Communicating Change

See attached.

Communicating Change to Your Community of Stakeholders

Introduction:

When I first started my career in education, there is one day that stands out to me that I will

never forget. I was a substitute teacher for an urban school district that was experiencing

conflict between the labor union and the district. As a result, there were several “sick-outs” in

which teachers at selected schools would all call in sick on the same day, thus forcing the

closure of the school for that day. One day, my assigned school was closed. I reported to work

before I received word of the closure and was surprised when many students later showed up.

Why? Because their families had not received the communication that school was closed. At

that time, school closures in our area communicated via radio and the local television station.

These families did not have either, so they sent their students to school and went off to work.

For me, this highlighted the importance of multiple forms communication. If the families of these

students did not know that school was closed, what other information were they missing out on?

This last year has highlighted the importance of communication, especially in the field of

education. We have seen educational institutions and programs pivot to virtual platforms,

institute blended learning models, make changes to athletic programs, distribute technology

tools for faculty, staff and students, all in the blink of an eye. These swift changes required

effectively communication, delivered via a number of modalities including email, letters, video

recording, social media and virtual synchronous platforms to name a few.

One common complaint that has been heard, regardless of the educational setting, is

communication was not effective. Understandably many leaders were not prepared for a

pandemic, but even more so it highlighted that many were not proficient in using the various

communication tools available to them.

Instructions:

In this assignment, you will deliver a presentation on how you would communicate to and with

stakeholders in your educational community (K-12 schools), during a time of swift change (e.g.

pandemic related changes, closures due to inclement weather or facilities issues, changes to an

athletic program). You are encouraged to draw upon what you have learned about using

communication tools and your own experiences and observations related to communicating

changes in education/ educational programs over the last year. In this presentation you will

present to the viewer regarding how you would communicate such changes, showcasing the

tools you would use, to include discussions of how, when and why you have selected these

tools. You are welcome to use props and examples, as needed. It is also important to address

how your selected tools will facilitate opportunities for two-way communication with your

stakeholders.

1. Your presentation should reflect the level of professionalism expected of an

educational leader. Data and props should be used, as relevant to the topic.

2. You may use Prezi, Powerpoint, Google Slides, or any similar tool for your

presentation.

Required Reading Material

Kowalski, Theodore (2011). Public Relations for Schools (5th Edition). Upper Saddle
River, NJ: Pearson Education, Inc.

Chapter 2: Social and Political Contexts

Chapter 8: Using Technology to Exchange and Manage Information

Warner, Carolyn (2009). Promoting Your School: Going Beyond PR. (3rd Edition).
Thousand Oaks, CA: Corwin Press.

Chapter 1: The Foundation of Success

Chapter 4: Publications/ Electronic Communications

Chapter 13: Communicating with Technology: Going Beyond Web Sites

Recommended (Optional) Reading and Supplemental Materials

Optional Reading/ Resources

DeLoatch, P. (2015). The 25 Best School Websites. Retrieved from
https://schoolleadership20.com/forum/topics/the-25-best-school-websites-by-pamela-del
oatch

Links to an external site.

Principals Share Tips for Newsletters That Work. Retrieved from
https://www.educationworld.com/a_admin/admin/admin414_b.shtml

Links to an external site.

Atlanta Public Schools Student Handbook

Atlanta Public Schools 2018-2018 School Year Handbook

Actions

Optional Video (3 minutes)

https://schoolleadership20.com/forum/topics/the-25-best-school-websites-by-pamela-deloatch

https://schoolleadership20.com/forum/topics/the-25-best-school-websites-by-pamela-deloatch

https://schoolleadership20.com/forum/topics/the-25-best-school-websites-by-pamela-deloatch

https://www.educationworld.com/a_admin/admin/admin414_b.shtml

https://www.educationworld.com/a_admin/admin/admin414_b.shtml

https://canvas.ewu.edu/courses/1627275/files/101648308/download?wrap=1

https://canvas.ewu.edu/courses/1627275/pages/module-2-lecture-and-reading-materials?module_item_id=17655444#

https://canvas.ewu.edu/courses/1627275/pages/module-2-lecture-and-reading-materials?module_item_id=17655444#

Silver Spur Elementary School Principal, Marta Jevenois, presents on the
implementation of the Harper for Kids Youth Character Development Program at her
school.

Harper for Kids with Principal Marta Jevenois (Pyramid of Success)

Links to an external site.

Harper for Kids. (2015). Retrieved from
https://www.youtube.com/watch?v=gWIJoSle7P8

Warner, C. (2009). Promoting Your School (3rd ed.). SAGE Publications, Inc. (US).
https://bookshelf.vitalsource.com/books/9781452261188

Chapter 1: The Foundation of Success

“If you’re the only one who knows something, it’s a secret.”

In days past, schools did not always need solid communication and public relations programs.
The school was there, the teachers were there, parents sent their children, the law said so—and
that was it!

Half a century ago, more than three-quarters of the families in both rural and urban
communities across the United States had children in public schools. Today, fewer than
one-quarter of families have children in public schools, leaving many community members with
no direct line of communication with their local schools.

Thus, the traditional modes of communication from the school to the public—report
cards, parent-teacher conferences, calls home when a child misbehaved, open house, flyers
announcing special events, a newsletter, sporadic media coverage of special activities—were
deemed adequate for keeping the community informed. But today, these methods, although still
important pieces of a comprehensive communication plan, are simply not sufficient to build the
broad-based support schools need to be successful.

The rightness of your “cause” (your position, your district’s mission) aside, people just
aren’t going to take your word for it anymore. They want to see results, accountability, proof.
Can you blame them for being skeptical in the face of the current, widespread public furor over
the crisis in American education? However, it has been demonstrated that, over the long haul,
communities will support a school system that exhibits a solid, measurable commitment to
quality.

As a professional educator or public education supporter, you know that in most schools
throughout the country, most educators are doing a good job with most students. Yet the public’s
knowledge of and confidence in public education does not always reflect these achievements. It
is up to you to be the principal communicator, to make sure your community has the best
possible image of your school, because it is their school, too. You must strive for constituency
“buy-in.”

Public schools are sizable financial enterprises. Many school districts, especially in rural
areas, are their community’s largest employers. School board members and administrators are
responsible for managing large amounts of tax dollars. With that fiscal accountability comes the
responsibility of informing federal, state, and local taxpayers (the stockholders in the enterprise
of public education) in honest terms about how their money is spent, how their investment is
managed, and what return they are getting from their dollars.

The siren song of “No new taxes!” is strong in this economic and political climate of
deficit reduction and fiscal restraint. After all, it is easier to rationalize withholding financial,
political, and even moral support from an institution than from the individual taxpayer who is
struggling to pay the mortgage or to obtain affordable health care.

The school that takes its communication role seriously is the school that will receive the
greatest public support when a program need arises or a crisis occurs. Public confidence cannot
be bought. It must be earned through the daily actions of the entire school family and through a
planned communication effort involving all education supporters, from the local school principal
and PTA president to the district superintendent and the governing board.

https://bookshelf.vitalsource.com/books/9781452261188

THE COMMUNICATION PROCESS
What is communication? It is an exchange of information between people. Conveying
information alone does not involve an exchange; it is simply the act of providing someone with
data, a one-way flow. When we communicate with someone, what are we really attempting to
do? Most of the time, we are trying to change or mold that person’s attitude about something so
that it becomes congruent with our own. Information is disposable; it can be presented,
reviewed, or discarded—and with no attempt at changing attitudes, it may be simply a one-shot
process. But you must make communication and attitude formation a continuous process.

Everyone involved in education is a communicator—a good one or a not-so-good one.
As a principal or other educational leader, one of your major challenges is to build a schoolwide
team of people who can effectively carry a positive message into the community about your
school or district.

The communication process begins with determining what is currently being
communicated about your school and deciding whether or not this is really what you wish to
communicate. It then requires developing a strategy with an action plan that targets the opinion
leaders within your community. These people will add their own perceptions to what is
communicated and share their versions of the information with their constituencies. Local media
will either reinforce the communication or add its own interpretation. Parents with students in
your school will have their own assessments, as will your faculty and staff. This leads you back
to Step 1, and the process begins over again. Once you understand the process of
communication, you can begin to build understanding and support for your school.

DEALING WITH PERCEPTIONS
Educators tend to communicate with the public on the basis of facts, but the public does not
always care about facts. Most people tend to function on the basis of individual perceptions.
Each involved group operates according to a general consensus of what its members perceive.
With the media adding its own spin, the public becomes confused and confidence levels toward
schools drop.

As an example of perception, suppose two people witness a hit-and-run accident. When
the police ask what color the car was, one witness says “gray” and the other says “green.” Who
is correct? The fact that the car was actually blue loses out to the perceptions of the witnesses.

Recognizing that perception is often more powerful than reality, how do you address this
incongruity, a matter over which you may feel you have no control? First, you try to look at your
school from the points of view of your varied constituencies. When you realize what their
perceptions are and understand why, then you are ready to plan and work to bring perception
and reality closer together.

As in any other major enterprise, good public relations and positive public perception are
important keys to a successful school operation. These keys are almost as important to schools
as what goes on in the classroom—because they greatly enable schools to be more effective in
providing quality education.

OPINION LEADERS

There are diverse groups of people involved with the schools. As an educational leader, you at
various times deal with the following people:
Governing board members

● The superintendent’s public information officer
● Central office staff
● Principals
● Teachers
● Support staff
● Students
● Parents
● Social service providers
● Community members
● Business leaders
● Legislators
● The media

Within most of these groups are individuals who function as opinion leaders. They are
the people to whom others in the group turn for information and advice. How do you identify
these citizens who have a following, who have credibility within the group, be it for their
trustworthiness or for their expertise?

These opinion makers can be any number of informal leaders: the school secretary, the
25-year teacher, the president of the PTA, the local grocer or dry cleaner, the bank vice
president. Always be aware that, in one way or another, these opinion leaders have an interest
in the schools of their community.

One of the interesting characteristics of opinion leaders is that they are seldom the
loudmouths in their group. The person who complains at every PTA meeting is not an opinion
leader. An opinion leader, generally, is the one who stands to speak when it is important and has
a valid statement to make. These citizens are usually activists and positivists, and it is vital that
you cultivate their support.

GETTING THE WORD OUT
In spite of our best efforts to be effective communicators, we aren’t always successful in
reaching our desired goals. This is true for many professionals, but especially true for educators
because they tend to be so focused and dedicated to simply getting the job done that it seems
almost unprofessional to be seen and heard tooting their own horn. This terminal modesty is a
dangerous by-product of dedication to the task at hand.

Former high school teacher, coach, and principal (and Governing Board President as of
spring, 2008), Orin K. Fulton of Agua Fria High School in Avondale, Arizona, doesn’t mince
words: “Publicize throughout the community your student successes in everything—athletics,
academics, performance groups, success rates. Don’t hide your good qualities—flaunt them!”
Here’s a challenge for you:

● Inform the public about your school’s programs and activities.
● Build confidence in what you, your faculty, and staff are doing for students.

● Restore the partnership between parents, teachers, and community in meeting students’
needs.

● Rally support for the total educational program.
● Enrich the home, school, and community by improving educational opportunities for all.

Now, that’s a tall order. How can you possibly accomplish all of those tasks? Chapter 2 will
explain how to

● identify the image your school presents and identify the community’s perception of your
school.

● develop a strategic plan.
● develop an action plan to implement your strategic plan.
● become an educator who communicates and put your plans to work.

If community members are made aware of the quality work your school is doing in educating
their children, they will support your efforts wholeheartedly. You, as well as the students and
their parents, faculty, and staff—in fact, the entire community—will reap the benefits of such a
partnership. Confidence in American education will be renewed—step by step, student by
student, family by family, school by school, and community by community.
Let the communicating begin.

Commandments for Communicators

Thou shalt accept that it is difficult to communicate clearly.
Thou shalt know what thy message is.
Thou shalt define what thine objective is.
Thou shalt remember who thine audience is.
Thou shalt simplify.
Thou shalt repeat. Thou shalt repeat.
Thou shalt respect the power of the parable.
Thou shalt weave humor into the fabric of thine message.
Thou shalt analyze how thy message has been received.
Thou shalt stop when thou hast no more to say.

Source: John Jay Daly, Daly Communications, Chevy Chase, MD.

Chapter 4: Publications/Electronic Communication

“If you want it to be remembered, put it in writing.”

One of the most important charges given to public schools is to teach children to communicate
through the proper use of language. Throughout the elementary grades, the primary focus is on
teaching and reinforcing the skills of reading, writing, grammar, spelling, vocabulary, and
pronunciation. In high school, more advanced uses of language are emphasized through
creative writing, journalism, speech, and drama.

As an educational institution, how much effort and emphasis does your school place on
utilizing these same communication skills to educate, inform, and enlist the support of your
principal constituencies? Because it is a given that your school should be doing this, this
chapter focuses on the hows and not the whys of written communication from you and your
school.

First and foremost, every written communication from your school must be well-written,
grammatically correct, and free of errors. You can never allow these seemingly small details to
slide because you are pressed for time or are dealing with other issues. Once a publication
reaches the hands of the intended readership, an image of your school and your leadership is
created that may be difficult to undo without a great deal of time and effort. Therefore, it makes
sense to ensure the quality of any publication up front.

If a publication from your school contains typos or spelling and grammatical errors; if it
has inaccurate, incomplete, or misleading information; if it is visually hard to read because the
type is too small or too faint or the layout is cluttered; if it is written above or below the average
reading level of your targeted audience, readers may well draw comparisons between the
quality of the publication and the quality of education you provide. Such publications send this
hidden message: “You, the reader, aren’t very important to me, the writer.” That is a message no
school leader can afford to send—to anyone!

School publications are an important, and somewhat unappreciated, form of
communication. Although traditionally they have been used as vehicles for providing information
to parents, with the advent of site-based management and similar decentralization concepts,
publications should be adapted by educators to provide information to other community groups
as well.

There are a variety of publications that schools can use effectively. You may need a
brochure for one project, a flyer for another, or an announcement on your Web site for a third.
These days, everyone is inundated with incredible amounts of information on an enormous
number of topics. Because people cannot possibly read everything available to them, most have
become much more selective about what they do choose to read. Some simply do not read
much of anything; others, especially older and retired people, avidly read everything that comes
their way. As a result, school publications must be adapted to these varied and changing
information needs. You want your patrons to choose to read what you send them, so you must
make it easy and appealing for them to do so.

To create or improve your school’s communications/publications plan, ask yourself four
questions:

1. Who? Determine the publication’s audience. Who do you want to read it? Is it for staff,
parents, students, the community at large, or a special interest group such as parents of
a particular student population? The targeted audience will determine how the
publication is written and designed, as well as how it is distributed.

2. What? Determine the purpose of the publication. What do you want it to do? Is it meant
to provide basic information about your school programs and activities; to report on local,
state, or national educational issues; to enhance your school’s image with the
community; to ask for help; or to recognize achievement? Does the overall design reflect
the purpose?

3. When? You will need to determine not only the audience and the purpose of the
publication, but also the frequency. Is it a one-shot item or an ongoing effort?

4. Whether you send it out weekly, bimonthly, monthly, or twice a year, if you are consistent,
many in your targeted audience will begin to look for it. If the design is always the same
in size and color, your intended readership will recognize it whether it is mixed in with
their other mail, folded inside their child’s backpack, or lying on the floor. Design the
publication with those thoughts in mind.

5. How? Decide how best to communicate the information the publication is intended to
disseminate; then determine a writing style to match. Is it appropriate for the audience
and subject? Is it clear, focused, accurate, and interesting? Is the type size and style
appropriate and easy to read? For example, publications for young children and seniors
should use a large, clear typeface. Children like lots of graphics and illustrations. Is the
reading level appropriate for the audience? (Use the Fog Index check discussed near
the end of this chapter.)

NEWSLETTERS
Perhaps the most common type of published school communication is a newsletter. Desktop
publishing by personal computer has greatly simplified the process of creating an attractive
newsletter. There are several different commercially produced software packages on the market
that are specifically designed for creating newsletters and similar publications. You can also buy
graphics software that eliminates the need for pasting in “clip art” or having someone illustrate
the page.

Sample school newsletters are included at the end of this chapter, from Fall Mountain
Regional High School in Charlestown, New Hampshire, and Washington Jr. High in Toledo,
Ohio.

The following guidelines consist of 10 commandments for a good newsletter.
● Make it interesting. If no one wants to read your school’s newsletter, you have wasted

significant time and resources. Review your concept with others, including intended
members of the target audience. Get, and use, constructive advice. Remember, a
newsletter is intended to accomplish something for a specific set of readers; it isn’t a
diary.

● Follow the 30–3–30 principle. That means your newsletter is written to provide pertinent
information whether the reader has 30 seconds, 3 minutes, or 30 minutes to spend. This
is why it is important to use headlines with action verbs, subheads within blocks of copy,
strong lead sentences, and first paragraphs that address the content of the story. For an

outstanding example of the application of this principle, study the presentation of the
news in USA Today.

● Have an easily identifiable masthead that is used consistently. The masthead should
incorporate the following:

○ The name of the publication
○ The school name
○ An identifying logo (This could be the school mascot or a distinctive use of type.)
○ Publication date
○ Statement of purpose (Examples are “A Newsletter for Parents and Patrons” or

“A Publication for Staff Members.”)
○ The school address, phone number, and e-mail address (This can alternatively

be placed at the bottom of the page.)
● Leave lots of white space. You don’t have to fill every inch of space available. If you try

to do so, the pages will look cluttered and will be unappealing to the eye. Short
paragraphs and a column format with plenty of space increase readability.

● Use color for emphasis. In the interest of cost, most school newsletters use only one
color of ink. However, you can “punch up” your newsletter by preprinting quantities of
your masthead using two or more colors. These can then be run through the copy
machine and printed on an as-needed basis. You can also stretch the use of color by
using “spot color” or “screens” (shades of color or black/gray) to create varied shades or
by overlapping two colors of ink to create a third.

One caution on using screens created with desktop publishing and laser printers:
The quality and appearance diminish with each generation run on a copy machine and
quickly begin to look muddy or smudged. Run a proof copy first and evaluate the effect.
You may be better off eliminating screens and using borders to highlight copy instead.

If you opt for using colored paper for your newsletter, use soft neutral colors such
as ivory, beige, or pastels. Brighter colors may attract attention, but they make the
newsletter difficult to read. Save the neon colors for flyers.

● Avoid endless columns of text. Use subheads, bullet copy, borders, graphs, and graphic
art to add interest to the page and break up blocks of “gray” copy. Warning: Use art only
if it relates to the story so it will be complementary rather than distracting. When using
art, be sure that it is in the public domain or that you have purchased the right to use it,
for instance, in a software package of clip art. Using comic strips from the local
newspaper or other published art is in violation of copyright laws. No one is likely to go to
the trouble to sue you, but it is unprofessional and could damage your credibility with key
members of the constituencies you want to build a relationship with—especially the
media!

● Use consistent type elements. One of the pitfalls of computerized newsletters is the
temptation to use every typeface available. Stick to one style of type for the body copy
(text) and another for headlines. Body copy should generally be a serif type (letters with
tails or flourishes that lead the eye to the next word) and headlines in sans serif (plain
type without tails and flourishes) in a larger size than the body copy. Use bold or italic
type for emphasis within a sentence. Never type body copy in all capital letters—it is the
written equivalent of shouting at the reader. Most copy, including headlines, should be

printed in standard upper- and lowercase for readability. By the same token, do not print
entire paragraphs in bold or italic.

● Use photos judiciously. Before you use photos in your newsletter, be sure that you can
ensure good reproductive quality. You may be able to use a computer scanner to place
the photograph in your publication. However, if the copy machine you are using is not
capable of reproducing clear and identifiable copies, you are better off leaving photos
out. If your newsletter is printed on a press, you can have the photos stripped in by the
printer and you won’t have a problem. Like art, photos are effective only if they add to
the story. Caution: Photos taken by students or teachers are great to use in district or
school publications as long as they do not require copyright permission—most do not if
taken and used for school publications on school property, but be careful that all FERPA
(Federal Education Rights and Privacy Act) laws are followed and that each student
pictured has parental permission. All other copyright laws prevail. (Most school districts
use an opt-out clause in the Student Handbook that parents will sign. Use good
judgment and follow district policy with regard to photos posted on Web sites, especially
those created by students.)

● Use the best printer you can find. A laser printer is excellent, but if you don’t have easy
access to one, you might consider taking your newsletter to a local quick-print shop to
have an original copy printed. For a minimal charge, they will print your newsletter on a
high-quality laser printer or imagesetter. All you have to do is provide the computer disk
with your newsletter copied on it exactly as you want it printed. You will then have a
quality original from which to run your copies.

● Make sure copies are clean and neat. Before you waste 800 sheets of paper running
newsletters that turn out to be unreadable or crooked, take the time to run several proof
copies and check them carefully for problems. While the copies are running, periodically
pull one to make sure it still looks good. You are better off catching a problem halfway
through and correcting it, rather than catching it after the fact. Paper is expensive—and
so is your time!

Parent and Community Newsletters
Publishing a regular newsletter gives you a chance to inform patrons about the positive
education stories that apply to their school and stories that the local media don’t know about,
don’t have room for, or don’t choose to cover. It can be a monthly, biweekly, or weekly
publication, depending on available time, energy, and resources. As was mentioned earlier, the
front pages of several sample newsletters are included at the end of this chapter.

Traditionally, school newsletters have been distributed to parents only. But as more
schools move toward building-level decision making and a greater level of community
involvement, educational leaders need to create a news link to people and organizations and
businesses that do not have children in school—groups that have been “outside the loop” until
now.

One effective way to produce a quality newsletter (and to make sure all the key points
previously discussed are addressed) is to create a newsletter team responsible for preparing
and publishing it on time. This team could include teachers from different grade and subject
levels, a parent or two, and the school secretary. Seek out retirees in your community with a

journalism or printing background who are willing to volunteer their help, or build a partnership
with a local business that produces its own in-house newsletter and ask for assistance. Charge
the newsletter team with responsibility for collecting information, writing articles, and preparing
and designing the publication.

Principal Robert Ericson of North High School (Sheboygan, Wisconsin) uses students
from the journalism department to write his monthly newsletter. He meets with the editors
monthly and reviews with them the material to be included. The students contribute ideas, write
articles, interview teachers, dig up facts about an event, and develop the artwork and
appropriate graphics.

You may wish to produce two monthly newsletters—one aimed specifically at parents
and one targeted toward your school’s nonparent community/business constituency. A
newsletter for parents and the community, or whatever combination of audiences you wish to
address, can follow a regular format of presenting information by subject areas such as student
achievements, calendars of events, curriculum updates, and tips for parents, or it can
concentrate on a specific theme in order to provide comprehensive information about a topic or
issue of interest.

If you are just beginning this process, use an early issue to survey your readers and
gather input about the type of information that is most valuable to them. Just because you think
your newsletter is terrific doesn’t mean your readers find it relevant. If you are already in the
newsletter business, it is wise to review the characteristics of a good newsletter periodically.

Typically, timely newsletters do the following:

● Discuss various curriculum programs and how they impact student learning. For
example, the newsletter might explain in lay terms the benefits of the new science lab or
the reasons for using cooperative learning techniques

● Highlight the achievements of students, staff, and volunteers
● Review school rules and regulations, and attendance and discipline policies
● Inform parents how much homework to expect at each grade level and provide tips on

how they can help their children
● Provide age-appropriate reading lists and book reviews
● Address issues of concern such as drug and alcohol abuse, gangs, guns, safety, and

teen pregnancy, and list community resources parents can access for help
● Feature an outstanding school program and provide in-depth information
● Share test results and explain how to interpret them
● Profile a staff member, student, volunteer, or business partner
● Explain how new legislation will impact your school, as well as your district
● Provide updates on the activities and decisions of organizations such as school site

councils
● Provide updates on the activities of the PTA/PTO and student council
● Include district news and information of interest to parents and community members
● Address student health issues
● Solicit volunteers for specific projects or ongoing programs
● Offer special-focus issues on subjects such as building self-esteem, the importance of

parent involvement, school–business partnerships, and cultural diversity

● Inform about projects affecting the school site (for example, construction, remodeling,
repairs, weather damage, parking lot problems, landscaping, and beautification projects).
Major site projects often impact the local neighborhood, and residents appreciate being
informed in advance whenever possible

Staff Newsletters
Although your staff should receive copies of the school newsletter along with parents

and patrons, there is a lot of other information they need to know in order to be effective in their
jobs. A staff newsletter can help provide them with that information. The format should be simple
and easy to read. Don’t waste time with photos and graphics, because this should be a “quick
read” publication, preferably one page front and back. Survey your staff and ask them about
their information needs. Involve them in making it their publication.

Items for the staff newsletter might include the following:

● Information about colleagues: retirements, new staff members, illnesses, births, deaths,
promotions, awards, and achievements

● Periodic review of policies, procedures, and state and federal mandates.
● Testing information
● Governing board actions or proposals (if your district does not have a publication for this

purpose)
● New legislation affecting schools
● Grade-level reports
● Curriculum updates and adoptions
● Teaching tips and ideas
● Professional growth opportunities
● Ideas for communicating with parents
● School concerns and problems
● Upcoming events and meeting schedules
● News from around the district
● Student discipline information

Two examples of different staff communications are included at the end of this chapter:
“Week in Review Form” from Paradise Valley High School in Phoenix, Arizona, and “Weekly
Calendar” from Owen J. Roberts School District in Pottstown, Pennsylvania.

Student Newsletters
Don’t overlook the importance of student newsletters in communicating the good news

about your school. Although student newsletters are written by and for students, you can bet
that parents read them, too. Under the guidance of staff or community volunteers, students can
apply the techniques discussed earlier in this chapter to create interesting and informative
newsletters.

Items for student newsletters might include the following:

● Student council information and decisions

● Interviews with staff members or community members
● Reports on classroom projects and school activities
● Information about school and district events
● Book and movie reviews
● Creative writing and poetry
● Homework tips
● Lunch recipes
● Information about community service projects
● Student profiles focusing on cultural diversity

Distributing Your Newsletter
How you choose to distribute your newsletter will depend a great deal on the frequency

of your publication and your financial resources. Some possible distribution methods are

● E-Mail. Most schools collect parent e-mail addresses at registration. Recent parent
surveys show that this is the new preferred method of delivery in most communities,
especially among younger parents, and even in low-income areas where parents have
access to computers at their local library or place of work. Inserting an opt-out clause is
always recommended.

● U.S. Mail. Schools qualify for a nonprofit bulk rate permit, the cheapest postage rate
available. You pay a yearly permit fee and a per-piece cost for each mailing. To take
advantage of the bulk mail rate, you must mail a minimum of 200 pieces of the same
item and they must be grouped by zip codes. Your district office may already have a bulk
mail permit that you can use. You can also mail first class, which does not require
grouping by zip code, but this is an expensive option best reserved for critical
communications with individual parents.

Obviously, you have access to an address list of parents, but you should also
consider mailing to other residents in your school community. Through a specialty
service, you can purchase mailing labels for all residences in a designated area, but
these are expensive even for a one time purchase. You can also use a direct mail
service, but again, this is expensive and you pay on a per use basis. Building your own
mailing list is time-consuming but can be accomplished using city directories, volunteer
help, and the assistance of organizations such as chambers of commerce that already
have the lists you may need of businesses in your area.

● Newspapers and Free-Throw Publications. (“Free-throws” are free publications that are
distributed to school neighborhood residents. Schools can usually include inserts
through arrangements with the publishers.) Check with your local “free” newspaper
publisher or “Pennysaver” about inserting your newsletter for distribution in your
attendance area.

● Community-Based Drop-Off. Ask permission to leave stacks of newsletters in the offices
of doctors, dentists, real estate agents, veterinarians, and other professionals in your
school community. Take copies of your newsletter to retirement homes and apartment
complexes and ask that they be distributed. Some banks, restaurants, and grocery and
convenience stores may also be willing to let you leave some newsletters on display. Be

sure to get permission before leaving them, however, or they may end up being thrown
in the trash by an irritated proprietor or store manager, which won’t build a positive image
for you or your school.

● Door-to-Door Delivery. Check with school-based scout troops or other student
organizations to see if they might distribute newsletters door-to-door as a community
service project or as a fundraiser. They may be willing to take it on as a regular project
for much less than the cost of mailing.

● Student Delivery. The old standby is to send parent newsletters home with students. This
works better in the primary grades than it does at the middle or high school levels. To
conserve costs and cut down on waste, you might try sending the newsletter home with
only the youngest child in a family. Be sure that some statement such as “A Newsletter
for Parents” is near the masthead, so there is no mistaking for whom the publication is
intended.

TECHNOLOGY TOOLS
Now that we are living in the 21st century, technology has added new dimensions to how
organizations communicate, both internally and externally. Tried and true techniques and written
materials still need to exist but many times are more easily disseminated to our audiences via
this new format. This age of instant information using computers and cell phones is one that
changes rapidly, and if we don’t stay current, we can miss out on the best way to reach many of
our students, parents, and community members. Without using technology, we also put people
at risk during times of crisis or when immediate communication is needed.

Superintendent Dr. Paul Kinder of Blue Springs School District in Missouri highlights how
his staff augments traditional communication vehicles with technology.

Communication occurs in myriad ways within our organization. While some are quite
traditional such as newsletters to parents from teachers, others are much more advanced. The
internal audience receives most information in an electronic format through e-mail, Web-based
information, and communication boards within our management systems. Weekly information is
sent to staff via a link to an online document. This includes information about our staff and their
awards, and concerns, what is going on in our schools, and even a place for staff to share ideas
and items. In addition, our superintendent [both] sends . . . legislative updates and
communicates events and issues to the staff in an e-mail message weekly. Stories of success
and information are published quarterly for our internal audience, and this is sent via a Web link
to staff with computer access, and printed copies are sent to those without.

Our external communication is also multifaceted. It includes both formal and scheduled
communication and informal communication that occurs as needed. Parents are able to gain
information about their student using our “Parent Connect” information portal. This allows
parents to log on and see their child’s grades, attendance, and daily schedule. In addition,
parents can pay for school lunches online and can check out what their student is purchasing
for lunch using our electronic payment and food management system. Parents are also afforded
instant information in the form of an automated calling system. They receive a call within
minutes of [the] decision to close school due to inclement weather, and this system also
disseminates information about possible health issues in schools and notifies parents when a
student is absent. Not only can each school use this system individually, but the district office

has access and a phone call can be delivered within minutes to more than 13,000 parents and
families.

The District publishes a quarterly magazine that highlights current events in our district
and the awards that students, staff, schools, and community members have received. This also
gives the district an opportunity to share information about programs of which our patrons may
not be aware. These stories are also then uploaded to our Web site so it is made available to
the world.

The Web site is a major form of our communication to our external audience. Ten years
ago, the information remained static and most sites seemed to be an electronic contact sheet
with a few photos. Today, our site is dynamic and provides the user a glimpse into our schools.
Information is updated daily and calendars of events are provided for each school and the
district as a whole to ensure all members have access to necessary information. Board policy is
available online as well as the minutes from each meeting and agendas. This gives all patrons,
parents, students, and staff equal access to information that impacts our learning community.

Technology has even impacted the way we transport students. Recently our buses have
been tagged with Global Positioning Sensors that allow us to keep up-to-the-second accounts of
our buses’ locations and it also provides information about their rate of speed and time on route.
This is especially important as a communication tool when we have concerns from patrons
about our transportation services. It also allows our district to communicate with employees
using accurate information about job performance in an arena where the supervisor cannot be
present at all times.

E-Newsletters, Web Sites, and Online Media
As the number of schools utilizing e-newsletters and Web sites continues to grow each year,
school communication professionals face new opportunities and unique challenges with each
new digital communication option. There are many resources and tools available beyond the
scope of this book that instruct readers in the use of the very latest technology tools to assist in
school and district communication efforts.

Parents and other community members have come to expect at least a “Web presence”
for information about their local schools and school districts.

According to Edward H. Moore, APR, in the National School Public Relations
Association’s (NSPRA) resource guide to Mastering E-Newsletters (2005), when it comes to
technology, communication efforts are best served when things are kept simple. As Moore
points out, in the same manner as the office and personal e-mail that most of us are used to
receiving, e-publications are another method of getting electronic messages to many people
quickly and efficiently.

The speed at which e-newsletters can communicate messages to as many recipients as
you have e-mail addresses for, and be quickly forwarded to other interested recipients, has far
surpassed traditional print newsletters. E-newsletters can include links to more detailed
information where other Web sites of interest help readers better understand the story, and they
also can be invaluable in helping collect feedback and data from readers.

How well e-publishing technology works in delivering school e-publications is crucial to
e-publishing success. Choosing the right computer software and list management tools is as
important as the content and design.

Web sites can also be effective or ineffective tools for school and district communication.
In many schools, the duty of keeping the Web sites content current falls on the shoulders of
already busy teachers or school secretaries. A good, easy-to-navigate Web sites with a simple,
appealing, and user-friendly design is a great start.

Advanced technology designers (many of whom are students in Career and Technical
Education programs) are now using the newest features of Internet “broadcasting” and
“videography” to help tell their stories as well.

MONTHLY CALENDAR/MENU
An inexpensive and effective way to keep parents informed of upcoming events is to send out a
one-page combination calendar/menu that can be posted on the refrigerator for quick reference.
(Many schools are opting to post this information on the individual school’s Web sites for
parents to view online, preferring to “go green”/environmentally friendly.) There are some great
computer software packages available specifically for creating calendars. At the top of the
calendar page, add the phone number of the attendance clerk, the office, and the homework
hotline if you have one. Use the back side of the page to list student achievements such as
student of the month, honor roll, improvement awards, and contest winners. This will get
important information to parents and will save space in your regular newsletter for more detailed
articles.

Many schools still print separate wall calendars or combination handbook/calendars.
These look great. However, the downside is that they are expensive to print, and usually by the
time school starts, some events have already been rescheduled.

PARENT/STUDENT HANDBOOKS
A parent/student handbook is an important publication that every school needs. It provides vital
information about your school, district policies, and the guidelines for cooperation between
parents and educators. Handbooks are most valuable to educators if they are to be used as a
reference and guide for student conduct and similar purposes. Your handbook should contain
general guidelines that allow you flexibility in dealing with a variety of situations while remaining
within the boundaries of district policy. If rules and regulations are written in too much detail, you
may find yourself boxed into a corner when dealing with a particular issue.

Involve your school site council or other parents and staff members in helping to develop
the contents of your handbook. By including those who will be using it, you will end up with a
publication that better serves the needs of your school. Even if your school district provides
such a handbook to parents, a supplement addressing issues specific to your school would be
very useful.

Subjects that should be included in the handbook are the following:

● Attendance
● Code of conduct
● Dress code
● Discipline
● Academics
● Student activities

● Student and parent rights
● Health care and regulations
● Transportation
● Safety programs
● Parent involvement
● Philosophy and goals

The brochure for Plymouth (Minnesota) Middle School is an excellent example of an
easy to update, do-it-yourself handbook.

BROCHURES AND FLYERS
Brochures and flyers are useful for promoting specific programs or events. They contain
topic-specific information, usually on one page, and sometimes on a front-back format. Due to
space limitations inherent in this type of publication, your copy must be concise and to the point.
If you try to include too much information, you may not have the space to make it look attractive.
Decide on the most important information, and concentrate on presenting it in an interesting and
understandable format. Some possible topics for brochures and flyers include the following:

●
● Preschool programs
● Kindergarten programs
● Special education programs
● Volunteer programs
● Afterschool programs
● School–business partnerships
● Homework
● Magnet programs
● Athletics
● Honors programs
● Fine arts programs
● Sex education-HIV/AIDS curriculum

Brochures
Good brochures use graphic art or photographs to add interest and break up the copy. You can
also use borders, dashes, bullets, and white space to create an interesting look. If you plan to
use photographs, it is best to use white paper and black ink; otherwise, the photos may not look
natural. Add color by adding a second color of ink to headlines or art. If you use colored paper,
stick to neutrals and pastels for readability.

The most common sizes used in brochures are 8½ x 11 inch (letter-size paper) or 8½ ×
14 inch (legal-size paper). These sizes are also the easiest and least expensive to produce and
can be used with most copy machines. Different looks can be created with different folds.
Brochures can be folded in half, in thirds, in quarters, and with variations on these. You can get
lots of ideas by collecting brochures that you find attractive and studying their layout and the
different ways in which they are folded. Visit a local print shop and ask to see some samples.

If you don’t have a folding machine, you may want to consider having a printer or a
quick-copy outlet prepare your brochure. You may be able to talk the shop’s staff into letting you

provide the printed sheets and charging you only for the folding. Otherwise, be prepared to bring
in the troops to fold your brochures by hand.

Flyers
Flyers generally are used to announce an event. They are usually one sided and contain a
minimum of information, but that information is displayed in an eye-catching format. Use
attention-getting, bright-colored paper for flyers, as there will not be a lot of copy to read.
Extra-large type and graphics can enhance the message and entice people to read it. By using
a computer to do your layout, you might fit two or three copies of your announcement on one
sheet, then cut the sheet into halves or thirds after printing.

LANGUAGE
If there are a large number of non–English-speaking parents in your school community, consider
producing anything you want parents to read, such as parent newsletters, brochures, flyers,
handbook inserts, and calendars, in English on one side of the page and in another language on
the other. Make sure your translations are done by someone who has a written and not just an
oral knowledge of that foreign language.

SUGGESTIONS FOR BETTER WRITING
These writing suggestions were developed by Bob Grossman (1979), an educational public
relations consultant:

● Nouns
○ Simplify complex nouns.
○ Look for nouns that can be changed to strong verbs.
○ Use specific nouns rather than general.

● Verbs
○ Strengthen verbs.
○ Reduce the number of linking verbs.
○ Use active, visual verbs.

● Other parts of speech
○ Eliminate needless adverbs.
○ Eliminate weak adjectives.
○ Avoid too many pronouns.
○ Avoid needless adverbs modifying adjectives.
○ Eliminate excessive numbers of prepositional phrases.

● Vocabulary
○ Cut jargon.
○ Reduce the number of multisyllabic words.
○ Use vocabulary appropriate to the audience.

● Sentences
○ Strive for shorter sentences.
○ Vary sentence length.
○ Be careful of compound subjects and verbs.
○ Use subject–verb–object word order.

● Content
○ Concentrate on specifics rather than abstracts. Resist the temptation to be legally

specific.
○ Get to the message quickly.
○ Organize thoughts into logical order.

● Style
○ Eliminate the word there when you can use active speech. (For example, instead

of “There are a number of students who have signed up for the school picnic
clean-up team” say the following: “A number of students have signed up for the
school picnic clean-up team.”)

○ Write in short paragraphs when possible.
○ Put words that demand emphasis at the beginning or end of the sentence.
○ Limit each sentence to one or two thoughts.
○ Don’t overuse transitional words and phrases.

The Fog Index
The Fog Index is a device used to estimate the reading level appropriate for your

publication. Keep in mind that most successful publications write to a general reading level of
ninth grade or less. Try conducting a Fog Index on a sample story from a popular general
publication (such as Reader’s Digest, USA Today, or your local newspaper) and comparing it
against your own writing.

● Step 1. Select a 100-word sample of writing.
● Step 2. Find the average number of words per sentence in the sample. If the 100th word

is in the middle of a sentence, count the rest of the words in that sentence and use that
number to compute the average.

● Step 3. Count the number of words in the 100-word sample that have three or more
syllables. Do not count proper names or three-syllable verb forms ending in –ing, –ed, or
–es.

● Step 4. Add the average number of words per sentence to the number of three-syllable
words and multiply by 0.4.
The result is an estimate of the reading level (grade) required to understand your writing.

The Fog Index is affected mainly by two factors: the level of vocabulary and the length of the
sentences. The purpose of using the Fog Index is to make sure your newsletter copy can be
understood by the intended audience.

Proofreading Tips
One of the bonuses of computer publishing technology is the ability to spell-check and

grammar-check your writing. But that does not eliminate the need to proofread your articles,
especially names and numbers that the computer cannot identify. It is worth a little extra time to
ensure accurate copy.

● Have someone other than the writer proofread the copy. Better still, have more than one
person proof it.

● Proof the copy backward, beginning with the last word. This helps to catch mistakes you
may miss because of reading too fast (even though you’re trying to read slowly and
carefully).

● Mistakes tend to cluster. Watch for more than one typo in a sentence or paragraph.
● Watch for changes in typeface or type style that should not be present.
● Check the sequence of page numbers.
● Check accuracy of all callouts (“continued to page . . .” or “continued from page . . .”).
● Check for complete parentheses, brackets, and quotation marks. Check that these

punctuation marks face the proper direction.
● Check the spelling of all names.
● Check all addresses and phone numbers. Watch for transposed numbers.
● Check that photos and cutlines (or captions) match.
● Check carefully for all necessary punctuation marks. Omitted periods are easy to

overlook.

Chapter 13: Communicating With Technology
Going Beyond Websites

Change is good. You go first.
– Dilbert comic strip

Web sites, Web pages and e-mail, blogging, podcasting, RSS . . . the list is endless. Just within
the last decade, computers have offered many new avenues for communication. Most schools
and school districts around the country have Web sites or Web pages, and even in the most
remote rural areas, communication now regularly utilizes the newest technology such as Web
sites, e-newsletters, podcasts, Web blogs, and more for information and even socialization.
Teachers help students keep track of homework on their individual Web sites, parents can
monitor their students’ grades and progress online, and departments have Web pages on
school district Web sites for anything from course offerings, school calendars, and enrollment

forms to student handbooks and employment information. Many school Web sites and Web
pages within those sites are even created and maintained by technology-savvy students. Most
information can be entered (or posted) and changed with ease.

For example, at L’Ouverture Computer Technology Magnet School in Kansas, Principal
Howard Pitler says that each teacher updates his or her Web page weekly with information for
parents on what students are studying. L’Ouverture students test software and hardware for a
number of companies, and the school puts out a weekly electronic newsletter (or e-newsletter)
edited by fifth graders.

Electronic mail (e-mail) is one of the easiest and quickest ways to make contact with
individuals, such as key communicators, all at once, with “broadcast e-mails.” Instant
messenger services on the Internet offer the opportunity for two or more people to have a
dialogue. A “chat room” can be made private with the use of a password or “user ID.” (See
Chapter 4 for more about electronic communication).

HOW HAS TECHNOLOGY CHANGED (OR IMPROVED) THE WAY WE COMMUNICATE
WITH OUR STAKEHOLDERS?
Communicating via technology is instantaneous—that can be a benefit or a detriment
depending on how it is used, especially in emergency situations. It can lead to inaccurate
information, rumors, and speculation that can be counterproductive to the real message. That
said, being able to notify families early that a school will be closed because of a local issue is
just one example of how this rapid communication is a plus. Many educational staff currently
use text messages, instant messaging, cell phones, and e-mail to get the word out, and older
students use such technology as well; the challenge is to encourage more parents to use it.

Many people have made technology an integral part of their lives, and they tend to avoid
traditional communication methods such as mailings. Who hasn’t had the challenge of safely
pinning notes to young students’ clothes or trying to get middle school and high school students
to carry home important flyers? As advantageous as instant communication has proven to be, it
is critically important that messages be thoroughly reviewed before a “send” button is ever
pushed. Many people have faced the embarrassment of sending e-mails to the wrong people or
not giving enough thought to the message being conveyed.

Technology saves money on paper and postage, but it is important to assess if it should
be used as a supplement to a mailing or public meeting or any other communication techniques
commonly used. Keep in mind that today’s rapid-fire communication via the Internet means that
e-mail “mailboxes” can quickly become overloaded with messages. Knowing how parents and
community members access information will provide the answer to the question of the best way
to communicate with your audiences.

Another consideration is keeping up with the knowledge level students have of
technology. Most students have a mastery of technology that adults may not have achieved.
They can text message in class without even looking at their phone, take pictures and video
secretly, and access inappropriate content on the Web. So, today, using technology to
communicate is a given, but putting protections in place such as filters, school technology use
policies, and careful observation is a must.

TECHNOLOGY TERMINOLOGY
Wiki? Podcast? Social networking? Here are a few definitions that can help you decipher

the jargon.
One hallmark of the Digital Age is the creation of new words. Many terms you hear in

discussions of 21st Century Learning and Classroom 2.0 (education curriculum discussions)
may be strange to the ear. Here are brief definitions of several expressions used in “techno
lingo” that you might need to know.

What does “asynchronous” mean?
Asynchronous literally means “not at the same time.” Blogs, threaded discussion

boards, and e-mails are examples of asynchronous tools. An asynchronous event on the Web
allows participants to access, process, and respond to information and discussion at times they
choose, by downloading or viewing multimedia and text files or reading and posting to message
boards and electronic mailing lists.

What is a “blog” and how is it used?
A “weblog” or “blog” is an “Internet journal” that enables the user to publish comments,

images, and ideas instantly for other people to read. Bloggers frequently include Web links to
other materials to enrich the content of their postings. Teachers and students may use blogs to
extend class discussions, pursue collaborative projects; publish the products of their work; or
communicate with parents, experts, students in other schools, and so forth. Free, easy-to-use
weblog services like “Edublogs” (edublogs.org) make it simple and safe for the nonexpert to
create a blog. One popular use of classroom blogs is the Scribe Post.

In the past few years, blogs have established themselves as a key part of online culture.
Two surveys by the Pew Internet and American Life Project showed the popularity of what has
become known as the “blogosphere.” By the beginning of 2005,

● 7 percent of the 120 million U.S. adults who reported using the Internet said they
had created a blog or Web-based diary. That represented more than 8 million
people. (With the rapid growth of social networking sites, that number has
increased exponentially.)

● 27 percent of Internet users said they read blogs—a 58 percent jump from the 17
percent who had reported they were blog readers just months before. By the end
of 2004, an estimated 32 million Americans were blog readers.

● 5 percent of Internet users said they used “RSS aggregators” or “XML readers” to
get the news and other information delivered from blogs and content-rich Web
sites as posted online.

● the interactive features of many blogs are attractive to “bloggers.” Twelve percent
of Internet users reported they had posted comments or other material on blogs.

What is “filtering”?
Filtering is the process of controlling access to a network by analyzing the incoming and

outgoing packets of information from the Internet. School systems often use filters to guard
against objectionable content reaching students.

What is “podcasting”?
Podcasting is a method of distributing multimedia files, such as audio or video

programs, over the Internet for playback on mobile devices and personal computers. Podcasts
are often distributed using RSS (defined below) feeds. Teachers and students use tools like
digital recorders and editing software to produce audio/video podcasts about things they are
teaching or learning.

Web 2.0 or the Read/Write Web are labels used to describe the evolution of the World
Wide Web from a medium used primarily to find or post information to a medium where those
with shared interests can communicate, collaborate, and form temporary or long-term social
networks. One key tool in the growth of the read/write Web is RSS—Web-based software that
lets users keep track of new postings on the Web.

RSS is a “Rich Site Summary,” also called “Really Simple Syndication.” According to the
technology experts, “RSS” is really simple. RSS is a text-based format, a type of XML, a
common computer syntax used for writing Web content. (In fact, RSS files are often labeled as
“XML, or sometimes as “RDF.”) RSS files (also called RSS feeds or channels) simply contain a
list of items. Usually, each item contains a title, summary, and a link to an URL (e.g., a Web
page). The most common use for RSS files is for news and other Web sites such as “blogs.” An
item’s description may contain all of a news article, blog post, and so forth, or just an extract or
summary. The item’s link will usually point to the full content (although it may also point to what
the content itself links to). When a Web sites has an RSS feed, it is said to be “syndicated.” The
most popular applications for RSS feeds are for displaying headlines on other Web sites,
creating search engines, or aggregating data from multiple Web sites (RSS information above
came from www.faganfinder.com/search/rss.shtml). Here are some other helpful Web sites that
explain the basics of RSS and give tips about how to set up RSS feeds, and also give some
perspective on blogs:

www.digitaldivide.net/articles/view.php?ArticleID=68
www.dartmouth.edu/~libacq/News_Center/ncrss.shtml
www.iupload.com/news/rss_overview.asp
www.xml.com/pub/a/2002/12/18/dive-into-xml.html

What does “social networking” mean?
Social Networking—Social network theory emerged in the 1950s to describe the ways

people are connected through family, work, community, and so forth. In the context of the World
Wide Web, social networking refers to the communications and relationships that develop
through the use of social software—Internet applications that help connect friends, business
partners, teachers, students, and others using a variety of tools (see below).

What is “social software”?
Social Software is any digital tools that promote social networking, allowing people to

“rendezvous, connect, and collaborate” and to form online communities. “Old-fashioned”
examples include electronic mailing lists, message boards, and the like. More recent examples
range from publishing tools like blogs and wikis, to information-sharing sites like Flickr or
Delicious, to social network services like Ning or (for students) Think.com and more commercial

http://www.faganfinder.com/search/rss.shtml

http://www.digitaldivide.net/articles/view.php?ArticleID=68

http://www.dartmouth.edu/~libacq/News_Center/ncrss.shtml

http://www.iupload.com/news/rss_overview.asp

http://www.xml.com/pub/a/2002/12/18/dive-into-xml.html

kid networks like Webkinz and Club Penguin. A more advanced approach to social networking
can be found at Second Life and Teen Second Life, networks that present a videogame-like
virtual world where participants (over 7 million at last count) create “avatars” to represent
themselves and move about to participate in events and activities. Educators are beginning to
use Second Life to create innovative learning environments for students and faculty.

What does “wiki” mean?
Wiki is the Hawaiian word for “quick.” A wiki is a Web sites that anyone can edit at any

time. Users can easily and quickly add, remove, or otherwise edit all content on a wiki page.
Most wikis include discussion pages where visitors can leave comments. This ease of
interaction and operation makes a wiki an effective tool for collaborative writing, brainstorming,
and project development. Typically, a wiki Web sites provides an easy way to monitor changes
and restore earlier versions of pages. Some free wiki services (such as the Wikispaces service)
offer the option of password protection to prevent non-participants from editing pages. Several
Alabama schools use Wetpaint, a wiki-like free service with more flexibility to add graphics and
special features.

INTERNET BEHAVIOR TRACKING
According to the Pew Internet and American Life Project (www.pewinternet.org), a nonprofit
initiative of the Pew Research Center to examine the social impact of the Internet, in 2004, an
estimated 6 million Americans reported getting their news and information fed to them through
“RSS aggregators” (when they were defined for them), but 62 percent of those online did not
know what a blog was. Today, with the more prevalent use of political blogs, and as more
Americans are becoming technology-savvy communicators, education leaders need to stay
informed of the way technology has become integral to how we communicate with each other
and about our schools.

http://www.pewinternet.org