Building a Classroom Learning System

Building a Classroom Learning System

A Toolbox for Teachers

Draft ‘06

Board Of Education

Dr. Charles Haughey

President

Ms. Sharon W. Cox

Vice President

Mr. Steve Abrams

Ms. Valerie Ervin

Mrs. Nancy Navarro

Mrs. Patricia B. O’Neill

Mr. Gabe Romero

Ms. Sarah Horvitz

Student Member

School Administration

Dr. Jerry D. Weast

Secretary-Treasurer, Board of Education

Superintendent of Schools

Mr. Larry Bowers

Chief Operating Officer

Dr. Frieda K. Lacey

Deputy Superintendent of Schools

Mr. John Q. Porter

Deputy Superintendent for Strategic Technologies and Accountability

Building a Classroom Learning System

A Toolbox for Teachers

Resource Book for Teachers

Copyright © 2006 Montgomery County Public Schools

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, distributed, or transmitted in any form or by any means, whether electronic, mechanical, photocopy, recording, or any other, without the prior permission of the Montgomery County Public Schools, except for brief quotations consistent with a fair use under United States copyright law.

Requests for information should be sent to

Dr. Michael Perich, Systemwide Coordinator Continuous Improvement

Office of the Chief Operating Officer

Montgomery County Public Schools

850 Hungerford Drive, Rockville, MD20850

Building a Classroom Learning System

A Toolbox for Teachers

Sharon Hawkins

Sherwood ES BaldrigeQualityAcademy Teacher

301-924-6885

Fran Morris

Waters Landing ES BaldrigeQualityAcademy Teacher

301-353-8508

Ed Ragan

Tilden MS Baldrige Quality Academy Teacher

301-881-3295

This resource was created as a supplement to My Job, Your Job, Our Job: Building a Classroom Learning System. This resource has been designed to support all MCPS educators who visit the Baldrige Quality Academies. Our intention is to have each participant walk away with samples/examples of practical, user friendly quality tools that can be easily deployed in their classrooms.

This resource was created under the direction and leadership of Dr. Michael Perich, Coordinator of Systemwide Continuous Improvement.

Building a Classroom Learning System

A Toolbox for Teachers

I. Why Baldrige?

1. Introduction……………………………………………………………………...…………………………….7
2. Testimonials…………………………………………………………………………………………..………8
3. Supportive Data……………………………………………………………………………………..………..9

II. Baldrige Background

1. Baldrige Basics…………………………………………………………………………….……………….11
2. Baldrige Core Values………………………………………………………………………………………12
3. Baldrige Categories………………………………………………………………………………………..14

III. Classroom Culture

1. Building the Classroom Culture…………………………………………………………………………...15
2. Displaying Our Classroom Culture…………………………………………………….………………….15
3. Ground Rules………………………………………………………………………………………………..16
4. Core Values………………………………………………………………………………………………….17
5. Mission Statement……………………………………………………………………..……………………18
6. My Job, Your Job, Parents’ Job, Our Job…………………………………………………………….….20
7. Quality Tools Used Quickly to Collect Stakeholder Input…………………………...………………….23
8. Affinity Diagram……………………………………………………………………………….….24
9. Consensogram………………………………………………………………………………...…25
10. Issue Bin…………………………………………………………………………………………..29
11. Light Voting………………………………………………………………….……………………30
12. Looks Like, Sounds Like, Feels Like………………………………………………….……….31
13. Plus/Delta………………………………………………….…………………………..………….33
14. Survey………………………………………………….……………………………………….…35

H. Personal Reflections: Self-Monitoring Tool……………………………………………………..………..37

IV. Shared Accountability

1. Building a System of Classroom/Shared Accountability………………………..………………………39
2. Setting Goals……………………………………………………………………………………….…….…39
3. Sample Goals……………………………………………………………………………………………….40
4. Planning for Action………………………………………………………………………………………….43
5. Displaying Data……………………………………………………………………………………………..50
6. Using Graphs to Display Data……………………………………………………………………………..51
7. Bar Graph……………………………………………………………………………...…………..52
8. Control Chart………………………………………………………………………………………53
9. Histogram…………………………………………………………………………………………..54
10. Line graph……………………………………………………………….…………………………55
11. Pareto Chart……………………………………………………………………………………….56
12. Pie Graph……………………………………………………………………………………….….57
13. Radar Chart………………………………………………………………………..………………58
14. Run Chart…………………………………………………………………………….…………….59
15. Scattergram………………………………………………………………………………………..60
16. Tally Chart………………………………………………………………………………………….61
17. Target Graph………………………………………………………...…………………………….62

1. Student Accountability

1. Developing Data Notebooks or Folders…………………………………………………………………..63
2. Elementary Sample
3. Secondary Sample

1. Quality Tools

A. Plan, Do, Study, Act…………………………………………………………………………………………65

1. Linkages Chart for the Essentials of Baldrige-GuidedSchool Improvement Planning…..………….67
2. Action Plan………………………………………....………………………………………………………. 68
3. Bone Diagram ………………………………………………………………………………………...…….70
4. Checklist…………………………………………….……………………………………………………….72
5. Fishbone Diagram…………………………………………………………………………………………..73
6. Five Whys……………………………………………………………………………………………………75
7. Flow Chart………………………………………………………………………………………..………….77
8. Force Field Analysis………………………………………………………….…………………………….79
9. Four Quadrant Diagram……………………………………………………………………………………81
10. If…Then…………………………………………………………………..………………………………….83
11. Interrelationship Diagram………………………………………………….……………………………….85
12. Ladder………………………………………………………………..………………………………………87
13. Lotus Diagram………………………………………………………….……………………………………89
14. Morphing……………………………… ……………………………..……………………………………..91
15. ORID………………………………………………… ………………………………………….…………..93
16. Parking Lot…………………………………………………………………………………………………..95
17. Problem Statement…………………………………………………………………………………………97

VII. Resources

1. Baldrige Processes to Meet PGS Standards and Framework Expectations…………………………99
2. Personal Reflections: Self-Monitoring Tool………………………………………………………….…102
3. Additional Resources……………………………………………………………………………………..103

INTRODUCTION

Welcome to the BaldrigeQualityAcademy!

Three MCPS Baldrige Quality Academies have been established to provide teachers and staff with a hands-on approach for understanding how to develop a Baldrige-based Classroom Learning System. Baldrige is a way of focusing our efforts to help all students become independent learners, make good decisions, solve problems, and take responsibility for their learning.

What is Baldrige?

The Baldrige Education Criteria for Performance Excellence is a management system for continuously making improvement in all that we do. The criteria are made up of eleven Core Values and seven Categories that enable us to self-assess, make informed decisions, get results, and focus on continuous improvement. The criteria also help students become independent learners and assume more responsibility for their learning.

Why Baldrige?

Baldrige enables all of us to continuously improve. MCPS has adopted the Malcolm Baldrige Criteria for Performance Excellence as the continuous improvement model for all schools and offices because:

It is the best current research in organizational development that describes what it takes to make school districts, schools, and classrooms get better.

It helps us develop systems which are well-defined, well-designed, and well-deployed processes that help the organization/classroom achieve its’ mission and goals.

It has a reputation for rigor and results among numerous school systems across the nation.

It uses a systems approach for performance excellence and continuous improvement focused on academic success for all students.

It is not an add-on and is closely aligned with the Framework for Improving Teaching and Learning, The Skillful Teacher, and the Professional Growth Systems.

It helps to build Classroom Learning Systems by engaging students in the process.

IT WORKS and is working in many of MontgomeryCounty public schools.

Testimonials

Wow! I am so excited about how the Baldrige Tools have helped my students become more accountable for their education. I will never teach without using the Baldrige Processes. I could be the Baldrige poster child.

Janet – Middle School

Baldrige has made me a stronger teacher. It gave a name to processes I was already using, and it increased my “bag of tricks”. The difference is, now I reach for those tricks first!

Melissa – Elementary School

I used a Plus/Delta today for my weekly reflection paper. I usually focus on content with a short mention about process. So today I worked solely on this Baldrige process. It really opened my eyes for improvement for next week.

Diane – High School

I love how the Baldrige Quality Tools have helped my students realize how important their education is. If and when I ever leave MCPS and go to another school system that does not use Baldrige, I will continue Baldrige on my own.

Jan – Middle School

Baldrige Quality Tools give my students a sense of ownership in the classroom. By using the Quality Tools consistently, my students have taken responsibility for their own learning and, in turn, have suggested using the tools when they see the need.

Megan – Elementary School

I returned to my school and used several of the Baldrige Quality Tools with my students. What a difference they made in the attitude of my students. They now feel that they have input of what happens in their class.

Emmanuel – High School

The consistent use of Baldrige Quality Tools has shown me how to become a more effective instructor and communicator. My students feel a part of the classroom climate and have a say in how to improve both academically and socially.

Somer – Elementary School

The PDSA is my favorite Quality Tool. We use is consistently to assess classroom behaviors. Since using the PDSA, the classroom behavioral infractions have drastically decreased.

Claudia – Middle School

Supportive Data

MCPS began its Baldrige journey in 2000. Since then, progress has been made in student

achievement. Here is a sampling of the data that shows some of our progress.

Baldrige Basics

Facts about Baldrige

• Designed to help American business and industry gain a competitive edge in the global market
• Built around eleven Core Values/Best Practices and Seven Categories
• Created in 1987 for business and adapted for educational use in 1998
• Named posthumously for former Secretary of Commerce, Malcolm Baldrige

What the Criteria Do

• Reflect current best thinking on organizational practice
• Provide a means for self-assessment to help organizations evaluate how well they are doing
• Provide a dynamic framework for continuous improvement and planning

Baldrige in Education

The education version of the Criteria, the Baldrige Education Criteria for Performance Excellence, was created in 1998 to create schools and classrooms that lead to quality learning for all students.

Baldrige Helps Schools Assess Themselves

The school assesses itself by asking:

• How well are all students doing?
• How can we improve the learning of all students?
• How do we know what’s working and not working?
• Are there systems in place?

The school also looks at other factors that impact student achievement such as:

• What are the levels of satisfaction and dissatisfaction of students, parents, and teachers?
• How well does the leadership of the school communicate with stakeholders and monitor the progress of all students?
• Does the school have goals in place and action plans to achieve those goals?
• How well and how often does the school collect and analyze data? How is that communicated to the community?
• What resources, including opportunities for training, does the school have in place to support student achievement?

Baldrige Core Values

The Baldrige Core Values or Best Practices are the foundation for the Baldrige Criteria and are essential for a results-oriented organization focused on performance excellence. These Core Values/Best Practices must be applied and integrated at all levels of the organization. In a school setting, the evidence for Core Values/Best Practices should be demonstrated in daily actions at the school, classroom, and student level.

Visionary Leadership

Visionary Leadership occurs when there is a shared vision and visible commitment of all stakeholders to the principles and practices of continuous improvement and performance excellence.

Learning-Centered Education

Learning-Centered Education occurs when the school’s goals/objectives and actions support student learning and the current and future needs of students.

Organizational and Personal Learning

Organizational and Personal Learning occurs when there is a well-executed approach enabling staff and students to participate in personal learning and continuous improvement processes.

Valuing Faculty, Staff and Partners

Valuing Faculty, Staff and Partners occurs when staff and stakeholders' input, shared decision-making, on-going development, and collaboration are valued and enhanced.

Agility

Agility occurs when there is the desire and the ability for faster and more flexible response to student and stakeholder needs.

Focus on the Future

Focus on the Future occurs when there is an understanding of the expectations of next level teachers, of the community, and of employers so that students can prepare for a future point in time.

Managing for Innovation

Managing for Innovation occurs when stakeholders are supported in creating meaningful change in programs or processes that create new value for student achievement.

Management by Fact

Management by Fact occurs when data is used to drive decisions, inform instruction, or to evaluate key processes and results.

Public/Social Responsibility and Citizenship

Public Responsibility and Citizenship is the belief in group norms and values and the practice of good citizenship, understanding that it is the school’s role to model these values as members of the community.

Focus on Results and Creating Value

Focus on Results and Creating Value occurs when there is a focus on results and those actions that create value in attaining results.

Systems Perspective

Systems Perspective occurs when processes are planned, aligned and implemented systematically and systemically to increase the likelihood of reaching targeted goals.

See My Job, Your Job, Our Job Appendix B pp. 55-58Baldrige Categories

The Baldrige Categories are linked to create an integrated management system that enables organizations to focus systematically and systemically on performance excellence and continuous improvement. This integrated management system works at the district, school, and classroom levels.

Leadership

The Leadership Category examines how the school's leadership [system] addresses the school's values, directions, and performance expectations as well as the focus on students and stakeholders, monitoring student learning, Communicating schools’ values and goals, staff empowerment, innovation, agility, and organizational learning.

Strategic Planning

The Strategic Planning Category examines how the school develops strategic goals/objectives and action plans. The category also focuses on how the chosen strategic objectives and action plans are deployed and how progress is measured.

Student and Stakeholder Focus

The Student and Stakeholder Focus Category examines how the school determines the academic needs of students. The category also focuses on how the school builds relationships with students and stakeholders, and determines the key factors that lead to student and stakeholder satisfaction, preferences, and expectations.

Measurement, Analysis and Knowledge Management

The Measurement, Analysis, and Knowledge Management Category examines how the school selects, gathers, analyzes, manages, and improves its data, information and knowledge assets.

Faculty and Staff Focus

The Faculty and Staff focus Category examines how the school's work system and staff learning, satisfaction, and motivation enable staff to develop and utilize their full potential in alignment with the school's overall goals/objectives and action plans. This category also focuses on the school's efforts to build and maintain a work environment and staff support climate conducive to performance excellence and to personal and organizational growth.

Process Management

The Process Management Category examines the key aspects of the school’s process management, including key learning-centered processes for the schools instructional programs and key support processes that create value for all stakeholders.

Organizational Performance Results

The Organizational Performance Results Category examines the school’s performance and improvement in key areas—student learning results; student- and stakeholder-focused results; and staff and leadership results. The category also focuses on performance levels relative to those of comparable schools.

Building the Classroom Culture

Purpose: The culture in a Baldrige-based Classroom builds a system of shared responsibility, accountability, shared decision-making, and problem solving.

Benefits of building a Baldrige-based Culture:

Expectations are identified and communicated

Trust is established

Students focus on learning

All stakeholders are engaged in the learning process

Students are increasingly willing to take risks

Students share in making decisions about their classroom systems

Students have increased ownership/buy-in

Students and parents are aware of progress

Displaying Evidence of Our Classroom Culture

Purpose: The culture display is the foundation of the data center. The data center provides a central location where the mission statement, ground rules, core values, and responsibilities are posted. These classroom expectations and beliefs serve as both a visual reminder and a springboard for class discussions.

Bulletin Board Display
Ground Rules

Purpose: Ground rules are the foundation from which an organization operates. Ground rules are the “bottom line” expectations that all stakeholders agree upon and are committed to abiding by.

Ground rules should be:

1. Written as a team: The brainstorming technique or affinity diagram may be used to elicit all stakeholder input. “Less is sometimes more”. The team can prioritize each response by doing a light or weighted vote. Developing criteria or indicators for each ground rule helps everyone to understand which behaviors support as well as conflict with the group’s determined ground rules.

1. Posted: Posting the ground rules reinforces the groups’ expectations.

1. Reviewed: By consistently reviewing the ground rules, teachers and students set the stage for learning. Many disruptions and/or behavioral problems are avoided when the group revisits the ground rules daily, weekly, and/or prior to a lesson/class period.

1. Revised: Ideally, one would expect that the ground rules become so engrained and internalized that a visual reminder is no longer necessary. Some groups find that many initial “rules” may be deleted while certain situations call for additional ground rules. The important part is that the ground rules be a living, breathing document that is consistently reviewed, analyzed, and revised, and used to monitor and re-direct inappropriate behaviors.

1. Monitored and discussed when violated: What happens when a group member or several group members are violating the determined ground rules? There are several strategies that may be used:

• Simple reminders
• Create awareness by collecting data and sharing results with group
• Completing a Force Field Analysis to determine possible reasons
• Develop a PDSA
• Develop a list of consequences and celebrations

Sample Ground Rules

Core Values

Purpose: Core values maximize the opportunities for continuous improvement and performance excellence in a Classroom Learning System. They are the foundation for building a positive classroom culture. As students integrate Core Valuesinto the everyday life of the classroom, their ability to become coproducers of and accountable for their learning is greatly enhanced.