Modified Deming Points for Continuous Improvement of Education

1. Create constancy of purpose toward improvement of students and service. Aim to create the best quality students, capable of improving all forms of processes and entering meaningful positions in society.

2. Adopt the new philosophy. Educational management must awaken to the challenge, must learn their responsibilities, and must take on leadership for change.

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3. Work to abolish grading and the harmful effects of rating people.

4. Cease dependence on testing to achieve quality. Eliminate the need for inspections on a mass basis (standardized achievement tests, minimum graduation exams, etc.) by providing learning experiences which create quality performance.

5. Work with the educational institutions from which students come. Minimize total cost of education by improving the relationship with student sources and helping to improve the quality of students coming into your system. A single source of students coming into a system such as junior high students moving into a high school is an opportunity to build long-term relationships of loyalty and trust for the benefit of students.

6. Improve constantly and forever the system of student involvement and service, to improve quality and productivity.

7. Institute education and training on the job for students, teachers, classified staff, and administrators.

8. Institute leadership. The aim of supervision should be to help people use machines, gadgets, and materials to do a better job.

9. Drive out fear, so that everyone may work effectively for the school system. Create an environment which encourages people to speak freely.

10. Break down barriers between departments. People in teaching, special education, accounting, food service, administration, curriculum development and research, etc. must work as a team. Develop strategies for increasing the cooperation among groups and individual people.

11. Eliminate slogans, exhortations, and targets for teachers and students asking for perfect performance and new levels of productivity. Exhortations create adversarial relationships. The bulk of the causes of low quality and low productivity belong to the system and thus lie beyond the control of teachers and students.

12. Eliminate work standards (quotas) on teachers and students (e.g., raise test scores by 10% and lower drop-out rates by 15%). Substitute leadership.

13. Remove barriers that rob students, teachers, and management (principals, superintendents, and central office support staff) of their right to pride and joy of workmanship. This means, inter alia, abolition of the annual or merit rating and of management by objective. The responsibility of all educational managers must be changed from quantity to quality.

14. Institute a vigorous program of education and self-improvement for everyone.

15. Put everybody in the school to work to accomplish the transformation. The transformation is everybody’s job.