ALTERNATIVAS A LA ORGANIZACIÓN ESCOLAR TRADICIONAL EN ESTADOS UNIDOS

1. ALTERNATIVAS A LA ORGANIZACIÓN ESCOLAR TRADICIONAL EN ESTADOS UNIDOS Dr. Rafael Cartagena

2. Escuelas Magnetos y Temáticas Son escuelas públicas que tiene curriculos temáticos para atraer poblaciones específicas ciencias, matemáticas, lenguajes extranjeros…

3. EscuelasAcelaradas Efectivas, comprensivas y basadas en resultados. Son escuelas organizadas siguiendo los principios desarrollados por James Comer de Yale School Development Program (SDP). Se organizan en ciclos de cinco años, sustituyendo la organización de la escuela tradicional. Son como un nuevo sistema operativo que funciona en las escuelas.

4. Típicamente se adaptan medidas de las escuelas que funcionan bien, integrando de distintas normas a la comunidad de negocios y de servicio. De hecho hablan de transformar los salones y las escuelas en ambientes poderosos de aprendizaje (Powerful learning environmental PLE).

5. Otrosmodelosoriginales en el mundoempresarial Malcolm Baldridge.

6. BALDRIGE: “BUSINESS MODEL” or BLUEPRINT FOR SCHOOL IMPROVEMENT

7. What are the characteristics of a successful business? • What are the characteristics of a successful school district? “BUSINESS MODEL” or BLUEPRINT FOR SCHOOL IMPROVEMENT

8. Benchmarking • A visittoPalatine, IL • QualityTaskForce • AdvancED/NCA DistrictAccreditation • Benchmarking • ISO 9000 • Lean • Baldrige Performance ExcellenceProgram • Six Sigma • Total Quality Management Crafting the Blueprint

9. Decision Matrix • Emphasis on customer focus • Emphasis on public perception • Emphasis on consistent use of best practices • Emphasis on professional development • Emphasis on efficiency & effectiveness • Balanced scorecard • Emphasis on analysis of processes • Availability of resources to support the model • Benchmarking • Flexibility Crafting the Blueprint

10. Leadership Strategic Planning Customer Focus Measurement, Analysis, and Knowledge Management Workforce Focus Operations Focus Results 12.0% 8.5% 45.0% Emphasis 8.5% 9.0% 8.5% 8.5% Seven Categories

11. Vision, Mission, Values • Communication & Organizational • Performance • Organizational Governance • Legal & Ethical Behavior • Societal Responsibility & Support of Key • Communities Leadership

12. Strategy Development • Process • Strategic Objectives • Action Plan • Development & • Deployment • Performance Projections Strategic Planning

13. Student & StakeholderListening • Determination of Student & Stakeholder • Satisfaction & Engagement • EducationalPrograms & Services & • Student & StakeholderSupport • BuildingStudent & Stakeholder • Relationships Customer Focus

14. Performance Measurement • Performance Analysis & Review • Performance Improvement • Data, Information, & Knowledge Management • Management of Information Resources & Technology Measurement, Analysis & Knowledge Management

15. Workforce Capability & Capacity • Workforce Climate • Workforce Performance • Assessment of Workforce Engagement • Workforce & Leader Development Workforce Focus

16. Work System Design • Work System Management • Emergency Readiness • Work Process Design • Work Process Management Operation Focus

17. THE QUALITY MOVEMENT The quality movement in the United States began in the 1970s as American industry began losing ground to international competitors, particularly the Japanese. Many American goods were expensive and increasingly unreliable, while Japanese automobiles and electronics were of high quality and reasonable. This situation was attributed to increases in the quality of production and management implemented by Japanese business leaders (Bonstingl, 2001; Dobyns & Crawford-Mason, 1994). Ironically, this focus on increasing quality was American in origin but had been largely rejected by American companies after World War II because U.S. business leaders saw no need for improvement.

18. W. Edwards Deming, a native Iowan, was an acknowledged leader of Japan’s quality movement following World War II. Although several others worked to develop and implement quality efforts, Deming received a majority of the credit and publicity. Japan’s national award, The Deming Prize for Quality, is named after the expert who offered such valuable assistance in rebuilding.

19. BaldrigeAward The U.S. adoption of quality methods culminated in the establishment of the Malcolm Baldrige National Quality Award in 1987 (Dobyns & Crawford-Mason, 1994; Garvin, 1991; Karathanos, 1999; Seymour, 1994; Siegel, 2000). Named for the late Secretary of Commerce under President Reagan, the award was created in three business categories (manufacturing, small business, and service) with two possible awards each year (Garvin, 1991). The awards are based on a company’s ability and approach to implementing criteria in seven categories.

20. EDUCATION AND BALDRIGE As business leaders were re-engineering corporate structures and focusing on high quality processes, the quality of American education was coming under increasing fire. Given the publicity the growing quality movement in industry was receiving, political, business, and education leaders began investigating the application of quality principles to education (Cedeño, 2000; Glasser, 1998; Kaufman & Hirumi, 1992; Sumberg, 2000). Although current estimates of schools or districts focusing on quality processes are difficult, by the mid-1990s 24 states had either included educational institutions in their state level quality awards or adapted the Baldrige criteria for applications in education (Horine, 1992; Johnson, 1996; Karathanos, 1999).

21. The National Malcolm Baldrige Education Criteria for Performance Excellence were piloted in 1995. Education was officially adopted in 1998 as a fourth category for the Malcolm Baldrige National Quality Award.

22. BaldrigeCoreEducationalValues 1. VisionaryLeadership Senior leadership sets direction and creates a student-focused, learning oriented climate; clear and visible values; and high expectations. 2. Learning-CenteredEducation High developmental expectations and standards; a faculty understanding that students learn in different ways at different rates; an emphasis on active learning; early and frequent formative assessment; summative assessment when appropriate or required; student self-assessment; and a focus on transitions from school to school or school to work.

23. 3. Organizational and Personal Learning Learning is: a regular part of daily work for students, staff, and faculty; practiced at all levels of the organization; focused on solving problems at their source; sharing knowledge throughout the organization; driven by opportunitiestoeffectchange. 4. Valuing Faculty, Staff, and Partners A commitment to faculty, staff, and partnersatisfaction, development, and well-being. 5. Agility The capacity for faster and more flexible responses to the needs of students and stakeholders.

24. 6. Focus on the Future An understanding of the short- and longer-termfactorsthataffectorganizations and the education market. 7. ManagingforInnovation Emphasizes the importance of making meaningful change to improve the organization’s programs, services, and processes. 8. Management byFact Measures and indicators are selected to understand factors that lead to improved student, operational, and financial performance. These measures and indicators drive decision making.

25. 9. Public Responsibility and Citizenship The belief that an organization’s leaders should stress its responsibilities to the public and the need to practice good citizenship. 10. Focus on Results and Creating Value Performance measures should focus on key results that should be used to create value for students and stakeholders. 11. SystemsPerspective Focuses on managing the whole organization, as well as its components, to achieve success (NIST, 2002b).

26. Evolving from these eleven core values are seven categories that schools and districts can use for self-assessments, Baldrige criteria implementations, and Baldrige applications. (They are also categories on which applicants for Baldrige Awards are judged.) The seven categories are: Leadership How the organization’s senior leaders address organizational values, directions, and performance expectations, as well as a focus on students and stakeholders, student learning, empowerment, innovation, and organizational learning; how the organization addresses its responsibilities to the public and supports its key communities.

27. StrategicPlanning How the organization develops strategic objectives and action plans; how the chosen strategic objectives and action plans are deployed and how progressismeasured. Student, Stakeholder, and Market Focus How the organization determines requirements, expectations, and preferences of students, stakeholders, and markets; how the organization builds relationships with students and stakeholders, and determines the key factors that attract students and partners and lead to student and stakeholder satisfaction and persistence and to excellence in educational services and programs.

28. Information and Analysis The organization’s information management and performance measurement system and how the organization analyzes performance data and information. Faculty and Staff Focus How the organization motivates and enables faculty and staff to develop and utilize their full potential in alignment with the organization’s overall objectives and action plans; the organization’s efforts to build and maintain a work environment and faculty and staff support climate conducive to performance excellence and to personal and organizational growth.

29. CoreProcess Management The key aspects of the organization’s process management, including learning-focused education design and delivery, key student services, and support processes. (This category encompasses all key processes and all workunits.) Organizational Performance Results Student learning results, student- and stakeholder-focused results; budgetary, financial, and marketplace performance; faculty and staff results; operational effectiveness; performance levels relative to those of competitors, comparable schools, and/or appropriately selected organizations (NIST, 2002b).

30. A MODEL WITH PROMISE Information about the effects of Baldrige implementation is limited. Very little empirical data exist that detail how, why, or in which contexts an implementation can succeed. Although training is considered critical, few specifics regarding training are provided (Abernethy & Serfass, 1992; Andrade & Ryley, 1992; Bayless et al., 1992; Dinklocker, 1992; Freeston, 1992; Hixson & Lovelace, 1992b; Horine, 1992; Rappaport, 1996). Outcomes and results are often reported with insufficient detail about what specifically changed and how outcomes were achieved (Conyers, 2000; Howze, 2000; NIST, 2002e; Quality Education New Jersey, 2002b; Quattrone, 1999; Shipley & Collins, 1996; Siegel, 2000; Unger & Brunn, 2001).

31. Escuelas Charter Charter schools are nonsectarian public schools of choice that operate with freedom from many of the regulations that apply to traditional public schools. The "charter" establishing each such school is a performance contract detailing the school's mission, program, goals, students served, methods of assessment, and ways to measure success. The length of time for which charters are granted varies, but most are granted for 3-5 years.

32. At the end of the term, the entity granting the charter may renew the school's contract. Charter schools are accountable to their sponsor-- usually a state or local school board-- to produce positive academic results and adhere to the charter contract. The basic concept of charter schools is that they exercise increased autonomy in return for this accountability. They are accountable for both academic results and fiscal practices to several groups: the sponsor that grants them, the parents who choose them, and the public that funds them.

33. Benefits • The intention of most charter school legislation is to: • Increase opportunities for learning and access to quality education for all students • Create choice for parents and students within the public school system • Provide a system of accountability for results in public education

34. Encourage innovative teaching practices • Create new professional opportunities for teachers • Encourage community and parent involvement in public education • Leverage improved public education broadly

35. People establish charter schools for a variety of reasons. The founders generally fall into three groups: grassroots organizations of parents, teachers and community members; entrepreneurs; or existing schools converting to charter status. According to the first-year report of the National Study of Charter Schools, the three reasons most often cited to create a charter school are to: • Realize an educational vision • Gain autonomy • Serve a special population

36. Parents and teachers choose charter schools primarily for educational reasons--high academic standards, small class size, innovative approaches, or educational philosophies in line with their own. Some also have chosen charter schools for their small size and associated safety (charter schools serve an average of 250 students).

37. Charter School Definitions • From "Questions and Answers about Charter Schools," California Charter Schools Association, 2005: • A charter school is a public school. • A charter school can provide instruction from kindergarten through 12th grade.

38. Charter schools are typically created by a group of parents, teachers, administrators, community leaders or a local community-based organization. • Charter schools are created when a group of parents, teachers and community leaders petition a local school board or county board of education for a charter to open an independent school in their community.

39. From "Charter Schools Description" , Education Commission of the States, 2005: "Charter schools are semi-autonomous public schools, founded by educators, parents, community groups or private organizations that operate under a written contract with a state, district or other entity. This contract, or charter, details how the school will be organized and managed, what students will be taught and expected to achieve, and how success will be measured. Many charter schools enjoy freedom from rules and regulations affecting other public schools, as long as they continue to meet the terms of their charters. Charter schools can be closed for failing to satisfy these terms."

40. From Education Week's Charter Schools Page, part of their collection of Issues pages, 2005 "The basic charter concept is simple: Allow a group of teachers or other would-be educators to apply for permission to open a school. Give them dollar for dollar what a public school gets for each student. Free them from the bureaucracy that cripples learning and stifles innovation at so many public schools ... The school generally operate[s] under a 'charter' or contract with the local school board or the state. And while exempt from most state and local laws and regulations, to gain charter renewal, the schools must prove that their students have gained the educational skills specified in that initial contract."

41. From "Charter Schools: Creating Hope and Opportunity for American Education," by Joe Nathan, Jossey-Bass, 1996: "Charter schools are public schools, financed by the same per-pupil funds that traditional public schools receive. Unlike traditional public schools, however, they are held accountable for achieving educational results. In return, they receive waivers that exempt them from many of the restrictions and bureaucratic rules that shape traditional public schools.

42. The charter school movement brings together, for the first time in public education, four powerful ideas: • Choice among public schools for families and their children • Entrepreneurial opportunities for educators and parents to create the kinds of schools they believe make the most sense • Explicit responsibility for improved achievement, as measured by standardized tests and other measures • Carefully designed competition in public education

43. From "More on Charter Schools," by Carlos and Yamashiro, WestEd, 1995: "Charter schools are usually created through a formal agreement between a group of individuals and a sponsor (e.g., a local school board, state department, or an independent governing board). Designed by state legislators to deregulate and decentralize education, the charter school concept is intended to empower parents and those 'closest to the classroom' with the flexibility to innovate…

44. …As an incentive, charter schools either receive blanket exemptions from most state codes and district rules regarding curriculum, instruction, budget, and personnel, or they may apply to waive requirements one by one. In return, most charter schools are expected to meet certain accountability requirements, such as demonstrating student achievement and participating in state testing programs."

45. From "So You Want to Start a Charter School?" by Millot and Lake, University of Washington/RAND, 1996: "The 'basic bargain' embodied in charter school legislation is 'autonomy for accountability.' On the autonomy side of the bargain, the defining features of charter school statutes are the right of those operating an individual public school to control decisions the legislature has deemed critical to the success of a school's educational program, and the guarantee of that right for some number of years ...

46. …On the accountability side are the operators' responsibilities to improve student performance and meet a public trust in public education. Charter schools are held accountable to the market for economic viability and parent satisfaction and to government for financial stability, student performance and the operation of a public agency. The bargain is documented in a legally binding agreement called a 'charter.”

47. What is a charter school? A charter school is a nonsectarian public school of choice that operates with freedom from many of the regulations that apply to traditional public schools. The "charter" establishing each such school is a performance contract detailing the school's mission, program, goals, students served, methods of assessment, and ways to measure success. The length of time for which charters are granted varies, but most are granted for 3-5 years. At the end of the term, the entity granting the charter may renew the school's contract.

48. Charter schools are accountable to their sponsor-usually a state or local school board-to produce positive academic results and adhere to the charter contract. The basic concept of charter schools is that they exercise increased autonomy in return for this accountability. They are accountable for both academic results and fiscal practices to several groups: the sponsor that grants them, the parents who choose them, and the public that funds them.

49. What's the difference between charter schools and other public schools? Charter schools are public schools of choice, meaning teachers and students choose them. They operate with freedom from many regulations that apply to traditional public schools. They generally offer teachers and students more authority to make decisions than most traditional public schools. Instead of being accountable for compliance with rules and regulations, they are accountable for academic results and for upholding their charter

50. When drafting charter school laws, most states explain their intent to: (1) increase opportunities for learning and access to quality education for all students, (2) create choice for parents and students within the public school system, (3) provide a system of accountability for results in public education, (4)encourage innovative teaching practices, (5)create new professional opportunities for teachers, (6) encourage community and parent involvement in public education, and (7) leverage improved public education broadly.