Check for Understanding

cc licensed flickr photo shared by kathyschrock

Last February I wrote a post entitled, Angry Birds – A Lesson in Assessment FOR Learning. It has been one of my most popular posts. This past week I shared some quick formative assessment ideas in a weekly newsletter I write for teachers in my two schools. I thought I would include them in a blog post in order to reach a larger audience. I hope you find some ideas to try in your classroom.

As teachers we create conditions for our students to learn. As we plan it is critical to create opportunities that keep students engaged in the learning process. The outcome of this process is to determine if students have reached our learning targets.  In order to know if students have learned the concept(s) taught, formative assessment data should be collected to check for our students’ understanding. These can be short preplanned activities that serve as a closure to a specific lesson.  The data collected will help develop the your next steps.

• Where are my students headed?
• Where are they right now?
• How can I close the gap between where they are and where I want them to be?

The following strategies are quick 5 minute strategies that can be used in the classroom.  The strategies send a message to students – be the best learner you can be because you will be asked to demonstrate your learning  during class. Most were adapted from a PPT from D.C. Everest Area Schools in  Weston, WI recently found online.

Good Questions –

• On a piece of paper, write three good questions you could ask to learn more about the topic we studied today. (Ticket out the Door)

Three Minute Writing -

• You have three minutes to write everything you learned today. Don’t worry about the organization – just write for three minutes about what you have learned.

Draw Two Names -

• You have one minute to think about how you might summarize today’s lesson.
• Two names will then be drawn and those two people will stand and each gives a thirty-second (time can vary) summary of the key points of the lesson.

Simon Says –

• Simon say – tap your head if you understood _________ from today’s lesson.
• Simon says – hold your arms up if you didn’t understand ________.
• Simon says – turn around if you understood ________.
• Simon says – flap your arms if you know what _____ means.

Roll the Dice –

• Decide which person is “even” and which person is “odd.”
• The teacher asks a questions and you and your partner discuss how to respond.
• The teacher rolls the dice. If it’s an even number the “even” people stand and the teacher calls on someone to respond. If an odd number is rolled, the “odd” people stand.

Fogginess -

• What part of the lesson today was the most unclear (or foggy) to you?
• Write it on a piece of paper. (Ticket out the Door)

Newspaper Headings -

• Create a newspaper headline that may have been written for the topic we are studying. Capture the main idea of the event. (Ticket out the Door)

Chalkboard Champs –

• The class is divided into 3-4 teams.
• The chalkboard/whiteboard is divided into a large space for each team.
• Each person needs a writing utensil.
• When the teacher says “Go,” all team members rush to their area and write or draw (symbols/pictures) to represent key ideas in the current topic of study. (It will be crowded!)
• At the end of 3 minutes, each team must present 2-3 ideas from their chalkboard creation.

Chapter Skim -

• Skim over pages _________ in your textbook that you have already read. You will have two minutes to skim.
• You now have thirty seconds to tell your partner some key ideas from the book. Then your partner does the same.

Retelling - 

• You have just finished reading/hearing about ______________.
• You have one minute to think about what you read/heard.
• Partner A – retell it to Partner B in two minutes.
• Partner B – ask questions to check for understanding.

Test Questions -

• Write two test questions that you think the teacher might put on the test.
• Make your two questions be about the most important ideas of the unit.

Mini Drama -

• The main idea of the lesson today was ________________.
• You and your partner have two minutes to come up with a short one minute play that tells the main idea of the lesson today.
• Present your play to another pair.

Letter to the Principal -

• Write a short letter to the principal telling him all of the ideas you have learned about this week.

Meet the Teacher -

• You and your partner decide on the most important idea from the lesson.
• Together, state that idea in one sentence.
• When you are ready, you and your partner should line up to “meet the teacher” and tell what you think the most important idea was.

Rock Paper Scissors -

• Have students pair up and number each group.
• Listen to the question the teacher asks and discuss it with your partner.
• Do “Rock, Paper, Scissors” with your partner.
• The winner stands and the teacher will choose one or more of the winners to answer the question.  Repeat several times. (Teacher could use number cards to determine students.)

Back-to-Back Boards -

• You and your partner each get a mini-white board and stand back-to-back.
• The teacher asks a question and you each answer on your board.
• When the teacher says “turn around” you show each other your answers and discuss.

Trio Rap/Song -

• Your trio should create a rap or a song that includes three main ideas from the lesson.
• If you’d like, use the melody of a common song.
• Perform your rap/song for another trio.

What strategies do you use to check for students’ understanding!

Location, Location, Location

cc licensed flickr photo shared by Gene Wilburn

In business, location is everything. The same holds true in education. Parents desire schools that are a safe distance from home. Teacher need instructional resources at their finger tips. Administrators should be visible on the school campus and in classrooms daily.

For me, Twitter is my 24/7 source of professional learning. The location is just right. I can access Twitter from my computer, iPad and iPhone whenever and wherever I desire. Yet, for others Twitter is uncharted territory. The learning curve is steep and scary. The concept does not appeal to all educators.

As an instructional coach, aspiring administrator, and life-long learner I realize that we must inspire new learning on the teachers’ terms. Jim Knight, author of Unmistakable Impact, calls this the PARTNERSHIP APPROACH. The partnership principles include: equity, choice, voice, reflection, dialogue, praxis and reciprocity. More information on the partnership principles can be found here. The Partnership Learning Fieldbook is an excellent resource.

The Partnership Principles have become a part of my instructional coaching. One source of new ideas has come from an unlikely source. Yet, now that I look at it deeper – it fits the LOCATION, LOCATION, LOCATION concept! Many teacher are on Facebook. Facebook has led many to Pinterest. I have noticed that Pinterest has sparked interest not only in home and fashion related things, but professional learning and classroom ideas as well. Sharing is abundant. Dialogue about “pins” is happening in person and through other forms of social media. Teachers are trying new ideas and sharing their experiences.

Just as with Twitter, it took me a while to realize the potential Pinterest has in education. I even needed a “Pinterest Coach” to help me understand the whole Pinterest concept. Now I use Pinterest as a social bookmarking system to quickly share and gain new ideas. What a wonderful example of the Partnership Principle RECIPROCITY.

Jim Knight, in the ASCD article “What Good Coaches Do”, explains reciprocity in Instructional Coach as the following.

“Reciprocity is the belief that each learning interaction is an opportunity for everyone to learn – an embodiment of the saying, ‘When one teaches, two learn.” When we look at everyone else as a learner and a teacher, regardless of their credentials or years of experience, we’re often delightfully surprised by new ideas, concepts, strategies, and passions.”

I have found that personal interest boards help me connect with the teachers I work with. At times we find that we have similar interests which opens up dialogue with one another. Or learning of unique interests unlocks opportunities to learn more from and about teachers. Sometimes the “why didn’t I think of that” conversations spark when a creative, yet seemingly simple idea has been found.

In addition to personal interest boards, I have boards with reading ideas, technology ideas, app recommendations, and many content specific ideas. I write a weekly newsletter for the teachers in my schools. Rather than sharing several websites, I can now share a Pinterest Board with all the websites such as my recent 100th Day of School board or Dr. Seuss board.

My boards go beyond topical. I recently shared ideas on  inquiry based learning using the Decorah Eagle Cam. I gathered many websites for teachers. I have since transferred them to a Pinterest Board for easier access. I also mentioned an inquiry process found on a Youth Learn website to help guide the inquiry process. Ideas shared in my newsletter continually spark interest with teachers – opening the doors to wonderful partnerships.

Other Pinterest Boards that have generated interest and dialogue amongst teachers include:

• There’s an App for That – iPad and iPhone App ideas
• iPad Apps for Administrators – Ideas originally shared by Eric Sheninger
• Inferencing – A board devoted to how to teach inferencing to students
• Classroom Transformations – Ideas to give your classroom an updated look
• Parent Involvement – Tips and ideas
• Common Core – Wide variety of resources
• Daily 5 and Café - Resources galore!
• Reading Ideas
• Math Ideas
• Vocabulary Ideas
• Science Ideas
• Technology Ideas

My boards are a work in progress. I have not checked out every link. Pins are merely ideas that have caught my attention. They are springboards. In order to be of use in the classroom, a teacher would need to find the curricular tie and make sure the idea is the best use of student time. They would need clear learning targets and know how they will determine student outcomes.

Pinterest has been a “foot in the door” so to speak. It has sparked dialogue and sharing with teachers. It has provided me an avenue to share ideas, specifically ones about technology, in a way that is understood by many teachers. For an example, one of my latest “pins” 101 Web 2.0 Teaching Tools Every Teacher Should Know About has been “repinned” numerous times. Location matters. If I tweet an idea, one sector of educators will might see the Tweet. If I “Pin” an idea many more are bound to be exposed to it. Giving ideas and getting ideas has been a fun experience!

While I would love to see more teachers on Twitter, I also cannot force it. Teachers are busy! It may be difficult to find time to learn something new at this time of the school year. For now sharing and receiving ideas on Pinterest is the right LOCATION.

Photo Credits:

cc licensed flickr photo shared by Gene Wilburn

cc licensed flickr photo shared by corey olsen

Making an UNMISTAKABLE IMPACT

Are you looking for an opportunity to collaborate with others that are interested in Instructional Leadership and Instructional Coaching?

The #educoach Twitter chat that meets each Wednesday evening at 9:00 PM CST is currently reading and discussing the book Unmistakable Impact by Jim Knight. Dr. Knight joins the chat when his schedule permits!

Unmistakable Impact details a partnership approach to dramatically improving instruction. The book jacket summary includes:

“A staggering amount of evidence shows that our schools are no as effective as they should be, and they are working toward improvement. This book simplifies the process for becoming an Impact School through targeted, consistent professional learning that is done with teachers, not to teachers. Award wining author Jim Knight describes how to translate staff members’ joy of learning into high-leverage practices that achieve dramatic student outcomes. Characteristics of an Impact School include:

• A focused, clearly defined improvement plan that takes into account the complexity of teaching
• A school culture that encourages enrollment in ongoing professional development
• Alignment of purpose an actions among all staff members.

The book includes tangible tools for use by principals, workshop leaders, professional learning communities, and instructional coaches. When everyone learns, every student receives excellent instruction every day in every class. Unmistakable Impact provides the roadmap to remarkable results.

Visit the #educoach chat archives to catch a glimpse of the discussion held for chapters 1, 2, and 3.

We hope to see you at an #educoach chat! Together we can make a difference!

Never underestimate the power of a small group of committed people to change the world. In fact, it is the only thing that ever has. ~ Margaret Mead

I Believe the Children are our Future

Whitney Houston’s funeral was being held as I started to write this post. While it serves as the inspiration of the post, it is not the topic.

cc licensed flickr photo shared by Vankuso (Dominik Starosz)

On Friday, while meeting with a group of teachers, one said, “I hear Whitney.” Indeed she did. I had forgotten to silence my phone during the meeting. Part of the lyrics to Whitney Houston’s song The Greatest Love of All happens to be my current ringtone.

I believe the children are our future
Teach them well and let them lead the way
Show them all the beauty they possess inside
Give them a sense of pride to make it easier
Let the children’s laughter remind us how we used to be.

This portion of the song has always been a favorite. As a classroom teacher I started out many school years with this song as a reminder of my belief in my students and my goals as an educator. The ringtone seemed fitting and inspirational just in case I ever forgot to silence my phone!

Each child’s future is shaped by many. Teachers are key figures in this transformation process. Teacher beliefs, expectations and assumptions of potential weigh heavily in the student achievement equation. Research “clearly establishes that teacher expectations do play a significant role in determining how well and how much students learn” (Jerry Bamburg 1994).

Students tend to internalize the beliefs teachers have about their ability. Generally, they “rise or fall to the level of expectation of their teachers…. When teachers believe in students, students believe in themselves. When those you respect think you can, you think you can” (James Raffini 1993).

I believe the children are our future

Children have and always will be our future. Each generation is expected to learn from individuals of a past generation in order to lead the way into the future. Todd Whitaker writes, “Teachers are the profession that make all other professions possible.”

If we believe the children are our future, we must teach them for their future. We are now 12 years into the 21st century. Each day I see teachers embracing 21st century learning skills and becoming comfortable with many new aspects that will transform their classrooms!

Technology is ever-changing. We must give ourselves permission not to know everything. If problem solving and collaborating with others are skills we want our students to posses, we must engage in these skills as educators when it comes to new learning. Goals to integrate technology, collaboration and global connections should be set on a manageable timeline while keeping in mind a sense of urgency.

Teach them well and let them lead the way

Many teachers and/or whole schools are using inquiry based methods, flex grouping and other approaches that allows the child to lead the way. These methods honor the child as a learner. They add rigor and authenticity to learning. The teachers serve as guides. Teachers must have a in-depth knowledge of their core standards – yet understand that letting children “lead the way” is not always a linear process. Building on students’ unique interests and needs is necessary for success.

Curricular changes are happening across the country. Many states have adopted the Common Core. Teachers need opportunities to investigate and plan for curricular changes. In Iowa we are calling this process “Deep Investigations.” Opportunities for teachers to come together by grade levels to investigate and unpack the standards is a great step to ensuring that the standards become a part of the enacted curriculum, not merely the written curriculum sitting on the self or housed online. The basis of any curricular process promoted in Iowa revolves around the 5 Characteristics of Effective Instruction:

S = Student Centered Classrooms

T = Teaching for Understanding

A = Assessment for Learning

R = Rigorous and Relevant Curriculum

T = Teaching for Learner Differences

Show them all the beauty they possess inside AND Give them a sense of pride to make it easier

Todd Whitaker, author of “What Great Teachers Do Differently” share 14 things that matter most (in the first  edition). Many of these revolve around how we show respect and help students believe in themselves. Where do you see yourself with the follow characteristics?

1. Great teachers never forget that it is people, not programs, that determine the quality of a school.

2. Great teachers establish clear expectations at the start of the year and follow them consistently as the year progresses.

3. When a student misbehaves, great teachers have one goal: to keep that behavior from happening again.

4. Great teachers have high expectations for students, but even higher expectations for themselves.

5. Great teachers know who is the variable in the classroom: THEY are.

6. Great teachers create a positive atmosphere in their classrooms and schools.

7. Great teachers consistently filter out the negatives that don’t matter and share a positive attitude.

8. Great teachers work hard to keep their relationships in good repair–to avoid personal hurt and to repair any possible damage.

9. Great teachers have the ability to ignore trivial disturbances and the ability to respond to inappropriate behavior without escalating the situation.

10. Great teachers have a plan and purpose for everything they do.

11. Before making any decision or attempting to bring about any change, great teachers ask themselves one central question: “What will the best people think?”

12. Great teachers treat everyone as if they were good.

13. Great teachers keep standardized testing in perspective.

14. Great teachers care about their students, and understand the power of emotion to jump-start change.

Let the children’s laughter remind us how we used to be

It has been said, laughter is the best medicine. I have the opportunity to see many students in their learning environments. It warms my heart to see students who are enjoying what they are doing and learning – as much as I did as a child.

Yet, there are still children who do not wear a smile. What are we doing as educators to brighten EACH child’s day? A kind word, a compliment, or the time to visit with a child can go along way. The more we show a child we care and believe in them and their abilities, the more they will succeed! Treating all with dignity and respect is essential.

~~~~~~~~~~~~~~

Bamburg, Jerry. Raising Expectations To Improve Student Learning. Oak Brook, Illinois: North Central Regional Educational Laboratory, 1994. 33 pages.

Raffini, James. Winners Without Losers: Structures and Strategies for Increasing Student Motivation To
Learn. Needham Heights, Massachusetts: Allyn and Bacon, 1993. 286 pages.

Teach a Child to Fish …

Give a man a fish and you will feed him for a day. Teach a man to fish and you will feed him for a lifetime. ~Chinese Proverb

I have assisted several fifth grade classrooms with blogging projects. I have watched student engagement increase and the motivation to write soar. Teachers and students have thrived on the authentic writing opportunities. The cross curricular rigor has been another added bonus.

A few weeks ago one of my schools chose to focus a professional learning opportunity around several aspects of technology. Teachers were able to choose which sessions they wanted to attend. I had the opportunity to once again introduce some teachers to blogging. Much to my surprise, the teachers in attendance were primary grade teachers. Knowing that I would have the opportunity to watch very young bloggers develop was exciting!

A second grade teacher recently shared the excitement spreading through her classroom and beyond. The opportunities for extended learning and parent involvement have increased. Several students have started to blog from home and parents are responding to their child’s blog posts.

This week I began working with a group of first graders. First, we introduced blogging and it ties to other forms of communication. The first graders did an awesome job listing all types of communication. Their list really was not much different from the list fifth graders have developed it the past. Their list was complete with various forms of technology driven communication tools proving they were 21st century kids!

Next, I started teaching the students how to use their blogs. Instead of teaching all students, I turned the students into the teachers.  First I worked with five students in my office area. I taught them how to log into their kidblog, write their first post and submit it for publication. They knew their goal was to learn the process so they could teach another student.

Our main guideline was that they, as teachers, were to be the guide on the side. The new learners were the only one’s that were able to touch the keyboard. As the teacher they could point to the screen or keys in order to explain the process – but they could not touch the keyboard. I think they were a little surprised at this guideline at first. But when I asked them who touched the keyboard when they learned, they discovered that THEY did, not me! Soon a sense of empowerment filled the room!

“We are like mini teachers!”

    “I didn’t know kids could be teachers!”

        “I will work hard to be a good teacher!”

“Can I teach them how to capitalize letters?”

About 15 students in the classroom have been introduced to the process. Most have experienced the role of student and teacher. We will continue this process next week. The power of turning students into teachers was the highlight of the process. This allowed for deeper learning. Just knowing how to submit a post would have helped them for that day. Allowing them the opportunity to teach someone else helped to solidify the process. This did not just give them the power  of how to blog, it gave them the opportunity to discover they can empower others. You could feel the pride and sense of accomplishment in the room and the kids loved learning from other kids!  This concept, if continued, will give the students the understanding that they can do things for themselves and they can influence  others around them.

If you have a little time, check out the first graders first blog posts. They would love comments. We plan to get a larger map for the classroom to keep track of where our comments are coming from. We would love to know your location.

A new first grade class will begin this process in the coming weeks! Once we have posts, we would love comments!

“Teach a child a lesson and you teach him for a day. Educate a child to teach others and you empower him for a lifetime!”

Photo Credit:

cc licensed flickr photo by clermontparks: http://flickr.com/photos/clermontcountyparks/5700035223/

A Call for Help …

As an educator I am constantly reflecting and pushing myself. I have mentioned several times my ultimate goal of becoming an elementary principal. I feel my current work as an instructional coach is the perfect training ground.

Several weeks ago, Jessica Johnson (aka @principalj),  a member of my Twitter PLN and co-moderator of the #Educoach twitter chat mentioned that one of her goals was to act more like an Instructional Coach than a Supervisor when observing classrooms and providing teachers with feedback. Her ideas intrigued me. I knew right away that this concept fit my current thinking about the role of a principal.

Jessica and I have decided to collaboratively pursue continuing to research and hopefully publish our learning on the concept.  But we need your HELP! If you are a principal or a teacher, please take a few minutes to fill out one of our surveys.  If you know a principal or a teacher, please pass the survey (or this post) on to them.  We greatly appreciate your help!!

Principal Survey

Teacher Survey

Photo Credits:

cc licensed flickr photo shared by AloneAlbatross

cc licensed flickr photo shared by Ilya Eric Lee

Chase Down Your Passion Like it’s the Last Bus of the Night!

My Journey to Become a 21st Century Principal.

I recently read a blog post entitled 21 Signs you are a 21st Century Principal at Simple K12.  The post could not have come at a more perfect time. Currently I am chasing down my passion to become an elementary principal. View my “About Me” site for more information.

A few years ago I was at a cross roads in my own education. Through the first decade of the 21st century I had immersed my time in higher ed. I had acquired a K-8 reading endorsement, K-12 ESL endorsement, a Master’s degree and a PK-12 Administrative license. I loved the learning path I was on and seriously took a look at continuing. Yet a need for a breather both in terms of scheduled learning and financial restraints was needed. My world changed when Twitter, my daily dose of learning, connections and collaboration, entered my life.

A few of my blog posts have detailed my Twitter journey. (Taking the Plunge, Twitter Buffet to name a few) I have come to realize that the time invested in Twitter and blogging are providing me the additional experiences I need in becoming a 21st century principal. The blog post, 21 Signs you are a 21st Century Principal, outlined so many of the qualities I have been working hard to add to my repertoire.

Looking back, this journey to become a 21st Century Principal, has been exciting. I love learning new things everyday. I am constantly learning from the exemplary administrators I am privileged to work with and the ones in my Personal Learning Network (PLN). As a young child I had a favorite saying, “Every day the thing to do is learn a little something new.” In all the years since uttering that youthful sentiment, I find I still adhere to it as much now as I did then.  But at my current level of maturity and experience, I’d revise my words to something even simpler, “Being an effective educator means continuous learning.”  The exciting and boundless truth is that learning is academic and humanitarian, personal and public.

I consider myself a continuous learner as well as a facilitator of learning. Research in education has never been more appreciated and essential. As a continuous learner, I’ve made a practice of being knowledgeable about what the research offers especially in reference to meeting the needs of all students.  I believe my role, as an instructional leader, is to be a facilitator of learning for all individuals in the school community setting.  This includes inspiring and empowering students, teachers, support staff, as well as parents and community members.

I make it a habit to reflect on my journey. Not only has this journey been one of strengthening my own learning, it has also deepened my understanding of all 21st century learners in general.  I have decided to review the list of 21 Signs you are a 21st Century Principal to determine which areas I have added to my repertoire throughout my journey and which areas I need to  focus my attention.

I invite you to also take a look at my résumé and references.

(The following list is from a blog post at Simple K12 entitled 21 Signs you are a 21st Century Principal. My own comments are in italics.)

1.  You know that PLN stands for Personal Learning Network…and you collaborate with yours daily.

• My PLN is my life-line when in comes to professional learning. They are a constant source of new learning and collaboration. My PLN grows daily. New connections are made. New things are learned! I make it a point to learn from many administrators I admire!
  

2.  You use Twitter to find and share resources, engage in international conversation about education, connect with other educators, and make announcements to teachers, parents and students that follow you.

• Between Twitter, my own blogging experience and reading the blogs of others I have had the opportunity to connect with so many insightful educators around the globe. I continue to learn from administrators who use Twitter, Facebook, blogs, Wikis and Google Sites to communicate with teachers and parents as well as other educators.
  
• I write a weekly newsletter for my schools. Much of the content comes from what I’ve learned on Twitter.
• I was intrigued by a school @DMS_Principal recently described in a Google+ Hangout. He mentioned that several of his staff are on Twitter and they hold occasional chats with each other via Twitter in the evening. They also extend their learning with their larger, global PLN and often speak their learning at school. 

3.  You conduct virtual meetings with faculty and parents using the Google+ Hangout feature.

• I have used Skype as a means to facilitate a learning opportunity for an elementary staff about an hour and a half from my home. Their actual professional development time was going to be less than an hour and it was decided to use Skype rather than having me drive the distance. It worked out beautifully!
• As an instructional coach I work out of two building several miles from each other. The leadership team at one school is studying and implementing a new approach in order to bring it to the staff next year. Each leadership team member without a classroom (the principal, the assistant principal, the TAG coach and myself) have joined with one of the teachers on the leadership team. The teacher I am working with may use Skype as a means co-plan or co-teach lesson if I am unable to get to the school due to scheduling constraints.
• I am the current president for Learning Forward-Iowa. We will be holding a Learning Forward-Iowa board meeting via Google+ Hangout in a week. I am excited to try this format. We have members from across the state. It feels great not to have a 6 hour drive for a 3 hour meeting! It is my hope to use the virtual meeting format more often in the future! Board members have expressed their excitement in learning this form of technology!
  
• Several of my PLN have begun to meet on a semi-regular basis (when time allows) to collaborate. Our last session was on the use of Evernote from an administrator’s point of view. A PERFECT tool with so many uses.
  

4.  You’ve replaced the filing cabinet in your office with Dropbox… and can access all of your important documents while out and about.

Need I say more? Dropbox has been a life saver! I share files via dropbox with administrators, teachers and committee members. I enjoy introducing dropbox to others and watch the gleam in their eyes when they realize the potential that dropbox holds!

5.  Your school has started paperless initiatives to help cut down the costs of printing and copying.

• This would be a goal as a principal. Besides the fact that “Going Green” is much wiser and safer for our planet – paper is a huge cost factor in schools. The more we can eliminate this, the more we have to spend on direct student needs. Besides, I am not a fan of a lot of worksheets! It will be equally important to monitor our use of technology. There are many sites that could be considered online worksheets. We need to continually ask ourselves: Are we using technology to deepen our students learning? The goal is a learning atmosphere that supports “an inch wide and a mile deep” curriculum rather than “a mile wide and an inch deep” curriculum.
  
• I have noticed, as a professional development provider, I use much less paper! In the past I have spent hours at a copy machine preparing for a session. Now, I upload necessary handouts and resources on Slideshare, Wikispaces or a Google Site.

6.  You have a school website, blog, Facebook page, and Twitter account…and they are each updated regularly to keep parents, teachers, and students informed with the latest news, events, activities, and general announcements.

• Communication is KEY! These tools allow for reaching our stakeholders in effective ways, yet we MUST be very mindful of the technology availability in the home. Paper communication (and translated for limit English-speaking homes) may still be necessary.
  
• I enjoy learning from administrators that have school websites, blogs, Facebook pages and Twitter accounts to update stakeholders.  
• I have spent the last two years learning how to use each with the hopes of using them as described. I have felt it necessary to know how to use each effectively. As an administrator I can’t expect teachers to use these tools if I do not understand and USE these myself!
  

7.  You not only allow but fully support and encourage the use of social media inside school.

• I had the opportunity to be on a panel during a local Social Media Conference provided by our Sioux City Chamber of Commence. It was geared toward the business sector, yet applicable for education as well. As an instructional coach and aspiring administrator I certainly support the use of social media at school. We must remember to use these tools safely with students!
  
• I have had the privilege of helping several 5th grade classrooms set up blogging projects. Once comments from around the world started to roll in, student writing accelerated! This would have been impossible without Twitter and the #comments4kids hashtag!

8.  You encourage your teachers to take advantage of all of the free resources available online, especially SimpleK12 eBooks and education webinars.

• This fall I co-planned an #edcampsiouxcity with @lovedrummin. It was the first time a FREE #edcamp was held in Sioux City, Iowa! One of our sponsors was SimpleK12. It was fun to provide a few attendee’s a year’s membership to SimpleK12 (ie Professional Development in your jammies!)
  
• I was fortunate to win this same prize when I attended #edcampomaha and have enjoyed the full version of SimpleK12.
• I love taking part in global conferences, webinars, etc… I will be taking an iPad class from The Principal Center in order to learn more about this venue to develop my own online class for The Principal Center.

9.  You are actively involved in public relations and fundraising to help secure financial support for your school from local businesses and the community.

• I believe ANYTHING is possible! During the 2010-2011 school year I assisted a school in writing a grant to acquire more computers. The end result was 50 netbook computers! I continually keep my eyes out for other grant opportunities.
  
• I have encouraged teachers to use Donors Choose. Many projects have been successfully funded! 
• I have a pretty lofty goal as an administrators. Securing funds to offset some of my salary is important. I feel it is my obligation to give back to a school.

10.  You watch webinars, read blogs, and tweet to keep current on the latest education trends and topics.

• Yes, Yes, and Yes!

11.  You encourage your staff to be involved in the selection of new media and technology.

• I love watching teachers LIGHT UP when introduced to new media and technology. I also feel it is important to continually support them in their new learning. I always end up learning something new myself!

12.  You develop school schedules using a Google Docs worksheet – and have your teachers comment on areas they see as problematic and providing solutions.

• This is certainly an idea I will remember! Google Docs have come in very handy for a variety of collaborative projects.
  
• Currently one school is using Google Doc for the RTI process. We collaboratively developed a template in Google Docs. Intervention data is added to the document. Each document can be viewed by individuals in the school that need access to the data: principal, assistant principal, interventionist, etc…
  

13.  You’ve organized your own EdCamp: a participant-driven, fun-filled day of professional development for teachers (or you’ve encouraged your teachers to attend a nearby EdCamp!)

• As mentioned above, I co-planned the first #edcampsiouxcity in November 2011. The unconference was one of the easiest to plan. Once we had a location and the confirmation of having wi-fi, everything else fell into place. I was amazed at the number of sponsors we were able to find. The generosity of many Web 2.0 tools and area sponsors were appreciated!

14.  You collaborate with faculty members regularly via free web tools such as Google Docs and Titanpad.

• Titanpad is something new to me. I will certainly check it out. If it is anything like Google Docs, I am sure I will find it useful!

15.  Interactive Whiteboards have replaced nearly every overhead projector throughout the school.

• The schools I work at are fortunate to have Interactive Whiteboards in almost every classroom. This is an area I need to continue to learn.
  
• I will be co-planning and teaching with a 2nd grade teacher. When we met last week he already had many things lined up on his interactive whiteboard. I’m excited from the new learning I will acquire in this journey to implement a new literacy approach!

16.  Upon entering the front doors, students make sure they have their mobile devices with them …and that they are turned on.

• Unfortunately I have not personally experienced this. I love learning about all the 1:1 and the BYOD (Bring your own Device) initiatives across the state of Iowa. My knowledge and experiences will definitely come in handy in the future! As an administrator I will support the integration of technology. We must remember we are preparing students for THEIR futures, not ours.
• I did get a taste of a more technology connected environment after receiving the 50 netbook computers via a grant. One hundred fifth graders shared the computers. It was a fascinating process to watch. They certainly were more engaged and motivated to learn at much deeper levels!

17.  You collect classroom walkthrough and observation data via Google Forms (click here to see a great template example!)

• I am trained in a variety of walk-through methods. Google Forms would come in handy with several of the methods. Once the data is collected in an excel format it can be sorted for deeper analysis.
• I recently took the Level II Instructional Practices Inventory (IPI)class from Dr. Jerry Valentine. I have conducted the IPI in several schools. I was thrilled to learn of all the different ways the IPI data can be used in school improvement initiatives!
• I have developed walk-though templates in the e-Walk system. One template was developed together with an elementary staff. During a professional development session teachers generated what could/should be able to be observed during a 90-minute literacy block. Once the template was developed groups of teachers tried it out first, rather than the administrator. Revisions were made based on the teachers’ feedback. This process helped them become more comfortable with the tool and the fact the administrator would be visiting their classrooms more often.

18.  Your technology budget exceeds your textbook budget.

• This would certainly be a goal. The recent Apple announcement of Reinventing Textbooks with iBooks 2 for iPad will be exciting to see unfold. The key will be getting more iPads in the classrooms. Time to look for more GRANTS! I love watching people of all ages become engaged with all the iPad (or other tablets) can do!
  

19.  Computers throughout the school are fully up-to-date and loaded with software, including quicktime, java, etc.

• This would be another area I would support. If we expect teachers to integrate technology we owe it to them to provide the most up-to-date software, etc… As an administrator I would be looking to a strong school-based technology committee to assist in supporting the staff and their needs.

20.  You’ve purchased Teacher Learning Community memberships for all of your teachers.

• Once again, I believe in the power of collaboration. This may be something a school based technology committee looks into. With any school based purchase I have one question – How will this meet the needs of our students?

21.  You tweet this page, blog about it, “like” it, or email it to someone else…  – DONE! Love the journey!

School success begins with the principal. A principal with their sights set on 21st century learning can redefine education so all can LEARN and GROW!

Related Reading:

• Reinventing the Principalship
• Leading 21st-Century Schools: Harnessing Technology for Engagement and Achievement
• 101 Best Websites for Principals
• POSITION PAPER THE 21ST CENTURY PRINCIPAL: A CALL To Action
• The 21st Century Learner
• The 21st Century Principal: Leading, Learning, Building
• The Four Dimensions of Principal Leadership: A Framework for Leading 21st Century Schools