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Why Twitter Doesn’t Reach Families

Twitter is great for a lot of things—connecting with your PLN, sharing ideas, participating in the #ILCHAL chat, and more—but there’s one thing it’s not great for: communicating with families. Sure, you may have some families following your school account, but the stats aren’t encouraging: only a single-digit percentage of your followers will actually see […] .


10 Questions for Better Feedback on Teaching

A free PDF resource for school leaders I believe that high-performance instructional leaders listen with the language of learning, and listening starts with asking good questions. Here are 10 questions you can ask to have better conversations about instruction. You can use these questions: In formal observation postconferences After walkthroughs For peer coaching During lesson […] .


Does Some of Your Email Belong in Evernote? 4 Ways to Get It There

You have lots of information that you need to keep for documentation purposes. You know…just in case. The kind of information that you hope never comes up again, like that parent who was mad one day and filed a complaint with the state. Or the special education meeting that went south. You know what I […] .

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Briefly Noted

We Can’t Put Students First By Putting Teachers Last

We can't put students first by putting teachers last. If you want to do what's best for kids, do what helps adults succeed. — Justin Baeder (@eduleadership) June 20, 2015 This is one of my most-retweeted tweets in recent weeks, so I thought it was worth elaborating on a bit. There’s a type of rhetoric […] .

A Cautionary Tale: Making Fun of Student’s Name On Facebook Costs NJ Teacher Her License

Via the National School Boards Association: NorthJersey.com reports that Yvette Nichols, a teacher in Wayne, New Jersey, had her teaching license suspended for a year after she mocked a student’s name on Facebook because a syllable sounded like a common curse word. The school district found her comments violated the district’s harassment, intimidation and bullying […] .

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