Semilleros de la Tierra y el Territorio

Public engagement is an important part of any communication program, but it is only successful when the process involves stakeholders in all phases of decision-making, from start to finish, and this requires a timeline that allows for real dialogue and shared ownership of

outcomes.

While participants in the focus groups felt that DDSB provides some opportunities for the public and staff to offer input into decisions – such as the process used to develop the Durham

Directions – when asked if they feel their input is truly heard and considered, responses were

mixed. Some felt board leaders’ openness to input is dependent on the issue and their relationship with those they are seeking to engage. Others noted that while opportunities are proffered, turnout is small, which has limited the effectiveness of engagement efforts.

Timing is critical to all successful engagement initiatives. In order to include opportunities for parents, community members and staff to participate in dialogue with the Trustees and administration on major initiatives or program and policy changes that impact the schools, DDSB must factor this into decision-making timelines. While it is difficult to put exact start and finish times on any given issue under discussion, one way to begin is by determining the outside deadline for a final decision, and then work backwards from that point. The bottom line for planning is to ensure that stakeholders are involved from the very beginning of the process, and not just brought in at the approval stage, after the bulk of development work has been done. Also key to successful engagement efforts is communicating the outcome of the process and the actions that will be taken as a result so that participants feel their participation and contribution was meaningful and valued.

Many school systems that have held regular public forums and town halls have found that it can be difficult to sustain active participation. When initiating engagement efforts, it is

that it works effectively and generates increased visibility and participation in the future. We encourage DDSB to gather feedback from participants after each engagement activity is complete in order to more thoroughly evaluate the success of the process and make

improvements designed to expand participation. Ask participants about what they valued most, what could be improved, how effective they thought the process was, and what topics they are most interested in engaging with the board on in the future.

We also have found that as engagement efforts evolve and family schedules get overbooked, people are often more interested in participating in smaller venues on topics of specific interest to them. Some strategies we believe DDSB should consider include: ■ Focus engagement efforts at the area level. Given the size of DDSB, one strategy to

consider is to design area engagement processes that are tied to the board’s overall engagement goals. This would allow for more localized accessibility for parents and interested citizens as well as create a greater comfort level by holding forums or other activities in familiar sites. Area superintendents could oversee the process for their area and help build more personnel connections to stakeholders.

■ Consider creating “listening” opportunities in the community for the Trustees and administration. A strategy that has worked well in some school systems is to offer a monthly opportunity for citizens to drop by a local community venue for informal conversation with administrators and Trustees about the school system. These informal meetings should have designated topics and be positioned as opportunities to gather opinion research and information and listen to public concerns about specific issues. Consider

teaming up with local coffee shops or restaurants in different board regions to host the event. Set a regular time and day (i.e., every second Tuesday from 7:00 – 9:00 a.m.). Trustees and senior administrators could pair up and rotate attendance. Taking the school board to the public this way can often be an effective way to encourage engagement as it is less intimidating than asking the public to come interact on board “turf.”

To be most effective, provide a structure for the conversations by designating topics – for example, one date might focus on a specific Durham Directions goal, another on the budget or accommodation review issues, etc. Open-ended “venting” sessions are not particularly useful, and it also is important to honor the board’s chain-of-command for solving individual problems related to the schools or personnel. The key is to meet with community members on their turf to listen to concerns they may have about issues impacting DDSB. It should be clearly stated that these “listening” events are just that – no decisions will be made based on conversations that take place. They should be positioned as opportunities for the Trustees and administration to gather opinion research and information.

Another option is to add a “listening session” to a Board of Trustees meeting agenda several times a year. While the public comment section of the regular meeting agenda allows the public to speak to specific action items, regular meetings offer limited options for the public to give more general input. A strategy being used by some boards is to add a “listening session” – a half-hour or hour-long – before the start of a study session or regular meeting. The purpose of this session is to allow Trustees and administration to hear directly from the

public on issues or concerns that may not be on the agenda. These sessions should be structured more like a study session to allow Trustees to ask questions and respond as appropriate. DDSB would need to check with legal counsel to make sure that open meeting law guidelines are followed, but this may be an option worth investigating. To be most effective, we recommend that Trustees and administrators sit at round tables with constituents, rather than at the dais, to provide more interaction.

■ Maximize SCC involvement and expand the use of advisory councils and committees to involve stakeholders. The Parent Involvement Committee and SCCs can play an important role in serving as the bridge that keeps people connected to the schools. Participation in these organizations should be nurtured and sustained in order to maximize their value as an

important component of quality schools. Parent organizations, advisory councils and school improvement committees can provide stakeholders with meaningful involvement

opportunities that allow them to feel ownership and responsibility for their schools and ensure that their voice is heard, but only if their role is well-defined and supported by the principals and Education Centre administrators.

Participants in the Parent Involvement Committee focus group expressed concern that there is little consistency from school to school on how, or if, the SCCs function. Many felt that they are seen by the principals solely as fundraisers for the schools and their input is not welcomed outside of that. They also felt that the system allows principals to ignore parents if they choose, and that there should be more expectations and guidelines established for how SCCs are to function in the schools. Articulating the charge and scope of responsibility at the outset for any parent group convened by the school or board will help define how their work fits into DDSB’s overarching goals and minimize unrealistic expectations.

■ Provide opportunities for the public to have input that do not require attendance at a meeting. Technology can be used to allow stakeholders to submit comments on issues via email or the website and mail-in comment cards are also an option. Consider offering a section on the DDSB website home page that allows constituents to record their comments or reactions to a specific question, issue or proposal before the Board of Trustees. Or, provide comment cards at meetings and in schools that ask a specific question about an issue the board is dealing with so that patrons can submit a written response to the Trustees’ office. ■ Continue to engage parents as “learners.” Special events such as the Parents as Partners

Conference are a great way to provide support to parents beyond the local school’s parent outreach programs. Workshops on parenting, the curriculum and how to supplement

academics at home, child nutrition and exercise, Internet safety, and other topics that engage parents in their children’s education, provide them with the tools they need to become

involved. Make information about how to take advantage of these learning opportunities easy to access by publishing it in board and school publications, posting it to websites and social media sites such as Facebook and Twitter, and promoting it at meetings and events. DDSB should continue its efforts in this area and expand advertisement of the conference as well as area SCC meetings to generate more participation.

■ Expand opportunities for parents to get involved. The level of interaction that parents currently have with DDSB schools creates many opportunities to communicate the board’s overarching vision. Many parents today are asking to be included in decision-making processes that directly impact their children’s education. This may take the form of SCC membership, involvement on various advisory councils, or may take place through other engagement efforts. We recommend that DDSB consider offering a broad choice of

involvement options to parents and tap Parent Involvement Committee leaders to recommend other activities or programs that could be implemented.

Some possibilities in addition to existing committees and parent organizations include:  Offering workshops on how parents can support DDSB goals related to student

achievement.

 Providing refresher courses for parents to help their children with homework.  Providing training for citizens in advocacy on behalf of the schools.

 Organizing a team of parents whose children are grown to serve as resource contacts and advisors to parents of young children new to the system.

 Offering parenting skills training (particularly helpful at middle school level).  Offering classes on how to help students apply for college.

Research shows that one of the “gaps” in communication with parents is that schools too often forget to issue “invitations” for parents to become involved. Make this a regular

component of school communication with parents. DDSB has enjoyed the benefits of having dedicated and interested parents, many of whom already are heavily engaged with their local schools. To ensure that this continues and expands, administrators may want to consider brainstorming ways to interest other parents and non-parent community leaders to take more active roles with their neighborhood schools as well as in board initiatives.

■ Involve students in your communication efforts. Tying student-learning activities to real world experiences in the community offers a wonderful opportunity to take teaching and learning outside of school walls and shift the traditional dynamic of always inviting the community into the schools. We recommend that the schools seek out new ways to connect to their neighboring communities and promote positive interactions between students and community members. (See Recommendation 5 for suggestions on communicating with students.)

■ Create a DDSB Alumni Program. As part of the effort to strengthen the bridge between citizens and the schools, DDSB could benefit from creating a formal Alumni Program to sustain long-term connections with graduates and involve them in activities that build pride and support for the schools and board. The new Definitely Durham Hall of Fame program that recognizes DDSB alumni for outstanding achievements is an excellent way to showcase the quality of the schools. Expanding connections with successful DDSB graduates through an Alumni Program could be a wonderful resource the board could reach out to and involve on a regular basis. In some school systems, alumni programs are administered by their foundations and members are involved in student leadership programs and fundraising to provide scholarships or extracurricular programs.

Recommendation 10: Continue to improve the effectiveness and