Charles Ungerleider, Professor Emeritus, The University of British Columbia
[permission to reproduce granted if authorship is
acknowledged]
In last
week’s blog, I wrote that an effective advocacy campaign is not simply determining
the “ask.” It is designing a plan to overcome the formidable challenges that
the board will face in advancing its case. To overcome these challenges, school
boards can take several concrete steps.
Focus on board priorities that align with government’s priorities:
School boards should identify their top advocacy priority and focus their
efforts on the one that aligns with the goals and priorities of government.
Issues are not equally
important. What issues merit the effort that advocacy requires? What is the
probability that one’s advocacy will be successful? What are the risks and
consequences if it is not?
Calculate costs and benefits: Boards that wish to advocate should ask themselves
what use they might make of the political capital the board must draw upon in
advancing its case? Is the expenditure of that capital justified by the outcome
being sought?
Collaborate with other stakeholders: School boards should collaborate
with other education stakeholders, including parents, teachers, and education
organizations, to build a broader coalition in support of their advocacy
efforts. Government may be more disposed if it perceives a
larger constituency than a single board. Effective advocacy is more likely if
it is conducted though organizations such as those that represent a collection
of boards or trustees to ensure that the “ask” is for the system and will
provide system-wide benefits.
Build relationships: Developing strong relationships with elected
officials and government agencies can help school boards advocate more
effectively. Meet with officials, attend events, and plan how the board will reach
its public and the groups that can support its efforts.
Building relationships with elected officials and government agencies should
be done carefully through the provincial trustees’ association to avoid conflict
between the superintendent, who works closely with Ministry officials, and trustees
whose relationships are typically with Ministers
Developing and maintaining back
channels is important. Governments do not like surprises. Having a back channel
helps keep government informed and can provide useful intelligence about how
requests might be framed. Influence is
often more powerful when exercised out of sight of the public and media. This
gives government room to understand, negotiate, and counter instead of
reflexively going on the defensive against what it perceives as criticism.
Communicate effectively: Identify key stakeholders and allies. Express
clearly what the board hopes to achieve and how what the board hopes to achieve
aligns with the values of the allies and stakeholders.
Be respectful: It is important to
distinguish people from issues or positions – especially when there are
differences in values or opinions. It is probably obvious but demonizing the
person whom you hope to influence does not work.
Be persistent: Advocacy is a long-term process. A short-term orientation
is the enemy of effective advocacy. School boards typically lack persistence if
they meet with opposition or indifference. Effort must be ongoing and tactical.
School boards must anticipate the obstacles they are likely to face and be
willing to change their plans when they meet with opposition.
Although advocacy efforts are often unsuccessful and sometime worse,
they can succeed with careful planning and execution. But planning and
execution rarely receive the attention the successful advocacy requires.