When Policies, Procedures, and Rules Matter More Than Our Students

One of the biggest hurdles in public education isn't lack of resources, ineffective teachers, or even bad leadership. These things are often present and bad enough, but one of the most destructive force in public education is something more overt, something that is right in front of us as school leaders. That force is made up of our policies, procedures, rules, regulations and legislation. 

To put this into perspective only takes one question, "How many times do we as educators find ourselves in the position of defending and/or carrying out policies and procedures that we know are not in the best interest of the students in our charge?" Granted, none of these things are so sinister and evil that a student is physically harmed, but more often than not, these policies and procedures just make it harder for us to do what is right for kids. Let's look at some examples.

• Calendar Laws: In North Carolina, our state legislature, lobbied fiercely by the tourism industry, passed a law that dictates the start and end date of the school year. Public schools, except for charters of course who are excused from the law, cannot begin school before August 25, and must end their school year by June 10. At the high school level, this means that our first semester exams are not administered until after Christmas break, which is usually about 2 weeks long. In other words, students are out of school, they come back to school for about a week or two, then we give them their first semester exams. If we were doing what's in the best interest of our high school students, and not the tourism industry lobby, we would end first semester just before Christmas holidays and have exams then. This clearly a case where policy, state law, and the tourism industry interests trumps the interest of kids.
• Transportation Rules: The world of public school transportation is riddled with all manner of rules, regulations, policies, procedures and legislation, and one has to wonder if this part of public education sometimes even knows its primary purpose involves students. Any administrator will tell you that one of the first walls you run into as a first time assistant principal are regulations governing the transportation of kids. For example, I have a shuttle bus that transports students back and forth from our sister high school at four points throughout the day. This bus recently broke down and had to be put in the shop. Because of regulations, this bus is not classified as part of the "yellow" bus fleet; it is classified as an "activity bus." This meant that when it broke down, I could only use another "activity bus" to transport students, not one of the many "yellow buses" sitting idle in the parking lot. The problem really became thorny when no activity buses were going to be available. Because someone, and you never know who that someone is, says I can't use a "yellow" bus as a shuttle to replace my  normal shuttle bus, I have students who have no transportation to get back and forth between the schools. Once again, policies, regulations, and rules prevent doing what's best for kids, even when it comes to transportation.
• Child Nutrition Rules: Public school child nutrition rules, regulations, policies, procedures and legislation are all a maze of dos and don'ts that few people really know completely and understand. Much of these rules filter their way down from our federal government because of federal subsidies, but these rules, regulations, and policy often make strange things happen in our public schools. For example, there have been instances where school districts, in an effort to keep from losing money, which often happens with lunch programs, pass rules and procedures that are clearly not in the best interest of kids. A good example of this is the practice of no money, no lunch, which is sometimes enforced in bizarre ways. No money-no lunch happens when students don't have money to pay for lunch. Cafeteria managers, who aren't the bad guys here, are instructed to take a lunch away from a student who comes through the line if they either have no lunch money in their account, or if they have already charged too much. Sometimes they are even instructed to discard that lunch, and sometimes that happens right in front of the kids, with the cafeteria personnel throwing it away right in front of the student. Most of us who have been in the schools any length of time, know how often students are sent to school without lunch money. Parents are human. They forget. Some have bills to pay, and did not budget properly, so they did not have any money to give their kids. The kid comes to school without lunch money. Because of rules, regulations, policies, and procedures put in place , we have a young student going without lunch. My question is, "How could that possibly be in the best interest of kids?"
• State Contract Purchases: Purchasing anything for schools is long, convoluted process that could cause any administrator a headache. Sometimes these headaches are more apparent when trying to purchase supplies or resources for the school. For example, if I decide to purchase a computer or calculator for our school, it is not a matter of just looking for the cheapest price. Very often, there's a list of "State Contracted Purchases" that must be consulted if you are going to use certain state funds. In other words, if I wish to purchase a computer, and if I want to use a certain state fund to do it, then I have to buy what is listed in state contract, even though it might not fit my needs, or it might even be more expensive. As an administrator in the business of trying to meet the educational needs of children, being able to get students exactly what they need is important. Also important is being a good steward of the tax payer money we have in our charge. This means making what little money we get go further, which is also in the best interest of our students. Yet, when rules, regulations, policies, procedures and legislation dictate purchases from a negotiated contract, rather than allowing for student need, we clearly have another instance where policies rule and kids lose.
• Federal and State Fund Expenditure Guidelines: This is the least favorite part of my role as administrator. Navigating all the rules and expenditure guidelines for all funding streams is akin to getting four root canals all at once. There are rules and guidelines tied many of the funds a school receives. What that means is for example, because this block of $10,000 comes from our state government earmarked for purchasing textbooks, it can only be used for that. That means spending them on e-readers or tablets is out of the question. Never mind that we don't use textbooks that much anymore. We can only buy textbooks from a list of books approved by a board in our state capital, two-hundred miles away. In the world of spending guidelines, a school leader can easily get lost, but that is minor compared to the fact that in the world of public education we are often forced to spend money on things we don't really need or want, instead of taking those funds and spending them on what we know our kids need. Once again, policies, rules, regulations and legislation trumps the needs of kids, even when spending on them.
• Many, many More: In the twenty-plus years in education, there are many times decisions are forced by policy, rules, regulations, and legislation that are not always the best decisions of kids. I am sure you could easily add yours here. When schools and school districts lose sight of their reason for existence, it is easy to get lost on the policies, procedures, rules, regulations, and legislation.

Now, I realize there needs to be policies, procedures, rules, regulations and legislation. Too often, without these things mistakes are made that costs our kids even more. But, there needs to be some kind of solution that allows school leaders to make decisions in the interest of kids, even when rules and regs say otherwise. 

I am often baffled by some of the reasoning often given for allowing charter schools to exist. One of those arguments is so that schools can operate without all the red tape and regulations. But if "all the red tape and regulation" is a bad thing, THEN GET RID OF IT. Instead we have legislators passing more of it for public schools, then creating charter school laws exempting them from the same rules and regulations they created.

I suppose the only sure way for this issue to have some resolution is straightforward and simple. When school leaders, policymakers, and politicians engage in creating rules, regulations, policies, procedures, and legislation, then need to do so thoughtfully and mindfully. I'm not saying they don't, but the guiding question should always be, "Will the kids win or lose from implementation of this policy or rule?" The answer should included "always" every time.

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Resource for 21st Century School Leaders Who Are Instructional Leaders

No one argues any more that principals must take on the role of being an instructional leader in their schools. It is widely accepted, but often having credibility in that role is difficult when principals do not have experience teaching, or don’t really understand what being an instructional leader means. Author of the book The Principal as Instructional Leader: A Practical Handbook, Sally Zepeda points out that, “Principals who are instructional leaders ‘link’ the work of leadership and learning to everyone in the school.” Furthermore, these school leaders are charged with building an instructional program that “links the mission and vision of their schools to:

• supervising instruction
• evaluating teachers
• providing professional development and other learning opportunities for teachers
• modeling proactive uses of data to make informed decisions that positively affect student learning
• promoting a climate of instructional excellence
• establishing collegial relationships with teachers.

With this list of charges to principals as instructional leaders, it is easy to see why leading instruction in a school is a daunting task, and that does not even consider all the other roles principals assume, from facilities management, budgeting, to public relations and customer service. But for 21st century school leaders, being an instructional leader is not an add-on role any longer, it is at the core of transforming schools in 21st century institutions with learning at the center. Zepeda’s book The Principal as Instructional Leader is a hands-on guidebook for the school leader as instructional leader taking on this role.

Book Cover

The Principal as Instructional Leader: A Practical Guidebook is just as its title implies, a practical guidebook to instructional leadership that avoids becoming entangled in all the theories of learning,curriculum, and instruction that other books on instructional leadership often do. It provides principals, potential principals, and teacher leaders with comprehensive but concise information needed to tackle those things instructional leaders must tackle to improve student learning.

Often, books on instructional leadership get enmeshed in theory and rationale and never recover enough to rise above “textbookese” to give school leaders the tools to take on this most important role. This book does that. It relentlessly focuses on the practical side of supervising instruction. Readers are provided with an overview of what instructional leadership is, what the process looks like, and then given specific tools to carry out that role  in their schools or educational institutions.

After Zepeda briefly describes what instructional leadership is, she then ties that role to the vision and culture of the school. She also includes a complete overview of the instructional supervision process, and provides an extensive list of observational tools as supplemental downloads. These downloadable tools give principals the means to walk into classrooms and observe specific instructional elements such as “Beginning of Class Routines” or “Using Bloom’s Taxonomy and Levels of questions.” Each of the downloads are observation instruments to gather data regarding specific aspects of classroom teaching and student learning.

The Principal as Instructional Leader: A Practical Handbook is a definite reference book that every school leader, from teacher leader to district superintendent needs to have in their school administration library. I have read other books on this aspect of school leadership, but Zepeda provides the most no-nonsense approach to instructional leadership yet. Definitely an excellent addition to your reading list.

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6 Reasons School Leaders Shouldn't Ignore Social Media as Communication Tool

In their book Why Social Media Matters: School Communication in the Digital Age, Kitty Porterfield and Meg Carnes make a strong case for school leaders engaging in the use of social media as a means of communication. As they so clearly point out, 

"School leaders must be able to communicate with all their stakeholders, from the staff members in their buildings to the parents and other stakeholders in their communities." 

In times past, school leaders could do that through published newsletters and similar communication channels. In the 21st century, our stakeholders expect a more interactive form of communication, often that form is social media. 

In their book, Porterfield and Carnes, provide a list of 10 current realities of social media that no matter how hard district leaders try to block, filter, or policy our way through, these realities are ours and we can't change them.  Here are six of those realities about social media that school leaders ignore at their own and their school or district's peril.

1. "Social media is a new way to build relationships." Social media is the new way to get out and connect and build those relationships. Shaking hands has given way to Tweeting. Conversations at community meetings has made its way to Facebook. Our new reality is that our parents are increasingly expecting to engage in educator-parent relationships through social media.

2. "Communication is no longer about you; it's about your customers." The old days of sending out newsletters meant you were able to tell your story and that's it. Modern communication through social media means that what you speak about is about the people you serve, not you or your organization. Social media is about engaging your customers in conversation about you and your school or district.

3. "If you don't tell your story, someone else will." The truth is, you, your school, or your district is going to have a web presence or digital footprint whether you want one or not. If your district decides to change the school calendar, implement some new dress code, or start school earlier, there are people on the web talking about it. If you don't engage in social media, they are the only ones talking about it. Use social media to tell your story and give them an opportunity to respond. Then, let them know you're listening.

4. "Your reputation is at stake." You and your school or district has an online reputation no matter how hard you've tried to filter, block, and avoid social media. If you aren't there to establish your reputation, there are those who will gladly do it for you. Ignore social media at the risk of your school or organization's reputation.

5. "You don't have to do it all at once." Contrary to conventional wisdom, school leaders are perfectly fine wading into social media waters by using just one or two tools to begin with. Try out Twitter first. Learn all about its benefits and limitations before trying to set up a school Facebook page. There's no reason you can't start small with engaging in social media as a communication tool.

6. "It's here to stay." Finally, school leaders need to stop waiting for social media to go away. While the tools may change, interactive communication using the Web will be around. It doesn't matter how much we filter, block, or avoid it, social media is a part of our culture, and 21st century school leaders know how to use its strengths to engage stakeholders.

In the 20th century, school leaders could be satisfied with sending home newsletters celebrating the stories of their schools. In the 21st century, those newsletters look archaic and harken back to a time when talking at people was perfectly fine. In our current era, our stakeholders expect to engage in two-way conversations about what's happening in our schools and school districts. Social media is a big part of our current communication reality and school leaders who minimize or avoid it are not engaging in 21st century leadership.

Note: I usually don't go out of the way to endorse a book this much, but I would encourage every school leader to get a copy of Why Social Media Matters: School Communication in the Digital Age. Porterfield and Carnes have created a textbook for school leaders to use as they engage in social media as a communication technology.

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Finally, Definitive Manual for School Leaders on Engaging in Using Social Media

In their new book, Why Social Media Matters: School Communication in the Digital Age, authors Kitty Porterfield and Meg Carnes write:

“Skill in communication is a key ingredient for school leaders’ success in today’s complex education environment, and this communication now includes social media.”

As these author’s suggest, school leaders “can either learn to use these powerful tools or stand hopelessly by and the information---good and bad---swirls around them.” School administrators are still spending too much time trying to decide whether social media is an enemy or an ally. What they don’t realize, that choice isn’t really up to them. Social media is here to stay. It’s not a fad to be waited out. It’s not gimmick to avoid, and it is not a piece of contraband that can be stopped at the schoolhouse door with policy and Internet filters. Social media is 21st century communications, and school leaders would be guilty of mal-practice not to both learn about its power and place in our modern society.

Portfield and Carnes' book Why Social Media Matters: School Communication in the Digital Age, is an excellent starting point for school leaders to begin the journey or learning about the power of social media. I’ve read several books on social media written for school leaders this year, and this book is the best by far. It is a no-nonsense, easy-to-read manual on social media. I would  place it on top of my Ed Tech Book List for 2012.

Why Social Media Matters: School Communication in the Digital Age begins by offering readers, specifically school leaders, a view of social media for what it is, a 21st century form of communication. This is a slightly different perspective from other books I’ve read this year, which have focused on its power in the classroom and in developing professional learning networks. Portfield and Carnes zero in on the very arguments and ideas that interest me as a school level principal:

• Why is social media so important to me as a school leader? Why should I care? What happens if I stay on the social media sidelines? How do I get started and what tools should I start with?
• How can I plan a social media strategy for my school or district? What tools do I need to be engaged in using in my social media campaign? What place do these same tools have in my classrooms and schools?
• How can I make the content of my social media messages effective? What should I communicate through social media? How do I set up a dialogue through social media with my stakeholders? What kinds of guidelines do I need to keep the conversation productive and focused on issues so that I don’t appearing to be censoring honest criticism?

Why Social Media Matters: School Communication in the Digital Age is not a book that offers strategies for implementing the media in the classroom. It isn’t just a book about engaging in social media for the purposes of creating and sustaining online professional learning networks. It is a perfect manual for school administrators wanting to maximize the use of social media to communication with parents 21st century-style through engagement in on-going conversations that aren’t one-way, but multi-ways. This volume needs to be required study and reading in school administration classes everywhere.

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3 Considerations for 21st Century Digital School Leaders

“Digital footprints and shadows constitute our permanent imprint on the world: a detailed summary of our life for our contemporaries and for people of the future to view and consider.” Erik Qualman, Digital Leader: 5 Simple Keys to Success and Influence

With those words, Erik Qualman outlines the precarious position all of us as 21st century school leaders face. Pre-Internet, school leaders only had to worry about their influence locally within their individual schools, districts, and communities. Now, as Qualman points out in Digital Leader: 5 Simple Keys to Success and Influence,  in a digital world, their sphere of influence and leadership has expanded tremendously, and they are forced to take on one more role: digital school leader.  What does it mean for school leaders to become digital leaders? Here's 3 things all digital school leaders have to consider.

• There is a “no opt-out rule” when it comes to digital leadership. In an age of digital transparency, school leaders  have a digital footprint and shadow whether they want one or not. While some school leaders may hang on to the delusion that, “If I don’t post anything online, then I can control my digital footprint.” Or, “If I avoid online technology as much as possible, then I can hide.” But reality says something entirely different. Even if school leaders aren’t engaged in online activities they are leaving a digital footprint. They also have many stakeholders who are creating what Qualman calls their “digital shadow.” Parents and students are posting things about them anyway. They are commenting incessantly on Facebook about how they’re doing as school leaders. This means they can’t simply dismiss their need to manage our online footprint and shadow.They must act like digital leaders for 21st century schools by accepting digital reality. As Qualman points out, “We’re mini-digital celebrities and digital heroes to someone.” Digital school leaders must be concerned about their digital influence in the 21st century, and ignoring technology won’t make it go away.
• 21st century school leaders have to change leadership habits to adapt to a digitally open world. There is no place in any 21st century organization for secrecy and hiding anymore. Transparency is the new norm, and effective digital school leaders will master the art of being transparent in their new digital leadership role. They have no choice but lead with increasingly higher levels of transparency. This means engaging in social media, wikis, web pages, and the tools of transparency to be open and honest with stakeholders.
• Twenty-first century school leaders have no choice but watch their “digital reputations.” As Erik Qualman reminds his readers, the best plan for digital school leaders is to “Live online as if your mother is watching.” Their online actions do have ramifications in real life and they must act as if they do. As Qualman so aptly points out, “The digital revolution has connected our integrity and reputation in a way never before seen. Our online and offline lives have become inseparable.” For a school leader to think they live two separate lives in these domains is to deny reality. Digital school leaders are keenly aware that their digital reputation is as important as their offline one.

Twenty-first century school leaders have to become digital leaders too. They all have a digital footprint and digital shadow whether they want one or not. In the 21st century school, being a digital leader is no longer optional.

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Free and Easy to Use QR-Code Generator for Chrome Browser

Earlier in the week I posted “My 11 Favorite Chrome Browser Apps and Extensions” and several posts this week about my favorite Chrome apps and extensions. After that posting, someone suggested another app to that list: the QR-Code Generator app. (See the Chrome Web Store Link.)

Chrome Web App: QR-Code Generator Screenshot

There is a great deal of excitement recently about the possibilities of using QR-Codes as an instructional tool in the classroom, especially with the proliferation of mobile devices such as smartphones and iPads that give users the ability to read these codes.  Still, I’ve been pondering just how I might incorporate the use of QR-codes in my role as administrator. I have experimented by posting links to outside documents using a QR-code before but that is about the extent of my experimentation with them at this point.

The QR-Code Generator App has me again pondering how to use these codes because it is so easy to use. This app allows users to generate QR-Codes for free text, URLs, phone numbers, SMS (text messages), and contacts. It is simply a matter of entering the information, and the app gives you a QR-Code, ready to be read with code-reader software.

Guess Who?

So, applications for 21st century administrators? Some ideas that come to mind include: contact lists for students and staff, schedules, and URL sharing as a start. I’ve just began to experiment with the QR-Code Generator, so I’m not sure of it’s uses yet, but I do enjoy playing with it. Maybe some readers have ideas on how to use QR-Codes in the role of administrator.

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The 21st Principal: 2011 Edublog Best Administrator Blog Nomination Thank You

Nominations for the 2011 Edublog Awards are in, and I feel honored that this blog, The 21st Century Principal is among the nominees for Best Administrator Blog.


When I began this blog almost exactly 2 years ago, I was a bit strong on ambition and perhaps a bit weak on just how far I was going to go with blogging. It has been an amazing ride for the past couple of years with all the new connections I've made through both this blog and through Twitter, Facebook and Google+. Blogging has been such an excellent way for this administrator to plug into the global conversation about education, teaching, and technology. I am convinced of its value to me professionally, and I think I am a better educator because of it.

Thanks again for the nomination. I am truly honored to be included in the company of the most connected administrators in the world.

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Principal Seeking CompTIA A+ Certification: Waste of Time or Worthwhile?

This weekend, I began studying for my CompTIA A+ certification. After a great deal of soul-searching, I decided that I wanted to pursue this certification. I have spent quite a few years tinkering with PCs. While this certification does not directly impact my current job as a school administrator, I am finding the challenge of exploring all of the intimate parts of a PC fascinating.

I’ve been a “digital-tinkerer” all the way back to my first Windows 3.1 desktop. As the years and operating systems have passed, I’ve continued that fascination. This weekend my interest was re-ignited when I successfully set up my desktop computer as a print-server. There was a great deal of personal satisfaction when I successfully made it possible to print to my desktop printer from multiple wireless devices, including my laptop.

The techno-geeks out there are probably chuckling a bit at my bravado here, but for me, learning about technology has happened in those moments of experimentation and exploration. There is satisfaction in learning something I did not know before, and for me that captures my whole fascination with computers. There is a great deal to be said about experimentation and exploration in the implementation of technology in education settings.


Is it a waste of time for a principal of a school to seek CompTIA A+ computer certification? I like to think learning is valuable regardless of it’s direct impact on my job performance. After all, is this not adding still another perspective to my understanding of PCs and technology? Perhaps others would say principals seeking such certifications is a waste of time. What do you think?

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5 Ways to Engage Others Using Twitter

There is a bit of art in composing engaging and thoughtful tweets. The ultimate question as a tweet composer is, "How can I say what I want to say in only 140 characters? And, how can I convey tone and mood through as few words as possible?"  The real fun of tweeting is trying to communicate the most you can with as little as possible, but you only know you have communicated it successfully when someone responds to your latest tweet.

Of course, like anything we write, what good is what we tweet if we do not have an audience? How can we possibly feel good about what we tweet if no one ever responds to us? The ultimate positive feedback as a Twitter user is to have someone respond to something we've tweeted, or have someone re-tweet our last post. If all you do is post tweets and no one ever reacts, are you really engaging in the art of microblogging? It seems to me you're only yelling in the darkness and you don't even get the satisfaction of an echo.

How can one really engage in connecting with others using Twitter? Here's some ideas that move beyond posting "What's happening?" Perhaps some of these will help you engage in art of Tweeting for Engagement.

• Compose a tweet on something controversial. Sometimes the best responses I have gotten using Twitter are posts that capture a rather controversial topic. Of course a bit of caution is in order. Controversial doesn't mean offensive. Controversial is expressing an idea not readily accepted or thought about. Post a Tweet that goes against the grain of what others are tweeting and see what happens. Don't be rude or offensive. Post your thoughts in a matter of fact manner.
• Post a provocative and powerful quote. This is one of my favorites since I am always reading anyway. I collect quotes constantly. Sometimes I'll post a thought-provoking statement by an education researcher and see what happens. This is an extremely effective way to get an education conversation going on Twitter.
• Post a thought-provoking and engaging question. This is similar to the quote Tweet. The difference is that you post a question that has no simple answer, or if it has an answer, it is provocative. Questions beg for a response, especially those questions you know your followers are likely to have opinions about.
• Share link to a thought-provoking and controversial article. By far there's nothing like a provocative article or blog post to stir up Twitterverse. Share a study that seems ludicrous. Point out a blog post that is likely to cause an eruption. Twitter is an excellent place to provoke debate where everyone is limited to 140 characters so it's easy to get a word in edgewise, even the shy person.
• Respond to other's tweets with questions or additional responses. As you read through your timeline, find a tweet that begs for a response. Tweet out a question that demands an answer. Or, post a response that is sure to engage the other person in an exchange of ideas.

Perhaps I am bit too strong when I say a good Tweet is a  form of art, but it is true that if you want to engage others using Twitter, you've got to post more than, "I'm standing in line at the grocery store." Bottom line is this, if you want to engage others in conversation when using Twitter, you've got to be controversial, thoughtful, provocative, and maybe just a bit artistic. What do you think of the art of "Tweeting?"

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21st Principal’s Big List of Must-Have Administrator Tech Knowledge

Just the other day, I was asked, “What 21st century tools would you say every administrator needs to know and understand how to use?” It’s an important question, and I think I have tried to answer that question continuously through this blog.  While there are the technological tools that help with administrator’s duties, there are other tools administrators need to know and be able to use simply because of their potential impact on instruction.


This first list describes some of the "tech-knowledge" I think administrators need to have to understand technology as it exists today, and the direction in which it is going. Here's a list of what I consider to be important 21st century administrator general technology knowledge and abilities.

• Use and understand cloud-based applications: With so many of our school functions moving to cloud-based applications, administrators need to understand what the cloud really is, what it means for data, and how to use cloud-based applications to enhance educational initiatives. There should never be an administrator who asks, “What’s this cloud they keep talking about?”
• Use and understand social media platforms: Instead of giving in to fear and trying to find ways to limit access and use of social media platforms by educators, 21st century administrators need to be engaged heavily in the use of these platforms to both promote their educational organizations and to communicate with stakeholders.
• Subscribe to RSS feeds: While there are fewer options for engaging in following RSS feeds, it still is one of the best ways to mine the information morass on a daily basis. Using a feed reader allows an administrator to be more selective in both information sources and in the amount of information they have to sift through to stay current professionally and personally.
• Use web platforms to post information and communicate with stakeholders: Being able to engage in communicating with others in a cyber-environment is a must for 21st century administrators. To really be able to take advantage of the cyber-media, administrators need to be able to understand its intricacies and quirks. They need to be able to take advantage of its features. This means being able to engage in effective 21st century communication.

Web 2.0-Cloud Tools: If I were to select specific Web 2.0-Cloud tools that administrators should know how to use, here’s my not-so-short list.

• Evernote: This is a note taking and Web collection tool. It has both web and desktop applications and a premium version that can be obtained at low costs. http://www.evernote.com/
• Diigo: Diigo is a social bookmarking site. With its tools,  the administrator can share 21st century information and tools with staff and others. It is also an excellent way to share notes too. It is a collection tool too, just like Evernote, but its sharing ability makes it more of a collaborative tool. http://www.diigo.com/
• Dropbox: Dropbox is a way to get to rid of the need to use flash drives. It is the easiest way yet to store files online and access them with any device. It is also an easy way to share files too.  http://www.dropbox.com/
• Edmodo:  Edmodo is the premier social classroom environment. It is an easy way to engage with others in a social, cyber environment. http://www.edmodo.com/
• Engrade: This is one of the simplest to-use online gradebooks I’ve found. It allows administrators to access student grades, and parents too. A few added features like online quizzes and flashcards make it even more useful. http://www.engrade.com/
• Google Reader: This is one of the easiest to use RSS feed readers. Google reader allows users to bring what they want to know to their desktop. www.google.com/reader
• Google +: Google + is relatively new, online social media environment. It allows users to connect synchronously and asynchronously. It is also possible to organize those you communicate with into circles which are groups. https://plus.google.com/
• Google Apps (Email, Calendar, Google Sites, Google Docs): This collection of apps only get more and more powerful. Users can also engage in real-time collaboration with these tools.  http://www.google.com/apps/intl/en/edu/
• Twitter: Twitter is a most used microblogging website on the web. Tweeting out information in 140 character bursts are the norm. http://twitter.com
• Facebook: You have to have been living in a cave lately to not have heard of Facebook. I include this one on the list because administrators need to both learn how to use it and understand it. Too often it is being banned and thrown out because of the bad things that have happened with its use. http://www.facebook.com/
• Blogger (Or another blogging platform): Blogging is an essential way to connect with others and to disseminate ideas and information. In my opinion, administrators need to be bloggers to see its true potential as a provider of authentic writing experiences. www.blogger.com
• Kindle E-Readers and Nook E-Readers (All Devices):  Being able to engage and use an E-reader by all educators is a 21st century must-have skill. Download the free Kindle apps here: Free Kindle Apps. Download the free Nook apps here: Free Nook Apps.
• Wikispaces (or other wiki platform of preference):  Being able to engage in the use of wikis, no matter which product, is a must for the 21st century educator. Understanding how to use them helps administrators see their educational applications. Also, there are collaborative administrative tasks that could also be carried out using a wiki. http://www.wikispaces.com/
• Prezi: Prezi is a presentation application alternative to PowerPoint and other slide-oriented presentation programs. http://prezi.com/

Other Web Apps or Honorable Mentions: These are applications I have used, but that haven’t become a regular part of my own Web 2.0-Cloud Apps toolbox.

• Symbaloo:  A personal Desktop sharing tool. Can be used to share links or bookmarks with others.  http://www.symbaloo.com/
• Springpad: Another note taking and task management application. http://springpadit.com/home
• Wall Wisher: A presentation program of sorts that allows users to post notes on a virtual wall. It is fully collaborative too.  http://www.wallwisher.com/
• Wordle: A tool that allows users to create appealing representations using text and words.These are called word clouds.  http://www.wordle.net/

Software Knowledge

• Office Suite Programs (Whether MS Office, Open Office, or Libre Office) Obviously, all 21st educators need to be able to engage in the most common software tools found in an office suite. http://www.openoffice.org/ and  http://www.libreoffice.org/
• Photo-Editing Software (I Use Picasa 3): Being able to edit photos and alter them using editing software is a must. My tool of choice is currently Picasa. It’s free.  http://picasa.google.com
• Inspiration: I consider this one of the best buys in educational and productivity software. Inspiration allows users to create informational maps or outlines. http://www.inspiration.com/

Device Specific Knowledge

• Basics of Smartphone Technologies: Being able to use and understand these devices as a 21st century administrator is a must.
• iPads and other Tablets: Administrators still fighting to keep these devices out of their schools are already fossils. Administrators need to know how to use these devices and be leading the way in exploring how to use them instructionally.
• Smartboard Technology: Understanding smartboard technology is paramount. Too often administrators see these devices and immediately think they need one for every classroom. If administrators were more knowledgeable, they would perhaps see that having one in every classroom isn’t necessary.

I realize my list of all things Techie and administrator might want to know about is lengthy. I also realize that the individual apps and devices are subject to change rather quickly. Still, the 21st century administrator engages in using and understanding technology constantly. Perhaps this list will help guide technologists in deciding which kinds of training they want to conduct for their administrators,

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10 Possible Ways For Administrators to Use Diigo

Like Evernote, Diigo is one of those powerful Web applications with a myriad of features. With a premium account, the versatility of this Web tool expands even more. The question of the day for me is this: What can Diigo do for me as an administrator? I have seen various resources on the Internet describing its classroom uses, but how are those features useful in my role as an administrator?

Recently, I began exploring the features of Diigo in earnest. In pondering possible uses for this social bookmarking application, here’s some that I have begun trying and have thought about trying.

• Save bookmarks of Web resources and articles to later share with school staff. This is one way I am currently using Diigo. As I read through articles and posts in my Google Reader and from other places, I use the bookmarking feature of Diigo to store bookmarks of those resources. I also use this same feature to place bookmarks into the various teacher groups I have created. That way, I can customize my resource sharing to the groups who need them.
• Use the highlighting feature to mark significant passages from a Web article or blog post and share those highlights with school staff. As I read through articles or blog posts, I use the Diigo toolbar to highlight items and passages I want to share with staff. I can share quotes or just the text I want to with specific teachers or with groups. This highlighting feature allows me to focus what I want to share.
• Use the highlighting feature to draw the school staff’s attention to specific text for later discussion in PLCs. For example, suppose during the course of PLC discussion, a curriculum question arises for which no one has an answer. After that meeting, you could use Diigo’s highlighting feature to capture specific items from the Web that focus on an answer to those issues and questions. Use the sticky note feature to clarify what is highlighted or ask additional questions.
• Use the Diigo notes to add information to the resources and to ask questions to guide staff into further reflection. For example, your could use the notes feature to clarify your thoughts and reflections to staff on some of the items shared. Your could also make suggestions about additional offline resources such as books and journals that might help them further reflect on the issues.
• Explore other Diigo groups and recommend groups for staff to join for their own professional development. Also encourage them to create their own groups as well.  There are quite a few excellent educator groups already established. Encourage and suggest to your teachers groups they might find helpful and useful. They might also create groups around areas of education in which they are interested.
• Based on an faculty-interested area of study, set up a Diigo group for information gathering, discussion, and resource sharing about this topic. For example, if your staff is interested in exploring Project-Based learning. Set up a Diigo group that is focused on the collecting and sharing of resources for this area of interest.
• Use Diigo to gather and catalogue Web resources for your own growing professional library. Or, create an online professional library for others by creating a group and inviting your them to join. The gathering and resource sharing ability of Diigo makes it an ideal way to create a dynamic  and constantly evolving resource library. Giving others the ability to add more resources makes it even more dynamic.
• Use Diigo as an online professional development tool. Instead of meeting face-to-face, use Diigo as a platform for focusing on professional development. For example, suggest resources to try through bookmarks. Then, ask group members to share their reflections on using those resources through sticky notes or notes.
• Use a Diigo group as a collection point for resources for a faculty action-research project. Diigo can become a collaborative platform for focusing on an action-research project. Resources pertaining to the project can be shared and reflections on additional resources and actions can be added. Using the interactive features of Diigo can make it a central location for sharing and providing feedback to the group.
• Create a Parent group to share Web resources with them. Make a dynamic online library for the parents of your school, by constantly adding Web resources you find.

Diigo Desktop Interface

Diigo is one of the most versatile tools in my personal Web 2.0 toolbox. Like many administrators, time has prevented me from fully exploring its potential. Perhaps this list is starting point for taking advantage of Diigo and turning it into an effective administrative tool.

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Principals Who Are Classroom Teachers: Should This Be Common Practice?

This fall, I return to the classroom. Well, partially return to the classroom. I am going to be teaching Theater Arts this year, and serve as school principal. I've heard all the arguments over the years about administrators returning to the classroom to teach once in a while. The argument usually goes that administrators sometimes forget what it's like to face a classroom full of students. They need to return to the classroom once in a while as a refresher and reminder. There may have been times I've thought the same thing. After being in the role of an administrator for a few years now, I understand why that is not always possible. Still, I am both apprehensive and excited about the prospect of facing a group of students again. The apprehension comes from wondering whether my six years or so out of the classroom have made me forget all those little things every good teacher never seems to forget. The excitement comes from being able to forge teacher-relationships with students instead of administrator relationships, and there is a difference.

This year I want to try to maximize my professional learning by engaging in some of the following:

• Use Edmodo: I have been fascinated with the possibilities of this social media-like tool for over a year now. The teachers at my school all engage in its use. I look forward to using and learning about it from a classroom teacher's perspective. Edmodo did not exist when I left the classroom 5 years ago.
• Use Electronic Portfolios: Since Theater Arts is both performance-based and academic, I look forward to helping students assemble a "professional portfolio" demonstrating what they've learned from our class this year.
• Use Project-Based Learning: I used PBL sometimes 5 years ago, but I look forward to bringing it central to my classroom practice.
• Prove I Can Still Teach: I loved being a teacher. It was with some reluctance I even entered an administration degree program. Someone convinced me that I could have a greater impact on students in the role of principal.

Ultimately though, is it a good thing for school-level administrators to also be teachers? Can you be both school leader and faculty teacher too? What do you think? Thoughts welcome.

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Change or We Die: Lessons from the Borders Experience for Education Leaders

This evening I received a email from Borders that basically thanked me for my patronage and for being a "Borders Reward Member." The truth of the matter is, I haven't been in a Borders store since our local store closed about a year and a half ago. As far as purchasing books online, Barnes and Noble and Amazon have done such a fantastic job of making it easy to purchase physical books and ebooks that I had absolutely no incentive to order from Borders.

Still, there is sadness in receiving that email from Borders entitled "A Fond Farewell...Thank You for Shopping at Borders." My imagination doesn't have to work too hard to imagine the individual, sitting at his computer composing a message that basically says good bye. That email is a symbol of an organization that failed to evolve in time to take advantage of the opportunities wrought through a rapidly changing technological world. I can't help but think that maybe Borders discovered it's ship was sinking much too late to do anything about it. My only hope is that our Great American Education System has not arrived at that point yet.

In the email, CEO Mike Edwards states:

"The fact is Borders has been facing headwinds for quite some time, including a rapidly changing book industry, the eReader revolution, and a turbulent economy. We put up a great fight, but regrettably, in the end, we weren't able to overcome these external factors."

My only hope is that we're not writing the same kind of epitaph for public education in America in the future. How can we overcome these same "external factors" that basically sunk Borders as an organization?

Perhaps some of the answers lie in a recent book by Ian Jukes, Ted McCain and Lee Crockett. In their book entitled, Living on the Future Edge: Windows on Tomorrow, these authors offer some pretty good advice to education leaders. If we want to avoid having to write an epitaph that says, "We put up a great fight..." we just might want to take heed to this advice.

• "We need a new mental approach to life that empowers us to anticipate change and prepare for it." What's wrong with public education today is that too many of us remaking the system in the image which we experienced. We need a mental makeover that gives us the ability to anticipate where this "exponential technological change" is going and prepare for it. Borders didn't make it because they saw it coming to late. That is an old story, but it doesn't soften the truth of it. If we're not careful, public education is going continue reforming the edges until it's too late.
• "We must start looking at where the world is going to be, not just where it is." In this technologically driven world, vision is everything to an organization, and I'm not talking about that statement posted on the office wall. Vision, seeing into the future, has become prerequisite for us educational leaders. If we are going to lead our schools further into the 21st century, we have to take on what Jukes, McCain and Crockett call "the mind of a quarterback." Like a quarterback who is able to see where the receiver is going to be so he can pass him the ball, we need to see where education is going to be so that we can guide our organization to that point in time. Not having this vision is malpractice for school leaders today.
• We need to accept the truth that "the myth is that change takes time. It's making the decision to change that really takes time." If you look closely at what's happened to Borders, I bet there have been points of time when opportunities were missed, and warning signs were ignored, all under the rationale that we want to change what we're doing, but it takes time. School leaders are doing the same thing. "We have time to change," they say, or "We're doing fine for ourselves." It'll be too bad when they find, that like Borders, "They have put up the good fight," but in the end they didn't overcome. It's time to quit messing around! The time for change is now. Change we must, or we suffer the same fate as organizations like Borders.

In the end, Borders can blame their demise on any number of factors. They can say it was competition, they can say it was a world that was changing more rapidly than they could adapt. The reality is they failed to have a vision that allowed them to see where they needed to be. Education leaders would do well to learn from the Borders experience.

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2 Ways For Administrators (And Other Educators) to Use Evernote

Evernote is one of the most versatile note taking tools available on the web today. With it's syncing desktop app, iPad apps, and smartphone apps, it is the most useful application in a school administrator's arsenal.

Two ways I have found Evernote most useful in my everyday job as an administrator are:

1. Using It to Create Weekly To-Do Lists
2. Using It to Create a Daily Administrator's Log

Using Evernote to Create Weekly To-Do Lists

I have tried a number of applications to track my daily tasks over the years, but came to use Evernote for several reasons. First of all, in Evernote it is so easy to create a check list. All I need do is create a new note, give it the appropriate title, and to enter a checkbox by holding down the Ctrl, Shift, and C keys which inserts a check box into the page. All I need do then is type the task item. This process makes it so easy to enter tasks. Secondly, Evernote's simplicity makes it most useful to me in another way. Other programs allow you to send email reminders regarding the task, or bombard you with pop-ups to remind you to get the task done. I just don't need that for my To-Do List. I just need a list I can look at throughout the day to remind me of what needs to be done and be able to check those items off as I complete them. I don't need more emails in my Inbox, nor do I want anymore pop-ups plastering my screen. I need a simple electronic To-Do List and Evernote gives me that. Thirdly, Evernote allows me to create a Notebook entitled "To-Do Lists." This notebook contains all of my past To-Do lists. I can easily check back to see if there was a task I missed, or to see when I perhaps accomplished a task. I have easy access to a complete history of my to-do list items.  Finally, Evernote's desktop app, iPad app, and Android app let me check that To-Do List no matter where I happen to be. I can take my list with me, and get the satisfaction of checking those items off wherever I am. The only issue with the iPad app that I do not like is the lack of ability to enter new items on the To-Do List. With Evernote, my To-Do List is with me at all times.

Evernote To-Do List Creation

Using Evernote to Create a Daily Administrators Log

When began as a teacher, I had a professor in college who impressed upon me the importance of documentation as an educator. He stated that many educators do not document things that happen while they are on the job. The end result is that sometimes, questions are raised about an action taken, or a grade given, and the teacher has no documentation to support those actions. 

As a school administrator, documentation becomes even more important since so many of my decisions made during the course of the day require investigations and multiple sources of information. Because of this, it necessary to document these things regularly.  Enter Evernote.

At one time I used a simple MS Word file as my daily Administrator's Log. I simply typed a title at the top of the page, and as things happened or decisions were made, I made notes in this file and saved it at the end of the day. Now, Evernote has given my Administrator Log writing process even greater functionality and flexibility.

• Create a Notebook Entitled Administrator Logs:  By doing this, I place all of my administrative notes in a single location. Should I need to quickly glance at the previous day's notes or the previous weeks, I have one location to turn to in order to do this.
• Create a New Note Each Day and Entitle It "Administrator's Log with That Day's Date:  This gives me a single location to document investigation findings, conversations, and contacts made during the course of the day.
• Use the Tag Feature to Index Administrative Notes: At the end of the day, I quickly skim through that day's notes and create tags that identify the significant items in those notes. This allows me to access my entire Administrative Notes library by key word.
• Use the Email Feature to Share Notes with Other Parties: For example, suppose I conducted an investigation into a parent complaint, and my superintendent wanted to know what I found out. I could email notes to him, obviously with needed explanation to provide her with that information.

Add the fact that Evernote syncs all of its apps, and I have instant access to these two Evernote notebooks anywhere. 

I am continually amazed at the number of ways I can use Evernote's functionality on the job as a school administrator. It is one of my front line administrative applications. Every administrator needs to know how to use it.

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Reasons to Purchase a Kindle as Your Personal E-Reader

I'm sold. I have  been using my Kindle for about a week now, and I can say it was one of my own best technological investments of the year. I have boldly finished my first book on the device, James Rollins' book Excavation. I realize Rollins' book wasn't exactly educational, but I actually read the book from cover to cover, or should I say from digital file to digital file. I have been experimenting with the Kindle app on my iPad and on my laptops for weeks, but I honestly enjoy reading more from the Kindle. I might also add that I have bought several more e-books since my last posting about the Kindle too. Why should one invest in a Kindle? If you're totally satisfied with the Kindle app on you iPad or on your PC, maybe you shouldn't, but here's some reasons I'm glad I bought one.

Kindle 3

• Amazon offers a much larger selection of e-books than other e-book sellers. There have been several titles of e-books I've wanted and I just can't find them at Barnes and Noble. The selection of education and leadership books for the Kindle is enormous. It's rather simple: what good is an e-reader if you can't get the books you want for it. The Kindle offers readers a much wider selection of reading material, and this suits this book-reading administrator fine.
• The Kindle's size is much smaller than the iPad, and trying to curl up beside my laptop to read has proven too problematic. While the iPad is also very portable, and it does lend itself to being a very useful device for reading, the size of the Kindle is perfect. I can easily hold it in one hand. Changing pages is strangely easier too with the the forward and back buttons located in just the right place. The weight of the Kindle along with its thickness makes it easy to handle. I find it even easier to walk and read at the same time than I did with a book. The Kindle's size and design is perfect for this reader.
• The screen on the Kindle is much better than the iPad too, except in the dark of course. I had read before from several articles how the glare of the iPad screen makes it difficult to read in full light, and that has proven to be true. The Kindle's no-glare screen and lack of back-lighting actually make it much easier to read in the direct sunlight. Just like the iPad or PC app, you can adjust the size of the text and the font to make it even easier to read. The Kindle actually makes reading easier on the eyes too.
• Right now, getting a Kindle has become rather inexpensive too. Amazon has a Kindle with wifi access for $114 and you can get that same deal at Best Buy as well.  I purchased mine at Best Buy for $50, but I tool advantage of some reward points to get that price. I have found my Kindle well-worth the price.

The Kindle is compact, easy-to-use device. There are still times when the iPad app suits my reading habits the best, but I find the Kindle is an excellent e-reader choice for those who want something just a bit smaller and less expensive.

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Simple Solution for Backing Up Gmail on Your Hard Drive

Every once in a while I stumble across one of those software tools, that I just can't wait to share with others. GMail Backup is one of the applications. I have two Gmail accounts, a personal and my district account, and even though I'm not quite near the storage limit, I have often wondered how I was going to be able to keep accessible copies of my emails in a location where I can access them and manage my storage as it got closer to the limit. GMail Backup is an application that gives me that option.

The software interface itself is simple to use. You do have the option to specific a certain period of time that your email backup covers. I ran the application to back up my district account, which has a substantial number of emails, and it took just about an hour. Now I have copies of my email located on my hard drive and on my portable hard drive. The software also has a restore option, which I haven't yet tried. The software is free to download, but the developer asks for a donation. Check it out here: http://www.gmail-backup.com/ .

Gmail Backup's Simple-to-Use Interface

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4 Reasons Google Docs Is a Good Idea for Educators

In a time of tight budgets and few resources, administrators need to find as many ways to save money as possible. In an earlier post, I suggest Google Docs as an alternative to purchasing Microsoft Office as an office suite. Google Docs does provide users many useful features that extend far beyond what can be obtained from a locally installed office suite like Open Office or Microsoft Office. Here's four things that set Google Docs apart from an installed office suite.

1. Create documents, spreadsheets, presentations, forms, and drawings online. With this feature, users can create documents any time and any place they have web access, right through their web browser. Unlike an installed software package on a local computer, there's no need to worry about document compatibility or saving your documents on a portable device. With Google Docs, create your work online, and then save it online. You can also take advantage of these additional features:

• Save your documents online and never have to use a portable storage device such as a DVD or flash drive.
• Take advantage of Google's online Template library to create documents.
• Upload any existing files you have to Google Docs so that you have access to them any where.
• Use a much simpler user interface than most office suite programs.

2. Share and collaborate with others on your documents. With Google Docs, you can choose with whom you wish to collaborate. You can share your work instantly with others through email. You can also work with others synchronously and asynchronously.

3. Safely store and organize your work.  Google Docs' web access gives users access any where there's an Internet connection. You can access documents stored in Google Docs on any computer. You can also store documents created in MS Office in your Google Docs account. Additionally, you can export documents from your Google Docs account to your desktop or laptop. Finally, you can use folders to organize your online Google Docs documents.

4. Control who has access to your documents. While the documents in your Google Docs account are stored online, you still have the ability to control who can see them and how they see them. You can publish your work as web pages, you can send invites to others you wish to view your documents, you can post your documents to your blog. Finally, you can share your documents internally with only those in your school.

That list describes an array of additional features beyond those found in a regular office suite. If I were to emphasize features to administrators, here's three I have found most useful and worth exploring:

• Creating Forms: This feature has proven to be quite useful to me as an administrator. I have used it to create a discipline tracking form, parking lot form, new student entry form, and a walkthrough observation form, just to name a few. Google Docs' form feature has been extremely useful for collecting data. It puts the collected data into a spreadsheet for later reference.
• Sharing Documents: Being able to share documents through Google Docs this year has actually cut down considerably on some of our staff face-to-face meeting time. For example, when we needed to develop a schedule this year, we shared a Google Doc spreadsheet, and all our staff edited, suggested, and made changes until we had an acceptable document. We did the same with our school improvement plan.
• Two additional programs make using Google Docs even more functional. These programs are: "Syncdocs" and "GoDocs" for the iPad.
• Syndocs: Syndocs is a free program that allows users to sync and store copies of all their Google Docs documents on their computer. It syncs on start up each time your computer boots. This program also allows you to have offline access to your documents. You can download Syncdocs here.
• GoDocs for iPad: I tried several iPad apps so that I could access to my Google Docs account on my iPad, and so far GoDocs has been the best solution. It allows me to read and download any document in my Google account so that I have an added layer of access to those documents. It will also allow editing, but that function is done through a browser. It does not work as well as I hoped.

Google Docs is a Web 2.0 solution every administrator needs to learn how to use. It's simple to use, and best of all, doesn't cost anything.

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Three Ways to Get the Most Out of Google Reader

Google Reader is a powerful application that permits users to wade through all the information available on the Web, and collect only that which is of interest, or use. It provides users with a goldmine of ideas to share with others, and it keeps them well-informed on current events. I once read the newspaper faithfully each morning; now I read my RSS subscriptions. It is an application every administrator and educator can use to remain well-informed and current on any topics of interest. What is it administrators and educators need to be able to do with Google Reader to take advantage of its capabilities? Here’s my short list of Google Reader  tips.

Set Up Subscription Folders: This feature allows Google Reader users to organize their RSS feed subscriptions into folders. For example, I have arranged my Web site news feeds into a single folder. By having my subscriptions organized into folders, I can better access them, and I can keep my highest interest feeds in a single location. Using folders makes it easy for me to sort items for easy access. Setting up folders will help users get the most out of Google Reader, and customize it to their specific needs.

Review Reader Trends: This feature allows users to review the statistics that capture their RSS reading habits over the past 30 days. For example, my own Google Reader trends tells me I’ve read a total of 300,000+ items since September 27, 2010.  The Trends feature also provides statistics about which feeds get read the most, which items you've clicked on the most, which items you've starred the most, and which items you've shared and emailed the most. You also can review which RSS Feeds are the most inactive and most obscure. This information is useful because it allows users to pare those RSS subscriptions that aren't providing useful information, or are not being read very often. The Reader Trends feature is an excellent tool for getting an overall picture of where a user is getting most of his or her information.

Share and Star RSS Items Read: Google Reader also allows users to share items from their RSS subscriptions too. For example, I recently stumbled on an article about the North Carolina state budget that had some details I thought a colleague might find interesting. Google Reader allowed me to send that article to that person with comments through email. The "Star" feature of Google Reader allows users to mark items for further reading later. By putting a star on them, users can simply click on the star folder and access the items individually. The share feature allows administrators to share resources found in the RSS subscriptions with others, and the star feature provides them with a tool to keep those items available for quick access.

Taking advantage of any RSS reader's capabilities makes the task of being well-informed much easier. There are certainly other RSS readers out there with more features, but Google Reader's power lies in a combination of simplicity, and features that help readers be organized and informed.

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Four Features To Help Administrators Get the Most Out Gmail

Gmail is our districts' and my personal email service of choice. It's easy to use interface, any-where access, and customizable features make it an extremely useful email service. What are some of the features of Gmail I find most useful as a school administrator? If I were conducting training for administrators just converting to Gmail, here's some things I think they need to be able to do.

Set Up Labels: Gmail does not use folders. Instead, users have what are called labels. Received email can be provided with a label that distinguishes it from other emails. In practice using labels accomplishes the very same thing users want when they use folders in other email programs. I have found being able to use only two custom labels helps me manage my email. Those labels are: "Follow Up" and "Hold." Emails with the "Follow Up" label involve tasks that I must undertake, and they retain that label until that task is done, at which time I remove it. Emails with the "Hold" label contain short term reference information that I am going to need in the next few weeks. Once I no longer need the information in the email, I remove the label. However, I would caution administrators from going overboard with labels. Using too many makes it really difficult to remember which label you applied to which email. Training administrators on how to use Gmail labels provides them with a tool manage the email load that comes across their desk.

Using the Gmail Search Engine: Gmail provides users with the powerful ability to completely search all their email using specified search options. Users can search by sender, recipient, subject, label, specific words, and within a specified time period. This is extremely useful when trying to track down an email sent or received in the past that suddenly becomes relevant to a current situation. Training administrators on how to effectively mine their own email archive is a must so that they have at their fingertips all correspondence to the larger school community.

Creating a Custom Signature: Like other email programs such as Outlook or Thunderbird, Gmail users can also create a custom signature that contains information wanted at the bottom of every email sent. This can include the sender's name, contact information, and anything else that a user wants to convey with each message sent. Training administrators on how to create their own custom Gmail signature is important because it allows them to customize their email messages and make their contact information more readily available.

Use Selected Gmail Lab Features: While Google provides a disclaimer that says these extra Gmail features are for use at your own risk, some of them do help with email management. My current favorites are:

• Canned Response: This allows users to create a generic response that can be sent by simply selecting it when composing an email. However, I very cautiously use "canned responses" because it's just not good practice to be so impersonal. There have been a few times though, a good canned response fits the situation perfectly.
• Multiple Inboxes: This feature allows users to display extra lists to their inboxes. For example, I use this lab to display my emails with the "Follow Up" label so that I can glance at them quickly.
• Message Sneak Peek: This lab allows users to right click on a message to preview the contents of that message. It is a very useful feature that allows users to peek at the contents of a message without opening it.
• Right-Side Chat: This lab lets users display the contacts list for Google Talk with a search bar to the right of the email inbox. Right click on a contact's name and you can send an email to them or open a chat with them in Google Talk.

Gmail's simple interface can be deceptive. It provides users with a variety of options and tools to manage email. This list of features is a good starting point for anyone wanting to begin taking advantage of its options.

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3 Quick Reasons Why Administrators and Educators Need Twitter

The other day, someone asked me to explain to him why I thought it was so important for administrators specifically, and educators generally to become Twitter users. He had a Twitter account, but still did not see much use for it. He knew I used it regularly, so I really think he was looking for an argument. He really wanted to make sure I knew of his belief that "Twitter is a waste of time." I might not have convinced him entirely, but here's the 3-Point argument I made as to why educators need Twitter.

1. Twitter provides me with a regular flow of educational ideas and resources. My Diigo bookmarks collection is a testament to this. By following so many educators, the level of access to educational resources has exploded, and it continues to grow as my connections in Twitter grows.
2. Twitter has provided me with a network of educators that spans the globe. When I started teaching 20 years ago, I would not have dreamed of being able to exchange ideas with a teacher in Australia or an IT director in Saudi Arabia. Twitter has made this possible. I have a level of global connection not possible without it.
3. Twitter allows me to be part of the global conversation about education. This is one of my favorite aspects of using Twitter. I can contribute to world-wide discussions on the nature of education. Again, this was not possible when I started in education.

In the end, I'm not sure he believed that Twitter could do all these things for him, and perhaps he's right. I suppose microblogging is like any technology: we often limit its possibilities when we let ourselves be guided by doubt rather than exploration.

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