Barbara Crystal

1. Barbara Crystal Public Relations Government & Education Markets

2. Develop Strong Media Messages I talk You work You talk I talk Purpose: To inform, educate, persuade, convince

4. FIRST: Contact Public Relations • If possible, have your PR person get the reporters questions or issues before you talk to the media. • Agree on a time to talk to the reporter (be sensitive to their deadlines). • Engage your PR person in a quick de-briefing after the interview and discuss what went well or where you can improve.

5. Nonverbal communications • Research by Albert Mehrabian showed words are not the whole message: • WORDS • FACIAL EXPRESSION /BODY LANGUAGE • VOICE 7% 55% 38%

6. Frame the Message • Know your position • Know the issues • Employees • Community • Industry • Know your audience • Internal • External

7. Is it newsworthy? • First, most, biggest, only • Topical • Local v. National • Actionable • Can audience respond to interests and concerns? • Recurring event • React to new information • Respond to crisis

8. Customize the Message • Keep on top of current events • Design communications for the: • Situation • Time • Place • Audience

9. Use a strong headline& supporting example or anecdote • Positive statement but too general • “We ensure our schools are a safe place for students.” • Add credibility through specific information. • “Our principals carry an iPAQ Pocket PC to communicate about student whereabouts.” • Common unsupported statement • “Our school district has an excellent track record where students are concerned.” • Support with anecdote or example • “Eighth grade reading TAAS scores have improved by 10 percent over last year.”

10. Get to the Point Early • Know your bottom-line message or action and say it early. • State your supporting points with clarity, focus and emphasis. • Anticipate listeners’ questions and concerns. • Use “Signal Words” to alert listeners to key points: • “What’s significant here…” • “I want to stress…” • “I can’t overemphasize this enough, that…” Source: Get to the Point by Gilman & Berg

11. Craft a strong message • Use vivid, unambiguous language • Hard numbers • 10 out of 20… (not “a lot” “some”) • Our scores improved 30% over last year… • Action words • I believe, I think (not “It seems” “It could”) • (Whatever) convinces me that… • Everyday words with no jargon or acronyms • “Use,” not “utilize” • Translate district or educational specific shorthand: define what it means for the audience.

12. Point-of-View WIIFM • What’s In It For Me? • What does it mean for the audience, not the school district.

13. Triplets • Three examples are better than one • Snap, crackle and pop • Blood, sweat and tears • …”Government of the people, by the people and for the people…”

14. Craft a Great Sound Bite Anecdotes Examples Headline 3rd party endorsements Analogies PROOF 1 Facts, data and analysis PROOF 2 Make me care

15. Great Sound Bites • The first thing to learn in school is how to learn. • “Education consists mainly in what we have unlearned.” (Mark Twain) • “Children today are tyrants. They contradict their parents, gobble their food, and tyrannize their teachers. (Socrates, 470-399 B.C.) • “What you earn depends on what you learn.” (Bill Clinton) • “You can pretend to be serious; you can’t pretend to be witty.”

16. Swamp ½ Empty glass Difficult questions Firm Ground ½ Full glass Data Proof Correct Facts Sound bites Bridging

17. Alternatives to “no comment” • “I don’t have the facts to answer that question accurately. But I can tell you that…” Continue with your key point. • “I wouldn’t use that choice of words. If you’re asking whether (rephrase the question), I can tell you that….” • “I agree we’ve got a problem and I’d like to go directly to our solution.” • “We have our share of challenges, just like everyone else, but it’s important to remember that…” (State your key point.) Source: The Publicity Hound

18. Craft a Great Sound Bite Anecdotes Examples Headline 3rd party endorsements Analogies PROOF 1 Facts, data and analysis PROOF 2 Make me care

20. ISSUE #1 • Terrorist Threat • You are informed by the Mayor that Houston is a target for terrorism and there is a high expectation of terrorism in a specific week when school is normally open. What do you tell the media when they ask about preparedness at the schools and advice to parents/teachers?

21. ISSUE #2 • Environmental Problem • Parents in your community are afraid that your schools may have toxic mold. You have had tests run and none was found. However, several vocal parents are not convinced and have asked for additional – more expensive – testing. These parents have called TV reporters, who arrive unannounced on your doorstep. What do you do, and what do you say?

22. ISSUE #3 • Declining Test Scores • You just received the results the TAAS test from last year’s testing. Your District’s overall rating has declined. What do you say to the newspaper reporters when they call to ask you why?

23. ISSUE #4 • Sexual Harassment • Your star football coach has been accused by a cheerleader of sexual harassment. The local media plan to lead with this story on the evening news. What do you say to them?

24. ISSUE #5 • Weapons in School • A teacher at one of your middle schools discovered that one of her students brought a weapon to school with the intent of harming or killing another student. Parents are calling to ask what you’re doing to make the schools safe. The media are camped out in the parking lot waiting to speak to you. What do you say?

25. ISSUE #6 • Special Education • Your district is being sued by the mother of a special education student because she feels her child is not getting the special attention and resources she needs. The media pick up on the story and want to talk to you. What do you tell them?