Transcript The Baldrige Model of Excellence
The Baldrige Model of Performance Excellence
A framework for continuous improvement
Baldrige Update
(7/12/04) Part I – Introduction to Baldrige
(7/26/04) Part II – Baldrige in the Classroom
(8/16/04) Part III – Baldrige and the Board
(8/22/05) Part IV – Baldrige and the Strategic Plan (Review of the Criteria)
(9/12/05) Part V – Continuous Improvement Strategic Outcomes & Direction
(9/26/05) Part VI – Baldrige Self-Assessment Results; Focusing on the Critical Few
Ongoing continuous improvement updates
September 2
nd
, 2005
District professional development day with a focus on:
District vision, mission, goals, core values and guiding philosophy
Alignment of Individual Career Development Plans (ICDP) to school improvement plans and the District strategic plan
Teacher evaluation process
Random Acts of Improvement Aim of the Organization Goals and Measures Aim of the Organization Goals and Measures Aligned Acts of Improvement
Aligned Acts of Improvement District Strategic Plan GOALS = Individuals, schools, departments, programs & processes
Performance Excellence
At All Levels… Student C l a s s r o o m G r a d e L e v e l D e p a r t m e n t S c h o o l D i s t r i c t
It’s About Alignment!
Can we get everyone rowing in the same direction?
Putting Together The Pieces
The 7 Baldrige Categories
Leadership
Strategic Planning
Student/Stakeholder Focus
Information and Analysis
Human Resource Focus
Process Management
Performance Results
Category 1
Leadership
Requires leaders to set and communicate direction consistent with stakeholder requirements
How do leaders set and communicate direction?
How do leaders monitor progress?
How do leaders model the use of the principles of quality management?
Category 2
Strategic Planning
Translates stakeholder needs into goals, measures and action plans
How do we develop goals and measures?
How do we implement the plan?
How does each individual’s personal goals and actions support the plan?
Category 3 Student & Stakeholder Focus
Defines the aim of the district, school or classroom
How do we determine stakeholder requirements?
How do we measure student and stakeholder satisfaction?
How do we build positive relationships with students and stakeholders?
Do you enjoy reading to learn?
Challenges (Combined Feedback)
1. To provide the highest quality education to all CRCSD students, what challenges will the district have to address as it plans for the future? 3500 96% 93% 89% 3000 83% 75% 2500 66% 2000 54% Responses (Combined Groups) Percent of Responses 1500 37% 1000 681 19% 641 622 413 500 350 281 204 134 131 0 S ta ff D ev el op m en t C la ss S iz e Fi na nc e/ B ud ge t D iv C er ha si lle ty ng in g C ur A ric lig ul nm um en t o f C ur ric ul um Te ch no lo gy E ar ly C hi ld ho od B ou nd ar ie s A tte nd an ce 129 100% 100% 80% 60% 40% 20% 0%
Category 4
Information & Analysis
Provides the foundation for aligned decision making in all areas of the system
How do we select and manage information?
How do we select and use comparative data?
How do we evaluate and improve information systems?
Category 5
Human Resource Focus
Examines how the district, school or classroom enables workers to develop and utilize their full potential
How do we ensure collaboration and teamwork?
How are workers trained, educated and evaluated?
How do we measure and improve employee morale and well-being?
Category 6
Process Management
Addresses how educational products and services are designed, implemented and improved
How do we design instructional and support processes?
How do we continually improve important processes using Plan, Do, Study, Act?
Building on Past Activities… Where Could We Go Next?
Continue Action Research teams Utilize quality tools and the PDSA process for data driven decisions Continue to align student, classroom, school and District actions Connect all employees to CSIPs and the District strategic plan Continue driving toward student ownership and accountability for learning
Category 7
Performance Results
Examines the district, school or classroom performance in key areas
What is the level of baseline performance?
What is our performance over time?
How do our results compare to similar districts, departments, schools or classrooms
The Baldrige Model of Performance Excellence
A framework for continuous improvement