The Baldrige-guided School/Office Improvement Process
The 2005-06 school year marks the fourth year of the implementation process of the Baldrige model/framework applied to school improvement planning. It is now a systemwide expectation that all schools will be integrating the Baldrige Criteria for Performance Excellence into the school improvement process.
All schools are expected to meet the "essential" category requirements as defined during the two-day summer training and in Building an Organizational Learning System: The Baldrige Principal’s Handbook for Guiding the School Improvement Process, Chapter 3, "The Essentials of Baldrige-Guided School/Office Improvement Planning". Guidance in meeting these requirements can be found in Chapter 4, Meeting the Requirements of the Baldrige Categories Related to School Improvement Planning.
After meeting the essential requirements, schools may look to the handbook for additional category requirements. (See Chapter 4, "Meeting the Requirements of the Baldrige Categories Related to School Improvement Planning".)
During supervisory visits, the principal and the leadership are responsible for answering the "essential" questions as summarized in the "Systems Checks" (237K PDF) in Chapter 3 found in Building an Organizational Learning System: The Baldrige Principal’s Handbook for Guiding the School Improvement Process. These questions will also be used for monitoring school improvement plans.
The School Improvement Team (SIT) includes representatives from all stakeholder groups (parents, professional staff, supporting staff, students at HS level) many of whom would have attended two days of School Improvement Plan (SIP) Baldrige training. The SIT actively engages all stakeholder groups in the school improvement process.
The SIT implements the SIP model using the Baldrige Category Systems Checks and the Framework for Improving Teaching Learning in defining, designing and deploying the school improvement plan.
The SIT sends a copy (and updates, as appropriate) of the SIP to the Community Superintendent and Director of School Performance to keep them informed.
The SIT arranges a time for the Community Superintendent and/or the Director of School Performance to meet with the SIT to discuss the plan.
The SIT evaluates progress quarterly on SIP goals and updates the Community Superintendent and Director of School Performance
The SIT evaluates yearly progress on SIP goals and updates the Community Superintendent and Director of School Performance.
The SIT recognizes that resources from the SIP budget will need to be invested in training and planning time.
The plan must address the seven Baldrige categories including defining, designing, and deploying processes and systems. Evidence that the eleven Baldrige Core Values/Best Practices have provided guidance in developing, designing, and deploying the plan, culture, and school learning system (professional learning community) of the school is also included.
Clear information will be provided about the process to school staff and the parent community, including an informational pamphlet.
The format of the documentation of the plan, including the plan and the reviews, is left to the discretion of the school team, in consultation with the Community Superintendent; possible formats include narratives, graphic organizers, and linkages charts.
Data for all disaggregated groups of students defined by NCLB will be embedded and addressed in the plan.
Progress toward meeting the goals in the plan will be reviewed at least quarterly.
Related Topics in Baldrige for Leadership
- Introduction to the Principal's Handbook
- The Baldrige-guided School/Office Improvement Process
- Developing the School/Office Culture
- The Essentials of Baldrige
- Meeting the Requirements of the Baldrige Categories (Overview)