Archive for the ‘WHNPS’ Category

Employee Evaluations – Dos and Don’ts

Posted: June 6, 2013, 10:17 am

By Dr. Ramiro Zuniga

Part 2 of 2MP3Insider_270x225

In Part 1, I discussed specific practices that an administrator could use from the beginning of the evaluation process to the end. In Part 2, I will focus on practices to avoid before, during, and after the evaluation process.

Before

Employees should be made aware of the upcoming evaluations at least a week in advance. Administrators should, soon thereafter, provide each employee with the scheduled date and time of their respective evaluation conference. This will provide employees with enough time to consider points of discussion.

In preparation for completing the evaluation instrument, administrators should review email exchanges, memorandums, attendance reports, and other relevant documentation for each employee. Reviewing documentation collected since the previous evaluation allows an opportunity to better recall accomplishments and situations relevant to each employee.

Administrators should review an individual employee’s documentation and complete the evaluation process before proceeding to the next employee. This prevents the possibility of the administrator confusing facts or occurrences between employees.

Administrators also should be very aware of their personal emotional state. Completing an employee evaluation while angry or otherwise distracted could lead to an unfair evaluation that could be challenged and shown to be unsubstantiated.  Retaliation or attacking an employee must never be the purpose of any evaluation.

A final review of the completed evaluation instrument should be carried out in an effort to identify and correct grammatical or typographical errors. Comments should be reviewed for clarity.

During

Administrators should never be distracted during an evaluation conference. Great care should be taken to ensure that each employee receives the respect of being seen and heard throughout the entire discussion.

Body language should always reflect seriousness and engagement on the part of the administrator; otherwise the employee may be led to believe that the evaluation is simply a required exercise.

Interruption of an evaluation conference must be prevented except for the most urgent situations. An interruption, if one occurs, should be explained to the employee so that the employee understands the circumstances and doesn’t feel slighted.

Any comments offered during the evaluation conference should be limited to those documented on the evaluation instrument. Specific incidents or examples can be used to support comments; these should also be documented on the evaluation instrument. Patronizing comments must never be offered. The evaluation in its entirety should be genuine.

Under no circumstances should an administrator lose their composure. Administrators should expect that individual employees may question or disagree with their score. In all cases, the administrator should remain calm, acknowledge the employee’s position and continue the evaluation discussion. Changing a score as a result of an employee’s objections should be considered taboo by all administrators. After all, each evaluation should have been given due diligence as it was being scored.

After

After the evaluation, post-discussion comments should be restricted to thanking the employee for their cooperation in the evaluation process. If any employee refuses to sign their evaluation, administrators should ask another administrator to come in and sign the evaluation instrument as a witness to the employee’s refusal to sign. Details of the evaluation should never be shared with the second administrator.

Throughout this process, administrators should keep in mind that evaluations are to be based on facts and observations that are documented. It would be a disservice to themselves, their employees, and their districts to complete evaluations in any other manner.

 

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Employee Evaluations – Dos and Don’ts

Posted: May 7, 2013, 7:02 am

Evaluation

By Dr. Ramiro Zuniga

Part 1 of 2

The 2012-2013 school year is quickly coming to a close for school districts across the country.  At this time, administrators face a somewhat challenging task—employee evaluations. This is especially true for administrators in their first year.

It is impossible to discuss every type of evaluation within this blog, particularly teacher evaluations. Teacher evaluations are generally arrived at through periodic observations, followed by a summative evaluation at year-end. Furthermore, each state mandates specific factors to be included within the teacher evaluation instrument.

I will focus my discussion on more general practices that can be applied to all evaluations. In Part 1, I will discuss specific practices that will guide an administrator from the beginning of the evaluation process to the end. In Part 2, I will focus on practices to avoid before, during, and after the evaluation process.

These employee evaluation practices, which have served me well over the years, should help any administrator establish and maintain fair and consistent evaluations from year to year.

The easiest and most important thing to remember when going through this process is to be sincere and direct. This is an ideal time for an administrator to communicate how he or she views an employee’s performance. This is also a great time to set the tone and expectations for the upcoming year. I have seen too many colleagues simply “up” the score on a few items from the previous evaluation, without much consideration beyond completing the evaluation and seemingly showing an improvement in performance. Employee evaluations are a great opportunity to build and maintain a high standard of performance within any organization. Administrators should make the most of it.

One of the biggest mistakes administrators make is waiting until the last minute and then not having the time to give each evaluation its due diligence. Rushing to complete multiple evaluations may result in oversights. This, in turn, will lead to missed opportunities to correct a negative behavior or to recognize positive achievements. Allowing enough time for each evaluation will provide time to retrieve emails, memos, and other communications that can shed light on an individual’s performance. In the end, allowing the appropriate amount of time to complete each evaluation will empower an administrator with a higher level of confidence when addressing each employee.

While working through each evaluation, administrators should include clear and informative comments. Care should be taken to ensure that any expectations included in a particular employee’s evaluation are also expected of other employees in the same situation.

Once evaluations have been completed, they should be set aside for a short period to allow time for reflection. After a day or two, each evaluation should be read and corrected of typographical and grammatical errors. This review also allows an opportunity to reword comments for maximum impact.

Administrators should make an attempt to anticipate employee questions and reactions and give thought to an appropriate response. Often, employees will question how a specific item was scored or why a comment was necessary. They are more likely to accept a score or comment after hearing a concise explanation.

The evaluation discussion should begin with the employee being asked to read through the evaluation. Upon completion, the employee should be prompted for questions and comments. Responses to all comments or questions should be brief and to the point. Responses should be worded so that employees feel encouraged and inspired. Wording that alienates the employee should be avoided.

Regardless of how the discussion goes, administrators should always conclude the discussion by asking the employee to sign the evaluation. The administrator should then sign the evaluation, provide a copy of the signed evaluation to the employee, and thank the employee for coming in.

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Online Courses – Past, Present and Future

Posted: April 8, 2013, 12:39 pm

By Dr. Ramiro ZunigaOnline Courses

(Part 2 of 2)

In Part 1, I discussed variations in design and uses of online courses by school districts across the country. In Part 2, I will share my thoughts on best practices and the appropriateness of specific types of online courses.

Online courses are intended to ultimately serve one purpose: convenience. Online courses allow students to conveniently access courses that are not available to them. Online courses also allow students the convenience of learning at home or other location.

In designing the first online graduate courses I taught, I chose the asynchronous format. At the time, I felt that requiring students to log in at a specific time was not substantially different than asking them to come to class on campus.

Over time, I found that my students and I preferred the hybrid format. Hybrid courses combine the best aspects of traditional and online courses. With this format, students can break away from the monotony of a fixed class schedule, yet they have opportunities to meet and interact with others taking the same course. In my opinion, there is no substitute for this type of exchange. The hybrid format lends itself collaborative learning and expands the students’ social and professional networks. As a result, the hybrid format allows for optimal learning.

Courses that are completely online have several potential pitfalls caused by the course design itself. First, with online communication, there is rarely direct communication. In many cases, instant communication between student and educator is more a myth and less a reality. Often the response to emails and texts is delayed, even between students. And, as discussions are kept brief and often communicate incomplete thoughts, online communication can result in misunderstanding.

Keep in mind that students have individual learning styles. Some students need the constant verbal exchange with fellow students and educators in order to fully understand concepts. Although possible, online learning is more difficult for these students. Closely associated with the individual learning style is individual self-discipline. Completing an online course, especially a hybrid course, requires students to work independently.

Designers of online courses need to consider many factors when developing their courses. Information overload, resulting from the endless sources of online information, is a possibility. Thought needs to be given to the amount of supplemental material that will be emailed or posted for students to read. The frequency of communication and feedback between educator and student also must be considered in the design of the course.

I do believe that online courses will continue to evolve and be better suited for more and more individuals. I also believe that online learning will remain an enhancement to our curriculums. I don’t believe that online curriculums will be the future of K-12 education. I have spoken to many educators about this possibility. These educators have told me that schools and the social development that occurs in them as a result of direct interaction are essential to the education of our children and to the well-being of our communities. These same educators have also told me that online courses do not allow for this. Perhaps more importantly, these educators strongly believe that our students develop the sense of responsibility and direction in our schools.

I believe them.

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Posted in Collaboration & Information Sharing, edtech, K-12, Ramiro Zuniga

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Working Late: Balance It

Posted: February 4, 2013, 10:52 am

By Dr. Ramiro ZunigaWorking Late

A colleague once told me that there is an unwritten rule about working late. He was convinced that supervisors who leave promptly at the end of the day are not as highly regarded as those who “put in the extra time.” Something about that just didn’t feel right to me.

Make no mistake: I have worked late. It, however, has always been clear to me that this should not be common practice.

I believe that it is more important to have balance in your life. I have often said, “I love my job, but I love my life more.” Yes, there will come a time when supervisors will have to work late. The key is having the right perspective.

Here are a few thoughts.

I don’t think that “putting in time” is the same as doing quality work. I am more impressed with someone who does a great job during the scheduled work day. This, to me, indicates that this individual is highly organized.

I believe that working late for an extended period of time is counterproductive. As humans, we need time to rest and reenergize. I would prefer an employee to come in the next morning rested as opposed to working sluggishly in the days to follow.

You also have to keep in mind staff morale. Overtime pay will cease to be a motivator after extended periods. Regardless of how much employees get paid working overtime, they will reach a point of exhaustion. Add to this the frustration associated with feeling that working late is never-ending. This particular situation arises even more quickly when overtime work is rewarded with compensation time instead of money.

And finally, low morale and exhaustion will most definitely lead great employees to look for employment elsewhere. In their exhausted state, subordinates will feel less responsible for the success of the organization. Because they earn more money and hold a higher-level position, supervisors will be held to a higher level of responsibility. All of this makes it easier for employees to walk out the door.

I close by offering this advice to those of you who are newly in a leadership position: The greatest responsibility you have as a leader is to take care of yourself. How effective will you be if you are constantly tired? Even worse, how effective can you be if your constant tiredness leads to stress and eventual illness?

Concern yourself with performing at optimal condition and not with working late. Exceptional work, not clock hours, will lead to you being successful in your career.

Make staying organized a priority. Each morning, set a goal to complete two or three major items before the day is done. Review your calendar, e-mail, and task lists at the start and end of each day so that nothing falls through the cracks.

Instill organization and planning in your subordinates so that your team is not constantly facing harsh deadlines. Meet regularly to ensure that everyone is aware of upcoming tasks and projects.

Be careful to work late only when it is absolutely necessary. Respect your staff enough to know that they have lives outside of the workplace. Make the most of working late when you can. Buying your team pizza, ice cream treats, or something similar—nothing too over the top, is one way of accomplishing this. And most importantly, be sure to thank your employees for working late, and remind them that it was really necessary.

A cardinal rule: If you are going to ask your staff to work late, be certain that you work late too and that you are the last one to leave.

And remember, “Love your job, but love your life more!”

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Posted in Collaboration & Information Sharing, K-12, Leadership, Ramiro Zuniga

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Readjusting Our Perspective to Technology

Posted: December 5, 2012, 11:59 am

Film Projector - Classroom Technology

Remember when this was game-changing technology for education?

By. Dr. Ramiro Zuniga

A few months ago, I was asked to be a keynote speaker at a technology conference being hosted by a school district.  What made this invitation extra special was that the technology conference was being hosted by my hometown school district.  As a keynote speaker, I spoke directly to the teachers and administrators from across the district.

My mission was clear.  I needed to deliver a message that would inspire an increase in the use of technology in the classrooms and administrative offices. Rather than focus on the group as a whole, I decided to challenge each individual to take on the responsibility of expanding their own level of usage.

Most people think having state-of-the-art technology is the most important thing when it comes to technology integration.  I pulled out my smart phone.  I explained that my smart phone allowed me to text, make calls, watch videos, and access the internet, among other things.  I then placed my smart phone on a table and stood back.  As we all watched for a few seconds, the sound of a chirping cricket played over the sound system.  Everyone laughed, and the point was made.  Technology in and of itself is not the answer; people are.

I went to expand on the following points:

  • People have to care enough to learn new technologies.
  • People need to make the time to learn new technologies.
  • People need to continue to practice using the new technologies until practice becomes integration.

The pressure to learn new technologies is nothing new. When I was in high school, film strips were new technology.  Although the technology was relatively simple to use, a lot of teachers were intimidated by the projectors and never learned how to use them.  These teachers cleverly hid their lack of skills by asking for student volunteers to run the projector for extra points.  Many who did learn how to use the projectors used them as a babysitter for students and not in any meaningful instruction.  This same scenario plays itself out today in classrooms, just with different technologies.

Those that produce technologies always promise great things.  In 1913, Thomas Edison proclaimed his technology, filmstrips, would change the educational system completely.  He even predicted his technology would eliminate the need for books in 10 years.  Obviously, he was wrong.  Know too that similar promises were made of radio, television, and the Internet.

Learn a new technology because it exists.  Disregard whether the technology would increase student performance because the technology will not make this happen. Our nation’s educators will.

Here are the strategies I shared with them to begin the process of integration:

  • Make the time to learn – Time waits for no one.  In a year, you will either know how to use a new technology or you won’t.  It’s your choice.
  • Take baby steps – Learn one or two features of a new technology at a time.  If you learn 5 new features in a month, you will have learned 60 features in a year.
  • Collaborate – Learn with your peers.  Hold working lunches where you can learn together or teach each other.
  • Create step-by-step instructions or “cheat notes”- Use the instructions until you become comfortable with the new technology.  Pass those notes on to someone who needs them after you no longer need them.
  • Use the technology that makes sense to you - If you don’t think a particular technology will help you, don’t use it.  Don’t worry about having the latest “apps.”  Don’t worry about having the latest version of a technology.
  • Technology should conform to your life -  You should never have to conform your life to any technology.  For example, if you don’t want your e-mail forwarded to your smart phone, don’t.  You can always read your e-mail when you want to and not when your phones dings or vibrates.
  • Practice, practice, practice -  Continued practice is the only pathway to integration.
  • Most importantly, don’t wait for someone to train you -  Technology is here.  Period.  Use it.  Take the initiative.  You can’t hurt anything by trying.

A change of perspective is fundamental to this process.  Technology integration is not about the technology.  Technology integration is about individuals taking on the responsibility of learning new technologies and continuously using them.

 

 

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Posted in Collaboration & Information Sharing, edtech, K-12, Leadership, Ramiro Zuniga

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Going Paperless: The Wave of the Future?

Posted: July 3, 2012, 2:03 pm

By Dr. Ramiro Zuniga

Going paperless, is it really the wave of the future?

Well before you answer, you should know that the concept of a paperless environment goes back to the mid-1970s.  I would argue however, that today we are much closer to making this a reality.  I would also argue that schools are definitely embracing this concept.

As you may know, there are a several arguments for going paperless.  In this posting, I will look at four of the most common arguments for going paperless and offer my opinion on whether the argument is credible.

Going Paperless . . .

Equals Going Green

This is perhaps the most popular reason that people give for wanting to go paperless.  This argument, however, is highly debatable.  To go paperless, documents must be processed and stored on computers.  Computers must be manufactured and the manufacturing process is anything but green.  In addition, every computer emits carbon gases as they are being used.

Saves Money

Storing documents electronically can save money in toner cartridges, reams of paper, filing cabinets, and postage costs.

Increases Productivity

Managing electronic documents is certainly easier than managing files in filing cabinets so there is certainly time savings.   And of course, electronic documents are easier to duplicate and share.

Saves Space

There is no doubt that this is true.  Thousands more documents can be stored electronically than in traditional filing cabinets.  I can attest to seeing offices that have maintained entire rooms dedicated to filing.

So given these reasons for going paperless, where do I stand?

I am all for going paperless; however, I must admit that I still print too many documents.  I am sure that I am not alone in this.  For me, it is easier to manage documents electronically.  Of course, I ensure that I have proper backups of all my documents.

Many still feel that computer hardware is not reliable enough to fully commit to going paperless.  After all, haven’t you had a computer crash?  Others are kept from going completely paperless because their auditors want hard copy receipts, contracts, etc.

I would suggest that you can always buy external drives for your personal files.  School districts can take advantage of cloud storage or backup and disaster recovery (BDRs) solutions.  For those dealing with reluctant auditors, I would suggest probing and nudging to see what auditors will allow.

So, back to my initial question.  Is going paperless the wave of the future?  I say, “Yes.”

The future begins tomorrow, so go out and start going paperless.  Well, at least, as much as you can.

 

 

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Posted in Business Process Management, data, edtech, K-12, Leadership, Ramiro Zuniga

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Campus Technologists – A Winning Strategy – Part I

Posted: December 9, 2010, 4:40 pm

By Dr. Ramiro Zuniga

Since the mid to late 90s, many school districts have been paying out stipends to individuals selected to serve as campus technologists, sometimes also as instructional technologists or another similar title. In essence, a campus technologist serves as an intermediary between a teacher wanting to integrate technology into the classroom and a computer technician.

Make no mistake, a campus technologist is neither a computer technician nor a network specialist. The intent of this position is not to repair computers, printers, and the like. Their mission is to assist teachers in trying to integrate technology into the daily curriculum. In most cases, the stipend is paid to a teacher, which makes sense because a fellow teacher can “speak the same language.” Of course, it is always easier for teachers to learn from a colleague than “some trainer” from Central Office or “some consulting firm.”

Stipends vary from one district to another but I have seen stipends ranging from $ 1,000.00 to more than $ 5,000.00 per year. This is where a potential dilemma can originate.

Unfortunately, I have seen firsthand how these stipends and positions can be misused. I have also heard many similar stories from my graduate students, teachers and administrators from various school districts.

These stories all seem to follow a similar plotline. A principal decides that “his friend” or “his favorite teacher” will serve as the campus technologist. It is a good way to give someone a raise without really increasing their duties. After all, “you can always call the IT department” if a task is beyond the capabilities of the campus technologist.

Too many times, little consideration is given to the requirements of the position. Technology integration is a gray area in which it is hard to determine how much of the integration can be attributed directly to the campus technologist and how much can be attributed to someone else.

On the other hand, many campus technologists are making a real difference. These technologists understand that their role is an important one. They know that many of their colleagues are resistant to using technology due to lack of training, fear, and other reasons. Many technologists push themselves to learn how to perform basic troubleshooting of computer hardware. Others learn how to install software packages onto classroom computers. Many work before school, after school, during the conference periods, and even during their lunch hour. They understand that they are on a mission.

So I call on principals and other campus leaders to think about the successes that a campus technologist can bring about. I understand that principals want to “reward” their best teachers, but surely, there has to be an alternative to this practice. No Child Left Behind requires that schools produce computer literate students by the time they leave eighth grade. More importantly, technology is here! Let’s do what we can to bring technology into as many classrooms as possible.

In Part II, I will discuss the skills and traits that I feel are essential in a candidate being considered for a campus technologist vacancy. I will also present what I think is a unique idea in relation to the position of campus technologist.

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Posted in Collaboration & Information Sharing, Ramiro Zuniga, WHNPS

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Derry Cooperative School District Improves Test Results with PerformancePLUS Learning Management

Posted: October 5, 2010, 3:34 pm

Throughout the year, members of the Derry Cooperative School District’s curriculum committee met, binders and paperwork in-hand, to work on the coursework teachers would use to instruct teachers throughout the district’s five elementary and two middle schools. But the hard-working group and its team of educators often were hampered by the manual system bereft of mapping, assessments and automated lesson plans.

“We had nothing electronic,” said Mary Ellen Hannon, Superintendent of Derry Cooperative. ”We had no ability to do anything electronically except take data from the state and put it into a spreadsheet. We had a curriculum issue and we had a data issue.”

Ultimately, the district selected PerformancePLUS and SunGard Public Sector’s family of learning management solutions specifically designed for K-12 educators.

“PerformancePLUS was the only product that had a consolidated approach,” said Hannon.

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Posted in Business Process Management, Case Studies, Collaboration & Information Sharing, K-12, WHNPS

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Staff Development – A Time for Review

Posted: September 15, 2010, 12:54 pm

By Ramiro Zuniga, Ed. D.

Looks like the 2010-2011 school year has kicked off! This is a perfect time to look at the staff development that public schools have offered in the previous year and during this summer. I think that there is a real need for public school administrators to evaluate their offerings.

During a study that I conducted on technology integration in public schools, over 60% of the teachers that I interviewed identified the lack of quality training as a factor that has hindered the level of integration in their classrooms. By far, this was the most common factor identified in the study that I conducted. Regrettably, this is not an uncommon finding. In fact, the lack of quality training is a factor that is mentioned quite frequently in various other technology integration studies. The lack of quality training has also been a recurring topic of discussion with my graduate students semester after semester.

Over the years, I have heard or read many comments regarding the quality of staff development offered by school districts. Many teachers have expressed a negative view of staff development in general, for various reasons. Some have indicated that it’s the same presenters passing out the same material. This practice leads to teachers not being engaged in whatever training is being offered. Some have indicated that they attend staff development on technologies that are not present in their classrooms or schools. This results in spending hours on a technology that they cannot use, regardless of how great the technology. Other teachers have indicated that they never see their administrators at any of the sessions and so they believe that the training being offered is insignificant. And still, others indicate that some of the topics covered in some sessions just aren’t relevant to their academic mission.

The end result of this is frustrated teachers and administrators that have lost some credibility. When it comes to technology integration, you end up with teachers that are not prepared to integrate technology into their curriculum. You also end up with teachers that do not appreciate the value of a particular technology and simply decide not to use it.

What is interesting about these comments is that these comments continue to be repeated year after year after year. Whenever I encounter a teacher expressing such a concern, I ask why this is. The typical response that I get is that no one really listens to teachers. They simply offer the staff development on the administration’s beliefs of what is needed. Some teachers have told me that they no longer provide genuine feedback because they have never seen their comments being acted on by those offering the staff development.

Here are a few things that school district leaders can do to maximize the positive impact of staff development at their schools and departments:

  • Conduct a thorough review and act on the information collected via staff development evaluation forms.
  • Campus principals should take the time to speak to each teacher individually in an effort to find out what the staff development needs really are. Granted, this is more difficult in large schools but the payback is worth it. Teachers will feel validated, as their individual input is being considered.
  • Conduct a thorough review of current staff development offerings to ensure that the training offered is relevant.
  • Recognize that staff development should be a “hands on” situation in which materials can be developed and built upon, long after the staff development sessions have ended.
  • Do not provide staff development on equipment, software, or materials that teachers will not have immediate and continued access to after the session, otherwise it is wasted time.
  • Most importantly, campus administration should be visibly participating in staff development sessions. Doing so validates the value offered by the staff development session.

Whether staff development sessions are offered during the year or during summer, it is a great opportunity for professional growth. It is also an excellent opportunity to “bring in” new ideas and new teaching strategies. Staff development, when well balanced and relevant, can be a great motivator to teachers and staff. This is especially true at the start of the school year.

Feel free to share your ideas on how to better offer and sustain an excellent staff development program.

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Posted in Collaboration & Information Sharing, K-12, Ramiro Zuniga

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Exploring the Student Administration Potential of Apple’s iPad: A Proof of Concept

Posted: September 3, 2010, 2:23 pm

If there’s one tech device in 2010 that has made a significant impact on the landscape of our culture, it’s Apple’s iPad. Announced in January, speculation ran wild for months as to what users could expect from the device. It was an immediate hit upon launch in April, with one million iPads sold in just 28 days.

While it has incredible appeal as a consumer electronics device (nothing beats iPad Scrabble), educators and administrators immediately began contemplating the potential uses for the classroom. At SunGard Public Sector, we were eager to develop real-world use cases that would allow us to demonstrate our products being used on the iPad. Thanks to the hard work of our developers, we were able to get our products up on the iPad in a matter of days.

This video demonstrates the impact that SunGard Public Sector’s solutions for K-12 education can have when deployed on a mobile device. Feel free to offer your comments and questions below.

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Posted in Business Process Management, Collaboration & Information Sharing, K-12, Mobility, Sustainability, WHNPS

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