Why Twitter?


Back a couple of months ago, I presented to my staff on the glories of Twitter.  Some have since checked it out and have become true twitter fans, others not so much.  As someone who is a self-admitted twit-a-holic (My name is Diane, a.k.a. @robertsdrb and…I tweet…a lot) I find it difficult to understand why everyone has not jumped on the Twitter shuttle to the Twitterverse of enlightenment.

So in an attempt to convince more people to join and engage with Twitter, here is a list of reasons why I get so much out of it:

  • Personal Learning Network – I create my PLN by choosing who I want to follow.  When someone posts something that is interesting or useful to me, I follow them.  Contrarily, if they are posting things that do not serve my learning purpose, I don’t follow them.  Simple.  In this way, Twitter becomes differentiated professional development for each individual.
  • Twitter chats – This is where connections occur and my thinking is pushed to new places with people from all over.  Twitter chats such as #satchat (administrator chat on Saturday mornings) or #educoach (educational coaching chat on Wednesday evenings) connect me to people who are progressive thinkers and sharers within these domains.  I can also pose a question throughout the week with these hashtags and will get a response from someone else who follows these topics.
  • Learning new things – every day I come across an article, list, blog post or quote that teaches me something new.  The word plethora does not begin to explain the wide variety and depth of “stuff” out there on Twitter for educators.
  • Feedback – I can post a question or let people know that there is something I am searching for and someone will inevitably give me an answer.  When I post to my blog, people read it and respond…this blew my mind at first and it was nerve-wracking to have others read my thoughts but now I look forward to the comments – good and not so good.
  • Inspiration for blog posts – The things I read about on Twitter not only get me thinking, they inspire me to write about my thoughts on educational topics in my blog which is proving to be another way to deepen my thinking and help me reflect on my practice.  By the way, I did not have a blog until after I joined Twitter and began reading all the amazing educator blogs out there which I connected to via Twitter.  It was only a matter of time before I found that 140 characters are great for communicating brief thoughts on various topics but if I want to really delve into something, the blog is where I can get it all out in one place.

The more I use Twitter, the more I WANT to keep coming back…addiction?  Maybe.  But it is getting me connected with other educators and thinking more about my practice as a teacher and as an administrator.  Other addicts go to meetings to talk about their addictions (e.g. AA), Twitter addicts just learn more, reflect more and connect more.  In the words of Amy Winehouse: If they try to make me go to rehab, I won’t go, go, go.

P.S.  I made the above Wordle with text from my Twitter feed.


The Ripple Effect of Administrator Growth: my own growth goal

In an earlier post, I wrote about the kick-off to my school district’s administrator growth project.  In this post, I will share my goal for growth this year and reflect on how it is going so far…


Goal: To improve my communication with staff in my interactions with them as a Learning Assistance Teacher and as an Administrator.

Guiding Question: How do I best communicate with staff (Teachers and EA’s) to provide instructional leadership which facilitates inclusion so that the learning needs of all students can be met?

-have focused, purposeful conversations with teachers and EA’s about inclusion and student needs
-learn more/practice communication skills
-communicate regularly with Vanessa about what I’m working on in LAT
-communicate with teachers and EA’s about what I’m working on in LAT

Indicators and Measures of Success:
-greater comfort level having focused, professional learning conversations with staff
-increased staff buy-in for the LAT model
-increased staff capacity toward differentiation
-increased teacher comfort-level in working with EA’s in their classrooms

Reflection so far:

Having been a classroom teacher for 15 years prior to becoming a Learning Assistance Teacher (LAT), I am definitely finding that the LAT role is a new and challenging experience for me. I have no real experience in special education in my past so the learning curve has been significant in preparing for my role as LAT and in the day-to-day duties of an LAT teacher. Also, the role of LAT is a new position within our school district so determining what my role actually is and finding my way along this road is interesting and not at all linear. I am often negotiating with others as to what my role is and should be: Facilitator? Helper? Team-teacher? Tutor? Assistive technology aid? Intermediary between outside agencies and the school? Coach? In fact, it is all of these in varying degrees and the exciting thing about it is that I can be the designer of my role as LAT and impact student learning in ways that are meaningful and tailored to our particular school and students.

I am finding that the most important characteristic of an LAT is the ability to build and sustain positive working relationships with teachers and EA’s. At the foundation of this relationship-building is the ability to listen and communicate clearly. This is why I have chosen communication as my goal because without effective communication skills, the LAT is little more than a resource-finder or resource room teacher from the past. I want to do more in this role than search for differentiated learning activities or do student pullouts. I want to be able to help teachers build the capacity to differentiate instruction and assessment on their own so students can remain in the classroom as much as possible to learn side-by-side with their peers. To do this, I need to listen to the needs of teachers and collaborate with them in finding answers to their questions.

A challenge that I am facing is balancing my time between my LAT role and my Administrator role. Some days, the admin hat is on far more than the LAT hat. I hope to remediate this with a greater effort to schedule my time as an LAT to ensure I am giving this role the time it needs to accomplish my goals.

As I continue to work on my goal of communication, I am exploring ways to improve my skills through reading books and articles by the likes of Jim Knight (@jimknight99) and participating in Twitter chats such as #educoach where topics around instructional coaching are discussed and ideas are shared.  As well, I learn something new everyday working with Vanessa Yamazaki, the other LAT teacher at my school.  She really gets what it means to be a learning assistance teacher and works hard everyday to make a difference in the classrooms in our school.

I am working on how I communicate with teachers and EA’s, one conversation at a time and realizing that as simple as this goal may seem on paper, it is a complex process of interactions and social negotiations. Every teacher and EA has a unique set of knowledge, skills and attitudes to bring to the table so the needs of each one are quite different. A first-year teacher and a seasoned veteran have different ideas and perceptions of what they need, why they need it and how to improve their practice. Differentiation of LAT support for teachers is the key.

So, I have chosen a goal for my own professional learning and growth in an area that is complex and that will take time to develop over time but one that will (hopefully) have a ripple effect on student learning.