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Celebrate our progress…. Leadership. Workbook page 4. Improving the Classroom Learning System. Strategic Above the Line. Strategic Planning. Performance Results Strategic Operational. Student/ Stakeholder Focus. Human Resource Focus. Process Management.

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slide2

Leadership

Workbook page 4

Improving the Classroom Learning System

Strategic

Above the Line

Strategic Planning

Performance Results

Strategic

Operational

Student/ Stakeholder

Focus

Human Resource Focus

Process Management

Measurement, Analysis & Knowledge Management

Operational

Below the Line

CORE VALUES

Adapted from BiE IN Baldrige Model

Jim Shipley & Assoc., 2003

slide3

Teacher as Leader

Workbook page 6

Improving 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

Jim Shipley & Assoc., 2003

slide4

Workbook page 6

Improving the Classroom Learning System

The Work Core is where the work of achieving the learning goals happens.

Students as

Co-Producers of Learning

Classroom & Student Learning Processes

Operational

Below the Line

Adapted from BiE IN Baldrige Model

Jim Shipley & Assoc., 2003

slide5

Workbook page 8

Baldrige Basics

The Barbell Factory

  • 8 Willing Workers
    • Add or delete one part OR pass the whole thing on when it comes to you.
  • 1 Boss
    • “Make barbells. Faster. Make
    • more barbells.”
  • 1 Inspector General
    • “Rework” or “meets
    • specifications.”

Quota: 5 barbells in 3 minutes.

Jim Shipley & Assoc., 2003

slide6

Workbook page 8

Baldrige Basics

The Barbell Factory

Define the System…

Materials

Methods

Standards

Training

Workforce

Customer Requirements

Jim Shipley & Assoc., 2003

slide7

Workbook page 8

Baldrige Basics

What is the effect of trying to fix one “chair” when we really need to fix the system?

What’s the long-term effect of the system on the workforce?

What role does leadership play in improving systems?

What is the impact of poorly communicated stakeholder specifications?

The Barbell Factory

Jim Shipley & Assoc., 2003

slide8

Workbook page 9

Baldrige Basics

Things to Think About…

  • What connections can be drawn from the Barbell Factory to classrooms?
  • What’s the difference between a teaching system and a learning system?
  • Who is the worker in the classroom learning system?
  • What do teachers and students work together to produce?

Jim Shipley & Assoc., 2003

slide9

Workbook page 8

Baldrige Basics

The Barbell Factory

  • What about…
    • Grades
    • Student of the month
    • Arbitrary quotas
    • Random events of teaching
    • Students as workers
    • Teachers as independent contractors
    • Teaching systems vs. learning systems

Jim Shipley & Assoc., 2003

slide10

Workbook page 9

Baldrige Basics

Performance Excellence

is based upon the following assumptions:

  • People want to do the right thing and want to be successful.
  • 95% of the problems workers face are the result of the system and leadership has a responsibility to fix the system.
  • Fixing one part of the system is necessary but not sufficient for performance excellence.

Jim Shipley & Assoc., 2003

slide11

Classroom Resource Guide page 14

Assessing the Classroom Learning System

What is Category 5.0 Human Resource (Student) Focus?

Why is it important?

What would it look like in action?

Jim Shipley & Assoc., 2003

category 5 students as co producers of learning
Category 5 – Students as Co-Producers of Learning
  • I systematically recognize student contributions toward achieving class goals

Jim Shipley & Assoc., 2003

slide13

Assessing the Classroom Learning System

Students as

Co-Producers of Learning

Aligned recognition – a move away from M&M’s, stickers, and one best kid.

Sandusky City Schools

Sandusky, OH

Jim Shipley & Assoc., 2003

category 5 students as co producers of learning1
Category 5 – Students as Co-Producers of Learning
  • I systematically recognize student contributions toward achieving class goals
  • I train and educate students to lead key processes as part of the classroom system.

Jim Shipley & Assoc., 2003

slide15

4. Put a  beside those student could – and probably should – own and manage. Circle the  if you need to provide training for students in managing and improving the process.

Workbook page 32

Getting Started – The Work Core

1. List key classroom processes.

  • Put a T beside those you own and manage.
  • In other words, you have responsibility for improvement.

3. Put an S beside those students own and manage.

In other words, they have responsibility for improvement.

Classroom & Student Learning Processes

Jim Shipley & Assoc., 2003

slide16

Assessing the Classroom Learning System

Middle school students use a +  at the end of each period to evaluate the work day. They analyze the data and develop an action plan for the next day based on the information collected.

Students as

Co-Producers of Learning

Northwest MS

Taneytown, MD

Jim Shipley & Assoc., 2003

slide17

Assessing the Classroom Learning System

Students as

Co-Producers of Learning

HS junior leading class discussion of how students

might demonstrate their understanding of modern

poetry

Batesville HS

Batesville, IN

Jim Shipley & Assoc., 2003

category 5 students as co producers of learning2
Category 5 – Students as Co-Producers of Learning
  • I systematically recognize student contributions toward achieving class goals
  • I train and educate students to lead key processes as part of the classroom system.
  • I monitor the level of student involvement, well-being and satisfaction.

Jim Shipley & Assoc., 2003

slide19

Assessing the Classroom Learning System

Franklin Local Schools

Zanesville, OH

Students as

Co-Producers of Learning

Jim Shipley & Assoc., 2003

slide20

Assessing the Classroom Learning System

Students as

Co-Producers of Learning

Batesville MS

Batesville, IN

Concerned that ‘school worries’ might be a barrier to learning, this middle school teacher used a consensogram to monitor the level of student satisfaction with school processes.

Jim Shipley & Assoc., 2003

debriefing category 5
Debriefing Category 5
  • Discuss in small groups ways you can:
    • recognize all students
    • involve them in determining their learning
    • survey how they feel about the classroom system

Jim Shipley & Assoc., 2003