School and Community Relations / Edition 10

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The communication and relationship-building talents of school leaders are being tested in new ways daily: there is an increasing demand to hold all school efforts accountable for results, a new needs to manage around-the-clock news and commentary about schools and school programs, and building pressure to creatively engage key constituencies to build support for school efforts. The newest edition of The School and Community Relations recognizes the ever-evolving world of effective community relations and provides readers with the newest research, most current topics, and newest strategies for success.

With a team of experienced authors who have honed their administrative leadership skills first-hand in schools across North America, this text lends students a field-tested, step-by-step guide to establishing strong community communication in a variety of school environments. Focusing on both the “hows” and the “whys” of each approach and stratagem, the new tenth edition is fully revisited and revised, with new and updated material concerning communication campaigns, crisis communication, strategic planning, assessment and accountability, and working with the news media.

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Product Details

  • ISBN-13: 9780137072514
  • Publisher: Pearson
  • Publication date: 2/11/2011
  • Series: Pearson Custom Education Series
  • Edition description: Older Edition
  • Edition number: 10
  • Pages: 320
  • Sales rank: 119,960
  • Product dimensions: 7.60 (w) x 9.20 (h) x 0.90 (d)

Meet the Author

Edward H. Moore is a Professor in the College of Communication and Creative Arts at Rowan University in Glassboro, New Jersey. Moore started his career as a school public relations practitioner and went on to serve more than 25 years as a public relations counselor, journalist, and educator working with a variety of corporate and educational organizations throughout North America, Europe, and Asia. Moore was managing editor of Communication Briefings, an international communications newsletter, and he previously served as Associate Director of the National School Public Relations Association. He has taught public relations for more than 20 years. He holds an M.A. in school information services from Glassboro, New Jersey, State College, and is accredited in public relations by the Universal Accreditation Board.

Dr. Don Bagin founded the graduate program in public relations at Rowan University, where he was a professor of communications and went on to direct that program for more than 30 years. He served as president of the National School Public Relations Association and received the association’s award given to the educator who has contributed the most to improving the relationship between schools and communities. Dr. Bagin was the founding publisher of Communication Briefings, a newsletter read by 250,000 people. During his long career, he wrote eight books and hundreds of articles on public relations. He earned his first two degrees from Villanova University and his doctorate from Temple University.

Dr. Don Gallagher’s career included more than 40 years of experience in public relations and communications with the U.S. Navy, two school districts, a community college, and as a professor. He served as a professor at Rowan University, where he coordinated graduate programs there in public relations. He was one of the owners of Communication Briefings, an international communications newsletter. Dr. Gallagher conducted many public opinion polls, published numerous articles, recorded national videotapes and audiotapes, and he gave numerous workshops throughout the United States. A graduate of St. Francis University in Pennsylvania, he earned a master’s from Villanova University and a doctorate from Temple University.

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Table of Contents


PART ONE Essential Considerations

Chapter 1 The Importance of Public Relations

Why School Public Relations?

Suggestions for Improving Public Confidence

Need for a Communication Plan

Chapter 2 Public Character of the School

Public Character of the School

The Meaning of Public Opinion

School—Community Relations

TraditionalPublic Relations Models

Chapter 3 Understanding the Community

Sociological Inventory

Power Structures

Measuring Public Opinion

Electronic Surveying

Chapter 4 Policies, Goals, and Strategies

Nature of a Policy

Goals and Strategies

Planning Checklist

Chapter 5 Administering the Program

The Board of Education

The Superintendent’s Role

The Administrative Team

Director of School—Community Relations

Standards for Educational Public Relations Professionals

Plans of Organization

Responsibilities of Other Team Members

Budgetary Provisions

Staff Members

General Community Relations Responsibilities

Specific Community Relations Responsibilities

In-Service Training

PART TWO Relations with special Publics

Chapter 6 The Communication Process

Elements of Communication

Communication and Persuasion

Media’s Role in Communication


Crisis Communications

Chapter 7 Communicating with Internal Publics

Why Internal Communications?

School Board Actions

Administration—Employee Relations

Relations among Teachers

Relations with Noninstructional Personnel

Improvement of Staff Relations

Communicating during Negotiations and Strikes

Communicating with Pupils

Instructional Practices

Relations outside the Classroom

The Pupil and Internal Community Relations

Student Unrest

Chapter 8 Communicating with External Publics

The Pupil and External Community Relations

The Teacher’s Communication Role

Importance of Parent Relations

School Liaison Groups

Key Communicators

General Community Groups

Older Adults and the School: An Intergenerational Public Relations Approach

Opportunities for Cooperation

Meeting Criticism and Attacks

Communication during Negotiations and a Strike

Communicating with Diverse Cultures 155

Chapter 9 Crisis Communication

A Crisis Plan Is Essential 159

Crisis Management Teams Are Vital

When a Crisis Strikes: What to Do

Working with the Media

Special Considerations

Prevention: Your First and Best Strategy

Recognizing the Warning Signs

Handling the Aftermath of a Crisis

Chapter 10 Communication about School Services and Special Events

Contacts with the Board of Education or Trustees

Receiving School Visitors

Handling Telephone Calls and Correspondence

Servicing Complaints

Meeting Everyday Contacts

Requests for Information

Participation in Community Life

School Plant Appearance

Special Programs for Older People

Open House

Building Dedications

American Education Week

Business—Industry—Education Cooperation

Community Use of School Facilities

Adult Education

Community Education

PART THREE communication tools

Chapter 11 Working with the Press


The Role of Reporters

The Press and School Board Meetings

The News Conference

What People Want to Know about the Schools

Foreign-Language Newspapers

News Topics in Your Schools

Types of Stories

News Sources

News Organizations

Getting the News to the Press

Mechanics of the News Release

Other Methods

Chapter 12 Radio, Television, Exhibits, and Presentations

Using Radio

Writing for Radio

Working with Radio Personnel

Television Opportunities

Getting Television Time

Planning for Effective Television

School Exhibits

Movies and Videos

Chapter 13 Preparing Online Communications

How New and Old Media Converged in One District

Using Web Sites to Communicate

Chapter 14 Preparing Published Materials

Objectives and School Publications

Knowing the Audience

Choosing Content

Determining Who Should Write the Publications

Knowing How to Publish It

Priorities for Traditional Printing

Designing and Laying Out the Publication

Getting the Most Out of Typography

Using Photos to Enhance Publications

Distributing Printed Publications

Evaluating School Publications

Deciding Which Publications to Print

The Role of Student Publications

Chapter 15 Conducting Special Issue Campaigns

How a Community Accepts a New Idea

The Change Agent

How People Accept Change

Introducing an Innovation

Schools and Marketing Campaigns

A Campaign Example

Chapter 16 Communicating School Finance Issues

What the Research Says

Planning the Campaign

Determining the Proposal

Establishing a Philosophy

Naming a Campaign Director

Timing of the Campaign

Financing the Campaign

Citizens’ Advisory Committee

Other Campaign Participants

Knowing the Community’s Thinking before the Election

Adopting a Theme or Slogan

Personalizing the Campaign

Keep It Simple

Working with the Media

Publications Can Help

Speakers’ Bureau


Small-Group Meetings

Campaign Timetable

Recommendations to Improve Election Day Results

An Example of a Local Campaign

PART FOUR Evaluation

Chapter 17 Assessment and Accountability

Documenting Results

Standards for Evaluation

Supporting Communication Accountability

Tracking Bottom-Line Outputs

Using Research

Why Education Must Be Accountable

Appendix A Organizations that Could Be Helpful


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