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The resources below can help school leaders understand the role and value of strategic school communication, assess their district’s communication needs and capacity, and consider how to establish, structure or strengthen a communications function.
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Schools involve two of a community’s most important resources: its children and its public investment. They also operate in an increasingly complex communication environment in which families, employees and community members expect information to be timely, accessible, accurate and easy to understand.
Strategic school communication extends well beyond newsletters, social media, media releases and events. Communication professionals help district leaders understand stakeholder needs, anticipate communication challenges, explain complex decisions, coordinate communication across schools and departments, respond during crises, address false information and create opportunities for meaningful two-way engagement.
Effective school communication can help a district:
The responsibilities of school communication professionals vary based on district size, structure and community needs. Their day-to-day work often includes the following:
During major decisions, crises or emerging issues, they can also help leaders think through what their community members need to know, when they need to know it, how information should be shared and where more listening or engagement may be needed.
All school systems have staff who communicate, but many also have a formal position to handle official district communications. NSPRA has supported school communicators throughout the United States and Canada since its founding in 1935. Among NSPRA’s more than 2,800 members today, the large majority are employed by a school system (81 percent) or an educational service agency (10 percent).
Small school systems with an enrollment of fewer than 2,000 tend to one communication professional on staff. Districts with an enrollment of fewer than 10,000 students tend to have 2-4 communications staff. Many medium-sized school systems of 10,000 – 25,000 students have teams of between 2-7. Meanwhile, systems with 25,000 to 75,000 students often have as many as 8-15 communications staff. Districts with more than 75,000 students most commonly have teams of 15 or more, all according to a 2022 representative survey of members of the NSPRA.
While it is true that larger school systems with more stakeholders and more revenue tend to have more communications staff, actual staffing levels should be based on the level of a school community’s expectations for clear, consistent and regular information about their local schools.
While enrollment provides one useful point of comparison, there is no single staffing formula appropriate for every district. Communication capacity should also reflect the scope of work expected of the communications function.
When evaluating staffing, districts might consider:
Staffing needs will vary by district. A useful starting point is to identify the communication responsibilities the district expects to be performed consistently and the capacity required to meet those expectations.
Questions to consider:
Answering these questions can help district leaders determine whether their current communication structure matches the organization’s needs.
Much like with staffing, larger school systems with more stakeholders and more revenue tend to budget more for communications. Generally, though, school systems designate about a half percent of their annual operating budget to communications, according to a 2022 representative survey of members of the NSPRA.
A variety of factors affect salary ranges for professional school communicators such as the extent of the position’s responsibilities, the cost of living around a school system’s location, the size of the school system, the available supply of qualified candidates and an individual candidate’s educational background and level of experience. Not accounting for those differences, many school communicators earn more than $100,000 a year (41 percent), and a similar number earn between $60,000 and $99,000 (45 percent), according to a 2022 representative survey of members of the NSPRA.
Whether a district is establishing its first formal communications position, evaluating an existing function or considering changes to communication staffing, begin by identifying the district’s communication needs, expectations and current capacity.
The goal is not simply to determine whether the district “needs a communications person.” District leaders should first identify the communication work necessary to support district priorities, serve stakeholders effectively and manage organizational risk. From there, they can determine the expertise, capacity and structure needed to perform that work effectively.
Communication is an investment that pays real dividends, playing an important role in any high-performing organization, including public schools and school districts.
For example: A $500,000 new investment in communications would only need to recruit 50 new kindergartners or 50 new students to pay for itself in 1 year at an average per pupil-funding amount of $10,000 per child. If those 50 kindergartners stay enrolled in public schools for 12 years, the investment yields a $6 million return.
Communication value, however, is not always captured through a single financial return-on-investment calculation. Districts can also examine how communication capacity supports organizational priorities and what consequences may result when important communication work is delayed, inconsistent or unassigned.
Consider:
Include the superintendent, relevant district leaders and, when appropriate, the board in conversations about the district’s communication needs and expectations. Some districts/boards establish a formal PR/Communications Committee. This committee, composed of board members and staff (central office and building representatives) can begin looking at ways communication can be improved or enhanced in the school district. Such committees often seek input from NSPRA to demonstrate how other similar school systems are practicing public relations. Questions to consider when defining expectations might include:
Before creating or restructuring a communications function, consider assessing the district’s current communication practices and stakeholder needs. A comprehensive communication audit can provide an independent examination of the district’s communication strengths, challenges and opportunities and offer recommendations for improvement.
Districts seeking a self-assessment option can use NSPRA’s School Communication Benchmarking: Rubrics of Practice and Suggested Measures publication to examine practices across critical areas of school communication.
An assessment can help answer questions such as:
There is no single event that determines when a district needs additional communication capacity. However, common indicators may include:
Hiring the right communication professional is only one part of building an effective communication function. District leaders should also consider the position’s authority, access to information, reporting relationship and connection to leadership decision-making.
More than two-thirds of school communicators (67%) are considered a member of their district's cabinet and/or leadership. = It's apparent that more and more districts understand that communication is too critical to the success of both a superintendent and a school system to not provide a communications professional a seat at the table. Research conducted by SchoolCEO and NSPRA reinforces the importance of executive access. Communication professionals who are brought into conversations early are better positioned to anticipate stakeholder questions, identify communication considerations and help leaders communicate proactively rather than respond after decisions have already been made.
Once a decision is made to create a new position, develop a job description that lists specific skills and responsibilities. Start with templates that are available from NSPRA (below) or gather samples from area school districts.
Before posting the position, make a prioritized list of skills you want in the new staff member. What skills are most important to you and the district? Solid writing ability, for example, is a must but digital photography or video experience may be something a new person can learn more about once in the role. An understanding of the local media is very helpful but does not dictate that a media person is the best hire.
Unless a candidate brings a strong portfolio, consider giving the candidate a short writing test such as creating a news release from a list of facts you provide. You should expect even a candidate who is fresh out of college to have strong writing skills. Poor writing skills will only add unnecessary editing and rewrite time for other staff members.
The following are resources with further information about starting a communications team and/or hiring a school communications professional.
NSPRA article
NSPRA Samples and Resources (members only)
NSPRA Report
Learn More
To further discuss and learn more about starting a school public relations/communications department, please email NSPRA Manager of Professional Development and Member Engagement Melissa McConnell at mmcconnell@nspra.org.
And, visit the NSPRA membership page to learn more about membership benefits and resources!