Do you have a key communicator network?

Forward-thinking communicators stay current on new technologies and look to social media for effective, targeted outreach. But sometimes it is helpful to go back to basics and remember that personal contact is the most effective communication method when building support for schools. People talk to people, and those people talk to other people, and so on. A key communicator program helps districts harness those conversations to share and receive information from a variety of sources.

What is a key communicator program?

A key communicator network is an organized network of people that represents all segments of your community. It is made up of parents, students, business representatives and community members who care about schools. They are respected, and they have influence within their networks. Key communicators agree to attend regular key communicator meetings and receive email updates to share with their community.

A key communicator network allows a school district to get accurate news out quickly to the staff and community and provides third-party credibility by sharing information from respected community members, not just district staff. Research shows that people believe their friends and neighbors more than they believe official sources of information about a product or a service.

A key communicator network’s goal is to build partnerships and enhance efforts to create two-way communications. Key communicators share information with their networks from the district and bring back opinions and questions from their contacts.

Who are key communicators?

Key communicators are adults and students who talk to and are believed by many people in the community. Key communicators represent the community’s many different demographic segments as well as the school district staff’s various segments. They may or may not be in positions of authority or officially recognized leaders, but they have earned respect in their communities and they are part of a larger network. They are the people others ask, “What do you think about … ?”

These opinion leaders have an interest in schools. Critics should definitely be invited to be part of this network. In a group of 10 people, one or two critics usually add a needed bit of credibility. Experience has shown that after involvement in a key communicator process, critics frequently become supporters.

Starting a new key communicator program

A good time to start a key communicator system is in the fall. While key communicators are most helpful in a time of trouble or turmoil, you first need to establish mutual trust and credibility before depending on them to call when they hear a rumor or to set straight someone who is spreading misinformation about the schools.

Once the key communicators are identified, it is critical to communicate with them regularly on a personal, one-to-one basis. Their calls, text messages and emails to school officials should be returned immediately, and their requests for information answered promptly. If they are expected to share good news about the schools, they must have that information in a timely and understandable fashion. In addition, school officials should contact key communicators when there is a need to get information out quickly to counteract rumors or to defuse a potential crisis.

Key communicators should, in turn, contact school officials when they hear rumblings, rumors, questions or ideas from people in the community. They provide a quick, informal reading of the community’s pulse when a major decision must be made or when a sensitive issue is about to erupt.

Tips to start your key communicator program

• Identify potential members: Setting up a new key communicator program involves inviting specific people who represent all demographics in the community and those who have noteworthy influence. Bring together a small group of trusted staff and community members who know your district. Ask them to brainstorm a list of influential people throughout the community. Remember that opinion leaders are determined by “people power” not “position power.” While the bank president may be an opinion leader, so might the hairdresser, bartender or supermarket checkout clerk. Ask them to survey their friends and neighbors for the names and addresses of people they feel fit this description.
  Tell them to give those names and addresses to your key communicator organizer who will combine the lists and determine the names that appear most often. These are the people who will become the nucleus of your key communicator system. Study the list of names to ensure that identifiable groups are represented. Students and employees are key sources of information about schools, so be sure the key communicators from within the schools are part of this list. In addition, analyze each key communicator in terms of district or specific school or area impact.
• Send invitations: Send a personalized letter to each person on the list explaining the concept and point out how he or she can help the district. Assure them it will not require an extensive time commitment. Point out that you are not asking them to do anything that they aren’t already doing, but that you want to be sure they know some important information about the schools.
• Follow up: Follow up with a personal phone call. Letters alone attract only about half of those invited to meetings. A call by the superintendent or a school board member will usually generate a larger turnout.
• Plan the meeting: Hold the meeting at a school or in the district office. Keep the agenda and tone informal. Explain the key communicator concept and illustrate how it might work by sharing specific examples of things that have happened in your district. Try a lunch meeting. People are busy, but they do have to take time for lunch. Don’t structure the group or appoint a chair or committees.
• Clarify the purpose: Emphasize that the key communicator program is built on two-way communications. You will keep them informed about what’s going on, and you want them to tell you about rumblings in the community, questions that many people seem to be asking or rumors that are flying.
• Be responsive: Keep them informed. Send them monthly emails, background reports, school board agendas and minutes — anything that will help them help you. Return their calls promptly. Nothing will turn off a key communicator more quickly than not getting your attention when they have something to report or a question that needs answering.
• Assess the program: As the year progresses, track your contacts with key communicators to help you evaluate the program. Periodically review the list of key communicators to make sure it continues to represent the community. Ask key communicators to assess the program. Send key communicators an annual, personal thank-you letter for being part of the network.

Sample key communicator invitation letter

Dear (community member),

There is nothing more important to the future of our community than the education of our young people. We’d like to ask for your help. The school board and I are inviting you to be part of a very important network of opinion leaders that we are organizing this fall. It won’t take much of your time — just one hour for a luncheon, prepared by our cafeteria staff, on (date) at (time and place).

This Key Communicator Network will give us an opportunity to share information with you on a regular basis about what’s happening in our schools and, most importantly, allow you to communicate directly with me. We are asking you to receive a monthly email with information about our schools. In return, I am asking you to share that information with friends and family and to call, email or text me any time you have or hear questions or concerns about our schools.

I hope you will be part of our Key Communicator Network. (Name) from my office will be calling you soon to find out if you can join us on (date).

Thank you for your time and interest in our schools and our community’s youth.

Sincerely

(Name)

superintendent

Contributed by Marcia Latta, communications consultant

Ideas for incorporating student input into decision-making processes

School districts often include a range of stakeholders when they are considering important decisions, such as creating a new strategic plan. They invite representatives from the business community, local colleges, faith community, staff and others. But often they forget a critically important stakeholder — students.

Students bring a different perspective to discussions. They are highly invested in many decisions that directly impact their learning or activities. Including students at the front end of the decision-making process can positively affect the success of a district’s programs and policies.

Still, districts sometimes are wary of giving students a seat at the table. They worry the topics are too complicated for students to fully understand, or that students may be too immature or short-sighted to make a worthwhile contribution.

Those that do include the student voice find student contributions to be enlightening and valuable. Gretchen Brion-Meisels, a faculty member at the Harvard Graduate School of Education, said that  when schools find ways to partner with students “as stakeholders in their own learning,” they end up creating programs and policies that are more effective at meeting the schools’ own goals for supporting young people.

Listening to students “doesn’t mean unilaterally considering their perspective,” Brion-Meisels said. “It means recognizing that young people have a perspective on the world that adults can’t share, and that their perspective should be welcomed alongside the wisdom that adult perspectives bring.”

Brion-Meisels offers five ways schools can integrate student voices:

• Regularly solicit student feedback. Use surveys and other research methods to routinely gather data, or ask students how they feel about their classes and for suggestions on school policies, culture and climate.
• Engage students in studying and assessing their school. In addition to asking students for feedback, schools can train students to create their own research questions and use observations and feedback from peers to draw conclusions about what’s going right, what could be improved and how to help.
• Include authentic student representation on leadership teams. Principals should leave space for students on school leadership teams, improvement teams or equity and diversity teams. In meetings, participants should treat students as full members of the team, not just observers.
• Invite students to any discussion related to their own learning. Individual students need to be included in parent-teacher conferences, individualized education program meetings, student support meetings or discipline hearings — any discussion in which they are the main topic.
• Consider young people as stakeholders and partners in their schools. When school leaders set new goals or make a major decision, they should expect students to contribute.

The National Parent Teacher Association believes schools should actively look for ways to incorporate student representation because it’s good for the schools and the students. The benefits include:

• Academic achievement — Meaningfully involving students on school boards helps to engage students, which raises academic achievement.
• Point of view — School boards and districts can benefit from the opinions, knowledge, ideas and experiences of students.
• Real learning — Engaging students on school boards may be one of the most powerful ways to teach them about democracy in society.

Many districts include a student representative on the school board. The student typically is elected or appointed to serve a term that extends through the school year. They also are a conduit to share information about the board and its action with other students.

Another effective tool at the high school level is creating a principal’s advisory council, comprised of a cross section of students representing each grade level and other interests, such as athletics, music and vocational classes. These advisory councils usually meet once a month to discuss topics of interest or concern. These could range from the type of food offered on the lunch menu to school improvement and curriculum concerns. The most effective councils find ways to attract not only the outgoing, high-achieving students but also those who typically don’t get involved and who may even feel disengaged from school.

Some districts make it a practice to include a student representative on every major district committee. These are ways to not only engage students in the decision-making process but also equip them with leadership skills and strategies they can use in the future.

Whatever the avenue, the key is to provide opportunities for meaningful student involvement, said Adam Fletcher, who founded SoundOut, a nonprofit organization that works with schools to increase student voice.

“Students have all this voice already,” he said. “It’s a matter of whether adults want to hear it.” (www.adamfletcher.net/category/soundout)

Contributed by Connie Potter, communications consultant

Tips for your graduation speech and program

Another year is wrapping up, and graduation is around the corner. Another class of students will parade across the stage at commencement to receive their diplomas and recognition for years of dedication and diligence.

For many, it wasn’t an easy journey, and the ceremony marks one of the most significant milestones of their lives. For others, it is a brief stop on a much longer journey toward their academic goals.

All students deserve to be celebrated and inspired. Graduation is a solemn and jubilant event for both the students and all of the people who supported them along the way.

An inspiring speech is an appropriate and expected part of the ceremony. Students may even contain their excitement long enough to listen to the words of wisdom from the principal, superintendent or other dignitary. If not, schools can consider posting the speech in written form or, better yet, as a video on their website for future reference and encouragement.

Sample speeches

Schools are unique, and speeches should be heartfelt. Original speeches are best. Tailor your words to fit the student body you have come to know over the last four years. To help you get started with your graduation speech, review excellent examples of speeches on the internet that can serve as a muse for a speech that will touch your audience and send them off with best wishes. Following are a few that may inspire:

• Darien High School Graduation Speech by Principal Ellen Dunn. — http://links.ohioschoolboards.org/40333
• Wellesley High School graduation speech by English teacher David McCullough: “You’re not special.” — http://links.ohioschoolboards.org/67127
• 7 Motivational Graduation Speeches That Will Inspire You. Speeches include university graduation speeches by David Foster Wallace, Ellen DeGeneres, Charlie Munger, Michelle Obama, Jim Carrey, J.K. Rowling and Bono. — http://links.ohioschoolboards.org/24237

Speech writing tips

Start with welcomes and introductions. Be sure to recognize special dignitaries, such as school board members, public officials and notable alumni.

Recognize special accomplishments. Highlight awards, total number of college credits earned in high school, scholarships or noteworthy post-graduation plans. Remind students that they are a part of the school community, and they will always share this connection to their fellow graduates. Keep the focus on the graduating class rather than the accomplishments of previous classes.

Use personal anecdotes. Share bits of wisdom that you have learned and connect it to advice for your graduates. Keep advice simple but take the opportunity to remind students about universal life lessons that will help them be successful in their work goals and as a part of a larger community.

Keep it brief. There is a lot going on during this ceremony, and students will be eager to celebrate at graduation parties. Chances are students will not be fully engaged for all speakers. Family members may be sitting in the rain if your event is outdoors or on uncomfortable chairs if held inside. Be as entertaining and concise as possible, and keep things moving.

Sample graduation program

Following is an example of a high school graduation ceremony program

McKay High School Graduation

June 8, 2019

8 P.M., Oregon State Fairgrounds Pavilion

PROCESSIONAL… McKay Wind Ensemble

(Audience remain seated during processional)

Once the graduates have marched in, Rob (principal) will quiet the crowd and have them stand for the National Anthem.

WELCOME:

Rob: Good evening ladies and gentlemen. On behalf of Salem-Keizer School District, the Salem-Keizer School Board and our faculty, it is my pleasure to welcome you all to the McKay High School Graduation Ceremony for the class of 2019.

On behalf of our (total number) graduates this evening, I would like to thank our McKay families and community for your attendance and support this evening.

And, what a class this is. (Share key data highlights to celebrate this group.)

Audience… Please stand as we honor our country with the singing of the national anthem by our McKay High School Concert Choir.

NATIONAL ANTHEM… McKay Concert Choir

Rob: Thank you members of the McKay Concert Choir and Mr. Sepulveda. Graduates you may be seated.

INTRODUCTION OF GUESTS:

Rob: Tonight, we are honored to have several special guests participating with us in tonight’s commencement activities.

• First… I would like to present to you school board member Marty Hayen, Director of High Schools Larry Ramirez and Director of Strategic Initiatives Linda Myers.
• Also, please welcome the McKay High School administrators who are supporting tonight’s program: (introduce the administrators).
• Finally, I would like to personally acknowledge and thank the tremendous efforts of many of our McKay staff who have volunteered many hours to make this event possible for our graduates here at McKay.

RECOGNITION OF SALUTATORIAN/ VALEDICTORIAN:

Rob: At this time, I would like to invite the salutatorians and valedictorians to join us on stage. All of these students have demonstrated an impressive dedication to their academics, and all have made us tremendously proud.

Our salutatorians are students who have maintained a 3.9 GPA through eight semesters of course work.

Our valedictorians are students who have maintained a perfect 4.0 GPA through eight semesters of course work.

It is my honor to present:

(List salutatorians and their bios and valedictorians and their bios)

Thank you, students, for your effort and dedication to learning. Congratulations on your achievements. Students, you may be seated.

SENIOR CLASS SPEAKER:

Rob: Members of the graduating class have been selected as class speakers. Please welcome (class speaker).

Rob: Thank you (student name). Please enjoy a musical selection by the McKay Concert Choir.

MUSICAL SELECTION… McKay Concert Choir

Song ends …. Thank you members of the concert choir and Mr. Sepulveda.

SENIOR CLASS SPEAKER:

Rob: Please welcome (class speaker No. 2).

(more)

PRESENTATION OF GRADUATES:

Rob: We are now at the part of the evening we have all been waiting for, the recognition of our graduates.

As principal of McKay High School, I am proud to announce that the students before you have met or exceeded all requirements of the Salem-Keizer School District and the state of Oregon to receive a high school diploma.

Please hold your applause until all of the graduates have crossed the stage so that the audience members can hear the names of each graduate. Graduates please come forward to receive your diplomas.

(Hand out diplomas)

PRESENTATION OF DIPLOMAS

Rob: On behalf of the McKay staff, our McKay community and Salem-Keizer School District, congratulations Class of 2019! We are proud of your accomplishments. We thank you for your leadership and commitment to success at McKay. We wish you the best as you continue your education, transition into your careers and become contributing members of our society. Remember… You are forever a Royal Scot!

Parents and families: Following the presentation of graduates, we will be doing a recessional. Please keep the recessional area clear, and please respect the requests of McKay staff members who are keeping the area clear. You are welcome to meet your graduate near the entrance or down on the main floor once they have completed their recessional. Thanks for your cooperation.

Class of 2019, please stand. Please move your tassels from left to right.

Ladies, gentlemen and honored guests, please stand and join me in congratulating the McKay High School graduating class of 2019!

(Students throw hats and cheer.)

RECESSIONAL

Contributed by Principal Rob Schoepper, McKay High School, Salem-Keizer Public Schools, Salem, Ore.

Schools take on responsibilities for sharing their own news

The disruption of the traditional news media has created challenges and opportunities for school districts.

Newspapers trimmed their newsroom staffs by 45% between 2008-17, according to the Pew Research Center. And, newspapers are not alone. In one week early this year, an estimated 1,000 U.S. journalists lost their jobs across traditional and online media.

That is bad news all around.

Fewer journalists equates to fewer reporters covering schools and education issues on a regular basis, so they develop understanding, context and expertise. More stories will go untold or be assigned to journalists who lack that background.

The journalists, of course, will do their best regardless of the obstacles in their way — just as people in any profession, including education, do their best on a daily basis. But the public relies on local news coverage to keep them informed on community issues. That decline in education coverage shifts the burden to school districts to become better at telling their story.

School districts as news outlets

For some administrators and school communicators, this might be uncomfortable, because it requires districts to shift from a traditional public relations orientation to a news-gathering orientation. The difference? Viewing developments through a neutral lens and making decisions based on what the public wants to know and should know.

Your goals are to inform and to build and sustain credibility. For example, instead of issuing a press release lauding the Hughesisms School District for launching an exciting new career-technical education (CTE) program, write it as a news story that includes the good and the not-so-good. Don’t ignore the tradeoffs. Leave it to the readers, viewers and listeners themselves to decide whether the program is nifty or ho-hum.

This doesn’t mean you have to go out of your way to find negative news, but you do need to be as objective as possible. If CTE enrollment is a concern, deal with it head-on in your news coverage. If that terrific new administrator of the CTE program suddenly quits, inform the public now instead of waiting until a replacement is hired. Think of what parents, taxpayers, staff and students want to know.

Implemented diligently over time, this expanded approach to coverage will enhance the district’s reputation and stop unfounded rumors — well, at least some. The only way to beat social media is to be ahead of it.

Follow the ADCs

As a longtime newsroom trainer and adjunct instructor, I preached that journalistic writing should follow this hierarchy of importance:

• Accuracy — Accuracy always must be No. 1.
  Accuracy in facts, in spellings, in every detail. But accuracy need not equate to delay. If you can’t confirm something, don’t say it. Go with what you can confirm.
• Deadline — The societal concept of deadline has expanded ferociously. If you’re slow to release news, social media will fill the gaps, which often complicates your life. Anymore, think of a deadline as a constant instead of a specific time.
  Thus, coverage of an event might roll out like this: Brief social media posts, such as on Twitter, about what is happening. Longer posts with photos on Facebook or other platforms. Short video clips for social media. All the while, you’re building the information for your “print” story — the one you’ll post on the school website, accompany with an overall video and/or photo gallery, perhaps include in a newsletter or distribute to local media and post on social media.
• Clarity — People usually are surprised that I rank clarity third instead of first. But it’s most important to get the story right and get it out quickly.

However, clarity ensures your work is read. Think clean writing and easy-to-understand writing, not fancy writing. Above all, don’t try to be cute; it rarely works — except in one’s own mind.

Your stories need not be long. Too many newspaper stories are overwritten. Think of how people could most easily digest the information you’re providing. In some situations, a narrative story might be most engaging. In other instances, a quick-hit list of bulleted points would be best.

Serve the remaining journalists

The new approach I’m advocating does not fully replace your traditional role in working with journalists. They still need your respectful, helpful assistance in chasing down leads, talking to people and understanding issues.

Some will be more knowledgeable than others. The trick is to be a helpful resource without being seen as hovering.

I’m a big believer in providing one- or two-page, double-spaced bulleted tip sheets that explain the key details and include office, cellphone, social media and email information for contacting the appropriate sources in your school district. Provide it by email as well as on paper.

If you don’t know where to start, start somewhere. Change is a constant in almost any industry. Journalists and school communicators alike must continually adjust.

Contributed by Dick Hughes, communications consultant. Contact him at thehughesisms@gmail.com.