Escuelas Magnetos y Escuelas Magnetos y TemáticasTemáticasSon escuelas públicas que tiene

curriculos temáticos para atraer poblaciones específicas ciencias, matemáticas, lenguajes extranjeros…

Escuelas AcelaradasEscuelas Acelaradas

Son escuelas organizadas siguiendo los principios desarrollados por James Comer de Yale School Development Program (SDP). Se organizan en ciclos de cinco años, sustituyendo la organización de la escuela tradicional. Son como un nuevo sistema operativo que funciona en las escuelas.

Efectivas, comprensivas y basadas en resultados.

Típicamente se adaptan medidas de las escuelas que funcionan bien, integrando de distintas normas a la comunidad de negocios y de servicio.

De hecho hablan de transformar los salones y las escuelas en ambientes poderosos de aprendizaje (Powerful learning environmental PLE).

Otros modelos Otros modelos originales en el mundo originales en el mundo

empresarialempresarialMalcolm

Baldridge.

What are the characteristics of a What are the characteristics of a successful business?successful business?

What are the characteristics of a What are the characteristics of a successful school district?successful school district?

BenchmarkingBenchmarking• A visit to Palatine, ILA visit to Palatine, IL Quality Task ForceQuality Task Force• AdvancED/NCA District AccreditationAdvancED/NCA District Accreditation• BenchmarkingBenchmarking• ISO 9000ISO 9000• LeanLean• Baldrige Performance Excellence ProgramBaldrige Performance Excellence Program• Six SigmaSix Sigma• Total Quality ManagementTotal Quality Management

Decision MatrixDecision Matrix• Emphasis on customer focusEmphasis on customer focus• Emphasis on public perceptionEmphasis on public perception• Emphasis on consistent use of best practicesEmphasis on consistent use of best practices• Emphasis on professional developmentEmphasis on professional development• Emphasis on efficiency & effectivenessEmphasis on efficiency & effectiveness• Balanced scorecardBalanced scorecard• Emphasis on analysis of processesEmphasis on analysis of processes• Availability of resources to support the modelAvailability of resources to support the model• BenchmarkingBenchmarking• FlexibilityFlexibility

1.1. LeadershipLeadership2.2. Strategic PlanningStrategic Planning3.3. Customer FocusCustomer Focus4.4. Measurement, Analysis, and Measurement, Analysis, and

Knowledge ManagementKnowledge Management5.5. Workforce FocusWorkforce Focus6.6. Operations FocusOperations Focus7.7. Results Results

45.0%

12.0%

8.5%

8.5%

9.0%

8.5%8.5%

Vision, Mission, ValuesVision, Mission, Values Communication & Organizational Communication & Organizational PerformancePerformance Organizational GovernanceOrganizational Governance Legal & Ethical BehaviorLegal & Ethical Behavior Societal Responsibility & Support of Key Societal Responsibility & Support of Key CommunitiesCommunities

Strategy Development Strategy Development ProcessProcess Strategic ObjectivesStrategic Objectives Action Plan Action Plan Development & Development & DeploymentDeployment Performance ProjectionsPerformance Projections

Student & Stakeholder ListeningStudent & Stakeholder Listening Determination of Student & Stakeholder Determination of Student & Stakeholder Satisfaction & EngagementSatisfaction & Engagement Educational Programs & Services & Educational Programs & Services & Student & Stakeholder SupportStudent & Stakeholder Support Building Student & Stakeholder Building Student & Stakeholder RelationshipsRelationships

Performance MeasurementPerformance Measurement Performance Analysis & ReviewPerformance Analysis & Review Performance ImprovementPerformance Improvement Data, Information, & Knowledge ManagementData, Information, & Knowledge Management Management of Information Resources & Management of Information Resources &

TechnologyTechnology

Workforce Capability & CapacityWorkforce Capability & Capacity Workforce ClimateWorkforce Climate Workforce PerformanceWorkforce Performance Assessment of Workforce EngagementAssessment of Workforce Engagement Workforce & Leader DevelopmentWorkforce & Leader Development

Work System DesignWork System Design Work System ManagementWork System Management Emergency ReadinessEmergency Readiness Work Process DesignWork Process Design Work Process ManagementWork Process Management

The quality movement in the United States began in the 1970s as American industry began losing ground to international competitors, particularly the Japanese. Many American goods were expensive and increasingly unreliable, while Japanese automobiles and electronics were of high quality and reasonable. This situation was attributed to increases in the quality of production and management implemented by Japanese business leaders (Bonstingl, 2001; Dobyns & Crawford-Mason, 1994). Ironically, this focus on increasing quality was American in origin but had been largely rejected by American companies after World War II because U.S. business leaders saw no need for improvement.

THE QUALITY MOVEMENTTHE QUALITY MOVEMENT

W. Edwards Deming, a native Iowan, was an W. Edwards Deming, a native Iowan, was an acknowledged leader of Japan’s quality acknowledged leader of Japan’s quality movement following World War II. Although movement following World War II. Although several others worked to develop and several others worked to develop and implement quality efforts, Deming received a implement quality efforts, Deming received a majority of the credit and publicity. Japan’s majority of the credit and publicity. Japan’s national award, The Deming Prize for Quality, is national award, The Deming Prize for Quality, is named after the expert who offered such named after the expert who offered such valuable assistance in rebuilding.valuable assistance in rebuilding.

The U.S. adoption of quality methods culminated in the establishment of the Malcolm Baldrige National Quality Award in 1987 (Dobyns & Crawford-Mason, 1994; Garvin, 1991; Karathanos, 1999; Seymour, 1994; Siegel, 2000). Named for the late Secretary of Commerce under President Reagan, the award was created in three business categories (manufacturing, small business, and service) with two possible awards each year (Garvin, 1991). The awards are based on a company’s ability and approach to implementing criteria in seven categories.

Baldrige AwardBaldrige Award

EDUCATION AND BALDRIGEEDUCATION AND BALDRIGE

As business leaders were re-engineering corporate structures and focusing on high quality processes, the quality of American education was coming under increasing fire. Given the publicity the growing quality movement in industry was receiving, political, business, and education leaders began investigating the application of quality principles to education (Cedeño, 2000; Glasser, 1998; Kaufman & Hirumi, 1992; Sumberg, 2000). Although current estimates of schools or districts focusing on quality processes are difficult, by the mid-1990s 24 states had either included educational institutions in their state level quality awards or adapted the Baldrige criteria for applications in education (Horine, 1992; Johnson, 1996; Karathanos, 1999).

The National Malcolm Baldrige Education Criteria for Performance Excellence were piloted in 1995. Education was officially adopted in 1998 as a fourth category for the Malcolm Baldrige National Quality Award.

Baldrige Core Educational Baldrige Core Educational ValuesValues

1. Visionary LeadershipVisionary LeadershipSenior leadership sets direction and creates a student-focused, learning oriented climate; clear and visible values; and high expectations.2. Learning-Centered EducationLearning-Centered EducationHigh developmental expectations and standards; a faculty understanding that students learn in different ways at different rates; an emphasis on active learning; early and frequent formative assessment; summative assessment when appropriate or required; student self-assessment; and a focus on transitions from school to school or school to work.

3. Organizational and Personal LearningOrganizational and Personal LearningLearning is: a regular part of daily work for students, staff, and faculty; practiced at all levels of the organization; focused on solving problems at their source; sharing knowledge throughout the organization; driven by opportunities to effect change.4. Valuing Faculty, Staff, and PartnersValuing Faculty, Staff, and PartnersA commitment to faculty, staff, and partner satisfaction, development, and well-being.5. AgilityAgilityThe capacity for faster and more flexible responses to the needs of students and stakeholders.

6. Focus on the FutureFocus on the FutureAn understanding of the short- and longer-term factors that affect organizations and the education market.7. Managing for InnovationManaging for InnovationEmphasizes the importance of making meaningful change to improve the organization’s programs, services, and processes. 8. Management by FactManagement by FactMeasures and indicators are selected to understand factors that lead to improved student, operational, and financial performance. These measures and indicators drive decision making.

9. Public Responsibility and CitizenshipPublic Responsibility and CitizenshipThe belief that an organization’s leaders should stress its responsibilities to the public and the need to practice good citizenship.10. Focus on Results and Creating ValueFocus on Results and Creating ValuePerformance measures should focus on key results that should be used to create value for students and stakeholders.11. Systems PerspectiveSystems PerspectiveFocuses on managing the whole organization, as well as its components, to achieve success (NIST, 2002b).

Evolving from these eleven core values are seven categories that schools and districts can use for self-assessments, Baldrige criteria implementations, and Baldrige applications. (They are also categories on which applicants for Baldrige Awards are judged.) The seven categories are:LeadershipLeadership

How the organization’s senior leaders address organizational values, directions, and performance expectations, as well as a focus on students and stakeholders, student learning, empowerment, innovation, and organizational learning; how the organization addresses its responsibilities to the public and supports its key communities.

Strategic PlanningStrategic Planning

How the organization develops strategic objectives and action plans; how the chosen strategic objectives and action plans are deployed and how progress is measured.

Student, Stakeholder, and Student, Stakeholder, and Market FocusMarket Focus

How the organization determines requirements, expectations, and preferences of students, stakeholders, and markets; how the organization builds relationships with students and stakeholders, and determines the key factors that attract students and partners and lead to student and stakeholder satisfaction and persistence and to excellence in educational services and programs.

Information and AnalysisInformation and Analysis

The organization’s information management and performance measurement system and how the organization analyzes performance data and information.

Faculty and Staff FocusFaculty and Staff Focus

How the organization motivates and enables faculty and staff to develop and utilize their full potential in alignment with the organization’s overall objectives and action plans; the organization’s efforts to build and maintain a work environment and faculty and staff support climate conducive to performance excellence and to personal and organizational growth.

Core Process ManagementCore Process ManagementThe key aspects of the organization’s process management, including learning-focused education design and delivery, key student services, and support processes. (This category encompasses all key processes and all work units.)

Organizational Performance Organizational Performance ResultsResultsStudent learning results, student- and stakeholder-focused results; budgetary, financial, and marketplace performance; faculty and staff results; operational effectiveness; performance levels relative to those of competitors, comparable schools, and/or appropriately selectedorganizations (NIST, 2002b).

A MODEL WITH PROMISEA MODEL WITH PROMISE

Information about the effects of Baldrige implementation is limited. Very little empirical data exist that detail how, why, or in which contexts an implementation can succeed. Although training is considered critical, few specifics regarding training are provided (Abernethy & Serfass, 1992; Andrade & Ryley, 1992; Bayless et al., 1992; Dinklocker, 1992; Freeston, 1992; Hixson & Lovelace, 1992b; Horine, 1992; Rappaport, 1996). Outcomes and results are often reported with insufficient detail about what specifically changed and how outcomes were achieved (Conyers, 2000; Howze, 2000; NIST, 2002e; Quality Education New Jersey, 2002b; Quattrone, 1999; Shipley & Collins, 1996; Siegel, 2000; Unger & Brunn, 2001).

Escuelas CharterEscuelas CharterCharter schools are nonsectarian

public schools of choice that operate with freedom from many of the regulations that apply to traditional public schools. The "charter" establishing each such school is a performance contract detailing the school's mission, program, goals, students served, methods of assessment, and ways to measure success. The length of time for which charters are granted varies, but most are granted for 3-5 years.

At the end of the term, the entity granting the charter may renew the school's contract. Charter schools are accountable to their sponsor-- usually a state or local school board-- to produce positive academic results and adhere to the charter contract. The basic concept of charter schools is that they exercise increased autonomy in return for this accountability. They are accountable for both academic results and fiscal practices to several groups: the sponsor that grants them, the parents who choose them, and the public that funds them.

The intention of most charter school legislation is to:

Increase opportunities for learning and access to quality education for all students

Create choice for parents and students within the public school system

Provide a system of accountability for results in public education

BenefitsBenefits

Encourage innovative teaching practices

Create new professional opportunities for teachers

Encourage community and parent involvement in public education

Leverage improved public education broadly

People establish charter schools for a variety of reasons. The founders generally fall into three groups: grassroots organizations of parents, teachers and community members; entrepreneurs; or existing schools converting to charter status. According to the first-year report of the National Study of Charter Schools, the three reasons most often cited to create a charter school are to:

Realize an educational vision Gain autonomy Serve a special population

Parents and teachers choose charter schools primarily for educational reasons--high academic standards, small class size, innovative approaches, or educational philosophies in line with their own. Some also have chosen charter schools for their small size and associated safety (charter schools serve an average of 250 students).

Charter School Charter School DefinitionsDefinitions

From "From "Questions and Answers Questions and Answers about Charter Schoolsabout Charter Schools," California ," California Charter Schools Association, 2005:Charter Schools Association, 2005:A charter school is a public school. A charter school can provide instruction from kindergarten through 12th grade.

Charter schools are typically created by a group of parents, teachers, administrators, community leaders or a local community-based organization.

Charter schools are created when a group of parents, teachers and community leaders petition a local school board or county board of education for a charter to open an independent school in their community.

From "From "Charter Schools Charter Schools DescriptionDescription" , Education " , Education Commission of the States, 2005:Commission of the States, 2005:

"Charter schools are semi-autonomous public schools, founded by educators, parents, community groups or private organizations that operate under a written contract with a state, district or other entity. This contract, or charter, details how the school will be organized and managed, what students will be taught and expected to achieve, and how success will be measured. Many charter schools enjoy freedom from rules and regulations affecting other public schools, as long as they continue to meet the terms of their charters. Charter schools can be closed for failing to satisfy these terms."

From Education Week's From Education Week's Charter Charter Schools PageSchools Page, part of their collection , part of their collection of Issues pages, 2005of Issues pages, 2005

"The basic charter concept is simple: Allow a group of teachers or other would-be educators to apply for permission to open a school. Give them dollar for dollar what a public school gets for each student. Free them from the bureaucracy that cripples learning and stifles innovation at so many public schools ... The school generally operate[s] under a 'charter' or contract with the local school board or the state. And while exempt from most state and local laws and regulations, to gain charter renewal, the schools must prove that their students have gained the educational skills specified in that initial contract."

From "From "Charter Schools: Creating Charter Schools: Creating Hope and Opportunity for American Hope and Opportunity for American EducationEducation," by Joe Nathan, Jossey-," by Joe Nathan, Jossey-Bass, 1996:Bass, 1996:

"Charter schools are public schools, financed by the same per-pupil funds that traditional public schools receive. Unlike traditional public schools, however, they are held accountable for achieving educational results. In return, they receive waivers that exempt them from many of the restrictions and bureaucratic rules that shape traditional public schools.

The charter school movement brings together, for the first time in public education, four powerful ideas:Choice among public schools for families and their children Entrepreneurial opportunities for educators and parents to create the kinds of schools they believe make the most sense Explicit responsibility for

improved achievement, as measured by standardized tests and other measures

Carefully designed competition in public education

From "From "More on Charter SchoolsMore on Charter Schools," by ," by Carlos and Yamashiro, WestEd, Carlos and Yamashiro, WestEd, 1995:1995:

"Charter schools are usually created through a formal agreement between a group of individuals and a sponsor (e.g., a local school board, state department, or an independent governing board). Designed by state legislators to deregulate and decentralize education, the charter school concept is intended to empower parents and those 'closest to the classroom' with the flexibility to innovate…

…As an incentive, charter schools either receive blanket exemptions from most state codes and district rules regarding curriculum, instruction, budget, and personnel, or they may apply to waive requirements one by one. In return, most charter schools are expected to meet certain accountability requirements, such as demonstrating student achievement and participating in state testing programs."

From "From "So You Want to Start a So You Want to Start a Charter School?Charter School?" by Millot and Lake, " by Millot and Lake, University of Washington/RAND, University of Washington/RAND, 1996:1996:

"The 'basic bargain' embodied in charter school legislation is 'autonomy for accountability.' On the autonomy side of the bargain, the defining features of charter school statutes are the right of those operating an individual public school to control decisions the legislature has deemed critical to the success of a school's educational program, and the guarantee of that right for some number of years ...

…On the accountability side are the operators' responsibilities to improve student performance and meet a public trust in public education. Charter schools are held accountable to the market for economic viability and parent satisfaction and to government for financial stability, student performance and the operation of a public agency. The bargain is documented in a legally binding agreement called a 'charter.”

What is a charter school?What is a charter school?A charter school is a nonsectarian public school of choice that operates with freedom from many of the regulations that apply to traditional public schools. The "charter" establishing each such school is a performance contract detailing the school's mission, program, goals, students served, methods of assessment, and ways to measure success. The length of time for which charters are granted varies, but most are granted for 3-5 years. At the end of the term, the entity granting the charter may renew the school's contract.

Charter schools are accountable to their sponsor-usually a state or local school board-to produce positive academic results and adhere to the charter contract. The basic concept of charter schools is that they exercise increased autonomy in return for this accountability. They are accountable for both academic results and fiscal practices to several groups: the sponsor that grants them, the parents who choose them, and the public that funds them.

What's the difference What's the difference between charter schools between charter schools and other public schools?and other public schools?

Charter schools are public schools of choice, meaning teachers and students choose them. They operate with freedom from many regulations that apply to traditional public schools. They generally offer teachers and students more authority to make decisions than most traditional public schools. Instead of being accountable for compliance with rules and regulations, they are accountable for academic results and for upholding their charter

Who authorizes charter Who authorizes charter schools?schools?

This varies from state to state, depending on the state’s charter law. In California, for example, there are three types of authorizers: the governing board of the school districts, county boards of education, or the state board. In Pennsylvania, individuals or groups seeking to establish a charter public school must apply to the local school board of the district in which the school will be located. Generally there are four types of entities allowed to authorize charter schools: the local school board, state universities, community colleges, and the state board of education.

Who can start a charter Who can start a charter school?school?

Parents, community leaders, businesses, teachers, school districts, and municipalities can submit a charter school proposal to their state's charter authorizing entity.

Who attends charter Who attends charter schools? Whom do they schools? Whom do they

serve?serve?Nationwide, students in charter schools have similar demographic characteristics to students in all public schools. In some states charter schools serve significantly higher percentages of minority or economically disadvantaged students than the traditional public schools.

How are they funded?How are they funded?As public schools, charters are not allowed to charge tuition, and they are funded according to enrollment. In some states, such as Alaska, Colorado, Minnesota, and New Jersey, they receive less than 100% of the funds allocated to their traditional counterparts for the operation of public schools. In other states, like California, additional funds or loans are made available to them. In most states, charters do not receive capital funds for facilities. They are entitled to federal categorical funding for which their students are eligible, such as Title I and Special Education monies. Federal legislation provides grants to help charters with start-up costs.

How many are there?How many are there?Since the first charter school opened in Minnesota in 1992, the charter school movement has grown to more than 3,000 schools operating nationwide in 2004-2005, serving over 700,000 students.

Which states have charter Which states have charter schools?schools?

As of 2004, 40 states, as well as the District of Columbia and Puerto Rico, have passed charter school laws. The states are: Alaska, Arkansas, Arizona, California, Colorado, Connecticut, Delaware, District of Columbia, Florida, Georgia, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Louisiana, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, Tennessee, Texas, Utah, Virginia, Wisconsin, and Wyoming.

Of these forty, 39 states currently have charter schools. There are no charter schools open yet in Tennessee..

Do charter schools have Do charter schools have admissions policies?admissions policies?

By law, charter schools must have a fair and open admissions process, conducting outreach and recruitment to all segments of the community they serve. When more students apply than can be accommodated, many charters use a lottery to randomly determine which students are accepted. Many charter schools also have waiting lists.

How can I find a charter How can I find a charter school in my area?school in my area?

There, you will find contact information and links to the websites of your local charter school resource center and State Department of Education. They will have a complete list of authorized charter schools in your state.

How can I find a particular How can I find a particular type of charter school?type of charter school?

The Center for Education Reform publishes the "National Charter School Directory", which provides contact information and profiles of charter schools in operation nationwide. It also provides information on "specially-focused" schools such as Arts-based, Core Knowledge and Montessori schools.

What kind of federal What kind of federal support is there for support is there for

charter schools?charter schools?Through the Public Charter Schools Program, the U.S. Department of Education offers grants to states, which then award subgrants to individual schools to assist them in planning, design, and initial implementation of new charter schools. Dissemination grants are also available to successful charter schools, with three or more years of experience, to support activities through which they help other groups open new or improve existing public schools. Charter schools are also eligible for funding under other federal programs

How can I learn from How can I learn from others who have started others who have started

their own schools?their own schools?The US Charter Schools website hosts the Charter Community Exchange which provides a forum for collaboration, information exchange, and discussion among its participants. The information in the charter community exchange is available to all visitors to view or read.

How are charter schools How are charter schools doing?doing?

This is the area in which current research is centered and where more data are needed. Some schools have already been successful enough to have their charters renewed, which means their sponsors were satisfied that they met the original goals of their charter. A few charters have been revoked due to lack of proper financial management or lack of achievement. Charter schools have shown improvement in both parent and student satisfaction and in innovation in technology, curriculum, assessment, and governance.

What do we know about What do we know about how charter schools how charter schools

operate?operate?Most charter schools are newly created, while some are converted from existing schools.Most charter schools are small schools (median enrollment is 242 students compared with 539 in traditional public schools).They serve many different communities with a wide variety of curriculum and instructional practices.They vary a lot from state to state and school to school.Many charter schools have atypical grade configurations (K-3, K-8).Most charter schools provide one or more non-instructional services, like health, social services, or extended day care.

HistoryHistoryThe charter school movement has roots in a number of other reform ideas, from alternative schools, to site-based management, magnet schools, public school choice, privatization, and community-parental empowerment. The term "charter" may have originated in the 1970s when New England educator Ray Budde suggested that small groups of teachers be given contracts or "charters" by their local school boards to explore new approaches.

Albert Shanker, former president of the AFT, then publicized the idea, suggesting that local boards could charter an entire school with union and teacher approval. In the late 1980s Philadelphia started a number of schools-within-schools and called them "charters."

Some of them were schools of choice. The idea was further refined in Minnesota where charter schools were developed according to three basic values: opportunity, choice, and responsibility for results.

In 1991 Minnesota passed the first charter school law, with California following suit in 1992. By 1995, 19 states had signed laws allowing for the creation of charter schools, and by 2003 that number increased to 40 states, Puerto Rico, and the District of Columbia. Charter schools are one of the fastest growing innovations in education policy, enjoying broad bipartisan support from governors, state legislators, and past and present secretaries of education.

In his 1997 State of the Union Address, former President Clinton called for the creation of 3,000 charter schools by the year 2002. In 2002, President Bush called for $200 million to support charter schools. His proposed budget called for another $100 million for a new Credit Enhancement for Charter Schools Facilities Program. Since 1994, the U.S. Department of Education has provided grants to support states' charter school efforts, starting with $6 million in fiscal year 1995.

Charter LawsCharter Laws

Charter schools vary from state to state, not only because the individual charters set out unique mission and goal statements, but also because state charter laws, which significantly influence the development of charter schools, also vary. The laws cover seven basic policy and legal areas:

The Education Commission of the States' also provides a database of State Policies for Charter Schools where users can create comparisons of specific types of state policies for charter schools across several states and view predetermined reports on state policies for charter schools.

Ten Things to Know About Ten Things to Know About Charter SchoolsCharter Schools *

Charter schools are:publicly funded, and are not vouchers for private schools.open to all students.pioneers and innovators in public education.meeting parents' needs.appealing places to work for teachers.

committed to improving public education.

operated by an exciting array of non-profit groups.

playing an important part in school reform.

demonstrating a record of student achievement.

*This list was developed by Leadership For Quality Education. A full description is available on their web site.