Posts Tagged ‘P-20’

The Power of User Groups – Revisited

Posted: October 2, 2012, 8:11 am

By Dr. Ramiro Zuniga

Last year, I wrote about the benefits of actively participating in a user group.  I also spoke about some of attitudes criticizing such organizations.  In my opinion, those that criticize user groups do so out of ignorance.  These individuals don’t understand the benefits of user groups because they don’t get involved.  As for me, know that I still think quite favorably of user groups.  I have, for years, encouraged my colleagues to seek a higher level of involvement.

There is no doubt in my mind that if you take the time to participate in such an organization, you can make a big difference in how a software product is designed and functions for your school district.  Keep in mind that affecting the design of a software product in your favor can make life easier for your colleagues back home.  Perhaps you can affect the design of the software to where it is more intuitive and thus easier for district personnel to use.  Perhaps you can affect the design of the software to where screens are easier to use.  You might even reduce the number of steps of certain tasks within the software.  Really, the possibilities are endless.

One of the greater benefits in becoming actively involved in a user group, is interacting with your software vendor’s staff.  Interacting with these individuals will provide you with insight on their frame of reference.

Know too, that user groups can take the form of state, regional, and national groups.  Although some would hesitate to get involved with a national organization over an organization within their respective state, doing so could provide added benefits.  Individuals from other states can provide vastly different perspectives that could facilitate your generating new ideas that you may not have conceived of otherwise.  Often, individuals from other states can share information on initiatives occurring in their states.

It is important to know that each level will not necessarily compete against each other.  Each is an added opportunity for impacting the design of a software product.  Although states do have specific data and software requirements that need to be met, I would suggest that school districts share many more similarities that can easily be defined nationally.

I have listed key points and strategies on becoming an active user group member:

  • Understand and commit to the purpose of the group
  • Speak up, share your viewpoint
  • You have to know what you want your software to do.  You don’t have to be a computer programmer
  • Introducing yourself to other users will allow you to build a network of professional colleagues that you can tap into for ideas or support
  • Volunteer for an Officer or Board position within the user group.  Although this does require a significant commitment, it also provides you with tremendous professional and personal growth
  • Collective requests from a user group generally carry more weight than that of a single individual with software vendors
  • Being actively involved will keep you informed of upcoming product enhancements

As I mentioned last year, the reason for becoming actively involved is so obvious.  I will reiterate the same question that I always ask when discussing the benefit of user groups.   “How can you criticize the design of your software when you don’t get involved in the design?”

Once again, I encourage each of you, each of your staff and colleagues to become active members of user groups.  After all, you and your district will reap the benefits.

 

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

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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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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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P-20: Making the Case for a Common Student-based Analysis System

Posted: July 28, 2010, 3:49 pm

A White Paper from SunGard Public Sector

As of August, 2009, 39 states had formed committees or initiatives to address joint P-12 and higher education issues to improve lifelong student achievement. These are most commonly referred to as P-20 (or P-16) educational initiatives and are generally focused on a common goal set. The most prevalent goals are:

  • Aligning standards and assessments across the P-20 education continuum
  • Improving upon or creating p-20 longitudinal data systems
  • Helping to successfully transition students from P-12 to higher education

All three of these goals are inextricably linked through the thoughtful development and long-term use of shared P-20 longitudinal data systems by administrators, educators, students and parents.

Ideally, these systems would build on the foundation that exists today within most P-12 school districts and at higher educational institutions where student information systems (or SIS) and, in some cases, instructional management systems are in place. Existing SIS deployments generally provide all stakeholders with the ability to access, track and manage summary and detail student information, such as demographics, transcripts, attendance, standardized assessments and appointment scheduling. Instructional management systems are also typically used to support one school district or institution and are used:

  • To help align course content to state or other standards
  • For mapping curriculum using core or teacher-centered curricula
  • To track assessment data in relation to standards
  • For accessing student profile information

Both types of systems would be more effective if they were able to bridge the gap horizontally across levels of education and vertically between school districts, higher education institutions and across states.

The ability to use longitudinal data systems to address this wider continuum would allow curriculum, assessments and other student-specific data that impacts learning success to follow the student through the P-20 continuum. Educators and students must then be able to access it to plan a learning path and identify and address skills gaps and other needs to best meet each student’s lifelong learning goals.

Much progress has been made toward allowing schools to exchange their SIS data through SIF (Schools Interoperability Framework) compliance and communicate student achievement as measured within schools. However, there remains a gap between what data is collected and shared between P-12 school districts and between P-12 and higher education institutions. How that data can be interpreted and put to use by students and educators to help students achieve their educational goals is a wide gulf. A gulf that, so far, is widening due to many factors, including growth in student and educator populations within serving institutions, increased student mobility between districts and states, and the demand for more specialized education throughout life to prepare students for higher education and the workforce.

There are more students with a broader spectrum of educational goals taking more varied paths through the educational system, and this is putting a strain on a U.S. system that simply does not have the data and analysis systems in place designed to handle the complexity. The wide variety of existing school district and individual school-centered systems in place across levels of education and geography are not built on any common data or system architecture. Such standards would allow data to be effectively transferred and used across the P-20 continuum or across state boundaries.

P-20 Longitudinal Data Systems can bridge these gaps and legislators can help by mandating their development and use. Equally important, legislators must support state and national standards for alignment of curriculum and assessments, the capture and use of common student data, and system architecture that will make interoperability and data sharing possible and effective. Ultimately it is the adoption of such standards that will enable the achievement of many of the stated future goals of US education policy, such as improved coordination across the P-20 educational experience, greater support for student mobility in the educational process, and improved measurement, reporting and transparency in learning outcomes. These actions are keys to putting the U.S. educational system on a long-term path to continuous improvement in student achievement and individual lifelong learning success.

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Posted in P-20

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