Transcript Supporting Classroom Implementation

Supporting Classroom
Implementation
JSA Principals’ Forum
February 7-8, 2011
A Baldrige-based, systems approach to
continuous improvement…
A way or method of
helping us pay attention
not only to the parts but
also to how well the parts
work together at all levels
of the district as we work
together to get better and
better results.
© Jim Shipley & Associates, Inc.
February 1, 2011
2
What K-12 teachers are saying about implementation of a
systems approach to classroom continuous improvement…
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The focus is on learning – their focus, as well as mine.
We now refer to learning goals.
More of my students are leading classroom processes.
I see more engagement and more student ownership.
Students like knowing “up front” what the assessment will look like – in other
words, how they will show they know and or can do the learning target.
We are using more technology innovatively; it works and kids are into it.
My teaching is more focused and so is their learning!
The kids are looking to our cycles of PDSA to see what they are learning as
well as to see what they’ve already learned.
Kids are asking more questions.
There is more graphing because my students want to see how we’re doing on
what’s important. They ask me to chart the results!
We encourage each other, and I see students helping each other.
The kids own their learning data.
Students are now concerned with the success of others
Students are seeking out new ways to learn skills (e.g. finding websites, etc.)
© Jim Shipley & Associates, Inc.
February 1, 2011
3
Where does “classroom implementation”
fit in a Baldrige-based, systems approach
to continuous improvement?
© Jim Shipley & Associates, Inc.
February 1, 2011
4
Learner
Classroom
Grade/Dept.
School
District
© Jim Shipley & Associates, Inc.
February 1, 2011
5
School Improvement Implementation
Components
School Leadership Structure
School Improvement Planning Process
School-Wide PDSA of the School Improvement Plan
Collection and Use of School-Wide Short Cycle Predictive Data
Use of Classroom PDSA and High-Yield Instructional Strategies
Professional Development, Engagement, and Support Systems
Stakeholder Involvement
© Jim Shipley & Associates, Inc.
February 1, 2011
JSA School Improvement Implementation Guide
Page 26
Use of Classroom PDSA and High-Yield
Instructional Strategies
 We know the degree to which classrooms in our building are
implementing with fidelity the components of effective and
aligned PDSA cycles.
 Our teachers are clear about the connection between the
school’s capacity to achieve school improvement plan goals and
the capacity of the classroom learning system for alignment and
improvement.
 Students are actively engaged in ongoing improvement of the
classroom learning system.
JSA School Improvement Implementation Guide
Page 13
© Jim Shipley & Associates, Inc.
February 1, 2011
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Use of Classroom PDSA and High-Yield
Instructional Strategies
The first four School Improvement Plan Implementation
Components support classroom PDSA improvement cycles.
School strategic results are driven by individual classroom
academic improvement.
School leadership must facilitate and support the use of effective
improvement processes at the classroom level.
Classroom improvement processes include the use of high-yield
instructional strategies and best practices.
JSA School Improvement Implementation Guide
Page 31
© Jim Shipley & Associates, Inc.
February 1, 2011
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So, what does it take to support
classroom implementation?
10 lessons
that we at JSA have learned…
© Jim Shipley & Associates, Inc.
February 1, 2011
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1. Put the emphasis on the classroom as a system.
Focus on the principles and practices of a systems approach to
continuous improvement of which the use of PDSA Cycles is just
one practice.
Teacher as Leader
Learning
Requirements
Learning Goals
Learning
Results
PLAN
Students as
Co-Producers
of Learning
ACT
Learning
Processes
DO
Learning Data
& Information
STUDY
© Jim Shipley & Associates, Inc.
February 1, 2011
Organizational Best
Practices
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2. Reinforce using, not doing PDSA.
PDSA cycles are used as a tool to regularly and frequently
evaluate and improve classroom teaching and learning processes.
It takes more than one cycle of PDSA to improve results.
Class Long-Range
Learning Goal
A
P
P
P
P
Teaching
&
Learning
Processes
Teaching
&
Learning
Processes
Teaching
&
Learning
Processes
Teaching
&
Learning
Processes
D
A
S
© Jim Shipley & Associates, Inc.
February 1, 2011
S
D
A
S
D
A
D
S
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3. KISS – keep it simple yet significant.
© Jim Shipley & Associates, Inc.
February 1, 2011
12
Remember…
It’s not about how many
tools and charts and
posters you have.
+
It’s about how much
improvement you and your
students make in learning
results.


© Jim Shipley & Associates, Inc.
February 1, 2011
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4. Understand and appreciate
acceptable variance.
There are a wide variety of
ways that classrooms
translate the principles and
practices of a systems
approach to continuous
improvement into action
depending on existing
requirements of the district,
the age of students, and the
focus of the class, course, or
program.
Progress monitoring in a
primary special education
classroom
© Jim Shipley & Associates, Inc.
February 1, 2011
14
4. Understand and appreciate acceptable variance.
There are a wide variety of ways that classrooms translate the
principles and practices of a systems approach to continuous
improvement into action depending on existing requirements of
the district, the age of students, and the focus of the class,
course, or program.
Progress monitoring in high
school classroom
High school comparison data by classes…
© Jim Shipley & Associates, Inc.
February 1, 2011
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5. You have to grow the system.
Implementation happens on a continuum – a series of
successive approximations.
Effective support
recognizes where a teacher
and his/her students are on the
continuum of refining and
improving their learning
system.
Classroom learning system
© Jim Shipley & Associates, Inc.
February 1, 2011
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6. Growing the classroom learning system requires
“developmentally appropriate” training and supporting
materials.
CONTINUOUS
CLASSROOM
IMPROVEMENT
TEACHER AND
STUDENT
PARTNERSHIPS
CLASSROOM
PERFORMANCE
EXCELLENCE
JSA Classroom Series.
© Jim Shipley & Associates, Inc.
February 1, 2011
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Continuous Classroom
Improvement
Teacher & Student
Partnerships
(CCI)
(TSP)
Classroom Performance
Excellence
(CPE)
Focus on making sure the Focus on engaging students
Focus on advanced
basics are in place.
in building/improving the
strategies for alignment,
complete classroom
continuous improvement,
learning system.
&
Setting learning priorities
integration/coordination
and regular/frequent
Expansion of CCI basic
of the classroom learning
evaluation and
components to all parts of
system.
improvement of learning
the classroom learning
Expansion of TSP
cycles.
system.
elements to advanced
levels of implementation
SYSTEMS CHECK I
SYSTEMS CHECK II
SYSTEMS CHECK III as a
As a short selfAs a tool for learning about
strategy for on-going
assessment to determine the classroom as a system
assessment and
if the basics in place.
and transitioning to
improvement.
Systems Check III
© Jim Shipley & Associates, Inc.
February 1, 2011
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7. It takes more than training to support implementation.
1. Getting started training.
2. Time to practice getting started competencies.
3. Coaching and feedback on getting started
practices.
Recipe for
Implementation
with Fidelity
© Jim Shipley & Associates, Inc.
February 1, 2011
1. Next steps training.
2. Time to practice next step
competencies.
3. Coaching and feedback.
1. Advanced classroom learning
system training.
2. Time to practice advanced
competencies.
3. Coaching and feedback.
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7. It takes more than training to support implementation.
Skill
Development
Practice, Feedback and
Coaching of the Strategy
Opportunity to Practice
the Strategy
Modeling of the Strategy
Knowledge of the Strategy
Accurate Use in
the Classroom
90%
75 - 90%
90%
5%
50%
5%
5%
0%
From Coaching Skills for Successful Teaching
Joyce and Showers
© Jim Shipley & Associates, Inc.
February 1, 2011
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8. Help teachers make connections.
The use of a systems approach to continuous improvement is not
“just one more thing to do.”
It is a way to align, improve, integrate and coordinate many of the
activities that today’s teachers are expected to engage in anyway.
Character Counts
Core Knowledge
Student-led
Conferences
Assessment
For Learning
PLCs
Data Teams
Standards-Based
Report Cards
fractals
Co-Teaching
© Jim Shipley & Associates, Inc.
February 1, 2011
KU Strategies
Classroom
2.0 Technologies
New Science
Adoption
UbD
High-Yield
Strategies
RtI
Balanced Literacy
Interactive Student
Notebooks
Data Folders
Accelerated Reader
Differentiated
Instruction
Glasser Choice
Theory
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9. Implementation starts with plan. Implementation with fidelity
doesn’t happen by accident.
• Deployment strategies that support
implementation…
–Technical support teams
–Demonstration classrooms
–Aligned appraisal systems
© Jim Shipley & Associates, Inc.
February 1, 2011
22
10. There is no substitute for understanding the Criteria.
Taking the time to deepen your understanding of how the Baldrige
Criteria provide a blueprint for building and continuously
improving a system is a good investment.
http://www.nist.gov/baldrige/publications/education_criteria.cfm
© Jim Shipley & Associates, Inc.
February 1, 2011
23
What teachers are saying about implementation of a systems
approach to classroom continuous improvement…
•
•
•
•
•
•
•
•
•
•
•
•
•
•
The focus is on learning – their focus, as well as mine.
We now refer to learning goals.
More of my students are leading classroom processes.
I see more engagement and more student ownership.
Students like knowing “up front” what the assessment will look like – in other
words, how they will show they know and or can do the learning target.
We are using more technology innovatively; it works and kids are into it.
My teaching is more focused.
The kids are looking to our cycles of PDSA to see what they are learning as
well as to see what they’ve already learned.
Kids are asking more questions.
There is more graphing because my students want to see how we’re doing on
what’s important. They ask me to chart the results!
We encourage each other and I see students helping each other.
The kids own their learning data.
Students are now concerned with the success of others
Students are seeking out new ways to learn skills (e.g. finding websites, etc.)
© Jim Shipley & Associates, Inc.
February 1, 2011
24
The Lesson of the Barbell Factory…
The better the system, the better the results!
© Jim Shipley & Associates, Inc.
February 1, 2011
25
What questions do you have about supporting
classroom implementation of a systems approach
to continuous improvement?
© Jim Shipley & Associates, Inc.
February 1, 2011
26