The 2011 ASQ STEM Agenda Conference   July 19 & 20

Join us for this unique conference focusing on STEM initiatives at K-12, Higher Education and the Workplace.

If you are involved with STEM education student success and transition to the workforce, you will want to attend this conference.

The conference will take place on the campus of the University of Wisconsin-Stout, Wisconsin’s polytechnic university.

This conference invites teachers, education administrators, faculty members from education and the STEM fields, government officials and others to share their work, research, or ideas. The conference objective is to network and advance ideas in support of STEM education initiatives in schools, colleges and universities, and the workplace.

Conference tracks include:
• Providing Quality and Excellence in K12 STEM Education
• Higher Education STEM:  Innovative Approaches
• STEM Partnerships in K12, The University, The Workplace and Society

The July 19 workshop topics are:
• Development and Continuous Improvement of K-12 Outreach Programs in STEM
• Creating a K-12 Leaning  Community with Quality Tools and PLC
• Effective Strategies in Development of Math Education
• STEM from a job churning perspective:  Professions deemed critical for the country’s future well-being.
• Using social media to support interaction and qualityy of student experience.

July 20th is packed with breakout sessions and keynote speakers featuring:
          Michele Brinn from Workforce Development and Education Center, Greenville (SC) Chamber of Commerce.   I’ve heard Michele speak on several occasions and always leave inspired and with new ideas. 
          Dr Keith Miller, the President of Virginia State University will prsent the luncheon address.          
          Dr. Julie Furst-Bowe, Provost and Vice Chancellor for Academic and Student Affairs, University of Wisconsin-Stout closes the day with Lessons Learned and Next Steps.

Conference Track break out sessions in the morning and afternoon feature speakers from across the United States.
Mark your calendars today to join us July 19-20, 2011, at the University of Wisconsin-Stout campus to network on ideas on improving STEM education student success at your school or campus and collaboration with industry STEM partners. 

Follow this link for information and registration.
http://asq.org/conferences/stem-agenda/index.html
 

The Four Pillars of Quality-Vision, Mission, Values and Goals
Today's topic is Vision and Leadership

At the top of the list of characteristics of effective leaders is the concept of vision. It is referred to by many descriptors including clear and shared focus, moral purpose, and core values. This idea is at the top of the list in research of effective business communities as well as education. A vision is a picture of the future. It defines what we want to become. It is the basis for decision-making.

The description of "Clear and Shared Focus" reads "Everybody knows where they are going and why. The focus is on achieving a shared vision, and all understand their role in achieving the vision. The focus and vision are developed from common beliefs and values, creating a consistent direction for all involved."

Vision as explained in the book Failure is Not an Option, "It should provide a compelling sense of where the school is headed and, in broad terms, what must be accomplished in the future to fulfill the school's purpose. every decision made, every program implemented, every policy instituted, and all goals should align with this vision." Alan M. Blankstein, Failure is Not an Option

It seems to me the task of achieving a meaningful vision is three-fold: communicating the vision, achieving buy-in to the vision, alignment of efforts towards the vision. Research indicates that the key is in the clear communication of the vision. In order for others to believe and align there must be a clear picture of the vision.
A picture that includes/is:
• a definition
• an understanding of what the vision is and is not
• an image of what it looks like
• specific enough to be vivid
• inspiring and compelling
• adaptable enough for individuals to envision their contribution
• identification of the drivers and preventors of the vision

Does your district have a clear and shared focus or vision?
Apply this to the concept of visionary leadership. How have you defined your vision? Do you lead with your vision? Are your decisions based on your vision? Do you consider yourself a visionary leader in your school? in your classroom?
Becky

American Society for Quality – Education Division
http://www.asq.org/education/why-quality/overview.html
 

Welcome to the ASQ Education Division Quality in Education blog. The blog will explore current issues, trends, strategies and systems in preK-12 education. Topics will include continuous improvement in education, data-driven decision making, PDSA, assessment, quality tools and processes as well as the professional learning community framework, the role of collaboration and shared leadership, and 21st century learning skills.

What is Quality in Education? What is needed for all learners to thrive and reach high levels of academic performance? What skills are needed for future leaders, productive citizens, and to compete in our global economy?

The answer is complex, encompassing not only academics, but also social and emotional development. Consideration must also be given to issues such as health, safety-socially, emotionally and physically, as well as facility and environmental resources. School systems focus on basic skills, reading proficiency, and the 21st century skills of financial literacy, health literacy, technology literacy, and civic literacy. Additionally, Tony Wagner has outlined seven 21st century survival skills 1) critical thinking and problem solving; 2) collaboration and leadership; 3) agility and adaptability 4) initiative and entrepreneurialism; 5) effective oral and written communication 6) accessing and analyzing information; 7) curiosity and imagination. Tony Wagner suggests that school use academic content to teach these skills at every grade level, and be accountable for a new standard of rigor. (Wagner, 2008)

Exemplary learning expectations, standards, benchmarks and curriculum is only part of the picture. Quality instruction, research based strategies, engaged students, classroom management, family involvement and systems to check for student understanding impact levels of performance. Join us at the ASQ Education Division blog as we explore Quality In Education and strategies that work.
Becky Martin
Cedar Rapids Community Schools
 

Dear Friends:

I believe the disruptive innovation in the Educational industry will occur when we start implementing a Quality Assurance System.

Education, as any other continuous process industry, needs to implement a quality control system; a Total Quality Assurance. There is a big difference between having a QC system, and measuring the quality of a given education. While the second choice provides metrics after the process has been completed, the first choice offers the managers (the teachers) the possibility to act according to the responses and make the necessary changes to achieve the desired quality. A QC system requires metrics in real time; a continuous evaluation.

The other thing that the Education industry needs is a “measurement” system. Not a set of standardized tests. A QC system uses standard units to measure the different steps of a process. The concept of Learning Objects, used in the e-learning industry as standard of content, can easily be adopted by the Educational industry to measure the courses. Instead of using “credits” or “units”, LOs could be used to quantitatively and qualitatively measure the syllabus contained in a curriculum. Correlating content between institutions would be just a matter of matching the LOs of the desired curriculum. LOs also could be used for internationalization of career titles or certificates.

This Virtual platform will potentiate teachers’ capacities to become “teaching managers”. I would like to paraphrase Deming: Teachers who will work ON the system, monitoring study performance data of individuals, and correcting their weaknesses on-time, will achieve the desired knowledge (quality).

Happy New Year! I hope everyone has returned from a restful break with a renewed focus and plan for moving forward.

As I contemplated my own focus and direction over the past few days, I found myself thinking of new ways to approach Continuous Improvement with the teachers in my building that would engage them all in the process and renew their focus on student learning. In the process, I came to the realization that I was approaching the endeavor in much the same manner that we are trying to shift teachers away from – finding the “silver bullet” that is going to work for everyone in every situation.

Just as there are many students in our classrooms who do well in school simply because they are driven to do so, it dawned on me that there are already many educators who are committed to continuous improvement because they see the benefits for the students. Many have taken huge steps toward developing classroom processes to show evidence that their students are learning. This perspective helped me to realize that there is only a small group who still needs some assistance in getting the ball rolling – much like that small handful of students in our classrooms who need that extra attention in order to make even a little bit of progress. By making this connection, I have a better understanding of the dilemma a classroom teacher faces with differentiating instruction. I hope to be able to share in future entries a plan that focuses primarily on those in need of extra assistance while utilizing and supporting the efforts of those who are making progress.

Recognizing that one size does not fit all is a notion we continue to address – both in the classroom AND in staff development. How do you provide assistance to one group while still supporting and utilizing the efforts of the self-directed group?

Paul

The recent weather in Iowa is worthy of the record books. Late starts, early dismissals, and all out closings have been occurring weekly – making it difficult to maintain consistency and focus (just one of my excuses for not making an entry lately). We as adults often find it difficult to deal with situations that are outside our normal routine. Students, too, are beginning to feel the stress of change and unpredictability. What better opportunity to write about the power of setting direction and maintaining focus?
As the result of one of our late starts this week, the lunch shifts needed to be adjusted. Typically, our 250 8^th graders eat lunch in two shifts. On this day, they all ate together. I volunteered to supervise the lunch shift to help maintain some order in the face of an uncommon situation. By this time in middle school, 8^th graders have eaten hundreds of lunches in our cafeteria and are well aware of the expectations and procedures. It was assumed that they would rise to the occasion and conduct themselves in a “business as usual” manner, so no direction was given about how to proceed. While I wouldn’t describe the 30 minutes that followed as chaotic, some students were confused and others took advantage of the latitude the new circumstances provided.
As leaders of Continuous Improvement, it’s easy for us to assume that the direction we set at the start of an endeavor will be consistently followed. After all, we are working with professionals who have been doing this for a long time and who are focused on improving the state of education. However, just as 8^th graders are thrown by the introduction of a new scenario, in the absence of direction, we as adults are going to create our own route. Some will head straight down the road while others will veer off on a side road or pull over to the side. As leaders, we must routinely remind people of the destination in an attempt to reduce confusion and maintain focus on the goals for reaching it, particularly in the face of change and unpredictability.
I intend to share the lunch story above with the staff in our building at our next in service meeting as a prelude to revisiting where we are on the Continuous Improvement highway. What’s your plan for keeping CI in the sights of your staff?

Paul