Quality in Education

"One key competency that employers across-the-board value in employees is the ability to think creatively and logically in order to solve problems. Such employees are most likely to be promoted in an unforgiving global economy that requires flexibility and an ability to think, speak, and write logically, to solve problems, and to synthedize information."
— The American Diplomacy Project

One thing is certain, the students we teach today are much different than they were 5, 10 and 20 years ago.  Today's "Millenials" will need a different set of skills to be successful in tomorow's flat world.  The "21st Century Skills" (see graphic below) outline key requirements needed by the next generation of workers.

In a previous blog, I wrote about "developing world class learners and responsible citizens". 

As eductors, we have a responsibility to prepare these learners to be successful in the world in which students will find themselves.  Our focus in education needs to be on skills such as:
-presentation skills
-problem solving skills
-working in teams
-processing data and information

This focus on 21st Century skills is a break from tradition, a paradigm shift and requires us to enter the swamp of change.  As educational leaders in our classrooms, schools and districts- we need to embrace the 21st Century Skills and begin the paradigm shift now!  Implementing continuous improvement in our educational systems can provide students the necessary skills which future employers will find most valuable.  By arming students with an understanding of systems thinking, process improvement and quality tools- they will be well-prepared and marketable in tomorrow's economy.

How are you preparing 21st Century students?  What changes are necessary in your system?  Have you made the paradigm shift yet?  Are you preparing students to be successful in tomorrow's world?

Jay

Learn more about the 21st century skills online:

• http://www.21stcenturyskills.org/
• http://www.ncrel.org/engauge/skills/agelit.htm
• http://www.education-world.com/a_tech/columnists/johnson/johnson006.shtml

Posted by Jay Marino at 05:57 AM | Permalink | Comments (3)

Did the title of this blog entry capture your attention?  I believe as educators, we need to be able to answer this basic, philosophical question as it provides the construct of how we approach educating students.

In a continuous improvement, quality-focused classroom- the resounding answer to this question is- THIS IS THE STUDENTS' CLASSROOM!!!  (<-- sorry for shouting :-)   The best way to help students take ownership, accountability and responsibility for their own learning is to make the classroom theirs.  This is where talk is cheap... we can't just say we are student-centered- we have to model it.  How do we do this?  We do this through involving students in the components of the continuous improvement classroom:

• classroom ground rules
• classroom mission statements (individual personal mission statements too!)
• classroom SMART goals (individual SMART goals too!)
• classroom data centers (tracking class progress on SMART goals)
• individual student data folders (tracking individual progress on SMART goals)
• classroom meetings (taking time to revisit the classroom data center, mission, goals, etc.)
• student-led conferences
• quality tools and PDSA in the classroom
  

I began the blog with the question, "whose classroom is this anyway?"  I will end with these questions-  Whose school is this?  Whose school district is this?  Whose educational system is this? 

How would you answer these questions?  Share your comments today!

Jay

Posted by Jay Marino at 07:53 AM | Permalink | Comments (2)

What are teachers saying about implementing quality and continuous improvement in their classrooms?  In a previous blog entry, I invited teachers to share their thoughts, insights and paradigm shifts that occurred from learning more about implementing a continuous improvement classroom. 

Nerissa writes about her continuous improvement experiences... "I can't tell you how good it feels to love going to work again and to feel like each day I am a little better than I was the day before."

Read more and respond to Nerissa's comments below!
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I have wanted to be a teacher for as long as I can remember. I spent my childhood in my mother's classroom just waiting for my own. For the past eight years I have put blood, sweat and tears into my students and classroom, only to have my heart broken by the NCLB requirements/punishments which seem to have taken all the joy out of learning. I spent all of last year contemplating how I could keep teaching when all my passion for the profession was gone and things seemed so hopeless. I was honestly considering leaving the profession. Continuous improvement has truly changed my life the course of my career.

In my first year here in Mountain View-Whisman School District, I have found my passion and love of teaching again with this Continuous Improvement training. Finally, an answer to the question of how do we set high expectations, and give kids the tools to reach them, without crushing their natural curiosity and love of learning. And how to we, as teachers in schools with high numbers of students living in poverty, get kids to reach the potential we see in them?

As embarrassing as it is to admit, it never occurred to me that even kindergarteners should really understand why we do what we do in school and be able to articulate it. On my first day back I asked my students why they thought we were in school. Their answers were as follows...to get stars...to pay attention...to listen to the teacher...to do lots of work...not one student really knew what was important for kindergarten. I ate my entire humble pie for lunch that day.

I sent home a letter to the families that day asking parents to discuss with students why they want their kids to go to school and why school is important. I shared with students the next day why I thought school was important. All of the sudden students started telling me in earnest how much they wanted to know how to read, to be teachers, scientists, firefighters, and bakers. We talked about how reading was important to all of those jobs. The connections were flying all around. Not those contrived connections which come neatly packed in prepared curriculum, but a real sense of connection, that the world seems to make a little more sense to these kids.

I have wanted my students to have a sense of control over their own destiny since I began my teaching career in 1998. But how could they ever have that sense, when they didn't even feel like they had control over their own school day?  At the end of week one we have a class mission statement put together by the students in my kindergarten class. "We are in school to learn our letters, numbers and writing words. We are here to make friends and study hard." As we reviewed our class mission statement a little boy said he really wanted to add..."we want to be really smart too!" As many students voiced their agreement with him, we decided to add that sentence. As I wrote, I thought to myself...you guys are already smart, your teacher just forgot to share that information with you in a way you could understand...

Now that we all know why we are here, let's get to work! Thank you so much for sharing your passion and love of what you do...  I can't tell you how good it feels to love going to work again and to feel like each day I am a little better than I was the day before. If only every teacher were this lucky!

Sincerely,
Nerissa
jbugsmama@sbcglobal.net

Posted by Jay Marino at 02:36 PM | Permalink | Comments (4)

In a previous blog entry titled "Systems Thinking in Education", Prof V. R. Shirgurkar commented and asked if there were examples of higher education organizations utilizing continuous improvement processes and tools.  This prompted me to create a blog entry around the topic.

There are, in fact, several outstanding examples of quality in higher education.  The Baldrige National Quality Program recognizes organizations who demonstrate performance excellence that obtain world-class results.

Here are some quick links to the higher education Baldrige award winners:
-->Richland College (Dallas, TX)
-->Monfort College of Business (Univ. of Northern Colorado)-
-->University of Wisconsin-Stout 

Reading their continuous improvement journey can be a great way to learn more about how higher education institutions are applying continuous improvement and getting outstanding results.  In addition, here are some other resources on the topic:
-->Jounal of Quality in Higher Education
-->Assuring Quality in Higher Education
-->Assessing Quality in Higher Education
-->ASQ Discussion Board on Quality in Higher Education

I'd like to encourage higher educatators to share their thoughts and comments about quality in higher education.  Let's hear from you today!

Jay

Posted by Jay Marino at 10:00 AM | Permalink | Comments (0)

What are teachers saying about implementing quality and continuous improvement in their classrooms?  In a previous blog entry, I invited teachers to share their thoughts, insights and paradigm shifts that occured from learning more about implementing a continuous improvement classroom. 

Arlene writes "Continuous improvement training has helped me understand that kids can raise their level of responsibility for learning by establishing a class mission and SMART goal, identifying their individual SMART goals, and keeping track of their progress toward achieving those goals.  What a concept!"

Read more and respond to Arlene's comments below

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My brain is fried and I'm exhausted after having gone through the PDSA process today.  Despite this, my eagerness to implement some of the tools and strategies in my classroom on Monday has not waned.  It's exciting because as we go through the training, I'm constantly thinking of where I can apply the processes.  I find I need to exercise a certain amount of restraint, take a step back and realize that I need to implement the strategies in a thoughtful, systematic way, taking time to PLAN.

I've always believed in giving kids the opportunity to take responsibility for their learning.  I've had them establish class rules using the brainstorm, affinity, and nominal group techniques.  I've also had them write goals at the beginning of each trimester based on their report cards.  This week's training has validated some of the things I've done in my class, though they are somewhat disjointed.  Continuous improvement training has helped me understand that kids can raise their level of responsibility for learning by establishing a class mission and SMART goal, identifying their individual SMART goals, and keeping track of their progress toward achieving those goals.  What a concept!

Arlene Bautista
abautista@mvwsd.k12.ca.us

Posted by Jay Marino at 07:26 AM | Permalink | Comments (1)

Read their reflections below and make sure to post your comments!

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Kim writes:

This is difficult to put in words. I have my goggles on in the swamp now. I can see the puzzle lid, but I'm still trying to put all the pieces together. I think I'm developing gills, but I'm alright with this disequilibrium because I know I have tools and skills to help me through to my goal of improving achievement for children.

The Quality Continuous Improvement training has been invaluable to me. It has given me the tools needed to delve into the root causes of any type of problem in my class no matter how small or large. I now feel equiped to get to the root cause of why my class acted out for the substitute to why are my children not doing so well in number sense. It has given me tools to implement change, and study the results and continue to make improvements.

The training has helped me see the need to change my paradigm to meet the needs of the children. The world is changing. I need to focus my engery on the "Big Rock" and to empower my children to focus on their own "Big Rocks."

I've struggled with how to get children involved in their own learning, and now I have a plan that I think will work. Data Centers, Data folders, Mission statements, ground rules are just parts of a student driven environment. The possiblity for student engagement is thrilling.

Kim Thompson
kthompson@mvwsd.k12.ca.us

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Michele writes:

Regarding quality and continuous improvement- I have discovered that some of the strategies that I currently use are actually part of a bigger program with the goals that I was ultimately trying to achieve. I just needed the tools and additional techniques to move further in the process. Continous Improvement provides those techniques that I was looking for.

Now that I have the tools that I need to go further in the process it is impossible for me to go back to the way I was teaching before. I look at student learning in a much different way. I now see that it is possible to make special education students accountable for their own learning and increase their motivation as they take ownership of their learning and achievements.

I know that when I go back to my classroom, it will be like an entire overhaul of my classroom routines and teaching techniques. I will start using the quality techniques the first day I go back. I now have the knowledge and have been given the tools that I need to implement this in my classes. I have to resist the temptation to jump in to the deep end when I know that I need to process all that I have learned this week. I am on the bus...but in the Swamp. I may move slowly, but know that I am going in the right direction.

Michele Farhat
Resource Specialist
Graham Middle School
mfarhat@mvwsd.org

Posted by Jay Marino at 11:19 AM | Permalink | Comments (2)

Posted by Jay Marino at 07:21 AM | Permalink | Comments (2)

What are teachers saying about implementing quality and continuous improvement in their classrooms?  In the last blog entry, I invited teachers to share their thoughts, insights and paradigm shifts that occured from learning more about implementing a continuous improvement classroom. 

Below is a response from Marisa Dasilva, teacher on her reflections of continuous improvement.  I wanted to highlight a statement from Marisa- "I feel as if I must change they way I've been doing things.  Not that the past methods are terribly wrong, but there's no turning back when you've received something even more productive and successful.  How can I not use these new methods and tools?  I would feel as if I'd be doing a disservice to my students, if I didn't use these methods to help my kids become "quality students".

Marisa continues...

One thing I have discovered about Quality Improvement, or Continuous Improvement (CI), is that it can be easily integrated into schools.   What I mean by "easy" is that the concept is presented in such a way that teachers can begin to integrate the tools and techniques as soon as they wish to.  Coming from the corporate world, I know how confusing the concept of "Quality" can become if it is not presented properly.  Continuous Improvement (CI) provides a very "laser-like" approach to problem-solving and aligning curriculum and school issues toward finding causes and solutions.

It's impressive how just in the last four days of training, my "lens" and how I was looking at  my teaching methods has not only changed, but seems to feel like an "old pair of glasses" I no longer need.  It's time for new "prescription".  I have always had a vision within my mind and heart of helping my students become empowered, sharp, and owners of their own success.  With just the training so far, I feel confident that what I have hoped for in the past will now be a reality for my students.  It has always been important to me to help others, especially young people, gather as many tools and skills for life as possible to be successful.  This training has now provided me with specific and easy to follow methods that I can add to my student's list of life skills.

My paradigm did not shift all that much.  I've been missing and waiting for the type of concepts the CI program contains.  It will make it possible for me to integrate problem-solving, presentation, teamwork, and data study/processing within my teaching this year and every year after.  I feel as if I must change they way I've been doing things.  Not that the past methods are terribly wrong, but there's no turning back when you've received something even more productive and successful.  How can I not use these new methods and tools?  I would feel as if I'd be doing a disservice to my students, if I didn't use these methods to help my kids become "quality students".

I am nervous, anxious, and excited to begin using the four stages of quality.  I am looking forward to seeing the changes and improvements in my students, as well as in my teaching.  My goal is to help my students believe that their success was due to their effort and ownership of their education. 

Marisa Dasilva
mdasilva@mvwsd.k12.ca.us

Share your comments and insights from the front lines now!

Posted by Jay Marino at 08:41 PM | Permalink | Comments (1)

I've had the pleasure of working with a school district in the heart of the Silicon Valley region of California this week.  Teachers from the Mountain View Whisman School District have been participating in a 5 day training session and have been learning how to "Lead Continuous Improvement" in their classrooms and at their school.

I can't help but be inspired by their courage, dedication and willingness to embrace change.  Throughout the week, we've been talking about paradigm shifts and are seeing clearly how effective classrooms and schools operate through the implementation of continuous improvement processes and tools.

I've provided an opportunity for teachers who have participated in this training to share their insight from the past week.  Below is a reflection from one of the participants, Dana Gaudio (dgaudio@mvwsd.k12.ca.us).  Stay tuned for more reflections and insight from other participants!

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Hi Jay-

 You asked us you share some thoughts with you. Here are a few things
that have rocked my world this week:

 It all comes down to synergy. If we really want to make worthwhile
changes, it is going to take time and we can not do it alone. We need
clear direction on what the "big rocks" are and what direction we are
all supposed to moving.

 Students become active participants and become responsible for their
learning.

 Our goals need to be measurable. Because everything is data driven, not
meeting a goal can tell you just as much, if not more, then meeting the
goal.

 Change takes time. If it is something that you want to change, you
should be willing to put in the time to doing so. You have to have
around 10 data points to be able to look for trends. You need to analyze
this data to look for the root cause. There is no such thing as a "quick
fix". The most important thing is to NOT worry about putting out the
most current fire. That is NOT where we should be focusing our energy.

 Once you have identified the root cause, you can begin to look at ways
to "poke the system" and make change. This also gives you the ability,
freedom, right to look at your data and abandon your current practice
should you discover that you are not getting the results that you are
looking for. You need to try poking the system another way.

 Okay, everything is beginning to get a bit fuzzy again...my moment of
clarity is slipping away. I guess that it is time for me to go back to
the swamp.

-Dana Gaudio

Posted by Jay Marino at 10:58 PM | Permalink | Comments (1)