icp 2017 excellent schools by design
TRANSCRIPT
Presenter:DrMuaviaGallie(PhD)[email protected]
School Turnaround
Allourlearnerscanandshouldbesuccessfulinourschools.
ICPConventionExcellentSchools
byDesign
www.slideshare.netRegistertodownload– itisfreeSearch– ICP2017Excellence
Website:www.schoolturnaroundfoundation.org.za
FacebookPage:SchoolTurnaroundFoundation
Website:www.movingup.co.za
WHY?Theneedtoshiftfrom
DYSFUNCTIONALITYBYDESIGN(Apartheid/ColonialEducation)
toEXCELLENCEBYDESIGN
TIMSS 2003 - Applying Maths
2003
Current‘through-put’inEducationComparing Grades 1-12 from 1999 to 2016 Gap Now %Learner Gap Trace %Learner
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Gr1 & 12 Retained Years Years
1999 1 318 932 1 223 529 1 194 425 1 167 683 1 087 829 998 705 937 741 1 043 067 917 239 840 803 738 220 571 848 747 084 43%
2000 1 055 397 1 090 765 1 178 712 1 167 949 1 088 836 1 009 782 936 454 1 039 547 922 566 836 962 724 192 549 203 506 194 52%
2001 1 150 637 944 961 1 087 675 1 175 860 1 098 863 1 023 269 932 151 1 068 479 916 280 846 655 709 508 488 352 662 285 42%
2002 1 286 591 1 012 892 949 721 1 076 107 1 142 806 1 038 679 958 932 936 392 1 089 404 876 175 719 952 486 786 799 805 38% 430 453 53%
2003 1 277 499 1 111 858 1 003 331 952 465 1 035 707 1 101 740 987 876 976 750 902 129 1 096 214 736 720 475 069 802 430 37% 567 998 46%
2004 1 303 016 1 109 201 1 081 956 985 139 916 911 997 365 1 050 554 1 010 710 914 729 1 057 935 829 137 505 392 797 624 39% 432 349 54%
2005 1 233 581 1 118 690 1 078 001 1 061 770 951 372 898 493 972 542 1 052 499 930 797 1 069 494 839 009 538 909 694 672 44% 459 796 54%
2006 1 185 198 1 081 652 1 099 319 1 072 780 1 026 031 919 487 872 051 1 020 734 970 946 1 093 297 890 564 568 664 616 534 48% 519 165 52%
2007 1 171 323 1 050 103 1 066 796 1 090 762 1 035 449 1 001 687 896 138 930 019 957 450 1 115 961 920 102 625 809 545 514 53% 462 020 54%
2008 1 122 114 1 031 821 1 017 656 1 050 860 1 043 012 1 001 852 964 345 926 603 902 656 1 076 527 902 752 595 216 526 898 53% 599 209 50%
2009 1 106 827 1 004 311 1 004 585 1 019 886 1 009 370 1 012 619 970 902 991 093 926 531 1 017 341 881 661 602 278 504 549 54% 621 251 49%
2010 1 116 899 994 410 972 668 1 002 645 978 983 978 016 980 747 1 001 180 1 009 327 1 039 762 841 815 579 384 537 515 52% 739 548 44%
2011 1 177 089 1 003 353 957 209 974 860 957 203 946 427 941 291 1 008 110 1 049 904 1 049 189 847 738 534 498 642 591 45% 520 899 51%
2012 1 208 973 1 074 788 967 373 966 349 939 025 935 446 912 528 971 509 1 096 113 1 103 495 874 331 551 837 657 136 46% 598 800 48%
2013 1 222 851 1 116 427 1 025 185 964 630 923 562 909 095 902 099 942 345 1 073 060 1 146 285 834 611 597 196 625 655 49% 689 395 46%
2014 1 235 901 1 149 894 1 073 447 1 036 378 929 735 894 517 875 311 935 624 1 048 823 1 139 872 897 342 571 819 664 082 46% 705 680 45%
2015 1 244 208 1 164 050 1 106 895 1 088 804 979 360 899 799 884 994 931 766 950 512 1 112 604 928 983 687 230 556 978 55% 615 786 53%
2016 1 208 992 1 182 132 1 118 913 1 126 128 1 026 674 947 015 899 622 952 628 905 066 1 104 749 901 697 704 533 504 459 58% 529 048 57%
Ave. 1 201 446 1 081 380 1 054 659 1 054 503 1 009 485 973 000 937 571 985 503 971 307 1 034 629 834 352 568 557 Diff Trace
DifferencebetweenSchoolImprovementandSchoolTurnaround
RedefinitionThecreationofnewapproaches,goals,processesand
tasks,previouslyinconceivable.
ModificationSignificantredesign ofapproaches,goals,processes,and
tasks.
AugmentationSubstitution ofcurrentapproaches,goals,processesand
tasks,withfunctionalimprovement.
SubstitutionSubstitution ofcurrentapproaches,goals,processesand
tasks,withnofunctionalchange.Improvem
ent
TurnaroundDoing
Diffe
rentlyDoing
More&
Better
TURNAROUND
TURNAROUNDRemovebarriers
5.
EQUALITYTheSame forAll
3.
APARTHEIDOppressionbyDesign
1.
WEMOVEDFROMUnequal
2.
EQUITYWhat’srightforEach
4.
FromUnderperformancetoExcellence
1.Under-PerformingSchools
2.HighFunctioningSchools
3.SchoolsofExcellence
8SchoolReadinessComponents(Planning)Attendance Teacher Info Learner Info Annual Plan TimeTabling TLASchedule Organogram TLSM
Ownership
50SchoolOperationalSystems
Academic(11) Administration(14) Communication(6) ICT(7) PastoralCare(12)
Planning Planning
CM- MonitoringandEvaluation
CCR- SupportandDevelopment
60SchoolQualitySystems(6x10)Leadership Strategic Planning Human Resources Learning & Teaching Assess & Feedback Monitoring & Evaluate
CCR- SupportandDevelopment
CM- MonitoringandEvaluation
Ownership
Sustain- Institutionalisation Sustain- Institutionalisation
Scho
olTurna
roun
dStrategy(5
Pha
ses)–3-5Years
Sustaina
bility
3–6Mon
ths
Cultu
re,C
limate,
Relatio
nships
6-9
Mon
ths
Curriculum
Man
agem
ent
1.5–2.5Years
Plan
ning
6–9Mon
ths
Owne
rship
3–6Mon
ths
9
15CurriculumManagementAreasTeaching Schedule(5) LearningSchedule(5) AssessmentSchedule(5)
3Years
5Years
126Strategies
TheWHAT,HOWand WHEN of
SchoolTurnaroundMethodology
CHAOSBYDESIGN1. SchoolImprovement
Plan(SIP);2. FocusonTeaching;3. Onedomain–
Academic learning(knowledge);
4. Opinion-drivendecisionmaking
5. LessthanComplianceTime;
EXCELLENCEBYDESIGNBIGIDEAS
1. Individualised LearnerEducationPlan(IEP);
2. FocusonLearning;3. Threedomains:
Academic,Psycho-motor&Affective(SEL);
4. Data-drivendecisionmaking;
5. Extended TeachingandLearningTime;
S.U.E.ShutUpEric
ExcellentSchoolsby
Design
ZWELETHEMBAHIGHSCHOOL
STRATEGIES:1. SuccessforAllLearners–
100%Passrate2. LearnerDreams3. LearnerTargetSetting4. LearnerRiskAnalysis5. 170DaysofTeachingand
Learning6. TimetableTransitionTime7. DailyLessonPlans8. NoHomework,rather
Classwork9. InternalExamPaper10.LearnerTestandExam
preparation
11.LearnerSelf-Assessment12.DigitalTeachingTime13.30%Low,40%Middle&
30%HighQuestions14.LearnerActionto
Engagement15.LearnerEmpowerment16.WeightingTest&Exam
Papers17.ManageControllableFATs18. InstructionalLeadership19.AnnualAssessmentPlans20.ManagingSchoolResults
QUESTION1:AssumealearnerfromGrade7comestoyourSecondaryschool,withanaverageof40%,andisindicatingtoyouthatshe/hewantstobecomeanEngineer/Doctor:1.Whatwillbeyourresponse?2. AndWhy?
CHAOSBYDESIGN• AllormostLearners,TeachersandPrincipalsdon’thaveaspecificTargettheyneedtoworktowardseveryyear;
• Ifyoudon’thaveatarget,youdon’tneedtobeAccountable!
EXCELLENCEBYDESIGN1.TARGETSETTING
Everyone intheschoolhasatargetfortheyear:• Learners – uniquelyidentified,andlinkedtotheirownpreviousperformance,ineverysubject;
• Teachers – linkedtotheindividualandcollectivelearnerstheyteach;
• HoDs,Deputies&Principal.
PromotionSchedule
TargetSetting1
TargetSetting2
AdequateYearlyProgress=5%
http://www.sisopen.co.za
CONSEQUENCE:• Everyoneisworkingtowardstargets;• Allassessmentsare’compared’withthe’targets’– measuringprogress,ornot;
• Encouraging’growmindset’(improving):–40%inGrade8:5%x5years=25%à 65%–40%inGrade8:8%x5years– 40%à 80%
• ’Effort’and’Commitment’oflearners–heutagogy (self-driven/directedlearning);
Question2:• Fromthetotalnumberofschoolsdaysperyear(about200),howmanydaysshouldbespenton‘teaching,facilitationoflearning,learningandformativeassessment’?
• Thisisexcludingtheexaminationdays,aswellasallotherdaysnotutilised forteachingandlearning,suchasAthleticsday,etc.;
• Identifytheoriginofthe‘numberofdays’,suchaspolicydocuments,etc.
CHAOSBYDESIGN• Mostschoolsareonlyofferingbetween100to150schooldaysofteachingandlearning,despiteCAPSrequiring170days;
• AverageinSouthAfricais82days(Chisholm,2005)
EXCELLENCEBYDESIGN2.170DAYSOFT&L
Oftheaverage200schooldayspercalendar,weallocate:• 170DaysforTeachingandLearning(includingtheFATsandRevision);
• 27DaysforExaminations;• 3DaysforSports,etc.• Anyother’timeneeded’withbeonSaturdays,holidaysand’afterteachingtime’.
+19Days
12Days– JunExam15Days– DecExam2Days???
DifferentiationduetoLearnerneeds1
3
4
2
5
DifferentiationduetoLearnerneeds
170days
150days
130days
110days
90days
CONSEQUENCE:Teaching&LearningDays
MissingDaysperYear
MissingDaysperPrimary
MissingDaysperSchooling
MissingDaysin
Years(12)
90Days 80 560 960 5,64yrs
110Days 60 420 720 4,23yrs
130Days 40 280 480 2,82yrs
150Days 20 140 160 0,94yrs
160Days 10 70 80 0,47yrs
Conclusion
ThankYou!