1. Marketing EbD™ Salt Lake City, UT 2008 Shelli Meade

2. Marketing Plan Where are we now? Where are we now? Where do we want to go? Where do we want to go? How are we going to get there? How are we going to get there?

3. Where Are We Now?

4. AETL Standard P-5, Guidelines C & F (Combined) Guidelines for meeting Standard P-5 require that the teacher(s) and administrator(s) responsible for the management of the technology program(s) and cross-curricular technology program(s) consistently Market and promote the study of technology.

5. Where Do We Want To Go?

6. How Are We Going To Get There?

7. Marketing Strategy Resources

8. Strategies The Tipping Point by Malcolm Gladwell “Ideas and products and messages and behaviors spread just like viruses do.” p. 7 “The tipping point is that magic moment when an idea, trend, or social behavior crosses a threshold, tips, and spreads like wildfire.” Back Cover

9. The Tipping Point Who are the connectors, mavens, and salesmen? What will stick? What subsets of the population will be motivated to induce change?

10. Positioning: The Battle for Your Mind Authors: Al Ries & Jack Trout “Positioning is not what you do to a product... [it] is what you do to the mind of the prospect.” 2001, p. 2

11. Strategies: Positioning “The basic approach of positioning is... to manipulate what’s already... in the mind. To retie the connections that already exist.” p. 5

12. Pyro Marketing Greg Stielstra 1.Promote to the people most likely to buy. 2.Give them an experience with your product or service. 3.Help them tell others. 4.Keep a record of who they are.

13. Pyromarketing - Neuromarketing What we perceive depends on what we expect. Marketing to those with negative pre- conceptions is like using wet leaves for tinder. Let those YOU can ignite (excite) spread the flame to the people you can’t reach.

14. “How to Promote a Technology Education Program” Author: Mike Fitzgerald “The most critical step in any formal marketing campaign will be to gain the favor and support of your administration and school board.” p. 19, TTT 2004

15. USPs Establish Your Unique Selling Position, which should: Establish Your Unique Selling Position, which should: Address how your program is critically important for students. Address the needs of the community, academia, and/or the workforce. What can your program offer that students cannot get anywhere else?

16. Strategies: PDK “The decisions that advocates seek to influence are those made by policy makers who control or influence education, whether they serve on the local school board or town council, in state or federal government, or in some other institution.” PDK Connection (48)(2), p. 3

17. Strategies: PDK Tips for written communication in advocacy:  Make your message relevant.  Stay on the topic.  Rely on logic, not volume.  Ask for a response. PDK Connection (48)(2), p. 3

18. Marketing Basics Who is the audience? Who is the audience? What is the message? What is the message?

19. Writing About Technology and Technological Literacy Identify audience. Identify audience. Identify message. Identify message. Use “signposts,” or signals to the reader. Use “signposts,” or signals to the reader. Consider structure. Consider structure. Consider word choice. Consider word choice. (Meade, 2004, p. 25)

20. Points to Remember as You Get the Message Out Present the message in the receiver’s self- interest. Present the message in the receiver’s self- interest. Be concise, to-the-point, and stimulating. Be concise, to-the-point, and stimulating. Select spokespersons carefully. Select spokespersons carefully. Repeat message several times in a variety of formats. Repeat message several times in a variety of formats. (ITEA, 2005, p. 61)

21. Summary 1. Realize that marketing is important and essential to a standards-based technology program. 2. Accept that a single individual or small group of people can trigger great change. 3. Concentrate marketing efforts on those you can affect.

22. Summary Continued 4. Know what is most important and unique about your program. 5. Determine the characteristics of your program that will resonate with the values and mindsets of your audience.

23. Summary Continued 6. Show your audience how your program works in their best interests. 7. Help your audience spread the word. 8. Find your marketing metaphor.

24. Summary Continued 9. Work towards gaining support both within your educational community and in the community beyond formal education. 10. Be positive.

25. What Are We Doing to Get There?

28. The NASA Portal www.nasa.gov/education/plantchallenge Challenge Registration info Background info Evaluation Activities Career highlights Related readings Science experiment guidelines (NSTA)

29. The NASA Portal www.nasa.gov/education/plantchallenge Print Version Only Register for Seeds Certificate of Completion Resources

30. ITEA CD: Interactive, Electronic Version and Print Version

42. EbD™ Booth 113

45. EbD™ Curriculum Specialists Now available to do workshops in YOUR State!

46. The Tipping Point Who are the connectors, mavens, and salesmen? What will stick? What subsets of the population will be motivated to induce change?

47. Action Planning Identify what needs to be done. Identify what needs to be done. Decide who will be completing the identified tasks – generate assignments. Decide who will be completing the identified tasks – generate assignments. Determine what is needed to accomplish goals (consider resources). Determine what is needed to accomplish goals (consider resources). Develop a realistic timeline. Develop a realistic timeline. Offer recommendations. Offer recommendations.

48. Action Planning and Marketing Sell Everyone on Why We Are Doing This Sell Everyone on Why We Are Doing This Change Viewpoints of Those Who Resist Change Change Viewpoints of Those Who Resist Change Get Buy-In Get Buy-In Sell the Program Sell the Program Obtain Support of Administration Obtain Support of Administration

49. What? What? How? How? Who? Who? Why? Why? When? When? Where? Where? It is not important where I am in regards to retirement, or how much time I have left. What is important is what I am doing for my students today for their futures. We need to consider whether we are just teaching a skill or whether we are teaching students how to think, solve problems, and make mathematics and science come alive. For our profession, I fear our programs will continue to shut down one by one unless we build something that can last for the next generation. Shelly Montgomery, Memorial High School

50. Thank you! smeade@iteaconnect.org