Modern Lead Learners*

To the Gilbert & Sullivan tune, "Modern Major General":

To model a true Partnership with Fam'ly and Community,
(As leaders of our school it is a key responsibility),
To strive to liberate the barriers with true integrity,
For Stu' success we'engage all fam'lies to our best ability!

We do not hesitate to work hard to improve engagement rates,
Shared vision that we all create will lead us to eliminate
The gaps in learning that exist, the urgency is oh so great,
Our staff is focused ev'ry day, as school improvement demonstrates!

The Partnership needs all of us, it's more than a philosophy,
We take to heart relationships and excellence and equity,
Our strength lies in diversity to re'lize opportunity,
Modern fam'ly 'engagement is a shared responsibility!

We have experience and skill with tools and staff most critical,
Communications ev’ry way from face-to-face and digital,
We build relations big and small, collaborate with one and all,
For Stu' Engagement, most of all, Fam’ly Engagement is our call!
- - -
*A theme song for today's school leaders! "Family" refers to the community of adults in a child's life who provide advocacy and support for them to succeed at school and in life.

Family Leadership Conference

Saturday, May 21, 2016 - Plymouth North High School, Plymouth MA

I was honored to keynote the inaugural Family Leadership Conference, a free, half-day conference presented by the Plymouth Public Schools (PPS) in collaboration with many volunteers and community organizations - and linked to the PPS Strategic Plan (2016-2020)!

"The mission of the Conference is to provide training, information, and assistance to equip families with strategies to successfully support children." The conference offered a format for participants to learn about building positive relationships, supporting early literacy development, understanding the district's curriculum and instruction, parenting, nutrition, wellness, and more. Presentations were offered by educators and community organizations and targeted for various school levels - elementary, middle/high, all levels.

Following registration, coffee, and time for networking, PPS Assistant Superintendent Dr. Chris Campbell kicked off the conference with a warm welcome to all conference attendees. Chris introduced Plymouth School Committee member Kim Savery Hunt who then introduced me.

Following my keynote, sixteen workshop/presentations were offered twice during the morning. Here's a sample:

• Elementary Focus
  • Building Positive Parent/Teacher Partnerships: Lead by an Elementary  School Counselor and two Elementary School Teachers. They discussed why it's important to build a parent/teacher partnership, how to approach and interact with your child's teacher/school, and how to handle difficult situations with your child's teacher/school.
  • Supporting early Literacy at Home: Presented by two PPS District Literacy Coaches, the focus was to learn a variety of strategies for helping children develop into strong and confident readers and writers.

• Middle/High School Focus
  • Middle School Transitions: Lead by Plymouth South Middle School Counselor and Principal, focused on adolescent development to understand social, emotional, and academic transitions students experience between grades 5-8 and how parents can support their children through these pivotal years.
  • Prevention Resources and Education for Parents (PREP): Lead by the Regional Director of Caron Treatment Center, the program provides information on effects and consequences of gateway drugs and other drug trends, and to empower parents with effective communication skills when talking with their kids about alcohol, tobacco, and other drug use.

• All Levels
  • Building Relationships with Decision-Makers: I was happy to co-present this session with Stephanie Gray, Plymouth resident and President of Massachusetts PTA and Kim Savery Hunt, Plymouth School Committee Member/Secretary. We had a small group of attendees, that included parents Justin and Elisha (who have so much experience advocating on behalf of children in PPS, they could easily have lead a workshops of their own!), so we formed a circle for an intimate conversation about improving communications with stakeholders across the school district.
  • Learning Through Gardening: Lead by the Co-Founder and Director of Education for Terra Cura, Inc, about community gardening, permaculture, healthy eating, and environmental stewardship.

The inaugural conference was excellent, ambitious, and well organized. I look forward to future conferences and hope to see more parents and, perhaps, high school students encouraged to participate and lead sessions, too!

Crossposted to MAStewartMA.wordpress.com

NASBE Session :: What Do We Now Know About Preparing School Leaders - and How are We Doing?

Thursday, October 22, 2015

Panel Presenters
Paul Manna, College of William & Mary, Wallace Foundation
Jonathan Supovitz and Bobbi Newman, Consortium for Policy Research in Education, University of Pennsylvania
William "Bill" White, Chair of School Leader Study Group, West Virginia State Board of Education


NASBE: State BOD chose two study groups: one on career readiness & the other took a look at the adequate number of school leaders - - lead to this report, partially funded by Wallace Foundation. At the same time that the study group was working on this, Paul Manna published his report for the Wallace Foundation: Developing Excellent School Principals to Advance Teaching and Learning


Paul Manna

• A Tale of Two Reports: The Wallace Foundation's Developing Excellent School Principals to Advance Teaching and Learning: Considerations for State Policy AND NASBE's: Successful Leaders for Successful Schools: Building and Maintaining a Quality Workforce

• The need for high-quality leaders -->not high priority on state policy agenda - currently, more attention to teacher-related issues than principal-related

• A focus on "school leadership" conflates the principal's role with the roles of other school leaders

State Policy Levers Examined:
- Setting principal standards;
- Recruiting aspiring principals;
- Overseeing principal preparation programs;
- Licensing principals; supporting professional development of principals; evaluating principals

• ON Recruitment: Wallace FDN has a big focus on Urban Emphasis --> have to also talk about rural settings

Examples:

• North Carolina: NELA (Northeast Leadership Academy), mission to recruit, train, then place in rural locations in North Carolina. There are some common needs in both rural and urban; explicit training for rurals, like how to find resources for their particular settings; recruits also learn to write a grant

• Illinois and Kentucky: they have had principal preparation programs for over 10 years

• Massachusetts: on Licensing, Performance Assessment for Leaders ("PALS") - -> emphasis is on practice; with a focus on training

Local Contexts
- Educational governance
- Diversity of locales
- Capacity of state agencies and local districts and schools to implement policy
- Policies and practices

"... perhaps a principal's job is to go to work and decide which law to break because there are so many conflicting rules and policies..."

State boards of ed have The Power of Collective Voice to affect change:

1. The Power of Policy - authority to officially adopt and enact rules and regs to govern an area of the education system (often referred to as "rule-making")
2. The Power of the Question - as a body, has authority to ask agencies individuals, or organizations for information updates, and assistance on nay matter regarding the education system
3. The Power to Convene - for the purpose of discussing issues and collaboratively working toward solutions involving the education system in areas were the Board retains policy authority, as well as where it does not

With this in mind, SBEs could do some kind of systematic audit that bear on the Principals' job every day - - with an eye to removing 4 or 5 things...!


Dr. Jonathan Supovitz & Dr. Bobbi Newman

• How do we look holistically at the system of support for capacity for school leaders?

• Framework: Leadership Standards - Individual Supports

• Data: used for monitoring and informing continuous improvement (Distributed model for review of data - -Organizational Supports and Individual Supports)

• Hoping the study group report will help you

Organizational Supports
In the course of contacting all 50 states about their programs, spoke to lots of SEA folks

Program Approval & Licensure --> go hand in glove
Licensure:
- requirements for leaders
- leadership exam

Partnerships:
- partnerships provide the conduit through which candidates can better access these pathways
- findings

Sponsorships
Financial support for:
- recruitment programs
- induction programs
- mentoring
- recognition

Emerging TRENDS:

• IL: sunsetting programs and asking folks to reapply

• AZ & MA: high standards for leaders

• DE: new report cards focus on a cycle of continuous improvement

• many states have "grow your own" programs for leadership

• developing "teacher leaders": many states have the requirement that prospective principals have teaching experience, but no evidence of leadership is required - - this needs to change

Going forward: guiding questions for policymakers (begins on p. 22 of the NASBE report)


Bill White

• in addition to the guiding questions, check out  REFERENCES, beginning on p. 28

• need to look at the way we do leadership development, beginning on p. 17

The take-away: There are bright spots, but no exemplary states

There's more in the Storify
- - -
Note:
There's an excellent twitterchat for aspiring administrators called #Admin2B. Drop in Monday nights, 8:00-9:00 PM (EST). Check out archived convos HERE and HERE

NASBE15 Pre-Conference :: Student Data Privacy :: Wednesday, October 21, 2015 :: 1:00 PM*

Pre-test: Can you identify what the following acronyms stand for?

• SOPIPA

• PII

• SBEs

• FERPA

• COPPA

• PI

• PPRA

• SEAs

• PTAC

Presenters

State Law and Policy Trends:
Rachel Anderson, Senior Associate, Policy and Advocacy, Data Quality Campaign

Amelia Vance, Director of Education Data & Technology, NASBE

Common Pitfalls of Contracting with Education Technology Providers:
Michael Hawes, Statistical Privacy Advisor, US Department of Education

Security 101:
Jim Siegl, Technology Architect, Fairfax County Public Schools

Overcoming Policy Hurdles to Help Kids Succeed:
Elizabeth Laird, Lousiana Deartment of Education

Federal Data Privacy Legislation Panel:
Reg Leichty, Moderator, Founding Partner, Foresight Law + Policy
Jon Bernstein, President, Bernstein Strategy Group
Paige Kowalski, Vice-President of Policy and Advocacy, Data Quality Campaign
Kobie Pruitt, Education Policy Manager, The Future of Privacy Forum
Mark Schneiderman, Vice President for Government Affairs, School Messenger
Elana Zeide, Privacy Research Fellow, NYU Information Law Institute

State Boards of Education (SBEs) have some authority over education data privacy (Here's what's posted on MA/DESE website - remind me to follow up on any further BESE authority).

School as we know it is changing:

• Technology and information needs are evolving faster than policies.

• There's a lack of communication with parents and the public about the value of educational data.

• Talking about privacy can be challenging.

• How do we address the personal nature of privacy?

Since September 2015, 187 Bills on student data privacy have been introduced in 47 states; legislative themes include:

Thirty-three states have passed student data privacy laws since 2013. Laws prior to 2014 gave State Education Agencies (SEAs) and SBEs^ authority to:

• Rule-making

• Override authority

• Adopt & implement privacy policies

• Provide a public data inventory

• Appoint Chief Privacy Officer

• Review potential new data elements to be collected/linked/shared

• Ensure role based access to data

• Notify parents of rights

• Create a data security review team

• Provide oversight of vendor contracts

[^ Again - noted for follow-up with DESE]

Rachel Anderson:

• One thing Congress doesn't do is work from scratch

• Congress is attempting to use/update FERPA for student data privacy issues - - it's complex because the law was written in 1974 and it has a hard time fitting into today's educational context:

• 1974 student "educational records" could be locked in filing cabinet with a key...that's out of touch with 2015

• There's no "educational record" now, there is "student data"

Jim Siegl:

• There's a trade-off between what's useful and convenient for teachers in the classroom and a rigid system for "protection"

• Biggest risks to security are the mistakes made by people with access to data in systems every day (as opposed to "data breaches")

• How is your district handling educator training of day-to-day data?

• Ongoing staff training is a must - anyone handling student data should be trained in

• how to use data, and
• how to protect data

Elizabeth Laird:

• Welcome to Privacy-pa-looza!
• Louisiana schools struggle with strict privacy law
• Louisiana is the only state with criminal penalties
• Time for a longitudinal data system
• Lousiana's plan to protect student privacy

Take-aways on student data privacy:

• SBEs have been collecting student/school data for 100 years

• Technology and data can sound abstract
• the philosophy of "protection of data" at the intersection of "education" makes it a challenging issue

• Need to consider state and federal interaction
• How to consider investing scarce public resources to student data privacy?

• What is the appropriate federal role?
• The "role of consent" in some of the federal bills is an "over-correction" > > > must strike a balance between "privacy" and data's "value"

• The potential for over-reach; must consider the role of technology in education and the consequence of passing draconian legislation, lest it become too burdensome for educators

• Still...laws are not enough - we need leadership from the education community to build trust and best practices.

Suggested foundational elements of a state data privacy and security policy to include:

• Statement of the policy/law's purposes - - To include talking about both the VALUE of educational data and the importance of PROTECTING that data)

• Select the person/s in charge - - Who will answer people's questions? Who creates policy and guidance? Who enforces the state's laws?

• Transparency plan - - In the absence of being transparent...anything that can be said will be said...SBEs haven't been good at communicating the VALUE of educational data and the importance of PROTECTING that data. It can (and should) be simple.
• Explain the "who, what, where, why, and when" of data collection.
• Make the data easy to find and understand.
• Give details for those who want to read them.

• Limiting vendor use of data - - Limit data use for non-educational purposes. Check contract provisions for data use and storage. Define who has signing authority on contracts. Beware of "click-wrap" agreements.

• Statewide data privacy & security plan - - Have a comprehensive plan to address privacy, and also address administrative, physical, and technical safeguards. Ongoing staff training and methods of encryption.

• Ongoing staff training - - Anyone who handles student data should be trained in: How to use data and how to protect data

Pre-test answers:

• SOPIPA: Student Online Personal Information Protection Act. A California law, the first state law to comprehensively address student privacy. Effective January 1, 2016

• PII: Personally Identifiable Information

• SBEs: State Boards of Education

• FERPA: Family Educational Rights and Privacy Act (of 1974!) A federal law designed to protect the privacy of student "educational records". Established the rights of students to inspect and review their educational records.

• COPPA: Children's Online Privacy Protection Act - a federal law designed to protect the privacy of children under the age of 13

• PI: Personal Information

• PPRA: Protection of Pupil Rights Amendment. A federal law that affords certain rights to parents of minor students with regard to surveys that ask questions of a personal nature.

• SEAs: State Education Agencies

• PTAC: Privacy Technical Assistance Center - provides guidance and best practices.

* I found the presentations and panel discussion to be an excellent complement to the morning visit to Halstead Academy.

NASBE :: Data Privacy Resources

There's more in the Storify

- - -

Materials from the Session available online:

NASBE :: Comparison of 2015 Federal Education Data Privacy Bills

Why Does Student Data Matter?

10 Things We Would Lose Without Data

Student Data Principles

10 Steps Every District Should Take Today

Parsing Student Privacy: Creating a Parent-Focused Framework for Conversation

Is Student Privacy Erased as Classrooms Turn Digital?

Parental Support for Technology and Data Use in Schools

A Parents' Guide to Student Data Privacy

Student Privacy Pledge (with statements from NSBA, CCSSO, Software & Information Industry Association (SIIA), National PTA, more)

Perceptions in Leadership

At about the time the U.S. Women’s National Team won the 2015 FIFA World Cup, Misty Copeland was promoted to principal ballerina at the American Ballet Theater, the first African-American woman to do so in its 75-year history.  A few weeks later, NFL’s Arizona Cardinals named Dr. Jen Welter as their first female coach. It’s wonderful to see these “firsts” for women - - but in 2015 we have a long way to go in supporting young women and girls today so they become confident and effective leaders tomorrow.

A recent study by the Harvard Graduate School of Education reinforced this.

The study focused on perceptions of middle and high school boys and girls about gender and leadership and revealed that the gender gap persists. We already knew this, but it’s good to have the data.

Nearly 20,000 diverse middle and high school students from public and private schools in the US, Canada, and international schools, and 1,200 parents took part. Most of them didn’t see women as leaders in most fields, or only in fields stereotypically female, as shown in the graphic below, taken from the study:

Gender stereotyping is pervasive in media and culture, surrounding boys and girls with pernicious images that hinder ability and limit choices and opportunities. For girls, this can erode confidence in their leadership and also cultivate and reinforce biases in boys. Ultimately, we all pay the price of such limiting behaviors. Indeed, we are paying the price now.

Adults and parents must confront and challenge their own gender biases, then empower boys and girls to identify and actively combat them, too. Media literacy for all can help. Media literacy provides a framework to challenge and empower children, youth, and adults from negative stereotyping and build essential skills of inquiry and self-expression necessary for citizens of a democracy. Until, and unless we do, we will continue to be surprised every time a woman becomes a "first".

- - -
Addendum: Cross-posted on Media Literacy Now, Monday, August 10, 2015 

Remembering Summer Learning

This year, and summer especially, will remain in my memory as one where I explored new methods of learning.

I had already discovered the power of twitter as a personal and professional learning tool, what with various twitter chats in which I began participating in 2011.

Last Spring, I signed up for my first MOOC with coursera. I logged in for the first few days, then, never again. Failure to continue the course was a combination of being somewhat disoriented there, not being as interested in the course as I thought I would be, and a general lack of time.

Undaunted, in July I signed up for an EDx course: The Future of Learning with Professor Richard Elmore. Happily, I found this one to be a topic in which I was not only interested, but engaged in right from the start.

Professor Richard Elmore,
June 2014 (Photo credit: mas)

I had been fortunate to attend an introduction to the MOOC on the Harvard campus with Prof Elmore in June. In the course we explored modes of individual and distributed learning and leading through exploration and understanding of our own theories of learning and leadership. This course provided me with tools to imagine and contribute to the future of learning. More on this to come in future posts!

So, I've experienced two MOOCs to date. Both were designed with participatory interaction occurring primarily through the course website, with expanded conversation happening on discussion platforms within the site (which I found to be extremely chaotic in both cases...), as well as through social media (a facebook page and twitter). Connections to others for both were based on platforms for writing and reading.

Another summer learning experience was reading "Beyond the Bake Sale" as a #PTcamp bookchat with over 100 educators and parents spanning 10 time zones. We used digital tools including Voxer, twitter (#ptcamp), ApprenNet, and blogs to discuss a couple of chapters each week.

Most striking about this experience were the visual (ApprenNet) and aural (Voxer) aspects of connecting and sharing. The group was certainly much smaller than a MOOC but much bigger than a typical book group. The digital tools enabled us to connect and challenge each other through voice and video.

Bake Sale was a stand out experience that continues to have ripples! Out of that bookchat experience came material for an MTA ED Talk to be given at their summer conference in Williamstown last August. Unfortunately, I was unable to give my ED Talk due to illness, but no good work is ever wasted! Themes and examples from my Talk have been used in various ways since, including on this blog. The bookchat had also enabled the ability to establish relationships - connecting through voice and video makes quick colleagues! I maintain a personal and professional learning network with members of the #ptcamp group who inspire me daily.

For those interested: Here's a Harvard Graduate School of Education video of Dr. Karen Mapp (one of the Bake Sale authors) describing her work on the Dual Capacity-Building Framework recently released by the US Department of Education: http://www.gse.harvard.edu/news/uk/14/11/building-capacity-family-engagement

Core Beliefs

Change is easy. You go first. ~ Wisdom of Anonymous

If we are serious about engaging families for student success, and if we do not take our families' involvement for granted, we will want to improve family engagement practice in the most authentic ways. When schools work with and engage families, those families become powerful partners, allies, and advocates. Family engagement matters.

These 4 Core Beliefs are found in Chapter 3 of Beyond the Bake Sale; by placing them at the heart of family-school partnerships, the authors promote and affirm the valuable role of families, so necessary for all students to achieve academic proficiency - and beyond.

Core Belief 1: All parents have dreams for their children and want the best for them. When we take the time to hear from parents directly about their hopes and dreams for their children, it deepens the relationship. How often do schools take the time to hear  directly from parents about the dreams for their children? How do teachers adjust their practice to accommodate student/family goals each day? Each week? Month? Year? Schools must be intentional in their approach to building relationships with families. 

Core Belief 2: All parents have the capacity to support their children's learning. Do we believe this? Or do we think families do not have time to come in or care to contribute? If all parents have the capacity to support their children's learning, and we support parents, children's learning will improve.

Core Belief 3: Parents and school staff should be equal partners. When you think about it, schools belong to the community and families. Schools must tap into parents' expertise of their children. True partnership is essential. Achieving student and school success will be impossible unless all stakeholders are valued for their contributions, and schools make themselves available and are willing to commit to that goal.

Core Belief 4: The responsibility for building partnerships between school and home rests primarily with school staff, especially school leaders. Of course. Principals set the tone in the school, co-constructing roles based on shared responsibility and understanding of the complementary roles of families and communities.

Family engagement is the third leg of the stool that holds the child in the center and lifts her up (family, school, community). If families do not know what their child is learning and doing in class, and the school is unaware of the family's hopes and dreams for their child, how will they be able to help her achieve her vision of success? Families, communities, and schools must acknowledge their shared responsibility for every child's success—and it is up to the school to lead the way.
⸻
Image credit: Ground-breaking workbook for families and school leaders to read together by Anne T. Henderson, Karen L. Mapp, Vivian R. Johnson, and Don Davies.

Media Literacy Education

Advocates in support of the Media Literacy Bill (S.213) were in good company in Room A-1 of the State House on the morning of October 31st. Below is the testimony of Christina Brown on behalf of the Massachusetts PTA, followed by my testimony on behalf of the MASC Legislative Committee.

My name is Christina Brown; I am a parent, educator, and a proud member of the Massachusetts Parent TeacherAssociation, an affiliate of National PTA, the oldest and largest volunteer child advocacy association in the country, here to speak on behalf of the needs of families, parents, and children.  

Thank you for the opportunity to testify before you today on the critical issue facing children in the 21^st Century, media literacy. Right now there are children all over the Commonwealth who have in their hands, in their lockers, and in their backpacks devices that connect them to the greatest collection of marketing, images, information, videos, social media, and personal data collection tools in the history of our species. This portable collection of media grows exponentially every day and our digital natives naively assume that knowing how to manipulate the functions of these devices means they understand and can make wise decisions about the content that pours out in torrents. 

As a parent of a second-grader, I know my days of having control over the media that my child has access to are limited.  My ban on his using electronic devices that connect him to this collection of media could end any moment as there is no place a child can go where there are not smart phones and tablets. I know full well that this media is as valuable as it is his dangerous to his development and socialization. I also know there are marketers doing brain research at this moment to understand how to keep him engaged and on their screen. I know that he hears my voice in his head asking him to think critically, ask himself what is being sold to him, is this true, what is the evidence for the veracity of the claim that comes with deceptively attractive graphics and colors? But I know parents can't do this alone.

This bill asks that in addition to their families' voices, children in the Commonwealth also hear the voices of their well-trained and skilled teachers who are provided with resources to support the development of media literacy in our children. Teachers can join parents on the frontline and add to the knowledge and volume of critical questions children ask themselves as they use new technology and navigate our 21^st Century world. In the same way MA teachers will for thirteen years support children's development as literate individual who are prepared for college and career as readers, writers, speakers, and listeners as detailed in the MA Frameworks, there is a desperate need for this comprehensive literacy instruction to fully include media literacy to support students in navigating a and increasingly complex media landscape.

The Mass PTA Position on Consumerism dedicates us to:

I. support efforts to protect children from exploitive marketing through advocacy, education, and collaboration; and

II. To support, expand, and improve efforts to inform parents on media and technology safety issues.

The Mass PTA Position on Technology in Schools dedicates us to:

I. Support, expand, and improve efforts that increase knowledge and skills for students to access, analyze, evaluate, navigate, and communicate a variety of media messages from the internet and other media sources.

The Mass PTA Position on Education of the Whole Child dedicates us to:

I. Support, expand and improve resources to ensure schools give every child access to a rich array of subjects and address children's basic emotional and physical needs.

II. Support, expand, and improve resources to ensure children are healthy, engaged, supported, challenged, and safe.

Media education is about making sure that students are prepared to think critically and ask the right questions throughout the 21^st Century and into the 22^nd Century. And it is essential, now more than ever that we give them skills they need for the lifetime that extends well-beyond their K-12 years. Thank you.

Christina Brown,

Massachusetts PTA

405 Waltham Street, #147

Lexington MA 02421

617/861-7910

* * *

Honorable Co-Chairs, members of the Committee, thank you for the opportunity to testify on the importance of Media Literacy in Education. I speak as a school committee member and member of the Massachusetts Association of School Committee’s Legislative Committee.

Members of locally elected school committees are very sensitive to public policy overload, education legislation, or any legislation that would mandate course curriculum content. At a meeting of the MASC Legislative Committee last Thursday night, members thoughtfully considered, then voted unanimously to support S.213 for the following reasons:

• The Bill is not written as a mandate. Media literacy is pedagogy, a method of teaching, not a subject area. One can incorporate media literacy into any subject. So, it’s not an add-on, but rather a powerful way to teach a subject that is relevant and engaging to kids who live in a powerful 24/7 media environment.
• The MTA endorses S.213 and has been on board as long as the Massachusetts PTA.
• It’s a matter of equity. Some districts already recognize that media literacy is written into the Common Core State Standards and those districts are moving forward to integrate media analysis; students risk falling behind schools and districts that are doing a better job preparing their students for work and life.
• This Bill calls upon the Massachusetts Department of Elementary and Secondary Education to assist districts with implementing comprehensive media literacy education for the purpose of developing stronger critical analysis skills and independent thinking skills; these skills are in tune with curriculum frameworks aligned to Common Core State Standards and necessary for navigating our media-saturated world.

Today, literacy means media literacy. When you consider that nearly 6 trillion ads are displayed online each year[1], 400 million tweets are sent daily[2], and 4.75 billion pieces of content are shared on Facebook every day[3], it’s vital that students question and understand media’s commercial and political messages –– and to create their own messages and responses to 24/7 media. Thank you.

Mary Ann Stewart

Lexington MA 02420

---

[1] U.S. Digital Future in Focus 2013, www.comScore.com

[2] http://articles.washingtonpost.com/2013-03-21/business/37889387_1_tweets-jack-dorsey-twitter, by Hayley Tsukayama, March 21, 2013

[3]https://www.facebook.com/photo.php?fbid=10151908376716729&set=a.10151908376636729.1073741825.20531316728&type=3&theater

PDM

In summer of 2007, I was fortunate to spend two days in a workshop hosted by the Public Policy Institute (now Massachusetts Leadership Academy) and led by Patrick Bresette from Demos | Public Works. The topic was how to effectively frame conversations around public structures.