Celebrate our progress…

1. Celebrate our progress…

2. Leadership Workbook page 4 Improving the Classroom Learning System Strategic Above the Line Strategic Planning Performance Results Strategic Operational Student/ Stakeholder Focus Human Resource Focus Process Management Measurement, Analysis & Knowledge Management Operational Below the Line CORE VALUES Adapted from BiE IN Baldrige Model Jim Shipley & Assoc., 2003

3. Teacher as Leader Workbook page 6 Improving the Classroom Learning System Strategic Above the Line Classroom Goals, Measures, and Action Plans Learning Standards Remember, the Driver Triad sets up change… Operational Below the Line Jim Shipley & Assoc., 2003

4. Workbook page 6 Improving the Classroom Learning System The Work Core is where the work of achieving the learning goals happens. Students as Co-Producers of Learning Classroom & Student Learning Processes Operational Below the Line Adapted from BiE IN Baldrige Model Jim Shipley & Assoc., 2003

5. Workbook page 8 Baldrige Basics The Barbell Factory • 8 Willing Workers • Add or delete one part OR pass the whole thing on when it comes to you. • 1 Boss • “Make barbells. Faster. Make • more barbells.” • 1 Inspector General • “Rework” or “meets • specifications.” Quota: 5 barbells in 3 minutes. Jim Shipley & Assoc., 2003

6. Workbook page 8 Baldrige Basics The Barbell Factory Define the System… Materials Methods Standards Training Workforce Customer Requirements Jim Shipley & Assoc., 2003

7. Workbook page 8 Baldrige Basics What is the effect of trying to fix one “chair” when we really need to fix the system? What’s the long-term effect of the system on the workforce? What role does leadership play in improving systems? What is the impact of poorly communicated stakeholder specifications? The Barbell Factory Jim Shipley & Assoc., 2003

8. Workbook page 9 Baldrige Basics Things to Think About… • What connections can be drawn from the Barbell Factory to classrooms? • What’s the difference between a teaching system and a learning system? • Who is the worker in the classroom learning system? • What do teachers and students work together to produce? Jim Shipley & Assoc., 2003

9. Workbook page 8 Baldrige Basics The Barbell Factory • What about… • Grades • Student of the month • Arbitrary quotas • Random events of teaching • Students as workers • Teachers as independent contractors • Teaching systems vs. learning systems Jim Shipley & Assoc., 2003

10. Workbook page 9 Baldrige Basics Performance Excellence is based upon the following assumptions: • People want to do the right thing and want to be successful. • 95% of the problems workers face are the result of the system and leadership has a responsibility to fix the system. • Fixing one part of the system is necessary but not sufficient for performance excellence. Jim Shipley & Assoc., 2003

11. Classroom Resource Guide page 14 Assessing the Classroom Learning System What is Category 5.0 Human Resource (Student) Focus? Why is it important? What would it look like in action? Jim Shipley & Assoc., 2003

12. Category 5 – Students as Co-Producers of Learning • I systematically recognize student contributions toward achieving class goals Jim Shipley & Assoc., 2003

13. Assessing the Classroom Learning System Students as Co-Producers of Learning Aligned recognition – a move away from M&M’s, stickers, and one best kid. Sandusky City Schools Sandusky, OH Jim Shipley & Assoc., 2003

14. Category 5 – Students as Co-Producers of Learning • I systematically recognize student contributions toward achieving class goals • I train and educate students to lead key processes as part of the classroom system. Jim Shipley & Assoc., 2003

15. 4. Put a  beside those student could – and probably should – own and manage. Circle the  if you need to provide training for students in managing and improving the process. Workbook page 32 Getting Started – The Work Core 1. List key classroom processes. • Put a T beside those you own and manage. • In other words, you have responsibility for improvement. 3. Put an S beside those students own and manage. In other words, they have responsibility for improvement. Classroom & Student Learning Processes Jim Shipley & Assoc., 2003

16. Assessing the Classroom Learning System Middle school students use a +  at the end of each period to evaluate the work day. They analyze the data and develop an action plan for the next day based on the information collected. Students as Co-Producers of Learning Northwest MS Taneytown, MD Jim Shipley & Assoc., 2003

17. Assessing the Classroom Learning System Students as Co-Producers of Learning HS junior leading class discussion of how students might demonstrate their understanding of modern poetry Batesville HS Batesville, IN Jim Shipley & Assoc., 2003

18. Category 5 – Students as Co-Producers of Learning • I systematically recognize student contributions toward achieving class goals • I train and educate students to lead key processes as part of the classroom system. • I monitor the level of student involvement, well-being and satisfaction. Jim Shipley & Assoc., 2003

19. Assessing the Classroom Learning System Franklin Local Schools Zanesville, OH Students as Co-Producers of Learning Jim Shipley & Assoc., 2003

20. Assessing the Classroom Learning System Students as Co-Producers of Learning Batesville MS Batesville, IN Concerned that ‘school worries’ might be a barrier to learning, this middle school teacher used a consensogram to monitor the level of student satisfaction with school processes. Jim Shipley & Assoc., 2003

21. Debriefing Category 5 • Discuss in small groups ways you can: • recognize all students • involve them in determining their learning • survey how they feel about the classroom system Jim Shipley & Assoc., 2003