School Turnaround Project in Limpopo districts

1. 2014/02/13
NECT
–
Deloi2e
Project
- School Turnaround Programme (STP) –
Presenter:
Dr Muavia Gallie (PhD)
Education Moving Up Cc.
muavia@mweb.co.za
http://muavia-gallie.blogspot.com
http://supervisingwithadifference.blogspot.com
www.slideshare.net
Session
1
Focus
Specific Issues
• Introduction of • One person per
participants
school will introduce
per school
the team, and indicate
• The state of
the school’s ‘dream’
education in
performance level;
your school
• Identify three things,
in order of priority, to
change IN THE
SCHOOL.
2
1

2. 2014/02/13
Conceptual tools of the
Workshop
Northern Pike
Experiment
10% on Problem
90% on Solution
1. Theories of Education
What we ought to do in schools
3. Theories of Change
What causes progress
towards where we want to be
Grizzly Bear
Story
“Shifting Paradigm”
vs “Paradigm Shift”
2. Theories of Organisation
How we should be set up to do it
4. Theories of Changing
What has to be done to
influence those causes
3
The Northern Pike Experiment
•
•
•
•
•
•
•
They used a fish tank capable of being divided in half by a
clear glass partition.
A number of small fish (food) were placed in the other half.
The pike repeatedly crashed its snout to get to the small
fish.
After a time, the pike gave up having learnt it was of no
use.
The experimenter then removed the clear glass partition.
The small fish continued to swim in one half and the pike in
the other, making no attempt to cross the other half of the
tank.
What the pike experienced in the past dictated how it
reacted in the future.
Are you a Northern Pike?
4
2

3. 2014/02/13
Grizzly
Story
• An
American took his Japanese friend for a ride
•
•
•
•
•
through the woods.
The vehicle broke down and they decided to walk.
After some time they were confronted by a big
Grizzly bear.
The Japanese started taking his takkies out of his
bag.
The American said: “Hey, that won’t help - you
can’t out-run a Grizzly bear.”
To which the Japanese replied: ”I don’t have to outrun the bear -­‐
all
I
have
to
do
is
to
out-­‐run
you.”
5
10% - 90% Balance
Life
is
10%
of
what
happens
to
you
(problems),
and
90%
of
how
you
respond
to
it
(soluTons).
6
3

4. 2014/02/13
‘Shifting Paradigm’ vs
‘Paradigm Shift’
Quite often people talk about “shifting
the paradigm” when what they really
mean is an alternative answer or way
of explaining solutions to problems
using the same but slightly changed
concepts, approaches, constructs or
methods.
7
Knots by R.D. Lange
There is something I don’t know
That I am suppose to know
I don’t know what it is I don’t know
And yet I am suppose to know
And I feel I look stupid
If I seem both not to know it
And not know what it is I don’t know
Therefore I pretend to know it
This is nerve-racking since I don’t know
What I must pretend to know
Therefore, I pretend I know everything.
8
4

5. 2014/02/13
TIMSS 2003 - Applying
Maths
1.8
Mill
50-­‐
80%
6
Mill
21-­‐40%
1.2
Mill
0-­‐20%
Dysfunctional
Schools - 20%
2.4
Mill
41-­‐60%
Under-Performing
Schools – 50%
61-­‐80%
Chaotic
Schools
- 10%
Exit
Focus
-­‐
Passing
81-­‐100%
Schools of Excellence – 5%
81-­‐
100%
High Functioning Schools – 15%
Entrance
Focus
-­‐
Bachelors
5
Types
of
School
Performance
0.6
Mill
10
5

6. 2014/02/13
11
School
Turnaround
Pathway
Turnaround Indicators
High
Performing
• 100% Pass, but less
then 50% Bach
completion
Good
15% 100%
3.
Under
Performing
• 1 or more learners
failing: Pass 80%+
2.
Dysfunctional • Less than 60% pass Weak
rate
1.
Chaotic
✪✪✪
✪✪✪
✪✪✪
✪
100%

80%


✪✪✪
100%

100%
80%
60%




45%
60%
40%





• Less than 40% pass Disaster 60%
rate
40%
20%




Comply 30%
Total
4.
5.4 Bach (Ave 80%)
100% 100%
5.3 Dip (Ave 65%)
0%
5.2 Cert (Ave 50%)
Great
5.1 NSC (Just a Pass)
• 100% Bachelors
completion
5.0 Failure
3. Exit Pass Rate
(Final Grade Pass)
Excellent
4. Completion Rate
(Dream Achievement)
2. Drop (Push out) Rate
(Throughput rate)
5.
Level
Description
1. Instruction Programme
(Teaching and Learning)
DistribuTon
of
‘Levels
of
Pass’
Type
100%
100%
12
6

7. 2014/02/13
13
Session
2
Focus
School
Turnaround
Strategy (STAS)
for Developing
countries, including
the 8 School
Readiness
Components
Specific Issues
• 5 phases in
STAS;
• 50 School
Operational
Systems and;
• 50 School
Quality
Systems;
14
7

8. 2014/02/13
Barriers
to
Learning
in
South
Africa
1.
Systemic
Barriers
•
•
•
•
•
Access
to
basic
services
Poor
teaching
Lack
basic
and
appropriate
LTSM
and
AssisTve
devices;
Inadequate
faciliTes
at
schools
Overcrowded
classrooms
2.
Societal
Barriers
•
•
•
•
Abject
poverty
Late
enrolment
at
school
Urban/rural
dispariTes
DiscriminaTon
-­‐
race,
gender,
language
and
disability
3.
Academic
Barriers
Inappropriate
pedagogy
Insufficient
support
of
teachers
Inappropriate
and
unfair
assessment
procedures
Language
of
instrucTon
Inflexible
classroom
management
Inappropriate
aftudes
•
•
•
•
•
•
4.
Learner
Personal
• DisabiliTes
(neurological,
physical,
sensory,
cogniTve)
Barriers
• Health
(disease,
chronic
illness,
trauma)
15
Problem-­‐Solving
CM
Approach
50
School
Quality
Systems
HPS
UPS
DFS
Impact
ChaoFc
School
Results
16
STAS
Deliverables
OperaTons
Inputs
ObjecTves
Relevance
School
of
Excellence
outputs
8
School
Readiness
Components
50
School
OperaTonal
Systems
Needs
Vision
5
STAS
Principles
16
EducaTonal
Principles
Efficiency
EffecTveness
Sustainability
16
8

9. 2014/02/13
5
Successful
Change
Steps
17
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
educaTon
models
that
are
resulTng
in
DysfuncFonal-­‐by-­‐design
and
Success-­‐linked-­‐
to-­‐social-­‐status
(un-­‐
and
under-­‐qualified
and
poorly
performing
teachers
are
teaching
in
these
schools).
18
9

10. 2014/02/13
Selecting Turnaround Models
‘Changing What for What?’
Technical
Economical
PoliFcal
Social
JusFce
19
“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
20
10

11. 2014/02/13
-­‐
Turnaround
what?
-­‐
School
Pass
Rate
School
Leadership
Teacher
Competencies
Teacher
Subject
Knowledge
4
5
6
7
8
Parent/Stakeholder
Involvement
District
Support
and
Development
3
Learner
Personalised
Learning
Provincial
ImplementaFon
2
Teacher
Subject
Knowledge
EducaFon
System
1
Learner
Achievements
Gap
Purpose
of
EducaFon
What
do
we
mean?
What
are
we
talking
about?
9
10
11
12
21
3
–
6
Months
6
-­‐
9
Months
1.5
–
2.5
Years
6
–
9
Months
3
–
6
Months
Sustainability
Culture,
Climate,
RelaFonships
Curriculum
Management
Planning
Ownership
School
Turnaround
Strategy
(5
Phases)
–
3-­‐5
Years
From
ChaoTc
to
Excellence
3.
School
of
Excellence
Sustain
-­‐
InsTtuTonalisaTon
Sustain
-­‐
InsTtuTonalisaTon
50
School
Quality
Systems
Leadership
(10)
Strategic
Planning
(10)
Human
Resources
(10)
1
CCR
-­‐
Support
and
Development
Learning
and
Teaching
(10)
2
Assessment
and
Feedback
(10)
Monitoring
and
EvaluaTon
(10)
CCR
-­‐
Support
and
Development
2.
High
FuncToning
Schools
CM
-­‐
Monitoring
and
EvaluaTon
CM
-­‐
Monitoring
and
EvaluaTon
50
School
AdministraFve
Systems
Academic
(11)
AdministraTon
(14)
CommunicaTon
(6)
ICT
(7)
Pastoral
Care
(12)
Planning
Planning
8
School
Readiness
Components
(Planning)
A2endance
Teacher
InformaTon
Learner
InformaTon
Ownership
Annual
Planning
Time-­‐
Tabling
Teaching,
Learning,
Assessment
Schedule
Organogram
TLSM
Ownership
1.
ChaoTc,
DysfuncTonal
and
Under-­‐Performing
Schools
22
11

12. 2014/02/13
50 School Operational Systems
Academic (11); Administration (14); Communication (6); ICT (7); Pastoral Care (12)
1.
Teaching
2. Learning Support
1.1 Teacher Substitute
Management
3. School Image
4. Principal’s Office
5. Finance and ICT
1
2.1 Co-Curricular
Management
1.2 External Exams
Management
4
2.2 Discipline
Management
1.3 Internal Exams
Management
6
2.3 Exclusion
Management
3.3 Daily Bulletin
Management
4.3 Inventory
Management
5.3 Fin Accountability
Management
1.4 Assessment Process
Management
2.4 Learning Info
Management
3.4 Good News
Management
4.4 Human Relations
Management
5.4 Data Management
1.5 Teaching Info
Management
2.5 Learner Attendance
Management
3.5 Parent Info and
Communication
Management
4.5 Teachers and
Learners Risk
Management
5.5 Digital
Management
1.6 External Reporting
Management
2.6 Rewards and
Conduct Management
3.6 SMS Management
4.6 Learner Profile
Management
5.6 Network
Management
1.7 Teaching Process
Management
2.7 Physical & Mental
Health Management
3.7 Feeder Schools
Management
4.7 Return on Investment
Management
5.7 Publishing
Management
2.8 Gifted and Talent
Management
3.8 Other Schools
Management
4.8 Class groups and
Subjects Management
5.8 Document
Management
1.9 Learner Performance
Tracking Management
2.9 Special Needs
Management
3.9 Enrichment
Management
4.9 Literacy Management
5.9 Website
Management
1.10 Second Opportunity
Management
2.10 Social Support
Management
3.10 Volunteerism
Management
4.10 School-Workplace
Management
5.10 ICT Integration
Management 23
8
2
1.8 Timetable Process
Management
5
7
3.1 Admissions
Management
4.1 External Doc Supply
to Agents Management
5.1 Funds
Management
3
3.2 Calendar
Management
4.2 Human Resources
Management
5.2 Finance
Management
60 School Quality Systems
1. Leadership
2. Strategic
Planning
3. Human
Resource
4. Learning and
Teaching
5. Assessment and
Feedback
6. Data Monitoring
and Evaluation
1.1 Leadership
Process
2.1 Development
Process
3.1 Work Allocation
and Management
4.1 Learner Care
Management
5.1 Core Competencies
Determination
6.1 Info and Knowledge
Design
1.2 Communication
Effectiveness
2.2 Action Plan
Formulation
3.2 Recruit, Hire,
Place and Retain
4.2 Learner Knowledge
Determination
5.2 Key Process
Determination
6.2 Info and Knowledge
Management Process
1.3 Governance
Process
2.3 Resource
Allocation
3.3 Professional
Knowledge, Skills
and Application
4.3 Learner Diversity
Segmentation
5.3 Process Design and
Development
6.3 Info and Knowledge
Sharing
1.4 Governance
Management
2.4 Resource
Redirection
3.4 Professional
Ethics, Values and
Attributes
4.4 Learner Context
Segmentation
5.4 Process
Requirements
Determination
6.4 Performance and
Knowledge Measures and
Analysis
1.5 Succession
Planning
2.5 Sourcing
Process
3.5 Professional
Learning
4.5 Teaching Features
Determination
5.5 Implementation
Management
6.5 Performance, and
Knowledge Selection and
Use
1.6 Performance
Process
2.6 Assumption
Development
3.6 Career
Progression
4.6 Learner and Teacher
Relationship
5.6 Assessment
Preparation
6.6 Data and Knowledge
Analysis
1.7 Financial
Accountability
2.7 Risk
Assessment
3.7 Performance
Management
4.7 Learner Complaints
5.7 Second Change
System
6.7 Data and Knowledge
Evaluation
1.8 Financial
Transparency
2.8 Resource
Commitment
3.8 Performance
Review
4.8 Teacher Complaints
5.8 Learner Feedback
Process
6.8 Target Setting
Management
1.9 Priority
Determination
2.9 Deployment
Management
3.9 School Climate
Assessment
4.9 Learner Satisfaction
Determination
5.9 Teacher Feedback
Process
6.9 Success Indicators and
Comparison Building
1.10 Priority
Decision-Making
2.10 Assessment
Management
3.10 School
Environment
Improvement
4.10 Learner Expectation
and Achievement
5.10 Parent Involvement
Management
5.10 Data, Info and
Knowledge Reliability
24
12

13. 2014/02/13
Theory
of
Change
Framing
School
Change
Improvement
Social/
Emotional
Issues:
• Lack of selfesteem
• Identity
crises
Critical Features:
• Positive, nurturing
teachers,
leadership,
‘connected”/
‘belonging’
philosophy
In learner
expectations
and behaviour:
• Higher
likelihood of
success
Educational Outcomes
• Higher learner
achievement
Academic
Issues:
• Lack of
relevancy to
learners
Social/ Emotional
programmes:
• Reward system
• Peer groups
• Extra-mural
activities, etc.
Teaching and
Learning:
• Cultural
responsiveness
• Affirming
potential and
possibilities
Adulthood Outcomes:
• Citizenry
• Leadership
25
Eight
(8)
School
Readiness
Components
(SRC)
26
13

14. 2014/02/13
1.
Adendance
2.
Teacher
InformaFon
4.
Annual
Planning
6.
Teaching,
Learning
&
Assessment
Schedule
3.
Learner
InformaFon
5.
Timetabling
7.
Organo-­‐
gram
8.
Teaching,
Learning
&
Assessment
Materials
27
Session
3
Focus
School
Readiness
Components
3. Learner
Information
Specific Issues
• Learner expectation
and achievement
agreement.
28
14

15. 2014/02/13
Problem
Statement
Learners
• Teachers
don’t
believe
in
us;
• Have
a
low
expectaTon
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
• DisconnecTon
between
‘teaching
and
learning’
and
‘administraTon’.
29
Nature
of
ExpectaTons
• Poor
families
are
living
based
on
survival,
and
therefore
don’t
have
a
concept
of
‘dreams’
–
long-­‐Tme
expectaTons;
• Only
focusing
on
‘gefng
through
the
day’;
• Don’t
have,
like
middle
and
upper
class
families,
conversaTons
around
the
dinner
table
about
“what
the
children
want
to
be
one
day”;
• Schools
can
play
a
role
in
developing
a
dream,
and
raising
expectaTons
of
poor
kids.
30
15

16. 2014/02/13
Student
ExpectaTon
and
Achievement
agreement
(1)
31
IdenTfy
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
32
16

17. 2014/02/13
IdenTfy
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,
DraughTng
and
Technical
Drawing
e.
Building
and
ConstrucTon
or
Building
Support
4.
ArTsans
5.
Manufacturing
6.
AutomoTve
or
AutomoTve
Support
7.
Geology,
Mining
or
Mining
Support
8.
Woodwork
and
Furniture
33
IdenTfy
your
Dreams
Career
Areas
(1
of
9)
1.
Engineering
and
Technology
Career
Fields
(8
of
49)
2.
Health
and
Natural
Sciences
1.Engineering
or
Engineering
Support
3.
Computers
and
ICT
2.
Architecture,
DraughTng
and
Technical
Drawing
4.
Business,
Finance
and
Management
e.
Building
and
ConstrucTon
or
Building
Support
5.
Agriculture
and
Environment
4.
ArTsans
6.
Human
and
Social
Sciences
5.
Manufacturing
7.
Services
6.
AutomoTve
or
AutomoTve
Support
8.
Art
and
Culture
7.
Geology,
Mining
or
Mining
Support
9.
Languages
8.
Woodwork
and
Furniture
Specific
Jobs
(4
of
171)
1.Civil
Engineer
2.
Chemical
Engineer
3.
Electrical
Engineer
4.
Mechanical
Engineer
34
17

18. 2014/02/13
Student
ExpectaTon
and
Achievement
agreement
(1)
35
Student
ExpectaTon
and
Achievement
agreement
(2)
36
18

19. 2014/02/13
Student
ExpectaTon
and
Achievement
agreement
(1)
37
Feedback
from
Principal
of
JOTHS
• Our
learners
lack
direcTon;
• They
see
schooling
as
a
phase
that
they
need
to
pass
through;
• And
therefore
they
put
in
li2le
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
construcTon
of
a
Learner
ExpectaTon
and
Achievement
Agreement;
• The
LEAA
is
a
structured
way
of
gefng
learners
to
announce
their
dreams
and
to
work
towards
achievement
them;
• I
can
already
sense
the
posiTveness
among
the
learners;
• And
I
am
confident
that
this
iniTaTve
is
going
to
make
a
big
38
difference
in
their
achievement
levels.
19

20. 2014/02/13
Feedback
from
a
Learner
at
JOTHS
• In
2012,
the
LEAA
was
introduced
in
our
school;
• At
that
Tme,
I
thought
that
I
already
have
goals
and
dreams;
• But
when
I
wrote
them
down;
• I
realised
that
I
have
been
cheaTng
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
drasTcally;
• This
iniTaTve
really
changed
my
life.
39
Sechaba
Results
2012
40
20

21. 2014/02/13
Session
4
Focus
School
Readiness
Components
4. Annual
Planning
Specific Issues
• Target setting in
your school.
41
42
21

22. 2014/02/13
Annual
Planning
(SRC)
1
Compliance
Planning
2
3
4
5
Compliance Compliance, Compliance, Planning
and
Administrative Administrative,
with
Administrative
and
Professional requests
Planning
Professional
and Ethical
to
Planning
Planning
District
Officials
43
Annual
Planning
Implementing
Description
Plan Act/Do Reflect
Work Schedule
Pre-Moderation
Moderation
Assessment - Summative
Assessment - Formative
Playground duty
Devotion
Parents' Meeting
SMT meeting
Staff meeting
General Staff Development
Team building
Exhibitions - LTSM
Bosberaad
AGM of parents
Sports day
Operational meeting
ANA meeting
RCL Leadership development
RCL Meetings
RCL Elections
Cluster meetings
Exhibitions - Learner
Enrichment
Exhibitions - Roadshows
Excursions
Marking - Summative
Marking - Formative
District Officials meeting
Staff Functions
Monitoring &
Evaluation
Act/Do Reflect Frequency Length Total Time When Scheduled Code
1
25
25
WS
25
0,5
12,5
Pmod
60
1,5
90
Mod
17
0,5
8,5
12
2
24
40
1
40
8
0,5
4
3
3
9
200
0,25
50
8
2
16
8
1
8
1
8
8
1
6
6
1
16
16
1
4
4
1
8
8
40
1
40
1
1
1
2
36
72
40
2
80
1
1
1
4
2
8
Plan
1
2
1
30
10
4
4
2
2
8
5
5
1,5
2
2
4
8
150
50
6
8
Periods pw 30min pp
30
759
0,5
44
510 1269
22

23. 2014/02/13
Target
Sefng
for
All
• Targets
for:
– Learners;
– Class-­‐group
teachers;
– Subject
teachers;
– Subject/Phase
heads;
– Principals
(school).
45
Condoned
Failures
46
23

24. 2014/02/13
47
SOS
Learners
33
Learners
‘At
Risk’
48
24

25. 2014/02/13
49
50
25

26. 2014/02/13
51
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
compeTTon,
especially
if
you
want
to
beat
a
certain
person.
52
26

27. 2014/02/13
Thank
You!
53
27