lean in lean at bakke school in denmark - Švietimo … as a... · 2017-06-21 · 3. diploma public...

LEAN in LEAN at Bakke School in Denmark

How we did it and what didwe achieve?

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Bakkeskolen.Kolding.dk

My background

1. Teacher

2. School director – since 1982

3. Diploma Public Management

4. Advicer/consultant for the Ministry of education concerning international development at schools – in conferences e.g.

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Bakke school in Kolding, Denmark

• 600 students• 0. – 9. grade (primary and lower secondary)• Internationally oriented (USA, Europe, China,

Tanzania, Ghana, Ethiopia, US Virgin Island (UNESCO-school TST (Transatlantic Slave Project),

• Cooperation Birstonas Gymnasium in Lithuania since 1993.

• Staff 75 members

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”LEAN IN TEAM”Lean as a management tool – to

develop the organiastion

4

FOCUS NEW WAYS – to increase learningoutputHow can we:

• Increase the learning output for the pupils. Provide pupils with more time for learning, teachers with more time for teaching, and increase the quality of teaching.

• Improve the working environment for the teachers. Create a more attractive work environment and remove “time thieves” in administration of classes.

• Can we use the “LEAN-thinking” in a public school?

• Is it possible top improve all results + 10 %?

5

WHY USE LEAN? (1)

•Professionel school-management – demands set of goals and for schools development

•Focused on pupils’ learning outcome, and which support the schools’ work with goal-oriented teaching

•Focus evaluation

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WHY USE LEAN? (2)

• Employee involvement, less stress and greater engagement

• Clear structures for flow of tasks, clarity about roles and tasks

• Visibility of priority tasks and efforts

• Increased cooperation internally and better communication

• Increased involvement of users

• Ensuring that ships reach the port

• We believe that things can get better (+ 10%)

• We will be better at evaluating (evaluation culture)

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AGENDA for Intro – Lean for the staff

• Intro - Lean - in a learning organization! (Peter Senge the 5th discipline)

• Lean tools and process management

• Employee Involvement - staging the process that causes the employees to "do the right thing by themselves"!

• Development and cultural change in a public school context

• Members upward (proactive behavior for the development of the entire organization)

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• Lean in team - introduction to waste, prioritization and Kaizen (focusing on new ideas and retention of actions)

• Lean in organizations - history and background, philosophy and tools

• Visible needs, wishes for the future and wishes for subsequent collection days

• Action for own team: highest priority efforts and SMART goals for priority

• Evaluation

Povl Erik Wolff, Bakkeskolen

LEAN IN TEAM (TEACHING THE EMPLOYEES))

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INTRODUCTION LEAN-TOOLS

•5 S-er

• Juvelboard *

•kaizen *

•PDCA *

•GAMEPLAN *

Povl Erik Wolff, Bakkeskolen 10

Kaizen-tavle

Målstyring Projekter i gang

Hvad Hvem Hvordan Hvornår

I mål (med fakta omkring effekt!)

Bruttolisten – ikke glemt!

Nye forslag

√√

√√

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Gameplan benyttes til større projekterPovl Erik Wolff, Bakkeskolen 13

SUBJECT TEAMS To contribute to professional focus and development - that test results are improved by 10%

EVALUATIONStudents 'and teachers'

learning must be continuously documented and evaluated to improve the test result by 10%

CLASSROOM-MANAGEMENT

All teachers, managers and students should thrive and have a behavior that promotes learning and the professional focus so that the test result is improved by 10%

CLASS-TEAM

All teachers must collaborate in and about teaching to promote the professional focus so that the test results are improved by 10%

SCHOOL-HOME COOPERATION

All school / home collaboration should help promote student well-being and learning so that test results are improved by 10%

ADMINISTRATION

The overall planning should contribute to optimization and reflect the professional focus so that the test results are improved by 10%


KOTTER – GUIDING KOALITON – for ”monitoring” the proces• Create a Sense of Urgency (Burning platform)

• Build a Powerful Guiding Coalition ( to guide it, coordinate it, and communicate its activities)

• Create a Vision for Change

• Communicate the Vision

• Remove Barriers/obstacles

• Generate Short-Term Wins

• Build on the Change

• Anchor the Changes in Corporate Culture

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ASK THE STAFF

•How can we get 10 % more learning outcome?

•Which actions will lead to 10% better results in all tests?

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CAFE-SEMINAR KONCEPT – hosrin kanri

Which actions will lead to 10% better results in all tests

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TEAM WORK -AGENDA

• From my plan to common plan

• Team-work

• share best practice and coordinate the teaching

• Focus learning output

• Focus students well beiing

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… så testresultatet forbedres med 10%

Ansvarlig for opgaven

Alle fagteams skal bidrage til fagligt fokus…

Elevernes og lærernes læring skal løbende

dokumenteres og evalueres…

Alle lærere og

elever skal trives og have en adfærd, der fremmer læring

og det faglige fokus…

Alle lærere

skal samarbejde i og om undervisningen for at fremme det faglige fokus…

Alt skole/hjem-samarbejde skal være med

til at fremme elevernes trivsel og læring…

Den overordnede planlægning

skal medvirke til optimering og afspejle det faglige fokus…

Alle lærere Lean i team

Nationale testsUndervisning i faglig læsning Optimere brugen

af intra: lektier, afleveringer.

Alle elever skal være på.

Efteruddannelse af lærere

MUS-samtaler

Intervision –

supervision mellem kolleger

Afdelings-teams

Formulering af mål for særlige uv. dage

Formalisere overdragelses-samtaler ved lærerskift

Formalisere modtagelse af nye elever

Projekt på

mellemtrinnet: Læs og skriv i fagene

Møder om højere

grad af forældreinvolveri

ng

ved skole/hjem-samtaler

Fordybelsesuge i foråret til små fag

Lean i team

Indskolingen: Periodisk aldersintegreredegrupper

Kontinuitet i fokusområder

ved skole/hjem-samtalerne

Kontinuitet i emner ved forældremøder

AKT Lean i teamUdvikling af

klasseledelse via intervision


Example evaluation focus


Evaluation focus

Evaluation

1. The goals for teaching are unclear - and they are not known to the students

2. There are clear goals, but they are not known by the students 3. These are clear goals for teaching - and they are well-known to

the students4. There are clear goals for teaching - and the students have helped

develop the goals 5. There are clear goals and signs of learning ...

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Achieved 1 Actions(Hosrin kanri)

• Voluntary National tests required from 2 - 8 pm.

• Joint academic annual plans of all ages (prepared in teams)

• Flip prizes by dimission

• Compulsory term and year examinations in the 8th grade

• Professional reading conferences (teachers with)

• Learning Center workshops (knowledge sharing, teachingdevelopment, collegiate spot courses, etc.)

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Achieved 2 actions (Hosrin kanri)

• Periodic age-integrated groups in education (Danish, math)

• Formulation of goals for special teaching days

• Theater Ringing

• The agenda for each hour

• Walk-through by the management

• The Kaizen board is used for departmental meetings

• Game plan for development measures - Major changes

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KAIZEN-meeting - create a atmosphere of continuouslearning – not only accepting, but improvement

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Results 2014

• 9th grade final examinations. Shows a significant advance - approx. 20.50% - on the compulsory subjects in relation to 2013.

• The graduation subjects in the 9th grade also show an improvement - and here at 10%.

• All in all, a particularly satisfying development - and a result of a focused focusing effort through the school LEAN effort - academic focus!

• Compared to municipality cut, we are largely above or below the cut. - but with few exceptions. English oral in the 9th year.

• We are located as top scorer in Kolding with a score of 9.4. Physics is significantly improved by approx. 44% in progress - after the subject has been in focus in the past period.

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EXPECTED RESULT

• GOAL :

MÅL(GOAL)Kolding

kom-mune

2012

Bakke-

skolen

2011

LEAN mål

2012 (+10%)

Bak-

kesko-

len 2012

LEANMÅ

L

2013

Dansk læsning 6,7 6,3 6,9 7,0 KK-snit

Dansk mundtlig 7,1 7,9 8,7 *6,8 KK-snit

Dansk retskrivning 7,1 5,4 5,9 6,4 KK-snit

Dansk skriftlig 6,2 5,7 6,3 5,4 6,3

Engelsk mundtlig 7,0 6,3 6,9 7,3 KK-snit

Fysik/Kemi 6,0 5,0 5,5 4,6 5,5

Matematisk problemløsn 6,4 5,7 6,3 6,0 6,3

Matematiske færdigheder 6,9 5,4 5,9 5,9 KK-snit

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FA 2013 + 2014

2013 2014

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Chronicle in Berlingske (Bent Christensen 15.11.2014): At Bakkeskolen in Kolding, management, teachers and students have worked on the LEAN philosophy since 2010 and can now show significant improvements in student performance. Apart from a modest support to start work, the school is not provided with extraordinary resources. The average has risen 15%. In a single subject, which has been the subject of particular focus, the improvement is 47%. The marks have risen as a result of a LEAN-created stronger professional focus and the fact that LEAN in classroom management has on average increased the teaching time by at least 5 minutes in each and every hour. For a class of 5 teaching hours per day for 200 days a year, there is a total extra teaching time of 100 school

MORE TEACHING TIME

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WALK THROUGH – ATTENDING LESSONS "Strong Lessons”

• Nice / positive start of the lesson • Unique academic goals communicated to students • Collective information at the beginning of the lesson with clear messages

and instructions. • Visible plan for the lesson - start, activity and ending. • Clear marking of transitions according to plan • Clear framework for acceptable noise and turmoil • All students are activated / motivated - focus on subjects and learning • The teacher checks if everyone works and understands • Feedback with the use of praise and encouragement Positive climate /

mood Ready ending and summary

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WALK THROUGH –ATTENDING LESSONS”Weak Lessons”

• Absence of clear academic goals and too little focus on content

• Inappropriate mix / weighting of activities

• Unclear messages / instructions to students

• The teacher is late

• The teacher does not change strategies and allows the students to adapt instead

• Too little praise and encouragement

• Inappropriate discussions with students

• Negative response / correction of behavior Too much turmoil and "noise"

• Rules are not followed / do not work

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”lean i team - Bakkeskolen” - welbeeing staffSkala: 3, 2, 1, 0 , -1, -2, -3I høj grad styrket, i nogen grad, i lav grad, neutral, i lav grad svækket, i nogen grad, i høj grad svækket

The six ”gold grains” Positiv/negativ progres

Influence + 0,93

Social support + 1,00

Predictability + 0,93

Meaning + 1,13

Recognition + 0,87

Claim + 0,53

And improved results in all areas!

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Bound exam pass grade 9th. Socioeconomic references - period for three school yearsThe schools ability to elevate the students learning outcome in relation to social background (education level, economy in the family)

2007-2010

2008-2011

2009-2012

2010-2013

2011-2014

2012-2015

2013 –2016

0.00 - 0,2 - 0,3 -0,3 0,0 + 0,2 + 0,5

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RESULTS - CEPOS (ranking – Social stratification)

• 2016 nr. 349 / 1480

• 2015 nr. 381/1480

+ ”Learning effect”

= MORE STUDENTS

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• From management of employees to management together with employees.

• Employees are involved in the development and testing of solutions.

• Management's considerations and waiver of solutions are explained.

• Employees experience clear and precisemanagement expectations

• The employee has confidence in management and the quality of its decisions and the quality of the strategy.

• Employees share important knowledge in the development of solutions.

• The employees are active and voluntarily participate in the implementation of solutions.

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Why did we succeed?

• We had a plan – a goal from the the beginning

• We used The guiding coalition (KOTTER) –

• Staff was involved

• We followed UP (Evaluation)

• The leaders are role models – using KAIZEN daily

• We had to make a change – because of bad results – burning platform

• There was a threat

• Obstacles was very few

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BACKGROUND literature

• http://nyhederne.tv2.dk/article.php/id-42561600:bakkeskolen-underviser-efter-toyotametoden.html

• CEPOS-udgivelse sept 2014. LEAN I DEN OFFENTLIGE SEKTOR

• DAFOLO-udgivelse nov. 2014, Målstyret undervisning v. Jens Lindner

• ”En evaluering af Bakkeskolens implementering af lean med henblik på at styrke lærernes arbejde med forbedringsprojekter i teamsamarbejdet” v. Casper Theut , Aarhus Universitet 2012.

• Narrativ skoleledelse (Madsen 2016, samfundslitteratur) Kap: Mål- og resultatstyring.)

• Dafolo – skolen i morgen. Nr. 2 oktober 2011

• Folkeskolen: nr. 20 i 2012.

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http://nyhederne.tv2.dk/article.php/id-42561600:bakkeskolen-underviser-efter-toyotametoden.html

Under the right conditions, all people would like to work and have the resources and responsibility to plan and carry out their work, and to contribute to the development of their own organization


Are you ready to consider LEAN approach?

Questions, Comments?

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Thank you for listnening

• School-leader

• Advicer/consultant

• LEAN

• International Cooperation

• Organization

• School development

• School management

• Telephone: 0045 40 18 40 05 [email protected]

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mailto:[email protected]

lean in lean at bakke school in denmark - Švietimo … as a... · 2017-06-21 · 3. diploma public...

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