EDLDR559:

Lesson 06: Frameworks for Planned Change for School Improvement

Lesson Overview

Textbook 1 for the course was developed by NEA to provide a researched based model for school improvement. You are invited to investigate this model in greater detail. However, for our purposes please pay very close attention to the essential findings on page xii of the Preface. The assignment corresponding to this reading/investigation asks you to respond to some of these outcomes using your own setting or experience(s).

In this lesson, we move on to examine specific models that incorporate the general features and assumptions undergirding continuous models of improvement from a new perspective. There are many such models available, but we will focus on two that have been found to be generally representative of the concepts we have been discussing and both have specific applications to improving schools. The two models on which we will focus will be the KEYS model and the Baldrige model.

The Keys to Excellence in Your School (KEYS) model for school (and district) improvement was developed and refined by the National Education Association (NEA). In its most recent incarnation, KEYS 2.0 (trendy name!) is now being widely touted and pushed by the NEA. KEYS 2.0 uses a systems model that incorporates a continuous learning approach. You will no doubt notice this as we explore this model more closely in this lesson.

The Baldrige Performance Excellence Program is another model for continuous improvement. We will examine how the Montgomery County Public Schools (MCPS) took the Baldrige model, modified it, and used it, as a continuous improvement model, in action in a real school/district. The assignment that is attached to this reading/investigation focuses on MCPS's work with the Baldrige Criteria.

Finally, focusing more specifically on the PDSA process, the heart of the Baldridge Criteria model, we consider its use in MCPS as well as other continuous school improvement models.

While all of the continuous improvement models discussed in the Textbook 2 chapter advocate or employ some form of an inquiry process, this lesson spotlights the PDSA process since either its direct use or at least its design influence is ubiquitous across continuous improvement models. As far as I can see, all the continuous improvement models that the author discusses in his chapter use the basic Plan-Do-Study-Act (PDSA) process with some additional modifications or flourishes. Thus, this lesson picks up and builds on the previous lesson by examining the template for all inquiry process approaches—the PDSA.

Lesson Objectives

After completing this lesson, you should be able to

• identify and discuss:
  • the indicators of school quality as researched by NEA via the KEYS initiative, and
  • the elements of continuous improvement you see expressed in the MCPS adaptation of the Baldrige Criteria;
• argue the pros (strengths) and cons (weaknesses) of each mode/process as a systems model for continuous improvement and the context of a specific school or district; and
• assess and evaluate the viability of models/process for your particular school and/or district context.

Lesson Readings & Activities

By the end of this lesson, make sure you have completed the readings and activities found in the Lesson 6 Course Schedule.

Improvement Through KEYS and Baldridge Models

Keys to Excellence in Your School (KEYS)

The KEYS model is useful for our purposes for several reasons. First of all, it incorporates all the major elements of school improvement—instruction, curriculum, assessment, data-based decision making, leadership, and professional development. Second, it also hits on topics regarding change and implementation that Textbook 2 referred to in Chapter 2 from the previous lesson. Third, it will give us another point of comparison to the other systems/continuous improvement models we have already examined or will be examining—specifically, the Leading for Learning model (which is cited numerous times by KEYS), the Baldridge Criteria (coming up in the next lesson), and McREL’s Asking the Right Questions. Finally, one of our texts, The Keys to Effective Schools: Educational Reform as Continuous Improvement, was commissioned by the KEYS project. The chapters provide a research-base and the conceptual underpinnings for the KEYS model. The chapters themselves are written by some of the most renowned and knowledgeable researchers in their particular areas of specialization.

Baldrige Model

We turn our attention to the Baldrige program’s Educational Criteria for Performance Excellence. In many ways, these two continuous improvement models are complete opposites. For better or worse, the various components and processes as well as the guiding assumptions of the KEYS 2.0 model are grounded in a educational research base. (See Textbook 1.)

Alternatively, the Baldrige model and its “Criteria for Performance Excellence” were first developed for the business/corporate world. Its roots are deep within the Total Quality Management (TQM) movement and associated processes and this orientation is reflected throughout the Baldrige Criteria for Performance Excellence. To get a quick orientation to the Baldrige approach, go to Baldrige Performance Excellence Program.

The “About Us” page gives the basics of the approach. You might also want to explore, Baldrige Process Improvement, found just under the heading Resources. Then click on the Criteria for Performance Excellence. This brings you to the page that lists the “critical aspects of management that contribute to performance excellence.” As noted on the page, there are three versions of the Criteria for Performance Excellence available for download. Obviously, we are interested in the one dealing with education, although similar booklets are available for business/nonprofits and health care. I also downloaded the Self-Analysis Worksheet. As noted in the directions, this is for schools to assess how far along they are in meeting the six categories of performance excellence – leadership, strategic planning, customer focus, data analysis, workforce focus, and operations focus. In other words, it parallels the KEYS 2.0 survey but uses the Baldrige Criteria. This is NOT to be completed. It is simply for your information and again, it is found in eReserves.

Additional background information about the quality management movement is found in the reading assignment listed above—Chapter 3 “Evidence of the Effectiveness of Continuous Improvement” from Textbook 1. In the first and lengthy section of this chapter titled, “Evidence from Studies of Non-Education Organizations,” the author traces the evolution of the quality management movement from its early beginnings as first expressed in Peters & Waterman’s bestseller, In Search of Excellence, to its more recent incarnations as represented in Collins’ bestseller, Good to Great. Note that a theme seems to emerging here. This section of the chapter, by the way, by far exceeds in length the other section, “Evidence from Studies of Schools and School Districts,” which is less than 5 pages in length. This is telling.

Lesson Activities

Lesson 06 Group Discussion

Individual responses to questions below should be posted below no later than 11:59 p.m. (ET) on Thursday and should be approximately 150 words in length. After everyone has posted their response, read through the other student postings and respond to two of these. If a posting already has two responses, then find another to which you can respond. The two reaction responses to other students’ posts below must be completed by no later than 11:59 p.m. (ET) on Sunday.

Your discussion this week will involve collaborative investigation of various models for school improvement including: KEYS initiative, Systems Model of Continuous Improvement, and PSDA inquiry model.

This week, you are assigned to a small group to collaborate and share the work to enhance your learning. For efficiency and effectiveness in your groups please follow these steps:

1. Connect with your group to determine a plan for the week’s work AND to assign readings/models to each group member. (When will you have your readings done and how will you discuss them? Etc)
2. Each group member will post an original response that presents one model to the rest of the group including the following points:
   • Define the model
   • Strengths and weaknesses of the model
   • Best uses for the model
3. Respond to each group member with questions, comments, and points of interest to you.
4. Continue meaninguful discussion about the models in ways that enhance your learning.

Your group assignment has been generated randomly by Canvas and a group leader has also randomly been assigned to your group. If you have any trouble accessing your group, let me know ASAP, and I will do what I can to support you (or, if needed, correct any inadvertent errors on my part).

You are welcome to utilize Zoom for your collaboration/discussion this week. Just be sure of the following when using Zoom:

• Set up a time(s) agreeable to all
• Coordinate your Zoom sessions through your Discussion Group thread so that all group members (and I too) are fully aware of information/plans
• You are encouraged to RECORD all Zoom sessions so that they may be shared with me or with group members/classmates as needed

You are not required to use Zoom, however, you may find it helpful to coordinate your discussion this week.

This week's work will be graded according to the quality of your learning experience and how well you are able to collaborate with one another to gain an understanding of this week’s content.

Lesson 06 Assignment

The Baldrige process as a powerful set of mechanisms for disciplined people engaged in disciplined thought and taking disciplined action to create great organizations that produce exceptional results.

—Jim Collins, author of the best-seller, Good to Great: Why Some Companies Make the Leap…and Others Don't

General Information and Introduction

Each of the two options below relate to a model from this week’s lesson. Consider which model resonated with you most this week, and select assignment from the options below. This assignment should be completed on this Word document and placed in the drop box provided.

Option 1

After reading the Preface in the Textbook 1, use the 12 essential findings and draft a two to four-page essay that addresses the following:

• Generally speaking, explain how you would evaluate your school’s strengths. Share one or two stories that support your analysis.
• Identify one or two areas that need to be improved or strengthened. Explain why and support your answers.
• Make connections and explain how the structural and cultural characteristics of your setting positively affect student outcomes.

Option 2

Familiarize yourself with the Baldrige model. Use many of the links provided below to navigate the website or attack the components and videos in any way that allows you to become grounded in the key understandings, actions, processes, and promises of this school improvement model.

• MCPS Website
• The Baldrige Award was won in 2010
• Baldrige in Action Page
• Baldrige information
• Baldridge in the Classroom
• Baldridge Categories
• Rationale
• Baldridge for Staff
• Baldrige Tabs

Use the information you found in the links provided to write a two to four-page executive summary of the Baldrige Performance Excellence Program. Imagine that you are doing a presentation to your Board of School Directors and the media and include the following:

• Set a compelling and clear purpose to let the board know what the Baldrige Model can do for your school or district and why they will want to read all the reports and data associated with the experiences and successes of the Montgomery County Public Schools
• Define the problem the Baldrige Model addresses; what does this model offer that you need
• Explain how and why the Baldrige is the solution the system needs
• Provide the Board with a why now this is your opportunity to compel the board to act immediately and not delay in its actions.

Rubric

Lesson 06 Assignment Rubric

Criteria	Points Possible
Thorough and thoughtful initial post by Sunday evening	20
150 words minimum or more for the initial post and response to classmate posts	10
References are made to course content or outside resources	10
Word file / name of document left-hand margin SmithLesson1 proper formatting in APA 6th and correct grammar without typos	10