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30 Minutes conversation about the Turnaround Strategy
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30 Minutes conversation about the Turnaround Strategy

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  • 1. Presenter: Dr Muavia Gallie (PhD) Education Moving Up Cc. [email_address] Turn-Around Consortium (TAC)
    • Turn Around Strategy (TAS) - An opportunity to Getting It Right In Schools
    • Driven by
    • School Managers Managing Change
  • 2. TIMSS 2003 - Applying Maths
  • 3. SACMEQ Countries
  • 4. 1999-2010 + Ave
  • 5. Musical Chairs Game 24 1 23 2 22 3 21 4 20 5 19 6 18 7 17 8 16 9 15 10 14 11 13 12 12 13 11 10 9 8 7 6 5 4 3 2 1 Gr1 Gr2 Gr3 Gr4 Gr5 Gr6 Gr7 Gr8 Gr9 Gr10 Gr11 Gr12
  • 6. 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!
  • 7. % Different Types of schools in SA Quantity of Pass Quality of Pass (Grades) 20% 50% 20% 10% 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% -10% -20% Anti-Functional Dysfunctional Under-Performing High-Performing
  • 8. Research Schools
  • 9. TAS - Helicopter view (4 Components) 5 (five) Successful Change Steps [Planning] 5 (five) Turn Around Phases [Process] 16 (sixteen) Principle Issues [Inputs] 16 (sixteen) Deliverables [Outputs] 42
  • 10. 5 Successful Change Steps
  • 11. 5 Turn-around Phases Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 Focus
    • Ownership
    • Buying into this strategy
    • SRC tools development
    • Design CMM
    • SRC + CMM implementation
    • Closing gaps
    • Ensuring sustainability
    Participants
    • Principal
    • Principal, SMT, Teachers, SGB reps, District, Community
    • Principal and SMT
    • School staff (professional and support)
    • District
    • School leaders
    • Community
    Data tools
    • 16 Principles Issues of Turn Around Strategy as Inputs
    • 16 Deliverables as Outputs
    • (B) Baseline Survey (P)
    • (D) SRC self-rating (P + SMT)
    • (A) Functionality Questionnaire (S)
    • 8 School Readiness Components = Attendance, T+L Info, Annual Plan, TT, TL Schedules, Organogram, TLSM
    • CMM = Attendance, SBA, Curr. completion
    • Staff development
    • Teacher professional development
    • Compliance
    • Governance
    • Operational management
    • T+L intelligence systems
    Period
    • 2 hours
    • 2 days (full days) Or
    • 6 x 2.5 hours
    • 3 - 6 months
    • 1,5 - 2 years
    • 6 - 12 months
    Methods
    • Workshops
    • All schools together
    • Muavia Gallie
    • Workshops
    • All schools together
    • Muavia Gallie
    • Face to face site work
    • Individual schools
    • Mentors
    • Face to face site work
    • Individual schools
    • Mentors + Experts
    • Workshops + Face to face site work
    • Individual schools
    • Muavia Gallie
  • 12. 16 Principle Issues
    • Psyche of Dysfunctionality;
    • Organised dysfunctionality;
    • Data/information/knowledge/intelligent decision making;
    • Champion/ leader driven;
    • Readiness;
    • Whole school development/ school improvement plan;
    • School level support;
    • Networking/ partnering systems;
    • Compliance/ governance/ operational management/ leadership systems;
    • Accountability commitments;
    • Aligning the curriculum, instruction, teaching, learning, assessment systems;
    • The Generation Gap;
    • Expert and mentor support;
    • Time on task;
    • Managing what you know (ICT);
    • Focus on the core - student achievements.
    1 5 6 7 12 13 4 16 8 2 15 14 11 10 9 3 Purpose (Vision) Hands (Action) Head (Systems) Heart (Believes)
  • 13. 16 Deliverables/Outcomes
    • Individual
    • Recognise the high risk;
    • Think differently;
    • Redefine ‘normal’ and ‘reality’;
    • Know, understand and service ‘young people’.
    • Relationships
    • Utilise organisational strength;
    • High commitment and expectation to succeed;
    • Recognise ability to transform and change;
    • Teachers care deeply about all learners.
    • Culture
    • ‘ Bring it on!’ attitude;
    • Adults who model what they value;
    • Teachers ‘don’t sweat the small stuff’;
    • Teachers know ‘what it takes to be successful’.
    • Systems efficiency
    • Being ready (proactive);
    • Always focus on the ‘key deliverables’;
    • Data driven decision-making;
    • Clear and implementable rules.
  • 14. TAS - Face-to-Face view (4 Tools) 8 (eight) School Readiness Components [Planning] 6 (six) Curriculum Management Design [Input] 4 (four) Closing the Gap BEAR [Process] 6 (six) Sustainability Model [Outputs] 24
    • Teachers
    • SMT
    • Principal
    • SGB
    • District
    • Community
    • Attendance
    • Teacher Info
    • Learner Info
    • Annual Planning
    • Timetabling
    • TL Scheduling
    • Organogram
    • LTSM
    • Nat. Educ. Strategy
    • District Curr. Man.
    • School Instr. Design
    • Faculty T + L
    • Classroom L + Assess.
    • Home L Plan
    • Beliefs
    • Expectations
    • Attitudes
    • Relationships
  • 15. Essence of the Strategy Leadership Instructional Environment
  • 16. Lubombo Circuit (Buy-in)
    • Circuit in Mpumalanga, bordering with Mozambique;
    • 34 Schools (both primary and secondary) attended the 2 days session;
    • Circuit manager was present for the entire two days;
    • After introductory questions were posed to schools (2.5 hours session), schools had to ‘self-identify’ at what level they are of school functionality;
    • 1 high; 17 under-performing; 16 dysfunctional.
  • 17. 1.5.2 GE UPS Matric Results 2008-2010
  • 18. SMS from GE school ------ SMS ------ From: +27826257426 Received: Jan 13, 2011 11:15 Subject: Dr Muavia Gallie , Dr Muavia Gallie, the name of our school is Asser Maloka in Duduza(Nigel). When we joined your programme were sitting @ 35%(2008), 49%(2009), and for 2010 we are @ 86.23%. My principal and I wish to express our heartfelt gratitude to you and your whole team. From Deputy Principal:FET.Vuyo Ncokazi.
  • 19. 1.6.2 GDE PPS Matric Results 2008 - 2010 (2010 ascending)
  • 20. Conclusion - Theory of Change Framing School Change Improvement
    • Social/ Emotional Issues:
    • Lack of self-esteem
    • Identity crises
    • Critical Features:
    • Positive, nurturing teachers, leadership, ‘connected”/ ‘belonging’ philosophy
    • In learner expectations and behaviour:
    • Higher likelihood of success
    • Educational Outcomes
    • Higher learner achievement
    • Academic Issues:
    • Lack of relevancy to learners
    • Social/ Emotional programmes:
    • Reward system
    • Peer groups
    • Extra-mural activities, etc.
    • Teaching and Learning:
    • Cultural responsiveness
    • Affirming potential and possibilities
    • Adulthood Outcomes:
    • Citizenry
    • Leadership
  • 21.  
  • 22. Thank You!!