GDE GE UPS Project 5 Nov 2009 SRC Annual Planning And Organogram


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GDE GE UPS Project 5 Nov 2009 SRC Annual Planning And Organogram

  1. 1. Turning around 14 Under- Performing Schools in Gauteng East District Presenters: Dr Muavia Gallie (PhD) & Mr Faruk Hoosain 3 November 2009 Joint Session 5 1 Content 1. Introduction; 2. Annual (Year) Planning (Curriculum, Improvement, Accountability); 3. Organogram; 4. Conclusion. 2 1
  2. 2. Critical Steps in Planning 1. Needs Assessment (What does the data tell us our needs are?) 2. Prioritising Needs (Which of these identified needs are of greatest concern - 2-3 needs?) 3. Cause Analysis (What factors caused these needs of greatest concern to occur?) 4. Setting Goals (What is our goal in addressing each of these needs and when will we reach these goals?) 5. Goal Achieving Activities (What steps will we take to reach our goals and who will oversee each step?) 6. Resource (What resources will we need to reach our goals?) 7. Monitoring (What methods will we use to ensure each step is completed?) 8. Evaluation (How will we measure the effectiveness of our actions?) 3 Ladder of participation Action BY being Collective Decided in control: invite Action or by opinion of others Co-Learning ourselves Action WITH partners: working with others to set priorities and Co-operation course of action Action FOR/ WITH being consulted: others analyse and Consultation decide course of action Action FOR being informed of set tasks: others set the Compliance agenda and direct the process Action ON being Co-option Decided manipulated: no Coercion by real input or power Consumption others 4 2
  3. 3. Direction finder Looking downwards - Looking upwards - Managing the staff in order Managing the department to maximise their in order to achieve performance both as organisational commitment individuals and collectively and goals Looking backwards - Looking inwards - Monitoring progress with Role of Managing yourself by appropriate control reviewing your systems, to ensure the the performance to ensure that goals are met and that the team learns from its Principal your leadership makes a positive contribution to the mistakes goals Looking outwards - Looking forwards - Managing the parents, Planning in order to ensure learners, stakeholders to that the team sets realistic ensure the learner targets, and obtains achievements meet their appropriate resources to expectations achieve those targets 5 Knowledge Skills Attitudes for Managers Knowledge Skills Attitudes Managing Own strengths Saying no Self-discipline Yourself Own weaknesses Ability to plan Drive and enthusiasm Self-imposed Ability to take decisions Tact and diplomacy constraints Ability to deal with many problems at once Wanting to get things Ability to prioritise done Managing People in general Communication (listening, interpreting, Caring and Your Team People as individuals informing, briefing) sympathetic Laws, policies, etc. Motivating (enthusing, supporting, counselling, Loyalty to staff and persuading) organisation Training and Developing (coaching, delegating) Approachable Selecting (interviewing Flexibility and adaptability Managing Task aims Foresight and planning Balance between Your Job Resource needs Sense of judgement and evaluation people and task Organisation policies Problem-solving ability Commitment and systems Assessing priorities questioning External suppliers and Skills in control services 6 Adapted from Geddes M., Hastings C., and Briner W. (1993), Project leadership, Gower . 3
  4. 4. Behavioural skills model Sheppard 1999 ASSERTIVE Empowering RESPONSIVE ng Fa uas Pe eni c tu io rs L is t al n Stating Expectations Openness Push my Pull your Agenda Agenda Ignore/ Give away Dismiss Ho k ta c ld b At ack AGGRESSIVE Disempowering PASSIVE 7 Using language to convince • To communicate with influence it is vitally important to use Visually: language with engage the hearts and minds of your listener. •I get the picture; •I see what you mean; • Skilled communicators use language which creates a climate •I can see it clearly now; of trust. •It’s clear to me; • Analysis show that effective communicators have an ability to •Show me again. adapt their language to match the language of the person to Auditory: whom they speak. •That sounds good; • Your speech is an expression of the way you think and the •I hear you; values you hold. •I’m pleased you said that; •Tell me again; • Everyone has specific means by which he/she becomes •It rings a bell. convinced. Feelings: • Part of what convinces is the channel through which they •That feels right; receive information and which they interpret and associate •It made an impact on me; with it. •I was really moved; • We interpret and associate in several ways: •That’s sad; •I know how you feel. • We all have the ability to interpret and associate in these ways, however most of us use one way more predominantly than another. • By listening to others it is easy to detect which method a person chooses most8and to match your language to it. 4
  5. 5. Gazette 2010 9 School Calendar 2010 - Inland 10 5
  6. 6. Year Planning 11 YP - Activities 12 6
  7. 7. YP - Responsibilities 1 13 YP - Responsibilities 2 14 7
  8. 8. YP - Monthly 1 15 YP - Monthly 2 16 8
  9. 9. YP - Including weekends 1 17 YP - Including weekends 2 18 9
  10. 10. YP - Per event 19 National and Provincial District Components of Curriculum Management Plan School HoD 20 10
  11. 11. Curriculum Alignment Model Taught Written Tested 21 Curriculum Development Cycle Curriculum Instructional Assessment Management Management Management Plan Plan Plan Do District School Teacher M&E Provincial District HoD 22 11
  12. 12. SIP Strands 23 School Profile - Baseline Assessment Context Inputs Processes Outputs Outcomes 1. Socio-economic 1. Learner participation 1. Learner educator 1. Learner graduation 1. Transition to post- status of community rates ratio rates by gender, age, secondary institutions 2. Proportion of single 2. Learner enrolments 2. Class size length of time to 2. Integration of parent families 3. Average funding per distribution complete learners into the 3. Employment rate of learner 3. Learner promotion/ 2. Parent satisfaction labour market community 4. Proportion of retention rates 3. Learner satisfaction 3. Employer opinions of 4. Social factors learners with special 4. Learner mobility 4. Learner performance graduates of 5. Ethnic and language needs rates in key tests and vocational education exams programmes distribution 5. Learner attendance 5. Subject offerings rates 6. Instructional 4. Scholarships and 6. Number of teaching approaches and awards personnel resources 5. Changes in learner 7. Number of support 7. Participation in promotion/ retention rates personnel extra-curriculum 8. Number of teacher activities 6. Changes in learner assistance 8. School safety performance in key tests and exams 9. School-based fund 9. Community-school raising relationships 10. Parent involvement 10. Early school leavers 11. Teacher retention rates 24 12
  13. 13. School Layout 25 Organogram 1 26 13
  14. 14. Organogram 2 27 Organogram 3 28 14
  15. 15. Organogram 4 29 Accountability vs Support & Development Accountability Support and Development District Officials Principal Deputy Principal Head of Department P1 Teacher Learners 30 15
  16. 16. Conclusion • Voice of the UPS team members; • Voice of the participants in the project; • Voice of the District officials. Thanks you! 31 16