Instructional leadership workshop   Session 1
Upcoming SlideShare
Loading in...5
×
 

Instructional leadership workshop Session 1

on

  • 740 views

 

Statistics

Views

Total Views
740
Views on SlideShare
740
Embed Views
0

Actions

Likes
0
Downloads
8
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Adobe PDF

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Instructional leadership workshop   Session 1 Instructional leadership workshop Session 1 Document Transcript

  • Instructional Leadership Workshop- The state of education in South Africa, and the turnaround strategy needed - Presenter: Dr Muavia Gallie (PhD) Session 1 1 Awareness Test 1:09 1
  • TIMSS Participation Countries 2007 TIMSS Participation 1995 - 2007 2
  • TIMSS 2003 - Applying Maths SACMEQ Countries Botswana Kenya Lesotho Malawi MauritiusMozambique Namibia Seychelles South Africa Swaziland Tanzania Pupil Uganda reading Zambia sco re s Zanzibar ZimbabweSource: SACMEQ Data, 2007 3
  • 6 SACMEQ Results 6 7 6 2 5 2 2 12 13 11 12 15 15 13 14 4 3 1 1 7 12 4 11 13 9 14 13 1 2 3 4 9 10 9 8 5 4 6 5 3 1 5 3 10 11 8 9 14 14 12 15 11 7 10 10 8 8 15 7 Average % scores after re-marking 45 Eastern Cape 40 Free State Gauteng 35 KwaZulu NatalAverage Percentage Limpopo 30 Mpumalanga 25 Norther Cape North West 20 Western Cape South Africa 15 8 Gr 3 Literacy Gr 3 Numeracy Gr 6 Languages Gr 6 Mathematics 4
  • 9Musical Chairs Game 5
  • Musical Chairs Game 24 1 23 2 22 3 21 4 20 5 19 6 18 7 17 8 16 9 15 10 14 11 13 12 12 13 11 10 9 8 7 6 5 4 3 2 1 Gr1 Gr2 Gr3 Gr4 Gr5 Gr6 Gr7 Gr8 Gr9 Gr10 Gr11 Gr12 Matrics 2010 started Gr1 in 1999 Matrics 2011 started Gr1 in 2000 Drop in Learners Gr 1 (1999) - Gr12 (2010)1,350,0001,300,000 1,318,9321,250,0001,200,0001,150,0001,100,0001,050,000 1,055,3971,000,000 950,000 900,000 850,000 800,000 750,000 700,000 650,000 Only 44% retained! 600,000 579,384 550,000 Grade 1 51% Grade 12 12 534,498 6
  • Comparing Grades 1-12 from 1999 to 2011 Gap %Learner Gap %Learner Prim SecYear Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Gr1 & 12 Retained Years Years Gr1-7 Gr8-12 Total1999 1,318,932 1,223,529 1,194,425 1,167,683 1,087,829 998,705 937,741 1,043,067 917,239 840,803 738,220 571,848 747,084 43%   7,928,844 4,111,177 12,040,0212000 1,055,397 1,090,765 1,178,712 1,167,949 1,088,836 1,009,782 936,454 1,039,547 922,566 836,962 724,192 549,203 506,194 52%   7,527,895 4,072,470 11,600,3652001 1,150,637 944,961 1,087,675 1,175,860 1,098,863 1,023,269 932,151 1,068,479 916,280 846,655 709,508 488,352 662,285 42%   7,413,416 4,029,274 11,442,6902002 1,286,591 1,012,892 949,721 1,076,107 1,142,806 1,038,679 958,932 936,392 1,089,404 876,175 719,952 486,786 799,805 38% 430,453 53% 7,465,728 4,108,709 11,574,4372003 1,277,499 1,111,858 1,003,331 952,465 1,035,707 1,101,740 987,876 976,750 902,129 1,096,214 736,720 475,069 802,430 37% 567,998 46% 7,470,476 4,186,882 11,657,3582004 1,303,016 1,109,201 1,081,956 985,139 916,911 997,365 1,050,554 1,010,710 914,729 1,057,935 829,137 505,392 797,624 39% 432,349 54% 7,444,142 4,317,903 11,762,0452005 1,233,581 1,118,690 1,078,001 1,061,770 951,372 898,493 972,542 1,052,499 930,797 1,069,494 839,009 538,909 694,672 44% 459,796 54% 7,314,449 4,430,708 11,745,1572006 1,185,198 1,081,652 1,099,319 1,072,780 1,026,031 919,487 872,051 1,020,734 970,946 1,093,297 890,564 568,664 616,534 48% 519,165 52% 7,256,518 4,544,205 11,800,7232007 1,171,323 1,050,103 1,066,796 1,090,762 1,035,449 1,001,687 896,138 930,019 957,450 1,115,961 920,102 625,809 545,514 53% 462,020 54% 7,312,258 4,549,341 11,861,5992008 1,122,114 1,031,821 1,017,656 1,050,860 1,043,012 1,001,852 964,345 926,603 902,656 1,076,527 902,752 595,216 526,898 53% 599,209 50% 7,231,660 4,403,754 11,635,4142009 1,106,827 1,004,311 1,004,585 1,019,886 1,009,370 1,012,619 970,902 991,093 926,531 1,017,341 881,661 602,278 504,549 54% 621,251 49% 7,128,500 4,418,904 11,547,4042010 1,116,899 994,410 972,668 1,002,645 978,983 978,016 980,747 1,001,180 1,009,327 1,039,762 841,815 579,384 537,515 52% 739,548 44% 7,024,368 4,471,468 11,495,8362011 1,177,089 1,003,353 957,209 974,860 957,203 946,427 941,291 1,008,110 1,049,904 1,049,189 847,738 534,498 642,591 45% 520,899 51% 6,957,432 4,489,439 11,446,8712012                                       13Ave. 1,194,001 1,064,516 1,061,237 1,068,659 1,034,597 998,475 955,036 999,756 946,671 997,261 811,136 548,909 1999-2010 + Ave Comparing Grades 1-12 from 1999 to 20101,350,0001,300,0001,250,0001,200,000 19991,150,000 20001,100,000 20011,050,000 20021,000,000 2003 950,000 2004 900,000 2005 850,000 2006 800,000 2007 750,000 2008 700,000 2009 650,000 2010 600,000 Ave. 550,000 500,000 450,000 Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 12 Grade 11 7
  • Success rate = 8,1% • Success-rate of the system = 8,1% • Of every 12 learners starting Grade One, only 1 learner attains what the system is promising them - data 2005! Access vs Success Short-Listing EmploymentQuantity Quality Whether you Pass! How you Pass! 8
  • % Different Types of schools in SA Quality of Pass (Grades) 100% 90% 80% 70% 60%Quantity of Pass 50% 40% 20% 30% 20% 50% 10% 0% 20% -10% -20% 10% Anti- Dysfunctional Under- High- Functional Performing Performing So, if we spend all this money (2011/12 = R178b; 2012/13 = R190b; 2013/14 = R218b) on education, why are the children not benefiting? Who is actually benefiting? 18 9
  • Three Steps to Quality Education Dys- Step Under- Step High Step Excellent 1 2 3functional performing Functioning Schools Schools Schools SchoolsBasic Right To Basic Education Quality EducationEducation Legal and Human Rights Professional, Social, and Obligations Ethical Obligations 19 Managing what you Know (ICT) 10
  • Managing what you Know (ICT) … cont.Demographic Character of WorkforcePERSAL 1997/8 2003/4 Number % Number %Total 386,735 268,548Male 136,260 35 127,956 35Female 250,476 65 240,592 65Under 25 years 7 0.002 752 0.225 to 29 years 3,575 1 15,044 430 to 34 years 52,235 14 62,356 1735 to 39 years 94,168 24 91,766 2540 to 44 years 83,834 22 77,747 2145 to 49 years 68,060 18 61,158 1750 to 54 years 43,053 11 37,188 1055 to 59 years 22,452 6 16,513 4 2260 yeas and above 19,352 5 6,025 2 11
  • Confusing Teaching for Learning Teaching Facilitation of Learning Learning (the Teacher) (teacher and learner) (the learner)Facts and Know-how building Comprehension andInformation Wisdomsharing developmentAudifying of Engaging in the process What do you knowTextbook of learning in order to and understand, ensure ownership of the and not just what do knowledge you rememberCharacteristics Investigate the opinions of Discuss theof a good citizen others (including yourself) characteristics of a on the topic good citizen, with justificationAssessment of Assessment for Learning Assessment ofTeaching Learning 23 Connected vs Disconnectedness from Learners I see, know, understand and care about them! I see, know and understand them! I see and know them! I see them! 24 12
  • School Calendar 2012 25 Know your Numbers•  200 School days;•  170 Teaching and Learning days;•  34 Weeks of Teaching and Learning;•  935 Hours of Teaching and Learning;•  20 – 24 Hours of Examination time. 26 13
  • Labour vs Professional 27 Professionalism•  Specialised Knowledge (a strong body of specialised knowledge);•  Continued Research (propensity to evaluate current practice and identify and substitute redundant practice);•  Professional Authority of the Practitioner (trust placed by society as result of high quality of service rendered);•  Acknowledgement of Authority by Society (respect and esteem from the society);•  Developing and Maintaining a Professional Ethical Code (disciplined use of oneself in valid knowledge and insight into self-control pertaining to use of one’s emotions);•  Service Orientation (render a service where the interest of the client came first). 28 14
  • Professional Imbalance Professional Growth Ethics & Morals & Development Professional 29 Domains of Challenges 3. Curriculum (Learners, Parents, Educators, Community, Business, District, Management (School Readiness)(Taking Responsibility) Framework Sustainability Strategy SMT, Principal, SGB, (Education, Curriculum, Ownership Planning Instruction, Teaching, Province) Learning, Assessment, Expectations) Educator BEAR (Beliefs, Expectations, Attitudes & Relationships 30 1. 2. 4. 5. 15
  • Turn-around Theory Common Characteristics If you can t Think it,1.  Constant crisis (Think); You can t Do it!2.  Organisational insanity Process (Think); Think Do Feel (Planning) (Implementing) (Monitoring and Evaluating)3.  Cluelessness (Think);4.  Relative Success (Think); SRC Tools5.  Sub-Optimisation (Think); PD Accountability CMS6.  Indirect Causes (Think); Ownership7.  Sorry is Okay mentality Principal All (Principal, Teachers, (Think); & SMT Teachers SGB & District)8.  Segmented morals - situational ethics (Think); Function9.  Multiple clicks/ groups (Do); School Teaching Governance10. Broken behaviour- Readiness & Learning & District Support consequence chain (Do). Research Schools 16
  • TAS - Helicopter view (4 Components) 5 (five) Successful Change Steps [Planning] 16 (sixteen) 16 (sixteen) Principle Issues 42 Deliverables [Outputs] [Inputs] 5 (five) Turn Around Phases [Process] 5 Successful Change Steps 17
  • 5 Turn-around Phases Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 Focus •  Ownership •  Buying into this •  SRC tools development •  SRC + CMM •  Ensuring strategy •  Design CMM implementation sustainability •  Closing gaps Participants •  Principal •  Principal, SMT, •  Principal and SMT •  School staff •  District Teachers, SGB reps, (professional and •  School leaders District, Community support) •  Community Data tools •  16 Principles •  (B) Baseline Survey •  8 School Readiness •  Staff development •  Compliance Issues of Turn (P) Components = •  Teacher •  Governance Around •  (D) SRC self-rating (P Attendance, T+L Info, professional •  Operational Strategy as + SMT) Annual Plan, TT, TL development management Inputs •  (A) Functionality Schedules, •  T+L intelligence •  16 Questionnaire (S) Organogram, TLSM systems Deliverables •  CMM = Attendance, as Outputs SBA, Curr. completion Period •  2 hours •  2 days (full days) Or •  3 - 6 months •  1,5 - 2 years •  6 - 12 months •  6 x 2.5 hours Methods •  Workshops •  Workshops •  Face to face site work •  Face to face site •  Workshops + Face •  All schools •  All schools together •  Individual schools work to face site work together •  Muavia Gallie •  Mentors •  Individual schools •  Individual schools •  Muavia Gallie •  Mentors + Experts •  Muavia Gallie TAS - Face-to-Face view (4 Tools)1.  Nat. Educ. Strategy 1.  Attendance2.  District Curr. Man. 2.  Teacher Info3.  School Instr. Design 8 (eight) 3.  Learner Info4.  Faculty T + L 4.  Annual Planning5.  Classroom L + Assess. School Readiness 5.  Timetabling6.  Home L Plan 6.  TL Scheduling Components 7.  Organogram 8.  LTSM [Planning] 6 (six) Curriculum 6 (six) 1.  2.  Teachers SMT Management Design 24 Sustainability Model 3.  4.  5.  6.  Principal SGB District Community [Input] [Outputs] 4 (four) Closing the Gap BEAR 1.  Believes [Process] 2.  Expectations 3.  Attitudes 4.  Relationships 18
  • 16 Deliverables/Outcomes Individual Relationships1. Recognise the high risk; 1. Utilise organisational strength;2. Think differently; 2. High commitment and expectation to3. Redefine normal and reality ; succeed;4. Know, understand and service young 3. Recognise ability to transform and people . change; 4. Teachers care deeply about all learners. Culture Systems efficiency1.  Bring it on! attitude; 1. Being ready (proactive);2. Adults who model what they value; 2. Always focus on the key3. Teachers don t sweat the small deliverables ; stuff ; 3. Data driven decision-making;4. Teachers know what it takes to be 4. Clear and implementable rules. successful . 2. Lubombo Circuit (Buy-in) •  Circuit in Mpumalanga, bordering with Mozambique; •  34 Schools (both primary and secondary) attended the 2 days session; •  Circuit manager was present for the entire two days; •  After introductory questions were posed to schools (2.5 hours session), schools had to self-identify at what level they are of school functionality; •  1 high; 17 under-performing; 16 dysfunctional. 19
  • Gauteng Schools with challenges Project Manager Schools Division No Grade 12 Results 2009 2008 Variance Up Down Same 1 35 49 14 1 2 3 4 5 1.4 GDE PPS Project 50 24 27 47 53 26 34 46 3 2 7 -1 1 1 1 1 6 46 73 27 1 7 26 46 20 1 8 29 38 9 1 9 38 39 1 1 10 48 38 -10 1 11 29 46 17 1 12 28 28 1 13 29 76 47 1 14 39 22 -17 1 15 48 66 18 1 16 29 52 23 1 17 33 68 35 1 18 30 65 35 1 19 12 30 18 1 20 27 39 12 1 21 30 16 -14 1 22 42 38 -4 1 23 51 46 -5 1 24 40 96 56 1 25 42 46 4 1 26 45 63 18 1 27 48 85 37 1 28 55 54 -1 1 29 55 51 -4 1 30 66 66 0 1 31 56 48 -8 1 Ave. 12.5 21 9 1 65.6% 28.1% 3.1% 39 Ave. 20.5 -7.1 GE UPS 14 Matric Results 1.5.2 GE UPS Matric Results100 90 88.2 88.2 86.2 80 2008-2010 74.4 74.5 82.8 70 67.7 67.58 65.99 66.08 65.99 67.5 65.7 64.75 60 60.5 60.23 57.86 56.25 56.67 52.5 52.6 54.07 52.9 52.48 52.94 52.48 52.8 50 49.3 49.6 49.11 49.55 48.57 49.54 49.53 47.62 46.27 45.61 45.4 43.42 40 37.5 36.82 34.18 35.51 30 28.51 20 10 0 0 bi ng ko fa a e no g za ry e do a le e tw w ihl lok rag lon the tha I da ata e fa- llo ho fun its wa Sib es Mo u on e he Mo me Le uk fad My Av Ph em elw Et c Zik di z er Ma Se go n Ve BB leb an on s ba ho As ey Th h ib La Bu s v Es Re Da 2008 2009 2010 20
  • 1.5.3 SMS from GE school ------ SMS ------ From: +27826257426 Received: Jan 13, 2011 11:15 Subject: Dr Muavia Gallie , Dr Muavia Gallie, the name of our school is Asser Maloka in Duduza(Nigel). When we joined your programme were sitting @ 35%(2008), 49%(2009), and for 2010 we are @ 86.23%. My principal and I wish to express our heartfelt gratitude to you and your whole team. From Deputy Principal:FET.Vuyo Ncokazi. GDE PPS Matric Results 2008-2010 (2010 ascending) 100 1.6.2 GDE PPS Matric Results 96 94.9 2008 - 2010 (2010 ascending) 90.992.2 90 88.2 83.884.3 85 83.3 80 77.878.4 76 73 73.473.7 70 67.6 68 66.7 66 66 64.5 65 64.9 63 62.862.9 61.2 60 57.757.857.9 56.7% Pass 56 55 55 53 52.253.1 54 52 51 51 50 48 49 50 49.5 48 48 48 49 49.8 47 46 46 46 46 46 46 45 41.7 42 42 40 39.2 38 39 39 38 40 38 39 38 39.2 34 35 33 30 30 30.2 29.2 28 29 29 30 30 29 29 27 26 27 26 24 22 20 16 12 10 0 Fontanus Comp Vosloorus Comp KwaBhekilanga Thutopele High Boikgethelo Moqhaka Lobone Ramosukula Ramolelle Minerva Average Itirele-Zenzele Comp Sebokeng Tech Mamellong Comp Meadowlands Westbury Sec Ikusasa Comp Memezelo Sec Bona Comp Mpilisweni Sec Illinge Sec Modiri Tech Ibhongo Jet Nteo Kgokare Kwadukathole Comp Nghunghunyane Mphumelomuhle Sec Ed Mashabane Sec Thoko-Thaba Sec Katlehong Sec Senthibele Sec 2008 2009 2010 21
  • GE UPS 14 Matric Results100 94,390 88,2 88,2 86,2 82,8 82,980 80 80,4 81 77,7 74,4 74,570 67,7 67,9 67,58 67,5 65,99 65,7 65,99 66,08 66,3 64,75 63,7 64,760 60,5 60,23 57,4 56,67 57,86 56,25 54,5 54,07 52,48 52,5 52,94 52,9 52,48 52,6 52,850 49,6 49,11 48,57 49,55 49,53 49,54 49,3 47,62 46,27 45,61 45,4 43,42 44,240 39,6 39,8 37,5 36,82 35,51 34,1830 28,512010 0 2008 2009 2010 2011 100 90 80 70 60 2008 50 2009 2010 40 2011 30 20 10 0 School School School School School School School School School School School School School School 1 2 3 4 5 6 7 8 9 10 11 12 13 14 22
  • GDE PPS Matric Results 2008-2011 (2011 ascending) 100 98 96 94,9 92,2 92,2 90,9 90 88,2 88,8 85 84,3 83,8 83,3 83,8 80 78,4 79,880 77,8 76 74,274,575 75,2 73,4 73,7 73 73,5 71,2 70 70 70,6 68 67,6 68,168,6 66,766,7 66,7 66 66 67,1 64,5 65 64,9 62,8 61,862,462,9 63 62,9 61,2 60 59,7 58 57,9 57,7 57,8 56 56,656,7% Pass 56 55 55 53,3 53,4 53,1 54 52,2 52 51 51 50 49 50 49,5 49 49,8 48 48 48 48 47 46 46 46 46 46 46 44,9 45 43,2 42 42 41,7 41,7 40 39 39 40 39 39,2 39,2 38 38 38 38 35 35,1 34 33 30 30 30,2 29,2 29 29 30 30 29 29 28 27 27 26 26 24 22 20 16 12 10 0 Boikgethelo Ed Mashabane Sec Mphumelomuhle Sec Fontanus Comp Bona Comp Illinge Sec Memezelo Sec Meadowlands Thutopele High Ibhongo Itirele-Zenzele Comp Lobone Modiri Tech Thoko-Thaba Sec Moqhaka Kwadukathole Comp Nghunghunyane Ramosukula Ramolelle KwaBhekilanga Ikusasa Comp Westbury Sec Jet Nteo Sebokeng Tech Katlehong Sec Minerva Mpilisweni Sec Mamellong Comp Vosloorus Comp Senthibele Sec Kgokare Average 2008 2009 2010 2011100 90 80 70 60 2008 50 2009 2010 40 2011 30 20 10 0 23
  • 10. Conclusion - Theory of ChangeFraming School Change ImprovementSocial/ Critical Features: In learner Educational OutcomesEmotional •  Positive, nurturing expectations •  Higher learnerIssues: teachers, and behaviour: achievement•  Lack of self- leadership, •  Higheresteem connected / likelihood of•  Identity belonging successcrises philosophyAcademic Social/ Emotional Teaching and Adulthood Outcomes:Issues: programmes: Learning: •  Citizenry•  Lack of •  Reward system •  Cultural •  Leadershiprelevancy to •  Peer groups responsivenesslearners •  Extra-mural •  Affirming activities, etc. potential and possibilities Redeemer 24