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The plan–do–check–act cycle is an example of a continual improvement process. The PDCA (plan, do, check, act) or (plan, do, check, adjust) cycle supports continuous improvement and kaizen. It provides a process for improvement which can be used since the early design (planning) stage of any process, system, product or service.
Conducting instructional rounds is a process that school districts and schools use to better understand teaching and learning in schools in order to improve learning at scale. In an instructional rounds session, a group of educators, from perhaps 20 to 40 in size, makes a series of visits to multiple classrooms to observe what is taking place ...
Creating The Total Quality Effective School (1992) Learning for All (1997) Dear Colleague (1998) The Effective School A Proven Path to Learning for All (1999) Safe And Orderly Environment (1999) Assembly Required, A Continuous School Improvement System (2002) Harbors of Hope: The Planning for School and Student Success Process (2005)
The five whys can be used as a foundational tool in personal improvement. [24] Masaaki Imai made the term famous in his book Kaizen: The Key to Japan's Competitive Success. [1] In the Toyota Way Fieldbook, Liker and Meier discuss the kaizen blitz and kaizen burst (or kaizen event) approaches to continuous improvement. A kaizen blitz, or rapid ...
PLCs have many variations. In Shirley M. Hord's 1997 definition, it means "extending classroom practice into the community; bringing community personnel into the school to enhance the curriculum and learning tasks for students; or engaging students, teachers, and administrators simultaneously in learning".
A school is that is designated in the lowest performing 5% of all schools in the nations has consistently not met Annual Yearly Progress (AYP). [15] As such, schools that are identified in this category are subject to one of the four Initiatives to turn schools around (Turnaround, Restart, Transformation, or Closure).
The principles of the Toyota Way are divided into the two broad categories of continuous improvement and respect for human resources. [7] [8] [9] The standards for constant improvement include directives to set up a long-term vision, to engage in a step-by-step approach to challenges, to search for the root causes of problems, and to engage in ongoing innovation.
Capacity to divert school energy and resources from other activities to advance the school’s basic purpose. Frequent monitoring of pupil progress. Educational researchers soon dropped "capacity to divert energy and resources" from the list, and Edmonds' “five-factor model” was widely proclaimed as a framework for reforming low-performing ...