Never Say No Shared Nspra


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A practical workshop to help school district communicators and staff deliver school-focussed and learning-centered service, Delivered as a three-hour workshop June 28 at the NSPRA seminar in San Francisco

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Never Say No Shared Nspra

  1. 1. Why we do what we do
  2. 2. Never Say No to a Principal Proven, Powerful Tools to Directly Support Schools—and Boost Student Success NSPRA Pre-Seminar June 28, 2009
  3. 3. Brian Woodland, APR Director, Communications and Strategic Partnerships Support Services Peel District School Board 5650 Hurontario St. Mississauga, Ontario, Canada L5R 1C6 905-890-1099 905-890-1112 (fax) Visit
  4. 4. From the top…
  5. 5. • Principals in Peel are unanimous in their praise of the strong support and timely advice they receive from the Communications department. Jim Grieve Director of Education Peel District School Board
  6. 6. • The communication department’s work is focused on service to schools and their staff Janet McDougald Chair of the Board Peel District School Board
  7. 7. Class, this is your assignment… • Write down your “ah has” • Record the “to dos” • Actually DO the “to dos”! • Do a think/pair/share with your best ideas and turn it into an interpretive dance for the whole group to see
  8. 8. Talk to the person next to you: • share role and district • how long in the role? •What does it really mean to directly serve schools?
  9. 9. About “Grounding”: • an inclusion activity • sets norms for humour, participation • brings people into the present • demonstrates value for others • gets brains in the room—focuses mental energy
  10. 10. Peel District School Board is one of the largest school Caledon boards in Canada Brampton P eel T o ro n to Mississauga
  11. 11. Who we are Peel Region • community of 1.2 million people • three municipalities--Brampton, Caledon, Mississauga • urban and rural • immediately west of Toronto
  12. 12. Who we are Peel District School Board • second largest school district in Canada • 232 schools • 153,000 students • 20,000 permanent and casual staff
  13. 13. Who we are Peel District School Board • one of only a few school districts in Ontario that are growing • 3,000 - 5,000 new students each year • build an average of four to six new schools each year
  14. 14. Who we are Peel District School Board • 1 in 2 new students new to Canada • over past three years, registered 10,000 students new to Canada in past three years • 90% of newcomer families don’t speak or read English • 47% of student population speaks language other than English at home
  15. 15. Who we are Communications and Strategic Partnerships Support Services • director —assistant superintendent level • senior manager • two communications officers • school communications specialist •graphic designer •three secretaries •one community liaison coordinator •three board reporters
  16. 16. What we do.. Communications and Strategic Partnerships Support Services • all the stuff you do! • major special events • publications • proactive and reactive media relations •communications planning •crisis and issues management •web •But all focussed on the work of schools
  17. 17. Who we are Communications and Strategic Partnerships Support Services • cross-functional • no one in special events ghetto • all do all • meet each week •focus on schools an expectation •key “look for” in interview •principal on interview team •will work with a “team” of one—really!
  18. 18. Where we start as a  team... Communications and Strategic Partnerships Support Services • A clear, simple, well-defined, well-known mission on which we deliver each day—and check our performance against each week. A team mission, an individual team member question...
  19. 19. But enough about me.. Now it is your turn to never say no to a principal!
  20. 20. Do you feel busy even when you are supposed to be relaxing?
  21. 21. How not to respond to the idea of never saying no…
  22. 22. It is also about a role for you that is rewarding and fulfilling, not…
  23. 23. Your role is not this…
  24. 24. I want you to think beyond the usual roles…
  25. 25. Three questions we will answer •Why does direct school support matter? •How can you possibly find time to “never say no”? •What are everyday practices/structures/samples and strategies that help you to focus directly on the needs of schools?
  26. 26. Three questions we will answer •Why does it matter?
  27. 27. Why does it matter... •Some people get along quite nicely it seems by barely acknowledging that schools exist •Work on important stuff like “district image” •Produce mucho paper •Seem adored by superintendent and board •Until...
  28. 28. When the oasis dries up the animals look at each other differently
  29. 29. C a lif o r n ia s c h o o ls g ir d f o r la y o f f s S c h w a r z e n e g g e r ' s b u d g e t c a lls f o r a b o u t $ 4 . 8 b illio n in e d u c a t io n f u n d in g c u t s . E d u c a t o r s s a y it ' s t h e w o r s t f in a n c ia l c r is is t h e y c a n r e m e m b e r . By Jason Song, Los Angeles Times Staff Writer                                          The Long Beach school board voted to close an elementary school this week. The Rialto Unified School District, in what is believed to be the first such action in the state this year, sent notices to 305 employees including teachers -- informing them that they may not have a job next fall. The San Francisco school district may take city "rainy day" money to help balance its budget.
  30. 30. Why does it matter •Some people get along quite nicely it seems by barely acknowledging that schools exist •Work on important stuff like “district image” •Produce mucho paper •Seem adored by superintendent and board •Until they are cut from the budget along with professional development when the going gets tough...
  31. 31. The BIG picture What public relations can’t do--NSPRA The 90-7-3 rule •90 % of reputation is based on quality service •7 % on listening •3 % on telling
  32. 32. The BIG picture It’s a simple rule to get good PR-- Always do a good job!
  33. 33. •Terrify yourself.. Combine your worst school-based issue with your scariest principal and then think of you could possibly solve the issue centrally!
  34. 34. The Crisis Quiz Who/what causes a school crisis? Based on analysis of over 50,000 crisis news stories by Institute for crisis management Q: Which is more prevalent: - sudden crisis - created crisis A: Created. 68% are smoldering. No action until it escalates out of control.
  35. 35. The Crisis Quiz Who/what causes a school crisis? Based on analysis of over 50,000 crisis news stories by Institute for crisis management Q: Who causes a crisis? - teachers - parents - school leadership - students A: 56% caused by management
  36. 36. Hierarchy of Effective Communications 1. One-to-one, face-to-face 2. Small group discussion/meeting 3. Speaking before a large group 4. Phone conversation 5. Handwritten, personal note 6. Typewritten, personal letter not generated by computer 7. Computer generated or word-processing-generated “personal letter” 8. Mass-produced, non-personal letter 9. Brochure or pamphlet sent out as a “direct mail” piece 10. Article in organizational newsletter, magazine, tabloid 11. News carried in popular press 12. Advertising in newspapers, radio, TV, magazines, posters 13. Other less effective forms of communication (billboards, skywriters, etc.)
  37. 37. •That means … superintendent and PR person have less power over public image than does the average school secretary or custodian
  38. 38. But wait, there’s more... Our most experienced school leaders...are on a beach somewhere
  39. 39. Survey says •75 % of school leaders new in last 5 years •level of experience has fallen to less than 5 years •many have never lived through a crisis
  40. 40. Our role... To support school leaders who must do an already massive job with the added difficulty of lack of experience—and the absence of communications training
  41. 41. Three questions we will answer •Why does direct school support matter? •How can you possibly find time to “never say no”?
  42. 42. So now what? Let’s start with where you are now as a district
  43. 43. The BIG picture •You have too much work to do to waste time on image
  44. 44. Don't build the house from the roof on down
  45. 45. What is the “foundation” of your “house”?
  46. 46.   Only YOU can prevent career fires!   •Focussing on learning makes you part of the district’s inner circle and increases your effectiveness
  47. 47. Oh yes—and the big “image” plan won’t work. There is a key difference between your communications plan and …
  48. 48. Only one of them is magic! Our image is great when schools do well.
  49. 49. What we do.. And now presenting... • our promotional video Peel, there’s no place like it to learn • our board promotional brochure • our fridge magnet •our bumper sticker •our lollipop •Or not
  50. 50. Trust is like the air we breathe. When it's present, nobody really notices. But when it's absent, everybody notices Warren Buffet Chairman and CEO Berkshire Hathaway
  51. 51. Um, Brian, not to be pesky but this sounds like more work !
  52. 52. Reputation building: Do it now or pay later --and keep paying! • It takes nearly 4 years for a company to rebuild a blemished reputation Burson-Marsteller Building CEO Capital Survey
  53. 53. Late breaking news…I do not have a strategic communications plan!
  54. 54.   Only YOU can prevent crisis fires!   •It also happens to be rewarding and the right thing to do
  55. 55. Where do you belong: Business? Education?
  56. 56. Experts agree… 29 studies over a 10-year period indicated that the academic achievement of students in 91 per cent of the groups where parents were involved in training programs was superior to those of students in control groups (Graue, Weinstein and Walberg) What Works in Schools, Robert J. Marzano
  57. 57. Planning the event • Communications was involved in all aspects and took specific responsibility for the training of speakers, developing a promotional plan and securing sponsorship.
  58. 58. How else can you “find” time…
  59. 59. •The shocking truth You will have to stop producing your newsletter!
  60. 60. Sad—but true Not a single person will ever be heard to say any of the following “That newsletter changed my life.” “Raise my taxes—I can’t survive without the community magazine.” “Please, cut my salary—but not the newsletter!”
  61. 61. Not about adding more work --really! -do your job differently -have a new focus -alter definition of what’s important -be more rewarding, fulfilling -build foundation for good times, bad times, and VERY bad times -you do not get cut from the budget!
  62. 62. Take time to save time •Help them do it right—and you do not have to clean up the mess •Election guidelines stop problems before they happen •Help with “minefield issues” like email, web sites •Similar during labour negotiations, bus disruptions,
  63. 63. •How to find time… Leverage—take the work you do for one school and leverage it out to a system-wide resource
  64. 64. Leveraging 101 •The budget speech becomes an article for school newsletters, gets posted to the web, is a column in the local paper •The school letter on issue X (dangerous stranger, disease, asbestos) becomes another one of 200 template letters in a Word folder by subject •Welcome poster becomes book cover, decal, and more •Staff script/ Q and A is revised to be school council script, school newsletter article etc.
  65. 65. Three questions we will answer •Why does direct school support matter? •How can you possibly find time to “never say no”? •What are everyday practices/structures/samples and strategies that help you to focus directly on the needs of schools?
  66. 66. How can we be school-centered leaders? 5. Be leaders
  67. 67. If you are not at the centre... You can’t truly serve schools effectively
  68. 68. The unofficial org chart “The Action” • Decisions, interplay, discussions, arguments  Your role—take it and communicate it as directed. Period. YOU
  69. 69. At the table in Peel • On senior team • on executive committee • at in committee of board • on contingency teams • at director’s council • part of the ‘learning side’ of the organization
  70. 70. NO Say NO to NO!
  71. 71. Ways to get to the table ___ become the organizational expert on crisis and crisis planning __ when you attend, be prepared and insightful __ find reasons to come to meetings __ find a buddy __ leverage successes __ read and share __ become a good predictor/issue watcher __ always know the news __ don’t take no for an answer __ use other districts as rationale Your ideas...
  72. 72. What is quality response? •When things go wrong—what do we do at school and education centre? •If not our fault we are still judged •It is at the core of reputation management •Not just the “big bad” but also the “little bad”
  73. 73. Your goal… To be the quality response leader in your district for the small, medium, large and overwhelmingly giant things that go wrong
  74. 74. Your hotel stay—what if… -room not clean -power outage
  75. 75. What are your examples of quality response?
  76. 76. The bad news… The role of quality reponse leader is not always welcome!
  77. 77. The bad news… Not everyone has a clear sense of our role…!
  78. 78. The good news… It makes a difference Look at this example—and find the strategic counsellor and quality response/change leader
  79. 79. How often are you the one to lead people “around the leaf”?
  80. 80. Five greatest things “they” say to stop from going around the leaf 5. We tried that once and it didn’t work 7. We’ve never done that before 9. Let’s just wait and see what happens 10. You are not actually a teacher--are you? 11. Nobody will ever find out
  81. 81. Leadership rules •Can’t become an ‘instant leader’ in a crisis (unless you play one on TV) •Can’t just be you—team needs chances to lead (not you do strategy—they do newsletters) •Need to lead in positive and negative environments (tsunami relief and crisis in same year) •Leadership is not just defined by being on the leadership team—but it is a good start!
  82. 82. A case in point—labour negotiations 5. Communication plan approved by board—places communications in lead role 6. Internal audiences are key 7. Strategies for diverse audiences 8. Commitment to producing scripts and ready- made templates for ALL school/home communication 10. Only Communications decides what goes out
  83. 83. How can we be school-centered leaders? • Be leaders • Focus on learning—therefore the operational
  84. 84. Do your own image audit—how many of your publications are actually about learning?
  85. 85. That means: -no vanity messages -no selling your district -no using taxpayer money to tell them how well you spend their money -practical, plain language strategies to help improve student success
  86. 86. Where's the smile within Peel? •available on •hanging on the walls of schools, community centres, faith centres •in every office
  87. 87. I now deputize you as jargon police officers!
  88. 88. NOTICE OF PESTICIDE USE     Between June 1 to October 31, 2003 the Peel District School Board will be conducting a larviciding program under the authority of the Local Medical Officer of Health to control larval mosquitoes in order to prevent their development into vectors of West Nile Virus. The pellet formulation of the larvicide methoprene, altosid pellets mosquito growth regulator (Pest Control Product Act No. 21809) will be placed into catch basins of storm drains at Peel District School Board school sites. All larvicide will be applied by Ministry of the Environment licensed applicators or trained technicians. For further details please call 905-890-1010 extension 2753. The Peel District School Board is conducting the larvicide program in accordance with the Region of Peel West Nile Virus Prevention & Control Plan 2003.
  89. 89. Making my way -good PR practice…based on research with students, staff and parents -materials are learning-focussed -major web presence—virtual guidance office -package includes staff meeting scripts, FAQ, ready-made presentations, DVD -Communications drives process
  90. 90. Beyond events to understanding
  91. 91. At special events—keep the focus on learning
  92. 92. How can we be school-centered leaders? • Be leaders • Focus on learning—therefore the operational • Demonstrate commitment to internal audiences
  93. 93. •Check to see if plans are done for major initiatives. Ensure that plans include Q and A documents and place an emphasis on internal audiences.
  94. 94. •Make sure all plans include specific strategy and scripts for frontline secretaries!
  95. 95. Scripts for secretaries a key priority • Might be as simple as “Thank you for your call—our spokesperson is Brian Woodland, let me give you his number” • Could also be a standard answer such as “We had a threatening prank call today and police were called. The investigation found that the call was a prank and the school is safe—a letter is coming home today.”
  96. 96. Yes—we still do the “good news” part of PR!
  97. 97. From the top… • The communications team in Peel is entirely focused on promoting the hard work of students, teachers and administrators in its 242 schools. On any given week during the school year the communications team sends out an average of 5 or 6 news releases that detail the amazing initiatives throughout our system.  Principals can count on this strong promotional support at all times Jim Grieve Director of Education Peel District School Board
  98. 98. Culture is a predominant force; you cannot NOT be influenced by culture. Source: Cultural Proficiency: a manual for school leaders
  99. 99. Making diversity communications part of all planning • encourage schools, staff to include diversity communications in their plans • include a diversity component in all board communications plans • get budget approval for upfront initiatives DIVERSITY 17
  100. 100. • develop relationships with community agencies, ethnic media • encourage schools, staff to tell you about their diversity initiatives • provide advice to schools, staff on translation and diversity issues DIVERSITY 17
  101. 101. Immunization reminder for parents of grade 1 students available in 25 languages •how to update your child's record •how to access free immunization clinics
  102. 102. More than 15 letters and tip sheets available in 25 languages: •Help your child succeed •How the Peel board teaches your child English •Keeping students
  103. 103. Top 25 Peel board languages Punjabi Bengali Urdu Tagalog Tamil Serbian Hindi Russian Chinese (simplified) Polish Chinese (traditional) Portuguese Arabic Albanian Vietnamese Croatian Gujarati Malayalam Spanish Telugu Korean Greek Persian/Farsi Somalian Bengali Singhalese
  104. 104. Solution overview
  105. 105.
  106. 106. From the top… • As a high growth board, we welcome thousands of new Canadians from all over the world yearly. Brian and his staff continue to respond to our need to communicate with this diverse community and help schools engage with parents in their children’s education. Parental involvement is essential to achieving our system goal of student success." Janet McDougald Chair of the Board Peel District School Board
  107. 107. How can we be school-centered leaders? • Be leaders • Focus on learning—therefore the operational • Demonstrate commitment to internal audiences • Treat schools as key clients
  108. 108. My best tip of the day… The guaranteed way to help principals with their work—make sure they have less of it!
  109. 109. •Create and widely distribute email guidelines and service expectations
  110. 110. New e-mail guidelines for Peel staff and students The Peel District School Board recognizes that e-mail is a valuable communication tool that is widely used across our society. As a result, the board encourages staff and students to use e-mail to improve the efficiency and effectiveness of communication both within the organization and with the broader community. Staff using e-mail to correspond with parents and students must use only the board's e-mail system to receive or send e-mail. The following are acceptable staff member to parent e-mail communications: • General information about class activities – curriculum, homework, tests, special events • Arrange for meeting/telephone call regarding a student issue including a general description of the issue, e.g. "I would like to arrange a meeting to discuss your daughter's attendance." • Follow-up on an issue that has previously been discussed. E-mail should not be used by staff members to discuss: • personal information about other students. • specifics about a sensitive student issue which was not initiated by the parent or had not previously been discussed with the parent. • other staff. • the staff member's performance. • any sensitive student information that would normally be discussed face-to-face or by phone. Please note that a staff member cannot make e-mail the only option for communicating with parents. Similarly, neither a student nor a parent can demand that a staff member correspond via e-mail. A new set of student e-mail guidelines The board is also introducing a new set of guidelines for students. Parental consent for student use of e-mail must be provided in addition to consent for student use of the internet. Your child's school's Code of Conduct will specify the expectations regarding the use of e-mail and the consequences of abuse. Students are responsible for all e-mail sent from their account. The board has the right to access and disclose the contents of a student's e-mail messages.
  111. 111. •Take the lead to prevent email backlash
  112. 112. Responding to e-mail overload Common Sense e-mail Guidelines—Effective November 19, 2002 • Documents of 5 paragraphs or less will be in the body of the e-mail, not as an attachment. If there is a need to attach an 'official' memo of less than 5 paragraphs, such as a memo from the Ministry, then the memo text would appear in the body of the e-mail and the line 'official version attached' would be included.
  113. 113. Responding to e-mail overload • The first paragraph of all e-mails will contain: - the topic - the expectation (action, info, etc.) - the recipients - the copied recipients - the timeline • The text of e-mails should differ from the text of a full, written memo. It should be shorter, in bullet points with key information at the front.
  114. 114. Responding to e-mail overload • Longer attachments will be clearly labelled (not "memo" or "info" or "see attached") in body of e-mail. Instead, for example "Attached is a memo to all elementary principals about xxx with a response deadline of xxx. • All e-mails will have a clear subject in the subject line (not "info" or "memo"). • E-mail subject should also include what is expected - Action, FYI, Reminder, Response required by…
  115. 115. Responding to e-mail overload • At the same time, multiple "Reminders" repeat messages, etc. should stop. The responsibility will be on the recipient to note the message the first time. If reminders are required—to deal with Ministry deadlines for example—then that will be made clear in the subject line. • Superintendents/Controllers and Directors in departments and field offices will discuss with their staff the requests going to schools in the week/month to come and develop concrete ways to co-ordinate, simplify, and combine information to eliminate and reduce the volume.
  116. 116. Responding to e-mail overload • Departments will look at other sources for information flow including e-circular and Broadcast page. • G.I.R. - Get It Right - the first time. Watch for "need for speed" errors in e-mails that require a re-send. • Multiple attachments should be bundled together as a number of pages in a single attached document, rather than as multiple documents. All items in the bundle would be listed in the e-mail.
  117. 117. Responding to e-mail overload • E-mail replies should be to the sender of the original memo, or via hyperlink in the e-mail text. • Mondays and Wednesdays will the days for an "E- Mail Pause" only essential mass/multiple recipient e- mails will be sent. This is a day for departments to reduce the number of requests to be sent in the week to come. This should not be a time to save e-mails that are then sent in a giant burst on Tuesday!
  118. 118. Other ways to reduce work… Do it for them! -package centrally -write centrally and provide -have them help with major templates
  119. 119. Other ways to reduce work… Do it for them! -package centrally -write centrally and provide -have them help with major templates
  120. 120. Other ways to reduce work… Do it for them! -package centrally -write centrally and provide -have them help with major templates
  121. 121. Major templates with writing teams… -elementary staff handbook -secondary staff handbook -elementary student agenda pages
  122. 122. WebCreate Objective • To create a new school web site template for schools which will include technology that will reduce the effort to maintain these sites by: – Pre-populating information from existing data sources – Providing 'photo-ready' content that principals can choose to publish on their web sites – Automating key messages TECHNOLOGY 30
  123. 123. WebCreate school website
  124. 124. How can we be school-centered leaders? • Be leaders • Focus on learning—therefore the operational • Demonstrate commitment to internal audiences • Treat schools as key clients • Listen and give them what they need
  125. 125. •Build an equivalent of a work team in your district
  126. 126. Start at the top For many communities, actions speak—and nothing else does. DIVERSITY 17
  127. 127. • developed with faith groups • system expectation that events will be planned based on the dates • we have moved, cancelled events that conflicted with faith days
  128. 128. Camera-ready Article Package •template articles sent to schools electronically each month •articles can be included in monthly school newsletters •cover major board issues, upcoming events, safety information and parent tips •written, designed and approved centrally •use it to proactively communicate items that could become issues (lockdown, healthy eating, etc)
  129. 129. Camera-ready Article Sample Package September 2004 •2004-05 School Calendar •Say 'thanks' to your bus driver on Oct. 20 •Schools use many strategies to keep children safe •Peel board improves safety in school playgrounds •Children and parents can find math help on the web •E-mail guidelines improve communication between you and your child's teacher •Fire Prevention Week – Oct. 3 to 9 •Peel board trustees  accountable to the community •Protect your child from injury—select a suitable backpack •Students and staff celebrate Terry Fox's legacy on Sept. 24 •Subscribe to receive parent-child activities •International Walk to School Day • flyer
  130. 130. How to use your new power-- A case in point Our friend Bill (212 that is!)
  131. 131. How does this work in practice? A case in point-Bill 212 •New legislation on safe schools •Very short timeline •Great worry in system •Policy needs to be written •What do you do?
  132. 132. Drowning in new legislation? Start at the top • be on the decision-making group • help write the policy and procedure SAFETY 16
  133. 133. Drowning in new legislation? determine what research you need to do • create a winning team • identify your target audiences SAFETY 16
  134. 134. Drowning in new legislation? • customize similar documents for multiple audiences • provide an administrator-friendly communications package • use time-saving templates SAFETY 16
  135. 135. Drowning in new legislation? • communicate face-to-face • evaluate the program SAFETY 16
  136. 136. Bill 212 Communication Materials • comprehensive guideline remarks and visuals for staff meetings •Remarks and visuals for parent council meetings • detailed staff FAQ SAFETY 16
  137. 137. Bill 212 Communication Materials • backgrounder • parent's guide to the suspension and expulsion process • Q&A – questions from parents and community members SAFETY 16
  138. 138. Bill 212 Communication Materials • camera-ready article • template Codes of Conduct •K-5/K-6/K-8 •Middle school •Secondary school SAFETY 16
  139. 139. The result? -We won the NSPRA Gold Medallion -Implementation was calm and smooth -It is a point of pride for our school leaders
  140. 140. •Communications can take the lead and use templates and processes already established to provide rapid, quality response in a crisis situation
  141. 141. Quick Tip: Make sure the bad news comes from you …quickly!
  142. 142. •Provide as much information as legally allowed-- and give specific ways parents can help children
  143. 143. What does this mean? -We write all school incident letters -We provide secretary scripts, student announcements and staff meeting scripts -We give parents ways to help
  144. 144. Quick tip: you WILL experience a CRISIS!!!
  145. 145. Take away the media card •In media relations-- understand that a threat is only a threat if you are afraid!
  146. 146. From the top… During times of crisis, the Communications team instantly moves into action to provide direct support to the school staff and the system.  While the Communications team ensures that the media have up to the minute information, they are also at the centre of every event, making sure that letters to parents and communication to students and staff are prepared.  This invaluable service enables the principal and superintendent to remain focused on providing direct support to the students and staff of the school. Jim Grieve Director of Education Peel District School Board
  147. 147.   Fireproofing checklist •Take advice of experts •Take the lead on internal communication •Take charge of rumour control •Treat internal audiences well •Prepare templates for schools • Make everything you can public and do it quickly •Keep in touch with local media •Go above and beyond with other departments • Provide scripts to key staff •Keep senior staff in the loop
  148. 148. In Peel, when it goes very badly…we are there. In person. On front of the camera. Always.
  149. 149. A bit of bad news... •You need to be the one to have to manage the crisis, take the lead, sort out spokespeople, negotiate with police and talk to media—on camera! •To reinforce—running away is not an option •If you are it—get media trained. If you are not the frontline spokesperson, make sure your people do not do this…
  150. 150. What kind of training? •You’ve Got the Power! •Do you have them at hello? •School Councils/Student Success •School PR Tools for 21st Century •Working with SuperParents
  151. 151. How can we be school-centered leaders? And for our bonus round...
  152. 152. The very last to- do, to do... Deliver. Impressively. Repeat. Endlessly.