What is a SCHOOL CIO (Chief Information Officer)

One year ago I was hired as the Chief Information Officer (CIO) and was not entirely sure what that would mean. Sure, I had a job description and there were goals set forth. My school was great about giving me all of the support necessary to make a smooth transition to a place that was rich in technology resources. The idea of a CIO in education has changed greatly since the title was brought over from the corporate world; therefore, that was the part about which I was unsure.

According to wikipedia: “Information technology and its systems have become so important that the CIO has come to be viewed in many organizations as the key contributor in formulating strategic goals for an organization. The CIO manages the implementation of the useful technology to increase information accessibility and integrated systems management. As a comparison, where the CIO adapts systems through the use of existing technologies, chief technology officer develops new technologies to expand corporate technological capabilities. When both positions are present in an organization, the CIO is generally responsible for processes and practices supporting the flow of information, whereas the CTO is generally responsible for technology infrastructure.” Wikipedia CIO Article.

What I am finding in schools is some variation of this. While in the corporate world, many CIOs have backgrounds in business or technology, perhaps my greatest asset was that I had a background as a classroom teacher. Mind you, many of the skills are the same; personnel management, project management, and copious amounts of multitasking among others. However, my personal success is dependent on my understanding of the nuances associated with education. When I look at the areas that fall under the umbrella of a school CIO, there is much more than technology involved. The major areas that are seen over by a school CIO should include Administration, Technology Services, Library Services and Educational Involvement. Each of these areas are not silos, nor are they interconnected islands that stand apart from other areas of the school. Rather, these are areas that intertwine with the very fabric of what makes the school what it is. A CIO needs to manage projects and people and understand technology, but one also must understand information, educational philosophy and pedagogy, must be involved with the school leadership and be seen as a school leader. A school CIO must have a a trusting relationship with the students, the faculty and the administration of their school. One must have vision and the ability to articulate that vision. An important skill is the ability to know and sympathize with the fact that your audience is not always in the same emotional or professional place while maintaining momentum towards progression and growth within the school and in particular the areas that fall under the purview of the CIO. To quote a great movie, “In the simplest words and most convenient definition” a CIO is a leader, a counselor, an educator, a visionary, a librarian, a technologist, and a human being!

In my next few blog posts, I will try to examine each of the areas mentioned: Administration, Technology Services, Library Services and Educational Involvement separately, with careful attention to where they overlap and interconnect with other areas of the school and other positions in particular.

Graphic from Emporia Public Library: http://www.skyways.org/library/emporia/services/services.htm

Secrets of Change: Secret 2

I have now finished the second secret in Michael Fullan's book, The Six Secrets of Change. This chapter is on Secret 2: Connecting Peers with Purpose. In my new position as CIO I have a vision of an integrated Library and Technology Departments into one Information Department. Right now in theory, we are all housed under the guise of "information services", but in reality each department functions independently of the other. When I was reading this chapter, I tried to envision how to utilize what was said in the effort to unite the two information families into one united information hub.

Initially in the opening statement for this chapter, Fullan talks about the nuance of connecting peers with purpose. "The nuance is that connecting peers with purpose does not require less leadership at the top, but rather more -- more of a different kind. (Fullan, 2008, pg.41) This, much like secret one, does not see exceptional leadership as top-down, rather with the leader being able to skillfully navigate the potentially choppy waters of interpersonal interactions.

Fullan does set forth three conditions that positive purposeful peer interaction effectively occurs with:
1) When the larger values of the organization and those of individuals and groups mesh.
In our school environment I feel that everyone in the information services department loves the school, and that was a strong draw for me to take this job. When everyone is there for the good of the students and the good of the school, you will have step one in the bag. Not having to create a foundation is a plus, though if this step is not already in place, a good leader must start from scratch. The way that I look at it is, if step one is not in place, you will need to examine what each of your group's members have in common and build coherency around like elements.

2) When information and knowledge about effective practices are widely and openly shared.
This is something that I feel happens among members of PLN's but within schools this is something that is at times reticent to happen. I am not sure why, but I find that those that work in schools are most apt to keep their cards close to their vests when it comes to things that might gain accolades. What everyone needs to know is that best practices and sharing of knowledge and information raises the bar and standards for every member of the team and the team as a whole. When step 1 is in place and people begin to feel responsibility for the school, the team and themselves, everyone wins!

3) When monitoring mechanisms are in place to detect and address ineffective actions while also identifying and consolidating effective practices.
Step 3 can only happen when steps 1 and 2 are solidly in place. There is also the underlying need for trust. If a team does not trust it's leader then monitoring mechanisms and efforts to unite best practices will be met with animosity and second guessing. If you are at the point where step 3 is in the queue and you are setting up monitoring mechanisms, you should also have the trust of your team. Remember, these mechanisms cannot and should not be developed in a vacuum and not only should a good leader be transparent, but a team should be united by best practice to collectively create and use the monitoring mechanisms to continually evolve.

While Peer to Peer purposeful interaction can be used as a common thread within a team, it is much more than simply that. Beyond purposeful, there needs to be higher level interactions that can align a team to continue along those paths indefinitely.

Moving toward Greatness

Last week I read a short Monograph by Jim Collins, titled Good to Great in the Social Sector, and the impact this 35 page booklet had on my view of the role I can have on any agency was profound.

The book starts out with a simple difference between businesses and social agencies speaking about ways to measure greatness. In business, profit is a great way to measure greatness, however in the social sector, greatness must be assessed relative to the mission! This made me ask myself, how does my current agency measure itself? When I read our mission what will be our measure of greatness.

Collins goes on to give five frames that an organization should use to become great:

1. Defining "great" - calibrating success without business metrics

2. level 5 leadership - getting things done within a diffuse power structure

3. First Who - Getting the right people on the bus within social sector constraints

4. The hedgehog concept - rethinking the economic engine without a profit motive

5. Turning the Flywheel - building the momentum by building the brand

Each of these five factors will help to shape an organization and help move it from being simply good to GREAT!

This Diagram illustrates how each of the five frames interact and work together to help move an organization through the "pivot point", the moment when an organization changes its path from good to great! Each of the different frames is an important element all to itself and requires thought and time. This is not an overnight fix, but one that can be used by any member of an organization regardless if they are the head or the maintenance person.

I highly recommend this read, whether or not you have read the original book Good to Great.