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Co mmunication Level 2 John Havlicek, La Crosse Education Association

Learn how to mobilize your union and others through successful messaging to build power. Discover quick communication considerations, keys to effective communication, and steps to create an impactful message.

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Co mmunication Level 2 John Havlicek, La Crosse Education Association

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  1. Communication Level 2 John Havlicek, La Crosse Education Association Kathleen Mahoney, Marshfield Teachers’ Association Brenda Morris, Lake Mills Education Association

  2. Today’s Learning Target: Mobilizing your members and others through successful messaging to build the power of your union.

  3. Quick Communication Considerations • What sort of communication does your local “do”? • Think about how you communicate with • your members • administration • School Board • the general public.

  4. Resources www.weac.org/talk http://www.nea.org/home/Local-Affiliate-Communication-Guide.html Christina Brey breyC@weac.org

  5. http://www.nea.org/home/68203.htm

  6. The Long Game • Building trust with our members • Growing our strength by increasing membership • Identifying and developing leaders • Strengthening connections in the community • Building (in)formal alliances • No permanent enemies, no permanent allies -- IAF

  7. Five Communication Keys • Message • Audience • Vehicle • Messenger (Who is delivering?) • Listening! (RASA, or 80/20 Rule)

  8. What is the topic/situation/concern? • Curriculum • Staffing • Workload • Job expectations • Insurance • Elections • City events/changes • Legislation • Referendum External issues: Internal issues:

  9. What resolution would we like to see? Internal: • Curriculum stays as it is • Positions are not cut • Behavior Interventionists added • Insurance remains intact External: • A new governor is elected • A piece of legislation is stopped. • The community library stays open on Sundays.

  10. Which people do we need on board to accomplish our goal? • Are there board memberswho have a personal history with this issue or have spoken to it in the past? • Are there communitymembers who are natural allies on this issue or have spoken to this issue in the past? Can they connect us with other community members? • Which administrators have been an ally on this issue in the past and/or actually has the authority to affect this change? • What kind of involvement do we need from our members? Do we need potential members on board as well?

  11. Determine the most effective message • Message should be: • Memorable • Personal • Understandable • Message should be • tailored to the audience • student-centered

  12. Other Considerations • Who is your audience? • What is their interest in this issue? • What is their personal connection to the issue? • What do the “experts” say? • How will this personally affect the person/group? • What are the consequences of NOT addressing this issue? Step 4

  13. Scenario Your district changed your HS teacher workload by adding an unpaid overload to all the “new” teachers (hired after 2001). You want it to be changed back. Create an effective message to: • School Board • Administration • Community (hold on this one for now)

  14. Sample Message: School Board Students need 1:1 instruction from teachers, attention, etc., we need to build relationships with our students, we have a mindset that every child will succeed, the variable is how/when, so we need to have the time to meet kids where they at.

  15. Sample Message: Administration We need to build relationships with our students; we all but guarantee that all students will succeed. We need the time to make this happen.

  16. Sample Message: Community Why might you include the community or not? Why we did not take this to the community.

  17. How should information be communicated? • Email • Phone Call • Letter to the Editor • Social Media - and which? • Meeting Face-to-Face • Letter to School Board/Administration • Statement(s) at a School Board Meeting • Through media - paid or earned • Texting • Hustle

  18. Who should be the messenger? • Are they credible? • Do they have pull with the people/group you are targeting? • Do they have a personal stake in this message? • Do they have a compelling story? • Are they effective messengers? • Can they be trained? • Do they represent diverse voices?

  19. Carry out the plan

  20. After Action, Evaluate • What were the results of our action? • Did we succeed in meeting our goal? • If yes, why was it successful? • If no, why wasn’t it successful? • What did we LEARN? 3. What’s next? • Are we done or do we need to try again? • What are we going to do differently next time?

  21. Communication → Advocacy → Organizing Connections to Advocacy Connections to Organizing

  22. Recap • What is the topic/situation/concern? (internal/external) • What resolution would we like to see? • Which people do we need on board to accomplish our goal? • Determine the most effective message. • How should the information be communicated? • Who should be the messenger? • After action, evaluate.

  23. Questions: • What questions do you have for us? • If you have questions down the road, please don’t hesitate to contact us: Kathleen Mahoney- kmmahoney12@yahoo.com John Havlicek - take a card! Brenda Morris - albertina72@gmail.com

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