Education – Reading By Example

Sunshine Award – A Little About Me

Ben Gilpin, fellow elementary principal (@benjamingilpin), listed my blog as one of eleven to receive the Sunshine Award. Thank you Ben! This award is actually a way for bloggers to recognize other bloggers, as well as to encourage them to share a little bit more about themselves. Here is a description:

The Sunshine award gives others an opportunity to learn more about me as a blogger and then, in turn, I will send sunshine the way of 11 other amazing bloggers for you to get to know!

Here are the rules Ben lists in his post:

Acknowledge the nominating blogger.
Share 11 random facts about yourself.
Answer the 11 questions the nominating blogger has created for you.
List 11 bloggers. They should be bloggers you believe deserve some recognition and a little blogging love!
Post 11 questions for the bloggers you nominate to answer and let all the bloggers know they have been nominated. (You cannot nominate the blogger who nominated you.)

Eleven random facts:
1. I have never traveled beyond North America. Cozumel (Mexico) and Victoria (Canada) are the farthest I have traveled from my home state of Wisconsin.
2. This year will be my eighth as an administrator. Before my current position as an elementary principal, I was an assistant principal and athletic director at a secondary school. I have spent the same amount of time as a classroom teacher at the 3rd through 6th grade levels.
3. Each role has their rewards and drawbacks, and I enjoy(ed) serving in both.
4. I have two kids – a son (7) and a daughter (5). They keep me moving.
5. I am married to Jodi. She currently teaches 2nd grade in the same district as me, but in different buildings. We literally met on the playground, when we were both teaching summer school.
6. During my athletic director days, I was also a WIAA certified official in baseball, softball, and basketball. There was always the possibility that a ref might cancel. I also coached junior high basketball for two years.
7. If I wasn’t in education, I could have seen myself as a landscape architect. I enjoy designing and installing gardens on my own property. Maybe that is why we bought a home with over an acre of land – I needed a large canvas.
8. I’m originally from Illinois. Most of my family still lives there. I would probably visit more often if it wasn’t for all those annoying tolls 😉
9. I own at least four different Moleskine notebooks. They all have different purposes, such as reading notes, books I have read, and writing ideas.
10. I also own lots of tech. I have an iPad, an iPhone, and I am a premium user of Evernote. The Moleskine Evernote notebook might be the best invention of the year.
11. I don’t like cilantro, raisins, or mushrooms. If you have me over for dinner, please refrain from including these items in the meal.

Eleven questions from Ben:

1. Do you prefer to shop in stores or online?

Online. This year, I made the mistake of going to Wal-Mart for groceries on Thanksgiving night. I didn’t realize Black Friday now crept into Thursday.

2. How many pairs of shoes do you own?

Six? That includes my older ones that I probably just need to throw out.

3. What is your favorite type of music? Favorite band or song?

Acoustic rock, especially unplugged songs from rock bands like Nirvana and The Foo Fighters. I am currently listening to The Lumineers.

4. Cats or Dogs? Why…

Dogs, although I don’t own one right now. Dogs are always happy to see you when you get home.

5. What is your typical bedtime?

Around 10, but of course I have to read a little bit every night. Right now I am reading Invent to Learn by Martinez and Stager, and NOS482 by Joe Hill.

6. Favorite twitter chat?

Basing this on the conversation I seem to join the most, I will go with #educoach. I enjoy the dialogue, moderated by @principalj, @kathyperret, and @shiraleibowitz, around how administrators can take a coaching-like stance with their staff.

7. Democrat/Republican/Other?

I have never donated funds to either major party, so I would say “other”. In fact, I think money should be removed entirely out of politics. I think our current lack of government leadership is a direct result of this. Therefore, I don’t align myself with a party. It’s all too idealogical for me right now.

8. Best place you ever vacationed?

The two places I listed in my first fact: Victoria and Cozumel. I could see my family living in the former, and snowbirding in the latter (when we retire:).

9. Best book you’ve read in 2013?

I really liked Wool by Hugh Howey. It is a dystopian novel about the remaining members of human civilization living in silos underground. There are lots of parallels to our current society in this science fiction series. It is actually a trilogy, with the first book starting in the middle of this epic. Thanks to Curt Rees (@curtrees) for recommending and sharing this book.

10. Favorite television show when you were growing up?

Dukes of Hazard, no doubt. My family was also partial to reruns of the Andy Griffith Show.

11. What is one thing you never/rarely share that you are exceptionally proud of?

I received state recognition in high school for singing and for playing baseball. I know, a very unique combination. But if you see me, don’t ask for a solo. I only sang in duets and quartets.

And now for the eleven bloggers I want to highlight:

These are the blogs I find deserve more attention, whether they get a lot of attention already or not. Bloggers: Please don’t feel obligated to complete this task. Feel free to simply revel in this unexpected recognition :). If you would like to pay it forward, here are 11 questions/prompts I have for each of you:

1. What songs/bands are on your favorite playlist right now?
2. What book would you recommend that you own in multiple formats (print, digital, and/or audio)?
3. Apple or Microsoft?
4. “If I could live in any country other than my own…”
5. “When I am not thinking about school, I am…”
6. Who is the most important person(s) in your life right now?
7. “If I could meet anyone…”
8. “During the holidays…”
9. What will be your 2014 new year’s resolution?
10. “If I wasn’t an educator, I would…”
11. “On Fridays, I like wearing…”

Enjoy!

Why I Do What I Do

Image retrieved from www.startwithwhy.com

Simon Sinek states that people and organizations should start with why they do what they do, and then describe how and what they do. “People don’t buy what you do. They buy why you do it.”

I am a principal because I believe I can make a positive impact on the future of the students I work with. It is a service to the common good that I provide. It’s not about me.

I do this by being a self-directed learner. I constantly seek out different ways to be a better instructional leader through my personal learning network.

The people I follow, and those that follow me, make me a better educator.

My Island Books

Here is a list of my “island books” – texts that I would want with me during my isolation on a deserted island (within the context of education). These are the resources I go back to again and again as a school leader. They are books that I either own or want to own in multiple formats, such as both in print and digital, because I never know when I will need to reference them. I consider rereading each of these on an annual basis because the information provided is too essential to not review regularly. If I were running a graduate school for school leaders-to-be, these resources would be the basis for instruction. They are also examples of great writing by excellent authors.

Improving Schools from Within by Roland Barth

This book piqued my interest in the principalship as a future career. It was discarded from my school’s library, and I promptly claimed it while teaching fifth and sixth grade. One of the best ideas I found was “Share Sessions”, where a staff member sets up voluntary meetings for one teacher to share with colleagues what they are doing well in their classrooms. I did this in my school, and people showed up! Roland Barth stressed that you don’t need a title behind your name to make a positive change in your school.

Orbiting the Giant Hairball by Gordon MacKenzie

Written by a former Hallmark greeting card creator, Gordon MacKenzie tells his story of maneuvering his way through the politics and pitfalls of a large organization. The title for the book is in reference to how one should never get too far away from the hairball (the corporation) while also not getting too close and end up tangled in its bureaucracy. As a school principal and in some ways a middle manager, his words are helpful as I also try to stay above the fray yet close to where the learning is occurring.

The Read Aloud Handbook by Jim Trelease

Jim Trelease has updated this resource six times now, and every time he takes out a few read alouds he recommended in a previous edition to make room for new ones. Therefore I own multiple copies of this book because almost all of his book recommendations are excellent. Jim provides a persuasive argument that parents and educators should read aloud daily to our students. He uses both research and stories to make his case. As a teacher, this resource rarely left my side as I prepared my instruction for my students. I still use it when choosing a book to share in classrooms as a principal.

Schools that Work by Richard Allington

Although this book has been around for some time, I just read it last summer. I believe it is an essential read for any elementary school leader. It encompasses seemingly everything a school needs to focus on with regard to literacy instruction. Some of the ideas that I have already taken from Allington’s work include the principal helping facilitate the morning study center and student portfolios. I will continue to revisit this timeless resource.

Drive by Daniel Pink

If you ever hear anyone reference “Autonomy, Mastery, Purpose” in that order, then expect that they have read this book. In fact, I think it was referenced at least twice at the Wisconsin State Reading Association Convention alone. In my opinion, it is a modern classic and essential reading for any school leader looking to understand what motivates people to do their very best.

The Tipping Point by Malcolm Gladwell

What Daniel Pink did for motivation, Malcolm Gladwell does for change. He introduced the concept of “critical mass” to me. When enough people adopt a new trend or idea, it causes a systemic change in the rest of an organization or culture. This has guided my work as a principal when introducing any new initiative into my school. Along with Mindset by Carol Dweck, I reference these books often as I do my best to convey with my staff the ups and downs of the change process.

Opening Minds by Peter Johnston

“Words have the power to open minds – or close them.” I had read his prior book, Choice Words, and thought that it could not be matched. I was wrong. Where as Choice Words has direct application about the important of language we use in the classroom, Opening Minds takes a more aerial view of the idea of social interaction with learning. Concepts such as agency and social imagination have permanently entered the educational lexicon because of Johnston’s work.

Teaching Essentials by Regie Routman

All of her previous work seems like it has been distilled down to this one resource. The ideas and dispositions she shares could be applied to any learning environment. My staff and I read this as a whole staff book study last year. Our use of the Optimal Learning Model as an instructional framework has changed the way we teach in our building. All other initiatives that come our way could potential be applied to this model.

The Book Whisperer by Donalyn Miller

After I read this book, I immediately purchased several more copies for all of my 4th and 5th grade teachers. This is one of the books that I wish had been written while I was still in the classroom. Adopting her love for reading and for developing life long learners could carry the day for so many of our reluctant readers and writers. I could not think of one parent who would not want to have Donalyn as their child’s teacher.

The Connected Educator by Sheryl Nussbaum-Beach and Lani Ritter Hall, Personal Learning Networks by Will Richardson and Rob Mancabelli, and Who Owns the Learning? by Alan November

Okay, I couldn’t decide between the three of these books, so I am taking them all with me. What they all have in common is a passion for helping educators bridge the learning divide between the 20th and 21st century. No longer is the teacher the lone source of knowledge in the classroom. Each book guides us as learners toward helping our students and colleagues better leverage the vast amount of information and tools at our disposal in order to better connect with our world.

What books listed or not listed here would you bring to your island? Please share in the comments.

Most Memorable Blog Posts of the Year – 2012

With it being Thanksgiving weekend, I thought it appropriate to share my appreciation for some of the posts I remember most from the past year. About a year ago, I began my own blog. My first post was a simple copy and paste of an email exchange I had with an author. Since then, I have posted 81 times. In all of my efforts, I aspire to write something as thought-provoking, reflective and meaningful as these bloggers have in the following posts.

They aren’t listed in any kind of order. I feel uncomfortable saying one post is better than another, as they all brought a unique perspective to my current thinking. Nor am I saying that these are necessarily the best posts of the year, although you could make a case for any one of them. There are too many bloggers out there that I have yet to discover. As well, not all of these posts were written this year (my post, my rules). What they all have in common is a) I still remember what they wrote, and b) I liked them so much that I bookmarked each one for future reference and shared them with other educators.

Eight Things Skilled Teachers Think, Say, and Do by Larry Ferlazzo

When I shared this article (not technically a blog post but again, my rules) with my staff via Pinterest, they responded very positively. A couple of colleagues even asked, “Does he write more about this?” Larry is a prodigious blogger and author who still manages to teach in the classroom. I probably bookmark his posts more than any other educator.

Reflecting on My iPad Grant Thus Far…A Story of Celebrating Failure by Jenny Magiera

I like this phrase, “celebrating failure”. Jenny, a teacher and Apple Distinguished Educator in Chicago, deeply and honestly reflects on her initial implementation steps when she receives a $20,000 iPad grant for her classroom.

Reducing Instruction, Increasing Engagement by Peter Johnston

Alright, if I had to pick one post and say, “You must read this”, I would have to go with Peter Johnston’s entry on Stenhouse’s Blogstitute this past summer. He manages to address best instructional practices, student engagement, technology, Common Core standards and at-risk behaviors all in one post. And he uses evidence from his own study to back up his assertions. You could take this post along with Richard Allington’s ASCD article “Every Child, Every Day” and facilitate an entire year of professional conversations in your school based on what they have written.

The Power of the Principal by Peter DeWitt

Peter is an elementary principal and a regular blogger for Education Week. He is a great representative for all administrators, touching on many different topics that relate to our challenging and often-challenged profession. In this post, Peter deftly responds to the question “Do Schools Need Principals?”.

Educators: Keep Using Your Brain, Don’t Eat It by Curt Rees

Curt is a principal in Wisconsin like myself. His writing is always thought-provoking and many times humorous. In this post, he compares the unfortunate life cycle of the sea squirt to how some educators lose their drive to stay current in effective pedagogy. I appreciate his candor and his ability to make connections between the new and the known.

The Importance of Read Aloud (at home and school) by Jessica Johnson

Jessica is another Wisconsin principal and truly a learner. Her blog clearly showcases an educator willing to consider new practices and replace outdated ones. As a principal, she also walks the walk. Jessica promotes No Office Days and gets into her school’s classrooms regularly to try out and model new instructional strategies. In this post, she summarizes our discussion about reading aloud to kids when they already know how to read.

The Role of Principals as Reader Leaders by Alyson Beecher, Donalyn Miller

I would be hard pressed to come up with two other educators as good as Alyson and Donalyn in promoting best reading practices. I regularly rely on their posts for suggestions in my own school. This entry provides great ideas for principals and other instructional leaders to promote a love for reading in their schools.

A Plea to Teachers with iPads: Make Your Teaching Visible by Justin Reich

What Justin did here is give permission to teachers to bypass the normal research and publication process about the effects of an educational tool and just share what they have found to be best practices. Mobile technology is still pretty new to schools. Justin recognizes that we don’t have time to wait around for quantitative evidence of their effectiveness. Is it working? Great! Now share.

Scrapbook is Not a Verb by Miss Night

Miss Night, kindergarten teacher and co-moderator of #kinderchat, provides an excellent “unhow-to” guide for using Evernote to develop digital portfolios for students. My guess is she writes like she speaks, which makes her posts so easy to read. I appreciate Miss Night’s sense of humor in addition to her sound teaching practices.

Why Blog? by Christopher Smeaton

I recently co-presented at an administrator conference about leveraging Web 2.0 tools for better home-school communications. I chose Chris’ post here to share with principals considering starting their own blog. It provides a great rationale for why all educators should be writing for an audience, namely their colleagues and their community.

When We Admit Our Faults or When Math Blows Up In Your Face by Pernille Ripp

It takes a little courage to blog about your general experiences as an educator for all the world to see. But to write about when a lesson doesn’t go well? Strong stuff. I could have picked many of Pernille’s posts to highlight here, but I chose this one because of its honesty. Mrs. Ripp could teach in my school any day.

work/life dilemma by Phil Griffins

Phil has joined me in a blogathon (#blogathon) this month, where we attempt to post once a day in November. To say it has been a challenge is an understatement. On the flip side I think we have both grown as writers. In his most recent post, Phil reflects on his decision to either go to an annual parade with his kids or attend edcampNJ. He makes the right choice.

Making Fruit Tarts by Regie Routman

Regie compares her twenty years mastering this baking skill to the growth model teachers should follow to become master educators. She is a prolific writer who doesn’t get too caught up in the current initiatives. Regie stays grounded in best practices because they never go out of style. My only wish is she would post more, but I will take what I can get.

What’s the Big Deal About Blogging? by Tom Whitby

All of the Edublog nominations on the right side of his page are not surprising as I read his posts. He is an expert in the field who is also willing to share his ideas with honesty and humility; in other words, a life long learner. This post very much typifies what it means to be a reflective practitioner.

The Day I Forgot My Laptop

7:20 AM: Realized I had not packed my laptop in my bag, left it at home. Already half way to school, so just kept going.

7:30 AM: Took attendance at morning study center using a spreadsheet on Numbers on an iPad. Able to walk around the room and greet the students while I noted who was present.

7:45 AM: Prepared pictures using Photos on an iPad. Put them into an album to share with students at our all-school Jumpstart, a PBIS celebration activity.

8:00 AM: Walked morning study center students to breakfast. On the way, snapped a photo of student work on the walls with an iPhone.

8:05 AM: Took another photo with iPhone of students walking laps in the gym during our morning exercise program. Shared photo on school Twitter account using Tweetbot.

8:15 AM: Went pack to office and checked Photo Stream on iPad for photo of student writing I took with iPhone. Moved it to Jumpstart album so student could read it to peers.

8:20 AM: Checked Aesop for absences on Safari on iPad.

9:00 AM: Tried to access email on iPad, but wireless in building is spotty. Asked my office assistant to send a message to staff member on my behalf.

10:00 AM: Did an instructional walkthrough using a stylus and Notability on iPad.

11:00 PM: Wireless still spotty. Asked assistant to send another email on my behalf. (Hmm, maybe I should forget my laptop more often.)

12:00 PM: iPad now able to send and receive email. Quickly realized I didn’t miss much.

1:00 PM: Started to draft a thank you letter to all the families who maintained a bed for the school garden. Used Pages on the iPad, emailed it to assistant to check grammar and print.

2:00 PM: Checked progress of tasks on Priority Matrix on iPad.

2:30 PM: Read aloud Pete the Cat to kindergarten students, then created a story board using Felt Board on the iPad. Used iMovie to record audio of student reading the text from the story board, then uploaded movie to Vimeo to share with class and parents.

3:00 PM: Sat in a 1st grade classroom to help with a science experiment. Took pictures with iPhone of students involved with each step of the process, as well as the posted learning target. Put all the images together in a collage using Frame Magic on the iPad and emailed it to teacher.

3:45 PM: 1st grade teacher stopped by my office after school to inquire how I made the collage. Gave a quick tutorial on the iPad.

4:00 PM: Updated school’s Google Site using Chrome on the iPad.

4:15 PM: Left work, questioning how much I truly needed a laptop as a principal.

CCSS, RtI, PLCs, PALS, DOK…

The other day I noticed two staff members laughing at something on their computer screen. Having the distinct feeling that I was the possible source of their amusement, I peeked at what they were reading.

My minutes from the last Instructional Leadership Team had three different acronyms…within the first agenda item. Yikes! In my effort to keep my notes brief, I almost made my minutes unreadable by anyone not current on the present day buzz words. In fact, I didn't even know what DOK (Depths of Knowledge) was until another administrator sent me a packet of information about it this week.

No wonder teachers and administrators feel like their heads are swimming lately. I can hardly keep all of these initiatives straight. With the current climate in education, I need to try to inject some humor when my staff gets together, as well as let them know that I am treading water sometimes, too. I think this video could be used to start our next meeting on a lighter note and poke some fun at all of these acronyms.

Posted with Blogsy

Why I Became a Principal

I have been asked why I became an elementary school principal, by educators in the classroom and by prospective administrators curious about my position. Here are a few reasons off the top of my head:

1. I Didn’t Have to Leave the Classroom

When I began teaching, I fully intended to end my educational career as a teacher. That is, until my principal read aloud in my classroom. Watching him share his favorite literature with my students, interacting with them not as the authority figure but rather as a knowledgeable and caring adult, opened my eyes to the concept that a principal isn’t necessarily a suit sitting behind a desk. It was an “Ah ha” moment for me, probably similar to when students see their teacher at Wal-Mart and realize he or she doesn’t live at school. I am proud to say that I continue this practice of reading aloud to students on a regular basis.

2. I Had Some Great Principals

I am very fortunate to have had three terrific administrators to work for, as an intern, as a teacher, and as an assistant principal. All three had a unique way of leading, which helped me determine what kind of principal I wanted to be. What did they all had in common?

They put students first.
They made decisions based on what was best for student learning.
They didn’t lose their cool when problems came up.
They always had time to listen.
They were honest and forthright. I knew where I stood with them at all times.

I definitely was not the perfect staff member; I made several mistakes along the way toward my current position. However, they allowed me to deal with those situations and help reflect upon how I could have done things differently, rather than step in and try to prevent struggles. I was allowed to learn from my mistakes.

3. I Was a Good Teacher

One of my former administrators once asked me, “What type of teacher is most suited for the principalship?” I didn’t know, I said. “The best teacher in the building,” he replied. At first, I questioned this logic. Why would a great teacher step out of the classroom and give up the opportunity to make an impact on kids? As I found out, I continue to make a difference. I do this by falling back on what I know great teaching looks like. I use this knowledge to guide my staff on the path of constant growth.

I believe I was successful as a teacher, and I became better every year. This gives me the experience, validity and respect to observe in any classroom and determine the effectiveness of the instruction. If I wasn’t a good teacher, how could I ever possibly be an instructional leader in my school? If you are a teacher, I encourage you to find out what your principal did before his or her current position. You may be surprised. Most if not all administrators do not let their teaching licenses expire. Many continue to teach, even if it isn’t always in the classroom.

4. It Is a Challenge

I am not saying that teaching is any less challenging. It is just a different type of challenge. Instead of keeping 25 students focused on the activity for the day, I am expected to help that one student who doesn’t want to participate to turn it around and get back into class.

One of the first ways I experienced this new kind of challenge was when I participated in building and district committees. These activities gave me the opportunity to see what it was like to lead an initiative and work with teachers on buy-in for an upcoming change. I found that I enjoyed collaborating with adults in this capacity, even if it was sometimes a struggle. The success we achieved together validated the effort and made the process that much more rewarding.

5. It Is a Change

One colleague of mine described entering the principalship as taking on an entirely new profession. This is very true in many ways. For example, no longer are you beholden to the almighty school schedule. For the most part, I am able to allocate time that I feel best benefits my students and aligns with my building’s goals.

I started to feel the urge to venture out into new territory in the latter part of my teaching career. I was very happy in the classroom, don’t get me wrong. At the same time I saw the opportunity to become a building administrator as a way to make a positive impact on student learning in a broader sense. I am able to be a part of more learning endeavors and participate in the entire school experience with everyone in the building.

For current principals, what would you add to this list? For prospective principals, how are you learning more about this great profession? Please share in the comments.

Should Twitter Replace Professional Development?

I have been on Twitter for nine months and I love it. The network of colleagues I have developed has been instrumental in my success as a first year elementary principal. I hope I have done the same for others through my feed and blog posts. It is one of my go-to resources for learning.

That said, I have a few concerns about some of the comments made in this article from The Huffington Post.

-“Many times professional development is like herding cattle: We’re taking everybody in the same direction. We’re going to learn the same thing.”

Is that necessarily a bad thing? I am not referring to what professionals do differently as teams to address specific student learning. Teachers should have autonomy and freedom to make instructional decisions and use the best tools both they and evidence deem most effective. They are closest to the kids and have the vantage point. What I am looking at is the overarching teaching framework a school or district is using to guide their own development. At my school, we use the Optimal Learning Model developed by Regie Routman. All of our instruction, curriculum and assessment go back to this powerful process for teaching all students. We are moving forward as a team, but we still have room to be creative.

– “Little research exists on what types of professional development for teachers work best.”

Actually, a lot of research exists on what works best for teachers and professional development. For example, Linda Darling-Hammond summarized what the three best professional development activities are based on research, in her resource The Right to Learn: PD must center on the critical areas of teaching and learning, investigations of personal and local practice must predominate, and substantial and sustained conversations about these investigations must take place. Twitter definitely has a place in this discussion, but it is only one way to communicate and not the preferred way for some educators. I would also reference Rick DuFour and Robert Eaker’s Professional Learning Communities At Work, which bases a lot of their evidence-based practices on research by Peter Senge, Michael Fullan and Peter Drucker.

– “Twitter And Facebook Might Soon Replace Traditional Teacher Professional Development”

Going back to the prior statement, Twitter actually lacks the definitive research to make assertions like this, even though others and I find it very helpful. Education and educators (including me) are notorious for jumping on the next big thing without thinking it through first. Does anyone’s school have their house so in order that professionals having in-person conversations about their own students would be trumped by a 140 character discussion with someone with a different community, population of kids and building dynamic? Eric did end the article by stating that he values his face-to-face conversations more than his virtual ones. I appreciate his perspective as he is a leader in 21st Century learning. My kids would be fortunate to attend his school.

Education always seems to be looking for the magic bullet, when in fact it comes back to the same concepts: best instructional practices, collaboration, formative assessment and accountability, among others. I would hate to see Twitter made to be more than what it is – an excellent tool for learning.

I’ve Got an iPad…Now What?

*This is the email I sent out tonight to the 19 Howe Elementary School teachers taking part in the iPad implementation class offered for professional development. Each teacher received an iPad 2. Their purpose is to discover ways to use this technology tool for reading and math intervention. You are welcome to join us as well. If you want the iPad PD guide as an iBook, DM me your email. -Matt

Teachers,
I am emailing you because I have you enrolled in the iPad class for Howe. You should have received an invitation to join howeelem.wikispaces.com; if you didn’t let me know. It is a wiki that everyone can contribute to, to add projects, ideas and ask questions of each other. You will need to create an account. Be sure to add your school email during the registration process. I have never used one, so I am hoping some of you will try it out and let me know how it works ;).

A requirement for this PD is join our Edmodo group. Edmodo is like Facebook only for teachers and students. This social network is how we will deliver assignments and award badges for completion of iPad proficiency levels.

1. Go to http://www.edmodo.com/ and sign up as a student.
2. Create your account using the code 35od0D.
3. Be sure to enter your school email so you can receive updates from the site.
4. Enter the group and explore this social network.

Once everyone is enrolled, I will send out a pre-assessment survey and your first assignment. Speaking of assignments…

Would anyone be upset if we did not do the Todd Whitaker book study? Besides the technical issues getting the book, I have some concerns about learning to use the iPad AND reading the eBook at the same time. What are your thoughts? I am good either way. In fact, once we have all on board on Edmodo, our first assignment could be to participate in a poll about this question. We will still read, share and respond to relevant articles about education and technology in place of the book, if that is the way we want to go.

I am learning as we go, just like you. If you have suggestions during this learning process, I would like to hear your ideas.

Have fun!

-Matt