“Leadership is the

liberation of talent,

rather than

restraint by rule.”

“Leadership is the

liberation of talent,

rather than

restraint by rule.”

“A Passion for Excellence”- Tom Peters& Nancy Austin

How do you benefit?How do you benefit?

As Teachers . . .

Build classroom culture Student ownership of learning Better data for continuous improvement Students take responsibility for learning Teachers are “facilitators” of learning,

not disseminators of information

How do kids benefit?How do kids benefit?

1. Higher achievement, confidence, success

2. Students take charge of their own learning

3. Students keep data to plan their learning

4. Every student has a voice5. No child is anonymous

Quality ToolsQuality Tools

• provide students with opportunities to build individual skills enabling them to participate and contribute in collaborative efforts safely,

• open channels of communication that take the fear out of participation,

• expand our thinking,• gather information,• organize information,• for the purpose of improving our processes.

Quality Tool: Issues BinQuality Tool: Issues Bin

The issues bin is a quality tool that provides for the opening of The issues bin is a quality tool that provides for the opening of channels of communication in a positive way.channels of communication in a positive way.

Questions Concerns

Suggestions Kudos

Quality Tool: ConsensogramQuality Tool: ConsensogramVisual representation of the various knowledge levels of a group

• Helps us assess skills & knowledge

• Risk free tool

• The information given allows us to focus on specific needs

• Can be used before or after an activity or area of content

0% 25% 75% 100%

ConsensogramConsensogram

1. Find your four sticker dots in the basket on the table

2. Walk to each of the Consensograms

3. Record your selections at each Consensogram

4. Return to your seat

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Quality Tool: Emotional Bank Account

Quality Tool: Emotional Bank Account

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1. For every five to seven deposits, you may be allowed one withdrawal! (i.e. It's not like a financial bank account where for every dollar you put in, you may withdraw a dollar; one must put more into a relationship with another human being than one may withdraw. Balance is the key to any relationship!)

1. Time can diminish deposits; what have you done for me lately? (i.e. Some deposits may evaporate if new deposits aren't made)

• Organizational Leadership

• Public Responsibility and

Citizenship

1 Leadership Focus1 Leadership Focus

1 Leadership Key Concepts1 Leadership Key Concepts

• Create a respectful classroom where kids are free to take risks

• Share leadership with students• Engage students in decision making and

problem solving• Use a mission to guide classroom goals and

practices• Model and inspire towards best

performance• Use quality tools for measuring

improvement• Monitor progress and results• Align goals to school and district

Traits of an Effective LeaderTraits of an Effective Leader

Vision

Organizational mission statement

Implement continuous improvement efforts

Provides individuals with supportive evaluation assistance

Resources support improvement

Communicates with stakeholders through variety of deployments

Promotes cooperation and a collaborative environment

Monitors and evaluates progress

Builds strong relationships with staff, students, parents and community

Building Leadership CapacityBuilding Leadership Capacity

Broad-based and skillful participation, collaboration and collective responsibility

Reciprocal, purposeful learning Relationships of mutual regard Co-learning, reflective practice Inquiry-based use of data to

inform decisions and practice

Quality Tool: Affinity ChartQuality Tool: Affinity ChartA tool used to generate, organize and consolidate large amounts of information

quickly. It is the organized output from a team brain storming session.

The Affinity Chart is a planning tool to use when you want to:

Add structure to a large group of information

Break a complex issue into easy-to-understand categories

Gain agreement on an issue or situation

WHO?WHO? WHAT?WHAT? HOW?HOW?

Quality Tool: Affinity ChartQuality Tool: Affinity ChartA tool used to generate, organize and consolidate large amounts of A tool used to generate, organize and consolidate large amounts of information quickly. It is the organized output from a team brain information quickly. It is the organized output from a team brain storming session.storming session.

Steps in Constructing an Affinity Diagram

1. State the issue or problem

2. Silently generate ideas relating to the problem

3. Write each idea on a sticky note

4. Group members place notes randomly on sheet of chart paper

5. Table leader sorts notes in like groupings/by affinity

6. Table members discuss and assign a label for each grouping

Mission Statement ProcessMission Statement Process

WHAT WHAT DO WE DO WE DO?DO?

HOW HOW DO WE DO WE DO IT?DO IT?

WHO WHO ARE ARE WE?WE?

As intellectual entrepreneurs, we will explore the world of marketing through research, analysis and the production of marketing collateral for clients. We will investigate the role we play as consumers and agents of marketing through projects, and discussion with marketing professionals.

ROP

SCHOOL

PRINCIPAL

CLASSROOM

What does this class stand for?

What does this class stand for?

Core Beliefs

Core Commitments

Core Outcomes (ESLRS) (Goals)

What beliefs about ourselves do we want to convey about who we are?

What do need to learn to be completers?

How do we want to learn and work together?

Leadership Focus Essential Questions

Leadership Focus Essential Questions

1. What will you do to further develop a respectful, supportive and positive learning environment?

2. What are some additional ways that you can share leadership with your students?

3. How will you use a mission to guide classroom goals and practices?

4. How will you model quality tools and practices?5. What are other ways you and your students can

monitor progress and results?

2 Strategic Planning Focus2 Strategic Planning Focus

• Strategy Development

• Strategy Deployment

Strategic Planning Key Concepts

Strategic Planning Key Concepts

• Determine priorities for improvement• Identify gaps and learning needs• Align student and class goals to state

standards and/or to school and district goals• Assist students to set, monitor and reach

goals• Define clearly how goals will be measured• Evaluate and revise goals regularly• Use next grade expectations as basis for goals

Criteria for Effective Goal Setting

Criteria for Effective Goal Setting

Goals Must Follow The Goals Must Follow The ABC’sABC’s

AAchievable

BBelievable

CControllable

Goals Must Follow The Goals Must Follow The ABC’sABC’s

AAchievable

BBelievable

CControllable

Goals Must Be Goals Must Be SmartSmart::

SSpecificpecific

MMeasurableeasurable

AAgreed Upongreed Upon

RRealisticealistic

TTime Boundime Bound

Goals Must Be Goals Must Be SmartSmart::

SSpecificpecific

MMeasurableeasurable

AAgreed Upongreed Upon

RRealisticealistic

TTime Boundime Bound

Personal Goal SettingPersonal Goal Setting

1. Why did you choose this goal?2. What steps will you need to reach

this goal?3. What resources will you need?4. What are some of the roadblocks

that might make it difficult for you to reach this goal?

5. How will you reward yourself or be rewarded if you reach your goal?

GOAL

BECOME JEDI

ACTION PLAN• accept call to adventure• submit to mentor• leave the Known world• enter the Unknown world• face obstacles• conquer the Abyss• gain insight• return to known world

WHERE I AM NOW• have mentor

Won’t leave home

Vengeful

No skills

WHAT I NEED TO ACHIEVE MY

CAREER GOAL• 4 years of college• Scholarships• 3.0 or higher• 1200 on SAT

ACTION PLAN• complete homework• research scholarships• Study buddy• Ask questions in class• SAT prep course

WHERE I AM NOW• 3.1 GPA

D in biology procrastination

1.0

LeadershipWho?

3.0

AimWhat requirement does your process help us meet?

2.0

GoalsI am going to improve

my__________ process.

7.0

Results

6.0

ProcessesHow are you going to accomplish this goal?

5.0

Human ResourcesWhat skills, knowledge or resources will be needed?

How will you share your success?

4.0

Info & AnalysisWhat data will you need to collect? How often?

How will you analyze the data?

Linkages Linkages ChartChart

1.0

Leadership

Head Custodian

3.0

Aim

Safe Learning Environment

2.0

Goals

To improve the quality of daily classroom cleaning.

(Night Custodians)

7.0

Results

TBD

6.0 ProcessesDefine quality

Assess time allotments

Meet with custodians

Conduct spot checks

Develop feedback form

5.0

Human Resources

Need help with management skills

4.0

Info & Analysis

Spot checks

Feedback form (qtr.)

Linkages Linkages ChartChart

Baldrige Continuous Improvement Cycle (PDSA)

Baldrige Continuous Improvement Cycle (PDSA)

PLANPLANPLANPLAN

DODODODO

STUDYSTUDYSTUDYSTUDY

ACTACTACTACT

Baldrige Continuous Improvement Cycle

(PDSA)

Baldrige Continuous Improvement Cycle

(PDSA)PLANPLAN

Identify improvement Identify improvement opportunity, collect data and opportunity, collect data and

plan the changeplan the change

DODOImplement the change Implement the change

and collect dataand collect data

STUDYSTUDYAnalyze the resultsAnalyze the results

ACTACTAdopt the change or Adopt the change or abandon the changeabandon the change

Baldrige Continuous Improvement Cycle

(PDSA)

Baldrige Continuous Improvement Cycle

(PDSA)PLANPLAN

1. Identify Opportunities for Improvement (OFIs)

2. Drivers & Preventers3. Identify goal4. Develop action plan

DODO1. Do the activity

STUDYSTUDY1. Checkin2. Monitor progress

ACTACT1. Did plan work?2. Keep going or revise

Activity: Linkages ChartActivity: Linkages Chart

1. Identify 3-4 processes you do on a regular basis

2. Select one to improve and set a goal3. Complete a linkages chart4. Your name goes in the leadership box5. Goals must be meet the SMART

criteria6. Share your chart with your partner

Essential Questions Strategic Planning Focus

Essential Questions Strategic Planning Focus

1. How will you determine priorities for improvement?

2. How will you identify gaps and learning needs?

3. How will you align student and class goals to state standards and

school/district goals?

4. How can you enhance your classroom culture to best support

students setting, monitoring and reaching their goals?

5. How will you continue to evaluate and revise goals?

6. How will you use next grade level expectations as the basis for

setting and revising goals?

Kwade@santacruz.k12.ca.us

Kwade@santacruz.k12.ca.us

Kelly Wade

477-5456

3 Student, Stakeholder, and Market Focus

3 Student, Stakeholder, and Market Focus

• Knowledge of Student, Stakeholder, and Market Needs and Expectations

• Student and Stakeholder Relationships and Satisfaction

Student, Stakeholder & Market Key Concepts

Student, Stakeholder & Market Key Concepts

• Identify stakeholders for each process

• Build strong connections between home and school

• Use next grade expectations as basis for goals

• Clearly communicate expectations, student needs and standards

• Create means for continual input and feedback

• Share input and feedback with students

• Use customer feedback and requirements to modify goals

• Ensure fast response

Who Are Our Customers?Who Are Our Customers?

STAKEHOLDER REQUIREMENTS

STAKEHOLDERREQUESTS

X X

X X

STAKEHOLDERS DETERMINE THE AIM OF THE SYSTEM

Quality Tool: SurveysQuality Tool: SurveysTool used to gather information to be used in PDSA cycle Tool used to gather information to be used in PDSA cycle

to assist in decision making.to assist in decision making.

•Define customers

•Allow representatives from each stakeholder group to participate in the development, administration & reporting of results

•Keep survey short and simple

•Use a variety of question types

•5 years of data determines a trend

•80/20 Rule

•Share results and actions planned with respondents

Potential Audiences for Surveys

Potential Audiences for Surveys

School Office Staff

School Counselors

Teachers

Classified Staff

Substitutes

School Board Members Central Office Staff Volunteers Parents/Parent Groups Community Partners Students

Surveys: When to useWhen a starting point is needed

•To create or find a benchmark

•When planning

•When studying a plan already implemented

Stakeholder Survey Analysis Process

Stakeholder Survey Analysis Process

Review all stakeholder survey data

Identify major areas of concern reflected in the data

Select a meaningful focus area(s) for improvement

Teacher Self-Assessment

Student Opinion Survey

Quality Tool: Fishbone Diagram

Quality Tool: Fishbone Diagram

Purpose: Used to identify Purpose: Used to identify possible causes, and root causes, of variations in a specific event. in a specific event.

Low Completer

Rate

Course isn’t aligned Course isn’t aligned with stakeholder with stakeholder expectationsexpectations

AttendanceAttendanceLow homework scoresLow homework scores

Low test scoresLow test scores

EFFECTCAUSES

Lack of Lack of

stakeholder stakeholder

datadata

No No Advisory Advisory

Meeting to Meeting to gather datagather data

The Force Field Diagram is an analysis tool your team can use when:

You are trying to identify obstacles in reaching a goal

You are trying to identify possible causes and solutions to a problem or an important opportunity

Your team is stalled in achieving its goal

Quality Tool: Force Field Diagram

Quality Tool: Force Field Analysis

Quality Tool: Force Field Analysis

Driving Forces Preventing Forces

GOAL:

1. Hold Advisory Board Meeting

2. Turn in minutes to Rieber by due date

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Essential Questions Student/Stakeholder/Market

Focus

Essential Questions Student/Stakeholder/Market

Focus1. What additional stakeholders do you need to identify?

2. How will you build and maintain positive customer

relationships?

3. How will you use the next grade/level/course expectations as

the basis for classroom goals?

4. In what ways will you enhance the communications of

expectations and standards to your stakeholders?

5. How will you creatively gather continual input and feedback

from stakeholders to identify improvement opportunities?

6. How will you share input and feedback with your students?

Teacher as Facilitator

4 Information and Analysis Focus

4 Information and Analysis Focus

• Measurement and Analysis of Organizational Performance

• Information Management

Information & Analysis Key Concepts

Information & Analysis Key Concepts

• Determine data to be collected• Focus on student achievement• Identify key indicators of success• Collect data to assess baseline performance• Use and compare data for academic improvement• Make decisions based on data and research

information• Analyze for gaps between performance and

requirements• Involve students in collecting, recording and

analyzing data• Monitor classroom routinely• Display classroom data

Data PortfoliosData Portfolios

• Build confidence• Create leadership

opportunities• Increase student

responsibility and ownership

• Inform students about progress

• Increase initiative, motivation and critical thinking

• Build student leadership and accountability

• Increase effectiveness by identifying gaps

• Use data to drive classroom decisions

• Bridge the achievement gap

Benefits for students Benefits for teachers

Data CollectionData Collection

• Why collect data?

• What is the purpose of data collection?

• What can I use to collect data?

• As a basis for action• Data supports

consensus

• Decision-making• Predictions• Process

improvement

• Quality Tools

Data SheetsData Sheets

1. What do you want to measure and what outcome do you want?

2. What do you want the data sheet to include?

3. Sketch out a rough design

Data Portfolio ContentsData Portfolio Contents

• Class mission/core values• Class goals/action plans• Individual goals/action plans• Pre/Post assessments in graph form• Class graphs• Project results• Comparisons of results• Rubric• Classroom data• Flow chart• Reflection

Data Portfolio ReviewData Portfolio Review

1. What went well during your portfolio review?

2. What made you feel successful?3. What can you do differently to overcome

challenges and reach your goals?4. What can your support systems do to

help you reach your goals?5. What can I as your teacher do or

continue to do to help you reach your goals?

Satisfaction RatingsCommunication - Parents of All

Satisfaction RatingsCommunication - Parents of All

0102030405060708090

100

ProgressInfo

AccessibleTeachers

OpinionsValued

1996199719981999

% A

gree

/Str

ongl

y A

gree

Survey Question

Target

Whole Group Activity: Using Data to Solve Problems

Whole Group Activity: Using Data to Solve Problems

The Jefferson Memorial monument is deteriorating due to erosion from exterior pressure washing. Your team has been commissioned to find a solution to this tragic problem. The nation is depending upon you to preserve this historical landmark.

What solutions can the group provide?

Data Source #1Data Source #1

Roosting pigeons poop on the exterior of the building.

Data Source #2Data Source #2

Pigeons roost at night

and the monument is illuminated at night.

Data Source #3Data Source #3

Pigeons love to eat.

Data Source #4Data Source #4

A large number of bugs are attracted to the monument lights.

The Ultimate SolutionThe Ultimate SolutionThe lights were turned off.

The bugs moved elsewhere.

The pigeons departed.

Key Concepts:

The value of data-driven decisions/managing by fact

Educators are paid for quick-fix solutions

Fiscal resources can be squandered by elaborate solutions based upon incomplete analysis of the root causes.

Scattergram

Essential Questions Information & Analysis Focus

Essential Questions Information & Analysis Focus

1. How do you determine what data to collect to help focus on student achievement?

2. How will data be displayed within your school and your classroom?

3. How will you use data to improve student achievement?

4. How will you involve students in collecting, recording and analyzing data?

5. How is data compared?

6. How is the information interpreted?

7. How are results aligned with strategic objectives and action plans?

8. How are results communicated to faculty and staff? How do you ensure data integrity, reliability, security, timeliness, and confidentiality?

9. How will you monitor classroom results regularly?

5 Client/Customer Focus5 Client/Customer Focus

• Work Systems

• Recognizing & Celebrating Success

• Developing Cooperative Teams

• Engaging Students in Processes

Client/Customer Key ConceptsClient/Customer Key Concepts

• Create a positive and supportive learning environment

• Determine key resources (human, physical, and fiscal) students will need to be successful

• Define roles and responsibilities• Develop cooperative teams and student

leadership opportunities• Evaluate effectiveness of human resources• Involve students and stakeholders in

determining rewards and recognition• Recognize and celebrate student success

My job (teacher) v. Your job (student)

My job (teacher) v. Your job (student)

• Be flexible• Challenge you• Teach you• Listen

respectfully• Speak powerfully• Use quality tools• Have fun• Reach goals• Learn from you

• Be flexible• Be a team player• Cooperate• Listen• Learn• Apply• Speak powerfully• Have fun• Learn from each other

Essential Questions Customer/Client Focus

Essential Questions Customer/Client Focus

1. In which ways will you define and communicate roles and responsibilities?

2. How will you involve students in determining rewards and recognition?

3. How will you celebrate student success, individually and as a whole group?

4. In which ways do you use cooperative teams?

5. How will you use resources differently to get results?

6. How will you evaluate the effectiveness of the resources in the classroom?

7. How do you evaluate the effectiveness of the resources you use?

Activity: Discussion & Group Share

Activity: Discussion & Group Share

1. What does leadership do for you that makes you feel valued?

2. How do you maintain a work environment and supportive climate that contribute to the well-being, satisfaction, and motivation of all students?

6 Process Management6 Process Management

• Education Design & Delivery Processes

• Student Services

• Support Processes

Guidelines for Process Improvements

Guidelines for Process Improvements

Consider steps necessary for an inclusive decision-making process

Who needs to be involved How do we best involve them What outcome do we want What Quality Tools do we need to use to get there Provide objective facilitation How do we promote/gain consensus Follow through and close the communication loop Celebrate successes and build on strengths

Why are we looking for change?

What is Currently Happening?

LeadershipVisionStakeholder InputDataResourcesProcessResults

What is Missing?

Plan:

LeadershipVisionStakeholder InputDataResourcesProcessResults

SCCROP Improvement Process

Step #1 Why do we need to improve this

process?

Process ImprovementProcess Improvement

Noise in the system? Noise in the system? Unfavorable satisfaction data trends? Unfavorable satisfaction data trends? Operational inefficiencies? Operational inefficiencies? Need to reduce a work cycle time? Need to reduce a work cycle time? Low morale?Low morale?

Step #2Define what currently exists.

Process ImprovementProcess Improvement

Can the process be flowcharted? Can the process be flowcharted? What’s working? What’s working? What’s not working? What’s not working? Can the process be simplified?Can the process be simplified?

Flow ChartsFlow ChartsVisual documentation of a process. Illustrates the step-by-step approach to a specific process by using a series of symbols to denote tasks, decision points, and stages of

flow in the process.

Any process task

Any decision

point

End of process

Shows direction of Shows direction of process flowprocess flow

Start of process

Flowcharting Homework Procedure

Flowcharting Homework Procedure

Affinity Diagram

Step #3Identify missing

components

Step #4Create a plan

to improve the process

Process Process ImprovementImprovement

Step #5Implement the process

improvement plan

Have you Have you communicated the communicated the plan?plan? What if we What if we become stalled in become stalled in reaching our goal?reaching our goal?

Step #6Study the process improvement

Process ImprovementProcess Improvement

What are the results?What are the results?

Should we be celebrating? Should we be celebrating?

What worked? What didn’t work?What worked? What didn’t work?

What revisions should we make?What revisions should we make?

Step #7Revise plan

orStandardizeimproveme

nts

Process ImprovementProcess Improvement

Mission Statement ProcessMission Statement Process

The Affinity Chart is a planning tool to use when you want to:

Add structure to a large group of information

Break a complex issue into easy-to-understand categories

Gain agreement on an issue or situation

WHO?WHO? WHAT?WHAT? HOW?HOW?

Activity: Process Improvement

Activity: Process Improvement

1. In small groups select an opportunity for improvement and flow chart the process.

2. Create an action plan to support the necessary improvements

3. Use the information from your ROP Process Improvement form and any discussion and notes.

Process Management Essential QuestionsProcess Management Essential Questions

1. What processes will you put in place to prevent gaps in student progress, avoid behavior problems and streamline procedures to gain time and provide clarity?

2. What quality tools will you use to improve classroom systems?

3. How will you use quality tolls to improve classroom systems?

4. In which additional ways will you use best instructional processes to promote student learning?

5. In which ways will you include students in creating, evaluating and improving classroom processes?

6. How will you use the PDSA cycles for continual improvement?

7 Performance Results7 Performance Results

• Student Learning Results

• Student and Stakeholder Focused Results

• Budgetary, Financial and Market Results

• Faculty and Staff Results

• Organizational Effectiveness Results

Success IndicatorsSuccess Indicators

Increased student achievement Improved communication with

stakeholders Increased number of students

meeting CSU/UC eligibility Increased graduation rate Increased success rate on portfolio Increased number of completers

7 Performance Results Key Concepts

7 Performance Results Key Concepts

• Track key indicators of success (surveys, etc.)

• Note improved trends and compare results

• Display academic results and classroom process improvements

• Graph and chart organizational and academic improvement results

• Summarize organization and academic improvements

• Use results to drive improvement efforts

Essential Questions Performance Results Focus

Essential Questions Performance Results Focus

1. How will you track data?

2. What improvement trends will you begin to identify and with whom will you compare results?

3. What results will you aim for this year and next?

4. How will you communicate results?

5. How will you use results in continuous improvement cycles?

Web ToolsWeb Tools

Create surveys and get feedback:http://www.zoomerang.com/Login/index.zgi

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Quality Tool: Plus/DeltaQuality Tool: Plus/Delta

Find out what’s working and what’s not working in a process, activity, materials, etc.

Identify obstacles for change

Track improvement efforts

It can be used by large or small groups to evaluate a process, training, meeting, etc.

Collects and analyzes data on something that has already occurred. The plus defines the positive aspects, whereas the delta defines the areas for improvement of an event or process.