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BUILDING CAPACITY

Join the webinar to explore improving public participation in education by fostering informed citizens, building trust, and empowering parents and administrators through training.

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BUILDING CAPACITY

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  1. for Public Participation BUILDING CAPACITY International Association of Public Participation Core Values Webinar January 13, 2015 Laura McDonald John Poynton

  2. Poll #1: Your professional affiliation? • research/higher ed. • K-12 education • health care • government • industry

  3. Poll #2: Your geographic location? • Australasia • Canada • USA • other

  4. Can your school community have a reasoned discussion about… • massive cuts • school closures • boundary changes • police officers in schools • allowing teachers to carry arms • raising taxes to increase teacher pay

  5. In an environment with? • - conflict-driven media • heavy reliance on “experts” • polarized ideological interests • history of “decide, announce & defend”tactics • rising distrust for school administrators • lack of trained P2 facilitators in schools

  6. Wouldn’t public education work better if more citizens…

  7. - had personal relationships with administrators • & legislators and routinely contacted them with concerns? • were so well-informed about school business, they’d be • more willing to serve on the board or committees? • - effectively engaged other citizens on controversial • issues that many citizens might be reluctant to discuss? • could share accurate information about emerging • issues, dispel myths and rumors, help problem-solve? • …and more districts had administrators and parents • trained in P2 theory and process facilitation?

  8. But engagement trends aren’t good! • parents leaving PTAs (Putnam, 2000) • complexity of education (Fisher, 2009) • administrator expertise (Mathews, 2006) • strained relationships (Gillon, 2000) • distrust of “non-experts” (Sexton, 2004) • citizens withdrawing (Harwood, 2005) • public easily manipulated (Fishkin, 2008)

  9. Meet our parent, Laura • professional • active voter • taxpayer • has two elementary-aged kids • loves her neighborhood school • but had NO relationship with her school district!

  10. Laura’s perspective… scary powerful people vs Laura

  11. We needed to change the culture!

  12. Organizational change takes time! • secure the support of a credible leader • identify root cause of failed interactions • design and train for details • get early wins (make colleagues ‘the hero’) • connect citizens with experts, build trust • empower parents with know-how, know-who • recruit experienced facilitators when needed • be a persistent change champion

  13. Outside, parents noticed!

  14. Engagement began to rise!

  15. Poll #3: Generally, how would you characterize your community’s capacity for public participation? • above average • average • below average • S.O.S.! (crisis mode) • - unsure

  16. Poll #4: Generally, how would you characterize your organization’s support for public participation? • above average • average • below average • - not even on the chart • - unsure

  17. Hypothesis Would a citizen training that provides - organizational knowledge (know-how) - relationship building (know-who) raise our district’s P2 capacity?

  18. Know-how District - org. structure - governance - budget - schools & curriculum - student services - P2/deliberation skills State/Local - elected officials - school finance - state Board of Ed. - state & federal laws - state education policy - PK-12 legislation

  19. Know-who State/Local - legislators - state ed. board - state dept. leads - local municipal leaders - law enforcement District - superintendent - board president - leadership team (asst. superintendents., exec. directors, etc.)

  20. LSV Training Program - Year 6 What citizen training in district affairs Where board of ed. room When meets monthly for 2½ hours Why reengage parents, build P2 capacity Who parents (mostly) from across the district Agenda supt’s update, guest speakers, core topics

  21. Research domains - knowledge operations, funding, governance, P2 - relationship build rapport with decision makers - willingness prepared to commit time/resources - efficacy understands P2 theory & process - action participates in district activities

  22. RQ1: Knowledge LSV significantly improved my knowledge of … strongly agree/agree - policies and practices - organizational structure - state’s role in funding - instructional programs - school board’s role 97% 93% 89% 85% 80%

  23. Participant quote - knowledge “When you feel informed, you feel empowered...”

  24. RQ2: Relationships LSV makes me more likely to contact … strongly agree/agree • a friend or acquaintance • friends contact me - a board member - the superintendent - a state legislator 82% 81% 81% 77% 67%

  25. Participant quote - relationships “It was the first timeI was exposed to legislators.”

  26. RQ3: Willingness LSV makes me more willing to be involved … strongly agree/agree - in conversations with others - in PTO, other committees - seek out school leadership • in Board of Ed meetings • in state legislative hearings 96% 74% 74% 63% 56%

  27. Participant quote - willingness “LSV has given me more confidence and to assert myself and advocate for the things I believe in.”

  28. RQ4: Efficacy LSV strengthened my deliberation skills … strongly agree/agree - finding solutions  difficult choices - finding solutions  uncomfortable conversations - different perspectives  better solutions - greater understanding of different perspectives - different positions, but finding consensus 97% 97% 92% 89% 85%

  29. Participant quote - efficacy “I’ve definitelylearned to considerwhere people are coming from.”

  30. RQ5: Action After LSV I have participated in … yes - volunteered at a school/district event - asked another person to participate - shared new knowledge with the PTO - involved in a legislative initiative - made a financial contribution 100% 92% 88% 88% 85%

  31. RQ5: Action cont’d yes • communicated with superintendent/board • supported candidate campaign • used social media to share information • solicited a financial contribution - submitted a Letter to the Editor 81% 73% 69% 42% 27%

  32. Participant quote - action “It made me feel more comfortable about getting involved…doing campaigning, educating, talking to parents, getting petitions signed, going to speak at parent groups, emails, all kinds of things that I would say are on a broader level.”

  33. RQ-6 Ripple Effect Evidence from archival records Legislative hearings Election coverage Event agendas PTO records Newspapers Web-based docs

  34. Lessons learned • John • - no perfect meeting time • encourage staff to raise the tough problems • include a social event • child care availability big plus • Laura • never underestimate the power of a few • don’t let perfect be the enemy of good • modeling, sincerity & encouragement are key • safety in numbers

  35. Insights to consider • starting small is good • strong leadership essential • including staff builds buy-in • not a means for a specific political win • more work from staff (but its the right work) • huge opportunity for communications office

  36. Getting citizens back to the table Leadership St. Vrain

  37. Leadership St. Vrain

  38. Building culture of public participation

  39. Grassroots St. Vrain

  40. For more information… Laura McDonald Grassroots St. Vrain laura@grassrootsstvrain.org 303-883-6320 John Poynton St. Vrain Valley Schools poynton_john@svvsd.org 303-682-7404

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