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No longer is newsletters, calendar of events, e-mails and other one-way communication enough for schools. Great school communities inspire great conversations.

“Everything I blog also shows up on Facebook, Twitter, School Website, and Google Plus – it’s not hard to have things post simultaneously.” Remember, a hardcopy is still necessary for some families.

It is important to diversify your PLN. Put people around you who cause you to think differently. People who are straightforward and willing to connect in uncomfortable conversations. Those who say what they mean and mean what they say

There can no longer be an “opt out” clause when dealing with technology in our schools, especially from our administrators. We need to prepare our kids to live in this world now and in the future. Change may feel hard, but it is part of learning.  We expect it from our kids, we need to expect it from ourselves.

In an age of digital transparency, school leaders  have a digital footprint and shadow whether they want one or not. While some school leaders may hang on to the delusion that, “If I don’t post anything online, then I can control my digital footprint.” Or, “If I avoid online technology as much as possible, then I can hide.” But reality says something entirely different. Even if school leaders aren’t engaged in online activities they are leaving a digital footprint.

Transparency is the new norm, and effective digital school leaders will master the art of being transparent in their new digital leadership role.

For a school leader to think they live two separate lives in these domains is to deny reality. Digital school leaders are keenly aware that their digital reputation is as important as their offline one.

True innovative thinkers will land upon a project and see it to it’s completion. They may have dozens of ideas in their head or paper, but there are single-minded about one or two specific projects.

that they never give up. Even when they’ve failed or fallen to their lost point, they get back up and try again.

in true motion leader style, motivated me (ok I was already motivated, but supported me) to shift my perspectives on the role of teacher and by extension the role of principal from facilitator of learning to activator of learning.

Alternatively, there is a .84 effect size on student learning when teachers serve as activators of learning through offering feedback, accessing thinking, supporting challenging goals, and monitoring learning. It does not take extensive training in statistical analysis to find this research compelling.

Offer respect to others before it is earned Engage in impressive empathy, meaning empathy even for those who stand in your way Invest in capacity building – human capital and social capital Build social contagion Eliminate non-essentials Focus on a small number of ambitious goals.

Social Justice Teacher Preparation Technology Integration Networked Learning Twitter Parents as Partners – Building Learning Networks Posted by Shannon Smith on 2/20/12 • Categorized as Best Educational Practices,Distributed Leadership,Parental Involvement,Twitter 5 "fist bump" cc by Mark H. Anbinder on flickr Many schools are beginning to use social media to send out information to parents. Examples include twitter feeds and facebook pages. These initial forays into social media are a first step. They provide parents and the community with greater access to information regarding the school and the learning happening within its walls. A key facet of school leadership is developing relationships, both within staff and also with families and the community. This relationship building must include seeking feedback and listening. Most of this work is done face to face, through school events or outreach programs and even through informal conversations in the hallways or at drop off or pick up time. We live in a time w

Make your professional email and Twitter accounts available this way parents can contact you at their convenience.

Victor: What is something educators can do right now to reimagine their schools?

Chris: I think what every educator should be able to do is to consider “What do I control, what do I have control over?” And by control, I don’t mean command-and-control teaching, I mean, if you’re a classroom teacher, what you own inside your classroom or, if you are a principal, within your school. Within the boundaries that we have control over, how can we develop visions of what we want in order to invest in our kids? Then, latch all of our systems and structures that we have control over to that overall vision. The way kids produce information, the way they consume information, the way they reflect, the way that we as educators grade, the way we sit kids in the classroom, anything that you have control over, ask yourself, “Does it leverage the best ideas that we have? Does it leverage the best vision for what we have for what we hope kids can do and learn and be with us?” If not, change your policies! Change your structures so that they are more closely aligned to that best vision of what we are and what we can be.

Chris: I think you let people see what is best. I think you let people what is possible. You stop making this one more thing that teachers have to do and help them see that using this technology will allow them to transform their practice.

Why do we wait? Fear? Extra work in implementation? Budget? I am sure that I could list several reasons and to be honest, many of which are valid.

What about the things that we can make happen now and we know that they are right? Do we still use the same excuses above whether they are valid or not? We are all about the kids right? We need to do everything that we can for the kids we have right now.

Now how do we do this when so many educators are at different levels in different areas? As a school administrator, I believe we have to use the strengths of our staff and build upon those. For me to force change on for the sake of change, does not work. I need to be able to connect teachers, share their strengths with one another, and help to bu