recognizes that experienced administrators and teachers know what's good and bad about their school, but sometimes feel helpless trying to improve the situation.    They need a way to improve education quality without sacrificing the excellence they've already developed.

Process Improvement provides a way.  Approaches have been described to polish a good situation or to completely overhaul a bad one.  The approaches recognize differences in culture or environment (such as a multilingual student body or a high student-teacher ratio) and provide methods to work with them.    These approaches, specifically designed for education from the most successful industry-standard models, can be tailored as needed and are described below.  

1. Production of products of high quality
2. Adherence to budget and schedule constraints
3. Early identification of problems
4. Development of a continuous improvement strategy
5. Increased reuse of components

Curriculum development is a hierarchical process, in which the curriculum for Grade 12 is built upon that from Grade 11, and so on.  The top-down model that is suggested to improve curriculum development is the Curriculum Improvement Model.

Schools also perform teacher administrative functions (such as preparing materials, developing lessons, assessing student progress, etc.), the central administration in the Principal's office, and the school computer/technology facilities. Schools have separate and unique administrative needs. Improvements may be made to one school, but the same benefits must be tailored to fit the environment of other schools. The administrative and computer facility areas of a school are flat organizations. The bottom-up model that is suggested to improve these areas is the Management Improvement Model.