To prepare:Review the following:Chapter 12 in the course textChapter 5 in the DuFour and Fullan (2013) textThe web resource “Eleven Tips for Savvy Superintendents”Post:As the CIA leader, you observe flaws or challenges in implementing your proposed plan. Explain the corrective steps or strategies you would employ to get things on track. Provide a rationale and data to support these changes in tactics.
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National School Public Relations Association
February 2008
The Communication Factor in
Superintendent Success
Keep a Focus on Communication
Most superintendents and school boards have clear
but considerable visions of what they want for their
schools. A recent study by Farkas, Foley, and Duffet
found that 41% of schools boards listed higher student
achievement as their primary mission. More than half
of the superintendents in that study also said raising
student achievement is their greatest challenge.
help superintendents succeed. They understand that
great schools require strong, consistent leadership that
offers a clear, compelling vision for student success.
Although the destination is clear to them, most
school leaders spend too much time grappling with
local political agendas and competing community
interests, leaving too little time to devote to their
primary objective: improving student achievement.
NSPRA’s hope is that these 11 tips will help more
great school leaders stay in their positions for many
years to come.
In this publication you’ll find advice from studies
as well as lifetime experiences of savvy
superintendents and communication leaders from the
National School Public Relations Association
(NSPRA) who have devoted their careers to helping
superintendents and schools succeed. Communication
strategists share the highest regard for the hard work
involved in school leadership. They sincerely want to
You’ll also find observations and research into why
good superintendents depart all too soon. And
communication often plays as much of a factor in their
departure as it does in their success.
Thanks to NSPRA Past Presidents, Gay Campbell, APR; and Jim
Dunn, APR; as well as NSPRA Executive Director Rich Bagin, APR;
the 2007-08 CAP Committee chaired by Elise Shelton and Ellen
Boyd, APR; and the Center for Clear Communication, Inc., for
their contributions to this publication.
To learn more about NSPRA, membership benefits,
communication audits, and other products and services, go to
www.nspra.org or call us at (301) 519-0496.
Sign up for Communication Matters for Leading Superintendents,
a free e-newsletter written for superintendents six times a year at
www.nspra.org.
© 2008 by the National School Public Relations Association
National School Public Relations Association 15948 Derwood Road Rockville, MD 20855 (301) 519-0496 NSPRA@ nspra.org www.nspra.org
1. Know Where You Are and Where You Want to Go
The primary purpose of the school leader is to bind the
district and the community together in support of a
powerful vision for student learning. The only effective
tool for meeting this challenge is a comprehensive
communication plan.
— Dr. Max Riley, Superintendent
Randolph, (NJ) Public Schools, 5,500 students
Maintaining an effective working relationship with
your stakeholders is key to superintendent survival.
Just as raising student achievement requires baseline
data, making continual progress in community
support requires hard baseline data. Superintendents
must know their district culture, the thinking of
various school groups, and how specific groups will
react to district initiatives and decisions. Savvy
superintendents know who pulls the strings to make
the community move one direction or the other and
how to get the community solidly behind a united
school vision.
The mantra of Dr. Margaret Nichols, a respected
superintendent who enjoyed a long tenure through
crisis-ridden, turbulent times, was, “You only see
your own district clearly the first 6 months you are in
your position. After that, you had better ask someone
else and it had better be the right person.”
During her long tenure in the Eugene (Ore.) School
District, Nichols tracked community attitudes as
diligently as she researched student achievement
scores. Her communication office regularly conducted
community research and built targeted, strategic
communication plans based on that research. She
knew she had to have the community solidly behind
her to reach her goal of providing the best possible
education for each of the 18,000 students attending the
Eugene schools.
Study after study validates what Nichols knew and
practiced. One study of Texas superintendents in 2001
by J. K Byrd found increased student achievement
depends on a superintendent increasing the lines of
communication among stakeholders.
2. Take the Wheel and Keep the Course —
Success Rests on Your Shoulders
Superintendents’
tenures in their
districts have a
profound effect on
student
achievement. A
2007 study by the
American
Association of School Administrators (AASA) as well
as a 2006 study by Mid-Continent Research for
Education Learning show a positive correlation
between superintendent tenure and increased student
achievement. Those studies show that the future
success of students may ride on the superintendent’s
tenure. Other studies show a superintendent’s level of
expertise in communication will probably determine
the length of his or her stay.
A 2005 NSPRA survey of 31 superintendent search
consultants, How Strong Communication Helps
Superintendents Get and Keep Their Jobs, clearly
identified lack of communication expertise as the
main reason superintendents lose their jobs. That
study also found that the key skills school boards
want in new superintendents are the ability to
effectively communicate both vision and leadership
and the ability to motivate others. Many of these
search consultants, who collectively conducted more
than 300 searches, recognized that a comprehensive
communication program is essential to
superintendents’ survival.
© 2008 by the National School Public Relations Association
National School Public Relations Association 15948 Derwood Road Rockville, MD 20855 (301) 519-0496 NSPRA@ nspra.org www.nspra.org
Depending on whose survey you believe — the
National School Boards Association (NSBA) Council
of Urban Boards of Education survey of the 50 largest
school districts, an AASA survey, or the Council of
Great City Schools data — the average tenure of a
superintendent is between 2.75 and 5.5 years.
Experience and studies show us that is not long
enough for superintendents to get and keep a school
district on the right track.
community groups whose support is critical to both
superintendent success and advances in student
achievement. A plan that gets results is based on the
research cited in Tip 1. It includes feedback from a
wide range of community groups and identifies
specific goals for getting the desired action from these
targeted groups. The plan also spells out specific
strategies for obtaining the desired result and has
specific, data-driven ways to measure the results.
Good communication does not just happen: it is
planned and then executed. The effectiveness of this
planning and execution depends on the expectations
of the superintendent. Getting the right message to
the right people requires a strategic communication
plan. This plan requires targets for reaching
The superintendent with a sound communication
plan has the advantage.
Having a plan allows me to focus my energies on the
most effective communication strategies to use with our
whole community.
— Dr. Jean Shumate, Superintendent
Stanwood-Camano (WA) Public Schools, 5,000 students
3. Recognize Who’s Really in Charge
Superintendents might
as well face the fact that
reaching their goals
ultimately depends on
their communities.
Without the support of
community members,
superintendents cannot
succeed. Every
community has a wide variety of stakeholders who
share attitudes, talk with one another about ideas and
concerns, and ultimately determine the fate of schools.
Effective communication that engages groups and
sub-groups of staff, parents, and the community is
essential to turning a vision of student achievement
into reality.
Research shows that family participation in
education is twice as predictive of students’ academic
success as family socioeconomic status. It’s no
surprise that the right kind of communication and
parental involvement are critical to student success.
The power of parent communication is
demonstrated in a study by Steven Constantino cited
in the NSPRA article Supporting Students: Supporting
Communication. Constantino tracked achievement
metrics over four years at a very high achieving
school. Through increased communication with
parents, the school raised the average SAT score 61
points and had an 18% reduction in disparity between
minority and non-minority scores. The drop-out rate
at that school fell from 11 to 3%.
But even effective communication with parents and
staff is less than half of the story. In most
communities, 75 to 80% of households have no schoolage children. These community members have vital
interests in their schools and may, through their
voting power, determine the level of resources that
superintendents have available to meet their goals.
Within these stakeholder groups, all communities
have opinion-makers who have a significant influence
over people’s opinions and attitudes toward their
schools. This complex network of individuals and
groups, often with competing interests, can make it
difficult to build a positive, trusting relationship with
each group. To connect with the important audiences,
superintendents need at least one person on their
leadership team who knows how to reach the right
people with key messages that stick.
Even in a small district, figuring this piece out can
be overwhelming. It is not a job for the weak or
inexperienced, nor is it just one person’s job. Student
achievement must be a shared vision led by
superintendents and their communication officers.
© 2008 by the National School Public Relations Association
National School Public Relations Association 15948 Derwood Road Rockville, MD 20855 (301) 519-0496 NSPRA@ nspra.org www.nspra.org
4. Never Forget Who Pays the Bill
The greatest problem
superintendents face
is lack of resources,
according to a study
by the Colorado
Association of School
Executives (CASE-2003). Similarly, a
survey of school
leaders conducted by AASA showed that the effort to
get enough fiscal resources is a never-ending struggle,
and, all too often, lack of resources is the primary
reason superintendents choose to leave their jobs.
As cited earlier, a majority of households in nearly
every community have no school-age children.
Additionally, those who vote most consistently on
school finance issues are over 45 years old. In many
communities, more than 50% of the people who are
most apt to cast their ballot in a school election are
over 60.
School election results collected from seven states
several years ago by an NSPRA member showed
school districts with formal, intentional
communication programs in place at least a year
before their election dates were much more likely to
be successful in passing funding measures.
A communication program that builds strong
support with community groups will give the
direction and information stakeholders need and
want to pass bonds and support public education. The
result will be not only a community culture that
supports children and learning, but also one that
provides the essential resources superintendents need
to ensure student achievement.
5. Start Small and Build on Your Success
A formal,
comprehensive
communication
program may
seem
overwhelming,
especially if you
don’t have a
communication plan in place. Our advice is to think
small, but mighty. Start with tactics that will get you
the biggest return for the resources you spend.
The beauty of a strategic communication program
is that reaching every single person is not required. A
well-planned program may actually help you regain
some time you are now spending on communication.
Depending on the size and complexity of your school
district, as few as 100 key community members can
have a huge influence throughout the district.
NSPRA experiences show that sending the right,
consistent message to staff members will filter down
to parents and other community members in a way
that makes your vision for kids grow by leaps and
bounds.
Concentrate on a few good communication tactics
that reap targeted results. Then evaluate those
programs for their positive return on your investment.
Over time, gradually expand programs or initiate
others that meet specific communication needs.
If you already have a formal, comprehensive
communication program in place, take the time to
assess each element of the program and how it
influences community attitudes and perceptions.
Focusing on evaluation saves time and resources as
you decide to eliminate or alter tactics that are not
working. Just as valuable classroom time cannot be
wasted on ineffective teaching techniques,
superintendents cannot afford to spend valuable time
and resources on communication programs that do
not work. NSPRA experiences show that many
districts may spend good money on projects that often
do not make a significant difference in their districts.
Sometimes less can be more.
© 2008 by the National School Public Relations Association
National School Public Relations Association 15948 Derwood Road Rockville, MD 20855 (301) 519-0496 NSPRA@ nspra.org www.nspra.org
6. Make Sure the Road Is Paved with the
Right Stuff
School leaders know that it is important to be
accountable to stakeholders. Sixty-seven percent of
superintendents surveyed by AASA said that public
perception of a school district significantly affects its
success or failure. Unplanned communication can be
more destructive than no communication.
Every community is different. The communication
technique that builds support in one community can
be disastrous in another community: the circumstance
must determine the tactic. Although printed
communication may contain valuable information, it
is very difficult to change attitudes with the written
word. Positive perceptions are best built though faceto-face communication that builds mutual trust and
understanding.
Putting out newsletters and other printed
publications may be effective, but the wrong words
mailed to angry people may only add fuel to their fire.
Talking to a group without knowing them or their
interests can backfire and cause an endless chain of
misunderstanding and controversy. Productive
communication is much more sophisticated and
complicated than talking to people or quickly putting
something in writing. Engaging stakeholders and
building partnerships with community members and
groups requires genuine, intentional, two-way
communication that builds trust and understanding.
Reaching audiences in today’s over-communicated
world is a science that requires communication and
research skills as well as the ability to use that
information in ways that produce results. Veteran
teachers understand the value of pre- and post-tests
for learning and how to use that data to enhance
learning. They know that the most effective teaching
is one-to-one or small groups and that it involves a lot
of listening. Savvy superintendents know this model
works just as well for communicating with their key
internal and external audiences. They just make the
time to do it on key critical issues for their systems.
7. Don’t Waste Time on the Wrong People
School leaders
consistently
report that they
don’t have
enough time to
do their jobs.
They just do not
have time to
waste in conversations and communication that
don’t produce results.
Superintendents in an AASA study listed as one
of their greatest problems, “Too many insignificant
demands from various stakeholders hinder
superintendent effectiveness.”
NSPRA member Katherine Collins, APR,
confirmed the high demand on superintendents’
time. Collins surveyed 63 school administrators
from 45 states and 87% said they spend 75% or more
of their time communicating.
School administrators cannot fulfill the role of
instructional leader if they spend vast amounts of
time dealing with isolated complaints or agendas.
One way to protect your time is to first identify who
has community influence and just what the scope of
the influence really is. Then put processes in place
that give every stakeholder a voice rather than
giving every stakeholder your ear.
It is important to get a good return for time spent
communicating. A properly designed
communication program will minimize demands
placed on school leaders. More important, it will
spell out the specific communication techniques and
content that specific groups need so all
constituencies have the information and relationship
bridges they need. The plan will empower other
staff members who are responsible for specific
strategies and will include built-in timelines and
ways to measure results. But it won’t happen
without the right leadership from the top.
© 2008 by the National School Public Relations Association
National School Public Relations Association 15948 Derwood Road Rockville, MD 20855 (301) 519-0496 NSPRA@ nspra.org www.nspra.org
8. Act Before You See Smoke
Superintendents are greatly
concerned about what a crisis can
do to a school’s image. A 2005
NSPRA project to identify skills
that superintendents most need
in their communication staff
identified the top priority for
superintendents as a
communication person who
could handle a crisis and
communicate a positive image for
the school district. These superintendents also wanted
staff members who communicate fully and honestly,
even if the information is unflattering to the school
district. A second NSPRA study of highly involved
superintendents honored as state or national
superintendents of the year revealed the same needs.
As one of these honored superintendents noted,
Being strategic also means seeing the broader picture,
anticipating issues, connecting the dots, and focusing on
preventing problems rather than solving them. Toward
this end, a leader must be able to rely on the advice of
a trusted professional who understands effective
communication strategies; who knows well the
organization, its people, its history, and the community
it serves, and who is passionate about advancing its
vision, mission, and goals.
Savvy superintendents take steps to prevent crises
or mitigate their impact to protect their districts’
reputation. The crisis a superintendent keeps from
happening is the most effective form of crisis
management. A first step to preventing a crisis is
providing first-class programs and services because
many controversies are caused by unhappy
customers. To head off a crisis, communication
strategists practice issues management. They identify
issues that may become “hot” in the community and
carefully plan and carry out communication to
mitigate or eliminate that problem. What might have
become their school district’s worst nightmare
dwindles to a minor concern.
The basic element in averting crises is listening and
then interpreting correctly what you hear. Many
superintendents use a cadre of key communicators for
this purpose — people with connections in various
groups who will report rumors and then work to
dispel them. Issues management also involves getting
ahead of the curve when you share information in
certain situations. Savvy superintendents know to get
the right messages to the right people at the right time
— and they know to deliver it with lightening speed.
Savvy superintendents create an infrastructure for
communication that enables their districts to reach
key constituents within a 30- to 60-minute timeframe.
Some examples offered by NSPRA member Nora
Carr, APR, include:
Q
Do you have a database with complete contact
information for community opinion leaders that
includes business, politics, government, faith
community, cultural institutions, advocacy
groups, philanthropic groups, and nonprofit
organizations? Do you have an e-delivery system
to reach these leaders?
Q
Do you have a system for notifyi …
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