1999 Karolyn J. Snyder, Ed.D., University of South Florida Michele Acker-Hocevar, Ph.D.

, Florida Atlantic University

Kristen M. Snyder, Ph.D., University of South Florida 1

Education Quality Benchmark System

Standards for Developing World Class Education Institutions
Karolyn J. Snyder, Michele Acker-Hocevar, and Kristen M. Snyder

Directions for Assessing Your Organization: Read each item about the performance of your organization that is found on the following pages. Circle the number under each item that you perceive most accurately reflects the behavior patterns in your organization now. Circle number 5 if there is substantial evidence, 4 if there is adequate evidence, 3 if there is some evidence, 2 is there is little evidence, and 1 if there is no evidence. When you have finished responding to each item, follow the directions for analyzing your responses.

Performance Area 1: Visionary Leadership

A vision of the organizations future, as defined by long-term customer needs and expectations, and major trends, directs development initiatives throughout the organization.
1.1. Leadership establishes systems for studying the changes and trends within local, state, national and global environments that effect schooling. 5 4 3 2 1 Always Often Sometimes Seldom Never Leadership establishes processes for representative groups, from inside and outside the organization, to analyze tends and shape the organizations vision. 5 4 3 2 1 Always Often Sometimes Seldom Never The organizations vision continues to evolve over time to reflect emerging conditions. 5 4 3 2 1 Always Often Sometimes Seldom Never 2

1.2

1.3

1.4.

Leadership ensures that the organizations vision reflects the changing needs of students for success in life. 5 4 3 2 Always Often Sometimes Seldom

1 Never

1.5.

The organization supports continuous innovation and breakthrough thinking throughout the organization that supports the vision. 5 4 3 2 1 Always Often Sometimes Seldom Never

1.6.

Leadership ensures that visions of new futures drive goal setting at all levels of the organization, as well as strategic and action planning processes. 5 4 3 2 1 Always Often Sometimes Seldom Never Leaders in all work teams continuously respond to trends in the environment and the changing needs of their customer groups. 5 4 3 2 1 Always Often Sometimes Seldom Never The organizations vision serves as a compass for change within its multiple environments. 5 4 3 2 1 Always Often Sometimes Seldom Never

1.7

1.8

1.9 The organizations vision reflects local, national, and international trends. 5 4 3 2 1 Always Often Sometimes Seldom Never 1.10 The organizations vision influences customer groups outside the organization. 5 4 3 2 1 Always Often Sometimes Seldom Never

Performance Area 2: Strategic Planning

A comprehensive development plan for achieving the organizations vision is shaped by representatives of all work teams to benefit student groups being served. Work teams become learning communities that align their mission, goals and action plans with the organizations vision and strategic plan.

2.1.

The organization translates its vision of the future into strategic development priorities for improving services to customer groups. 5 4 3 2 1 Always Often Sometimes Seldom Never The needs of both customer and supplier groups are assessed to guide planning initiatives. 5 4 3 2 1 Always Often Sometimes Seldom Never

2.2.

2.3

Customer data and trend information are gathered to stimulate dialogue, decision making and continuous planning at all levels of the organization. 5 4 3 2 1 Always Often Sometimes Seldom Never Strategic planning centers around the impact of programs and services on the work of students. 5 4 3 2 1 Always Often Sometimes Seldom Never Goals are set and translated into work objectives and action plans, and articulated to all levels of the organization. 5 4 3 2 1 Always Often Sometimes Seldom Never Communication systems encourage routine sharing of information for addressing the strategic plans of the organization. 5 4 3 2 1 Always Often Sometimes Seldom Never Continuous assessment of progress encourages adaptations to strategic plans. 5 4 3 2 1 Always Often Sometimes Seldom Never 4

2.4

2.5

2.6

2.7

2.8

Services that no longer fit with changing conditions are eliminated. 5 4 3 2 1 Always Often Sometimes Seldom Never New resources (e.g. time, people, materials, and money) are sought and allocated. 5 4 3 2 1 Always Often Sometimes Seldom Never External political support is sought actively through alliances and networks to achieve the organizations strategic goals. 5 4 3 2 1 Always Often Sometimes Seldom Never

2.9

2.10

Performance Area 3: Systems Thinking and Action

Services within the organization are linked to the organizations vision and strategic plan, and they function interdependently as an energy system to enhance effects on the work of students, and other customer groups.

3.1

Work groups function as learning communities to study and improve their work continuously. 5 4 3 2 1 Always Often Sometimes Seldom Never New knowledge is created as challenges are addressed from multiple perspectives. 5 4 3 2 1 Always Often Sometimes Seldom Never Task Forces represent different perspectives from outside the organization. 5 4 3 2 1 Always Often Sometimes Seldom Never Task Forces represent different specializations from inside the organization. 5 4 3 2 1 Always Often Sometimes Seldom Never 5

3.2

3.3

3.4

3.5

Services and programs are integrated to function interdependently in meeting student needs. 5 4 3 2 1 Always Often Sometimes Seldom Never Boundaries become blurred as services become more integrated. 5 4 3 2 1 Always Often Sometimes Seldom Never Networks and partnerships evolve continuously within the organization and with other institutions to advance system priorities. 5 4 3 2 1 Always Often Sometimes Seldom Never Pilots are designed by multiple role groups, and are used as a strategy to test and study the effects of promising new ideas. 5 4 3 2 1 Always Often Sometimes Seldom Never High performance standards guide the quality of work at all levels of the organization. 5 4 3 2 1 Always Often Sometimes Seldom Never Communication networks cut across role groups and extend into the external environments to enhance listening, sharing and the gathering of information. 5 4 3 2 1 Always Often Sometimes Seldom Never

3.6

3.7

3.8

3.9

3.10

Performance Area 4: Information Systems

Information systems influence the continual improvement process with data on trends, changing conditions and customer needs, and the effects of services.

4.1 Work teams gather multiple sources of customer data to assess the effects of their services. 5 4 3 2 1 Always Often Sometimes Seldom Never 6

4.2

Work teams chart performance patterns and trends to make adjustment in services and programs. 5 4 3 2 Always Often Sometimes Seldom

1 Never

4.3

Barriers to work are routinely identified, analyzed and eliminated. 5 4 3 2 1 Always Often Sometimes Seldom Never Work teams benchmark their progress routinely in relation to performance standards and development goals. 5 4 3 2 1 Always Often Sometimes Seldom Never The organizations benchmarks change with emerging information about best practices. 5 4 3 2 1 Always Often Sometimes Seldom Never Feedback from customers guides improvements and the creation of new initiatives. 5 4 3 2 1 Always Often Sometimes Seldom Never Feedback from suppliers guides improvements and the creation of new initiatives. 5 4 3 2 1 Always Often Sometimes Seldom Never Connections are built across institutional boundaries to pursue new opportunities for service. 5 4 3 2 1 Always Often Sometimes Seldom Never An information system is designed to monitor progress with plans. 5 4 3 2 1 Always Often Sometimes Seldom Never

4.4

4.5

4.6

4.7

4.8

4.9

4.10

Multiple forms of technology exist for workers to easily generate, communicate and access information systems locally and globally. 5 4 3 2 1 Always Often Sometimes Seldom Never

Performance Area 5: Human Resource Development

A human resource development system enhances the capacities of work teams to anticipate and respond to emerging demands, and to influence progress toward the organizations vision.

5.1

Recruitment processes identify potential new employees who will add value to the organizations mission and vision. 5 4 3 2 1 Always Often Sometimes Seldom Never The employee selection processes ensure that new employees will advance the organization towards its mission and vision. 5 4 3 2 1 Always Often Sometimes Seldom Never Induction processes integrate new employees into the culture and work of the organization towards its vision. 5 4 3 2 1 Always Often Sometimes Seldom Never The leadership selection process ensures that leaders will advance the organization towards its mission and vision. 5 4 3 2 1 Always Often Sometimes Seldom Never Gaining new professional knowledge is an organizational priority for continuously improving services. 5 4 3 2 1 Always Often Sometimes Seldom Never Work teams acquire new knowledge routinely to improve their services. 5 4 3 2 1 Always Often Sometimes Seldom Never

5.2

5.3

5.4

5.5

5.6

5.7

In-house training programs are developed routinely, as well as trainers and facilitators. 5 4 3 2 1 Always Often Sometimes Seldom Never

5.8

Coaching and mentoring systems enhance performance and innovations within learning communities. 5 4 3 2 Always Often Sometimes Seldom

1 Never

5.9

All role groups are knowledgeable about the changing needs of students, and the organizations strategic plans. 5 4 3 2 1 Always Often Sometimes Seldom Never Employment assessment systems recognize and compensate workers for advancing the organization toward its mission and vision. 5 4 3 2 1 Always Often Sometimes Seldom Never

5.10

Performance Area 6: Quality Student Work

Programs and services are continuously improved to meet and exceed the needs and expectations of student groups. 6.1 District services are integrated to help schools succeed with their mission and goals.
5 Always 4 Often 3 Sometimes 2 Seldom 1 Never

6.2

Schools within a K-12 feeder system work together to help all students succeed.
5 Always 4 Often 3 Sometimes 2 Seldom 1 Never

6.3

Professional thinking in all units, and at all levels, has shifted to the impact of services and programs on the work of students.
5 Always 4 Often 3 Sometimes 2 Seldom 1 Never

6.4

Work of the District staff, within the context of the vision and strategic plan, is connected to school plans.
5 Always 4 Often 9 3 Sometimes 2 Seldom 1 Never

6.5

Multiple kinds of information, and both short and long term evaluation, are used to determine the relative merit of programs and services.
5 Always 4 Often 3 Sometimes 2 Seldom 1 Never

6.6

Leadership roles shift with changing initiatives in the organizations development process.
5 Always 4 Often 3 Sometimes 2 Seldom 1 Never

6.7

Federal and State mandates are considered in terms of their effects on the work of students.
5 Always 4 Often 3 Sometimes 2 Seldom 1 Never

6.8

The accountability system focuses on the district and schools joint responsibility for the success of all students.
5 Always 4 Often 3 Sometimes 2 Seldom 1 Never

6.9

A sense of family permeates all levels of the organization.

5 Always 4 Often 3 Sometimes 2 Seldom 1 Never

6.10 Entrepreneurial and risk-taking behaviors are routine for all role groups.
5 Always 4 Often 3 Sometimes 2 Seldom 1 Never

Performance Area 7: Customer Success and Satisfaction

Data are generated from multiple sources regularly to assess the extent to which both internal and external customer needs are being met, and also to guide the organizations improvements and innovations.

7.1

Organizational data document the trends of success and satisfaction for student groups. 5 4 3 2 1 10

Always 7.2

Often

Sometimes

Seldom

Never

Data document the organizations continuous adaptation to a changing environment and to the emerging needs of customer groups. 5 4 3 2 1 Always Often Sometimes Seldom Never Data confirm an increase in collaborative initiatives across work teams, and also in networks and partnerships outside the organization. 5 4 3 2 1 Always Often Sometimes Seldom Never Data indicate a reduction in student drop-out and truancy rates. 5 4 3 2 1 Always Often Sometimes Seldom Never

7.3

7.4

7.5

Data support that special needs students have greater access to appropriate services. 5 4 3 2 1 Always Often Sometimes Seldom Never Evidence exists that more students are remaining in school. 5 4 3 2 Always Often Sometimes Seldom

7.6

1 Never

7.7

All role groups demonstrate optimism about the quality and direction of their work. 5 4 3 2 1 Always Often Sometimes Seldom Never Evidence exists that student behavior problems are decreasing. 5 4 3 2 1 Always Often Sometimes Seldom Never Partnerships with business, community agencies, and other education institutions are expanding. 5 4 3 2 1 Always Often Sometimes Seldom Never Feedback from graduates shows evidence that programs are meeting needs. 5 4 3 2 1 Always Often Sometimes Seldom Never

7.8

7.9

7.10

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Data Analysis and Planning Guide

Part I: Individual Scoring and Analysis
Task 1: Determine your score for each Performance Area
Add the total of your numerical responses within each Performance Area and record the number in the spaces below. The possible number for each Performance Area is 50.

Performance Area Totals: Visionary Leadership: (Possible 50) _______________________ Strategic Planning: (Possible 50) _______________________ Systems Thinking and Action: (Possible 50 _______________________ Information Systems: (Possible 50) ________________________ Human Resource Development: (Possible 50) ________________________

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Quality Student Work: (Possible 50) ___________________________ Customer Success and Satisfaction: (Possible 50) ___________________________

Task 2: Analyze each Performance area score. The scale for possible scores is as follows:
Scores of 0 - 11 Scores of 12 24 Scores of 25 37 Scores of 38 - 50 = seldom practiced = sometimes practiced = often practiced = always practiced

Identify how often the cluster of world class behaviors is practiced in your organization for each Performance Area.

Visionary Leadership: _________________________________ Strategic Planning: _________________________________________ Systems Thinking and Action: __________________________ Information Systems: __________________________________ Human Resource Development: _________________________ Quality Student Work: ________________________________

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Task 3: Determine your organizations stage of development toward a Quality environment Add all 7 of your Performance Area to arrive at the organization score. The total possible number is 350.
My Organizations Quality Score: _________________________ Now analyze your score to identify your organizations stage of development in relation to a Quality work environment. A score between 1-88 suggests a bureaucratically oriented organization. A score between 89-175 suggests an organization in an Awareness stage. A score between 176-263 suggests an organization in a Transition stage. A score between 264-350 suggests an organization in Transformation.

Our organization appears to be in the ______________________ stage of development.

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Part II: Organizational Total Scores & Analysis

Task 1: Performance Area Totals
Add the totals from everyone for each Performance Area. Visionary Leadership _________________________________________ Strategic Planning _________________________________________ Systems Thinking and Action _________________________________________ Information Systems _________________________________________ Human Resource Development _________________________________________ Quality Student Work _________________________________________ Customer Success and Satisfaction _________________________________________

15

Task 2: Performance Area Organizational Score

Divide each Performance Area total noted above, and divide that total by the number of respondents to arrive at the organizations Performance Area scores. Visionary Leadership ______________________________________ Strategic Planning ______________________________________ Systems Thinking and Action ______________________________________ Information Systems ______________________________________ Human Resource Development ______________________________________ Quality Student Work ______________________________________ Customer Success and Satisfaction ______________________________________

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Task 3: Determine the organizations Education Quality Score

Add the seven Performance Area scores together to determine your organizations Education Quality score. Total Organization Education Quality Score ____________________

Task 4: Analyze your score to identify your current relative stage of development towards and Education Quality work environment.

A score between 1-88 suggests a bureaucratically oriented organization. A score between 89-175 suggests an organization in an Awareness stage. A score between 176-263 suggests an organization in a Transition stage. A score between 264-350 suggests an organization in Transformation.

Our organization appears to be in the ______________________ stage of development.

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Part III: Organizational Analysis &Planning

Task 1: Address Critical Questions in Preparation for Planning

As you reflect on the evidence of world class work patterns in your organization, and plan for the development of other practices, consider some of the following questions:

1.

What are possible ways to enhance your system?

2.

What energy for development already exists that can be utilized?

3.

What practices need to be discontinued?

4.

What new systems need to be developed and piloted?

5.

Where in the organization is there energy already for development?

6.

What energy exists outside your organization that can stimulate growth?

7.

What are other natural influences that might enhance your development? What else might you consider?

8.

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TASK 2: Action Planning

Develop an Action Plan for Advancing your organization toward a Quality work environment Development Goal: ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________ Key Strategies Responsibilities Resources Time Line

Evaluation 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.

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