Practical session - CAPS and TLAs process steps
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Practical session - CAPS and TLAs process steps






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Practical session - CAPS and TLAs process steps Practical session - CAPS and TLAs process steps Presentation Transcript

  • Presenter: Dr Muavia Gallie (PhD) Education Moving Up Cc. Practical Session Teaching, Learning & Assessment Schedules
  • 5 School Turnaround Principles 16 Educational Principles 8 School Readiness Components 15 Teaching, Learning and Assessment Schedules 50 School Operational Systems 60 School Quality Systems 16 School Turnaround Deliverables Ownership Planning Curriculum Management SustainabilityCulture, Climate, Relationship 3
  • From Underperformance to Excellence 1. Under-Performing Schools 2. High Functioning Schools 3. School of Excellence 8 School Readiness Components (Planning) Attendance Teacher Information Learner Information Annual Planning Time- Tabling Teaching, Learning, Assessment Schedule Organogram TLSM Ownership 50 School Operational Systems Academic (11) Administration (14) Communication (6) ICT (7) Pastoral Care (12) Planning Planning CM - Monitoring and Evaluation 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 Evaluation (10) CCR - Support and Development CM - Monitoring and Evaluation Ownership Sustain - Institutionalisation Sustain - Institutionalisation SchoolTurnaroundStrategy(5Phases)–3-5Years Sustainability 3–6Months Culture,Climate, Relationships 6-9Months Curriculum Management 1.5–2.5Years Planning 6–9Months Ownership 3–6Months 310
  • 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 16
  • Practical Session Focus Specific Issues Curriculum Management Process  CAPS  TLAs 5
  • Step 1 •Get the pass rates of all schools in the identified subjects, in all grades, for the past 5 years.
  • Step 2 •Link all the subject performance, in all grades, to specific teachers.
  • Step 3 •Analyse the results to identify the patterns of schools, and particular, the well performing schools, and teachers.
  • Step 4 • Identify 5 levels of performance, and plot the data of schools and teachers. - Level 1 = Low performance - Level 2 = Above ‘low’ performance - Level 3 = Average performance - Level 4 = Below ‘top’ performance - Level 5 = Top performance
  • Step 5 •Identify the teachers who are performing at level 4 and/or 5.
  • Step 6 •Invite these teachers to first TLAs session as well as the Subject Advisors of specific subjects
  • Step 7 •Introduce the TLAs strategy to these teachers.
  • Step 8 •Discuss the 3 Domains with 15 Areas with the selection group of teachers and SAs.
  • 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. 14
  • Step 9 •Divide the curriculum into 34 Chunks (explain the logic of 34), with clear uniqueness of each of these chunks
  • 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 16
  • Step 10 •Get the group to ‘rate’ themselves on a 1 – 5 scale (1 = low; 5 = top) as to their ‘quality of teaching’ in all the 34 chunks.
  • Step 11 •Invite those who ‘rated’ themselves as 4 and/or 5, to agree to construct a week Lesson Plan on these chunks, in line with the 15 TLAs areas.
  • Step 12 •Identify a ‘Lead Teacher’ in each of the 34 chunks, with supportive teachers also rated at 4/5.
  • Integrating ‘Chunking’ with TLAS 20
  • Step 13 •Lead Teacher will facilitate the collation of his/her chunks from team members.
  • Step 14 •Lead Teacher will facilitate an agreement on the construction of the GROUP CHUNK, but not nullifying the individual chunks.
  • Step 15 • Project will share all the 34 GROUP CHUNKS with participating schools, with additional ‘individual chunks’ from team members, identifying the ‘uniqueness’ of each of these chunks.
  • Step 16 • Lead Teachers will facilitate the team that is going to present the GROUP CHUNK the Saturday before each of the chunks will be delivered in the school, through setting up Communities of Practice.
  • Step 17 •Video record the presentation of 2 hours, to be available to all the schools in the project.
  • Step 18 •Train SLT and SMT on how to M&E the implementation of the TLAs.
  • Step 19 •School register to download and comments in order to improve the ‘chunk’.
  • Step 20 •Lead Teacher will facilitate, with the team, the evaluation of the comments.
  • Step 21 •Lead Teacher will facilitate, with the team, the adjustment of the chunk and share with the project schools.
  • Step 22 •The Subject Advisors will develop PD session for schools, where appropriate.
  • Step 23 •The Subject Advisors will get feedback from HoDs on support needed by individual schools.
  • Step 24 •The Subject Advisors and Lead Teachers & teams will evaluate learner achievement.
  • Step 25 •The Subject Advisors and Lead Teachers & teams will make recommendation to Project team how to improve process.
  • Thank You!