Written by Steve Haag

Lutheran schools are a great way to share the gospel with the next generation, but that’s hard to do when a congregation’s school is the “best-kept secret in town.” One way Lutheran schools can reach more children and families is by utilizing some simple branding principles.

For example, the automobile company Subaru has worked hard to get you to think of safety – an important part of its brand – every time you see or hear its name. When the WELS school works to develop its brand, it is working to “understand and create a unified look and message that will, in turn, assist in communicating the school to parents and the community” (Welch, 2015). Developing and using a school’s brand to its fullest potential requires (1) legwork, (2) telling your story, and (3) building word of mouth. When this is done well, the school is in a better position to carry out its mission.

Strategizing communication: Do the legwork
The WELS school does many things well. But in order to create a powerful brand, it would be well served to identify the things it does well that also differentiate it from the competition. “Understanding and agreeing on what makes your school competitively distinctive is a huge part of the marketing battle” (Jarrel, 2012, p.87). The school should focus on the thing(s) about which it is passionate, at which it can be better than the competition, and which contribute(s) to its success (Collins, 2001). For example, a school may identify that its foundation is God’s Word, its small class sizes positively impact student achievement, and its focus on literacy skills prepares its students well for college and career. These then would become the school’s key messages, supporting the following brand: “Providing an environment and developing the skills that truly make a difference.”

Telling the story: Reach your prospective parents
Developing a brand for the school is certainly worthwhile, but the effort would be wasted if the brand were not communicated clearly and effectively. Telling the story of the brand is a compelling way to attract families. “A brand story is not a tagline, a logo, an elevator speech, or a mission statement. It’s a message toolkit that includes ready-to-go text; key messages and the text to back them up; words that guide the look, feel, and personality of your brand; and proof points” (Jarrell, 2012, p.88-89).

To best use its budgeted marketing funds, the school would be wise to make use of tools that allow it to zero in on its target audience. Two forms of advertising that do just that are direct mailings and Facebook ads (Lemke, 2016). Both allow the school, for a reasonable cost, to select an audience based on demographic information (including age of children) and interests (such as parenting). Advertisements that are clear and direct will most effectively communicate the school’s key messages.

In addition to such targeted forms of advertisement, the school should work to develop a brand story map and letters to further tell its brand story. An effective brand story map includes the core of the brand story, brief brand chapters, brand personality traits, and brand proof points (Jarrell, 2012). It is suggested that the letters be written by the principal, alumni, and parents of current students, and it is imperative that all letters focus on the school’s identified key messages. Both the brand story map and letters can be published on the school’s website, included in packets given to visiting families, and/or be mailed to the families on the school’s prospect list.

Building word of mouth: Use your current parents as connectors
Once a package has been developed to tell its brand story, the school puts itself in a position to effectively communicate what differentiates it from the competition. Yet a crucial final step can be made to better turn prospective students into enrolled students: the school can build its word of mouth, positive buzz generated about the school by its stakeholders that oftentimes makes the difference for prospective families. “Word-of-mouth does bring a significant difference to the number of admissions in any educational institute. It means that students (and their parents also) do not believe the advertisements blindly. They seek opinions of others, and this opinion influences their final decision” (Arya, 2010, p.15-16).

Word of mouth can prove especially effective when connections are made between current and prospective parents. (Our school enrolled in the Wisconsin Parental Choice Program for the 2016-2017 school year, and 70% of new applicants through the program were referred to us by current parents.) It is a form of marketing that doesn’t cost any dollars yet is most effective when the school spends time and effort to develop it. That is, the school will best generate positive word of mouth when it prepares and equips its parents to be recruiters. Current parents should be periodically encouraged to identify and talk with friends, family members, neighbors, and coworkers who are even slightly interested in private Christian education. Evidence and successes of the school’s key messages should be part of its regular communication with current parents. Brief, focused talking points gleaned from the school’s brand story map should be dispersed, and materials including its documented brand story should be given to (not just made available to) current parents for distribution.

In sum
The WELS school would be well served to consider the development of a brand and the telling of a brand story. Discussion should be had in order to reach an agreement on the key messages to be used. From there, the school should plan for the most effective ways of using the funds budgeted for marketing and should train and equip its parents to be connectors. In so doing, it would be better positioned to promote the excellent Christian education it provides and to accomplish its mission of sharing the love of Jesus with the families of the congregation and community.

Steve Haag (’10) serves as a grade 5-8 teacher and principal at First-Lake Geneva WI. He is currently studying for a Master of Education degree with a leadership emphasis at MLC.

References
Arya, D. P. (2010). Advertisement effectiveness: Role of ‘Word-of-Mouth’ in success of educational institutes in non-metro cities. IUP Journal Of Management Research, 9(1), 7-25.

Collins, J. (2001). Good to great: Why some companies make the leap . . . and others don’t. New York, NY: HarperCollins.

Hailer Baker, C. (2012). The NAIS enrollment management handbook. P. F. Bassett et al. (Ed.). Washington, DC: National Association of Independent Schools.

Lemke, J.C. (2016) School Business Administration Class, Martin Luther College, New Ulm MN.

Welch, I. (2015). Principles of branding a school. Issues in Lutheran Education. Retrieved from http://blogs.mlc-wels.edu/wels-educator/2015/10/01/principles-of-branding-a-school/.