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Good Morning!. Please write your name on the stick provided on your table, as well as your name on the slip of paper. Please put the stick in the cup and the paper in the basket at the front of the room. Next, Please log into: www.socrative.com Then log in as a student. 2nd. 1st.
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Good Morning! • Please write your name on the stick provided on your table, as well as your name on the slip of paper. Please put the stick in the cup and the paper in the basket at the front of the room. • Next, Please log into: • www.socrative.com • Then log in as a student 2nd 1st
Today . . . • We are going to explore: Students as Data Keepers: The Power of Self-Reflection • What does that look like for you?
Elastic Task • We will complete a pre and post-test
Anne Davies Article The Research
Baldrige • The Malcolm Baldrige National Quality Award is the national quality awardthat recognizes U.S. organizations in the business, health care, education, and nonprofit sectors for performance excellence. The Baldrige Award is the only formal recognition of the performance excellence of both public and private U.S. organizations given by the President of the United States. • The award promotes awareness of performance excellence as an increasingly important element in competitiveness. • It also promotes the sharing of successful performance strategies and the benefits derived from using these strategies. • To receive a Baldrige Award, an organization must have a role-model organizational management system that ensures continuous improvement in delivering products and/or services, demonstrates efficient and effective operations, and provides a way of engaging and responding to customers and other stakeholders.
Total Quality Education (TQE) Baldrige-Based Quality (BBQ) introducingThe Baldrige Framework
Total Quality Education (TQE) • Is a planned approach to systematic improvement. • It includes: Visionary leaders to maintain a customer focus and have the humility to realize that workers are in the best position to analyze and help seek solutions to system and process problems.
Students • Students are both customers and workers in the classroom • They play an important role in problem solving
Leaders and Teachers • Leaders/teachers must practice excellent communication skills and willingly empower and support others in risk taking, • The use of a systematic approach to problem solving • And commitment to learning and acting based on data.
True Leaders • True leaders must stay the course • Encouraging those within the organization and • Enlightening external customers • While remaining passionate about the need for improvement leading to excellence.
TQE • Requires persistence and patience, and improves quality by removing the root causes of problems in the system. • This inevitably leads to improved student learning (Byrnes & Baxter, 2005, p. 2)!
Teachers are leaders in the classroom • It is important to know who your customers are and what they expect. • When understood, they are able to create a system that focuses on customer needs and expectations—the result is high satisfaction. • Students • Next-teacher-in-line • Parents • Building Administration
Continuous Improvement • The way to continuously improve is to stay focused on satisfying customer needs/expectations, knowing that the most important things a teacher can change are the key classroom processes.
Management By Fact • Unless data are collected and analyzed, any changes will be based on intuition, which may or may not be accurate and may or may not address the root cause of any problems. • Therefore, it is imperative that teachers understand that management by fact is the approach to use to achieve process improvement, which will turn into greater customer satisfaction (Byrnes & Baxter, 2005, p. 4).
You Get What you Ask For • Leaders must be involved in improving the system and held accountable for the results • Dr. Edwards Deming said, “Your system yields exactly the results it was designed to get.”
Improvement • If leaders (teachers) are not able or willing to continuously improve every key classroom process, it will be impossible to predict increased learning results and joy of learning or decreased behavior problems and absenteeism.
PDSA • The continuous process improvement model for any Quality organization is called: • Plan • Do • Study • Act
Scientific Approach • It is a systematic, structured, scientific approach to eliminating problems and increasing effectiveness and efficiency of any process (Byrnes & Baxter, 2005 (p. 4).
Edwards Deming, p. 5 “Leaders must drive out fear”
Fear influences learning on a daily basis • Causes for teachers: • High-stakes testing • Fear of Violence • Not enough time in school day • Causes for students: • Bullying • Intimidation-by other students and teachers • No rules-too many rules • Can’t make decisions • Too much attention from teacher-not enough attention • Expectations from parents and school • Those who can’t read being discovered
A System • “A system is a network of interdependent components that work together to try to accomplish the aim of the system . . . Without an aim there is no system . . .An aim . . .must always relate to a better life for everyone” (The New Economics, 2nd edition, p. 50-52).
Take A Different View • The aim or purpose of every classroom ought to be to facilitate learning and a love of learning among all students. • This requires teachers to take a different view of their own purpose.
Winners and Losers! • If you view that your purpose is to teach, and once taught it is no longer your problem if students don’t learn, you will create a classroom system based on the athletic model of winners and losers.
Facilitators of Learning • On the other hand, teachers who view themselves as facilitators of learning realize their success is measured by how many students gain the skills, knowledge, and abilities required within the semester or school year.
All Students to Achieve Success • These teachers will leave no stone uncovered in their quest for all students to achieve success, and they will not lower their standards (Byrnes & Baxter, 2005, p. 7).
The way to improve is to use the Plan-Do-Study-Act improvement cycle and by collection an analysis of in-process data to make midcourse corrections (Byrnes & Baxter, 2005, p.8-9) When problems arise within the system, look to the KEY PROCESSES.
Results • Results are the product of your system—this includes: • Student learning results • Student and stakeholder satisfaction • Student enthusiasm for learning • Behavioral results • Attendance/tardy results
Plan, Do, Study, Act • It is essential to collect in-process data and apply the PDSA cycle of improvement to all key processes during the school year, on a regular and systematic basis.
Feedback • Your system is informed through various feedback mechanisms. • The more frequent and systematically feedback is sought from students as workers and as customers, the better your chances of improving the system. • FEEDBACK IS NOT USEFUL IF IT IS NOT USED TO IMPROVE
Elimination of Detractors • It is important to eliminate things that detract from the purpose and reduce instructional time, such as: • Discipline issues • Transitional time • Tardiness Lost instructional time and students’ learning opportunities are the most significant resources wasted.
Am I satisfied with the current results? • Remember, management creates the system into which the workers must “fit.” • Students are workers in the classroom system created by the teacher. • If some of the students are not successful in the system you’ve created, it is your responsibility to find out what barriers exist, change the system to drive out fear, and empower workers to solve problems.
Nothing will give you sustained, improved results unless the system is changed.
Students must be able to trust their teacher and other adults in the classroom • Teachers set the tone and expectations of civility and respect. • The number one issue of at-risk children is “no hope for the future.” • Teachers have an obligation to instill hope by changing the classroom system (Byrnes & Baxter, 2005, p. 10)
Students are incapable of “fixing” the classroom system on their own. • They do not have the authority unless teachers give it to them.
Teachers in Quality classrooms quickly realize they have nothing to fear from seeking help from students to eliminate system problems. • Asking students for help requires teachers to listen nonjudgmentally and accept their suggestions, or explain why it is not possible to do so.
When teachers become upset and insist on the “my way or the highway” approach, trust is lost and other problems will surface that may never be able to be resolved.
Remember, the aim of education is to facilitate learning and a love of learning. • If students are happy in your classroom, but not learning or meeting expectations, there are barriers keeping them from success.
The way to determine what customers need and expect is to engage in two-way communication, often through: • Surveys • Focus groups • Face-to-face communication • And the use of feedback tools
Surveys • The way to manage these relationships is to make improvements based on the feedback students and stakeholders provide. • It is important to know who your customers, partners and stakeholders are.
Roadmap • It is important to give students the roadmap for how work will get done and how their performance will be evaluated.
Anne Davis Article/Baldrige Overview How do Students fit into the learning equation?
