Happy four years of blogging to me…

This was my first post four years ago.  I’ve written dozens of posts since, but I revisit this one to remind myself why I started.

So, why call a blog Common Sense School Leadership?  As far back as I can remember, when it comes to following someone, all I have ever wanted is to be led by someone with common sense.  It seems like a simple and practical wish.  Common sense leaders are confident in their ability, but also keenly aware that they don’t know it all.

Leaders with common sense have a balanced perspective on life and work.  They work hard and play hard and they never take themselves too seriously.  Common sense leaders protect their employees in the way that Todd Whitaker discusses in his book, Shifting the Monkey.  Common sense leaders intuitively know how to motivate, inspire, and challenge those who work for them.

Can anyone be a common sense leader?  Probably not, common sense is hard to teach.  You might be a common sense school leader if…

-your first thoughts are always centered on what’s best for students when solving problems.

-you see teachers as leadership assets in your building.

-you recognize your own power and reflect on whether your decisions are based on protecting or maintaining that power, or what’s best for your students and staff.

-you allow for some wait time before making important decisions.

-you value laughter and it can be heard throughout your building.

-you lean on others for advice and seek it out when you’ve made a mistake.

-you trust others, even before they’ve earned it.

Common sense leadership is needed now more than ever.  The number of changes occurring in schools across the country requires common sense leadership that can help students, teachers, and parents understand it all.  How about if we all try to be the common sense school leaders our communities deserve?

School Leadership: It’s like riding a motorcycle!

I began riding a motorcycle over two years ago.  I never had any intention of becoming a biker.  I was happy and busy and certainly didn’t need a new hobby.  I was 51 when I started.  Such a cliché.  Mid-life crisis, right?  Not really, but it’s hard to overcome appearances.  I blame my friends.  They started riding a few months before me, got their licenses, and took to riding like ducks to the water.  Every time we got together they would ask me when I was going to join them.  I scoffed at them, laughed, and tried to change the conversation, but they sowed a seed.  I finally gave in and tried out my friend’s bike.  I was hooked.  A week later I bought my first bike (I’m already on my second, it’s bigger and faster of course).  Over the past two years I have put in about 11,000 miles on my bike(s).  I’ve been to Key West, Daytona, and all over the Maryland/Delaware area.  The more I ride, the more I see the parallels between riding a motorcycle and school leadership.  Here are a few of those lessons learned:

Balance

Before I could take the motorcycle license test, I had to get experience.  You have to ride a motorcycle to get better at it, so for three months I was “riding dirty,” with no license.  I would ride around my neighborhood, never venturing too far.  One day I was at a stop sign.  I thought the bike was in first gear as I prepared to take off.  I wasn’t in first gear.  I was in neutral.  I picked up my feet (bad decision) hit the throttle and fell over.  Luckily, my body broke the bike’s fall.  I was bruised along the right side and very embarrassed.  It took me a while to re-build my confidence, but I did.

Lesson:  Riding a motorcycle and school leadership require balance.  School leaders who forget to nurture their personal lives will lose their balance and fall over.  Sub lesson: Never give up! 

Braking

Just after getting my license, I was heading down a very busy four lane highway.  I was behind my friends and decided to zoom past them for fun.  I didn’t see that the traffic in front of them had stopped.  I hit the back brake too hard and my bike started to fishtail.  I was headed into the back of a mini-van and swerved off the road into a grassy median strip to avoid a collision.  I stayed on the bike, went down a small hill, and gradually worked my way back to the road.  I was uninjured, but startled by how quickly things went bad.  I spent the next several weeks working on my braking skills.

Lesson:  Know when to slow down.  School leaders are always on the go.  Sometimes we have to hit the brakes and change our path to avoid burning out or colliding with others.

The Ride

Not all my lessons have come from mishaps.  Riding a motorcycle is freeing.  It’s like riding a roller coaster without the rails.  The people I ride with agree that once you learn to ride a motorcycle you gradually relax and think less about the “how” and start enjoying the “why.”  When you first start riding you’re thinking about the clutch, the gear shift lever, the brakes, the throttle and everything else that goes with staying up and on the road.  Later on, these become second nature and you begin to have fun.

Lesson:  Once you become an experienced school leader you can begin to enjoy the job in its entirety.  Try not to get so caught up in the minutiae that you fail to enjoy the children, the staff, and the parents.  Being a school leader is fun, enjoy the ride.

Zen

Riding a motorcycle takes patience.  One of the first things you learn in a motorcycle safety course is that you must assume that no one can see you.  Ride like you’re invisible.  Every time I get on the bike I must remind myself to “be cool.”  It doesn’t take long on a bike ride before someone in a car does something dangerous that puts you in peril.  If you internalize everything, it will consume you and you can easily become an aggressive rider.  Ride with confidence, but never assume others are paying attention to you.  Be cool.

Lesson:  You control your emotions and your response when things go wrong.  Be patient, take time, and breathe before you make important decisions.  Nothing good happens when decisions are made in anger. 

Humility

Being confident on a bike is important, but over-confidence is a problem.  I learn something new every time I ride.  I am always trying to improve my skills.  The moment you think you’ve mastered the skill of riding a motorcycle is the moment you need to put the bike away for good.  Humility on a motorcycle will keep you safe and, hopefully, alive.  After just two years of riding, I know I have much more to learn.

Lesson:  The best school leaders understand that their growth and learning needs to be continuous.  School leaders who think they’ve “arrived” will eventually find that their destination can never reached.  Overconfidence in school leadership leads to a lack of collaboration.  Schools need leaders who recognize their limitations and value the knowledge of others. 

Chrome up, rubber down.  Ride on!

Teamwork Gets Things Done!

In many school districts, students either have returned, or will be returning soon.  It’s an exciting time of the year filled with anticipation.  While summer fun is winding down, students, teachers, and parents are looking forward to the new school year.  Teamwork plays an important role in the success of schools.  The challenges of teaching and learning are far too great to be approached at the individual level alone.  What can schools do to build great teams?  What can they do to make sure that our schools are models of collaboration? Let’s hear from a few strong school leaders who understand the magic that happens when schools foster teamwork.

As I think about the importance of building great teams in elementary schools, this quote by Stephen Covey comes to mind, “Without trust we don’t truly collaborate, we merely coordinate or, at best, cooperate. It is trust that transforms a group of people into a team.” I believe that teamwork is at the heart of the important work we do in schools, because the work is so critical it cannot possibly be done in isolation. My belief is to model the importance of teamwork with teachers through various structures, such as my leadership team and school improvement team. I put relationships at the forefront of all the work that happens and trust develops over time between all staff members. If teachers can see the results of a highly effective leadership team and school improvement team, they will believe in the power of collaborative planning for instruction and will begin to see the academic benefit in their students’ scores. Modeling, guiding, setting expectations, and asking reflective questions are critical in the beginning stages of building teams that truly know how to collaborate. In the words of Roland Barth, “The nature of relationships among the adults within a school has a greater influence on the character and quality of that school and on student accomplishment than anything else.” I believe this at my core, and it is my hope that every administrator will believe this also.

Lisa Koennel/@LKoennel/ Principal, Richard Henry Lee Elementary


Building great teams within an elementary school is essential to creating a student-focused positive culture. It’s paramount to develop teacher leadership through intentional empowerment as a means to grow and develop high functioning teams. When you have teacher leaders who are willing to be selfless, committed, positive, and sacrifice for the good of the team, you have the makings of a great team. It is essential to build leadership and empower from within in order to facilitate the development and performance of school-based teams. Once you’ve created leadership within each team, the functionality of the team is enhanced from within. We develop teacher leaders through empowerment and strategic placement in positions where their talents are maximized and their ability to lead has the greatest impact on their team, and thus student achievement.

Chris Gordon/@Gordon_ChrisG/Principal, Point Pleasant Elementary


Beginning with the end in mind is so important. That “end” for different people on the team involves helping everyone attain a level of success, a level of leadership or embarking on and empowering others for the roles in which they aspire. All teams work towards both long and short term goals while operating within a shared vision and meeting established goals. Both are achieved by working collectively towards the attainment of these goals while cycling through the improvement process. On a personal level, it involves that collaborative work while fostering a sense of family. Building and maintaining the team includes open communication, accountability with commitment, a positive and optimistic attitude, trust and a level of reflective adaptability. I would never ask anyone to do something I am not willing to do or learn myself; walk the talk in a way that is inspiring to others.

Denise Faidley @DeniseFaidley/Assistant Principal, Glendale Elementary


Teams, for me, need to be diverse.  I need different perspectives and different personalities on the team.  I need to person that is creative-minded who comes up with an awesome plan, but I also need to person that brings that plan to life by looking at it logistically.  I need someone that is data-minded, paired up with the person who is going have resources and ideas of what to do with that data.  As we know, everyone has their strengths and weaknesses and they need to be able to build on each other.  I need a team that maintains positivity, even during the hardest of times.  They need to be cheerleaders for each other and most importantly, for the kids.  I make this happen by making intentional decisions about who to place together and when I interview, I include the team members so we can collaboratively find teammates that work together well.

Cheryl Cox @CoxCherylcox628/Principal, Waugh Chapel Elementary/www.fridayfinishline.wordpress.com


Team building is always a hot topic in the business world and it is certainly as buzzed about in the field of education. Andrew Carnegie famously stated, “Teamwork is the ability to work together toward a common vision. The ability to direct individual accomplishments toward organizational objectives. It is the fuel that allows common people to attain uncommon results.” Isn’t that what every leader desires; to achieve uncommon, amazing results! We are after all in the business of education youth, a most important profession.

As far as building a team, I don’t know if there is an exact formula. However, I know that I have always focused on modeling the characteristics and qualities of a positive team member. I attentively listen to the concerns, ideas, and opinions of others. I demonstrate a willingness to assist in any way possible. That could mean sweeping the floor in the cafeteria or teaching a small group of students. I let others know that their efforts, dedication, and hard work are valued and appreciated. I encourage the team when they are down. I am honest with my team in an effort to grow them individually and the team. I acknowledge, appreciate and utilize the individual talents of each team member.  In summary, I try to lead with kindness. I believe that when individuals know you care and are willing to go all in, team building is easier. Kindness and consideration builds trust and trust leads to teams working together towards a common vision.

Tamara Kelly @tamjkell/ Principal, Belle Grove Elementary


To me, building strong teams means giving teachers opportunities to have leadership roles along with providing guidance and expectations for what needs to be done. Having your pulse on what is happening while trying not to micromanage is a delicate balance. If folks feel micromanaged my thought is that you will have less buy in, if any at all. Also putting good (and consistent) structures in place will help make teams more effective. One last thought is creating an environment where reflection with thoughtful/non-judgmental questions are used to promote growth in your team members is key. This will also help build stronger teams.

In my eyes, leadership is about getting the most out of the people you are leading with the goal in mind to positively impact student achievement. If that is the case, they must have opportunities to take on these roles. The job has become increasingly complex, and we as principals can’t do it all. You must have people around you that believe in what they are doing, and taking on these roles to be active participants in effective structures. This will support your overall goal of enhanced student achievement.

Jason Otte @fishingfan24/Principal, Windsor Farm Elementary


Thanks to Lisa, Chris, Denise, Cheryl, Tamara, and Jason for sharing their sage advice.  Our students deserve schools that model teamwork and collaboration.  Most of us agree that these are skills that will make our students successful in the 21st century.  Content knowledge and strong communication skills are important, but our children will need to grasp the importance of relying on others and working together for the good of the team.  When school leaders and teachers model those skills, students learn to appreciate their value.  Best wishes on a great school year!

Lessons Learned Through Sports

I grew up playing sports.  My three brothers and I were always on the go.  Whether it was playing whiffle ball in the backyard or tackle football in the nearby field, we were always playing something.  We spent very little time in the house.  Our neighborhood was our playground.

I played baseball, lacrosse, football, basketball, soccer, and wrestled.  I wasn’t an athlete.  I liked to wear a uniform.  Seriously, I was lured to sports by the smell of a fresh new uniform, hat, or helmet.  We grew up in a humble home.  We had what we needed, but we were never spoiled.  Sports allowed us to be anything we wanted to be.  They were an escape to a great adventure.

As adult, when I look back on those years, I realize I learned more about leadership through sports than I ever have from a training or professional development experience.  The lessons I learned from playing sports have stayed with me through every step of my career.  They are simple lessons, yet they have provided me with a stable base in the most challenging times.

Here are a few of those lessons:

1-Preparation is important

To be successful in sports and in life, you have to be prepared.  Being prepared means you study.  You study your craft.  You read.  You consider yourself a lifelong learner.  Every destination is the starting point to the next journey.  People who think they’ve arrived get lazy and complacent.  Celebrate success, then make your next plan.

2-You have to be willing to work hard

I grew up in an era when people said, “Hard work is its own reward.”  There is great value in sweating and extending yourself beyond your comfort level.  In some ways, the results don’t always matter if you are willing to work hard.  Success happens through fixing mistakes.  Putting your head down and giving that extra effort often leads to good results.

3-Teamwork is key

It is rare for anyone to succeed without the support of others.  Teamwork isn’t always pretty.  Teammates can disagree, argue, and push your buttons.  Being on a team isn’t always a comfortable experience.  That’s a good thing.  Few great accomplishments ever come from completely harmonious efforts.  As long as everyone has the same goal and vision, the team will eventually function at a high level.

4-Your attitude matters

If you don’t find joy in your professional pursuits, consider finding another field.  Your attitude matters.  Nothing inspires others more than working with someone who has a true passion for their profession.  Are you going to have a great attitude every day? No, of course not.  Recognize those moments and do your best to protect others from your mood or find a good listener and share your worries.

5-You won’t always win

I teach chess to elementary students.  The first conversation we have before touching a piece is about winning and losing.  Everyone eventually fails at something.  Failure is a given.  It’s all about how you respond.  Resilience is becoming a scarce personal commodity.  Spend a little time mourning your loss, then make a plan to get better.

6-You learn more from losing

Winning is awesome, but we rarely learn much from it.  Winning teams are constantly examining their success.  They evaluate their individual players and make adjustments as necessary.  However, when they lose, they use the opportunity to get better.  They don’t wallow in self-pity.  They find the teachable moments from losing.

7-Continually set goals and revise

In sports and in life, we must be willing to set goals.  Say them out loud.  Tell them to other people.  Write them down.  We all have the power to reinvent ourselves.  Whether you reach a goal or not, set a new one.  When you stop setting goals, you are making a conscious decision to withdraw from the game.  That’s no fun.  Life should be fun.  Set goals that will stretch you as a person.  Those are the goals that will give you the most personal satisfaction when you reach them.

I am grateful for the opportunities my parents gave me growing up.  They gave me the support and encouragement I needed to try a variety of sports.  With four sons born close together, they spent hours driving us to practice, coaching, and cheering us on.  Sports are not life, but they certainly make life more enjoyable.  Most importantly, they teach us lessons that can’t be learned any other way.

Teacher Leadership Matters

Teacher leadership was the discussion topic for #mdeschat the other night.  Many great insights were shared.  Here are a few:

“A leader helps to create more leaders and inspires. That is exactly what I want to do as a teacher.” -Michael Donnelly @mrdonnelly3

“In the collaborative culture that we build, shared leadership is needed, we can’t do it alone!” –Cheryl Cox @CoxCherylcox628

“Teaching is so complex and involves so many variables; empowering critical thinking about what matters is key.” –Walter Reap @WalterReap

“In education, change is constant. By empowering teachers as leaders, they can implement systemic goals in a way that is meaningful to students.” –Dana Wiles @nfesgr2

“Teacher leaders affect student achievement exponentially by raising the expectations among colleagues.” –Elizabeth Curley @Curley_Liz

“Opportunities to collaborate with county resource staff allows teacher leaders to enjoy learning and sharing while inspiring others.” –Vanessa Gilbert @vanlynn75

“Shared leadership allows the school to capitalize on the different talents each member of the team brings to the community.” –Zipporah Miller @zipmiller

“Teachers, when empowered, learn a lot from each other.” –Todd Stanzione @toddstanzione

“Benefits of teacher leadership: teacher retention, student achievement, positive school culture, decreased isolation, enhanced collaboration.” –Andrea Zamora @AACPS_Zamora

“Leadership is about one’s vision of him/herself. Not about title or position, it is about one’s actions.” –Jill Snell @Jill_Snell81

“To grow, teachers need to step out of the classroom and see varying perspectives; grow from the strength of others and stretch their thinking.” –Stephanie Straw @ststoney16

“Teacher leaders are innovative, have high expectations for all, and are masterful at cultivating relationships to grow students.” –Denise Faidley @DeniseFaidley

“If the teacher is a facilitator and leader, she/he will guide students to discover and build their learning by solving real life problems.” –Evylyn Quinones @evyabel

Such awesome insight from a great PLN!  If others share these views on teacher leadership our children are in good hands!

Let’s make soup!

Thursday, February 4th is National Homemade Soup Day.  To celebrate, three members of the #mdeschat PLN shared what “ingredients” make a school great.  They offer the following food for thought, which is best digested with a nice bowl of homemade soup, you decide what kind!

“I’d say the three most important ingredients that will determine if a school is great are people, relationships, and mindset.  A great school doesn’t ever reach “greatness.” The stakeholders have a growth mindset and are always looking for ways to improve and adjust their contributions to improve the school. The journey to greatness is never complete.  You need people who are working to improve themselves, each other, and to teach the students a growth mindset. This includes all stakeholders, not just school staff.  The relationships between people is what will facilitate the school stakeholders in being able to learn and grow from each other. Basically, a great school is one that is better tomorrow than it was today.” Michael Donnelly, @mrdonnelly3, 6th GradeTeacher, Monarch Global Academy                   

“I think there are a lot of components that make a school great, but the number one “ingredient” is the ability to take feedback in all aspects and create change.  Feedback from students, parents and teachers.  Teachers accepting feedback from administration, parents and students.  Administrators taking feedback from students, parents and teachers and making changes.  Accepting feedback to make positive changes leads to a positive school culture where everyone feels like they have a voice in their child’s education which ultimately leads to student success.”-Ginger Henley, @miss_gingerann, Principal, Crofton Elementary

“Ingredients needed to make a school great: a great leader, fearless teachers, support, and creative freedom.  I think that a great leader is someone with a clear vision and the ability to both support and push staff members towards, not only that vision, but also reaching their full creative and professional potentials. To make a school great, teachers need to be fearless. They need to be willing to try new things (and possibly fail), take risks, and push themselves out of their comfort zones. Teachers will only be able to do this with a leader who will stand up for his/her teachers when necessary, otherwise there is so much extra “stuff” that will hold a school back from being exceptional. There needs to be out-of-the-box thinking, learning, and teaching happening to make a school great, and there needs to be a certain level of creative freedom in order for that to occur.” -Bonita Bradway, @boncheri86, 4th Grade Teacher, Tyler Heights Elementary

Wow, great advice from three exceptional educators!  Thanks to Mike, Ginger, and Bonita for sharing their “recipes” for school success.  Do you have any advice or thoughts on what successful schools do, or should do?  Add your ideas in the comment section below to keep the conversation going!

Here’s to a satisfying year!

Well, here we are on the brink of another school year.  Every year brings a new sense of excitement and enthusiasm.  The possibilities are endless in August and September.  The challenge for all of us is keeping the momentum going throughout the year.

The same amount of planning that goes into preparing for the school year needs to be applied evenly over the course of the year.  Many schools start out with fun and motivating themes, but it is easy to lose our focus and direction once the school year gets into full gear.

It’s important for school leaders to build checkpoints into the calendar to revisit and assess the progress of school-based initiatives.  Here are some questions that might be helpful for those seeking to build lasting change:

What are your focus areas for the year? Do they encompass all areas of instruction and your school’s culture?

How many initiatives do you have going?  Too many? Too few?

Is everyone clear on what those focus areas are?  Could they give an elevator speech that explains those areas in simple terms?

How will you support, monitor, and assess the success of your focus areas?

How will you sustain your initiatives over the course of the school year?

How can your community support your efforts?

If, like Stephen Covey suggests, we begin with the end in mind, what tangible results will our efforts yield in June?

What other questions would you suggest?  Feel free to add your thoughts in the comment section of this blog.  The excitement of August and September makes our profession special.  Sustaining that excitement over the course of a school year, while challenging, can make our school year satisfying.  Here’s to a satisfying year!

A “Teachers’ Principal”

I had the fortune of hearing Todd Whitaker speak this week.  Two years ago I attended his keynote at NAESP in Baltimore.  His message never gets old.  Having him at our district’s leadership conference this week was a great way to bring closure to the school year and provided motivation in planning for next year.

After listening to his words of wisdom, I am even more committed to being a “teachers’ principal.”  What is a teachers’ principal and why does it matter?  The term “players’ coach” gets used often in sports.  The term generally refers to a coach who has a good relationship with his/her players.  When making decisions about their team, players’ coaches give consideration to how their choices will impact the entire team.

The analogy connects well with teaching and leadership.  Principals who apply Todd Whitaker’s advice to “make decisions based on their best teachers” are subconsciously utilizing a teachers’ principal approach to leadership.  Being a teachers’ principal is not about delegating away responsibility.  A teachers’ principal recognizes that the whole is greater than its parts.  A teachers’ principal gives great thought to each and every initiative they foster.

Teaching is arguably the best and most challenging job there is.  Principals have an immense influence on the success of their teachers and students.  Principals who get to know the strengths and needs of their staff can tailor their professional development efforts to grow each and every teacher.

Below are four pillars for planning your school’s professional development efforts.  They are adapted from the Annenberg Foundation’s 2012 report, Designing with Teachers, Participatory Approaches to Professional Development in Education.  They illustrate how school leaders can operate from a teachers’ principal perspective.

  1. Participation, not indoctrination- everyone should have a role in the professional development efforts in a school.
  2. Exploration, not prescription- PD should be individualized for teachers and specific to their content areas.
  3. Contextualization, not abstraction- PD should be practical, meaningful, and immediately useful in the classroom.
  4. Iteration, not repetition- the choices that schools make related to PD should be examined regularly and adjusted based on their success and specifically their outcomes related to student achievement.

Principals who view themselves as a “teachers’ principal” find that adult learning flourishes in an environment that uses individual strengths to build overall teaching capacity.  Thanks to Todd Whitaker for reinvigorating my commitment to being a better principal, a teachers’ principal.  It’s still June, but I’m looking forward to August already.  Let’s go!

Summer Brings the Chance to Re-gain Your Balance

How will you spend your summer?

Summer offers us the chance to “sharpen the saw.”  Stephen Covey encouraged us to seek balance in our physical, social/emotional, mental, and spiritual lives.  When all four dimensions are in balance, the result is personal and professional synergy.  The sum of synergistic living is always greater than its parts.  When all four dimensions are balanced, everything falls into place.

The modern educator can easily be overwhelmed by the challenges of teaching and leading.  If we don’t take the time to renew ourselves on a personal and professional level, we won’t be effective in supporting the growth of our students.  The greatest gift of being an educator is that every school year starts anew.

What will you do to sharpen your saw this summer?  What books will you read for personal and professional pleasure? Share your thoughts by leaving a comment or posting your ideas on Twitter.  See below for a few summer reading ideas.

The Ultimate Summer Reading List for Teachers via Scholastic:

http://www.scholastic.com/teachers/article/ultimate-summer-reading-list-teachers

The best books about educational leadership via Amazon.com:

http://www.amazon.com/Best-Books-About-Educational-Leadership/lm/R1TJOMF4RU830V

Top Ten School Leadership Books via @AngelaMaiers:

http://www.angelamaiers.com/2010/06/top-10-school-leadership-books.html

Social Media In Schools: Why bother?

I am excited to present at the Maryland Association of Elementary School Principals conference later this month.  The focus of my session is on how social media can be used to enhance adult and student learning.  If you’re a social media regular, this is a message that you are more than likely familiar with.  However, we still have a large number of educators and leaders who are hesitant to capitalize on social media for the benefit of their schools.

I think this hesitancy comes from a lack of confidence with technology and worries about the potential negatives of social media.  If we are to harness the possibilities of social media, we are going to have to get over those feelings of inadequacy.  No one is truly a social media expert.  Technology and social media are changing and growing at such a rapid pace that no one can really keep up.

Motivation also seems to be a factor keeping educators from using social media.  Is it really worth the effort to use social media in our schools?  Will using social media improve academic achievement?  I think the answer to those questions can be found in a meta-analysis conducted by Waters, Marzano, and McNulty in 2003.  This study is often cited in journals and papers that examine the relationship between leadership behaviors and student achievement.

Waters, Marzano, and McNulty looked at 30 years of educational research and uncovered the leadership qualities that lead to improved academic achievement.  Here are a few of the qualities and behaviors they identified:

  • A willingness to actively engage the status quo
  • Quality contact and interactions with teachers and students
  • Establishment of clear goals while keeping those goals in the forefront of the school’s attention
  • Fostering of shared beliefs and a sense of community

Ultimately, school leaders are responsible for raising student achievement.  When developing school improvement plans, teachers and principals must ask whether their initiatives will lead to improved student performance.  Each school must be confident in choosing what to include and what to exclude from their plans.  Will the four behaviors above lead to improved student achievement?  The research suggests so.

Can these behaviors be enhanced by using social media?  If I am a school leader who capitalizes on social media, can I better engage the status quo?  Will social media improve my interactions with teachers, students, and parents?  Would social media be an effective way to keep my school’s goals in the forefront of everyone’s attention?  Can social media help me foster shared beliefs and a sense of community cooperation?

Educators tend to have strong feelings about where their priorities should be spent.  What if the answer to each question above is yes?  School leaders owe their students, teachers, and parents the opportunity to at least explore the potential of social media.  Perhaps George Couros said it best in his blog, The Principal of Change:

“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.  This is not optional anymore.”