Social Media Policy: Current Trends

Social media is a term used to describe a lot of things. For many of us we associate it with Facebook or Twitter and we never think about the countless other ways we use social media technology in our professional and personal lives. Our most commonly used social media device is our phone, often called a "smart phone." Cell phones are no longer used for just making calls. They are now used for locating things on the Internet, sending short messages to friends or family, watching television shows or even movies, reading books, and locating a good restaurant or a nearby coffee shop. In other words, for many of us, our social media device (our cell phone) has become indispensable.

I work a lot with principals, superintendents and people who aspire to those roles. When I mention social media they often describe the perils of its availability and use in their schools. But more recently the tone of these conversations is changing from "how do I ban them" to "how do we use them effectively." That's a monumental shift and recognizes that social media technology and social media devices are just not going away. Some schools have adopted BYOD (Bring Your Own Device) policies that encourage students to bring and use their social media devices for instructional activities.

As a school leader how do you manage social media technology among your students and your employees. What sort of policy might you consider? What type of policy would be appropriate given the prevalence of social media devices and the powerful tools that social media provides for communication, collaboration, and teaching and learning? 

One of my favorite online journals is THE Journal, a publication about current and emerging issues involving technology. Ruth Reynard wrote a really insightful article discussing current policy trends that try to control social media. She offers really useful ideas about how to shape policy so that social media is used appropriately and not in a harmful way.

In The School Leader's Guide to Social Media Howard Johnston and I discuss many of the same issues and provide examples of tools and strategies for using social media in schools. We'd really enjoy hearing from you about how social media is shaping your school and its instructional program.

Tips for Flipping Classrooms

"Flipping" a classroom is a new trend designed to provide more time during class for discussion of concepts, to work on gaps in learning to clear up misunderstanding and for the teacher to work more intensely with students who need additional instruction or support. for a teacher to work individually or in small groups with students needing extra support. When a classroom is “flipped” students’ homework is introduction to new learning through reading materials and watching online videos and other content prepared by their teacher. Labs and other application of learning occur during class when the teacher is available to respond to questions, provide clarification and assist and support students.

In flipped classrooms students take more responsibility for their learning. They watch videos or online lessons, read online material, and complete assignments and assessments outside of class. Specific instructional activities vary based on an individual teacher’s style and preferences.

Edutopia (www.edutopia.org), a site sponsored by the George Lucas Educational Foundation, reports that “flipping” the classroom results in far more individualized learning for students. They described how students move at their own pace and teachers have more time for one-to-one work with students in need of greater support. Students who are absent find it easier to catch up because they can watch lessons and access other materials online. Jonathan Bergmann and Aaron Sams (2012), among the first teachers to "flip" their classroom found that students demonstrated deeper understanding of course content, assumed greater responsibility for learning, and became far more self-directed.

Flipping the classroom alters instruction by shifting from in class delivery that is often very teacher centered to a class that involves far more discussion and analysis of student learning. The model shifts the role of both teacher and learner as students assume greater responsibility for completing learning activities outside of class.

Useful tips for how to "flip" a classroom were provided by eSchoolNews in a recent article. They include the importance of beginning with two or three things and expanding as you become more comfortable. It's also important to recognize that almost everyone who "flips" their classroom experiences some discomfort because the role of the teacher changes. Finally, they discuss the challenges when students have limited access to the Internet outside of school. Two websites provide other resources on flipped learning. They are http://flippedclassroom.org and http://www.techsmith.com/flipped-classroom.html. 

Assuring Greater Diversity in Honors/AP Classes

One of the most persistent issues in American education, and one of the least discussed, is how to address issue of lack of diversity in accelerated, honors and AP classes. While we talk a lot about the achievement gap, we rarely look at how admission to these classes does not reflect the ethnic and gender diversity present in ours schools. The College Board reports (2012) that while increasing numbers of high school students enroll in AP classes, the admissions/enrollment gap persists.

A recent column in edutopia examined how accepted practices in many school perpetuate these gaps. The gap may be the result of the criteria used for admission to high-level classes. It may be a misperception among students and their families that these classes are for certain kinds of students. Regardless, the admission gap continues despite our knowledge that there is no inherent "ability" gap because of one's gender or ethnicity.

In her blog tweenteacher.com Heather Wolpert-Gawron, a middle school teacher describes the plan her school developed to address the need for more diversity in honors classes. She provides a candid, but thoughtful analysis of the issues involved in addressing this issue. Her post ends with the question we all should be asking---what do you plan to do about this issue in your school?

Last "Backpack Generation"

Technology is becoming far more prevalent in classrooms. Some schools have adopted BYOD (Bring Your Own Device) programs that encourage students to bring and use their own tablets, Smartphones, and other technology in school. Rather than being a distraction, technology has become an indispensable tool for both students and teachers.

This morning I read an interesting article in the ASCD SmartBrief about teaching today's students, often referred to as the last "backpack generation." Zachary Walker captures the excitement about mobile learning and provides three really useful reminders for teachers. He emphasizes that mobile learning is not about the tools, but all about student learning. They are important reminders.

We'd enjoy hearing from you about technology is shaping your work and impacting your students and they're learning.

Principals and the Common Core

Every principal of a GEAR UP school has talked with us about the Common Core and how they're working with their teachers to be ready for the implementation. As many of you know implementing Common Core standards will change the way many schools and classrooms are organized. An emphasis on greater rigor, higher-level thinking and authentic assessments may challenge some of your teachers and may not be well understood by families.

This week I read a thoughtful eduptopia blog by Erin Powers How Will the Common Core Change What We Do. It's a really helpful summary of the anticipated changes and how to plan for their arrival.

I'd enjoy hearing from you about how your planning for implementation of the Common Core.

Climate or Culture

I often hear the terms "climate" and "culture" used interchangeably but they are not the same thing. The culture of your school reflects those long-standing shared beliefs, those patterns of behavior that reflect those beliefs and the things that uniquely characterize your school. A culture is often evident in things like rituals and ceremonies in a school, the stories people tell about the school and the people in the school community, the way people are recognized and rewarded and the people who are held in high esteem.

A school's climate is far more immediate and current. The climate may be impacted by recent events like achieving high test scores, the arrival of a new principal, recent contract negotiations, changes in school funding or adoption of a new evaluation system.

Over time your school's climate impacts it's culture. The way you respond to events like those mentioned earlier signals something about the prevailing culture. So, when unexpected, or planned, events occur it is important to think about how your immediate response can, over time, shape your school's culture.

The way principals spend their time, the things they talk about, the way they build relationships with students, families and staff, and the way they recognize people are all an indicator of underlying values and beliefs, the very beliefs reflected in your school's culture. The most successful leaders recognize the connection and look for opportunities to positively shape their school's culture by being very attentive to the routine activities that contribute to their school's climate.

I'd enjoy hearing from you about how you work to shape your school's culture.

The Homework Debate

The debate about homework never seems to stop. It's one of those perennial issues faced by school leaders. Proponents of homework suggest that a reduction would reduce academic rigor. Those questioning homework challenge it's link to student learning. What's interesting is that there's evidence to support both sides of the debate. A recent study by a University of Virginia professor found no significant relationship between time spent on homework and grades but did find a relationship between homework and performance on standardized tests.

What we do know is that a survey conducted by the University of Michigan found that the amount of time spent on homework increased 51% since 1981. So, what do we know about homework? First, busy work turns students away from learning and does not impact overall student learning. Second, when homework exceeds more than 60 minutes a day in grades 3-6, 90 minutes a day in middle level and 120 minutes a night in high school, the benefits decline quickly.

One of the best sources of information about homework and how to support effective homework practices is an ASCD publication Rethinking Homework: Best Practices That Support Diverse Needs. The author, Cathy Vatterott, is a former teacher and school administrator. She provides teachers and principals with an explicit set of strategies for thoughtfully examining homework expectations and supporting homework completion. Cathy's website, www.homeworklady.com, shares many of her presentation materials and tools.