Don’t Forget About Educator Safety When Reopening Schools

We are all in the midst of some very challenging times, regardless of our profession. When it comes to education, schools are grappling with reopening safely here in the United States. There are no easy answers or choices here.  As schools across the country are now virtually all closed for summer break, preparations are being made, and hopefully, comprehensive plans are being developed. However, in the midst of all of this, COVID-19 cases are rising in many states. Those planning to begin reopening in phases have pushed the pause button. On top of it all are conflicting messages about what is the best course of action.

When it comes to students, the American Academy of Pediatrics (AAP) has come out strongly in favor of schools having students return to the classroom in the fall despite the ongoing risks associated with COVID-19, as reported in the Huffington Post. Below is an excerpt.

"The AAP strongly advocates that all policy considerations for the coming school year should start with a goal of having students physically present in school," the group said in an update to its guidance for school re-entry. The guidance asserts that "the importance of in-person learning is well-documented," and that evidence already has emerged of "negative impacts" on children due to school closures in the spring.

It is tough to deny the negative impacts the pandemic has had on kids such as learning loss, widening achievement gaps, social-emotional issues, and in some cases, a lack of physical activity and proper nutrition. Education Week provides a wealth of information and resources for schools in this recent piece focusing on developing the right schedule to meet the student needs. The bottom line is that schools need to reopen for their sake, but at what cost? As much as kids need to be in school learning, there is mounting pressure and concerns, rightfully so I might add, from adults who fear for their health and safety.

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A recent story from ABC News highlights the fear and frustration felt by many educators.

Some teachers around the country say they are nervous about returning because of underlying health conditions or concerns about infecting family members. Others say they are frustrated by the lack of clear guidance from officials about what's safe. And for some, it's about child care if their own kids are only back at school for a handful of days during the week. The result is an inevitable clash between leaders pushing aggressive reopening policies in states like Texas and Florida and teachers, some of whom say local officials need to think more about what they are asking teachers to do.

All re-entry plans must emphasize health and safety above all else, something that I highlight in this post. The process should be a collaborative one that enlists the input from teachers, students, administrators, and community members. Any plan that actually succeeds in helping people feel at ease about reopening schools will incorporate many of the ideas that the group decides upon based on consensus.

No matter how great the planning process is, the result won't be perfect or even acceptable for all. As many districts and schools are considering hybrid-learning models for kids that incorporate flexible schedules and choice, the same should be offered to teachers who are experiencing the issues laid out in the ABC News piece.  It is difficult for me even to suggest what this should look like. However, think about the different options and choices your district or school is offering students and adapt accordingly to teachers. A one-size-fits-all approach just won't cut it, and we owe it to them, to our teachers, to do everything possible to support them as they come back to work, whatever that form might be. Strong and compassionate leadership will be critical to ease concerns while developing a successful plan for reopening.

It's not just teachers we need to worry about, but also administrators and every other adult who is asked to work in a building.  Considerations should also be made for these people if the same COVID-19 concerns are prevalent.  The challenge and inherent opportunity are to begin to think about what types of work have to be done in-person and those that can be completed remotely.  

The time is now to put all the cards on the table while considering various options for staff that need them. Forcing anyone into a painful or uncomfortable decision because of COVD-19 risks, both direct and indirect, must be avoided. If not, then we might very well see a mass exodus of educators this school year.

Great Leaders Embrace Multiple Styles

We have all heard the saying don’t put all your eggs in one basket. It represents a sound piece of advice for any leader, especially in the field of education.  The reason being is that a person in a position of power or influence should not concentrate all efforts in one area since initiating and sustaining change requires a dynamic mashup of strategies. The bottom line here is that if all of your resources and energy focus on just one thing, the chances of empowering the masses to embrace new ways of thinking or initiatives will be severely hampered.

As styles go, they are numerous, and in many cases, we, or others, often place us in one or another. This can be both good or bad, depending on perspective. Different people respond to different styles. What works for one might not for another and vice versa. Hence the imperative not to conform to one specific style. This is not to say that a leader can’t or shouldn’t excel in a particular style. However, a convergence of styles separates generalists from specialists when it comes to leadership. In terms of the successful implementation of innovative ideas, those who embrace a more general mindset get better results. Consider this perspective from Ideas for Leaders:

The core reason that generalists inspire and create greater innovation is their courage to make mistakes; this courage, in turn, is explained by the knowledge that they have skills that can be applied elsewhere. This is a major advantage for generalists. Innovation is risky. An additional factor contributing to the innovation success of generalists is that they have a perspective that allows them to look beyond assumptions and ‘think outside the box.’ As a result, the innovation they push is original and impactful.

Moving from Specialist to Generalist

Below are some common styles prevalent in leadership today.

Managerial

Whether we like it or not, management plays a pivotal role in leadership. Mark Miller provides this insight:

Great leaders ultimately must rely on a holistic approach to leadership—they must be both a visionary and a manager. They must know the strategy and the big-picture and know how to put it to work and ensure it gets done. They must inspire and connect to people individually. Great leaders are managers because they understand the specific ways that work needs to get done to be efficient and effective. Great managers are leaders because they take the tasks that need to get done and know how their talents fit and, more importantly, how to bring out the talents of others to gain even greater results.

Managing might not be flashy, but it certainly helps achieve results. Important aspects include establishing rules, meeting goals, having efficient operations, improving performance, setting priorities, and executing the strategic plan.  The truth is the best leaders and managers are interchangeable. Too often, however, people are one or the other. These leaders will miss vital tasks that ultimately drive team success.

Instructional

Successful schools and districts have leaders who prioritize instructional strategies that lead to improved learning outcomes. They possess keen insight and knowledge on both traditional and innovative pedagogical techniques that empower learners to think critically, construct new knowledge, and apply what has been learned in a variety of ways.  Instructional leaders roll up their sleeves and make the time to get into the trenches. Getting in classrooms and providing timely feedback to teachers is prioritized. Additionally, they engage in ongoing learning conversations with fellow administrators while seeking out the best professional development opportunities for staff.

Inspirational

Virtually everyone either wants or likes to work with a leader who inspires. These people not only help to establish a shared vision and plan for action but more importantly, they create an environment that motivates and empowers people to be their best.  Inspiring leaders take this a step further by demonstrating passion and commitment to the implementation of all aspects of the vision and resulting strategic plan for improvement. He or she talks the talk, walks the walk, and motivates everyone else to do the same. Eric Garton provides this take:

Inspiring leaders are those who use their unique combination of strengths to motivate individuals and teams to take on bold missions – and hold them accountable for results. And they unlock higher performance through empowerment, not command and control. Leaders who both inspire people and generate results find ways to constructively disrupt established behaviors to help employees break out of culture-weakening routines.

In the end, it is actions that ultimately inspire, not pie in the sky, and fluffy talk.

Transformational

Transformational leadership is based on a theory where a leader works with teams of educators to identify needed change, creating a vision to guide the change through innovative ideas, and executing the change in tandem with committed members of a school, district, or organization. It is a collaborative responsibility for taking action to reach future-oriented goals while meeting the intellectual, emotional, and physical needs of each student. Transformational leaders consistently make observations, listen intently, leverage a growth mindset, and, most importantly, take action to improve the organization.

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Great leaders don’t pigeonhole themselves into one specific style. They openly embrace the benefits and rewards of being a generalist through convergence. In the end, leadership is not about telling people what to do but instead taking them where they need to be. It is challenging to accomplish this goal if all of the eggs are placed in the same basket.

Why Every Leader Needs a PLN

The concept of a Personal Learning Network (PLN) has been around for a couple of years now. Educators who have embraced this concept have experienced firsthand the positive impact on professional practice that being a connected educator brings. The premise is relatively simple. Carve out a little time each day (15 – 30 minutes) and use one of many available free tools to learn. It is less about the specific tool that is used for the foundation of a PLN and more about the relationships, engagement, and new knowledge that result. 

Image credit: Harold Jarche

Leadership is a choice and not one that should be made lightly.  With this choice comes a great deal of responsibility to initiate and sustain change that will lead to a transformed school culture. Learning has been, and always will be, a pivotal component of this process.  With time always being in short demand, leaders must be on the forefront of leading the learning themselves if that is what they expect of others.  Basically, we get what we model.  Outside of instruction there is not a more important leadership quality that successful and effective administrators must focus on. Quite simply the best leaders are always learning. Learning is the fuel of leadership.

With budget crunches and lack of time it is often a challenge to participate consistently in invaluable, formal learning opportunities.  Nothing beats quality, face-to-face professional learning.  It is through these opportunities that time, applicability, and relationships intersect resulting in a powerful experience. However, leaders today now have the means to supplement formal learning opportunities with a PLN.  This is equivalent to a human-generated search engine that never shuts down and is powered by the knowledge of world-renowned experts and practitioners alike. 

PLN’s can be a tough sell at times, especially when they are being pitched to administrators who are either against or not on social media.  I can relate, as this is where I was prior to March 2009. I swore I would never be on social media as I didn’t have the time for it and that it would not help me professionally. Boy was I wrong. Now, like many others, I preach the many benefits connected learning brings to all educators. Administrators though, are at times tough nuts to crack.  Hence I have developed an initial list of reasons why every leader should have a PLN.  

1. Support and feedback
2. Work smarter, not harder
3. Share your work
4. Remove silos 
5. 24/7 inspiration
6. Acquire resources
7. Collaborate locally and globally
8. Track conferences/events (#)
9. Latest innovative ideas
10. On the go learning

So what would you add to this list? My goal is to come up with 10 solid reasons and then create an infographic. Please share your thoughts below.

Our Work Defines Our Legacy

This post is my contribution to Leadership Day 2014.

Legacy is such a deep and meaningful word in my opinion.  The term can best be described as how someone is remembered and the specific contributions he or she made while they were alive.  When I think of legacy, important thought leaders, activists, musicians, and athletes come to mind such as Mahatma Gandhi, Abraham Lincoln, Henry Ford, John Dewey, Princess Diana, Joe DiMaggio, Eleanor Roosevelt, and Martin Luther King, Jr. The work and contributions of these individuals speaks for itself and their impact will continue to be felt for generations.  Then there are those people still alive today that are defining their legacy such as Derek Jeter and Madonna.  One’s legacy is not only defined by his or her contributions to society, but also by the perception and opinions of others who might have been impacted by their work. Below is an interesting take on legacy from George Mason University:

For perspective, each of us, through our lives, has encountered a wide variety of people.  We recall one or more teachers, a relative, a parent, a neighbor, a friend, a leader in the community, and others; we have countless encounters with others through our daily lives, as we share space and time together in stores, on our highways and walkways, in nature, at cultural or recreational events, in group discussions, and in virtually all walks of life.  While most of these encounters are brief, some are long-term and some are intense.   Some are more meaningful than others.  Many of these encounters, whether brief or long-term, have resulted in memories.  Further, some of these memories are more positive than others; however, each of the memories results in some impact upon us. Are the memories of these individuals – whether positive or less than positive – what the other person intended?   And, for those who made a lasting impression, this view may be shared by you and others, and can represent their legacy. 

Image credit: http://www.planyourlegacy.com/Portals/0/Skins/PYL/images/shadow.png

In education I don't think anyone sets out to establish a legacy. Just like the examples above, it is our work and commitment to making a difference in the life of a child that is our main motivational force.  If there was one profession where individual or group legacy is least prevalent it is education.  Educators are not in the limelight or in a position for their work to get noticed on a grand scale.  This is not to say that our work is not legacy worthy. In fact, I feel that every educator who is able to help a child learn and puts in countless hours to ensure the success of students with varying ability levels has left his or her legacy in that moment.  

As many people know I stepped down as Principal at New Milford High School this past July and my last day will be on September 3. During my tenure I not only worked to improve every facet of the school, but I also became a connected educator in 2009. When my behavior early on shifted from primarily a communicator to learner everything changed for me as a leader.  Initial lurking led to active engagement with people who I had never met.  This was the turning point for me.  My sole purpose for harnessing and leveraging social media was to engage in conversations with like-minded educators and leaders to improve professional practice.  The more I learned in digital spaces the more I began to take risks to improve the culture at NMHS.  My Personal Learning Network (PLN) became, and still is, my most valued professional resource.  It was here and from thousands of amazing educators that I received the knowledge, resources, ideas, strategies, feedback, and support I needed to initiate sustainable change over the past five years.  Never once did I think about whether or not I was creating a legacy.  To be honest this thought never crossed my mind and I still have trouble wrapping my head around it.  

Over the past few years my work has been aligned to digital leadership and has ultimately defined me as an educator, leader, and person.  My objective has been to improve communications, upgrade public relations, establish a brand presence, grow professionally like never before, enhance student learning, redefine learning spaces and environments, and discover opportunities for my school with the assistance of digital tools.  It wasn’t really until this past week that I truly realized how this work has impacted other educators with whom I am connected.  The posts by Laura Fleming, Spike Cook, and Jared Wastler all brought me to the verge of tears. Each spoke directly or indirectly to my legacy as they saw it. There really is no greater praise one can receive than those from peers who are doing the great work themselves.

As much as I appreciate the positive feedback from my colleagues, I do not feel that I deserve it.  My motivation and drive over the years has been my students and staff.  I just wanted to create a school that not only achieved, but one that the community and we could be proud of.  In the end I believe we have achieved that.  We decided to go down the path less traveled years ago in search of a better way.  This new direction embraced a shared vision where digital tools played a vital role in our transformation efforts.  If there is a lasting legacy resulting from my time as principal in New Milford High School and beyond, it is only because of the work, determination, and commitment to create a school that works for kids and better myself professionally. One does not go out and intentionally create a legacy. Others who see value and impact in our work define it over time. Be the change you wish to see in education, focus on solutions as opposed to excuses, take action, and follow your gut. In the age of social media all connected educators and the actions they take will ultimately carve out their legacy. 

The Device Conundrum - 1:1 vs BYOD

Cross-posted at the Huffington Post.

As we continue to advance in the digital age schools and districts are beginning to re-think pedagogy and learning environments by instituting either 1:1 device programs or Bring Your Own Device (BYOD) initiatives. In my opinion, schools that wish to create the most relevant and meaningful learning culture will go in one of these directions. It is tough to argue the potential impact of either program that is implemented diligently and with a focus on learning that will not result in the enhancement of essential skills sets that our students need to succeed in today's digital world. Probably the most significant impact, either 1:1 or BYOD can have is in the area of teaching digital responsibility, citizenship, and the creation of positive footprints online. After all, in the real world that we are preparing our students for, technological literacies and proficiencies are the cornerstones of numerous career paths.

Image credit: Tony Vincent learninginhand.com

The decision on which way to go is usually determined by finances, which is unfortunate for those schools and districts who have their hearts set on getting a device in the hands of each and every student. Competition resulting from the continuous evolution of tablets, laptops, and now Chrome books, puts schools in a better position to make large-scale investments in mobile technology. In theory and on paper, a 1:1 program seems to be the best program for schools wanting to integrate technology on a macro level to enhance teaching and learning. Advocates for 1:1 programs will claim that it is the only way to go as it ensures equitable access to all students regardless of socioeconomic status.

With each student possessing a device, collaborative work using Web 2.0 tools is a reality for all students, both in an out of school, provided there is Internet access at home. In this day and age, finding a location with free WiFi is not such a difficult task. Maintenance becomes less of a headache for the IT department, as they only have to worry about one type of device. It also figures to entail a more streamlined approach when it comes to providing professional development to staff so that the devices are consistently utilized to support student learning.

The general case I make for 1:1 programs above is compelling, but is it the best option for our students today? The more I read about others' thoughts on this and reflect on the BYOD program we have instituted at New Milford High School, I am beginning to think that 1:1 programs are not necessarily the best option for our students. My main reason for this shift in thought is why would we want to pigeonhole our students to one single device and/or platform? Is that reminiscent of the real world that we are supposedly preparing them to flourish and succeed in? The fact is many students own and are comfortable with their devices. The digital divide in schools becomes smaller when bold districts, schools, and educators work to effectively integrate the technology that has been available for years outside their walls. BYOD has the ability to save districts money, but the real impact comes in the form or engagement and empowerment of students to learn on their terms. I have grown quite tired of the myriad of excuses to not move towards BYOD because it can and will have a positive impact with the right mindset, training, and support.

It makes sense to me to create a technology-rich learning environment that leverages available technology with that, which the students already own. This is what we have done at my school and experienced a great deal of success. In addition to BYOD, students and teachers have access to three PC labs, one iMac lab, one Macbook cart, one PC cart, and one netbook cart. The equity issue with BYOD in classrooms has been overcome with school purchased technology and the use of cooperative learning after my teachers determine which device(s) each student possesses and brings to school on a regular basis. In my eyes we are accomplishing the same goals, for the most part, as we would if a 1:1 program had been instituted. Students have access to technology and are using it on a daily basis to communicate, collaborate, create artifacts of learning, problem solve, think critically, become more technologically proficient, and develop a greater global awareness. The should most certainly be able to use it to replace more archaic forms of technology (i.e. pencil and paper) if they wish.

I am extremely interested to hear what others think about 1:1 vs. BYOD in schools. Do you think one is better than the other and if so why? If you are considering going down one of these paths, which one would you lean towards?

Leadership Ignited

I have tweeted over the past couple weeks my excitement for the new structure of the NASSP Annual Conference.  The leadership of NASSP is well aware of trends in and the value of connected learning and have created a learning experience that will meet the needs of all attendees.  The revamped event, appropriately named "Ignite", is a great example of a national organization breaking away from traditional conference constructs to create a relevant and meaningful learning experience for it's membership

Content selection. In past years, NASSP attempted to cover a broad spectrum of issues that principals face during their professional lives. One of their chief metrics of success, in fact, was the diversity and sheer volume of sessions that were available to members. This year, they have decided to rely instead on what NASSP members have reported as the issues that keep principals up at night, such as Common Core implementation, new teacher evaluation models, and dropout prevention and graduation rates. With those topics in mind, they reached out to presenters who they knew could address those issues with authority and facilitate meaningful discussions about them. The result is that attendees will return home with action plans of interconnected ideas, rather than the scattered array of stand-alone ideas and initiatives that typify some conferences.

Use of time. Sessions that last 75–90 minutes have been characteristic of content delivery for many years. So imagine their surprise to discover that a lot of effective learning can take place in shorter blocks of time. While they still rely on full-length sessions to anchor key topics during the conference, attendees will see far fewer of them. Time will be repurposed in the Connected Learning Center, where attendees will engage in short demonstrations of new technology tools, participate in mini-sessions designed to further specific concepts, and engage in discussion with speakers and fellow attendees. NASSP's plan is to limit the barrage of content and instead go deeper. There will still be plenty of content, but they also want to give attendees what they have so little of during their professional day: time to think about what they’re learning. We all know the importance of reflection, but it’s the first thing that gets lost while we navigate the seas of urgency in our schools. While attendees are at Ignite 2013, they will get to reclaim that time and make the most of it.

Participatory learning. Although attendees scrambled from full-length session to full-length session at past conferences, there was not a lot of time to process and discuss. Many of those sessions were so content-rich that even those billed as highly interactive would often run out of time for meaningful interaction. So NASSP has programmed interaction into the conference. The plenary Thought Leader Sessions will have more of a workshop feel, as will the concurrent sessions. In addition,the Connected Learning Center will:

• Encourage interaction between colleagues who are facing similar challenges in their schools.
• Provide dedicated spaces for informal conversations.
• Feature chat sessions combined with some basic social media training.

Speaking of social media and technology, the conference will allow for constant connectivity with free Wi-Fi in all meeting rooms and public spaces, a powerful conference mobile app, and charging stations for devices. NASSP has listened to our suggestions and all these changes reflect how members prefer to learn. The robustness of the professional conversations at past conferences speaks volumes. Every conference gathers a massive untapped reserve of knowledge and experience —the attendees themselves. NASSP's collective task for the few days we are at the conference is to release that knowledge and encourage it to flow freely among all in attendance. The new conference format issues a challenge to all of us. The success of Ignite 2013 relies on your active participation. The old “sit ’n’ git” format wasn’t built for engagement: Ignite 2013 is.

I will be there and look forward to connecting with and learning from some of the many leaders that consistently push my thinking and provide me with the inspiration to do what I do better.

Connect, Share, Learn

It has been an incredible journey since I decided to become a connected educator back in March of 2009.  As I sit here writing this post, I cannot help but reflect on the positive changes that have taken place at my school and with me professionally.  Through connected learning and sharing, I have become better equipped to lead change at New Milford High School and to begin to transform the teaching and learning process.  All one has to do is read this blog to experience what I am talking about. 

 Image credit: http://olc.oraclesoftruth.org/wp-content/uploads/2011/05/learn-e1306575081767.jpg

Make no mistake; the knowledge, resources, ideas, strategies, and feedback that I receive from my Personal Learning Network (PLN) have had such a dramatic impact on me as an educational leader.  As a transparent leader, I have been able to share this journey with thousands of educators from across the globe.  This has resulted in teams of other connected leaders descending upon New Milford High School to see firsthand how we have successfully implemented a Bring Your Own Technology (BYOT) initiative, use of mobile learning devices (i.e. cell phones) in the classroom, establishment of our own Academies, conversion of existing spaces into those more suited for 21^st Century learning, and the effective integration of Web 2.0 technology.  The following are two reflections written by connected educators who have recently visited NMHS:

Dov Emerson – A Twitter Visit in Real Life

Dr. Spike Cook – It’s About the Journey AND the Destination 

When we take the time to connect, share, and learn we are opening our minds to endless possibilities to improve our schools and ourselves.  Sure, we can accomplish this in other, more traditional ways.  However, I am a firm believer that educators in the trenches are in the best possible position to help us get to where we need, and want, to be.  As practitioners, we possess the power to share daily successes and failures to spur dramatic shifts in a school’s culture.  This is raw, uncut, and most importantly, real.   Thank you to everyone out there that has made me a better leader, educator, and person.  I could never envision myself not being connected, sharing, or learning like I am now. 

The challenge becomes not only sustaining the role and value of PLN’s, but empowering more educators to embrace this pathway of learning.  Our efforts to change minds and perceptions of this concept will provide more educators and schools with the appropriate tools to transform their respective cultures.  We cannot let the current educational reform movement dictate a movement in the wrong direction.  Keep sharing your journey and others will eventually follow.

Misguided Efforts in Educational Reform

A few weeks back I passed along an Education Week article to administrators in my District that highlighted the many technology challenges that states anticipate with common tests.  Below is a response to the article from Danielle Shanley, my Director of Curriculum and Instruction, as well as her sound synopsis of the misguided educational reform movement.

I think educational leaders (I have been making my voice heard in a few venues, most recently this morning) need to begin to challenge these assessments due to the issues of inequality for all children.  We have moved from testing endurance to testing technological proficiency.  When will the powers that be consider the best way to assess learning of content?  And content exit exams are not the answer…　 　

Image credit: http://hoosiered.com/wp-content/uploads/2011/12/Question-Man.jpg

What I think we really need is to have a more realistic approach at the center of the argument.  If what we need to do is better prepare our students for a 21st century workforce, we need to provide them with a 21st century education.  That is one that does not espouse archaic Carnegie units for graduation and standardized assessments as measures of achievement.  We need classrooms without walls; we need project based instruction and project based assessment; we need personalized learning plans for all students that appeal to their interests and their talents while they support their areas of need.　We need students who can read and write for a variety of purposes, make change and leave a tip without use of their cell phones.  We need to have our students play and exercise more and take advantage of more authentic learning experiences and get them out of INDUSTRIAL age K-12 assembly line classrooms.  We need to offer “Option Two” type programs to ALL students and forget about the way we are used to “doing” education in the country.  We need to move towards a system, like Finland, where they have virtually NO standardized testing and very high international academic achievement.　

We aren’t preparing our students to work on farms and in factories any more.  We aren’t preparing them to work in a suit and tie, in a bank, or in a shoe store for their entire lives.　The youngest billionaire in the world (Mark Zuckerberg) goes to work in cargo shorts and flip flops.  Most work places offer creative outlets for game playing and relaxation.　 Google, Microsoft, Apple, Facebook, and even the banking industry aren’t looking for “schooled followers.”  They want creative leaders and problem solvers with original ideas!  We are NOT preparing our students for an uncertain world five years from now.　What is the federal government doing to help us get the students where they need to be?  Reauthorizing ESEA?  Supporting National Standards and National assessments?  It isn’t enough.  What we need is a TRANSFORMATIONAL OVERHAUL in the way we “do” education in this country.  And I’m frightened that the “powers that be” (including a whole host of non-educator politicians) think that common standards, national assessments, and holding teachers accountable for student achievement will get us there.  They won’t!

We need to redefine the role of the teacher and the training of the teacher.  We need to redefine the definitions of achievement, of learning and of preparation.  We need to celebrate creativity, teach independent and collaborative work habits, demand ethical behavior, model service, foster leadership and promote a love of learning in our children.  None of that can be assessed on a standardized test!  We need to cut the crap, and do what is GOOD and RIGHT for all students.  We need to embrace a new type of education in this country, and neither political party gives me much hope today.

I am all for improving education and student achievement.  However, current reform efforts miss the mark, as the end result will be the transformation of schools into testing factories.  Will this prepare our students for success in today's society? Is this what we want for our schools?

Social Media is Not Just For Students

Cross-posted at the NJ Principals and Supervisors Association.

When principals hear the words Twitter and Facebook they cringe. Immediately, visions of excessive socialization, time wasted, and meaningless conversations in the form of updates come to mind. This is true, in many cases, when these tools are used for personal use. I am here to share ways in which principals can harness the power of these free resources to improve communications, public relations, professional growth, instruction, and create a brand presence for your school. Quite simply, social media tools such as Twitter and Facebook have improved my effectiveness and efficiency as an educational leader.

Image credit: http://gurureviewbonus.com/wp-content/uploads/2011/05/socialmediabandwagon1.jpg

Twitter is a microblogging platform that allows users to send free messages called "tweets" in 140 characters or less. Character limits and the ability for people to receive tweets as SMS text messages make this a powerful communications tool. Why spend money on expensive information delivery systems when you can use Twitter for free? One of the benefits of using Twitter is that you can communicate information whenever and wherever you want, making it extremely convenient. Principals can use Twitter to easily and quickly communicate the following information:

• School events (concerts, art shows, Back to School Night)
• Meetings (PTO, PTA, Athletic Boosters)
• School closings
• Live athletic scores, updates, and final results
• Student honors
• Teacher innovations
• Emergency information
• News

At New Milford High School I have created an official Twitter account to send out the above information. I developed a simple instruction sheet and disseminated it to all of my parents because many people still don’t really know what Twitter is or how it can be used for professional communications. This sheet explains how to sign up, activate updates on their cell phones, and the types of information that will be sent out.

As I learned from my students, many more people use the social media tool, Facebook, than use Twitter. As a result of their advice, I created a NMHS Facebook page. The same information sent out using Twitter is also placed on our NMHS Facebook Page. Using these two resources together can allow principals to take control of their public relations and deliver positive information into the hands of stakeholders. Where principals once relied on the media, press releases, and websites, we now have the ability to get out links to media articles and website updates as well as pictures and video that highlight school programs. By doing so you ultimately create a brand presence for your building, one that conveys a message of success, organization, innovation, and achievement.

Principals can also use social networking tools for professional growth and development. My journey started in March 2009 when I took a chance and began to utilize Twitter as acommunications tool. After lurking and learning for a little while, I quickly discovered this vibrant community of passionate educators actively collaborating to improve educational practices. With this new knowledge in hand I began to formulate my own Personal Learning Network (PLN) that is based on global collaboration, active discussion, acquiring and sharing of resources, consistent feedback, proven strategies, and reflection.

As my network has grown, so has my growth as an educational leader. With new ideas and strategies in hand, I am now working collaboratively with my staff to transform the teaching and learning culture of my school. Through a combination of sound pedagogy and effective technology integration, student engagement is on this rise. We are making learning relevant, meaningful, and creative!

Twitter opened my eyes to a variety of Web 2.0 tools that could be used to improve my knowledge of educational leadership, effective instructional practices, and technology integration. Principals and schools should embrace Twitter, and social media in general. As leaders, it is our job to communicate effectively, promote all programs (academic, athletic, extracurricular), cultivate innovative teaching practices, and model life-long learning while growing professionally. Using social media to accomplish these goals in the 21st Century not only makes sense, but also is time well spent.