Northwest Sampler:
Everett Public Schools, Washington

Description

Everett Public Schools is a large, diverse district located about 30 miles north of Seattle, Washington. Its 25 schools have nearly 18,000 students. The goal at Everett Public Schools is to "ensure all students learn to high standards." A critical factor in doing this is to involve the whole community in the schools. But, Gay Campbell, Director of Communications, stresses that one must first develop strategies to listen to the community to determine what their needs are. Building trusting relationships with the community is one of the most critical things one can do.

The Everett staff builds these relationships by involving those who are affected by the decisionmaking. District Superintendent Carol Whitehead has open, honest communications meetings with groups of staff, parents, and others. In an interview published on the district's Web site, she says, "When I meet with teachers, custodians, parents, and community members, I give them the opportunity to talk with me. As they talk, I listen for an issue that permeates all parts of the organization."

One example of how the staff involves the community in key decisions is the process of looking at early release days for the district. The district has formed a committee to get input from everyone concerned, before any recommendations are made. Parents on the committee survey other parents, students survey students, and teachers survey teachers.

Campbell notes that what works for one segment of the community may not work for other segments. Parents of school-age children have different needs and concerns than community members without children in the schools. Therefore, communication strategies must be targeted to those specific groups. For example, about 1,500 parents are e-mailed the latest news. All their questions are answered promptly and honestly. Newsletters are also sent out to parents with news of critical district activities or decisions. The content of the newsletters may be different from school to school depending on the audience.

One communication is also designed for families without children in the schools. The principal of each elementary school mails personalized letters to about 100 households in each school 's area. The letters go to people who have been most active in the community and most interested in the schools. The letters invite these people to volunteer in the schools, and to provide input as to how the schools can meet their needs.

Everett's Communication Plan is directly tied to the District's strategic plan. The community relations/community services department supports student learning through active communication and services that encourage a positive district culture, shared partnerships, and a communitywide appreciation for lifelong learning and support for public schools.

The plan first outlines how the community needs were determined, and then clearly states the district's message to that group. Then strategies are listed to communicate the message. An important part of this Communications Plan is a built-in evaluation component for each strategy. This is a very important ongoing process to measure whether each strategy actually worked.

The excerpt from the plan on the previous page shows how each strategy is based on research, is targeted to a specific audience, for a specific purpose, and is evaluated for effectiveness. Each strategy is then revised, eliminated, or expanded as needed.

Spearheading the formula and carrying out this plan is just one of Campbell's responsibilities. Her position is very challenging; it requires a wide range of abilities and experience to handle a variety of challenges -from responding to a major school crisis to producing a news release in less than 10 minutes. The most important role Campbell plays is as a "counselor" for management. She provides advice that will help avoid problems in the future on everything from asbestos removal to changing school boundaries.

Another important, and difficult, part of Campbell's job is in getting other staff members throughout the district to understand their role in public relations and how much of the public's attitude depends on them. She provides workshops in schools and departments that focus on what school staff members say and how others hear it. The communications staff provides special workshops for administrators to assist them with various information needs, such as writing a letter home to parents during a crisis.

Campbell's communications work often extends beyond her district. In addition to helping other school districts with bond measure campaigns, she shares her strategies at workshops, such as the Oregon School Boards Association Bonds and Ballots workshop.

Campbell and her staff work hard to get the public support they need to provide the best possible education for the children they serve. When asked what she enjoys most about her job, Campbell replied, "Seeing kids progress and learn. Seeing parents and other community members engaged as partners in their schools in ways that contribute to better student learning. Knowing that education is the most important work anyone can be involved in … That is the bottom line for me."

Outcomes

• Everett residents have supported schools by consistently approving local operating levies.
• Voters have passed capital improvement measures that provide for modern, well-maintained schools.

Keys to Success

• Build personal, trusting relationships. These strategies take the most time, but are much more effective than strategies such as mass mailings that supply information but do little to build the kinds of relationships that result in a high level of support for schools.
• Target marketing techniques that really look at each customer group - their perceptions, what they need and want, and the results we want with and from them.
• Learn about internal audiences in your district, like school staff. Really listen to them.
• Don't assume that everyone knows how to communicate well and that just anyone can handle communications for your district.
• Be well-grounded in communications theory and practice.
• Have the courage to represent the unpopular view with management.
• Have a dedication and love for education, young people, and schools.