2. Metodología
2.1 Metodología aplicada en el periodo 2015-2016
Develop Communications Templates for Media
As noted above, many communications materials can be prepared before a crisis event occurs as part of the preparedness phase of planning and then completed with event-specific information. Described below are media-related items included in the NEA’s Crisis Communications Guide and Toolkit, (Online at http://www.nea.org/crisis/):
School information sheet. The purpose of the school information sheet is to provide general background information about a school and/or a division. This information is often already
prepared for school Web sites or brochures. In the event of a crisis, it can provide basic information to reporters who may be new to covering the school, preventing mistakes and extra phone calls. Press statement shell. The purpose of the initial press statement is to answer the basic questions:
who, what, where, when. This statement should also provide whatever guidance is possible at this point, express the association and administration’s concern, and detail how further information will be disseminated. If possible, the statement should give phone numbers or contacts for more
information or assistance.
Daily update fact sheet shell. The purpose of the daily update fact sheet is to provide information on a regular schedule during a crisis. It can be distributed via fax to a preprogrammed list of staff contacts and media recipients; it can also be posted on the Web site daily. The information should be factual and current. The fact sheet should be distributed at the same time every day and may be distributed more than once a day if new information surfaces. The fact sheet should always indicate when and how readers can get more information.
Media interview/information request form. The purpose of a media interview/information request form is to ensure that volunteers and others answering the phones collect the necessary information from media calling to get information or request interviews. It is usually helpful to create a two- sided form, with interview requests on one side and informational requests on the other. It is also important to create a system for managing the forms—for instance, requiring volunteers to give the original to the media coordinator and make a copy for a master request file.
Memos to Press Outlining Parameters for Pool Coverage of Funerals and Memorials and the First Day Back at School. The purpose of the memo to press outlining parameters for coverage of
Communications
135
funerals and memorials is to provide guidance to the press on rules of coverage. This is a very important memo to send prior to the first funeral or memorial service.Memo to Press Outlining Parameters for Coverage of the First Day Back at School. The purpose of the memo to press outlining parameters for coverage of the first day back at school is to provide guidance to the press on rules of coverage. This is a very important memo to send prior to the first day back at school to clarify expectations of media who want to cover activities.
General Guidelines for Communications with Media
Media policy varies from one school system to another. Contact is generally channeled through one person. Most news people are sensitive, open to suggestions and interested in doing a reputable job. When dealing with the media, the following suggestions will promote clear communications:
Deal up-front with reporters. Be honest, forthright and establish good communication with the media before problems or a crisis occurs.
Do not try to stonewall the media or keep them from doing their job.
The school should decide what to say, define the ground rules, issue a statement and answer questions within the limits of confidentiality.
Identify a single information source. Advise school staff of media procedures.
Advise students of the media policy. Let them know that they do not have to talk, that they can say no. If the crisis is a death, consult with the deceased student/staff member's family before making any
statement. Explain school system policy and assure them that confidential information is being protected.
During A Crisis:
Attempt to define the type and extent of the crisis as soon as possible. Inform employees what is happening as soon as possible.
Designate a central source, such as the crisis communications center, to coordinate information gathering and dissemination.
Instruct all employees to refer all information and questions to communications centers. Remind employees that only designated spokesmen are authorized to talk with news media. Take initiative with news media and let them know what is or is not known about the situation. When communicating, remember to maintain a unified position and uniform message; keep messages concise, clear, and consistent; keep spokesman and alternates briefed.
Contact the top administrator or designee to inform him of the current situation, emerging developments, and to clear statements.
Delay releasing information until facts are verified and the school's position about the crisis is clear. Read all releases from previously prepared and approved statements to avoid danger of ad-libbing. Assign sufficient staff to handle phones and seek additional information.
Keep a log of all incoming and outgoing calls and personal contacts.
Relieve key people from their normal duties so they may focus on the crisis. Express appreciation to all persons who helped handle the crisis.
Prepare a general announcement to be given by the principal or designee. A straightforward sympathetic announcement of loss with a simple statement of condolence is recommended. Also, a statement that more information will be forthcoming, when verified, can be reassuring to students and staff.
Communicating with the Media in Times of Crisis
The primary goal should be to keep the public informed about the crisis while maintaining the privacy of students and ensuring as little interruption of the educational process as possible.
As soon as possible, prepare a written statement that gives the basic facts clearly and concisely. Try to anticipate questions that will be asked and prepare answers; these typically involve: who, what, when, where, why, and how. Have the draft statement reviewed by colleagues before the statement is released. Having a written statement helps to ensure that the information being released is accurate and consistent. If news media personnel arrive on campus while students are in class, guide their activities so they will not disrupt the educational process. Media personnel should not be permitted to enter classrooms. Don't presume to tell a reporter what is or isn't newsworthy. That decision is made by the reporters and their editors. And never -- absolutely never -- lie to a reporter. Tell the bad news quickly. It may be the only chance to set the record straight. Establish the division as the best source for information about the crisis. Protecting and enhancing the division's credibility is important.
Talk conversationally. Answer each question and then be silent. Be consistent with your statements. Don't embellish them and don't respond to media pressure to chat about an incident. If you are standing for the interview, don't back up, even through the microphone seems to be close at hand. Suggest that everyone sit down if you need "space."
Guard your students against such intrusions if grief is involved in the response. (However, if the media wants student or community viewpoint, it may be well to arrange for them to talk to the PTA president.) Don't assume that information presented in an informal way is “off the record."
Communications
137
Reporters are under constant deadlines, but no deadline is so important that it's worth making aninaccurate statement. If a reporter says he/she has deadline problems, ask how long you have to get the information, and then try to obtain it within that amount of time.
It is best not to answer a query with "No comment." Instead, say, "I can't share that information with you right now, but I will call you as soon as I can release it. (And do call them). Or say, "I don't know the answer, but I should have it in an hour. Please call me. If you can't reveal information at all, tell the reporters why. Examples: Relatives of an injured student haven't been notified yet or revealing the identity of a witness would jeopardize an investigation.
After you provide the written statement to the media or answer subsequent questions, keep a media log of who you speak to and what you give them, whether it is the basic statement or a subsequent update. This allows you to track which medium and reporter received what information.
You may ask a reporter to see the story or your quotations before the article runs. If major story details are inaccurate in a newspaper story, you can ask for a correction. You may also call TV or radio reporters to tell them about inaccuracies.
The school division information officer will assist division and building administrators in handling interviews with news media and coordinate the flow of information. The information officer should be kept updated on any emergency.
Media DOs and DON’Ts
Do:
Emphasize your good record.
Be accurate and cooperate as best you can.
Be prepared for and prepare in advance a response to questions which might violate confidentiality or hinder the police investigation.
Insist that reporters respect the privacy rights of your students and staff.
Speak to reporters in plain English -- not “educationese.”
Say so when you don't know the answer, then offer to find out and call the reporter back.
Don't:
Don't try to keep the media out or "kill" a story.
Don't say "no comment."
Don't ad-lib.
Don't speak "off the record."
Don't speculate.
Don't try to cover-up or blame anyone for anything.
Don't repeat negative/misleading words.
Don't play favorites among media.
Setting Limits with Media
Be in the school building itself, particularly roaming the halls and/or the scene of a critical incident.
Film deceased or injured students or staff.
Film the family members of deceased or injured students or staff.
Release the names of victims or perpetrators until after family notification.
Obtain photographs of victims without explicit family permission.
Intimidate students or staff with intrusive questions about the facts of the incident or their feelings about the event.
Attend post-incident meetings intended to assist the school / community recover from trauma.
Strategies for Setting Limits
Limit access to the school campus. Do not hesitate to use security personnel or, if necessary, the police.
Direct media to an alternate location away from the school where media briefings and press conferences can be held.
Deny admission to the press conference to any reporter who violates limits.
Make sure teachers and parents emphasize with students that they are not required to talk with the media and assist them in preparing statements such as "Do not take my picture," "I have nothing to say," or "Please leave me alone."
Do not permit media to attend any family or community meetings held after the event.
Victims Need to Know . . .
Even in a crisis situation, let victims know about their specific rights with respect to the media. Let victims know the following:
1.They do not have to talk to, pose for pictures or provide photographs to the media.
2.They can choose the time and the place for an interview -- it does not have to be immediate or at the media's convenience.
3.They can refuse to answer a question even if they already agreed to discuss the topic.
4.They have the right to ask to review a story before it goes to press or on the news although most media during a crisis situation may work on too tight a deadline for this.
In addition, quickly teach victims the difference between:
a. "On the record" -- when everything they say is subject to publication;
b. "Off the record" -- when nothing they say should be subject to publication, although unscrupulous reporters may publish it with impunity; or
c. "For background only" -- where the information may be used without attribution to the victim. Emphasize that victims should make sure which rules they are being interviewed under prior to answering any questions.
d. Techniques to shield their faces with coats, arms or whatever it takes to prevent the media from filming them.
Communications