Monday, April 30, 2018

End the School Year Strong and Celebrate with #LastBell

You’ve spent all year getting to know your students, and now is the time to celebrate those relationships and keep growing them. Here are a few ideas to spark ideas for ways to energize or put a twist on your finish to the school year! 

What if you have them write a letter to themselves that you can mail back to them in a year or five or ten? 

Now is also a good time to communicate one last time with parents. What if you called the parents of every student and told them how much you enjoyed having their children as your students? It will create a memory that will last a lifetime - for the student and the parent. 

Be intentional about praise. What if you wrote a short note to each student, praising them for at least one thing you observed/appreciated while they were your student?

What if you took your students on a field trip in your own school? 

End of year learning at Hoover High School

End of year learning at Hoover High School

End of year learning at Hoover High School

Since February, I’ve been helping a long-term sub with our Foods & Nutrition classes. Recently, as part of their learning about the National School Lunch Program, they got to visit the cafeteria and learn alongside the lunchroom staff. Talk about making memories! 

Give students time to reflect on their school year. What if you ask them how they want to reflect? It will look different at different levels - it may be in the form of a feedback survey, an art project, a thank you card, or a _______… the sky’s the limit when you open it up to students’ imaginations!

Use flipgrid to talk to the future. What if students recorded a message your students for the next year? Maybe they could each share 1 - 3 tips for being successful in the class? What a neat treat for the kids in the fall to hear from former students and their suggestions for success! 

Whatever you choose, continue to build on students' strengths as well as your own. The last month of school can be the most meaningful and impactful time for you and your students. 

Enjoy the time you have left with them, and share your excitement and adventures on social media by using the #lastbell hashtag!

Previous years' #lastbell posts



Saturday, April 7, 2018

Teacher Appreciation Week is in May - Here are 9+ ideas to celebrate teachers!

Next to parenting, teaching is one of the hardest jobs there is. Teachers do more than teach content to their students, they build self-esteem, counsel, encourage, manage behavior, foster hope, and MORE! 

While we should celebrate teachers every day of the year, there is one week set aside for special celebrations across the United States. 

Teacher Appreciation Week is celebrated in May each year. This year (2018), it is celebrated May 7th - 11th, with National Teacher Day on Tuesday, May 8th. 

In today's post, I'm sharing 9 ideas with you to celebrate teachers in your school, district, or lives.  

1. Cookie Day

For Cookie Day, parents brought in homemade cookies and they were re-plated and dishes were labeled. Paper bags in three sizes were provided so that teachers could "grab and go." Each bag was stamped with "Merci Beaucoup."

2. Teacher Appreciation Station

I just love the blog post written about the "Appreciation Station" found in the picture above. A station like this would be easy to set up in a lobby, library corner, lunchroom, or other common area. Provide Thank You cards and allow students and staff members to write thank you notes to teachers. 

3. Door Decorations

Decorating teachers' doors would be a great project for a student council, parent organization or booster club, or a student club to take on.  Even better... what if the students (and/or parents) come in over a weekend so that when the teachers arrive on Monday they are greeted to their new door decorations?!

5 - A Token of Appreciation

I don't know what it is, but every teacher I've ever met loves a good pen! Here's an idea to give a small token of appreciation with a sharpie and cute gift tag. In the blog post at The Review Wire, you can download free printables to attach to the pens. (You can also download the "Let's stay sharp" tags for the current year.)

6 - Donuts + Cute Printable

Drop by your local donut shop and pick up some donuts for your teachers. Be sure to print out the cute and free printable at Ashley's blog, Teach, Create, Motivate, to go along with the sweet treats! 

7 - Show or create an inspirational video

The 2-minute video above is inspiring! If you are a student or a parent, it would be just as meaningful for your or your child's teacher to get a video from you. If you are a member of a school leadership team, perhaps you create a video for your teachers to thank them for the hard work they do each and every day of the school year. 

8 - Provide a small plant for a teacher's desk 

I LOVE the idea of giving a small plant that a teacher can put on his/her desk and also be able to take home and plant in the yard or in a flower pot. It's a great gift that a teacher can look back on with fondness even after Teacher Appreciation Week. Check with local nurseries to see if they would donate the small plants and decorate with cute signs and/or ribbons. 

9 - Hand deliver goodies

Hand delivering snacks to teachers in their classrooms is a special way to say thank you for what you do. It's a time-saver for teachers and it's a fun way to visit classrooms. Provide a variety of snacks (healthy options included) so that teachers have choice on their treat. 

Want more ideas? 
See my Pinterest board, "Teacher Appreciation Ideas."

During Teacher Appreciation Week, be sure to share on twitter how you celebrate the teachers in your life and use the hashtag #ThankATeacher. 

Saturday, March 31, 2018

We must Maslow before we Bloom

Maslow over Bloom by @Jennifer_Hogan

The fourth quarter of school is a special time. 

At this point in the school year, teachers and students should know each other well, the warmer weather welcomes outside play and activities, and the approach on the close of one of life's mile markers rapidly approaches. 

It's at this juncture that we as educators must ask ourselves, "Have I made a connection with each student?" and "Have I helped students meet their needs in my classroom?" 

We must remember as we enter into this last phase of the school year that we must "Maslow before we Bloom." 

Abraham Maslow (1908 - 1970) was a psychologist who developed the Hierarchy of Needs in a pyramid form with five levels. He describes human motivation as being driven by unmet needs. The lower level of needs must be met before one can move on to the next level. 

Maslow was driven by a desire to understand self-actualization and "peak performance," where a person experiences life at a level of wholeness, service to others, creativity, and profound happiness.

Maslow over Bloom by @Jennifer_Hogan

Each and every interaction that is made on the way to and from school and at school in a classroom, hallway, office, lunchroom, playground, or gym can contribute to a student's needs being met. 

The importance of building relationships goes back to the age-old saying, Kids don't care how much you know until they know how much you care. 

We can't focus on Bloom without first making sure that students' needs are met. 

So at this time, I encourage all educators (myself included) to reflect about the relationships that we have developed with students at school and ask ourselves, Is there anything more I can do?

While there can be no checklist that is comprehensive enough to ensure positive relationships between teachers and students, there are a few things that can be done during the fourth quarter of school to make sure that students' needs are met and relationships are repaired, created, or nurtured. 

I would love for you to share in the comments about what you think should be added to this list.

Is there anything more I can do?

1 - Smile and greet each student. (If you are a classroom teacher, be at the door to shake hands, fist bump, and greet by name. Also, look students in the eyes as an initial barometer of how they're doing that day.)

2 - Avoid the use of sarcasm. (It doesn't matter how "funny" you are or how sarcastic the student is, avoid it.)

3 - Do a survey of your room for visual clutter. Do you have papers piled up on the counter/desk/floor? Are there items in the corner that you meant to throw away and just haven't gotten to yet? Are old student projects taking over a section of your classroom? If needed, clean your room and provide order for your students.

4 - Teach / re-teach behavioral expectations when working with a partner or in groups. Provide opportunities for students to practice behaviors and be consistent on respectfully enforcing behaviors. Avoid judgment.

5 - Say I'm sorry. If sarcasm is used, apologize. If you recognize that the words, body language, or tone damaged a relationship, apologize. 

6 - Forgive. When a student messes up, forgive him. When a student apologizes, say "I forgive you."

7 - If you notice a student is unhappy, pay attention and ask questions. It just may save a student's life. 

8 - Keep snacks in your drawer/fridge. Students don't usually binge on healthy snacks. Keep carrots, apples, crackers on hand for the hungry student. (I learned the carrot idea from Allyson Apsey.

9 - If you don't have systems and/or routines in place, incorporate them for the last quarter. How to turn in homework. How to schedule a make-up test and/or re-take. What to do when entering the classroom. What to do with cellphones while in the classroom. How to transition from individual work to group work.

10 - Give lots of praise. Even for the things that students should already be doing. Think about the last time you were praised at work... did it make you want to do more or less?

11 - Try the "2 x 10" strategy. For those students you don't know much about or with whom you have a strained relationship, spend 2 minutes a day for 10 consecutive days having relationship-building conversations. Don't talk about school and/or assignments. Talk about life outside of school, dreams, likes, dislikes, etc. to build or strengthen a relationship with a student. 

12 - See below....

If you haven't seen the video below, it is a wonderful reminder of the importance of every interaction at school. While we can't meet the needs of students while they're away from us, we can be intentional about our interactions while they're with us. 

Sometimes at this time in the school year, we can take for granted our relationships and each other. We get focused on content and curriculum, but we must remember that positive relationships always come first. 

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Maslow over Bloom by @Jennifer_Hogan

Sunday, March 18, 2018

Free Download: Goal-Setting Guide

It's mid-March, and you still haven't done that thing that you said you would do. 

It's mid-March, and you don't have a way to track your progress on your way to reaching your goals. 

It's almost summer, another school year over, and you've given up on one (or a few) of your goals you set for yourself back in January. 

Can you relate to any of the sentences above?

With Spring Break around the corner, I wanted to share some inspiration and a FREE GIFT with you today. 

Feel free to print the images below for your classroom, office, car, or any other space where you need and want inspiration. Also, be sure to fill out the form below to get a copy of my FREE Goal-Setting Guide. I want you to ROCK YOUR GOALS this year, and it's not too late!

Just hover over each image and choose right-click and "save image as" to your computer. 

I created the Goal-Setting System to help me with my goals this year, and it has helped so much already this year that I wanted to turn it into a free download to help others, too.

Just fill in the blanks below and get a link sent to your Inbox for a FREE, instant download. 

Keep rockin'!

Sign up here to Rock Your Goals with Jennifer Hogan's Goal-Setting Guide.

* indicates required

After signing up, check your Inbox for an email from me with a link to the Goal-Setting Guide. Be sure to drop me a line and let me know how it's working for you!

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Monday, March 12, 2018

Staying balanced in life

How are you doing at staying balanced in life?

Is it simply a work-life balance... creating an equal number of hours at home and at work? There's so much to juggle in life that we can't just talk about work-life balance.

A balanced life has many things to consider, such as
  • nutrition
  • emotional health
  • physical health
  • work
  • family
  • self-care
  • social 
  • productivity

In order to have balance, we have to be willing to pay attention, reassess, and recalibrate often. I can guess what you're thinking... How do I do these three things when I'm busy trying to keep everything balanced?

Have you ever heard someone say that they don't have time to meditate or exercise, but when they do it they feel so much better? There have many times in my life that I have scolded myself for not taking a walk, because I know that the benefits would far outweigh the sacrifice of time that I would have to make in order to take that walk. 

From the food we eat to the time we spend moving our body to the news we read, we must pay attention to how we feel and how what we do affects us. If you feel tired, stretched in too many directions, or overwhelmed, chances are that your life is out of balance. We must reassess our actions and how the choices we make are affecting our lives. 

To recalibrate, sometimes it means letting go. It means something that you thought you would do, you won't. Accepting that something else has to take front and center first. Sometimes it means re-writing your goals, or simply re-writing your timeline for your goals. Again, this will be different for each person. 

To help me with reaching my goals this year, I've done more writing down of my goals than in the past. To keep balance, I've made sure to use one specific method to keep myself from burning out and to make sure I reach them. I like having a visual map of where I'm going and what I need to do to get there. Also, using my quadrant system keeps my fire list all year long. 

Also.. here's the secret sauce that it's taken me 24 years as an educator to learn...

When life gets out of balance, don't hunker down. Reach out. Lean in. Lean on. Find a group of friends, colleagues, or family members that you can share your burdens with. I have learned this the hard way, and now I know the easier way. 

If you want coaching from me and how to keep all of the plates in the air while keeping your sanity, please contact me. I would love to be your coach.

Sunday, March 4, 2018

Iron Sharpens Iron: The Importance of Mentoring

The importance of having a mentor is extremely important and often overlooked. 

Why is it overlooked? Here are a few reasons...
  • Fear holds us back from asking for help (afraid that others will think we're not capable), and sometimes we get messages in education that collaboration is not important. Those kinds of messages lead us to overlook the option of looking for and acquiring a mentor. 
  • Since education is a heart-based, service profession, some believe that mentors are necessary in the business world, but not in the education field. 
  • Someone may have been subjected to a "mentoring program" when first becoming a teacher and didn't find it to be impactful. If so, a person with that kind of experience is skeptical about having or being a mentor. 

Good mentors are inspiring, trustworthy, and nonjudgmental. They create a place where questions can be asked, ideas can be exchanged, and mistakes can become learning opportunities. They can stretch us to set goals that we may not otherwise set, and they give us the honest feedback that we may not get from our closest colleagues. 

What if you want a mentor? I value the insights from Jon Mertz of Thin Difference, and he shares four ways to create a "mentor" if you don't have one. I also respect Jeff Goins and his work. I appreciate his post "How to find (and keep) a mentor in 10 not-so-easy steps. 

Tomorrow night (Monday, March 5), MENTORSHIP is the topic of the weekly Alabama education twitter chat (#ALedchat). Here are some questions to inspire your own thoughts about mentorship. The actual questions will be asked during the chat.
  • An effective mentor/mentee relationship _____________.
  • What have you mentored others on or what would you like to be mentored on? 
  • What do you picture when you read “effective mentor-mentee relationship”?
  • What are characteristics of an effective mentor?  
  • What does a mentor DO that makes them effective?
  • In what ways do you create a legacy by mentoring others?
  • What is the role of the mentee in an effective mentor/mentee relationship? 
  • Why is mentorship important for educators regardless of position and experience? 
  • In what ways could we build mentorship programs within our schools/communities?
  • What are the benefits for mentors in the mentoring relationship?
  • What (if any) is the difference between being a leader and a mentor?

Jodie Pierpoint of Dream Big Mentorship will be my co-host for #ALedchat. Jodie has created a national platform for aspiring leaders to connect virtually to mentors.

Everyone is welcome to join us Monday nights 9-10pmCST for #ALedchat. We value the insights, perspectives, and experiences of those in our PLN.

**Here’s a time converter to assist all of you around the globe in converting 9pm CST to your local time. 

TIP: If you have never done a twitter chat before, you may find it helpful to go to and enter the hashtag #ALedchat. Sign in with your twitter account. The website will "filter out" all of the other tweets except for the ones with the hashtag #ALedchat. The website will automatically add #ALedchat to your tweets, and you will see a scrolling list of tweets from the chat on the page. (P.S. The hashtags are NOT case-sensitive.)

I'm one of the founders and hosts of this chat. If you have any questions, feel free to email me

Everyone is welcome. I hope you will all join us Monday night for #ALedchat.

Tuesday, February 27, 2018

How to hold a data meeting at the high school level

I've been blessed with the opportunity to write collaborative blog posts here on The Compelled Educator with some incredible people and thought leaders.  One collaboration that I truly enjoyed was getting to work on a blog post with Texas A & M Women's Basketball Assistant Coach, Bob Starkey  (@CoachBobStarkey).

The blog post Coach Starkey and I wrote together, Why Data is Not the Villain, is one that I hope everyone will go back and read and re-read. Coach Starkey's team goes into great detail with their data (stats in basketball). They don't just keep stats like points scored, where the shots were taken, or what percentage of free throws were made... they keep stats to measure hustle - such as diving on the floor or taking charges. They create their own stats... for things that are important for the success of their team, such as the number of screens set to get a teammate open. 

If you don't understand the game of basketball, this may sound like Greek to you. But I think you get the point of it... those coaches subscribe to the philosophy of keeping data and using it to get better. Find the weak points and strengthen them. Find what's working and keep doing more of it. 

Coach Starkey makes a connection to teaching, which happens in the classroom and on the basketball court, too. 

     "Of course, stats alone can’t take the place of teaching itself.  But when properly utilized, I think they can help the teacher better pinpoint areas in which the student needs help.  We chart turnovers and we are specific.  So after a practice or a game, if we see Jill has 5 turnovers and 4 of them were bad passes into the low post (which would be on that stat sheet), we can then show her some video of her performing that particular pass — both successful and unsuccessfully — while outline teaching points...the next day in practice, we can have some drills to specifically work on that skill.  If we didn’t chart that area, we may not realize that she needs help."

I hope that you will go back and read the collaborative post I wrote with Coach Starkey before you keep reading on about our data meeting we had recently. Beliefs and mindset is important to me, and because I believe in the use of data as feedback, holding data meetings with our teachers is important to me. (And based on feedback from our teachers, they find it important, too.)

The meetings I led recently were mid-year data meetings for our teachers of 9th and 10th graders. These data meetings are new for me, so I'm going to share what we did because a) I think it went really well and b) I would love to hear your feedback on making it better. 

We've worked hard to share ownership for the data of our students, as all subject areas contribute to their growth and success as readers. Our 9th and 10th grade students are assessed three times during the year on reading and Algebra or Geometry. Also, in an effort to be transparent about our data, I did a sort of "State of the School, 9th and 10th Grade version."

At the mid-year data meeting, first, we CELEBRATED! Yes, we celebrated! For our Continuous Improvement Plan goal this year, it's written based on achievement as well as growth on the Scantron Assessment. 
For our growth goal, all but one area showed improvement. Reading 9 & 10 met the goal as well as Algebra. Even though Geometry didn't meet the 3% increase, their percentage compared to last year remained the same (so it didn't go down.)

For our Performance goal, we want to show a 2% decrease in students scoring Below Average from fall to spring in math and reading. I showed the teachers where we are at this mid-year checkpoint. In all areas except for Algebra, we are moving the needle in the right direction at the mid-year point. I'm looking forward to seeing how much of a decrease we can show by the spring assessment. 

Prior to the meeting, each teacher was to print a copy of their "Class Standard Detail Report" and discuss it in their PLC meeting. The report shows the number of students who attained or did not attain specific grade-level standards. These are THEIR students in their classrooms as a grade-level. Through the online assessment system, teachers can log in and see the performance and growth of each individual student that is in their classrooms. 

It is truly something new for us as a high school - to have this kind of data about our students. In fact, each math and English teacher gets an "On-Track" report that shows the percentage of students in their classes who are "on track" to make one year of growth by spring. I know elementary teachers are used to having and using this kind of data, but it can truly be intimidating for some teachers as we start on our data journey. 

I asked teachers to think about and discuss the following questions prior to our mid-year meeting. 

          -What factors led students to meet/not meet their gains targets?

          -What influence do I as a teacher have over these factors?

          -How do we ensure that students meet their goals/targets?

          -How do we continue to help students take ownership of the data?

After reviewing all of the data, I asked teachers to answer the questions above on sticky notes. After writing their answers, they posted their sticky notes on the corresponding posters at the back of the meeting room. 

The first data meeting of the day

After posting their sticky notes, I asked each teacher to get a pad of sticky notes and writing utensil and do a Gallery Walk. They were to read what was posted and to add another sticky note with an answer if anything they read prompted them to think of a different answer. 

By the end of the two days, we had 4 posters full of sticky notes and lots of good questions and suggestions to help us move forward. My next step is to consolidate all of the answers into a Google Doc and share it with the teachers. I also plan to conference with the Algebra teachers about our plans to improve student performance. 

I'm so proud of our teachers who are embracing the use of data as feedback to improve what they are doing in the classroom. John Hattie says, "The biggest effects on student learning occur when teachers become learners of their own teaching, and students become their own teachers." It's time for all of us to become learners of our own teaching and have higher expectations for students than what they have for themselves.

What are the data meetings at your school like?
What suggestions would offer to improve the next meeting(s)?

Sunday, February 18, 2018

How are YOU preparing students for the future? {+ book giveaway}

Disclosure: There are some affiliate links below and I may receive a small commission for purchases made through links in this post, but these are all products I highly recommend. 

In a recent post, I challenged the notion that relationships is the #1 important factor to being a good teacher in the classroom. The ideas from the post came from my being in the classroom for the past few weeks to assist in the transition from the former teacher to a new teacher. Since I have not been a classroom teacher for a few years (and even though I made a commitment when I became an administrator to never forget what it's like to be one...), it truly gave me a chance to become even more convicted about my beliefs. (If you missed the post, I hope you'll go back and read it.)

Being a part of the classroom experience + my own daughters who are college-aged + preparing for "testing season" at our school has me reflecting on the question, "Will our students be prepared for the future?"

David Geurin (@DavidGeurin), my friend and one of the 2017 NASSP Digital Principals of the Year, asks the question like this in his book, Future Driven
"Will your students thrive in an unpredictable world?"

In Alabama, there has been a push to have every graduate college and career ready. The issue is this... we measure this by standardized test scores, career credentialing, and/or military enlistment. And I bet we all have examples of students who didn't make a benchmark on a standardized test who are thriving at "life," and other examples of students who scored well by don't have the skills they need to be successful in their future. 

Work Rules by Lazlo Bock
I'm currently reading a book shared with me by our school's principal called Work Rules! by Laszlo Bock. Mr. Bock worked at Google for over 10 years, and his book sheds light on the culture of Google that makes it one of the best places to work. In David's book, Future Driven, he shares this message from Lazlo Bock:
  • "GPAs are worthless as a criteria for hiring, and test scores are worthless... We found that they don't predict anything.
  • Up to 14% of Google employees don't even have a college degree.
  • For every job, thought, the No. 1 thing we look for is general cognitive ability, and it's not I.Q. It's learning ability."

Now, I'm not saying that we need to prepare every student to work at Google, but what they're doing is working. I would like to see us look for ways to prepare students so that they have what Mr. Bock calls "high learning abilities." 

The video below is little controversial for some. As you watch it, try to imagine ALL types of students who enter school and exit as graduates.

I don't want this post to be just a rant about using standardized test scores to measure the preparedness of our schools. This post is also about challenging ourselves to reflect on what we're doing in order to prepare our students for THEIR futures. A future that is changing quickly that will require adaptable learners. A future that is globally connected that will require empathetic and engaged learners. A future that requires our students to be hopeful, connected, courageous, and ready.

If we are to graduate students who are adaptable, schools must be adaptable as well. David talks about two different types of teachers in his book - "time-capsule teachers" and "time-machine teachers." Time-capsule teachers hang onto the past while time-machine teachers are future-driven thinkers and doers who are always considering a better way to do things. 

As a closing thought, here's a quote from David's book:
"When things are changing so quickly, it's tough to predict what's next. The key is to  be looking forward and paying attention. Then, chart your course based on your best guess, and the best guesses of others. Consider all of the possibilities of what change might bring and position yourself as well as you can.  One thing is for sure, you can't be static and do nothing and let change happen to you. You have to be part of driving change. Do something even if it's wrong."

Personal testimonial: David's book reads like a Chicken Soup for the Soul. It's full of stories, short chapters, and ideas. It's also very easy to read. You'll feel like David is sitting next to you!

I have the privilege of getting to give away a copy of David's book, Future Driven!

How to enter: 1) Leave a comment below AND 2) share this post on twitter with the hashtag #FutureDriven.
One book ($22 value) will be given away to winner selected via Contest opens on February 18, 2018 and closes on February 25, 2018. Entrants must be over eighteen years of age in the United States. Winner will be announced February 26, 2018 via twitter.

Monday, February 12, 2018

How to create your school's hashtag

This blog post is about a game-changer that every school leader who uses social media should know about. If you are a school leader, keep reading, and use the ideas in this post. If you're not a school leader, keep reading and share this post with your school leader. AND, offer to help. 

In my digital workbook, Telling your School's Story on Twitter, I go into detail about creating a school hashtag along with other ideas for how and when to tweet, ideas for creating graphics, along with connecting the school with the community. 

Not having and using a school hashtag is a missed opportunity.

It's something I notice when I'm connecting on twitter... I see a tweet about an event in a school somewhere, a celebration of students or staff... and there's no hashtag. Not using a school hashtag is a missed opportunity for connection.

School hashtags allow stakeholders to “find” tweets about your school by doing a search for your hashtag. They can click on the hashtag in the tweet and see all of the tweets containing that specific hashtag. Imagine what it would be like if parents, teachers, students, alumni, and other stakeholders all used the same hashtag when tweeting about the awesome things happening in a school. It's a powerful way to get a "big picture" about a school as well as keep parents informed about successes within the school that may not make it to the newspaper... things like a friendly librarian who makes kids want to visit the library and check out a book, a lunchroom worker who serves the kids and knows everyone by name, a lesson in class that results in excellent problem-solving practice.... I'm sure you can think of many more examples!

How to create your school's hashtag

There's no "rule" about what you can use or not use for a school hashtag. Keep it pretty short in length, because the characters in the hashtag take up some of the characters you can put in your tweet. Examples include #(schoolname)pride, #go(mascot), or #(schoolinitials)(mascot). This would look like #hixsonpride, #gospartans, #LHSCowboys. For other ideas, check out different school leaders to see what kind of hashtag they use to promote their schools. 

Before deciding on what you will claim as your school hashtag, check to make sure it's not already being used. You can do a search on twitter with the potential hashtag, and if it's not being used or was used only a few times a few years ago, GO FOR IT! 

Here are 7 places to share your school hashtag:
  • School marquee
  • Posters around school
  • Next to the copier
  • In your email signature
  • In your twitter profile
  • On the price board in the concession stand
  • Print and frame a sign for the front desk

Do you use this simple, yet effective, method of telling your school's story on twitter? I would love for you to share this post and tag it with YOUR school's hashtag! 

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