Media

Mark Willis, Chris Distefano, Edwin Wargo,

Nick Spano, Kristy Spano, Anne Park

Media –

A medium of cultivation, conveyance, or expression

Usage: media or medias seem to have originated in the field of advertising over 50 years ago; they are apparently still so used without stigma in the specialized field. The great popularity of the word in references to the agencies of mass communication is leading to the formation of a mass noun, construed as a singular

Forms of Media

TV Radio Automated Phone Messages Internet Newspaper/Talking with the press Exhibitions

Media Outlets: School Exhibits

School Exhibits

Various kinds of exhibits serve as a multitude of purposes for a school and community.

They allow key messages to be comfortably communicated.

Movies & Video

They acquaint the community with innovations, accomplishments and challenges.

May be used at parent-teacher association meetings to tell the education story.

Open-house, graduation exercises, anniversary celebrations, and special events.

In-school exhibit

Shows that students or children are learning to parents, visitors and staff.

They are placed on walls, in showcases classrooms.

The corridor exhibit

Acquaints visitors with students undertakings and accomplishments.

Also, when placed near an entrance/exit, it leaves the visitor with one last piece of information or message about the school.

The all-school exhibit

Offers great opportunity for publicizing and interpreting the educational program.

It displays work and material from all grades and subject matter.

Sometimes a group of children or students may choose to represent this exhibit by talking to the community about it as it is displayed. (i.e.. Chorus group, science team).

A system-wide exhibit

Brings together material/school work from various schools in its district or statewide.

Location is in one place and focuses on one subject and/or a specific level of education.

Parents can become involved in the exhibit process as guidelines permit.

The out-of-school exhibit

Brings the public into contact with the works of the schools in the district.

It increases school & community relations. Exhibits can be displayed in stores, bank

lobbies, and public libraries. Serves as an excellent backdrop for

presentations and enhances a speakers message. (i.e..-school problems or needs).

Preparing the exhibit Who is responsible for the Exhibit? What is the best date and place? Who is the audience? What is the purpose and theme? What should the content be? What display techniques should be used? (use bold print

in a basic message) Management skills Audience participation Publicity? (young, old, new community members)

Television

Chapter 12 is an informative “how-to guide” for TV interviews

My GoalTo discuss the larger issues of how

television can impact school-community relations as our roles as educational leaders and provide brief interview tips.

TelevisionScenario 1

A principal is at a local function. He is complaining about how the hostility around the new teachers’ contract is affecting their ability to raise test scores. A local community member captures the principal’s negativity using a cell phone. The video is sent to Channel 6 ABC and posted on YouTube. The comments get a great deal of attention.

Scenario Highlights (TV)

Scenario highlights the blurring and merging of mainstream TV media and

web-based media.

Scenario highlights the challenges educational leaders face with new media

dealing with External and Internal Publics.

Traditional vs. New MediaTraditional TV New TV

TV was only source of video TV and Internet deliver content (anyone)

Need professional crew or video camera to capture

content

Cell phones can take pictures and capture video (anyone)

Mainstream media was “official” source

Bloggers and content-creators considered credible

Viewers were locked into viewing times and a fixed

location

Viewers can view content anywhere and anytime

CNN-YouTube Presidential Debates is an example of merging.

New Media (TV)Impact for School Leaders on School-Community Relations

Positive Negative

Greater venues for delivering information

Greater possibility of misstated facts

Large audience and accessibility can help with

shifting perception

Large audience and accessibility can help with

shifting perception

Ease of production Ease of production

Ease of distribution Ease of distribution

Example of New Media Content

ExampleFormer Philadelphia CEO Paul Vallas’ use of a districtcredit card to purchase $11,150 in meals.

Location of VideoPhiladelphia’s CBS 3

URLhttp://cbs3.com/specialreports/local_story_179000338.html

ExampleOrange County Public School’s website.

Location of VideoCommunity Relations Section

URLhttps://www.ocps.net/es/cr/Pages/default.aspx

Local DE, NJ, PA TV Stations

City Network Call Sign Channel Website

Philadelphia ABC WPVI 6 www.6abc.com

Philadelphia CBS WKYW 3 www.cbs3.com

Philadelphia FOX WTXF 7/29 www.fox29.com

Philadelphia NBC WCAU 10 www.nbc10.com

Streaming video can be viewed on stations’ websites givingInternal and External publics anytime, anywhere access to content.

Local DE, NJ, PA TV Stations

City Network Call Sign Channel Website

Baltimore ABC WMAR 2 www.abc2news.com

Baltimore CBS WJZ 11 www.wjz.com

Baltimore FOX WBFF 45 www.foxbaltimore.com

Baltimore NBC WBAL 11 www.wbaltv.com

Streaming video can be viewed on stations’ websites givingInternal and External publics anytime, anywhere access to content.

New Media Content Examples

www.youtube.com www.yahoo.com/video www.google.com/video School and District Websites Podcasts via iTunes

Getting Television Time for Schools

Call Public Affairs Director or Manager Independent or Cable Stations more likely

to provide school programming Publicity should be given to program Spots range from 10 to 60 seconds Provide local papers with print copy of TV

programExamples: Budgets, Referendums, Redistricting, Programs Affecting All Students, Tragic Events, Athletics

Educational Leader Interview Planning

Work on answering a question within 30 seconds

For an unpopular message, admit the problem then use non-threatening language

Be conversational

School Program Production Techniques

Focus on Message - simplicity – plain background, movement minimized, and participants small in number.

Interesting Content – pace upbeat and smooth transitions

Every minute is important and planned

Using TV as a School Communication Tool

Standard Announcements run:10 seconds (20 words)

20 seconds (40 words)60 seconds (125 words)

One Photograph – 10 seconds

Personal Appearance for School Leaders on TV

Wear soft, medium colors Look, listen, and speak to the person

conducting interview Don’t worry about role you are playing Avoid unnecessary movements or

gestures.

Guidelines to working with the Press

Answer questions honestly Respond promptly Remember all reports & surveys are

public property Avoid educational language Don’t be afraid to not have an answer Don’t ask to see a story before it is

printed

Guidelines continued:

Tell immediate supervisor when you have spoken to press

Be accurate Know reporters on first-name basis Know what “off the record” means Be available when negative news occurs

Guidelines continued:

Compile a directory of key news contacts Give home numbers to media

representatives Make sure news releases are timely Know what news is

What is news?

Unusual Local Innovative Controversial

Evaluation Money New Positions Names

Radio:What shows are on the radio?

Newscasts Infomercials Questions of the Day Sports Programs Music Programs Discussion Programs Dramatic Programs Talk and Interview Programs Emergency Messages

Why do they listen?

It’s Immediate It’s Quick It’s Comfortable It’s Easy Its’ Focused It’s Captive

Automated Phone Messaging

Call: All parents/guardians All Staff Board Members Individual Grade level or groups of grade levels A whole school Or any combination of any of the groups above

Types of messages

Reminders School Closings Emergency Announcements Surveys Attendance Informational

Languages

Message can be record in whatever language(s) is need for the district

All you need is someone who can speak those languages and record the message.

Online Communication

District & School Websites Interactive Sites for Grades and

assignments E-newsletters and mass e-mails Online surveys Podcasts,streaming audio and video

Web Marketing Association’s Internet Standards Report

Design Innovation Content Technology Interactivity Copywriting Ease of Use

Does this meet the standards?

Serving Special audiences

Languages Video

Help the Parents

District Technology Policy

Goals Misuse Using Names and Photos

Roadblocks to using online communication

Lack of technology Lack of people with the knowledge to

implement the program Users lack of knowledge

Media Wrap up

Anyone of these media’s will help improve public relations with the internal and external communities as long as we know the following:

What media is use most in the community

The native language of the community