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The Fourth Question
Early in my consulting in the early 1990s I came up with four basic questions that schools had to struggle with as they integrated technology. I think they are still the ones to ask today, even though the answers and issues now vary. The four questions Like a lot of the early tech people in →
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Find (Rated R)
As schools began to put data into databases, many processes were sped up tremendously. But there are many ways to digitize data and not all systems are created equal. One of the great improvements is the ability to locate the records or data that you want for some job. With a room full of file →
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Too little too late
Given the unknown hierarchy of the technology position in our school, there were a lot of collisions. It was not always certain who I reported to, what I had control over, and who needed to keep me in the loop. The maintenance people often just did projects that related to my work, but only showed →
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Going Regional and National
With the success of the CAIS CTP model, our technology group in CT was being invited to talk with other like groups. The independent school market has a dozen or more groups, and they then planned a meeting of all the association leaders—in Hawaii! It was the summer of 1996 and Peter Tacy, the ED →
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Early Consulting Concepts – The 4 Questions
As news of the Loomis technology progress spread, more and more schools in New England started contacting me to “consult”. By 1993, I was soon advising emerging tech committees at Noble and Greenough, Concord Academy, Deerfield Academy, Tabor Academy, The Winsor School, Miss Porter’s School, Hamden Hall, Milton Academy, Ethel Walker and several others. Given →
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FirstClass – a quantum leap
By the early 1990s most of the faculty were using a computer or had access to one somewhere on campus. The computer lab in the Science Center and a smaller one in the library provided access for students during the school day. With a student body of about 700, 100 faculty and 40 or so →
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The Whole Web!
Working at a prep school had its advantages and disadvantages. I started in 1983 at a salary of 11K per year. Less than $1000/mo! Granted that included a rent free house and free food at the dining hall if you wanted. Even being frugal, there wasn’t a lot of extra, especially as a family of →
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Who’s in charge?
By early in the 1990s there was both a lot of change and a lot of confusion. We had wired our dorms, the faculty now were all typing their comments, we had a computer lab, and some of the teachers and staff were trying email. So the question was—who’s in charge? My quarter time position →
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Comment Victory #1
As I start to describe the process of evolution of teacher comments, I need to explain the setting. I was not a prep school kid and I ended up at Loomis Chaffee almost by chance. I could not have had better luck. My teaching colleagues and the administration were some of the most talented, generous, →
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Regional beginnings
The independent school market had always had regional and national organizations that served as thought leaders and promoters for the schools. NYAIS was the New York group, and there were similar ones in Connecticut, New England, the Midwest, New Jersey, California, the Northwest, Hawaii, the South and elsewhere. There were also national groups like NAIS, →
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Text productivity
When we started trying to integrate technology into the school and teaching in the late 1980s, there was one huge challenge—95% of the teachers and administrators did not own a computer or know how to operate one. Because of this, there was not even a sense of what could be done or a feeling that →
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Firm Resistance
After the tense conversations about the server closets in all the buildings and the confrontation about the excess wiring in the science building, I tried to find a way where I could work in partnership with the maintenance people. One thing that seemed interesting to them after seeing my demonstration of Virtus with the architects, →
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Culture Wars – Maintenance Department
Carving out and creating the tech position at a school was a gradual evolution. Even the name evolved. Computer guy, computer tech, computer teacher, tech teacher, tech person, tech coordinator, tech director. No one was really sure what made sense and more importantly, what roles, responsibility and status that implied. At the most basic, who →
Tales from the Tech Trail 