Continuous Improvement Training

You may know this as Cycles of Improvement, Plan, Do Study, Act (PDSA) Cycles, or Data-Driven Improvement.

Overview

The idea of ‘Continuous Improvement’ can make it sound like a lot needs fixing, or that something is wrong, but this is actually a structured long-term process to build success. Participants learn to navigate the changes in the field of education as opportunities for improvement. We foster a growth mindset, especially toward planning, evaluating, and adopting new practices to build more equitable outcomes for students in your setting.

CLEE facilitators engage your team, including school and district leadership, in a collaborative and transformative process that utilizes data to identify areas of improvement for increased equity. In addition, it develops collaborative leadership skills, and incorporates quick cycles of improvement to implement change. All stakeholders can be engaged in key parts of the process, especially students, to ensure their experiences are front and center when planning improvements.

Who is this for?

The Continuous Improvement Institute is for teams of educators and educational leaders that want to identify and implement key improvements to impact student learning and outcomes that are currently being underserved in their school community.

Typical Time/Scope

Approximately 6-9 months based on goals and needs

Four to eight 3-hour facilitated sessions
Optional 90-minute team coaching sessions

Key Takeaways

Participants will Build Capacity to:

Analyze data to identify what groups of students are not being served well and why
Identify a specific actionable change needed to address the root causes of why those groups of students are not being served well
Implement and evaluate the success of the change
Build the practice of repeating the cycle for continuous improvement
Proactively transform their school(s) to benefit students

Testimonials

“Our work with CLEE puts data front and center, and makes it serve our needs. We have used it to drive improvements in instruction and set goals. Long term use has helped principals see the power of examining data to drive and measure growth. You cannot fix everything in a year, but you push to improve every year. Doing this over and over has built a habit. We are still building cycles and linking processes together for district-wide improvement.”
Heather BrownDirector of Curriculum, Instruction and Assessment, East Longmeadow Public Schools