Overview:
Introduction
Hints for Making Effective Presentations

• Research your issues
  
• Contacting the media
  
• Letters to the editor
  
• Opinion editorials
  
• Presentations to School Boards
  
• Presentations to Legislative committees
  
• Neighborhood presentations and coffees
  
• Become a Partner of PRESS
  

One frequently finds opinions of educators quoted in the print or broadcast media. We hear much about their pursuit of "excellence" in education and how we need to develop "world class standards" for our schools. Most of those quoted represent large educational bureaucracies. They are well intentioned; however, they also bring to the table a point of view which is inescapably entwined with what they do for a living. Often they are in the "standards business" or the "assessment business." Many educators in our college and university schools of education are concerned about winning grants for "innovative" curricular development. Demonstration projects sponsored by education schools are touted in news releases as cure-alls for our education woes. However, these innovations never seem to be compared to other programs in a scientific way. When educators dwell on standards, assessments, and innovations, they imply their recommendations are panaceas even though they have not been proven to work. In many cases they are vague about how their "philosophies" would actually be implemented in the classroom. Parents are more concerned about what is actually happening in the classroom, "where the rubber meets the road." Parents know that lists of standards, high sounding rhetoric, and so-called innovative programs do not translate automatically into schools that truly provide the education they want for their children. They want to be able to choose educational programs that fit the goals they have for their children. From the perspective of those of us who have banded together to form PRESS, we want teachers to use effective teaching practices to teach basic skills and to provide a rigorous, broad, and content-rich educational experience for our children.

Be alert to the ways in which parents' opinions are usually overshadowed by ideas expressed by educators. In their coverage of educational issues, the media tends to neglect the ideas of parents. Discussions at school board meetings and public forums held in our schools are dominated by educators. It is the educators and their lobbyists who turn out when our legislature takes testimony on legislation effecting education. Why does this happen? First of all, parents have limited time. The educators are making a living centered around educational matters. Parents do not have professional organizations which can hire public relation consultants and lobbyists on their behalf. They don't have a paid secretarial staff to send out announcements by mail of FAX to a membership which will be motivated to testify if the legislation may effect them personally. Parents also often feel intimidated because they are not sure they are going to be able to say what needs to be said effectively. Getting up in front of a group of people produces anxiety in most people, and when the room is full of people who trumpet their professional credentials, the experience can be intimidating.

Simply put, discussions of educational issues in the media and public forums often are not balanced - - they largely portray the views of educators. We don't often hear the voices of parents in the media because the media doesn't know there are people out there who can speak for the parents. Parents are disadvantaged in not having access to high quality, concisely written research which they can use in presentations. They worry about their ability to communicate their ideas effectively. PRESS would like to help parents remedy this situation. In this handout we discuss some techniques which may help you. We will offer you advice in several areas important to getting your ideas across: research, contacting the media, writing letters to the editor, and making oral presentations to large or small groups. (Return to Contents Overview)

Hints For Making Effective Presentations

1. Research Your Issues. Having information will allow you to make effective presentations.
   1. Decide upon one to three issues which interest you most. Don't try to deal with every issue, or you'll find yourself overwhelmed.
   2. Start a pocket file dealing with each issue. In the file deposit:
      • Newspaper and magazine clippings on the issue
      • Essays and newsletters from organizations which can provide you with information
      • Notes you may prepare summarizing main features of your point of view
   3. When someone in your community writes a letter to the editor or makes a statement on TV or radio with which you agree, contact that person by telephone. You may find that individual has useful information you can add to your files.
   4. If you are really getting serious about educational issues, and your community has a college or university education school, you may want to visit their library to look up information. For current information you can browse through their current periodical displays. Magazines such as Educational Leadership, Education Week, and American Educator will let you know what educators and others are saying on current issues. You will be forewarned about the arguments the people with whom you disagree will make. (Return to Contents Overview)

2. Contacting the media.
   1. Educators and politicians court the press all the time. The former want to generate positive press accounts so the politicians and private foundations will appropriate funds for their pet projects. Thus, they have both philosophical and economic (self-interest) motives in courting the press. Needless to say, politicians want to be seen as pro-education, and are happy to trumpet creation of committees or other activities that put them in a good light. There is no reason parents shouldn't be included in courting the press as well. Educating the press is very important if we are to have a meaningful debate about educational issues.
   2. When you encounter an article in print or a broadcast segment with which you agree or disagree, it is worthwhile contacting the reporter by letter. Often the press has difficulty locating individuals or information that will give more balance to a presentation on an educational issue. Believe it or not, they may actually appreciate knowing you are out there!
   3. ALWAYS be cordial towards the reporter even when you may disagree with what was presented. Try to present your point of view clearly and succinctly.
   4. If possible, include copies of clippings or other materials which support your point of view. You might also identify an organization or group which could be contacted in the future to represent your position. Although the press may quote an individual who is well known to the public, the media tend to recognize spokespeople for groups, rather than individuals, when they print or air presentations. (Return to Contents Overview)

3. Letters to the editor
   1. PURPOSE - - Letters to the editor should be relied upon to respond negatively or positively to an article or editorial that a newspaper or magazine has printed on an issue. They may also be used in local, weekly newspapers which cover school board meetings, to respond to actions or inactions of your school board. These letters can have a significant community impact since they allow the writer to state positions clearly. Although a skilled presenter may appear to carry the day with high sounding rhetoric at public forums, use of rhetoric alone without supporting information doesn't fly in print.
   2. Don't expect your letters to be printed every time. Most daily newspapers have policies on how frequently they will publish the same writer's views.
   3. FORMAT - - A letter to the editor should convey the most important message in the first paragraph. If you are responding to an article or editorial printed in that paper, reference the title, date, and author of the original piece in your opening sentence. The letter should be between 100 and 400 words. Pieces that are short and sweet are more apt to be printed. Remember to include your name, address, and daytime and evening telephone numbers so the paper can verify who wrote the letter. Type your presentation double spaced so that editing is easier. If possible have a spouse or friend proof your letter. This will assure not only help in catching errors, but it will assure that what you have to say is understandable. The same applies to op-ed pieces discussed below.
   4. TIMING - - Many newspapers will print several responses to one article on the same day. Occasionally one sees letters to the editor regarding material printed weeks ago, but try to submit a letter as soon as possible - - usually within a few days to a week of a story's appearance. (Return to Contents Overview)

4. Opinion Editorials
   1. PURPOSE - - Opinion editorials or "op-eds" are submitted to daily and weekly newspapers to express the author's position on a particular topic.
   2. WHEN TO USE - - Write and submit op-eds when you want to express an opinion on events and activities of concern to you. Op-eds are good vehicles for explaining complicated issues - - particularly when you are concerned that your message will not be adequately or effectively communicated through regular news coverage.
   3. FORMAT - - A good opinion editorial should:
      • Have a title and indicate authorship.
      • Be approximately 400-800 words in length (around 600 words is typical). You can use the word counter of your PC's word processor to keep track of the word count.
      • Be creative but to the point. Editors like the use of vignettes and analogies but want to first know what is new and important. Providing information or citations that back up what you are saying can be even more important.
      • Stay focused - - many op-eds are rejected because the author never delivers a clear message with facts to back it up.
      • Double space the presentation and include in parentheses at the end, the name of the author(s), title, organization, and a one-line description of your mission and membership base (if applicable).
   4. SUBMISSION - - Although the documentation in the op-ed should be sufficient, there may not be room for all the background information which supports what you say. You can provide a brief cover letter for your piece and append one or two items that will show that you have performed research on your topic. If you are disagreeing with one of the paper's columnists, you can suggest that the editor forward this to the columnist. (Return to Contents Overview)

5. Presentations to School Boards or at District Public Meetings
   1. Many school boards have periods preceding meetings when citizens may express their views. They may vary in their rules about what can be discussed. Some boards preclude presentations on items that are on the agenda for that board meeting. Usually comments about actions of individual school employees are not allowed. It is always best to stick to presenting your opinions rather than simply attacking opinions of others at district meetings.
   2. Plan what you are going to say in advance. You should prepare notes or an actual transcript of what you are going to say. The former is preferred. however, if you think you are going to be in a situation where you feel intimidated, you may feel more comfortable with simply reading your comments. If you have prepared a transcript of what you are going to say, give a copy to the reporter for the newspaper covering the meeting.
   3. Be brief. Usually comments are limited to 5-10 minutes. You may want to practice by presenting to your spouse, friend, or your dog. Use the kitchen timer to judge whether or not you are going to be within the time limits.
   4. Consider using flip charts. Using your PC, print a few lines of information in a large font on 8.5" x 11" sheets of paper. The sheets can be enlarged to 11" x 17" using a photocopier. Each photocopied sheet can be mounted on a small piece of core board or poster board using spray cement. There are several advantages to the use of flip charts:
      • They give you confidence. They can be used as cues for what you want to say. You can look at what is on each chart but at the same time make frequent eye contact with your audience.
      • You can put information on the flip charts to document what you are saying. It might take too much time to present all of your documentation; however, your audience can see that you do in fact have information to back up what you are saying.
      • Your audience will not be getting anxious about how long your presentation is going to be. You can simply say, "I have just one or two more charts to go and I'll be done."
      (Return to Contents Overview)

6. Presentations to Legislative Committees
   1. Come prepared to see the room populated by lobbyists and others with a vested interest. The clerk for the committee will give you a slip to complete and return to him. On this slip you will be asked to write your name and address and to indicate whether you are speaking for or against the proposed legislation or rule. The committee chair or co-chairs will use these slips to call people to testify.
   2. Although committee chairmen always ask that you simply speak rather than read a statement, it is worth remembering that they are politicians who are used to speaking every day in public forums, whereas you are not. It is useful to come with copies of a written transcript of what you intend to say for the following reasons:
      • This is a confidence builder.
      • You can give copies to the members of the committee. You may find that you cannot stay until you are called to testify. At least you will have provided your input.
      • You can provide members of the media with copies of your comments. This will make it easier for them to quote your testimony if they decide to do so.
   3. Consider the use of flip charts or other props (see above).
      (Return to Contents Overview)

7. Neighborhood Presentations and Coffees.
   1. Coffees with friends and acquaintances may be the most important way in which a meaningful and comfortable debate of educational issues can occur. Keep in mind that people seldom agree completely on educational matters. Try to remain friendly and positive in small group discussions.
   2. Use of videotapes can be very effective. One can show a brief videotape which presents a good deal of nicely documented information well, using this for a basis of discussion.
   3. One or two handouts may be distributed. These can be reprints from easily read magazines such as Reader's Digest or any other materials, which will stimulate continued interest after your meeting. (Return to Contents Overview)

8. Become a Partner of PRESS
   
   1. The officers of PRESS are very comfortable performing all the tasks listed above. They are out there daily attempting to insure that the voice of parents are heard throughout this state.
      
   2. Help make this organization a powerful voice. Become a partner of PRESS! Partnership Information

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