gde ge ups project 5 nov 2009 src annual planning and organogram
TRANSCRIPT
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Turning around 14 Under-Performing Schools in Gauteng
East District
Presenters: Dr Muavia Gallie (PhD) & Mr Faruk Hoosain
3 November 2009
Joint Session 5
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Content
1. Introduction;2. Annual (Year) Planning
(Curriculum, Improvement,Accountability);
3. Organogram;4. Conclusion.
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Critical Steps in Planning1. Needs Assessment (What does the data tell us our needs are?)
2. Prioritising Needs (Which of these identified needs are of greatestconcern - 2-3 needs?)
3. Cause Analysis (What factors caused these needs of greatest concernto occur?)
4. Setting Goals (What is our goal in addressing each of these needs andwhen will we reach these goals?)
5. Goal Achieving Activities (What steps will we take to reach our goalsand who will oversee each step?)
6. Resource (What resources will we need to reach our goals?)
7. Monitoring (What methods will we use to ensure each step iscompleted?)
8. Evaluation (How will we measure the effectiveness of our actions?)
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Ladder of participationCollectiveAction orCo-Learning
Decidedbyothers
Decidedbyourselves
Co-operation
Consultation
Compliance
Co-optionCoercionConsumption
Action ON beingmanipulated: noreal input or power
Action FOR being informed ofset tasks: others set theagenda and direct the process
Action BY beingin control: inviteopinion of others
Action WITH partners: workingwith others to set priorities andcourse of action
Action FOR/ WITH beingconsulted: others analyse anddecide course of action
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Direction finder
Looking outwards -Managing the parents,learners, stakeholders toensure the learnerachievements meet theirexpectations
Looking upwards -Managing the departmentin order to achieveorganisational commitmentand goals
Looking forwards -Planning in order to ensurethat the team sets realistictargets, and obtainsappropriate resources toachieve those targets
Looking downwards -Managing the staff in orderto maximise theirperformance both asindividuals and collectively
Looking inwards -Managing yourself byreviewing yourperformance to ensure thatyour leadership makes apositive contribution to thegoals
Looking backwards -Monitoring progress withappropriate controlsystems, to ensure thegoals are met and that theteam learns from itsmistakes
Role ofthe
Principal
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Knowledge Skills Attitudes for Managers
Adapted from Geddes M., Hastings C., and Briner W. (1993), Project leadership, Gower .
Balance betweenpeople and task
Commitment
questioning
Foresight and planning
Sense of judgement and evaluation
Problem-solving ability
Assessing priorities
Skills in control
Task aims
Resource needs
Organisation policiesand systems
External suppliers andservices
ManagingYour Job
Caring andsympathetic
Loyalty to staff andorganisation
Approachable
Flexibility andadaptability
Communication (listening, interpreting,informing, briefing)
Motivating (enthusing, supporting, counselling,persuading)
Training and Developing (coaching, delegating)
Selecting (interviewing
People in general
People as individuals
Laws, policies, etc.
ManagingYour Team
Self-discipline
Drive and enthusiasm
Tact and diplomacy
Wanting to get thingsdone
Saying no
Ability to plan
Ability to take decisions
Ability to deal with many problems at once
Own strengths
Own weaknesses
Self-imposedconstraints
Ability to prioritise
ManagingYourself
AttitudesSkillsKnowledge
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Behavioural skills modelSheppard 1999
ASSERTIVE RESPONSIVE
AGGRESSIVE PASSIVE
Empowering
Disempowering
Push my Agenda
Pull your Agenda
List
enin
g
Openness
Give awayHold backAt
tack
Ignore/ Dismiss
StatingExpectations
Factual
Persuasion
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Using language to convince
• We all have the ability to interpret and associate in these ways, however most of ususe one way more predominantly than another.
• By listening to others it is easy to detect which method a person chooses most andto match your language to it.
Feelings:•That feels right;•It made an impact on me;•I was really moved;•That’s sad;•I know how you feel.
Auditory:•That sounds good;•I hear you;•I’m pleased you said that;•Tell me again;•It rings a bell.
Visually:•I get the picture;•I see what you mean;•I can see it clearly now;•It’s clear to me;•Show me again.
• To communicate with influence it is vitally important to uselanguage with engage the hearts and minds of your listener.
• Skilled communicators use language which creates a climateof trust.
• Analysis show that effective communicators have an ability toadapt their language to match the language of the person towhom they speak.
• Your speech is an expression of the way you think and thevalues you hold.
• Everyone has specific means by which he/she becomesconvinced.
• Part of what convinces is the channel through which theyreceive information and which they interpret and associatewith it.
• We interpret and associate in several ways:
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Gazette 2010
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School Calendar 2010 - Inland
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Year Planning
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YP - Activities
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YP - Responsibilities 1
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YP - Responsibilities 2
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YP - Monthly 1
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YP - Monthly 2
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YP - Including weekends 1
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YP - Including weekends 2
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YP - Per event
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Components of CurriculumManagement Plan
National and Provincial
School HoD
District
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Curriculum Alignment Model
Written
Taught
Tested
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Curriculum Development Cycle
CurriculumManagement
Plan
InstructionalManagement
Plan
AssessmentManagement
Plan
HoDDistrictProvincialM&ETeacherSchoolDistrictDo
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SIP Strands
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School Profile - Baseline Assessment
1. Transition to post-secondary institutions
2. Integration oflearners into thelabour market
3. Employer opinions ofgraduates ofvocational educationprogrammes
4. Scholarships andawards
5. Changes in learnerpromotion/ retentionrates
6. Changes in learnerperformance in keytests and exams
1. Learner graduationrates by gender, age,length of time tocomplete
2. Parent satisfaction
3. Learner satisfaction
4. Learner performancein key tests andexams
1. Learner educatorratio
2. Class sizedistribution
3. Learner promotion/retention rates
4. Learner mobilityrates
5. Subject offerings
6. Instructionalapproaches andresources
7. Participation inextra-curriculumactivities
8. School safety
9. Community-schoolrelationships
10. Early schoolleavers
11. Teacher retentionrates
1. Learner participationrates
2. Learner enrolments
3. Average funding perlearner
4. Proportion oflearners with specialneeds
5. Learner attendancerates
6. Number of teachingpersonnel
7. Number of supportpersonnel
8. Number of teacherassistance
9. School-based fundraising
10. Parent involvement
1. Socio-economicstatus of community
2. Proportion of singleparent families
3. Employment rate ofcommunity
4. Social factors
5. Ethnic and languagedistribution
OutcomesOutputsProcessesInputsContext
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School Layout
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Organogram 1
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Organogram 2
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Organogram 3
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Organogram 4
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Accountability vs Support & Development
Learners
P1 Teacher
Head ofDepartment
Deputy Principal
Principal
District Officials
Support andDevelopment
Accountability
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Conclusion• Voice of the UPS team members;• Voice of the participants in the project;• Voice of the District officials.
Thanks you!