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an area with cushy couches and tables called the Fishbowl, where students gather to chat between classes or to work on group projects.

put on headphones or twist iPod ear buds into their ears, because the online programs are interactive and multimodal—comprised of audio, video vignettes, Flash animation, quizzes, and games. Paraprofessionals called “assistant coaches” walk through the center to make sure kids are doing their work, fix computer glitches, help with academic questions

The online curriculum for each course is adaptive, meaning it can gauge from the students’ answers when they have mastered something and are ready to move ahead and when they may need extra practice before moving on. A bar on the upper right corner of the screen tracks students’ progress in every course and becomes part of a report automatically e-mailed to parents at the end of every week.

Using this “daily achievement data” from the students’ online work, teachers at Carpe Diem meet with students individually or in small groups, called workshops, either to give extra remedial help or to facilitate enrichment projects. Grouped roughly by age, students rotate in and out of the Learning Center, workshops, gym, or science labs every 55 minutes until the end of the day.

combine the best of traditional, face-to-face instruction with the best of the cutting-edge online curriculum available to virtual schools. The result is something education experts are calling a hybrid school.

I quickly realised that I couldn’t change what I didn’t notice, and my critical, negative approach was something that was so ingrained in me that I didn’t even know it was there. The humbling experience of asking others for help, to let me know when I was engaging in destructive behaviour, was the second step

I began to express appreciation in ways that I had never done before. Rather than pointing out the one thing that wasn’t perfect, I found the many things that my team members were doing well and let them know how much I appreciated their hard work and their levels of excellence.

Fourth, I stopped talking in terms of “me” and started talking in terms of “we” when it came to success

Unleash the strengths and the positive energy of others around you by emphasising and building on employees’ strengths Use deliberate communications to help connect day to day work with a higher purpose that has meaning for your employees Praise your employees for specific positive things that they have done Take time to encourage your employees and support them when times are stressful Offer to help out to ease the load when someone is struggling Keep a gratitude log of all of the positive things you are grateful for Call or send personalised notes of gratitude on Thanksgiving, New Year’s and employees’ birthdays Be compassionate Practice forgiveness with yourself and others And, most importantly, take care of yourself, manage your own stress and energy, so that you can be a positive force each and every day no matter what happens around you

How am I building capacity and connecting others in this position?

Great leaders create other great leaders. 

What will be my “fingerprint” after I leave?

To show credibility, especially in the area of education, it is imperative that you lead by example, as well as work with students.

Don’t underestimate the destructive power of a toxic, unpredictable employee.

3. Emotional instability

If you have an employee that demonstrates severe emotional mood swings on the job and in their relationships with others, you need to pursue the proper legal and ethical guidelines in dealing with him to provide the support he needs.

4. Trouble fitting into the company culture

5. Blames others, makes excuses, and challenges authority

Troubled employees will often challenge authority by trying to lay the blame at the boss’ feet by saying things like “You should have done this…” or “You didn’t address that problem…” or whatever the case may be.

6. Distorts or manipulates the truth

7. Unseen gaps in performance

Maybe it’s sloppy work, not following correct procedures, or even worse, being intentionally deceptive or unethical. Be careful, things may not always be as they seem.

8. A trail of broken relationships

A person may be a high-performer in the tasks of his job, but if he can’t get along with other people and has a history of damaging relationships with colleagues, eventually there will come a point where his contributions are outweighed by the damage and drama he creates.

9. Passive-aggressive behavior

The remaining 60 points will be determined through “local assessments,” which will take forms that must be negotiated by school districts and their local unions. The law leaves open what those assessments could look like. Newly-developed tests or portfolio demonstrations of student work are two ideas that state officials have mentioned as possibilities.

One aspect of the local assessments is clear: they all must meet new regulations that are currently being developed by a state task force led by Deputy Education Commissioner John King.

The group ended up recommending that the 60 points be spread across five different evaluation measures, giving the most weight to observations by school administrators and other teachers in the school. A sixth measure — student portfolio work — was considered but abandoned, because the increase in paperwork for teachers seemed too high for the value the portfolios would provide for the evaluations, Anderson said.