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The Better the System, the Better the Results

The Better the System, the Better the Results

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The Better the System, the Better the Results

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  1. Baldrige... The Better the System, the Better the Results

  2. Purpose of the Workshop…Introduction to the Baldrige framework as a way to improve the classroom learning system by using systems thinking to ensure continuous improvement. Expected Outcomes Participants will: • Gain an understanding of Baldrige categories and core values as applied to the classroom.

  3. Baldrige Cadre Teachers 2006-2007 Elementary 187/576 32.5% Middle 82/307 26.7% High 37/382 9.6%

  4. What is your current level of understanding of the Baldrige Classroom Learning System? Consensogram • Place a light blue dot above the phrase/number on each poster that best fits your current level of understanding. • Later, you will place the red dot above the phrase/number on each poster that best fits your level of understanding after the basic training

  5. Data Questions Use the following questions to analyze our Consensogram data: • What question are we trying to answer? • What do the data seem to tell us? • What don’t the data tell us? What else might we want to know? • What good news is here for us to celebrate? • What opportunities for improvement are suggested by these data? From Getting Excited About Data, Edie Holcomb www.corwinpress.com

  6. Baldrige… The Man The Criteria • Malcolm Baldrige • Secretary of Commerce 1981 – 1987 • Proponent of quality management • Helped draft one of the early versions of the Criteria • Died in July 1987 • Baldrige Award named in his honor • Established for businesses by Congress in 1987 • Brought to education in the mid 90’s • Recognizes U.S. organizations for their achievements in quality and performance • Promotes quality and performance excellence Research shows using the criteria improves: • productivity • employee satisfaction • stakeholder satisfaction • performance • desired outcomes for stakeholders and investors

  7. BALDRIGE BASICS... • Baldrige Education Categories • Baldrige Core Values Baldrige is a practical way of getting better and knowing that you have.

  8. Baldrige is Based on a Systems Perspective What exactly is a system? A system is a group of interacting, interrelated, and interdependent components that form a complex and unified whole. For example, you can look at a car as a system. Each part is interdependent upon another to make the car run. If you break down on the side of the road, it’s hard to determine what needs to be fixed without looking at the whole system. Very simply, a system is a collection of parts (or subsystems) integrated to accomplish an overall goal (a system of people is an organization). Systems thinking emphasizes the relationships among a system's parts, rather than the parts themselves. What other systems do you know?

  9. What do we have to do well together?How will we know if we’re getting better? Unclear and unfocused (and overwhelmed!)  Jim Shipley & Associates, 2003

  10. Aim of the Classroom Classroom Goals & Measures Random Acts of Improvement  Jim Shipley & Associates, 2003

  11. Aim of the Classroom Classroom Goals & Measures Aligned Acts of Improvement  Jim Shipley & Associates, 2003

  12. PERFORMANCE EXCELLENCE Is the result of a system of continual improvement driven by customer needs, expectations, and requirements.

  13. Students Administrators Support Staff Parents High Performing Classroom Learning Systems Teachers Volunteers Baldrige Core Values Baldrige Categories Six Steps to Improvement  Jim Shipley & Associates, 2003

  14. Baldrige Education Categories • Leadership • Strategic Planning • Student, Stakeholder & Market Focus • Measurement, Analysis & Knowledge Management (Information & Analysis) • Human Resource* Focus • Process Management • Organizational Performance Results *Faculty & Staff Focus in Criteria Book  Jim Shipley & Associates, 2003

  15. Baldrige Basics Leadership Strategic Planning Goals & Measures Student/ Stakeholder Focus Performance Results Human Resource Focus Process Management Measurement, Analysis & Knowledge Management CORE VALUES  Jim Shipley & Associates, 2003

  16. Baldrige Basics Teacher as Leader Classroom Improvement Plan Goals & Measures Standards, district expectations, school goals Classroom Results Students as Workers Classroom & Student Learning Processes Classroom & Student Data CORE VALUES  Jim Shipley & Associates, 2003

  17. Performance Excellence in Action • Things I saw in the video that were SIMILAR to my school experience. • Things I saw that were DIFFERENT from my school experience.  Jim Shipley & Associates, 2003

  18. Students Administrators Support Staff Parents High Performing Classroom Learning Systems Teachers Volunteers Baldrige Categories Baldrige Core Values Six Steps to Improvement  Jim Shipley & Associates, 2003

  19. Core Values The organizational best practices that support continual improvement. Visionary Leadership Learning-Centered Education Systems Perspective Focus on Results & Creating Value Organizational & Personal Learning Social Responsibility Valuing Faculty, Staff, & Students Management By Fact Agility Managing for Innovation Focus on the Future  Jim Shipley & Associates, 2003

  20. Teacher as Leader Baldrige Basics Classroom Improvement Plan Goals & Measures Standards, district expectations, school goals Classroom Results Students as Workers Classroom & Student Learning Processes Classroom & Student Data CORE VALUES  Jim Shipley & Associates, 2003

  21. CORE VALUES Focus on the Core Values… • As a table team… • Individually, read the assigned core values. • As a team, design a graphic representation of the core values and explain why they are important. • Reflect on Baldrige Core Values - How can we use Core Values to create a Classroom Learning System in which responsibilities are shared and students begin to take responsibility for their learning?

  22. Teacher as Leader Workbook page 6 Assessing the Classroom Learning System Strategic Above the Line Classroom Goals, Measures, and Action Plans Learning Standards Remember, the Driver Triad sets up change… Operational Below the Line

  23. Teacher as Leader ESSENTIAL IMPORTANT NICE TO KNOW Workbook page 19 Getting Started – The Driver Triad Building a Classroom Dashboard Stakeholder Focus Classroom Goals, Measures, & Action Plans

  24. Classroom Resource Guide page 10 Assessing the Classroom Learning System What is Category 1.0 Leadership? Why is it important? What would it look like in action?

  25. Workbook page 20-23 Getting Started - The Driver Triad Writing Classroom Mission Statement Teacher as Leader Teachers, as leaders of the classroom learning system, have a strategic responsibility to… • Set and communicate direction • Monitor and communicate progress • Engage students as partners in improving the learning system

  26. Teacher as Leader Assessing the Classroom Learning System A middle school math teacher works with students in each of her five classes to develop a mission statement. Batesville MS Batesville, IN

  27. Teacher as Leader Assessing the Classroom Learning System MCW will insert descriptor of photo Geneva Jr. High Geneva, OH

  28. Teacher as Leader Assessing the Classroom Learning System Media Center Mission Chilicothe, OH

  29. Teacher as Leader Assessing the Classroom Learning System Mid School Mission Statement Tohatchi, NM

  30. Teacher as Leader Workbook page 20-23 Getting Started - The Driver Triad Writing Classroom Mission Statement Mission statement of a 2nd and 3rd grade Specific Learning Disabilities classroom.

  31. Teacher as Leader Workbook page 20-23 Getting Started - The Driver Triad Writing Classroom Mission Statement • Why are we here? • What do we have to do well together? • How will we make it happen? OR Our mission is to ______(do what?) _____(for whom?) _________(how?)

  32. Workbook page 20-23 Getting Started - The Driver Triad 1. Why are we here? To do what? 2. What do we need to do well together? 3. How will we make it happen?

  33. Teacher as Leader Assessing the Classroom Learning System Progress toward the 3rd grade reading goal is regularly communicated to students and their families. Garnet Valley Elementary School Glen Mills, PA Blue = Partially Proficient Orange = Proficient Green = Advanced

  34. Teacher as Leader Classroom Resource Guide page 10 Assessing the Classroom Learning System I use quality improvement principles in leading the classroom.

  35. Teacher as Leader Stakeholder Focus Classroom Goals, Measures, & Action Plans Workbook page 20-23 Getting Started - The Driver Triad Team Work Time • If you haven’t worked with your students to write a classroom mission statement, set a date for beginning the process. • If you have written a mission statement with your students, what changes would you make in the process? The process of creating a mission is more important than the what you end up hanging on the wall.

  36. Classroom Resource Guide page 12 Assessing the Classroom Learning System What is Category 3.0 Student & Stakeholder Focus? Why is it important? What would it look like in action?

  37. Assessing the Classroom Learning System Stakeholder Focus Georgia O’Keeffe Elem. School Albuquerque, NM

  38. Assessing the Classroom Learning System Stakeholder Focus A 5th grade teacher and her students surveyed middle school teachers to determine their level of satisfaction with the readiness of entering 6th graders. Mesilla Park Elementary Las Cruces, NM

  39. Teacher as Leader Stakeholder Focus Classroom Goals, Measures, & Action Plans Standards, district expectations, school goals Next grade/course Parents Community Workbook page 28-31 Getting Started – The Driver Triad Writing and Using Stakeholder Surveys While state standards, district expectations, and school goals define important stakeholder requirements for the classroom… …the next grade level or course as well as parents and the community are also important stakeholders.

  40. Baldrige Systems Learner Classroom Grade/Dept. School District  Jim Shipley & Associates, 2003

  41. Baldrige is… • A measure of parts and connections. How good are the parts? How good are the connections between the parts? • A blueprint for building good, well-connected parts. • A process for determining which parts and which connections add value and which do not. • A model for continuous improvement.  Jim Shipley & Associates, 2003