K-12 Education Blog

Finding the Right K-12 Software Solution

Posted: May 10, 2012, 11:52 am

Selecting a software solution can be a daunting task and, if not done correctly, can end disastrously.  Several things should be considered when considering undertaking such a task.

The most important thing to understand is why a replacement system is being considered.  Is the cost of the current system too high?  Are users frustrated with the how cumbersome the current system is to use?  Does the current system fall short in delivering what is desired?

As part of the process, a team should be created that consists of a cross section of the actual users that will end up using the software selected.  In no instance should the selection of a software system ever be carried out by one individual.  A core group of about five individuals that have a high stake in the final selection should also be created.  These individuals will typically ensure that the process of selecting a software solution does not go wayward or stall.  These are also the individuals that will communicate with the vendors as process proceeds or questions arise.

An option to consider when evaluating different software systems is to hire a consultant.  A consultant can use his technical expertise to not only to interpret specifics but also to simply and prioritize concerns.

It is imperative that your users get a “hands on” opportunity during your evaluation process.  This will give your users the ability to test drive the proposed software solution.  During this activity, users can ask questions and determine whether the software is visually appealing.

Steps should be taken to ensure a comprehensive understanding of the total cost of ownership.  Initial purchase costs alone do not paint to the whole picture.  Costs should be analyzed over a five year period, minimally.

Although costs are important, costs should never be the driving force behind a software selection.  Of primary importance is the software performance.  The software selection should be based on whether the software meets the needs of your users.

Too often, software selections are made as a result of political pressures.  Political pressures can be avoided by pre-defining and, more importantly, communicating, and adhering to objective criteria.

Software system implementations offer different options:

 

  • Hosted solutions call for the vendor to provide and manage all the needed resources, including hardware and software.

 

  • Onsite solutions call for all hardware and software to be installed and managed in your facilities.

 

  • Temporary Hosted solutions call for the vendor to temporarily host a software system until hardware arrives at your facilities.

 

  • Phased implementations allow for a quick implementation of the most important modules of a software system, and delaying the implementation of less significant modules.

 

  • Data conversions can vary greatly by vendor.  Some vendors will offer complete data conversion services.  Other vendors will offer partial data conversions.  Still other vendors do not provide data conversions at all.

 

  • Training options can range from traditional on-site training to web based training.  More recent trends include webinar training in which the trainer provides training via the internet and telephone conferencing system.  Training can also be offered exclusively via online courses.

 

Care must also be taken to ensure that the implantation is not too lengthy.  Long implementations can lead to a loss of momentum and interest.

Make it a point to conduct site visits and follow up on references.  Doing so will give you an opportunity to see the software in action and interact visit with actual users of the proposed software solution.

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Posted in data, edtech, K-12, Ramiro Zuniga

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An Idea on How to Generate an Idea

Posted: April 2, 2012, 10:50 am

By Dr. Ramiro Zuniga

Have you ever wondered how certain individuals always come up with great ideas? It seems that these individuals always have fresh, innovative ideas. Are these individuals geniuses? Do these individuals’ brains work differently than everyone else’s? Are these individuals truly visionary?

Well, there are some individuals that are true visionaries. So is there hope for everyone else?
I would suggest that the answer is a resounding, “Yes!”

Without a doubt, one of the greatest attributes that anyone in a lead position can possess is that of vision. In fact, vision is usually listed in some form in every job description for such positions. Furthermore, vision is one thing that interview committee members listen for in responses during interviews. After all, those individuals in a lead position are expected to bring in something new and take the organization to the next level.

Below are some strategies that one can use to hone their skills as a visionary.

  • Read – Read as many magazines and journals related to the area of interest. I once read a poster that stated, “Great readers become great leaders.” I subscribe to this frame of mind. A great advantage, today, is that one can always search for a lot of information on the Internet.
  • Network – Don’t be afraid to reach out to individuals in the same position as yourself. Most professionals understand that they may be in the same boat as you in looking for ideas. As such, most are willing to collaborate. After all, it’s of mutual benefit.
  • Mentor – Don’t be afraid to ask someone that you really respect to be your mentor. Most professionals will find this as a tremendous compliment and help when they can. Know, up front, that it is impossible for anyone to be at your beck and call but most will advise if they see that you are trying to grow and improve.
  • Vendors – Vendors are great resources for new ideas. After all, who better knows their product(s)? Ask as many questions as you can regarding their product(s). Challenge your vendor on how to incorporate their product in new ways.
  • Users – If you are in a position where you support others, make it a point to visit with them. Ask them if there is something they wished existed or worked a certain way. Users know what they need. Users can be a great source of inspiration.
  • Borrow – In my experience, a lot of “new” ideas have come from someone else other than the person presenting the “new” idea. Often, one can observe, let’s say, a pilot program at another district, and bring it back to his or her own district. Sometimes, a few things can get tweaked in order to make it work better.
  • Speak Up – Especially in brainstorming sessions, speak up. Even if your thoughts are incomplete, they could lead to new ideas. You don’t have to be an expert in any particular are to generate ideas, you simply have to know what you want as am end result.
  • Reflect – Take the time to reflect. Better yet, make the time to reflect. There is no better exercise, in my opinion, for generating ideas than this. Reflecting allows you to make sense of all that you have read and all that you have heard. Sometimes piecing a conversation with an article, for example, can lead to a great idea.

Believe me, it is not an easy task to come up with new ideas. New ideas generally come about through a lot of work. I close by saying that anything worth having, is worth working for.

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Posted in K-12, Leadership, Ramiro Zuniga

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To BYOT or Not to BYOT

Posted: February 28, 2012, 9:39 am

By Dr. Ramiro Zuniga

Many school districts are still struggling with the decision of whether or not to incorporate a BYOT strategy in their schools.  But what exactly is BYOT?  BYOT stands for Bring Your Own Technology.  The basic premise of this philosophy is that students are allowed to bring in their personal laptops, cell phones, tablets, and other mobile devices to use throughout their instructional day.  As common with new technologies impacting schools, proponents of BYOT suggest that this will revolutionize education.  Those against BYOT suggest that it would cause more damage than good.  Is there a middle ground?  Perhaps, but there are real concerns related to BYOT and a good understanding must be reached before any such implementation should take place.

Advocates of BYOT often question why BYOT has not caught on with most districts.  After all, BYOT would allow students instantaneous resources from around the world at their fingertips.  BYOT would allow students to seamlessly communicate with students from their school or other schools.  Students would no longer have to carry heavy books, as all books could be read on digital devices.

So here, I will present some of the major concerns with BYOT that school districts are facing.  Perhaps an understanding of the concerns might shed light on why schools are still struggling with BYOT.

Technician/Technologist Concerns

For the network administrators working, “behind the scenes,” BYOT could be disastrous.  It is very difficult controlling the spread of viruses using district owned computers using district purchased software.  It would not be feasible for the district to install such software on personal devices.

A constant concern with technology is the expectation that technicians and technologists understand how to use all new applications.  With mobile technology especially, new apps are being created daily.  It is impossible for a technician or technologist to be aware of all applications being brought in through BYOT, let alone know how they work.

Teacher Concerns

Many teachers are concerned that students will be distracting from learning, as many will access non-instructional material at all times.  Think of how many students would rather watch music videos or chat on a social networking site as opposed to conducting research.

It is no secret that students, even within protected school networks, are downloading movies.  Many fear that this activity will explode if students are allowed to use their own devices on

Teachers, today, have the ability to monitor what a student is accessing via a district owned computer.   This capability is not possible with BYOT devices.  This leads teachers to worry about whether students will be more apt to cheat and whether they would even know.  It is possible for students to quickly find answers to questions on the internet.  It is just as easy to text answers across the room or campus during an exam, again without the teacher’s knowledge.

A lot of teachers have the fear of being “shown up,” by a student or “learning from a student.”  This fear, although rooted in outdated pedagogy, still exists today.  Teachers still feel that they should be the individuals holding the most knowledge in the class.

Another fear that teachers have expressed is that they are afraid students might record them and post it on the internet in an edited fashion.  As we all have seen, it is far too easy to post a recording of someone, completely out of context.

Legal Requirements

Know that school districts, receiving e-rate funding, are legally bound by the Children’s Internet Protection Act of 2000.  This law requires school districts to maintain policies and procedures that protect students from accessing inappropriate material via the internet.  School districts are not clear on whether school districts will be held liable if students access inappropriate materials via the school district network via personal devices.

Inequities

Many argue that BYOT will amplify the inequities between students that have access to mobile technology and those that do not.  Teachers and school leaders have long held the belief that the students should seem as homogenous as possible.  They know that many parents cannot afford to provide their children with such technology.  They feel that students that do not have access to mobile technology will feel embarrassed or inferior.  Such feelings, in their eyes, are just not conducive to optimal learning.  Can the district afford to provide mobile devices to all students that do not already have access to such technology?

BYOT, however, brings an added twist.  Parents may not want to provide their children with smart phones and similar devices.  They may not want their children to access the internet without their personal supervision.  Is it right to override parental wishes?

So What’s the Plan?

As I stated in the beginning, school districts cannot enter this realm in ignorance or complacency.  School leaders must ensure that as many questions and concerns be addressed prior to implementation.  Policies need to be in place to deal with those abusing the BYOT privilege.  In addition, these policies must be communicated and more importantly enforced.

I personally believe that it is too early to tell whether BYOT will be accepted across all schools.  As with any technology, I prefer to observe and study before I take a major leap.  I believe, as with any implementation, if things are not done correctly, it will cause more harm than good.  That is to say that BYOT, in and of itself, may not cause more harm but the failure to ensure safety and productivity surely will.

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Posted in data, edtech, K-12, Leadership, Ramiro Zuniga

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CEI-PEA and PerformancePLUS: Helping over 20 public charter schools in New York City and Buffalo improve student performance

Posted: February 14, 2012, 9:29 am

 

The PICCS Model

You’ve seen the headlines, “Duncan Calls for Higher US Graduation Rate”, “US Education Secretary Calls for More Teacher-District Cooperation”. You may have seen the movie, “Waiting for Superman”. The bottom line is that the education system in the United States is in search of new ways to improve student achievement.

Depending on who you are, the opinions vary on when, how soon, or even if this goal can be achieved. But if you’re a teacher or administrator from one of 22 public charter schools in New York City and Buffalo, the question is not if but, “When?” and “How far can we go?”

Led by the Center for Educational Innovation – Public Education Association (CEI-PEA), the Partnership for Innovation in Compensation for Charter Schools (PICCS) program is a school improvement model utilizing performance-based compensation. Through this model, CEI-PEA delivers support, software, and services to charter schools based on three key components.

3 Components for Data-Based Decision Making

The PICCS school improvement model supports the effective use of data to drive decision-making and differentiate instruction through the development of data teams at each school and through the following processes:

1.Data Planning and Monitoring through the PICCS Data Warehouse – PICCS has developed a comprehensive data warehouse that allows each school to store student data, generate on-demand reports, create and update student/cohort/classroom/schoolwide achievement plans, and measure the impact of specific resources and professional development on the achievement of target outcomes.

2. Collaboration and Communication through the PICCS website and the myPICCS Portal – In order to facilitate communication and collaboration within and across the PICCS schools, the PICCS website and the myPICCS portal give educators access to highly secure web 2.0 tools such as web-based libraries, calendars, forums, wikis and blogs. The use of web groups within the portal allows educators to form teams around specific issues, subjects, interest areas, and practices.

3. Curriculum Mapping and Differentiated Instruction using PerformancePLUS – Through a partnership with SunGard K-12 Education, PICCS provides a comprehensive suite of web-based tools that allow teachers to build collegial relationships. Through these relationships, teachers make data-based decisions about grade-level, cross-grade level, disciplinary, and cross-disciplinary curricula and instructional practices.

PICCS began implementing the PerformancePLUS tools in the second half of 2008 and, with the support of Enhancing Education through Technology (EETT) grants, has expanded its use of these tools to include technology-supported development of Individual Learning Plans (ILPs) for students at each PICCS school.

How PerformancePLUS Helps PICCS Schools Build a Data-Informed Culture

The PICCS model employs the full suite of assessment and curriculum management tools included with PerformancePLUS including PerformanceTRACKER (for student performance tracking and analysis), AssessmentBUILDER (for building and scoring local benchmark assessments), and CurriculumCONNECTOR (for building, sharing, and analyzing a comprehensive standards-based curriculum).

Using PerformancePLUS to Create a Data-Informed Culture

Teachers and administrators are using PerformanceTRACKER to infuse decision-making with near real-time student data that is correlated to state standards. This information helps drive conversations that are based on facts instead of anecdotes.

In order to effectively track student performance, teachers are preparing local benchmark assessments using AssessmentBUILDER. With automatic scoring and uploading to PerformanceTRACKER, this software helps teachers spend less time grading assessments and more time focusing on specific student issues raised in the assessment.

After teachers and administrators get a full picture of student achievement, CurriculumCONNECTOR helps them find gaps in student learning and revise curriculum to meet the challenges posed. With this new digital curriculum, teachers and administrators now have a live resource that facilitates professional conversations around the written and taught curriculum.

Driving Collaboration Across Traditional Boundaries

Prior to joining the PICCS project, a striking similarity existed between these charter schools (predominantly free and reduced lunch schools) and many public schools across the nation – they weren’t sharing information or practices across school boundaries.

With implementation of the PICCS project, that is beginning to change. Within these charter schools there are no central offices and it presents a challenge for principals to collaborate with other schools. In response, the model encourages the development of teacher leaders and data coordinators (typically teachers in each school).

Cooperating with CEI-PEA, these teacher leaders meet on a monthly basis to train, share resources, and collaborate on what’s working and what is not in each of their schools.

The data culled from PerformanceTRACKER and CurriculumCONNECTOR often helps facilitate these meetings.

“The use of data becomes a very essential piece of the process,” said Frank San Felice, Director of the PICCS project.

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Posted in Case Studies, data, edtech, K-12

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E-Portfolio: Can It Make the Difference?

Posted: January 31, 2012, 9:38 am

An e-portfolio, also known as Electronic Portfolio, is a collection of electronic artifacts that collectively represent the works of an individual.  Perhaps the most common use of e-portfolios is to keep track of students’ work.  Many public schools and universities actively use e-portfolios to track and record a student’s progress.

But can an e-portfolio offer more?  Can an e-portfolio make a difference beyond student use?

In a word, yes.  As a professor, I required my graduate level students to create an electronic portfolio but not just for tracking academics.  I asked my students to create and maintain e-portfolios beyond graduation for employment reasons.

We have all heard the phrase, a picture is worth a thousand words.  Well what about a video, an audio recording, a multimedia slide show?  What are these artifacts worth?

In an e-portfolio, they are worth quite a bit.  An e-portfolio can make the difference between interviewing for a job and actually being offered a job.

I have discussed e-portfolios with various superintendents, principals, and other administrators over the last few years.  In short, these individuals have told me that it would be refreshing to interview individuals that maintain e-portfolios.  I have been told that individuals with e-portfolios would set themselves apart from other applicants.  A few of them shared stories in which an e-portfolio was a major reason for offering an applicant a position.

I have also had a few former students share their success stories of securing jobs in part because of their e-portfolios.

Where do you begin?

Start with your alma mater.  Many universities offer life long e-portfolio hosting for current and former students.  If this is not an option, go to the Internet and search for e-portfolio hosting.  I don’t have a particular hosting site to recommend.  I would suggest going through the different examples (templates) offered to see if they are to your liking.  Keep in mind that hosting should not be an expensive option.  In fact, it should be close to five dollars a month.

What do you put into an e-portfolio?

You can store various types of artifacts in your e-portfolio: videos, audio, documents, slide shows, photos etc.  Keep in mind that you want to maintain an e-portfolio that best represents you, your accomplishments, and your professional beliefs.  Remember that this tool is intended to help market yourself to a potential employer.  Ensure that each artifact is of high quality.  Sketchy documents, photos, or videos will work against you.

If you are going to include videos, make sure that they are short in length and significant.  As an example, you may not want to include a one hour conference presentation that you conducted but you might want to incorporate a short clip to show that you are comfortable presenting in a group setting.  It also shows that you have the knowledge and skills to lead a discussion.

If you are going to include documents, convert them to PDFs so that they cannot be altered.

How will you know if your e-portfolio is ready?

Be sure to ask friends to view your e-portfolio before you start using it during job searches.  Ask them for a direct and honest response.  Ask your friends if they find your e-portfolio interesting.  Ask your friends for suggestions.  Also make sure that all of you look for typographical and grammatical errors.  Be sure that you and your friends test the link to your e-portfolio and every link within your e-portfolio several times to ensure that all is well.

What does an e-portfolio say about you?

There are so many positive things that an e-portfolio can say about you.  First of all, an e-portfolio can add so much depth to who you are.  This is because an e-portfolio typically includes thoughts, beliefs, and ideas not covered during an interview.

Second, most applicants don’t use portfolios, so your e-portfolio will set you apart from the other applicants.

Your portfolio also tells others that you are technology savvy and creative.  Believe me, these are characteristics that are highly sought in many positions.

If you include photos of you working with others, it tells others that you are a team player.  And of course, if everyone in the photo is smiling then it shows others that you work well in teams.

How far back in your career do you go?

I think it is fair to include artifacts from early in your career.  I remember reading a portfolio of an individual that included a short but powerful story that explained her professional beliefs.  I would suggest that if the artifact represents you well, include it.

How do you share your e-portfolio to a potential employer?

A strategy I recommend is to mention your e-portfolio as you close your interview.  This approach will give the interview committee something to look forward to.  Within an hour after the interview, e-mail the link to your e-portfolio to the individual heading the committee or the entire committee if you can.

A second strategy is for you to download your e-portfolio to CD and leave it with the committee to view.  The only problem with this strategy is that a single CD has to be passed around from committee member to committee member and this may not occur.

So for those of you currently searching for a new position, consider an e-portfolio.  Keep me posted on your successes.  Best of luck.

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Posted in data, edtech, K-12, P-20, Ramiro Zuniga

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Will a Data Warehouse Ensure a Prodigious 2012?

Posted: January 5, 2012, 2:54 pm

By Dr. Ramiro Zuniga

There are many public school technology directors across the country that openly wish for a data warehouse thinking it to be the ultimate data management solution.  In theory, a data warehouse does sound very appealing.  So what is a data warehouse?

Basically, a data warehouse is a large database that brings together data from unrelated sources, making that data easily accessible and allowing for easy report generation. Case in point, school districts typically use one software program for their business office, one software program for their student data, and a variety of software programs to manage their curriculum.  These systems, and the data, work independently of each other.  Creating a report that requires information from each of these systems can present a dilemma.  Typically, data analysts or computer programmers are brought in to create such reports.  Unfortunately, a lot of school districts don’t have data analysts or computer programmers on staff.

Here’s where a data warehouse comes in.  Data from unrelated systems is imported into the data warehouse in a highly useable manner.  Data is automatically linked within the warehouse so that even non-technical users can create such reports through a user friendly querying utility tied to the data warehouse.  There is no longer a need to consult with a data analyst or computer programmer.

Again, in theory, a data warehouse seems an easy enough solution.

In reality however, data warehouses do require a lot of work and effort from the moment of inception to maintaining after implementation.  Data warehouses can easily fail for several reasons.

One reason that data warehouses can fail is that data being imported is not done so with enough frequency.  After all, how good is a report when the information on the report is outdated?  It is also critical that the data being brought into the data warehouse is good data.  As we all have heard, “Garbage in, garbage out.”

A second reason for failure is that data is not properly linked in a fashion that makes sense and is usable.  As an example, you would never be able to determine if monies were being spent effectively if you can’t tie financial data to the teacher and student data that these monies support.

A third reason that data warehouses fail is not allocating enough time to support the data warehouse.  Every step of a data warehouse implementation requires a great deal of time if it is to be done correctly.  Defining and designing the data warehouse is a major task that requires a significant amount of time.  If data is missing, or if it is not linked correctly, the data warehouse will be deemed useless.

Beyond that, maintaining a data warehouse can be a full time job.  Somebody has to make sure that data is being updated frequently enough.  Somebody has to ensure that the data within the data warehouse is even relevant.  And of course, someone has to make sure that the data is actually accessible.

So are data warehouses a viable solution for school districts?  Yes, but as I often say, be sure to research potential solutions and potential pitfalls.

I offer the following recommendations for those that wish to implement a data warehouse:

  • Seek professional help – creating and maintaining a data warehouse is a monumental task and out of the reach of most public school IT departments
  • Define the pieces of data that are to be maintained within the data warehouse
  • Define times at which the contents of the warehouse will be reviewed.  This should occur on an annual basis, minimally.
  • Identify the individuals that are responsible for implementing any changes to the structure of the data warehouse
  • Define the intervals in which the data warehouse data will be refreshed
  • Be leery of any vendor that oversimplifies the process of implementation,
  • Define a plan and timeline for implementation.  Be sure that all key players understand that implementation will take time.  Most of the key players will have no clue as to what is involved in creating and maintaining a data warehouse.
  • Check references prior to purchasing a vendor solution

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Posted in data, edtech, K-12, Leadership, Ramiro Zuniga

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Cloud Computing in Schools

Posted: December 5, 2011, 3:17 pm

By Dr. Ramiro Zuniga

Cloud Computing 101:

What is cloud computing?  In a nutshell, it is a service.  This service provides you with access to software programs, computing resources and storage space on a private computer or network of computers.  Of course, as with most services, you have to pay a fee.  And of course, as with any service, the more use of the service, the higher the fee.

So what kind of software programs and computing resources can you access and utilize “in the cloud,” in a school district environment?

Teacher grade books, word processing, on-line calendars, web pages, student information systems, e-mail, video streaming, collaboration programs and wikis, and many others.

Why would you need storage space in a school district environment?

Two examples that require massive amounts of storage space are school district data and multimedia data.  There are literally thousands of pieces of data that are maintained for every student, employee, and the organization itself.  Add to that, the fact that school districts are required to keep such data for at least five years.

Today, many schools are maintaining photos, videos, and audio files for students, employees, presentations, etc.  Each of these is considerably larger in size as compared to a word processing document.

So where does the term “cloud” come from?

The term comes from not knowing where the computers that you are utilizing are physically located.  You don’t need to know where the computers are, you just need to be able to access and use them when a need arises.  Figuratively speaking, the computers are “out there somewhere in a cloud.”

Advantages vs. Disadvantages:

Although I have listed several advantages and disadvantages to cloud computing below, there is one most favored advantage and one most feared disadvantage.  For those that favor cloud computing, they do so mainly because of the cost savings from not having to hire personnel or having to purchase hardware.  For those that are against cloud computing, they mainly fear data security as their data is off site.

Advantages:

  • Virtually unlimited hardware and software resources
  • Cost savings from not having to upgrade large computer systems
  • Cost savings associated with hiring less IT personnel
  • Vendor provides software programs and updates
  • Data is backed up by the vendor.  This burden is lifted from the IT department
  • Your data is kept offsite so disaster recovery is made easier should your facilities be damaged/destroyed
  • Data and programs are available from anywhere in the world via the Internet

Disadvantages:

  • If your Internet access is down, you are dead in the water
  • Vendor providing services can go bankrupt without disclosing this to you
  • You have no control on protecting your data
  • You will be held responsible by your School Board if data is leaked
  • You may not be able to access your data directly as your computer programmer would if the data were housed on your computers
  • The computer system/network that you are using will be shared by others so processing time can be slower than a computer system dedicated to your district

Can cloud computing work for your school district?  Yes, but it can also be disastrous if you choose the wrong service provider.  Make sure that you do plenty of research before signing a contract.

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Posted in K-12, Ramiro Zuniga

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Terminating an Employee: Is That a Good Thing? (Part 2 of 2)

Posted: November 1, 2011, 9:56 am

By Dr. Ramiro Zuniga

In part one of this blog, I discussed whom to terminate and whom not to terminate.  In part 2, I will focus on whom to consult and when.

Whom should you consult?

Be sure to start consulting with the Human Resources Department as soon as you see a continued pattern.  For example, if you have an employee exhibiting serious negative behavior even after repeated requests for corrected behavior.

I would further suggest that you consult the same Human Resources administrator on subsequent visits.  Doing so creates an opportunity for the administrator to develop and maintain a more complete understanding about the situation at hand.  This is important in that this conversation may continue over an extended period.

What do you gain by consulting?

Consulting with Human Resources will:

  • Help ensure that your decision is not based on your being angry or your own emotions.
  • Allow another administrator to evaluate the situation at hand.
  • Provide guidance on documenting events in accordance to the employment law and school district policy
  • Keep you focused on procedures, instead of the frustrations associated with this activity
  • Provide guidance on future discussions with the employee in question

Discussion topics when consulting?

Don’t be afraid to ask whether or not your decision to move toward termination is appropriate, given the sequence of events.

Ask the person that you are consulting whether he or she has handled a similar case.

Ask whether or not you are acting too hastily.

Absolutely ask for suggestions or advice.

General Caveats

Never tell an employee that he or she is fired until the time is right.  In most cases, the employee will be called in by Human Resources and notified.  If however, Human Resources requires that you carry out the notification, keep the meeting brief and to the point. Do not allow for the employee to argue or to plead his or her case.  Be firm, let the employee know that the decision is final.   In either case, make sure that the termination is effective immediately.

Keep in mind that each termination will unfold in a unique fashion.  Most employees will accept your decision, perhaps make a comment or two, and leave your office immediately thereafter.  Be prepared, however, for emotional reactions.

If terminations are a result of budget cuts, let your staff know as much as you know, as early as possible regarding the situation.  This will be greatly appreciated by your staff.  Try to secure other positions for individuals prior to their termination.  Provide as much support as you can.  Your staff deserves it.

Final Thoughts

Unfortunately, leadership does carry some burdens.  Terminating an employee is such a burden.  It is never easy, it is rarely quick.  I would suggest that ensuring that you have done all you can to avoid termination will slightly ease your burden.  But, make no mistake, terminations are never easy decisions.

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Posted in K-12, Leadership, Ramiro Zuniga

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Terminating an Employee: Positive Move? (Part 1)

Posted: September 29, 2011, 10:29 am

By Dr. Ramiro Zuniga

Can terminating an employee be a good thing?  Truthfully, it can be, but only in specific instances.  You must ensure that the termination is unavoidable and justified.  Second, you must ensure that the results gained by the termination outweigh the negative impact.

You need to understand that terminating an employee will require a large investment of time and thought on your part.  I would suggest that this activity is the most exhausting that anyone in a leadership position will face, regardless of the reason.

Terminating an employee will absolutely send a resounding message to the remaining staff.  Initially, regardless of the reason, the message will be negative.  Some employees may feel that you are being too harsh to the employee in question.  Some employees may feel that they will be next on the chopping block.  Ensure that your actions are warranted and eventually the initial shock will wear off and things will return to normal.

Know that there are many things to consider when pursuing a termination.  Some things, you must consider for legal reasons, others you must consider for the sake of your continued development as an effective leader.

As I mentioned earlier, pursuing a termination can be exhausting.  As such, care must be taken to ensure that your decision is carried out properly.  Even in the case of an at-will employee, where you can literally terminate for no reason, you must tread carefully.  Believe me when I say that you will be watched by others as to how you carry yourself during such situations.  To a certain extent, you will be watched to see how you treat your employee throughout the process.  You might even feel like your decision is being questioned.  Is this fair?  Of course, after all, you are affecting someone’s livelihood.  Is this avoidable?  I would suggest that it is, but only if you take the time to ensure that your decision is a sound one and carried out appropriately.

In this first part of my blog, I will speak of whom to terminate and whom not to terminate.  It may seem easy to say, “Terminate your problem employee,” however, there is more to consider.  In the second part of my blog, I will focus on whom to consult and when.  Consulting with the right people will lead to your decision being a sound one, which should avoid your leadership coming into question.

Whom Not To Terminate:

  • An employee that lacks knowledge.  It is your responsibility to enhance your staff knowledge base through training and guidance.  If you want them to know something specific, take them under your wing and teach them.
  • An employee that is struggling with a serious illness.  Work with each of these individuals as much as possible.  Put yourself in their shoes.  Would you like to lose your job and health insurance while you are so vulnerable?  Try to temporarily spread the workload among the rest of your staff.  In most cases, if the illness is severe enough, the individual will not be released to return to work by his or her physician so termination would not be necessary.  If your employee recovers and returns to work, he or she will be extremely grateful that you provided support during a very difficult time.  Terminating an ill staff member, even if they are out of eligible leave can send a very negative message to the rest of your staff.  Supporting your employee, however, will reflect positively on you as a leader.
  • Individuals that are visibly trying their absolute best to meet your expectations.  Again, provide training and guidance.  If they just can’t meet your expectations see if you can reassign the individual to other duties or another department that matches their skill level.  Terminating someone that is genuinely trying can hurt your reputation as a leader.
  • Individuals that have made some mistakes.  It is your responsibility, as a leader, to provide the guidance, training, and support that will lead to the minimizing of errors.
  • Individuals that you are angry at or dislike.  Negative personal feelings should never drive you to act, especially to terminate.  Others will see your anger and judge your leadership.

Whom Should You Terminate?

  • Individuals that have clearly violated a policy that requires termination.  For example, I have had to terminate an employee for theft.
  • An individual that fights your directives and expectations, even after you have provided documented directives, staff development, and guidance.
  • Individuals that have continued abrasive or negative attitudes and do not comply to your directives for corrected behavior.  These individuals can make the workplace miserable for everyone.
  • Individuals that do not believe in your vision or goals and cannot be persuaded to adhere to your directives.  These individuals will serve only to undermine or sabotage your efforts.

To be continued…

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Posted in K-12, Leadership, Ramiro Zuniga

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Students Address the Common Core Standards

Posted: September 20, 2011, 9:04 am

By Dr. Bena Kallick

Finally the words that have been missing from state standards are addressed in the common core standards:

  • “Make sense of problems and persevere in solving them”
  • “…work independently”

Common Core Standards recognize the significance of students become more self-directed learners.  Instead of raising their hands, waiting for someone to rescue them from learning, they are emphasizing that students need to develop the dispositions or habits of mind that will motivate them to be more independent, self-directed learners.

Costa and Kallick (www.instituteforhabitsofmind.com) offer 16 habits such as persisting, communicating with clarity and precision and striving for accuracy.  Their research both from theory and practices across the world suggest that when students develop a disciplined attitude for learning, they not only tackle the tasks at hand with greater success, they also develop a lifelong set of skills that will help them become more successful in life.

The steps to building these habits start with awareness or self-discovery. Students need to know where their strengths are, where their challenges are, and where they have the greatest opportunities to improve in their learning habits.   Once they are aware, goal setting becomes important.  One example of goal setting is exemplified in the Individual Learning Plan (ILP) that is a part of PerformanceTRACKER (part of PerformancePLUS).  Students work with teachers to set and monitor goals based on addressing the common core standards.  Students can own their assessment data and make observations about their progress in order to demonstrate improvement.  They can talk with their parents about how they are doing, creating their own report card of progress. They can learn how to strengthen their habits of mind so that they are working both with their attitudes as well as their academic accomplishments.

Ultimately, the quality of the work will be in the hands of the workers.  When we include students in managing themselves, monitoring their progress, and modifying their behaviors based on reflection and evaluation, they are ready for learning at school and at work.

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Posted in Bena Kallick, K-12

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