CREATING CONDITIONS FOR EFFECTIVE PUBLIC ENGAGEMENT · • Satisfaction is highest with in-person,...

STORMY LAKE CONSULTING

CREATING CONDITIONS FOR

EFFECTIVE PUBLIC ENGAGEMENT

JANUARY 11, 2016

PARENTS, PUBLIC AND STUDENT SURVEY ENGAGEMENT

EDDIE SHEPPARD PhD & PHILIP COPPARD

Background

The CBE is committed to improving its public engagement practices. It’s one of

the CBE’s top priorities this year . The opinions of parents, students and the

general public are important to gather and consider during this process.

Parents, students and the general public were asked about their satisfaction

with past experiences, effective communication and engagement methods,

topics that are important to them and how they would like to be consulted on

decisions that affect them. Their input will help to develop a new system-wide

approach to public engagement. This new approach will allow the CBE to do a

better job of listening to and understanding people’s views on decisions that

affect them.

Individuals were invited to take a 10-15 minute survey. All information provided

will be kept confidential and shared in an anonymous way. 2

Method

An online survey was fielded between November 14 and

December14. In total, 4098 individuals entered the survey. Due to

missing data and incomplete responses, the current analyses

include the responses of 3993 participants.

• Parent = 3809

• Public = 94

• Student = 90

Parents and members of the public received a different

questionnaire than students did. Comparisons across parents,

members of the public and students were made when possible. 3

Method

All quantitative analyses in this report were conducted using SPSS, which is a program

used for statistical analysis in social sciences.

A statistically significant result indicates that there is a significant difference between

group means.

Significance was determined using the following significance levels:

• Significant: p <= .05 (indicates less than 5% chance the results occurred

• Marginally significant: p = .05 - .10

• Not significant: p > .10

A p-value represents that probability that the results occurred by random chance.

Therefore, a p-value of <= .05 indicates that there is less than a 5% chance that the

differences obtained were due to chance alone. The smaller the p-value, the more

confident you can be in stating that the difference was truly significant. 4

PARTICIPANT DEMOGRAPHICS

5

6

2% 13%

93%

8% 3% 6% 8%

CBE student Member of the

public

Current CBE

parent

Former CBE

parent

Parent in

another board

Parent of a

child not in

school yet

Former CBE

student

Preliminary analyses found no significant

differences across “parent types.” As a

result, all parents (future, present and

past)were grouped into a single

category.

Public reflects participants who only

selected “public” as their affiliation.

95%

3% 2%

ParentPublicStudent

Responses to this question are not mutually

exclusive (i.e., Participants were able to select all

categories that applied to them).

7

1% 1%

10% 13%

27% 23% 25%

Grade of student participant

1% 1%

90%

1% 3% 1% 1% 1% 0% 0%

Arabic Cantonese English French Mandarin Punjabi Spanish Urdu Vietnamese First Nations,

Metis or Inuit

languages

Primary language spoken at home

8%

92%

Yes No

CBE Employee

EXPERIENCES WITH SPECIFIC TOPICS

8

Many families say they have been impacted by CBE

decisions in the past.

60%

20% 20%

Yes No Don't know

10

Overall experience with the following topics

Means

2.95

2.94

2.89

2.82

2.78

2.72

2.72

2.71

2.62

2.62

2.59

2.29 24%

12%

13%

6%

11%

7%

3%

24%

5%

8%

22%

3%

6%

45%

15%

3%

33%

4%

36%

13%

5%

10%

6%

2%

10%

5%

7%

8%

5%

7%

12%

4%

5%

3%

3%

4%

31%

11%

19%

26%

12%

20%

19%

12%

17%

12%

9%

13%

26%

23%

40%

50%

34%

52%

25%

41%

57%

58%

49%

63%

3%

4%

5%

7%

5%

10%

5%

6%

11%

9%

11%

15%

CBE budget

School and program closures

School and program changes

Fees for services

School construction or renovations

Class organization/configuration

Transportation services

School development planning

School calender

Course offerings

Where fundraising dollars are spent

Student learning

Don't know Not applicable Very negative Negative Positive Very positive

18%

17%

62%

66%

10%

14%

10%

3%

Public

Parent

Very positive Positive Negative Very negative

11

Experience with – Student learning

Differences are not significant

12

Experience with – Where fundraising $ are spent

23%

15%

47%

68%

23%

12%

7%

5%

Public

Parent



13

Experience with – Course offerings

18%

11%

64%

71%

15%

14%

3%

4%

Public

Parent



14

Experience with – School calendar

14%

12%

57%

63%

20%

19%

9%

6%

Public

Parent



15

Experience with – School development planning


15%

10%

62%

66%

15%

18%

8%

6%

Public

Parent


16

Experience with – Transportation services

16%

8%

32%

41%

36%

32%

16%

19%

Public

Parent



17

Experience with – Class organization/configuration

18%

10%

52%

59%

23%

23%

7%

8%

Public

Parent



18

Experience with – School construction or renovations


14%

10%

48%

61%

24%

21%

14%

8%

Public

Parent


19

Experience with – Fees for services

8%

8%

46%

55%

33%

28%

13%

9%

Public

Parent



20

Experience with – School and program changes


9%

8%

50%

57%

38%

26%

3%

9%

Public

Parent


21

Experience with – School and program closures


9%

9%

44%

54%

35%

26%

13%

11%

Public

Parent


22

Experience with – CBE budget

3%

4%

28%

37%

58%

45%

11%

14%

Public

Parent



Key findings

As topics move further from the classroom, parent and public

experience with engagement declines.

23

2.95 2.94 2.89 2.82 2.78 2.72 2.72 2.71 2.62 2.62 2.59 2.29

1.00

1.50

2.00

2.50

3.00

3.50

4.00

School-based

engagement

System-based

engagement

SATISFACTION WITH ENGAGEMENT

METHODS

24

25

“The most effective communication has always come from the schools from their respective administrators. That could come from emails and meetings. However, that only depends on how good those administrators are at communication. Some are much better than others.” Parent

“At the school level, communication has been excellent. At the school board level, communication has been poor, non transparent and in some cases dishonest.” Parent

26

Satisfaction with engagement methods

Means

3.02

2.96

2.94

2.89

2.87

2.84

2.83

2.73

2.73 6%

5%

6%

4%

8%

11%

7%

11%

12%

28%

24%

34%

22%

53%

46%

32%

50%

44%

10%

7%

8%

5%

10%

11%

5%

8%

6%

5%

4%

4%

3%

4%

4%

3%

3%

2%

30%

38%

23%

41%

16%

17%

33%

16%

22%

21%

22%

25%

25%

9%

11%

20%

12%

14%

In-person CBE meetings, focus groups or discussions

Thoughtstream/Thoughtexchange

Open houses on system topics

Standing committee/advisory group meetings

Online surveys

In-person meetings, focus groups or discussions at schools

Council of School Council meetings

Open houses to feature schools and learning programs

School council meetings

Very satisfied Satisfied Dissatisfied Very dissatisfied Don't know Not applicable

27

Satisfaction with – School council meetings

15%

19%

45%

69%

30%

9%

10%

3%

Public

Parent

Very satisfied Satisfied Dissatisfied Very dissatisfied

Differences are significant

School council meetings

School council is an effective way to receive information and to

connect with the school leadership team on topics or issues that

are of concern.

“I would say parent council is a good way to communicate, but if you don't

attend you may not get the information.” Parent

“I appreciate school councils and the role they play, especially the

principal's contribution explaining the school goals, and the factors that

help or hinder getting there.” Parent

28

29

Satisfaction with – Open houses to feature schools and

learning programs

26%

16%

55%

69%

16%

11%

3%

4%

Public

Parent



30

Satisfaction with – Council of School Council meetings

16%

15%

42%

70%

32%

9%

11%

6%

Public

Parent



Note: Many respondents do not have any direct experience with these meetings, so their responses indicate their perception rather than their actual experience

31

Satisfaction with – In-person meetings, focus groups or

discussions at schools

16%

16%

59%

63%

19%

15%

6%

6%

Public

Parent



32

Satisfaction with – Online surveys

11%

11%

63%

71%

16%

13%

10%

5%

Public

Parent



33

Satisfaction with – Standing committee / advisory group

meetings

21%

13%

54%

65%

17%

15%

8%

7%

Public

Parent



34

Satisfaction with – Open houses on system topics

14%

12%

50%

66%

21%

15%

15%

7%

Public

Parent



35

Satisfaction with – Thoughtstream/Thoughtexchange

18%

12%

53%

60%

24%

17%

5%

11%

Public

Parent



36

Satisfaction with – In-person CBE meetings, focus groups

or discussions

19%

13%

54%

57%

19%

21%

8%

9%

Public

Parent



Key findings

• Satisfaction is highest with in-person, school-based engagement methods –

school council, and open houses at the school.

• Strong councils help keep parents informed of CBE happenings and also

allow parents to connect with the school leadership team on topics that

they wish to discuss.

• System level methods of engagement are the weakest.

• This highlights the perceived disconnect between the system and the school.

Parents feel connected to their child’s classroom, their teacher and their

principal, but they do not feel a similar connection to the system.

37

PERCEPTIONS OF CBE ENGAGEMENT

38

39

“The CBE needs to stop seeing parent engagement as 'events' (a survey, a meeting, etc.), but more as a 'relationship' or state of connection. Why ask for feedback if you don't respect or value the person you're asking it from? Why call parents 'stakeholders' if you don't truly see them as one? Why ask for feedback on an issue if there really aren't any suitable options and a decision is essentially already made? ” Parent

40

“It isn't the gathering of information that is the problem, it is the lack of utilizing the input that creates the issues.” Parent

“Being informed isn't particularly an issue. Being a respected part of the conversation where input provided is acknowledged and acted upon... that's where the process seems to get derailed.” Parent

41

Overall perceptions of CBE engagement

Means

2.74

2.59

2.53

2.49

2.48

2.46

2.45

2.37

2.32

2.19 3%

5%

5%

5%

5%

5%

5%

6%

8%

7%

22%

31%

35%

40%

40%

40%

40%

42%

46%

59%

26%

32%

25%

28%

22%

29%

26%

25%

22%

18%

15%

14%

15%

12%

13%

10%

10%

9%

10%

6%

18%

13%

17%

10%

11%

10%

12%

12%

9%

6%

16%

5%

3%

5%

9%

6%

7%

6%

5%

4%

After sharing my thoughts and feedback, I was shown how my

contributions were used in making the decision

I clearly understand all of the factors considered in the decision-

making process

The CBE gathers the input needed to make good decisions for

students

I have had adequate opportunities to share my thoughts on

decisions that affect my family

I have had adequate notice to plan for any changes that may

result from decisions made

I have been able to easily find additional info on topics that affectmy family

I have been able to provide input on the best way for me to

share my thoughts and ideas

I had the info I needed to participate/share my ideas in a

meaningful way

I was encouraged to take part in sharing my thoughts and

feedback on decisions that affect my family

Information I have received on topics affecting my family is easy

to understand

Strongly agree Agree Disagree Strongly disagree Don't know Not applicable

42

Information I have received on topics affecting my family

is easy to understand


16%

5%

8%

69%

36%

66%

10%

36%

20%

5%

23%

6%

Student

Public

Parent

Strongly agree Agree Disagree Strongly disagree

43

I was encouraged to take part in sharing my thoughts

and feedback on decisions that affect my family


16%

12%

8%

49%

28%

54%

24%

28%

26%

11%

32%

12%

Student

Public

Parent


44

I had the information I needed to participate/share my

ideas in a meaningful way


10%

7%

40%

52%

27%

31%

23%

10%

Public

Parent


45

I have been able to provide input on the best way for me

to share my thoughts and ideas


16%

7%

6%

44%

40%

49%

20%

30%

33%

20%

23%

12%

Student

Public

Parent


46

I have been able to easily find additional info on topics

that affect my family

Differences are marginally significant

19%

9%

6%

41%

44%

47%

30%

22%

35%

10%

25%

12%

Student

Public

Parent


47

I have had adequate notice to plan for any changes that

may result from decisions made


8%

6%

40%

50%

28%

27%

24%

17%

Public

Parent


48

I have had adequate opportunities to share my thoughts

on decisions that affect my family

13%

13%

6%

48%

22%

47%

23%

35%

33%

16%

30%

14%

Student

Public

Parent



49

The CBE gathers the input needed to make good

decisions for students


10%

6%

42%

43%

26%

32%

22%

19%

Public

Parent


50

I clearly understand all of the factors considered in the

decision-making process


3%

6%

38%

38%

35%

39%

24%

17%

Public

Parent


51

After sharing my thoughts and feedback, I was shown

how my contributions were used in making the decision


11%

8%

5%

34%

33%

32%

34%

38%

40%

21%

21%

23%

Student

Public

Parent


Inform individuals throughout the entire process

People want information about the purpose of engagement, the opportunities

for input, the results and outcomes, and how their input influenced the decision

“I like to be able to read and think about a topic before being asked to give

feedback or make a decision. Having information online and in print about the

topic of interest as soon as possible, before being asked to give feedback, would

be helpful.” Parent

“Once the information is gathered, there should be a follow up. Perhaps a guide on

what steps are necessary when a topic is open, status and closing.”

Parent

“After gathering thoughts, perhaps it could publish the summary of the feedback

on its website and should send a follow up email to parents to check the results

of the thought gathering process, so that parents can have an idea of what the

larger community is thinking on the subject/issue.” Parent

52

Key findings

While those who have participated in public engagement initiatives indicate that the

sessions and opportunities for input were reasonably effective, the majority feel that the

CBE falls short in the early and later stages of engagement. What isn’t clearly

communicated to participants is:

• Purpose of engagement:

• What is the decision that needs to be made?

• Is the purpose of the engagement clearly and compellingly communicated?

• Is the way input will be used clear to potential participants?

• Closing the loop:

• Are the results of the engagement shared with participants and stakeholders in a

timely fashion?

• Is how the feedback was used clearly communicated? And if it was not used, why

not?

This lack of understanding has contributed to a common perception that the CBE does

not consider the information provided by stakeholders in making decisions.

53

Key findings

There is a disconnect between members of the public and the

CBE:

• They do not feel as though the CBE encourages their

involvement in engagement.

• They do not believe that the CBE provides them with the

appropriate information needed to share their opinions.

54

INTEREST IN SHARING THOUGHTS

55

56

Interest in sharing thoughts on these topics

Means

3.04

2.94

2.88

2.75

2.61

2.59

2.56

2.52

2.29 14%

20%

17%

21%

19%

23%

28%

27%

32%

23%

24%

33%

30%

33%

38%

39%

43%

42%

25%

18%

25%

25%

28%

23%

20%

17%

16%

26%

21%

16%

18%

14%

12%

9%

8%

6%

4%

3%

6%

3%

4%

2%

3%

3%

2%

8%

14%

3%

2%

2%

2%

1%

2%

2%

New school construction



School calendar

CBE budget

Fees for services


Course offerings

School and learning program changes

Very interested Interested Slightly interested Not interested at all Don't know Not applicable

57

Interest in sharing thoughts on - School and learning

program changes


33%

24%

44%

40%

17%

28%

6%

8%

Parent

Public

Very interested Interested Slightly interested Not interested at all

58

Interest in sharing thoughts on - Course offerings


39%

28%

26%

45%

22%

18%

13%

9%

Public

Parent


59

Interest in sharing thoughts on - Class

organization/configuration


19%

29%

38%

41%

19%

21%

24%

9%

Public

Parent


60

Interest in sharing thoughts on - Fees for services


24%

10%

39%

43%

24%

19%

13%

28%

Parent

Public


61

Interest in sharing thoughts on - CBE budget


20%

17%

36%

35%

30%

39%

14%

9%

Parent

Public


62

Interest in sharing thoughts on - School calendar


18%

22%

59%

33%

5%

26%

18%

19%

Public

Parent


63

Interest in sharing thoughts on - School development

planning


20%

19%

36%

36%

36%

27%

8%

18%

Public

Parent


64

Interest in sharing thoughts on - Transportation services


24%

5%

29%

41%

21%

23%

26%

31%

Parent

Public


65

Interest in sharing thoughts on - New school

construction


16%

17%

26%

33%

28%

38%

30%

12%

Parent

Public


Key findings

There is a strong focus on topics directly related to students in the classroom.

• The overall goal of education is the success of the student, and this is

reflected in the topics that parents, students and the public wish to discuss.

As topics move further from the classroom, people become less interested in

sharing their thoughts and opinions.

• There is a common perception that the CBE does not encourage the

involvement of parents, public and students in system-level decisions.

• Many see engagement on these topics as poor use of their time because no

one will take their thoughts into consideration anyway.

66

TOPICS TO PROVIDE FEEDBACK ON

67

Desired areas to provide feedback

Parents and public want to provide feedback across three general

areas:

• Student-focused

• School-focused

• System-focused

68

Student-focused

• Achievement and progress throughout the year

• Homework

• Bullying

• Planning for life following secondary school

• Support and assistance for students with special needs

• Individual Program Plans

• Educational psychology assessments

• Learning

• Teacher-student engagement

69

School-focused

• Accountability of teachers and admin

• Consistency across schools

• Funding and support for students

• Extracurricular activities

• How to communicate with admin and teachers

• How fundraising dollars are spent

70

System-focused

• Curriculum changes

• How to provide feedback on teachers and admin

• Class sizes

• Classroom organization

• Reporting and assessment

• After hours programs

• School maintenance

• Fees

• School calendars

71

WAYS TO IMPROVE

ENGAGEMENT METHODS

72

People believe that decisions have been made already

Many parents and members of the public who are asked for their

opinion believe that they are not asked until after a decision has

already been made.

“The CBE makes decisions and then ask parents for input afterwards.

Very effective for the CBE as they know the outcome before they ask for

input.” Parent

“The time between announcements, request for feedback and decisions

seems too quick. Most decisions appear to be foregone conclusions.”

Parent

“In my experience, changes are announced by our school with little or

no opportunity for feedback. Changes are announced as though they are

already in place.” Parent 73

Improving the engagement process

Many parents report a desire for an engagement cycle of informing, asking, listening and

informing (similar to what is desired by employees).

“If I am to provide input it is important that I am provided with the resources

and info I need to make an informed decision.” Parent

“Ask parents to take part in the decision making process!” Parent

“Listen, really listen and provide a variety of means for input from families, like

this survey, forums, on-line discussions.” Parent

“Once the information is gathered, there should be a follow up. Perhaps a guide

on what steps are necessary when a topic is open, status and closing.” Parent

Inform Ask Listen Inform

Present the results of engagement

Simply involving parents and the public in engagement is not

enough. They need to see the fruit of their labour.

“I put a lot of time and input into a program change but did not see it

reflected in the decision. I would like to see this in future.” Parent

“Publish the survey result on CBE's website. Improve the transparency

of decision making process.” Parent

75

PREFERRED COMMUNICATION FOR

INFORMATION AND FEEDBACK ON

DIFFERENT TOPICS

76

77

Fees for services

26%

23%

3%

12%

8%

21%

6%

2%

22%

24%

7%

13% 13%

11%

8%

2%

School

newsletter

Communication

from principal

Communication

from teacher

Communication

from CBE

leadership

Website or

social media

posting

Online surveys In-person

meetings or

discussions

Don't know

First choice Second choice

17%

4% 4%

26%

13% 17%

9% 9%

26% 24%

3%

12% 8%

21%

6% 2%

School

newsletter

Communication

from principal

Communication

from teacher

Communication

from CBE

leadership

Website or

social media

posting


meetings or

discussions

Don't know

Public Parent

78

Fees for services

First choice

Second choice

0%

30%

5%

15% 20%

5%

15% 10%

22% 24%

7% 13% 13% 11% 8%

2%

School

newsletter

Communication

from principal

Communication

from teacher

Communication

from CBE

leadership

Website or

social media

posting


meetings or

discussions

Don't know

Public Parent

79


22%

17%

2%

16%

9%

17%

7%

11%

18%

21%

4%

11%

15%

11%

9%

11%

School

newsletter

Communication

from principal

Communication

from teacher

Communication

from CBE

leadership

Website or

social media

posting


meetings or

discussions

Don't know


13%

0% 4%

26% 22% 22%

0%

13%

22% 17%

2%

16%

9%

17%

8% 11%

School

newsletter

Communication

from principal

Communication

from teacher

Communication

from CBE

leadership

Website or

social media

posting


meetings or

discussions

Don't know

Public Parent

80


First choice

Second choice

5%

25%

0%

10%

20%

10% 15% 15%

19% 21%

4%

11% 15%

11% 9% 11%

School

newsletter

Communication

from principal

Communication

from teacher

Communication

from CBE

leadership

Website or

social media

posting


meetings or

discussions

Don't know

Public Parent

81


17%

7%

1%

29%

18%

13%

7% 8%

15%

13%

2%

16%

24%

11% 9%

11%

School

newsletter

Communication

from principal

Communication

from teacher

Communication

from CBE

leadership

Website or

social media

posting


meetings or

discussions

Don't know


4% 4% 0%

33%

13%

25%

17%

4%

17%

7% 1%

29%

18% 13%

7% 8%

School

newsletter

Communication

from principal

Communication

from teacher

Communication

from CBE

leadership

Website or

social media

posting


meetings or

discussions

Don't know

Public Parent

82


First choice

Second choice

0%

10% 5%

14%

48%

14%

5% 5%

15% 13%

2%

16% 24%

11% 9% 11%

School

newsletter

Communication

from principal

Communication

from teacher

Communication

from CBE

leadership

Website or

social media

posting


meetings or

discussions

Don't know

Public Parent

83


17%

38%

8% 10%

4%

11% 12%

1%

19%

24%

15%

11%

9% 10% 11%

2%

School

newsletter

Communication

from principal

Communication

from teacher

Communication

from CBE

leadership

Website or

social media

posting


meetings or

discussions

Don't know


17% 22%

0%

17%

9%

17% 13%

4%

17%

38%

8% 9% 4%

11% 12%

1%

School

newsletter

Communication

from principal

Communication

from teacher

Communication

from CBE

leadership

Website or

social media

posting


meetings or

discussions

Don't know

Public Parent

84


First choice

Second choice

0%

30% 25%

15% 20%

5% 5% 0%

19% 24%

14% 11% 9% 10% 11%

2%

School

newsletter

Communication

from principal

Communication

from teacher

Communication

from CBE

leadership

Website or

social media

posting


meetings or

discussions

Don't know

Public Parent

85

CBE budget

15%

10%

0%

41%

11%

14%

6% 3%

15%

21%

1%

15%

20%

12%

9%

6%

School

newsletter

Communication

from principal

Communication

from teacher

Communication

from CBE

leadership

Website or

social media

posting


meetings or

discussions

Don't know


9% 0% 0%

44%

13% 17%

13% 4%

15% 10%

0%

41%

11% 14% 6% 3%

School

newsletter

Communication

from principal

Communication

from teacher

Communication

from CBE

leadership

Website or

social media

posting


meetings or

discussions

Don't know

Public Parent

86

CBE budget

First choice

Second choice

0%

10%

0%

15%

35%

15%

25%

0%

15% 21%

2%

15% 20%

12% 9% 6%

School

newsletter

Communication

from principal

Communication

from teacher

Communication

from CBE

leadership

Website or

social media

posting


meetings or

discussions

Don't know

Public Parent

87

School calendar

40%

20%

4% 5%

10%

17%

4%

1%

22%

25%

9%

6%

21%

9%

6%

2%

School

newsletter

Communication

from principal

Communication

from teacher

Communication

from CBE

leadership

Website or

social media

posting


meetings or

discussions

Don't know


88

School calendar

First choice

Second choice

24%

10%

0%

10%

24% 24%

5% 5%

40%

20%

4% 5% 10%

17%

4% 1%

School

newsletter

Communication

from principal

Communication

from teacher

Communication

from CBE

leadership

Website or

social media

posting


meetings or

discussions

Don't know

Public Parent

22%

6% 6%

17% 17% 17%

11%

6%

22% 25%

9% 6%

21%

9% 6%

2%

School

newsletter

Communication

from principal

Communication

from teacher

Communication

from CBE

leadership

Website or

social media

posting


meetings or

discussions

Don't know

Public Parent

89


20%

26%

2%

16%

11%

12%

8%

5%

19%

21%

4%

12%

17%

11%

9%

7%

School

newsletter

Communication

from principal

Communication

from teacher

Communication

from CBE

leadership

Website or

social media

posting


meetings or

discussions

Don't know


90


First choice

Second choice

19% 19%

0%

14% 10%

14% 19%

5%

20%

26%

2%

16%

11% 12% 8%

5%

School

newsletter

Communication

from principal

Communication

from teacher

Communication

from CBE

leadership

Website or

social media

posting


meetings or

discussions

Don't know

Public Parent

19% 21%

4%

12%

17%

11% 9% 7% 6%

22%

0%

22%

17% 17% 17%

0%

School

newsletter

Communication

from principal

Communication

from teacher

Communication

from CBE

leadership

Website or

social media

posting


meetings or

discussions

Don't know

Public Parent

91


12%

34%

27%

2% 3%

10% 10%

2%

18%

27%

19%

5%

8% 8%

12%

3%

School

newsletter

Communication

from principal

Communication

from teacher

Communication

from CBE

leadership

Website or

social media

posting


meetings or

discussions

Don't know


92


First choice

Second choice

12%

34% 27%

2% 3%

10% 10%

2%

14%

29%

10% 10% 5%

14% 14%

5%

School

newsletter

Communication

from principal

Communication

from teacher

Communication

from CBE

leadership

Website or

social media

posting


meetings or

discussions

Don't know

Public Parent

18%

27%

19%

5% 8% 8%

12%

3%

17%

22%

17%

6% 6%

17% 17%

0%

School

newsletter

Communication

from principal

Communication

from teacher

Communication

from CBE

leadership

Website or

social media

posting


meetings or

discussions

Don't know

Public Parent

93

Course offerings

21%

31%

10%

7% 8%

13%

8%

3%

21%

23%

13%

7%

14%

9% 9%

3%

School

newsletter

Communication

from principal

Communication

from teacher

Communication

from CBE

leadership

Website or

social media

posting


meetings or

discussions

Don't know


94

Course offerings

First choice

Second choice

21%

31%

10% 7% 8%

13% 8%

3%

19%

5% 5%

19%

10%

19% 19%

5%

School

newsletter

Communication

from principal

Communication

from teacher

Communication

from CBE

leadership

Website or

social media

posting


meetings or

discussions

Don't know

Public Parent

21% 23%

13%

7%

14%

9% 9%

3%

21% 23%

13%

7%

14%

9% 9%

3%

School

newsletter

Communication

from principal

Communication

from teacher

Communication

from CBE

leadership

Website or

social media

posting


meetings or

discussions

Don't know

Public Parent

Connecting with school staff is critical

Parents view teachers, principals, and schools in general as the most effective

ways to engage with the CBE. These connections are critical to the engagement

process.

“I think the frontline work of teachers is the most relevant, and we find the

communication from our daughter's teachers to be excellent. School-wide

initiatives are also clearly communicated, often through handouts from teachers

or e-mails sent out from the admin team of the school.”

Parent

“I have a high degree of trust with my school administration (especially our

Principal) because they work really hard at openly communicating with parents,

so for me personally it would be leveraging my school.”

Parent

“Meetings at the school seem to be the most effective way of communicating with

families about potential changes.” Parent

95

Multiple approaches will be the most effective

To reach the majority of stakeholders, the CBE must use multiple

methods of communication and engagement.

“Have multiple ways of gathering feedback and informing, not everyone is

comfortable filling out surveys online, but not everyone is comfortable

speaking up in a group setting either.” Parent

“Offer multiple opportunities...email surveys, link to a website, phone

numbers and communications that physically come home with the

children (paper).” Parent

96

Key findings

Effective engagement must utilize several communication strategies to reach its

respective audiences.

• Most topics have two preferred communication strategies that will reach 40-60% of

stakeholders.

• To effectively reach the majority of individuals, the CBE must consider using a

minimum of 4 communication and engagement methods for each topic.

System- and school-based topics need to utilize a primary strategy:

• For system-level decisions, people want to be informed by the school principal or

school newsletters.

• Communication from teachers is most important when considering class-based

topics. Teachers are seen as the front line staff who understand the needs of

students.

For general information on topics, the CBE website is an effective tool to inform,

however, many individuals view it as being exceptionally challenging to navigate.

97

WAYS FOR PARENTS AND PUBLIC TO

PROVIDE FEEDBACK TO THE CBE

98

Ways in which parents would like to give feedback

• Email

• Questionnaires and feedback forms on system and school

websites

• Face-to-face meetings at the school level

• Engagement with the school leadership team

• Focus groups and consultations

• School council meetings (although many acknowledge that

attendance is an issue with these meetings)

99

Someone to contact

Parents and public would like to have information on who they can contact to

provide their feedback, or an outlet that allows them to do so.

“I don’t even know how to communicate with the CBE. If there is something I

don’t like, I don’t know who to tell or how to go about changing it.” Parent

“When significant changes are being considered there must be a crystal clear

point of communication within the CBE, by phone and by email and perhaps by

question/answer sessions. Surveys are always welcome as a means of collecting

quantitative data.” Parent

“I would like a bit more direct communication or better communication as to

where I can directly input my thoughts. Like an email link to a website or an

email telling me specifically how/where/when you want my input (which I don't

actually believe that you do).” Parent

100

STUDENT PERCEPTIONS

101

How informed are you about decisions that impact your

education?

11%

49%

19%

11% 10%

Very informed Informed Uninformed Very uninformed Don't know

103

Where do you get information from?

31%

79%

38%

13%

Parents Teacher School admin The CBE

Responses to this question are not mutually

exclusive (i.e., Participants were able to select all

categories that applied to them).

104

Interested in sharing thoughts and opinions to the CBE

that affect your education

32%

41%

14%

1%

12%

Very interested Interested Uninterested Very uninterested Don't know

105

General student perceptions of the CBE Means

2.96

2.70

2.67

2.58

2.56

2.43

2.34 9%

13%

15%

12%

18%

15%

15%

29%

35%

41%

43%

39%

47%

65%

29%

23%

19%

21%

28%

22%

9%

18%

21%

19%

14%

11%

11%

5%

11%

7%

5%

9%

3%

4%

6%

4%

1%

1%

1%

1%

1%

0%

After sharing my thoughts and opinions, I was shown how my input

was used in making the decision

I feel like my voice has been heard when I share my thoughts and

feedback

I have been able to provide input in the best way for me to share

my thoughts and ideas

Opportunities to share my thoughts on decisions that affect my

education

I can easily find information on topics that affect my education

I am encouraged to share my thoughts and feedback on decisions

that affect my education

When I receive information on topics related to my education, it iseasy to understand

Strongly agree Agree Disagree Strongly disagree Don't know Not applicable

Students need to have a voice

Much like parents, public, and employees, students do not believe that their

voice is heard or seriously considered during the engagement process.

“I don't want to give my opinion because I know that it won't matter towards

making actual decisions. I'm a student.” Student

“My opinions have never been used or, at least explained to me why they can't

work.” Student

Increase student awareness regarding potential for involvement.

“Make it so that students are aware that they can participate in sharing their

opinions or that there are topics that they can contribute in. Many times students

are simply not aware that they can share their ideas or where they can do so.”

Student 106

Effective ways to involve students

Students indicate that the most effective ways for them to share

feedback are:

• Online surveys

• Face-to-face discussions with teachers and friends

• Student council and advisory groups

107

Connect with students by relating to them

Students are more willing to take part in engagement when the topics are of

interest/relevance to them. By clearly explaining how certain topics directly

relate to students, the CBE may increase student participation in engagement.

“I feel that the best way to get students to participate in sharing their ideas is to

always relate back to common topics that students prefer.” Student

“Have them involved in open discussions and well informed about certain topics

that relate to their education.” Student

“Create fun and exiting activities.” Student

108

109

Topics students have been asked to share their thoughts

on in the past

37% 33% 32% 31%

23%

11% 9% 9%

7%

Topics on which students would like to be engaged

Courses & the curriculum

• Extracurricular activities, changes in program and teaching methods (e.g. discovery learning),

report cards

Classes

• Class size, scheduling, structure, calendar, length of the school year

Opinions of teachers

• Teacher performance

School environment

• Fundraising, sports, energy conservation, conditions of the fields, books in the library, grade

integration, fun day

110

THANK YOU

111

CREATING CONDITIONS FOR EFFECTIVE PUBLIC ENGAGEMENT · • Satisfaction is highest with in-person,...

Documents

Transcript of CREATING CONDITIONS FOR EFFECTIVE PUBLIC ENGAGEMENT · • Satisfaction is highest with in-person,...