In the evolving landscape of private Pre-K through 12th-grade education, the role of faculty support in school marketing has been a topic of much debate. Imagine you’re planning a grand event. You’ve got the caterer, the venue, and the perfect playlist. Now, would you hand over the invitations to just anyone, hoping they can eloquently convey the event’s significance? Probably not. Yet, in the evolving landscape of private Pre-K through 12th-grade private school education, many schools have done something similar by expecting faculty to double as marketers. This well-intentioned notion that “everyone is a marketer” often leads to suboptimal outcomes, undervaluing the specialized skills required for effective marketing and communication.
For enrollment management professionals, heads of schools, and marketing and communications teams, it’s time to reexamine this approach and better define the faculty’s role in supporting marketing efforts. Let’s dive into why this matters and how to do it right.
The Misconception of Faculty as Marketers
Historically, schools have sometimes assigned marketing, communications, or admissions roles to faculty members, operating under the assumption that capable educators could seamlessly transition into these specialized roles. However, this approach frequently falls short of brand, revenue and enrollment goals. Marketing is a professional skill that demands training, strategic thinking, and experience. Just as not every educator can teach every subject effectively, not every faculty member possesses the innate or trained abilities to excel in marketing and communications.
Faculty’s True Role in the Marketing Process
Faculty shouldn’t be expected to serve as primary marketers. Instead, their role should be to support the marketing process through the following actions:
- Alignment with the School’s Unique Value Proposition: Faculty need to understand and buy into what makes their school unique. This includes internalizing key components of the school’s distinctive programs. At my previous school, we created long period classes – 90 minutes. We called it a block schedule, a concept common in public schools. Although our program wasn’t close to the public school block program, using that name caused families to perceive it negatively. When we changed the name to the College Model Academic Program, clearly outlined the features and benefits of the program for faculty and parents, and ensured faculty could articulate it effectively, we saw significant positive results. The program itself didn’t change, but by adopting the new language and better explaining their work, faculty helped us gain marketing advantages.
- Utilization of Marketing Tools: Faculty should leverage the tools and resources provided by the marketing team. When engaging with prospective families or stakeholders, they should use well-crafted marketing materials that highlight the school’s strengths. For instance, if there is a strong marketing campaign focused on interdisciplinary learning, faculty should incorporate this theme into their interactions and presentations during open houses or school tours. Faculty should avoid creating their own materials to present to families, as marketing is not their specialty.
- Facilitating the Test-Drive Experience: Prospective families want to “test drive” the school environment. Faculty play a critical role in this by offering insights into their teaching methods, showcasing classroom environments, and engaging with potential students and parents. At two of my previous schools, we offered Class Visit Days in every division. While this can be disruptive, it is the best way to give people a sense of what they can expect for their children. This direct interaction helps families gauge the quality of education and the school’s fit for their child. If the volume of visitors is too disruptive, schools can create mock classes to provide a similar experience without impacting current students; this isn’t as good of a choice. The focus should be on showcasing the engagement between teachers and students, interactions among students, and the rigor of the academic program.
- Serving as Ambassadors: Faculty should be enthusiastic ambassadors for the school. Their belief in the school’s mission and programs is contagious. When faculty are genuinely committed to and enthusiastic about their school, it enhances the credibility and appeal of the school to prospective families.
Conclusion
For enrollment management professionals, heads of schools, and marketing and communications teams, recognizing the distinct but complementary roles of faculty and professional marketers is crucial. Faculty should focus on their primary role as educators while supporting the marketing process through aligned messaging, utilization of marketing tools, and serving as authentic ambassadors for the school. By doing so, schools can enhance their marketing efforts, ultimately leading to increased enrollment of full-pay families and achieving their revenue goals.
This approach not only respects the expertise of faculty but also ensures that marketing remains a professional domain, driving strategic and effective enrollment outcomes.
By redefining and supporting the faculty’s role in marketing, schools can create a more cohesive and powerful approach to enrollment management, ensuring that every interaction with prospective families is a step toward showcasing the school’s true value and potential.
