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Wsu class 071816

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Glenn E. Malone, EdD
Glenn E. Malone, EdD

This document discusses using digital communications and social media to increase parental and community engagement in schools. It reviews research showing student achievement is related to community involvement. The study aims to understand how administrators use tools like social media to engage stakeholders and whether this relates to perceptions of the school. Focus groups and a parent survey were conducted in two districts. Themes that emerged included administrators strategically using tools to create transparency and influence reputation. Survey results found most parents prefer websites and newsletters for information and participate in special events. While participation was limited, the study provides examples of how principals communicate and celebrates collaboration between schools and communities. Further research is needed as technologies change and apprehension towards their use exists.

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The principal as an effective communicator: Increasing parental and community engagement through the use of digital communications and social media Brian Fox Northwest Nazarene University
Foundation Research provides clear evidence for the relationship between student achievement and the engagement of parents and community members with their local schools through meaningful involvement of parents, families, and members of the community (Curtis, 2013; Epstein, Galindo, & Sheldon, 2011; French, 2014; Hill & Taylor, 2004; Grujanac, 2011; Hoover-Dempsey, Walker, & Sandler, 2005; Jeynes, 2012; O’Donnell & Kirkner, 2014; Sonnenschein, Stapleton, & Metzger, 2014; Topor, Keane, Shelton, & Calkins, 2010).
Research Questions 1. In what ways do building administrators use digital communications and social media tools to communicate with and engage parents, and community members? 2. Is there a significant relationship between communication efforts of the building administrator and the level of parental and community engagement in individual schools? 3. Is there a significant relationship between the strategic communications and marketing strategies of a building administrator and the resulting image and reputation of the school?
Theoretical Frameworks Epstein (2011) Overlapping Spheres of Influence Engeström (2015) Structure of Human Activity Note. Used with permission from Engeström (2015). Learning by Expanding. Second edition. New York, NY: Cambridge University Press. Note. Adapted with permission from Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools. Second edition. Boulder, CO: Westview Press.
To answer the question, “Why?” Note. Adapted with permission from Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools. Second edition. Boulder, CO: Westview Press.
Significance of the study Few studies have been done with a focus on educators and their use of advanced technology such as digital communication and social media Little research, if any, exists which measures the parental and community response to the communication efforts of principals using technology
Focus Group Interviews • Two groups of six • One hour in length • Five open-ended questions • Redundant recordings and live transcriber • Challenging to be quiet Conversation Analysis Rapley (2001) maintains the data produced during an interview is done collaboratively due to the interactional nature of conversation.
Participants •Two school districts •12 building administrators •Eight female and four male •Seven elementary, three junior high, two high school •810 parents or community members “I have learned a lot from you today. I think now I am going to work harder.” “I personally have learned a lot about what is going on in your own buildings by following you.”
Data Analysis • Organized • Coded • Themed
Data Analysis • Organized • Coded • Themed
Data Analysis • Organized • Coded • Themed • 22 • 17 • 7 • 3+
Themes • Awareness o Changing demographics o Realizing growing use o Considered purpose of tools – differentiation o Professional development – generational preferences
Themes • Strategic use o Intentionally guiding parents and students o The power of pictures o Create transparency and accuracy o Control over reputation-building
Sub-theme • Analytics o Results drive new strategies o Concrete data for measuring effectiveness o Performance data
Themes • Increased involvement o Principals perceive increased participation o Partnerships within the community o Non-traditional engagement o New perspective
Parent and Community Survey Results • Participants o Communication preferences o Levels of engagement o Perception of local school
Parent and Community Survey Results • Participants o 841 began, 823 provided consent, 810 understood work o 83% rank local school as “very good” or “excellent”  “Americans form their opinion about their local schools through their own contact with the schools and what their children are saying. What they experience more personally, they tend to have more favorable views about.” Bushaw & Calderson, 2015, p. 23
Parent and Community Survey Results • When looking for information: o Website (40%) o Newsletters (21%) o Social media (18%)
Parent and Community Survey Results • Involvement at school: o Classroom volunteer every week (12%) o Classroom volunteer every month (10%) o Special event once each month (37%) o Special event once a year (65%)
Hopes and Limitations It was believed that by gathering examples of the many creative ways principals facilitate communication with stakeholders, and celebrate the resulting collaboration and convergence of the spheres of influence, one might advance the study of principals as effective communicators.
Hopes and Limitations • Participation target: several school districts • Actual: two school districts (10/12 from one district) • Without diversity, results are heavily skewed • Replication of results less likely • Intentional work of one district measured
Further research • As technology advances tools will change • Communication preferences of stakeholders • Apprehension by some building administrators o Expansive learning (Engeström, 2015) o Human dynamics during change
Administrators Meeting – May 11, 2016
Communications Goal Consistently and effectively provide stakeholders in the Puyallup community with current and relevant information about the work of students and staff in the Puyallup School District.
Reputation Goal Consistently and effectively promote the Puyallup School District as the best education choice for students and parents, an asset within the community, and a responsible steward of taxpayers’ money.
Engagement Goal Consistently and effectively engage members of the community in support of students and staff in the Puyallup School District.
•Communications – current and relevant •Reputation – best choice, asset, responsible •Engagement - involvement
How can online tools be used to communicate, promote reputation, and engage?
Digital Citizenship • Digital life is public • Digital life brands (you and the district) • Public Records Requests are filed nearly every week
Wsu class 071816
Wsu class 071816
Wsu class 071816
Brian Fox Chief Communications and Arts Officer Puyallup School District foxbd@Puyallup.k12.wa.us 253-841-8703

More Related Content

Wsu class 071816

  • 1. The principal as an effective communicator: Increasing parental and community engagement through the use of digital communications and social media Brian Fox Northwest Nazarene University
  • 2. Foundation Research provides clear evidence for the relationship between student achievement and the engagement of parents and community members with their local schools through meaningful involvement of parents, families, and members of the community (Curtis, 2013; Epstein, Galindo, & Sheldon, 2011; French, 2014; Hill & Taylor, 2004; Grujanac, 2011; Hoover-Dempsey, Walker, & Sandler, 2005; Jeynes, 2012; O’Donnell & Kirkner, 2014; Sonnenschein, Stapleton, & Metzger, 2014; Topor, Keane, Shelton, & Calkins, 2010).
  • 3. Research Questions 1. In what ways do building administrators use digital communications and social media tools to communicate with and engage parents, and community members? 2. Is there a significant relationship between communication efforts of the building administrator and the level of parental and community engagement in individual schools? 3. Is there a significant relationship between the strategic communications and marketing strategies of a building administrator and the resulting image and reputation of the school?
  • 4. Theoretical Frameworks Epstein (2011) Overlapping Spheres of Influence Engeström (2015) Structure of Human Activity Note. Used with permission from Engeström (2015). Learning by Expanding. Second edition. New York, NY: Cambridge University Press. Note. Adapted with permission from Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools. Second edition. Boulder, CO: Westview Press.
  • 5. To answer the question, “Why?” Note. Adapted with permission from Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools. Second edition. Boulder, CO: Westview Press.
  • 6. Significance of the study Few studies have been done with a focus on educators and their use of advanced technology such as digital communication and social media Little research, if any, exists which measures the parental and community response to the communication efforts of principals using technology
  • 7. Focus Group Interviews • Two groups of six • One hour in length • Five open-ended questions • Redundant recordings and live transcriber • Challenging to be quiet Conversation Analysis Rapley (2001) maintains the data produced during an interview is done collaboratively due to the interactional nature of conversation.
  • 8. Participants •Two school districts •12 building administrators •Eight female and four male •Seven elementary, three junior high, two high school •810 parents or community members “I have learned a lot from you today. I think now I am going to work harder.” “I personally have learned a lot about what is going on in your own buildings by following you.”
  • 11. Data Analysis • Organized • Coded • Themed • 22 • 17 • 7 • 3+
  • 12. Themes • Awareness o Changing demographics o Realizing growing use o Considered purpose of tools – differentiation o Professional development – generational preferences
  • 13. Themes • Strategic use o Intentionally guiding parents and students o The power of pictures o Create transparency and accuracy o Control over reputation-building
  • 14. Sub-theme • Analytics o Results drive new strategies o Concrete data for measuring effectiveness o Performance data
  • 15. Themes • Increased involvement o Principals perceive increased participation o Partnerships within the community o Non-traditional engagement o New perspective
  • 16. Parent and Community Survey Results • Participants o Communication preferences o Levels of engagement o Perception of local school
  • 17. Parent and Community Survey Results • Participants o 841 began, 823 provided consent, 810 understood work o 83% rank local school as “very good” or “excellent”  “Americans form their opinion about their local schools through their own contact with the schools and what their children are saying. What they experience more personally, they tend to have more favorable views about.” Bushaw & Calderson, 2015, p. 23
  • 18. Parent and Community Survey Results • When looking for information: o Website (40%) o Newsletters (21%) o Social media (18%)
  • 19. Parent and Community Survey Results • Involvement at school: o Classroom volunteer every week (12%) o Classroom volunteer every month (10%) o Special event once each month (37%) o Special event once a year (65%)
  • 20. Hopes and Limitations It was believed that by gathering examples of the many creative ways principals facilitate communication with stakeholders, and celebrate the resulting collaboration and convergence of the spheres of influence, one might advance the study of principals as effective communicators.
  • 21. Hopes and Limitations • Participation target: several school districts • Actual: two school districts (10/12 from one district) • Without diversity, results are heavily skewed • Replication of results less likely • Intentional work of one district measured
  • 22. Further research • As technology advances tools will change • Communication preferences of stakeholders • Apprehension by some building administrators o Expansive learning (Engeström, 2015) o Human dynamics during change
  • 24. Communications Goal Consistently and effectively provide stakeholders in the Puyallup community with current and relevant information about the work of students and staff in the Puyallup School District.
  • 25. Reputation Goal Consistently and effectively promote the Puyallup School District as the best education choice for students and parents, an asset within the community, and a responsible steward of taxpayers’ money.
  • 26. Engagement Goal Consistently and effectively engage members of the community in support of students and staff in the Puyallup School District.
  • 27. •Communications – current and relevant •Reputation – best choice, asset, responsible •Engagement - involvement
  • 28. How can online tools be used to communicate, promote reputation, and engage?
  • 29. Digital Citizenship • Digital life is public • Digital life brands (you and the district) • Public Records Requests are filed nearly every week
  • 33. Brian Fox Chief Communications and Arts Officer Puyallup School District foxbd@Puyallup.k12.wa.us 253-841-8703