Chat Transcript: When Schools Meet the Press

Nov. 30, 2004

Jeanne McCann (Moderator):
Welcome to Education Week and edweek.org’s chat on schools and the media. I’m Jeanne McCann, director of new media at edweek.org and I’ll be moderating our discussion today. We are pleased to have with us three seasoned veterans with extensive experience either working with--or for--the press: Donald L. Kussmaul, president of the American Association of School Administrators; Edward H. Moore, associate director of the National School Public Relations Association; and Julie Blair, staff writer for Education Week, and author of Building Bridges With the Press: A Guide for Educators.

Let’s get right to your questions.

Question from Marchelle Raynor,school Board member, Bostn Public Schools:
We have been trying to do a campaign about the importance of consistent attendance. How can we support in print the kids who are attending without slamming the kids who are truant? Rewarding the good kids is always problematic.The media focuses on problems not creative solutions.

Edward H. Moore:
Try looking for strategic ways to make this story broader. In other words, develop messages and images to help the media cover this issue in its proper context. This need not be a one student vs. another student kind of story, but reporters often will, understandably, work toward such direct comparisons. Help them focus on the real issues by pointing them to other important facts. The research is clear: Good attendance is directly linked to student achievement. It’s also linked to higher levels of parental involvement and community support. The real story: Everyone wins when kids make it to school regularly--and everyone should earn congratulations when it works. Try preparing a fact sheet covering the key data and points on student attendance and its related benefits--and then use your individual examples to help to illustrate the success you’re having in your schools and communities.

Question from Pat Allan, Teacher of the Blind and Visually Impaired Kenton UFSD, Kenmore, NY:
What steps can teachers take to insure that the press is informed of the process of teacher/parent communication? Often, the teacher is the last to know when the press publishes controversial issues and the parent/teacher relationship is involved.

Donald L. Kussmaul:
The process must be communicated and understood by all members at the school from the teachers to the administrators with this process reviewed and explained to the press. To review regularly the procedure for good communication with parents and the press will help in issues of concern, however, it will not solve a problem if the internal line of school communication is not clear and open.

Question from Becky Watson, Program Coordinator District of Columbia Public Schools:
As soon as you read about the DCPS, a barrage of negative images, some warranted, are conjured up. However, the many wonderful, and heroic actions that take place every day in our school system are neglected by the press. In Washington, only the bad news of DCPS trumps the national news in the Post. How can the system overcome its daily mantra, “stay off the front page”? All employees suffer from low morale due to the terrible publicity that we receive.

Edward H. Moore:
This is a tough issue for many schools, and one that is difficult to address briefly. Let’s begin with issue of employee morale. Too often in the heat of a bad news day we forget this important audience. Employees should always be the target of an aggressive, ongoing internal communications program that helps them to put these outside issues into the proper perspective. This is critical to boosting their morale AND to helping employees successfully fulfill their roles as ambassadors in the community. Remember that people reading that bad news in the local paper usually will go to someone they know who works for the schools to get the “real” story ? teachers, bus drivers, custodians and more. How these employees respond will have a much more powerful impact on local opinion than anything that runs in the newspaper. Empower employees with information and insights to help them represent your schools well.

The media will go after negative stories with a vengeance, but remember to them it?s just ?news.? It may sound implausible but it’s not: Offer the media a steady supply of other stories to pursue, with the appropriate visual images and facts to support them, and they will sometimes go after your “good” news too. Some ideas: Take a cue from retail and corporate marketers and get creative in event planning to attract positive TV and photo coverage. Get off the news pages and aim for the feature pages sometimes in newspapers. Resist the urge to hold bland news conferences with speakers behind lecterns. Go into the schools to stage events. Assemble large groups of kids and parents. Invite well-known graduates back to school. Put community leaders and other well-known figures to work at such events. Tap the PR and publicity minds that work for business partners involved with your schools for ideas and PR planning help.

Question from Rebecca Phillips, Associate, Learning Point Associates:
What are some strategies that schools/districts can use to help the media understand and subsequently report-out about data derived from School Report Cards and they impact “adequate yearly progess?”

Julie Blair:
State and federal accountability rules are often difficult for school leaders to interpret, let alone for reporters that have no background in education policy or the laws that created them (as is often the case). Yet, it is critical for them to understand it, so that they may translate the information to your public. Prior to the release of new report cards, I’d suggest setting up a mini course on accountability measures for the press. Invite the top dogs who deal with the issues in your SD as well as print, TV, and radio reporters who cover education for a half-day meeting of the minds. Start by providing the press with context: Explain why and how the law(s) came about, then walk them through the steps you take each year to meet the requirements. Help define the educationese used and discuss the way statistics are developed and analyzed. It would be helpful to offer the press sample (archived?) paperwork so they could become familiar with the documents. Talk about the challenges you faced in the past year with the system and the results you expect to see this year. Permit ample time for questions. Then, let the media know exactly when the report cards will be released so that they’ll be ready. The day the information comes out, have your staff ready to answer press questions.

Question from :
When is the best time to begin cultivating a relationship with the news media?

Julie Blair:
Start today. Call up your local reporters and invite them to coffee. Vet their questions, pick their brains.

Question from Dr. Matthew M. Delaney, NBCT, Whitman-Hanson Regional School District:
I think that it is no secret that both the educational community and the media profit when their relationship serves general interests. Traditionally, many educators have feared what they term “exploitation” by the media. However, the same can be true for educational leaders. I once worked in a school system where it was dictated that only the superintendent and/or principals were allowed to speak with the press. A manipulative public relations program created positive and powerful impressions of quality in the community, yet teaching conditions and morale were at an all time low. How do you suggest educators and media representatives work to maintain a level playing field for both sides?

Donald L. Kussmaul:
Unfortunately, some of those districts still exist today but their relationship with the press is rapidly changing to the negative. I was in a district that had that policy when I started but it did not last long for I told the media that I did not have all the answers and I would provide those people with the best knowledge of the situation to them so the facts were presented. Honesty, fairness,and facts will keep each side honest and on the “same side.” Sometimes it is better to discuss problems that are being addressed rather than hiding them until they are solved or exposed. It is a positive story when you are addressing it rather than having the problem exposed when it should have been addressed.

Question from Sandra Halladey Parents for Public Schools San Francisco:
Our organization Parents for Public Schools of San Francisco works to encourage public school enrollment and brings the voice of parents to school reform. I have had meetings with Editorial Boards and with senior editors and do have good relationships with some of the reporters but oftentimes the positive stores slip through the cracks. The constant barrage of negative coverage harms our schools because it does not give the real picture and affects enrollment and funding. Advice?

Edward H. Moore:
The constant barrage of bad news nationally is bound to influence local news coverage. And, if left unanswered, it can also begin to influence local opinion about your schools. Don?t let it. Some tips: Keep in mind that people who express concern about education in general often express support for their local schools. People -- and the media --generally want to be able to feel good about their local schools. Our job is to give them the facts and trends that help them do that. This is a tough, never-ending task. It means addressing these issues all of the time -- before and after stories run. Keep key media contacts regularly informed of good news and important events -- not just in response to stories they?re pursuing. When national stories invade the headlines, promptly point out to local media how the issue is different or doesn’t apply in your local schools. Enlist the help of principals, teachers, parents, students, business partners and others when meeting with those editorial boards, to help to dramatize the personal aspects and grassroots nature of support for your schools. Finally, don’t forget your own media. School and community web sites, newsletters, e-newsletters and more should constantly carry your good news about your schools to everyone in your communities. Repetition of some of these messages is an important part of creating long-term impact, and school and community media can play a powerful role.

Question from :
How do you respond to the media when they have reported incorrect information and they have switched sides of favortism?

Edward H. Moore:
Great question on a topic we all will face at one time or another. To help, talk through the answers to these questions with your school PR director -- if you have one --before deciding if and how to respond to something you think is inaccurate or misleading. Sometimes responding in the wrong way will just make a bad situation worse, so it’s important to seek counsel from others -- an outside point of view --on what the best options are. Demanding corrections or retractions should be reserved for only the most serious missteps by the media. Some questions to ponder before you act:

Does the mistake really matter? We all are embarrassed by mistakes -- even editors and reporters. Before making an issue out of something, objectively consider if it really is a big deal. You might strengthen your relationship with a reporter by just pointing out the error -- and asking only that the facts be correct in any future coverage. You also might suggest another angle for a follow up story -- which would allow the reporter to fix any misinformation that appeared in the previous story.

Should I personally correct the error? If the errors are bad enough that you feel you really do have to correct the record, consider writing a letter to the editor. There’s a good chance that a to-the-point letter will be published. And while it may not get as much notice as the original story, it will be noticed by those opinion leaders who read the editorial pages. Don’t use the letter to complain. Simply point out that the errors and clarify them.

Question from Bryce Mendez, freshman - George Washington University; fomer student member, Hawaii Board of Education:
* On the DC Public School System, how would you comment on deflecting or overcoming the negative mainstream press coverage. (i.e. school voucher system, unstable superintendent changes, congressional oversight, etc.) * Any strategies to oust anti-school system letters to the editor?

Edward H. Moore:
A couple of thoughts: First, labor to keep one key public relations focus on kids. After all, helping students learn is the real story of education, and if you keep that story out there all of the other issues, in the long run, will take a back seat to it. Even ardent baseball fans will tire of too many “inside baseball” stories after awhile and go back to watching the game. The political nature of how our schools are run is a fact of life that will always be there. We just need to find ways to help the media and our communities put all of stories into a proper perspective --day after day. As for those nagging negative letters to the editor: Try fighting fire with fire. Encourage parents, teachers, students, volunteers and others involved in your programs to respond with their own insights and experiences. Help others see the broad-based nature of the support your schools enjoy.

Question from Mike Peterson, Educational Services Director, the Post-Star, Glens Falls NY:
What do educators want from the media when tragedy strikes either at school or in a way that effects students (such as a violent event in school or a fatal traffic accident after the prom)? Granted, we can’t pretend it didn’t happen -- what are the things you’d like to see us do to help you help kids cope?

Donald L. Kussmaul:
Patience,time to sort out the facts and time to set up a safety net that is appropriate for the care of kids and parents who are directly involved in the situation. I know from personnal experience that neither may be possible with deadlines to be met whether it is live or print media. The press wants facts, honesty, and consideration from the educators as soon as it is available--they are not looking for a no comment or closed door at this time. An understanding of the schools communication process and an openness and honesty from previous work with the media will set the tone for what is best for the students and the community.

Question from Dawn-Marie Wetherbee, Grade 3 Teacher, Highlands Elementary:
How can we educate the public - parents, politicians, the press etc., about what we do every day for our kids without sounding defensive? So many think we leave with the kids and have summers off, and that’s the extent of it. I love my job, but the workload that continues to grow, and the lack of respect and understanding is discouraging, and it’s wearing me out. Thank you!

Donald L. Kussmaul:
I have always preferred to be on the offensive and I have found the public to prefer that view. Emphasizing the positive for kids will get attention and it will get local medias attention. Emphasizing all the positive during the school year and then featuring what teachers have done over the summer to keep current and to be ready for the next year will go a long way rather than taking the defensive. I have run features on teachers, “take a parent to school day,” media day for the first grade..... Let the public, parents, media in the doors and let them observe what happens and how education takes place. There will be good days, bad days, great coverage and poor coverage. EXAMPLE: A lack of technology to prepare kids for the global world we live in was noted by parents in one school and brought about change and funding by parents to see that the schools did have what was needed.

Question from Elaine Hampton, Associate Professor, University of Texas at El Paso:
Quality educational approaches (such as an assessment program) are very complex and difficult to explain in a short space. Quick fixes and simplistic appraoches are easier to fit into charts and soundbites and are more attractive to the press. How do we fit quality and complexity into sound bite format?

Julie Blair:
Sound bites are the bread and butter of on-air and printed stories, so you’ll have to learn to master the art of providing snappy quotes. Before you go into an interview, consider your concepts--what’s most important? What message do you want to send? Pretend you are presenting the information to a class of freshman who have no background in education policy, as it will help you whittle down your ideas and simplify your language. When I am interviewed, I go so far as to jot down phrases I’d like to show up in print. Consider, too, providing background information to the press. After all, we reporters can write with more authority if we’ve got context, though such information may not end up in print or on the air.

Question from Chris Hartley, Principal, Six Rivers Charter High School:
What advice to you have for establishing strong media relations and public recognition for a charter school operating in its first year?

Edward H. Moore:
Charters, like any organization, should be guided by written communications plans with specific, measurable outcomes. The plan should be designed to support the organization?s overall mission, with specific communication tactics and timelines spelled out to get key messages to important audiences. A logical part of this plan would be a media relations component to help you introduce your school to the media and community, developing long-term working relationships for ongoing coverage, work toward garnering editorial support and so on. But it’s important to remember that a media plan alone will fall short -- a media plan needs to be developed within the framework of an overall organizational plan for and commitment to ongoing two-way communications.

Comment from Gordon Haire, editor, Focus Daily News:
Comment: Schools should hire experienced professional journalists to head their public information offices. I have to work with people who don’t know how to write a straight news story or a personality profile. Photography skills are minimal at best, and they can’t write decent cutlines.

I could easily fill an education page five days a week, if given the material. The schools could get all of the free publicity they wanted if they had a newspaper person doing the job.

Question from J. E. Stone, Principal, Education Consumers ClearingHouse (www.education-consumers.com):
Schools have an obvious interest in creating a favorable public perception of themselves, and they control access to much of the information necessary to an assessment of their performance. To what extent are journalists obliged to balance their reports with independent assessments in matters such as school cost and effectiveness?

Donald L. Kussmaul:
If schools are interested in creating a favorable public perception and it isn’t a true realistic portrayal of the situation, then controlling the access to information will eventually bring about exposure that no one wants. I believe that this has happened in schools in several states in the past year. I don’t know if the media is obliged to balance anything, but they will analyze and print what they find or are given and it is our obligation as school leaders to be as honest as possible and factual as we can be for our communities and students.

Question from Maureen Moore, Public Relations Director, Iredell-Statesville Schools:
How do you suggest that a person new in a PR position request to a reporter to rewrite an article that is using information to tell one story--not necessary the story that you want them to tell. ex: give them more information/data, remembering you have not yet developed a relationship with them yet and don’t want to “shade” a positive, win-win partnership.

Edward H. Moore:
I’d avoid any attempt or appearance of trying to influence how a reporter writes his or her story. This is not to say, however, that you shouldn’t find ways to help any reporter succeed in his or her job. Remember that reporters often are working on many stories at once. They’re under difficult deadline pressures. Often, they’re ask to quickly cover issues and topics they may not have a lot of experience with ? education being one of them. In the spirit of helping a reporter quickly grasp a full story, use fact sheets (bulleted lists) to outline key points, offer a number of people as interview sources to help explain situations in more detail, Generally, reporters will welcome good information if it’s truly designed to help them tell a good story ? and not just self-serving puff copy. Final thought: Offer to spend time with a reporter and maybe visit a few of your schools or programs when he or she isn’t working on a story. This can strengthen your relationship and help to strengthen the reporter’s understanding of your schools and programs.

Question from Dana Plewka, Educational Services Mgr, Denver Newspaper Agency:
The challenge is to help educators understand how media works. How do media determine what to print / air? Educators think media only prints negative stories. Media complain that educators don’t communicate the good stories. How can educators be proactive with good (and bad)stories?

Julie Blair:
You are really asking two important questions here. How do we decide what’s news? For one, we don’t choose stories based on whether or not they are “good” or “bad.” Frankly, we don’t care. We just want “newsy” articles. That said, we ask ourselves seven key questions:

• Is it relevant to our particular audience, or does it affect many people?
• Is there something unexpected happening?
• Is this a first--nationally, statewide, or locally?
• Is this a trend?
• Is the information timely?
• Is there an opportunity for interesting art, either photographs or graphics?
• Is this news item just as strong or stronger than other stories surfacing today?

If we answer yes to a majority of these questions, there is a pretty good chance the item is newsworthy.

Your second question: How can educators be proactive with good and bad stories? They can do it by understanding the way in which we determine what is news. Often, teachers think there is a story when we don’t see one that is applicable to our news outlets. Sure, it is great news that you’ve go a new playground, but that’s not exactly worthy of the 5 o’clock news. However, if the $1 million playground was funded by efforts of an entrepreneurial third grader, then that’s news.

Question from Walt Gardner, retired Los Angeles Unified School District teacher:
Why do op-ed editors consistently give precedence to the commentary of public intellectuals about schools over the opinion of classroom teachers? Does cachet count more than experience in the eyes of editors?

Edward H. Moore:
Great question. Call your editorial board members and ask them. I have. You can usually find their phone numbers and e-mail addresses on their web sites and I’ve found them to more than willing to engage in discussion on topics such as this. Expect to deal with voice mail but many editors are willing to talk about these kinds of issues. If you have a specific topic you’d like to write about, outline it for them and explain why you’re the one to write it. But do keep in mind the competition for space is almost impossible--with many major dailies reporting hundreds of op ed submissions weekly for maybe 15 to 20 story slots. Don’t overlook the letter-to-editor space too, as a place to hone your skills and get you name in front of the editorial board.

Question from Dena Kilkenny, Teacher, Berwyn School District:
1)What are some simple tactics to getting the local media to support the school? 2)What if you enter a district where there is a negative school-media relationship what can a new school leader do to change it?

Donald L. Kussmaul:
The media plays an important part in the community and the last thing one wants to do is argue and fight with someone who buys ink by the barrel--especially when it isn’t necessary.

Bring in the media and establish new ground rules that will provide a basis of trust between the school and the media. Establish what the media needs from the school and what the school needs from the media. Demonstate that one can live up to the requests of the other, do not solve disagreements with the media by “no comment” or closing the door to the school, deal with the issues at hand. Bring the media into the school, let them observe--there will be good days and bad days but grow from each and do not become defensive.

Question from Julie Stroeve, K-6 teacher, Minneapolis:
How much time, roughly, do you spend in public school classrooms prior to publishing education-related articles? thanks.

Julie Blair:
That depends on the story. Sometimes, I’m there for several days, other times, I’m in and out in an afternoon. That said, my bigger stories are often researched for weeks in advance of a site visit.

Question from Erica Fields, Research Associate, Education Development Center:
My colleagues and I work on PK-12 science education issues nationally. How do we get reporters interested in this aspect of education when everyone seems to be focused on math and reading, among other “hot” topics?

Julie Blair:
You’ve got to make the story you’re pitching really attractive and newsworthy. See the seven essential questions I’ve bulleted above.

Question from Bill Garcia, De Paul U Graduate Student:
Imagine you are a first year assistant principal of a large high school. >What three strategies would you suggest in building bridges and maintaining relationships with the press?

>Discuss communication teamwork that needs to occur between the district office, the building level, and the press to insure healthy relationships in the school- community.

Edward H. Moore:
I?d start with parents, teachers and students first ? then move on to the media. There’s an axiom in public relations that says you can’t have good external public relations until you have great internal public relations. Keeping key audiences informed and enthusiastic about your school is the best first step to making sure you have good media coverage. After all, these are the folks the media will go to for comment no matter you say in an interview. With good, two-way, day-to-day communications in place you’ll also have a great early-warning system for spotting developing issues and rumors that could become media fodder if left unaddressed. Next, take a look at your building-level communications programs and find ways to keep them as current as possible. School-building web sites are rapidly growing in importance to parents and others. But it’s tough to keep them current. Many, many parents work at PCs during the day and frequently tune into school sites for updates. This is where the final part of your question comes in: district support. Every school district communication plan should have a specific part dedicated to supporting building-level communication. Principals and other key building staff should be offered ongoing communication training and support. The goal of an organizational communications plan should be to enable and empower individuals, such as principals, to actively communicate within areas of their authority.

Question from Cindy Dickinson, Special Services Coordinator, Fairfax County Public Schools:
Our school psychologists, social workers, and counselors do outstanding work to help children. However, they also feel that publicity would be self-serving. Any suggestions about how to tell their stories?

Julie Blair:
Great question. Educators are all “in it for the kids” and feel that making a big deal of their work is self-serving. Yet, they should be doing exactly that. Remind your staff that the press is another venue to reach parents and voters who need to see the good things that are happening in schools. Also, note that kids get a huge self-esteem boost from being on TV or in the newspaper. They forget, too, that they ARE experts and have legitimate opinions. I’d also suggest having staff call the press about their colleagues’ good efforts so that folks don’t feel like they’re bragging.

Question from Karen Barnes, Principal, Deer Park Middle Magnet School:
For the sake of public relations, how can a principal develop an ongoing relationship with the local press before their school makes the news? It appears that the only time a reporter is interested in a school and its students and staff is when there is a conflict or incident, this does not fare well for the school or public education. Any suggestions?

Donald L. Kussmaul:
I empower principals to keep the media in the loop of what is going on at the school by sending them articles and providing possible days when people would be available for a story or pictures and sending them maybe the first page of a story and not the last one just to get them to call to find out more about the story. I can remember one reporter who just was not doing anything with one elementary school and the principal asked what could we do to get her attention and I said make a visit to the station to observe how it works and arrange it through this person or the media associations’ public relations personnel. Request this reporter since she is to cover your school to talk to the students. This broke the ice or barrier that was between the two and a relation began. I have sent high school and elementary student reporters to media personnel so we could provide a story on the person who was responsible for covering the schools and put the person’s picture in the school paper. Whatever works to get their attention--stay positive.

Comment from Susan Ciminelli, District Technology Coordinator,Lake Shore Central Schools:
As a follow-up, those hired by schools have been educators and administrators, not photographers or newpaper reporters. The writing skills most of these people have have been in reports and term papers, not the journalistic writing of the media.

Question from Rick Henderson, Texas Tech University, Grad School:
Ms. Blair, you make the comment earlier that reporters have no background in education policy or the laws that created them. I am sure that is not too different from their expertise in politics. If the print makes the news, why dois the press not pursue education issues more assertively?

Julie Blair:
I think there was a typo in your question: You’re wondering why politics makes the news more often than education stories? For one, such stories are often deemed more newsworthy. (See my previous answer on a litmus test for news.) But I also blame reporters and editors who see education news as boring. It isn’t. It is simply that we don’t dig up or know about the interesting stuff. How do we find those compelling stories? For one, we get inside schools. You can’t cover them by going to board meetings, yet too many supers don’t want us to walk the halls, talk to teacher, or interview students. They fear the press. Sure, you take a risk when you let the media into your world, yet this is the only way we can really, truly understand what is happening.

Question from Patricia Smart, Admissions and Marketing Director, Village Christian Schools:
Our school recently experienced a tragedy (auto collision that killed two students in a car driven by a student who survived) that attracted major media coverage on multiple occasions following the incident. Generally, the media has respected our wishes and presented the stories in an appropriate tone. The driver was just arrested, now a month after the incident after recuperating from surgery. If coverage continues, I predict that the tone may now change in light of the arrest and am interested in advice on how to prepare.

Edward H. Moore:
These are tough issues where single answers are difficult to apply to specific situations. In general, in any tragedy or crisis involving law enforcement issues, it becomes important at some point to draw that line and make it clear the story is now a law enforcement one and not a school one. This is one of the reasons crisis-communication planners always counsel to develop strong working relationships with law enforcement officials and other government agencies, so that you can better coordinate media requests as stories progress. The tone of this story may indeed change, but the change in tone, from a news perspective anyway, should result from a new emphasis on the actions in the courts and not the schools. I’d prepare by working closely with local law enforcement officials on coordinating information and statements.

Question from Hector Figueroa, J.D., Chief of Staff, Charleston County School District:
Considering the rising violence in our schools and the need for the news media to romanticize such behavior; do you see a swing, based on fear, towards criminalizing children’s behavior?

Julie Blair:
I don’t think we romanticize violence in schools. We write/air what is happening because it is of great value to our readers/views. How would you feel if there were a shooting at your child’s junior high school and we instead aired a story about an upcoming bake sale? You would say we did a disservice to the public. The role of the press is to hold up a mirror to society, whether or not situations are happy or sad.

Question from Vicki Smith Bigham, President, Bigham Technology Solutions, Inc.:
Schools should be more proactive in sharing successes with the media. In times of crisis, schools can’t avoid the media. What about the times in between? What are best strategies for keeping the community and other stakeholders apprised of progress on plans and obstacles encountered without drawing attention to negative factors?

Edward H. Moore:
There?s another important reason schools should communicate regularly: Ongoing communication is how organizations develop the credibility they will so desperately need when a crisis does hit. So your question is right on target. A comprehensive communication plan should have district-wide and building-level communications taking key messages to the communities through regular web site updates, e-newsletters, cable TV programming, community presentations (by administrators, teachers and students), regular community surveys, annual reports, communication training for all employees, and so on. The repetition and reinforcement created by ongoing communication not only builds understanding and support, but it builds the strong base upon which to build your media relations programming.

Question from June Million, Director of Public Information, National Association of Elementary School Principals:
Our members--K-8 principals--are often reluctant to speak with reporters. They worry about being misquoted; negative news; upstaging others. One prominent reporter I know always sends stories prior to publishing so quotes can be checked (if there’s time). How often is this done? And what other suggestions do you have for reluctant interviewees?

Thanks, June

Donald L. Kussmaul:
I feel strongly that principals need to be empowered to speak to the media. Over the past twenty-five years as a superintendent I have had a handful of reporter who have sent me copy for review. I try to build a relationship where I understand them and they know how I feel and my passion for education of kids. Start by sending news articles on a regular basis to the media and a copy to central office then invite reporter in for different events and then on to assessment results and involve reporters with local parent groups and issues that are being addressed on behalf of kids. The relationship is built on trust and honesty. The term off the record can be used by the principal at anytime to review information that was said or to provide background for a specific situation. Don’t be afraid of the media for sometime the fear that one has said something wrong was not the media fault but was a true statement not acceptable to administration.

Question from :
What is the best way to reach a reporter with a story? A faxed press release seems archaic and press releases sent via email are being spammed. Are follow up calls frowned upon?

Julie Blair:
The best way to get a story to a reporter is to know the reporter personally and call him/her when legitimate news crops up. If we know you well and respect what you have to say, we’ll listen to your ideas, even when we’re on deadline.

Question from Annete Elias, Associate Director, Bilingual Education Office, SMU:
I would like to find out how to write articles and editorials that have a good chance of getting published. What are the best resources? Also, how can we build bridges between universities, schools and the press? Thanks!

Edward H. Moore:
Writing good editorial copy depends a great deal on becoming a good critical reader of such copy. Study the media you want to write for clues to how to prepare your copy. Another idea: Ask a writer or reporter you know to give you a gloves-off critique of your copy -- and be prepared for whatever they say. Building better bridges between media, schools and universities has a great deal to do with getting people together. Unfortunately our systems and day-to-day work don’t accommodate enough of this kind of interaction. Perhaps more web chats bringing these parties is one answer. Absent that, local and regional education groups and coalitions can play a big role in bringing these folks together.

Question from Kristin Tank, Public Info Coord, Muskegon Area Intermediate School District, Michigan:
What are the major “turn-offs” to reporters or pitfalls to avoid when trying to get coverage?

Julie Blair:
I get lots of calls from people pitching story ideas that aren’t really newsworthy or right for our publication. This is a waste of their time and mine. You can avoid that situation by getting to know your reporters personally and obtaining an understanding of the types of stories they like/need. Then, shape your story idea to fit the bill.

Question from Carol Hill, Science Teacher, Clermont Middle School:
Why is it that when Black students excel in academic areas, as much as the white students, why does the media focus their cameras on just the white students when or if they visit the excelling school? Let me give you an example; when I was visiting a local city, I watched the Christmas parade on TV. When one of the Black groups of students walked in the parade, the cameraman scanned COMPLETELY away from those students. So, explain to me why that happens?

Julie Blair:
I don’t know what kind of coverage your Christmas parade got, but I can say that journalists as a whole seem to be doing a better job of integrating people of all backgrounds in to their stories. I know I always try to get as diverse group of people as possible into my stories. To fail to do so is to miss important perspectives.

Question from Suellen White, Superintendent Easton School District:
Local and regional media consistently focus on investigative reporting that is aimed at finding the faults of local officials, be it school administrators, county officials, city officials, etc. This is fueled by local constituents with “axes to grind”. How can officials change this focus and remind press that they should be more discerning and consider the motivations of their “deep throats”.

Donald L. Kussmaul:
The problem does not lie with the media, it is with the local constituents with “axes to grind.” Meet with the axe grinders and find out what is the real problem. You can not deal with the problem until you know where it is and what is the significance of it to the community. Once the problem has been identified then you will be able to deal with it factually and honestly in the media. It is not a media problem, however, they can be helpful in presenting the facts and the schools specific position or they can dig and find all the so called faults by the grinders.

Question from Major Brock, Consultant, Caddo Parish School System:
It would appear that most of the coverage os slanted toward the system having problems in an array of areas, while the system has out performed academically all of its comparable peer systems. What do you suggest we do to get more positive coverage?

Edward H. Moore:
This often happens because people love comparisons and there perhaps is a bias that the news in any comparison is the story at the bottom. To overcome this tendency we need to find compelling ways to tell the individual stories that we all have -- the real life stories lurking behind the data. It’s important to keep in mind that these comparative data stories are never going to go away. But that’s all the more reason we need to proactively promote other stories to help round out issues and give people the full story over time. Keep the focus on students and classrooms and the good news will get out there.

Jeanne McCann (Moderator):
We have time for just one or two more questions.

Question from Pat Ross, Public Affairs Representative, Measured Progress:
I work for a company that develops testing states use for NCLB requirements. We know that there are many difficult, highly technical parts to the assessment story. In general, are editorial boards and reporters willing to take the time for us to brief them on the issues?

Julie Blair:
I’d give it a try. I think the more context we as reporters have on this challenging subject receive, the better our stories.

Question from Sharon Tinianow, project manager at COSI:
I am very interested in reading Ms. Blair’s book but cannot find it in the library or the bookstore. How can I get a copy?

Julie Blair:
Thanks so much for your interest, Sharon. “Building Bridges” is available exclusively from Editorial Projects in Education, the non-profit parent company of Education Week newspaper. EPE’s staff is working on a way to order the book via our website, but until then, please write to Mary-Ellen Deily at mdeily@epe.org to request a copy. Or, you can phone her: 301-280-3100

Question from Susan Ciminelli, District Technology Coordinator, Lake Shore Central Schools:
Many schools simply do not have a person on staff dedicated to news releases, newletters, web site development etc. Some smaller districts have an administrator (or secretary) write articles, but these lack “Press Release” standards. How important do you think it is for a school district to have someone in this capacity? What should smaller districts do if they cannot create this sort of position?

Edward H. Moore:
It is absolutely critical to have someone on staff who is dedicated to providing publicity for your school district. Even in an era of slim budgets, I’d set aside the cash to create this position for at least a part-time professional. In many SDs, the person who does PR also does a thousand other things and PR takes a backseat. This means you are reacting rather than being pro-active to get your message out.

Question from Byron L. Goldstein, Community Relations, Abington School District:
A colleague in another high achieving school district is concerned that parents in the district do not like comparisons of students’ accomplishments and achievements to be evident - therefore achievements such as Merit Scholarships, athletic and academic competitions, etc. are not publicized. Upon pressure by parents, the high school ended class ranking, again, so comparisons cannot be made. So the community does not know of outstanding accomplishments and achievements. How is it best to deal with this, first with the parents, and then with the media?

Edward H. Moore:
I understand the concern of some on this issue, but I?m also worried by the statement we can make when choosing to ignore some aspects of achievement as well. This is a major topic in any community that deserves serious public engagement before making any final choices. But in a situation where such announcements have been forbidden, you can still talk about excellence and achievement in global ways, using overall trends and numbers. Such overall trends should, of course, be a part of any story quest on excellence and achievement. After all, excellence should always be defined both individually and globally.

Jeanne McCann (Moderator):
I’m afraid that’s all we have time for today.

Thanks very much to our guests for their time and for sharing their expertise, and to our audience for their timely and provocative questions. A transcript of this chat will be posted shortly.

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