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26 Effective Ways to use Twitter for Educators [INFOGRAPHIC]

TwitterinEdTeachers and educators in the present fast-paced, ever evolving world of communication are presented with a plethora of options which might sometimes be overwhelming. To reduce the efforts of teachers in learning a new form of communication, we give you some of the most effective ways of using the most modern form of communication, Twitter. The 26 Effective Ways to use Twitter for Teachers and Educators Infographic is aimed at educators interested in utilizing Twitter as a communication and collaborative tool, for educators who like telling a story and effectively reaching out to an audience who they normally can’t! Check out the 26 effective ways to do that.

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17 LinkedIn Profile Pointers [INFOGRAPHIC]

17LinkedInYou don’t need to spend an entire day updating your LinkedIn profile: An hour here or there will suffice. And the benefits can really pay off as you build your professional brand. In addition to the 17 pointers above, consider these interesting stats:

  • Adding a LinkedIn profile picture makes your profile 7x more likely to be viewed by others
  • 42% of hiring managers say volunteer experience is as valuable as formal work experience.
  • More than 2 billion LinkedIn endorsements have been given out since its launch.
  • The average number of endorsements per LinkedIn user is 5.
  • There are more than 200 conversations happening each minute across LinkedIn Groups.
  • 81% of LinkedIn users belong to at least one group.

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Boston Public Schools Benefits from New Hiring Practices

welcome new teachers

Reposted from the New Teacher Project blog:

This year, we assisted Boston Public Schools (BPS) with their major effort to hire teachers earlier and give teachers and school leaders more choice in the process. The goal was simple: hire the best, most diverse candidates into Boston classrooms. Our past experience and research has shown that schools are able to hire the most sought-after candidates when they act in the earlier months. Each passing month means lower odds of a successful hire. BPS has also struggled for years to achieve the diverse teaching force it needs to reflect the communities it serves, and research shows early hiring brings in more top African-American and Latino candidates. A more proactive hiring process could help BPS solve a challenge it’s wrestled with for years. Not to mention that a strong match, both for teachers and principals, has a positive impact on teachers’ effectiveness and desire to stay in the classroom.

The district’s efforts had a huge effect: By the end of this past June, BPS had filled 83 percent of its vacancies. Last year at that time, they’d hired just 9 percent of their new teachers. So far, the teachers hired are a better reflection of the diversity of BPS’ students, too. What happened? Last March, BPS added a stipend and additional duties to many job descriptions, which opened these new jobs to any internal or external candidate. Principals now had far more freedom to hire the teachers they believed were the best fit for their school. At the same time, BPS undertook efforts to identify open positions earlier in the school year, and to support tenured teachers to help them find the right positions.

This was a bold shift for BPS: As a district with a wide variety of types of schools, several of which already had greater autonomy over hiring, traditional schools in Boston that lacked such flexibility felt the strain from the standard hiring process disproportionately. Needing the most help, they were actually at the greatest disadvantage. With the change, open positions can be filled without going through the traditional staffing process – a first for many schools.

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Why Do I Want To Be A Leader?

leaders

Reposted from the Harvard Business Review:

“One of the longstanding dichotomies in the field of leader development is whether to teach leadership as skills that lead to higher performance (a competency-based model that is relatively easy to metric), or to teach leadership as a complex moral relationship between the leader and the led (a values-based model that is challenging to metric).  Our study demonstrates that those who lead primarily from values-based motivations, which are inherently internal, outperform those who lead with additional instrumental outcomes and rewards.

The implications of this study for leader development — and practice — are profound. In business, the cost of leader development programs is often measured, or at least estimated, as an instrumental consequence — an increase in performance of the organization resulting in a return on investment for the program. This is reasonable, given estimates that place the annual cost of leader development at more than $60B . It is important, though, that talent managers and executive decision makers do not allow external consequences of leader development to become externalmotivations among organizational leaders.  If those we seek to develop as leaders adopt external justifications for leading well — such as an increase in shareholder value, better pay or perquisites, or increased profits — they are likely to be less successful as leaders in comparison to those who seek to lead for more internal, intrinsic reasons alone.

If you aspire to lead in business or society, first ask yourself, “Why do I want to be a leader?” The answer to that question, as it turns out, will make a significant difference in how well you lead.”

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7 Habits of Highly Effective Teachers Who Use Technology [INFOGRAPHIC]

7 habits

Reposted from Always Prepped:

We’ve all heard about Stephen Covey’s 7 Habits of Highly Effective People. Some teachers out there may have heard of the 7 Habits of Highly Effective Teachers. This infographic offers 7 habits of highly effective teachers who use technology. Does this say more about the use of technology or the mindset?

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Change to Thrive

As a reflection of the society it serves, education is subject to the same forces and fortunes as every other public enterprise: maintaining its effectiveness, efficiencies and relevance. To remain faithful to its mission, education must be sensitive to the changes in society that inform its work and respond strategically. Otherwise, like Borders and Kodak, it will become unavoidably obsolescent. Jack Welch says, “When the rate of change inside the institution becomes slower than the rate of change outside, the end is in sight.” And once society opts to move on, ineffective organizations are left behind. The choice is clear. Thrive.