The PDSA process at Carrie Lee began with defining the purpose of our collective work. The next step was to give everyone a voice in developing a common vision for our building. In order to better understand our path to creating a vision, we took the following steps as a collaborative group of teachers and paraprofessionals.
Week One: Leaders of the PDSA process gathered information on our current reality through the use of two tools. The Tracking and Assessing Cultural Shifts survey from Solution Tree was administered to allow us to measure where we currently rank ourselves in regards to focus areas, such as collaboration and school improvement planning. This measure will help us to track the progress that we make over time in focusing on the overall culture of the school. The SWOT Analysis was also used to identify Strengths, Weaknesses, Opportunities and Threats at Carrie Lee. Week Two: Next, as we began the steps to develop a shared vision, the following question was asked: “Who do we want to be as Carrie Lee?” We used the Affinity Diagram tool to identify topics that were deemed as most important. This included a list of 12 items. Staff then used a 1-3 ranking system to pare down the list and identify the most influential focus areas. These guiding principles included the following:
Staff also had the opportunity to review and reflect on the compiled information from the SWOT Analysis. This information helped us identify areas that needed to be addressed. Week Three: We looked more closely at the weaknesses that were identified in the SWOT Analysis and used the Hot Dot tool to identify the most influential obstacles in our building. Six of the most influential obstacles were identified. We used the Interrelationship Digraph to understand the cause and effect relationships between each of our barriers and to identify the root cause. Staff completed these digraphs in small groups, and the information was compiled. Week Four: Using the information compiled from the Interrelationship Digraph, the root cause of our weaknesses from the SWOT analysis was identified as “Clarity in Leadership”. However, as clarity in leadership is a district-wide probletunity, we focused on the next identified root cause: “Defining How Decisions are Made and Who is Responsible”. The next step was to figure out how this probletunity was affecting our ability to meet the needs of the whole child, our main guiding factor. Staff had the opportunity to reflect and respond as a large group. Week Five: To better understand our guiding principles, we also needed to better define what our principles encompassed. Using the Affinity diagram, teachers took time to define what meeting the needs of the whole child looks like to each of us. This information will help us to better understand our vision and guide our future steps.
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AuthorsDCSD Teachers, Instructional Coaches, Learner Advocate, and Collaborative Teachers Archives
April 2024
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