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I want to learn more about the 4 C's of 21st century skills. 

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I want to learn more about the 4 C's of 21st century skills. 

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An article from the NEA about the 4 C's. It's not specific to the library, in fact doesn't mention libraries, but lots of good background on what each skill is and how it presents in student work.

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Preparing 21st Century Students for a Global Society

The "21st Century Skills" movement is more than a decade old. Yet, educators still pose important questions about how to move 21st century education forward. NEA has been an advocate of the 21st century education movement from its inception and wants to empower educators to move it forward in their own practice.

Ten years ago, NEA helped establish the Partnership for 21st Century Skills (P21) and in 2002 began a two-year journey to develop what became known as a "Framework for 21st Century Learning," highlighting 18 different skills. In the last eight years, 16 states joined P21 and agreed to build 21st century outcomes into their standards, professional development, and assessments.

Over the years it became clear that the framework was too long and complicated. To resolve this issue, we interviewed leaders of all kinds to determine which of the 21st century skills were the most important for K-12 education. There was near unanimity that four specific skills were the most important. They became known as the "Four Cs":

critical thinking,

communication,

collaboration, and

creativity.

Now the challenge is building the "Four Cs" into K-12 education. Discussions on this topic are pending at the federal and state levels and in many school districts around the country. To encourage more members and leaders to incorporate this policy into their own instruction, NEA developed this guide to introduce educators to the concept, stress the importance of the "Four Cs," and put 21st century education into classroom practice.

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The "21st Century Skills" movement is more than a decade old. Yet, educators still pose important questions about how to move 21st century education forward. NEA has been an advocate of the 21st century education movement from its inception and wants to empower educators to move it forward in their own practice.

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A short video explaining the 4 C's.

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Learn about the "4Cs" for 21st Century Learning: critical thinking, communication, collaboration, and creativity. See how technology plays an important role in building these skills for students and how you can integrate the 4Cs into your teaching.

(To learn more about the 4 Cs, visit the Partnership for 21st Century Skills.)

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Introduction to the 4 Cs | Common Sense Education

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Learn about the "4Cs" for 21st Century Learning: critical thinking, communication, collaboration, and creativity. See how technology plays an important role in building these skills for students and how you can integrate the 4Cs into your teaching. (To learn more about the 4 Cs, visit the Partnership for 21st Century Skills.)

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Battelle for Kids is a non-profit out of Ohio that promotes 21st century learning skills. They have a monthly newsletter and free resources for eductors on a variety of topics related to 21st century learning.

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Access blogs, videos, success stories, and other resources to realize the power and promise of 21st century learning for every student.

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A webinar on 21st century learning.

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World Class: How to Build a 21st-Century School System

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A short article about the 4 C's as they relate to the Common Core Standards. Links to other tools and resources for teaching the 4 C's.

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The 'four Cs' are an integral part of the Common Core standards; here are free resources for helping to teach these important skills

The 21 st-century skills of communication, collaboration, creativity, and critical thinking, often referred to as the "four Cs," are an integral part of the Common Core standards.

Fortunately, there are an abundance of free resources and digital tools that empower teachers to lead by example and integrate these "four Cs" in meaningful and effective ways.
Communication
It's remarkable to think that we live in a time when we can communicate with anyone, anywhere and any time. We also have so many choices in how we communicate: text message, instant message, video conference, conference call, eMail, snail mail.

Effective communication in our digital world requires new skills, and we need to choose the best tools for the purpose. The Literacy Capacities and Math Practices embedded in the Common Core standards, referred to as "Habits of Mind," help us understand what students should be able to do. Specifically, students should be able to:

Adapt their communication in relation to audience, task, purpose, and discipline.

Be familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.

Actively seek to understand other perspectives and cultures through reading and listening, and communicate effectively with people of varied backgrounds.

Justify their conclusions, communicate them to others, and respond to the arguments of others.

Communicate precisely to others.

To help students become competent in these capacities and practices, we need to ask ourselves some questions. Do we need synchronous communication to brainstorm and share ideas? Would asynchronous communication allow us more time to explore ideas and develop solutions?

Many of our students have grown up with these tools available to them, but they rarely have opportunities to connect and communicate once they get to school. Here are a few of our favorite free resources for getting learners connected to experts, practitioners, parents, community members, teachers, and other students around the world:

Connecting students is also a great opportunity to teach digital literacy and citizenship, and Common Sense Media has free resources to help ( commonsensemedia.org/educators).

( Next page: Tools for fostering collaboration and creativity skills)

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How the 'four Cs' fit with the Common Core

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The 21 st-century skills of communication, collaboration, creativity, and critical thinking, often referred to as the "four Cs," are an integral part of the Common Core standards. Fortunately, there are an abundance of free resources and digital tools that empower teachers to lead by example and integrate these "four Cs" in meaningful and effective ways.

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A subscription newsletter that focuses on technology in education. Many articles on incorporating the 4 C's into instruction with resources and tools, some are library specific.

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eSchool Media Sites: eCampus News | eClassroom News | eSchool Media

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A blog about education and innovation with an emphasis on technology and 21st century skills.

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Blog - 21st Century Learning International

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As educators we defined our organization mission to be "Building communities of learners" and we believe that in partnership with our APPEC committees - former and current - that we have been successful in achieving this for Physical Education Teachers. As APPEC has developed over the last four years, we've received requests from around the ...

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I want to learn more about 1-1 device implementation in school. 

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I want to learn more about 1-1 device implementation in school. 

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Magazine that covers technology in education. I started following them on Twitter

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Tweets by Educ_Technology

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Twitter feed for Andy Plemmons - librarian and techie

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Tweets by plemmonsa

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Twitter chat about technology in school.

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Tweets by KidsDeserveIt

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CUE is a non-profit organization that promotes innovation in all areas of education. The 2019 Fall conference is in my hometown, Sacramento! Definitely going.

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Our Fall CUE 2019 Conference is sure to get your 2019-2020 school year rolling with fresh ideas and new connections.

Join us at our NEW LOCATION: Cordova High School in Sacramento, CA on October 19-20, 2019!

We are proud to enter our 42nd year with an amazing lineup of speakers, sponsors, and community members from near and far.

Registration is set to open in March, so get ready! Stay tuned for details on prices, sessions, and more.

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SAVE THE DATE! Our Fall CUE 2019 Conference is sure to get your 2019-2020 school year rolling with fresh ideas and new connections. Join us at our NEW LOCATION: Cordova High School in Sacramento, CA on October 19-20, 2019! We are proud to enter our 42nd year with an amazing lineup of speakers, sponsors, and ...

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Article on Scholastic.com about grant writing for teachers.

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Free money to buy what you need for your classroom! Sounds too good to be true, right? Well, foundations across the country hand out millions of dollars to teachers each year. You can't get what you don't ask for, though. The teachers who find themselves with new classroom libraries and technology carts are the ones who know how to put together top-notch grant applications.

If you've never done it, grant writing can seem intimidating and mysterious. We've talked with experts, and with teachers who have snagged grants of their own, to help you make the pitch.

1 | State Your Need

Donors don't want to see a shopping list. They want to know what problem you're looking to solve and how they can help. So, instead of simply begging for books, document your students' struggles with reading and put together a plan for how you'll use new materials to boost their literacy.

"If the teacher has done a good job of identifying a need that's not being addressed and has developed a program to address that need, that increases the chances of being funded tremendously," says Bruce Sliger, author of Grant Writing for Teachers and Administrators.

Denine Torr, director of community initiatives at the Dollar General Literacy Foundation, which awards more than 700 grants yearly, says the proposals that get funded are those that clearly outline measurable success. "We want to be sure we're using our dollars wisely," she says.

2 | Start Small, Start Local

Your community may have an educational foundation that gives out grants of a few hundred dollars, just for district teachers. Another place to begin your hunt is with local businesses.

"Even though we want to think big, the smaller grants have simpler applications and are more likely to be awarded," says Fred Ende, a science coordinator in suburban New York who received thousands of dollars in grant money during his years as a classroom teacher.

"Don't try to get everything in one grant," advises Jennie Magiera, a digital learning coordinator in Chicago. When she was a teacher, she built up her classroom library through small grants, and she has colleagues who have amassed a collection of iPads one grant at a time: "If they waited for that one grant that got them 10 iPads all at once, they'd still be waiting."

3 | Do Your Homework

"One of the most important lessons to learn is, you have to do your research on the grant funder," says Ende. "What do they represent? What do they hold in the highest regard? What have they funded in the past?"

If a foundation focuses on science and math projects, for example, don't come to them with your arts and
literature needs.

"We call it 'Cinderella Syndrome,' " says Torr, referring to instances when applicants' proposals just aren't the right fit for her organization's mission. "Do the research to find the perfect fit for you," she says. "It's out there."

4 | Be Creative

Donors will usually balk at funding mundane purchases like lightbulbs, says Sliger. But if you can find a twist, like a new type of lighting that reduces students' eyestrain, you just might convince them, he says. "The funder is more likely to say, 'Hey, that's a new idea. Let's do that.' "

Get creative as you write your grants, too. Laura Reed, a PreK special needs teacher in Lee County, Florida, needed items ranging from chewy necklaces for her students' oral fixations to role-play costumes designed to alleviate anxiety about going to the doctor. So she wrapped them all up under the heading of "Little Student Solutions" and got funded. "Everybody on the grant committee said they love when teachers come up with catchy titles," she says.

5 | Collaborate to Win

"Seek a colleague to team with and throw ideas around," says Lynne Piotrowski, a Williamsport, Pennsylvania, instructional coach who teamed with other teachers to write grants when she was a reading specialist. Veteran grant writers can guide newbies through the process-and gain inspiration from novices' fresh ideas. "I don't know if I would have been successful solo," Piotrowski adds.

You can even get your students in on the action. Ende, the science coordinator in New York, says the successful idea for a $25,000 grant that funded a weather station at his school came from his kids. He advises: "Ask your students, 'What's something you think our school or classroom really needs?' "

6 | Mine for Data

Donors love to see results, so brainstorm ways to quantify student growth. That might mean giving a pretest and posttest, or tracking before-and-after data on student discipline or homework completion rates. You'll want hard data for grant reports, but you can also document the success of your program through videos, photos, and letters from parents and students.

Magiera, the digital learning coordinator in Chicago, was able to show year-over-year numbers on attendance and grades after she received a grant for iPads. "Everything had an up curve," she says.

7 | Watch Your P's and Q's

Nothing tanks a grant application faster than typos, missed deadlines, or flowery fonts. Even if you don't receive funding, a professional application makes a good impression and can help you the next time you apply.

Have a colleague or an eagle-eyed friend or family member read through your grant before you submit it. Or better yet, attend a grant-writing workshop to obtain feedback.

Lauren Italiano, who has written grants as a school librarian in one Boston suburb and sits on an educational foundation in another, says local foundations often offer free support and workshops. Most of the attendees, she says, end up with
successful grant applications.

8 | Build Relationships

"Take a picture of whatever the funding has been able to provide and send it to the funder" along with a thank-you note, suggests Theresa Lewallen, ASCD's managing director of constituent programs. You can even invite the donors to the school to see the results of their contribution. "Smaller funders in particular like to get kudos and see their work in action," Lewallen says.

Even if a funder rejects your grant, continue to cultivate the relationship. Ask for feedback and inquire about working together in the future. "Don't see 'no' as the end of the conversation," Lewallen says.

9 | Tap Your Social Network

James Walter Doyle, a teacher at Thurgood Marshall Academy in New York City, says he's received around $150,000 through DonorsChoose.org, a website that allows individuals to help fund teachers' projects.

He's had success with sharing his requests with friends and family on Facebook. "I don't phrase it in a way that I'm asking for money," he says. "I'm inviting them to see what's going on in my classroom, and if they choose to give money, that's fantastic."

Doyle has snagged funding for a classroom printer, copies of Romeo and Juliet, and student trips abroad.

10 | Don't Give Up!

Even experienced grant writers face rejection. Use it as a learning experience, and move on to the next grant.

Also, don't let grant writing become something you do when you "have the time." Put deadlines on your calendar and hold yourself accountable.

Sliger, the author, notes that teachers already possess skills that make them natural grant writers. "They already know how to write goals and objectives, and a lot of folks in nonprofits have to learn how to do that. The money is out there."
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Free money to buy what you need for your classroom! Sounds too good to be true, right? Well, foundations across the country hand out millions of dollars to teachers each year. You can't get what you don't ask for, though.

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Grant writing tutorial from the NEA

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Grant dollars to help teachers are out there. The NEA Foundation created this tutorial to help educators apply for a grant that will enhance their teaching.

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More grant writing tips

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With late winter and spring deadlines approaching, now is the time to find and apply for teaching grants.

Check out these tips to getting grant funding for your classroom or school projects.
Getting Your Teaching Grants Search Started Start with a Grant-worthy Project
Before you dive into your teaching grants search, figure out what you want to do in class.

Are you interested in implementing a clicker system, getting calculators, building your classroom library? Focus and set specific goals that this funding will help you achieve.

Knowing what you want to do with focus your search for what teaching grants fit best for you.

Give Yourself Plenty of Time

If you need the money now, you're already too late. Moral of the story: plan ahead.

Even though all we can think about right now is making it to break, it's time to start thinking about grants for next year!
Get Backing from Your Administrators
Not only might your principal or superintendent know what grants are available, you may also need their authorization and support as you get farther in the process. In fact, some federal grants cap the number of applications a school or district can make.
Searching for Grants
Once you know the specifics for your projects, try searching the internet for matching grants (for instance, if you want iPads for your classroom, maybe Apple have grant opportunities).

You can also keep an eye out for grants as they arise. Here are a few sites to check out:
A Match Made in Grant Heaven
Once you've found a possible funding match, make sure to read all of the requirements to ensure that your proposal is within the giving priorities of the organization.

If you're writing an original funding request for DonorsChoose.org, make your entry stand out to potential donors. Donors get to hand-pick their projects, so you'll want to catch their attention with a well written, persuasive proposal. Don't forget to detail specific goals that their funds will help you achieve.

Example: If funders say they are accepting applications for early childhood programs, do not submit an application for your high school math program. This is a waste of your time.
Writing a 5-Star Grant Application Follow the Directions
When you receive the grant application, read the directions carefully.

Many foundations won't even read proposals if they do not follow the rules. Example: If they ask for the proposal to be written in a certain font size and type, make sure it is.
The 3 S's of a Winning Proposal Be Straightforward
It can be tempting to make generalized claims about how this grant will mean so much to your students and make a difference, but these kinds of statements don't express specifics about what their money will help you achieve.

Also, keep the outcome this project as the focus rather than the things you need to make it happen.
Show Supporting Evidence
Show that there is a need in your community, and demonstrate how your project will meet that need. The statement of need should be compelling, thought-through, well-documented with objective evidence.

1) Have a detailed plan on how to implement that project

2) Make sure the application is presented clearly and is easy to understand

3) Be clear about why you want this grant

4) State your school/classroom/students needs clearly

5) Make sure you have clear, realistic goals and objectives for the project

6) Make sure you have an assessment strategy to measure your project's success

Demonstrate project logic and outcome, impact of funds, and community support
Set Yourself Apart
With school budgets being slashed around the country, grant competition is sure to be fierce.

Ask yourself:
What makes you different from every other grant request coming across their desk? Are you taking an innovative approach? Does your project have research-based support showing it'll be successful?
Argue persuasive reasons why you deserve this funding more than any other applicant.
Plan Your Budget
Some funders look at the budget before reading the rest of the proposal so it is important that it be clear and pay attention to guidelines set out by the grantmaker.

Think about all the costs associated with your project to include in the budget (including supplies, staff development, etc.)

Check with vendors to get accurate prices

Include current school funding to show existing support for the project

Be reasonable, accurate and flexible

Double check the math

Appeal to the Organization's Goals

Make sure your proposal is within the giving priorities of the organization. To do this, review their mission statement, goals and previous grant winners. You'll be able to align your project with their goals using their buzzwords.

Grantmakers will likely be following and promoting your project once it's been granted, so it should be something that will look good for them as well as you.
Didn't Find the Right Funding Fit? Make Your Own Opportunities
Contact local businesses to see if they would be interested in supporting the project. Local businesses are more likely to give to local causes. Make sure to offer them recognition and publicity for their contributions.

Now is the perfect time to get in on businesses end-of-the-year charitable giving!! Take advantage of the end of the fiscal year and get requests out and completed before January 1.

Many places also have a set amount of money that they have to give out every year. If there is a large corporation nearby, get in touch with their corporate giving office and try to start a relationship with the person who makes the giving decisions. Again, tell them how great the project is for the community, and make sure to offer recognition and publicity in return for a donation.

Have your own tips for getting teaching grants? Share in the comments section!

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With late winter and spring deadlines approaching, now is the time to find and apply for teaching grants. Check out these tips to getting grant funding for your classroom or school projects. Getting Your Teaching Grants Search Started Start with a Grant-worthy Project Before you dive into your teaching grants search, figure out what you want to do in class.

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A Facebook group that posts about opportunities for educators - PD. grants, scholarships etc.

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Scholarships, Grants and Summer Institutes for Teachers

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The Scholarships, Grants and Summer Institutes for Teachers is a group page for instructors looking for grant funding and stipends, opportunities for professional development, summer travel, job...

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Article from Future Ready Module on COPPA

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Tool from Common Sense. org that lets you search an app and see the privacy issues at a glance.

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Our articles and reports are published by a team of experts in privacy, security, education, and law on the state of kids' privacy and the security of smart tech devices that are designed to shed light on critical issues facing kids and families.

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Our articles and reports are published by a team of experts in privacy, security, education, and law on the state of kids' privacy and the security of smart tech devices that are designed to shed light on critical issues facing kids and families.

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Article about applying COPPA for educators.

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The Children's Online Privacy and Protection Act, more commonly known as COPPA, is a law dealing with how websites, apps, and other online operators collect data and personal information from kids under the age of 13.

COPPA has a number of requirements, but some key ones are that tech companies making apps, websites, and online tools for kids under 13 must:

provide notice and get parental consent before collecting information from kids;

have a "clear and comprehensive" privacy policy;

and keep information they collect from kids confidential and secure.

(Source: Complying with COPPA: Frequently Asked Questions)

For a more detailed, yet still accessible, overview of the law, you can also check out EdWeek's " COPPA and Schools: The (Other) Federal Student Privacy Law, Explained." The article gets into the somewhat confusing and contentious issue of whether or not schools can stand in for kids' parents when giving consent. In short, schools can grant COPPA consent if -- here's the tricky part -- the tool is used solely for an educational purpose. As the FTC explains in its COPPA FAQs, the information collected must be "for the use and benefit of the school, and for no other commercial purpose." And it can often be hard to tell exactly where that line is drawn.

In addition to knowing when teachers and schools can consent on behalf of parents, teachers and schools should also follow other best practices with respect to COPPA: conducting appropriate due diligence in vetting products, and providing appropriate information to parents (such as the names of sites or services it has consented to on behalf of parents, and those sites and services' information practices).

Beyond COPPA's parental consent issue, it's important to know that even though the law specifically regulates technology companies, teachers and schools aren't off the hook when it comes to understanding the law and its intent.

COPPA was originally enacted in 1998 -- 20 years ago! Technology has changed a lot during that time. And the technologies that kids use both on their own and in school are no exception. Innovative teachers -- many of whom tend to be early adopters of new tech -- are likely to try out tools that haven't been made specifically for kids or haven't been made with educational use in mind. Along with innovative teaching comes the responsibility to understand how our students' data is being collected and used.

What can teachers do?

1. Know your school's policies on adopting new technologies and follow them. Does your school or district have an approved list of apps and sites for student use? Chances are, students' data privacy issues were a big part of the decision to approve -- or not approve -- a tool.
2. Choose your classroom tech wisely.

Stick to tools designed with education in mind, especially if kids are going to sign up and create accounts. Products that commercialize student learning are not recommended.

When you bring new tech into your classroom, be mindful about how the tools ask kids to sign up, enter personal information, or share anything online -- and choose products that minimize and avoid unnecessary information collection.

Always provide information to parents about what tools you're using in the classroom.

Avoid apps, games, or websites that seem focused on advertising.

Be cautious with tools that claim to be for education but are also aimed at consumers or the business world.

3. Not sure about a technology tool? Common Sense's privacy evaluations can help. These evaluations for many of the most popular edtech tools identify and explain the privacy risks in ways that are easy to understand.
Editor's note: This article has been updated from the original version, which was published on December 21, 2017.

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Learn what teachers need to know about this important law.

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EDSurge is a non-profit that focuses on technology in education

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Tweets by EdSurge

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I want to learn more about the learning commons model, how to design, fund and build a new space. 

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I want to learn more about the learning commons model, how to design, fund and build a new space. 

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Twitter feed for an author I really like, Diana Rednina. She wrote Reimagining Library Spaces - great read!

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Tweets by DianaLRendina

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ALA article on the defining characteristics of a successful learning commons

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One school's journey from media center to learning commons. Discusses funding and staff buy-in

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Media Center to Learning Commons: One District's Transformation

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A California library media coordinator led a renovation that boosted circulation and drew in many more teens-and made shush a four-letter word.

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Diana Rendina's Website

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Hi, I'm Diana! Welcome to Renovated Learning.

Maybe you're curious about this makerspace thing. Or maybe you're looking to redesign your learning space to work better for our modern students. Or maybe you're an educator (or someone who cares about education) who's tired of the status quo and wants to see schools transformed with creativity.

I'm here to help.

I transformed my school library and started a makerspace from scratch and I want to empower other educators and librarians to do the same.

Here at Renovated Learning, I share my experiences in starting and running and makerspace and redesigning our learning space.

Whether you need help starting a makerspace or growing a makerspace you already have, there will be something here for you. Let's work together to make learning awesome again 🙂

Click on over the blog to start reading, or check out some of the resources below and in the menu bar.

First time here? Check out my Start Here page

5 New Back-to-School Hacks for 2023

My Back-to-School Hacks post from 2015 has been getting a lot of traffic lately (maybe because of the School Library Journal article with a similar title?) so I thought it might be good to write an updated version. A lot has changed for me since 2015 - I'm at a different school (Tampa Prep, where ... Read more

Science + Makerspace: Earthquake Structure Design Challenge

In the spring of 2021, the 6th grade science teacher and I began forming a plan. She had seen the engagement of 6th graders in our afterschool Maker Days program and wanted to find a way to bring that into her classroom so that ALL of our 6th graders could have this opportunity. We applied ... Read more

Science + Makerspace: Safety Device Challenge

In the spring of 2021, the 6th grade science teacher and I began forming a plan. She had seen the engagement of 6th graders in our afterschool Maker Days program and wanted to find a way to bring that into her classroom so that ALL of our 6th graders could have this opportunity. We ... Read more

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Renovated Learning is a place where I help educators who are tired of the status quo and who want to infuse creativity into their schools.

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Nicholas Provenzano's website - more makerspace specific but some good info on learning commons in general.

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It was bound to happen. Conferences are back and teachers are ready to dive into professional development. I wanted to share some tips for anyone that is new to ISTE or any other conference.

1. Wear comfortable shoes. You will be putting miles on your feet over the next few days and you need to take care of your feet. While wearing nice shows while you present or go out after the conferences is nice, you need comfy shoes to walk the halls and the exhibit hall. If your feet are sore after a day, the next couple will be painfully difficult to get around.

2. Stay hydrated. This is particular important for ISTE this year. Drink water all the time, especially if you will be drinking non-water drinks at night. You will not be able to concentrate and you will feel like a hot mess if you are not properly hydrated.

3. Eat. This one seems silly, but it is so easy to get wrapped up in the day and not have a good lunch or breakfast. You need energy for the day and these meals will help you get through the hustle and bustle of a conference. Eat healthy and carve out time to do it. Enter it into your planner and follow it. Your tummy will thank you later.

4. Do not be scared to say hi to people you follow on Social Media. We are all educators and are dedicated to making education better for all. Just because someone has more followers than another person, does not make them more important than everyone else. Say hi. Ask a question. Connect. This is why we are at a conference, so don't be afraid to do it. Maybe avoid talking to them in the bathroom. :-)

5. Find time to unpack. I don't mean your suitcase, I mean what you learned that day. Find a quiet spot and just reflect on what you saw and how you might bring that to your school, district or classroom. Make some notes to yourself so that you can look back at them after the conference and remember what you were thinking when everything was fresh in your mind.

6. Check out the conference sessions and try to plan accordingly. I'd love it if you came to my sessions. I'm doing a session on MakerEd on Monday. Look at the schedule and add the sessions that interest you most. If there is more than one session you want to attend, see if there is a friend going and get their notes. There is never enough time to see everything, so it is important to plan ahead so you do not miss everything.

7. Visit the vendors. I always like to take time to visit the vendor hall and check out anything new and to just say thanks for the cool and innovative things they have brought to the classroom. I always end up with a couple of new gadgets I want to bring into the classroom or want to explore. They vendors help make conferences possible, so please stop by and check them out.

8. Vote with your feet. This staple of edcamp is important at conferences. Time is limited and you do not want to waste it in a session that is not what you hoped. Get up and go. You will not be offending anyone. You need to get the most out of your time at a conference and sitting in a session for an hour not learning anything is not a good use of your time. This is why it is good to have a backup session for each time slot in case you have a bad one. If you can't get into a back up session, go to one of the lounges and connect with others. Some of the best learning happens in the hallways.

9. Go out and have fun! After each day, there is fun to be had at many of the restaurants around the convention center. It is a great time to connect and talk about the things you have learned and make new friends. Some of my closest friends were made at a conference. Getting together and celebrating an end of a school year and the cool things you have learned is a must. Do that with other great educators at the end of each day and you will have a great conference.

If any other veteran conference attendees have other tips, please add them to the comment section. I hope all of you will take the time to stop and say Hi if you see me. I'd love to connect with all of you and learn something new.

Hugs and High Fives,

Nick

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It was bound to happen. Conferences are back and teachers are ready to dive into professional development. I wanted to share some tips for anyone that is new to ISTE or any other conference. 1. Wear comfortable shoes. You will be putting miles on your feet over the next few days and you need to take care of your feet.

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Podcast from November Learning about the library as a learning commons.

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Welcome to the November Learning Podcast Series. In this episode, Alan speaks to Shannon Miller, Teacher Librarian and Technology Specialist at Van Meter Community School in Van Meter, Iowa. The two discuss today's enhanced role of a library as a learning commons, how parental involvement is vital within her learning space, how giving ownership of learning to students accentuates their interest in learning and why being globally connected is a necessity for any modern-day educator.

Shannon will be a keynote speaker, a pre-conference master class facilitator and a session presenter at this year's BLC conference. For more information and to register, visit http://novemberlearning.com/blc.

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Library as a Learning Commons - An Interview with Shannon Miller

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Welcome to the November Learning Podcast Series. In this episode, Alan speaks to Shannon Miller, Teacher Librarian and Technology Specialist at Van Meter Community School in Van Meter, Iowa.

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HUGE list of resources on learning commons - articles, books, pinterest pages, twitter chats, podcasts, etc.

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-I want to learn more about  the pedagogy behind professional development for teachers. 

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-I want to learn more about  the pedagogy behind professional development for teachers. 

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-I want to learn more about using Twitter to build a PLN

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An article from the learning policy institute on what factors make effective PD.

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An article from edutopia about effective PD

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1. Use What You Are Teaching

If a method of teaching works, that method should be used for teaching the teachers in your PD sessions. For example, if you're teaching cooperative learning but you're lecturing about it, that's undermining the message. Teachers notice what you do, so model what you're teaching by teaching with it. If you don't have enough time to use the methods that work, then you've just given an out to the teachers who will say that they don't have enough time to do it either.

2. Develop Something That You'll Use Right Away

The best PD classes had us teachers create lesson plans that we could use within two weeks of completing that class.

3. Use the Lesson and Receive Feedback

Then, using a rubric created for the class, we would try out the lesson we'd created in our PD session less than two weeks ago and receive feedback from a trained administrator or a peer. If you wait to implement, you'll never implement.

4. Improve and Level Up With Another Lesson

After receiving feedback, teachers worked on another lesson. This approach of lesson design, lesson performance, and feedback is powerful. Not surprisingly, important features found in a recent study included integrating new knowledge, learning together with colleagues, and being actively engaged in meaningful discussions ( van den Bergh, Ros, and Beijaard, 2015).

5. Local Responsibility and Buy-In

"Drive-by training" is rarely helpful. Without local acceptance, accountability, and follow up, teachers leave the PD class with continuing education units and not much else. Someone on staff needs to have responsibility for making sure that teachers use the technique and receive feedback in a way consistent with the class. Be sure that this person attends the class and takes part.

Ken Blanchard says in Leading at a Higher Level (p.213):

People often resent change when they have no involvement in how it should be implemented. So, contrary to popular belief, people don't resist change -- they resist being controlled.

6. Long-Term Focus

PD should fit in with the long-term vision for a school or district. Some teachers groan about their district's "technology du jour" approach. Like the soup of the week, some districts don't know which technology or technique they want implemented. It takes time to learn, practice, and improve teaching. With too many different initiatives, it can send mixed messages and frustrate teachers. Fit PD into the long-term plan.

7. Good Timing

Fifteen years ago, I showed to up to train teachers how to use technology in their classrooms. As I walked on campus, I heard these words come over the speaker:

We have scheduled training for today after school. If you do not come, your contract will not be renewed. No excuses!

These angry teachers didn't know about the class (set up for months, by the way). They had their own children to pick up, and it was near the end of the school year. This was a horrific situation that happens all too often.

When teachers are in the midst of testing, let them focus on testing. I'm not sure why some state conferences insist on keeping their dates even when they know that their mandatory state testing will happen that week. If we want highly effective PD, the teachers need to be there in body and mind. While it is harder and harder to find a time that someone isn't testing, it can be done.

8. Empower Peer Collaboration

A great untapped potential lies in our ability to teach one another. Some teachers are curating Pinterest boards and sharing ideas, but we can do more. This past summer, our teachers hosted a personal learning community (PLC) and read Harry Wong's The First Days of School. We met for lunch three times and taught the chapters to each other. It was one of the best training classes I've ever attended -- and we did it ourselves!

Professional development is a vital part of improving your technique as a teacher. Learning best practices and practicing best practices are both important. You can make a school better by improving its teachers. Effective PD can do that.

Please share your ideas. What makes highly effective PD?

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If a method of teaching works, that method should be used for teaching the teachers in your PD sessions. For example, if you're teaching cooperative learning but you're lecturing about it, that's undermining the message. Teachers notice what you do, so model what you're teaching by teaching with it.

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Edutopia article about differentiating PD.

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Wasted Opportunities

I am not alone. According to the Center for Public Education's Teaching the Teachers report (PDF), almost all teachers participate in PD throughout the year. However, a majority of those teachers find the PD in which they participate ineffective.

Thinking about this in the car on the way home after another wasted opportunity made me angry. Why is so much of the teacher professional development that I attend such a waste of time? Because, as Teaching the Teachers reports, a majority of PD is provided in a workshop model. And workshop models are inherently ineffective. It amounts to giving everyone the same information, regardless of their prior knowledge, skills, experience, and leaving it up to them to determine how (or if) it is implemented.

For us teachers, think of this in terms of teaching a lesson. I'm going to teach you how to add fractions, regardless of how much you know or don't know about the concept. For those who don't even know what a fraction is, you'll be so confused that the whole lesson will pass you by. For those who already know how to multiply and divide fractions, you'll spend the whole lesson bored to tears. Either way, I'm most likely never going to ask you about fractions again.

We wouldn't teach our students this way. And if we don't expect our students to come to class at the same level and learn in the exact same way, why do we expect it from teachers?

4 Suggestions for Differentiation

Why don't we differentiate teacher professional development like we differentiate our classroom? Building off the ideas of differentiation guru Carol Tomlinson, I came up with some simple but effective strategies to improve teacher professional development sessions through differentiation:

1. Gauge teachers' readiness.

Take a survey of your teachers to see what they know about a professional development topic, and how skilled they consider themselves in that area. While you probably already have a sense of this from knowing the teachers in your building and being in their classrooms, like any good principal or administrator, getting their reflective feedback is important as well.

This information will also allow you to tailor the PD session to meet teacher needs, designing smaller group sessions with flexible groupings to instruct teachers at their varying readiness levels. For example, maybe you want teachers to implement a new executive-functioning curriculum. Novice teachers can attend a curriculum overview session to learn about what it is and what it will entail for them. Instead of providing this overview for all staff and boring those teachers who might already have experience with such a curriculum, more experienced teachers can get together to problem solve difficulties they might be having, or compare and share strategies they've used. This way, teachers of all readiness levels are engaged.

2. Utilize teachers' interests.

Obviously, district PD mandates come from a central office, but take some time to figure out what your teachers themselves want to improve upon. When you work on areas of their interest, they're more likely to be engaged, making the work more productive -- just like with students.

3. Get teachers involved.

In the classroom, we often have stronger students help their struggling peers. Allow teachers that have skills or experience to run smaller group sessions. It provides leadership opportunities for teachers and develops a sense of ownership over the school improvement process. Also, sometimes teachers are more open to listening to someone in a similar position to themselves than they are in taking directives from an administrator. In the example from above, teachers who have already worked with such a curriculum could run smaller breakout sessions with their grade-level or content-area peers. Here, they could provide examples of how they have implemented such a curriculum into their instruction.

4. Provide opportunities for continual assessment.

One of my pet peeves of PD is that often, after it's given once or twice, there's never a follow-up, so many teachers never bother to implement these practices. Provide time for teachers to discuss and reflect on how they are incorporating the given area of development into their classroom practice. Have opportunities for feedback, allow teachers to set goals, provide continuous support, and assess progress toward the goals they've set. Only when you make follow through and action a priority will you see real results.

Isn't it about time that we practice what we preach? If professional development is about educators' growth and improving our schools, then why can't we improve the process itself?

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Why Don't We Differentiate Professional Development?

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I am not alone. According to the Center for Public Education's Teaching the Teachers report (PDF), almost all teachers participate in PD throughout the year. However, a majority of those teachers find the PD in which they participate ineffective. Thinking about this in the car on the way home after another wasted opportunity made me angry.

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Micro-credentialing - a system used in one district that allows teachers to learn very specific skills, attain a 'micro-credential' in that area and get a boost in pay. Neat idea.

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The term professional development is one that many educators have come to hate-it's automatically equated with a lot of "sit and get" and a waste of precious time.

As a library media specialist, I have probably shared these experiences more than most, as much of the professional development (PD) I've received over the years has had little relevance to my job. I have spent countless hours in one-size-fits-all lectures and trainings that did not pertain to my work because I was required to attend to fulfill my professional responsibilities.

When I started teaching in Kettle Moraine School District after working in a neighboring district, I had similar expectations for PD, but I was surprised to find something different. Two years earlier, the district had shifted from traditional PD to a system of micro-credentialing, which encourages teachers to pursue new learning of their choosing and apply that learning directly to their classrooms. When teachers complete these micro-credentials-or competency-based certifications on topics-they get a boost in their base salary.

Not long after, I was asked to lead a micro-credential based on previous work I had done with Genius Hour. Teachers from all levels and subject areas signed up for the micro-credential, wanting to learn more about this new teaching and assessment strategy that lets students and staff explore their own passions for a set amount of time.

Coming from a district that encouraged little professional growth, facilitating and participating in my first micro-credential was refreshing. I had never been in a room where a second-grade teacher and a high school English teacher could relate, problem-solve, and celebrate with each other. Our meetings provided a chance for staff to hear about the work being done throughout our entire district, which helped as we looked at vertical alignment and the overall journey of our students.

While teachers began the micro-credential as a way to grow individually, most developed professional relationships and partnerships-across grade levels-that extended far beyond it. Two years later, I agreed to join the team of professionals that read and approve proposed micro-credentials for the entire district-a position I still have today.

Proposal

Three times a year, a two-week submission window opens that allows teachers to propose micro-credentials for completion. Teachers can choose from micro-credentials offered through the district, select ones available through the district's partnership with Digital Promise, or suggest ones that are specific to their needs.

Micro-credentials offered through the district are usually led by an instructional coach or a group of teachers interested in learning about the same topic. Topics range widely, and have included everything from relearning algebra to using restorative practices in the music classroom.

Once approved, teachers have a year to complete their proposal. Teachers making less than $75,000 per year can apply for $2,000 worth of micro-credentials per calendar year, while teachers making over $75,000 per year can apply for $600. In our last preapproval window, there were 142 micro-credential approval requests; more than 1,500 micro-credentials have been awarded since this compensation model began.

Approval

Our assistant superintendent assigns micro-credentials to evaluators invested in the specific skills outlined in the micro-credential. I generally evaluate micro-credentials completed around design thinking, personalized learning, STEM/STEAM, and technology, for example, but depending on the volume of submissions, I might evaluate a micro-credential outside of my field.

In determining whether a plan is viable, evaluators assess if the work will positively impact students, aligns to the district's mission and vision, and aligns to needs evidenced by the district and/or school data. We also consider whether the work could have an impact on education beyond just our students.

Completion

Similar to the two-week window for submissions, there is also a two-week window three times a year for teachers to submit their work for approval. During this time, a Google form is sent to staff on which they can submit evidence of their learning and the application of that learning in the classroom.

As an evaluator, I use a rubric to determine if teachers have artifacts to show: the learning process they went through (such as evidence of completed readings or discussions); the learning process their students went through and how it was measured; samples of student work and reflections on their new learning through video, audio, or another artifact; and the staff member's reflection on what was learned, how it was learned, the impact, and a prediction of their next steps.

In about a month, each teacher receives feedback on whether their work on the micro-credential was approved. If teachers don't have enough evidence to share, they receive a "not yet." When this occurs, they receive formative feedback on how to improve, and they can resubmit their proposal with additional artifacts.

Impact

Being a member of the approval committee, I've been able to see the long and varied list of micro-credentials our staff have developed and completed. Our kindergarten teachers who work with 4-year-olds are currently creating lessons designed around STEAM and design thinking, while high school and middle school teachers took a course at a local college on how to design online courses to be more accessible. One of our teachers took an online course offered by Stanford University about mathematical growth mindset. The district has offered a course on mental health training.

I have completed several micro-credentials myself, including one on computational thinking that helped me work with students with intellectual disabilities on problem solving and coding.

Micro-credentials have changed the way I-and most of my colleagues-view PD. My professional development now relates to my job, and I'm constantly looking for new opportunities to learn and collaborate with my colleagues. I feel appreciated for my hard work through the salary increase. Instead of an entire school or district being fed the same information, micro-credentials allow many small bits of new learning to take place, personalized to each teacher.

When teachers are encouraged to grow, given the choice to personalize their learning, and then compensated for their work, it is amazing how far they can and will go for their students.

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The term professional development is one that many educators have come to hate-it's automatically equated with a lot of "sit and get" and a waste of precious time. As a library media specialist, I have probably shared these experiences more than most, as much of the professional development (PD) I've received over the years has had little relevance to my job.

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This podcast deals will all sorts neuroscience topics. This particular four part series looks at the 'Backfire Effect" - how to convice people of your ideas rather than make them leave the conversation even more entrenched in their own beliefs.

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We don't treat all of our beliefs the same.

If you learn that the Great Wall of China isn't the only man-made object visible from space, and that, in fact, it's actually very difficult to see the Wall compared to other landmarks, you update your model of reality without much fuss. Some misconceptions we give up readily, replacing them with better information when alerted to our ignorance.

For others constructs though, for your most cherished beliefs about things like climate change or vaccines or Republicans, instead of changing your mind in the face of challenging evidence or compelling counterarguments, you resist. Not only do you fight belief change for some things and not others, but if you successfully deflect such attacks, your challenged beliefs then grow stronger.

The research shows that when a strong-yet-erroneous belief is challenged, yes, you might experience some temporary weakening of your convictions, some softening of your certainty, but most people rebound and not only reassert their original belief at its original strength, but go beyond that and dig in their heels, deepening their resolve over the long run.

Psychologists call this the backfire effect, and this episode is the first of three shows exploring this well-documented and much-studied psychological phenomenon, one that you've likely encountered quite a bit lately.

In this episode, we explore its neurological underpinning as two neuroscientists at the University of Southern California's Brain and Creativity Institute explain how their latest research sheds new light on how the brain reacts when its deepest beliefs are challenged.

By placing subjects in an MRI machine and then asking them to consider counterarguments to their strongly held political beliefs, Jonas Kaplan's and Sarah Gimbel's research, conducted along with neuroscientist Sam Harris, revealed that when people were presented with evidence that alerted them to the possibility that their political beliefs might be incorrect, they reacted with the same brain regions that would come online if they were responding to a physical threat.

"The response in the brain that we see is very similar to what would happen if, say, you were walking through the forest and came across a bear," explains Gimbel in the episode. "Your brain would have this automatic fight-or-flight [response]...and your body prepares to protect itself."

According to the researchers, some values are apparently so crucial to your identity, that the brain treats a threat to those ideas as if they were a threat to your very existence.

"Remember that the brain's first and primary job is to protect ourselves," explains Kaplan in the show. "The brain is basically a big, complicated, sophisticated machine for self-protection, and that extends beyond our physical self, to our psychological self. Once these things become part of our psychological self, I think they are then afforded all the same protections that the brain gives to the body."

How does the brain take something that is previously neutral and transmutate it into a value that it then protects as if it were flesh and bone? How do neutral, empirical facts about temperature and carbon emissions become politicized? How does an ideological stance on immigration reform become blended with personal identity? We explore those questions and more on this episode of the You Are Not So Smart Podcast.

This episode's cookie is Sugar Mint Cookies sent in by Haley Martin.

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This episode is also sponsored by Casper Mattresses. Buying a Casper mattress is completely risk free. Casper offers free delivery and free returns with a 100-night home trial. If you don't love it, they'll pick it up and refund you everything. Casper understands the importance of truly sleeping on a mattress before you commit, especially considering you're going to spend a third of your life on it. Get $50 toward any mattress purchase by visiting www.casper.com/sosmart and using offer code "sosmart." Terms and Conditions Apply.
Support the show directly by becoming a patron! Get episodes one-day-early and ad-free. Head over to the YANSS Patreon Page for more details. This episode is sponsored by The Great Courses Plus. Get unlimited access to a huge library of The Great Courses lecture series on many fascinating subjects. Start FOR FREE with Your Deceptive Mind taught by neurologist Steven Novella. Learn about how your mind makes sense of the world by lying to itself and others. Click here for a FREE TRIAL. Links and Sources Previous Episodes Boing Boing Podcasts Cookie Recipes The Brain and Creativity Institute Neural correlates of maintaining one's political beliefs in the face of counterevidence. Wikipedia's list of common misconceptions The Backfire Effect

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YANSS 093 - The neuroscience of changing your mind

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We don't treat all of our beliefs the same. If you learn that the Great Wall of China isn't the only man-made object visible from space, and that, in fact, it's actually very difficult to see the Wall compared to other landmarks, you update your model of reality without much fuss.

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Article about the benefits of Twitter and how to use it to build a PLN

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Welcome to the third step in our free professional learning series on building your PLN.

In the first two steps, we looked at what a PLN means and how to become a connected educator.

We're now getting into the specifics of how to use particular tools, beginning with Twitter.

The aim of this step is to:

1. Explain what Twitter is and how it's used.

2. Explain the benefits of using Twitter as part of your PLN.

3. Helps you set up your Twitter account and connect with others.

Introduction To Twitter

Most teachers who are using Twitter would probably agree that it is their number one way they build and connect with their PLN.

In fact, a 2016 study showed that the most popular tool K-12 teachers use to connect with others was Twitter.

What Is Twitter?

Twitter is a social networking, news, and microblogging service that allows you to send out short messages called tweets.

Along with text and links, tweets can also contain media (up to 4 photos, a video, or a GIF).

Tweets used to be limited to 140 characters but this increased to 280 characters by 2018.

Twitter is a place that you can just lurk, by reading others' tweets, or contribute, by sending out your own tweets. Obviously, the latter is what you work towards as the more you put in, the more you get out!

You can read tweets without having your own Twitter account (as long as the accounts you're following are public - and the majority are). To contribute, you will need an account which we will explain below.

One of the great things about Twitter is that it is accessible on your computer, laptop, tablet, or phone. You can use the native Twitter website or app, or there are many other popular third party apps that aim to improve functionality and accessibility.

Tweetdeck was once an independent app that has now been acquired by Twitter. Many users enjoy using it to organize their feed.

Twitter is used by people in nearly every country around the world. 83% of 193 UN member countries have Twitter a presence. For teachers, this means you have access to thousands of teachers with rich backgrounds and experiences that can contribute to your professional growth.

Anatomy Of A Tweet

Twitter is made up of tweets. We created this diagram to help you understand tweets better.

You're welcome to share it with others or display it on your blog.

Interacting With Tweets

When you see a tweet, there are certain things you can click on:

The person's name to see their profile page. You can look at their bio and see all their tweets.

Follow to have the tweeter's future tweets show up on your homepage.

A link (if there is one) to open a website in your browser.

A hashtag to see other tweets that are categorized with the same hashtag (regardless of whether you follow the people using that hashtag)

Like (the heart) - this shows your appreciation, agreement, or acknowledgment of the tweet. Simply, tap/click the heart to like the tweet (tap/click again to undo).

Retweet to share the tweet with your own followers. This demonstrates that you found the tweet interesting or shareworthy. You will also have the option to add a comment to the retweet.

Direct message - you can message someone privately or start a private group conversation. Depending on individual settings, you might only be able to direct message someone if you both follow each other.

Comments - this allows you to either read what other people have said in a public reply, or add your own reply.

Think You're Not Interested In Twitter? Think Again!

Twitter is more than just "another social networking tool".

It generally isn't about reconnecting with people you knew in high school or sharing what you're cooking for dinner. Of course, some people only use Twitter for fun, although for most educators Twitter is about connecting with like minded individuals for personalized and ongoing professional development.

There are millions of tweets flying around in the Twitterverse 24-7 but the good thing is you can use Twitter as your time and inclination permits!

Sheryl Nussbaum-Beach has shared an analogy of Twitter being like a river. The river keeps flowing but sometimes you might just walk past and have a quick look, sometimes you might hang around and dip your toes in, other times you might spend hours swimming around.

The choice is yours.

In this three minute video, Alec Couros explains how Twitter is used effectively in education.

Benefits Of Using Twitter

Twitter is like a virtual staffroom where you can catch up with your PLN. It's a place where educators can find advice, give advice, find great links, share work, and engage in general musings about education.

Want examples?

In this post, Chris Betcher describes what he got out of tweeting for just 10 minutes.

Similarly, in this post Edna Sackson describes what she got out of 30 minutes on Twitter one morning.

In this post, New Zealand teacher Juliet Revell explains some fantastic professional and personal opportunities that she experienced thanks to building a PLN on Twitter.

This video by Matt Miller offers snapshot of some of the things you might see on Twitter in any given session.

While these examples aren't new and some minor functions of Twitter have changed, the basic premise remains; there are countless ways educators are using Twitter to benefit themselves and their students.

Here's a tweet from a high school history teacher who joined Twitter in 2019.

I was hesitant to join Twitter. I didn't quite understand what purpose it could serve me as a teacher. Now that I've followed just under 100 educators I GET IT. There is hope here. There is inspiration here. There is growth here.

- JessicaBellEducator (@BellEducator) April 7, 2019

Check out Why Teachers Are Turning To Twitter by Brendon Hyndman for more research and examples of how Twitter is used in the global education community.

Five Steps To Building Your PLN Via Twitter

The sign up process is easy. Just follow these steps:

Go to http://twitter.com and click on the sign up box, or go directly to https://twitter.com/signup.

You will be required to enter information such as your name and email address as you're guided through the sign up process.

Once you sign up for an account, you can select a unique username. Try not to make your username too long and make it something that identifies you, like your name, rather than a complex nickname.

Once you're signed up, you can customize your profile.

Complete your bio so people know who you are. You have 160 characters for your bio. Educators often share the age group or subject they teach, and particular interests.

Add a profile photo. Real photos can be a better choice than a cartoon avatar. It helps you to build your relationship with your PLN. Bios and photos can hold a lot of weight in virtual relationships.

You'll also be able to add a header photo. Popular header images for teachers include landscapes, a classroom photo, or a quote. Tip: You can make a personalized Twitter header image with Canva.

Refer to the Educator's Ultimate Guide to Twitter for more detailed step-by-step instructions on how to set up and use Twitter.

2. Follow People

Following someone on Twitter means:

You are subscribing to their tweets and their updates will appear in your home timeline

That person is able to send you a private direct message if you're following each other

Following isn't necessarily a reciprocal relationship, like Facebook friendships. Someone can follow you without you following them back and vice versa. You don't need to wait for approval to follow someone either, as long as their account is public.

There are thousands of teachers around the world on Twitter, you just have to know where to find them!

No ideas?

Start with our Edublogs team like @edublogs @suewaters @ronnieburt @Edublogs_Eugene and me, @kathleen_morris

There are many educational thought leaders who thousands of people enjoy following such as:

Additionally, there are many popular sources for keeping up to date with the latest news, trends, and research in education, such as:

The examples listed above are only the tip of the iceberg and far from an exhaustive list!

Once you have a few people to follow, look at who they are following and you will start to build up your PLN.

You can also adopt some Twitter regulars as your mentors and ask them to put a tweet out to encourage their followers to connect with you.

Twitter also regularly shows you suggestions of people you could follow.

Watch this video to learn how to follow and connect with people on Twitter.

You'll need to spend some time checking out the stream of tweets and getting the hang of tweeting, retweeting, direct messaging, and hashtags.

Some people say Twitter isn't as intuitive as other web tools but it doesn't take long for it to make sense. Give yourself a few weeks to try it. Whenever you have a few spare minutes, open Twitter, scroll through your feed, click on some links, watch how people are interacting with each other.

If the people you're following don't interest you, it's fine to unfollow them. Remember, you're in charge of building your own personal PLN.

4. Contribute

When you've lurked for a while, jump and contribute! Like or retweet a few tweets, reply to tweets that resonated with you, and send tweets of your own. You could try contacting a few people via direct message too - ask them a question or introduce yourself.

It may take some time to get the hang of how Twitter works. We've made this cheat sheet to help. Feel free to share it with others or use it on your own blog.

Remember, the more you put in, the more you get out.

Don't be afraid to start replying to people, retweeting tweets, asking questions, and striking up conversations.

Many teachers on Twitter are very friendly and always happy to help newbies find their feet!

What To Tweet About

Still not sure what you could be tweeting about? How about:

A photo from a lesson

A link to something interesting you've read

A question about a topic you're interested in

A request for a resource

A link to something from your own blog or someone else's blog

A favorite online tool you like to use with students

5. Stick With It!

Many regular Twitter users have commented that it took them a few attempts to get going with Twitter. Sticking with it is so important. Make yourself check into Twitter daily for a month before you make any decisions about whether it is for you.

It takes time to build rapport with people. When you do, you'll find your professional world will be so enlightened and your students will be better for it!

Remember, you definitely won't be seeing everything that's tweeted, so don't feel like you have to. You'll receive notifications when someone replies to you, mentions you, tags you, or direct messages you. Otherwise, Twitter works fairly serendipitously and you'll just see what you see!

Useful Video

To walk you through getting started with Twitter and to demonstrate some of the tips mentioned in this post, check out Starting a PLN on Twitter: A Quick Guide For Teachers by Common Sense Education.

Conclusion

Effective teaching and learning doesn't occur in a vacuum. To be the best teacher you can be, you need a diverse and innovative network.

As we outlined in Step Two, traditionally, the staff at your school was your main network of teachers to collaborate with. This network may be fantastic but can become an echo chamber for the same ideas, values, and perspectives.

With Twitter, the barriers of distance and access are broken down and the world is at your fingertips!

In our next step, we explore Twitter further by looking at hashtags and Twitter chats.

PLNs are about sharing, collaborating, and learning from and with others. Here's your chance to ask a question, comment, and get involved!

We'd like you to add your voice and ideas to our ongoing conversation on building your own PLN by undertaking one or more of the following challenges:

1. Video Reflections: Watch How To Use Twitter Effectively In Education with Alec Couros or the Common Sense Education video on Getting Started With Twitter. Leave a comment on this post to share your ideas on how you might use Twitter to build your PLN.

2. Join: If you haven't joined Twitter yet, head over to twitter.com and sign up. Leave a comment on this post with your Twitter username so others can follow you. If you've joined in the past, now could be a good time to review your account. Do you need to update your images or bio perhaps?

3. Find Someone: After browsing Twitter, find someone who you think you'd be interested in following. Leave their Twitter username in a comment and tell us what they're tweeting about that you find interesting.

4. Go Deeper: Write a blog post about your initial impressions of Twitter. You could include - what you see as obstacles to taking part in Twitter, what you have learned from being on Twitter, or who you have connected with via Twitter. Don't forget to leave a comment here with the link to your post. You might even like to document your own journey as a new Twitter user to inspire others to do the same!

Also, feel free to leave a comment to ask any questions or share your tips.
How to leave a comment: Scroll down to find the comment box. Write your comment, then enter your name and email address (email addresses are not published). Enter the anti-spam word. Press submit and we will moderate your comment ASAP.

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Welcome to the third step in our free professional learning series on building your PLN. In the first two steps, we looked at what a PLN means and how to become a connected educator. We're now getting into the specifics of how to use particular tools, beginning with Twitter.

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Twitter feed for Kristina Holzweiss - author of Hacking School Libraries. Great general info about dynamic school libraries.

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Tweets by lieberrian

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Scholastic EDU is an education blog run by Scholastic. It has a wide variety of education topics

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EDU is Scholastic's blog for educators, school leaders and anyone passionate about teaching and learning.

We discuss issues and trends in education, and share real-world stories and strategies from districts and classrooms. For updates, subscribe to our biweekly newsletter or RSS feed.

Contact Us

Follow @ScholasticEd on Twitter or email edublog@scholastic.com with any questions or comments. We look forward to hearing from you!

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EDU is Scholastic's blog for educators, school leaders and anyone passionate about teaching and learning. We discuss issues and trends in education, and share real-world stories and strategies from districts and classrooms. For updates, subscribe to our biweekly newsletter or RSS feed. Follow @ScholasticEd on Twitter or email edublog@scholastic.com with any questions or comments.

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I want to learn more about educational leadership and orgnizations that promote teacher leadership 

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I want to learn more about educational leadership and orgnizations that promote teacher leadership 

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Our goal is to inspire, motivate, and encourage every school to connect its library program and professionals with all areas of education. We're sharing our mission with educational leaders everywhere, determined to shed light on strong libraries while helping others find the best solutions to questions about technology, digital content and effective teaching and learning.

We established a Librarian Leadership Committee that developed the Future Ready Framework designed to define and prepare any librarian for a future ready world.

Future Ready Framework
Download the Future Ready Framework [PDF] >>
Who we are: As part of Project Connect, we address critical educational challenges by promoting future ready innovation and sharing progressive, exemplar models around school libraries and librarianship.

What do we do: Identify and promote innovative models of school libraries and librarianship to district leaders, librarians and teachers and cultivate powerful library and school leadership through exemplars and resources.

How will we do it:
Articulate clear and simple solutions to educational challenges
Cultivate networks and partnerships to promote innovative thinking about libraries
Provide exemplars and resources
Develop self assessment system
Explore systems to provide micro credentialing for future ready librarians

Why now? Increasing challenges around digital literacy, information literacy, curriculum, multiple literacy's impact our students and teachers. We must respond to the FutureReady needs of today's classrooms.
Who is our audience?

Administrators

School librarians

District librarians

Public librarians

Teachers

Policy makers

Framework

The following challenges are met through instructional partnerships and professional development in which the librarian models, teaches and leads.

Professional development

Definition: Process of improving and increasing capabilities of staff through access to education and training opportunities in the educational setting.

Librarian's Role: Lead and implement ongoing and sustained professional development for teachers and staff in all areas.

Example: Train educators on productive Digital Citizenship techniques they can model in their classroom.

Instructional partnership

Definition: Building educator capacity through collaboration and partnership.

Librarian's role: Collaborating with educators to integrate information literacy and innovative practices; working side-by-side with teachers from planning, to delivery of instruction, to assessment and evaluation.

Example: Co-teach a unit on the Revolutionary War using primary sources including creation of a works cited.

Digital citizenship

Definition: Cultivating productive, safe, and responsible citizens in a digital world.

Librarian's role: Model, teach, and lead educators and students.

Example: Partnering with counselor to teach students about cyber-bullying.

Curriculum and technology integration

Definition: Leveraging digital tools to re-define instructional practices.

Librarian's role: Model effective integration across content areas for discovery, analysis, creation and presentation of learning.

Example: Introducing tools such as Kahoot as a game-based formative assessment tool in the classroom.

Information literacy

Definition: The ability to find, evaluate, apply, and create information, ideas and products.

Librarian's role: Lead and promote the critical consumption and use of information. Partner with teachers and students to convey and develop the skills and tools necessary.

Example: Partner with 6th grade language arts teacher to teach how to cite sources when researching.

Content access and curation

Definition: Ensuring access to up-to-date, balanced and aligned digital and print resources.

Librarian's role: Locate, evaluate and recommend quality content aligned to the curriculum.

Example: Publish the best digital content to answer the essential questions for a 4th grade science unit.

Reading and literacy advocacy

Definition: Leading students to read to meet their personal and academic needs and interests.

Librarian's Role: Matching students with tools to discover reading material.

Example: Engage students by creating book trailers.

Learning space design/making and building (4C's - Creativity, Collaboration, Critical Thinking, Communication)

Definition: The creation of and implementation of a physical space and program which supports student exploration, learning, and creation.

Librarian's role: Design, innovate, coordinate and lead in a learning space/learning commons/makerspace environment to engage and empower student learners.

Example: Implementing makerspace/STEM activities that integrate with the classroom curriculum.

Equity

Definition: Providing and enabling access to abundant resources for all students.

Librarian's role: Supporting, enabling and promoting access for all students.

Example: Library purchases and provides wireless access points for families.

What do you think? Share your thoughts on what makes a Future Ready Librarian.

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Project Connect | Bringing Educators Together Nationwide

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Our goal is to inspire, motivate, and encourage every school to connect its library program and professionals with all areas of education. We're sharing our mission with educational leaders everywhere, determined to shed light on strong libraries while helping others find the best solutions to questions about technology, digital content and effective teaching and learning.

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One example of a Leadership Spotlight article from Project Connect. Great reads.

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Article about library advocay on city, state and national levels.

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The past decade has seen a distinct expansion of library advocacy across the country, largely in response to budget cuts. As a result, librarians at all levels have been organizing and raising their voices to demonstrate the value of their positions and their libraries in the community. In light of continued tightening of funding, including steep cuts proposed by a new president, the battle cry of librarians has become even louder. We checked in on a few of the most recent efforts.

Appropriations Push

May was a particularly busy month on the library advocacy front. To kick things off, on May 1-2 a record number of librarians-more than 500-took part in the American Library Association's National Library Legislative Day (and double that number participated online). During their time in D.C., librarians discussed issues and legislation affecting them with ALA's Washington Office and met with representatives on Capitol Hill. Copyright, net neutrality, and privacy were among other topics on the table. An early bright spot of the event was the May 1 announcement of the federal budget for fiscal year 2017 (ending September 30), which increased federal library funding by $1 million.

But the bigger budget debate at the event was President Trump's proposed fiscal year 2018 budget, announced March 16, in which he called for the elimination of the Institute of Museum and Library Services (IMLS), the grant-making agency that serves as the primary source for federal funding to libraries. Ahead of the 2018 budget, the ALA had already drafted its annual "Dear Appropriator" letters urging Congress for full funding of the Library Services and Technology Act (LSTA) at $186.6 million and Innovative Approaches to Literacy (IAL) at $27 million. In light of the newly proposed threat to funding, advocacy efforts shifted into a higher gear.

On May 10, the top brass from eight major companies providing services to libraries-Baker & Taylor, Follett, Gale, OverDrive, Peachtree Publishers, Penguin Random House, ProQuest, and Rosen Publishing-sent their own letter to members of the Senate, emphasizing the enormous impact and value of libraries and urging senators to sign the ALA's "Dear Appropriator" letters by May 19. This corporate support expanded on May 17, when additional businesses and trade organizations teamed with the original eight companies to officially form the Corporate Committee for Library Investment (CCLI). Another letter, signed by 26 founding CCLI members, was delivered to the Senate, requesting that lawmakers sign the two letters to their colleagues on the Appropriations Committee, asking for the aforementioned amounts of funding for fiscal year 2018.

According to the ALA Washington Office, 45 senators (a new record) from both sides of the aisle signed the LSTA letter, besting last year's support level by 33%, and a bipartisan group of 37 senators signed the IAL letter, up almost 20% from last year. Both letters were delivered to the Senate Appropriations Committee on May 25. Between the CCLI letter's release on May 17 and the May 19 signing deadline, CCLI's membership tripled, growing to more than 80 members, including Publishers Weekly. Membership now stands at more than 90 companies and organizations.

Additional appropriations-driven advocacy in March and April came from the ALA's Fight for Libraries! and #saveIMLS campaigns. ALA reports more than 21,000 emails were sent to the Senate alone, and over 42,000 to Congress, while 26,000 #saveIMLS tweets were sent between mid-March and May 25.

The American Association of School Librarians (AASL) also reached out to Capitol Hill in March and April (April was School Library Month). Via the organization's journal, Knowledge Quest, AASL president Audrey Church challenged members to invite a legislator to their libraries during the two-week congressional spring break. Church's March 17 blog post on the topic echoed the popular picture book If You Give a Mouse a Cookie by Laura Joffe Numeroff and Felicia Bond: "If you invite a legislator to the library... she will see an effective 21st-century school library program (perhaps very different from what she remembers from her K-12 years). If a legislator sees an effective 21st-century school library program... he will see a school librarian who is a master teacher, technology integrator, and collaborative instructional partner."

Word of the effort was spread using the hashtag #Leg2SchLibrary. As of Church's posted update on June 5, 45 AASL members in 18 states had extended invitations to their representatives or senators, and four members shared stories of lawmakers who accepted. Stacey Kern of Clark-Pleasant Middle School in Greenwood, Ind., received a visit from Rep. Trey Hollingsworth. "He was able to witness a library lesson in action, tour our fantastic learning commons, and engage in conversations with students and staff," Kern said in Church's update. In the same follow-up report, Kim Johnson, from South Carroll High School in Sykesville, Md., said of her visit from Rep. Jamie Raskin: "He got to experience an Hour of Code, see our #weneeddiversebooks March Madness display, and visit with lunch students. Then, we invited four government classes to come to the media center for a q&a with the congressman."

CCLI Closeup

CCLI was jointly formed by Gale, a Cengage company, and ALA. Going forward, in addition to federal funding support, the group plans to focus on several key issues including: reauthorization of the Museum and Library Services Act, supporting the inclusion of libraries in any infrastructure legislation authorized by Congress, and leveraging libraries to deploy high-speed broadband service to communities across the country. ALA will provide logistical support to CCLI.

Baker & Taylor was one of the initial eight companies to sign on to CCLI. For B&T president David Cully, rallying for federal funding is essential, as the money is a key driver for the ever-expanding mission of public libraries. "It's pretty clear to me that America's public libraries are reaching maybe deeper than ever before into all facets of the communities that they serve," Cully says. "They offer vital services to patrons of all shapes and sizes that are really having a material impact on people's lives."

Though developing collections, both visible and digital, that are relevant to the community is a primary function of a public library, Cully adds: "That's only the beginning of the work that they do. The themes that we see now are public libraries reaching out to the community to attract newer generations with the newest technologies, libraries investing in infrastructure to be more vibrant for young parents with after-school programs, libraries investing in technologies and content in collaboration with local school districts aligned around curriculum objectives, libraries reaching out to adults providing high school equivalency and GED programs, and libraries supporting language-constrained immigrants to our country in terms of communication skills and literacy. The funding that the federal government provides is mission critical for the incredible work that our public libraries are doing."

Baker & Taylor's sister company, Follett School Solutions, is also one of the founding members of CCLI. "I was approached by a former colleague from Gale, where I worked for 16 years, and also by former colleagues who are now at ProQuest," says Nader Qaimari, president of Follett School Solutions, recalling how he came to sign on to the advocacy group. "It seemed like a lot of people I know and respect were behind this, and it was a pretty quick decision for us to get behind it as well."

Assessing the importance of CCLI's mission, Qaimari says: "Primarily we all know the benefits of libraries and the benefits they have within school districts, within communities, within higher education. But a lot of times that benefit is not evident to the general public in terms of the internet services they provide to rural communities, the early learning opportunities for younger kids and families, support for immigrants and the homeless and other things, on the public library side."

As a more specific example, Qaimari points to the school setting: "I work on the school library side, and for us literacy has always been known to be the best predictor of student success over time." He believes "the library is [a] basically nonjudgmental space where kids can go and explore what they're interested in and move on through the stages of literacy," adding, "We know the benefit of libraries and have been a huge supporter all this time."

But there is another practical angle to this particular advocacy effort as well. "On the financial side of it, the companies that support libraries employ thousands of people," Qaimari says. "Cuts to something like IMLS, which is not really that much of a budget item for the government, actually have big ramifications on all the companies that support libraries. My company alone employs 1,300 people right now across the country. If you multiply that by all the other companies, you're talking about hundreds of thousands of employees who are working every day in and out of libraries."

Though CCLI targets funding on the national level, Qaimari discussed his company's role in several other major library advocacy efforts. Both Follett and Baker & Taylor are involved with EveryLibrary, the nonprofit political action committee that, according to its mission statement, is dedicated to working at the local level to "create, renew, and protect public funding for libraries of all types." Follett and B&T "have invested a lot of money into that to help drive the agenda around school libraries and public libraries," Qaimari says. "So if there's a community where we find that they need to have a bond passed or we learn that a school district has gotten rid of all their school librarians, we engage with EveryLibrary to do the grassroots work to help make sure that the community is well-informed and they have all the facts so they can make the right decision."

One of EveryLibrary's biggest recent efforts-in partnership with Rosen Publishing-was to offer pro bono consulting to school library stakeholders at the state level as each state readied its planning for implementation of the federal Every Student Succeeds Act (ESSA), which was signed into law in December 2015. Similarly, AASL-collaborating with ALA's Office of Library Advocacy and the ALA Washington Office-has been proactive in helping its membership prepare for ESSA by providing a comprehensive workshop to each state through its affiliate organization. So far, more than 1,500 librarians have attended 39 workshops. On May 12, the U.S. Department of Education announced that 16 states plus the District of Columbia had submitted their state plans under ESSA and those plans were ready for peer review, the next step in the process. The remaining states are working toward the next submission deadline of September 18.

Beyond the Beltway

Follett School Solutions has created its own advocacy efforts internally as well. "Something we are doing that may be slightly different than others is that we are doing a lot of work providing professional development to the librarians themselves," Qaimari says. "A lot of times librarians have not been as loud as they need to be. It's just the nature of the job and the way they've been trained over the years. But we're trying to show them that you need to have a voice within your district and you need to have that strategic clarity yourself."

In Follett's online professional development courses, librarians are encouraged to "get at the table with the superintendent and with the principal," Qaimari says. "Make sure they know how you support their vision and how you support their strategy." And through these courses, he notes, "we give librarians all the tools to do that by training them and giving them credentials. If this happens more often, then the conversation is a lot easier to have. Right now, a lot of these [funding and budgeting] decisions are based on ignorance of what librarians really do and how they support schools and communities."

Qaimari believes his company is tackling advocacy in an effective way. "We're taking it from two different levels," he says. "One, from the ground up, to get the librarians their voice, but also at the national and local level so that the community they serve is aware of what they're doing."

"We are beginning to see in fits and starts that superintendents are taking note," Qaimari adds. He cites another education trend where advocacy plays a big role. "It's a really interesting time on the K-12 side, because as school districts are beginning to look at options beyond the textbook, they are realizing that the next option is to go and aggregate all these different resources and kind of build their own curriculum. Then they're realizing they don't really have anyone who knows how to curate content."

This is the juncture at which Qaimari believes Follett can help. "We're stepping in to say to the superintendent: 'Actually you do have someone who can do the job; librarians are master curators.' " He notes that helping redefine the role of the librarian in the eyes of the superintendent will help make the librarian even more valuable. "We're really pushing that hard, and I think that's going to have the greatest benefit on the school side," he adds.

The Future Ready Schools initiative, launched by former president Obama in November 2014, is another important advocacy focus on Follett's docket. According to its mission statement, FRS is a project of the Alliance for Education, the Washington- based national policy and advocacy group devoted to ensuring all students, especially those who are underserved, "graduate from high school ready for success in college, work, and citizenship." The goal of FRS is to reach that student success by helping educators use technology to maximize digital learning opportunities. School districts sign on to the initiative by taking a pledge, and more than 3,000 have done so.

"When we found out about Future Ready Schools, which thousands of superintendents signed onto, we read through the framework, and not once was it mentioned that a Future Ready School needs to have a Future Ready Library or a library at all," Qaimari says. "We got involved in that whole initiative, threw a lot of money behind it, and had them rewrite it. It now includes a whole strand around Future Ready Librarians. That led to a lot of the professional development and conversation at the national level around the role of the librarian in a Future Ready District." Furthering its professional development reach, Follett is sponsoring librarian attendance at eight free regional Future Ready Institutes that will take place between July and November this year.

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The past decade has seen a distinct expansion of library advocacy across the country, largely in response to budget cuts. As a result, librarians at all levels have been organizing and raising their voices to demonstrate the value of their positions and their libraries in the community.

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Teach to Lead is an initiative lead by the US Dept of Ed. that seeks to encourage teacher leadership. They offer resources and PD

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EXPANDING OPPORTUNITIES FOR TEACHERS TO LEAD WITHOUT LEAVING THE CLASSROOM We will host the 18th Teacher Leadership Summit in Salt Lake City, September 19-21, 2019 focused

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Podcast from November Learning about school leadership

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Dr. Michael Fullan is an international expert on leadership and managing change. His work is research based across networks of schools with serious results. This podcast covers select concepts of the role of the school leader in building cultures that support innovation.

Join us at BLC19 to share strategies to teach critical thinking on the web and many other leading edge topics. BLC19 is Massive fun for the brain and heart.
Education Conference 2019

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Dr. Michael Fullan - The Role of a School Leader

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Dr. Michael Fullan is an international expert on leadership and managing change. His work is research based across networks of schools with serious results. This podcast covers select concepts of the role of the school leader in building cultures that support innovation.

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I want to learn about the partnerships that already exist in my area between public and school libraries. 

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I want to learn about the partnerships that already exist in my area between public and school libraries. 

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Twitter account for our city public library.

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Tweets by saclib

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My school district Twitter account.

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Tweets by officialSCUSD