n a 2014 survey of 1,000 teachers, just one in five said they use social media regularly with students.

“Our goal was [to find out] not really which device was better, per se, but which device met the learning goals,” Handler said.

What do you want the device to do for your children?”

littered

The three qualities I find most indicative of a great school leader are visionary leadership, community builder, and emotional intelligence.

“Leaders never coerce.  We follow them because we believe they have our best interests at heart.  In school, if [a student] senses that particular teachers are now caring, listening, encouraging, and laughing, he will begin to consider putting them into his quality world”

Ravitch (2004) described the existing failure of many reform efforts as, “… forgotten innovations [that] continue to live in schools where they were introduced with great fanfare . . . schools are like archeological sites; digging would reveal layer after layer of fossilized school reforms and obsolete programs” (as cited in Jones, 2007, p. 189).

The roundtable theory (RT) is a shared leadership theory for school change. Gabriele (2002) explained RT as distributing leadership and learning equally across participants. Involving stakeholders in the decision-making process through shared leadership can lead to higher levels of commitment.

Change will affect staff regardless of the change theory chosen or the changes proposed. Bueker (2005) stated, “One of the most difficult aspects of implementing a whole school reform is striking a balance between proper program implementation and individual teacher flexibility” (p. 411). Bueker noted that empowering teachers, treating teachers with professional respect, and providing structured and continuing support for staff, could minimize the negative effects of school change.