apk x8

In one of my previous posts, “4 Social Media Strategies for 21st Century School Leaders” I described general social media listening strategies from the book Why Social Media Matters: School Communication in the Digital Age by Kitty Porterfield and Meg Carnes. These strategies are designed so that school leaders can plan and implement those strategies for keeping an ear to the ground, or as in this case, an ear to the Web. But in order to implement those listening strategies, school leaders need tools to do the listening. Here are three, free, easy-to-use social media monitoring tools to use to listen to what’s being said about your school or district.

3 Social Media Monitoring Tools for 21st Century Leaders

Google Alerts:  Google Alerts are simple to set up and are, for me, the most valuable Web monitoring tool. Think of Google Alerts as being an automated web search that returns those results to your email inbox or RSS reader. You can determine whether you receive results “as-it-happens,” once a day, or once a week. Using this to monitor the Web for mentions of your school or district is simple. You type in your school or district name, and any other related words or phrases, and Google Alert will deliver links to those mention instances back to you.  To get started with Google Alerts, check our this “Getting Started Guide.”

Google Alert Email

Ice Rocket: This specialized search engine allows users to search for words or phrases among blogs, Twitter, Facebook, and Images. You simply type in the name of your school or district and if there are matches, it returns them to you. Think of this as a social media search engine. School leaders can use this to do quick searches for mentions about their schools or districts. Try out Ice Rocket for yourself.

Ice Rocket Web Site

Addict-o-matic: This site is another specialized search engine. Unlike Ice Rocket, this search returns your results into what looks much like a columned newspaper. School leaders can search for key words or phrases relating to their school and immediately glance at the results. Like Google Alerts, this one also searches for videos in YouTube. Check out Addict-o-matic here.

Addict-o-matic Web Site

Monitoring what constituents are saying about your school or district need not be a complicated process, and best of all there are free tools available to do this. As both Portfield and Carnes point out, 21st century school leaders have no choice but monitor the Web conversations about their organizations.

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.

According to Andy Beal and Judy Strauss, authors of Radically Transparent: Monitoring and Managing Reputations Online, “Shifting from traditional to social media requires new skills, new tools, and an understanding of social media platforms.” Any school leader bringing an archaic understanding and knowledge of old media to social media is in danger of looking foolish and perhaps in danger of getting himself in major trouble with stakeholders.

For school leaders looking for information about social media, business and industry have several organizations providing this valuable information. The Digital Influence Group, a social media marketing expert group, provides a “Top 10 List for Using Social Media” obviously directed toward business and industry. (See their list here.) Obviously, business needs are different from the needs of schools, but there is still much that can learned from their experiences with social media. For that reason, I have taken the liberty of revising and updating  this Top 10 List for Using Social Media” so that it might better reflect the things school leaders need to consider as they struggle with this 21st century media.

Top 10 List for Using Social Media for School Leaders & Other Educators


1. Educate your entire school community and all stakeholders about what social media is, what its benefits are, and provide them ideas on how to best use it. Many of the problems and misuse of social media result from both a lack of understanding of its power, and the features inherent in it that make it a way to engage 21st century audiences. School leaders need to first learn all they can about social media. This means attending professional training, reading relevant books and articles, and engaging in conversations with experts. While it is impossible to learn everything about social media due to its continually evolving nature, school leaders who set policy and direct a school community's use of the 21st century media need to know all they can. Once they have that knowledge base, they are responsible for seeing that their educational community is educated on its nature, its potential, its hazards, and its power. This means taking an active role in educating all stakeholders on how to use social media appropriately and effectively.

2. Establish policies and procedures that guide individuals in your school or district in the use of social media, and provide a clear understanding of roles and responsibilities with using social media. School leaders need to enlist teachers, parents, students, and community members in the establishment of policy and procedures to guide social media use for the educational establishment. However, this is not an effort to control content and usage of social media, but merely to set guidelines and policy that direct staff members and students on how to engage in its use for the school or district. For example, policy needs to make it clear when posting to social media is as an agent of the school or district. That same policy needs to delineate who speaks for the school or district in social media communities. It should also define roles and responsibilities of those engaging in social media use. It is important to establish these policies and procedures, not as a means to try to control content, but to protect the school, district, and its stakeholders.

3. Set clear goals for how your school or district is going to use social media. The question of how the district is going to use social media is important. What is the school going to use social media for?Which types of social media tools is the school or district to use? All these questions focus on what the district plans to do with social media. It's time for 21st century school leaders to move beyond bragging about having a social media presence and actually engage in its use to benefit school or district. Having a Twitter account or Facebook account for your school simply isn't enough anymore. It's now time to move to the question of "So what?" which is a 21st century question.

4. When school leaders and other educators participate in blogging, social networks, and online communities, it is important to be transparent. As school leaders move to full engagement with stakeholders using social media, being transparent is important. This means engaging in open, sincere, and honest dialogue with stakeholders through the media. It is a movement from using social media as just another way to make announcements and news updates, to actually engaging in conversations with constituents. To do that effectively though, school leaders and staff need to be authentic and seek to genuinely establish relationships with their communities. By doing this school leaders actually are engaging in social media in the manner in which it is designed.

5. Constantly evaluate the school or district's use of social media. This simply means examining regularly whether social media is being used in the manner desired, and whether the school or district is obtaining its goals and a positive reputation from social media engagement. This process for schools and school districts has to be ongoing.

6. When engaging in the use of social media use plain language, be sincere and candid.  Effective social media engagement is on a conversational level. Engaging others means speaking to them about the things they care about, using language all can understand. Posts to social media aren't dictates from on high. They are efforts to engage constituents in discussions of what they care about.

7. Provide valuable content and information to engage and educate your stakeholders and community.  Social media is an opportunity to provide stakeholders with information and content that is valuable and by doing so, schools and school districts enhance their own online reputations. Providing parents, for example, information about an opportunity for students to participate in a national study program is valuable information. Again, this means going beyond "just having a social media presence" to effectively using it to communicate and engage the school community.

8. Welcome feedback whether it is positive or negative and respond to it quickly. Social media is an opportunity for schools and school districts to allow for feedback on how they're doing. This can be rather tricky, but allowing your constituent groups the opportunity to speak about the issues that bother them is important. It is equally important for school leaders to respond to that feedback in a timely and appropriate but honest manner.

9. School leaders who want to promote their schools or districts need to participate in other online communities. It is vital that school leaders engage in the wider conversation about education and all the related issues. It is the 21st century school leader who sees participation in larger communities like Twitter's weekly #edchat or discussion boards like those sponsored by national and international educational organizations. School leaders need to engage the global community about their school or school districts too, which means using social media to engage in global conversations.

10. Use rich media (such as animation, video, audio) and humor to engage stakeholders. Using just text announcements posted to Twitter or to Facebook misses the real potential social media has to promote a school or district to the wider world. Schools can post moving videos or photos to a Facebook account. A school district can establish a YouTube account to showcase visually what is happening in the schools rather than just with announcements posted on its home page. Social media is much more than text and school leaders need to take advantage of the strengths of other media in their efforts to engage their communities.

It is truly the 21st century school leader who brings a twenty-first century understanding and knowledge to using social media instead of using it simply as a 20th century media to post textual announcements and news. Social media is so much more than a 21st century version of an intercom system. It is a tool that allows for engagement not passive consumption. Perhaps these ten tips will be a starting point that school leaders and educators can use to engage social media as it was intended.

Verizon’s decision to not charge customers a $2 convenience fee is a lesson about power of social media, for all of us, including 21st century school leaders.(See MSNBC’s Article “Verizon Drops $2 Convenience Fee.”) As authors Randy Beal and Judy Strauss write in Radically Transparent: Managing and Monitoring Reputations Online, “The Internet provides a megaphone for the disgruntled---with no entry barrier, little legal accountability, instant commentary, full multimedia communication, and a free distribution channel to millions worldwide.” Verizon heard that megaphone and decided to let customers know they were listening.


When Verizon decided to announce a $2 fee, they ran right into thousands of consumers yelling loudly through the power of social media. As a Verizon customer, I even joined in a bit myself. Ultimately though, Verizon did what is probably the smartest thing they could do. They issued a statement that said, “At Verizon, we take great care to listen to our customers. Based on their input, we believe the best path forward is to encourage customers to take advantage of the best and most efficient options, eliminating the need to institute a fee at this time.” That is probably a textbook answer and response to a crowd empowered by social media. The company did not continue to try to defend the fee. They immediately acknowledged a change in course. That alone demonstrates one important principle described by authors Beal and Strauss, and that is: Your customers have to feel like you are listening to them. By announcing their plans to not charge a fee they clearly demonstrate their willingness to listen. Verizon should gain more positives from this response than any 2 dollar fee would ever give them.

The whole Verizon incident illustrates perfectly what Beal and Strauss say in Radically Transparent about the 21st century medium, “Social media are like word-of-mouth on steroids.” Businesses have known for a long time the power of plain word of mouth. Schools and their leaders would do well to pay attention to this power too.

Besides some great lessons for those studying the power of social media and marketing though, there are lessons for 21st century school leaders from the Verizon Incident too.

• There is a conversation online about you or your school/district and you may not know it is even happening. Beal and Strauss advocate for taking steps to listen to this conversation. In a previous post, (The Oft-Ignored 21st Century Leadership for School Leaders), I offered some suggestions on how to do that. Yet, too many school leaders, from the district level to the school level, are still ignoring social media and considering it a fad. They spend too much time finding ways to limit access to it and dismissing its impact, when they should embrace and accept it as a fact of life. The bottom line to this one is simple: ignore that online conversation to the peril of your school and perhaps yourself.
• Even though there is a conversation about you or your school/district online, you can’t control its direction. Too many school leaders and policymakers still think they can control the direction of this online conversation. They create all manner of rules and laws trying to keep the conversation at a minimum. They even try lawsuits when something is said that is objectionable. Ultimately, neither rules, policy, nor lawsuits are going to stop that conversation. Instead, 21st century school leaders need to learn how to respond effectively to social media. They need to fight fire with fire so to speak.
• You cannot control that conversation; the best you can hope for is to effectively respond to it. What does an effective response to a less-than-flattering social media posting look like? Well, those using social media don't like spin. They don't like attempts to hide behind the law or authority. The best way to respond is perhaps to open up and be what Beal and Strauss call "being radically transparent." That means being honest with people and not looking like you are still trying to hide something. That means being as honest as possible and avoiding "educationalese" or jargon. 
• Be careful of your response to that conversation. As Beal and Strauss point out, “The Internet community comes down hard on those who employ conversation spin, control, manipulation, or spam.” Should we find ourselves in a "Verizon-like-situation," a careful, well-thought-out response is a must. Social media has created a “no-spin zone” of sorts where spin is at your own risk. Taking time to plan a response is a must. There is no room for knee-jerk answers.
• As Beal and Strauss emphasize repeatedly in their book, “Be radically transparent or risk your reputation and top line.” This means using plain language, being sincere, and being candid. No generic marketing messages allowed. Welcome responses and feedback. As school leaders you have to work hard to build relationships with your community through social media, and that means being transparent.

Recently quite a few people and organizations have run headlong into the power of social media. Besides this event with Verizon, Bank of America found out firsthand the power of social media when it proposed additional fees on its customers. Then there was Lowes and its decision to pull ads from the Muslim American reality show. They also found out about the "steroid-effect" of online communication.Finally, ask Governor Brownback of Kansas, his staff,  and the poor principal who tried to force student Emma Sullivan to write that letter of apology. In every single one of these instances, an organizational or personal reputation was on the line.The one thing in common is how the organization or individual responded and resulting effect on their reputation. Social media is here to stay, and school leaders who learn to effectively use it will be more successful communicators to their stakeholders and they may perhaps head a reputation crisis too.

There is no doubt that true innovation using 21st century tools begins with the teachers, and sometimes the best thing an administrator can do when they want them to use technological innovation, is to remove barriers to implementation and get out of the way.  This fall, my teaching staff decided to use Engrade, an online gradebook, as their gradebook. After setting up a school account, we've had an extremely successful implementation.  If your school is thinking about using Engrade or another online gradebook, here’s 3 good reasons to do that.

• Parents and students have access to their grades at any time. Too often, grades are hidden from view until progress report time or report card time. That's way too late! Students often do not see the immediate effects of not turning in assignments or low test grades with traditional gradebooks. With Engrade, students can check their grades on their own to see how they are doing. In addition,  parents can check their child’s grades each day or as often as they wish. The whole “surprise factor” is taken out of the grading process. Since implementation, our parents have repeatedly expressed their satisfaction of being able to check their child’s grades at any time.
• Engrade is simple to use. Often, my experience is that online gradebooks are ponderous things that try to do too much. One example of this kind of gradebook is the one employed by our state. It is a massive grading program that does lots of things, but it takes a PhD to figure out how to run simple reports. It simply tries to do too much. Engrade is simple by nature and design. Teacher assignments such as adding tasks and grades is a cinch. As administrator, when I want to run a report listing how all students in my school are doing, I don’t have to worry about filters and queries. I click on a button and it happens. Simplicity rules!
• It’s free. Our whole school is currently using the free version of Engrade. Just the free version has been successful. However, we are exploring whether to purchase the premium version because it adds some functionality we would like to have such as custom reports and school-wide grade reports.

When it comes to true innovation, it doesn’t take a complex technological product to make it happen. It also doesn’t take a product that serves every single need we have as educators. Engrade works for us because it fulfills our need for a simple gradebook that provides access to both our parents and students, that's simple to use, and it’s free or low cost.

For information about Engrade, check out their web site, http://www.engrade.com/.


Note: For those wondering, I did not receive anything for endorsing Engrade in this post.  In fact, I would add that any online gradebook that offers all stakeholders access, that is simple to use, and that is low cost or free, is the kind of online gradebook educators want.

Keeping parents informed has become rather easy in the 21st century. There are all kinds of tools for educators can use. I’ve personally tried blogs, wikis, and specifically designed web pages, but the bottom line is you just have to find what works best for your parents. My parents are email users. I have told them that the best way to contact me is through email, so they often use that first. It also means it is the quickest way I can get information out to them. My parent communications have become entirely paperless, so the forests can rest at ease. Central to my 21st century parent communication plan are the following:

• Sending parents a weekly email update. I spent some time at the beginning of the year collecting parent email addresses and polishing my parent email contact list. Now, I have a reliable list of email addresses, so I just compose an weekly “Email Update” and send it them. Perhaps it is not as “sexy” as a blog, or as “techie” as a wiki, but it is highly effective. During the course of the week, I collect information to be shared in Evernote, Diigo, email folders, and even a sticky note pile on my desk. On Thursday afternoon, I usually begin compiling those items into what eventually becomes my “School Weekly Parent Email Update.” I include news and happenings from the week, information and advice, upcoming events, and a short calendar of events among many other things. It is the center of how I communicate with parents. (For those who still don’t use email, there’s a PDF version posted on our web site.)
• Twitter Updates. This one is not quite as effective for me. Our parents just haven’t bought into Twitter yet. I’ve offered to show them how to set it up, but it just hasn’t taken root. However, we’ve installed a Twitter app on our main Web page, so our updates appear there for all to see. It is another way to get the word out.
• Maintaining a Web announcement page. I still use our main Web page to make significant announcements. Parents do notice if your Web page never gets updated, and they are quick to let you know that too. I have a small section on our main page where I make significant announcements on a regular basis.
• Computerized phone calling systems. I use this for significant announcements. Over used, and this one can be annoying. No one likes getting “telemarketing-like phone calls” each evening. Used strategically and parents will pay attention to your phone calls and not hang up. Use less seldom and for important announcements and parents will pay attention.

I realize there’s nothing really fancy about these items in my 21st century communication plan, but the reality is, 21st century communicators find out what works. They don’t just use a tech approach so they can say they use that approach. After all, what good is using any medium if there’s no one on the other end?