A systems approach to school improvement : the identification and prioritization of core educational processes using the Baldrige quality criteria as an improvement framework for high-performing schools
Abstract
The purpose of this study was to identify and prioritize core processes of
using total quality management theory as outlined in the Baldrige Criteria for
Performance Excellence in Education. School systems are complex organizations
with complex social, technical, and managerial sub-systems. To achieve and
maintain high performance, school districts require sophisticated leadership to
manage the complexities of the system and its processes.
The premise of this study was that by identifying and prioritizing highyield
core processes in the educational system using quality management
principles, school district leadership could remove barriers inhibiting highperformance.
To examine this premise, two quality-driven school districts were
studied to identify and prioritize their core educational processes using the
Baldrige Criteria for Performance Excellence in Education. The unit of analysis
for this study was the district. Therefore, district-level systems and processes
were studied and district leaders were interviewed..
Results of this study indicate that leaders in quality-driven school districts
may use the Baldrige Criteria for Performance Excellence in Education to develop
a “blueprint” for systemic improvement and support the following conclusions:
1. Systemic improvement begins with understanding the system, its
components, and its underlying processes.
2. Senior leadership commitment at the district level is necessary to
implement quality management.
3. The principle of shared leadership and building leadership capacity
throughout the organization must be adopted.
4. Quality management requires a focus and dependence on the use of data to
make informed, aligned decisions.
5. Students should be active participants in their teaching-learning processes
rather than passive recipients.
6. Alignment of processes and initiatives requires coordination and focus
based on strategic planning.
7. A commitment to training and learning at all levels of the organization is
necessary for adoption of the quality philosophy.
8. Use of the Baldrige criteria in school districts requires understanding of
the underlying principles of quality management.
9. Leaders in quality-driven school districts may use the Baldrige Criteria for
Performance Excellence in Education, and with a research base such as the
Effective Schools Research and Total Quality Management, develop a
“blueprint” for systemic improvement.
Department
Description
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