EMU - Community Chest & Thales Project Orientation - 8 May 2014

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EMU - Community Chest & Thales Project Orientation - 8 May 2014

  1. 1. 2014/05/08   1   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 - The School Turnaround Programme (STP) - Community Chest/Thales Project Orientation 8 May 2014 Session  1   Focus Specific Issues •  Introduction of participants per school •  The state of education in your school •  One person per school will introduce the team, and indicate the school’s ‘dream’ performance level; •  Identify three things, in order of priority, to change IN THE SCHOOL. 2  
  2. 2. 2014/05/08   2   4. Theories of Changing What has to be done to influence those causes     Conceptual tools of the Workshop 1. Theories of Education What we ought to do in schools   2. Theories of Organisation How we should be set up to do it   3. Theories of Change What causes progress towards where we want to be   Northern Pike Experiment Grizzly Bear Story 10% on Problem 90% on Solution “Shifting Paradigm” vs “Paradigm Shift” 3   •  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? The Northern Pike Experiment 4  
  3. 3. 2014/05/08   3   •  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 out- run the bear -­‐  all  I  have  to  do  is  to  out-­‐run  you.”   Grizzly  Story   5   Life  is  10%  of  what   happens  to  you   (problems),  and  90%   of  how  you  respond  to   it  (soluKons). 10% - 90% Balance 6  
  4. 4. 2014/05/08   4   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. ‘Shifting Paradigm’ vs ‘Paradigm Shift’ 7   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. Knots by R.D. Lange 8  
  5. 5. 2014/05/08   5   5  Types  of  School  Performance   Chaotic Schools -10% Exit  Focus  -­‐  Passing   81-­‐100%   61-­‐80%   41-­‐60%   21-­‐40%   0-­‐20%   Dysfunctional Schools-20% Under-Performing Schools–50% HighFunctioningSchools–15% SchoolsofExcellence–5% Entrance  Focus   -­‐  Bachelors   81-­‐   100%   50-­‐   80%   1.2  Mill   2.4  Mill   6  Mill   1.8  Mill   0.6  Mill   9   10  
  6. 6. 2014/05/08   6   School  Turnaround  Pathway   Turnaround Indicators Level Type Description 1.InstructionProgramme (TeachingandLearning) 2.Drop(Pushout)Rate (Throughputrate) 3.ExitPassRate (FinalGradePass) 4.CompletionRate (DreamAchievement) 5.0Failure 5.1NSC(JustaPass) 5.2Cert(Ave50%) 5.3Dip(Ave65%) 5.4Bach(Ave80%) Total 5. 100% 4. 100% 3. 100% 2. 100% 1. 100%Chaotic Dysfunctional Under Performing High Performing Excellent • 100% Bachelors completion • 100% Pass, but less then 50% Bach completion • 1 or more learners failing: Pass 80%+ • Less than 60% pass rate • Less than 40% pass rate Great Good Comply Weak Disaster 0% 15% 30% 45% 60% 100% 100%100% 80% 80% 60% 60% 40% 40% 20% ✪✪✪ ✪✪✪ ✪✪✪ ✪   ✪✪✪  nnn nn   nn  ¢¢¢ ¢¢   ¢¢   þþþ þþ   þþþ   þþ   ýýý ýýý ý   ýýý ý   ¢   ý   DistribuKon  of  ‘Levels  of  Pass’   11   12  
  7. 7. 2014/05/08   7   Session  2   Focus Specific Issues School Turnaround Strategy (STAS) for Developing countries, including the 8 School Readiness Components • 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  AssisKve  devices;   •  Inadequate  faciliKes  at  schools   •  Overcrowded  classrooms   2.   Societal  Barriers   •  Abject  poverty   •  Late  enrolment  at  school   •  Urban/rural  dispariKes   •  DiscriminaKon  -­‐  race,  gender,  language  and  disability   3.   Academic   Barriers   •  Inappropriate  pedagogy   •  Insufficient  support  of  teachers   •  Inappropriate  and  unfair  assessment  procedures   •  Language  of  instrucKon   •  Inflexible  classroom  management   •  Inappropriate  abtudes   4.   Learner  Personal   Barriers   •  DisabiliKes  (neurological,  physical,  sensory,  cogniKve)   •  Health  (disease,  chronic  illness,  trauma)   14  
  8. 8. 2014/05/08   8   Problem-­‐Solving  CM  Approach   Needs   ObjecKves   Inputs   OperaKons   outputs   Results   Impact   Efficiency   Sustainability   EffecKveness   Relevance   5  STAS   Principles   Vision   50  School   OperaKonal   Systems   16  STAS   Deliverables   School  of  Excellence   HPS   UPS   DFS   ChaoFc  School   8  School   Readiness   Components   16   EducaKonal   Principles   50  School   Quality   Systems   15   5  Successful  Change  Steps   16  
  9. 9. 2014/05/08   9   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  educaKon  models  that  are   resulKng  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       PoliFcal     Economical       Social  JusFce     18  
  10. 10. 2014/05/08   10   “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?  -­‐       What  do  we  mean?  What  are  we  talking  about?   EducaFon  System   District  Support  and  Development   Provincial  ImplementaFon   School  Pass  Rate   School  Leadership   Learner  Achievements  Gap   Teacher  Competencies   Purpose  of  EducaFon   1   2   9  6  5  4  3   7   Teacher  Subject  Knowledge   8   10   Teacher  Subject  Knowledge   Learner  Personalised  Learning   11   Parent/Stakeholder  Involvement   12   20  
  11. 11. 2014/05/08   11   From  Underperformance  to  Excellence   1.  Under-­‐Performing  Schools   2.  High  FuncKoning  Schools   3.  School  of  Excellence   8  School  Readiness  Components  (Planning)   Amendance   Teacher   InformaKon   Learner   InformaKon   Annual   Planning   Time-­‐ Tabling   Teaching,  Learning,   Assessment  Schedule   Organogram   TLSM   Ownership   50  School  OperaFonal  Systems   Academic  (11)   AdministraKon  (14)   CommunicaKon  (6)   ICT  (7)   Pastoral  Care  (12)   Planning   Planning   CM  -­‐  Monitoring  and  EvaluaKon   CCR  -­‐  Support  and  Development   60  School  Quality  Systems   Leadership   (10)   Strategic   Planning  (10)   Human   Resources  (10)   Learning  and   Teaching  (10)   Assessment  and   Feedback  (10)   Monitoring  and   EvaluaKon  (10)   CCR  -­‐  Support  and  Development   CM  -­‐  Monitoring  and  EvaluaKon   Ownership   Sustain  -­‐  InsKtuKonalisaKon   Sustain  -­‐  InsKtuKonalisaKon   School  Turnaround  Strategy  (5  Phases)  –  3-­‐5  Years   Sustainability   3  –  6  Months   Culture,  Climate,   RelaFonships   6  -­‐  9  Months   Curriculum   Management   1.5  –  2.5  Years   Planning   6  –  9  Months   Ownership   3  –  6  Months   21   50 School Operational Systems Academic (11); Administration (14); Communication (6); ICT (7); Pastoral Care (12) 1.  Teaching 2. Learning Support 3. School Image 4. Principal’s Office 5. Finance and ICT 1.1 Teacher Substitute Management 2.1 Co-Curricular Management 3.1 Admissions Management 4.1 External Doc Supply to Agents Management 5.1 Funds Management 1.2 External Exams Management 2.2 Discipline Management 3.2 Calendar Management 4.2 Human Resources Management 5.2 Finance Management 1.3 Internal Exams Management 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 1.8 Timetable Process 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 4   7   3   1   6   8  2   5   22  
  12. 12. 2014/05/08   12   EducaKon  System  Flow  Chart   Department   of  Basic   EducaFon   Provincial   Department   District   Office   Phase/ Subject   Department   Schools   Circuit   Office   Classroom   Learning   1   2   3  4   5   A   B   C   D  E  F   G   H   RelaFonship   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  
  13. 13. 2014/05/08   13   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  enKre  two   days;   •  Aner  introductory  quesKons  were  posed  to   schools  (2.5  hours  session),  schools  had  to  ‘self-­‐ idenKfy’  at  what  level  they  are  of  school   funcKonality;   •  1  high;  17  under-­‐performing;  16  dysfuncKonal.   25   26  
  14. 14. 2014/05/08   14   27   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 28  
  15. 15. 2014/05/08   15   Theory  of  Change  (Logic  Model)   Focused  on   Departmental  Success   Focused  on   School  Success   Policy   Compliance   Nurturing  all   learners   Training  (PD)   teachers  to   Success   Coach/Mentor   teachers  to   Success   Doing  It   Our  Way   Doing  It   Your  Way   Doing   What  is   Needed   Focused  on   Learner  Success   Personalised   Learning  for  All   Redesign  and   SystemaKse   (SoP)  Success   29   30  
  16. 16. 2014/05/08   16   Session  3   Focus Specific Issues Knowing your Numbers: •  Data driven decision making •  Rate your SRC. • Discussion the quantitative, legislative ‘numbers’ that need to be considered during planning. 31   How  much  do  we  Know  (InformaKon)?   FEEDBACK  FROM  OTHERS   WHAT  YOU  DISCLOSE   PUBLIC   Known  to  Self,   Known  to  Others   BLIND  SPOT   Known  to  Others,   Unknown  to  Self   PRIVATE   Known  to  Self,   Unknown  to  Others   DISCOVERY   Unknown  to  Self,   Unknown  to  Others   32  
  17. 17. 2014/05/08   17   Awareness  <-­‐-­‐-­‐-­‐-­‐-­‐>  Knowledge  Awareness 3. Caution “I know what I don’t know” Explore 4. Certainty “I know what I know” Exploit 1. Ignorance “I don’t know what I don’t know” Experiment 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;   •  ____  acKve  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  
  18. 18. 2014/05/08   18   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  acKve  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   1   2   3   4   5   6   7   8   Timetable     1   2   3   4   5   Co-­‐curricula,   Teamwork,   Planning,  etc.   2   1   Expanded  Kme   for  learners   2   1   36  
  19. 19. 2014/05/08   19   Data  Sets  per  Year   Frequency  per  …   Period Day Week Month Quarter Semester Year Total Data   Sets   Over   Year   Total   10   12   6   8   11   9   22   78   2,000 200 40 12 4 2 1 2,259 20,0002,400 240 96 44 19 22 22,82037   Givens:  Into  the  School  à  T  &  L   •  SAME:   –  200  schools  days  (40  weeks);   –  27,5  (FET  -­‐  29,5)  hours  of  allocated  teaching  Kme;   –  Teachers  at  least  7  hours  per  day  at  school;   –  Curriculum  load  for  all  the  schools;   –  Salaries  as  per  qualificaKons;   •  DifferenKated:   –  Performance,  ability  and  background  levels  of  learners;   –  Skills,  ability  and  experience  levels  of  teachers;   –  Leadership  capabiliKes  of  school  leaders;   –  Contextual  condiKons  of  schools;   –  SupporKve  and  development  capacity  of  district  officials.  38  
  20. 20. 2014/05/08   20   Eight  (8)   School  Readiness   Components   (SRC)   39   1.   Ahendance   2.  Teacher   InformaFon   3.  Learner   InformaFon   4.  Annual   Planning   5.   Timetabling   6.  Teaching,   Learning  &   Assessment   Schedule   7.  Organo-­‐ gram   8.  Teaching,   Learning  &   Assessment   Materials  40  
  21. 21. 2014/05/08   21   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  
  22. 22. 2014/05/08   22   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 Readiness Components 1. Attendance, both teachers and learners • Calculate the teacher ‘person hours’ available; • Calculate the learner ‘learning time’. 44  
  23. 23. 2014/05/08   23   Present  at  and  within  School   Learners:   •  1600  hours;   •  1400  hours;   •  935  hours;   Teachers:   •  1800  hours;   •  1600  hours;   •  1400  hours;   •  935  hours;   •  90  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) Who collects? Data Source? Who & Where Recorded? Who analyse? Who and When Used? Driver Influence Section Sub-Section 1. Human Resource 4.2 HResM (absence) 4.4 HRelM (Frequency), 4.5 TLRiskM 2. Professional 1.5 TInfoM & 2.4 LInfoM (LTSM) 1.7 TPM (intervention) 1.8 TtM (935 hrs) 46  
  24. 24. 2014/05/08   24   Learner  Amendance   47   Session  5   Focus Specific Issues School Readiness Components 3. Learner Information • Learner expectation and achievement agreement. 48  
  25. 25. 2014/05/08   25   Problem  Statement   Learners   •  Teachers  don’t  believe  in   us;   •  Have  a  low  expectaKon   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   •  DisconnecKon  between  ‘teaching  and  learning’  and   ‘administraKon’.   49   Nature  of  ExpectaKons   •  Poor  families  are  living  based  on  survival,  and   therefore  don’t  have  a  concept  of  ‘dreams’  –   long-­‐Kme  expectaKons;   •  Only  focusing  on  ‘gebng  through  the  day’;   •  Don’t  have,  like  middle  and  upper  class  families,   conversaKons  around  the  dinner  table  about   “what  the  children  want  to  be  one  day”;   •  Schools  can  play  a  role  in  developing  a  dream,   and  raising  expectaKons  of  poor  kids.   50  
  26. 26. 2014/05/08   26   Student  ExpectaKon  and  Achievement  agreement  (1)   51   IdenKfy  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  
  27. 27. 2014/05/08   27   IdenKfy  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,  DraughKng  and  Technical  Drawing   e.  Building  and  ConstrucKon  or  Building  Support   4.  ArKsans   5.  Manufacturing   6.  AutomoKve  or  AutomoKve  Support   7.  Geology,  Mining  or  Mining  Support   8.  Woodwork  and  Furniture   53   IdenKfy  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,  DraughKng  and  Technical   Drawing   e.  Building  and  ConstrucKon  or  Building  Support   4.  ArKsans   5.  Manufacturing   6.  AutomoKve  or  AutomoKve  Support   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  
  28. 28. 2014/05/08   28   Student  ExpectaKon  and  Achievement  agreement  (1)   55   Student  ExpectaKon  and  Achievement  agreement  (2)   56  
  29. 29. 2014/05/08   29   Student  ExpectaKon  and  Achievement  agreement  (1)   57   Feedback  from  Principal  of   JOTHS     •  Our  learners  lack  direcKon;   •  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  construcKon  of  a  Learner   ExpectaKon  and  Achievement  Agreement;   •  The  LEAA  is  a  structured  way  of  gebng  learners  to  announce   their  dreams  and  to  work  towards  achievement  them;   •  I  can  already  sense  the  posiKveness  among  the  learners;   •  And  I  am  confident  that  this  iniKaKve  is  going  to  make  a  big   difference  in  their  achievement  levels.   58  
  30. 30. 2014/05/08   30   Feedback  from  a  Learner  at  JOTHS     •  In  2012,  the  LEAA  was  introduced  in          our  school;   •  At  that  Kme,  I  thought  that  I  already          have  goals  and  dreams;   •  But  when  I  wrote  them  down;   •  I  realised  that  I  have  been  cheaKng  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  drasKcally;   •  This  iniKaKve  really  changed  my  life.   59   Sechaba  Results  2012   60  
  31. 31. 2014/05/08   31   Session  6   Focus Specific Issues School Readiness Components 4. Annual Planning • Target setting in your school. 61   62  
  32. 32. 2014/05/08   32   Annual  Planning  (SRC)   1 2 3 4 5 Compliance Planning Compliance and Administrative Planning Compliance, Administrative and Professional Planning Compliance, Administrative, Professional and Ethical Planning Planning with requests to District Officials 63   Annual  Planning   Implementing Monitoring & Evaluation           Description Plan Act/Do Reflect Plan Act/Do Reflect Frequency Length Total Time When Scheduled Code   Periods pw 30min pp Work Schedule             1 25 25  WS         Pre-Moderation             25 0,5 12,5  Pmod         Moderation             60 1,5 90  Mod         Assessment - Summative             17 0,5 8,5            Assessment - Formative             12 2 24            Playground duty             40 1 40            Devotion             8 0,5 4            Parents' Meeting             3 3 9            SMT meeting             200 0,25 50            Staff meeting             8 2 16            General Staff Development             8 1 8            Team building             1 8 8            Exhibitions - LTSM             1 6 6            Bosberaad             1 16 16            AGM of parents             1 4 4            Sports day             1 8 8            Operational meeting             40 1 40            ANA meeting             1 1 1            RCL Leadership development            2 36 72            RCL Meetings             40 2 80            RCL Elections             1 1 1            Cluster meetings             4 2 8            Exhibitions - Learner Enrichment             1 2 2            Exhibitions - Roadshows             2 2 4            Excursions             1 8 8            Marking - Summative             30 5 150            Marking - Formative             10 5 50            District Officials meeting             4 1,5 6      30 0,5  Staff Functions             4 2 8    759  510 1269 64  
  33. 33. 2014/05/08   33   Target  Sebng  for  All   •  Targets  for:   – Learners;   – Class-­‐group  teachers;   – Subject  teachers;   – Subject/Phase  heads;   – Principals  (school).   65   Failures  Condoned   66  
  34. 34. 2014/05/08   34   67   SOS  Learners   33  Learners  ‘At  Risk’   68  
  35. 35. 2014/05/08   35   69   70  
  36. 36. 2014/05/08   36   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  compeKKon,   especially  if  you  want  to  beat  a  certain   person.   72  
  37. 37. 2014/05/08   37   Session  7   Focus Specific Issues School Readiness Components 6. Teaching, Learning, and Assessment Schedules • Chunking of work; • 15 TLAS areas. 73   Teaching   Schedule   What  will  the  teacher  be   doing?   Learning   Schedule   What  do  we  want  the   learner  to  do?   Assessment   Schedule   What  do  we  want  the  learner   to  know  and  understand?   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 Engagement 14. Final Expectation 5. Teaching and Learning Tools 10. Classroom Leadership 15. Grades, Marks, Targets, etc. 74  
  38. 38. 2014/05/08   38   Teaching  Schedule   1. Curriculum Alignment 2.Planning,PracticeandInteraction 3.DirectionandInstruction 4.GeneralTechniques 5.TeachingandLearningTools •  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  verKcal  level   •  Make  clear  disKncKon  between   chunks  which  start  at  the  level,  and   those  conFnuing  from  previous   grades.     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  
  39. 39. 2014/05/08   39   Subject Chunking     C1   C2   C3   C4   C5   C6   C7   C8   C9   C10  C11  C12  C13  C14  C15  C16  C17   C1 8 C1 9 C2 0 C2 1 C2 2 C2 3 C2 4 C2 5 C2 6 C2 7 C2 8 C2 8 C3 0 C3 1 C3 2 C3 3 C3 4 Total   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                                                                                                                                               77   Teaching  Schedule   1.CurriculumAlignment 2. Planning, Practice and Interaction 3.DirectionandInstruction 4.GeneralTechniques 5.TeachingandLearningTools •  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) 78  
  40. 40. 2014/05/08   40   Integrating ‘Chunking’ with TLAS 79   Teaching  Schedule   1.CurriculumAlignment 2.Planning,PracticeandInteraction 3. Direction and Instruction 4.GeneralTechniques 5.TeachingandLearningTools •  Role  of  the  Teacher  –  Facilitator,  Orchestrator,  Passive,   Authoritarian   •  Levels  of  Learning  (Blooms’  Levels  of  Learning  –  Facts,   InformaKon,  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;  idenKfy  a  ‘silly  word’  to  get  their  amenKon;  ensure  to  let   learners  repeat  your  direcKons;  write  important  informaKon  in  a   special  place  on  the  board;  use  a  Kmeframe  to  ensure  you  want   things  to  be  done  within  a  certain  Kme;  ensure  learners  know  the   importance  of  the  direcKons;  constantly  ‘police’  the  task  unKl   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)     80  
  41. 41. 2014/05/08   41   Teaching  Schedule   1.CurriculumAlignment 2.Planning,PracticeandInteraction 3.DirectionandInstruction 4. General Techniques 5.TeachingandLearningTools • 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) • 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; • 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   1.CurriculumAlignment 2.Planning,PracticeandInteraction 3.DirectionandInstruction 4.GeneralTechniques 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  essenKal  principles,  concepts  and  skills;  careful  planning;  an   effecKve  philosophy  that  allows  all  learners  to  feel  successful   •  MulFple  Intelligences:  Verbal/LinguisKc  (wriKng,  journal,  poem,  TV  ads,   reading  stories,  concept  mapping,  crossword  puzzle);  Logical/ MathemaKcal  (Kme  line,  compare  and  contrast  ideas,  visual  diagrams,   comic  strips,  survey  results);  Interpersonal  (tell  stories,  cooperaKve   games,  role  play,  discuss  and  come  to  conclusion,  interviews);  Body   KinestheKc  (cooperaKve  games,  physical  exercises,  hands-­‐on   experiments,  model  or  representaKon);  Musical  Rhythmic  (rapping,   musical  instruments,  music  wriKng,  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  
  42. 42. 2014/05/08   42   Learning  Schedule   6. Classroom Management 7.PhysicalEnvironment 8.QuestioningTechniques 9.FromInteractiontoEngagement 10.ClassroomLeadership • Tips  for  Teachers  (start  the  first  day  of  the  year  with  clear  expectaKons  and  a  plan;  be  fair  to  all   learners  and  apply  consistently;  be  prepared  for  some  disrupKons,  and  therefore  don’t  let  it  phase   you;  insKl  high  expectaKons  consistently  and  prevent  sliding  during  ‘off’  days;  incenKvise  good   behaviour  through  affirmaKon  and  rewards;  rather  over-­‐plan  to  ensure  that  your  are  not  caught  out   ‘idling’  our  without  ideas  and  acKviKes;  if  you  have  clear  rules,  you  must  display  them  but  limit  them;   ensure  that  you  build  relaKonships  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  emoKonal   outbursts  that  could  lead  to  confrontaKon  and  humiliaKon;  be  paKent  and  keep  pracKcing  and  don’t   sweat  the  small  stuff  unless  it  has  the  potenKal  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;  pracKce  with  the  whole  class  unKl  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;  criKcize  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  acKon;  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  Kmes;  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  Kme;  cooperate  with  others;  always  do  my  best)     83   Learning  Schedule   6.ClassroomManagement 7. Physical Environment 8.QuestioningTechniques 9.FromInteractiontoEngagement 10.ClassroomLeadership •  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. 84  
  43. 43. 2014/05/08   43   Learning  Schedule   6.ClassroomManagement 7.PhysicalEnvironment 8. Questioning Techniques 9.FromInteractiontoEngagement 10.ClassroomLeadership •  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. 85   Learning  Schedule   6.ClassroomManagement 7.PhysicalEnvironment 8.QuestioningTechniques 9. From Interaction to Engagement 10.ClassroomLeadership •  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. 86  
  44. 44. 2014/05/08   44   Learning  Schedule   6.Classroom 7.PhysicalEnvironment 8.QuestioningTechniques 9.FromInteractiontoEngagement 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   11. Classroom Assessment 12.TestandExaminationPreparation 13.SecondChanceOpportunity 14.FinalExpectation 15.Grades,Marks,Targets,etc. •  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? •  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! 88  
  45. 45. 2014/05/08   45   Assessing  Learning  in  the  Classroom   1.  What  will   learners  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  opportuniKes  to  demonstrate   learning   •  ObservaKon   •  Learning  logs   •  Performance  tasks   •  Projects   •  Tests   •  Wrimen  language   •  Oral  language   •  Visual  communicaKon   •  Establish  feedback  strategies   4.  What  acFviFes   will  enable  learners   to  learn?   5.  How  will  learners   demonstrate  their   learning?   5.1  How  will  learners   receive  ongoing  feedback?   •  DescripKve   •  Specific   •  Self/peer/parent/teacher  as   coach   Assessment  FOR  Learning   5.2  What  will   be  the  next   steps  in   improving   learning?   6.  How  will  learners   receive  summaFve   feedback?   •  QualitaKve/descripKve   •  QuanKtaKve/marks   •  Self/teacher  as  judge   Assessment  OF  Learning   7.  What  will  be   the  next  steps   in  new   learning?   Chunk  of  Learning:   Learner  Outcomes   89   Assessment  Schedule   11.ClassroomAssessment 12. Test and Examination Preparation 13.SecondChanceOpportunity 14.FinalExpectation 15.Grades,Marks,Targets,etc. •  How can we effectively prepare learners to succeed in the tests and/or examinations? •  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; 90  
  46. 46. 2014/05/08   46   Assessment  Schedule   11.ClassroomAssessment 12.TestandExaminationPreparation 13. Second Chance Opportunity 14.FinalExpectations 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? •  In the real world, almost every activity, apart from life- threatening 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.   91   Assessment  Schedule   11.ClassroomAssessment 12.TestandExaminationPreparation 13.SecondChanceOpportunity 14. Final Expectation 15.Grades,Marks,Targets,etc. •  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? 92  
  47. 47. 2014/05/08   47   Assessment  Schedule   11.ClassroomAssessment 12.TestandExaminationPreparation 13.SecondChanceOpportunity 14.FinalExpectation 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.  DemonstraKng  knowledge  of  content  and   pedagogy   2.  DemonstraKng  knowledge  of  learners   3.  Sebng  instrucKonal  outcomes   4.  DemonstraKng  knowledge  of  resources   5.  Designing  coherent  instrucKon   6.  Designing  learner  assessment   Domain  2:  Classroom  Environment   1.  CreaKng  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.  ReflecKng  on  teaching   2.  Maintaining  accurate  records   3.  CommunicaKng  with  families   4.  ParKcipaKng  in  a  professional  community   5.  Growing  and  developing  professionally   6.  DemonstraKng  professionalism   Domain  3:  InstrucFon   1.  CommunicaKng  with  learners   2.  Using  quesKoning  and  discussion   techniques   3.  Engaging  learners  in  learning   4.  Using  assessment  in  instrucKon   5.  DemonstraKng  flexibility  and   responsiveness   94  
  48. 48. 2014/05/08   48   Thank  You!   95  

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