EMU Cape Town Inner City Schools' workshop
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    EMU Cape Town Inner City Schools' workshop EMU Cape Town Inner City Schools' workshop Document Transcript

    • 2014/02/02   Educa,on  Moving  Up  Cc.   - The School Turnaround Programme (STP) Cape Town Inner City Schools Workshop 24 January 2014 Presenter: Dr Muavia Gallie (PhD) Education Moving Up Cc. muavia@mweb.co.za http://muavia-gallie.blogspot.com http://supervisingwithadifference.blogspot.com www.slideshare.net Session  1   Focus Specific Issues •  Introduction of •  One person per participants school will introduce per school the team, and indicate •  The state of the school’s ‘dream’ education in performance level; your school •  Identify three things, in order of priority, to change IN THE SCHOOL. 2   1  
    • 2014/02/02   Conceptual tools of the Workshop Northern Pike Experiment 10% on Problem 90% on Solution 1. Theories of Education What we ought to do in schools   3. Theories of Change What causes progress towards where we want to be   Grizzly Bear Story “Shifting Paradigm” vs “Paradigm Shift” 2. Theories of Organisation How we should be set up to do it   4. Theories of Changing What has to be done to influence those causes     3   The Northern Pike Experiment •  •  •  •  •  •  •  They used a fish tank capable of being divided in half by a clear glass partition. A number of small fish (food) were placed in the other half. The pike repeatedly crashed its snout to get to the small fish. After a time, the pike gave up having learnt it was of no use. The experimenter then removed the clear glass partition. The small fish continued to swim in one half and the pike in the other, making no attempt to cross the other half of the tank. What the pike experienced in the past dictated how it reacted in the future. Are you a Northern Pike? 4   2  
    • 2014/02/02   Grizzly  Story   •  An  American took his Japanese friend for a ride •  •  •  •  •  through the woods. The vehicle broke down and they decided to walk. After some time they were confronted by a big Grizzly bear. The Japanese started taking his takkies out of his bag. The American said: “Hey, that won’t help - you can’t out-run a Grizzly bear.” To which the Japanese replied: ”I don’t have to outrun the bear -­‐  all  I  have  to  do  is  to  out-­‐run  you.”   5   10% - 90% Balance Life  is  10%  of  what   happens  to  you   (problems),  and  90%   of  how  you  respond  to   it  (solu,ons). 6   3  
    • 2014/02/02   ‘Shifting Paradigm’ vs ‘Paradigm Shift’ Quite often people talk about “shifting the paradigm” when what they really mean is an alternative answer or way of explaining solutions to problems using the same but slightly changed concepts, approaches, constructs or methods. 7   Knots by R.D. Lange There is something I don’t know That I am suppose to know I don’t know what it is I don’t know And yet I am suppose to know And I feel I look stupid If I seem both not to know it And not know what it is I don’t know Therefore I pretend to know it This is nerve-racking since I don’t know What I must pretend to know Therefore, I pretend I know everything. 8   4  
    • 2014/02/02   1.8  Mill   50-­‐   80%   6  Mill   21-­‐40%   1.2  Mill   0-­‐20%   Dysfunctional Schools - 20% 2.4  Mill   41-­‐60%   Under-Performing Schools – 50% 61-­‐80%   Chaotic Schools - 10% Exit  Focus  -­‐  Passing   81-­‐100%   Schools of Excellence – 5% 81-­‐   100%   High Functioning Schools – 15% Entrance  Focus   -­‐  Bachelors   5  Types  of  School  Performance   0.6  Mill   9   10   5  
    • 2014/02/02   School  Turnaround  Pathway   Turnaround Indicators High Performing • 100% Pass, but less then 50% Bach completion Good 15% 100% 3. Under Performing • 1 or more learners failing: Pass 80%+ 2. Dysfunctional • Less than 60% pass Weak rate 1. Chaotic ✪✪✪ ✪✪✪ ✪✪✪ ✪   100% ¢¢   80% nnn nn   ✪✪✪   100% nn   100% 80% 60% ý   þþ   ¢¢¢ ¢¢   45% 60% 40% ýýý ý   þþþ þþ   ¢   • Less than 40% pass Disaster 60% rate 40% 20% ýýý ýýý ý   þþþ   Comply 30% Total 4. 5.4 Bach (Ave 80%) 100% 100% 5.3 Dip (Ave 65%) 0% 5.2 Cert (Ave 50%) Great 5.1 NSC (Just a Pass) • 100% Bachelors completion 5.0 Failure 3. Exit Pass Rate (Final Grade Pass) Excellent 4. Completion Rate (Dream Achievement) 2. Drop (Push out) Rate (Throughput rate) 5. Level Description 1. Instruction Programme (Teaching and Learning) Distribu,on  of  ‘Levels  of  Pass’   Type 100% 100% 11   12   6  
    • 2014/02/02   Session  2   Focus School Turnaround Strategy (STAS) for Developing countries, including the 8 School Readiness Components Specific Issues • 5 phases in STAS; • 50 School Operational Systems and; • 50 School Quality Systems; 13   Barriers  to  Learning  in  South  Africa   1.   Systemic  Barriers   •  •  •  •  •  Access  to  basic  services   Poor  teaching   Lack  basic  and  appropriate  LTSM  and  Assis,ve  devices;   Inadequate  facili,es  at  schools   Overcrowded  classrooms   2.   Societal  Barriers   •  •  •  •  Abject  poverty   Late  enrolment  at  school   Urban/rural  dispari,es   Discrimina,on  -­‐  race,  gender,  language  and  disability   3.   Academic   Barriers   Inappropriate  pedagogy   Insufficient  support  of  teachers   Inappropriate  and  unfair  assessment  procedures   Language  of  instruc,on   Inflexible  classroom  management   Inappropriate  actudes   •  •  •  •  •  •  4.   Learner  Personal   •  Disabili,es  (neurological,  physical,  sensory,  cogni,ve)   Barriers   •  Health  (disease,  chronic  illness,  trauma)   14   7  
    • 2014/02/02   Problem-­‐Solving  CM  Approach   50  School   Quality   Systems   HPS   UPS   DFS   Impact   ChaoFc  School   Results   16  STAS   Deliverables   Opera,ons   Inputs   Objec,ves   Relevance   School  of  Excellence   outputs   8  School   Readiness   Components   50  School   Opera,onal   Systems   Needs   Vision   5  STAS   Principles   16   Educa,onal   Principles   Efficiency   Effec,veness   Sustainability   15   5  Successful  Change  Steps   16   8  
    • 2014/02/02   Principles  of  School  Turnaround  Strategy   1.  All  learners  were  created  to  be  SUCCESSFUL,  and   therefore  no  learner  should  fail;   2.  The  academic  ability  of  learners  is  not  linked  to  their   economic,  social  and  cultural  status  in  society  (poor   learners  can  perform  at  same  level  as  middle-­‐class  and   rich  learners);   3.  The  biggest  challenges  in  School  Turnaround  require   Adults  to  Change  (Thinking  and  Doing)  –  reconnect  them   with  the  dreams  of  learners;   4.  Move  away  for  the  Deficit  Thinking  Model,  and  the   VicFm  Mentality  Approach;   5.  Restructuring  the  current  educa,on  models  that  are   resul,ng  in  DysfuncFonal-­‐by-­‐design  and  Success-­‐linked-­‐ to-­‐social-­‐status  (un-­‐  and  under-­‐qualified  and  poorly   performing  teachers  are  teaching  in  these  schools).   17   Selecting Turnaround Models ‘Changing What for What?’   Technical       Economical       PoliFcal     Social  JusFce     18   9  
    • 2014/02/02   “Children walking through the Gate” Preferred Children Reality Children 1. Country club kids 1. Township and working-class kids 2. Above the railway lines – rich suburbs 2. Below the railway lines – squatter camps, low-income housing, unemployed parents 3. Traditional family (both parents) 3. Today’s family (single or child headed) 4. Parents/family took care of them 4. Early on learning to fend for themselves 5. Have ‘talk shows’ stories 5. They have counter-stories (News bulletin) 6. Protected by the family/parents 6. Grow up on the very dark side of life 7. They are easy to teach 7. They are not the easiest to teach 8. They have long-term dreams 8. They have potential, if you believe it 9. They are predictable, sable 9. They are unpredictable, volatile 10. Their future are positively preordained 10. Their future can or can’t be negatively or positively preordained, depending on us 19   -­‐  Turnaround  what?  -­‐       School  Pass  Rate   School  Leadership   Teacher  Competencies   Teacher  Subject  Knowledge   4   5   6   7   8   Parent/Stakeholder  Involvement   District  Support  and  Development   3   Learner  Personalised  Learning   Provincial  ImplementaFon   2   Teacher  Subject  Knowledge   EducaFon  System   1   Learner  Achievements  Gap   Purpose  of  EducaFon   What  do  we  mean?  What  are  we  talking  about?   9   10   11   12   20   10  
    • 2014/02/02   3.  School  of  Excellence   3  –  6  Months   Sustainability   Sustain  -­‐  Ins,tu,onalisa,on   Sustain  -­‐  Ins,tu,onalisa,on   50  School  Quality  Systems   6  -­‐  9  Months   Leadership   (10)   Strategic   Planning  (10)   Human   Resources  (10)   1   Learning  and   Teaching  (10)   CCR  -­‐  Support  and  Development   2   Assessment  and   Feedback  (10)   Monitoring  and   Evalua,on  (10)   CCR  -­‐  Support  and  Development   2.  High  Func,oning  Schools   CM  -­‐  Monitoring  and  Evalua,on   1.5  –  2.5  Years   Culture,  Climate,   RelaFonships   CM  -­‐  Monitoring  and  Evalua,on   50  School  AdministraFve  Systems   Academic  (11)   Administra,on  (14)   Communica,on  (6)   ICT  (7)   Pastoral  Care  (12)   Planning   Planning   6  –  9  Months   Curriculum   Management   8  School  Readiness  Components  (Planning)   Amendance   3  –  6  Months   Planning   Ownership   School  Turnaround  Strategy  (5  Phases)  –  3-­‐5  Years   From  Chao,c  to  Excellence   Teacher   Informa,on   Learner   Informa,on   Annual   Planning   Time-­‐ Tabling   Teaching,  Learning,   Assessment  Schedule   Ownership   Organogram   TLSM   Ownership   1.  Chao,c,  Dysfunc,onal  and  Under-­‐Performing  Schools   21   50 School Operational Systems Academic (11); Administration (14); Communication (6); ICT (7); Pastoral Care (12) 1.  Teaching 2. Learning Support 1.1 Teacher Substitute Management 3. School Image 4. Principal’s Office 5. Finance and ICT 1   2.1 Co-Curricular Management 1.2 External Exams Management 4   2.2 Discipline Management 1.3 Internal Exams Management 6   2.3 Exclusion Management 3.3 Daily Bulletin Management 4.3 Inventory Management 5.3 Fin Accountability Management 1.4 Assessment Process Management 2.4 Learning Info Management 3.4 Good News Management 4.4 Human Relations Management 5.4 Data Management 1.5 Teaching Info Management 2.5 Learner Attendance Management 3.5 Parent Info and Communication Management 4.5 Teachers and Learners Risk Management 5.5 Digital Management 1.6 External Reporting Management 2.6 Rewards and Conduct Management 3.6 SMS Management 4.6 Learner Profile Management 5.6 Network Management 1.7 Teaching Process Management 2.7 Physical & Mental Health Management 3.7 Feeder Schools Management 4.7 Return on Investment Management 5.7 Publishing Management 2.8 Gifted and Talent Management 3.8 Other Schools Management 4.8 Class groups and Subjects Management 5.8 Document Management 1.9 Learner Performance Tracking Management 2.9 Special Needs Management 3.9 Enrichment Management 4.9 Literacy Management 5.9 Website Management 1.10 Second Opportunity Management 2.10 Social Support Management 3.10 Volunteerism Management 4.10 School-Workplace Management 5.10 ICT Integration Management 22   2   8   1.8 Timetable Process Management 5   7   3.1 Admissions Management 4.1 External Doc Supply to Agents Management 5.1 Funds Management 3   3.2 Calendar Management 4.2 Human Resources Management 5.2 Finance Management 11  
    • 2014/02/02   Educa,on  System  Flow  Chart   Department   of  Basic   EducaFon   1   Phase/ Subject   Department   4   Classroom   5   A   Provincial   Department   District   Office   2   C   B   F   Schools   Circuit   Office   3   D   E   G   Learning   RelaFonship   H   ResponsibiliFes   23   60 School Quality Systems 1. Leadership 2. Strategic Planning 3. Human Resource 4. Learning and Teaching 5. Assessment and Feedback 6. Data Monitoring and Evaluation 1.1 Leadership Process 2.1 Development Process 3.1 Work Allocation and Management 4.1 Learner Care Management 5.1 Core Competencies Determination 6.1 Info and Knowledge Design 1.2 Communication Effectiveness 2.2 Action Plan Formulation 3.2 Recruit, Hire, Place and Retain 4.2 Learner Knowledge Determination 5.2 Key Process Determination 6.2 Info and Knowledge Management Process 1.3 Governance Process 2.3 Resource Allocation 3.3 Professional Knowledge, Skills and Application 4.3 Learner Diversity Segmentation 5.3 Process Design and Development 6.3 Info and Knowledge Sharing 1.4 Governance Management 2.4 Resource Redirection 3.4 Professional Ethics, Values and Attributes 4.4 Learner Context Segmentation 5.4 Process Requirements Determination 6.4 Performance and Knowledge Measures and Analysis 1.5 Succession Planning 2.5 Sourcing Process 3.5 Professional Learning 4.5 Teaching Features Determination 5.5 Implementation Management 6.5 Performance, and Knowledge Selection and Use 1.6 Performance Process 2.6 Assumption Development 3.6 Career Progression 4.6 Learner and Teacher Relationship 5.6 Assessment Preparation 6.6 Data and Knowledge Analysis 1.7 Financial Accountability 2.7 Risk Assessment 3.7 Performance Management 4.7 Learner Complaints 5.7 Second Change System 6.7 Data and Knowledge Evaluation 1.8 Financial Transparency 2.8 Resource Commitment 3.8 Performance Review 4.8 Teacher Complaints 5.8 Learner Feedback Process 6.8 Target Setting Management 1.9 Priority Determination 2.9 Deployment Management 3.9 School Climate Assessment 4.9 Learner Satisfaction Determination 5.9 Teacher Feedback Process 6.9 Success Indicators and Comparison Building 1.10 Priority Decision-Making 2.10 Assessment Management 3.10 School Environment Improvement 4.10 Learner Expectation and Achievement 5.10 Parent Involvement Management 5.10 Data, Info and Knowledge Reliability 24   12  
    • 2014/02/02   Lubombo  Circuit  (Buy-­‐in)   •  Circuit  in  Mpumalanga,  bordering  with   Mozambique;   •  34  Schools  (both  primary  and  secondary)   amended  the  2  days  session;   •  Circuit  manager  was  present  for  the  en,re  two   days;   •  Aner  introductory  ques,ons  were  posed  to   schools  (2.5  hours  session),  schools  had  to  ‘self-­‐ iden,fy’  at  what  level  they  are  of  school   func,onality;   •  1  high;  17  under-­‐performing;  16  dysfunc,onal.   25   26   13  
    • 2014/02/02   27   Theory  of  Change   Framing School Change Improvement Social/ Emotional Issues: •  Lack of selfesteem •  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 28   14  
    • 2014/02/02   Theory  of  Change  (Logic  Model)   Focused  on   Departmental  Success   Policy   Compliance   Focused  on   Learner  Success   Personalised   Learning  for  All   Focused  on   School  Success   Nurturing  all   learners   Doing  It   Our  Way   Training  (PD)   teachers  to   Success   Doing   What  is   Needed   Redesign  and   Systema,se   (SoP)  Success   Doing  It   Your  Way   Coach/Mentor   teachers  to   Success   29   30   15  
    • 2014/02/02   Session  3   Focus Specific Issues Knowing your • Discussion the Numbers: quantitative, •  Data driven legislative decision ‘numbers’ that need making to be considered •  Rate your during planning. SRC. 31   WHAT  YOU  DISCLOSE   How  much  do  we  Know  (Informa,on)?   PUBLIC   BLIND  SPOT   Known  to  Self,   Known  to  Others,   Known  to  Others   Unknown  to  Self   PRIVATE   Known  to  Self,   DISCOVERY   Unknown  to  Self,   Unknown  to  Others   Unknown  to  Others   FEEDBACK  FROM  OTHERS   32   16  
    • 2014/02/02   Awareness Awareness  <-­‐-­‐-­‐-­‐-­‐-­‐>  Knowledge   3. Caution “I know what I don’t know” Explore 1. Ignorance “I don’t know what I don’t know” Experiment 4. Certainty “I know what I know” Exploit 2. Amnesia “I don’t know what I know” Expose Knowledge 33   Do  you  know  your  numbers?   GENERAL   •  ___  days  in  year;   •  ___  weeks  per  year;   •  ___  working  days  per  year;   •  ____  days  (4-­‐5  weeks)  leave  per  year;   •  ____  ac,ve  working  days  per  year;   •  ___  days  public  holidays;   -­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐   SCHOOLING   •  ____  hours  to  account  (225  days  x  8  hours;  257  days  x  7  hours);   •  ____  school  days  per  year  (1400  hours;  1600  hours);   •  ____  hours  per  week  of  teaching  and  learning  (935  hours);   •  ____  hours  per  day  of  T&L;   •  ____  (at  least),    ___  hours  per  day  ‘working  hours’.   34   17  
    • 2014/02/02   Do  you  know  your  numbers?   •  365  days  in  year;   •  52  weeks  per  year;   •  260  working  days  per  year;   •  20-­‐25  days  (4-­‐5  weeks)  leave  per  year;   •  235  ac,ve  working  days  per  year;   •  10  days  public  holidays;   -­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐   •  1800  hours  to  account  (225  days  x  8  hours;  257  days  x  7  hours);   •  200  school  days  per  year  (1400  hours;  1600  hours);   •  27.5  hours  per  week  of  teaching  and  learning  (935  hours);   •  5.5  hours  per  day  of  T&L;   •  7  (at  least)  -­‐  8  hours  per  day  ‘working  hours’.   35   Hours  per  day     Working  Hours   Timetable     1   1   2   2   3   3   4   4   5   6   7   8   5   Co-­‐curricula,   Teamwork,   Planning,  etc.   2   1   Expanded  ,me   for  learners   2   1   36   18  
    • 2014/02/02   Data  Sets  per  Year   Frequency  per  …   Period Data   Sets   10   Over   Year   Total   Day Week Month Quarter Semester Year 12   6   8   11   2,000 200 40 12 4 20,000 2,400 240 96 44 Total 9   22   2 78   1 2,259 19 22 22,820 37   Givens:  Into  the  School  à  T  &  L   •  SAME:   –  200  schools  days  (40  weeks);   –  27,5  (FET  -­‐  29,5)  hours  of  allocated  teaching  ,me;   –  Teachers  at  least  7  hours  per  day  at  school;   –  Curriculum  load  for  all  the  schools;   –  Salaries  as  per  qualifica,ons;   •  Differen,ated:   –  Performance,  ability  and  background  levels  of  learners;   –  Skills,  ability  and  experience  levels  of  teachers;   –  Leadership  capabili,es  of  school  leaders;   –  Contextual  condi,ons  of  schools;   –  Suppor,ve  and  development  capacity  of  district  officials.   38   19  
    • 2014/02/02   Eight  (8)   School  Readiness   Components   (SRC)   39   1.   Ahendance   2.  Teacher   InformaFon   4.  Annual   Planning   6.  Teaching,   Learning  &   Assessment   Schedule   3.  Learner   InformaFon   5.   Timetabling   7.  Organo-­‐ gram   8.  Teaching,   Learning  &   Assessment   Materials   40   20  
    • 2014/02/02   2.  Teacher   InformaFon   3.  Learner   InformaFon   4.  Annual   Planning   1.   Ahendance   5.   Timetabling   6.  Teaching,   Learning  &   Assessment   Schedule   7.  Organo-­‐ gram   8.  Teaching,   Learning  &   Assessment   Materials   41   8  School  Readiness  Components   42   21  
    • 2014/02/02   Self-­‐Assessment   8 School Readiness Components 0 1 2 3 4 5 1.1 Teacher Attendance 1.2 Learner Attendance 2. Teacher Information 3. Learner Information 4. Annual Planning 5. Timetabling 6. Teaching, Learning and Assessment Scheduling 7. Organogram 8. Teaching, Learning and Assessment Support Materials 43   Session  4   Focus Specific Issues School • Calculate the Readiness teacher ‘person Components hours’ available; 1. Attendance, • Calculate the both teachers learner ‘learning and learners time’. 44   22  
    • 2014/02/02   Present  at  and  within  School   Learners:   Teachers:   •  1800  hours;   •  1600  hours;   •  1400  hours;   •  935  hours;   •  90  hours;   •  1600  hours;   •  1400  hours;   •  935  hours;   45   50 School Administrative Systems 1.  Teaching 2. Learning Support 3. School Image 4. Principal’s Office 5. Finance and ICT 1.1 Teacher Substitute Management – OP 2.1 Co-Curricular Management HF 3.1 Admissions Management RM 4.1 External Doc Supply to Agents Management - MD 5.1 Funds Management - RM 1.2 External Exams Management – MD 2.2 Discipline Management - PP 3.2 Calendar Management - RM 4.2 Human Resources Management – DS 5.2 Finance Management - JV 1.3 Internal Exams Management – PP 2.3 Exclusion Management - EB 3.3 Daily Bulletin Management BM 4.3 Inventory Management - PS 5.3 Fin Accountability Management - JV 1.4 Assessment Process Management 2.4 Learning Info Management LS 3.4 Good News Management BM 4.4 Human Relations Management - BM 5.4 Data Management - HF 1.5 Teaching Info Management – EB 2.5 Learner Attendance Management – DS 3.5 Parent Info and Communication Management EB 4.5 Teachers and Learners Risk Management - BM 5.5 Digital Management - HF 1.6 External Reporting Management - HF 2.6 Rewards and Conduct Management - RM 3.6 SMS Management - HF 4.6 Learner Profile Management BM 5.6 Network Management – OP 1.7 Teaching Process Management – DS 2.7 Physical & Mental Health Management -BM 3.7 Feeder Schools Management - PS 4.7 Return on Investment Management - JV 5.7 Publishing Management RM 1.8 Timetable Process Management - PS 2.8 Gifted and Talent Management – DS 3.8 Other Schools Management – DS 4.8 Class groups and Subjects Management - LS 5.8 Document Management PS 1.9 Learner Performance Tracking Management - OP 2.9 Special Needs Management PS 3.9 Enrichment Management GD 4.9 Literacy Management - JV 5.9 Website Management - HF 1.10 Second Opportunity Management – DS 2.10 Social Support Management - GD 3.10 Volunteerism Management GD 4.10 School-Workplace Management - RM 5.10 ICT Integration Management - HF OP = Data Required (1.1) Section Sub-Section 1. Human Resource 1.5 TInfoM & 2.4 LInfoM (LTSM) 1.7 TPM (intervention) 1.8 TtM (935 hrs) Data Source? Who & Where Recorded? Who analyse? Who and When Used? Driver Influence 4.2 HResM (absence) 4.4 HRelM (Frequency), 4.5 TLRiskM 2. Professional Who collects? 46   23  
    • 2014/02/02   Learner  Amendance   47   Session  5   Focus School Readiness Components 3. Learner Information Specific Issues • Learner expectation and achievement agreement. 48   24  
    • 2014/02/02   Problem  Statement   Learners   •  Teachers  don’t  believe  in   us;   •  Have  a  low  expecta,on   of  us;   •  Think  we  are  lazy;   •  That  we  have  no  pride   and  drive;   •  Don’t  trust  us;   •  Etc.   Teachers   •  Learners  are  not  serious   about  their  work  and  life;   •  Not  focused  on  their   success;   •  They  don’t  do  their   homework;   •  Etc.   Leadership   •  Disconnec,on  between  ‘teaching  and  learning’  and   ‘administra,on’.   49   Nature  of  Expecta,ons   •  Poor  families  are  living  based  on  survival,  and   therefore  don’t  have  a  concept  of  ‘dreams’  –   long-­‐,me  expecta,ons;   •  Only  focusing  on  ‘gecng  through  the  day’;   •  Don’t  have,  like  middle  and  upper  class  families,   conversa,ons  around  the  dinner  table  about   “what  the  children  want  to  be  one  day”;   •  Schools  can  play  a  role  in  developing  a  dream,   and  raising  expecta,ons  of  poor  kids.   50   25  
    • 2014/02/02   Student  Expecta,on  and  Achievement  agreement  (1)   51   Iden,fy  your  Dreams   Career  Areas  (1  of  9)   1.  Engineering  and  Technology   2.  Health  and  Natural  Sciences   3.  Computers  and  ICT   4.  Business,  Finance  and  Management   5.  Agriculture  and  Environment   6.  Human  and  Social  Sciences   7.  Services   8.  Art  and  Culture   9.  Languages   52   26  
    • 2014/02/02   Iden,fy  your  Dreams   Career  Areas  (1  of  9)   1.  Engineering  and  Technology   2.  Health  and  Natural  Sciences   3.  Computers  and  ICT   4.  Business,  Finance  and   Management   5.  Agriculture  and   Environment   6.  Human  and  Social  Sciences   7.  Services   8.  Art  and  Culture   9.  Languages   Career  Fields  (8  of  49)   1.Engineering  or  Engineering  Support   2.  Architecture,  Draugh,ng  and  Technical  Drawing   e.  Building  and  Construc,on  or  Building  Support   4.  Ar,sans   5.  Manufacturing   6.  Automo,ve  or  Automo,ve  Support   7.  Geology,  Mining  or  Mining  Support   8.  Woodwork  and  Furniture   53   Iden,fy  your  Dreams   Career  Areas  (1  of  9)   1.  Engineering  and  Technology   Career  Fields  (8  of  49)   2.  Health  and  Natural  Sciences   1.Engineering  or  Engineering  Support   3.  Computers  and  ICT   4.  Business,  Finance  and  Management   2.  Architecture,  Draugh,ng  and  Technical   Drawing   5.  Agriculture  and  Environment   e.  Building  and  Construc,on  or  Building  Support   6.  Human  and  Social  Sciences   4.  Ar,sans   7.  Services   5.  Manufacturing   8.  Art  and  Culture   6.  Automo,ve  or  Automo,ve  Support   9.  Languages   7.  Geology,  Mining  or  Mining  Support   8.  Woodwork  and  Furniture   Specific  Jobs  (4  of  171)   1.Civil  Engineer   2.  Chemical  Engineer   3.  Electrical  Engineer   4.  Mechanical  Engineer   54   27  
    • 2014/02/02   Student  Expecta,on  and  Achievement  agreement  (1)   55   Student  Expecta,on  and  Achievement  agreement  (2)   56   28  
    • 2014/02/02   Student  Expecta,on  and  Achievement  agreement  (1)   57   Feedback  from  Principal  of   JOTHS     •  Our  learners  lack  direc,on;   •  They  see  schooling  as  a  phase  that  they  need  to  pass   through;   •  And  therefore  they  put  in  limle  effort,  just  to  pass;   •  We  have  spoken  about  learners’  dreams,  but  found  it  difficult   to  have  a  process  around  it;   •  We  have  now  embarked  on  the  construc,on  of  a  Learner   Expecta,on  and  Achievement  Agreement;   •  The  LEAA  is  a  structured  way  of  gecng  learners  to  announce   their  dreams  and  to  work  towards  achievement  them;   •  I  can  already  sense  the  posi,veness  among  the  learners;   •  And  I  am  confident  that  this  ini,a,ve  is  going  to  make  a  big   58   difference  in  their  achievement  levels.   29  
    • 2014/02/02   Feedback  from  a  Learner  at  JOTHS     •  In  2012,  the  LEAA  was  introduced  in          our  school;   •  At  that  ,me,  I  thought  that  I  already          have  goals  and  dreams;   •  But  when  I  wrote  them  down;   •  I  realised  that  I  have  been  chea,ng  myself  for  the   past  5  years;   •  By  compromising  them  since  no-­‐one  else  knew   about  my  dreams;   •  I  realised  that  I  am  capable  of  so  much  more;   •  My  marks  improved  dras,cally;   •  This  ini,a,ve  really  changed  my  life.   59   Sechaba  Results  2012   60   30  
    • 2014/02/02   Session  6   Focus School Readiness Components 4. Annual Planning Specific Issues • Target setting in your school. 61   62   31  
    • 2014/02/02   Annual  Planning  (SRC)   1 Compliance Planning 2 3 4 5 Compliance Compliance, Compliance, Planning and Administrative Administrative, with Administrative and Professional requests Planning Professional and Ethical to Planning Planning District Officials 63   Annual  Planning   Implementing Description Plan Act/Do Reflect Work Schedule       Pre-Moderation       Moderation       Assessment - Summative       Assessment - Formative       Playground duty       Devotion       Parents' Meeting       SMT meeting       Staff meeting       General Staff Development       Team building       Exhibitions - LTSM       Bosberaad       AGM of parents       Sports day       Operational meeting       ANA meeting       RCL Leadership development       RCL Meetings       RCL Elections       Cluster meetings       Exhibitions - Learner Enrichment       Exhibitions - Roadshows       Excursions       Marking - Summative       Marking - Formative       District Officials meeting       Staff Functions       Monitoring & Evaluation           Act/Do Reflect Frequency Length Total Time When Scheduled Code     1 25 25   WS     25 0,5 12,5   Pmod     60 1,5 90   Mod     17 0,5 8,5         12 2 24         40 1 40         8 0,5 4        3 3 9        200 0,25 50         8 2 16         8 1 8        1 8 8        1 6 6        1 16 16         1 4 4        1 8 8        40 1 40         1 1 1        2 36 72         40 2 80         1 1 1        4 2 8    Plan                                                                                       1 2 1 30 10 4 4 2 2 8 5 5 1,5 2 2  4  8  150   50   6  8                                                              Periods pw 30min pp                                                                                                                         30 759                                                         0,5   64   510 1269 32  
    • 2014/02/02   Target  Secng  for  All   •  Targets  for:   – Learners;   – Class-­‐group  teachers;   – Subject  teachers;   – Subject/Phase  heads;   – Principals  (school).   65   Condoned   Failures   66   33  
    • 2014/02/02   67   SOS  Learners   33  Learners  ‘At  Risk’   68   34  
    • 2014/02/02   69   70   35  
    • 2014/02/02   71   Feedback  from  3  Learners   at  JOTHS     Learner  1:    You  have  your  targets  constantly  at  the   back  of  your  mind;   Learner  2:    Others  know  about  your  target,  and   therefore  you  need  to  work  towards   your  target;   Learner  3:    The  target  is  pushing  you  to  work   harder,  and  it  builds  up  compe,,on,   especially  if  you  want  to  beat  a  certain   person.   72   36  
    • 2014/02/02   Session  7   Focus Specific Issues School • Chunking of work; Readiness • 15 TLAS areas. Components 6. Teaching, Learning, and Assessment Schedules 73   Teaching   Schedule   Learning   Schedule   Assessment   Schedule   1. Curriculum Alignment 6. Classroom Management 11. Classroom Assessment 2. Planning Practice and Interaction 7. Physical Environment 12. Test and Examination Preparation 3. Direction and Instruction 8. Questioning Techniques 13. Second Chance Opportunity 4. General Techniques 9. From Interaction to 14. Final Expectation Engagement 5. Teaching and Learning Tools 10. Classroom Leadership What  will  the  teacher  be   doing?   What  do  we  want  the   learner  to  do?   What  do  we  want  the  learner   to  know  and  understand?   15. Grades, Marks, Targets, etc. 74   37  
    • 2014/02/02   4. General Techniques •  Mapping  the  chunks  within  the   different  weeks   •  Ensure  Unique  chunk-­‐descripFons   per  week  are  the  same  (all  the  chunks   must  be  unique  for  others)   •  Do  Cross  linking  of  chucks,  both  at   horizontal  and  ver,cal  level   •  Make  clear  dis,nc,on  between   chunks  which  start  at  the  level,  and   those  conFnuing  from  previous   grades.     3. Direction and Instruction 2. Planning, Practice and Interaction 1. Curriculum Alignment 5. Teaching and Learning Tools Teaching  Schedule   75   Chunking of the Curriculum   C1 C2 C3 C4 C5 C6 C7 C8 C9 C10 C11 C12 C13 C14 C15 C16 C17 C18 C19 C20 C21 C22 C23 C24 C25 C26 C27 C28 C28 C30 C31 C32 C33 C34 Total Grade 8 2.94%              23.5%                                                       Grade 9                                                                       Grade 10                                                                       Grade 11                                                                       Grade 12                                                                     76     38  
    • 2014/02/02   Subject Chunking     Grade  8A   Grade  8B   Grade  8C   Grade  8D   Grade  8E   Grade  8F   Grade  9A   Grade  9b   Grade  9C   Grade  9  D   Grade  9E   Grade  9F   Grade  10A   Grade  10B   Grade  10C   Grade  10D   Grade  10E   Grade  10F   Grade  10G   Grade  10H   Grade  11A   Grade  11B   Grade  11C   Grade  11D   Grade  11E   Grade  12A   Grade  12B   Grade  12C   Grade  12D   C1 C1 C2 C2 C2 C2 C2 C2 C2 C2 C2 C2 C3 C3 C3 C3 C3 C1   C2   C3   C4   C5   C6   C7   C8   C9   C10  C11  C12  C13  C14  C15  C16  C17   8 9 0 1 2 3 4 5 6 7 8 8 0 1 2 3 4 Total                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               77   Teaching  Schedule   5. Teaching and Learning Tools 4. General Techniques •  Describe the Content to be taught •  Indicate the Source where information came from •  Identify Other sources where content can be sought from, and consider sources presenting alternative perspectives, methods, approaches, etc. on the same content •  Indicate the Scope, Depth and Breath of the content to be covered (indicate how long teaching will take, of the period time) •  Indicate whether Pre-knowledge is necessary •  Indicate whether Pre-engagement from learners is necessary •  Identify the Teaching method [13] (teacher and/or learners centred) to be followed (lecture, demonstration, tell a story, whole-class discussion, visual display, role play, small group discussion, visit, project work, library search investigation, practical work, self-study) •  Identify the particular practice of skill to be followed such as Homework – indicate to learners what the approximate length of time they should take to complete task (ensure a consistent space where homework assignment is noted in writing). Consider a ‘homework Roster’ for the class, grade or school. Types of homework (preparation tasks – learners gaining background information; practice exercises – to apply, review, revise and reinforce new knowledge; creative homework – learners integrate multiple concepts and develop critical thinking and problem solving skills, which is open-ended questions and long-term projects with choice for learners; extension assignments – learners to pursue knowledge individually and imaginatively, which allows for class work and real world to connect) •  Identify Length of teaching, learning, and formative assessment per lesson and/or per week •  Identify Practical examples, simulations, symbolism, etc. that will be utilised (connect theory and practice – real life experiences) 3. Direction and Instruction 1. Curriculum Alignment 2. Planning, Practice and Interaction 78   39  
    • 2014/02/02   Integrating ‘Chunking’ with TLAS 79   Teaching  Schedule   5. Teaching and Learning Tools •  Role  of  the  Teacher  –  Facilitator,  Orchestrator,  Passive,   Authoritarian   •  Levels  of  Learning  (Blooms’  Levels  of  Learning  –  Facts,   Informa,on,  Know-­‐how,  Comprehension  and  Wisdom)   •  InstrucFon  Signs  (Listen,  look  at  me,  be  quiet,  sit  down,  stand  up,   line  up,  take  out  your  homework,  get  your  pencil/pen,  etc.)   •  Develop  Maps  for  different  direcFons  (What  to  do  when:  -­‐  I  don’t   understand  what  the  teacher  said;  I  don’t  understand  the  lesson;  I   don’t  know  how  to  tackle  the  work;  I  am  finished  with  my  work;  I   want  to  help  another  learner;  I  need  to  go  to  the  bathroom;  etc.)   •  How  to  give  your  direcFons  (speak  up  and  say  exactly  what  you   need;  iden,fy  a  ‘silly  word’  to  get  their  amen,on;  ensure  to  let   learners  repeat  your  direc,ons;  write  important  informa,on  in  a   special  place  on  the  board;  use  a  ,meframe  to  ensure  you  want   things  to  be  done  within  a  certain  ,me;  ensure  learners  know  the   importance  of  the  direc,ons;  constantly  ‘police’  the  task  un,l   learners  demonstrated  they  can  be  len  alone;  encourage  learners   to  seek  clarify  from  other  learners  too;  now  reduce  the  talking   and  focus  on  the  doing)     4. General Techniques 2. Planning, Practice and Interaction 1. Curriculum Alignment 3. Direction and Instruction 80   40  
    • 2014/02/02   Teaching  Schedule   • Important techniques: •  Display important concepts on walls; •  Test equipment before using them; •  Ensure clean and neat classroom area; •  Music can be used effectively where appropriate; •  Consistently greeting all learners when they enter; •  Personal stories and humour assist connection; •  Emphasis things which are important; •  Use your voice tone to set the correct atmosphere; •  Ensure proper lighting; •  Spend time building up relationships; •  Use colour patterns to distinguish different things; •  Utilise visual tools to ensure holding their attention; •  Avoid ‘incorrect spelling’ on the board; •  Professionally dress at least 1 step above all/most learners; •  Ensure seating choices given; •  Ensure time management as a principle; •  Encourage learner socialization; 5. Teaching and Learning Tools • Setting the atmosphere/tone in your classroom (build rapport by creating trust and relationship; create peaceful pace through your own calm voice, expect excellence through routine and consistency; use story telling to create higher order thinking and imagining, indicate expected behaviour and consequences, get-down-to-it learning approach, balance hard work with camaraderie, friendship and joy) 3. Direction and Instruction 2. Planning, Practice and Interaction 1. Curriculum Alignment 4. General Techniques • Ensure permission is requested when leaving the classroom; • Ask questions that promote thinking; • Dignify all responses and contributions; • Utilise humour to increase retention; • Put effort in to ensure connection of concepts with ‘outside school experiences’; • Ask for volunteers before identifying; • Teachers must move around to classroom for attention; • Manage learner movement for oxygen; • Start your lesson on time; • Ensure some feedback loop after every 10 minutes; • Create the freedom of learners to opt out; • Keep water in class available for learners; • Use multiple senses to stimulate all learning styles; • Reduce distractions to the minimum; • Emphasise Safety in the classroom; • Emphasise Success of All in the classroom; • Emphasise the importance of Love; • Emphasise the importance of Belonging; •  Display Constantly incorporate the dreams of learners into the learning conversations to ensure connection 81   Teaching  Schedule   4. General Techniques 3. Direction and Instruction 1. Curriculum Alignment 2. Planning, Practice and Interaction 5. Teaching and Learning Tools •  DifferenFate  InstrucFon  by:  designing  the  lessons  to  meet  the  needs  of   all  learners;  on-­‐going,  ever-­‐changing  flexible  groupings;  responding  to   different  readiness,  interest  and  learning  profile;  on-­‐going  assessment;   addressing  essen,al  principles,  concepts  and  skills;  careful  planning;  an   effec,ve  philosophy  that  allows  all  learners  to  feel  successful   •  MulFple  Intelligences:  Verbal/Linguis,c  (wri,ng,  journal,  poem,  TV  ads,   reading  stories,  concept  mapping,  crossword  puzzle);  Logical/ Mathema,cal  (,me  line,  compare  and  contrast  ideas,  visual  diagrams,   comic  strips,  survey  results);  Interpersonal  (tell  stories,  coopera,ve   games,  role  play,  discuss  and  come  to  conclusion,  interviews);  Body   Kinesthe,c  (coopera,ve  games,  physical  exercises,  hands-­‐on   experiments,  model  or  representa,on);  Musical  Rhythmic  (rapping,   musical  instruments,  music  wri,ng,  dance  steps,  make  up  sounds  and   sound  effects,  jingle,  rhymes);  Naturalist  (collect  and  categorise  data,   materials,  or  ideas;  discover  or  experiment;  take  field  trips;  case  study;   adapt  materials  to  a  new  use,  label  and  classify);  Interpersonal   (personal  journal;  write  about  personal  experiences;  think  about  and   plan;  review  or  visualise;  expressing  of  feelings;  imagine  and  write   about  the  future)     82   41  
    • 2014/02/02   Learning  Schedule   6. Classroom Management 10. Classroom Leadership 9. From Interaction to Engagement 8. Questioning Techniques learners  and  apply  consistently;  be  prepared  for  some  disrup,ons,  and  therefore  don’t  let  it  phase   you;  ins,l  high  expecta,ons  consistently  and  prevent  sliding  during  ‘off’  days;  incen,vise  good   behaviour  through  affirma,on  and  rewards;  rather  over-­‐plan  to  ensure  that  your  are  not  caught  out   ‘idling’  our  without  ideas  and  ac,vi,es;  if  you  have  clear  rules,  you  must  display  them  but  limit  them;   ensure  that  you  build  rela,onships  and  ensure  that  they  know  you  care  about  them  even  when  you   don’t  like  what  they  do;  praise  in  public  and  reprimand  in  private;  ensure  to  prevent  emo,onal   outbursts  that  could  lead  to  confronta,on  and  humilia,on;  be  pa,ent  and  keep  prac,cing  and  don’t   sweat  the  small  stuff  unless  it  has  the  poten,al  to  be  come  ‘big  stuff’)   • Establish  RouFne  (model  how  to  by  yourself  through  simple  and  straighyorward  displays;  model   how  not  to  and  exaggerate  consequences  in  example;  have  a  learner  model  it  from  start  to  finish;   have  a  group  of  4-­‐5  learners  to  model  it;  prac,ce  with  the  whole  class  un,l  they  get  it  right;  go  live  to   ensure  ‘feeling  of  success’  or  ‘doing  things  the  right  way’)   • Have  rules  for  both  yourself  (teacher)  and  learners  (Teacher  –  I  will:  -­‐  treat  each  learner   with  respect;  cri,cize  in  private  and  praise  in  public  and  make  every  effort  not  to  embarrass  you  in   front  of  your  peers;  maintain  a  sense  of  humour  since  laughter  is  important;  remember  you  may  have   other  issues  going  on  and  therefore  give  you  some  ‘space’  when  needed;  let  you  know  when  I  don’t   feel  to  good;  try  to  never  yell/scream;  focus  on  your  learner  as  both  a  process  and  product;   incorporate  the  building  of  character  in  my  classroom;  not  allow  you  to  talk  bad  about  other  learners   and  teachers;  allow  you  to  vent  if  you  need  to;  take  care  of  problems  myself  without  sending  it  to  the   principal;  make  no  judgement  about  you  based  on  your  prior  ac,on;  always  forgive;  need  your   assistance  and  help  at  various  stages  during  the  year  and  therefore  you  are  invited  to  extend  your   hand  where  you  can  help;  Learners’  code  of  conduct  –  I  will:  be  polite  at  all  ,mes;  work  quietly  and   not  disturb  others;  listen  respecyully  when  others  are  talking;  be  friendly  to  fellow  classmates;  be   honest  and  trustworthy;  respect  my  teacher  and  other  adults  and  learners;  be  prepared  for  class   every  day;  arrive  to  class  in  ,me;  cooperate  with  others;  always  do  my  best)     7. Physical Environment • Tips  for  Teachers  (start  the  first  day  of  the  year  with  clear  expecta,ons  and  a  plan;  be  fair  to  all   83   Learning  Schedule   10. Classroom Leadership 9. From Interaction to Engagement •  How can we establish and maintain an effective physical environment? •  Aesthetics; •  Content on the walls; •  Lighting; •  Storage space; •  Teacher workspace; •  Example: Create a space where learners can find help, be supportive, etc. 8. Questioning Techniques 6. Classroom Management 7. Physical Environment 84   42  
    • 2014/02/02   Learning  Schedule   Learning requires processing; Questions direct instruction; ‘Safe’ to be incorrect, making mistakes, …; When struggling learners have to expose their weakness to get information they need, they won’t do it!; •  9 Critical questioning tools: •  •  •  •  •  •  •  •  •  deflected questions; deflected responses; open-ended questions; total responses questions; response journals or boards; interactive notes; mutually assured correct responses; whole group questions, share, compare, repair in small groups; every point processing. 10. Classroom Leadership •  •  •  •  9. From Interaction to Engagement 7. Physical Environment 6. Classroom Management 8. Questioning Techniques 85   •  How can learners be engaged meaningfully and effectively beyond active participation and time-on-task? •  Learners learn better when engaged (shifting meaning – “sit still and listen”); •  Engage is the extent to which learners are cognitively, physically and emotionally connected with what they are doing; •  Level of learner engagement is impacted by the design and execution of the teaching and learning activities, strategies and methods; •  From minimum compliance to total engagement. 10. Classroom Leadership 8. Questioning Techniques 7. Physical Environment 6. Classroom Management Learning  Schedule   9. From Interaction to Engagement 86   43  
    • 2014/02/02   Learning  Schedule   9. From Interaction to Engagement 8. Questioning Techniques 6. Classroom 7. Physical Environment 10. Classroom Leadership •  How can teachers function as truly inspirational leaders in their classrooms with their learners and learner learning? •  Inspire learners to action, to results, to achieve; •  Learning with hope, inspire them to belief in their ability to turn dreams into reality; •  Speak of possibility; •  Give of themselves, but also take care of themselves; •  Are in tune with the classroom – operate with empathy and compassion – create joy, fun and sense of belonging with boundaries and limits; •  Healthy relationship between teacher and learners – genuine caring and high expectations – won’t let them ‘off the hook’ – balance between pressure and nurture; •  Best relationships: celebrate achievements; maintain standards; expect success; demand excellence; coach to excellence; empower; meet needs; support individually. 87   Assessment  Schedule   14. Final Expectation 15. Grades, Marks, Targets, etc. •  Concept of assessment might be the most misunderstood concept in schooling – it is assessment when the marks are changeable! •  Has shifted from a ‘teaching tool’ to a ‘documentation tool’ (evaluation); •  We can’t fatten cows by weighing them. But we should weigh them to assess and adjust how we are feeding them until they meet the ‘fat’ standard. •  Effective teachers use assessment to gather information in order to determine what next steps are necessary to ensure the learners meet the desired standards and outcomes; •  Teaching process: explain what is to be learned; explain why success in learning is important; model what is to be learned; ask a friend to see how well the learning is happening; provide additional modeling; one more time see how well you can do it; repeat last two steps until satisfied and then get tested! 13. Second Chance Opportunity •  How are on-going, classroom formative and summative assessment, evaluation, accountability and documentation developed, maintained and effectively executed to ensure maximum learner success with meaningful and challenging targets? 12. Test and Examination Preparation 11. Classroom Assessment 88   44  
    • 2014/02/02   Assessing  Learning  in  the  Classroom   7.  What  will  be   the  next  steps   in  new   learning?   6.  How  will  learners   receive  summaFve   feedback?   Qualita,ve/descrip,ve   Quan,ta,ve/marks   Self/teacher  as  judge   Assessment  OF  Learning   •  •  •  Descrip,ve   Specific   Self/peer/parent/teacher  as   coach   Assessment  FOR  Learning   5.  How  will  learners   demonstrate  their   learning?   •  •  Chunk  of  Learning:   Learner  Outcomes   5.1  How  will  learners   receive  ongoing  feedback?   5.2  What  will   be  the  next   steps  in   improving   learning?   4.  What  acFviFes   will  enable  learners   to  learn?   2.  How  will  we   know  learning   has  occurred?   Set  indicators   Provide   exemplars   3.  How  will  we  collect  and   provide  evidence  of  learning?   •  •  •  Establish  purpose  and  context   Create  opportuni,es  to  demonstrate   learning   •  Observa,on   •  Learning  logs   •  Performance  tasks   •  Projects   •  Tests   •  Wrimen  language   •  Oral  language   •  Visual  communica,on   Establish  feedback  strategies   89   Assessment  Schedule   15. Grades, Marks, Targets, etc. 14. Final Expectation •  Most teachers focus on teaching the curriculum rather than ensuring that learners learn well; •  Written, Taught and Assessed curriculum; •  Test scores are actually a reflection on us more than the learners; •  Only a portion of content we teach is likely to be of long-term importance; •  What learners know is more important than How much they know; •  Choose how much of time is used for teaching; •  Choose how much emphasis – push heavily and gloss over; •  Different assessment methods in terms of the levels of Bloom; •  When using multiple choice, true-false and matching assessment methods, ensure that learners are not ‘guessing’ correctly/wrongly – ensure sound argument supporting their determination, as well as why each distractor is incorrect; 13. Second Chance Opportunity 12. Test and Examination Preparation •  How can we effectively prepare learners to succeed in the tests and/or examinations? 11. Classroom Assessment •  •  •  1.  What  will   learners  learn?   90   45  
    • 2014/02/02   Assessment  Schedule   •  In the real world, almost every activity, apart from lifethreatening events, allow for a second chance – drivers license (How many of you have failed your drivers license test? How many times? Are those people who got their license first, better drivers than you?); •  Second chance opportunities are invested with real learning; •  But second chance opportunities must make a difference; •  Should be the ownership of the learner, not the teacher; •  Technology gives us the opportunity to generate second chance opportunities; •  It has to be built into the learning system of the school; •  The worry that SCO will be used and abused by learners is unfounded, although any new system will go through challenges during introduction phase.   15. Grades, Marks, Targets, etc. •  How do we ensure that we teach real life lessons to learners, that they might not get it right the first time, but mastery is important? 14. Final Expectations 12. Test and Examination Preparation 11. Classroom Assessment 13. Second Chance Opportunity 91   Assessment  Schedule   •  Four Expectations: •  Learner DAT cognitive ability; •  School Targets; •  Learner’s current performance; •  Learner Expectations in relation to Achieving their Dreams; •  How many learners failed last year ‘because of us (teachers)’ – we failed them? 15. Grades, Marks, Targets, etc. 13. Second Chance Opportunity 12. Test and Examination Preparation 11. Classroom Assessment 14. Final Expectation 92   46  
    • 2014/02/02   Assessment  Schedule   14. Final Expectation 13. Second Chance Opportunity 11. Classroom Assessment 12. Test and Examination Preparation 15. Grades, Marks, Targets, etc. •  Track the progress of the learners on a regular basis; •  Must attach a verbal explanation to grades – Learner Feedback Sheet (to learners) and Teacher Feedback Sheet (to HoDs); •  Ensure that ‘grading’ means something between different teachers, and subjects; •  Grades must be ‘tools for learners’ and not for teachers; •  Work on a “value added” approach to grading (AYP); •  Ensure an efficient and effective Recording Keeping system; •  Grades are ‘a moments reflection’ of what a learner knew, at a particular time, given a particular test – it does not represent the ‘worth’ of the learners. 93   Curriculum Management Framework (Education, Curriculum, Instruction, Teaching, Learning, Assessment, Expectations) INSTRUCTIONAL  LEADERSHIP   Domain  1:  Planning  and  PreparaFon   1.  Demonstra,ng  knowledge  of  content  and   pedagogy   2.  Demonstra,ng  knowledge  of  learners   3.  Secng  instruc,onal  outcomes   4.  Demonstra,ng  knowledge  of  resources   5.  Designing  coherent  instruc,on   6.  Designing  learner  assessment   Domain  2:  Classroom  Environment   1.  Crea,ng  an  environment  of  respect  and   rapport   2.  Establishing  a  culture  of  learning   3.  Managing  classroom  procedures   4.  Managing  learner  behaviour   5.  Organising  physical  space   Domain  4:  Professional  ResponsibiliFes   1.  Reflec,ng  on  teaching   2.  Maintaining  accurate  records   3.  Communica,ng  with  families   4.  Par,cipa,ng  in  a  professional  community   5.  Growing  and  developing  professionally   6.  Demonstra,ng  professionalism   Domain  3:  InstrucFon   1.  Communica,ng  with  learners   2.  Using  ques,oning  and  discussion   techniques   3.  Engaging  learners  in  learning   4.  Using  assessment  in  instruc,on   5.  Demonstra,ng  flexibility  and   responsiveness   94   47  
    • 2014/02/02   Thank  You!   95   48