Syllabus

Conceptual Framework Outcomes: Knowledge, Diversity, Leadership, Reflection, Communication, Technology Graduate Studies Theme: To prepare knowledgeable, caring, reflective practitioners to facilitate learning for all students in a diverse and technological society
 * Syllabus **

McDANIEL COLLEGE
CUR 566 Principles of Continuous Improvement  Conowingo Elementary School  Wednesday ‑ 4:30 p.m. to 7:30 p.m.    Summer Semester June 6 – July 25, 2012 INSTRUCTOR: Cynthia C. Fitzpatrick, MEd Work 410-996-6040 Cell 610-496-3830 cfitzpatrick@mcdaniel.edu or cfitzpatrick@ccps.org = COURSE DESCRIPTION =

In this overview course of continuous improvement principles, students will develop an understanding and personal application of systems thinking. Students will trace the history of quality improvement initiatives from its industry roots into schools. Using as a core foundation the Baldrige approach, students will study the seven elements of every system, how those elements translate into a school improvement plan, the quality tools that support continuous improvement and the role that leaders play in moving schools through continuous success by removing barriers.

= DIVERSITY =

The Education Department at McDaniel College defines diversity as it impacts teaching and learning as “differences, or variety, among groups of people based on a range and combination of backgrounds and histories related to ethnicity, race, gender, language, socioeconomic status, sexual orientation, disability, geographical area, religious background, and exceptionalities in learning.” **The department is committed to addressing diversity in curriculum, instruction, assessment, and interpersonal relations.**

OBJECTIVES

Participants will…
 * trace the history of quality improvement initiatives from its industry roots into schools
 * Understand the Baldrige [|Core Values/Best Practices] and [|Categories] and how they provide a dynamic framework for continuous improvement and school improvement planning.
 * Understand where leaders focus their efforts to improve student achievement
 * Identify the key expectations, processes, and structures leaders need to put in place to lead their school in improving student achievement
 * Understand the key steps in the school improvement process
 * Be able to use the key steps in the school improvement process to write a School Improvement Plan
 * Understand the quality tools that staff and students may use to enhance participation in group processes, to problem solve, and to analyze and monitor progress
 * Display improvement data in a multitude of ways to articulate growth (run chart, scatter diagram, radar diagram)
 * Create a PDSA for the classroom that connects directly to the SIP

= = = COURSE TEXT(s) =

= = Other readings as assigned. = =
 * Boot Camp for Leaders in K-12 Education: Continuous Improvement **
 * Lee Jenkins, Lloyd O. Roettger, and Caroline Roettger; ASQ Quality Press, 2007. **

ABSENCE AND TARDY POLICY

Candidates are expected to attend each class period. Absence or repeated tardiness will result in a drop of the candidate’s overall grade. Any candidate registered for overlapping classes must drop one of the classes immediately. The attendance policy as written in the Candidate Handbook is as follows:
 * 1) Candidates may not enroll in courses which have overlapping class meeting times since instructors will not negotiate or accommodate missed class time.
 * 2) It is each candidate’s responsibility to check dates and items for scheduled class to avoid any overlap. This overlap includes scheduled make-up dates for missed classes.
 * 3) Instructors are not responsible for accommodating absences of any kind. This includes the provisions to make up assignments completed during the time that candidates are absent.
 * 4) Should it be absolutely necessary for candidates to miss class, it is the candidate’s responsibility to deal with the consequences not the instructor’s responsibility.
 * 5) Instructors should be notified as soon as possible of necessary absences so the instructor can plan the class accordingly.

REQUEST FOR ACCOMMODATIONS

McDaniel College, in accordance with the Americans With Disabilities Act of 1990 (ADA) and the Federal Rehabilitation Act of 1973/ Section 504, will provide reasonable accommodations for eligible students with disabilities. If you require special assistance, please see me privately and/or you may seek assistance directly from the Student Academic Support Services Office (SASS) on the first floor of the Academic Building (410-857-2504). You are responsible for initiating arrangements for accommodations for tests and other assignments in collaboration with the SASS Office and me.

= GRADING POLICY =

Grades will be determined on a point system. Assignments include a summary of your personal reflections regarding assessment practices you will continue, start and change/stop, a parent letter, Assessment “Make-Over” assignment, and group presentation. Attendance is an indicator for course outcomes and is a factor in the final course evaluation. Additional indicators for course outcomes include completing all tasks on-time and fully participating during class group and individual activities. All assignments must be presented to the instructor on or before the due date. Late assignments will have points deducted.

= COURSE REQUIREMENTS =

Assignments CUR 566 Principles of Continuous Improvement The School Improvement Process

Answer these questions about your school’s data:
 * //Assignment 1. Examining the Data 20 points//**
 * MSA/HAS
 * Scantron
 * County Unit Tests
 * Graduation/Dropout Rate
 * Behavioral Data/PBIS
 * Attendance

__Use the questions below as a guide to help you summarize your school’s data.__
 * What question are we trying to answer?
 * What do the data seem to tell us?
 * What doesn’t it seem to tell us? What else would we need to know?
 * What patterns or trends can we see in the data?
 * What surprises were revealed by the data?
 * What does the information from the data seem to suggest?
 * What else might we want to know?
 * What good news is here for us to celebrate?
 * What opportunities for improvement are suggested by these data?

Clarifying why your data results are what they are will increase the odds that the strategies you select to improve student performance will produce the results you want. To lead your school through this process, you need to work with the entire staff to address the following questions. Answer these questions for your school’s MSA/HSA data and one other form of data. (I’m not going to collect your answers)
 * //Assignment 2. Identify the Problem (hypothesis) and Root Causes 20 points//**
 * What is the problem?
 * What evidence do you have that this is the problem?
 * Which of these problems do we have control over?
 * Which of the remaining problems have the greatest impact on our performance?

__Based on your data choose 1 problem. Keep in mind that you must have control over the problem you choose and you want to choose a problem that has the greatest impact on student performance.__

//Identify Root Causes// Too often we analyze data, identify problems and choose strategies without looking at the root causes. Taking the time to identify the root causes, why our data looks the way it does, is an extremely important step. Use one of the tools (affinity diagram, 5 Whys, Fishbone) to identify the root causes that are producing the results we’re getting. __Complete one of the tools and summarize the findings.__

Once you have identified a problem and its root causes you are ready to begin writing your plan. The goals, objectives, strategies and activities must be aligned, address the problem and be research based.
 * //Assignment 3. Identify a Goal, Objective, Strategy, Activities and Evidence of Implementation 20 points//**

3 points per response; 1 point per reaction to other’s postings
 * //Assignment 4. Online Postings and Responses 20 Points//**


 * //Assignment 5. Class Presentation of Improvement Project 10 Points//**


 * //Assignment 6. Regular Attendance and Participation in Class 10 Points//**


 * Course Schedule **

-Effective Schools Framework -Systems Theory -Continuous Improvement Theory -Introduce Linkage Chart || -Continue Linkage Chart || -School-wide -Classroom Fishbone, Force Field Analysis -Continue Linkage Chart || Improvement Plan -Goals -Objectives -Strategies -Continue Linkage Chart || -Continue Linkage Chart ||
 * **Date** || **Topics and Concepts** ||
 * June 6 || * History of quality improvement initiatives
 * Continuous Improvement and the Effective School
 * Quality Tool: Affinity Diagram
 * A Systems Approach to Improving Learning Results
 * June 13 || * Systems Thinking
 * Understand the Baldrige [|Core Values/Best Practices] and [|Categories]
 * Clarifying School Mission, Core Beliefs, and Core Values
 * Instructional Focus
 * A Systems Approach to Improving Learning Results
 * June 20 || * Defining the Target
 * Examining the Data
 * Root Causes
 * Dealing with Change
 * Quality Tools: 5 Whys,
 * A Systems Approach to Improving Learning Results
 * June 27 || * Using the Key Steps in the School Improvement Process to Write a School
 * A Systems Approach to Improving Learning Results
 * July 11 || * Plan, Do, Study, Act
 * A Systems Approach to Improving Learning Results
 * July 18 || * Continuous Improvement in the Classroom
 * Classroom Focused Improvement Process-CFIP ||
 * July 25 || * Leadership Counts
 * Presentation of Improvement Plan ||


 * ** GRADING SCALE ** || A 95-100 || B+ 87-89 || C 70-79 ||
 * ^  || A- 90-94 || B 83-86 || D 60-69 ||
 * ^  ||   || B- 80-82 ||   ||

GPS POLICY ON PROFESSIONAL ETHICS AND STANDARDS = = GPS expects students to understand economic, legal, and social issues surrounding the use of information. GPS students will access and use information ethically and legally. Plagiarism, cheating in coursework, appropriating intellectual property (including internet sources), or misusing library or department materials (including data bases) or lending privileges are examples of unethical and in some cases, illegal behavior.

The faculty, staff, and administration of GPS recognize that professional ethics and standards may vary from one discipline to another. Additionally, because dissemination of information is constantly evolving, ethics and standards may not always be clear. Programs in GPS are committed to providing students with the requisite knowledge to meet expectations of professional ethics and standards. The faculty, staff, and administration of GPS also recognize that ethical infractions vary in degree and kind. Demonstrably unintentional violations should result in different 9and less severe) consequences than those for intentional misconduct or for repeated violations. Consequently, depending on the nature of the violation, sanctions range from minimal to dismissal from the program.

ACADEMIC INTEGRITY

Students are expected to do their own academic work and submit original work. Where resources and sources of information are used, credit must be given to the original source using the guidelines of the program’s professional affiliation.

Dishonesty in academic work, including but not limited to cheating, academic misconduct, fabrication, or plagiarism is unacceptable. Deliberate plagiarism as well and unintentional plagiarism is a serious issue. Additionally, unauthorized multiple submission of academic work is subject to the same penalties as plagiarism. We advise students not to lend or share previous course work with other students, as this could lead to work being used by others for academic advantage. In this situation, the original owner of the course work may be liable for academic action regardless of his/her knowledge or lack of the other student’s intent.

Any form of cheating, which includes plagiarism or collusion, should be reported to the program coordinator and Dean of Graduate and Professional Studies. Students who are aware of academic dishonesty as well as instructors are expected to report their observations.

Please see “GPS Policy on Professional Ethics and Standards” under “Course Documents” on our class Blackboard site for further details about the disciplinary actions taken after violations occur, as well as a link to a 10 minute interactive tutorial about how to avoid plagiarism. = = = =