1. Good morning, it is a real privilege to have been invited by Jeff Bravin to speak to such a remarkable organization this morning. I am Brett Shevack, Founder of Brand Initiatives Group, a brand and marketing consultancy that works with schools, organizations and businesses in diverse categories to answer their most important strategic question --

2. “WHO ARE WE?”
Who are we?

3. You know, many schools still feel that brand building is something Campbell’s Soup or FedEx or M&Ms has to do, not them. Well, for every Head of School wanting to raise a school’s recognition and reputation, grow admissions, attract and retain top-tier faculty, or increase their advancement efforts, defining their school’s brand has never been more important.
And that is especially true for the schools represented in this room.

4. According to the U.S. Department of Education there are 25,000 private elementary schools, 10,000 private secondary schools, and over 99,000 public schools in U.S. 1,271 public schools just in the State of Connecticut alone! This is what marketers would call a very cluttered category! So whether nonprofit or for-profit, public or private, elementary or secondary, small or large, general education or special education, every school needs to stand out from this “clutter.” There are 125 amazing schools for the deaf and hard of hearing represented in this room.

5. What makes your school DIFFERENT from other schools?
What makes each of you different? Why should parents go through the sometimes arduous process of enrolling and fighting for reimbursement, instead of just sending their children to public schools?

6. GALVANIZES and INSPIRES
What
GALVANIZES and INSPIRES
your faculty?
What sacred purpose inspires and galvanizes your faculty?

7. Now, more than ever, SCHOOLS need to think and act like a BRAND.
To answer these questions, achieve your goals - financial and educational - and fulfill your mission, now, more than ever, your school needs to think and act like a brand.

8. WHAT DOES THIS MEAN?
What does this mean? Well, let me first ask you, what do you think this means? Perhaps you have already taken steps to define your school’s brand, or have been thinking about this, but you obviously understand why what we are talking about this morning is so important to the health, growth and future success of your school.

9. Brands own a place in both HEARTS and MINDS. Schools must too.
Brands own a place in hearts and minds. Schools must too.

10. Brands know WHO they are
and WHY they exist.
Schools must too.
Brands know who they are and who they are not. Schools must too.

11. Brands DIFFERENTIATE themselves versus competition. Schools must too.
Brands differentiate themselves from their competition and the category. Schools must too.

12. Brands INSTILL PRIDE. Schools must too.
Brands instill pride with their people and their target customers. Schools must too.

13. Brands create passionate EVANGELISTS. Schools must as well.

14. What is your
REASON
for being?
What is your reason for being?

15. What makes your school DIFFERENT from other schools?
What makes you different from other schools?

16. GALVANIZES and INSPIRES
What
GALVANIZES and INSPIRES
your faculty?
What galvanizes and inspires your faculty?

17. What
LANGUAGE
do you own?
What language do you own?

18. What PROMISE do you make to your students and their parents?

19. What keeps your alumni ENGAGED long after graduation?
What keeps your alumni engaged long after graduation day? These are just some of the questions every school needs to answer by defining their brand positioning or purpose, the same way every successful brand does.

20. officium HONESTY sapientia commitment integrity community WISDOM
It is amazing to me how many schools feel that they have crossed this box off with words like commitment, wisdom, honesty, integrity, community, or…their Latin equivalent. Certainly, these are great words to live by, but hardly original and impossible to leverage.
community
WISDOM

21. The same is true for brands that think it’s enough to promise quality, value, convenience or service, which are always expected and merely the cost of entry.

22. “WHO ARE WE?”
To define its brand, every school needs to ask and answer the question “Who are we?” with a unique set of words they can own, and words which provide a clarifying, unifying lens for all internal stakeholders and all targets externally. Not a tagline - although it can lead to one - or a mission statement, which is often a page full of copy, it is a few select words, carefully crafted, that clarify a school’s purpose, reason for being, and inform all decisions and actions.
This is true for all great brands.

23. Consider Starbucks. Can anybody tell me how Starbucks answers the question “Who are we?” I’ll give you a couple of hints: you have never seen these words in an ad and it doesn't use the word ‘coffee.’ Three words, “The Third Place,” have defined the Starbucks brand since 1971 when Howard Schulz saw an opportunity to own the place between home and office in their customers’ lives.
THE THIRD PLACE

24. It’s why there’s comfortable furniture, Wi-Fi, and they never ask you to leave. When they’ve stayed true to being The Third Place they have thrived, but when they haven’t they needed to get back on track. The same is true for schools that define who they are and what they stand for and stay true to this brand positioning in everything they do.

25. Let me give an example of a school that we helped address this challenge. While it is not a school for the deaf, The Gillen Brewer School is a special education school that was founded in 1992 by two special education teachers, Laura Bilicic and Laurie Dubos. They saw the overwhelming need for a school in New York City where families with children who have significant special needs would be welcomed.
They believed that a knowledgeable and informed family was invaluable to each child’s overall education. In fact, they named the school after their own grandmothers, Mattie Gillen and Virginia Brewer.
Gillen Brewer is one of the few schools in New York City dedicated to transforming the lives of young children with a wide variety of language, emotional, developmental, and learning disabilities.

26. It specializes in educating children with challenging and often multiple disabilities, including language-based and non-verbal learning disabilities, and believes it is their comprehensive and thoughtful approach that sets the school apart. It employs a rigorous, twelve-month curriculum and serves children 2.8 years of age in their pre-school program and 5-10 years of age in their school-age program.
Last year it opened the only classroom in NYC that serves students in a 4:1:2 model with an LPN nurse as an assistant. This has allowed the school to expand its program to serving students with significant medical issues.

27. In conversations with their Board, they felt they needed to raise their recognition and increase their reputation, and determined they first needed to more clearly define the Gillen Brewer brand to support their enrollment and advancement efforts, inspire their faculty and administrative staff, and most importantly, clarify what set the school apart from other schools.
They had a tagline, “A community of learners,” which was nice, but a bit generic.
They interviewed a number of excellent outside brand firms and we were fortunate to have been hired to lead the project.

28. “A wise person knows that there is something to be learned
from everyone.”
First, we took an inventory of what makes Gillen Brewer different, their values, founding beliefs, and way of teaching. Next, we evaluated the competitive set and category dynamics, including the attitudes and perceptions of important constituencies such as parents, educators, communities, and the school regulatory authority.

29. We believe in engaging a broad group of a school’s stakeholders in a workshop setting to gain their perspectives, insights and ideas. It’s an inside-out way of working that really builds shared ownership and advocacy. We also sent out a short set of questions to everyone, most importantly parents and teachers, who couldn't attend the workshop. We wanted to give everyone an opportunity to contribute their thinking.

30. adjective /spe • cial/ spe-shel
: different from what is normal or usual
: especially important or loved
: more than is usual
As I said, Gillen Brewer is categorized as a ‘special education’ school for children with ‘special needs.’ In the workshop we started discussing how perhaps there could be an opportunity to separate the school from the stigma that the word ‘special’ often carries in special education and turn it into a positive, by focusing on their way of educating each individual child.
Believe me, it got very emotional at times – particularly when we discussed why there is still a stigma around children who need a different kind of environment to learn, or who look or act different. Sound familiar? And while we have come a long way in how we educate children who learn differently, when it comes to children with mental health issues or hearing loss, there is a long way to go.

31. It was clear from our workshop discussion that at Gillen Brewer, they don't just educate, they inspire, using stories as a way to redefine what it means to be "special.”
As Donna Kennedy, Head of School at Gillen Brewer, sat in the workshop and listened to the passionate interchange, it made a huge impact. “It made me think about how and what our students and families teach me and our staff on a daily basis, and how it makes me reflect on and question our values, biases and whole reason for being, and what I considered to be my responsibility and obligation as an educator, advocate and ambassador for Gillen Brewer families, staff and students.”

32. Addressing the problem Small school Restrictive Young Teaching
Special Ed
Special needs
Addressing the problem
Small school
Restrictive
Young
Teaching
> Special place
> Special children
> Realizing the potential
> Selective environment
> Focused
> Foundational
> Innovating
We took all the output from the workshop and spent time thinking about how we could address misconceptions and create understanding by clarifying and affirming what makes Gillen Brewer so unique and established our goals for the positioning.

33. “WHO ARE WE?”
This process was the breakthrough that ultimately led to our answer to the question “Who are we?”

34. Uncovering the specialness in every child
Together, we decided that at The Gillen Brewer School, everything they do and everything they are is focused on “Uncovering the specialness in every child.”
Not a page of copy, not a mission statement, just a few words carefully crafted. ‘Uncovering the specialness in every child’. It is how Gillen Brewer views what it does for its students and their families. Their optimistic way, without sympathy and stigma, that sets the tone for how they talk about their students and redefines what it means to be “special” in the world of special education.
These are the words that define who The Gillen Brewer School brand is. They are much more than a tagline. They really define who the school is, what they do, and why they exist.
They have become the set of words that galvanizes and inspires their faculty. Each of them needs to embrace these words rationally, emotionally and above all, personally. It also offers an uplifting promise for current and prospective parents.

35. Listening and observing, encouraging and teaching,
We are defined by a commitment to our students, and inspired by their determination. Each of them is remarkable in their own way. Learning and growing in
a secure and nurturing environment, they develop the skills necessary to overcome challenges and build a strong foundation for lifelong independence. They learn from us, but we also learn from them.
Listening and observing, encouraging and teaching,
we work closely with their families to instill self-confidence. We view their future with unwavering optimism. We are The Gillen Brewer School. Uncovering The Specialness In Every Child
After agreeing on the school’s brand positioning or purpose, we then created a brand narrative, a paragraph of copy that put the ‘uncovering specialness’ idea into context.
Let me read it for you. Once you land on the words that define your school’s brand, it is as important for everyone internally and externally to embrace it, rationally, emotionally and personally.

36. To accomplish this the brand positioning needs to be activated and Gillen Brewer did this across all touch points…

37. …often with a lot of fun, and it is the foundation for all enrollment, advancement and communications efforts.

39. “As a school whose end goal is not college acceptance, establishing a legacy for future children and grandchildren, or putting a list of Ivy League schools on our website, getting prospective parents -- who have the same hopes and dreams of every parent -- to understand what we do, who we are, and why it matters for their child -- when they may be in deep denial, depression and a lot of times anger -- is why defining our brand was so important.
It has reshaped how we look at everything we do, starting with admissions and what we talk about at our Open Houses. It has crystalized how we talk with and relate to our families and students. It has shaped how we teach and train.
It has transformed how we decorate our classrooms and hallways. It has driven how we communicate with alumni and how we approach and execute all of our fundraising and development efforts.”
Donna Kennedy
Head of School
I will let Donna describe the importance of defining the school’s brand: “As a school whose end goal is not college acceptance, establishing a legacy for future children and grandchildren, or putting a list of Ivy League schools on our website, getting prospective parents -- who have the same hopes and dreams of every parent -- to understand what we do, who we are, and why it matters for their child -- when they may be in deep denial, depression and a lot of times anger -- is why defining our brand was so important.”
It has reshaped how we look at everything we do, starting with admissions and what we talk about at our Open Houses. It has crystalized how we talk with and relate to our families and students. It has shaped how we teach and train.
It has transformed how we decorate our classrooms and hallways. It has driven how we communicate with alumni and how we approach and execute all of our fundraising and development efforts.”

40. “When we started this project I knew it was something we could benefit from but I must admit I didn't fully understand the impact it would make on everyone at the school: teachers, therapists, my administrative staff, but most importantly, me.
As Head of School, I see it as my role to set the tone and ensure that we stay on track with who we are and what we do. A clear, well-defined brand gives credibility to the institution. And when prospective parents see the positioning of our school living and breathing in the halls and in everything we say and do, credibility and trust follow.”
Donna Kennedy
Head of School
As Donna said, “When we started this project I knew it was something we could benefit from but I must admit I didn't fully understand the impact it would make on everyone at the school: teachers, therapists, my administrative staff, but most importantly, me.
As Head of School, I see it as my role to set the tone and ensure that we stay on track with who we are and what we do. A clear, well-defined brand gives credibility to the institution. And when prospective parents see the positioning of our school living and breathing in the halls and in everything we say and do, credibility and trust follow.”

41. “Transparency is critical to our relationships with families and identifying “Who Are We?” from the inside out moves us away from the homogeny that is often found in the words of mission statements of independent schools and guides us on a path that is unique and true to who we are.
It is the measuring stick by which I hold the organization accountable. It is not a far-reaching goal, not who we want to become, it is very much in our reach and present because it is who we are – NOW.”
Donna Kennedy
Head of School
“Transparency is critical to our relationships with families and identifying “Who Are We?” from the inside out moves us away from the homogeny that is often found in the words of mission statements of independent schools and guides us on a path that is unique and true to who we are.
It is the measuring stick by which I hold the organization accountable. It is not a far-reaching goal, not who we want to become, it is very much in our reach and present because it is who we are – NOW.”

42. Let me give you two other examples of schools that think and act like a brand. Saint David’s School, a K-8, all-boys school is defined by the goal they set for each and every one of their students “That they be good men”.
That is their answer to the question “Who are we?” While it certainly is consistent with their Catholic-based heritage, it is not about religion. It is about ethics and their belief system.

43. The words are memorable and their own language
The words are memorable and their own language. You see it on their walls, on their website, in all of their collateral materials, but more important, you feel it in how they teach, how they coach, and the values they instill in their students and their families. It is a brand promise that is embraced emotionally and rationally by every one in the school, from the Head of School to every teacher, every administrative assistant and each security guard.
Everyone, regardless of role or responsibility embraces what is meant by “That they be good men”.

44. “I help send men to the moon.”
To digress a bit, the best story I have ever heard about everyone in an organization embracing a brand purpose is NASA. Someone once asked a janitor at NASA what he did for a living. Without hesitating he answered, “I help send men to the moon.” This kind of unified commitment to purpose should be the goal for every brand and every school.

45. The
Windward
School
The Windward School is another, very different independent school who wanted to clarify their purpose. Windward is a highly successful and recognized school for students K-8 who struggle with language-based learning disabilities, commonly classified as dyslexia. They have an unwavering belief in their way of teaching that is supported by years of scientific, statistical proof. Every teacher, in the classroom or in the gym, goes through the same extensive training in the Windward pedagogy.

46. The Proven Windward Way
Transforming Lives:
The Proven Windward Way
This learning led to the creation of their brand positioning, ”Transforming Lives The Proven Windward Way.” The Proven Windward Way’ has elevated and inspired everyone in the school, while providing the foundation for raising the recognition and brand perception of school. The word “Proven” was even added to their mission statement, which let me tell you, was no easy feat.

47. So, there are three examples of very different schools that made a commitment to define their brand and form a consistent foundation for everything the school is and does.
The
Windward
School

48. Now, I recognize that you may be thinking that schools for the deaf and hard of hearing have added challenges, like going to battle with local regulatory entities. However, I believe that armed with a strong, consistent, clear, differentiating, and inspiring brand promise, you can be better able to justify why your students can create a more solid foundation for future learning and success in life than can be achieved in a traditional setting.

49. WHO ARE WE?
So, if you buy into what I am speaking about, how should you go about answering the question “Who are we?” Well, there is no one sure way and there are a lot of great branding firms that can help you. However, we would suggest that you look at creating it from ‘the inside out’ by gaining the ideas, perspectives and insights from all stakeholders, including teachers, parents and members of the Board to help inform the final idea.
They must embrace the school’s brand positioning rationally and emotionally, and be advocates for it. Otherwise it will not gain traction. By making them part of the process and encouraging them to approach the challenge with ‘an owner’s mindset,’ they will feel and know that they played a role in developing it and embrace it as their own.

50. However you get there, my message for today is simple: to be successful in what is an increasingly competitive and complex educational environment, every school needs to think and act like a brand by defining themselves in a simple and differentiating way.

51. Just like Starbucks, Coca-Cola and, yes, Campbell’s Soup.

52. Thank you.
Thank you. And now we’d like to open the floor up for any questions.