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What if you only had time and money to use and purchase six tools to teach your entire curriculum? What would those six tools be? Authors Harvey Silver, R. Thomas Dewing, and Matthew Perini seem to do just that in their book The Core Six: Essential Strategies for Achieving Excellence with Common Core.

Many of us are right in the midst to implementing the Common Core Standards, whether we philosophically agree or disagree with the need for their existence. School leaders and teachers are scrambling to find and create tools for implementation, and the massively growing number of new books and materials about the Common Core aren’t making this task any easier. However, there are few that focus on the “essentials” to the degree that The Core Six does. This concise volume (it’s only 78 pages) lays what it calls “Six Core Practices Students Need to Cultivate to Become Independent Learners.”

According to this book, "The Core Six” are strategies that foster college and career-readiness, and at the same time, address the Common Core Standards. These six strategies, according to Silver, Dewing, and Perini are:

1. Reading for Meaning: This strategy helps students develop the skills to be proficient, effective readers and make sense of text.
2. Compare and Contrast: This strategy teaches students to conduct comparative analysis, thereby getting them to learn content at a much deeper level.
3. Inductive Learning: Inductive Learning as a strategy helps students see patterns and structures in content by using inductive processes.
4. Circle of Knowledge: Circle of Knowledge is a strategic framework for planning and conducting engaging classroom discussions that get students to think deeply and communicate thoughtfully.
5. Write to Learn: As a strategy, Write to Learn gives teachers a way to integrate writing into daily instruction and use writing skills to develop students’ ability to write in the “key text types” that they need to be college and career ready.
6. Vocabulary’s CODE: This “strategic approach” to vocabulary instruction gives students the ability to retain and use academic vocabulary.

Because of its straightforward, here-it-is style, The Core Six: Essential Strategies for Achieving Excellence with the Common Core is far from being what I would call “engaging read.”  It’s strength, however, lies in this straightforward review of these six solid research-based teaching strategies.

With each of the “Core Six Essential Strategies” the authors begin with a brief description of the strategy, then they provide a quick list of reasons to use that strategy. Next, they describe the research supporting each strategy and provide the principles of implementation. They end the review of each "Core Six Essential" with some classroom examples of implementation, and things to consider when planning to use the strategy. This formula of presenting each strategy makes it quite easy to take what is learned back to the classroom.

If you are on a quest for a simple, straightforward book that gives teachers high-yield teaching strategies for the Common Core implementation efforts, then The Core Six: Essential Strategies for Achieving Excellence with the Common Core is a solid choice.

“The educational improvement efforts now in place are aimed at bringing back the education that American offered students in the 20th century (with some technological enhancements,” From Digital Natives to Digital Wisdom: Hopeful Essays for 21st Century Learning by Marc Prensky

Do Americans really have the stomach to “reform their schools?” Looking at the list of reforms in vogue today, one can only wonder whether reform is really the goal, or as Prensky points out, “Reform efforts are more about bringing back the education system that was,” instead of creating an education system that truly meets the needs of 21st century students. We continue to strangle our education system with accountability and testing, standardization, and general neglect, and yet, we are surprised that our students are still dropping out and still not achieving.

If we truly want to change education in our country, then perhaps we really need what Sir Ken Robinson calls an “education revolution” instead of reform. The truth is, we’ve been reforming education for years. When I left college for my first teaching job in the late 80s, the dust was still flying from frantic reform efforts to address the “issues” identified in the Reagan administration’s report A Nation at Risk. Career ladder programs were attempted to provide teachers “pay based on merit.” Standardization of education was afoot through standards implementation at the state level. Politicians were hung up on national test scores that signified “the educational apocalypse on the horizon.” And, the predominate mantra was, “Throwing money at our educational problems won’t fix them.” These ideas offer absolutely nothing revolutionary. They, like many of our reforms now, simply tweak an education system that is in need of a revolution. As Prensky points out, “However well meaning those who proposed and fund today’s educational reforms may be, their aim is generally to improve something that is obsolete.”

I actually think Prensky is being too kind. Those pushing some of the reforms today are not “well-meaning at all.” They have political and cultural agendas that actually do not want to see public schools thrive. They want to see an end to all public schools, or at least a marginalized public school system that is much weaker and irrelevant. These are the same individuals and groups that turn our schools into places where culture wars are fought and political points are scored.

The truth is, to revolutionize the education our students are getting, there are three things school leaders can focus on immediately, and none of them are magical or new. According to Marc Prensky, “Lots of money is being spent on trying to fix the educational ‘system.’ But what the reformers have haven’t yet understood is that it’s not the ‘system’ that we need to get right; it’s the education the system provides.” Let’s focus on the education our children are receiving and not the “system.” Here’s 3 things for considerations for starters:

• Make learning authentic. Let’s engage our students in the kinds of learning that is based in the real world. Project-based learning and problem-based learning ask students to engage in real learning tasks. Even making our classrooms more real-world like makes learning more authentic. Getting students out of rows of desks and at tables or even seated in huddles on the hallway floors. There’s nothing authentic about sitting in desks carefully placed in rows, or working on questions in at the conclusion of each chapter in a textbook. Teachers standing forth lecturing and directing all student learning is also inauthentic learning. Teachers still practicing in this manner, and principals/school leaders who support this kind of teaching are guilty of malpractice. It takes authentic learning experiences to revolution the learning and education of our students.
• Foster a school culture of support and personalization. Most schools I’ve worked in are still hard at work forcing students to fit into them rather than changing the school to fit the needs of its students. Schools can focus on the education of children by simply becoming flexible agents that bend and twist to meet the needs of students. For example, schedules do not have to be same every year. Why can’t the class schedule be revised to fit students’ needs instead of fitting students to a class schedule?  Schools must become personal places where all students are known for who they are, not by simply whether they scored “proficient on the latest test,” or by their student number. A school that truly personalizes education for students will not allow students to slip away into the anonymity of numbers. They know their students for who they, and they adapt and find ways to support and personalize education for all students.
• Allow students to engage in using 21st century tools. Far too many schools, and their administrators, are still fighting to keep technology out. If we want to revolutionize the education our children are receiving, then let’s give them the technological tools they need to access the wealth of information online. Let’s give them opportunities to use those same tools to create content, and connect with others globally. School administrators can begin revolutionizing the education students in their schools by embracing Bring Your Own Device (BYOD) policies, 1:1 technology initiatives, and by becoming technology users themselves. Still school administrators need to be cautious and remember: the success of the education the students are receiving through technology is not measured by the number of iPads or laptops purchased. The success is found in the classrooms where teachers engage students in using these devices, not as tools “assist them to teach as they’ve always done.” But as a means to challenge and disrupt both teaching and learning.

Reform efforts abound. Just ask any politician and I’m sure you will immediately get a long list of “Things-I’m-gonna-do-to-reform-education.” Most often, this only translates into trying to turn schools into what they once were, or into what that individual would like them to be. As school leaders, we can revolutionize the education our children receive if we focus on that education and not the system. If we simply emphasize the importance of authentic learning, foster a culture of support and personalization, and give students 21st century learning experiences with 21st century tools, the education revolution will begin in our schools.

"Courage trumps authority. It even trumps physical violence," writes Gus Lee in his book entitled Courage: The Backbone of Leadership.


There is no doubt that courage is central to leadership, and Lee's book emphasizes that over and over. At one point in the book, Lee describes a class he once had with Major H. Norman Schwarzkopf, the future general,  as his teacher. Schwarzkopf gave the class this scenario:

"Imagine that you and your troops for which you are responsible are on an international border. The enemy can cross it and strike at you with impunity. But you can't cross the border. That order comes from the commander in chief. Every night, the enemy crosses the border to kill and wound your men, who are Vietmanese Airborne volunteers in your care. Every night, you chase the enemy, but they escape at the border, where you stop, as you are ordered. Here's the question: when the enemy hits you again tonight, do you pursue them over the line? Or do you follow orders and halt at the border?"

Lee goes on to describe the questions asked by the students clarifying the scenario. If they cross the border, they can destroy their enemy and stop their men from dying, but if they cross the border, they violate an order from the Commander-in-Chief. Schwarzkopf goes on to ask his students to write about the experience and then polls them to find out which students would stop at the border and how many would pursue the enemy across the border. Lee says he chose to stop at the border because he had to follow orders.

Schwarzkopf then tells them, "There are two kinds of people in the world: leaders and careerists. Leaders have character. They act for what is right. They would die for their men. Careerists are self-centered, self-absorbed. They act out of selfishness. They sacrifice their men for a promotion. They lie to pump up results.They save their skins instead of others'. Careerists can't really lead because their men do not trust them and will not willingly follow."

"The correct answer for a leader is clear. You cross the border. You destroy the enemy to protect your men. You then take personal consequences to your career, knowing that you violated an order but acted for what is right. You feel pride in getting court-martialed and being reduced to private. Everyone's a leader or isn't. It's not rank. It's character."

I can't help but be moved by this story. I was when I read it. I am also equally moved by the question asked about whether I am leader or a careerist. How many of us become more concerned about our careers than for what is right? I happen to believe strongly that leadership is about character and integrity, and I certainly hope I'm not a careerist.

Author and attorney Aimee M. Bissonette writes:

“Schools that fail to take action to curb cyberbullying among students may find themselves defending their actions (or lack of action) in court, worse still, dealing with the tragedy of a student suicide.”

One can argue whether schools are responsible or not, but the societal expectations are simple: if school administrators know it’s happening, then they had better do something about it." The legal system generally evaluates a school’s right to intervene in off-campus cyberbullying by determining if the victim’s educational experience has been harmed by the actions or the perpetrator. What is a school administrator to do?
Perhaps as Bissonette suggests, the best way to deal with cyberbullying is to proactively develop effective policy that defines specifically what is considered cyberbullying and the range of actions the school or district should take to address the problems when they happen.

What are the must-have elements in any school or district’s cyberbullying policy? Here’s some suggestions I have taken the liberty of paraphrasing from Bissonette's book, Cyber Law: Maximizing Safety and Minimizing Risk in Classrooms.

• Avoid zero-tolerance and highly punitive policies. According to Bissonnette, if policies are too punitive they actually might discourage individuals from reporting instances of cyberbullying.
• Develop policies that “allow a range of sanctions from verbal warnings, to detention, to suspension or expulsion.” This flexibility allows administrators to provide the appropriate level of consequences for the offense. Not all cyberbullying rises to the same level of severity.
• Make sure your cyberbullying polices contain good definitions. Define cyberbullying in such a way that all students, parents and staff understand what it is. 
• Cyberbullying policies should make it clear that they “apply to all instances of cyberbullying.” The policy needs to make it clear that whether it happens on campus or off it is covered. Also, it should make it clear that it applies to the use of school computers and networks too.
• The policies should also describe procedures for reporting instances of cyberbullying. Included in that description are what victims, witnesses and staff do to report instances of cyberbullying. It is also important to describe the steps the school or district will take in investigating a report of cyberbullying.
• Cyberbullying policies should also describe parent notification procedures. When and how parents will be notified should be detailed.
• Finally, according to Bissonette, policy should describe all the devices that might be used in cyberbullying. It should clearly state, for example, that cell phones, cameras, and other electronic communication devices could be used in cyberbullying.

In our current climate, schools must develop sound policies to guide how they will deal with cyberbullying when it happens. In 21st century schools, 21st century leaders know the importance of proactively dealing with this issue.

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.

I can't help but feel a bit honored to be included among those bloggers in EdTech Magazine's "Honor Roll: 50 Must-Read K-12 Education IT Blogs." This includes many ed tech heroes of mine such as Will Richardson and David Warlick. It's a great list to be included, and one I am going to make sure gets loaded into my Google Reader. Thanks EdTech Magazine.

Here's the link to the "Honor Roll: 50 Must-Read K-12 Education IT Blogs."

I haven't regularly shared lists and articles by themselves, but in the interest of addressing those who are in educational leadership positions in higher education, the Best Colleges Online web site sent me a link to an article that lists "50 High-Profile Higher Ed Administrators on Twitter." This article is a great starting point for those searching for college level administrators to follow on Twitter.

50 High-Profile Higher Ed Administrators on Twitter

Author Alfie Kohn writes in his collection of essays entitled Feel Bad Education and Other Contrarian Essays on Children and Schooling,”

“All around us---including in the field of education of education---we meet people who have lost their capacity to be outraged by outrageous things, people who, when they are handed foolish and destructive mandates, respond meekly by asking for guidance on how to put them into practice.”

I can’t help but wonder sometimes if public educational leaders are nothing more than lemmings when it comes to educational reforms. It’s as if some kind of unspoken rule in education is that you practice the doctrine of “Don’t question the mandate!” We have politicians, fresh from standing on top their soapboxes, tossing educational mandates our direction at the speed of light, and it seems, at least to me, few have the guts to really ask the tough questions about whether these measures will really be good for education and for our students.

Is courage somehow sucked out of those aspiring to be school leaders when they pass through these school administrator training programs? If ever there was a need for leadership and a willingness to stand up to policymakers wielding reforms, now is that time.

We have politicians across the United States pushing reforms that are detrimental to public education, and instead of asking tough questions about the rightness of these reforms, school leaders fall all over themselves trying to find ways to enact what ultimately is tired, bad education policy. Example One---the Common Core Standards. The Obama Administration shoves a set of standards down the throats of 40 plus states, and instead of looking critically at those standards, school leaders accept them, and immediately jump to implementation. No administrator I know has asked tough questions like: Why do we need an nationally standardized curriculum? Is it so that we can test our kids to see what they learn or so we can compare, and the state with the highest test scores can brag? Why these standards and not others? Instead, the question I hear most often from school leaders is: How do we implement those standards. It’s almost as if administrators feel the need to blindly accept this latest “reform” that made its way down from Washington. It really doesn’t matter whether it’s the federal or state capital that these reforms come from. Educational leaders move immediately to implementation.

School leaders in this country are in big part responsible for these endless pendulum swings we take in education, simply because there’s a total lack of courage and unwillingness to ask tough questions about the latest reform our politicians are peddling.
Here’s a proposal I would make to those seeking to be 21st century school leaders. Consider the following when that next “reform” flows down from the powers that be.

• Don’t be afraid to ask questions. And ask the tough ones. If our education system is every going to be sound, and if reform is going to truly happen, there has to be willingness to shine the light of reason on what is being proposed.
• If policymakers get uncomfortable with the questions we ask, then we need to keep asking. Courage means being willing to ask the tough questions, and sometimes, that’s going to make people uncomfortable. But, ultimately, they should defend their ideas with reason, not with intimidation.
• There’s nothing wrong with being a skeptic. We need to demand answers to our questions about new education policy. Of course, those who create this policy don’t have to answer, but there is satisfaction in knowing that we’ve been willing to ask the tough questions.

Educational leaders, I think, have lost their capacity to be outraged at the foolish reform ideas being proposed in our nation’s capital and in state capitals around the country. Asking tough questions is not a sign of insubordination. It is a sign of courage, and as leader I hope I never take such questions asked of me in that way.

Today, I was attempting to read an article from our local newspaper's website. I was trying to access an article through my RSS Reader, when I got the following pop-up:



Our small town newspaper, The Hickory Daily Record, is a mediocre newspaper at best for a number of reasons. First of all, I was once a subscriber, but I stopped home delivery because there would be stretches of days I would not receive it. I would then have to call their office, and the paper seemed content to just give me a credit when I did not receive it rather than find a way to deliver a paper. They inevitably did this rather than resolve the issue of delivery. Secondly, there's not a been a great deal of content in its pages for quite sometime. The paper edition is primarily advertisements, and the paper has had to cut its reporting staff back so much, they aren't even capable of providing the news, except what  news comes to them. Finally, the Hickory Daily Record has become irrelevant as a news source in our region. I can access free news channels such as our local TV stations, and the Charlotte Observer's site and get more information about the happenings in my hometown  than I can in my hometown newspaper. In all honesty, The Hickory Daily Record has become little more than a neighborhood newspaper with absolutely no impact on the community. It is a dinosaur that is still trying to avoid extinction. In some ways, I think public education is trying to avoid the same fate.

As you can see from the pop-up message I received, I could continue reading the article I wanted to see if I paid them $4.95 a month, but I won't pay them and I won't read the article. The whole problem is, the content offered by the Hickory Daily Record isn't worth $4.95 a month to me. You can scan their web site in less than 5 minutes. Unlike the larger newspapers, there isn't a wealth of content, certainly not 5 dollars a month worth. All this brings me to my point, "Newspapers basically still do not get it." While I have no idea how profitable the Hickory Daily Record's efforts to charge for online content is, it can't be sustainable. A glance at their site tells your they offer no amazing exclusive content you can't find elsewhere. A lot of the articles are from news wire services that offer the same text free. And, there is so little news content to begin with, in comparison to larger news sites. The bottom line is my small town newspaper is still caught in 20th century ways of delivering content and appears to be doing little to change. I can't help but wonder if our schools are still caught in the same time warp. We still try to deliver education the way we've always done too. So what can schools learn from my small town newspaper's predicament? Here's three things for thought:

1. In a digital age, we can't simply take what we've always done and post it online or digitize it and call it education. Our technology is clearly disrupting how we do things in our schools, and we'll not contain that force by trying to simply package what we're doing into 21st century packages. We need to fundamentally re-think and re-engineer everything we do in schools and take full advantage of the possibilities of the digital age.

2. We need to fundamentally re-think our digital content which is student learning. If newspapers want to have a hope of surviving online or off, they have to focus on content. People will only pay for content if they see it as engaging or useful, and if they can't get it elsewhere. As schools in the digital age, we must focus on our own "content" which is student learning. Everything we do, from front office procedures to instructional strategies in the classroom need to be about student learning. We need stop being distracted by everything that is not about student learning.

3. Twenty-first century schools need to acknowledge the competition. Newspapers like my small hometown paper haven't done this very well. They are still holding on to the belief that they offer something readers can't get elsewhere. They haven't acknowledged the competition. Whether charter schools, private schools, or virtual schools are better at raising student achievement is still debatable. That argument probably will not be settled any time soon, and most likely it will never be settled. The reality for public schools is that we have competition. Instead of expending large amounts of time discrediting the competition, let's use that energy to make our public schools better. Let's focus on what is most important.

Everyone knows newspapers haven't fared well under the onslaught of web content. Most barely survive. Some have learned that users will pay for content, if that content is of high quality, and if users can't get that same content from elsewhere. My hometown newspaper is still caught in an old paradigm that believes they can approach web content like they did paper content. They can simply post the same content from their newspaper online and people will pay for it. Of course they have tried to add some unique content like videos and information data bases, but its hard to say they've changed their content delivery model very much.  Maybe some will pay 5 dollars a month for this content, but I won't and I am sure many others won't as well. The newspaper is losing me as potential customer and I am sure there are others. If they want me to click that "Pay $4.95 Month" button they need to give me something I do not already have. Public schools would do well learn from this too. If our students aren't getting the education our parents want them to have, they aren't going to keep paying for our schools either. We have to give them the kinds of student learning they can't get elsewhere.

My personal favorite time of year is here: the annual NCTIES (North Carolina Technology in Education Society) Conference. This year I will be conducting two concurrent sessions. The first one focuses on developing a Professional Learning Network from a school leader's perspective. Emphasis is on sharing ideas on how to get the most out of Twitter, Blogging, Facebook, and Google+. Here's my presentation from Slideshare for those who are interested.

On Friday, I will review my favorite web tools as a school administrator, many I have reviewed before. Here's the slideshare of that presentation.
NCTIES is an excellent opportunity to explore tech, network, and have fun with educators who are excited about technology.

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?

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.

In October, I posted “Top 10 Signs Your School Is Caught in a Time Warp: List for School Leaders.” Of course the whole idea behind that post was to call attention to those leadership proclivities that are actually hindering movement toward a 21st century learning environment.

Now, let me be just a bit more direct in this post. Here’s the list of indications that your school leadership is obsolete and in need of a big upgrade.


1. You actually find yourself defending school policies that ban the use of cell phones in your building. Cell phone bans need to go the way of the slate and chalkboards. Instead of prowling the halls to catch students with cell phones out, how about getting students to use them constructively? Besides, if a cell phone disrupts class, it is the user that actually disrupts the class, not the phone. Cell phone bans are a waste of administrative energy and time.

2. You defend adamantly the use of Internet filters on your school networks. I know all about the CIPA compliance issues and all, but perhaps your leadership is just a bit outdated and your knowledge of computers inadequate if you actually think filters work. Let’s face it, most districts put filters on their networks, not because they work, but because they allow them to keep their funding. If you really want to know whether your Internet filters are working, just ask a student. The smile on their face says a great deal. Heck, some of them might even show you one way they use to get to Facebook even though it’s supposed to be blocked.

3. You brag about the number of computers, smartboards, or iPads you have in your building. I have to point the finger to myself a bit on this one. It’s darn hard to resist boasting about your computer-to-student ratio when a fellow administrator brags about his, but the truth is, it really doesn’t matter if you have 3 computers to every student if no one is using them effectively for learning. Administrators have historically boasted about needing an iPad for every student or a laptop for every student. I’ve even heard school principals boast about having Smartboards in every classroom. Truth is, it’s not the numbers that matter; it’s what students and teachers are doing with those devices that matters.

4. You see Facebook and other social media as one of the biggest menaces of modern society.  Granted, I will admit I’ve dealt with enough “Facebook-connected issues” that I sometimes think “Zuckerberg” should be a bad word. But, social media is our reality; it’s our students’ reality. We can’t keep blocking it out with the hopes that it will go away. It will, in some form, outlast us all. Instead, let’s figure out some way to use social media educationally. We all might learn something.

5.  You think learning occurs only within the confines of your building’s classrooms under the direction of your teachers. Our students are learning about things they care about in spite of us. Classrooms are not the only places where student curiosity is satisfied (if they ever were). Our students are engaged in massive learning on their own while sitting with digital devices wherever they happen to be. It’s time to measure learning by something other than seat time and length of class periods. Perhaps we could even figure out a way to channel all that energy to learn to accomplish our educational goals.

School leaders suffering from “obsolete leadership” really do prevent schools from becoming 21st century learning places. Perhaps someday we’ll quit trying to defend the rules and question why the rules exist in the first place. That said, I am positive there are others indicators that could be added to this list.

I have not hid the fact that Chrome is my browser of choice, and from the looks of articles like this one, “Google’s Chrome Browser Surging Past Firefox”, it looks many more are beginning to choose the browser as their favorite. One of the features of Chrome that I like are the extensions and the Apps that can be downloaded and used.

Chrome Apps Page

For those not familiar with Chrome extensions and Chrome apps, the difference between the two is that Chrome Extensions run within the browser window from a button located in the upper right hand corner and a Chrome app is an application that runs in its own browser window, usually accessed through an icon on the apps page within the browser. While Firefox offers its users the same experience, I have grown to appreciate the reliability and functionality of the many apps and extensions within my Chrome browser.

While I have posted my favorite Chrome Extensions and apps before, my list of favorites has changed a bit since then. Here's my latest.

Quick Note: Quick note is another one of those apps that make it possible to be paperless. With Quick Note, users can quickly add and edit notes. Notes that are added are fully searchable, and if you have a Diigo account, you can sync those notes to the cloud. That means you can use Diigo’s Web and sharing capabilities to both access your notes and share them with your Diigo groups. Those developing the app indicate in the Chrome Web Store they may integrate the app with other Web tools like Evernote and Dropbox in the near future. Quick Note is a simple to use note taking tool located right in  your browser.

Quick Note

Kindle Cloud Reader: About eight months ago, I became an avid e-book reader. I own two Kindles, and I have the Kindle app on every PC I use and on my iPad. I even have the Kindle app on my Android phone. With the Kindle Cloud Reader, I can access my growing Kindle e-book library even on machines that do not have the Kindle application installed. In addition, the Kindle Cloud Reader has a sleek interface and is so easy to use, there are times when I simply use it to read my books. Currently there are three things I wish I could do in the Kindle Cloud Reader that I can’t do: 1) Highlight text, 2) Enter reading notes, and 3) Access my newsstand items. I can see text I’ve highlighted in other Kindle Apps, but I can’t highlight. Also, there are times a thought occurs to me while reading, and I love being able to attach it to the text. As far as accessing my Newsstand items? I would love to be able to check out my newspaper and magazines from the Kindle Cloud Reader too. Still, reading from the Cloud Reader is a pleasant and easy experience.

Kindle Cloud Reader

Read Later Fast: I’m just learning about the power of this app. I’m always stumbling across a Web article that I just don’t have time to read. With this app, I can post an article to my Diigo account for future reading. I can even include the graphics. Read Later Fast integrates entirely with my Diigo account and adds another level of flexibility to an already versatile web tool. I can open these Web articles using this app and read according to my schedule.

Read Later Fast

Offline Google Mail: This app basically gives me an interface for my Gmail account and allows me access email offline. You can also compose email which is stored and later synced with the Web. Offline Google Mail is an excellent email client right in your Chrome Browser.

Offline Google Mail

Tweetdeck: Tweetdeck also has a Chrome app as well. This app works pretty much like the separate Tweetdeck app. Twitter recently updated this interface to look exactly like its desktop Tweetdeck app. Twitter users will find this app works as well as the other Tweetdeck products.



Here is a list of my favorite Chrome Extensions.

Evernote Clearly: This extension takes a blog post, article or Web page and transforms it into an easy-to-read format and then places it into your Evernote account. That means you can later access these articles with any device running an Evernote app. This is one of the must-have Chrome extensions. I was even able to convert an article to a PDF and send it to my Kindle to read there.

Evernote Clearly Interface

Diigo Toolbar: This extension is one of my most used. I have posted about it before. It allows users to highlight, bookmark, add a sticky note, or share a web page with basically the click of a button. Diigo users will love adding this tool to their browser. An excellent extension that adds even more functionality to your Diigo account.

Diigo Extension Toolbar

Awesome Screenshot: This tool allows users to take snapshots of Web pages and the screen, annotate them, then save them either on the desktop or into your Diigo account. This is a very useful extension for capturing graphics for later sharing. It is also another extension to add functionality to your Diigo account.

Awesome Screenshot

Evernote Web Clipper: There are many times I stumble across a Web page that I might want to share or use later. The Evernote Web Clipper allows users to clip those pages and place them directly into one of their Evernote notebooks. This extension adds functionality to your Evernote account.

Twitter Share This Page: There are quite a few times I find a Web article that I just have to Tweet out. This extension puts a button in my Chrome browser that allows me to do just that. When I find a page to share with my PLN, I can click on this button, edit the outgoing message and just Tweet it out. URL’s are automatically shortened too. Must have extension for Twitter users who use the Chrome browser.

Send to Kindle: This extension allows users to send any Web content they find to their Kindle for later reading. For example, suppose you stumble on an article of length that you would like to spend some time reading later. You can use the Send to Kindle extension to put it on your Kindle.

As more and more Chrome apps and extensions become available, my favorite list grows. Chrome apps and extensions are ways to get the most out of both the browser and your favorite Web tools.

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.

After looking back over posts made during the course of this past year and examining the number of page views, here's my top five posts for the year.

As a high school principal, it is glaringly clear to me that we’ve got to find a way for high school students to earn college credit while still enrolled in high school. Before the imploding of the economy, and massive budget cuts, my students had several options to earn college credit both online and through a local community college. Now, there are no opportunities for my students to earn college credit.

When Governor Bev Perdue announced a few weeks ago her Career and College Promise program, I was excited because perhaps now,  there was a way for the students at my school to earn college credit. Alas, it was not to be. Governor Bev Perdue’s Career and College Promise program is heavy on the “promise” but weak on the “delivery.”

According to her own web site, the main components of Governor Perdue’s Career and College Promise initiative includes:

• Students can earn tuition-free course credits toward a four-year degree through North Carolina’s community colleges.
• Students can earn tuition-free course credits at a North Carolina community college toward an entry-level job credential, certificate, or diploma in a technical career.
• Cooperative innovative high schools (limited availability) Students begin earning tuition-free college credits as a high school freshman by attending a cooperative innovative high school.

Students may not be paying tuition, but they are still paying “fees” and for textbooks. But let's even look at a more deceptive statement right from the governor's web site:

“Eligible high school students can begin earning credit at a community college campus at no additional cost.”

What is wrong with this statement? It’s the “no additional cost.” According to my local community college, there are additional costs. There is a $26.25 “fee” for each course, and students pay as much as $150 for textbooks.


I understand that my students still are getting college courses much cheaper, but my real problem is how governor's rhetoric misleads the public and especially the parents of my students. I’m the one who has to tell them that Governor Perdue’s “promise” is not entirely true.

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.

I can announce as of today, I am a completely converted E-Book reader. I haven’t purchased a book in physical form in over five months. For someone who historically purchased four to five books a month, that is a significant change, and I’m sure it makes book publishers nervous.

What’s really interesting about my whole e-book experience is that I remember distinctly saying when someone suggested I buy a Kindle, “I just don’t see myself curling up with one of those newfangled devices for a good read.” The truth is, I fought well for the traditional book, and vowed I wouldn’t use one of those things. Ultimately though, it turns out that “newfangled device” is pretty comfortable to use, and words are words are words. Does it really matter if they are on paper or on a screen? Perhaps for me, the real beauty is in the words anyway. Besides there are other things about e-books that make them attractive to the book lover. Here’s some more things that have hastened my conversion.

• I now have access to my library on any device.  Now that I have Kindle apps loaded on every electronic device I own, I can read my books anywhere. I have the Kindle app on my iPad, on both my PCs, my Android phone, Kindle Cloud Reader in my Chrome browser, and I even own a Kindle too. I can literary read anywhere and at any time. In all fairness, I should also mention I had any time access when I carried my book with me too, but when I failed to bring it with me, I was left standing and wondering, “If I only had my book.” Now, with all the apps and devices, chances are my book is following me around instead of me carrying it around.
• I can literally tote a 72 volume library around with me. I am one of those readers who reads five to eight books simultaneously which created an burdensome problem. When I had to carry around all those books, it usually meant toting around a heavy book bag. No need to worry with my Kindle library. I literally have a library at my side at all times. No more heavy book bags for me.
• I can easily take notes and underline things to remember. I am an avid highlighter and note taker. I take notes and underline quotes constantly as I read. I could do this with a physical book, but that meant I had to make sure I had the note taking tools with me while reading. With my Kindle apps, I have a highlighter and note taking tool at my fingertips at all times, so when I come to a memorable line or quote I want to highlight, I can do so without searching for them.
• I can buy a new book with the click of a button. This is not necessarily a good thing. It is too easy to buy a new book. But with my Amazon Kindle account, I can one-click download a book without the aggravation of going anywhere. This means I can get the book today, not to mention at a usually cheaper price too. I also means I’m tempted to buy books fairly often too.

Don’t get me wrong, I love my books. I have quite a collection lining the walls in my home. And, I love the smell of paper pages and the way the pages feel on my fingertips as I turn the pages as much as the next bibliophile. But, I have been able to sacrifice those experiences with little regret. I suppose you can now call me an e-bibliophile.