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Each PTA District, Council or Unit can create its own policies for members who use social media and identify themselves as PTA leaders or members. The California State PTA Social Media Policy is included as an example. 

The California State PTA uses social media and encourages leaders at all levels to participate in an engaging and productive exchange. The community-based aspects of social media can benefit PTAs in reaching out to new audiences and engaging an existing base. However, use of social media carries with it certain responsibilities. To assist leaders and members in making responsible decisions about using social media, we have established the following guidelines:

Guidelines

For our purposes, social media includes all means of communicating or posting information or content of any sort on the Internet – whether or not these channels are associated or affiliated with a PTA – Ultimately, you are solely responsible for what you post online.

Leaders and members may associate themselves with the organization in different ways—explicitly – by stating in a profile or on a site a PTA title or involvement and/or implicitly—by posting photos, graphics or other information that identifies them as a PTA leader or member.

You speak for yourself but your actions reflect on the organization. Do not post confidential information, accusatory statements, or any defamatory information. Be respectful, truthful, discreet and responsible no matter your privacy settings.

Consider the following:

If your profile picture identifies you as PTA, be aware when posting comments on other sites, both public and private. Remember PTA’s Noncommercial, Nonsectarian, Nonpartisan policies when posting on public sites (i.e., newspaper comments, public blogs, trade publications and other)

Privacy settings are no guarantee of privacy. Search engines and other technologies make it impossible to take something back once it’s been posted. Screen shots, forwards and other technologies can spread messages quickly beyond your intended circle of friends or followers.

Mistakes happen. If they do, apologize.

Best practices and guidelines are not inclusive and social media and situations change.

Guidelines and Best Practices for PTA social media sites:

All PTA social media posts must be respectful, truthful, discreet and responsible. Posts must be Noncommercial, Nonsectarian, Nonpartisan according to PTA policies.

Administering PTA Social Media Sites:

• Have at least two Administrators (Suggest: President & Communications Chair (or the like). Although the President is responsible for approving material, A PTA can have a communications plan with preapproved content and general guidelines. The president may appoint a social media person/people to post on PTA sites.
• Some sites (i.e., Facebook) allow contributors or multiple administrators, so adding specialized contributors can allow greater flexibility and faster response. (i.e., Reflections chair, Vice President for programs, fundraising chair) PTAs should set guidelines ahead of time about what each contributor can and cannot not post. This would typically be posting about their particular program. This allows posts from sources which are quick and accurate.
• Be sure all logins and passwords are kept in a safe place and passed on to the next term’s officers. Suggest sites be registered to generic emails for the officers so accounts can be passed along with out interruption. (i.e., sunshineptapresident@gmail.com or president@sunshinepta.org)

Content on PTA social media:

• Posts should be PTA related and approved. Highlighting special events, programs, grants, PTA and school deadlines, allied agency information and other information of interest to PTA members is a good use of social media.
• Content from vetted sources or excerpts from previously PTA approved flyers, emails or website content is a good way to keep content timely without over burdening your officers. (See Red, Yellow, Green guidelines)

Others posting on PTA social media:

• PTA Social Media sites (including websites) that are administered and owned by the PTA and not the school, do not need the principal’s approval for posts. A good working relationship between the PTA and the school site administrator is best, so when possible coordinate. Remember, any PTA material that is passed out on school property or the school website still needs to be approved by both the president & principal.
• Each local PTA can decide if it wants to allow comments on sites or if it prefers a push only site. The advantage to having a more interactive site is that it allows you to know how your community feels; the disadvantage is that it allows comments which will need to be monitored. If you do allow public comments or postings, someone will need to monitor the site and decide what is appropriate. Inappropriate or off topic comments should be deleted. The PTA can decide to delete any comment or post it chooses.
• Setting guidelines and posting them on your sites can help if you feel it is necessary to delete a comment and are asked why. Your PTA social media sites are controlled by you local association and you are not required to post or keep any items.

Suggested Posting Guidelines:
(This can be posted on any social media your PTA uses and allows comments from the public.)

Please follow these guidelines when commenting on our site:
Be relevant Be respectful Be honest Be discreet Be responsible

• Be Relevant
  Stay on topic.

• Be Respectful
  Keep things civil. Avoid abusive or offensive language, threats, hate speech, libels and calls for violence. And don’t make jokes about the misfortune of others.

• Be Honest
  Use your real name. Don’t post commercial messages. Don’t publish copyrighted material that belongs to someone else.

• Be Discreet
  Don’t publish telephone numbers, addresses or other personal information about yourself or others.

• Be Responsible
  Think about what you write before posting. Users are solely responsible for what they post.

Adopted May 1974 – Revised October 2012 – Revised May 2018 – Health and Communications Commission

California State PTA recognizes that the mass media exert a powerful influence on American life and make a major impact on the education of children and youth in our culture.

California State PTA accepts the definition of mass media as a diversified collection of media technologies that reach a large audience via mass communication. The technologies through which this communication takes place include a variety of outlets:

• Broadcast media transmit information electronically, via such media as film, radio, recorded music, or television;
• Digital media comprises both internet and mobile mass communication, including such services as email, social media sites, websites, and Internet-based radio and television, as well as other outlets with a presence on the web by such means as linking to or running TV ads online, or distributing Quick Response (QR) Codes in outdoor or print media to direct mobile users to a website;
• Outdoor media transmit information via such media as augmented reality (AR) advertising, billboards, blimps, flying billboards, or placards placed on kiosks, buses, buildings, shops, sports stadiums, subway cars, or trains;
• Print media transmit information via physical objects, such as books, comics, magazines, newspapers, or pamphlets; and
• Event organizing and public speaking can also be considered forms of mass media.

California State PTA recognizes that there are scientific studies, both in progress and completed, that examine the health risks associated with the use of mobile devices, computers, tablets, watches, and other devices. These studies include behavioral (social-emotional and addictive) and physiological (radiation) risks related to the amount of use by various age groups. While consensus is not complete on the risk levels at different ages, avoiding/minimizing these health risks at pre-adult ages is a prudent response endorsed by California State PTA. Recommended responses include:

• Daily time limits on the use of screen-based technologies;
• Storage of cellular, Wi-Fi, Bluetooth, and other devices at a distance from the users;
• Use of Earphones and stand-alone speakers; and
• Time and frequency limits on the use of addictive media.

California State PTA urges parents to understand the potential dangers of social media and to discuss the issues with their children. PTA encourages parents to:

• Guide their children in the choice of media products when selecting material for viewing, listening, reading, or entertainment;
• Teach their children how to evaluate what they see, read and hear;
• Teach their children that many people on social media are not who they say they are and that they should not interact with strangers online;
• Be aware there are federal, state and local laws prohibiting the sale and distribution of obscene and/or pornographic materials to minors, and to inform the proper authorities when it appears these laws are being violated;
• Be knowledgeable about the availability of, and have the skills to use, tools to restrict access to media they find inappropriate for their children;
• Monitor their children’s usage of social media, gaming sites, and access to inappropriate material on the internet;
• Discuss the dangers of revealing personal information on social media;
• Teach their children the risks of posting photographs online.  Among other risks, the data contained in photos can be used to locate the exact geographic location of where the photo was taken;
• Stay involved in order to help guide tweens and teens to remain safe and mentally healthy;

• Teach their children the permanence of social media postings.  Whatever is put out on the internet is there forever and can have consequences later in life;
• Write a list of rules about social media usage and discuss them with their children.  Include questions such as: Is the posting going to hurt someone’s feelings; Does it feel threatening in any way; and
• Have a conversation with their children about bullying, emphasizing the ‘rule’ of not joining friends who are gossiping about or teasing others online.

PTA respects the rights of adults to choose their own entertainment and educational fare. However, since young minds are easily influenced, PTA believes that producers of mass media have a responsibility to consider how media messages, images and experiences affect children and youth.

PTA encourages producers of mass media, cable providers, internet media providers, social media sites, and developers and advocates for technology tools to recognize their responsibility to provide parents with tools to control their children’s exposure to inappropriate material.

California State PTA believes parents, producers, and providers of mass media share a responsibility to provide positive experiences that enrich the lives of children and youth. PTA further believes that media literacy relating to mass media, should be included in K-12 curriculum and in PTA parent education programs.

California State PTA is committed to ensuring that all students have access to comprehensive life skills education. In our complex world, students need to master a broad set of life skills in order to function successfully as adults.  Essential life skills include but are not limited to financial literacy, media literacy, civic literacy, home management, and executive functioning.

Civic Literacy prepares students to transition into adulthood, giving them the knowledge they need to make informed decisions in a democracy. This includes understanding the roles and responsibilities of government institutions, the rights and responsibilities of citizens, and the importance of civic engagement. California State PTA believes that civic literacy education should be integrated into the K-12 curriculum to ensure that all students have a foundational understanding of our democratic system and are prepared to participate actively in civic life. This includes teaching students how to register for voting, engage in respectful and informed discourse, how to advocate for their rights and beliefs, and how to participate in local and national decision-making processes.

The California State PTA further supports integration of Home Management education in the school system as students need skills which will allow them to maintain a healthy lifestyle.  Skills such as food safety, basic cooking, cleaning, home maintenance, personal safety, transportation, employment skills, medical care, and mindful consumerism will allow students to step into adulthood, prepared to be self-sufficient and capable adults.

California State  PTA supports the inclusion of Executive Functioning education in K-12 schools.  According to psychologists, executive function describes a set of cognitive processes and mental skills that help an individual plan, monitor, and successfully execute their goals. The “executive functions,” as they’re known, include attentional control, working memory, inhibition, and problem-solving, many of which are thought to originate in the brain’s prefrontal cortex. Modern students are exposed to an increasing amount of information and stressors and should be taught strategies for managing stress and anxiety, and for developing resilience and perseverance. California State PTA supports curricula that teaches time management, organization planning, prioritization and perseverance as key components of executive functioning education.

Financial Literacy education is a critical component of a well-rounded education and is essential for students to be able to navigate the complex financial world they will encounter as adults. In 1999 California State PTA delegates voted to adopt the resolution “Financial Literacy for Youth” in order to define this authority.    Building on those principals, we believe a basic understanding of financial best practices is a key component in breaking the cycle of generational poverty.   The California State PTA believes that financial literacy education should be taught in a way that is age-appropriate, relevant and engaging. It should be taught using a variety of methods and should be inclusive of all students, regardless of their background or socioeconomic status.

Studies have shown that financial literacy education can lead to improved academic performance and increased engagement in the classroom. For students who do not have access to financial mentorship at home, schools can be an essential source of guidance through high school and beyond. Recognizing the potential of financial literacy as a mode of upwards mobility, the California PTA supports legislation that champions financial literacy topics including, but not limited to money management, living expenses, credit and borrowing, financial planning, taxes, and financing student loans.

In today’s digital age, Media Literacy is an essential life skill.. Students must be able to critically analyze and evaluate information presented through various forms of media, including social media, advertisements, news sources, and entertainment. As stated in its 2023 Position Statement, California State PTA supports the integration of media literacy education into the K-12 curriculum to ensure that students develop the necessary skills to navigate and interpret media in an informed and responsible manner. This includes teaching students how to identify bias, misinformation, and propaganda, and how to evaluate the credibility and reliability of sources.

The California State PTA firmly believes that comprehensive life skills education is crucial to the success of our students. We support legislation and advocacy that seeks to integrate financial literacy, media literacy, civil literacy, home management, and executive functioning education into the K-12 curriculum,  This will lead to:

• Better decision making
• Ability to problem solve
• Improved communication
• Greater self-awareness
• Increased coping abilities
• Stronger relationships
• Higher self-esteem
• Healthier lifestyle choices

This will serve to provide students with the tools  needed to navigate the complex world they will encounter as adults.

Adopted in August 2022

California State PTA believes students are more inclined to demonstrate positive behavior when their school climates and relationships inspire feelings of trust, safety, and belonging.

California State PTA supports restorative justice practices as a powerful approach to equitable student discipline rather than punitive-based methods that have been historically used in school settings.

Restorative justice is a broad term that encompasses a growing social movement to institutionalize non-punitive, relationship-centered approaches for avoiding and addressing harm, responding to violations of legal and human rights, and collaboratively solving problems. In a school setting, restorative justice is a theory of justice that focuses on mediation and agreement rather than punishment.

The negative outcomes associated with punitive school environments are especially harmful for students of color and students with disabilities. A substantial body of research shows that suspensions and expulsions are strongly linked to a wide range of negative outcomes for students, including missed instructional time, low achievement on standardized exams and involvement in the juvenile and criminal justice systems. Students who have been suspended are three times more likely to drop out of high school by 10th grade than students who have never been suspended.

Unlike zero-tolerance approaches, which seek to hold students accountable through punitive discipline—often in the form of classroom or school removals—restorative approaches achieve accountability through the development of caring, supportive relationships and through strategies that allow students to reflect on their behavior and make amends when needed to preserve the health of the community.

Restorative justice practices provide families, students and communities a way to ensure accountability while at the same time breaking the cycle of retribution and violence.

Restorative justice practices should seek to work with students to come to a solution by focusing on repairing harm through inclusive practices that engage all educational partners.

California State PTA believes restorative justice practices empower students, strengthen campus communities, prevent bullying and reduce student conflicts. Students learn how to interact and manage their relationships with adults and peers. They become better equipped to understand how their actions impact others and how to monitor future behavior. Restorative practices encourage positive outcomes for students and the school community.

Restorative justice practices implemented with fidelity should include the following key principles:

• Voluntary participation.
• Respect for all involved.
• Inclusion of the people impacted.
• A focus on the harms, needs and causes that have arisen.
• Consensus-based decision making focused on how to repair the harm and prevent future harm.
• Opportunity for dialogue that aligns with the above principles.
• Expanding the capacity of the community to create a just and fair response.

Because each school creates its own unique culture, California State PTA believes the implementation and practice of restorative justice should be tailored to the needs of each school and with the knowledge and support of each school community. Schools should intentionally anchor practices in shared core values. This provides a common language for students, parents and teachers to understand what is expected from all members of the school community.

Additionally, school discipline, classroom management and social and emotional learning cannot be separated. As schools look at new initiatives to address these fundamental aspects of teaching and learning the overlap of restorative justice practices, Positive Behavioral Interventions and Supports (PBIS), trauma-informed teaching and Social and Emotional Learning (SEL) all work together to build safer more effective schools. The practices complement each other and work together to meet the goals of providing clear, consistent routines and expectations that lead to better functioning classroom and school communities.

The successful implementation of restorative justice practices requires the involvement and commitment of the entire school-community including families. Introducing restorative practices to the students’ families in an inclusive, collaborative and culturally sensitive manner is critical for success. When families are seen as a key educational partner group and then invited to participate early on in the process, implementation and ongoing sustainability of the restorative practices approach is much more likely to succeed.

Parents are a child’s first teachers and the home is a child’s first classroom. As key resources for learning and growth, parents help to shape a child’s social, emotional and physical development so that he/she can thrive in school and beyond.

Supporting student success starts with a shared agreement among families, schools and the community to work together and it involves committed actions to make it happen.

10 Tips for Parents

As a parent, you can do your part at home to reinforce this important family-school partnership. To help prepare your children for school readiness to stay on track and expand their learning opportunities:

• Set up a daily family routine, including healthy eating and sleeping habits
• Provide a place and time at home for homework
• Check on assignments, homework and projects
• Talk each day with your child about his/her activities
• Promote literacy by reading to your child and by reading yourself
• Limit and monitor TV watching, gaming, social media and computer time
• Express high expectations and standards for your child’s learning
• Attend parent-teacher conferences, Open House and Back-To-School events
• Participate in decisions that affect your child’s education
• Tap into community resources with visits to a library, museum, zoo or theater and encourage participation in after-school clubs, sports and art activities

Engaged parents are a key factor in helping students and schools succeed. With families, schools and communities working together as partners, student achievement is enhanced and children are better prepared to do well in school.

Keep in the Loop

With pre-teens and teens, staying connected with student learning remains critical. Yet, studies show that family engagement in school drops as students move from elementary to middle and high school.

With this transition to higher grades, parents often face new challenges including figuring out ways to best support student success at home.

Parent involvement at middle and high school takes many forms. Whether it’s checking homework, talking more about college and career choices, attending Open House or volunteering for PTA and booster clubs, your engagement makes a difference.

By knowing what’s happening in the classroom and on campus, you can help your student to focus on coursework and school activities to ensure college and career readiness.

THE POWER OF SCHOOL SMARTS:

School Smarts is California State PTA’s signature program for building authentic family engagement in school. It trains parents/caregivers on how the California school system works, how to effectively advocate for a quality education and how to grow family-school partnerships to support student success and school improvement.

School Smarts is grounded on decades of research that shows how and why parent involvement in school matters. When parents/caregivers are engaged in a child’s school life, it makes a positive difference in academic achievement, as well as attitude and behavior, for students from all neighborhoods.

As studies indicate, a home environment that actively encourages learning is a bigger factor for student achievement than a parent’s income, education level or cultural background.

Connecting parents/caregivers to their child’s learning is more important than ever. With the Local Control Funding Formula (LCFF), ‘Parent Involvement’ is a State Priority for developing and reviewing a school district’s Local Control Accountability Plan (LCAP). This means the parent voice is an essential part of the process that determines how our schools are funded.

Inclusion is the program’s operating principle. As a fee-for-service program, School Smarts is sponsored by a school district or PTA and is offered for parents/caregivers at no cost. Each Session is family-centered with childcare onsite. And, the curriculum is available in six, home languages: Arabic, Chinese, English, Spanish, Tagalog and Vietnamese. In addition, the program can be presented either in-person or virtually for a school community.

School Smarts is an effective tool for school districts implementing family engagement strategies. Course content is specifically designed to assist districts with their state and federal family-engagement requirements and support their LCAP implementation. Funding options can include Title 1, English Learner Parent Involvement Funds and LCFF/LCAP Funding.

Typically, the School Smarts Program is provided at almost 100 school sites each year across the State. As School Smarts graduates, thousands of parents/caregivers are empowered as community leaders to advocate for their children and schools regardless of their zip code.

Learn More: To find out how to bring School Smarts to your school as an in-person or virtual program, contact: schoolsmarts@capta.org

THE SCHOOL SMARTS ACADEMY: 

As a parent engagement program, School Smarts is tailored to meet the priorities and needs of a local, school community. While each Academy consists of seven, interactive Sessions with curriculum and course materials supplied by California State PTA, a School Smarts Planning Team of parents, teachers and administrators at a school often plans, oversees and runs an Academy.

Academy participants meet weekly with a facilitator, either in-person or virtually, to explore and learn more about:

• Why family engagement in school makes a difference
• How to navigate the education system
• How your school operates and how decisions are made that affect your child
• Why parent engagement in the development and review of a district’s LCAP matters
• Ways to communicate effectively with teachers and administrators
• How to advocate for a quality education
• Strategies and tips to support student learning at home more effectively

Topics such as Common Core Standards, assessments, testing and college readiness are also covered to inform and strengthen home-school partnerships.

Finding ways to enhance a school community is embedded as a learning outcome of School Smarts. The program kicks off with a Parent Engagement Night (PEN) for the whole school community. This in-person or virtual event brings parents and educators together to build relationships and trust. With the PEN, a community conversation on ways to better support student learning and school improvement on campus is also initiated.

In the final Session, Academy participants create group and personal action plans to benefit students and the school community. Action plans often focus on effective ways for parents/caregivers to reinforce classroom learning, to enhance school climate and to improve campus safety.

The impact of School Smarts on a school is enduring. As post-Academy surveys indicate, graduates get more involved in school committees and local PTAs. By paying it forward, the lives of children, families and their community are enriched by School Smarts.

Learn More: Check out the School Smarts Program on our website – capta.org/schoolsmarts

PTA OUTREACH – WAYS TO SUPPORT A SCHOOL SMARTS ACADEMY:

As a PTA leader, you can support a local Academy and its participants in a variety of ways. Remember to coordinate your efforts with other local leaders at the unit, council and district level.

For the school-wide Parent Engagement Night (PEN) and the Academy Sessions, work with the School Smarts Planning Team and facilitator on campus to connect School Smarts more closely with your PTA network by:

Engaging Your Community

• Promote Involvement – Use PTA communication channels to reach out to families from all neighborhoods to participate in School Smarts
• Raise Awareness – Add a link to your PTA social media postings and website for the School Smarts homepage on the State PTA website: www.capta.org
• Welcome Participants – Invite parents/caregivers to join PTA, engage in PTA activities and sign up for volunteer opportunities at school
• Work Together – Explore ways your PTA can assist in completing the Academy’s action plans to enhance student learning, safety and well-being on campus
• Celebrate Success – Showcase School Smarts graduates in your PTA e-news, website or social media

Sharing Your PTA Resources

• Provide Support – Supply information, speakers, interpreters and volunteers as needed and serve as a key resource on how to grow family-school partnerships for student success
• Promote PTA – For an in-person Academy, set up a PTA table to showcase your activities, volunteer opportunities, membership benefits and programs such as the Reflections Art Program
• Get Connected – Arrange for a board member to talk about your PTA’s impact on campus for ‘Session 4: Understanding our school’ and to offer congratulations at the graduation
• Practice Inclusion – Invite program graduates to add their voices to PTA advocacy efforts and your school district’s development and review of its Local Control Accountability Plan (LCAP)
• Grow Leadership – Encourage and mentor School Smarts graduates to serve on a PTA committee or board

Assisting with activities organized by your PTA, school or classroom teacher supports student learning and achievement in schools.

Stepping up as a volunteer also signals to your child how much your family values education and actively supports the efforts of teachers and the school to nurture students’ learning, development and growth.

How much time and commitment is involved depends on your availability. It can range from one time only assignments to monthly, weekly or daily volunteer activities such as helping to:

• Tutor and mentor students
• Supervise lunchrooms, playgrounds and field trips
• Assist in a class, library or school office
• Enrich classroom learning by sharing a special skill, talent or experience
• Plan or run a PTA or school program, activity or event
• Prepare classroom materials, mailings or newsletters at home
• Manage PTA websites and social media at home
• Coordinate class phone calls, texts and emails to other parents

See what volunteer opportunities are offered on campus or at home by checking PTA and school newsletters, websites and social media. Sign up for volunteer jobs that fit well with your interests, availability and skill sets. To get connected, contact your PTA president.

The seven commissions can be classified into two groups: (1) those dealing primarily with internal, organizational matters: convention, leadership services, membership services, and communications; and (2) those dealing with external issues in which PTA has a vital interest: health & community concerns, education, and family engagement.

The commissions are chaired by vice presidents elected biennially by the PTA membership at the annual convention in odd-numbered years. Commissioners are appointed members who serve during the administration. The treasurer serves on the leadership services commission.

California State PTA constantly assesses children’s needs to determine where and how PTA action should be initiated or intensified. State resolutions, letters, and results of studies from unit, council, and district PTAs as well as National PTA programs and priorities provide direction to the California State PTA Board of Managers. Each commission develops its plan of action based on the goals and priorities of the association.

The work of the commissions is facilitated through special committee studies and cooperation with statewide allied groups, agencies, and coalitions whose goals are similar to PTAs. Each commission is responsible for providing leadership and education to unit, council, and district PTAs to help implement the projects and activities that fall within its area of concern. Through PTA in California, the website – capta.org – and other avenues of communication, unit, council, and district PTAs are kept informed of current projects, the progress of studies, and the initiation of new projects.

Service to Unit, Council, and District PTAs
California State PTA Brief Statements on Current Issues

Figure

Organizational Flow Chart (pdf)

Download the Communications Job Description

Obtain (from predecessor) and study the procedure book and other materials related to performing the duties of communications leader:

• Print publications: past issues, deadline schedules, duplicating process and mailing permit information, templates.
• Electronic communications: email account names and passwords, web hosting information, domain name information, social media usernames, logins and passwords, webmaster contact information.
• Calendar of events and contact information for PTA officers and chairmen.
• Budget
• Names and contact information for local media contacts.

Download or obtain the Communications section of the California State PTA Toolkit to learn the basics of PTA communications, responsibilities, publications and available resources.  See PTA Style Guide.

Subscribe to California State PTA’s and National PTA’s print and electronic publications and communications.

Meet with communication board members (newsletter editor, social media chairman, website manager, etc.) before the beginning of the school year to develop a communications plan. Work closely with the school principal and the unit president.

Attend communications-related workshops and trainings.

DEVELOPING A COMMUNICATIONS PLAN

Develop a communications plan by first establishing your PTA’s communication objectives.  Solicit feedback to verify that current communications are meeting member needs. Determine:

• Who is the target audience? Consider who you want to reach.
• What are the right communications tools? Determine the best way to reach your audience.
• What is the right message for each tool? Think through what needs to be said and how and where to say it. Be concise and to the point.

Consider using:

• Newsletters (digital or print)
• Website
• Emails
• Mobile
• Social media
• Video
• Fliers
• Banners
• Word of mouth

Review PTA calendar of events. Schedule website, social media updates, event promotion and publicity around these dates.

Set submission deadlines for the year for all publications. Create a content calendar for social media and website postings.

Develop a budget to support the plan.

Present the communications plan to the executive board for approval.

A successful PTA communications plan should:

• Adhere to PTA noncommercial, nonpartisan and nonsectarian policies.
• Inform every family in the school of the aims and accomplishments of the PTA.
• Encourage and highlight attendance at PTA meetings and family engagement in PTA projects and activities.
• Foster cooperation with the school in keeping parents informed about school functions, regulations and/or procedures on child-related issues.
• Inform the community about PTA activities and school functions.
• Express appreciation to those participating in or contributing to programs.
• Tackle barriers such as language and culture.

ENSURING QUALITY COMMUNICATIONS

• Make sure that all publications material is cleared with the principal and PTA president prior to publication or posting.
  • Principal is responsible for the accuracy of school information and compliance with the State Education Code and school district policy.
  • PTA president is responsible for the accuracy of PTA information and compliance with PTA policies.
• Use the PTA logo in all communications.
• Abide by copyright laws and republish articles and art in an ethical manner.
• Do not include photographs of or specific information (names, class, email, address, etc.) about adults or students without written permission.
• Keep your message brief and to the point.
• Create visually interesting communications with careful use of photographs, bullets, quotes, charts, and graphics.
• Date all materials.
• Have 2-3 people other than the author proofread prior to publishing or posting.
• Arrange for translation services.
• Learn more

CREATING MEDIA NEWS

Local media may be interested in news coverage of your PTA event or project if it:

• Piggybacks on breaking news.
  • Be prepared to be one of the experts and demonstrate that PTA is a voice on the issues being debated.
• Ties in with anniversaries and annual happenings.
  • Identify events or dates related to schools and children (i.e.  Back-to-School) and find a way to tie them to PTA  programs.
• Spotlights a special event.
  • Announce activities that may be of interest to a large audience and invite local VIPs.
• Uses a “hook” or “angle.”
  • Tell the story in a new way. Provide a new angle.

ONGOING RESPONSIBILITIES

• Give a regular communications report to your PTA.
• Use PTA publications to promote PTA events and share information.
• Maintain an up-to-date website.
• Use social media to communicate with members.
• Encourage officers and chairmen to contribute short articles and reports for the newsletter, website, or social media site.
• Provide media releases as requested.