The job of a leader is to create the conditions under which learning can occur. This involves building strong relationships, creating a risk-taking atmosphere where flaws, sharing mistakes, and laughing at yourself are okay. Leaders don't solve people's problems directly but instead set people up for success by establishing trust and engaging all stakeholders in the learning and decision-making process.

1. The Baldrige Way
The job of a leader

3. MONTGOMERY COUNTY PUBLIC SCHOOLS –
AT A GLANCE
 Largest school system in Maryland
 17th largest school system in the U.S.
 148,779 students (AA: 21.3%, WH: 33%, AS: 14.3%, HI:
26.7%)
 Over 22,000 employees
 Over 200 schools (26 HS, 38 MS, 133 ES, 5 Sp. Schools, 7
Alt. Programs)
 Students from 157 countries speaking 138 languages
 49,394 students receive Free and Reduced Meals
(FARMS) (33.2%)
 17,407 students with special needs (11.7%)

4. Quest for Excellence
2013
Montgomery County Public
Schools, Maryland
OUR BRAND

5. MCPS is a 2010 Malcolm Baldrige
National Quality Award Recipient
© 2011 Montgomery County Public Schools

6. TED TALKS
WAITING FOR
SUPERMAN
What schools should do

7. Who are you?
 Raise your hand if you are an
educator/work with children
 Raise your hand if you have
children
 Raise your hand if you were once
a child

8. http://www.youtube.com/watch?an
notation_id=annotation_217619&fea
ture=iv&src_vid=Mnxux4JKMnc&v=K
dxEAt91D7k
WHAT IT FEELS LIKE TO BE A TEACHER….

9. WHERE WE HAVE BEEN
WHERE WE ARE GOING
HOW WE USE BALDRIGE
PROCESSES TO GET THERE
Montgomery County Public Schools
Leadership Journey

10. Where we’ve been – we’ve had
Testing mania….

11.  No Child Left Behind – 2001 - federal legislation
meant to hold schools accountable.
 Students were tested each year (grades 3-12)
theoretically forcing schools to improve instruction
for students who historically had been “left behind”
by our public education system. Brilliant title!
Marketing Genius!
 Testing needed to show progress. If a school didn’t
show progress – sanctions!
 The test very QUICKLY became overemphasized and
misused. Schools taught TEST PREPARATION instead
of implementing curriculum.
 Making matters worse, the test was WEAK and didn’t
measure the skills students would need to succeed.
 For over 10 years we held onto a business model
that didn’t work.
HOW DID WE GET TESTING MANIA?

12. Grade 5 – MSA Reading
Trend–Percentage of Students Scoring Proficient or
Advanced by Service Group

13. Grade 5 – MSA Math
Trend–Percentage of Students Scoring Proficient or
Advanced by Service Group

14. Maryland School Assessment (MSA)
(2012)
Grade 5 Test Question:
The art teacher has 824 paint brushes. He wants to put 8
brushes in a box.
How many boxes can he fill?
A. 4 boxes
B. 13 boxes
C. 103 boxes
D. 130 boxes

15. Greenleaf’s Common
School Arithmetic
(1861)

16. SATParticipationandPerformance
MCPS,Maryland,andNationClassof2012
52%
70% 71%
0%
40%
80%
Nation Maryland MCPS
1498 1467
1651
0
900
1800
Nation Maryland MCPS
Percent Taking SAT
Combined Mean SAT Score

17. 11.7% 12.4%
16.9%
19.2%
23.7%
26.2%
29.2%
27.4%
34.2%
37.6%
41.0%
44.2% 44.5%
43.0%
8.3% 9.1%
10.5% 10.7%
13.4%
16.5% 17.2%
15.8%
18.2%
19.6%
20.9%
22.6% 22.3%23.3%
0%
60%
1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
MCPS BL Participation MCPS BL Performance (3 or Higher)
2012 National
Performance of
Black or African
American
Graduates
5.9%
APParticipationandPerformance
MCPSAfricanAmericanGraduates
2012 National
Performance All
Graduates
18.1%
2012 National
Participation
All Graduates
32.4%

18. 8,542
22,406
24,208
25,921
28,575
30,217
31,734
32,974
0
10,000
20,000
30,000
1999 2006 2007 2008 2009 2010 2011 2012
College Ready: A Decade of AP Growth
Number of AP Exams Taken by All MCPS Students
Number of AP Exams Scoring 3 or Higher
Up 8.5%
since
last year
Up 4.0%
since
last year
7,090
16,781
17,849
18,306
20,648
21,657
22,793
24,735

19. WHY WE NEEDED
TO MAKE A
CHANGE

20. Slide Credit: EdTrust.org
Data Source: Organization for Economic Cooperation and Development (OECD), PISA 2006 Results, http://www.oecd.org/
300
350
400
450
500
550
AverageScaleScore
2003 PISA - Math
U.S.A.
OECD Average

21. Over 75% of MCPS
students participate
in an advanced level
math course during
their last two years
of high school.
However, 50% of
MCPS students take
a remedial (non-
credit) college
course their first
year of college.
College Readiness

22. How the Demand for Skills Has Changed
Economy-wide measures of routine and nonroutine task input
(U.S.)
40
45
50
55
60
65
1960 1970 1980 1990 2002
Routine manual
Nonroutine manual
Routine cognitive
Nonroutine analytic
Nonroutine interactive
(Frank Levy and Richard Murnane, 2005)
Meantaskinputaspercentiles
ofthe1960taskdistribution
The dilemma of schools:
The skills that are easiest to teach and
test are also the ones that are easiest to
digitize, automate, and outsource

23. Most U.S. standardized tests are
designed to assess recall and recognition
of facts.
Assessments in high-achieving nations
increasingly emphasize learning designed
to assess if students can apply what
they’ve learned focusing on inquiry and
explanations of ideas.
Differences Among Assessments

24. 1. What two gases make up most of the Earth's
atmosphere?
A) Hydrogen and oxygen
B) Hydrogen and nitrogen
C) Oxygen and carbon dioxide
D) Oxygen and nitrogen
2. Is a hamburger an example of stored energy?
Explain why, or why not.
_______________________________________
_______________________________________
(U.S. Assessment) National
Assessment of Educational Progress
8th- and 12th-Grade Science

25. FLIES
Read the following information and answer the questions which follow.
A farmer was working with dairy cattle at an agricultural experiment station. The population of
flies in the barn where the cattle lived was so large that the animals' health was affected. So the
farmer sprayed the barn and the cattle with a solution of insecticide A. The insecticide killed nearly
all the flies. Some time later, however, the number of flies was again large. The farmer again
sprayed with the insecticide. The result was similar to that of the first spraying. Most, but not all, of
the flies were killed. Again, within a short time the population of flies increased, and they were
again sprayed with the insecticide. This sequence of events was repeated five times: then it became
apparent that insecticide A was becoming less and less effective in killing the flies. The farmer
noted that one large batch of the insecticide solution had been made and used in all the sprayings.
Therefore he suggested the possibility that the insecticide solution decomposed with age.
Source: Teaching About Evolution and the Nature of Science, National Academy Press, Washington, DC, 1998, p. 75.
1. The farmer's suggestion is that the insecticide decomposed with age.
Briefly explain how this suggestion could be tested.
2. The farmer's suggestion is that the insecticide decomposed with age.
Give two alternative explanations as to why "insecticide A was becoming
less and less effective ..."

26. What do our students need to know and be able to do?
What skills do they need for a future job market?
PROBLEM SOLVE
TAKE RISKS
BE INNOVATIVE

27. Learn to solve problems by solving
problems, not by being given the
steps to solving problems.
Problem solvers

28. A FOUR-STEP PROCESS
1. UNDERSTANDING THE PROBLEM
• * Can you state the problem in your own
words?
• * What are you trying to find or do?
• * What are the unknowns?
• * What information do you obtain from the
problem?
• * What information, if any, is missing or not
needed?
2. DEVISING A PLAN
• The following list of strategies, although not
exhaustive, is very useful.
• * Look for a pattern.
• * Examine related problems, and determine if
the same technique can be applied.
• * Examine a simpler or special case of the
problem to gain insight into the solution of
the original problem.
• * Make a table.
• * Make a diagram.
• * Write an equation.
• * Use guess and check.
• * Work backward.
• * Identify a subgoal.
3. CARRYING OUT THE PLAN
• * Implement the strategy or strategies in step
2, and perform any necessary actions or
computations.
• * Check each step of the plan as you proceed.
This may be intuitive checking or a formal
proof of each step.
• * Keep an accurate record of your work.
4. LOOKING BACK
• * Check the results in the original problem. (In
some cases this will require a proof.)
• * Interpret the solution in terms of the
original problem. Does your answer make
sense? Is it reasonable?
• * Determine whether there is another
method of finding the solution.
• * If possible, determine other related or more
general problems for which the techniques
will work.
• http://www.youtube.com/watch?v=C2YZnTL5
96Q

29.  Perseverence
 Confidence…chipped away at it
because mistakes not
valued…make a mistake…no, I’m
sorry, next?
 – lose the ability to do this because
of FEAR.
 Ever been to a workshop…talk to
someone you don’t know…you
right away look for someone you
do know to become your partner?
Taking risks

30. Doing something right the first time doesn’t mean powerful learning has
occurred; it might mean you didn’t risk enough.
Real learning happens through a process of trial and error; we need to
reinforce this kind of risk-taking behavior.
Making mistakes has become a sign of incompetence instead of a sign of
learning.
Lisa’s video – Cody Johnson…
Making mistakes/trying

31. The days of wondering….
BRING wonder back! STEM
Wait time – kids great at this
Wonder – kids are naturals – listen to any 3 year old…WHY? WHY?
WHY?– no need anymore, days are gone thanks to Siri.
STEM brings wonder back.

32.  I collaborate
 I elaborate
 I analyze
 I synthesize
 I am a flexible thinker
 I think fluently
 I take intellectual risks
 I think about how I learn (metacognition (don’t read to me) (foreign outside of
education – Robert)
 I am original
 I evaluate
 I am persistent
Thinking & academic success skills

33. How to prepare for an unknown
future
NEW superintendent
NEW curriculum
NEW report cards
Unhappy customers (parents)
Teachers feeling incompetent

34. Leader Teacher Student
Support teachers as they
navigate new curriculum.
Build capacity in teachers.
Support parents who are
nervous about a new
curriculum/grading system.
Cheerlead! Motivate!
Encourage!
Learn how to work with a new
boss and new expectations.
Learn a new curriculum with a
focus on building own capacity
in order to take students
deeper into the content.
Learn how to look at student
work on a spectrum of
proficiency and evaluate based
on criteria.
Work collaboratively in order
to be open and flexible to new
ideas.
Create an environment that is
student centered and
promotes problem solving, risk
taking and innovation.
Students need to shift their
mindset from what was
expected during their earlier
school experience.

35. WHY USE BALDRIGE IN SCHOOLS?
COLLEGE AND CAREER
READINESS FOR ALL STUDENTS
REQUIRES ACTIVE ENGAGEMENT
BY NOT ONLY TEACHERS, BUT
STUDENTS IN THE TEACHING AND
LEARNING PROCESS. BALDRIGE IS
A WAY OF BUILDING STUDENT
INDEPENDENCE AND
ACCOUNTABILITY.

36. The Baldrige Approach in
MONTGOMERY COUNTY PUBLIC
SCHOOLS -
Three Key Principles
• DATA DRIVEN DECISION MAKING
• DISTRIBUTIVE LEADERSHIP/
COLLABORATION
• OPPORTUNITIES FOR CONTINUOUS
GROWTH & IMPROVEMENT

37. HOW DO WE BUILD A BALDRIGE
SCHOOL?
•IDENTIFY & COMMUNICATE CLEAR
EXPECTATIONS
•ESTABLISH TRUST
•KEEP STUDENT FOCUS ON LEARNING AND
ACADEMIC GOALS
•ENGAGE ALL STAKEHOLDERS IN THE
LEARNING AND DECISION MAKING
PROCESS
•ENCOURAGE STUDENTS TO TAKE RISKS
•CREATE A STRONG HOME-SCHOOL
CONNECTION

38. THE BIG PICTURE

39. Thinking and Academic
Success Skills
• Collaboration
• Effort/Motivation/Persistence
• Intellectual Risk Taking
• Metacognition
• Elaboration
• Flexibility
• Fluency
• Originality
• Analysis
• Evaluation
• Synthesis

41. Montgomery County Public Schools
Vision
We inspire learning by providing the
greatest public education to each and
every student.
Mission
Every student will have the
academic, creative problem-solving, and
social-emotional skills to be successful
in college and career.
VISION/MISSION

42. THE BIG PICTURE
CORE
VALUES
VISION MISSION

43. Leader’s core values and vision must
be shared, public, transparent….

44. • Remember to laugh and take
care of yourself and your
family. If you’re not having
some fun, it’s time to do
something differently.
• Remember to help create the
kind of building we want to
work. Speak with each other, to
each other, about each other
with respect.
• Remember to learn from each
other, use each other’s
WHERE WE WORK

45. VISION/MISSION
SHERWOOD ELEMENTARY SCHOOL
Vision
To provide rigorous instruction in a safe, inclusive environment
of collaboration, respect and high expectations.
Mission
We are a community of professionals focused on student
achievement. We are here to teach students to be critical
thinkers. We are committed to sharing best practices and
reflecting on our teaching in order to provide rigorous instruction
to all students.
CLASSROOM
Mission
We are students who work well together in order to learn. We will
make this happen by working collaboratively.

46. “Sometimes I think the collaborative process would work better
without you.”

49. StudentEngagement
Student
Independence
Student
Accountability
Classroom
Instruction

50. TEACHER CENTERED

51. SHIFT TO STUDENT CENTERED

52. Create the conditions under which
learning can occur by:
Building strong
relationshipsRELATIONSHIPS
CREATE A RISK taking atmosphere.
Flaws ok. Sharing mistakes ok.
Laugh at yourself ok.
I don’t solve people’s problems.
Set up.
The job of a leader