Around the Corner-MGuhlin.edublogs.org

Writing job descriptions is a necessary part of life as an administrator. I have 3 simple rules I follow when writing them:

1. Be timeless
2. Aim high in your expectations but mid-range in your required qualifications
3. Custom design job interviews to offset your team’s weaknesses

These are relatively simple rules and that pay off in the long run. Let’s take a look at each of these in turn.

1-BE TIMELESS

Since I work in educational technology, I’m tempted to craft job descriptions that reflect specific knowledge that applicants are supposed to know. For example, a few experiences:

• Working with adult learners to model technology integration into the curriculum at the campus or district level
• Providing technical support for beginning technology users, preferably in educational settings
• Productivity software (e.g. Macromedia, Adobe, Inspiration) products aligned to the Technology Applications, Texas Essential Knowledge and Skills (TEKS) in appropriate grade levels (e.g. High School)
• Curriculum development that models integration of appropriate technology tools in K-12 settings
• Web-enabling, or working with, databases such as MySQL, Filemaker Pro and/or Access in support of curriculum-technology integration initiatives
• Multiple operating systems (e.g. Windows/Mac/Linux) and platforms, as well as familiarity with Server configuration, within an educational setting and within the last three (3) years

However, depending on how often you or your district update job descriptions, this may quickly become out of date. When you consider that “productivity software” now must include productivity software with collaborative aspects–for example, any variety of web 2.0 apps such as GoogleApps, Zoho, the collection of collaborative online graphic organizers–getting TOO specific can be problematic. And, while some folks may still be enabling Filemaker Pro and/or Access databases, chances are MySQL and MS SQL are more in vogue (sorry, Oracle is too high-priced for this position). The truth is, when you’re doing simple surveys, it’s far easier to use GoogleForms rather than setting up a MySQL database. I’d probably re-write these items above to be more general…perhaps:

• Align the use of software and web-based services to state and national standards, including the Technology Applications, Texas Essential Knowledge and Skills (TEKS) in appropriate grade levels (e.g. High School) as well as the ISTE National Education Technology Standards for Students.
• Curriculum development that models integration of appropriate technology tools in K-12 settings
• Collect information online via the Web in support of curriculum-technology integration initiatives
• Multiple operating systems and platforms, as well as familiarity with Server configuration, within an educational setting and within the last three (3) years

2-AIM HIGH IN YOUR EXPECTATIONS

This is in recognition to the idea that often, you can hire staff that lack the more formal requirements/training but have a wealth of experience you can draw upon. One of my favorite instances of that was the difference between one candidate that had a master’s degree in Instructional Technology vs a veteran teacher that came with a wealth of experience in areas of deficit, and exhibited (important) an attitude open to learning and sharing new things.

One of the key questions I ask during interviews is, “How do you keep up in your field?” The traditional responses in the past have included attending conferences and workshops once or twice a year, subscribing to magazines, and, if they’re really gung-ho, they’ll say, “I read your blog.” Of course, that’s not going far enough. Now, I hope they’re keeping up with blogs via RSS, following the K-12 Online Conference, commenting and writing their own edublogs. Anyone in any education field, not just edtech, needs to be reading blogs, commenting and writing their own blog since research shows that change happens as a result of reflection. If you’re not reflecting on your work, how can you be making it better?

In looking at requirements, folks are often tempted to require a Master’s degree or higher. Here are the requirements for an EdTech facilitator position:

Education/Certification:

• Bachelor’s degree in Education, Curriculum and Instruction or Educational Technology
• Certified K-12 teacher
• Three (3) recent years of teaching in a school setting

For me, these are the bare minimum. It’s the special knowledge and skills, experience that really tell. For example:

• Familiarity with the Texas Long Range Plan for Technology, No Child Left Behind Title 2, Part K legislation, and Information Problem-Solving (e.g. Big6)
• Demonstrated communication skills – written and oral – to include lesson planning, memos, technology planning, and grant writing
• Ability to use basic hand tools
• Knowledge of wide area and local area networks
• Demonstrate good interpersonal and organizational skills
• Demonstrate problem-solving skills
• Management style compatible with the position
• Must have reliable transportation
• Extended hours and extended workweeks are necessary at various times throughout the year

and

Experience:

• Working with adult learners to model technology integration into the curriculum at the campus or district level
• Providing technical support for beginning technology users, preferably in educational settings
• Align the use of software and web-based services to state and national standards, including the Technology Applications, Texas Essential Knowledge and Skills (TEKS) in appropriate grade levels (e.g. High School) as well as the ISTE National Education Technology Standards for Students.
• Curriculum development that models integration of appropriate technology tools in K-12 settings
• Collect information online via the Web in support of curriculum-technology integration initiatives
• Multiple operating systems and platforms, as well as familiarity with Server configuration, within an educational setting and within the last three (3) years

Major Responsibilities and Duties:

• Facilitate professional development related to Instructional Technology Services (school year and summer) for District personnel, including teachers, teacher-librarians, district personnel, and campus administrators
• Facilitate campus planning for technology and participate in strategic plan implementation for technology
• Support the District’s Vision instructional goals for the use of technology, as well as facilitate area Campus Technology Representative (CTR) monthly meetings to share the technology plan
• Be responsible for support to assigned campuses with periodic visits
• Provide one-on-one, or one-to-many, instruction to end users
• Keep an electronic log of work performed, including how often Cluster Area schools are visited, and how they are supported
• Serve as a liaison with Curriculum & Instruction department on joint professional development efforts, and support realization of the Texas Long Range Plan for Technology
• Work hours other than 8:00 a.m. to 4:30 p.m. as required to meet district goals and objectives. This will require working evenings and weekends as required

By putting this information in the experience and special skills area rather than as a requirement, you have flexibility during interview process to go someone who may lack a master’s degree but has the experience/skills needed for the position.

3-CUSTOM DESIGN JOB INTERVIEWS TO OFFSET YOUR TEAM’S WEAKNESSES
When you are working with a small team of folks, it’s critical that your team be more like a toolbox of unique items for special situations rather than a team of specialists, all competent in the exact same area. A CTO I know well refers to this situation as needing a team of “do-ers.” Another says it’s like having to put the arms and legs on the body…your team forms the arm and legs. If they all work exactly the same, then you’re in for a bit of a struggle. However, if you allow for diverse talents and skills, you’ll be covered when you need a person with that skill-set to lead.

Although job descriptions are necessarily vague, it’s neat to be able to, as John Maxwell says, “staff your weaknesses.” You’re hiring staff so that they can off-set your weaknesses or gaps in the team. Don’t be afraid to adjust interview questions to reflect your needs…meeting the job descriptions gets people the interview, but ensuring that there’s someone there that can do the job no one else can, well, that’s up for discussion.

For example, note the difference in these sets of questions for the same position:

1. What strategies do you use to encourage teachers to inform and plan with you?
2. How does using technology make the content more meaningful to students?
3. What technology competency from the TA:TEKS were the students learning?
4. What strategies do you use to encourage students and teachers to use technology to complete school assignments, and for personal information needs?
5. What activities have you organized or facilitated to provide additional technology opportunities for students?
6. How do you keep up-to-date in a rapidly changing profession such as yours?
7. In which areas have our students improved most through technology-enhanced instruction?

The focus in the first set above is clearly focused on hiring a facilitator that is curriculum-technology oriented. The second set, shown below, has a different focus, oriented more towards facilitating adult learning:

1. Please relate how your work experience has prepared you for this position.
2. How would you go about supporting a content-area teacher (e.g. social studies, math, Reading/ELA) at grades 6-8 to integrate technology into the curriculum?
3. How would you help a teacher move a lesson from a Level of Technology Implementation (LOTI) 3 to a 4 or 5?
4. What are some common forms of assessing technology integration at the campus and at the district level? How would you facilitate the use of those state-required measures at the campus level with a site-based decision-making committee?
5. Your job will often involve travel within the district from campus to campus. You will also be required at times to work from 4:30-7:30 pm and/or on Saturdays. Do you have a reliable form of transportation (e.g. car) and do you foresee any difficulty in completing the requirements of the job?
6. Over the last year, we have seen an explosion of free, open source technologies for use in K-12 education. Among them are server-side software products known as content management systems, whether for web site management or blogs. Please share your experiences with these systems, both from a technical standpoint and how to apply them to instructional settings.
7. Please describe your experiences working with online databases, as both a user and creator.
8. Maintaining confidential data integrity is a key responsibility of this position. Do you foresee any obstacles to maintaining information confidential?
9. Scenario: You are training a group of 15 classroom teachers after hours. A couple of teachers make the comment that they are attending your session only to get their choice hours. They also stat that they are too busy covering what is required on the District’s scope and sequence and do not have time to use technology. How would you respond?
10. In a situation where you had more work than you could finish by the set deadline, what did you do?
11. In a situation where you disagreed with the course of action your supervisor had decided upon, what steps did you take to make an alternate course of action known?
12. If chosen for the position, how soon would you be able to start?
13. Do you have any questions for us?

Again, these are 3 simple guidelines I have followed when writing job descriptions and considering interviews. Before you follow this advice, have a chat with your Human Resources Department and make sure that the job description, the job interview questions, and format (here’s a sample document) are approved.