Northwest Sampler:
Twin Falls School District, Idaho

Location Twin Falls School District 201 Main Avenue West Twin Falls, ID 83301
Contact Linda Baird, School/Community Relations Director Phone: (208) 733-6900 E-mail: bairdli@tfsd.k12.id.us Web site: http://www.tfsd.k12.id.us

Description

Planning effective public relations strategies is a challenging job. It is more than just compiling newsletters, putting up a Web site, or writing newspaper articles. Being a public relations director means building relationships with community members by informing and involving them as much as possible with school programs.

Linda Baird, Twin Falls School District's school/community relations director, does all of the above and more. She and her one assistant produce a semi-annual newsletter distributed to more than 20,000 businesses and residents. She oversees the design and content and contributes to the writing of the district's Web site, while her assistant is the designer and page manager, and does much of the writing. Baird's role, however, is far more extensive than just publicity director. As she sees it, her primary responsibility is looking at the big picture: determining the most effective ways to communicate the district's goals to a variety of audiences. Not only does she spend a significant amount of time connecting with parents and community leaders, Baird also helps other school staff understand their role in promoting the district and communicating effectively with the public.

Last year, new teachers to the district were given a crash course in public relations. While "PR 101" may not be a typical part of new teacher orientation, the district felt it was important to include because most teachers are not used to marketing themselves. And recently, negative press from the local newspaper highlighted the importance of public relations even more. While seasoned teachers may be used to public criticism, newer teachers are not necessarily hardened to such scrutiny. Baird wanted to show teachers that they have the power to turn public opinion around by promoting the positive things that are happening in the schools as well as promoting themselves as professionals. She emphasized that teachers are the best PR tool schools have and are in the best position to promote the school. Baird stresses that the most effective means of communication are one- on-one conversations with people, not fliers or other printed materials. People form opinions through personal experiences (or the experiences of family or friends). In terms of shaping opinions regarding the quality of local schools, teacher interaction with individual parents or patrons is very powerful - even more so than that of the media. And, as with all public relations efforts, "planning, preparation, and persistence "are important to developing a teacher's personal PR lesson plan.

Although the newspaper has in the past been critical of the schools, Baird has worked hard to establish relationships with local reporters. Media roundtables were held between district, school, and media representatives to discuss ways to improve communication. From these, the district developed a series of "Media Guidelines" outlining the procedures for reporters to gain access to schools. In addition, a procedure was developed for parents who wish to restrict media coverage of their child. Both are in accordance with the Family Educational Rights and Privacy Act. Baird is quick to point out that she does not want to be, nor should she be, the primary spokesperson for the district. Whenever possible, she asks that someone else in the district be interviewed about the school. Everyone has his or her role to play in getting the word out about the district's success.

One way the district has informed people about its schools has been by taking groups of legislators, civic leaders, and realtors on tours of the school district. The district could have just mailed brochures out to these groups, but it wanted key community members to see for themselves just how diverse schools are today. As Baird says, "Meeting federal and state mandates, providing for individual student needs, and creating safe schools have fundamentally altered the way we do business." The tours are tailored to each target audience. For example, the legislative tours focused on special needs programs such as Gifted and Talented, Limited English Proficient, and Early Childhood Special Education programs.

Comments from tour participants, post-tour evaluations, and requests from other organizations prompted another tour in November 2000 for realtors. The district's superintendent, Terrell Donicht, sent out invitations to realtors saying "you are on the front lines in terms of fielding questions about our local schools." Featured in this tour were reading programs, including the new Idaho Reading Initiative for kindergartners, citizenship training, standards, and advanced course offerings at the high school.

The tours are creative, well planned, and the agenda is interesting. Participants received tour booklets that contained one-page fact sheets on each program. Breakfast and the school bus ride between locations served as time to discuss district academic achievement, and fact sheets were included on the school food service and transportation programs.

Another aspect of Baird's job is involving parents as much as possible in their child's learning. For example, last summer the district held a workshop especially for parents of incoming kindergartners. The purpose was very specific: to help the parents know what is expected of their children to pass the Idaho Reading Indicator (IRI),a test that identifies early reading skills. Based on last year 's IRI data, the district found that kindergarten students 'reading readiness skills lagged behind the rest of the state. As Baird says, "Our hypothesis was that if parents knew what was expected of their children, they would assist us in preparing their children for school." At the workshop, the parents received a packet that included a card noting exactly what skills were expected. At the end of the year, the parent is sent a card for their child's next grade level.

Teaching staff members PR skills, inviting community members to tour the schools, and providing workshops for parents are just a few of the many ideas Baird has for promoting positive relations between the schools and community members. The key to having successful programs, says Baird, is to have a broad view of what needs to be done, while focusing on specific issues. It is also crucial to obtain constant feedback from everyone involved so that certain goals are being met. Baird's efforts have been recognized nationally by the National School Public Relations Association and other organizations. Baird says her favorite part of her job is getting to brag about the achievements of district staff and students. A large part of public relations is indeed self-promotion, even if it is uncomfortable to do. While we are all taught not to brag or be boastful, we need to overcome this when talking about our schools. People will not know about the great things taking place in the classroom on a daily basis and how well our schools are doing if they are not told by those who know it best - the school staff.

Observed Outcomes

District tours have given participants a clearer picture of schools today: the resources needed for all the programs, and the level of expectation we have for our students. We have received positive press coverage of our tours. Kindergarten Idaho Reading Indicator workshops have received positive feedback from parents. Last fall 25 percent of kindergartners were reading at grade level; the 36.5 percent proficiency level this year is a positive indication that if parents know what is expected of their kids, they can help them get ready for the tests. Teachers and district staff are becoming more aware of their role in school PR. Media tips received from teachers are passed on to the media in a "Weekly Tip Sheet." Media relations continue to improve. The media guidelines have eased the process for news coverage, allowing reporters more access to students and facilities.

Keys to Success

Focus on the big issues: communicate main points of district goals. Find multiple opportunities to communicate key messages over and over. Encourage everyone in the schools to constantly communicate with the public about how the youth of the community are being educated. Impress upon everyone that their role in public relations is as (or) more important than brochures and news articles. Develop a communication plan that is an extension of the school improvement plan or strategic plan. School PR should fit hand-in-glove with other district initiatives. If not, it is simply one more layer added on to an overwhelming work load - and one that will most likely be ignored.