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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Cyber Law: Guidebook for Writing, Revising, and Implementing Technology Policies

“Legal regulation of education is not new. It has just become a lot more complicated now that computers are in the classroom.” Aimee Bissonette

With those words, Aimee Bissonette aptly describes the quandary 21st century school administrators find themselves in as they navigate the constantly changing conditions of relationships between technology and schools and those who use it. Often, the technology is changing faster than school leaders can address the issues that the use of that technology by students, staff and teachers brings to the school environment. Twenty-first administrators are constantly looking for resources that offer clear guidance on these complicated issues. That’s where Bissonette’s book Cyber Law: Maximizing Safety and Minimizing Risk in the Classrooms can help. This book provides readers with lucid, specific advice on how to develop effective technology policy, on what the legal issues are in the development of that policy, and measures schools can take to be proactive in order to avoid the legal minefields and having their schools appear in national headlines.

Cyber Law is cover-to-cover advice for school leaders looking to write new technology policy or revise current technology policy, and Bissonette, even though she’s an attorney, uses an engaging, non-technical style. For example, she provides very clear advice on what schools should do when writing cyberbullying policies. She assists school leaders by helping them navigate the thorny issues of First Amendment Rights and free speech when drafting rules and regulations regarding student expression in a technological environment. She also provides clear advice for school policymakers on how to navigate those same free speech issues when it comes to dealing with teacher and staff expression through the Internet. The advice Bissonette gives is clear and comprehensive. Every technology-related legal issue from cyberbullying to copyright law is covered in this book.



While Bissonette wisely cautions that her book is not a substitute for legal advice, it does provide a legal overview of the litigation landscape that has an affect on technology policy development. For example, she provides a complete overview of the legal cases that impact decisions on how schools can address cyberbullying. She provides that same overview regarding how school leaders can set policy that guides teacher and staff use of school network systems. She even reviews FERPA and copyright law as it might pertain to technology policy development. Her book is not a substitute for legal advice, but it certainly is a starting point for school leaders to begin discussing what their technology policy looks like and how it might be made more effective.

Finally, Cyber Law has specific measures schools should take to protect themselves from litigation interspersed throughout all chapters of the book. Beginning in chapter one, Bissonette gives school leaders advice on what kinds of elements should be included in cyberbullying policies. She provides clear guidelines in chapter two regarding what schools can do to reduce inappropriate behaviors from students as they engage in the use of school technology resources. In chapter three she provides a clear checklist for addressing teacher and staff use of Internet systems in school policy. Throughout the book, Bissonette provides specific ideas on how school leaders can protect their schools and districts from litigation and tragedy.

As we continue to wade deeper into the rapids of 21st century education with its changing technologies, we can certainly use all of the advice and guidance we can get. Aimee Bissonette’s book Cyber Law: Maximizing Safety and Minimizing Risk in Classrooms is an excellent resource for 21st century school leaders faced with setting, revising, and enforcing technology policy.

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Why I Purchased an Android Tablet and Not an iPad

 One of the biggest reasons for purchasing an Android tablet as opposed to an iPad was my Amazon cloud products. I have my music uploaded to the Amazon cloud, and unfortunately, there is no Amazon music player app available for the iPad. Of the course, the pure OSers would point out I could store my music in the iCloud, but then I could not access my music on my Kindle Fire, which I sometimes do while reading. To be honest, I would have been perfectly content with my Kindle Fire as a tablet except for the lack of 3G, soon to be 4G capability. There simply were too many times I wanted to check my email, Tweet or Facebook, but could not because there was no open WiFi, which is the only way to currently connect with the Kindle Fire. Bottom line, my Galaxy Tab with its Android operating system, allows me to access my music.

Another reason for purchasing an Android tablet as opposed to an iPad was the size. I was attracted to the slightly smaller 7.7 Galaxy Tab. It will fit in one hand, at least my big hands, and its just a bit smaller size means I can easily hold it while standing outside during parking lot duty. That means I can check email, read my RSS feeds, and even write a blog post while making sure some of my students do not abscond from campus during lunch. Its small size means I can hold it in my palm. The smaller size means I can easily access my favorite apps while doing many of the tasks principals find themselves doing. With the 3G, soon to be 4G capability, I do not have to worry about wireless access in some of those places I find myself performing principal duties, and believe me, there are those places.

Finally, I got an Android tablet because I like new toys. I have a Wifi-only capable iPad issued by the school district. I have my WiFi Kindle Fire. I just wanted a new toy to experiment and play with. I had read several posts about the Galaxy Tab 7.7 and the 10.1, and I wanted to expand my knowledge and experience, as well as take advantage of what I had learned by having an Android smartphone. I enjoy the challenge of learning how to use new devices.
In the end, I have been more than satisfied with my purchase. I bought the docking keyboard that goes with the Galaxy Tab 7.7 too. That key board is amazing. The Samsung Galaxy Tab has proven already that I did not make the wrong choice.

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How to Engage in Using Social Media as a School Leader

Many school leaders and policy makers still express a high level of skepticism regarding social media’s potential as an educational tool. This is evident by administrative efforts across the country to block and ban the technology rather than engage it instructionally. As authors Ronald Williamson and J. Howard Johnston write in their book The School Leader’s Guide to Social Media:

“Given the explosive growth of social media, and its tremendous potential to change the way we communicate, learn, and teach, many educators argue that we have a moral and ethical obligation to teach our students how to use this technology effectively, ethically, and for the greater good. As one of our colleagues put it, ‘To ignore this technology is to deprive kids of the chance to see how adults use it for productive and responsible purposes. It’s not going away, so if we don’t do the job, it will be left to hucksters and others who see the technology as a way to exploit people rather than help them grow.’ That’s a tall order for school leaders, and a tremendous responsibility for the schools.”

Just as Williamson and Johnston suggest, the time has come for school leaders to stop trying to find ways to block and ban social media and embrace it as both an educational tool and a fact of life. It is time to overcome the fear of all the bad things that might happen, roll up our sleeves and begin the work that will give the technology it’s rightful place in our schools. The problem of getting started though, is often seated in a lack of knowledge and understanding of social media and its potential in education. That’s where Ronald Willamson and J. Howard Johnston’s book, The School Leader’s Guide to Social Media can help.

In this book, Williamson and Johnston provide a crash course on what social media technology is and how school leaders can step up and lead in tapping into its true potential as a educational tool. Loaded with tons of practical tips to help in the successful implementation of social media in teaching and learning, The School Leader’s Guide to Social Media is a comprehensive guide to using social media in education.

For example, Williamson and Johnston begin their argument for social media by providing school leaders with this list of top 10 reasons they should focus on social media:

• It’s here to stay and it’s only getting bigger.
• Kids are using it to talk about you and your school.
• It’s the way kids communicate.
• It’s a new workplace and higher education communication standard.
• Mobile devices put a computer in nearly everyone’s hands.
• It has huge potential for school leadership.
• It’s a great way to engage kids in instruction.
• Communication is instantaneous and widespread.
• It’s beyond the control of the school, but it can be used well in school.
• Schools can model and and help kids learn responsible use of social media.

In addition to providing a clear rationale for social media’s place in the school, Williamson and Johnston also provide a description of social media, its educational potential, an overview of the potential pitfalls of social media, and clear ideas to proactively address these pitfalls through solid acceptable use policies. In later chapters, the authors review the most commonly used social media tools and provide many, many ideas on how to engage the technology as a learning tool for both students and teaching professionals. They also give specific suggestions on how school leaders can engage in the use of these same tools in their administrative roles. The School Leader’s Guide to Social Media is an excellent resource for the school leader who has not yet bought into its potential as an educational tool, but needs more than a how-to-set-up-a-twitter-account approach. It is a book about the integration and engagement of social media. It is a book that definitely will end up with some pages dog-eared for future reference.

For me personally, the only negative with The School Leaders Guide to Social Media is that there is currently no eBook version for my Kindle yet. However, the publisher does offer a DRM Free version of the book at the Eye on Education Publisher's Website.

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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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5 Common Sense Twitter Tips for School Leaders & Educators

Sheryl Nussbaum-Beach writes in her book, The Connected Educator: Learning and Leading in a Digital Age, "We can reach out to our network, harvest the collective wisdom found there, and then bring it back to the school."  Sheryl Nussbaum-Beach is right. There is a great deal of collective wisdom on the web, and those in a position to tap into that network of wisdom and expertise are those who know how to engage effectively in 21st century social networking tools. School leaders who continue to ignore or dismiss this powerful microblogging tool, are literally missing out on an excellent opportunity to join in the collective wisdom of thousands of educators who are already connected. Setting up a Twitter account is rather easy to do, but using it as a networking tool is a complicated process that takes time and effort.

To administrators who have added getting their Twitter account established to their 2012 Things to Get Done Resolution List, I offer these 5 Common Sense Tips to help in that endeavor.

Establish separate Twitter accounts for your personal-professional use and for your school or district.  I realize many administrators and educators establish Twitter accounts using their school name or district affiliation, and that is the only account they use. This practice is not an issue as long as the Tweets generated using this account represent the business and interests of the organization. I prefer having separate accounts for my school and for myself, and I try to make it clear that any Tweeting done with my personal-professional account is not as an agent of my school. I might refer to my school or colleagues occasionally, but my @21stprincipal account is not the official account for my school. My school has its own account, and all communication that issues from that account is official school business. For me, at least, it is an important distinction. Having separate accounts is a way for me use Twitter more effectively.

Establish very clear purposes for each of your Twitter accounts. Once your Twitter accounts are established, it is important to make sure each has its own clear purpose. To be honest, my personal-professional Twitter account, @21stprincipal, came about as I began experimenting with Twitter. I’ve had the account as far back as 2008, and my purpose in setting it up was not to serve as a way communicate in my school role. It was established, at least initially, as a way to experiment with the medium. Its purpose has evolved over the subsequent years to become a way to engage other educators in a professional learning network, and to engage individuals elsewhere in a discussion about education and other issues of interest. My school Twitter account has two main purposes. One is to share events and happenings at the school. It is a communication tool that allows me and my teachers to communicate quickly and easily with the community. Secondly, it is a promotional tool as well. It allows me to promote our school to an ever growing and wider community. My two Twitter accounts serve two entirely different purposes based on my role either as an agent of the school or as an interested educator and individual engaging with others outside of the school.

Engage in meaningful conversations through thought-provoking Tweets. Once you have establish a Twitter account, you have to use it. I would suggest posting more than your current location or what you’re eating for lunch though. Often, being thought-provoking just means posting an interesting quote from a book you’re reading, or a statement made by a public figure. These kinds of statements, or questions, often engage others who comment back. In a short time, it is easy to get caught in a two, three or many-way conversation with other Tweeters. Engaging, thoughtful tweets go a long way in getting you connected with others on Twitter.

Participate in Twitter chats such as #edchat or #leadershipchat. There are actually a large number of events called “Twitter Chats” happening throughout the week, and at different times. To participate in these events, you need only include that chat’s hashtag with your tweet and those in the chat can follow your contributions too. (Here’s a description of hashtags and how they work for those who’ve never used them.) Many Twitter chat events, like the weekly #edchat that occurs every Tuesday at 12 noon and 7 pm, engage a sometimes rather dizzying number of participants, but the fun is in engaging in the conversation, not to mention that once the chat is over, you can obtain a copy of the entire conversation to review later. Twitter chats are opportunities to engage others in conversations that matter to you.

Share your thoughts, resources, and reading with your followers. As I mentioned earlier, thought-provoking tweets are important. But engaging others using Twitter is rather simple. You can use it to share your thinking on the latest reform efforts. You can share some web resources you’ve found. You can share favorite quotes from a book you’re reading. You can even retweet (which means to resend) those tweets that you find useful or otherwise worth sharing. The truth is you have to share a bit of yourself with others to grow a professional learning network. That means sharing more than what you had for lunch.

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3 New Year’s Resolutions for 21st Century School Leaders

As 21st century school leaders, the New Year gives us the opportunity to declare the direction we are going to move as 21st century educational leaders in our schools and districts. While there are certainly other areas to consider as we make New Year Resolutions as school leaders, here's three I consider imperative.

Social Media
In the coming year, it’s time to begin a genuine examination of the place social media has in your professional life and practice. Maybe it’s time to quit thinking narrowly of all the negatives that can happen when educators engage in social media use, and begin to look at potentials. Social media is here to stay in one form or another. It is time to move beyond trying to find ways to keep social media out, and engage in its use and encourage others to do the same. It’s time to quit wasting energy trying to keep social media out of our schools and embrace it as just another way to engage our students, parents, and community.

WiFi Access for Students
As bandwidth has become more available, it is time for us to look for ways to provide WiFi access for our students. As 21st century leaders, we need to provide an environment where our students and staff can remain plugged-in and powered-up rather than unplugged and powered-down. We need to make it a priority to find ways to give our students WiFi access within our school buildings and connectivity with their own devices. It takes a special, creative, 21st century leader to provide this access, keep our students safe, and teach students how to connect responsibly.

Explore and Move to the Cloud
One of our goals as 21st century leaders is take the limited resources we have, and provide the most with those resources. The cloud provides us the biggest opportunity to do that. The 21st century leader fearlessly explores cloud-based services and opportunities. Allowing Google to maintain email services or Microsoft maintain Office apps online is the future. We have a responsibility as 21st century leaders to deploy our resources in a manner that makes the most sense, and that gives us the biggest return for our investment. This school year, all 21st century school leaders need to commit to exploring the possibilities of cloud-based solutions and engage in their use whenever possible.

Being a school leader in 21st century schools is exciting. There are so many opportunities to for our own growth and exploration. As you make your New Year's resolutions, what areas would you add to this list for 21st leadership resolutions?

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What School Leaders Need to Know About Digital Technologies and Social Media

For the administrator who would like a general, not-too-technical overview of digital technology and social media, the book What School Leaders Need to Know About Digital Technologies and Social Media, edited by Scott McLeod and Chris Lehmann is the answer. It provides answers to the administrator who feels just a bit lost when someone starts talking about blogs, wikis, or Twitter, or who isn’t quite sure about all this talk about 1:1 initiatives, open source software, or using mobile phones in the classroom. What School Leaders Need to Know About Digital Technologies and Social Media is an excellent, easy-to-read resource for every administrator and teacher-leader’s library.

This book is an extensive odyssey through all of the hot topics in instructional technology right now. Readers are provided with a complete overview of the field, in short-easy-to-read chapters. Various authors, most of them techno-gurus in their fields, write chapters that provide concise descriptions of digital tools like blogs, wikis, social media, RSS Feeds, online courseware, and many others. In each of these chapters are practical take-back-to-your-school tips, guidelines, and ideas for integration and implementation. There are also links to many of the most well-known digital and social media tools. At the end of every chapter, are lists of  resources for those who would like to explore further.

There are other books available that provide a survey similar to what is offered in What Every School Leaders Need to Know About Digital Technologies and Social Media, but none of them are written just for administrators and focus specifically on the technology as this one does. It is a small book that provides big answers to both administrators and teacher leaders wanting to see what possibilities digital technologies and social media offers the educator and school leader of the 21st century.

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