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CTO/CIOLeadership

The Real Duties of a Technology Director

by Lori Gracey
written by Lori Gracey

When I became a technology director, the job description was a little sparse. At that time, it was a relatively new position across the state (yes, I am that old!) and very few C&I leaders really knew what we were supposed to be doing. But I did have an idea in my mind. I thought that my job was to craft a vision for the use of technology that meshed with the district vision for teaching and learning. And then help move the educators in my schools toward achieving that vision with the addition of hardware, a strong network, and lots of professional development.

What I Didn’t Know

In looking back, that was certainly meant to be the main focus of the job. But it’s all of the other things that took up my time that seemed to define being a tech director. And after traveling around the state recently talking with technology leaders, I think it’s still true today. See if any of this resonates with you. Or, if you are thinking about becoming a CTO, make sure that you can perform all of the jobs below before you start applying!

The Real Duties of a Technology Director

  • Purchase and set out copious amounts of chocolate for all professional development offerings.
  • Have at least two of every kind of tech adapter that has ever been made, including for outdated equipment.
  • Make coffee at the drop of a hat (even though I don’t drink coffee).
  • Be able to fix anything electric.
    • “Lori, the copier isn’t working. Can you fix it?”
    • “Lori, do you know how to repair the automatic gasoline measuring equipment for the school buses?”
    • “Tech person (yes, some people actually called me that), the lights in my room go off when I plug in my projector. Is that bad? Can you fix them?”
    • “There’s a new scoreboard on the football field that we can’t figure out. Can you show us how it works?”
  • Remember everyone else’s passwords, including students, and be able to recite them as needed.
  • Translate what the system administrator says into everyday language so that you can explain why the network is down.
  • Know, and regularly practice, 43 different ways to troubleshoot a technical problem.
  • Give advice about home computer, home theater, home WiFi, and home-anything-else-that-plugs-in problems.
  • Work with the CTE teachers to help them with their (welding simulation software, sewing/embroidery machine computer, setting the correct time on the microwaves in the cooking kitchen, helping them select the best automotive computer system to purchase).
  • Offer sound advice about online STAAR testing.
  • Pick up the right kind of donuts for the technical guys (no nuts, no pink icing, with meat).
  • Offer sacrifices to the infrastructure gods on a regular basis so that the network NEVER goes down, and it especially doesn’t go down right when the superintendent needs to use it to plan his vacation.
  • Constantly explain to parents that the Internet is not a tool of Satan and that yes, their children should use it.
  • Be able to promise the school board, without laughing, that adding more technology will definitely, guaranteed, bring up test scores.

With all of that being said, I can honestly say that being a CTO/technology leader is absolutely, without a doubt one of the best jobs in the entire world. Who else gets to play with really cool tech every day and work with dedicated educators and excited students!

What about you? What are your favorite, least understood, or parts of being a tech director that you never expected to be in charge of or that absolutely drive you crazy? Please share; you’re not alone!

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assortment of laptops mobile phones on desk with two people using two of them
ChromebooksCTO/CIOLeadership

Five Steps to 1:1 Deployment

by Miguel Guhlin
written by Miguel Guhlin

“We’d like to meet and discuss our upcoming Chromebook deployment,” said the director. “We want to make sure we’re checking all the boxes.” As I prepared for the upcoming meeting, I took a variety of steps and spoke to other technology directors.

For each person, I asked them, “What are your top five tips for a Chromebook deployment?” Their responses enabled me to put together  a helpful checklist. In this blog entry, I’ll explore offer five steps for your review. At the end of the blog entry, you will find a link to a Chromebook Deployment Checklist.

Step #1 – Develop a Sense of Urgency

In one of my favorite books, John Kotter’s Our Iceberg is Melting, creating a sense of urgency is paramount. The book’s story is of penguins facing a life-altering problem. The main points in the book move a colony of penguins from ignorance to action.

How do you build that sense of urgency? Create or get a benchmark assessment that provides insight into an unknown area. That area is how well teachers are impacting student achievement. Technology should be a part of that assessment. Several assessments that you can use include Clarity Brightbytes (watch video). Another is the Levels of Teaching Innovation (LOTI).

Step #2 – Aspire to Be Great

Often, few believe that current teaching, learning, and leading needs to change. The status quo works, so why change? Once you have completed the assessment, you know where the gaps are. How do you get forward movement? One way involves adopting a new standard. Then, align all work to the standard. Make the new standard the measure of success. For educators who need a wide range of standards, the ISTE Standards for Educators is one tool. From the Learner to Leader to Citizen, there is an expectation for growth. You’ve never had a 1:1 set of technology in place. Expecting that old standards (without tech) will work is less than accurate.

Here’s an example: the responsible use of equipment. Students and staff may receive the new equipment and then begin to use it in ways not intended. Your campus leadership teams may end up trying to apply old discipline approaches. This will fail. Instead, you need to focus on experiences for learners that build relationship. This community building will translate into the use of restorative discipline approaches.

Students and staff will promote positive management of personal data and digital identity. It all begins with a new standard for educators.

Embracing a New Standard

“Oh, we can’t embrace another set of standards.” It can be challenging to try one more thing. I’m reminded of the old adage, “Don’t put new wine in old wine skins. They’ll burst.” The same may be true for assessing new technologies. Consider this standard:

ISTE Standards for Educators – Citizen:

Educators inspire students to make positive contributions. Students will act in a responsible way in the digital world.

Now that you have new standards, what’s next? Make sure to align all professional learning to the new standards. This doesn’t mean re-branding so much as contextualizing your efforts. Before focusing on project-based learning design to make a connection. For example, PBL aligns to the Collaborator standard. That standard describes the use of collaborative tools like Skype in the Classroom that expand authentic, real-world learning experiences. These experiences are critical for students. You achieve authentic learning experiences that leverage technology.

Step #3 – Paint a Picture

Painting a picture means that you illustrate what the new way of doing things will look like. One way to achieve that is to create profiles specific to different audiences. Each profile has these components:

  • Problem: This is a short vignette or narrative explaining the problem. It is a story of what isn’t working. With the benchmark assessment data in hand, you will have little problem crafting this.
  • Solution: Share a story of how the main character in the problem solved it. Describe how a specific technology facilitated the resolution of the problem.
  • Professional Learning: Ready to try this on your own? Here is some professional learning you can take advantage of. For example, this could include self-paced videos, pre-recorded webinars, or upcoming face-to-face sessions. Think of these as mini-professional learning opportunities. They may involve micro-credentialing (e.g. digital badging).
  • Instructional Approaches: If this session aligns to district approaches, mention those. You could share differentiation, Marzano’s Nine, or others.

Painting a picture can depend on infographics. You can create infographics or “portrait of a K-2 educator.” This portrait can focus on educators at differing grade levels.

Step #4 – Plan Your Processes

“Whatever process you decide on,” said Dr. Roland Rios, “decide on it ahead of time.” As a veteran of 1:1 deployments, Dr. Rios’ points are well-taken. For example, in my own experience, a school district implemented 1:1 with laptops. Their negative experience taught them a few valuable lessons.

When it was my turn to work with the district on their deployment, they wanted assurances. One of those was that campus administrators would not get bogged down in discipline. The discipline quagmire had them over-monitoring students in classrooms. The initiative soured on them due to their negative, heavy-handed approach to discipline.

Whether it’s discipline, technical support, parent contacts, or inappropriate usage, plan it out. It may be your teachers need to adopt new instructional approaches. It could be your administrators need a new classroom observation framework. Two examples of frameworks, by the way, are H.E.A.T. and Triple E.

Plan your processes means first anticipating, then decimating your problems in advance. Do this and save yourself some last-minute effort.

Step #5 – Define and Measure Success

“Define or be defined” goes the old saying. In my project management fundamentals class, I share a chart. That chart describes key action steps for any project you have to take. The first, most important one is defining success. The next is aligning your key performance indicators (KPIs) to organizational goals. These KPIs, known as metrics, become indicators of success. You want these to be as public as possible.

Set key metrics and assessment measures for the 1:1 deployment. These KPIs are an actionable scorecard that keeps your deployment on track. They enable you to manage and reach your desired results.

Five Steps to 1:1 Deployment

Now that we’ve explored the five steps to a successful deployment, here are some more topics. The Chromebook Deployment Checklist deals with infrastructure and bandwidth, device choice, and management. It emphasizes the importance of doing your research and connecting with stakeholders. I hope you find it useful!

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Lone Ranger with his horse, Silver. Public Domain image.
CTO/CIOLeadership

The Lone Ranger CTO

by Miguel Guhlin
written by Miguel Guhlin

Are you a lone ranger CTO? The title comes to mind when I consider a conversation I had a few years ago. It also highlights a common problem in districts, the tyranny of competence.

The Lone Ranger CTO

“How many people are on your staff?” I’d struck up a conversation with a district technology director when we had run into each other at an annual TCEA Convention and Exposition. “I’m the only one,” she responded, “chief cook and bottle washer.” “You do the networking AND the instructional stuff,” I asked, “all by your lonesome?” Hard to hide, my shock was palpable. I had avoided those kinds of “demi-god” tech director jobs for years. They represented organizations who didn’t believe in appropriate staffing models. My opinion didn’t stop them, though.

“Yes,” she replied. Her hard smile spoke of grim determination and commitment to a job well done. No matter how wonderful she was, her organization had set themselves up for a difficult time. Let’s explore the role of the leader and a concept known as “tyranny of competence.” Those who embrace the tyranny of competence may be called “Lone Star” CTOs. They seek to dominate the heavens as the source of all knowledge, the star attraction in the Technology Department.

The Role of the Leader

If you’ve taken on the role of a Lone Ranger CTO, you have accepted mission-critical responsibilities. The ISTE Standards for Education Leaders define these responsibilities.

Did You Know?

You can get certified as an ISTE Certified Educator via TCEA. ISTE Certification is a new competency-based, vendor-agnostic educator certification based on the ISTE Standards for Educators. This digital credential recognizes educators who understand how to use ed tech for learning in meaningful and transformative ways. Learn more.

Leaders engage others as visionary planners. They set a vision and a strategic plan in place. They articulate an ongoing evaluation cycle for transforming learning with technology. As a director of technology, you learn how to build a strategic plan. You take an impartial measure of any project’s effectiveness. Then you are ruthless about pruning projects that deal with boxes and wires. You work to safeguard your most important investment, people.

Avoid the temptation to be a Lone Ranger CTO. Build a team that engages others. Once you decide to do that, the question arises: How do you lead teams whose joint work makes strategic plan implementation possible?

Avoid a Strategic Planning Pitfall

One way to lead teams is to assign key staff authority and oversight. This type of delegation works well. Yet empowerment can create a problem without the right relationship in place.

One challenge we face in limited numbers of staff filling many jobs is the “tyranny of competence.” In one district I served, paraprofessional educators filled the role of degreed staff. There, I encountered a challenge I have seen often. It arises in districts where funding is inadequate or not allocated well. Paraprofessionals are tasked with high demand jobs, yet are often not compensated or provided with requisite training.

In those all-too-common situations, one person becomes the problem solver, the doer. The organization comes to rely on the unique technical work that a person does. The more unique the work, the more powerful a person becomes. One symptom is that tyrannical technology staff block instructional goals. I’ve seen this happen in finance departments as well as technology.

When that person exits the district, the organization finds itself in a deep hole. “How did he configure the servers? Who knows the passwords?” are two questions I’ve heard after seeing a network engineer leave. Often, organizations compound the problem. They choose to replace from within. On the surface, this seems sound. Yet in districts with funding issues (many smaller districts), tyranny of competence increases; too much power and responsibility is given to someone who may be too young or worse, young and lacking the technical chops to innovate.

A Problem of Competence

Put experienced people of high technical competence in leadership roles. In this way, when you encounter inevitable problems that arise, they can innovate. That innovation moves the district forward rather than maintains the status quo.

For example, your network engineer is a high school student who began as a technician. Over the years, the technology adept student learned his or her trade on the job under a mentor. When the mentor with more experience or training leaves, the district faces a problem. With a mentor, the mentee could do the job. Alone, s/he lacks the skills and aptitude to research and solve new, complex problems that arise. The district continues with the mentee since it is unaware of the lack of depth or because it lacks funding.

In a few years, problems begin to arise. In no time, the district has assumed that the growth of the network has been commensurate with the needs. The truth is, the network is failing and big issues have grown expensive. A technology audit might catch this issue, but maintaining the status quo is top priority. A failure to cross train has made the district subject to the tyranny of competence.

Did You Know?

Earn TCEA’s coveted Technology/ IT Director Certification. It provides a venue for educators who wish to become, or already are, district-level technology or IT directors. Coursework includes sessions such as Building a Technology Vision and Plan, PLN for IT/Tech Directors, Creating a New Vision for Public Education in Texas, and/or Social Media in Schools. Register now.

Avoid the Tyranny of Competence

To avoid the tyranny of competence, take these steps when you discover a key team member is leaving.

  • Craft a transition plan
  • Schedule meetings to explore how this person did his job
  • Assign the how of the other person’s job to other staff
  • Adjust deadlines and expectations
  • Get all usernames/passwords for key technologies
  • Get a commitment for ongoing support for three months, at least, with an offer of compensation

Going forward, avoid tyranny of competence. Do this instead:

  • Hire new staff that can 1) work as a team and 2) have the requisite technical skills
  • Change the culture to focus on teamwork
  • Set your team up to avoid making any one person a tyrant of competency in a key area

Avoid Sudden Disasters

When you’re short-handed or key personnel are gone, you have to pick up the pieces. You learn to rely on technologies and teaming that differ from what you’ve done in the past. Avoid putting yourself as CTO under the thumb of tyrants, benevolent or not.

In my own work, I see cross-training as an absolute must. Have an important job assigned to one person? Rotate the job among available staff so each builds capacity. If you have a network gal who is the only one who can do network configuration, then you have to cross train. “No” is not an acceptable answer. We must teach each other what we know. That way, when we get hit by a truck at a gas station, the organization won’t have to struggle to figure out what to do.

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collaborative learning
CTO/CIOLeadershipProfessional Learning

Collaborative Learning at the TEC-SIG Spring Meeting

by Joe Vasquez
written by Joe Vasquez

Are you an education technology leader who is often pulled in hundreds of directions as you deal with all the different school technologies and applications? Whether you’re launching a new security system, writing a technology plan that work cohesively with curriculum, or setting up new processes for the latest technology devices for staff and students, the TEC-SIG Spring Meeting has something for you. It offers collaborative learning at its best.

What Is TEC-SIG?

TEC-SIG is a Special Interest Group in TCEA dedicated to the critical work being done by CTOs, technology directors, and technology coordinators in schools. Focused on top-level leadership problems and solutions, the group offers a safe, informed place for those involved in making decisions about technology use to discuss new trends, best practices, and technology management. TEC-SIG has three face-to-face meetings a year and also provides an active listserv where tech leaders share ideas and collaborate to solve problems.

collaborative learning

The Spring Meeting

Join us on April 19-20 at the TCEA Headquarters in Austin, TX, for a conference designed specifically to support educational technology leadership, integration, and best practices while encouraging networking with other dedicated professionals. The sessions will focus on CTO topics, professional development, infrastructure planning, instruction, and more. Here are just a few of the sessions being offered:

  • Adventures in a Small Texas School 1:1 Program
  • Making Google Work for You – A Successful Online Testing Experience
  • Security (Cameras, Door Locks, and Gates) Best Practices
  • Strategic Innovation: Planning for Their Futures
  • Take Digital Learning Journeys to the Next Dimension! Creating Virtual Reality Experiences

For a full conference schedule, click here.

Register Today for Collaborative Learning!

Connect with other passionate and like-minded educators that can assist you with your technology initiatives, help answer important questions, share their expertise, and just chat about what’s happening in their lives. Don’t miss the opportunity to learn in an interactive environment, explore new technology trends, and expand your network while engaging in discussion at the TEC-SIG Spring Meeting.

Registration is now open, so make your plans to attend today!

 

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A group of people following a leader in the distance
CTO/CIOLeadership

Surviving a Leadership Transition

by Miguel Guhlin
written by Miguel Guhlin

“Miguel,” a dear friend and colleague asked me, “Have you read the new superintendent’s book?” At my blank stare and smile, she pointed to the Simon Sinek book in her hand entitled, Leaders Eat Last. I felt my hackles rise due to my instinctive dislike of mis-applied lessons from other fields.

“All it takes is all you got, Marine!” I said in a deeper voice, referencing the military story Sinek uses to start the book. Nearby colleagues gave us quick smiles. “Isn’t that the book that is about building a circle of trust, like in Meet the Parents?”

As a technology director, your success often depends on how well you interact with the all-powerful person in the superintendent’s office. These seven tips will help you construct the elements of a positive conversation. Yet, ultimately, these tips alone will not be enough. You will need one final tip that takes a lifetime to develop, and you may not be up to it. Still, you must resolve to obtain it if you wish to remain a technology director after the superintendent who hired you leaves.

Change Is in Your Leader’s Future

Having worked in multiple school districts, I’ve seen the reins of power change hands multiple times. Superintendents change quite frequently these days–every 3.6 years as of 2010 according to one report, which cites that as an improvement from 2.5 years in 1999. “One of the key elements in running a successful district is stability. So if you have a revolving door, it’s counterproductive, and there’s never a chance to establish reforms or create programs that make a difference. Even a three-year period of time is inadequate.” (Source). In my time, I’ve seen several types of leaders and witnessed the transition.

Seven Tips for Surviving Leadership in Transition

Check out these seven tips for surviving leadership in transition:

  1. Establish a baseline for improvement based on researched needs. In other words, it’s not YOUR initiative or idea, it’s what the district needs. Tools like Dr. Chris Moersch’s Levels of Teaching Innovation (LOTI), H.E.A.T. framework, as well as Brightbytes’ Clarity, can provide you with critical data.
  2. Have an outside firm do a technology assessment of your technology infrastructure and network. Nothing changes leadership’s mind as much as when someone else outside your department says things need to change. In fact, if you’re smart, you will initiate an assessment from an assessor you trust and anticipate the areas of growth. (By the way, did you know that TCEA can help you with a technology assessment?)
  3. Build infrastructure that will support instructional efforts. Is your district 100 percent wireless? If it’s 100 percent wireless, does each campus enjoy wireless LAN controllers that support increased bandwidth? Have you placed sufficient wireless access points in classrooms, libraries, cafeterias, and other key meeting locations? These are only some of the questions you need to take into account.
  4. Be transparent and visible about what you’re doing to address the district’s needs. As much as possible, share what is happening, especially when you or your team is goofing up or moving slowly. You should have a key performance indicator (KPI) dashboard, even if it’s just a web page reflecting Helpdesk stats in a Google Sheet.
  5. Conduct webinars with anyone who will listen and/or attend. Offer free professional learning on a variety of topics, and partner with other stakeholders. That way, they will sing your praises about your technical support and expertise.
  6. Send out those old-fashioned print newsletters with links to more information on your website. As great as technology is, you have to accept the fact that MOST of your customers in K-12 schools haven’t stepped up to learn what students must know.
  7. Recruit teachers and students to present to the school board. Whenever you can, get other people in front of the school board and leadership to share what a great job you are doing supporting their success.

A Final Tip

“Those who hope to open a store must also be prepared to smile,” goes the old saying. This is a good mantra to remember if you’re going to work at Central Office. You must be prepared to smile and build relationships, even with those you do not like. Building relationships with district stakeholders, and, in particular, the superintendent and cabinet, remains paramount. Forget it at your peril.

 

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funding
Leadership

Solving Wicked Problems: When Details Matter (Part 3)

by Miguel Guhlin
written by Miguel Guhlin

In the previous blog entry in this series, I shared two approaches to obtaining funding and resources to solve wicked problems, 1) The Conversation that Results in Action and 2) Executive Summary. In this final installment, we will explore the long proposal format.

When details matter, and there are many stakeholders who will need to review a project prior to implementation, you will want to take advantage of the standard proposal format. The brief version of the proposal format includes certain elements of the longer form:

  1. Proposal
  2. Research
  3. Cost
  4. Registration Process
  5. Give Back.

Proposal
This proposal recommends that Ardent ISD fund attendance at the TCEA 2017 Convention & Exposition taking place February 2017 in Austin, Texas for 200 principals and/or ESSA instructional specialists. Administrators play a pivotal role in determining how well technology is used in our schools. Enabling administrators to attend the conference enables Ardent ISD to define what administrators need to know and be able to do in order to discharge their responsibility as leaders in the effective use of technology in our schools.

[inspirational quote that summarizes the importance of professional learning for campus instructional leaders]

Research
School leaders, especially at the campus level, need access to professional learning opportunities that help them to better understand the best uses of technology in educational settings. Some research regarding the role of the campus principal and leadership…[include bulleted list of research points]. Based on this research, as well as others not cited here, it is clear that the role of the principal in affecting use of technology in classrooms is incredibly important.

Cost
The cost of sending approximately 200 staff is based on a cost of $285 for every 10 staff members. For 200 participants, the cost is $22,800.

Registration Process
To register campus leaders for the TCEA 2017 Convention & Exposition, the Office of Instructional Technology Services will take the following steps…

Give Back
Participants at the convention will be expected to facilitate presentations at the Ardent ISD Tech Unconference to be held in June 2017.

For the longer proposal format, the headings appear below. As you might imagine, it can be quite tedious to fill out and plan all the implementation details. That aside, I have never had a “long form” proposal declined because it is overwhelmingly powerful. I often think of this as the dreadnought battleship approach to getting things done.

  1. Goal
  2. Vision of What Successful Implementation Looks Like
  3. Background Information
  4. Content Area Focus
  5. Professional Learning
  6. Implementation Phases
  7. Key Areas to Implementation Success
  8. Implementation Timeline (which includes a table with action step, office/staff responsible, and a completion date)
  9. Appendix (with information such as):
    • Readiness Checklist
    • Hardware/Network Assessment

Solving wicked problems can seem impossible. But often, it requires the strategic application of one or more approaches outlined in the “Solving Wicked Problems” series. Make the effort and you will see the results.

Join the ongoing TCEA Microsoft Innovative Educator (MIE) SkypeChat via your mobile device or online. Explore and share concepts at the intersection of teaching, learning, leading, and technology.

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funding
Leadership

Solving Wicked Problems: Getting Things Done (Part 2)

by Miguel Guhlin
written by Miguel Guhlin

In the previous blog entry in this series, I shared that solving wicked problems involves different approaches, each of which will be received differently by your supervisor or those with the power to pay for an expensive project. This is part two in the series.

Speak to an administrator at the cabinet level, and they all have one expectation: “Keep it to  one page.” A one-page document can make all the difference, and I can honestly say that I have had hundreds of thousands of dollars funded through a well-written executive summary submitted to superintendent level staff.

Scenario #1 – Insufficient Power

“When the power poles in the computer labs were put in, the maintenance department failed to connect the power.”

“Wait!” the technology director asked surprised. “Are you saying that all these power poles do not have power in them? Are you just daisy chaining the power from one outlet?”

“Yes,” replied the media specialist. “That is exactly what we have had to do. As you can guess, we can’t put as many computers in this room as we would like. And I’m worried about overloading power. Isn’t that unsafe or something? I’ve told my principal, but she doesn’t have the money to get it done and it should have been done when they built the school several years ago.”

In this scenario, there are several issues. The first is that the maintenance department failed to connect the power. The second is that no one followed up for years to address the issue when it was fresh, plus  the temporary/permanent solution may be unsafe or result in greater damage to the campus’ infrastructure. The fourth, and most important, consequence is that the lab cannot be used at full capacity, preventing students from taking advantage of the computers. In fact, some of those computers have been moved out of the lab because there is insufficient power.

Something needs to happen. The answer to this scenario involves an executive summary focused on getting things done.

Join the ongoing TCEA Microsoft Innovative Educator (MIE) SkypeChat via your mobile device or online. Explore and share concepts at the intersection of teaching, learning, leading, and technology!

Note the brevity, as well as the key elements, of the Executive Summary below:

Executive Summary for Ardent ISD High School Campus Electrical Needs

Overview

The Ardent ISD High School campus currently has several computer labs. However, each lacks critical electrical connections. The lack of electrical connections prevent full utilization of the computer labs, impacting their use for high stakes assessments:

Room #

Description

Network Drops Needed and 48-Port Switch

Electrical

321

Standalone Lab (30)

Window 10 OS

4 drops

Has electrical poles installed, but no electrical outlets. Electrical outlets are in the floor, which presents problems for consistent use.

221

Standalone Lab (30)

Window 10 OS

5 drops

Same electrical challenges as Room 321

Staff Impact

Staff who employ the computer labs adjoining library.

Student Impact

All students at the campus would be affected.

Budget Available

Campus has not identified funding for infrastructure needs.

Professional Learning

Not applicable

Products

Improved network support and responsiveness, upgraded lab.

Stakeholders

Campus; Maintenance Department; Technology Department

Why is this necessary?

High School campus labs lack electrical connections needed to “complete” the labs. Inadequately wired rooms have consequences on performance of equipment and reliability.

What happens if we don’t implement?

High school campus labs will continue to face electrical issues caused by poles that were never wired for electrical. Furthermore, new equipment will sit unused in the labs.

Potential summary of costs are as follows (estimated since quotes are not yet available):

  • Electrical in Labs: $1,000 (estimate)

How will we measure success?

All labs will be at 100% utilization and have functional network and electrical connections.

When will this happen?

This is scheduled for the 2016-2017 budget year.

 

In the next blog entry, we will explore another approach to getting projects funded out of existing budgets: the Standard Proposal.

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funding
Leadership

Solving Wicked Problems: Talk Is Cheap (Part 1)

by Miguel Guhlin
written by Miguel Guhlin

“Our kiddoes are stuck in a portable building with no Internet,” challenged a kindly, experienced principal, smiling her demand, “and I’m not sure why. Can you help me, please?”

In any environment, there are various ways of accomplishing goals and objectives and of receiving funding for needed projects. In some locations, a conversation that moves participants towards action suffices, while in others, the value is placed on a formal presentation or proposal. In the next few blog entries, I explore several ways that most supervisors will ask for plans of action. Having successfully introduced and implemented several types of technology projects, I hope that these suggestions will save you some time.

Approach #1 – Conversations that Result in Action (and Funding)

“The network conduit pipe needs to be installed to a ‘pull box,’ capped when not being used, with a pull string, and the pipe needs to be buried, not laid in an open trench.” I had just come from seeing the work a small district maintenance team had done and snapped a few pictures.

The response was to the question “Why can’t the district maintenance department do the job at a lower cost?” Of course, they had stated they knew how to do the job of putting a network conduit pipe in place, but had done so poorly, a fact evidenced by several photographs. Obviously, not doing these things resulted in several problems. When it rained, the network conduit pipe was filled with water and the networking contractor could not run the cable without a pull string. This resulted in a delay of several months to the project during the school year.

The goal was to outsource the job to networking professionals who knew the proper way to install a conduit pipe. But how to get district leadership to understand the necessary cost and that saving money really was just wasting time?

Join the ongoing TCEA Microsoft Innovative Educator (MIE) SkypeChat via your mobile device or online. Explore and share concepts at the intersection of teaching, learning, leading, and technology.

When working with others who approve budgets for a project, it is absolutely critical to introduce expensive ideas in informal conversations that focus on the needs of the organization. Your responsibility, as the person proposing the information, is to clearly articulate the need(s) of the organization. It’s not YOU that wants to spend money; rather, you are compelled by the need you have encountered.

Make sure to have these conversations with all stakeholders prior to having a formal meeting. These kinds of conversations will carry the day for the needs you have expressed and the people you serve. When possible, obtain pictures or photos. Following this approach enables leadership to not be overwhelmed with technical information and to clearly see the problem.

It’s clear that while talk is cheap, conversations can result in much-needed action.

A Problem for You to Solve
Let’s explore an additional scenario which features a wicked problem, a problem that has endured for years, and see how you would handle it. Leave your approaches in the comments.

“When the power poles in the computer labs were put in, the maintenance department failed to connect the power.”

“Wait,” the technology director asked in surprise, “Are you saying that all these power poles do not have power in them? Are you just daisy chaining the power from one outlet?”

“Yes,” replied the media specialist. “That is exactly what we have had to do. As you can guess, we can’t put as many computers in this room as we would like. And I’m worried about overloading power. Isn’t this unsafe or something? I’ve told my principal, but she doesn’t have the money to get it done and it should have been done when they built the school several years ago.”

In the next blog entry, we will explore another approach to getting projects funded out of existing budgets: the Executive Summary.

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graduation, certification, mortar board
Good TeachingLeadershipProfessional Learning

TCEA Certification Graduates for Spring 2016

by Dr. Bruce Ellis
written by Dr. Bruce Ellis

TCEA currently offers several distinct certification programs to assist educators in becoming more proficient in specific areas. Three specific certifications (Campus Technologist, 21st Century Administrator, and Technology/IT Director) consist of required coursework, a final project, and a portfolio. Coursework within these certifications takes place via a combination of live webinars, online courses, and/or face-to-face trainings. While each certification begins in September, anyone can join at any time during the year and jump in with the coursework and catch any missed courses when they are repeated or the following fall. Our newest certifications (Chromebook Level 1 and iPad Level 1) consist of self-paced coursework culminating in a final lesson plan submitted to demonstrate integration of information learned.

Below is the list of people who have completed their certification during the Spring of 2016. They did an amazing job and should be congratulated on their success!

Campus Technology Specialist Certification

This certification is designed for campus educators wanting to develop and demonstrate abilities to integrate technology effectively and build capacity at the local campus level. This certification is designed for teachers, librarians, and technology specialists. Graduates for Spring 2016 earning this certification include:

  • Lyndsey Blackstock, Brazosport ISD
  • Christie Burns, Brazosport ISD
  • Katie Chirhart, Caddo Parish, LA
  • Annette Clark, Sheldon ISD
  • Bryn Hagemeister, Dallas ISD
  • Cynthia Johansen, Brazosport ISD
  • Kristen Leonard, Brazosport ISD
  • Megan Miller, Winnsboro ISD
  • Michelle Moreland, Lamar CISD
  • Emily Turner, Liberty Hill ISD
  • Janelle Safford, Winnsboro, ISD
  • Misty Wilson, Brazosport ISD

 

21st Century Administrator Certification

This certification is designed for district administrators, campus principals, assistant principals, teachers, and librarians wanting to develop strategic leadership skills to ensure that effective and engaging 21st century educational technology learning experiences for students are being provided and to change classroom instruction to match the needs of today’s students. Graduates for Spring 2016 earning this certification include:

  • Sally Wilson, All Saints Episcopal School, Beaumont
  • Becky Zalenik, Sheldon ISD

 

Technology/IT Director Certification

This certification is designed for educators who wish to become (or already are) district-level technology or IT directors by developing skills to lead staff and students in the effective visioning, implementation, and use of educational technology. Graduates for Spring 2016 earning this certification include:

  • Randall Bakos, Dallas ISD
  • Ronald Byrd, San Antonio ISD

 

NEW! Chromebook Certification (Level 1)

This certification is to help classroom teachers build foundational skills in using the Chromebook as an effective instructional tool with their students. This program is completely online and self-paced, making it convenient for educators with busy schedules. Graduates for Spring 2016 earning this certification include:

  • Laura Howard, San Angelo ISD
  • Lauren Hickman, Lubbock ISD
  • Kayla Burgoon, Lubbock ISD
  • Scott Firenza, Lubbock ISD

 

More information about certifications that TCEA offers can be found here. If you have questions about any of the certifications, you can always contact Dr. Bruce Ellis at bellis@tcea.org or by calling 512.450.5396.

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LeadershipProfessional Learning

Meet Tod Baker, TCEA Certified Technology/IT Director

by Diana Benner
written by Diana Benner

At a recent Apple event, I ran into Tod Baker, a former participant in the TCEA Technology/IT Director Certification Program. While chatting, Tod mentioned how grateful he was for TCEA’s certification program and how it really helped advance his career. I had the opportunity to interview Tod, and I am excited to share it with you today.

Please tell us about yourself.
I currently work as a Technology Coordinator at The Magellan International School in Austin, Texas. The Magellan International School is an independent, not-for-profit, IB World School with 450+ students from preschool to eighth grade. I work closely with our Information and Digital Literacy department and Technology Committee to coordinate the instructional technology and the technology infrastructure that is needed for teaching and learning and school operations. I also enjoy teaching our MYP Design course.

I completed the Technology/IT Director Certification Program last April, and have since landed a job as a Technology Director in Bangkok, Thailand. I will be moving this summer and am very excited to start this new adventure.


Why did you choose to participate in the certification program? What were your goals?
I joined the certification program to boost my resume, fill some gaps in my education, and learn more about how Texas educators get things done and what concerns them.


What was your favorite part of the program? Why?
I was allowed to choose the sessions and workshops that fit my needs. My choices, as you can imagine, related closely to my current needs at work. In addition, the experiences and resources in many of those sessions turned out to be valuable right away.


As part of the certification program, you had to complete an online portfolio and final project. Briefly describe what your final project was and your thoughts about completing the online portfolio.
For my final project, I formed a professional learning community at my school and we delved into the ISTE Essential Conditions to understand how prepared we were to leverage our technologies for teaching, learning, and leading. We mapped out how well we met 13 of the 14 critical elements and then we highlighted our next steps. The report created many useful talking points and helped give direction to my school’s strategic planning.

The online portfolio pulled my learning experiences together and put them in one place for me to reference later. My portfolio continues to be useful. When putting it together, it forced me to find the significance of my learning experiences. Without the portfolio, I suspect I would have learned less. My portfolio can be found here.

 

Overall, how did the certification program impact you, your school, and ultimately, your students?
The certification program has helped me develop a more comprehensive perspective of technology in schools that stretches from hands-on usage to overall program development. The course work helped us at the school open conversations about technology planning, teaching, essential conditions, and more. I think that it is very valuable for anyone interested in not only advancing their career in the field of educational technology, but also for anyone who wants to broaden their skills.

Many thanks to Tod for taking the time to share about the TCEA Technology/IT Director Program. Shanghai will be lucky to have him. You can always find Tod on twitter at @todbaker.

If you would like to learn more about the Technology/IT Director Certification Program and the other certification programs we have available, be sure to check out our Certification offerings.

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