Why Continuous Improvement? Benefits to adopting a systems approach to drive improvement

Why CI? “The constant pursuit of knowledge and improvement, striving to make yourself better today than you were yesterday, is not merely an indispensable tenet for leaders to follow, but one of the great joys of life. It is a pursuit that motivates me every day to be a better husband, a better father, a better Christian, a better friend, and a better football coach” (p. 154).

Why CI? Practiced use of CI strategies helps build a growth mindset among students, teachers and staff

Why CI? CI helps build relationships with stakeholders

Why CI? When we Create and use systems that align curriculum, instructional delivery and assessment to the learning requirements (standards), and Consistently monitor progress toward agreed-upon academic goals, and Adjust accordingly to meet student needs, then We eliminate guesswork involved when predicting performance on high-stakes tests.

Why CI?

Pater Noster Lighthouse, Marstrand, Sweden Why CI? CI provides a framework to understand the interdependence of system components and provide structure to the myriad of “things” that comprise the work of education

Variable Inputs Predictable Quality Outputs Why CI? CI provides a system of responsive processes to produce high-quality outputs

Why CI? CI promotes students’ engagement and ownership in their own learning

Building the foundation

Benchmark survey results

What would you need to improve your level of comfort in leading CI training on your campus? Theme Number of respondents Additional training/CI refresher/review of strategies10 Training in PDSA3 Training in use of tools/student data folders3 Understand district expectations for implementation3 Turnaround training/guidance in steps to follow3 Training in tracking student data/measuring progress2 Examples of CI in the classroom1 Collaboration with other principals1 Training other than CI (rigor/relevance, SIOP)2

Benchmark survey results What are you hoping to accomplish for your campus in terms of CI by the end of the school year? Theme Number of respondents PDSA8 Monitoring student data5 Student data folders4 Campus and classroom beliefs/mission/vision4 Understand/follow district expectations for implementation3 CI foundations3 Developing and using goals to track progress2 CI and work of the PLC2 Other/not directly related to CI18

District expectations Tight – Loose – Tight (TLT) approach District-designated outcomes Campus-determined design and implementation Campus-wide classroom outcomes based on design Recursive alignment with CI professional learning plan Sep/Oct 2016 – Evidence of campus and classroom mission statements Jan 2017 – Evidence of campus and classroom goals Apr 2017 – Evidence of classroom PDSA Sep 2017 – Evidence of classroom use of CI tools, such as data folders and plus/delta

Why CI?

Today’s teacher Bases actions on the belief that all students can learn Plans instruction to meet learning goals aligned to standards Uses a wide variety of high-yield strategies to teach for depth of understanding Uses multiple methods to measure and monitor student growth and can clearly explain student performance to parents Can assess progress of individual students as well as student groups Models what it means to be an educated person (they read, question, create, and try new things) Works collaboratively with parents to engage them in the work of the school - National Board for Professional Teaching Standards

Building the foundation