87. Engaging and Retaining Faculty through Effective Marketing Strategies with Steve Bristol

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Tara: Welcome to Mindful School Marketing. I’m Tara Clase. 

Aubrey: And I’m Aubrey Bursch. Today we’re joined by Steve Bristol, a school veteran who has worked in and for independent schools for 35 plus years. Steve went from being the traditional boarding school triple threat teacher, coach, dorm head, to administrative leadership, where he was a director of athletics.

an assistant head for external affairs, a director of enrollment management, and an associate head of school. Steve’s experience in schools has touched all aspects of independent school management and organization, and he now serves a broad range of schools as a senior consultant for Triangle Associates.

Welcome, Steve. We’re so excited you’re here today with us. 

Steve: Hey, thanks. I’m excited too. I’m, I’m a big fan of your work, and so it’s really great to have a chance to chat with you both. 

Tara: Thanks. We’re excited about the conversation before we kick it off. Let’s hear a little bit more about you. 

Steve: Yeah, as Aubrey said in the introduction, I’ve been in and around independent schools for my whole life.

I, as I say to people, I’m a product of the system. I came up through the ranks as a student into teaching, coaching, running a dorm back in the days when, you know, you had dorms by yourself. There was no duty teams or things like that. And then spent a lot of time in the athletic world and then moved and the majority of my work has been around enrollment management.

And Strategic planning, a lot of work with faculty and, and administration on, you know, how do we, how do we keep our schools healthy and successful? It, it, it’s a challenging time for us today and, and I think being real intentional in conversations like this are, are going to be really helpful for us.

Aubrey: Absolutely. And I’m really excited. I know Tara and I are, we’re really excited to talk about this particular topic because when we speak to schools, it is one that is near and dear to their thoughts and, and planning and everything like that. So, we’re here today to talk about faculty sustainability for independent schools and how this ties into school marketing.

So let’s start by talking about this concept. Like how does having a sustainable faculty team make a difference in the way families view a school? 

Steve: Yeah, it’s a great question. And happily, it’s not a real complicated formula. Having been in admissions for a long time, you know, I think anyone that’s worked in schools and admissions or marketing or communications will tell you that sort of word of mouth is, you know, that’s our bread and butter is, you know, the more people are saying nice things about us, the better we tend to do in the community.

There’s a, there’s a real linear path, I think, between faculty sustainability and, and happiness and school sustainability. And, you know, when you think about what, what keeps schools going on a really fundamental level, you know, you need families to enroll and pay tuition. And you need people to make donations.

You know, that’s the brass tacks behind it all is you need a financial security and, you know, families enroll if they’re, you know, if they’re happy and people donate, if they’re happy with the school and you know, what makes a family happy, happy kids. I used to give a. Talk to admissions audiences all the time about this idea of, you know, when kids get picked up, you know, they’re in the pickup line and they come out the backpack waving and they jump in the car.

And the first thing every parent says is. How was your day? And what kids don’t know is as a parent, what a loaded question, you know, all of my self worth as a parent is tied up in the answer in that question, because I’ve just, you know, I’ve just sent my child off for eight hours to be with other adults.

And I’m just hoping that they’re doing a good job by him or her. And, you know, Typically the answer we get is fine. Okay. And you’re sort of like, all right, you know, it’s kind of a let down. It’s not really the message I was hoping to get, but on those couple of moments where they come in and they’re like, it was great that I scored a goal and got a, a on the quiz, You know, as a parent, your whole day changes, you know, it just makes your day.

And so thinking about how do we get that more from our kids and it really, it, you know, the piece that we have control over in there and that is. I think the driving force is the adults that are with them during the day. And if those adults aren’t happy and feeling purposeful in their work, kids are going to feel that, you know, a theme in our conversation, I’m sure is going to be sort of, this is all kind of contagious.

You know, happy adults are going to create happy kids and unhappy adults will create unhappy kids. And then that translates into parents. It’ll translate into alums. And all of that is what fuels. Yeah. Your school’s sustainability, it’ll be the foundation for your marketing work, you know, is, is happy people talking about their experiences in school.

And I think it really starts with, you know, where are the adults that are on the front lines and how are they feeling and how engaged with purpose and mission they feel about their work? Again, not, not real complicated and, and, but It requires some sort of intentional care and thoughtfulness. Yeah.

Tara: Yeah, I agree. I think you know, the idea of sustainable faculty and staff is something I know with schools that I’ve built websites for they’ll communicate, right? One of the reasons why you should choose our school is because we have faculty who have been here for 20 years or those types of things.

Can you talk a little bit? I’m curious about what kind of challenges that you’ve seen schools face in maintaining that sustainable and engaged faculty and obviously then in that case, how that can impact their marketing appeal. 

Steve: Yeah, and that’s, I think that’s really critically important. And in thinking about this, what I did is I created two lists.

One of them was kind of my job description as a first year teacher and the things that I had to do and the things that I had to worry about. And then I compared it to what I think teachers have to do and worry about today. You know, all I had to do is I had to make sure I had 50 minutes of content because teaching then meant I just stood up in front of the room and delivered content.

And so I had to have that prepared. You know, I had to grade some papers, I had to get my grades in on time and write my comments. I coached a couple of seasons and I, you know, lived in a dorm at the time. And so I ran a dorm, you know, there was no duty teams in those days. So you just, this is just what you did.

And everybody did that. You know, we all had the same job. And so there was sort of some collective appreciation in that. I think about the work teachers have to do today. It’s all of those things, except. They don’t have to have 50 minutes of content. They have to have 50 minutes of creative activities.

They have to be thoughtful about, you know, how are my kids doing in terms of their health and their wellness. And, you know, I’ve got to be sensitive to, I’ve got a real diversity of kids in the room in every way, including the way they learn. So, you know, they have to think about sort of differentiated delivery of content.

They have to be experiential. They’ve got parents calling and, and stopping them in the grocery store. They’ve got to maintain class websites and post grades online, which is another trigger for a lot of activity. They have to, you know, manage active shooter drills. I mean, the things that our teachers have to do now is dramatically different from what it was when I started.

And I hadn’t even hit COVID yet. All of that was happening before COVID, and then COVID was like an accelerant. We poured gasoline into a situation where, you know, the adults in our community were feeling a ton of pressure. You know, all of those new things they had to be aware of, the bulk were introduced in an opening of faculty meeting in August.

So, you spent an hour or two in a seminar on health and wellness. And, you know, your administrative team said, okay, go implement this next week in class. And we just didn’t do a great job preparing them for this change. You know, I think technology was the, the kicker in the beginning. And then we rolled into sort of 21st century learning, teaching and learning and the skills based things.

And, you know, for our teachers, it was, it wasn’t that they were unwilling. It just was a lot in a really short period of time that really turned their work upside down. And, and I, like I said, again, you know, we delivered this in a faculty meeting on a Thursday and classes started on Monday and off you go and good luck to you.

So there, I don’t blame them for feeling stressed out and, you know, you can read articles in the paper. All there’s a ton of them right now about, you know, You know, frustrated teachers and quitting teachers and all of those things. And, and so from a marketing standpoint, to bring it back to kind of how does that impact your sustainability as a school, you have these critical, critical pieces to your educational puzzle.

And the whole world is looking at them going, You know, I don’t think they really like their job anymore. And, you know, I don’t want to put my child in a room with an adult that’s unhappy, or is, you know, feeling overworked and stressed. And again, all of this is contagious. So teacher stress becomes student stress.

And, you know, there’s just a lot. We’re asking of them and I don’t think they’re unwilling to do the work. You know, that to me is not the issue. These are people that have dedicated their lives to going above and beyond, but we need to, we need to care for them a little bit more and support that work a little bit more.

Aubrey: Yeah, that’s so true. I, I remember, you know, growing up, I think, you know, it was a different time when you went to school and like the parents weren’t like asking for, you know, calling or I mean, certainly there was an email at least when I was growing up, like it’s a whole different world. And I was thinking about the other responsibilities we’re going to ask.

I mean, I go in and often train faculty and staff on like marketing and development efforts. And, you know, now we’re asking them to do all those things on top of just teaching and teaching alone has, as you mentioned, changed so much the expectations around that. So it truly is a lot of challenges that our teachers are facing.

And I 

Steve: think, sorry, 

Aubrey: I 

Steve: think a big part of it is. Like I said, they, they want to do the work and they want to do it well. I think they’re feeling a lack of confidence, you know, that so much was so new that they didn’t really have a chance to get good at it and to feel confident in it. And that, that confidence sort of, you know, it just rocked them a little bit.

Aubrey: Absolutely. Absolutely. There’s, and you know, I think of my children’s teachers and they’re just amazing. They go above and beyond. And I know that our schools do want to hang on to those teachers who truly. Do our passion about what they do and they want to do a great job. So, you know, as we’re thinking about, you know, what sort of effective strategies have you seen schools implement to keep these amazing faculty, like motivated and committed.

And when they do this, how has that positively impacted the school’s image and recruitment efforts? 

Steve: Yeah, it’s, I mean, this is, this is the 64, 000 question is, you know, how do we, how do we kind of get out from under this and you know what? I’ll start with right off the bat is you can’t pay them enough.

The school model doesn’t allow for this to be an a job with huge fine. You know, we’re not getting rich at this. But I remind myself, none of us expected to, you know, we didn’t come into this thinking we were going to get really wealthy. We came into it saying, you know, I’m going to get paid enough to live a comfortable life.

But it’s all the other things that come with being a teacher. That fuel us. It’s that intrinsic value. It’s working with kids. It’s being part of Kind of an organization with a mission and a purpose and all of that, you know You can’t find that in insurance. You can’t find it in banking, you know There’s a reason people are drawn to schools as kind of a lifestyle And so I think what schools need to do is nurture that added value and to be thinking about what it is, what are these extra things above and beyond salary.

That fuel people in their community. And I think it starts with this sense of purpose and mission. So it’s how well as a school, are you reconnecting and, or maintaining that connection between your faculty and your larger purpose and your mission so that they feel that they’re part of something really powerful.

And Engaging that way, you know, are we celebrating the best of our faculty well enough. You know, we get sort of a silver bowl after five years and, you know, a knife set after 10 years and things like that. But just along the way, informally, are we acknowledging those people that are really living the mission?

You know, the ones that you know are going above and beyond. I talk a lot when I work with schools about, you know, who are your barometer faculty, and by that I mean those people that you know will volunteer for everything, they’ll go above and beyond, they’ll do whatever you ask, but when they start grumbling at the lunch table, we have to listen, because that’s the person that, you know, we’re, we’re leaning on, because we expect all of them to give a little bit extra.

That’s just part of the model. And when you’re best at that start to kind of show wear and tear. I think we’ve got to pay attention to that we got to keep our finger on the pulse of that kind of overall mood, and I think for schools they’re they’re challenged by that because they don’t know what the solution is so what they hear is complaining, and it’s complaining without.

Resolution. And, you know, it’s the old bring me answers, not more problems. And, you know, it’s our job as school leaders to come up with the answers and to recognize the problems. And I take it like I said, it starts with reconnecting with mission. I think it’s important to treat them like professionals.

The outer world. You know that sets the context for our work as being low paying and all of that kind of stuff. I think we have to Respect each other as professionals and treat each other that way you know Friend of mine jokes all the time who works with schools a lot that Really all they want is for the head of school to know their dog’s name, you know They’re they’re what they want isn’t It’s respect.

It’s consideration. It’s a personal relationship based on trust. You know, and again, you do these things and you fuel that added value that they get from working in schools and they feel fulfilled. You know, then they’re walking into class every day thinking, you know, I’m doing, I’m doing important work here and these kids are the future of the world.

And I want to invest my heart and soul in them. The kids feel that level of investment, you know, they get in the car and pick up line and, and mom, dad says, how was your day? They’re like, it was really great. You know, Mrs. Jones did this today. And it was, she was fantastic. And, you know, that’s, yeah. That’s how it starts to build and that becomes the essence of your community, your happy faculty start connecting with visitors when they walk the halls and, you know, as an admissions director, I’d love it when a family came back from a tour and would say, Oh, yeah, you know this, this math teacher sauce and came right out of right out in the hall.

From their class, left the class, talked to us about what she was doing in class, invited us to come watch for a few minutes. I mean, as an admissions director, you can’t get a better story because there’s a transparency to the work being done. And, and that’s what parents want to know is, you know, what’s going to happen to my child for those eight hours when I’m not parenting them.

And if you give them that transparency and they know those people, and those people are good people who care about their kids, that. That becomes your marketing and that authenticity is what you build all of your view books and websites and all of the, all the collateral materials get built on that, that feeling.

Tara: Yeah, that’s, that’s helpful. I think there is so much that schools can do and To try to make their faculty feel valued. And once that’s done, I guess the next marketing question is how do you have any tips on engaging the faculty like the example that you said, which is very organic, where the teacher actually came out in the hallway.

Any other tips on engaging faculty in the marketing process. 

Steve: Yeah, I think that, you know, and what’s best and you guys know from a marketing standpoint, you know that which is organic and authentic is gold. And so, you know, without telling a teacher to come out in the hall and say hi to a family and having it just happen.

Is great. But, you know, structured events where you’re inviting your faculty to present to visiting families or to attend a advancement reception in the city with alums. And, you know, for them not to look at that as an added duty, but as, Oh, yeah, I’d love to come talk about school. Because they feel that engagement with it, and they feel that connection to it.

You know, I think this is, where this shows up a lot is in the hiring area. You know, a really tricky place for schools. They’re doing more of it now than they used to with the turnover. It’s become year round, so it’s not a, You know, we issued contracts in February and, you know, they’ll come back in March and we’re good, you know, they’re going to find out in August that they suddenly have two openings.

And I think your approach to hiring needs to be less about hiring a teacher and more about building a faculty. And how, you know, I rely on my coaching experience in the past is, you know, I need to build a team, which just means parts with different strengths. And putting them together in the right combinations and, you know, looking at all of the jobs to be done on your campus, from classroom teaching to coaching, to clubs, to art and music and robotics, and if it’s a boarding school to dorms or afterschool care, whatever, and getting a broad sense of what it is we’re asking these people to do, then start plugging in names and seeing where you’re doing those, where you have them well covered and where you might be a little thin.

And then having that driving your hiring. So you’re trying to fill out this larger picture of a faculty that will be representative and of your school and your mission, rather than, Oh my gosh, it’s August and I just need a math teacher. You know, and, and those, the way you approach that team building and organizational strategy there, I think is, is critical.

Another piece that I’ve been throwing out. You know, we’re, we’re, you know, independent schools are in an arms race. We’re building buildings all over the place. And as our campuses grow and they become fancier and more and more exotic, that the piece that’s gotten smaller is the faculty room. You know, they’re down to, you know, a closet with a Keurig machine and, and that’s about it.

And a copier you know, I, I would encourage schools to think about. The professional space they would dedicate to their faculty. Make it look like an airport club lounge where you have collaborative space where teachers can from different departments can sit and talk and work together. Maybe you have some cubbies where they can call and email parents and handle that part of their job.

You know, more and more school space is being taken up by the growth and programs we’re offering. And so our faculty are getting, you know, they’re sharing classrooms now. They don’t have their own office. So they’re, they’re trying to do all of the things we’re asking them to do. And kind of makeshift space.

Let’s invest in that. Create professional workspace for them where they can be away from the kids for a little while. That’s not a weakness to want to be around adults and, and to have a professional conversation and, and The flip side of that is they’re going to see you’ve just invested in them. You know, they’ve seen us invest in the kids endlessly and appropriately.

So, but they’re waiting for us to step up and say, you guys are really important to this equation too. And here’s what we’re going to do. We’re going to give you this really beautiful workspace, faculty room, fresh fruit, you know, our dining services are, are exotic now. So you can get high end coffee, fresh fruit pastries delivered every day.

You know, for. A teacher, that’s going to be a nice sign of respect.

Aubrey: Absolutely. I mean, our teachers do need to feel valued and I know having worked with several schools as they’re building new buildings and it’s easier for parents to get behind something for teachers to not just students. I mean, yeah, do donors do love supporting the teachers for sure. I’m curious when you were talking about hiring which I loved how you said you’re hiring, you know, you’re looking at the bigger picture, right?

You’re not just hiring that math teacher in August. You’re saying, okay, where does everyone fit in? And I always think it’s good to look at, you know, just because we did something before doesn’t need mean we need to just, you know, plug that hole again. Maybe we need to like, Reallocate some things. But I’m curious because, you know, have teachers roles are changing and with admissions being such an like a key element to our schools like teachers can make or break the admissions process like parents want to meet teachers.

They want to visit classrooms. In addition, you know, I’m in schools a lot filming teachers for marketing efforts, like there’s a lot. more that we’re asking of teachers. And I’m wondering if how you see that those expectations both kind of, you know, set forth like either in contracts or in discussions and how we support teachers to be able to execute these duties properly.

Like, so that they, they’re not It’s not just one more thing on their plate and and something like that so that they actually have the time and energy to put forth these efforts because they are integral to marketing and admissions for sure. 

Steve: Yeah. Yeah. I think you make a great point. And, and I think it’s

we in schools, we rely so heavily on the goodwill and that extra little something that teachers are willing to give, that they, they feel a commitment to the larger organization and, and will sacrifice for it. And they’ll, you know, and they’ll lean into that. It, it’s, and I think where we’ve gone wrong a little bit is we, we sort of took that for granted a little bit.

And so we weren’t acknowledging it as much as we could. They don’t, like I said, they don’t mind the extra work. They want to be part of something big. They want to contribute to it and they want to help the school be successful. So I think a lot of those requests, some of it’s just in the delivery. It’s acknowledging, I know I’m asking you to do something extra.

You know, maybe you’re throwing them and their spouse a gift card to dinner, you know, just, they just want acknowledgement that you’re. You’re asking for a little more. And then for us to listen when they say, you know, I don’t have more to give. I’m kind of tapped out right now. And then we say, all right, totally good.

You know, I’ll respect that. I’m not going to judge you on that. You’ve been great. X, Y and Z. But I think those, those extra asks that we’re making right now, the response we’re getting is sure for a stipend. Or for some relief time, or, you know, there there’s now an exchange of a commercial exchange of work and services, which is not school culture.

And, and so going back to building those relationships so that when you go to a teacher and you say, Hey, I need your help with this thing, and. acknowledging that you’re asking for a favor and, and then being thankful and, and appreciative when they, they give it to you and, and maybe circling back to them if it’s a video or something like that saying, Hey, you know, I just want to make sure you saw this.

You did a great job. And, you know, but I think so often that the teacher that volunteers for that thing never gets to see the finished product, it never comes back around with appreciation and, and thanks and celebration. And again, none of that costs anything. It’s just relationships and maintaining those in a.

In a powerful kind of substantive, honest way. 

Tara: Yeah, this, this is all such good reminders. I think, you know, there are great ideas that are not difficult to implement and it’s so it’s really good to bring it top of mind. And so I’m really grateful to have that refresher for everyone listening. And in Along those lines our podcast is also about mindfulness.

And so some of the things that you’re talking about in terms of like a reminder of keeping something top of mind how do you define mindfulness and how, how does it apply to this conversation? 

Steve: I think I mean, it, it, it underlies kind of all of this in, in so many ways. And, and I think it’s so important.

In addressing the current state of where we are in schools right now, I think mindfulness for me has always been sort of an authentic awareness or authentic self awareness, if I were to sort of offer a quick definition, it’s, it’s sort of being clear with yourself about who you are, what you stand for, but also thinking about, you know, is that also what other people see?

You know, is who I am and who I think I am is, is that what I’m portraying to other people and not just assuming they’re getting my inner me, you know, I may not be communicating it as well as I think I am. And so often there’s a disconnect there. So I think just being open to the idea that there may, that disconnect may exist, that they may not.

See that true me that I’m so inner proud of kind of thing or that I aspire to be. And schools are the same way. You know, I think schools have to be mindful as well of who they are and what they’re communicating to their students, to their families, to the outside world. You know, that that’s the mindful marketing that I think you guys speak to so, so well is.

You know, being authentic about yourself, being aware of the things you do really well in the areas where you need to improve, you know, and no school’s perfect. And, and if you’re open and transparent about the things you’re working on to be better and that becomes part of how you communicate your essence as a school is that we’re human and we’re imperfect, but here are our core values.

And here are the things we strive for. And here are the things that we take as being fundamental. To us and our institution, then both the individuals and the institution are are leading with that into the marketplace. And, you know, and that that authenticity and that honesty about self, I think, is incredibly powerful as a recruiting tool.

It’s the work we leaned into in my last school. It was a big part of it. You know, we had some high powered, we were in a incredibly competitive marketplace. And we had some high powered competition and we, we leaned into that authenticity of, you know, being honest about who we were and, and we were a great school.

We’re different from the other great schools in the neighborhood and here’s how, but it was all about that authenticity and that self awareness. 

Aubrey: Yeah, thanks so much for sharing. I’m a big fan of authenticity. So, yes, I’m so glad you brought that up. I’m excited to say that this is one of the favorite parts of my show.

Hopefully it’ll be yours as well. We’re transitioning to our rapid fire questions. I’m going to kick us off. If you could put one book as mandatory reading in the high school curriculum, what would it be? 

Steve: Oh my gosh. The book and the class I want to teach. If I were to go back into the classroom, the one I want the most is and the, I think there’s two volumes, maybe more of, of this, I believe. And it was based on the 1950s radio show from Edward R. Murrow, where famous people would get up and, and talk like two to three minutes very briefly about their core beliefs.

And then that got translated into written essays published and a bunch of schools years ago were using this as part of their curriculum and building courses around it. I would love to go back to that. The essays are fantastic. They are very, very good. And the idea of especially in today’s world that more people that are connected to their core values and what they stand for, I think can only help us in the broader culture right now.

And then teaching kids how to write essays that build out, kind of explore their beliefs and how to, how to define them. I, I would love to teach that class. The one I loved the most was, I, I, Taught A River Runs Through It, 11th grade American literature class, Norman McLean. Great book to teach. Kids engaged with it could get their hands around it.

There’s lots of meat in there. It was a lot of fun. So I cheated and gave you two. 

Tara: Okay. Thanks. What’s one app that you could not live without? 

Steve: I’m one of those people that goes, I love organizing. I don’t love living with my organization so much. So I’m changing organizational apps about every six months.

Note taking and things like that. My latest go to is Notion, where I do a lot of my note taking. I save a lot of my documents in there. It’s become my personal library, and, and I found it easy to use, and, and I’ve actually stuck with it for a year now, which is really good for me. 

Tara: Yeah, I’ve looked at that.

It’s a little overwhelming. It can do amazing things. Yeah, good for you. I dialed it way 

Steve: down. I’m, I do kind of the, the idiot version of it, but it works really well, even with that. 

Aubrey: That’s awesome. Well, Tara happens to be a fellow organization lover and productivity person. So you all are right up there.

I’m curious, what are you reading right now? 

Steve: I I live in Maine. And so I am reading right now, something called Abbott right next to me, not without peril, which is 150 years of misadventure in the presidential range. And it’s about people that essays on people that hiked in the white mountains and the presidential range.

And sadly, they all kind of end in tragedy, but it’s, it’s really interesting and it’s a great history of the area and it’s, I’m going to do that hike. This spring and summer. And so I’m doing a lot of reading about it and just love the area. So

Tara: excellent. Thank you. Okay. And our last question is, what’s one last one great piece of advice you can leave us with? 

Steve: I mean, I think if I were to sort of tie all of this together, I’ve said on a lot of occasions, I think Independent schools are the greatest educational vehicle in the world. You know, our biggest flaw is that we’re private and we can’t make it available to everybody, but the small classes, the commitment of the adults, the personal attention, all of those things, you know, any family would want that for their kids.

The people that work in them are amazing people. Like I said, they don’t do it for the money. They need the money and they wouldn’t turn it down, but that isn’t their purpose. And their purpose is to, to raise the next generation. And I think for schools and those who work in them to just remember that as much as they can, that we do great work.

And these are some great people and, you know, there are a lot of other industries that don’t allow you to feel this good about the work you do. And so take the time, be thoughtful about, you know, how much you, this is important work and, and feel proud of that. 

Tara: Great inspiration to leave us with. Thank you so much.

We’re so happy that you joined us today. Thanks for sharing some great reminders and some great creative ideas. Where can people find you online, Steve? 

Steve: Yeah, I think LinkedIn is probably the easiest place. I, I’m working for Triangle Associates as a consultant and we work with a lot of schools. We have a URL that’s tricky.

And so LinkedIn is probably the fastest and easiest way to get a hold of me. And I would love to, these are topics that I’m, I’m passionate about. I’m interested in, I’m genuinely curious to learn more. So would love, love conversations that, that keep this moving forward. Great. Thanks so much, 

Aubrey: Steve. Thanks for joining us today.

Steve: Hey, thank you both. I really enjoyed it. Have a great day. 

Aubrey: Take care.