1. 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).

2. 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.

3. Baldrige Cadre Teachers
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 additional people were trained. In the Spring of 2004, the first group of Baldrige coaches were trained. Throughout the school year in , 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 / %
Middle / %
High / %

4. 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?”

5. 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
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

6. 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

7. 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.

8. 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.

9. 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

10. 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.

11. 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

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

13. 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

14. 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.

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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.

22. 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

23. 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

24. 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

25. 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

26. 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

27. 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

28. 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

29. 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

30. 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.

31. 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?

32. 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.

33. 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

34. 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

35. 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

36. 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

37. 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

38. 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

39. 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

40. 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

41. 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