Principals on Social Media: Why Should You Get Online?
Schools can no longer be
autonomous organizations that operate behind closed doors. Schools are held accountable by a wide
spectrum of diverse stakeholders that includes everyone from student family’s
and community members to divisional administration and governmental
departments. As the leader of their
building it is one of the principal’s primary objectives to communicate school
information clearly and concisely with all stakeholders (Farrell, 1999, Parents
& Community chapter, para. 7) (Ferriter, Ramsden, & Sheninger, 2011, p.
20) (Waxman, Boriack, Lee, &
MacNeil, 2013, p. 191). One indicator of
a principal’s managerial effectiveness relates to their ability to select the most
appropriate platform(s) to best meet their communication needs (Hines,
Edmonson, & Moore, 2008, p. 278).
With 23 million social media users in Canada, representing 63% of the
population, social media is quickly becoming one of the leading platforms for
school administrators to communicate with their clientele (We Are Social, 2017,
p. 27). Due to the rising participation
in social media and call for transparency by school administrators, it is
essential that principals utilize technological tools like social media to
communicate about their building, enabling a diverse range of stakeholders to
receive information in a timely fashion and see into the world of the school.
autonomous organizations that operate behind closed doors. Schools are held accountable by a wide
spectrum of diverse stakeholders that includes everyone from student family’s
and community members to divisional administration and governmental
departments. As the leader of their
building it is one of the principal’s primary objectives to communicate school
information clearly and concisely with all stakeholders (Farrell, 1999, Parents
& Community chapter, para. 7) (Ferriter, Ramsden, & Sheninger, 2011, p.
20) (Waxman, Boriack, Lee, &
MacNeil, 2013, p. 191). One indicator of
a principal’s managerial effectiveness relates to their ability to select the most
appropriate platform(s) to best meet their communication needs (Hines,
Edmonson, & Moore, 2008, p. 278).
With 23 million social media users in Canada, representing 63% of the
population, social media is quickly becoming one of the leading platforms for
school administrators to communicate with their clientele (We Are Social, 2017,
p. 27). Due to the rising participation
in social media and call for transparency by school administrators, it is
essential that principals utilize technological tools like social media to
communicate about their building, enabling a diverse range of stakeholders to
receive information in a timely fashion and see into the world of the school.
The Dalai Lama is quoted as stating, “A lack of
transparency results in distrust and a deep sense of insecurity” (Student
Affairs Berkley, 2017, para. 1). A
school’s stakeholders, whether they be student family’s, school employees,
community members, or governing organizations, have interrelated goals that can
all directly benefit from increased communication that provides more
information about what is happening within the school (Farrell, 1999, Parents
& Community chapter, para. 3). With
social media use in Canada rising 10% from 2016-2017 the quickest way for a
principal to inform the most amount of stakeholders in one click of a mouse is
through social media (We Are Social, 2017, p. 27). Additionally, maintaining an online presence
can provide an authentic model of the digital literacy skills that are becoming
necessary for students, and all stakeholders, to develop (Johnson, Riel, & Froese-Germain,
2016, p. 9).
transparency results in distrust and a deep sense of insecurity” (Student
Affairs Berkley, 2017, para. 1). A
school’s stakeholders, whether they be student family’s, school employees,
community members, or governing organizations, have interrelated goals that can
all directly benefit from increased communication that provides more
information about what is happening within the school (Farrell, 1999, Parents
& Community chapter, para. 3). With
social media use in Canada rising 10% from 2016-2017 the quickest way for a
principal to inform the most amount of stakeholders in one click of a mouse is
through social media (We Are Social, 2017, p. 27). Additionally, maintaining an online presence
can provide an authentic model of the digital literacy skills that are becoming
necessary for students, and all stakeholders, to develop (Johnson, Riel, & Froese-Germain,
2016, p. 9).
The
Importance of Transparency through Communication
Importance of Transparency through Communication
Transparent
communication is a conscious skill that is vital to the health of the school
community. In fact, communication has
been argued to be the most important job a principal can participate in
throughout their day (Ferriter, Ramsden, & Sheninger, 2011, p. 20). In 1999, Farrell stated that, “The school
should aim to improve its links with parents and the community through clear
communications and making systematic and full use of the community” (Parents
& Community chapter, para. 19). This
sentiment is echoed by Ferriter who identified that, “With transparency being
more important now than at any time ever, it is important that we use every
means necessary to get out our message as schools leaders and get the feedback
necessary to get our stakeholders invested.” (2011, para. 7). While it can be easy for an administrator to
default to only sharing information surrounding school schedules, events, and
successes, a deeper sense of authenticity is required to build trust through transparent
communication. This includes sharing
personal feelings during times of uncertainty, sharing news of what is known about
various topics affecting the school and being open about what is being kept
confidential, and clarifying that if information changes that updates will be
provided (Student Affairs Berkley, 2017, para. 3). It is important for administrators to
recognize that a fear of negativity cannot warrant opting out of communication
and in fact, negative feedback provides opportunities to change stakeholders’
perceptions (Reuban, 2017, p. 7). With
the importance of transparency through communication identified, a principal
should then ask themselves what platform(s) should they be utilizing to communicate.
communication is a conscious skill that is vital to the health of the school
community. In fact, communication has
been argued to be the most important job a principal can participate in
throughout their day (Ferriter, Ramsden, & Sheninger, 2011, p. 20). In 1999, Farrell stated that, “The school
should aim to improve its links with parents and the community through clear
communications and making systematic and full use of the community” (Parents
& Community chapter, para. 19). This
sentiment is echoed by Ferriter who identified that, “With transparency being
more important now than at any time ever, it is important that we use every
means necessary to get out our message as schools leaders and get the feedback
necessary to get our stakeholders invested.” (2011, para. 7). While it can be easy for an administrator to
default to only sharing information surrounding school schedules, events, and
successes, a deeper sense of authenticity is required to build trust through transparent
communication. This includes sharing
personal feelings during times of uncertainty, sharing news of what is known about
various topics affecting the school and being open about what is being kept
confidential, and clarifying that if information changes that updates will be
provided (Student Affairs Berkley, 2017, para. 3). It is important for administrators to
recognize that a fear of negativity cannot warrant opting out of communication
and in fact, negative feedback provides opportunities to change stakeholders’
perceptions (Reuban, 2017, p. 7). With
the importance of transparency through communication identified, a principal
should then ask themselves what platform(s) should they be utilizing to communicate.
Why
Should You Use Social Media?
Should You Use Social Media?
As
of 2017, 33 million users, representing 91% of the population, had access to the
internet in Canada (We Are Social, 2017, p. 27). Of the 23 million using social media, 88% of
these users “checked-in” and interacted with the medium every single day (lbid.). The network of school stakeholders can span
across multiple geographical locations, be represented across generations, and
follow a variety of different schedules.
Despite the communication concerns that arise from these logistics,
social media can provide an effective means of targeting the masses in a timely
fashion. In fact, 74% of Canada’s
internet users have access through some type of mobile device; meaning that a
principal’s communication can most likely reach them at any time as opposed to
relying on a fixed location (We Are Social, 2017, p. 31). As opposed to more traditional communication
methods such as phone calls or television announcements that rely on
stakeholders being available at a particular time, tools such as social media
are popular with stakeholders because they can be accessed and interacted with
at any time; gone are the days of playing “telephone tag” (Hines, Edmonson,
& Moore, 2008, p. 283). In Canada,
the top four social media platforms are currently Facebook (and its associated
Facebook Messenger), YouTube, Twitter, and Instagram (We Are Social, 2017, p.
41). Tools such as “HootSuite” and “If
This Then That” can easily allow principals to post the same message automatically
across various platforms; broadening their audience with minimal time
requirements on their side. With such prominent
statistics, Reuban was inclined to state that participation in social media is
no longer an option (2017, p. 11).
of 2017, 33 million users, representing 91% of the population, had access to the
internet in Canada (We Are Social, 2017, p. 27). Of the 23 million using social media, 88% of
these users “checked-in” and interacted with the medium every single day (lbid.). The network of school stakeholders can span
across multiple geographical locations, be represented across generations, and
follow a variety of different schedules.
Despite the communication concerns that arise from these logistics,
social media can provide an effective means of targeting the masses in a timely
fashion. In fact, 74% of Canada’s
internet users have access through some type of mobile device; meaning that a
principal’s communication can most likely reach them at any time as opposed to
relying on a fixed location (We Are Social, 2017, p. 31). As opposed to more traditional communication
methods such as phone calls or television announcements that rely on
stakeholders being available at a particular time, tools such as social media
are popular with stakeholders because they can be accessed and interacted with
at any time; gone are the days of playing “telephone tag” (Hines, Edmonson,
& Moore, 2008, p. 283). In Canada,
the top four social media platforms are currently Facebook (and its associated
Facebook Messenger), YouTube, Twitter, and Instagram (We Are Social, 2017, p.
41). Tools such as “HootSuite” and “If
This Then That” can easily allow principals to post the same message automatically
across various platforms; broadening their audience with minimal time
requirements on their side. With such prominent
statistics, Reuban was inclined to state that participation in social media is
no longer an option (2017, p. 11).
The
Case for Digital Literacy
Case for Digital Literacy
Defining the important and essential role of ICT
education within the vast curricular network of public education has been the
focus of recent initiatives undertaken by provincial and territorial
governments within Canada. As of 2015, 11 of Canada’s 13 provinces and
territories have established ICT curricular policies that range from infusion
and dispersal amongst pre-existing curriculums to structured cross-curricular
models and specifically assessed benchmarks (Hoechsmann & DeWaard, 2015,
pp. 15-17). Regardless of the format in which an ICT curriculum is
organized, one of the best ways to model the digital literacy and
citizenship skills required by students is for principals and other educators to
get involved online (Jackson, 2011, para. 18).
In a 2016 study of Canadian teachers, it was identified that the top
five digital literacy skills related to social media that students should know
are: (1) how to stay safe online, (2) appropriate online behaviour, (3) dealing
with cyberbullying, (4) understanding online privacy issues and settings, and
(5) verifying the authenticity of online information (Johnson, Riel, &
Froese-Germain, 2016, p. 9). It is time
for educators to not only “talk the talk” but to also “walk the walk” when it
comes to applying the digital literacy skills we expect from our students. Furthermore, modelling appropriate use and keeping
up to date with new technology programs and tools allows for principals to more
effectively support their teaching staff in their technological development as
well (Waxman, Boriack, Lee, &
MacNeil, 2013, p. 193).
education within the vast curricular network of public education has been the
focus of recent initiatives undertaken by provincial and territorial
governments within Canada. As of 2015, 11 of Canada’s 13 provinces and
territories have established ICT curricular policies that range from infusion
and dispersal amongst pre-existing curriculums to structured cross-curricular
models and specifically assessed benchmarks (Hoechsmann & DeWaard, 2015,
pp. 15-17). Regardless of the format in which an ICT curriculum is
organized, one of the best ways to model the digital literacy and
citizenship skills required by students is for principals and other educators to
get involved online (Jackson, 2011, para. 18).
In a 2016 study of Canadian teachers, it was identified that the top
five digital literacy skills related to social media that students should know
are: (1) how to stay safe online, (2) appropriate online behaviour, (3) dealing
with cyberbullying, (4) understanding online privacy issues and settings, and
(5) verifying the authenticity of online information (Johnson, Riel, &
Froese-Germain, 2016, p. 9). It is time
for educators to not only “talk the talk” but to also “walk the walk” when it
comes to applying the digital literacy skills we expect from our students. Furthermore, modelling appropriate use and keeping
up to date with new technology programs and tools allows for principals to more
effectively support their teaching staff in their technological development as
well (Waxman, Boriack, Lee, &
MacNeil, 2013, p. 193).
Conclusion
In conclusion, it is necessary that principals utilize
social media platforms to effectively practice transparent communication with
their diverse range of stakeholders. All
principals have several different stakeholder groups that can include everyone
from student families and community members to divisional administration and
governing agencies and it is their responsibility to create and deliver
information in ways that not only allow their message to be accessed but to
also establish trust (Ferriter, Ramsden, & Sheninger, 2011, p. 20). As identified by Reuban, social media is no
longer a spectator sport and principals need to recognize this and jump on the
bandwagon to reach their stakeholders through mediums they are using daily (2017,
p. 11). As leaders within their
building, a principals’ use of social media can provide an effective and
appropriate model to both students as well as other teaching staff. Like it or not, a school’s stakeholders are
already creating a story about the school on social media and principals need
to get online so that they can be involved in the narrative.
social media platforms to effectively practice transparent communication with
their diverse range of stakeholders. All
principals have several different stakeholder groups that can include everyone
from student families and community members to divisional administration and
governing agencies and it is their responsibility to create and deliver
information in ways that not only allow their message to be accessed but to
also establish trust (Ferriter, Ramsden, & Sheninger, 2011, p. 20). As identified by Reuban, social media is no
longer a spectator sport and principals need to recognize this and jump on the
bandwagon to reach their stakeholders through mediums they are using daily (2017,
p. 11). As leaders within their
building, a principals’ use of social media can provide an effective and
appropriate model to both students as well as other teaching staff. Like it or not, a school’s stakeholders are
already creating a story about the school on social media and principals need
to get online so that they can be involved in the narrative.
References
Farrell, M. (1999). Key
issues for primary schools. London, UK: Routledge.
issues for primary schools. London, UK: Routledge.
Ferriter, W.M. (2011). What you are saying about social media
in schools. Tempered Radical.
in schools. Tempered Radical.
Retrieved November 5, 2017, from http://blog.williamferriter.com/2011/02/17/what-you-are-saying-about-social-media-in-schools/
Ferriter, W.M., Ramsden, J.T., & Sheninger, E.C. (2011).
Communicating & connecting with
Communicating & connecting with
social
media.
Bloomington, IN: Solution Tree Press.
media.
Bloomington, IN: Solution Tree Press.
Hines, C., Edmonson, S., & Moore, G. (2008). The impact
of technology on high school
of technology on high school
principals.
NASSP Bulletin, 92(4), 276-291.
NASSP Bulletin, 92(4), 276-291.
Hoechsmann, M., & DeWaard, H.
(2015). Mapping digital literacy policy and practice in the
(2015). Mapping digital literacy policy and practice in the
Canadian education landscape. Ottawa, ON: MediaSmarts. Retrieved from
Jaxson, C. (2011). Your students love social media… and so
can you. Teaching Tolerance 39.
can you. Teaching Tolerance 39.
Retrieved from https://www.tolerance.org/magazine/spring-2011/your-students-love-social-media-and-so-can-you
Johnson, M., Riel, R., & Froese-Germain, B. (2016). Connected to learn: teachers’ experience
with
networked technologies in the classroom. Ottawa: ON: MediaSmarts. Retrieved from: http://mediasmarts.ca/sites/mediasmarts/files/publication-report/full/ycwwiii_connected_to_learn.pdf
networked technologies in the classroom. Ottawa: ON: MediaSmarts. Retrieved from: http://mediasmarts.ca/sites/mediasmarts/files/publication-report/full/ycwwiii_connected_to_learn.pdf
Reuban, R. (2008). The
use of social media in high education for marketing and
use of social media in high education for marketing and
communications:
A guide for professionals in higher education. Retrieved November 5, 2017, from http://www.fullerton.edu/technologyservices/_resources/pdfs/social-media-in-higher-education.pdf
A guide for professionals in higher education. Retrieved November 5, 2017, from http://www.fullerton.edu/technologyservices/_resources/pdfs/social-media-in-higher-education.pdf
Student Affairs UC Berkley. (Upload date not stated). Communicating with transparency and
integrity. Retrieved November 5, 2017, from http://sa.berkeley.edu/sites/default/files/images/communicatingwithtransparency.pdf
Waxman, H. C., Boriack, A. W., Lee, Y., & MacNeil, A.
(2013). Principals’ perceptions of the
(2013). Principals’ perceptions of the
importance
of technology in schools. Contemporary
Educational Technology, 4(3), 187-
of technology in schools. Contemporary
Educational Technology, 4(3), 187-
196.
Retrieved from http://www.cedtech.net/articles/43/433.pdf
Retrieved from http://www.cedtech.net/articles/43/433.pdf
We Are Social. (2017, January 26). Digital in 2017: Northern America. Retrieved November 5,
Hi, I am intrigued. Yes, we had that Principal speak to us and at that time I admit I wasn't drawn to the idea and still now I am very interested but not yet ready to jump on the bandwagon. For several reasons, the most important in that it is not an authentic example of who I am. I am only on social media for this course, I never checked social media posts until this course and only because of this course. I do know that a good majority of people access and utilize social media but that is not a good enough reason for me to change how private I am. I am intrigued by your idea that Principals need to share their concerns or doubts, can't remember exact phrasing on social media. I disagree, for several reasons but foremost because that conversation should happen in person. I am big on having face to face conversation. I also like your comment that Principals should be modelling positive digital citizenship. I believe that I model citizenship in person. Does this mean that I don't value social media? not necessarily, only that I see it a conduit, not as a personal relationship, which being a Principal requires to create partnerships with the school community. You will find me coaching your kids, volunteering at community events and being part of community boards, but you won't find me on Facebook.
Thanks for sharing your thoughts Jessica, I appreciate the feedback from someone who is not a regular social media user. I think your comment about being a private person is interesting. I am not necessarily advocating for the principal to share information about their personal life, but rather pertinent information about their school that would be of interest/benefit to various stakeholder groups. Please recognize that I don't believe that technology like social media should replace the personal communication and relationship building that administrators should develop. It is my hopes that it can be a tool to bridge existing gaps and help provide further context
As I read your post, it made me wonder if the expectations of stakeholders has changed significantly with the advance of technology. While I agree that leaders do need to communicate clearly with stakeholders, do people outside of the immediate group they lead need or want to know how the leader is feeling? Is this what authentic relationship building looks like? I am not sure that knowing more information equates to deeper community and trust. To me technology might be used to augment a relationship, but the heavy lifting of building that relationship still needs done on a more personal level.
Thanks for your thoughts Suzanne. Please recognize that I don't believe that technology like social media should replace the personal communication and relationship building that administrators should develop. It is my hopes that it can be a tool to bridge existing gaps and help provide further context. Authentic relationship building would depend on the stakeholder as well. I feel that many of our students would argue the strength of many relationships they have that exist primarily through technology.