Near North Montessori Brand Strategy Update Prepared by Karen Daugherty Fall, 2012.

Near North MontessoriBrand Strategy Update

Prepared by Karen Daugherty

Fall, 2012

NNMS Brand Equity Assessment, May 20122

Presentation Overview

• Summary of Observations• Background, Methodology and Objectives• NNMS Current Brand Equity

– Overall Observations– Who the Brand Is (Identity) – What the Brand Provides (Utility)

• NNMS Differentiation and Key Insights• Next Steps

Appendix:• The Elementary School Decision Process• A Quick Look at Competition

• Benefit Hierarchies: Emotionally Connecting with our Targets• Teachers’ Perceptions of the NNMS Brand

• A recap of “Non-Brand” Issues


Overall Brand Equity Observations

Near North possess strong brand equity, differentiated by its educational philosophy, culture and community, resulting in: A strong reputation (external realization of brand) High level of emotional benefits/strong connection to Near North (internal realization of brand)

A non-traditional educational philosophy (Montessori) is part and parcel of what makes NNMS unique Interestingly, for a growing segment of the parents, Montessori per se is not a driver, it is the established Near

North brand

It requires significant ongoing parent education efforts on part of school

Ongoing opportunity: Demonstrate how Montessori is education for the 21st century and beyond

Culture is the embodiment of Near North’s warm, down-to-earth personality, its commitment to diversity and its alignment around the value of educating a raising a grounded, well-balanced child that can come into his/her best self

Community is driven by the sense of common purpose and a perception of similar shared values (see above) amongst its members Preserving culture/community is high desired priority/desire despite challenges that begin to alter it (economic,

growth & stability, evolving community)


Overall Brand Equity Observations

Through the significant emotional benefits it provides both its students and parents (as well as teachers), the brand forges a very strong connection with its community over time Near North has very strong emotional benefits and rich imagery that can be reinforced and

played back in our recruiting and development communications

Both the student and parents benefit highly from the association– Student benefits well-articulated in Portrait of a Graduate

– May be useful to think of similar “manifesto” for the parents

• Biggest brand opportunities are two-fold:– Demonstrating why Near North and the Montessori philosophy is the right educational

choice to prepare children for academic and emotional success now and in the future

– Clearly communicating our proposition so that families who are the best fit with the culture/community continue to seek out and select Near North as the best choice for their family

• Be vigilant against tensions that undermine key brand drivers of culture/community (lack of understanding/commitment to philosophy, economic constraints that impact mix of families that can attend NNMS)

BACKGROUND AND METHODOLOGY


Near North’s Branding Project

The goals of this initiative include: Discover what NNMS stands for today (assess current brand equity through primary

research) – Use as starting point for understanding what needs to be maintained and what

needs to evolve

• Refine brand positioning to leverage current equity, while evolving the brand as necessary to remain relevant and differentiated (in process)

• Use brand positioning to inform key programs and initiatives, most notably communications, admissions and development

This branding initiative was undertaken to complement the strategic planning work of the NNMS Board. Ultimately, the brand positioning should help guide and support the overall strategic direction of the school.


Why would we consider branding for a school?

• Even with demand for private school education in Chicago exceeding available supply, it is important to have pulse on the marketplace and be able to articulate what makes you relevant and unique.

• Consistently communicating a brand promise helps new families in the search process eventually identify and self-select into the school that is right for their family (assuming acceptance!)

– “I was looking for a school where the educational philosophy mirrors my parenting style.”

– “I wanted a school where parents and the school shared my same values.”

– “I want to feel that my family would be welcomed and accepted.”

– “I didn’t know what I wanted until I saw it (referring to Near North)”

• It also helps the community articulate to friends, family and prospective families in one voice what makes the school special

• Finally, it prompts the community to try to live up to the brand promise not only in one we say, but what we do

NNMS Brand Equity Assessment, May 2012 8

Brand Strategy Process Overview

Equity Assessment(Phase completed Spring, 2012)

Background and Research Review

Establish Core Decision Making Team (7-10 people)

Management Interviews (Key Staff, Board)

Qualitative Brand Equity Research 2/12 (Parents, Staff)

Analysis using Equity and Differentiator Models

Strategy Development(Summer-Fall 2012)

Conducted Team Workshop in July with team of teachers, staff and parents to explore positioning options and tackle other brand issues

Positioning Development including Statements of Personality and Values

Strategy Implementation(Fall 2012-Winter 2013)

• Strategy Implications and

Imperatives

• Visual Identity Refresh?

• Creative Brief

In Process

• Team Evaluation of Options

• Refinement & Finalization

NNMS CURRENT BRAND

EQUITY ASSESSMENT


NNMS Brand Equity Assessment

Qualitative Research Objectives:

• Assess current brand perceptions of Near North Montessori amongst different constituents (Parents, Teachers. Alumni*) *Desired, but not implemented

• Gain a preliminary understanding of what drives choice when selecting a elementary school—what are both tangible and intangible needs? What made the school stand out?

• Identify brand issues and opportunities*, as well as both currently perceived differentiation and potential sources of differentiation for NNMS

* The research was purposefully designed to focus specifically on brand issues, and not to fully explore a range of otherwise “operational issues”/ desired improvements for the school. Suggestions gathered in this vein are detailed at the end of the presentation.


Brand Equity Assessment Qualitative Approach

Methodology:

• Conducted eight one-on-one interviews with key Board members and Staff

• Conducted six focus groups with 38 parents total, 90 minutes in length

• Conducted two focus groups with 11 teachers total, 90 minutes in length

• Interviews and focus groups conducted February-March, 2012

Audience Number of Groups(number of parents)

Parents of Children 3-6 2 (6) (8)

Parents of Children in 6-12 2 (8) (4)

Parents of Children in 6-12 AND Jr. High

1 (5)

Parents of Children in Jr. High 1 (7)

Teachers 2 (11)

Total Groups 8


Brand Equity AssessmentDissect the brand to uncover issues and opportunities

Model helps guide and distill research findings. Often see some natural overlap between the eight dimensions of a brand.

Identity: “Who the Brand Is”

Utility:“What the Brand Provides”

Utility

EmotionalBenefits

FunctionalBenefits

PerceivedValue

PerceivedQuality

Beliefs

KeyAssociations Symbols

PersonalitySource of Authority

Identity

Core Offering


Key Associations

Near North’s associations are rich and wide ranging:• Warm, loving, nurturing, kind environment • An active community of committed teachers, staff, parents

– Perceive there is a common mindset/ set of shared values– Bond by going through non-traditional experience together

• “Hard to get into” (related: good reputation/high quality/well-established)– Double-edged sword: some people don’t apply

• Diverse– Other private schools said they were diverse, but did not really find this to be true

• Different philosophy than other public/private schools– Child-centered; whole child education – Non-traditional/alternative?? (people struggle with frame of reference)– Best Montessori in Chicago; best practitioners; “mature expression of Montessori”

• Interestingly, Montessori is not the first, or most mentioned association

• Granola/Hippie Vibe• A bit of a mystery

– Many mentions of taking a “leap of faith” to attend/continue at NNMS– In some ways, this may be a “bonding” factor

More than most “brands”, parents found it difficult to describe NNMS in a “sound-bite”• Have similar difficulty with friends and family!


Beliefs

KeyAssociations Symbols

PersonalitySource of Authority

Identity

Core Offering

NNMS Current Brand Equity Identity Dimensions: Who NNMS Is

- High awareness of logo; mixed appeal

- Doorway imagery- Red- For some, imagery is too

traditional and not representative

+ Warm, nurturing environment+ Active & committed

community bound by shared values

+ Diverse+ Different Educational

Philosophy+/- Hard to get into+/- Granola+/- A bit of a mystery

- Warm & welcoming- Wholesome, authentic- Safe (physically & emotionally)- Down-to-earth; not ostentatious- Inclusive- Flexible- Creative- High energy, intense (teachers) - Growth/Longevity

- Strong Reputation

Did not expressly explore.Implied values include:- Recognizing uniqueness in every child- Inclusive Community- Concern for environment and others- Montessori tenets


Utility

EmotionalBenefits

FunctionalBenefits

PerceivedValue

PerceivedQuality

Core Offering

Near North Montessori Current Brand EquityUtility Dimensions: What NNMS Provides

High Quality; above average to premium– Well-established curriculum– Good reputation– “Whole child” development– Caring, experienced teachers– High school admissions

performance– Well-thought out materials &

classroom– Relationships

Good investment; fair value Divergent thinking on

relative affordability Value created by:

• Watching child’s growth & development (realization of intangible benefits)

• High School Admissions Performance

• Supportive Culture/Community

Delivers against most key requirements:+ Quality Education+ Excellent teachers+ Good facilities+ Professional, caring, open

administration+ Active, supportive community Some gap areas

• Language Instruction• Athletics• Upper school counselors

Strong emotional connection through substantial benefit delivery Children:

• Balanced education (academic, social, civil)• Foundation for life• Realize best self

Parents: Peace of mind Support/Partnership Friendship/Community Pride/Success

NNMS DIFFERENTIATIONAND

KEY INSIGHTS


Brand Equity Analysis Differentiator ModelAfter synthesizing all aspects of the Brand Equity Research, the resulting brand associations arethen assessed for their “differentiating power”.

Dimensions of the equity that detract from the overall

equity(brand issues not

operational issues)

Dimensions of the equity that

are highly important, but not ownable

Dimensions of the equity that have little or no

impact

Dimensions of the equity that are highly

important and uniquely owned by the brand

Differentiators

Required

Neutrals

Issues


NNMS Current Differentiation: Culture, Community and Philosophy

Near North’s current differentiation centers around a strong set of intangibles

Differentiators

Required

Neutrals

Issues• Contemporizing Montessori perceptions

• Protecting Culture• Monitoring Value • Improving Communications

• Quality Education• Good teachers• Good Facilities• Good reputation

• Diverse community with shared values

• Culture/ Warm environment• Emphasis on whole child

development• Montessori philosophy• “Hard to Get Into”/Reputation?

• Montessori (for some)?• Granola/Hippie

Strong Brand, driven largely by intangibles

Near North possesses strong brand equity, differentiated by its educational philosophy, culture and community, resulting in:

•A strong reputation (external realization of brand) – An established, well-resourced school that has grown significantly over time– High performing students– “Montessori executed well”

• •High level of emotional benefits/strong connection to Near North (internal realization of brand)

– Ultimately provides children an educational experience that allows them to discover and realize their best self, while providing a foundation that prepares them for life’s challenges

– Interestingly, parents felt they benefit in many ways, ranging from feeling supported by the school and community to being prompted and inspired to be a better parent because of the school’s philosophy.



Increasing Relevance & Differentiation of NNMS

The very related elements of educational philosophy, culture and community help create Near North’s differentiation, with opportunities to strengthen relevance and awareness.

• The educational philosophy is unique vs. most other (non-Montessori) private schools– The challenge is to grow awareness of its relevance

• The fact that Near North has a strong community and culture is not especially unique. It is the type of culture we possess and the strength of the community that appears to be especially unique/relevant to the families that choose Near North

– The challenge here is how to convey this unique “vibe” accurately and consistently, and protect it for the future

The next two sections examine the conversations around each of these key drivers of

the Near North brand.

NNMS Philosophy

Ironically, Montessori philosophy is not the top reason for choosing NNMS

For a growing segment of the parents, Montessori per se is not a driver, it is the established Near North brand • Only about 35-40% come in looking specifically for a Montessori school • Somewhat ironic in that our educational philosophy is outwardly our biggest tangible

differentiator.


Requirements for all Private Schools What made Near North stand out?

Quality EducationGood teachers

Certain level of Physical/Emotional SafetyCertain level of extracurricular activities

Proper Preparation for high school enrollment

ReputationWarm Nurturing Environment

Diversity/Acceptance of DiversityCommitted Community

Perceived Fit with Community/ Culture (parents & kids) Focus on “whole child”

“Educational Philosophy mirrors my parenting philosophy ”

Better economic choice vs. some other private schools

“Hard to get into” may increase its desirability

All Parents

Private-school

Seekers

Montessori Bound

Why Choose Near North?

“Leap of Faith” factor

• Interestingly, many incoming parents feel that they take a “leap of faith” coming to Near North

– Open but unfamiliar with Montessori; Excited, but nervous about their decision• Can carry on well into 6-9

– May serve as one of the strongest cornerstone of our unique community/culture• “We took the leap together; making the journey together”• Also, placing s a high amount of trust and faith in teachers and staff

• With this leap of faith comes high(er) expectations– “I expect more as we move out of 3-6. I was willing to take a “leap of faith” at that age. Now

it needs to go beyond self-motivation and discipline to performance”


NNMS philosophy is implicitly valued in today’s entrepreneurial organizations—we need to make that link forward


“We call Netflix the “freedom and responsibility culture.” We want

responsible people who are self-motivating and self-disciplined,

and we reward them with freedom. . [and top-of-the market

compensation.]

- Reed Hasting, CEO of Netflix, on building a sense of responsibility where people care about the enterprise

Implications and Opportunities

Contemporize Montessori:• For those “in the know”, there is no question that the Montessori philosophy is a

progressive methodology who prepares children well for the challenges they will face in the future

• Biggest opportunity for prospective and current parents alike: Demonstrate how Montessori is preparation for the 21st century and beyond

• Both in communications and parent education, go beyond a focus on the HOW (explaining Montessori methodology/tactics) to increasing awareness of the WHY and corresponding payoffs

Importance of parent education programs:•Parents that are not as familiar with Montessori (or Montessori beyond pre-school) may need more upfront and ongoing parent education and communication–Requires significant ongoing parent education efforts on part of school–Parents yearn for parent education in “plain English” with clearer links to the payoffs

• Less Montessori-speak, more understanding of where the path leads• “We have fabulous principles obscured by Montessori language”

• The mix of parents from different paths reflects different ingoing attitudes and familiarity with Montessori and may influence NNMS culture over time


NNMS Culture and Community


Culture at Near North

• Culture is the accumulated set of embedded values, customs and behaviors (both past and present) that contribute to the personality and “vibe” of Near North.

• Near North’s culture has been created over many years and seems to be unique vs. other private school choices

– It is a big intangible that helps families decide if a school is the right fit– “Near North is the only independent, grounded, diverse choice”

• Though there are many factors that contribute to Near North’s culture, the most differentiating factors appear to be:

– A child-centered philosophy that focuses on creating a sense of self-worth, self-motivation and independence in its students

– Its commitment to creating as diverse a community as possible– An active community that embraces the culture and shares many values– The warm, open and down-to-earth way it conducts its business (brand personality)

If Near North were a ___, which ___ would it be? Why?

Drink:

Car:

Object:

Chair:

Sample exercise


NNMS PersonalityA picture is worth a thousand words

SafeDown to earth; practical

Classy without being ostentatiousUnderstated luxury

Warm & welcomingAll about nurturing a child’s growth

Concerned about environment

IndividualizedInclusiveAuthentic

Wholesome, Natural (environment)“Granola”

Classic; like good design, the philosophy still holds up today

ComfortableCreative

The personality words/pictures chosen by the groups begin to paint a picture of the “vibe” or energy of the school, as well as illustrating strengths and potential weaknesses.


NNMS PersonalityExercise also illuminated some tension surrounding perceived cultural shift

• Car metaphor was especially interesting

We are a Volvo Family-focused

safety Solid Good investment Understated

luxury; not too flashy

We used to be a VW Bug (and kind of wish we still were) Quirky Unique A little bit Hippie

We should continue to be more: Inclusive (room for all) Innovative


Culture Shift at Near North?

Many in the Near North community perceive a slight shift in the school’s culture. • Not perceived as a seismic shift, but most people seem interested in and concerned about

protecting and preserving Near North’s unique culture/personality:

Some relevant quotes from the community:

• The culture has changed slightly; but mostly there are like minded people

• There is definitely a shift from the granola decade [with Jackie]

• With tuition increases, culture has changed a bit, not as granola (in response to car imagery)

• We want it to be the “cool school” [in reference to the artist/music/entrepreneurial bent of the community]

• The high tuition suggests that Near North is exclusive. This is at odds with the Montessori philosophy of inclusiveness.

• We shouldn’t chase the money. As some point, you could double the price (of tuition) and still fill the seats. But, it would be a different community and not the same culture.

• Diversity has increased over time; this is good, but there still are challenges

• “We want to keep the feeling of the church basement culture, and still get the kids into Georgetown’ (or wherever you may want)”

• “Don’t want it to be like Latin”

• The school is maturing. We need to evolve also, but hold onto our values.”

• “We have to be careful not to lose our soul”


Community at Near North

“A community is a shared asset; a set of relationships, created by the investment of its members, usually in the context of a shared goal or values.”

While the idea that most schools offer some sort of community is not unique, the type and strength of Near North’s community seems to be especially differentiating for parents and teachers/staff

• The community is embedded in and embraces the distinct culture of Near North

Defining aspects of the Near North community:

• Community = parents, students, faculty/staff

• The community is representative of an urban environment with a cross-section of people representing different socioeconomic strata, ethnicity, family types, careers, backgrounds

• Community is also in the classroom: children teaching each other, working with each other & teachers for three years—this is unique vs. other private schools

– Teaches mentoring and leadership– Older help younger

• The community reflects the personality of Near North with strong imagery such as “wraps you in an embrace”, “open”, “welcoming”


Community at Near North An Unexpected Benefit for Parents

What drives it?

Perception of Shared Values

Shared Experience Shared Benefits

• Parents are interested, engaged, aligned around what is best for children

• Share common values/ similar value system Whole child education Striving for diversity Social values Urban

• Respect diversity of thought; if don’t agree, most are open to other ideas

• Perceptions begin early (welcome events/coffees): “These are people I don’t know but

could easily be my friends”; “these are people I would hang out with” ;

Some assumption “you will be like me”

• We all start in this place of uncertainty; on a journey together

• We take a “leap of faith” —on an adventure together on this non-traditional path

• “Maybe because Near North is hard to get into, people bond--around being lucky/grateful, around their commitment to the school. They want to be here and it is a big deal.”

• Parents feel connected to school and each other The relationships with others

(parents & teachers) are an “added benefit”

• This community is a safe haven (emotional and spiritual safety))—where I can also be my best self

• “School creates a circle around my child and family”

• “Embraced me and my family”• “Great amount of trust here—this

community is helping me raise my child”

Implications and Opportunities

• Protecting the essence of our the culture and community, which by nature change and evolve, is crucial for the ongoing success of the Near North brand, despite challenges that begin to alter it (economy, growth, technology, changing mix of parents)

– It may be interesting to explore (via SEED?) some cultural tendencies that may not serve the community

• A cultural predisposition to value some professions over others (entrepreneurial/ artistic vs. professions/doctors, lawyers)

• The idea that wealth somehow may preclude good (or shared) values• Common values transcend what we do for a living or what our backgrounds look like

• Clearly communicating these “intangibles” so that families who are the best fit with the culture/community continue to seek out and select Near North as the best choice for their family- Creation of “Portrait of a Parent”- Statement of Values- Sets expectations, begins to communicate our culture as well as educational philosophy

• Communicating “intangibles” is always the greater challenge and calls for consistency of brand message both internally and externally

– Leveraging all assets, including brand identity (logo), colors, choice of programming


NEXT STEPS


Next Steps

• Use input from Brand Equity Research and Strategy Workshop (held in July) to create a number of brand positioning for core team to consider (in process currently)

• Review and finalize NNMS brand positioning (Fall, 2012)

• Share and rollout to wider community (Spring, 2013)

Thanks to all who participated in the research.

Your insights were invaluable!

Any questions can be directed through Diane Cohen at [email protected]


APPENDIX

The School Decision Process


The Elementary School Decision Process

Two primary paths to Near North:

① Parents looking mainly at Montessori school (smaller group 40%)

Parents looking more broadly at Private schools (increasingly larger group 60%)– After visiting Near North, a segment becomes more focused on Montessori schools and

applies to Near North as well as other Montessori schools– Others apply to Near North as well as other private schools

• Open to Montessori, but not an imperative

• Parents that are not as familiar with Montessori (or Montessori beyond pre-school) have a slightly different set of requirements upon acceptance into the school

– May need more upfront and ongoing parent education and communication• Another requirement for the school: Educate parents as well as children!

– Considerations with this segment: Leap of faith factor? Different expectations? Trial experiment?

The mix of parents from different paths reflects different ingoing attitudes and familiarity with Montessori and may influence NNMS culture over time

While we could have done an entire study on the decision process for choosing an elementary school in Chicago, our discussions as part of these groups led to some interesting insights:

While some parents include Chicago Public Schools (CPS) in their search, the majority of families considering Near North fall into two segments:


Two Primary Paths to Near North

Highly Interested/Committed to Montessori

(but may not know how it works beyond pre-school)

Looking at many Private Schools

Wowed by NNM Coffee!

Look at a number of Montessori/alternative schools

Apply to Near North (as well as other Montessori)

Accepted at NNMS. Our

dreams realized. Yeah!

Not accepted. Go to another Montessori school.

Apply to NNM again next year!

Don’t know much about Montessori but wowed by

NNM coffee!

Now include other Montessori

schools in search, too!

Private Schools Parochial

Montessori/Alternative Other

CPS

Urban person. Like idea of neighborhood school and

saving money!

Apply to Near North, as well as other private schools

Apply to magnets/public Montessori just to see if I get in!

Accepted. Yeah!Accepted. Just can’t do it.

Too much risk with funding, class

size and safety (emotional and

otherwise)

Not accepted.

Accepted at NNMS. Yeah!

Take a “Leap of Faith”!

We’ve got to get into a good

school!

Path one: 35-40% of families Path two: 65% of families

Those

kids!

Such

confidence

& poise!

Accepted, but can’t make the

leap ($$ or philosophy)

Go to another private school. (or possibly CPS)

A Brief Look at the Competition


Competitive Mentions/PerceptionsPerceptions by current Near North parents

Private

Montessori/Alternative(an increasing number of choices)

• Rogers Park Montessori

• Intercultural Montessori• Chicago Montessori

Academy• Montessori de la Citta• Cardinal Bernardin• Chiaravalle• Baker School

• Smaller, but growing; nice facilities; seems to be good; processes not as established; teachers not as well-trained

• When considering Montessori schools, ”Near North is the best of the best.”

• Other schools are not as large, well-located, established, or accredited• They all don’t go until 8th grade• Near North is “more exclusive” (“harder to get into” than other

Montessori)

Parochial• Francis Xavier Warde• Sacred Heart• Parish Schools

• The education just isn’t there• “NNMS teaches values just as well (as a Catholic school) or better”

Other Private

(“Top” “Elite”)

• Latin• Francis Parker• Catherine Cook• British School• U of C Lab School

• Very structured, old mainline, pedigreed, safe, great education, elite• Expensive, artistic, nice facility, not as rigid as Latin• “For rich people”, community doesn’t feel connected, people leave• IB instruction is rigorous, “having financial troubles”• Diverse, expensive, hard to get into, progressive, excellence in

academics, but less attention to social development

Chicago Public Schools

Neighborhood/Gifted/Magnet

• Burley, Bell, LaSalle II• Some schools are getting better.• Worry about class size, attention to physical and emotional safety,

budget

Montessori• Drummond, Suder,

Oscar Mayer• “Not really Montessori” • An alternative to traditional education within a public school model

“Near North is the only independent, grounded, diverse choice.”

“Choice is where you apply, not where you get in!”

Benefit Hierarchies: How NNMS connects with its constituents


Benefit Hierarchies

• Benefits are the primary creator of a brand’s value.

• The purpose of the benefit hierarchy is to demonstrate the full range of benefits (tangible and intangible) that can result from attending the school (both for students and their parents)

– They can serve as valuable tools for exploring relevance and differentiation and for enhancing the richness of communications

• Organizations often make the mistake of telling their story only through “product features” and resulting functional benefits.

– While it is necessary to communicate important functional attributes of a brand, there is greater value to be derived by focusing the brand promise around its emotional benefits

– Generally, the higher-order the benefit, the stronger the connection-- resulting in stronger brand preference

• These valuable connection points must be reinforced, strengthened and protected.


Benefit Hierarchy for StudentsNear North Montessori

Lower Level Emotional Benefits: Trust in AdultsTrust in AdultsFeel valuedFeel valued Sense of BelongingSense of BelongingMutual

Respect

Mutual Respect

Self-Confidence

Self-Confidence

Better ability to compete

Better ability to compete

Strong Moral Compass

Strong Moral Compass

Independence; Self-Reliance

Independence; Self-Reliance

Low-Level Functional Benefits:

High Level Functional Benefits:

Leadership Opportunities

Leadership Opportunities

Respect & empathy for others & self

Respect & empathy for others & self

Flexibility to meet

individual needs

Flexibility to meet

individual needs

Above average

competence/mastery

Above average

competence/mastery

Strong Problem solving abilities

Strong Problem solving abilities

Product & Service Attributes:

Higher Order Emotional Benefits:

Love of Learning

Love of Learning

Pride:In what I’ve done;

In who I am

Pride:In what I’ve done;

In who I am

Concern/Aware-ness of larger

world

Concern/Aware-ness of larger

world

Sandwich Shop

Farmessori

Enrich-ment

Programs; Language, Athletics

Good Facilities

Well-trained

teachers; low

turnover

Challenging Academic

Curriculum

Montessori Philosophy

Good reputationCommitted,

Active Community,

Diverse Community

Warm nurturing

environment

Open Adminis-tration

Realize my best selfRealize my best self

Strong sense of Self & Self-Worth

Strong sense of Self & Self-Worth

Awareness of natural

world

Awareness of natural

world

Empowered to contribute at a high

level to society

Empowered to contribute at a high

level to society

Goal-setting; self

discipline

Goal-setting; self

discipline

Ability to identify/pursue

interests & passions

Ability to identify/pursue

interests & passions

Safe Place to Grow & DevelopSafe Place to

Grow & Develop

Better able to achieve personal happiness/Success that I define

Better able to achieve personal happiness/Success that I define

Strong relationships

Strong relationships

(Foundation for future)


Benefit Hierarchy for ParentsNear North Montessori

Lower Level Emotional Benefits:

Pride in what I was able to provide

Pride in what I was able to provide

Feeling Successful as a

good parent

Feeling Successful as a

good parent

Sense of Belonging/ Connectedness

Sense of Belonging/ Connectedness Peace of Mind Peace of Mind

Being Part of a Community

Being Part of a Community

Confidence that I made the right

choice

Confidence that I made the right

choice

Expanding my horizons to be a

better parent

Expanding my horizons to be a

better parent

More enjoyment of child

More enjoyment of child

Low-Level Functional Benefits:

Having a partner in

raising my child

Having a partner in

raising my child

A sense of shared values

A sense of shared values

Flexibility in meeting my

child’s needs

Flexibility in meeting my

child’s needs

Product & Service Attributes:

Higher Order Emotional Benefits:

Pride in my childPride in my child

Feeling that I did my bestFeeling that I did my best

Help and problem-solving with

parenting issues

Help and problem-solving with

parenting issues

Safe Place when my child is not

with me

Safe Place when my child is not

with meMake Lifelong

FriendsMake Lifelong

Friends

High Level Functional Benefits:

Security; less stress & worrySecurity; less stress & worry

Feel listened to and respected

Feel listened to and respected

Seeing my child’s growth

Seeing my child’s growth

Sandwich Shop

Farmessori

Enrich-ment

Programs; Language’ Athletics

Good Facilities

Well-trained

teachers; low

turnover

Challenging Academic

Curriculum

Montessori Philosophy

Good reputationCommitted,

Active Community,

Diverse Community

Warm nurturing

environment

Open Adminis-tration

Teachers’ Perceptions


Teacher perceptions of NNMS closely align with parents’

Near North’s perceived differentiation:• We are the biggest, best, best resourced Montessori in Chicago

– Sizeable budget (access to funds)– Affluent student body means we get what we need

• Support & materials; Kids are high-functioning• The children’s experience is central—more than just students

– Three year tenure develops strong relationships • The school is committed to diversity• Continuity and experience of staff

– Presence of alumni (11) in some capacity at school

Community also mentioned prominently:• We are an oasis; small community in the middle of urban environment; implied safety• Teachers at Near North are highly committed and contribute to community beyond classroom (time, materials,

money)– We spend more time with parents than at most schools

• Recognize high level of parent involvement

Other associations:• “Together”: “Together as in community, and we have it together”• Big: big building, big changes (technology, new administration)

– Good and bad; lose some warmth and intimacy– Gain new facilities, opportunity for children to explore new things

• School is busy; high energy; ever more stress and expectations


Other key teacher perceptions (in their words)

Strengths Potential Weaknesses/Fears

• Teachers favorable towards administration

– “They work hard to bond our team”

– Feel taken care of—”there is a feeling of family”

– There is mutual respect and trust between teachers; between teachers and staff (and also between teachers and the children and their parents)

• Like the students, teachers appreciate their high level of freedom/autonomy—to try new things, make mistakes and learn; follow passions

– Professional development is very much appreciated; validates what they do

– Private lives celebrated and appreciated—we do ‘cool things”—ok to have a life”

• Growth can be a plus; it can also inhibit our ability to connect (with each other and families)

• We need to guard against the cultural shift

Maintain the Montessori philosophy

More parent education so they understand school and methodology

• Realize this school is very expensive and people are entitled to voice opinions and have high expectations

Somehow need to manage expectations and soothe their anxiety while still protecting our freedom to be creative

“Non-brand” Issues and Opportunities


Non-brand issues/opportunities

• As mentioned in objectives, the goals of the research did not include probing and exploring all perceptual strengths and weaknesses of the school.

– We instead focused on those elements which are known to be key drivers of all brands

• Several issues and suggestions surfaced during the groups and management interviews and we wanted to filter and forward the information


Suggested areas of improvement (mainly operational)

Comments and suggestions in response to “What would you do if you were Audrey for a day/week/year?” • Also reflects other comments and “asides” throughout the discussions

Things to improve

Parents Teachers

• Begin prepping parents earlier (6th grade) with information and expectations on high school testing (will this reduce or accelerate stress levels?)

• Language offerings (more depth and choices)

• More enrichment options: art, math & science clubs, Olympiad

• Integrate tutoring or other academic pursuits into the currently more recreational after-school program

• Work with neighborhood parks to incorporate even more outdoor space

• Time pressure (from committees, technology, staff scheduling, parent communication) is a growing concern

• Create protocols and boundaries around parent communications (type of channels and points of access) to manage time pressure and expectations

• Offer group help sessions for new technology

• More trip/ outdoor activities for students

• Better sustainability initiatives to eliminate waste

• Add tuition benefit for staff (but socioeconomic benefits shouldn’t just go back to staff kids)


Suggested areas for improvement (with potential brand impact)

• Highlighting these suggestions separately, as some represent issues than can grow and impact larger brand perceptions such as culture, quality, safety and value.

Things to improve

Parents Teachers

• Increased communications and transparency between teachers and parents

• Insure consistent quality among teachers at each level and between levels

• Hire a full or part-time social worker/counselor to assist middle and upper school children with their emotional health and wellness issues

• Think outside of Montessori constraints to deal with large (emotional/behavioral) gap between youngest and oldest at 6-9 and 9-12 levels

Jr. High to include 6th grade as transition to adolescence is happening then?

Better bridging between 6th grade and Jr. High• Continue to enhance parent education

• Plain language; reduce Montessori-speak• Less reading from “the bible of Maria”

• Manage tuition and fee hikes • More all school events that are not about fund-

raising More opportunities to mingle with older/younger

parents as you are with the school longer

• Continue/increase/strengthen parent education Help parents understand school and

methodology For new parents, it really is a process

• Enhance economic diversity of the school• Add more cultural diversity to staff/administration


What should never change about NNMS?Things to preserve

• These reiterate those elements of Near North that drive the brand

• Significant consistency with “key association” and “key drivers”

Things to preserve

Parents Teachers

Community

Culture• Maintain “vibe”; hold onto culture• Keep diversity, although it is hard• Maintain openness & accessibility of

administration; foster notion of availability to all families, not just families with issues “

Montessori• We do not exist to be a high school prep

environment

Jr. High• Strong group of educators; up on adolescent mind• Program is the “icing on the cake”; full realization

of NNMS benefits

Culture

Autonomy/Trust

Maintain integrity of Montessori Principles

Parent Education• Continue to encourage more trust and faith in

process

Near North Montessori Brand Strategy Update Prepared by Karen Daugherty Fall, 2012.

Documents

Transcript of Near North Montessori Brand Strategy Update Prepared by Karen Daugherty Fall, 2012.