ed 272 981 - eric - education resources information center · quality education. chapter i,...

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AUTHOR Greenbaum, Stuart; And OthersTITLE Educated Public Relations: School Safety 101. With

Engineering Consent,INSTITUTION National School Safety Center, Sacramento, CA.SPONS AGENCY Department of Justice, Washington, D.C. Office of

Juvenile Justice and Delinquency Prevention.PUB DATE Sep 86GRANT 85-MU-CX-0003NOTE 68p.; Photographs in Appendix A may not reproduce

clearly.PUB TYPE Guides - Non-Classroam Use (055)

EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS Communication Skills; *Crime Prevention; Elementary

Secondary Education; Emergency Programs; *Guidelines;Information Dissemination; Information Networks;Postsecondary Education; Publicity; *PublicRelations; *School Community Relationship; *SchoolSafety; *School Security

IDENTIFIERS *National School Public Relations Association;Principals of Leadership

ABSTRACTThis book is designed to enable school administrators

to actively participate in planning and implementing school safetyand public relations activities. It provides a conceptual frameworkof the public relations process and shows its practical applicationto the problems of school crime and student misbehavior, throughdiscussion of school public relations practices, school safetyissues, and specific public relations stratesies and tactics topromote safe schools. Chapter 1, "Engineerieg Consent," is a newlyrevised version of Edward L. Bernays' 1947 eight-point plan fordeveloping a successful public relations program. Chapter 2, "SchoolPublic Relations," stresses reasons for building public confidence inschools and offers ouidelines for developing a crisis communicationplan and for working with the media. Cbapter 3, "School Safety andPublic Opinion," presents an overview of school safety concerns andthe role of public relations in achieving quality education. Chapter4, "101 School Safety Ideas," offers strategies based on currentresearch conducted by the National School Safety Center (NCSS).Appendix A contains a 10-page reproduction of the 1986 'Principals ofLeadership" series, a print media public service advertisingcampaign. Appendix B, a resource section, lists associations,government agencies and publications relating to education, pmblicrelations and school safety. (1W)

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EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

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EDUCATEDPUBLIC RELATIONS:

SCHOOL SAFETY 101

BY

Stuart GreenbaumBlanca Gonzalez

Maxey Ackley

wrrENGINEERING CONSENT

BY

Edward L. Bernays

September 1986

NATIONAL SCHOOL SAFETY CENTER

3

Acknowledgments

The National School Safety Center gratefully acknowledges thesignificant contributions of the following professionals whoreviewed and improved the initial manuscript of this book:John Burton, Consultant, Office of the Los Angeles CountySuperintendent of Schools; Donald Gallagher, Professor andCoordinator, Master's Program in Communications, GlassboroState College and co-author of The School & Community Rela-tions; Jeffrey Hilton, Vice President for Marketing Services,Bonneville Media Communications; Robert Maher, AssistantPrincipal, Lakeland High School, Shrub Oak, New York;Deborah Morris, Special Assistant to the Administrator ofthe federal Office of Juvenile Justice and Delinquency Preven-tion; Garrett O'Keefe, Professor, Department of TechnicalJournalism, Colorado State University; Robert Rubel, Director,National Alliance for Safe Schools; and Robert S. Topor,author of Marketing Higher Education and Institutional Image.

Copyright 1986 by Pepperdine University Press

Printed in the United States of America

First printing: September 1986

National School Safety CenterPepperdine UniversityMalibu, California 90265

Ronald D. Stephens, Executive DirectorGlen Scrimger, Deputy Director for EducationStuart Greenbaum, Deputy Director for Communications

Prepared under Grant No. 85-MU-CX-0003 from the Office of Juvenile Justice

and Delinquency Prevention, Office of Justice Programs, U.S. Department of

Justice. Points of view or opinions in this document are those of the authorsand do not necessarily represent the official position or policies of the U.S.

Department of Justice, U.S. Department of Education or Pepperdine Univer-sity's National School Safety Center.

Art Director: Stuart GreenbaumCover photographer: Carol Sollecito (Reprinted courtesy of

Imahara & Keep, Inc., Advertising & Public Relations)Photocompositor; Monica WinegarWordprocessors: Rae Hanelt and Karen Shimada

2 EDUCATED PUBLIC RELATIONS

4

Contents

Introduction 5

CHAPTER I: Engineering consent 7

CHAPTER II: School public relations 15

CHAPTER III: School safety and public opinion 27

CHAPTER IV: 101 School safety ideas 35

APPENDIX A: "Principals of Leadership- 55

APPENDIX B: Resources 67

NATIONAL SCHOOL SAFETY CENTER 3

5

Introduction

Educated Public Relations: School Safety 101 is designed tohelp school district and site administrators provide the hi:hestquality education by ensuring their campuses are sat anusecure. This book provides a conceptual framework of thepublic relations process and shows its practical applicationto the problems of school crime and student misbehavior.

School district public relations directors, or school adminis-trators whose responsibilities include public relations, are theprimary audience. It is critical, however, that other districtrepresentatives and school principals actively participate inplanning and implementing all school safety and public rela-tions activities. Elementary, miedle and senior high schoolswill benefit most from this information, although much of italso is relevant to colleges and universities.

This book systematically leads practitioners through thepublic relations planning process, school public relationspractices, school safety issues, and specific public relationsstrategies and tactics to promote safe schools that providequality education.

Chapter I, "Engineering consent," is a newly revised versionof an original 1947 treatise by Edward L. Bernays. This classiceight-point plan chronologically outlines the steps to develop-ing a successful public relations program.

Most accepted public relations theory has been eithercreated, tested or documented by Bernays, who, during hisseven decades in the profession, has served as an advisorto many influential and accomplished individuals, includingPresidents Roosevelt, Hoover and Eisenhower, Thomas Edison,Grace Kelly, Enrico Caruso and Henry Ford. A prolific writer,Bernays has authored Crystallizing Public Relations, TheEngineering of Consent and Public Relations, books whichprovide the foundation tr the principles and practices of thepublic relations profession throughout the world.

Chapter II focuses on school public relations. This sectionstresses the reasons for building public confidence in schoolsand includes insights from experienced school public relationsprofessionals. Guidelines for developing a crisis communica-


An important con-cept stressedthroughout thebook is the needto develop part-nerships behreenindividuals widinstitutions con-cerned abouteducation andsafety

tion plan and for working with media also are included.Chapter III offers an overview of school safety concerns

and, using existing programs as examples, suggests the rolepublic relations can play in promoting and achieving qualityeducation.

Chapter IV outlines 101 specific school safety ideas to usewhen working with school board members, school employees,students, parents, community residents, service groups,business leaders, government representatives, law enforcersand media representatives. These 101 strategies and tactics arebased primarily on current research conducted by the NationalSchool Safety Center (NSSC). Publications of the NationalSchool Public Relations Association provided additional ideas.Each activity promotes school safety directly or indirectly bycontributing to a positive school. climee. The ideas listed areexamples of what works. Readers can build on them, modifythem to suit their needs or replicate them when applicable.

Also included is the 1986 "Principals of Leadership" series,Appendix A, reproduced in whole. The message consistentlycommunicated by the ten school leaders featured in thesepublic service announcements is that for schools to be effec-tive, they must be safe. Their leadership and public relationsskills demonstrate the objectives of Educa:ed Public Relations:School Safety 101.

The resource section, Appendix B, includes associations,government agencie5 ana publications relating to education,public relations and school safety.

An important concept stressed throughout the book is theneed to develop partnerships between individuals and institu-tions concerned about education and safety. This collaborativephilosophy also provided the impetus for the U.S. Departmentof Justice, in partnership with the U.S. Department of Educa-tion and Pepperdine University, to create NSSC.

The Center's mandate is to bring national attention andpromote cooperative solutions to problems which disrupt theeducational process, including school crime and violence, poordiscipline, low attendance and high dropout rates, and drugtraffic and abuse. To achieve its objectives, NSSC offerstechnical assistance, publications, films and training sessions.The Center's practitioner-oriented activities are complementedby a comprehensive public relations program, using publicinformation literature, research and clearinghouse activities,media relations and multimedia public service advertising.

The National School Safety Center by publishing EducatedPublic Relations: School Safety 101 encourages educators toacknowledge school crime and student misbehavior do exist.At the same time, this book offers a wide range of practicaland positive suggestions to ensure safety, quality education andpublic confidence in all our nation's schools.

6 EDUCATED PUBLIC PELATIONS

CHAPTER I

EngineeringconsentBy Edward L. Bemays

Democracy has been defined as government by the consent ofthe governed. But today our society is so complex that it is notgovernment alone that needs the public's consent. Every groupand, for that matter, every individual needs the understandingand support of public opinion to become integrated into ourdemocratic society. To achieve this integration the individualsor groups who wish to present their case to the public mustemploy one or more of the media of communication. Thesemedia - the press, radio, television, cable, motion pictures,direct mail and so on - now have an immense impact, reach-ing millions of people, sometimes the entire nation.

The web of conununications, sometimes duplicating, criss-crossing and overlapping, ir a condition of fact, not theory.The significance of modern communications must be recog-nized as a highly organized mechanical web and a potent forcefor social good or possible evil. Only by mastering thg tech-niques of communication can leadership be exercised fruitfullyin the vast, complex democracy that is the United States.

With the aid of technicians who have specialized in utilizingthe channels of conununication, leaders can accomplish pur-posefully and scientifically the "engineering of consent."

This phrase means, quite simply, the use of an engineeringapproach - that .1s, action based only on thorough knowledgeof the situation, application of scientific principles and testedpractices which persuade people to support ideas and pro-grams. Any person or organization depends ultimately onpublic approval and therefore aces the problem of engineeringthe public's consent to a program or goal.

We expect our elected government officials to try to engineerour consent for the measures they propose through the net-work of communications open to them. We reject governmentauthoritarianism or regimentation, but we are willing to bepersuaded by the written or spoken word. The engineering ofconsent is the very essence of the democratic process, thefreedom to persuade and suggest. The freedoms of speech,press, petition, and assembly - freedoms that make engineer-ing consent possible - have tacitly expanded our Bill of Rights

NATIONAL SCHOOL SAFETY MITER 7

Thday it is impossi-ble to overestimatethe importance ofengineering con-sent. It affectsalmost evrezy as-pect of our dailylives. When usedfor social pur-poses, it is conongour most valuablecontributions tothe efficient func-tioning of modemsociety

to include the right of persuasion. All these media provideopen doors to the public mind, and through them any one ofus may influence the attitudes and actions of our fellowcitizens.

Knowledge of how to use this enormous amplifying systembecomes a matter of primary concern to all persons interestedin socially constructive action.

Theoretically and practically consent should be based onthe complete understanding by those whom the engineeringattempts to win over. But it is sometimes impossible to reachjoint decisions based on an understanding of facts by all thepeople. With pressing crises and decisions to be faced, often

leaders cannot wait for the people to arrive at even generalunderstanding. In certain cases, democratic leaders must leadthe public through the engineering of consent to socially con-structive goals and values. This role naturally imposes uponthem the obligation to use educational processes, as well asother available techniques, to bring about as complete anunderstanding as possible.

Today it is impossible to overestimate the importance ofengineering consent. It affects almost every, aspect of our dailylives. When used for social purposes, it is among our mostvaluable contributions to the efficient functioning of modernsociety.

Books on public relations usually place undue emphasis onthe minutiae of public relations. They discuss the properfashioning of the tools selection of lists, rules for copypreparation, and other subjects but neglect the guidingphilosophy and basic techniques which enable the tools to be

used efficiently. It is as if books on surgery concernedthemselves mainly with the shape and sharpness of surgicalinstruments and how to wield them. Obviously a knowledge ofwhat characterizes a good public relations tool is important,

but it is by no means the whole story.We must first examine public relations from the broad view-

point consider what it is, what :elation it has to society, howit approaches a problem and how that appro ch is made. Ofnecessity, we must define public relations before we candiscuss these aspects.

Public relations is the attempt, by adjustment, informationand persuasion, to engineer public support for an activity,cause, movement or institution.

Adjustment is a primary element in good public relations. Itis now generally recognized that people, groups and organiza-tions need to adjust to one another if we are to have a smooth-running society. A company that does not adjust its attitudes

and actions to the public suffers the result of poor publicrelations. A public that lacks understanding of a company is

also adversely affected. Ignorance, prejudice, apathy and

a EDUCATED PUBLIC RELATIONS

9

distonions need to be corrected. When maladjustments arebased on real abuses, the offending conditions should bechanged. Maladjustments caused by imagined abuses or misunderstandings also need to be corrected. Information andpersuasion are necessary tools in adjusting these conditions.

The use of information in public relations obviously is notmerely the act of expressing an idea or stating a fact. It is acomplicated effort toward a specific end, using highly complexcommunication media and techniques.

Persuasion, the third base on which public relations rests, isan inseparable part of a democratic way of life. On the whole,persuasion fills a great social need. But like other rights, theright of persuasion is subject to abuses. It would be ideal if allof us could make up our minds independently by evaluating allpertinent facts objectively. This, however, is not possible. Noneof us has access to all facts about everything.

Developing the "engineering of consent"Most problems, it has been found, can be handled effectivelyby proceeding according to the following pattern:1. Define goals or objectives.2. Research publics.3. Modify objectives to reach goals that research shows are

attainable.4. Plan strategy.5. Select themes, symbols and appeals.6. Blueprint the organization.7. Plan and time tactics.8. Develop budget.

Define goals and objectivesEvery public relations activity should have an objective, agoal, an end towards which activities are directed. Naturally,these goals vary in each case. They differ as to 1.he timeneeded to attain the goal and as to the publics on whichsuccess depends.

Often a goal is not defined at the outset. Frequently, peoplewho control the destiny of an enterprise have not agreed upontheir objective. The enterprise has just grown and goals maynever have been examined by the policymakers. That is regret-table, for then the public relations effort becomes unrelated toan end. Any public relations activity should carefully andexactly defme its objectives, however difficult it is to do.

The first step in defming objectives is to bring about ameeting of minds of the policymakers, to get them to agreeon specific objvtives. In defining objectives there must bea balance of all the demands made by the different publicson which the success of an enterprise depends.

Defining the objective in any public relations activity

NATIONAL SCHOOL SAFETY CM= 9

10

Consistent withdefining yourobjectives is theneed to validatethem through theapproval and sup-port of tfisinter-ested," indepen-dent authorities.By doing so, yourepresent to spe-cific targeted audi-ences, as well asthe general public,that your objec-tives are importantand decal', in thepublic interest.

requires a realistic approach to integrate your interest withthose of the various publics.

Consistent with defining your objectives is the need tovalidate them through the approval and support of "disinter-ested," independent authorities. By doing so, you represent tospecific targeted audiences, as well as the general public, thatyour objectives are important and clearly in the public interest.

Validation is analogous to playing the game of billiaedsrather than pool. If you assert yourself directly on the variouselements of society, as one ball directly hits another in pool,you will be labeled a propagandist by those whose attitudesand actions you are attempting to modify. This is always apotential fallout of public relations. However, if you have inde-pendent sources deliver your message indirectly, as a billiardshot uses a cushion before hitting its target, you are morelikely to gain acceptance and achieve the desired social ends.

Defining and validating objectives assures they are soundand do not represent simply hopes and desires based on asubjective evaluation of the circumstances. Finally, objectives,to be realized, must be attainable, otherwise you are wastingtime and effort in activities based on preconceptions with littlerelation to reality.

Research publicsThat brings you to the next step in an effective public relationsapproach research. You must research your publics beforeyou start the process of interest integration. Social scientistsand professional researchers have developed methods whichhelp any group or individual chart a course accurately bysounding out the public before proceeding.

In planning for research, keep in mind both the goal to besought and the amount of money, time and effort to be spentin conducting the research. The research budget will need tobe considered in terms of the total effort. The research expen-diture, if it is effectively used, will save time and effort andcut down elements of chance. Whatever the sum that can beallotted to it, a little research well planned is better than noresearch at all.

Modify objectivesResearch may indicate the goals you have set for yourself arecompletely unrealistic in terms of the resources available tomeet them. Your situation also may make your goals impos-sible to achieve. Some realities that may jeopardize your goalsinclude competitive situations or a prejudiced public unwillingto accept your project.

You may have to modify your objectives in one direction oranother. You may find after your research that more compre-hensive objectives are attainable in a shorter time and with


less effort. Or you may find that only more limited objectivesare attainable through the proposed effort. But whatever youfind, you will be using the facts that the research has uncov-ered to help you check the goal you set originally.

Plan strategyStrategy should be formulated on the basis of your research.Decisions need to be made on how to use your availableresources of the four "m's" - mindpower, manpower, mechan-ics and money. Strategy is all important. Without correctstrategy, nothing will be accomplished, or, at best, what isaccomplished will be purchased only at great waste of time,money and effort.

Let us consider its place in the whole public relations pic-ture. Correct strategy is the essential link between formulatingthe objective, conducting the research, and putting in motionthe plan of action to achieve the desired result.

There must be strategic planning at the topmost level beforethe campaign begins - not merely planning specific tactics,timing or allocation of forces. Though all of these are essen-tial, strategic planning is something above and beyond those. Itconsists of the first great decisions - the ones which delimitall other activity. It involves rejection as well as acceptance.

There are many basic strategies and infinite variations ofeach. It is the duty of the public relations counsel, workingwith the client, to set up the correct basic strategy for theproblem at hand.

And each problem must be faced completely afresh. Experi-ence, it is true, will contribute to a correct approach, but theremust not be stereotypic thinking when formulating strategy.Problems may parallel one another, but they are never exactduplicates. Planning the correct strategy to meet each newproblem is one of the most fascinating aspects of public rela-tions wark.

Select themesAllied to strategy, and in a sense a part of it, is the selectionof overall themes for the campaign. These themes are to thecampaign what the "story line" is in a work of fiction. Theyembody the ideas to be conveyed; they channel the lines ofapproach to the several publics. They are expressed over andover again, in ever varied form. They condition all that isverbally or visually presented through the various media ofcommunication.

In selecting the proper themes to project the campaignmessage, the public relations counsel must first match upthe campaign objectives with those fundamental human desireswhich can be satisfied by the campaign's success. Themes areapplied, varied to suit the circumstance, and accented or

NATIONAL SCNOOL SAFETY' CENTER

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The fremendousrole of the themein all successfulpublic relationsefforts cannot beoveremphasized.Rapport with one'spublics dependson the cozrectchoice and use ofthemes. Unless thepublic relationseffort can be madeto coincide withfundamental moti-vations, the pub-lic's interest will beonly fragmentaryand transitory

subordinated in accordance with campaign strategy and tactics.The tremendous role of the theme in all successful public

relations efforts cannot be overemphasized. Rapport with one'spublics depends on the correct choice and use of themes.Unless the public relations effort can be made to coincide withfundamental motivations, the public's interest will be onlyfragmentary and transitory.

It is obvious, of course, many objectives can appeal to morethan one basic motivation, and, therefore, a variety of themescan be used in nearly every campaign. Indeed, a single objec-tive may, in some instances, appeal to almost the entire gamutof human motivation and thus make possible an almost endlessvariety of themes. Likewise, with a variety of objectives, thereis a corresponding variety of applicable themes.

It is, however, impossible to discuss themes realisticallywithout some mention of the symbol. Symbols are shortcuts tounderstanding, and through them themes are most frequentlyand most effectively expressed. The themes, though everpresent, are nevertheless intangible. On the other hand,symbols are frequently, though not always, very tangible.

A symbol may be anything that stands for an idea. The flagis the symbol for patriotism. The wedding veil is the symbolof purity. The crown is the symbol of power. This list isinfinite.

A real test of public relations ability is the recognition andselection of symbols best suited to project chosen themes. Andanother test is devising all possible ways to project thosesymbols to the desired publics. Symbols may be projected bothaudibly and visually, by representation as well as in actuality.

Though objectives have been clarified, research completed,overall strategy determined and themes selected, we still arenot in touch with our publics. How can this be accomplished?

Blueprint the organizationThe next step is organization - the marshaling of all thenecessary forces in terms of money, people and facilitiesneeded to insure an effective campaign. Such organization willimiude not only all necessary regular staff workers, but alsocontract work from time to time, for such things as opiniohresearch, fund raising, radio, TV and motion picture adviceand production, and otlrr assignments.

Improvisation in music often is delightful, but when de-pended upon to carry a public relations campaign, it isdisastrous. Insofar as possible, everything should be thoughtthrough and provided for before the campaign begins. Enoughunexpected situations always will arise without inviting morethrough the failure to organize effectively in advance.

Obviously the term "organization" is very broad, and itfrequently becomes part of "planning:' "tactics" or even

12 13 EDUCATED PUBLIC RELMTONS

Engineering im-plies plcmning.And it is cmetulpkmning morethan anything elsethat distinguishesmodern publicrelations fromold-time, "hit ormiss" publicityand propaganda.

"strategy." But however defined, the approach is vital.Just as an undirected army is only a mob, so an unorganized

public relations effort is only chaos compounded. Before anyobjective can be obtained, it is necessary not only to knowwhere you are going but also how you are to get there.

A successful public relations effort always depends on theconstant interplay of many different talents and skills - execu-tive, writing, research, clerical, production and so on. Thosewith these skills and abilities must be recruited in sufficientnumbers, properly housed and provided with necessary equip-ment. Lines of authority and responsibility must be clearlyestablished and the workload assigned. All this must be donebefore the public relations effort (tally gets under way.

Plan and time tacticsPlanning, as it relates to every phase of operation, must bedone in advance. Just as an engineer, before building a bridge,works out every detail to the most minute degree before anyorders for materials are given, so must the public relationseffort bc planned with great care and detail.

All the skills of the trained public relations professional gofor naught unless he uses them. Regardless of the media em-ployed, the effort must be in accordance with a well-plannedaction blueprint drawn up in advance.

In these considerations it is important to remember all plan-ning has to be flexible. The engineer provides leeway of safetyin calculating stresses and strains. So, too, the public relationsplan must have a safety reserve in terms of time, money, staffand techniques to take care of the unforeseen and to allow fortaking advantage of the unexpected.

Engineering implies planning. And it is careful planningmore than anything else that distinguishes modern public rela-tions from old-time, "hit or miss" publicity and propaganda.

By planning, and only by planning, can we avoid the seg-mented approach - the nemesis of many public relation efforts.

The special tactics of the campaign include what media touse (such as newspapers, radio, TV, direct mail, word-of-mouth), how often to use them, and what relative emphasis togive each one. The plan also provides for cooperative effortsof other interested group leaders and organizations. It givescareful consideration to timing. In short, it marshals on paperall possible public relations resources applicable to the prob-lem and, theoretically, deploys them to the best advantage.

In public relations the necessity for care extends to everyaspect of tactical effort. This care must include things asdetailed as proofreading. A careless misprint may convert anotherwise effective mailing piece into a subject of ridiculewhich will boomerang upon you.

Another important thing to remember about tactics is that

NATIONAL SCHOOL SAE= CENTER 13

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success often is not apparent at once. The effectiveness ofpublic relations is cumulative in nature. Any specific actionmay be blanketed by competing news, or it may merely start aquiet reaction in some quarter whence the effect ultimatelymay be very great. The art of public relations is often analo-gous to the act of a boy dropping stones into a half-filled pailof water. At first nothing much happens. But gradually thewater level rises, and finally the bucket overflows - provided,that is, the boy keeps dropping stones long enough.

Develop budgetIdeally your budget will be commensurate with your totalpublic relations plan. This is, unfortunately, not always thesituation. Depending on available and prospective funds, thebudget should be developed to respond to long-range, inter-mediate and immediate strategies and tactics. It also is impor-tant always to anticipate inflation and changes in plans bybuilding in contingency monies.

The proof of effectiveness in public relations, obviously, isthe ultimate attainment of the objective. It is impossible to saywhich of all the elements research, strategy, formation ofobjectives, themes, organization, planning, tactics - is the mostvital to this success. They work as a team. But without propertactical implementation nothing would be accomplished.

This chapter has provided an overall picture of the publicrelations pattern, showing the interrelation of its variousimportant elements.

Communication is the key to engineering consent for socialaction. But it is not enough to get out leaflets and bulletins onthe photocopy machines, to place releases in the newspapers,or to fill the airwaves with TV and radio talks. Words, soundsand pictures accomplish little unless they are the tools of asoundly developed plan and carefully organized methods. Ifthe plans are well-formulated and properly used, the ideasconveyed by words will become part and parcel of the peoplethemselves.

When the public is Convinced of the soundness of an idea, itwill proceed to action. Public relations involves every actionor attitude of an institution toward the publics on which it

depends. An institution's good public relations, therefore, isbased on actions that reflect the broadest public interest. Thisshould enable educational institutions not only to carry onsuccessfully, but also to forge ahead boldly and assert theintelligent leadership so essential to our democracy today andin the future.

Reprinted in part from Public Relations (1952) and The Engi-neering of Consent (1955) by Edward L. Bernays, University ofOklahoma Press, Norman, Oklahoma.

14 15 EDUCATED PUBLIC RELATIONS

CHAPTER II

School publicrelations

Building and maintaining public confidence in education is oneof the most important tasks schools face. To reach this endeducators must develop a sophisticated understanding of thepcblic relations process.

Public relations, according to those applying it, is the prac-tice of social responsibility, a necessary building block forencouraging public understanding and support. Quite simply, itis a matter of doing the right thing and making sure peopleknow about it.

Several national studies and surveys have stressed the impor-tance of community-school relations as a determining factor ofeducational effectiveness. Among these is the 1983 report ANation at Risk, by the National Commission on Excellence inEducation, which states, "Of all the tools at hand, the public'ssupport for education is the most powerful."

The application of public relations to education is a growingtrend, but practitioners must consider several significant char-acteristics that call for special attention:

Multiple publics. Schools normally have at least two majorpublics to work with from a public relations perspective:one is internal, the clients (students and employees), and theother is external, the funders (general public and govern-ment). The former requires resource allocation and thelatter, resource attraction.Multiple objectives. Schools tend to pursue several importantobjectives simultaneously, rather than only one, strh asmonetary profits. Administrators must evaluate 'the relativeimportance of the several objectives when developing appro-priate strategies.Service pmvider. Schools provide services rather than pro-duce goods. Because services are for the most part intan-gible and variable, public relations planning must take thisinto account.Public scrutiny. Schools usually are subjected to closescrutiny because they are subsidized, tax-exempt and man-dated into existence. They experience political pressuresfrom various publics. In addition, they are expected to


16

The foundation forinczeased publicconfidence in-cludes understand-ing the problemsfacing educationand the efforts im-plemented to solvethem, recognisingthe successes ofpublic education,and increasingpublic supportcard commitmentto education.

operate in the public interest, and, consequently, their publicrelations activities are likely to be closely scrutinized.Evaluation difficulties. Perhaps the most frustrating char-acteristic for schools and educators is the difficulty of pro-viding objective evaluation or interpretation of the effec-tiveness of their efforts. Education and its related publicrelations activities are predominately subjective and rely onqualitative measurement.Increasing public confidence in education is a complex

process. It involves a fine tuning of the education system tomeet both the needs of individual students and the needs of aprogressive, humane society. It also requires the developmentand refinement of superior communication systems to dissemi-nate information internally and externally. An effective planprovides ideas for spreading good news about education aswell as a forum for resolving differences.

The foundation for increased public confidence includesunderstanding the problems facing education and the effortsimplemented to solve them, recognizing the successes of pub-lic education, and increasing public support and commitmentto education.

Effecting changeChange of any type usually is met with some resistance. How-ever, proper public relations can alleviate problems and moti-vate targeted audiences to support and participate actively in

proposed changes.In a 1971 article George Gallup, an acknowledged expert on

polling, public attitudes and human behavior, identified sevenbasic principles for promoting educational change.

Principle Appeal to the self-interests of the consumer.This is a commonly accepted idea which needs little elabora-tion except to state that the "consumer" groups for publicschools include every member of the educational bureaucracyand every citizen whose funds support the public school sys-tem. It is important to work out carefully how any proposeechange will affect the self-interests of consumer group mem-bers. But this group can be divided into smaller groups,hence:

Principle //: Define with some precision the consumer groupor groups to which the appeal should be made and conduct theappeal accordingly. Many people in public life overlook thisprinciple. For example, spokesmen for the political "left" and"right" often are guilty of using a style, rhetoric or argumentdesigned to appeal to their own peer group. Such approacheshave little chance of effectively changing the behavior or atti-tudes of "the other side." On the contrary, they are apt toreinforce existing biases or prejudices.

John Gardner, former secretary of the U.S. Department of

16 EDUCATED PUBLIC RELA.T1ONS

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Health, Education and Welfare, said our cities are no longercommunities, but encampments of strangers. The same des-cription fits many of our school systems. Although the educa-tor often speaks of a "community of scholars" or "the schoolcommunity," too often we find encampments of faculty, par-ents, students, administrators and others, each with differentviewpoints, different needs and different biases. The edu-,atorinterested in educational change should recognize these en-campments as different consumer groups.

Principle III: Never underestimate the intelligence of theconsumer. Educators have no monopoly on intelligence, andpatronizing or condescending communications or oversimpli-fied messages are more likely to offend than gain support.

Principle IV: Never overestimate the knowledge of the con-sumer. In business situations speakers often casually state, "Ofcourse, as you know," and then proceed to build a thesisaround a principle or concept which, in fact, the consumerdoes not know or understand. If there is no opportunity torespond to questions and clarify the issue satisfactorily, theentire point of the presentation is missed.

Educators interested in educational change should notassume the consumer group to which they are appealing knowsas much as they do about a particular issue, idea or educa-tional development. It is necessary to bring a group along atits own rate so subsequent discussion and action can be basedon commonly accepted and understood defmitions andassumptions.

Principle V: Provide evidence that clearly demonstrates yourproduct's value. Research shows clearly that demonstrations ofproduct claims are infmitely more productive than unsupportedpraise, cartoon analogies and the like. Substantiate, as well aspossible, the product not only does what is claimed but alsosupports the goals of the consumer. This implies, of course,schools or school districts have clearly defined goals andobjectives, and many, unfortunately, do not.

Principle VI: Repetition is a necessary function of goodmarketing. In this context repetition is not analogous to con-stantly beating the mule over the head with a 2x4 to get hisattention. Individual consumer groups, just as individualpeople, react differently to various stimuli, styles and situa-tions. Therefore, it is incumbent on the educator interested inchanging attitudes or behaviors to use the most appropriatemethods, techniques, human resources and combinations ofmedia to make the point.

Principle VII: Know and "sell" the purpose of the product.There has been a plethora of inventions and innovationsdesigned to effect rational educational change. In most cases,they have been invented to achieve a clearly defined purpose,objective or goal of the educational process. Yet, the accep-


18

As public institu-tions, it is incum-bent on schools toknow public wantsand concerns,especially sinceit is the public'smoney beingspent. In 1985-86,$135 billion in taxmoney was spenton public educa-tion. It seems onlylogical that thenation's taxpay-ers should beconcerned andinformed abouttheir schools.

tance of these inventions by the educational consumer has beenless than spectacular. One reason for this might be that prac-ticing educators have failed to use the new tool properly or,worse yet, never understood its precise purpose in the firstplace.

School improvement will depend on educators recognizingthe future of education rests largely with people not directlyinvolved or identified with public schools.

Schools and public attitudesReaching out to the community through public relations iscritical to the school system.

"The public is not ignoring schools anymore," says LarryAscough, director of public relations for the expansive DallasIndependent School District. "The general public used to takeschools for granted," says Ascough. "Now they're watching tosee how effective we are:'

Budget allocations, state test results and safety concerns arecoming under increasing public scrutiny.

Many schools have a tendency to do nothing about publicrelations, yet they need public relations if they want toimprove the education process.

"Sometimes educators don't perceive they have a prob-lem," says Tari Marshall, director of public relations forThe National PTA. "But they may need to get out in thecommunity and find out what the community's perception isof the school."

In many instances, even efforts by those school districts withpublic relations programs are inadequate. As a result, educa-tion still suffers from a poor image and lack of public support.Lyle Hamilton, public relations manager of the NationalEducation Association, is among the critics of existing schooldistrict programs because, he says, they concentrate too heavilyon publicity and meeting dates.

As public institutions, it is incumbent on schools to knowpublic wants and concerns, especially since it is the public'smoney being spent. In 1985-86, $135 billion in tax moneywas spent on public education. It seems only logical that thenation's taxpayers should be concerned and informed abouttheir schools.

Their interest and concern, however, must be sought andwelcomed by school administrators before there are seriousproblems. Otherwise public attention, when it comes, likelywill be negative.

Research has shown the better a school communicates withits community and the more the public is involved with aschool, the better the public will understand and accuratelyperceive that school. The 1985 Gallup poll points out thoseindividuals most closely in touch with the schools and their

18 EDUCATED PUBLIC MATIONS

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The most effec-tive way to getthe community in-volved is throughparticipation inschool prograinsand activities fromthe outset. Peopleare more willingto support a proj-ect if they fee/ asense of ownershipbased on theirinvolvement indeveloping theplan.

operation perceive them more favorably.

Building partnershipsRuth Whitman, assistant director of public relations forthe American Federation of Teachers, points out that sinceproblems differ from city to city and from school to school,it is important local school people ascertain the issues intheir own communities and develop strategies to addressthem.

"The situation in Miami may be different from the situationin Detroit, which is different from that in Los Angeles," saysWhitman, who uses school violence as an example.

"School violence is a reflection of the community at large,therefore, total community involvement is important," she says."Such a community-based concern must have a community-based solution. One blanket approach may not work foreveryone."

As most educators have learned firsthand, so much in thetotal life of a city affects the school system and the childrenand adults it serves. Even the most capable school boards andsuperintendents sometimes must fight conditions over whichthey have little control, such as crime, poverty, drugs andurban decay.

School administrators must keep in mind schools are inter-dependent with other social systems and can be changed onlythrough the intensive involvement of those other systems.

The most effective way to get the community involved isthrough participation in school programs and activities fromthe outset. People are more willing to support a project if theyfeel a sense of ownership based on their involvement indeveloping the plan.

Donald Gallagher, author and communications professorat New Jersey's Glassboro College, illustrates the "owner-ship" concept using the example of discipline problems at aschool.

He says the first step is to form a citizen advisory group todeal specifically with discipline. Such a group should includecommunity residents, parents and law enforcers.

"You let them come up with some code of discipline,"Gallagher suggests. "Since it's put together by a group,it's not 'the school's' discipline policy, it's 'our' policy."

The Dallas Independent School District, with one of themost extensive school public relations programs in the nation,has tried to establish working relationships with all groups inthe community. Thsk forces which represent business, religiousand civic organizations have been established in the district. Inaddition, special advisory committees respond to the needs ofAfrican-Americans, Asian-Americans, Hispanics and otherspecial interest groups.

NATIONAL SC110(.7, sTrr CENTER 19

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Internal publicsThere's a saying in the profession that public relations begins

at home.Patrick Jackson, public relations counsel with the New

Hampshire firm of Jackson, Jackson & Wagner, says the firstrole of school public relations practitioners is to "educate their

own clients" and make sure the school board, administratorsand employees understand the meaning of public relations.

"Public relations begins inside the outfit," says Jackson, who

acrvocates spending more time with internal rather than exter-nal communications. "Our role is to see that there is teamworkand motivation internally. We have to get everyone inside the

school together, singing in one clear voice!'While many people think of public relations in a formal

sense, it should also be remembered public relations is inher-ent in just about everything that is done. For this reason,it benefits schools to have good communications with theiremployees and students. People in the community who have no

ties to the school may look to a student or a school employee

for information about the school."Each of us is an ambassador, an advocate of schools," says

Phil Smith, director of communications for the NationalSchool Boards Association. "The best PR is the way each of

us conducts ourselves in our role within the system," saysSmith. "Grassroots PR is really the best groundwork."

Key groups within the school system to include in publicrelations activities are school board members, schoolemployees and students.

External publicsMost external public relations efforts by schools traditionally

have been focused on parents. This practice is understandablesince parent interest in schools is the most obvious. However,

schools also belong to the general public, not just to parentsand students.

While parents are certainly a key public which must be con-tinually informed and involved, most of the adult population

do not have children in school. Therefore, efforts must bemade to reach those pubiics not reached by such standardcommunications as parent newsletters, MA meetings and openhouses. Only 27 percent of all households have school-aged

children, according to the U.S. Census Bureau. This meansmore than two-thirds of the country's adult population have nodirect connection with public schools.

As Hamilton of the National Education Association pointsout, "Why should they pay increasing taxes to support schools

if schools aren't doing anything for them? You have to give

them something in return - involve them in everyday school

life:'


21

While media rela-tions and publicityshould not be anall-consumingpriority, it isdefinitely one ofthe functions ofthe school publicrelations directors.

Good public relations practices include identifying key exter-nal publics and establishing two-way communications withthem to improve the institution and its services.

Regardless of the size of a community or district, there areseveral key external publics to be considered in planning pub-lic releions efforts: parents, community residents, servicegroups, business leaders, government representatives, lawenforcers and media representatives.

Lew Armistead, director of public information for theNational Association of Secondary School Principals, alsoadvocates community involvement.

"We're seeing more and more of a commitment for broadercommunity involvement," Armistead observes. "School peoplecan't do it all themselves. They need public support."

Media relationsIn the course of their work school public relations directorsusually interact with the media. While media relations andpublicity should not be an all-consuming priority, it is defi-nitely one of the functions of the school public relationsdirectors.

To reach the broadest audience, school news often is fun-neled into existing channels of communication offered by themass media radio, television and the press.

Mass media exist in every community, from small weeklynewspapers and local radio stations to large dailies and televi-sion stations that cover extended metropolitan areas.

A professional relationship should be initiated and main-tained with editors, station managers and education reportersfor local print and broadcast media. The school public rela-tions director needs to be recognized by the media as theeducation resource specialist.

Lesly's Public Relations Handbook notes there are generallythree forms of media relations:

Responding to media requests. This service function requireshaving information and sources organized then conscien-tiously responding to the initiatives of those served.Arranging for coverage and dissemination of information.This calls for a constant awareness of school and districtnews-making events and routine contact with the media.Stimukaing media coverage. This requires creative develop-ment of ideas and concepts to stimulate the media to carrythe school or district information and viewpoint.A basic tool of the public relations practitioner is the news

release, the primary written method of conveying informationto the media for print or broadcast.

When preparing a news release, remember the basic acts itshould include:

Who is the story about or who is announcing it?


22

What is happening or being announced?When is it happening?Where is it happening?Why is it happening?How will it happen or how will it affect the public?Not all stories will answer all six points, but the majority

will cover most. Use names in your stories, making sure tospell them correctly, and include affiliations and titles whennecessary.

Do not clutter a news reicase with extraneous information.The release's purpose is to disseminate information in a clear,ccincise manner. The clever writing should be left to staffmembers of the media.

When writing a release, use the inverted pyramid style inwhich the most important material is at the beginning of thestory and the least important at the end. Copy often will beshortened before it is used because of limited space or time. Ifthe news release is prepared in the inverted pyramid style, thebest information, placed at the top, is less likely to be affectedby cuts.

The standard news release format calls for using a goodgrade of white, 81/2 by II inch paper with the copy typed anddouble-spaced. Always include the date the material is to bereleased, specifying either "for immediate release" or for aspecific release date, including the day, month and year.Remember to include your name, address and phone numberat the top of every paper given to the media.

Another important and useful tool of the school public rela-tions person is the fact sheet a single page of statistical dataabout your schools which reporters, editors and station manag-ers can keep at their fingertips. Such a sheet should includethe basics about your schools or district, including size, enroll-ment, budget, staff, grades, class sizes, average daily atten-dance and other background material. It should be updatedregularly.

A photograph file for the district also should be maintained.Include current 5 by 7 inch, black and white glossy photos ofthe superintendent, other top administrators and all principals.Also maintain a comprehensive and current file of photographsrepresenting special school programs and activities for use indistrict publications, as well as for the media.

Public service advertisingPublic service announcements (PSAs) are an increasinglyaccepted and effixtive means of communicating a nonprofitorganization's message. As the name implies, the announce-ments are run free of charge as a public service. Stations willonly provide the free air time to nonprofit organizations fornon-commercial and non-controversial purposes.

22 EDUCATED PUBLIC 1211LATIONS

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nvo basic elementsfrom the receiver'sperspective mustbe addressed:"What's in it forme?" and "What doyou want me todo?" Recipientsshould view themessage as per-sonally relevant tothem rather thanto some ambigu-ous "other person"or the generalpopulation.

TV, radio and print media PSAs are useful as one compo-nent of a comprehensive communications plan. Within the con-text of an overall campaign, PSAs can help create an aware-ness and sensitize the public to an issue.

The task of directing a community-based media communica-tions program requires a thorough understanding of publicopinicn. Two basic elements from the receiver's perspectivemust be addressed: "What's in it for me?" and "What do youwant me to do?" Recipients should view the message as per-sonally relevant to them rather than to some ambiguous "otherperson" or the general population. This is why successfulcampaign appeals often address "you" instead of "we."

Defining the recipient's role or identifying a call to action isthe key component of the communications campaign. Cam-paigns that concentrate on what people should not do are notnearly as effective as those which focus on the positive - whatpeople can do. Because many social causes are the result ofconcerns or problems, it is easy to fall victim -!o negativethemes and appeals: "Don't drink and drive" and "Say noto drugs." Although positive conceptually, they are presentedas don't do something negative as opposed to do somethingpositive.

Examples of positive slogans include: "Keep America beau-tiful," "Lend a hand" (a campaign for volunteerism), and"Take stock in America" (for U.S. Savings Bonds). TheNational School Safety Center uses this concept describing itsfunction as promoting school safety and quality education - asopposed to "stopping school crime and violence."

Criteria for broadcast PSAs may vary from city to city andstation to station, but some general policy guidelines include:

The organization submitting the announcement should benonprofit and spend no more than 40 percent of its budgeton fund raising.The message should be non-commercial.The content should not be sexually explicit or vulgar.The message should be of interest to a large audience.The message should be of local interest, although it mayalso have national relevance.PSAs should run precisely 10-, 20-, 30- or 60-seconds inlength.Whenever possible, contact the public service coordinatorfor information on the station's preferred format.Submissions should be made at least three to five weeks inadvance of any event being announced.

Crisis communicationA school public relations program must include a plan de-signed specifically for times of crisis. Maintaining good com-munications with all publics is always important, but it is

RaIONAL SCHOOL SAFEST CENTER 23

24

Public relationspractitioners knowthat if reportersdo not get theinformation hornone source, theywill get it fromanothez and itmay be more dis-torted and damag-ing if it comesfrom a sourceother than theschool.

especially crucial during a crisis situation.A "crisis" can range from murder on the campus to a trash

fire in a storeroom. However trivial an incident may seem, itcan escalate into a major emergency situation without setprocedures for dealing with the school population and thecommunity at large.

A clear, well-organized plan may mean the difference be-tween level-headed actions and solutions or danger and panic.While no one is ever completely ready for an emergency, risksca5 be mii-dynized with an organized plan that assures constantand consistent communications and designates responsibilitiesto snecific staff members and administrators.

The plan should include procedures for communicating thefacts to the proper authorities, parents and the general public.Reports should be made as quickly as information is knownand as often as new facts become available.

Especially during a crisis, it is important to keep the newsmedia informed. It can be destructive to try to cover up some-thing instead of being open and truthful.

"The important thing to keep in mind is you want to keepinformation flowing," says Patricia McCormack, health andeducation editor for United Press International news service."The school-media relationship is not a case of 'us againstthem: " Public relations practitioners know that if reporters donot get the information from one source, they will get it fromanother, and it may be more distorted and damaging if itcomes from a source other than the school.

"ft's foolhardy to try to cover things up," says McCormack."You don't hold all the strings . . the reporter has manysources of information. The school can't act as censor:'

"You have to level with people," she adds. "Tell them,'These things happened in our schools,' and tell them whatyou're doing about it."

A well-developed plan of action for working with the mediashould be established for those crisis periods. Some importantconsiderations to keep in mind include:

Have media policy worked out in advance. Spell out whowill be the media spokesperson, and make it clear no oneelse should speak officially for the schools or agency. At thesame time, however, keep school employees and studentscurrent on the situation. They likely will be unofficialschool representatives.Route all media inquiries to one person or at least oneoffice.Prepare an official statement responding to the particularcrisis situation. Read from or distribute this statement whenmedia inquiries are made. This will maintain consistency.Anticipate media questions and prepare and rehearseanswers. Play devil's advocate and develop answers to all

24 EDUCATE PUBLIC RELATIONS

25

potentially sensitive and controversial questions.Don't be afraid to say, "I don't know." This is better thanbeing caught in a lie or responding with the offensivephrase, "No comment." It is important, though, to volunteerto get the answer and follow up within a speed-led time.Reporters will appreciate your consideration of their dead-lines.Be brief. Don't cloud the issues with superfluous informa-tion or professional jargon. Keep comments to the point andrepeat them as necessary.Start a rumor control center, if the situation warrants. Pub-lish a number for the public to call if they hear a rumor orneed information.Consider providing a special unlisted number for mediarepresentatives to call in case traffic gets heavy on yourregular lines.Provide the news media with updates as events unfold, evenafter the initial crisis is handled.Keep calm and maintain a professional manner.

Personal contactAlthough public relations alone may not provide all the solu-tic): - to school problems, it is certainly a part of any solution.In many cases, public relations efforts are prevention methods.

Personal contact is vital to any public relations program.Whether it's teachers making a point of meeting with parentsor the principal knocking on doors and talking to communityresidents, all such efforts will be beneficial. One-to-one com-munication is often the best way to get the message thatinvolvement and support of individuals in the community iswanted and needed. You are dealing with people, so it onlymakes sense to have person-to-person communication.

Efforts by school administrators and public relations direc-tors to keep their eyes and ears open usually pay off becausethey can keep in tune with public attitudes. This allows imme-diate action to address concerns before they become seriousproblems.

Effective school public relations promotes quality educationby establishing and maintaining a program of internal andexternal communications that is both ongoing and compre-hensive.


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CHAPTER HIT

School safety andpublic opinion

"The Safety First movement, by its use of every form ofappeal, from poster to circular, from lecture to law enforce-ment, from motion pictures to `safety weeks,' is bringing abouta gradual change in thc attitude of a safety-deserving publictowards the taking of unnecessary risks."

So wrote Edward L. Bernays in Crystallizing PublicOpinion, a book published in 1923 and considered the bench-mark for the public relations profession. The successful publicsafety movement to which Bernays refers is dated only chrono-logically. Its message remains as relevant and its strategies andtactics are as applicable today as they were more than a half acentury ago.

A new national safety movement is emerging in responseto the contemporary problems of today's school campuses.Through creative and cooperative school and communityefforts, this new movement can be as successful as its 1920'spredecessor.

America is committed to providing its citizens with a free,public education and the opportunity to attain academic excel-lence. Such excellence cannot be achieved, however, withoutsafe, secure and welcoming school campuses. Only in suchsettings are students and teachers able t- devote their fullattention to academic goals.

Too often the public expresses concern that America'sschools are not attaining this ideal. Opinion polls indicatea desire for impmved discipline and for a crackdown on stu-dent drug traffic and abuse. Clearly, the public is alarmedby these problems that interfere with the orderly, safe andsuccessful operation of our schools.

This concern really should not come as much of a surprise.News media reports and official government studies providealarming statistics:

Replacement and repair costs resulting from school crimeare estimated to range between $100 million to $200 milliona year.Approximately one out of four youngsters entering theeducational system never graduates from high school.


2 7

No matter howweir-qualified theteachers or howattractive theschool setting,students cannotachieve theiracademic poten-tial in an envizon-meg of fecg crimeand violence. Safecampuses are req-uisite for qualityeducation.

Nearly two-thirds of America's teen-agers have used ir.egaldrugs before they graduate from high school.Such information hardly can be expected to encourage public

confidence in the safety of our nation's schools. It is up to theschools to respond to negative public attitudes and perceptionsand to promote public awareness and involvement in theschools.

The 1978 14o lent Schools-Safe Schools report fromthe National Institute of Education (NIE), points to poorcommunity-school relations as one factor in the incidence ofschool crime and behavior. The study indicates schools withpositive community relations are likely to have fewer violenceand vandalism problems. It makes sense that school crimerates decrease when schools receive increased support fromparents, law enforcement and other community sources.

Principal Rueben Trinidad understands this relationship.During the summer of 1983 Trinidad recruited a group ofparents, students and teachers to paint their high school in

San Jose, California. Trinidad reports there has been no majorvandalism or graffiti since.

In Columbus, Ohio, Principal James Voyles also enlists com-munity members as active partners in education. The KiwanisClub sponsors a student group to work on community andschool service projects. Representatives of the state employ-ment bureau provide job counseling, tutoring, speakers andinternships. A local United Way agency offers delinquencyprevention programs and counseling for students and parents.Voyles also brings in succer ful community leaders to providerole models for students. A positive side effect of these effortsis an improved campus climate.

Unsafe campuses are a special threat to those working andteaching there. When teachers, the foundation of the educa-tional process, are forced to instruct in unsafe situations,clearly their performance in the classroom is adverselyaffected.

And when crime and violence from our communities invadethe school, students suffer a double loss. They are physicallyinjured as victims of school crime and then hurt again whenthey forfeit effective learning opportunities because negativebehavior interrupts instruction. No matter how well-qualifiedthe teachers or how attractive the school setting, students can-not achieve their academic potential in an environment of fear,

crime and violence. Safe campuses are requisite for qualityeducation.

Ensuring safe conditions in our nation's schools should be apriority for everyone. Only when serious campus problems -crime and vioknce, drug traffic and abuse, lack of disciplineand poor attendance - are addressed and corrected will schoolsexperience improved learning, morale, trust and respect.


28

In a 1985 decisionthe U.S. SupremeCourt wrote, "Main-tcdning order inthe classroom hasnever been easy,but in recent yearsschool disorderhas taken par-ticularly uglyforms: drug useand violent crimein the schoolshave becomemajor problems."

School crime and violenceThe fear some students experience at school often is well-founded. The ME school crime and violence study offersthese insights:

Approximately 282,000 studerrs are physically attacked inAmerica's secondary schools each month.An estimated 525,000 attacks, shakedowns and robberiesoccur in an average month in public secondary schools.In a typical month bout 125,000 secondary school teachers(12 percent) are threatened with physical harm, and approxi-mately 5,200 actually are physically attacked.Burglaries occur five times more often in schools than inbusinesses.Almost 8 percent of urban junior and senior high schoolstudents miss at least one day of school each month becausethey are afraid to attend.While there has been no comprehensive, national follow-up

study to the 1978 ME report, recent observations indicatethese trends continue.

Albert Shanker, president of the American Federation ofTeachers (AFT), testifying in 1985 Senate subcommittee hear-ings, said, "We know there is continuing school violence . . .

that incidents continue at an unacceptable rate."In a 1985 decision the U.S. Supreme Court wrote, "Main-

taining order in the classroom has never been easy, but inrecent years school disorder has taken particularly ugly forms:drug use and violent crime in the schools have become majorproblems."

Crime and violence do not start or stop at the schoolhousedoor. Campus and community problems are interrelated, andpublicly supported efforts are necessary to combat disruptions.

Positive involvement by local law enforcers is a priority forPatricia Black, who has turned her Bronx, New York, voca-tional high school into "an oasis" in an "otherwise devastatedneighborhood," according to the State Department of Educa-tion. One of her first contacts as principal was with the localpolice precinct's public relations officer, who now regularlyvisits the school, meets with students and promotes schoolsafety.

School safety and the lawPublic relations can have an effect far greater than simplymaking the public feel good about schools. An effective pro-gram can develop and restore student and public confidenceand may have the long-term effect of preventing costly courtlitigations. Lawsuits against schools are becoming increasinglycommon as individuals vent their frustration and demand sig-nificant financial damages for unsafe conditions on campus.

Former U. S. Supreme Court Chief Justice Warren Burger,


29

The human, socialand economicproblems causedby substanceabuse extend wellbeyond the school.A significant por-tion of cziminalactivity by teen-agers can bedirectly linkedto the financialdemands of drugabuse.

reflecting on this problem, said, "The serious challenge ofrestoring a safe school environment has begun to reshape thelaw."

This is most clearly seen in California, where the drive topromote safe schools led to an amendment to the state consti-tution. The provision states students and schools employeeshave "the inalienable right to attend campuses which are safe,secure and peaceful." A recent court ruling upheld this amend-ment and found one school district liable for damages becauseit failed to provide a safe learning environment.

Throughout the nation, as in California, litigation is redefin-ing the school system's responsiblity to provide safe learningenvironments. Basing their decisions on the importance ofmaintaining school discipline and order, judges have upheldthe rights of educators in some cases involving disruptiveremarks at a school assembly and searches of students, theirproperty and school lockers. However, schools have beenfound liable in lawsuits involving sexual misconduct by schoolemployees, personal injury or property damage to students andemployees, and abridgment of student free speech.

Educators must recognize their responsiblity to develop andenforce policies which reflect society's expectations. Schoolcrime and violence and other safety related problems arethreatening not only the integrity but also the financial stabilityof this country's educational system. Schools must developsafety strategies that include informing the public and integrat-ing them into the implementation process, a positive steptoward preventing future incidents and costly litigation.

Preventing drug traffic and abuseDrug trafficking and abuse are major problems for society,including the school system. Teen-agers themselws identifydrug abuse as the biggest problem they face, with alcoholabuse ranking second, according to the 1984 Gallup youthsurvey.

A 1985 survey of high school seniors by the Universityof Michigan shows the prevalence of student drug use, withnearly two-thirds having used drugs at least once before theyfinish high school. The rapidly increasing use of cocaineis 2,1so a major concern. Of the high school seniors polled,17.3 percent admitted having used cocaine at least once.

The Michigan study also reported on alcohol abuse. Thesurvey found that by the time they are high school seniors,nine out of 10 students have consumed alcohol, many at highlyabusive levels.

The human, social and economic problems caused by sub-stance abuse extend well beyond the school. A significantportion of criminal activity by teen-agers can be directlylinked to the financial demands of drug abuse. Certainly


30

society also pays for drug abuse through increased medicaland law enforcement costs.

Partnerships between schools, parents, law enforcers and thecommunity are essential to fight this national epidemic.

Parents are a key part of the drug control program initiatedby George McKenna, principal of an inner-city Los Angeleshigh school. McKenna points to parent support as a majorfactor in eliminating crime, violence and drugs on campus.Parents in school restrooms have helped end drug dealing anduse on campus, according to McKenna, whose school is recog-nized nationally for its exemplary anti-violence program.

Increasing school attendanceSchool non-attendance is another national concern, in partbecause the country's economic health is jeopardized by thegrowing number of uneducated or under-educated youths whoare unable to find or keep employment.

U.S. Department of Education statistics for 1984 indicated29.1 percent of all students leave school before high schoolgraduation. When one in four youngsters is a dropout, boththe individual and society lose. Compared te the generalpublic, dropouts are more likely to face unemployment, menialjobs and reliance on public assistance. Society also pays aprice for dropouts through increased demands on the socialservice and criminal justice systems.

Individual communities are adversely affected by dropouts,as well. The reduced income and spending power of non-graduates and their families depresses local economies.Cities can lose businesses and industries which relocate whenemployers are unable to fmd an adequate supply of qualified,educated workers.

Truancy is yet another dilemma for the nation's schools andcommunities. It is estimated 2.5 million students are absentfrom public schools daily, and a significant percentage aretruants who are likely to participate in unproductive, disruptiveor even criminal activities. Short-term studies by several com-munities throughout the nation link truancy to daytime delin-quency, particularly residential burglaries. In fact, severalstudies Indicate up to 65 percent of all daylight burglaries aretruancy related.

Educators and the public in general are increasingly alarmedby school non-attendance. The annual Gallup Poll of publicattitudes consistently indicates citizens believe "truancy/pupillack of interest" is one of the 10 most serious problems facingschools and the community. For the past five years schoolabsenteeism, including truancy, has ranked at or near the topof concerns identified in the membership poll of the NationalAssociation of Secondary School Principals.

Student attendance is the responsibility of every member of


31

Effective disciplineis a deterrent toinappropriatebehavior and animportant preven-tion strategy forreducing moreserious ccanpusdisruptions.

the community, even those without school-aged children. Sinceeveryone is directly or indirectly affected by dropout andtruancy problems, it is critical citizens work together tosupport school and community efforts to get and keep youngpeople in the classroom.

In Detroit, Michigan, Principal Emeral Crosby has made thelocal business community a key part of his school attendanceprogram. Donations from businesses fund a special attendancerecognition project for staff and students. Crosby recognizesimproved attendance affects school acheivement, and he hasmade the community a partner in this effort.

Improving disciplineAmerica has long regarded discipline a serious problem facingits schools. In fact, in 16 of the past 17 annual Gallup publicattitude. surveys, school discipline was viewed as the numberone school problem. Discipline training by instruction orcontrol is required to respond to a broad range of schoolsituations, from class-cutting and verbal abuse of teachersto drug dealing, robberies and attacks on students. A well-disciplined school provides a learning environment in whichstudents and teachers can be successful. Effective discipline isa deterrent to inappropriate behavior and an important preven-tion strategy for reducing more serious campus disruptions.

AFT president Shanker says, "Poor discipline policies canbreed unsafe schools. Safe schools require the deve:opmentand enforcement of uniform discipline codes."

Mary H. Futrell, president of the National Education Asso-ciation, advises discipline problems do not stalid in isolationfrom instructional issues. Futrell describes discipline as "thetotal school environment that determines the level of civility inthe classroom."

Providing safer schoolsThere are no simple answers to America's complex schoolsafety questions.

The ultimate solution to campus crime and violence is tostudy, identify and correct the fundamental problems whichgenerate antisocial behav!nr bv young people. A permanentcure can be achieved only if the country's foremost experts in

the social sciences the nation's top psychologists, sociolo-gists, criminologists, medical, legal and other professionalswork together to diagnose the hindamental causes of this socialillness and propose antidotes.

Until this goal is attained, however, educators and othersinvolved with our schools must direct their energies to pre-venting and controlling the symptoms of school crime andv iolence.

The cooperative, community approach now being imple-


mented throughout the country is an encouraging new trend inaddressing school crime and violence. Many of the methodsare innovative, and their developers represent a consortiumof school administrators, parents, and representatives fromcommunity and youth-serving organizations. Through jointefforts, plans are being implemented to correct problems andensure safer schools. In such communities educators no longerare providing crime prevention programs in isolation.

School administrators are realizing that by assuming aleadership role in developing and implementing such plans toensure safer schools, they also are revitalizing much neededschool-community partnerships, building public confidence andsignificantly improving the quality of education in the process.

The public relations process - persuading members of thepublic to accept and integrate into their lives new ideas basedon information presented to them - is the vehicle that ulti-mately may turn the tide of mediocrity into a wave ofexcellence.


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CHAPTER IV

101 school safetyideas

As a school public relations director, it is important to defineyour role in active, not reactive, terms. If your day is con-sumed completing ministerial assignments, responding to thenews media and "putting out firesr little time will be left toinitiate public relations activities.

Educated Public Relations: School Safety 101 is premised onthe importance of adjusting public opinion to make new oppor-tunities, not just to solve old problems.

While many of the 101 ideas are appropriate to reach multi-ple publics, for easy reference tho ideas have been categorizedas working with 10 specific groups: school board members,school employees, students, parents, community residents,service groups, business leaders, government representatives,law enforcers and media representatives.

With these various publics identified, it is necessary todetermine what response is expected from each. The ultimateresponse to look for, of course, is a commitment to work withthe school district to achieve its specified goals. Commitment,however, is the result of a long and gradual process.

Most individuals or groups can be classified in one of threestages in their relationship to schools. These specific stages arecognitive (awareness, knowledge), affective (liking, preference)and behavioral (commitment, reinforcement). Public relationspractitioners must identify in which stage most members ofeach group fall and plan appropriate channels and tools ofcommunication to motivate them to the next step.

These ideas may be initiated and executed by school districtpublic relations directors, working cooperatively with districtsuperintendents, other administrators and school principals.

Although not all of the following 101 school public relationsideas specifically address school safety issues, they have acommon goal - quality education and safe schools. Theseideas suggest ways school administrators can work with thevarious publics as partners to achieve results.

Primary strategiesThere are 12 essential ideas which will help inform, persuade


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and integrate school safety and public opinion. These strategieswill facilitate planning and implementing activities for all yourpublics.

1. Convince your school board, superintendent and prin-cipals that quality education requires safe, secure andpeaceful schools. Stress the basic concept that schoolsafety is a community concern requiring a communityresponse. School administrators should assume the rolesof facilitators and coordinators of community efforts toensure safe schools.

2. Develop a school safety clearinghouse for currentliterature and data on school safety issues. Much ofthis material can be obtained from individuals, groups orpublications referenced in this book. Key topics to in-clude ae school crime and violence, drugs, discipline,attendance and dropouts, vandalism, security, weapons,youth suicide, child abuse and school law.

3. Help establish a clearly defined, mandatory districtpolicy for reporting dfaruptive incidents. This includesa standard form to provide complete, consistent informa-tion on accidents, discipline problems, vandalism andsecurity problems, as well as suspected child abuse.After the policy is developed, distribute it to all districtpersonnel and monitor compliance.

4. Prepare a school safety public information brochure.It should briefly explain the important issues and thespecific roles individuale and groups can play to promotesafe and secure schoo:s.

5. Actively assist district administrators to develop safetypolicies. Keep current with trends and exemplary pro-grams in education, public relations and specificallyschool safety. Make plans and implement them withauthority and conviction. Confidence and willingnessto accept responsibility are persuasive qualities in theminds of district administration and other school employ-ees. In Rogers' Rules for Success, public relationsauthority Henry Rogers stresses the importance lfpsycho-relations, which he describes as "a tool by whichwe sell ourselves to other people. Psycho-relations ispeople relations elevated to the highest level."

6., Develop and regularly update a school safety factsheet for your district. Provide current stat:Ltics onincidents of crime and' violence, discipline actions andsuspensions, attendance, vandalism and repair costs.When appropriate, indicate what percentage of the entirestudent population the problem students represent. Usethis to infcrm and educate the public and media.

7. Create a school safety advisory group. This advisory


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group should include representatives from all publics,especially law enforcers, judges, lawyers, health andhuman services professionals and the media. Individualsshould be able to articulate the desires of the groupsthey represent and relate advisory group actions back'to their peers. Seek out members who can be reliedupon for consistent, continued support and who areseeking solutions rather than recognition and statusfrom their participation. Recruit group members withspecial qualifications, such as policymaking authority,access to the media, or the ability to mobilize volunteersor raise funds.

8. Support America's Safe Schools Week. The third week(Sunday through Saturday) in October is designatedannually as America's Safe Schools Week. The week issponsoted by the National School Safety Center and stategovernors and schools around the country. This nationalobservance recognizes effective programs and groupsthat promote safe schools, drug abuse prevention andimproved student attendance, and it encourages othersto replicate them. This week is an appropriate time toinitiate raany of these 101 school safety ideas.

9. Develop and maintain a resource file of "shakers andmovers," community people known for their abilitiesto shape public opinion and accomplish goals. Rely onadvice from community leaders, as well as the localmedia, to develop a comprehensive list.

10. Build a public relations team, starting with schoolemployees. The education of students is a businesswhich must compete with other interests for public sup-port. School employees are the best public relationspeople because they are inside authorities. Treat thesepeople as your most important team players. Expressingappreciation and confidence helps maintain high morale.Nominate school principals, teachers and staff for recog-nition programs sponsored by local groups or state andnational associations and government agencies. Suchrecognition reflects positively on the recipients and theschools and districts in which they are employed. Forexample, "Principals of Leadership" is a program spon-sored by the National School Safety Center specificallyto recognize principals who through their effectiveleadership promote safe campuses and quality education.The 10 principals selected annually are profiled in anational public service advertising campaign. (See'Appendix A")

11. 0:tate a comprehensive identity program for yourdistrict. An institution's identity or image is, in manyways, a direct reflection of its administration, school

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employees and students. Develop a symbol io be used onall printed material and distributed to the media for usewhen reporting on the district. Special promotionalitems. using this symbol, can include shirts, hats, lapelpins, cofke mugs and bumper stickers. A slogan, ifthoughtfully developed and used, also can have a posi-tive effect on the public's perception of the district.

12. Publish a district magazine and distribute it as widelyas possible. Include board members, district employees,parents, students, community residents, business andcivic leaders, local government officials and the mediaas recipients. The content should be balanced withspecific district news and special features on topicaleducation issues. Give the magazine a real name, not ageneric title such as "bulletin," "newsletter" or "jour-nal?' Creating this name identity is an obvious oppor-tunity to individualize and distinguish your magazine.Readers are more inclined to relate to a publication ifaided by a mental association between the title and thecontents. Also, it is important to take the advice of theadvertising industry and "package your product as attrac-tively as possible to encourage the public to examine thecontents." No matter how important the message, it willgo unnoticed if it cannot compete with other "attractivedistractions" such as TV, recreational reading, and othermagazines and newspapers.

Working with school board membersInternal public relations is perhaps the best place to start whendeveloping a comprehensive public relations plan. Board ofeducation members need to "buy in" to the importance ofpublic support for school safety.

Most board members have two objectives. They want tomake sure their constituents' views are represented in educa-tional policy and they want recognition for their actions. It isquite acceptable if an action that benefits the school also per-sonally enhances the position of particular board members. Agood public relations program provides ample opportunity forcredit for all supporters.

13. Place board members at the top of your mailing listso they receive copies of every internally and exter-nally distributed communication. This includes thedistrict magazine, student newsletters, events calendars,teacher memorardums, parent notices, activity announce-ments, news releases and letters of commendation. Forespecially significant or controversial issues, try to getboard members copies of materials in advance of otherson the mailing list.

38 IDUCATED PUBLIC RELATIONS

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14. Invite board members to visit school sites regularly.Develop a standard itinerary and include lunch withstudents and staff. This personal contact helps breakdown barriers and stereotypes

15. Arrange for board members to make presentationsbefore service groups and the media. Help them pre-pare written and visual materials for these presentations,press interviews and radio and television talk showappearances. Include suggestions on how to respond toanticipated questions.

16. Continually educate board members about thepositive benefits of public relations and school safety.Maintain a constant flow of news articles, trade journalarticles and weekly updates on all district news, goodand bad.

Working with school employeesSchool employees, certificated and classified, can be your bestor your worst public relations representatives. Often schoolemployees are the only contact community residents have witha school. As a.' Iside authority, their a:t;tudes and opinionscarry a great deal of weight locally. Regular district communi-cation with school employees can minimize internal conflictand promote team work. Take the time to circulate amongschool employees, asking for advice based on their first-handexperiences.

Work stopages - the academic euphemism for strikes - pres-ent special challenges. The average citizen does not analyzethe specifics of district-employee negotiations, they just knowthe schools are disrupted. Because it is the primary objectiveof public relations staff to promote public confidence andsupport in the schools, always consider the immediate, inter-mediate and long-term implications of district public relationsactions. Readjusting public attitudes about your schools may beeven more difficult than rebuilding strained relations withemployees after a strike.

17. Coordinate school safety workshops which outline therelationship of school safety to quality education andemphasize the need for public support for schools.Educate employees about their specific safety responsi-bilities.

18. Coordinate school law seminars for school employees.Invite law enforcers, lawyers, judges, health and humanservices officials, and probation officers to train schoolemployees about the juvenile justice system and its rela-tionship to effective schools.

19. Sponsor classroom management seminars. Use actualcase studies, such as student misbehavior problems from


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local schools, as part of the training. This helps teachersidentify more readily with the situation and mitigates"that doesn't happen here" attitudes.

20. Honor meritorious service of school employees withspecial recognition days and awards. The administra-tion, students, parents and community residents can allparticipate by preparing signs, speeches and wards orplaques. Consider placing a full-page "thank-you"announcement listing the names of every teacher in thelocal newspapers. Introduce a monthly "shining apple"award to be presented to the teacher or staff memberwho contributes most to improving campus climate.

21. Print business cards for all school employees. Thisis a simple and relatively inexpensive expression of thedistrict's respect for its employees and their work.

22. Encourage teachers to contact parents regtdarly, byphone or letter, to inform them about the good thingsstudents are doing. Develop a system to enable teachersto call or write parents routinely and conveniently. Pro-vide space and time for teachers to meet regularly withparents at school and recommend that teachers initiatethese informal meetings as frequently as possible. Moni-tor the participation.

23. Print shirts, hats, badges or lapel pins with thedistrict symbol and award them to teachers and staff forexemplary work which has promoted a positive campusclimate.

24. Encourage teachers to incorporate safety topics intothe curriculum. For instance, social studies or civicsclasses can discuss Gallup's annual school-public attitudepolls; physical education courses can include instructionon physical safety; chemistry classes can examine thenegative effects of drugs on the human body; Englishclasses can write essays on self-esteem, character educa-tion or student misbehavior; and art classes can promotesafer campuses by designing posters with safetymessages.

25. Encourage teachers to develop parent-studentassignments with safety themes. For example, teacherscan assign an essay discussing current changes in thecampus climate or school safety problems compared tothose of 20 or 30 years ago. riimilar assignments caninvolve students and grandpartmts.

26. Inform teachers and staff of special visitors oncampus. Invite school employees to meet and possiblyjoin special visitors for lunch.

27. Develop a policy, form or box for suggestions toimprove campus climate. This also can be used asa formal system to recommend students and schools


39

employees for recognition for special work. Respond toall messages promptly and, when appropriate, personallythank the individual who offered the advice.

28. Promote school employee professionalism by helpingemployees get published. Provide assistance in draftingand submitting feature and technical articles to news-papers and trade journals. Also invite school employeesto participate in a district speaker's bureau.

29. Include retired school employees on your publicationsmailing list. Dispel the "out-of-sight, out-of-mind" atti-tude. These individuals often can be your most vocalsupporters and active volunteers.

Working with studentsStudents are both the cause and victims of much of the crimeand misbehavior on campuses. As a doctor seeks input from apatient, school administrators must listen and respond to themessages communicated by students. Most of the followingideas and activities require initiation by administrators andteachers. Once students experience the positive results of theseactivities, however, they likely will assume the responsibilityfor maintaining many of them.

30. Initiate programs to promote student responsibilityfor safer schools. Create a "student leader" group,representing leaders from all formal and informal cam-pus groups. Work with this representative group as rolemodels to assist and encourage school safety activitiesamong their peers. Also, student government representa-tives can form a student safety committee to identifypotential and present safety problems and their solutions.

31. Encourage student input in district policy by appoint-ing one or more student representatives to the schoolboard. These students would participate in discussionsand planning but not as voting members.

32. Create and publicize safety incentive programs. Theseprograms share a percentage of the district's savingswith schools if vandalism is reduced. Such programsencourage students to take responsibility for vandalismprevention. Often students are allowed to help decide theprojects on which the funds are spent.

33. Coordinate student courts. Student judges, lawyers,jurors, bailiffs and court clerks, trained by local justicesystem experts, hear and try cases involving fellow stu-dents. Student courts are not moot courts - they hearreal cases, make real judgments and pass real sentences.Student courts give everyone a chance to learn first-handabout the court system, and they help teach students theimportance of laws in a democracy.

NATIONAL SCHOOL SAFETY CORER 41

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34. Establish local branches of student safety groups,such as SADD (S. rit., Against Driving Drunk) and"Arrive Alive" which sponsors alcohol-free socialactivities. Consider promoting student and parent groupsthat provide rides home to teen-agers who have beendrinking.

35. Conduct regular student attitude surveys and printthe results in school bulletins. Provide commentary onresults and relevant policy. Clarify prejudices or miscon-ceptions that may appear in the responses. Althoughensuring anonymity promotes accurate survey answers,students should be encouraged to propose and take creditfor submitting ideas.

36. Make "idea boxes" for students available in librariesor other neutral locations. Respond to all signed notes.

37. Develop a student recognition process which makes itconvenient for teachers to report positive student actionsto the administration for appropriate recognition inschool and at home.

38. Develop a "buddy system" for new students whichassigns current students to newcomers to facilitate aneasy transition.

39. Develop an informal system which assigns older, big-ger students to look out for other students who, forwhatever reason, seem to be bullied by others.

40. Institute a "Class Act" project by which each incom-ing class plans a special project to be completed duringthe course of its years on campus. The project couldbe a special publication, a new school sign, specialbenches, landscaping, murals, monuments, a multimediaproduction or sortie other project the class presents tothe school as its "legacy."

41. Plan a community beautification campaign for theschool and neighborhood using students as a work crew.Graffiti and vandalized areas should be priorities. Withprofessional guidance, students can help maintain cam-puses, parks and other community areas. Beautificationprojects serve the dual purpose of enhancing the appear-ancc of the community and developing a strong sense ofpride and ownership among participants.

42. Develop a "Big Student-Little Student" programbetween high schools, junior highs and elementaryschools. Student participants regularly visit and sharethoughts, concerns and advice with one another.

43. Help students get noticed in the community byarranging to display art, writing or other works inbanks, libraries and various public facilities.

44. Work with local colleges and universities to arrangefaculty seminars and exchange visits by students.


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Working with parentsIn Discipline: A Parent's Guide The National PTA identifiesthe key parental responsibility: Set a good example. Childrenlearn more by how parents act than by what they say. Thetheme for most of these ideas is get parents to make a com-mitment to participate in the education of their children.Parent pride and involvement in the school sets a positiveexample for children.

45. Make time for any parent who wants to meet withyou. Treat visiting parents as colleagues in the businessof educating children. Always listen before you talk be-cause often they just need to be heard. Try to concludesessions with a commitment for support from parents.

46. Encourage parents to communicate openly andregularly with their children about health and safety.Also, urge parents to translate the negative effects ofvandalism, theft, arson and other "impersonal" crimesinto terms children can appreciate, such as "our" taxesand "your" special activity dollars going for repaircosts.

47. Establish a welcoming committee to greet new com-munity residents. Enlist parent volunteers to provideinformation, answer questions about school activitiesand encourage participation.

48. Develop, revive or enhance parent-teacher group par-ticipation. Be persistent in building membership. Planinteresting and useful activities and meetings, such asforums on effective parenting. Consider parent interestsfirst, because whatever it takes to get parents involvedin school activities is worthwhile. Fostering friendshipsbetween parents can have additional safety-related bene-fits because these friendships provide positive examplesfor children.

49. Develop a parent-on-campus policy which makes itconvenient and comfortable for parents to visit theschool. Get the program off the ground by inviting aninitial group of participants who can spread the word.

SO, Call parents at home or even at work to congratulatethem on their child's special achievement or to thankthem for supprt on a special project. Short letters ofappreciation or thank-you notes also are very wellreceived.

51. Sponsor a "Generation Day" at school. In addition toa special tour and presentation, consider arranging fora portrait photographer to take "multiple-generation"pictures.

52. Organize parent phone banks. Use the phone bank tosolicit volunteers for special school projects, seek par-


42

ticipation at meetings or conduct attitude surveys.53. Distribute a curriculum calendar to parents. Keep

them informed about topics and courses currently taughtor planned for the future.

54. Initiate breakfast or lunch clubs for working parents.Flexible meeting times should be used to accommodateworking parents.

55. Help establish a policy in which parents becomefinancially liable for damage done by their children.Parents and children need to be made aware of the seri-ous consequences of criminal actions. (This already isstate law in many parts of the country. In these areas theresponsibility is to inform students and parents.)

Working with community residentsJust as communities work together to prevent crime with"Neighborhood Watch" programs, they can be mobilized tomake schools safer and better. Because ideas for working withparents are addressed separately, these suggestions concentrateon community residents without school-aged children. They aredesigned to communicate to this critical group that they dohave indirect, as well as direct, relationships to local schools.

Public opinion polls suggest the more people are involval inschools, the more likely they are to have a favorable opinion ofthem.

56. Let the community share your concerns. Hold a seriesof briefings for community residents to inform them ofschool problems directly affecting them. Property valuesare lowered when neighborhood schools have poorreputations and areas suffer from vandalism, crimeby truants, drug trafficking and dropouts who end updependent on public support. Solicit advice from com-munity residents and conduct follow-up meetings to keepcommunity representatives updated on progress. Resi-dents also can be encouraged to hold "block coffees"for neighbors and school representatives.

57. Form "School Watch" programs in which neighborsaround the school are asked to wa tc h fr and reportsuspicious activities in the area to school or law en-forcement officials. Signs can be posted on the schoolgrounds warning: "This school is protected by a neigh-borhood School Watch."

58. Start a "Safe House" program, which recruits respon-sible community residents willing to post "Safe House"signs in their windows. Children are taught that housesposting these signs are safe places to go if they are indanger or need assistance. Volunteers need to be closelyscreened before they are accepted and given a sign.


59. Use outdoor posters or school marquees to announceschool events to area residents and invite their participa-tion or attendance. Roadside signs declaring, "A com-munity is known by the schools it keeps," have alsobeen used to stimulate community partnerships.

60. Recruit community residents, particularly retiredteachers and senior citizens, to prepare school activ-ity packets to distribute to new residents, includingthose without school-aged children.

61. Honor all school volunteers with a luncheon and givespecial recognition to three or four people deemed par-ticularly "outstanding" by school employees.

62. Offer adult education classes on campus during regu-lar school hours. Courses can range from classes oncrafts to income tax preparation. These classes are bene-ficial to community residents and integrate them into theschool community.

63. llike advantage of special events, such as county fairs,shopping center promotions and local festivals, to set upschool district information booths. Propose student par-ticipation in such events.

64. Use school facilities to offer health clinics, includingCPR courses, blood pressure checks, nutrition breaks,exercise and aerobics classes. Encourage senior citizensto participate.

The largest growing special interest group in this country isthe elderly. Although age is not a reason to deal differentlywith this group, they do ha, e some special qualities and con-cerns. Time and experience are prized commodities in allpublic relations planning, and members of this group oftenare willing to supply them. The most important benefits ofsuch contact, perhaps, is developing a mutual respect, appre-ciation and understanding between youth and senior citizens.

65. Recruit senior citizens in your community to partici-pate at local schools. Arrange for seniors to makeschool presentations to history classes about public atti-tudes and "firsthand" experiences during significanttimes in our country's history. Small group discussions,chaired by senior volunteers, can be especially educa-tional. Seniors also can participate as teacher or staffaides, student advisers and tutors, special activity organ-izers, playground supervisors and dance chaperones.

66. Issue "Golden Apple Cards" to senior residents inthe community who volunteer time on school proj-ects. The cards could allow seniors free or reducedprice admission to school programs, such as musicalconcerts, plays and athletic events.


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67. Help integrate students and senior citizens by arrang-ing for students to visit senior centers, convalescentcenters or retirement homes. Students can presentplays and musical programs; home economic classes canprepare special meals; art classes can decorate thefacilities; and engineering or shop classes can makesmall repairs. Younger children, particularly, can adda great deal of joy with regular visits to seniors. Someschool groups may wish to participate in "adopt-a-grandparent" programs.

Working with service groupsMost communities have dozens of service, civic, religious andother special interest groups. Each organization's headquartersoffice or president's address should be included on the districtmagazine's mailing list. As you identify groups working in thepublic interest, try to match their interests with school districtneeds by developing programs centered around education. Forexample, a neighborhood association could work with studentson a neighborhood clean-up or beautification project.

68. Use school facilities and available resources to helpyouth groups. Scouting organizations, Campfire troops,Boys' and Girls' Clubs, YMCA and YWCA, 4-H, RedCross youth programs, and youth sports clubs arenatural groups with strong ties to schools. Since thesegroups touch many families and often recieve supportfrom influential non-parents, schools should make aspecial effort to develop continuing relationships. Oneapproach is to establish an advisory council of repre-sentatives from all the groups to coordinate needs andresources and plan future joint ventures.

69. Encourage participation of clergy in the developmentof citizenship education programs. Character develop-ment, self-discipline and respect are appropriate topicsfor both sermons and classroom lectures. Considerorganizing a representative group of parents, educatorsand religious leaders to develop a booklet which dis-cusses these issues for students.

70. Coordinate presentations to service groups by mem-bers of the school district speakers' bureau. Arrangefor student and staff speakers, providing regular updateson the specific topics and presenters available. Helpspeakers develop pre-packaged presentations which in-clude a short slide show or videotape, school publi-cations for distribution, background material on topicsof special interest to specific audiences and a closingstatement which encourages group members to workwith the school.


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71. Use service group newsletters to inform membersabout special school programs. Submit fillers, includ-ing student essays and ar!, to editors. Use these forumsto encourage school volunteerism as part of their publicservice work.

Working with business leadersThe business community is a natural partner for local schools.Businesses have an immediate vested interest in good schools- quality education for the children of their employees.And they have a long range interest - a well-trained workforce.

The quality of life and the quality of education in the com-munity are inseparable, and business leaders understand this.These ideas are suggested to take advantage of this vestedinterest.

The term business is used to identify a profession or com-pany generically, and it encompasses both management andlabor. In fact, the logical place to start business partnershipsis to meet with representatives from the local chamber ofcommerce and labor unions.

72. Arrange regular presentations by business leaders tostudents, as wdl as teachers and parents. Profes-sional, practical advice is invaluable in understandingdifferent professions and career opportunities. Coor-dinate career days at which business leaders participatein seminars, distribute information packets and presentdemonstrations.

73. Promote "adopt-a-school" programs. This trend inschool-business partnerships unites a business with aschool needing resources the business can supply. Thesebusiness sponsors can donate equipment or excess sup-plies and "overage." They can provide company or staffservices, such as bookkeeping, transportation, buildingrepairs, maintenance, and professional instruction oncomputers or other new equipment.

74. Involve business leaders in study or planning groupsto share with school districts their business problemsolving techniques, such as personnel and finance man-agement, resource allocation, building maintenance andmarketing, public relations and advertising recommenda-tions. Insights on how the private business sector solvesproblems can be enlightening and often cost-effectivewhen implemented by schools.

75. Coordinate field trips to business offices and produc-tion plants. Witnessing the practical application of skillscan make students more appreciative and understandingof classroom instruction.


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76. Develop a qualified student employment pool. Workwith business leaders to develop the criteria of adesirable employee. Closely screen applicants for thepool based on the qualifications requested by the pro-spective employer. Advertise the availability of thisconscientious, willing work force to local businesses.

77. Help realtors sell your schooLs. Quality schools are ahigh priority with prospective home buyers. Work withreal estate agents, brokers and boards to promote thepositive qualities of your schools. Create a special taskforce to address problems, such as vandalized property,graffiti, loitering students, unkempt school grounds andeven low test scores. General information and trainingseminars, which explain how real estate personnel can"sell" schools, can be added to regular office and realestate board meetings.

78. Solicit support from local businesses patronized bystudents and their parents. Work with them to developa marketing strategy that provides discounts to studentsand parents and, at the same time, promotes their prod-ucts or services. Book and record stores, clothing retail-ers, arts and crafts shops, sporting goods outfits andeven gas stations can benefit from such promotions.

79. Trade your district magazine advertising space for"in kind" services. This often is a valuable "foot-in-the-door" with future major donors.

80. Make advantage of lawyers' pro bono (free publicservice) responsibilities. Lawyers can provide law-related in-service workshops for school employees onsafety issues and trends. They can make class presenta-tions which introduce students to the practical aspectsof civil and criminal law, rights and responsibilities.Lawyers can assist in setting up "experiential learning"situations, in which students learn about the law throughfield trips to courthouses, city council meetings or thelegislature. Many law firms around the country also are"adopting" schools. In fact, a New York based law firmdeveloped the Mentor program to identify these lawyer/school partnerships.

81. Tham up with professional sports groups. Somecryortunities include student recognition days at thestadium and free or discount seats awarded for specialstudent achievements. Professional athletes can be greatrole models. Arrange for them to visit campuses andtalk about staying in school, rejecting drugs and alcohol,working hard and obeying the rules to be successful.Often professional team promoters will work with publicinstitutions to produce public service announcements.

82. Request special printing rates. Develop an ongoing


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relationship with one printer. Good customers may berewarded with preferential treatment and occasional dis-,-ounts. Sometimes printers will make available paperstock overage and slow press time at reduced rates or nocost. They also may allow you to "piggyback" your job(at no charge) on another press run. Offer to credit thecompany on your printed material. Commercial design-ers and typesetters occasionally will offer discountprices on their services.

Working with government representativesUnanimous political support for quality education presentsschools with a variety of opportunities. Many federal, state andlocal agencies and officials provide resources and services thatcan be helpful to schools. Identify the key government officialsand political representatives in your area and add their namesto your mailing list. At the same time, start a file on mate-rials, resources and services they have to offer. Learn theirprimary interests in schools and explore means to effectivelyintegrate them with your needs. If top policymakers are noteasily accessible, request they assign a regular contact personto work with you.

83. Establish a school district orientation plan for newlyelected government representatives. By initiating theserelationships, you enhance opportunities for futureaccess. Offer to compile data needed by governmentofficials to support education proposals and providelawmakers with the implications of particular legislationfrom a practitioner's point of view.

84. Routinely invite your government representatives toschool functions. Provide them with the opportunityto address the gathering and always recognize them for-mally when they attend. Give elected representativesadvance warning if the audience's attitudes may createconflict. As fellow public servants, although you maydisagree with officials over policies, your professionalcourtesy will be appreciated.

85. Have government officials sponsor student govern-ment days. Consider teaming government represen-tatives with students to propose solutions to real prob-lems faced by students and schools, including drugabuse, dropouts, vandalism, personal safety, even fiscaland social problems.

86. Use your influence to help other public interestgroups. The umbrella of quality education covers manyrelated social causes that also will benefit schools. Byhelping other groups in their time of need, educatorsprovide an important base for future school efforts. For

NATIONAL SCHOOL SAFI= CENTER 49

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instance, many senior citizens are losing the battleagainst inflation. The benefits to senior ,:itizens fromschools and the dollars spent to fund them are abstractat best. As school enrollments decline, taxes increaseand aid to senior citizens decreases, seniors could be-come very vocal opponents of increased school budgets.To mitigate this conflict, work with senior groups topass legislation which provides them with whatever taxexemptions or government support is legally and finan-cially possible.

87. Sponsor public debates on controversial politicalissues. Besides being informative, the debate formattypically generates public interest. Invite state and localpoliticians and recognized experts to participate. Mostpolicymakers appfeciate the opportunity to make largegroup presentations. Notify the news media of yourevent.

Working with law enforcersLaw enforcement and schools need one another. Both groupsrepresent highly traincd professionals who have the welfareof the students and school community in mind. The respectiveroles of each must be clearly understood so they can worktogether effectively to deal with problems of mutual concern.Annual planning sessions and monthly briefings with lawenforcement representatives, district administrators and schoolemployees provide the opportunity to brief each other onsafety issues and prevention and intervention strategies.

88. Request a risk management or safety assessmentaudit of your schools by local law enforcementagency personnel. This procedure will validate safetyconerns and help establish response strategies.

89. Establish an "Officer Friendly" program at localschools. Invite local law enforcers to make presentationsto students on child safety, drug abuse prevention andother juvenile justice practices and policies. Law enfinc-ers visiting schools can demonstrate tools of tieir trade,including trained police dogs, breathalizers, first aid andemergency vehicles. The more comfortable students be-come in relating to law enforcers, the greater will betheir appreciation for them and the laws they enforce.Similar programs also can be conducted at the schoolfor community residents.

90. Coordinate student and staff "ride-along" programswith officers on patrol. This is an effective meansfor law enforcers to gain the respect and confidence ofyouth and school employees.

91. Work with law enforcers and parents to fmgerprint


young children as a safety measure. Fingerprinting isusually done at a school site by law enforcers. Theprints then are given to the parent or guardian.

92. Pair law enforcers with high risk youths, similar tothe "Big Brother" program. Such relationships can bean important step in changing delinquent behaviorpatterns.

Working with the mediaTo augment readership and validate the information presented,schools must use existing mass media to complement theirown communications tools.

Ninety-eight percent of America's households have televi-sions and an even higher percentage have radios. More thanhalf of all Americans regularly read one or more of the over3,000 general interest or trade magazines. There are 8,000weekly newspapers and 1,700 dailies in America, and 120 havecirculations over 100,000 and another 150 reach more than50,000.

Tapping these existing channels of communication is perhapsthe most efficient means of information dissemination. Moreimportantly, the media are consideted "independent," objectivesources of information. Consequently, a school issue reportedby the media is likely to have considerably more impact onpublic attitudes than the same message presented in the districtmagazine or delivered by the district administration.

The key to successful relations between the media and theschool district is developing a working relationship whichserves the other's goals. The media need to inform readers,and school districts need to provide quality education. Bothare vital to a free society and both are considered the corner-stones of a democracy.

Members of the mass media guard their first amendmentright of free press and zealously pursue their charge as pro-tectors of the common citizen. Public relations practitioners,too, carefully maintain professional integrity. Informationof public interest should be reported to and by the media.Public relations plans create newsworthy action and shouldnot be construed as propaganda. With these goals understoodand respected, the media can be an effective public relationsally.

It seems appropriate to add a final word of caution. Don'targue with those who "buy their ink by the barrel." If youbelieve information has been incorrectly reported or quoted,take a positive approach. Contact the publication or station andprovide the corrected account. Often the media will updatetheir report or offer a retraction. Even if this does not occur,the contact may make the reporters more careful with yourmaterial and promote accuracy in the future.

NATIONAL SCHOOL WRI'Y CENTER 51

50

93. Learn all you can about the media's needs, operations,deadlines, services, and particularly the reporter andeditor covering school news and receiving district newsreleases and advances. Know the Jeadlines and releasestories so all or most of the media will get them at thesame time.

94. Encourage the media to support school events andissues. Propose feature or documentary topics of poten-tial viewer or reader interest that also promote schools.Extend an open invitation for media staff to visit theschools and learn about programs.

95. Send public service announcements to the media.Learn what public service directors want and submitannouncements appropriate to their needs, includingcamera ready art for print media, 10-, 20- or 30-secondspots for radio (submitted on paper or pre-recorded), orslides, copy or background information for television.Often TV and radio stations will work with local publicservice institutions to produce original announcements.Give this option serious consideration because whenjointly produced, PSAs are virtually guaranteed regularplacements and costs are reduced to little or nothing.

96. Coordinate a forum for media representatives to meetwith parents and other community residents at localschools. Allow for question-answer time to construc-tively "reverse the roles" on the media representatives.

97. Encourage media management to sponsor scholar-ships and special activities to educate students aboutprint and electronic media reporting and production.

98. Solicit free or discounted copies of daily newspapers.Encourage teachers to incorporate news coverage intoEnglish, civics and social studies courses.

99. Become a resource for print media editors andbroadcast nem directors. Provide the media withthe roster of the district speakers' bureau. Anticipatenews stories and suggest names of experts or interviewpossibilities immediately after learning of relevantcurrent events.

100. Coordinate field trips to newspaper printing plantsand broadcast media production facilities for schoolemployees and students.

101. Solicit media assistance in an annual evaluation ofyour public relations media effectiveness. Requestsuggestions for improving your communications andnews releases, as well as for specific new programideas.

While considering these 101 ideas, it is important to remem-ber two things. First, what works is good public relations. And


51

second, what does not work is not necessarily bad publicrelations. It's more like taking a swing and not hitting ahome run. When the ball and bat finally do meet perfectly,that one home run can make all the other swings worthwhile.Baseball great Babe Ruth, remembered most for his 714 life-time homers, hit a round tripper only once in every 11 timesat bat and struck out 1,330 times in the process. Althoughgood research will remove much of the risk from public rela-tions planning, confidence and enthusiasm to "play the game"are required prerequisities for effective public relations.

NATIONAL Rawl. SAFETY CENTER 53

52

APPENDIX A

"Principals ofLeadership"

Principals play key leadership roles in developing school andcommunity support for quality education. By employing thecharacteristics of strong leadership - vision, persuasionand commitment - principals and other administrators caneffect constructive change in unproductive schools or enhancealready positive school climates. In the process they also canbuild public confidence in the system.

A central conclusion of the National Institute of Education'sViolent Schools - Safe Schools report in 1978 was "strong andeffective governance, particularly by the principal, can helpgreatly in reducing school crime and misbehavior." A varietyof education and government research supports this conclusion.

Because the principal has been identified as the catalyst tomake schools safe and effective. the National School SafetyCenter and the National Association of Secondary SchoolPrincipals annually present "Principals of Leadership:' aprint media, public service advertising campaign.

First presented during the 1985-86 school year, this cam-paign profiles those principals and other administrators in theUnited States who, as effective leaders, have created positiveschool climates.

Although American education today is generating leadershipof notable quality at all levels, most of these leaders remainunrecognized. Further, their effective principles and practiceshave been isolated in the confines of their respective campuses.

This public service campaign, reprinted here in whole,recognizes these leaders' accomplishments with the hope theywill serve as examples for other schools and, perhaps moreimportantly, stress the need for public support and involvementin American education.

To receive additional information on the campaign or tonominate a candidate, write: National School Safety Center,Pepperdine University, Malibu, California 90265.

NATIONAL SCROOL SAFETY CENTER 65

53

PRINCIPALS4LEADERSHIP

Bronx Booster"Students have got to see the principal as theiradvocate. Kids know that I like them as humanbeings. I'm a booster." Patricia Black, Principal,

Jane Addams Vocational High School, Bronx, New York

The motto of Jane Addarns VocationalHigh School is maximize tne learningpotential of every student to raisetheir expectations. to provide newopportunities and to open doors tothe future

Nine years ago. Patricia Black cameto Jane Addams V H S. located inthe heart of the Bronx. in a conimunitywrth one ol the lowest economic basesol any congressronal dstricl in thecountry As principal, Black took Con-trol of the difficult campus by develop .mg a strong instructional program withclearly communicated goals and objec-tives

"Hostility and aggression are part Ofgrowing up,- says Black. "but this anx.iety can be minimized and redirectedthrough faculty guidance and peergroup support and interactionTo facilitate this process.Black created the formalConstdtative Councd.which consists

of students. parents and staff Frequentbreaklast meetings with students andstaff also provide Black with neededinformal feedback

Community invOlvement plays a big rolein Black's student education andsociahzation process "The 1.-st stepwhen I came to the Bronx was to makeMends with the poIrce precincts corn-munity relations offtCer He now regu-larly visrls the school to explain his rolein the community, in a very positiveway, to my students

'Preventrve fire fighting, inculcatingvalues Of SOciety into the educationalprocess has grven Jane Addams'students a renewedsense Of pridein themselvesand the Com-munity,"says Black.

5 4

The State Department ol Educationagrees. camp Jane Addams "anoutstanding example ol a school Matworks In an otherwise devastatedneighborhoOd. it is an oasis wherestudents and staff work together inan atmosphere that streSses mutualsupport and cooperation

"This year my Students ancl I witcelebrate the 50th anniversary ol JaneAddams." said Black "I believe wehave set a Standard as a dynantiC insti.tution The community and stall worktogether to Crovide these children wilha safe. secure environment and an edu .cational opportunity that will open dugsto the luture,"

For more insight Prom the Principals ofLeadership. write National SchoolSafety Center, 7311 Greennaven Drive,Sacramento, California 95831

Presented as a Public service hy theNational Association of Secondary

School Principals and theNATIONALSCHOOLSAT=CENTER


No excuses."We think every kid can graduate. That is not to

say we don't have problems - but them is not oneeducational problem we can't solve," Reuben Trinidad, Principal,

William C. Overfe lt High School, San Jose, California

It was the kind of school Mat pessimistslike to pont to as an example of allthat's wrong with schools today - van-dalism. graffiti, drug dealing and gangactivity were not uncommon at theurban high school.

But maror changes began in 1982under the direction of Reuben Trinidad.the new principal of San Jose's ..0.4amC Overfelt High School By 1984 theturnaround of the campus was so great.it was selected by the U S Departmentof Justice as one of four "OutstandingEffective High Schools" in the nation

The school. located in a neighborhoodof lower.income, predominantly minorityfamilies. Saw great improvement in cam.pus climate student behavior, com-munity involvement and educationalachievement Although Trinidad givesthe maior credit for improvement tothe faculty, students and parents, itis he who maintained high expecta-tions for all studentS and promoted"self dignity and respect for whathigh school represents

are expected to come back with com .dieted homework

Overlell High School has also instituteda restitution policy for vandals Studentscaught defacing or damaging schoolproperty know they will be required torepair the damage. Vandalism and thefthave been rpduced by mOre than halfin the past three years. says Trinidad.

"A good pnncipal will not separate aclean, safe, secure campus climatefrom what is taking place in the class-room - all are the curriculum." he says.

Parental involvement also plays a partin Overfelts success During the sum-mer of 1983. a group of parents. stu.dents and teachers painted the entire285.00-square-foot school and therehas been no malor vandalism or graffitisince then "Strong parental involve-ment creates a special 'educationalcommitment' which has positive effectsin the classroom, on campus and in thecommunity." says Trinidad. who spendsone Saturday a month knocking ondoors throughout the community askingwhat people want from the school andsuggesting ways they can help theschool and its 1,900 students

Trinidad, quite natu:ally. has great pridein he school's accomplishments. "I per

SOnally believe we cre the flagship ofour district because we have provenour school can be 93 perCent

minortly, be situated where it Is,and stiff be acidemically andathletically effective."

Strategies contribubng to OverfailHigh SLhoOrs SUCCeSS story includeestaolishing a closed campus anddoing away with lockers. While theclosed campus guards against outsidetroublemakers and loiterers, the ab-sence of lockers helps create a "collegecampus atmosphere." says Trinidad. Italso eliminates a main target for vandals.a hiding place for weapons and drugs andan excuse for loitering in the halts.

For mote insight from thePrincipals of Leadership. writeSchoof Safety Center, 7311Greenhaven Onve. Sacramento,CalifOrnia 95831.

Presented as a public serviceby the National Association of

Secondary School Pnnapals and theNATIONALSCHOOLSAFETYcorm

Trinidad also sees to it that strict discipline andattendance policies are consistently entorced. Theresult has been a drop from 14 percent absen-teeism to less than 10 percent. Students knowthat fighting, foul language and disruptionswill not be tolerated. Detentions andsuspensions are routinely handedout and those suspended

55


Double Troubleshooter"It's important for schools to introduce studentsto role models. Successful community members

from low income backgrounds are especiallyimportant because they help students understand

their potential." James C. Voyles, Jr., Principal,South High School, Columbus, Ohio.

If at first you succeed. y again

The Columbus. Ohio, school boardwants Principa James C. Voyles. Jr totry again This time he is at the helm ofSouth High, the largest school in thedistrict. His ability to turn a schoolaround is needed once more

Voyles says of the assignment he be-gan in the first days of 1986 "Only theschool name is changing The schoolproblems are similar to ones I've facedbefore

In 1983 Voyles was named principal ofSlarhng Middle School. which did notenjoy the reputation of a sate place tolearn One student had been stabbed,several teachers had been assauttedand fist fights between students werecommonplace. Graffiti blanketed thewalls, and disciplinary actions consumed most of the administrator'stime

His transformation began with paint,landscaping and repairs to the 76.year-old building The physicalchanges reflected Voyles' commit.ment to a positive school image. Butthe improvements -lid not stop there."We introduced a period at the begirvning of the day to provide time forelective activities, offering things stipdents rciquested - trOm breakdancing toweightlifting," explains the 17-year vet-eran in education "The important thingto us is getting siurients involved and inschool at the be,I ,ning of the day."

Last school year violent behavior atStarling was rare School reports Ind,catated about 600 disciplinary actions,down from .1bout 2.500 Iwo yearsearlier

"It isn't hard to explain." says Voyles."Students respond to pOsitive teinforCe

ment for good behavior School halls.once covered with graffiti. now show.case student work Noon dances, offcampus lunches and monthly drawingsfor donated prizes reward students

attendance and good

"One program I strongly believe in isbringing in successful communityleaders, role models, to talk tostudents. Voyles states "It helpsyoung people understand the value ofwhat they're doing in school today.whore it can take them."

Voyles pays more than lip service tomaking the community partners ineducation. At Starling the local KiwanisClub sponsors a student group thatworks on community and school serviceprojects The Ohio Bureau of Employ-ment Service provides Starling studentswith emplOyment counseling, tutoring,speakers and internships. A localUnited Way service agency also spon-sors delinquency prevention programsand counseling for students andparents

Ahhough he prefers to downplay histroubleshooter reputation in the district.Voyles finds the assignments challeng.ing My goat is to get the support ofour students staff and community andinitiate positive programs that do whatwe re here to do - help kids

For more insight horn the Principals ofLeadership write National SchoolSafety Center 7311 Grecihaven DriveSacramento California 95831

Presented as a public service by theNational Association of SecondarySchool Principals and the

NATIONALSCHOOLSAFETT=NM

PRINCIPALSqLEADERSHIP

(ARE PACKAGE"You can choose to be involved and work withkids or you can choose to lock yourself In your

office and work with papers. I choose to work withklds as much as I can." Lynda Lewis, Principal,

Sandalwood Junior-Senior High School, Jacksonville, Florida

Lynda Lewis knows that we do, in fact,reap what we sow As principal, herenthusiastic involvement in improvingattitudes and the overall climate atJacksonville's Sandalwood Junior-SeniorHigh School has brought about a de-crease in dropouts and national recog-nition to the campus as a model school

Warmth, unity and caring attitudes havebecome the school's hallmarks - aremarkable task considering Sandal-wood's large staff and 3.300-memberstudent body

In the three years that Lewis has beenat Sandalwood. she has institutedseveral programs aimed at improvingthe school experience These programsaddress students academic and attendance problems as well as their emofional problems and get teachersstudents parents administrators andcommunity members mOre involvedwith the school

A uncue new program at Sawood is the Children and Griefproject which is designed to helpstudents understand and cope withgrief resulting from loss Lewisworked with Hospice of NortheastFlorida in developing a bereavementprogram which offers counseling forstudents experiencing grief for reasonsranging from a death in thefamily or a family separationor divorce to a disagree-ment with a closefriend or even thedeath of a pet

Lewis recognizes that "caring andhaving compassion" are vital in creatingan effective and positive school climate

The 18-year education veteran de-veloped the Teacher-Guidance.AdvisorProgram (TGAP). which pairs facultymembers with students who are expeniencing aCademic, social and atten-dance problems Lewis is herself anactive participant in the program andworks closely with several students

Lewis credits TGAP and other Sandal-wood programs for the school's declin .ing dropout rate. In 1981-82, 5 percent

57

of the student body dropped out cormpared to less than 1 percent last year

increased parent involvement is anothersource of pride for Lewis. who has seenthe school's PTSA membership growfrom 60 to more than 500 in the threeyears she has been at the helm atSandalwood

Attitude is important to Lewis, whoencourages involvement and positiveattitudes by getting as involved aspossible in the various 50001 activitiesand events "I try to attend at least oneevent of every group at school, andthat can be tough says Lewis "Butteachers need to see administrators in-volved and kids enjoy seeing us theretoo The principal is the key instrumentin schools noted for having a positiveclimate a strong sense of pride andownership and an environment thatprojects feelings of caring, learning andtrust

For more insight from the Principals ofLeadership write National SchoolSafety Center 7311 Greenhaven Drive.Sacramento California 95831

Presented as a public service by theNational Association of SecondarySchool Principals and the

NATIONALSCHOOLSAFETfawn


No Bull"When order and pride are firmly in place, thenand only then, can the student and the school

grow and flourish academically." Joe Clark, PrincipalEastside High School, Paterson, New Jersey

Violence. vandalism and fear werea part of life at Eastside High Schoolbefore Joe Clark took over the helm ofthe New Jersey school in 1982. A stab-bing had occurred the first day ofschool the previous year. But the fol .lowing fall the opening day of classeswas the beninning of the school'stransformation. Clark's plan to mole .ment order had teachers, counselorsand administrators standing in themiddle of the halls urging students towalk to the right while security guardsat the entrances of the building werechecking those who entered

Clark's experience as a former Armydrill instructor is not wasted on EaStsidestudents - the sight of their principalroaming the halls armed with his bullhorn is a familiar one Clark believes inbeing as visible and audible as possiblethroughout all parts of the buildingwhich houses 3 300 students

During his first week as punmoat Clark expelled 300students. He made it abundantly clear that he wouldnot tolerate fighting vandalism, drug possession.assaulting a teacher or prolenity directed at teacherSHe made all such incidentsgrounds for automatic suspension.

'If there is no disciplineno learning can lake Place.-says Clark Without discipline there is anarchyGood citizenship demands

attention to respOnsibilities as well asrights.- When he began his secondyear as Eastside principal. Clark saidthere was no evidence of the -uncon-trollable animals- he found when hefirst arrived at the school, and last yearEastside was declared a model schoolby New Jersey's governor.

Clark says he waSable to change a

blackboardtungle into aninstitution oflearning byestablishingOrder, instdlingpride and pursuing academic

achievement Efforts to promote prideinclude daily announcements extollingMe accomplishments of productiveEastside students and condemning thebehavior of those who have broken therules Assemblies are also held tohonor students who have succeededacademically or who have shownleadership

"The march toward excellence ineducation is endless.- says Clark

Every day students and staff have tobe reminded of the need for order.Every day pride in sell and school mustbe reinforced Every day the value ofacademics must be demonstrated.Without these reminders the board ofeducation administration. staff andstudents could not have turned the ficle

at Eastside High School

Clark says he knows cntics callhim a drill sergeant, but he says."DisCipline is only a means toan end. And that end is animproved education."

For more insight from thePrincipals Of Leadershipwrite: National SchoolSafety Center, 7311Greenhaven Drive,Sacramento, California95831.

Presented as a publicservice by the National

Association ofSecondary School

Pnncipals and theNATIONALSCHOOLSAFETYCENTER

Photo Giorgio Poimeeno

58


Great Expectations"Students here take pride in knowing they are

expected to act a little better than those in someof the neighboring schools." Jim Perkin, Principal,

Clackamas High School, Milwaukie, Oregon

In high school Jim Perkin had anEnglish teacher who demanded highquality work "If it hadn't been for her.I might not have gone to collegerecalls Perkin "She had such highexpectations. I found mysell workinghard to live up to them

Perkin, principal of nationally com-mended Clackamas High School. be .heves high expectations are essentialin education "When only the bestis accepted, students realize theirleachers think them capable of excellenco." he says

This "expect-a.lot philosophy sets thetone for Clackamas a 1000 Studenthigh school in northwest Oregon Theschool s high student achievementreflects the success ot this policyTest scores are rising drastically

the enthusiastic administrator reports On a per student ratioClackamas had more National MeritScholarship semifinalists than anyother high school in the state AndOUf academic achievement test scoreslast year were well abOve the nationalnOrm In addition theft and vandalism isdOwn 30 percent from previous years andthe absentee rate averages 4 8 percentwell below Oregon 5 averageo ^aril rate

Unoer Perkin s directionthe school tightened itsdiscipline policy and unproved a computerizedattendance system

The staff participates in school deci.sions and planning This year facultygoals aim for increased emphasis onacademic studies, fewer classroominterruptions and greater recognition ofstudent and staff academic excellence

"A quality education is imperative,especially in this time ol technolog-ical change." according to the formerteacher, coach and counselor "I agreewith educator-author Jerome Bruner,who said. 'It all students are helped toa fun utilization of their intellectual

59

powers. we will have a better chanceof surviving as a democracy in an ageof enormous technological and socialcomplexity

In 1984 Clackamas High was one of200 schools in the nation cited forexcellence and commendation by theU S Secretary of Education Perkinadmitted he was "delighted" by theschool's recognition but not reallysurprised

"At Clackamas High everyone is Con-stantly reminded. 'You get what youexpect Expect a lot and you'll get itPerkin s philosophy has been incor.porated into a school motto "Strivingto be the best expecting nothing less

For rnore insight from the Principals ofLeadership Write National SchoolSafety Center 7311 GreenhavenDave Sacramento California 95831

Presented as a public serwce by theNational Association of SecondarySchool Principals and theNATIONALSCHOOL 10SAFETYCENTER

14,

PRINCIPALSoeLEADERSHIP

We are Family"Schools have the responsibility to shape values

and set standards. The standards are peace, justice,non-violence, equity, compassion, love, community

service, sharing." George McKenna, Principal,George Washington Preparatory High School, Los Angeles, California.

It wasn't too long ago that studentswere afraid to attend George Washing-ton Preparatory High School in LosAngeles. It had a reputation for being acrime-infested campus where studentsfought with knives, sold drugs andassaulted teachers

But in his six years as principal of theinner-city school, George McKenna hasdriven out the cnme. violence, drugsand discipline problems. replacingthem with strict rules of conduct, ahigh standard of expectations and asense of family. McKenna institutedpeer counseling programs and hadbuttons and posters pnnted with themessage "We are Family" to remindthe school's 2.700 students of theirresponsibility to one anOther

His no-nOnSenSe approach to bringingorder to George Washington Prep in-cludes a ban on personal radios, noearrings on males, no hair curlerson anyo nd no gang symbols. All

students rn..ist alsosign a contract

promising toComplete daily,

Dand SincluPeopos Vim Aty len

homework assignments and to stoptruancy and gambling on campusStudents breaking the rules have theirParents summoned to school lo discussdisciplinary action and possibleexpu'sion

McKenna's efforts have paid off. Theannual number of suspensions hasdropped from more than 600 to lessthan 100. While the average inner-cityschOCS has only a 70 percent dailyattendance rate. Washingten's s mOrethan 90 percent. Vandalism, fighting,drug abuse and weapons possessionhave declined so dramatically thatWashington and McKenna have beenrecognized nationally for an exemplaryanti-volencetanti-truancy program.

McKenna says the school's transforma-tion was done with the help of parentswhom he recruits to serve as tutors anocampus monitors Parents in the rest-rooms have helped eliminate drug deal-

ing and use oncampus

6 0

McKenna is especially proud of theschool's academic turnaround Wash-ington. which is 90 percent black, isseeing nearly 80 percent of its gradu-ates go on to college. while nationallyabout 27 percent of black high schoolgraduates go to college. says McKenna

Before any improvements can bemade. "a principal must commit toexcellence." says McKenna -We mustshow we will not tolerate disrespect orviolence We have to set a higher stan-dard of expectations

For more insight from the Principals ofLeadership. write National SchoolSafety Center. 7311 Greenhaven Drive.Sacramento, California 95831

Presented as a public service by theNational Association of SecondarySchool Principals and theNATIONALSCHOOLSAMTCENTER

PRINCIPALS#EADERSHIP

FUTURE STOCii"The future of educadon is the future, and qualityeducation should be the nation's top priority. Ouryouth is our most precious resource - they are the

future and they belong to all of us." Emeral Crosby, Principal,Pershing High School, Detroit, Michigan

A sense ot pride and positive self.imageare important ingredients of a success .ful school When these are missing, weare left with schools suffering fromhighly negative images For EmeralCrosby. instilling a sense of schoolpride in students s an important stepIn wnotoving education

"Pride is important because it unites theschoOl." says Crosby "People feelgood associating with winners Thatphilosophy extends to the rest of thecommunity as well Crosby believesin invOlving as much of the communityas possible in the education system

Community suPPort is encouraging forstudents because it shows them thatOther people have an interest in them,"says Crosby "When students knowpeople are willing to invest in them.it changes their attitude, it moti-vates them

During his 15 years as principalOf Detroit's Northern High SchoOl,Crosby began a motivational "BeProud Aloud" campaign to booststudent morale. He also instituteda partnership with Michigan Bell inone of the first adopta-school programs in the country.

At Pershing. Crosby now is working tcincrease community support while alsopromoting better attendance amongboth students and staff Donations frommembers of the business communityare funding a recognition program forstudents and staff with good atten-dance "And we know that wnprovedattendance is going to affect achieve-ment." says Crosby. Community sup-POO also helped the school raise$26,000 for band uniforms last year."We have a reciprOCal relabonship with

the commun4y They do things 10r usand we do things for them." SaysCrosby, who adds. "Our band is calledto perform more than any other in thecity

Crosby, who has been recognized asone of the country s most effective principals and served On the National Com.mission On Excellence in Education. is afirm believer in the back to-basicsphilosophy and has worked to beet upmath and science classes at bothNorthern and Pershing High School

"Schools are our motor institutions fortraining and preparing our youth for a

productive role in our democracy."SayS Crosby "The community

ShOuld feel proud to have theschool as pan of the environ.ment. Our schools are ournumber one line of delenseThey must be Safeguardedand supported

The school.business partnership hadBell employees serving as tutors andteaching assistants in remedial classesThey developed Curricula, conducted mocklob interviews with students and even plannedpublic relations Campaigns to build the imageol the school, which is in the heart of Detroit inone of the poorest Congressionaldistricts in the cOuntry.

For more insight from thePrincipals of Leadership.

write National School SafetyCenter, 7311 GreenhavenDnve, Sacramento, California95831

Presented as a public serviceby the National Associationof Secondary SchoolPnncipals and the

NATIONALSCHOOL*SAPLTScarom


School lbws & Whys"I think that most human beings are as good as theyare because some unknown teacher cared enough

to continue polishing until a shiny luster cameshining through." Marva Collins, Directorireacher,

Westside Preparatory School, Chicago, Illinois

She s been called a "miracle worker"and a "supeneacher" but what MarvaCollins professes to be is an old .fashioned teacher who doesn't go infor any gimmicks in the classroom Hereducational philosophy is simply hardwork. pahence and concern for eachindividual child

Marva Colhns gained national acclaimwhen she hterally went back to the old"one.room school" method of teachingby starting her own school in one ofthe rooms of her home.

The Westside Preparatory Schoolwas established in 1975 in response to strong concern onthe part of Collins and otherChicago parents, that theneeds of black studentswere not being properlyaddressed

The pnvate school.which started with ahandful of students nowserves 244 students inkindergarten througheglit grade. Collinsprouuly points Out thather school has been ableto nurture and teach students who had been wrdtenoff in other school systems

world leader, and only firs: rale educa .bon will save us from being labeled 'ANation at Risk; says Colhns

-We must once again make schoolsminiature societies which teachstudents how to function in the realworld Violence will die unborn in ourSChOOls when we as parents and edu.Gators once again relight the flickeringcandles of excellence in America."says Collins. who has given her stu-

dents reason to love the learning ex-perience at her school. Self-disophne isstressed, but each child also is offeredthe "security of fairness. consistency,dedication, our respect and affectionand the opportunity to learn construc-tive behavior through experience andguidance."

Collins attitude toward education isreflected in the creed she has herstudents recite daily, which includes "Ihave the right to fad. but I do not havethe right to take my teacher and otherpeOple with me. God made me thecaptain of only one life my own.**

As an educator. Collins has thepower to make a difference In her

words. she has the power "tomold. to nurture. lo hold, tohug, to love, to caloIe, topraise and yet to criticize, topoint out pathways tobecome a pan of anotherperson's being

"Educated and caringAmencans gave usour preeminence as a

"I may not be mentioned inFortune magazine as one of

the wealthiest women in Amer.Ca," Says COlhns. "but my

wealth cannot be measured on abalance sheet

For more insight from the Principalsof Leadership. write National School

Safely Center 7311 Greenhaven DriveSacramento California 95831

Presented as a public Service by the NabonalASSoCiation of Secondary School Principals and the

NATIONALSCHOOLSAFETYCENTER

62

P1INCIPALS4LEADERSHIP

A GPI I"I believe in management by wandering around. I

try to be as visible as possible. I want to show kidsthat I care. . . . They really respond to it and I love

doing it." Robert Maher, Assistant Principal,Lakeland High School, Shrub Oak, New York

Vandalism. low morale and generalapathy were prevalent at LakelandHigh School when Robert Maherdecided that he and a group ofstudents could and would combatthe problems facing the suburbancampus in Shrub Oak, New York Theresult was a student leadership pro.gram that has been going strong for sixyears and has prompted interest fromother schools throughout the nation

Maher felt that getting students in-volved was the best approach Theleadership program's goals being foreach student are to better himself,better the sChool, and better thecommunity

"We try to involve a lot of kids, includ-ing those who aren't usually 'involved'- we try to turn them on to school,"says Maher The program features stu-dent participation in projeCts that rangefrom reducing vandalism and endingloitering in restroOms to developingschool bulletin boards Participants alsovolunteer many hours of their free timeto community organizations

"Leadership means different things tOpeople - power, prestige, honor or per,sonal advantage Real leadership, how-ever, begins with service to others,"says Maher, who believes that in addi .tion to academic studies, schools musteducate students in social responsi-bility

Lakeland's "Beautification Program" isanother project developed by Maher. Itcombats school vandalism and improves school climate, while als0serving in a disciplinary capacityStudents Caught defacing school prop .erty, smoking in unauthorized areas,leaving school without permission orengaging in other such undesirableactivities, either will be assigned to

the in-school suspnnsion program orcan volunteer their time to the"Beautification Program

"We try to match students up with their'crimes' so if kids are throwing food inthe cafeteria, then they are assigned towash the Cafeteria floors and tables Ifkids are smoking in unauthorizedareas, they get to pick up thousandsof cigarette butts," explains Maher"The spirit this program builds istremendous," says Maher "A kid willsee someone marking up a buildingand he'll say 'Hey, don't do that. Ijust panted that war

Maher's emphasis on getting studentsinvolved with their school in the tract'lion of that old team spirit may hail fromhis days as a college athlete In hisservo. year at State University of NewYork at Plattsburgh, the NCAA recognized Maher as one of the Outstanding College Athletes of America basedon his performance in his studies and asa baseball and basketball standout Thesedays Maher's pride is based on the partthat he's played in making a difference inthe lives of students.

Maher's commitment to teachingstudents more than reading writingand math skills is evident in thevarious programs he has estab-lished at Lakeland in the Sevenyears he has been there as ateacher and an administratorAmong these is the mock Malcompetition which was developedwith the cooperation and Spon-sorship of the New York StateBar Association

Lakeland's leadership protectand various other prograMSserve to train students tar litesays Maher, and that's what

schools are all about "We mustleach students to solve problems andLecome citizens capable of facing thelaroer problems of society

For more insight lrom the Principals ofLeadership. write National SchoolSafety Center, 7311 Greenhaven Drive,Sacramento. California 95831

Presented as a public service by theNational Association ol SecondarySchool Principals and theNATIONALSCHOOLEMT!CENTER

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APPENDIX B

Resources

School safety:

National School Safety CenterPepperdine UniversityMalibu, California 90265

NSSC resources include: School Safety, a newsjournalpublished three times a year; School Crime & Violence:Victims' Rights, School Safety Legal Anthology, SchoolDiscipline Notebook and The Right to Safe Schools. NSSCResource Paper topics include: Safe Schools Overview, DrugTraffic & Abuse Prevention, Increasing Student Attendanceand Student and Staff Victimization. "What's Wrong WithThis Picture?," a school safety docudrama, is available in VHSand Beta tapes and 16mm film formats. NSSC also sponsors"America's Safe Schools Week" (third week of October,annually), "Principals of Leadership" and the U.S. AppleCorps, a student crime prevention and citizenship program.(Contact NSSC for prices and ordering information on allmaterials.)

National Alliance for Safe Schools501 North InterregionalAustin, Texas 78702

U.S. Department of EducationSchool Discipline Working GroupOffice of the Undersecretary400 Maryland Avenue, SWWashington, D.C. 20202

National Criminal Justice Reference Service1600 Research BoulevardRockville, Maryland 20850

Crime Prevention Coalition733 15th Street, NWWashington, D.C. 20005

NATIONAL SCHOOL SAFETT CENTER 67

6 4

National Crime Prevention InstituteShelby CampusUniversity of LouisvilleLouisville, Kentucky 40292

National Child Safety CouncilPost Office Box 1368Jackson, Michigan 49204

National School Boards Association1680 Duke StreetAlexandria, Virginia 22314NSBA resource: Toward Better and Safer Schools

National Institute on Drug Abuse5600 Fishers LaneRockville, Maryland 20857

Students Against Driving Drunk (SADD)Post Office Box 800Marlboro, Massachusetts 01752

The National Committee on Youth Suicide Prevention666 Fifth Street, 13th FloorNew York, New York 10103

National Center for Missing & Exploited Children1835 K Street, NW, Suite 700Washington, D.C. 20006

SAFE POLICYOffice of Juvenile Justice and Delinquency PreventionU.S. Department of Justice633 Indiana Avenue, NWWashington, D.C. 20531

Law-Related Education (LRE)National Training and Dissemination Program605 G Street, NWWashington, D.C. 20001

American Institute for Character EducationPost Office Box 12617San Antonio, Texas 78212-0617

School public relations:

National School Public Relations Association1501 Lee Highway, Suite 201Arlington, Virginia 22209


6 6

NSPRA resources include: School Public Relations, Basic PRSchool Kit, Board Members/Superintendents PR SurvivalPacket, Evaluating Your School PR Investmeru, Keys to Com-munity Involvement, Learn From The Winners, It Starts in theClassroom and Education USA (newsletters), and numerousother specialized packets and kits. NSPRA also has availablethe first electronic education-related network, ED-LINE.

Council for Advancement and Support of Education11 Dupont Circle, Suite 400Washington, D.C. 20036

CASE resources include: How to Make Big Improvements inthe Small PR Shop, Marketing Higher Education: A PracticalGuide, Institutional Image: How to Define, Improve, MarketIt, Improving Internal Communication, Effective CommunityRelations and Evaluating Your PR Program.

The National PTA700 North Rush StreetChicago, Illinois 60611-2571

American Fed-.555 New JersdyWashington, D.C.

-.-Fters

National L. iatior1201 I6th Su ..xt,Washington, D.C. 7.003(

National Association of Secondary School Principals1904 Association DriveReston, Virginia 22091-1598

National Association of Elementary School Principals165 Duke StreetAlexandria, Virginia 22314

Public relations:

International Association of Business Communicators870 Market Street, Suite 940San Francisco, California 94102

Public Relations Society of America845 Third Avenue, 12th FloorNew York, New York 10022

NATIONAL SCIIOOL SAFETY CENTER 69

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Recommended books:

Public Relations, Edward L. Bernays: University of OklahomaPress, Norman, Oklahoma, 1952.

The Engineering of Consent, Edward L. Bernays: University ofOklahoma Press, Norman, Oklahoma, 1955.

Crystallizing Public Opinion, Edward L. Bernays: Liveright,New York, New York, 1923.

Public Relations Strategies and Tactics, Dennis L. Wilcox,Phillip H. Ault and Warren K. Agee: Harper & Row, Pub-lishers, New York, New York, 1986.

Lesly's Public Relations Handbook, Philip Les ly: Prentice-Hall,Inc., Englewood Cliffs. New Jersey, 1983.

The School & Community Relations, Leslie W. Kindred,Don Bagin and Donald R. Gallagher: Prentice-Hall, Inc.Englewood Cliffs, New Jersey, 1986.

Marketing Principles and Applications, Ralph M. Gaedeke andDennis H. Tootelian: West Publishing Company, St. Paul,Minnesota, 1983.

Marketing for Public and Nonprofit Managers, Christopher H.Lovelock and Charles B. Weinberg: John Wiley & Sons, NewYork, New York, 1984.

Marketing for Nonprofit Organizations, Philip Kotler: Prentice-Hall, Inc., Englewood Cliffs, New Jersey, 1982.

Ogilvy on Advertising, David Ogilvy: Crown Publishers, Inc.,New York, New York, 1983.

Rogers' Rules for Success, Henry C. Rogers: St. Martin's/Marek, New York, New York, 1984.

Designing for Magazines, Jan V. White: R.R. BowkerCompany, New York, New York, 1982.

Publication Design, Allen Hurlburt: Van Nostrand Reinhold,Berkshire, England, 1976.


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