Based on the information provided in chapter 7, develop a comprehensive TQM implementation plan for your school. Make sure you list those schools you chose to benchmark (and tell why you selected those schools), tell what committees you would form (why you formed them and who will serve on them), tell what kind of data you would collect (be specific on the questions asked and the people you survey), and tell how you would evaluate the progress of the implementation plan. TQM Implementation Plan for Greenbrier High School The superintendent of Columbia County School District is concerned that the county as a whole has not made Annual Yearly Progress (AYP) for two years. He has decided to implement Total Quality Management (TQM) as the method to use to get the system back on track and exceeding federal expectations. One of the first steps in the planning process is to look at schools which are successful and compare their practices with those of Columbia County. Schools that the superintendent will choose to look at are schools which have similar demographics, but he will also pull some schools larger in size that are exceeding expectations as well as schools that are different demographically in order to look at their best practices. In order to implement TQM in Greenbrier High School (GHS), school leadership must conclude that there is need for change and improvement in the school organization. The school leadership must be committed to the TQM implementation. The principal must have defined a concise new vision and mission statement that reflects her commitment and desire for quality improvement in the school. An experienced consultant with a background in high school education from outside of the school district will be employed to assist in TQM implementation. Data will be collected through surveys related to the perceptions of the school leadership, faculty, students, and parents on the organization’s strengths, weaknesses and concerns. A survey on school climate, processes, management practices and outcomes will also be administered to teachers. Similar surveys will be administered to other stakeholders. Random follow-up interviews will be conducted to clarify responses and to ensure perceptions are accurately portrayed. Benchmarking of other high schools that parallel as well as differ from GHS will provide strategies and programs that are currently successful. Investigative teams of principals and teachers will visit high schools in Georgia that have been identified as Schools of Excellence and have consistently met AYP. The investigative teams will observe, interview and conduct research to provide descriptions of best practices and standards of excellence. These descriptions will be used as a template to evaluate GHS and to identify disparity between our practices and those that have been identified as producing success and quality in other schools. The survey results and the benchmarking information will be analyzed and interpreted then shared with all stakeholders. Together, this information will generate several results: feedback, priorities, an image of where the school is, a starting point for planning change, and an index of leadership’s commitment to the TQM process. Other data that will serve to identify opportunities for improvement include: standardized test results, comparison of GHS to the system and state scores/performance, number of students in remediation classes, and pass/fail rates. The principal with the assistance of the consultant will use the results created from the surveys and benchmarking to develop committees. An Executive Steering Committee will be the first committee formed and will include the consultant, principal, assistant principal, counselor, media specialist, and curriculum coach. A Local Steering Committee will include the consultant, assistant principal, and grade level chairs. Grade level chairs are already in a grade leadership position and work directly with the school administration. Local Quality Teams will include all grade chairs and all grade level teachers. The consultant will continue to work with the school on an as needed basis. Training will be provided for new personnel and in areas of identified need. At intervals data will continue to be collected through surveys and benchmarking to provide other opportunities for improvements. Evaluations will be conducted using the vision and mission statement as a criterion to our progress. Gaps will be identified and improvements implemented to close those gaps. This process will be refined based on our needs, concerns, strengths and weakness and repeated in a continuous cycle. References Martin, L.L. (1993). Total Quality Management in Human Service Organizations. Thousand Oaks, CA: Sage Publications, Inc.