Download - GDE GE UPS Project
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Turning around 14 Under-Performing schools inGauteng East District
Presenter: Dr Muavia Gallie (PhD)
1 September 2009
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Content1. Introduction2. Rationale3. Conceptual Framework of the
Intervention4. School Readiness Components5. Research on Turn-around strategies6. Planning, PD & Time-on-Task7. Project Plan8. Conclusion
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Introduction• To ensure that all 14 schools within this
project;• That are currently having learner
achievement (Matric) results below 60%(and one primary school);
• Should improve by at least 30% over thelifespan of the project;
• And that sustainable measures be put inplace to prevent them ‘sliding back’ afterthe completion of the project.
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Rationale (1)• Poor leadership - poor communication,
conflicts, disruptions, no managementprocesses, no monitoring and support, etc.;
• Poor governance – lack of consultation, abuseof power, undermining of education laws andpolicies;
• Poor curriculum delivery – no functionaltimetable, disputed teaching allocation, nomonitoring and evaluation, lack of operationalprocedures, underutilisation of resources, nolearning and teaching support materialmanagement system.
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Rationale (2)• Improve the effectiveness of curriculum planning;• Improve the implementation process of policies;• Improve the management capacity in assessment;• Improve the management of the curriculum process;• Improve the management of all resources;• Improve the assessment structures and the quality of
their work;• Improve the quality of assessment for learning;• Improve the management of external examination
processes and;• Improve the management of learner and learning
support;• Improve the quality of teachers.
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Conceptual Framework of the Intervention
School ReadinessComponents
30%
Teaching40%
100%90%80%70%60%50%40%30%20%10%10%20%30%
Current Academic YearPrevious Year
Learning50%
Assess-ment10%H
FSLF
SD
FS
School ReadinessComponents
30%
School ReadinessComponents
30%
Teaching30%
Teaching20%
Disrup-tions10%
Assessment20%
Learning for Assessment
20%
Learning20%
Disruptions& Chaos
20%
Learn-ing
10%
90%
50%
30%Time-on-Task
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School Readiness Components 8
School ReadinessComponents
30%
100%90%80%70%60%50%40%30%20%10%10%20%30%
Current Academic YearPrevious YearH
FSLF
SD
FS
School ReadinessComponents
30%
School ReadinessComponents
30%8. Learner and Teacher
support materials
7. Organogram
6. Quarterly Teachingschedules
5. Implementable andflexible timetable
5. Unclear academic standards
4. Annual Planning4. High level of disruption and violence
3. Learner Information3.1 Low learner performance
3.2 High dropout rates of learners
2. Teacher Information2.1 High rate of staff turnover
2.2 Negative school atmosphere
1. Teacher and LearnerAttendance
1.1 High rate of staff absenteeism
1.2 High rate of learner absenteeism
SRC ComponentIndicators of DFS
8 School Readiness Components
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Operation of the NCS in schoolsMacrolevel
issues
• Working week• Timetable time• Staffing numbers• Rooming• Class-size-ratio• Timetabling• Assessment - Recording - Reporting• Continuous Teacher Professional Development• Governance involvement
Mesolevel
issues
Microlevel
issues
Learning Areas/Subjects
* Planning * Time * Delivery * Testing
School
Departments
Teacher
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Career stages and CPTD
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Time-on-Task 2.3
Teaching40%
100%90%80%70%60%50%40%30%20%10%10%20%30%
Current Academic YearPrevious Year
Learning50%H
FSLF
SN
FS
Teaching30%
Teaching20%
Learning20%
Learn-ing
10%
90%
50%
30%
•4.5 days p.w.•176 days p.a.
•2.5 days p.w.•98 days p.a.
•1.67 days p.w.•65 days p.a.
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Time-on-Task 3
Teaching40%
100%90%80%70%60%50%40%30%20%10%10%20%30%
Current Academic YearPrevious Year
Learning50%H
FSLF
SN
FS
Teaching30%
Teaching20%
Learning20%
Learn-ing
10%
90%
50%
30%
4.5 days p.w.
2.5 days p.w.
1.67 days p.w.
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5 Levels of Learning
Wisdom1755Comprehension1404Know-How1053Information702Facts351
Type ofTeaching
TeachingDays
Level
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Anti-Traditional Approach (Innovative)
School ReadinessComponents
30%
Teaching40%
100%90%80%70%60%50%40%30%20%10%10%20%30%
Current Academic YearPrevious Year
Learning50%
Assess-ment10%H
FSLF
SD
FS
School ReadinessComponents
30%
School ReadinessComponents
30%
Teaching30%
Teaching20%
Disrup-tions10%
Assessment20%
Learning for Assessment
20%
Learning20%
Disruptions& Chaos
20%
Learn-ing
10%
90%
50%
30%Time-on-Task
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Project Plan• Now until March 2010 - Establish the ‘Eight
School Readiness Components’ in order toallow these schools to start the new school-year in 2010 on the same footing as otherschools [Rules and Regulations];
• April 2010 to December 2010 - Strengthenthe working relationship between the people[People Relationship Development];
• January 2011 to December 2011 - Engagein Continuous Professional Development torestore the ‘skills gaps’ among staff[Individual and Collective Development].
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• Teacher andLearner attendance(punctuality);
• Commitment tooperational systemsand procedures.
• Internal andexternal community
• SGB
• SMT andteachers
• Rules,regulations,policies andaccountability
1. Schoolculture andclimate
Systems
• Operationalconditions
• Administration andmanagementprocedures
People
• Capacity
• Networking
• Service delivery
Programme
• SRC
Phase 1 - School Readiness Components
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• Organogram
•Timetabling
•Quarterly TeachingSchedules
•Teacher and LearnerInformation
•Teaching and LearningSupport Materials
• Teachersand SMT
• NCS
• Barriers to learning
• Curriculum Instruction(Didactics, Pedagogyand Methodology)
•Coaching and Mentoring
• Learner achievement
2. Time-on-Task
Systems
• Operational conditions
• Administration andmanagementprocedures
People
• Capacity
• Networking
• Servicedelivery
Programme
• SDP
Phase 2 - Staff Development Programme
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• Annual Planning
• Quarterly TeachingSchedules
• Assessment strategies
• Teacher and LearnerInformation
•Teaching and LearningSupport Materials
• Principal
• SMT andteachers
• ManagingTeaching andLearning
• High pressureaccountability;
• Focusing onLearnerAchievement
3. InstructionalLeadership
Systems
• Operational conditions
• Administration andmanagementprocedures
People
• Capacity
• Networking
• Servicedelivery
Programme
• CPD
Phase 3 - Continuous Professional Development
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Project Goals or Objectives
1. Improve the results of all the grades from 2010;2. Improve the school culture and climate in
support of quality teaching and learning;- Improve the ‘time-on-task’ through staffdevelopment programmes;- Improve the ‘instructional leadership’ throughcontinuous professional developmentprogrammes;
3. To achieve an acceptable level of functionality inall the schools.
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Key Project Deliverables1. Baseline evaluation of results of the past five years before end of
December 2009;2. Establishing the eight School Readiness Components in all the
schools by January 2010;3. Increase the learner achievement results, with at least 30%, in all
grades for 2010 and 2011;4. Focusing the schools on their core responsibility and delivery -
Teaching and Learning;5. Developing a culture and climate where teachers respect, commit
themselves, and honour instructional delivery, and time-on-task;6. Develop a positive attitude towards institutional change and
improvement; and7. Ensure a smooth handover of schools in order to ensure
sustainability of successes.
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Risk/Limitation ManagementThe following possible risks/limitations will need to be managed:1. External provider lacks positional power and authority;2. Need employer commitment to enforce compliance/impose
extraordinary decisions that may require fast-trackingbureaucratic processes eg: disciplinary;
3. Processes to deal with individuals and groups not responding tothe project- and other challenges;
4. A dedicated champion and project manager within thedepartment;
5. Stakeholder commitment to holidays and weekends whereneeded;
6. Implementers need authority and space to enter schools;7. Need to follow a more radical model, rather than the traditional
model of school improvement;8. Need political and public will at all levels; and9. Starting with the project towards the end of an academic year.
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Progress and Status Report
• School Readiness Componentsreports for 2009 bi-weekly;
• Progress reports bi-monthly;• Project quarterly reports;• Urgent matters reported
immediately.
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There is noManagement
withoutMonitoring and
Evaluation
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Monitoring
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Evaluation
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There is noLeadership
without QualityAssurance.
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Quality Assurance
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
100%
• •
•
• • • • •• • • •
••
1413121110987654321
2009
2011
2010
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Team Members
• On-site Support
• Evaluation of Project
Mr Nasser Ebrahim
072 888 6807
• Facilitation of sessions
• Develop Instruments
• Monitoring of Project
Mr Faruk Hoosain
083 786 3793
• Research and ProjectManagement
• Quality Assurance ofProject
Dr Muavia Gallie
082 822 9494
ResponsibilitiesMembers
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Project Activity Plan
Management4. Annual Planning
7. Organogram5. Nov 2009
Professional Leadership4. Oct 2009
Professional Leadership6. Quarterly TeachingSchedules,
8. Teaching and LearningSupport Materials
3. Oct 2009
Mid Oct 2009, One-daycomputer session
5. Timetabling2. Sept 2009
Administration1. Attendance,
2. Teacher Information
3. Learner Information
1. Sept 2009
FocusSRCJoint Sessions
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Features of the Project• “Whatever it takes - no excuse!”• “Failing is not an option.”• Principal is the driver of the project;• Rest of staff are ‘in support’;• Networking with others;• Evidence based (File of all 8 SRC at first joint
session);• You judge yourself - learn from others!;• Support (face-to-face; telephone; sms; e-mail);• 60 on-site visits during next 3 months (5 p.s.).
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Example: Self-Assessment
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Example:Teacher
Attendance• No attendance system;• Tick next to name ();• Sign their names;• Indicate ‘time in & out’;• Comments from Principal;• Number of days absent, latearrival, leaving early;
• Leave form submitted (24h);• Leave form processed;
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Exemplars for the Project• Randfontein High School;• Groenberg Secondary School;• Springs Muslim School;• 100 school principals from Mpumalanga
in the ACE - School Leadershipprogramme at the University of Pretoria;
• Examples we will get from amongst the14 schools, as well as from others in theDistrict.
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Conclusion• Voice of the District Director;• Voice of the District Project Manager;• Voice of the UPS team members;• Any voice from the participants in the
project.
Thanks you!