CONTINUOUS IMPROVEMENT CYCLE 1

Learning Outcomes of This Presentation 2 At the conclusion of this presentation, participants will be able to: List and describe the components of a continuous improvement cycle Discuss how a continuous improvement cycle can be applied to the education arena Describe how the continuous improvement cycle is critical to institutional advancement and accreditation Identify and describe the participants’ roles and responsibilities within the continuous improvement cycle

Elements of Good Occupational Training Program Design 3 Needs Analysis (goals) Learning Outcomes (measurable) Learning Activities (effective and efficient) Outcomes Assessment (motivation and documentation) Continuous Improvement Cycle (iterate)

Recurring Themes 4 Shift of focus away from the teacher to the learner Self-reflection and self-assessment Iteration Navigating the language through concepts Solving problems  Improvement (assessment)

Four Cycles to Recognize 5 Cycles 1. Industry Employer 2. Teacher 3. Program/Course 4. Learner Elements Needs Analysis Learning Outcomes Learning Activities Outcomes Assessment Continuous Improvement Cycle (Iterate)

Evolution of a Teacher 6 Critical moments of recognition, brought about by honest and intentional observations; self-reflection and self-assessment Accountability, ownership, and empowerment leading to action Taking risks and being gentle with yourself Observe, evaluate, and improve (document) Iterate

Being Comfortable with Not Knowing (cycle) 7 “I think that a great thing to submit for a portfolio would be our most confused, questioning, journal pages with new informed ways of looking at the same items.” “Already, if I look back on the first two weeks' journals I see questions that I had that I could begin to answer now.” “At this point I'm not able to tackle a project like this because I still don't know enough of the answers, but, hopefully, by the time that I have to do something like this I'll be a little more able to answer these questions.” “My journals have been a help to me, a way to "spill it all out" instead of having a nervous breakdown over these algebraic equations! I can't believe I'm still having problems with them. As long as I can see them, I'm O.K.. However, I can't seem to memorize them.” “Back to the portfolio. The journal thing will probably be good for me since I'm always so confused when I'm writing these entries and usually in the next week, something comes along that clarifies an area for me and I begin to see my questions in a new light, like ‘hey, I know that now!’”

Welcome to the Journey: Continuous Means Never Ending 8 General Physical Science (artifacts) Physics for Teachers (artifacts) Industrial Science (artifacts) Rockets as Systems (artifacts) Fundamentals of Physical Science --distance learning (artifacts)

MC: Outcomes Assessment Process 9 Outcomes Assessment is an ongoing, systematic process of  Identifying student learning outcomes  Assessing student achievement of those outcomes  And using the results to improve student learning  Don’t forget to iterate!

MC: What do we assess? 10 We assess student performance of the most important, core sets of knowledge, skills, abilities, and attitudes We assess General Education competencies We assess collegewide, common, core course outcomes

MC: What do we do with the assessment information? 11 We use the information to improve student learning We use the information to celebrate the success of our courses and programs We use the information to demonstrate accountability for student learning

MC: What don’t we do with assessment information? 12 We don’t use information obtained through this process to evaluate faculty performance. Outcomes assessment is about evaluating the effectiveness of programs, not individuals.

MC: Accreditation 13 The Commission on Higher Education is recognized by the U.S. Secretary of Education to conduct accreditation and pre-accreditation (Candidacy status) activities for institutions of higher education … Next Self-Study Evaluation: 2017 – 2018 Next Periodic Review Report: 2023 MC Accreditation Website

STANDARDS for Accreditation and REQUIREMENTS of Affiliation 14 Assessment of student learning may be characterized as the third element of a four-step teaching-learning-assessment cycle: 1. Developing clearly articulated written statements, expressed in observable terms, of key learning outcomes: the knowledge, skills, and competencies that students are expected to exhibit upon successful completion of a course, academic program … 2. Designing courses, programs, and experiences that provide intentional opportunities for students to achieve those learning outcomes… 3. Assessing student achievement of those key learning outcomes 4. Using the results of those assessments to improve teaching and learning. 5. Don’t forget to iterate!

Find a Model that Appeals to You 15 See Continuous Improvement Cycle Models Hand Out

CIC Model #1 16

CIC Model #2 17

CIC Model #3 18

CIC Model #4 19

CIC Model #5 20

CIC Model #6 21

Kaizen 22 Think of the process as a constant and continuous upward spiral. It never stops. The process is forgiving not demanding. You can come in and out of its focus as you wish. There is no consequence to returning to the process should you drift away, only a stronger understanding of the value in its simplicity.

Kaizen Process 23 Four step process: Start: What is the most pressing problem I am having? Define problem area you wish to improve. Choose: What can I do differently to eliminate the problem or reduce its’ impact? Decide on specific changes to be made. Implement: How will I know it’s improved? Make sure you can measure results. Capture: What do I need to do to make this my new standard? Blend into or raise your standard of practice continuously.

Observation Activity 24 DVD

REVIEW 25 Let’s review one last time

One Consistent Thread: Self-Reflection and Self-Assessment 26 Write about one thing that makes sense to you Write about one thing that doesn’t make sense to you How are you doing? How do you feel about this?

Four Cycles to Recognize (Review) 27 Cycles 1. Industry Employer 2. Teacher 3. Program/Course 4. Learner Elements Needs Analysis Learning Outcomes Learning Activities Outcomes Assessment Continuous Improvement Cycle (Iterate)

Elements of Good Occupational Training Program Design (Review) 28 Needs Analysis (goals) Learning Outcomes (measurable) Learning Activities (effective and efficient) Outcomes Assessment (motivation and documentation) Continuous Improvement Cycle (iterate)

Recurring Themes (Review) 29 Shift of focus away from the teacher to the learner Self-reflection and self-assessment Iteration Navigating the language through concepts Solving problems  Improvement (assessment)

Thought Provoking Thoughts 30 Be an usher, not a gate keeper I don’t understand I looked it up in the dictionary Spell it, pronounce it, and use it in a sentence on Friday Belief is very powerful I wouldn’t have believed it if I hadn't seen it; I wouldn’t have seen it, if I hadn’t believed it. We teach the way we were taught 26 years of experience not 1 year of experience 26 times We can’t handle the truth Students will learn what you assess for and at that level Know who you serve (understanding and relationship) Don’t miss seeing the gorilla

Observe and Iterate (Review) 31

Aristotle 32

Attributions 33 Slide 13: Slide 14: Slide 16: Slide 17: Slide 18: Slide 19: Slide 20: Slide 21: Slide 22: Slide 23: Slide 32: act-but-a-habit/ act-but-a-habit/

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Extra Slide for Spontaneous Content 35 ?