Home > Memoir, Uncategorized > Using the Rubber Room Staff for Technology

Using the Rubber Room Staff for Technology

December 2, 2014

In 1997 I was appointed Superintendent to an upstate NY school district. During my first week on the job, my Administrative Assistant scheduled several meetings with central office staff members so I would have an opportunity to have an informal hour long face-to-face chat with some of the key decision makers on the staff to learn the scope of their jobs and how they performed the various tasks assigned to them. One individual who’s name did not appear on an organization chart, I’ll call him “Ed Tech”, was scheduled to meet for 15 minutes at the end of the last day of the week. My Administrative Assistant explained that “Ed Tech” was a teacher the district tried to dismiss a two years ago but who was reinstated when he appealed the decision. Not wanting to assign him to a classroom teaching position in a school (in large measure because no Principal wanted to take him) the district had created a position for him: he was the e-rate coordinator. I sighed because I had learned that the district was too affluent to qualify for many e-rate dollars. Furthermore, at the time the paperwork required to get those e-rate dollars was hardly worth the time. Finally, the district had no long range plan for educational technology in place and had dedicated its limited technology staffing to maintaining an outdated mainframe computer.

After meeting with “Ed Tech” I was pleasantly surprised. While I was certain he lacked the ability to lead a classroom of students, he DID display a willingness and ability to research the ins and outs of E-Rate and, in doing so, identified a way for the district to maximize its e-rate funding IF it completed a long range plan that met the standards and completed a lot of paperwork.

I am recounting this anecdote because I read two recent articles in the NYTimes that described the findings of a recent audit in the NYC schools. On November 26 Elizabeth Harris reported that the NYC comptroller found that the city schools “…had so far missed out on as much as $120 million since it was suspended from a federal technology program in 2011.” and that if it didn’t institute some changes it stood to lose out on as much as $300 million by the 2018 fiscal year.  Harris’s follow-up article in today’s newspaper describes unopened boxes of laptops and I-pads ordered in 2011 and the shoddy record keeping done by the business office and technology staff.

My first impulse was to write an article on the difficulties school districts face in trying to recruit and retain qualified educational technology managers and the challenges districts face when they seek funds to add “bureaucrats” to perform “paperwork” when they are cutting teaching positions. These are very real issues for districts across the country and are largely under-reported and under-appreciated by parents, teachers, and school board members….

But then I remembered reading about the “rubber rooms” in NYC and “Ed Tech” in Upstate NY… and it struck me that NYC has scores of “Ed Techs”. Assuming that the provisos we had in place for the lone “rubber room” teacher in our district would apply to the personnel who are not assigned to classrooms, it seems to me that under-utilized professional staff could be deployed as technology support staff. They could perform the kinds of inventories needed, do the paperwork needed to get e-rate funding, and maybe even do some over-the-shoulder training of teachers and administrative assistants so that the computers in boxes can get into the hands of students, teachers, and office personnel. Time for the city to find a way to make lemonade out of the lemons!


  1. December 4, 2014 at 10:32 pm

    I spent two years in the rubber room. I asked for work and was given none. I would up live streaming and blogging from there to expose these and other issues. http://www.educatorfightsback.org

    Great idea.

    Francesco Portelos

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