Gauteng East District

Under-performing High Schools




                         Presenter: Dr Muavia Gallie (PhD)
Instit...
Success rate = 8,1%

•Success-rate of the system = 8,1%
•Of every 12 learners starting Grade
One, only 1 learner attains w...
Dysfunctionality vis-à-vis Under-performance
Figure 10: Three levels of school functionality in relation to the support ne...
Questionnaire on School Functionality (SFI)
A. School Ethos                                                               ...
Summary of Analysis of Questionnaire responses
       Y = Preferred response (both Yes and No)
                           ...
Entire summary




                 6
Results 1           Graph 9 - School Ethos                                     Graph 10 - Vision, Aims and Strategic Plann...
Graph 13 - Structures, Roles and Responsibilities                            Graph 14 - Decision Making and Communication
...
Graph 17 - The SGB and DoE                                               Graph 18 - Managing Reform
                      ...
Graph 20 - Level of School Functionality B

100                                                                           ...
Conceptual Argument -
    Types of Functionalities               (relating to the Core Purpose)


                 Non-   ...
4. Measuring Teaching Quality i.r.t.
         different school functionalities
              Non-Functioning Low Functioni...
5. Focus of the measuring tool ..
               Non-Functioning Low Functioning High Functioning
               Schools (...
5. Keeping their ‘eye’ on achieving …
            Non-Functioning Low Functioning High Functioning
            Schools (NF...
Did your school close
 early on the 21 April
 2009 (the day before
the Elections), and on
the 30 April 2009 (the
day befor...
Defining Dysfunctional schools
• Schools who continue to function, but do not accomplish the purpose
  for which they were...
Logistics of Teaching and Learning 1
       Previous Year                       Current Academic Year
      30%   20%   10...
Logistics of Teaching and Learning 2.1
        Previous Year                        Current Academic Year
      30%    20%...
Logistics of Teaching and Learning 2.2
        Previous Year                        Current Academic Year
      30%    20%...
Logistics of Teaching and Learning 2.3
        Previous Year                        Current Academic Year
      30%    20%...
Logistics of Teaching and Learning 2.4
        Previous Year                        Current Academic Year
      30%    20%...
Logistics of Teaching and Learning 2.5
        Previous Year                        Current Academic Year
      30%    20%...
Logistics of Teaching and Learning 3.1
        Previous Year                        Current Academic Year
      30%    20%...
Logistics of Teaching and Learning 3.2
        Previous Year                         Current Academic Year
      30%    20...
Logistics of Teaching and Learning 3.3
        Previous Year                         Current Academic Year
      30%    20...
Logistics of Teaching and Learning 3.4
        Previous Year                         Current Academic Year
      30%    20...
Logistics of Teaching and Learning 3.5
        Previous Year                           Current Academic Year
      30%    ...
Logistics of Teaching and Learning 3.6
        Previous Year                           Current Academic Year
      30%    ...
Logistics of Teaching and Learning 3.7
        Previous Year                           Current Academic Year
      30%    ...
Logistics of Teaching and Learning 4.1
        Previous Year                           Current Academic Year
      30%    ...
Logistics of Teaching and Learning 4.2
        Previous Year                           Current Academic Year
      30%    ...
Logistics of Teaching and Learning 4.3
        Previous Year                           Current Academic Year
      30%    ...
Logistics of Teaching and Learning 4.4
        Previous Year                           Current Academic Year
      30%    ...
Logistics of Teaching and Learning 4.5
        Previous Year                           Current Academic Year
      30%    ...
Logistics of Teaching and Learning 4.6
        Previous Year                           Current Academic Year
      30%    ...
Logistics of Teaching and Learning 4.7
        Previous Year                           Current Academic Year
      30%    ...
Is your school Dysfunctional?
              •    Ten critical questions for every school leader
1.  Does every teacher tea...
Functionality Score
     for your school
100 A Functional School
80 A Moderately Functional School
60 A Marginally functio...
8 School Readiness Components
       Previous Year                            Current Academic Year
      30%   20%   10% ...
School Readiness Components 1
       Previous Year                               Current Academic Year
      30%   20%   1...
School Readiness Components 2
       Previous Year                               Current Academic Year
      30%   20%   1...
School Readiness Components 3
       Previous Year                                Current Academic Year
      30%   20%   ...
School Readiness Components 4
       Previous Year                                 Current Academic Year
      30%   20%  ...
School Readiness Components 5
       Previous Year                                 Current Academic Year
      30%   20%  ...
School Readiness Components 6
       Previous Year                                 Current Academic Year
      30%   20%  ...
School Readiness Components 7
       Previous Year                                 Current Academic Year
      30%   20%  ...
School Readiness Components 8
       Previous Year                                 Current Academic Year
      30%   20%  ...
Research - High Poverty
      Schools 0




       2007               48
Research - High Poverty
Elements of High-Performing, High-Poverty Schools Nationally:

        Schools 1
              Mas...
Research - High Poverty Schools 7
             What’s Stopping You?
Create a map of the design challenges in your way
  Hu...
Research - High Poverty Schools 8
So: What would reform that incorporates
 all three sides of the triangle look like?


Th...
Research - High Poverty Schools 9




Conditions Change:
Outside-the-system
approaches, applied
inside the system
        ...
Operation of the NCS in schools
                       • Working week
Macro                  • Timetable time
 level     S...
Time-on-Task 1
       Previous Year                         Current Academic Year
      30%   20%   10%   10%   20%   30% ...
Time-on-Task 2.1
        Previous Year                       Current Academic Year
      30%   20%    10%   10%   20%   30...
Time-on-Task 2.2
        Previous Year                         Current Academic Year
      30%   20%    10%     10%   20% ...
Time-on-Task 2.3
        Previous Year                         Current Academic Year
      30%   20%    10%     10%   20% ...
Time-on-Task 3
        Previous Year                          Current Academic Year
      30%   20%    10%     10%   20%  ...
Learning: From Past to Future




                            59
5 Levels of Learning
Level    Teaching        Type of
           Days         Teaching
 1          35      Facts
 2       ...
Bloom’s Level of learning and
              Thinking
1.   Know - Define, match, repeat, memorise, label, outline,
     rec...
School shake up - Video




                          62
Quote!

If you don’t change,
 change will change
  you, or change will
     replace you.
                    63
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IEPPI - Gauteng East Underperforming High Schools

  1. 1. Gauteng East District Under-performing High Schools Presenter: Dr Muavia Gallie (PhD) Institute of Education Policy, Planning and Implementation @ University of Pretoria IEPPI@UP 20 May 2009 Springs 1
  2. 2. Success rate = 8,1% •Success-rate of the system = 8,1% •Of every 12 learners starting Grade One, only 1 learner attains what the system is promising them - data 2005! 2
  3. 3. Dysfunctionality vis-à-vis Under-performance Figure 10: Three levels of school functionality in relation to the support needed by schools 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% -10% -20% Basics Non-Functioning Low-Functioning High-Functioning -20% – +20% 21% - 60% 61% - 100% 3 Gallie 2006
  4. 4. Questionnaire on School Functionality (SFI) A. School Ethos Responses Questions Yes No I don’t know 1. Are attendance, discipline and vandalism by learners major problems in school? B. Vision, Aims and Strategic Planning Responses 1. Do the principal and you, as staff member share a common vision about the school’s future development? C. The Principal Responses 1. Does the principal provide strong leadership and a definite sense of direction through a clear vision based beliefs and values? D. The Principal and the Senior Management Team Responses 1. Are they working well together as a team through clearly defined roles and responsibilities known to staff? E. Structures, Roles and Responsibilities Responses 1. Is there a clear organisational structure that is appropriate for meeting the school’s aims? F. Decision Making and Communication Responses 1. Are staff meetings used for the discussion of major policy issues? G. Professional Working Relationships Responses 1. Is there a good team spirit? H. Links with Parents and the Community Responses 1. Are teachers working to build and maintain good relations with parents? I. The Governing Body and Department of Education Responses 1. Are the staff and governing body enjoying a positive and harmonious relationship? J. Managing Change Responses 4 1. Is the school receptive to innovation and change?
  5. 5. Summary of Analysis of Questionnaire responses Y = Preferred response (both Yes and No) Summary Y=n A. School Ethos Responses Pos Percentage Yes No Don’t Diff. % Don't Y=p Questions know Yes No know 1.1 Are attendance, discipline and vandalism by learners 23 1 0 n major problems in school? 2 4 96% 4% 0% 1.2 Are most of the parents proud that their children are 4 4 16 p attending this school? 2 17 17% 17% 67% 1.3 Is there a general concern through the teaching and 19 3 2 p learning process to provide quality education? 2 79 79% 13% 8% 1.4 Is a questioning, critical attitude actively encouraged, 11 10 3 and a complacency attitude actively discouraged among n staff? 2 46 46% 42% 13% 1.5 Is there a continual striving for improvement and growth 10 9 5 p among teachers? 2 42 42% 38% 21% 1.6 Are teachers holding high expectations of learner 4 15 4 behaviour and achievements through displaying confidence p in them? 3 17 17% 65% 17% p 1.7 Is there an open atmosphere for change in the school? 8 9 6 3 35 35% 39% 26% p 1.8 Are teachers talking freely about professional matters? 16 6 2 2 67 67% 25% 8% 1.9 Are learners and teachers feeling safe and secure at 4 17 2 p school? 3 17 17% 74% 9% 1.10 Are teachers working in a stimulating, enjoyable and 1 21 2 p satisfying atmosphere? 2 4 4% 5 88% 8%
  6. 6. Entire summary 6
  7. 7. Results 1 Graph 9 - School Ethos Graph 10 - Vision, Aims and Strategic Planning 1 100 1 100 10 80 2 10 80 2 60 60 40 40 9 793 17 9 21 20 3 20 4 4 8 13 38 17 0 13 0 13 25 46 67 8 17 4 8 4 35 42 38 52 54 7 5 7 5 6 6 Results 2 Graph 11 - The Principal Results 3 Graph 12 - The Principal and SMT 1 1 100 100 10 2 10 80 2 80 60 60 63 50 40 21 4025 9 3 9 29 3 20 17 33 20 43 42 42 0 0 33 25 42 39 8 4 8 30 4 38 38 46 42 63 7 5 7 5 7 6 6 Results 4
  8. 8. Graph 13 - Structures, Roles and Responsibilities Graph 14 - Decision Making and Communication 1 1 100 100 96 10 80 2 10 80 2 60 67 60 54 40 33 39 40 9 3 9 3 20 78 25 8 20 39 92 0 0 35 58 61 67 8 4 8 26 4 38 26 33 54 52 7 5 7 5 6 Results 5 6 Results 6 Graph 16 - Links with Parents and Community Graph 15 - Professional Working Relationships 1 1 100 100 10 2 10 80 2 80 60 50 60 38 40 40 9 29 3 9 29 3 20 67 17 20 38 8 42 67 0 0 21 0 4 54 42 74 8 4 8 4 35 46 75 7 70 5 7 5 8 Results 7 6 6 Results 8
  9. 9. Graph 17 - The SGB and DoE Graph 18 - Managing Reform 1 1 100 100 10 80 2 10 80 2 60 54 50 60 43 40 9 3 40 9 3 20 8 54 17 20 17 00 21 33 0 25 4 0 0 21 14 4 21 8 4 13 8 21 4 7 5 7 5 6 Results 9 6 Results 10 A. School Ethos 32.8 Graph 19 - Level of school Functionality A B. Vision, Aims and Strategic Planning 27.5 C. The Principal 38.4 School Ethos Managing Change 100 D. The Principal and the Senior Management Team 37.7 90 80 Vision, Aims and Strategic Planning 70 E. Structures, Roles and Responsibilities 33.6 SGB and DoE 60 50 40 F. Decision Making and Communication 64.5 30 The Principal 20 G. Professional Working Relationships 44.0 10 0 Links with Parents and Community H. Links with Parents and the Community 36.6 The Principal and SMT I. The Governing Body and Department of Education 20.5 J. Managing Change 21.5 Professional Work Relationships Structures, Roles and Responsibilities Decision making and Communication 9 Average 35.7
  10. 10. Graph 20 - Level of School Functionality B 100 School Ethos 90 Vision, Aims and Strategic Planning 80 The Principal 70 The Principal and SMT 60 Structures, Roles and Responsibilities 50 Decision Making and Communication 40 Professional Work Relationships 30 Links with Parents and Community SGB and DoE 20 Managing Change 10 0 1 2 3 4 5 6 7 8 9 10 Level of School Functionality (SFI) 10 Requests for use of the SFI - eduquest@movingup.co.za
  11. 11. Conceptual Argument - Types of Functionalities (relating to the Core Purpose) Non- Low High Functioning Functioning Functioning Schools Schools Schools (NFS) (LFS) (HFS) Leadership Level 1 Management Level 2 Administration Level 3 11
  12. 12. 4. Measuring Teaching Quality i.r.t. different school functionalities Non-Functioning Low Functioning High Functioning Schools (NFS) Schools (LFS) Schools (HFS) Performance Management and Reward Systems Evaluation and Appraisal Systems Supervisory and Accountability systems 12 The Judgement of Quality is dependent on the Quality of the Judgement.
  13. 13. 5. Focus of the measuring tool .. Non-Functioning Low Functioning High Functioning Schools (NFS) Schools (LFS) Schools (HFS) Getting them Performance to perform Management and ‘optimally’ Reward Systems Getting them Evaluation and ‘to do Appraisal something Systems extra’ Getting them Supervisory and ‘to do their Accountability job’ systems 13
  14. 14. 5. Keeping their ‘eye’ on achieving … Non-Functioning Low Functioning High Functioning Schools (NFS) Schools (LFS) Schools (HFS) Getting the Performance OUTCOMES Management and right Reward Systems Getting the Evaluation and PROCESS Appraisal right Systems Getting the Supervisory and INPUT right Accountability systems 14
  15. 15. Did your school close early on the 21 April 2009 (the day before the Elections), and on the 30 April 2009 (the day before May day)? 15
  16. 16. Defining Dysfunctional schools • Schools who continue to function, but do not accomplish the purpose for which they were created; • Schools exist to help each child realise his or her fullest potential as a human being; • Schools become dysfunctional when they stop serving the needs of the individuals with them; • School can take on a life of their own where their main objective becomes self-preservation; • One of the key indicators that a school has become dysfunctional is the ‘no talk rule’. Those within the school are not permitted, and do not permit themselves, to speak (or even think) critically about the school • Critical thinking begins with the question “why?” Why are we doing this? Why are things arranged this way? Why do we do it this way and not that way? These kinds of questions are not allowed in a dysfunctional group; • The other indicator is the evolution of a priestly caste whose allegiance is more strongly tied to the school than it is to the learners the school is meant to serve - this means the teachers and administrators within the school 16
  17. 17. Logistics of Teaching and Learning 1 Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% HFS LFS NFS 17
  18. 18. Logistics of Teaching and Learning 2.1 Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% School Readiness HFS Components 30% LFS NFS 18
  19. 19. Logistics of Teaching and Learning 2.2 Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% School Readiness HFS Teaching Components 40% 30% LFS NFS 19
  20. 20. Logistics of Teaching and Learning 2.3 Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% School Readiness HFS Teaching Learning Components 40% 50% 30% LFS NFS 20
  21. 21. Logistics of Teaching and Learning 2.4 Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% School Readiness HFS Assess- Teaching Learning Components ment 40% 50% 10% 30% LFS NFS 21
  22. 22. Logistics of Teaching and Learning 2.5 Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% School Readiness HFS Assess- Components 30% Teaching 40% 90% Learning 50% ment 10% Time-on-Task LFS NFS 22
  23. 23. Logistics of Teaching and Learning 3.1 Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% School Readiness HFS Assess- Components 30% Teaching 40% 90% Learning 50% ment 10% LFS NFS 23
  24. 24. Logistics of Teaching and Learning 3.2 Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% School Readiness HFS Assess- Components 30% Teaching 40% 90% Learning 50% ment 10% School Readiness LFS Components 30% NFS 24
  25. 25. Logistics of Teaching and Learning 3.3 Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% School Readiness HFS Assess- Components 30% Teaching 40% 90% Learning 50% ment 10% School Readiness LFS Assessment Components 20% 30% NFS 25
  26. 26. Logistics of Teaching and Learning 3.4 Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% School Readiness HFS Assess- Components 30% Teaching 40% 90% Learning 50% ment 10% School Readiness Disrup- LFS Assessment Components tions 20% 30% 10% NFS 26
  27. 27. Logistics of Teaching and Learning 3.5 Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% School Readiness HFS Assess- Components 30% Teaching 40% 90% Learning 50% ment 10% School Readiness Disrup- LFS Teaching Assessment Components tions 30% 20% 30% 10% NFS 27
  28. 28. Logistics of Teaching and Learning 3.6 Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% School Readiness HFS Assess- Components 30% Teaching 40% 90% Learning 50% ment 10% School Readiness Disrup- LFS Teaching Learning Assessment Components tions 30% 20% 20% 30% 10% NFS 28
  29. 29. Logistics of Teaching and Learning 3.7 Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% School Readiness HFS Assess- Components 30% Teaching 40% 90% Learning 50% ment 10% School Readiness Disrup- LFS Teaching Learning 50% Assessment Components tions 30% 20% 20% 30% 10% Time-on-Task NFS 29
  30. 30. Logistics of Teaching and Learning 4.1 Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% School Readiness HFS Assess- Components 30% Teaching 40% 90% Learning 50% ment 10% School Readiness Disrup- LFS Teaching Learning 50% Assessment Components tions 30% 20% 20% 30% 10% NFS 30
  31. 31. Logistics of Teaching and Learning 4.2 Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% School Readiness HFS Assess- Components 30% Teaching 40% 90% Learning 50% ment 10% School Readiness Disrup- LFS Teaching Learning 50% Assessment Components tions 30% 20% 20% 30% 10% School Readiness NFS Components 30% 31
  32. 32. Logistics of Teaching and Learning 4.3 Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% School Readiness HFS Assess- Components 30% Teaching 40% 90% Learning 50% ment 10% School Readiness Disrup- LFS Teaching Learning 50% Assessment Components tions 30% 20% 20% 30% 10% School Readiness NFS Learning for Components Assessment 30% 20% 32
  33. 33. Logistics of Teaching and Learning 4.4 Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% School Readiness HFS Assess- Components 30% Teaching 40% 90% Learning 50% ment 10% School Readiness Disrup- LFS Teaching Learning 50% Assessment Components tions 30% 20% 20% 30% 10% School Readiness Disruptions NFS Learning for Components & Chaos Assessment 30% 20% 20% 33
  34. 34. Logistics of Teaching and Learning 4.5 Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% School Readiness HFS Assess- Components 30% Teaching 40% 90% Learning 50% ment 10% School Readiness Disrup- LFS Teaching Learning 50% Assessment Components tions 30% 20% 20% 30% 10% School Readiness Disruptions NFS Learning for Teaching Components & Chaos Assessment 20% 20% 30% 20% 34
  35. 35. Logistics of Teaching and Learning 4.6 Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% School Readiness HFS Assess- Components 30% Teaching 40% 90% Learning 50% ment 10% School Readiness Disrup- LFS Teaching Learning 50% Assessment Components tions 30% 20% 20% 30% 10% School Readiness Learn- Disruptions NFS Learning for Teaching Components ing & Chaos Assessment 20% 20% 30% 10% 20% 35
  36. 36. Logistics of Teaching and Learning 4.7 Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% School Readiness HFS Assess- Components 30% Teaching 40% 90% Learning 50% ment 10% School Readiness Disrup- LFS Teaching Learning 50% Assessment Components tions 30% 20% 20% 30% 10% School Readiness Learn- Disruptions NFS Learning for Teaching Components 30% 20% 30% ing 10% & Chaos 20% Assessment 20% 36 Time-on-Task
  37. 37. Is your school Dysfunctional? • Ten critical questions for every school leader 1. Does every teacher teach everyday in every class for 196 school days in the year? [10] 2. Do you as school leader regularly observe teachers teaching in their classrooms? [10] 3. Do you spend at least 70% of your time in school on matters of teaching and learning? [10] 4. Do you regularly visit parents of learners in their homes? [10] 5. Is your school consistently clean, ordered and well-decorated in ways that convey positive sentiments about the learning environment? [10] 6. Do more than 95% of learners pass the highest grade in the school every year for the past five years? [10] 7. Do more than 98% of learners enrolled attend school everyday? [10] 8. Does every learner have a textbook in every subject? [10] 9. Does your school bring in at least R100,000 every year in external (private) funds e.g. the business community? [10] 10. In the case of High Schools, do at least 80% of your learners go on to university/university of technology? In the case of Primary Schools, do all your learners go on to high school? Prof. Jonathan Jansen (Executive Leadership Programme 2008) 37
  38. 38. Functionality Score for your school 100 A Functional School 80 A Moderately Functional School 60 A Marginally functional School 40 A Seriously Dysfunctional School 20 A School? 38
  39. 39. 8 School Readiness Components Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% School Readiness 8 School Readiness Components HFS Components Indicators of NFS SRC Component 30% School Readiness LFS Components 30% School Readiness NFS Components 30% 39
  40. 40. School Readiness Components 1 Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% School Readiness 8 School Readiness Components HFS Components Indicators of NFS SRC Component 30% 1.1 High rate of staff absenteeism 1. Teacher and Learner 1.2 High rate of learner absenteeism Attendance School Readiness LFS Components 30% School Readiness NFS Components 30% 40
  41. 41. School Readiness Components 2 Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% School Readiness 8 School Readiness Components HFS Components Indicators of NFS SRC Component 30% 1.1 High rate of staff absenteeism 1. Teacher and Learner 1.2 High rate of learner absenteeism Attendance 2.1 High rate of staff turnover 2. Teacher Information 2.2 Negative school atmosphere School Readiness LFS Components 30% School Readiness NFS Components 30% 41
  42. 42. School Readiness Components 3 Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% School Readiness 8 School Readiness Components HFS Components Indicators of NFS SRC Component 30% 1.1 High rate of staff absenteeism 1. Teacher and Learner 1.2 High rate of learner absenteeism Attendance 2.1 High rate of staff turnover 2. Teacher Information 2.2 Negative school atmosphere School Readiness 3.1 Low learner performance 3. Learner Information LFS Components 3.2 High dropout rates of learners 30% School Readiness NFS Components 30% 42
  43. 43. School Readiness Components 4 Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% School Readiness 8 School Readiness Components HFS Components Indicators of NFS SRC Component 30% 1.1 High rate of staff absenteeism 1. Teacher and Learner 1.2 High rate of learner absenteeism Attendance 2.1 High rate of staff turnover 2. Teacher Information 2.2 Negative school atmosphere School Readiness 3.1 Low learner performance 3. Learner Information LFS Components 3.2 High dropout rates of learners 30% 4. High level of disruption and violence 4. Annual Planning School Readiness NFS Components 30% 43
  44. 44. School Readiness Components 5 Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% School Readiness 8 School Readiness Components HFS Components Indicators of NFS SRC Component 30% 1.1 High rate of staff absenteeism 1. Teacher and Learner 1.2 High rate of learner absenteeism Attendance 2.1 High rate of staff turnover 2. Teacher Information 2.2 Negative school atmosphere School Readiness 3.1 Low learner performance 3. Learner Information LFS Components 3.2 High dropout rates of learners 30% 4. High level of disruption and violence 4. Annual Planning 5. Unclear academic standards 5. Implementable and flexible timetable School Readiness NFS Components 30% 44
  45. 45. School Readiness Components 6 Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% School Readiness 8 School Readiness Components HFS Components Indicators of NFS SRC Component 30% 1.1 High rate of staff absenteeism 1. Teacher and Learner 1.2 High rate of learner absenteeism Attendance 2.1 High rate of staff turnover 2. Teacher Information 2.2 Negative school atmosphere School Readiness 3.1 Low learner performance 3. Learner Information LFS Components 3.2 High dropout rates of learners 30% 4. High level of disruption and violence 4. Annual Planning 5. Unclear academic standards 5. Implementable and flexible timetable 6. Quarterly Teaching School Readiness schedules NFS Components 30% 45
  46. 46. School Readiness Components 7 Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% School Readiness 8 School Readiness Components HFS Components Indicators of NFS SRC Component 30% 1.1 High rate of staff absenteeism 1. Teacher and Learner 1.2 High rate of learner absenteeism Attendance 2.1 High rate of staff turnover 2. Teacher Information 2.2 Negative school atmosphere School Readiness 3.1 Low learner performance 3. Learner Information LFS Components 3.2 High dropout rates of learners 30% 4. High level of disruption and violence 4. Annual Planning 5. Unclear academic standards 5. Implementable and flexible timetable 6. Quarterly Teaching School Readiness schedules NFS Components 7. Organogram 30% 46
  47. 47. School Readiness Components 8 Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% School Readiness 8 School Readiness Components HFS Components Indicators of NFS SRC Component 30% 1.1 High rate of staff absenteeism 1. Teacher and Learner 1.2 High rate of learner absenteeism Attendance 2.1 High rate of staff turnover 2. Teacher Information 2.2 Negative school atmosphere School Readiness 3.1 Low learner performance 3. Learner Information LFS Components 3.2 High dropout rates of learners 30% 4. High level of disruption and violence 4. Annual Planning 5. Unclear academic standards 5. Implementable and flexible timetable 6. Quarterly Teaching School Readiness schedules NFS Components 7. Organogram 30% 47 8. Learner and Teacher support materials
  48. 48. Research - High Poverty Schools 0 2007 48
  49. 49. Research - High Poverty Elements of High-Performing, High-Poverty Schools Nationally: Schools 1 Mass Insight’s “Readiness” model 49
  50. 50. Research - High Poverty Schools 7 What’s Stopping You? Create a map of the design challenges in your way Human capacity – Adequacy of teacher workforce – Adequacy of top and distributed team leadership – Adequacy of outside support system (all partners and TA) Operating conditions – Freedom to act: authority over key resources (money, time, people, programming) to make mission- and data-driven decisions – Freedom from unproductive or overlapping compliance burdens – Incentives that drive adult (and student) behavior Resources – Adequacy of time for learning – Adequacy of time for teacher planning, collaboration, PD – Adequacy of resource support in general (class size, facilities, etc.) 50
  51. 51. Research - High Poverty Schools 8 So: What would reform that incorporates all three sides of the triangle look like? The 3 ‘C’s of comprehensive, coherent, transformative reform 1 Conditions Change the rules and incentives governing people, time, money, & program 2 Capacity Build turnaround resources & human capacity in schools and lead partners 3 Clustering Organize in clusters by region, need, or type -- where new conditions apply and states/districts create special capacity 51
  52. 52. Research - High Poverty Schools 9 Conditions Change: Outside-the-system approaches, applied inside the system 52
  53. 53. Operation of the NCS in schools • Working week Macro • Timetable time level School • Staffing numbers issues • Rooming • Class-size-ratio • Timetabling • Assessment - Recording - Reporting • Continuous Teacher Professional Development • Governance involvement Meso level Departments Learning Areas/Subjects issues Micro level Teacher * Planning * Time * Delivery * Testing issues 53
  54. 54. Time-on-Task 1 Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% HFS Teaching 40% 90% Learning 50% LFS Teaching Learning 30% 50% 20% Learn- NFS Teaching 20% 30% ing 10% 54
  55. 55. Time-on-Task 2.1 Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% HFS Teaching 40% 90% Learning 50% •4.5 days p.w. •176 days p.a. LFS Teaching Learning 30% 50% 20% Learn- NFS Teaching 20% 30% ing 55 10%
  56. 56. Time-on-Task 2.2 Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% HFS Teaching 40% 90% Learning 50% •4.5 days p.w. •176 days p.a. LFS Teaching Learning 30% 50% 20% •2.5 days p.w. •98 days p.a. Learn- NFS Teaching 20% 30% ing 56 10%
  57. 57. Time-on-Task 2.3 Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% HFS Teaching 40% 90% Learning 50% •4.5 days p.w. •176 days p.a. LFS Teaching Learning 30% 50% 20% •2.5 days p.w. •98 days p.a. Learn- NFS Teaching •1.67 days p.w. 20% 30% ing 57 10% •65 days p.a.
  58. 58. Time-on-Task 3 Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% HFS Teaching 40% 90% Learning 50% 4.5 days p.w. LFS Teaching Learning 30% 50% 20% 2.5 days p.w. Learn- NFS Teaching 20% 30% ing 58 10% 1.67 days p.w.
  59. 59. Learning: From Past to Future 59
  60. 60. 5 Levels of Learning Level Teaching Type of Days Teaching 1 35 Facts 2 70 Information 3 105 Know-How 4 140 Comprehension 5 175 Wisdom 60
  61. 61. Bloom’s Level of learning and Thinking 1. Know - Define, match, repeat, memorise, label, outline, record, recognise, state, sort, list 2. Understand - Restate, show, illustrate, summarise, predict, locate, paraphrase, describe, explain 3. Apply - Demonstrate, solve, test, use, manipulate, organise 4. Analyse - Examine, debate/defend, compare/contrast, refute, relate, generalise, classify, research 5. Synthesise - Propose, design, construct, invent, formulate, plan, imagine 6. Evaluate - Judge, recommend, critique/criticise, justify, choose 61
  62. 62. School shake up - Video 62
  63. 63. Quote! If you don’t change, change will change you, or change will replace you. 63

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