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Colorado –
Creating a Continuous Quality Improvement (CQI) Culture within Programs
Debi Mathias, [email protected]
November 21, 2014
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Agenda
• Welcome
• CQI Definition
• CQI Philosophy and Process
• Challenges in the Work
• Role of the Program Leader in CQI
• Ready for Change
• Role of Technical Assistance
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Culture of Continuous Quality Improvement
“One major purpose of a QRIS is to recognize quality and promote a culture of continuous improvement among providers.
The rating is not a destination; it is a set of benchmarks along a pathway of ongoing improvement.” Anne Mitchell, Considerations for an Efficient, Inclusive and Implementable Quality Rating and Improvement System, April, 2012.
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CQI: A Learning Program Culture
Directors: Leading CQI Using the Habits of Mind
PQAS Instructors: Using the Big Three to Implement a C3
TA Consultants: CQI and Cultural Competency: Serving Hard to Reach, Hard to Serve Populations
STARS TA and RK TA Mgrs: ERS and CQI: Collaborative Leadership
STARS Managers: CQI and Building Communities of Practice
RK PD Managers: CQI In Professional Development Implementation
Resources and Support: Needs based PDII's, Best Practices Documents, Online Module Conversion, competencies, accountability systems, CQI Standard
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CQI Definition
What are the elements you feel would be important to include
in a definition of CQI?
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What Is Continuous Quality Improvement (CQI)?
• Identifying, describing and analyzing strengths and weaknesses
• Establishing a plan with benchmarks, timelines, assigned tasks and responsibilities to improve
• Testing and implementing solutions
• Evaluating the results and revising the plan
The process of:
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CQI Philosophy
• Grounded in the overall mission, vision and values of the program
• Dependent on the active involvement of staff, families, children and other partners (stakeholders) at all levels
• Programs can be improved • Goal to provide the best possible services and outcomes for our “clients,” the children and families we serve • Plan and decisions based on objective data • CQI is an ongoing process • CQI at all levels of an organization
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How to Live CQI
• Use the continuous quality improvement model to make small incremental changes
• Most effective when it becomes a natural part of the way everyday work is done
“ Change that lasts is slow and gradual.”
- Kaizen
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Continuous Quality Improvement Process
Do
Study Act
Plan Vision
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Theory of Change
What is the vision for our program? What levers are used to progress to that vision?
• Use of Logic Models to demonstrate inputs and outcomes.
• What does the ‘end’ look like?
• What are best and promising practices?
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Develop a Shared Vision
• Define what you truly want to achieve – include staff, Board, families and children in developing a shared picture of the future.
• What are the expectations of outcomes for children and learning?
• For professional practice and staff development?
• How are we strategically using our program resources?
• How do we support a continuous learning ethic?
• How do we support quality and effective leadership at all levels?
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Essential Elements of a CQI Plan
• Identify and engage the team
• Identify the sources of evidence
• Write clearly defined and measurable goal statements
• Outline a series of action steps
• Identify who is responsible for the activity and follow up (execute)
• Time period for goal completion
• Resources and supports needed
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Plan
• What is working well? Can it be improved?
• What are the problems and challenges?
• What are the data and other sources of evidence telling us could be improved?
• What does the research say about new innovations that might be important to consider?
• What do we want to change?
• What is the current process for improving our results?
• How will we know if our plan is successful?
Define, analyze and evaluate the current process and results using a variety of sources of evidence.
Ask:
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Do
Implement the Plan
Ask:
• Are the timelines working?
• Is our follow up and implementation disciplined?
• How do we embed practices and follow up throughout the year?
• Are we executing the plan?
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Study
Evaluate, track and reflect on how the process for improvement is working and the results of the implementation efforts.
Ask:
• How is the process working?
• Was our plan successful?
• What still needs improvement?
• Are there mid course adjustments needed?
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Act
• Incorporate changes, improvements and adjustments into the CQI process for the next round
• Write/revise policies and procedures that support the changes
• Develop strategies to embed the improvements into operations
• Celebrate successes
• Begin again...
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Identifying Challenges
• What are challenges of creating a CQI culture at the program level?
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“The organizations that will truly excel in the future will be the organizations that discover how to tap people’s commitment and capacity to learn at all levels in an organization.”
- Peter Senge
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Experts: Director and Teaching Staff
• About their programs
• About the children and families in their classrooms
• About what they do everyday
• About their work environment
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Directors as Change Agent and CQI Process Facilitator
What are the skills and abilities the Director needs to develop a culture of CQI within a program?
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THE COMPONENTS OF EXEMPLARY ORGANIZATIONS BUILDING A CENTER OF QUALITY
CONTINUOUS
IMPROVEMENT O
UT
CO
ME
FO
CU
SE
D
HIG
H E
XP
EC
TA
TIO
NS
AS
SE
SS
ME
NT
&
FE
ED
BA
CK
SHARED VALUES AND GOALS
TRUST
DATA-DRIVEN DECISION MAKING IN
VO
LV
EM
EN
T
Adapted from the Center for Instructional Effectiveness/Datatel
McCormick Center for Early Childhood Leadership | National Louis University
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TWO SIDES OF ORGANIZATIONAL CHANGE
The hard side of change The soft side of change
. . . is about vision, attitude, buy-in,
commitment, creativity, and
overcoming resistance
MANAGEMENT
LEADERSHIP
. . . is about measurement,
timelines, procedures, and
securing resources
McCormick Center for Early Childhood Leadership | National Louis University
Adapted from Oakley, E., & Krug, D. (1991). Enlightened Leadership. New York: Simon & Schuster.
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Preparing to Lead Change
How would a leader go about developing
these abilities?
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Stages of Change
• Stage 1: Precontemplation
• Stage 2: Contemplation
• Stage 3: Preparation
• Stage 4: Action
• Stage 5: Maintenance
Weber, M. R. (2010). Stage of Change Scale for Early Education and Care 2.0: Professional Manual. Rochester, NY: The Children’s Institute.
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Virtual CQI Guide
(a seven and a half minute online session describing the CQI process)
http://www.pakeys.org/presentations/CQIVirtualGuide/player.html
Program Level
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Directors’ Community of Practice:
• Habits of Mind for Directors: An Essential
Leadership Tool for Continuous
Quality Improvement
After-School Quality: The Process
of Program Improvement
• 5 step approach
• Implement team approach to CQI
• Program manual and TA support
Program Level
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What are the Resources for Programs in CO?
• Develop an inventory of state and national resources
• Helping Directors focus on resources that support their goals
• Professional Learning
• Communities of Practice
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TA Role in Supporting Programs
• Developing necessary skills and knowledge in content and process over time
• Know when to get help and use your supports
• Knowing the resources and supports available to assist programs
• Empowering program to own the change
• Others?
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What is CQI?
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• A shift from a focus on the end product to process
• A shift from externally driven (compliance) to internally motivated
CQI is:
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• Seeing the “customer” as a specific person with a specific need
CQI is:
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• The responsibility
of every employee at
every level of the
organization
CQI is:
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• Balance between individual effort and team effort
CQI is:
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CQI is:
• Employees, Board, families and children involved in decisions
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• Not a destination but a journey
CQI is:
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• To get better and better at getting better and better…
CQI is:
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Questions, Reflections, Comments
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• Switch: How to Change Things When Change Is Hard by Chip Heath, Dan Heath (2010)
• The Fifth Discipline: The Art and Practice of the Learning Organization by Peter Senge (1990)
• Conversations for Change: 12 Ways to Say it Right When It Matters Most by Shawn Kent Hayashi (2010)
• Inspiring Peak Performance Competence, Commitment, and Collaboration by Paula Jorde Bloom, Ann Hentschel, Jill Bella (2013)
• Leading Change by John Kotter (2012)
• Leadership and the New Science: Discovering Order in a Chaotic World by Margaret J. Wheatley (2006)
*Anything by Margaret is interesting and worthwhile.
Resources – General
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Resources – General
• Scaling Up Excellence – Robert Sutton and Huggy Rao
• Drive – Daniel H. Pink
• The Progress Principle – Teresa Amabile & Steven Kramer
• Dan Pink Podcasts – iTunes or danpink.com
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Resources – Early Learning Specific
• Reflecting in Communities of Practice: A Workbook for Early Childhood Educators by Deb Curtis, Debbie Lebo, Wendy C.M. Cividanes
• Appreciative Coaching: A Positive Process for Change by Sara Orem, Jacqueline Binkert, Ann Clancy (2007)
• The Visionary Director, 2nd Edition: A Handbook for Dreaming, Organizing, and Improvising in Your Center by Deb Curtis, Margie Carter
• Blueprint for Action: Achieving Center-Based Change Through Staff Development, 2nd Edition by Paula Jorde Bloom (2005)
• Monday Memo: Creating Change in Early Childhood Education, One Message at a Time by DJ Schneider Jensen
• CQI Virtual Guide: http://www.pakeys.org/presentations/CQIVirtualGuide/player.html
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For More Information
Debi Mathias, Director QRIS NLN
BUILD Initiative
www.buildinitiative.org
QRIS National Learning Network
http://qrisnetwork.org/