ERIC ED446363: Making the Connection: A Guide to Involving Policymakers in a Community Dialogue on Education.

22 Pages·2000·0.45 MB·English

by  ERIC

DOCUMENT RESUME
EA 030 649
ED 446 363
Mutchler, Sue, Ed.
AUTHOR
Making the Connection: A Guide to Involving Policymakers in
TITLE
a Community Dialogue on Education.
Southwest Educational Development Lab., Austin, TX.
INSTITUTION
Office of Educational Research and Improvement (ED),
SPONS AGENCY
Washington, DC.
2000-00-00
PUB DATE
NOTE
21p.
RJ96006801
CONTRACT
Non-Classroom (055)
Guides
PUB TYPE
MF01/PC01 Plus Postage.
EDRS PRICE
*Accountability; *Communication Problems; *Community Action;
DESCRIPTORS
*Community Cooperation; Educational Improvement; Elementary
Secondary Education; *Policy Formation; Public Schools;
*School Effectiveness
ABSTRACT
This booklet is designed for anyone who is interested in
bringing state policymakers and their constituents together to dialogue and
deliberate about public education. It contains information about what
community dialogue is, why state policymakers should be included in dialogue
with members of the communities they represent, and how to successfully
invite and encourage state policymakers to participate in a community
dialogue on education. The booklet is useful if you are looking for a way to
help people connect with their policymakers on an important education issue
in their community, if you are organizing a community dialogue on education
and you want to know how to successfully include state policymakers, and if
you are considering how to make your next dialogue program even more
satisfying. While this booklet does not contain specific information about
how to organize or facilitate community dialogue programs, it does provide
details about where to find these resources.
(DFR)
Reproductions supplied by EDRS are the best that can be made
from the original document.
A Guide to
Involving
Policymakers in
Community
a
Dialogue on
0
Education
4,
Making the
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
Vhis
document has been reproduced as
received from the person or organization
originating it.
Minor changes have been made to
improve reproduction quality.
Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.
Southwest Educational Development Laboratory
S
E
Southwest Educational
Development Laboratory
211 East Seventh Street
-s-
Austin, Texas 78701
[phone]
http://www.sedl.org
(14.
1
1
,
0
.
A Guide to
Involving
Policymakers in
Community
a
Dialogue
on
Education
Making the
Con-ec ion
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This booklet will be helpful
to you if you are
This booklet does not
This booklet is designed for
Looking for a way to
anyone who is interested in
contain specific information
help people connect with
Throughout
about how to organize
bringing state policymakers
their policymakers on an
this booklet,
and their constituents together
or facilitate community
important education issue
we provide
to dialogue and deliberate
dialogue programs. Please
in their community.
quotes from
about public education. It
see page 16 of this guide
Organizing a community
contains information about
for details about where
students,
dialogue on education, and
to find these resources.
What community
parents,
you want to know how to
dialogue is,
educators and
successfully include state
Why state policymakers
policymakers
policymakers.
should be included in
about their
Considering how to
dialogue with members
personal
make your next dialogue
of the communities they
experiences
program even more
represent, and
participating
satisfying.
How to successfully
in community
invite and encourage state
dialogue
policymakers to participate
programs
in a community dialogue
on education.
on education.
4
Making the Connection
h© NY® nrs
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ULJ
his booklet was prepared by the Southwest
For Information About
See Page
Educational Development Laboratory (SEDL).
The information and guidance it contains are
based on SEDL's experience as an organiza-
Connecting with the Process
3
tional partner in implementing the program,
of Community Dialogue
Calling the Roll: Study Circles for Better
What is a Community Dialogue
3
Schools, and on the findings of SEDL's
research on state policymaker participation
on Education?
in the program. Calling the Roll was imple-
4
Who Does What in a Community
mented in 15 Arkansas and Oklahoma
Dialogue Program?
communities in Fall 1998. It was designed
to create an open, non-partisan opportunity
for ordinary citizens and their state legislators
Connecting with State
5
to communicate. SEDL's goal in studying the
Policymakers
Calling the Roll program was to learn whether
Why Should State Policymakers
5 community dialogue offers a feasible way
Be Included in Community
for state policymakers to interact with
constituents about education policy-
Dialogues?
relevant issues.
In addition to students, parents,
A Step-by-Step Approach to
6
community members, and educators,
Making the Connection
twenty state legislators participated in the
Calling the Roll program. Through interviews
6
Step 1: What You Should Know
and surveys, SEDL gathered information
Before You Begin
about these legislators' experiences. From
Step 2: Put Your Best Foot Forward
7
these data, we have learned that community
In Your Invitation
dialogue affects policymakers in the
following areas:
9
Step 3: Deal With Your State
Policymaker's Concerns
Access to information about the public's
values and perspectives on education,
Step 4: Make the Most of Your
10
Policymaker's Participation
Relationships with constituents, and
Awareness of the potential for community
action towards improving education.
Additional Resources
12
SEDL recognizes and thanks the following
key partner organizations for their efforts in
coordinating and studying the Calling the Roll
program: the Study Circles Resource Center
in Pomfret, Connecticut; Arkansas Friends for
Better Schools (contact the Arkansas School
Boards Association); the League of Women
Voters of Oklahoma; and the Center for
Research on Teaching and Learning (now
the Center for Applied Studies in Education)
at the University of Arkansas, Little Rock.
2
5
A Guide to Involving Policymakers in a Community Dialogue on Education
n)
Connect
ng
Mth the
rocess
of Communty
ue
Og
Daa
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©©nrionanft
Community dialogues on education create
©ommunity dialogue
is a process that allows
an opportunity for people who care about
large numbers of citizens to examine public
schools to actively participate in education
issues and develop strategies for change.
change by sharing their experiences,
In a community dialogue program, people
concerns, and ideas. Potentially, there
meet in small groups to dialogue about
are as many different configurations and
complex problems in a personal, civil, and
topics for community dialogues on education
collaborative way. Face-to-face discussion
as there are communities. The impact
and deliberation has a long history in the
of each program also is unique; benefits
U.S., reaching as far back as Native American
can range from a greater commitment to
councils and, in the early 1600s, colonial
public education on the part of community
town meetings. Today, civic and nonprofit
members to actual school- and community-
organizations, interfaith groups, and public
wide problem solving and action. Regardless
agencies across the nation are using
of their specific make-up or focus, the goals
community dialogue to
of most community dialogue programs
Define and discuss persistent social
include a desire to yield results and at the
and political problems.
personal level, all participants want their
involvement to make a difference.
Determine what matters most to a
specific community.
Explore potential solutions and
their consequences.
Take action by implementing
selected solutions.
"I think that whenever
people with diverse
perspectives come
together and share their
concerns and ideas, you
come up with better
solutions to any
problem. "
Kindergarten teacher,
Oklahoma
3
Making the Connection
Mh© Doso N9laiR
62 ©grmmumMu
(D162[Iggas PT(DaTME2?
there
Group Recorder
are five major roles in the community
dialogue program process. Here's a quick
The recorder's job is to take notes during
look at the basic characteristics of each.
the small group dialogue. These notes can
be used to help the group summarize and
Dialogue Program Organizer
report on the main issues. The notes from
Organizers are people or groups that take
each small group can be compared and
primary responsibility for planning and
combined to identify major ideas that are
coordinating a community dialogue program
common across the entire community
on education. Their responsibilities include
dialogue program.
recruiting dialogue facilitators, recorders,
Community Participants
and participants. Organizers can be sole
sponsors of a program but more typically
Community participants are ordinary
work collaboratively with others. For
people from all walks of life: parents and
example, a school district, the Chamber
non-parents, educators and school board
of Commerce, and the League of Women
members, business people and retirees, even
Voters might jointly sponsor a community
high school students and other youth. They
dialogue program on education.
make a commitment to share their views with
other members of the community, many of
Group Facilitator
whom they haven't had a chance to meet.
Facilitators are specially trained to lead a
Diversity among participants is very important
small group dialogue. They typically have
to the success of the community dialogue
skills in interpersonal communication (such
process, so most programs are widely
as conflict resolution). In a community
advertised to ensure broad-based,
dialogue on education, the group facilitator
community-wide representation.
takes a neutral role and doesn't express a
State Policymaker Participants
point of view or provide expert information.
It is the facilitator's job to introduce the
State policymaker participants are elected,
topics to be discussed, keep the discussion
appointed, or administrative decision makers
on track and focused, and ensure that
who have an interest in educational issues and
group-established ground rules are followed.
a role in setting state policy about education.
These participants may include legislators,
state board of education members, other
office holders, and state agency staff.
Sample ground rules
Listen respectfully to others. Seek first to
understand, then to be understood.
Let everyone have a chance to be heard.
"It seems to me that the
Allow disagreements without
decisions our legislators
personalizing them.
make can only be as
Be honest about your thoughts
good as the information
and feelings.
they have available
Speak for yourself, not for others.
to them."
Keep confidential anything the group
Businessman, Oklahoma
has not agreed to share with others
outside the group.
7
A Guide to Involving Policymakers in a Community Dialogue on Education
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nithough
state policymakers may do they might not ordinarily encounter. Most
importantly, their participation is the first
their work far from the communities they
step toward building new relationships with
represent, they play a very important role in
connections that can sup-
how well schools and districts educate the
local constituents
port student and school success for years to
children of those communities. Including
come. While community members and
them in a community dialogue on education
state policymakers may have different
creates a win-win situation for all. Students,
philosophical and practical reasons for
parents, educators, and other community
participating in a community dialogue on
members have the opportunity to express
education, the benefits of their interaction
their experiences, concerns, and ideas. The
policymakers gain access to points-of-view are complementary.
Esns Oft gg PaIrtiMelpalUng
State policymakers benefit by
Community:iyiembers benefit by
Understanding constituents and
Exercising the rights and responsibilities
their needs better.
of citizenship.
Demonstrating a commitment to the
Letting state policymakers know what
communities they serve.
matters most to the families and
communities they represent.
Having a direct influence on state Activating a new and broader constituency
for public education.
policymaker decisions that will affect
local schools.
Building personal credibility and trust
Gaining early buy-in from policymakers
in the eyes of the public.
on solving complicated problems in local
schools and the district.
Strengthening their personal network
Developing a closer connection with state
policymakers which can lead to future work for gaining public input about state
together on local education issues.
education problems.
8
5
Making the Connection
Step-by=Step Approach to
akhg the Connectbn
Know
What You Shou
g
e
Before You
N9'h
N_SMSTO Y7L,00
nterviews with state policymakers who have
U
participated in community dialogue programs
UCNAT PHC)[InCUME3C??
provide insights into their work lives and how
Every state policymaker has a unique
they want to connect with members of the
mix of interests, expertise, and experience
public. The more you understand about your
related to an issue. How well will the
state policymaker as an individual and how,
issue your community dialogue program
when, and why he or she interacts
will explore resonate with this state
with constituents, the more likely you
policymaker?
are to successfully communicate the opportu-
nity your program represents for him or her
State policymakers value citizen turnout.
personally.
How can you make the number and
diversity of your participants meaningful
to this state policymaker?
Policymakers value politically safe public
environments. How can you ensure your
group facilitators have the training and
experience to create such an environment?
"I don't like to think of
.Rhs
nrig] .R?
myself as a politician,
but as a facilitator of
Community dialogue is a time-intensive
what the folks back
activity that can pose a significant scheduling
home desire. The public
challenge. Many state policymakers are
wants quality education.
citizen legislators who must also earn a living.
But what is quality
Give yourself an edge in the competition
education? That's what
for your state policymaker's time by:
we're trying to get a
Checking his or her calendar before
handle on."
you schedule program events, to avoid
major conflicts such as elections or
Arkansas State Representative
legislative sessions.
Giving the state policymaker as much
advance notice as possible.
9
A Guide to Involving Policymakers in a Community Dialogue on Education
Best
Put Yo
ur
11 'orward
.ocat
mAtatbn
n Your
©Tad
mike many busy people today, state
policymakers have more opportunities to
Not surprisingly, state policymakers are
participate in activities outside of work and
reluctant to become involved with individuals
family than they can possibly accept. As a
or organizations with which they are not
result, most state policymakers give serious
familiar. If your organization is new or
consideration to the following factors as
not well known, consider the following
they ponder their options for interacting
suggestions.
with constituents about education:
Providing an Introductory Packet
Professional interest in the opportunity
with Your Invitation
Credibility of the host
Keeping in mind that the point is to
Potential for personal satisfaction
establish credibility, your introductory
packet can contain everything from copies
PPCASOOngnalU DER3PSZR
of brochures, reports, or position papers,
to reprints of articles that have been
State policymakers are much more likely
written by or about your organization.
to participate in events that are professionally
At a minimum, you'll want to include
meaningful to them. As you draft your
the following information printed on
invitation, highlight the professional relevance
your letterhead:
of the dialogue topic to policymakers who
A brief history of why your group or
Are current or former educators;
organization was established and what
Have careers in a field that intersects with
it does.
the interests of children, such as social
Brief biographical information about key
work or the juvenile justice system; or
people in your organization especially
Work for an agency that acts on behalf
those whom the state policymaker is likely
of students in the public schools (e.g.,
to know.
the state department of education, a
A fact sheet describing the goals of your
commission or department of children
organization related to organizing and
and youth).
implementing the community dialogue
Even some policymakers who work in the
program on education.
private sector, such as small business persons
who hire young people, have a professional
Asking for Help from Someone
interest in public education as it relates to the
Who Already Has Credibility with
preparation of future employees.
the State Policymaker
It's a small world. You may be pleasantly
surprised at how easy it is to find someone
who knows both you and your state policy-
maker. This mutual acquaintance might be
delighted to introduce you to the policymaker
or otherwise help you invite him or her to
your dialogue program.
10
7