Driving Quality (with a capital Q)
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Driving Quality (with a capital Q)

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Presented by Building Educated Leaders for Life (BELL) at the 2014 NPEA conference in Minneapolis, MN.

Presented by Building Educated Leaders for Life (BELL) at the 2014 NPEA conference in Minneapolis, MN.

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Driving Quality (with a capital Q) Driving Quality (with a capital Q) Presentation Transcript

  • Driving Quality (with a capital “Q”) NPEA – Friday, April 25th
  • •  Welcome and Introductions •  Who do we have in the room? •  Background Info •  What is BELL? •  What problem did we want to solve? •  Backwards Planning Model •  What do our mission and values “look like”? •  How do we define what Quality looks like? •  What demonstrates evidence of Quality? •  How do we prepare staff to achieve Quality? •  “You do” •  What does this look like for your school/organization? •  Wrap-up and Q&A agenda 2
  • Transform the academic achievements, the self confidence & life trajectories of children living in under-resourced, urban communities. 3 •  Core Essentials •  High expectations of scholars, staff, schools & parents •  Strong partnerships •  Teaching excellence •  Exceptional leadership & environment for learning •  Engaging & relevant learning experiences for scholars •  Mission BELL
  • 4 BELL We pursue our mission through three educational offerings targeting scholars in grades K-8 •  Summer Learning •  6-8 hours/day; 5 days/week; 5-8 weeks •  Small-group instruction in reading, writing, and math •  Enrichment courses in science, technology, arts, health, and physical fitness •  Field trips, family and community engagement •  School & community-based staff •  After School / Before School / Saturdays / Intersessions •  After school program for 2.5 - 3 hours/day; 3-5 days/week; up to 30 weeks •  Before school, Saturday, and Intersession programs customizable •  Program design tailored to specific reading, writing, math, and test prep •  (Optional blended learning using school’s technology) •  READy •  Summer program model geared toward K-3 scholars •  Literacy instruction only •  Aligned to the initiatives of the Campaign for Grade-level Reading •  Features half-day and full-day programs as well as blended learning options •  Use of Scholastic curriculum
  • 5 BELL structure BELL  Na'onal   Program   Team   •  Develop  large-­‐scale  materials  for  training,  instruc'on,  and   program  implementa'on  expecta'ons   Regional   Staff   •  Work  with  partners  to   adapt  and  customize   na'onal  materials  to   meet  regional  needs   Site  Staff   •  Implement   the  BELL   program  
  • 6 Quality "...if he... starts to look for options of Quality, and secretly pursues these options, just for their own sake, thus making an art of what he is doing, he's likely to discover that he becomes a much more interesting person and much less of an object to the people around him because his Quality decisions change him too. And not only the job and him, but others too because the Quality tends to fan out like waves. The Quality job he didn't think anyone was going to see is seen, and the person who sees it feels a little better because of it, and is likely to pass that feeling on to others, and in that way the Quality tends to keep on going. My personal feeling is that this is how any further improvement of the world will be done: by individuals making Quality decisions and that's all.” – “Zen and the Art of Motorcycle Maintenance” How do we define Quality and cultivate this Quality driven culture?
  • When conducting quality assurance (QA) visits at sites in Summer 2013, we realized staff was not clear on how to meet BELL’s expectations. How do we define: •  data-driven instruction? •  differentiated instruction? •  welcoming environment for learning? •  college-going culture? “You know it when you see it”, but what are we looking for? 7 problem
  • Backwards Planning Model Bringing the mission to life
  • 1.  align quality assurance indicators to our larger mission/values and define tangibly what that looks like 2.  determine how to identify and quantify evidence of Quality implementation 3.  identify information/resources/professional development necessary to prepare staff for successful, Quality implementation 4.  establish a culture driven by decision making with a focus on Quality 9 goals
  • 10 backwards planning model Mission  &   Values   Quality   Indicators   Evidence  of  Quality   “Success  Toolkit”  
  • 11 step 1: Mission & Values Mission   &  Values   Quality  Indicators   Evidence  of  Quality   “Success  Toolkit”  
  • 1.  We demonstrate high expectations that all children can excel. 2.  We develop partnerships to support each child’s success. 3.  Exceptional Leadership creates an environment for learning. 4.  We demonstrate teaching excellence. 5.  We provide relevant and engaging learning experiences. 12 BELL core essentials What do these tangibly “look like” at site and in clusters?
  • 13 step 2: Quality Indicators Mission  &  Values   Quality   Indicators   Evidence  of  Quality   “Success  Toolkit”  
  • 14 drilling down What  does  it   mean??   “Buzz”  Words   Core  Essen'al   Teaching  Excellence   Differen'ated   Instruc'on   ?   “Voice  and   Choice”   ?   Data-­‐Driven   Instruc'on   ?   Collabora've   Teaching   ?  
  • When we say “Teaching Excellence”, we should see... in clusters: at site: 15 QA Expectations: Site & Cluster What is our evidence of Quality implementation?
  • 16 step 3: Evidence of Quality Mission  &  Values   Quality  Indicators   Evidence  of  Quality   “Success  Toolkit”  
  • 17 Quality Assurance Rubric How do we set staff up to be successful?
  • 18 step 4: “Success Toolkit” Mission  &  Values   Quality  Indicators   Evidence  of  Quality   “Success  Toolkit”  
  • BELL Library – digital resource library connected to our e-Learning system where staff can download and access additional resources, tools, references and professional development. Observational Tool – used by our Instructional Coaches to observe instruction and provide actionable feedback QA Rubric – identifies the evidence of quality in both individual clusters as well as the site as a whole Strengthened the Managers of Regional Program (MRP) Role – greater focus and autonomy of regional program leaders to customize and adapt training to be more regionalized Instructional Coach – developing additional training and tools for this role surrounding how to make regular cluster observations, what to look for, and how to provide actionable feedback to teachers Standards of Practice – explicit details and additional resources to support differentiated and data-driven instruction using the specific assessment and curricula implemented by BELL Questioning – providing additional resources and professional development on how to use questioning strategies to scaffold instruction and promote higher-order thinking 19 on-going improvements
  • “You Do” How can this work for you?
  • 21 steps 1 & 2 Mission  &   Values   Quality   Indicators   Evidence  of  Quality   “Success  Toolkit”   1)  Identify one value to focus on •  what do you already know about how you demonstrate this value? 2)  What does this value “look like” in action?
  • 22 steps 3 & 4 Mission  &  Values   Quality  Indicators   Evidence  of  Quality   “Success  Toolkit”   3) How will you determine if Quality expectations have been met? 4) What are the tools, resources, professional development, etc. necessary to meet Quality expectations? Exactly how are you preparing staff to be successful?
  • Cultivating a Culture of Quality “... and in that way the Quality tends to keep on going”
  • 2424
  • THANK YOU! 25 Q&A