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Leading for High Performance

Leading for High Performance. Everything’s Up-to-Date in Cedar Rapids!. Working at classroom, building, and district levels. 2004-05. What the District Is Doing.

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Leading for High Performance

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  1. Leading for High Performance

  2. Everything’s Up-to-Date in Cedar Rapids! Working at classroom, building, and district levels 2004-05

  3. What the District Is Doing • Teaching teams of teachers and administrators to use the tools and processes of Action Research in order to make improvements in all three levels of the district system. • Emphasizing deployment of school improvement plans – carrying out strategies that have significant impact on student achievement. • Expanding impact through the Baldrige framework.

  4. Why Action Research? • Compatible with adult learning theory • Compatible with Iowa Professional Development Model • Combines learning and improving • Works at any system level, in any setting • Research-based; data-driven; system-focused

  5. Why Baldrige? • Agreed-upon definition of excellence across sectors • An integrator • Increases scope of leadership view • Puts PDSA into perspective

  6. Our Year in Brief – Three P’s • Purposes • Demonstrate how to convert a classroom from a teaching system to a learning system through use of Baldrige framework • Create a set of high-performing CR demonstration classrooms using the Baldrige framework and PDSA directly with students • Preparation • 3 training sessions, with support between • Presentation (in Baldrige Format) • All-district sharing session in April

  7. What You Will Learn • Application • Engagement • Self-management • Data as feedback • Improvement • Use of Baldrige

  8. Alignment: The Starting Point GOALS GOALS vs. This This

  9. An Organizer and Integrator

  10. 7 Categories 11 Core Values Malcolm Baldrige Education Criteria for Performance Excellence The Big Picture (the WHAT)

  11. Visionary leadership Learning-centered education Organizational and personal learning Valuing faculty, staff, and partners Agility Focus on future Managing for innovation Management by fact Social responsibility Focus on results and creating value Systems perspective Core Values 2004 (Good Practices)

  12. Plan for Classroom Success(the HOW) • District mission, goals? • School goals? • Implications? Leadership

  13. Focus on the Future Students, Stakeholders • Expectations? • Effects on • Your actions? • My teaching?

  14. Expectations Matrix • Mark your matrix according to the instructions • Design a similar matrix you can use with your class

  15. Develop Class Vision, Mission, Goals Leadership

  16. Useful Tools… • Affinity Diagram • Nominal Group Technique • Relations Diagram

  17. 20 min. Vision, Mission,Goals • Working with those at your table, decide how you would develop a vision, mission, and goals for your classroom. • Elect a facilitator, timekeeper, recorder. • Be ready to present.

  18. Shared Responsibility for Learning • Develop a shared responsibility application for your class How could a Cause & Effect Diagram help?

  19. Ground Rules • What might be likely ground rules for a classroom? • How would you use them?

  20. Instruction Aligned With Intended Results Strategic Planning Educational & Support Process Management • Which documents provide alignment guidance for you? • Make suggestions for starting or improving.

  21. Do: Begin the Learning Process Performance Results Information & Analysis

  22. Tools for Recording Progress • Run Chart • Scatter Diagram • Pareto Diagram

  23. Meeting Document End Flow Charts Bring Order Process Management Human Resource Focus Task yes Decision With the help of no

  24. Data as Feedback Information and Analysis • Look back to prior pages and examples. Where do you find examples of how to provide graphic data as feedback to students? Think of some specific ways you could do this and list them. Sketch the graphs if that will help you remember.

  25. Study the Results and Act on Your Findings • How could you use Force Field and Cause & Effect? • Write an improvement theory: if…, then…

  26. Changing Instructional Practice • Jigsaw the article on differentiated instruction. For each section ask, • What are the main points of this section? • What instructional practices are suggested? • Which are especially appealing to you?

  27. Planning for Learning • Show a systematic diagram for learning plans with your class.

  28. Strategic Planning Performance Results Information & Analysis Process Management Human Resource Focus Plan for Continued Improvement

  29. Year-by-Year Improvement • The Enterprise spelling case… • Year-end close out

  30. What changes would you expect to see in your classroom as you put your new learning to work? Name 3 things you will do next year based on what you have learned. Wrapping Up

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