BFTP: Lost, season 62

Image source http://mashable.com/2013/07/18/find-keys-apps/

I saw an ad for the device above designed to help one locate misplaced keys. As it turns out, there are a dozen similar available. It reminded me of this five year old blog post...

Consolation
Losing one glove
is certainly painful,
but nothing
compared to the pain
of losing one,
throwing the other away,
and finding the first one again. Piet Hein

Mary Ann Bell at For Whom the Bell Tolls, laments her tendency to lose stuff (St Anthony Where Are You?) Her plight is one with whom many of us can identify at one level or another, especially as the specter of senile dementia looms nearer. The LWW just "lost" a pricey pair of relatively new prescription sunglasses. About this time last year, I left a shaving kit and a new remote clicker at a conference venue in the same week.

While I by no means have a perfect track record for not losing things, I've really forced myself into a "place for everything, everything in its place" mentality.* It is routine that allows me to find most things, most of the time. I know this is not exactly a revolutionary theory, but it's surprising to me just how many people have never figured it out.

With as much traveling as I do with computers, cables, remotes, etc., I am almost superstitious about putting things in their own place in my computer bag - the same thing in the same pocket EVERY TIME**. In fact I not only buy new computer bags with lots 'o pockets, but with pockets in the same places as the bag I'm replacing. So, the car keys and parking slip ALWAYS go in this pocket. The remote control ALWAYS goes in this pocket. My passport ALWAYS goes in this pocket. You get the drift. Works OK about 99% of the time.

The same principle works great for desk/office organization, backpacking trips, and workshops. The 10 seconds it takes to put something back in its regular place saves hours in searching for the damn thing later.

What tricks work for you to keep things from becoming lost? Inquiring Aging minds want to know...

* I credit my preference for orderliness to having had a bedroom about the size of a walk-in closet in today's homes while I was growing up. With such a small room, anything out of place made the whole room a mess.

** I also also buy duplicate power plugs, VGA adaptors, etc. so I can leave one set in my bag, one on my desk at work and have one at home.

Original post January 9, 2010

The evolving role of the SIS manager

As you can tell from the diagram below, data in schools is complex. Demographic data, attendance data, academic data including an increasing number of test scores, and even teacher data are proliferating. Add to this a growing number of class management systems, learning management systems, and adaptive content systems such as reading and math programs require students be added and removed from these managed programs. An increasingly larger group of users, including parents and students themselves, along with heightened security concerns, add to the challenge of data management.

The traditional role of the Student Information System manager is therefore changing as well. No longer the keeper or a single, complex database that handles demographics, scheduling, grading, health, discipline, class rank, etc., the SIS manager now must also facilitate the transfer of accurate data among systems. This job description from Miguel Guhlin's Around the Corner blog reflects the new skills needed quite nicely (I have put some items in bold.)

EAST CENTRAL INDEPENDENT SCHOOL DISTRICT 
Job Announcement – December 2, 2014 

Systems Interface Specialist 

The position for Systems Interface Specialist will be available in the East Central Independent School District for the 2014-2015 school year. ... The position will remain posted until it is filled. 

Primary Purpose: The Systems Interface Specialist will be responsible for working with a variety of technology systems, specializing in database interfaces between student or business information systems and third party vendors. 

DUTIES AND RESPONSIBILITIES 

1. Support the interface of cloud based hosted applications, single sign-on technologies, and curriculum and software vendors systems. 
2. Support Student Information System ... and data management systems ...
   
3. Actively learn and apply knowledge of SQL, MySQL, VBScript, Windows Batch Scripting, etc. 
4. Create and maintain project plans that identify expectations, deliverables, tasks, milestone dates, status, and resource allocation. 
5. Apply appropriate project management techniques to minimize risk and ensure the success of all projects. 
6. Establish and maintain regular written and in-person communication. 
7. Develop and maintain technical documentation related to assigned functions and responsibilities. 
8. Ensure that an exceptional level of customer service is provided. 
9. Complete post-project evaluations to determine how results were achieved. 
10. Understand and apply client/server applications architecture and management. 
11. Understand and offer input on growing the District’s network and server architecture. 
12. Display strong communication and organizational skills. 
13. Facilitate complex, cross-functional projects to successful completion with multiple departments and vendor partners. 
14. Produce high quality work in a dynamic environment. 
15. Exhibit efficient communication to stakeholders with excellent written and verbal communication skills. 
16. Display the ability to work under pressure and remain calm in the midst of changing circumstances. 
17. Exhibit the ability to rapidly adapt and respond to changes in the environment and priorities. 

About two years ago in my previous district, I started to become aware that we needed not just good database and other information system managers, but a person on staff who could make sure our disparate systems all "talked" to each other. Our student information system (Infinite Campus) was "burnt in" - running well with users (teachers, administrators, secretaries, testing coordinators, program managers, students, building improvement committees, school board members). Yet the job itself was becoming more difficult.

One big challenge is that schools lack a truly useful and affordable set of common data formats and database languages. For some reason the Microsoft SIF (School Interoperability Format) never gained traction in schools or with vendors. (Maybe I am just in the dark here?) Vendors themselves, especially in my experience, those who designed adaptive content programs (reading and math support materials) do not themselves consider how to automate importing and managing users. - "You mean the teachers can't just add the students manually?"

I suspect the role of Systems Interface Specialist  will grow in importance, eclipsing the traditional job of SIS manager. Looking for a job in education with a future? This might be it.

Using tech to save face

save face:

Avoid humiliation or embarrassment, preserve dignity The Free Dictionary

Nobody really likes being told what they are doing is wrong. Especially if they've been doing it for a very long time and their self-worth is dependent on their doing it.

Yet when we encourage teachers to change their teaching practices - to do less whole class instruction, less lecturing, fewer summative assessments and to do and more individualization, more hands-on activities, more formative assessments - aren't we in fact saying "You've been doing it all wrong"?

Can technology allow teachers to "save face" in the change process? I am not terribly sure technology actually allows a teacher to do anything that could not have been done in a non-tech environment. Couldn't we have always differentiated instruction despite not having LMSs and iPads and such? Of course.

But if I am asked to do something new, I'd like to be able to say, "I'd have done this long ago - had I had the technology! Now that the technology is available, of course I can ___________________."

Effective change efforts are about 99% psychological - and maybe 1% planning and technology.

Image source