Quality Standard Teams

This standard examines how the technology center’s leadership and administration’s actions guide and sustain the organization. This includes the technology center’s governance system, how the organization fulfills its legal, ethical, and societal responsibilities, and how it supports its communities are identified. The school must demonstrate it has enforceable written policies and procedures in place that demonstrate its ethical practices by showing that it has a well-defined set of ethical standards governing institutional or programmatic practices, including recruitment, advertising, transcripts, fair and equitable student tuition refunds, and student placement services. (See Exhibit 8 of Appendix A) This standard examines how the technology center develops strategic objectives and action plans and how progress is measured.

This standard examines the content and performance objectives of the programs at a level and quality acceptable whether a student moves on to postsecondary education, the military, or the 19 workforces. The program/training should be designed to provide the cognitive, affective, and psychomotor skills to teach knowledge and develop skills necessary for employment. Student leadership development activities are also considered an integral part of instruction. All approved programming shall be conducted in accordance with state standards, policies, and operational procedures.

Support Services This standard examines the support services utilized in obtaining performance objectives of instruction and training. All students shall be provided with information on career options, advised on appropriate educational paths to meet career goals, and provided with the necessary support for success in their career programs. Academic integration is provided in the context of skills needed for occupational competency, technology familiarity, and other cognitive skills. Students will also receive assistance in developing transition, employability, and job search skills prior to completing their career program. This standard examines the technology center’s delivery of student and stakeholder value, including long-term budgetary and financial performance, customer satisfaction and engagement, and market success.

This standard examines how the technology center selects, gathers, analyzes, manages, and improves its data, information, and knowledge assets and how it manages its information technology. It also examines how the technology center uses review findings to improve its performance.

This standard examines the technology centers ability to assess faculty and staff (and volunteers, if applicable) capability and capacity needs and build an environment conducive to quality performance. It also examines how the technology center engages, manages, and develops its faculty and staff (and volunteers, if applicable) to leverage human capital for achieving the technology center’s overall mission, vision, strategy, and action plans. Efforts should be made to ensure that opportunities are provided for personal and professional development in accordance with identified needs and current state and federal guidelines.

This standard examines how the technology center designs, manages and improves its processes to achieve organizational success and sustainability. The business and industry sector as well as other organizations and individual community involvement should be addressed. This standard considers a technology center’s ability to provide adequate facilities, equipment, and resources/materials for all students, including those who may need additional accommodations/modifications. It also 20 examines the technology center readiness for safety and emergencies and its adherence to policies and procedures.

The primary function of this team member is to collect data based on the goals being identified by the quality standards teams. Each quality standards team are making their goals S.M.A.R.T, which stands for Specific, Measureable, Achievable, Realistic and Timely.  For this group Measurable is the most important word.

There will be six data collectors, one for each quality standards team.  After the goals have been identified, the data collector will work directly with Rick to determine what the best sources of data are that fit the SMART goals and then to determine where the data is located.  There will be situations where the data already exists somewhere in our organization and there may be situations where we need to create processes to gather the data.  Rick will help identify the processes needed to collect the data and facilitate the collection.  The data collector will need to place the information into tables, bar graphs, pie graphs, etc. and be able to summarize the information to maximize the effectiveness of strategic planning. The same information will be placed in our accreditation application.  This person will work in conjunction with the quality standards team leaders to keep them abreast of the quantitative information and periodically report the information out to the staff as well as work with Abbey as she will be the one that is placing the information into our accreditation application.