0
Turning around 14 Under-
  Performing schools in
  Gauteng East District




     Presenter: Dr Muavia Gallie (PhD)
      ...
Content
1. Introduction
2. Rationale
3. Conceptual Framework of the
   Intervention
4. School Readiness Components
5. Rese...
Introduction
•   To ensure that all 14 schools within this
    project;
•   That are currently having learner
    achievem...
Rationale (1)
• Poor leadership - poor communication,
  conflicts, disruptions, no management
  processes, no monitoring a...
Rationale (2)
•   Improve the effectiveness of curriculum planning;
•   Improve the implementation process of policies;
• ...
Conceptual Framework of the Intervention
       Previous Year                           Current Academic Year
      30%   ...
School Readiness Components 8
       Previous Year                                 Current Academic Year
      30%   20%  ...
Operation of the NCS in schools
                       • Working week
Macro                  • Timetable time
 level     S...
Career stages and CPTD




                         9
Time-on-Task 2.3
        Previous Year                         Current Academic Year
      30%   20%    10%     10%   20% ...
Time-on-Task 3
        Previous Year                          Current Academic Year
      30%   20%    10%     10%   20%  ...
5 Levels of Learning
Level    Teaching        Type of
           Days         Teaching
 1          35      Facts
 2       ...
Anti-Traditional Approach (Innovative)
       Previous Year                           Current Academic Year
      30%   20...
14
15
16
17
18
Project Plan
• Now until March 2010 - Establish the ‘Eight
  School Readiness Components’ in order to
  allow these school...
Phase 1 - School Readiness Components
              Programme        People               Systems
              • SRC     ...
Phase 2 - Staff Development Programme
           Programme                People         Systems
           • SDP         ...
Phase 3 - Continuous Professional Development
                Programme          People         Systems
                • ...
Project Goals or Objectives
1. Improve the results of all the grades from 2010;
2. Improve the school culture and climate ...
Key Project Deliverables
1.   Baseline evaluation of results of the past five years before end of
     December 2009;
2.  ...
Risk/Limitation Management
The following possible risks/limitations will need to be managed:
1. External provider lacks po...
Progress and Status Report

• School Readiness Components
  reports for 2009 bi-weekly;
• Progress reports bi-monthly;
• P...
There is no
 Management
   without
Monitoring and
  Evaluation     27
Monitoring




             28
Evaluation




             29
There is no
  Leadership
without Quality
 Assurance.
              30
Quality Assurance
100%

90%                                                            2011
80%

70%                      ...
Team Members
     Members             Responsibilities
Dr Muavia Gallie      • Research and Project
082 822 9494          ...
Project Activity Plan
 Joint Sessions           SRC                        Focus

1. Sept 2009      1. Attendance,        ...
Features of the Project
• “Whatever it takes - no excuse!”
• “Failing is not an option.”
• Principal is the driver of the ...
Example: Self-Assessment




                           35
Example:
    Teacher
   Attendance
• No attendance system;
• Tick next to name ();
• Sign their names;
• Indicate ‘time i...
Exemplars for the Project
• Randfontein High School;
• Groenberg Secondary School;
• Springs Muslim School;
• 100 school p...
Conclusion
•   Voice of the District Director;
•   Voice of the District Project Manager;
•   Voice of the UPS team member...
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GDE GE UPS Project

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Transcript of "GDE GE UPS Project"

  1. 1. Turning around 14 Under- Performing schools in Gauteng East District Presenter: Dr Muavia Gallie (PhD) 1 September 2009 1
  2. 2. Content 1. Introduction 2. Rationale 3. Conceptual Framework of the Intervention 4. School Readiness Components 5. Research on Turn-around strategies 6. Planning, PD & Time-on-Task 7. Project Plan 8. Conclusion 2
  3. 3. Introduction • To ensure that all 14 schools within this project; • That are currently having learner achievement (Matric) results below 60% (and one primary school); • Should improve by at least 30% over the lifespan of the project; • And that sustainable measures be put in place to prevent them ‘sliding back’ after the completion of the project. 3
  4. 4. Rationale (1) • Poor leadership - poor communication, conflicts, disruptions, no management processes, no monitoring and support, etc.; • Poor governance – lack of consultation, abuse of power, undermining of education laws and policies; • Poor curriculum delivery – no functional timetable, disputed teaching allocation, no monitoring and evaluation, lack of operational procedures, underutilisation of resources, no learning and teaching support material management system. 4
  5. 5. Rationale (2) • Improve the effectiveness of curriculum planning; • Improve the implementation process of policies; • Improve the management capacity in assessment; • Improve the management of the curriculum process; • Improve the management of all resources; • Improve the assessment structures and the quality of their work; • Improve the quality of assessment for learning; • Improve the management of external examination processes and; • Improve the management of learner and learning support; • Improve the quality of teachers. 5
  6. 6. Conceptual Framework of the Intervention Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% School Readiness HFS Assess- Components 30% Teaching 40% 90% Learning 50% ment 10% School Readiness Disrup- LFS Teaching Learning 50% Assessment Components tions 30% 20% 20% 30% 10% School Readiness Learn- Disruptions DFS Learning for Teaching Components 30% 20% 30% ing 10% & Chaos 20% Assessment 20% 6 Time-on-Task
  7. 7. School Readiness Components 8 Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% School Readiness 8 School Readiness Components HFS Components Indicators of DFS SRC Component 30% 1.1 High rate of staff absenteeism 1. Teacher and Learner 1.2 High rate of learner absenteeism Attendance 2.1 High rate of staff turnover 2. Teacher Information 2.2 Negative school atmosphere School Readiness 3.1 Low learner performance 3. Learner Information LFS Components 3.2 High dropout rates of learners 30% 4. High level of disruption and violence 4. Annual Planning 5. Unclear academic standards 5. Implementable and flexible timetable 6. Quarterly Teaching School Readiness schedules DFS Components 7. Organogram 30% 7 8. Learner and Teacher support materials
  8. 8. Operation of the NCS in schools • Working week Macro • Timetable time level School • Staffing numbers issues • Rooming • Class-size-ratio • Timetabling • Assessment - Recording - Reporting • Continuous Teacher Professional Development • Governance involvement Meso level Departments Learning Areas/Subjects issues Micro level Teacher * Planning * Time * Delivery * Testing issues 8
  9. 9. Career stages and CPTD 9
  10. 10. Time-on-Task 2.3 Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% HFS Teaching 40% 90% Learning 50% •4.5 days p.w. •176 days p.a. LFS Teaching Learning 30% 50% 20% •2.5 days p.w. •98 days p.a. Learn- NFS Teaching •1.67 days p.w. 20% 30% ing 10 10% •65 days p.a.
  11. 11. Time-on-Task 3 Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% HFS Teaching 40% 90% Learning 50% 4.5 days p.w. LFS Teaching Learning 30% 50% 20% 2.5 days p.w. Learn- NFS Teaching 20% 30% ing 11 10% 1.67 days p.w.
  12. 12. 5 Levels of Learning Level Teaching Type of Days Teaching 1 35 Facts 2 70 Information 3 105 Know-How 4 140 Comprehension 5 175 Wisdom 12
  13. 13. Anti-Traditional Approach (Innovative) Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% School Readiness HFS Assess- Components 30% Teaching 40% 90% Learning 50% ment 10% School Readiness Disrup- LFS Teaching Learning 50% Assessment Components tions 30% 20% 20% 30% 10% School Readiness Learn- Disruptions DFS Learning for Teaching Components 30% 20% 30% ing 10% & Chaos 20% Assessment 20% 13 Time-on-Task
  14. 14. 14
  15. 15. 15
  16. 16. 16
  17. 17. 17
  18. 18. 18
  19. 19. Project Plan • Now until March 2010 - Establish the ‘Eight School Readiness Components’ in order to allow these schools to start the new school- year in 2010 on the same footing as other schools [Rules and Regulations]; • April 2010 to December 2010 - Strengthen the working relationship between the people [People Relationship Development]; • January 2011 to December 2011 - Engage in Continuous Professional Development to restore the ‘skills gaps’ among staff [Individual and Collective Development]. 19
  20. 20. Phase 1 - School Readiness Components Programme People Systems • SRC • Capacity • Operational • Networking conditions • Service delivery • Administration and management procedures 1. School • Rules, • Internal and • Teacher and culture and regulations, external community Learner attendance climate policies and • SGB (punctuality); accountability • SMT and • Commitment to teachers operational systems and procedures. 20
  21. 21. Phase 2 - Staff Development Programme Programme People Systems • SDP • Capacity • Operational conditions • Networking • Administration and • Service management delivery procedures 2. Time- • NCS • Teachers • Organogram on-Task • Barriers to learning and SMT •Timetabling • Curriculum Instruction •Quarterly Teaching (Didactics, Pedagogy Schedules and Methodology) •Teacher and Learner •Coaching and Mentoring Information • Learner achievement •Teaching and Learning Support Materials 21
  22. 22. Phase 3 - Continuous Professional Development Programme People Systems • CPD • Capacity • Operational conditions • Networking • Administration and • Service management delivery procedures 3. Instructional • Managing • Principal • Annual Planning Leadership Teaching and • SMT and • Quarterly Teaching Learning teachers Schedules • High pressure • Assessment strategies accountability; • Teacher and Learner • Focusing on Information Learner •Teaching and Learning Achievement Support Materials 22
  23. 23. Project Goals or Objectives 1. Improve the results of all the grades from 2010; 2. Improve the school culture and climate in support of quality teaching and learning; - Improve the ‘time-on-task’ through staff development programmes; - Improve the ‘instructional leadership’ through continuous professional development programmes; 3. To achieve an acceptable level of functionality in all the schools. 23
  24. 24. Key Project Deliverables 1. Baseline evaluation of results of the past five years before end of December 2009; 2. Establishing the eight School Readiness Components in all the schools by January 2010; 3. Increase the learner achievement results, with at least 30%, in all grades for 2010 and 2011; 4. Focusing the schools on their core responsibility and delivery - Teaching and Learning; 5. Developing a culture and climate where teachers respect, commit themselves, and honour instructional delivery, and time-on-task; 6. Develop a positive attitude towards institutional change and improvement; and 7. Ensure a smooth handover of schools in order to ensure sustainability of successes. 24
  25. 25. Risk/Limitation Management The following possible risks/limitations will need to be managed: 1. External provider lacks positional power and authority; 2. Need employer commitment to enforce compliance/impose extraordinary decisions that may require fast-tracking bureaucratic processes eg: disciplinary; 3. Processes to deal with individuals and groups not responding to the project- and other challenges; 4. A dedicated champion and project manager within the department; 5. Stakeholder commitment to holidays and weekends where needed; 6. Implementers need authority and space to enter schools; 7. Need to follow a more radical model, rather than the traditional model of school improvement; 8. Need political and public will at all levels; and 9. Starting with the project towards the end of an academic year. 25
  26. 26. Progress and Status Report • School Readiness Components reports for 2009 bi-weekly; • Progress reports bi-monthly; • Project quarterly reports; • Urgent matters reported immediately. 26
  27. 27. There is no Management without Monitoring and Evaluation 27
  28. 28. Monitoring 28
  29. 29. Evaluation 29
  30. 30. There is no Leadership without Quality Assurance. 30
  31. 31. Quality Assurance 100% 90% 2011 80% 70% 2010 60% • 2009 • • • • 50% • • • • 40% • • • • • 30% 20% 10% 0% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 31
  32. 32. Team Members Members Responsibilities Dr Muavia Gallie • Research and Project 082 822 9494 Management muavia@mweb.co.za • Quality Assurance of Project Mr Faruk Hoosain • Facilitation of sessions 083 786 3793 • Develop Instruments faruk@efunda.co.za • Monitoring of Project Mr Nasser Ebrahim • On-site Support 072 888 6807 • Evaluation of Project nasser@efunda.co.za 32
  33. 33. Project Activity Plan Joint Sessions SRC Focus 1. Sept 2009 1. Attendance, Administration 2. Teacher Information 3. Learner Information 2. Sept 2009 5. Timetabling Mid Oct 2009, One-day computer session 3. Oct 2009 6. Quarterly Teaching Professional Leadership Schedules, 8. Teaching and Learning 4. Oct 2009 Professional Leadership Support Materials 5. Nov 2009 4. Annual Planning Management 7. Organogram 33
  34. 34. Features of the Project • “Whatever it takes - no excuse!” • “Failing is not an option.” • Principal is the driver of the project; • Rest of staff are ‘in support’; • Networking with others; • Evidence based (File of all 8 SRC at first joint session); • You judge yourself - learn from others!; • Support (face-to-face; telephone; sms; e-mail); • 60 on-site visits during next 3 months (5 p.s.). 34
  35. 35. Example: Self-Assessment 35
  36. 36. Example: Teacher Attendance • No attendance system; • Tick next to name (); • Sign their names; • Indicate ‘time in & out’; • Comments from Principal; • Number of days absent, late arrival, leaving early; • Leave form submitted (24h); • Leave form processed; 36
  37. 37. Exemplars for the Project • Randfontein High School; • Groenberg Secondary School; • Springs Muslim School; • 100 school principals from Mpumalanga in the ACE - School Leadership programme at the University of Pretoria; • Examples we will get from amongst the 14 schools, as well as from others in the District. 37
  38. 38. Conclusion • Voice of the District Director; • Voice of the District Project Manager; • Voice of the UPS team members; • Any voice from the participants in the project. Thanks you! 38
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