| |
| |
| About the Author | |
| |
| |
| Showcases | |
| |
| |
| Preface | |
| |
| |
| |
| Paying Attention to Public Opinion | |
| |
| |
| Trends in the Public's Perception | |
| |
| |
| Misconceptions Regarding Public Opinion | |
| |
| |
| The Purpose of a Plan | |
| |
| |
| Three Kinds of Plans | |
| |
| |
| The Coordinated Plan | |
| |
| |
| The Centralized Plan | |
| |
| |
| The Decentralized Plan | |
| |
| |
| Chapter Summary | |
| |
| |
| |
| Reading the Pulse of the Community | |
| |
| |
| Get to Know Community Leaders | |
| |
| |
| Look to Local Civic Organizations | |
| |
| |
| Neighborhood Schools | |
| |
| |
| Important First Steps | |
| |
| |
| A Neighborhood Tea | |
| |
| |
| Don't Forget the Parents | |
| |
| |
| Information Shared by the Teaching Staff | |
| |
| |
| Information Shared by the Students | |
| |
| |
| Information Shared by Business and Community Leaders | |
| |
| |
| Information Shared by Other School Administrators | |
| |
| |
| Multiculturalism and School-Community Relations | |
| |
| |
| Chapter Summary | |
| |
| |
| |
| Establishing Everybody's Role | |
| |
| |
| School-Community Relations at the District Level | |
| |
| |
| The Superintendent | |
| |
| |
| Mistakes Made by Superintendents | |
| |
| |
| The Director of School-Community Relations | |
| |
| |
| School-Community Relations at the Building Level | |
| |
| |
| The Principal | |
| |
| |
| The Teacher | |
| |
| |
| The Office Staff | |
| |
| |
| Organizational Standards | |
| |
| |
| Goals 2000 | |
| |
| |
| Interstate School Leaders Licensure Consortium Standards | |
| |
| |
| The National Parent-Teacher Association | |
| |
| |
| Community Schools | |
| |
| |
| Chapter Summary | |
| |
| |
| |
| Communicating Effectively: Everybody's Job | |
| |
| |
| The Communication Process | |
| |
| |
| Idea Formation | |
| |
| |
| Idea Encoding | |
| |
| |
| Communication Channel | |
| |
| |
| Receiver Decoding | |
| |
| |
| Nonverbal Communication: It's Not What You Said, But How You Said It | |
| |
| |
| Communication Barriers | |
| |
| |
| Language Barriers | |
| |
| |
| Cultural Barriers | |
| |
| |
| Barriers Inherent in Specific Physical Disabilities | |
| |
| |
| Barriers Related to Time | |
| |
| |
| Overcoming Communication Barriers | |
| |
| |
| Perception Checking | |
| |
| |
| Communicating Regularly | |
| |
| |
| Communicating Purposefully | |
| |
| |
| Chapter Summary | |
| |
| |
| |
| Opening Up to Your Internal Publics | |
| |
| |
| The Principal as Role Model | |
| |
| |
| Visibility Is the Key | |
| |
| |
| The Need for Effective Human Relations Skills | |
| |
| |
| The Student as an Internal Public | |
| |
| |
| The Use of Discipline | |
| |
| |
| Teachers-The Most Important Adults in the Building | |
| |
| |
| The Friday Focus-A Tool for Positive Internal Communication | |
| |
| |
| Positive Relationships with Noninstructional Staff | |
| |
| |
| Other Members of the Internal Public | |
| |
| |
| Substitute Teachers | |
| |
| |
| Student Teachers | |
| |
| |
| The Importance of the School Secretary | |
| |
| |
| The Entire School Staff: The Key to Strong School-Community Relations | |
| |
| |
| Chapter Summary | |
| |
| |
| |
| Embracing Your External Publics | |
| |
| |
| Appropriate Parental Involvement | |
| |
| |
| Involving Parents While They Are at School | |
| |
| |
| Welcome to Our School? | |
| |
| |
| Involving Parents While They Are at Home | |
| |
| |
| Other Members of the External Public | |
| |
| |
| Establishing Key Communicators | |
| |
| |
| Where to Start With Key Communicators | |
| |
| |
| The Importance of Community Members with Grown Children | |
| |
| |
| Intergenerational Programs in Schools | |
| |
| |
| Presenting Students to the Community | |
| |
| |
| Athletics | |
| |
| |
| Plays | |
| |
| |
| Other Artistic Endeavors | |
| |
| |
| Academic Competitions | |
| |
| |
| Be Forewarned | |
| |
| |
| Chapter Summary | |
| |
| |
| |
| Improving Media Relations | |
| |
| |
| All the News That's Fit to Print | |
| |
| |
| When the Reporter Initiates the Contact | |
| |
| |
| When the School Leader Initiates the Contact | |
| |
| |
| Involving Staff Members in the Process | |
| |
| |
| The News Release | |
| |
| |
| Communicating Through Local Radio | |
| |
| |
| Spreading the Good News | |
| |
| |
| Public Service Announcements | |
| |
| |
| Lights, Camera, Action! | |
| |
| |
| You Look Marvelous | |
| |
| |
| Do Not Feed the Monsters | |
| |
| |
| Be Proactive | |
| |
| |
| We All Make Mistakes | |
| |
| |
| Parting Shots | |
| |
| |
| Chapter Summary | |
| |
| |
| |
| Putting It All on Paper | |
| |
| |
| Three Kinds of Readers | |
| |
| |
| The 20-Second Reader | |
| |
| |
| The Newspaper Reader | |
| |
| |
| The Novel Reader | |
| |
| |
| Does Impressive Language Make the Impression You Desire? | |
| |
| |
| The School Newsletter | |
| |
| |
| The Use of Technology | |
| |
| |
| The Student Report Card | |
| |
| |
| A Personal Letter From the Principal | |
| |
| |
| Words or Phrases to Avoid | |
| |
| |
| Written Communication From the Classroom | |
| |
| |
| Communicating Via the World Wide Web | |
| |
| |
| Points to Consider | |
| |
| |
| Chapter Summary | |
| |
| |
| |
| Communication in an Electronic Era | |
| |
| |
| The Resistor | |
| |
| |
| The Dabbler | |
| |
| |
| The Avant-Garde | |
| |
| |
| Electronic Communication Devices | |
| |
| |
| Communicating Via E-mail | |
| |
| |
| Using E-mail Internally | |
| |
| |
| Using E-mail Externally | |
| |
| |
| Proceed Cautiously with E-mail | |
| |
| |
| The Acceptable Use Policy | |
| |
| |
| Using Technology for Instructional Purposes | |
| |
| |
| Chapter Summary | |
| |
| |
| |
| Saying What You Mean: Meaning What You Say | |
| |
| |
| Telephone Etiquette | |
| |
| |
| Telephone Calls From the Principal | |
| |
| |
| Face-to-Face Conversations | |
| |
| |
| Speaking to a Large Group | |
| |
| |
| Communicating During a Campaign | |
| |
| |
| Communicating With a Citizen's Advisory Committee | |
| |
| |
| The Campaign's Conclusion | |
| |
| |
| Chapter Summary | |
| |
| |
| |
| In Crisis Situations You Must Have a Plan | |
| |
| |
| The Importance of Planning | |
| |
| |
| Select Individuals to Serve on Crisis Response and Aftercare Teams | |
| |
| |
| Establish a Headquarters for the Crisis Response and Aftercare Teams | |
| |
| |
| Select an Individual to Be the Official Spokesperson During a Crisis | |
| |
| |
| Establish a Procedure for Activating Community Support Services | |
| |
| |
| Establish A Procedure for Developing Channels of Communication | |
| |
| |
| Establish a Procedure for Controlling Rumors | |
| |
| |
| Establish a Procedure for Assessing the Crisis Management Plan | |
| |
| |
| Establish a Procedure for Bringing Closure to the Crisis | |
| |
| |
| An Opportunity for Staff Development | |
| |
| |
| Communicating in a Time of Crisis | |
| |
| |
| Media Relations in Crisis Situations | |
| |
| |
| Provide Facts About the School and the Crisis | |
| |
| |
| Log All Information Released to the Public | |
| |
| |
| Release Names of Victims Only After the Next of Kin Have Been Notified | |
| |
| |
| Be Aware of Photographers on Campus-You Have Every Right to Control Photographers on Your Property | |
| |
| |
| Repeat Key Messages as Often as Possible, and Stay Focused on Those Messages | |
| |
| |
| Dealing With the Aftermath of a Crisis | |
| |
| |
| Crisis Aftermath | |
| |
| |
| Chapter Summary | |
| |
| |
| |
| Three Opportunities to Shine | |
| |
| |
| Open House | |
| |
| |
| Open House Tours | |
| |
| |
| Open House Programs | |
| |
| |
| Classroom Visits | |
| |
| |
| Timing Is Everything | |
| |
| |
| Advertising the Open House-Calling All Parents | |
| |
| |
| The Cleanliness of the School | |
| |
| |
| Parent-Teacher Conferences | |
| |
| |
| Helping Teachers Prepare for Conferences | |
| |
| |
| Conducting the Conference | |
| |
| |
| Convocations and Celebrations | |
| |
| |
| Graduation | |
| |
| |
| Awards Programs | |
| |
| |
| Chapter Summary | |
| |
| |
| |
| Evaluating Effectiveness and Building Confidence-The Future | |
| |
| |
| Determining the Effectiveness of Your School-Community Relations Efforts | |
| |
| |
| Verifying Results in School-Community Relations | |
| |
| |
| Making Intangibles More Tangible | |
| |
| |
| School Choice in the Twenty-First Century | |
| |
| |
| Chapter Summary | |
| |
| |
| References | |
| |
| |
| Index | |