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Quality Tools in the Classroom

Metro Technology Centers

August 2006


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Introduction

Denise Kennemer


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If you dont measure it, you dont

value it.

If you dont measure it you cant.


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Our Objectives

To help students take more

responsibility for their learning

To involve all faculty in improving

To focus on active learning

To increase effective use oftechnology in the classroom


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Our Strategy

Quality in the Classroom in-service

Years 1 and 2: Trained 75% of faculty and administrators

SMART Board for attendance at QiC

Additional in-service as required

Best Practice Presentations by teachers at in-service

Year 3: Trained remaining faculty

Add-on incentive for demonstrating use of three tools Recognition at district-wide activities

District quality awards at year end celebration


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Quality Tool:

The Data Center

Josie Scott


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Data Centers

A greatcommunication toolfor students andfaculty

take ownership oftheir education

Shows classachievements


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Data Centers-What is on Them?

Mission Statement

Goals

A quick reminder for

students

Character Trait forthe Month

Plus Delta results Job opportunities


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Data Centers-What is on Them?

Graphs Comparing test

grades of previousclasses with current

Attendance graph o grap s

Photos

Calendar Kept up to date with

changes

Communication


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Benefits of a Data Folder

Helps students to be responsible and

accountable

Promotes communication between

Maintains the student's awareness of

grades and attendance Allows students reflection


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Professional Data Folder

Criteria Practical Nursing Program Metro Technology Centers

Student Name:_______________________________Date:__________________ Data Folder Check Criteria Jan- July 2006

Character Traits Improvements____ _________

Weekly Journaling ______________ HOSA Activities_________________ Attendance Records __________ Each course records ________

Total Points:________________ /30 points Total Professional grade 100 percentile (in Professional Development Course) Students Attendance is worth 50% Professionalism -25% Data Folder-25%


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Components of a Mission

Statement for Class Why do we have a mission statement? The mission statement gives meaning to our program. When we know why we exist, we can be better

at choosing how we will work and what we choose to do. What is a mission statement? A programs mission statement answers the question, What is our purpose? or Why do we exist? or

What does this program exist to do? or Why are we here? or What is this organization attempting toaccomplish?

Describe a mission statement

The mission statement should communicate the essential aim of the program in a concise andmemorable way. It should be one sentence if possible and able to be spoken in one breath. What are the elements of a mission statement? Who we are (name) What we do For whom we do it Where we do it How we do it what values we hold Examples of mission statements:

Computer Repair Technology Practical Nursing Mission statements answer these questions. What are we here to do? For whom will we do it? Where will we do it? How will we do it? What values do we hold?


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Mission Statement Process

Divide into groups to answer the four questions above (3 minutes for eachquestion then pass to next group).

Discuss each question, eliminate duplicates and/or combine similar items. Vote on two favorites on each page.

Use colored adhesive dots for multi-voting.

Review what makes up a good mission statement (distribute handout).

Each group writes a mission statement. Each rou resents its mission statement to the entire class. Consensus

Discuss what consensus means and explain how we will come to consensus on onemission statement for the program.

One representative from each group meets to create one mission statementfrom the four.

Group reviews mission statement to tweak if necessary and comes toconsensus on one final version. Individuals sign their names to the final mission statement. Evaluate using plus/delta.


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Quality Tool:

Reflection Journal

Bonnie Logan


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Reflection Journal

Purposes:Encourages students to think and articulate

their thoughts

Makes learning personal

Supports self-exploration and self-discovery

Focuses student attention on values, attitudes,and ethical issues

Supports key learning processes ofnegotiation, collaboration and reflection

Improves writing and communication skills


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Making The Journal Work

Be clear with students about the learningpurposes

Sometimes a prompt helps the student

get started Students may also draw or diagram to

keep a record of their ideas

Teacher may choose to dialogue withthe student regarding what they havewritten


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Reflection Journal/Thought

What it does not do:

*Not a diary

*Not a list of the days

What it does:

*A tool for reflecting,

thinking, andactivities articulating

*Place to create

perspective

*Place to consider

actions and their

application to life


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Reflection Journal/Writing

What it does not do:

*Will not camouflage

haste and rambling

*Cannot substitute for

What it does:

*A place to practice

writing

*Challenges writers topoor study habits and

sloppy thinking

*Wont replace editing

and development on

polished essays

expand on their ideas

*Place to experiment

with ideas and writing

*Helps writer to stay

flexible

*Builds confidence


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ReflectionNot Just for Students

A valuable practice for teachers also

A key element for National Boarder ca on en r es

Article to review: Techniques, April

2006,Mirror, Mirror on the Wall byDouna Easley, Pp. 36-37


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Quality Tool:Benchmarking

Deborah Kamphaus


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BENCHMARKINGBenchmarking

Learning through comparing dataValue Opportunities for improvement

Performance targets

Types of benchmarking Performance and/or competitive

Process

Classroom Use Attendance (week, month)

Exam or Course Averages

Satisfaction (scale 5 -1)

Participation (class or professional organizations)


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2004 NCLEX

PN PASS RATE

# CANDIADATES

TESTED

#

PASSED

PASS

RATE

National 49,284 44,040 89%

Oklahoma 1,160 1,065 92%

Metro Tech 30 27 90%

Comparative Data

2005 NCLEX

PN PASS RATE

# CANDIADATES

TESTED

#

PASSED

PASS

RATE

National 52,213 47,390 89%

Oklahoma 1,260 1,146 91%

Metro Tech 50 45 90%


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Quality Tool:PDSA

Plan-Do-Study-Act

Vicki Bushey


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Objectives:

Define PDSA.

Explain the process of the PDSA.

View a completed PDSA.

Implement a PDSA plan using a PDSAworksheet.


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Define PDSA:

A process of continual improvement

The PDSA cycle repeats itself

continuously :

PLAN (Plan the change)

DO (Try the change on a small scale)

STUDY (Observe the results)

ACT (Act on what is learned)


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PDSA Worksheet:

Plan: What is the objective of this

improvement cycle? (Why)

Predictions:

Plan for change: (who, what,when, where)

Plan for collection of data: (who,what, when, where)


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PDSA Worksheet:

Do: Carry out the plan Adjust plan if necessary

Record any deviations from the plan

Study:

List the new knowledge gained

Act:

Implement or revise plan as neededto accomplish desired results

Plan for next cycle:


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Fishbone Diagram(AKA: Cause and Effect Diagram)

What is it?

A quality tool used to determine thecause or causes of a problem.

-taking.


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When Should You Use It?

Use the fishbone diagram to identify

and analyze the root cause or causes

of a problem. It can be used in

.

When results are below the performance

projection line.

Use the fishbone to create an action plan.


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Fishbone Diagram

Todays Example: Back Pain from Heavy School Bags


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Classroom Example of One Cause:

Low A&P Test Scores

Environment Information will be submitted to DirectorLighting

too dark

NoiseToo many people talking

Irritating microphone

Adjust microphoneLength of time

Too long - loses peoples attention

Not able to take food and drink

ColdConstant air blowing

SeatingToo closeNot wide enough; desk-top too small

Suggest A&P class in another

building that could accommodate 120

students with larger desk and

personal seating space

Adjust microphone


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Quality Tool:

The Plus-Delta

Danielle Hylton


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PLUS DELTA

+Strengths of a group

activity or lesson

Opportunities for

improvement of aParticipants name

things they liked orthought was

effective

group activity orlesson

Participants name

things that did notwork well or need tobe changed


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PLUS DELTA

Works well for groups of 5 to 50 people

Use ideas to improve future activities or

lessons-quick and simple ar c pan s may s a e any ng ey

did or did not like

List may include items that can orcannot be changed


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Questions?


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Thank you for joining us today!

Contact us at:

405/605-4470

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