The Better the System, the Better the Results Baldrige... The Better the System, the Better the Results Introduce who you are and why your decided to take the course, what you hope to gain. Take care of housekeeping – bathrooms, issue bin, furniture, syllabus and expectations from Participant Expectations handout, group norms, etc. Introduce the information that Baldrige is a framework for continuous improvement to increase student achievement and student engagement. The effects of systems thinking also lends itself to a more efficient and effective learning system (classroom, department, school).

Expected Outcomes Participants will: 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.

Baldrige Cadre Teachers 2006-2007 Initiative began 6 years ago when the leadership team began studying the University of Maryland grant, which focused on systems thinking. The purpose for the investigation was to consider ways to address No Child Left Behind and Adequate Yearly Progress with the 2010 timeframe in mind. The original committee included a variety of key stakeholders from across the county. Systems thinking began as a voluntary participation as a school-based team with an administrator. Began in the summer of 2003 with approximately 60 people then in 2004 90 additional people were trained. In the Spring of 2004, the first group of Baldrige coaches were trained. Throughout the school year in 2004-2005, CCPS administrators were trained. In the Spring of 2005 and additional coaches was held so that one additional coach per school was trained. In the Summer of 2005, 130 more teachers were trained. In the Spring of 2006 the first in-county Baldrige course was offered and 40 additional teachers were trained. Also, additional coaches were trained for each school. A system-approach to improvement has been institutionalized in Cecil County and all systems are actively integrated their learning into their systems. Elementary 187/576 32.5% Middle 82/307 26.7% High 37/382 9.6%

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 Instructions are supported by handout. Share that a Consensogram is a quality tool to quantify degree of group understanding or feelings to a specific approach. It can also assess current level of knowledge, gather baseline data and be used as a pre and post assessment. An Issue Bin is a quality tool to provide a forum to address issues, questions or concerns that may arise and it allows for anonyminity and an opportunity to address stickie n or uncomfortable issues. BIN – Burning Issues or Needs. Once the participants complete the Consensogram ask, “How could this tool be used in your classroom/department/school?”

Use the following questions to analyze our Consensogram data: 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 Two of the lessons many teachers just like you have learned about data are: 1) Don’t ask if you don’t want to know! 2) Don’t collect data you’re not going to analyze! We used the consensograms to collect and organize data that can help us make decisions about our learning for the next two days. Collecting and organizing data are not are not enough. Let’s take a few minutes to analyze the consensogram data using the five questions adapted from the reference listed on the slide. After asking these questions of the class, ask “How could you use these data questions in your classroom?” Reference page 50 in TSP I

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

BALDRIGE BASICS... Baldrige Education Categories Baldrige Core Values Baldrige is a practical way of getting better and knowing that you have. The Baldrige criteria has two parts: the categoreis wih describes the important interrelated parts of a system and the core values which describe organizational best practices for a system.

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? Be prepare to share examples of the car system and the human body system. Ask what other systems can you think of.

Unclear and unfocused (and overwhelmed!) What do we have to do well together? How will we know if we’re getting better? Continual improvements feels like the right thing to be a bout, but the reality of our classroom is that sometimes we feel unclear and unfocused about what we need to do well and overwhelmed with the task of knowing if we’re really getting better. Let’s see how Baldrige – as a practical way of getting better – can help. Unclear and unfocused (and overwhelmed!)  Jim Shipley & Associates, 2003

Random Acts of Improvement Classroom Goals & Measures Aim of the Random Acts of Improvement  Jim Shipley & Associates, 2003 Baldrige can help us clarify direction: what is the purpose of this class? How do we know we’re heading in the right direction? Discuss current things going on in your classroom/school and then ways to do thing more efficiently. Example: the arrows represent Ruby Payne, Marcia Freeman, CHAMPs, PBIS, SIP, Intervention initiatives etc. How do we use a systems approach to aligning initiatives toward the common goal of increased student achievement.

Aligned Acts of Improvement Classroom Goals & Measures Aim of the Baldrige can help us determine if what we’re doing is aligned with what’s important or if we’re spending time and energy on random acts of improvement. Baldrige is a practical way for teachers and students to work together to improve the classroom learning systems. Aligned Acts of Improvement  Jim Shipley & Associates, 2003

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

Six Steps to Improvement Students Administrators Support Staff Parents High Performing Classroom Learning Systems Teachers Volunteers Baldrige Categories Baldrige Core Values Let’s put some detail to our picture of Baldrige. Many teachers and students are finding that using a systems approach – in other words- applying the Baldrige categories and core values – in a systematic way – such as the six steps to improvement – generates very positive results. Let’s explore the categories first. Six Steps to Improvement  Jim Shipley & Associates, 2003

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 Let’s take a look at the 7 categories, have participants refer to their category packet. Give a sentence or two about each one. Leadership: who is in charge of the system? Who sets the direction and facilitates the processes, etc. In a classroom system, the teacher is the leader and the teacher creates processes towards accomplishing goals. Strategic planning incorporates the goals and how those goals will be measured. The focus is on student achievement and involves students in developing the plan. Student, stakeholder and market focus includes having a systematic approach to determining the needs, requirements and expectations of the students and the stakeholders in the classroom. What do the children in our class/grade/school need? In Measurement, Analysis, and Knowledge Management is how the students collect and manage the information required to monitor and report classroom progress. Human Resource Focus addresses the work environment and what participants in the system need to accomplish the goals. Process management is the ‘how we do things’, the activities and events that occur in the system that help to reach the goals. Classroom Performance Results is the bottom line, how did we do in reaching our goals, how does our data compare to previous data, other classrooms and other schools.

Measurement, Analysis & Knowledge Management CORE VALUES Leadership Student/ Stakeholder Focus Strategic Planning Goals & Measures Performance Results Human Resource Process Management Measurement, Analysis & Knowledge Management Baldrige Basics Take a look at page 4 and 5 in TSP I; this is an organizational picture to show how the categories are connected and interrelated. Notice how the pieces need to operate as a system and that any one part of the system that is operating ineffectively directly impacts other parts of the system.  Jim Shipley & Associates, 2003

CORE VALUES Baldrige Basics Classroom & Student Data Teacher as Leader Standards, district expectations, school goals Classroom Improvement Plan Goals & Measures Classroom Results Students as Workers Classroom & Student Learning Processes Classroom & Student Data Baldrige Basics Let’s look at our Classroom System where the teacher is the leader, etc.  Jim Shipley & Associates, 2003

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. At this time, participants will view a video which will demonstrate Baldrige categories in action. Ask participants to look for the bulleted items above. Have participants share out their observations.  Jim Shipley & Associates, 2003

Six Steps to Improvement Students Administrators Support Staff Parents High Performing Classroom Learning Systems Teachers Volunteers Baldrige Categories Baldrige Core Values Inform participants that they have experienced one of the three components in a high performing classroom learning system. Baldrige Core Values will now be explored as a second component. Six Steps to Improvement  Jim Shipley & Associates, 2003

Social Responsibility Managing for Innovation Visionary Leadership Systems Perspective Learning-Centered Education 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 There are 11 Core Values within the Baldrige framework – you see them on the slide and they are referred on pages 9-11 in TSP I. Let’s look at them briefly. Visionary Leadership where classroom leadership is empowering, motivating, and committed to high expectations in a learning-oriented climate. Learning-centered education focuses on the learning requirements. Organizational and Personal Learning is continuous improvement as a regular part of daily work for the teacher, the students and the class as a whole. Valuing Faculty, Staff and Students is where there is recogniation of people as the most important resource of the classroom learning system. Agility is the willingness to be fast and flexible in our responses. Focus on the Future so that there is a long-range view of the importance of today’s work. Managing for Innovation is that we make meaningful change to improve key classroom processes. Management by Fact is using data and information to guide decision making. Social responsibility is the responsibility to practice good citizenship as a classroom within the school as a community. Focus on results and creating value uses the results to create and communicate priorities, monitor performance, and provide a clear basis for improvement. Finally, Systems Perspective is the ability of the classroom to integrate and align all parts and connections. The organizational best practices that support continual improvement. Core Values  Jim Shipley & Associates, 2003

CORE VALUES Baldrige Basics Classroom & Student Data Teacher as Leader Standards, district expectations, school goals Classroom Improvement Plan Goals & Measures Classroom Results Students as Workers Classroom & Student Learning Processes Classroom & Student Data Baldrige Basics This is just another visual that shows the categories which describe important interrelated parts of the system and the core values which describe the organizational best practices for the system which must co-exist.  Jim Shipley & Associates, 2003

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? (Show model) This is model of the graphic representation assignment. This is what we are asking you as a table team to create. First, as a table team, read the assigned core values. Next, create the graphic representation of the core values and explain why they are important. Then reflect on Baldrige Core Values by using the question.

Classroom Goals, Measures, and Action Plans Teacher as Leader Assessing the Classroom Learning System Workbook page 6 Strategic Above the Line Classroom Goals, Measures, and Action Plans Learning Standards Remember, the Driver Triad sets up change… We’re going to be working with the categories in groups. Leadership, Stakeholder Focus, and Strategic Planning make up what Baldrige calls the Driver Triad. The Driver Triad plays a very strategic role in the system and sets up change. The teacher understands the learning standards and translate those requirements into classroom goals and measures. Operational Below the Line

Classroom Goals, Measures, & Action Plans Teacher as Leader Getting Started – The Driver Triad Teacher & Student Partnerships Part I Facilitator’s Guide Workbook page 19 Building a Classroom Dashboard NICE TO KNOW Stakeholder Focus Classroom Goals, Measures, & Action Plans ESSENTIAL IMPORTANT Many teachers find it helpful to think about essential learning in establishing priorities. Consider also that content or competency which is important as well as what is nice to know. Jim Shipley & Associates, Inc. Copyright June 2002

What is Category 1.0 Leadership? Why is it important? Assessing the Classroom Learning System Teacher & Student Partnerships Part I Facilitator’s Guide Classroom Resource Guide page 10 What is Category 1.0 Leadership? Why is it important? What would it look like in action? Let’s look at some photo examples of how some teachers have translated the requirements of Category 1.0 Leadership into action. Jim Shipley & Associates, Inc. Copyright June 2002

Set and communicate direction Monitor and communicate progress Getting Started - The Driver Triad Teacher & Student Partnerships Part I Facilitator’s Guide Workbook page 20-23 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 Jim Shipley & Associates, Inc. Copyright June 2002

Teacher as Leader Assessing the Classroom Learning System Teacher & Student Partnerships Part I Facilitator’s Guide A middle school math teacher works with students in each of her five classes to develop a mission statement. This middle school teacher determined that it was important to go through the process of creating a mission with each of her five math classes. Other middle and high school teachers find that collecting input from several classes and synthesizing into one over-arching mission statement works well for them. Batesville MS Batesville, IN Jim Shipley & Associates, Inc. Copyright June 2002

MCW will insert descriptor of photo Teacher & Student Partnerships Part I Facilitator’s Guide Teacher as Leader Assessing the Classroom Learning System MCW will insert descriptor of photo From Geneva Jr. High… The mission of Mrs. Bowser’s 6th grade bunch is to get a good education, get into college and prepare for the future. We are willing to cooperate with our teacher and fellow students to achieve more. Geneva Jr. High Geneva, OH Jim Shipley & Associates, Inc. Copyright June 2002

Media Center Mission Chilicothe, OH Teacher as Leader Assessing the Classroom Learning System Teacher & Student Partnerships Part I Facilitator’s Guide Many program specialists such as librarians, art, music and PE teachers, find that multiple classes giving input to one overarching mission statement works well. The Library Skills Class in Chilicothe, OH wrote “Our mission is to learn how to take care of books, to learn new things about using the library and to help ourselves and other find information. Media Center Mission Chilicothe, OH Jim Shipley & Associates, Inc. Copyright June 2002

Mid School Mission Statement Teacher as Leader Assessing the Classroom Learning System Teacher & Student Partnerships Part I Facilitator’s Guide Mid School Mission Statement Tohatchi, NM Tohatchi Mid School students in New Mexico wrote, “ We are a community group of citizens and Navajos who are learning science and want a good education. As good Navajos, we want to have a good future. We have to pay attention and put a lot of effort into our work.” Jim Shipley & Associates, Inc. Copyright June 2002

Teacher as Leader Getting Started - The Driver Triad Workbook page 20-23 Writing Classroom Mission Statement Mission statement of a 2nd and 3rd grade Specific Learning Disabilities classroom. You’ll find several examples of mission statements on page 20 of your workbook. The mission statement is from a 2nd and 3rd grade specific learning disabilities classroom.

What do we have to do well together? How will we make it happen? Teacher as Leader Getting Started - The Driver Triad Workbook page 20-23 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?) The dashboard process helps us identify class or course priorities and sets the stage for collaboratively developed mission statements. Teachers and students work together in the process to clearly state: Why are we here? What do we have to do well together? How will we make that happen?

Getting Started - The Driver Triad Workbook page 20-23 1. Why are we here? To do what? 2. What do we need to do well together? 3. How will we make it happen? This slide shows the process one teacher and his students used to craft a mission.

Blue = Partially Proficient Teacher as Leader Assessing the Classroom Learning System Teacher & Student Partnerships Part I Facilitator’s Guide Progress toward the 3rd grade reading goal is regularly communicated to students and their families. Garnet Valley Elementary School Glen Mills, PA Another way the teacher is the leader; displaying the data and goals. This 3rd grade teacher publicly displayed the class goal and a bar chart showing the progress toward the goal. Goals and data charting will be discussed in a later session. Blue = Partially Proficient Orange = Proficient Green = Advanced Jim Shipley & Associates, Inc. Copyright June 2002

I use quality improvement principles in leading the classroom. Teacher as Leader Assessing the Classroom Learning System Teacher & Student Partnerships Part I Facilitator’s Guide Classroom Resource Guide page 10 Think back to the “Baldrige in Action” video and remember what it looked like, sounded like and felt like as they were using Baldrige. What will you do to model the practice of quality improvement principles? What will your students see you doing differently? I use quality improvement principles in leading the classroom. Jim Shipley & Associates, Inc. Copyright June 2002

Classroom Goals, Measures, & Action Plans Getting Started - The Driver Triad Teacher & Student Partnerships Part I Facilitator’s Guide Workbook page 20-23 Stakeholder Focus Classroom Goals, Measures, & Action Plans Teacher as Leader 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. Jim Shipley & Associates, Inc. Copyright June 2002

What is Category 3.0 Student & Stakeholder Focus? Why is it important? Assessing the Classroom Learning System Teacher & Student Partnerships Part I Facilitator’s Guide Classroom Resource Guide page 12 What is Category 3.0 Student & Stakeholder Focus? Why is it important? What would it look like in action? What is Category 3.0 Student and Stakeholder Focus? Why is it important? Let’s look at some photo-examples of how some teachers have translated the requirements of Category 3.0 Student and Stakeholder Focus into action. Jim Shipley & Associates, Inc. Copyright June 2002

Georgia O’Keeffe Elem. School Assessing the Classroom Learning System Teacher & Student Partnerships Part I Facilitator’s Guide Stakeholder Focus First graders in Albuquerque, NM identified the second grade teachers as a stakeholder of their classroom learning center. They interviewed the teachers to determine what they needed to learn and how they needed to act to be successful second graders. Georgia O’Keeffe Elem. School Albuquerque, NM Jim Shipley & Associates, Inc. Copyright June 2002

Mesilla Park Elementary Assessing the Classroom Learning System Teacher & Student Partnerships Part I Facilitator’s Guide 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. This 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 Jim Shipley & Associates, Inc. Copyright June 2002

Writing and Using Stakeholder Surveys Getting Started – The Driver Triad Teacher & Student Partnerships Part I Facilitator’s Guide Workbook page 28-31 Writing and Using Stakeholder Surveys Stakeholder Focus Classroom Goals, Measures, & Action Plans Teacher as Leader While state standards, district expectations, and school goals define important stakeholder requirements for the classroom… Standards, district expectations, school goals Next grade/course Parents Community 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. …the next grade level or course as well as parents and the community are also important stakeholders. Jim Shipley & Associates, Inc. Copyright June 2002

Baldrige Systems Learner Classroom Grade/Dept. School District Baldrige is a practical way of getting better that applies to all levels of the education system. District  Jim Shipley & Associates, 2003

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. This is practical way of getting better called Baldrige helps us look at the parts and connections of a classroom learning system. What are the implications for your classroom?  Jim Shipley & Associates, 2003