— 3,000 students added to the existing 120,000 —it was a constant challenge to provide adequateclassroom space. Students had to be enrolled beforethe district could seek government grants to buildnew schools. Consequently, many of the district’smobile classrooms were being used longer thanoriginally anticipated.

Schools, like all human institutions, arenot perfect. People can accept that aslong as the imperfections are minor,being addressed and not hidden.

— Harold Brathwaite

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Eventually, the issue of mold in the mobileclassrooms began to emerge on a grand scale.Protecting the health and safety of students and staffmembers was an urgent matter that had to be dealtwith quickly and properly. Brathwaite and his staffknew the media would continue to have a field daywith this issue if they did not handle it in an openand honest manner.

Constant AssurancesBrathwaite summed up the need for open, honestand timely communication by saying, “Schools are

havens where people send their most treasuredpossessions, their children. Parents want constantassurances that schools are living up to theirexpectations. Schools, like all human institutions, arenot perfect. People can accept that as long as theimperfections are minor, being addressed and nothidden.”

Written by Carol L. Votsmier, director ofcommunications, Springfield (Ill.) PublicSchools. She is also a member of the CAPSupport/Research Committee.

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Two Superintendents’ Views:The Value of School PR


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Communicate Clearly and in a Straightforward Manner

r. Curtis Culwell is certain that having an effective schoolcommunications professional at his side has been important to his

success as the Superintendent of Garland ISD in Texas. He can’t imaginewhy any superintendent would try to succeed without the communicationshelp he has found so valuable throughout his career as a schooladministrator.

Can’t Sacrifice PR“In a time when budgets are so tight, it is one of theareas you just can’t sacrifice,” he said. “Thecommunity has to understand what we’re about,including what our challenges, successes andopportunities are. School communicationsprofessionals help us clearly articulate our mission,tell our story and achieve higher levels ofcommunication.”

Culwell’s challenges in Garland are many. He mustkeep taxpayers, students, parents and communityleaders happy in a diverse, growing district with over50,000 students and 60 campuses. Transparency isvital.

“We are always better off clearly communicating in astraightforward, timely manner. What are we goingto gain by doing anything else? Schoolcommunications professionals are the ones who keepreminding us how important this is.”

Results Are MeasurableCulwell’s commitment to openness and the role ofschool communications has paid off. The districtrecently passed a $400 million bond issue by an 83percent margin. Culwell believes there is no bettermeasure of “return-on-investment” forcommunications than that.

“It was phenomenal,” he said. “We clearly articulatedour needs and communicated how funds would beused to improve education. You know, you can’t justcommunicate during a bond campaign. The successwas due to what we did before, after, and on anongoing basis in communications. People haveconfidence in our district.”

Student achievement is also significantly impacted byschool communications, according to Culwell.

“We’re in an era when everyone wants to quantifyresults based on test scores,” he said. “It is soconfusing.”

Communications professionals work to helpeducators explain testing systems and results. Schoolsalone can’t improve student achievement. It requiresthe joint effort of parents, educators and thecommunity. The communications role brings neededresources to equip the people who communicate onthe front lines with the tools they need to be moreeffective.

PR Shines in a CrisisThe most obvious benefit of having acommunications professional is quickly realized in acrisis, Culwell said. “People really begin tounderstand the value of the role when there is aproblem in the school district and news trucks full ofreporters are parked out in front of a school. Ourstaff knows in that situation that help is on the wayand that someone who knows what they are doing isgoing to get them through it.”

Culwell has little patience for superintendents whodon’t recognize the importance of having a schoolcommunications professional in a cabinet-level role. Heinvolves his Director of Communications in shapingand implementing the strategic direction of the district,crisis planning and ongoing communication.

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Superintendents need help telling theschool district’s story. It is critical totheir success. Actually, it is critical totheir survival.

— Dr. Curtis Culwell

“If you don’t feel like your communications personcan be a part of the administrative team then there issomething wrong with you, your culture or your PRperson,” said Culwell. “It is a superintendent’s role toshow the leadership it takes to get that person to thetable, even if they aren’t traditional educators. If youcan’t listen to your communications person, youbetter go out and find one you can listen to.”

Combats Disinformation“School leaders have to understand that publiceducation is going to continue to struggle for thehearts and minds of the public,” he explained. “Somuch disinformation is out there, and some of it is

intentional. Superintendents need help telling theschool district’s story. It is critical to their success.Actually, it is critical to their survival.”

Dr. Curtis Culwell was the 2003 recipient ofNSPRA’s Bob Grossman Leadership in SchoolCommunications Award. He has served as GarlandISD Superintendent since 1999.

Written by Susan Hardy Brooks, APR, NSPRASouth Central Region Vice President. She is alsoa member of NSPRA’s CommunicationAccountability Project (CAP) Committee.


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Behind the Scenes: Commitment to Communication Vital to Building School PR Program That Works

hen Winston Brooks talks about his marketing and communica-tions department at Wichita (Kan.) Public Schools, he talks instrong terms. Strong support, strong convictions, and strong

meaning to the staff, schools, children and community of Wichita.

As superintendent of the largest school district in Kansas, Brooks knowsfirst-hand how a strategically planned communications effort can make adifference in community support for public education. It wasn’t always

that way in Wichita.Action Not Reaction“We didn’t really have a marketing and communica-tions department when I came here,” says Brooks,who also has had experience in the local parochial sys-tem. “We just reacted to things. The perception wasthat the Catholic schools offered a better education. Ispent time in both and know that wasn’t true.”

A watershed moment for the NSPRA Bob GrossmanLeadership in Communication Award winner cameat a Chamber meeting several years ago. “I was shar-ing test results,” said Brooks. “They were flat and Iwas explaining why. As I told them about our urbanpopulation with high poverty, a businessmanslammed his fist on the table and said, ‘If I marketedmy business the way you do, I’d have no business.Quit talking about your deficiencies and start talkingabout what you’re doing right.’”

“From that day forward we quit apologizing for ourpopulation and started marketing our district like asuccessful business.”

Brooks credits his marketing and communicationsdepartment for making that happen, and a funda-mental tactic employed was a strategic approach tomedia relations. “Not a Board member or staff mem-ber appears before the media without knowing somekey talking points that have been discussed with themarketing and communications department,” heexplained.

Having the right message was part of the strategy.Being responsive was another. “I try to bust my rearend to meet the needs of the media and their time-frames,” said Brooks, something he didn’t do beforehis marketing and communications director coun-

seled about the benefits. “The payoff is you start see-ing more favorable reports and articles. You need tobe responsive to the media. It has paid great divi-dends for us.” A result he credits to the marketingand communications department for improving therelationship between the district and media.

Know What’s Going On“Essential” is how Brooks describes the necessity fora communications professional to be on the districtmanagement team. “It’s real simple,” he says. “To theextent possible, the communications professionalneeds to know everything going on in the school dis-trict. If you don’t have a marketing and communica-tions professional, and don’t make them an impor-tant part of the organization, you’ll never get thewhole story of your district out.”

Brooks noted the value and importance of havingthe communications function serve on a district’sexecutive cabinet. “The marketing director is [on thecabinet]. Of 7,000 staff she is one of 12 on the cabi-net, and that demonstrates how important that roleis. It’s as important as the assistant superintendents,the chief executive officer, the chief financial officerand the chief information officer.”

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Not a Board member or staff memberappears before the media without know-ing some key talking points that havebeen discussed with the marketing andcommunications department.

— Winston Brooks

Measuring the results of the communications effortisn’t always easy, but Brooks says there is informalevidence that reinforces the need. “I’ll guarantee youthe people of Wichita feel better about their schooldistrict, in large part because of this department,” hesaid. He also touted the reliance of principals on thedepartment, especially in times of crisis, and alsoreported that despite pressure to cut the departmentin a tight budget climate, that the Board ofEducation “soundly resisted those cuts.”

Don’t Be Left BehindLeading superintendents know the value of a strate-gic communications effort and are happy to speak instrong terms. That’s why when Winston Brooks con-templates life without a communications professionalby his side he says, “Talk about getting ‘leftbehind’…”


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In the Superintendent’s Words:Communication and Leadership


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21NSPRA | Helping Others See the Communication-Achievement Links

Trust Built By Communication

n JeopardyTM, the answer would be, “Drawn-out negotiations, nasty griev-ance hearings, misstatements on the evening news, misunderstood student

assessment reports, and failed bond campaigns.” The question: “What can aschool district avoid by having a professional communicator on the leadershipteam?”

Experience tells us this is true, but nothing beats hard data for making the case tocritics. NSPRA member Katherine Collins, APR, president of KMCCommunications, surveyed school superintendents across the country for her mas-ter’s thesis in an effort to quantify the impact of communications on district oper-ations.

Her survey sample included 63 superintendents fromdistricts with fewer than 5,000 students to thosewith over 100,000 students. The following ques-tions were asked:

Question: As a school (administrator) superinten-dent, do you believe communicatingwith stakeholders directly helps yourdistrict to accomplish its mission?

Response: 100% of those surveyed answered,“Yes.”

Question: Do you believe most school districtadministrators (superintendents) havesufficient training incommunications/public relations?

Response: Just over 75% said, “No, they did not.”

Question: How important is it for a superinten-dent to be trusted by other communityleaders?

Response: 89% said “significantly important”;11% answered “important.”

Results were similar when “employees and stakehold-ers” were substituted for “other community leaders.”

Question: How important is it to communicate ina crisis?

Response: 90% said it was “significantly impor-tant” to do so.

Question: In your experience as a leader, howimportant is it for stakeholders at everylevel (including parents, students,patrons, and board members) to feelthey understand the reasons for a super-intendent’s decisions and actions?

Response: 49% thought it was “important”; 44%thought it was “significantly important.”

At the close of the survey, Collins asked superintend-ents to cite examples of how effective communica-tions helped their districts to accomplish their mis-sions. Terms such as advocacy, support, buy-in, trustand community were used or implied in a majorityof their comments. Their answers also providedmany good reasons for having a professional com-municator on the leadership team. Some examples:

“Communicating with stakeholders createsadvocacy and dispels rumors.”

“Communicating with stakeholders enabled usto pass a $46.3 million bond issue.”

“Invests people in the process — ownership.”

Research shows that school district leadership centerson trust, which is earned through effective commu-nication practices. Today’s successful superintendentsare also successful communicators — or they have aprofessional communicator by their side. They alsorealize that in the age of information and technology,effective communication is absolutely critical to anorganization’s success.

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What Is NSPRA?

ince 1935, the National School Public Relations Associationhas been providing school communication training and

services to school leaders throughout the United States, Canadaand the U.S. Dependent Schools worldwide. NSPRA’s mission isto advance education through responsible communication. Weaccomplish that mission through a variety of diverse services thatwe provide to our members and to other school leaders whocontract with or purchase products from us.

With over 70 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 34chapters throughout the country that provide localnetworking opportunities for members.

In keeping with our mission, NSPRA providesworkshop assistance to school districts, state departmentsof education, regional service agencies, and state andnational associations. For many of these groups, we havecompleted research-based communication audits toanalyze the communication flow, targeting, content andeffectiveness of their communication messages.

The NSPRA National Seminar, the mostcomprehensive school communication workshopanywhere, is held each July. This four-day sessionoffers more than 70 topics on a wide array of schoolcommunication issues.

NSPRA’s monthly membership newsletter Network isseen as a communication resource for school leaders,not just our members. Each edition tackles a majorproblem and explains how communication can playa vital role in solving it.

PRincipal Communicator is our building-level PRnewsletter which provides practical help to schoolprincipals and other building-level leaders. Thecalendar and variety of communication topics arehelping many to effectively improve communicationat the community level.

Our four electronic newsletters, NSPRA This Week,The NSPRA Counselor, NSPRA Alert andOpportunities, provide summaries of breakingnational education news, in-depth studies of issuesand trends and updates on seminars, products andservices available to educators. CommunicationMatters for Leading Superintendents is an electronicnewsletter targeting issues and topics related tocommunication for school system leaders.

The Flag of Learning and Liberty is a nationaleducation symbol, developed by NSPRA in its 50th

Anniversary Year. On July 4, 1985, the Flag ofLearning and Liberty flew over the state houses of all50 states to launch the rededication of America’scommitment to education and a democratic, freesociety.

NSPRA is a member of the Educational LeadersConsortium and works with all major nationalorganizations to help improve educationalopportunities for the nation’s young people. Inaddition, NSPRA is a sponsoring agency of theEducational Research Service (ERS). The associationalso sponsors four national awards programs to bringrecognition for excellence in communication toindividuals, districts and agencies.

More information about NSPRA is available atwww.NSPRA.org.

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© 2006 National School Public Relations Association.

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