connected educator

Social Media and the Connected Superintendent

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“The future belongs to those who see possibilities before they become obvious.”
– John Sculley, Business Executive

I originally published this for Discovery Education’s Educator Community Blog:

http://blog.discoveryeducation.com/blog/2015/06/17/social-media-and-the-connected-school-district/

Leadership, growth, progress, relationships and success are built upon a foundation of Trust and clear Communication

Times have changed. Ten years ago, in 2005, superintendents used the U.S. Postal Service to support communication and leadership. They used paper memos and inter-office envelopes and even voicemail. Communication today is instant and immediate. Today’s superintendent is connected 24/7 and is able to communicate with blogs, audio, video, text messaging, e-mail, and any number of social media applications like Twitter, Facebook, Instagram, Remind, Snapchat, etc. The past ten years have shown significant changes in terms of consumption of information and “fingertip” access. Yes, times have changed. Communication has changed, but the importance of communication in support of leadership and innovation remains the same. Today’s superintendent knows how to leverage the power of technology to harness effective and impactful communication. Are you a superintendent of today, or yesterday?

During in-services and meetings I have shared videos on YouTube in the “Did You Know” series where they show statistics about the number of emails, members of Facebook, technology impacts of the modern world, etc. The messages from these videos also support and explain and define this generation’s ubiquitous relationship with technology. As I write in 2015 it is difficult to imagine that it has only been five years since people first began using iPads. Now it is impossible to go anywhere and not see people using iPads. How has our world changed so much that a device no one knew about six years ago, introduced five years ago, is now in the hands of more than 200 million people?

The iPad is a perfect representation of our culture’s demand for constant connectivity and yet despite these profound and deeply rooted changes in society, in some school systems the top leadership still does not understand or value current methods of communication. Their relative ignorance about social connectivity can become quite detrimental to a school system in search of change, innovation, and leadership. Students today will be competing for jobs that do not yet exist. Students today will be connecting in ways that generations of senior leadership do not yet understand. It is incumbent upon senior level leadership to connect, to open up, to model, to essentially lead in a culture of connected communication.

The Connected Educator

The “connected educator” is a hot topic today. These are the educators and educational leaders who are learning and growing through multiple digital learning networks. These personal and professional learning networks allow people at various levels to share links, blogs, journals, research, tips, tricks, etc. These networks allow for virtual relationships to develop between and among professionals at many levels. These networks are the wave of the present and future — not the past. These networks are revolutionizing professional development and conferences. Now terms like “un conference” or “ed camp” are becoming the norm. Now “experts” — meaning professionals at every level — are facilitating sessions and sharing creativity.

Here is what connected educators doing that others are not:

  • Organizing the entire community around specific and focused goal areas.
  • Building relationships online and in person.
  • Seeking feedback, sharing feedback and incorporating feedback into actions.
  • Staying focused on the big picture, medium picture, and details.
  • Reaching beyond the “walls” of the District and community to learn, grow, and share.
  • Responding to inquiries (press, parent, student, union) in timely and respectful manner.
  • Using technology as an accelerator for teaching, learning, and leading.
  • Measuring culture and deliberately working to improve organizational culture.
  • Keeping students, staff, and community at the forefront of all decision-making.

Sharing and Connecting – Twitter as a Tool for Growing Capacity

 The District’s journey with technology had begun in earnest in 2005 but the managed IT services were outsourced 100% and most of the advice about filtering and site blocking was coming from non educators. As a result, the District was not allowing teachers to harness the power of technology as an accelerator for connecting until my team and I came on board. One of my first executive actions was the unblocking of Twitter and the encouragement to use it and other social media channels for professional growth and increased teaching capacity.

Twitter is perhaps the most powerful and meaningful social communication tool in the market today. It provides networking, learning and growth and supports the value of communication, collaboration, and networking. This free tool connects leaders and learners instantly with text, imagery, and video. Best of all, Twitter chats offer free professional learning in a venue where status and title are of little importance compared to the value of a great idea.

On a personal level, social media tools have allowed me to solve a real challenge and opportunity in the school district where I serve. Our teachers are provided with a limited amount of planning time coupled with some professional collaboration time, but most of that time ends up being used as adult focused learning time. Discussion about teaching and learning and planning for teaching and learning take place in earnest but tangible examples of what learning looks like and what the results of innovation looks like were not taking place in those meetings. Then came Twitter. Opened and un-blocked on July 1, 2013 (the day I started), Twitter was used to solve this problem of disconnection. Through the use of our District hashtag #Engage109, teachers are now able to show with pictures, videos, links, text, what it is that learning looks like and what innovation means in real life and in real time. Social media has allowed for “wall dropping” – the walls between us no longer inhibit connections! Social media is taking connectivity to levels never before imagined.

Twitter allows for cross-country collaboration as well. For example, a superintendent colleague of mine in Pennsylvania sent me a Tweet and asked if I knew of a 1st grade teacher willing to connect with a 1st grade teacher in his district. So I sent out a Tweet using #Engage109 and, lo and behold, we found a match! It is amazing that, leadershipimagethrough Twitter, superintendents in different states are able to connect educators in ways never before possible. Through actions and deliberate methods, we are creating a culture of connectivity! Whether it is through Twitter, Facebook, Instagram, Voxer, blogging, Remind, email, video messaging, or text messaging, communication best practices demand our attention as leaders so that we can tell our stories, engage our communities, inspire our students and staff, and empower each other to learn and grow each day.

 

Reflections and Suggestions

These past few years have been explosive in terms of instructional, educational, and operational advances in technology tools. Here are some ideas and suggestions to get started using social media to communicate!

Stop and reflect on the central ideas of this post and think about how you will implement one or more of the suggestions. Ask yourself:

  • Are you using any technology to connect?
  • Have you experimented with Twitter?
  • Do you write an article in your local newspaper?

Understand how your story and your experiences shape the lens with which you view the world and your leadership. Communication is best when it starts with listening. Listen to understand and you’ll connect powerfully. Understand how technology is about people not devices. Understand that connecting as an educator is all about the connecting.

Plan to use technology to connect.

Commit to using Twitter or to writing a blog or to writing an article in the local newspaper. Plan to connect and you will. Deliberately plan to listen without distractions.

Think of three take-aways from this blog post you will present at your next leadership team meeting, write them down – have you acted on them yet?

Chat. Pick an edchat, like #suptchat or a state edchat and participate for an hour — if you do this regularly, make it a point to respond to questions. If you have not yet done this, now is the time to experience a digital form of professional development.

Suptchat Image

Connecting through Professional Learning

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“You can’t fall if you don’t climb. But there’s no joy in living your whole life on the ground. ”
– Unknown

There are many ways we can learn professionally and there are many ways we can grow professionally! I am fortunate to work with amazing teachers and leaders so I am learning every day. Each month I co-moderate a Twitter Chat called #SuptChat with a friend and colleague Dr. Nick Polyak

When superintendents listen to the voice of the people and connect with them, they are connected. They are deliberate and intentional about turning learning opportunities into connections and networks, the leader is demonstrating leading by example and connecting. When a leader is asking teachers what their needs are, following up with learning opportunities reflective of those needs, and communicating through words and actions (i.e. attending conferences arm in arm) the superintendent is connecting and leading through professional development.

In my experiences and in my practice I regularly seek input from stakeholders. Leading in a culture of connectivity is all about connecting with others, leading others, and leveraging the tools of the trade to do so. As research about student learning shows, students learn and grow more when they have choices and a “voice” in their learning. Adult learners also learn and grow more when they also have a voice in their learning and development. When employees feel respected and valued they have a greater likelihood of following through with the initiatives. When the leader of the organization connects with the beliefs and feelings and desires of the members of the organization, there is greater support for changes and initiatives. There are several ways to apply connectivity in and through professional development to impact organizational culture. Connection starts in the first days on the job and/or in transition and it never stops.

The connected leader seeks feedback. An effective example is using surveys or focus groups with stakeholders, asking teachers what they need, want in professional development, the leader can demonstrate connectivity in terms of acknowledging and meeting their needs. When a leader puts forth professional development opportunities that the teachers request or identify as high value the leader is demonstrating connection with and valuing their opinions and needs. By offering options and providing choice, the professional development has a greater likelihood of becoming job-embedded and impactful! The skilled and connected leadership team meets needs of employees and provides staff development that is in tune with the needs of the teachers. While many leaders celebrate the value of differentiated instruction for student learning, a connected leader seeks out that which differentiates staff and deploys staff development at varying levels and formats as well. In addition, the superintendent who is physically present at inservice events and workshops and one who learns with the other educators is shaping the culture whether they realize it or not!

A superintendent’s direct connection with staff, aside from classroom visits is through professional learning. By sitting side by side for part or all of workshops and conferences, the superintendent is demonstrating that he/she values the work of the teachers. Often superintendents are reminded of the “need for training” as an expectation and/or a barrier toward implementation and acceptance of new educational and instructional opportunities. One way to convince teachers of this and one way to help those nervous or reluctant is to actually sit and work with them! As an example, I have helped teachers set up their Google calendars for example in an effort to support the change and to learn and teach together.

In my first 90 days as superintendent I called key stakeholders (clergy, government officials, parent organization leaders, financial officials, other educators in the area, etc.) and I held personal meetings with as many people as I could (above list, teachers, parents, students). If you have not already done so, seek out “focus groups” of people and ask them to talk to you. I treat most days like the first 90 – I actually never stop connecting and reaching out – and in doing so I open my mind to new ideas, affirm those ideas I know are correct, and work to impact change and growth and transformation for the 3000 students whose education is, in part, under my control – directly and indirectly!

Whether you have one school, five schools, or 300 schools, you can connect by reaching out and asking people to speak with you – it’s amazing how much people value time with the superintendent. Once you start these relationships, all that follows – adult learning, student engagement, problem solving, community growth – work better, smoother, and in a more fulfilling connected way. Repeat your first 90 days from time to time – relationships are an underpinning foundation for growth – professional development and growth based upon relationships and networking reflects a superintendent leading in a culture of connectivity.

A good friend and colleague, Dr. Jeff Zoul has published another book! This time he and national education expert Tom Murray share practical tips for Leading Professional Learning! Their book and the research and experiences upon which it is built speak directly to current, modern professional learning!

One of the reviews: “This is a brief, but powerful, book about making professional learning for teachers more meaningful and personal. Murray and Zoul have identified several important ways to improve how we support our teachers’ learning so that they are better equipped to support their students. The book offers practical tips that schools and districts can take and use immediately.”
Todd Whitaker, Professor of Department of Educational Leadership
Indiana State University, Terre Haute, Indiana

The traditional in-person model of conference professional development does not immediately lead to connections. But through focusing on leading in a culture of connectivity and becoming a connected educator, even the most isolated conference situation can lead to an opportunity for growth and application of connectivity. Many conferences involve attending alone, not knowing anyone; or attending with your team and not meeting anyone new. One way to turn this dis-connected experience into an experience designed to breed connectivity can be found by intentionally aiming to form a lasting relationship. The superintendent who deliberately seeks out connections and opportunities to network, share, learn, and grow is the one who is leading that way on home turf too. Seek out what types of conferences teachers or union leaders are planning to attend – and then attend with them. This practical and proactive approach to learn together builds relationships and allows for greater growth.

Some questions & suggestions for you – reflection:
At the last conference you attended did you meet anyone new? Did you try to seek out new people to meet? Did you follow up with any presenters or participants?

Have you called a neighboring superintendent this week? They say our profession is lonely – intentionally take steps to be connected, break the cycle of loneliness – reach out.