SAPA Provincial Presentation 2011

691 views

Published on

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
691
On SlideShare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
28
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

SAPA Provincial Presentation 2011

  1. 1. South African Principals’ Association -Turn Around Strategy (TAS) - An opportunity to Getting It Right In Schools Driven by School Managers Managing Change Presenter: Dr Muavia Gallie (PhD) Education Moving Up Cc. muavia@mweb.co.za Turn-Around Consortium (TAC) Content1. State of Education in South Africa (3-8);2. Turn Around Strategy [TAS] (9-19);3. 16 Principle Issues (20-55);4. Preliminary Results of TAS (56-60);5. Conclusion (61). 1
  2. 2. 6 SACMEQ Results 6 7 62 5 2 212 13 11 1215 15 13 144 3 1 17 12 4 1113 9 14 131 2 3 49 10 9 85 4 6 53 1 5 310 11 8 914 14 12 1511 7 10 108 8 15 7 1999-2010 + Ave 2
  3. 3. Matrics 2010 started Gr1 in 1999 Only 44% retained! Success rate = 8,1%•Success-rate of the system = 8,1%•Of every 12 learners starting GradeOne, only 1 learner attains what thesystem is promising them - data 2005! 3
  4. 4. Pass vs Success Short-Listing Employment Quantity Quality Whether you Pass! How you Pass! % 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 4
  5. 5. 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 5
  6. 6. 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 6
  7. 7. 5 Turn-around Phases Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 Focus • Ownership • Buying into this • SRC tools • SRC + CMM • Ensuring strategy development implementation sustainability • Design CMM • 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 (P) Components = • Teacher • Governance Turn 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, Organogram, TLSM • T+L intelligence • 16 Questionnaire (S) 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 6 (six) [Planning] 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 7
  8. 8. 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 ‘key deliverables’;3. Teachers ‘don’t sweat the small stuff’; 3. Data driven decision-making;4. Teachers know ‘what it takes to be 4. Clear and implementable rules. successful’. 1-4 Individual Development 8
  9. 9. 4-8 Relationship Development9-12 Culture & Climate Development 9
  10. 10. 13-16 Systems Development 16 Principle Issues1. Psyche of Dysfunctionality;2. Organised dysfunctionality; 13. Data/information/knowledge/intelligent decision making; 5 6 74. Champion/ leader driven;5. Eight school readiness components (SRC); 12 136. Whole school development/ school improvement plan; 4 16 8 27. School level support;8. Networking/ partnering systems; 15 149. Compliance/ governance/ operational management/ leadership systems; 11 10 910. Accountability commitments;11. Aligning the curriculum, instruction, teaching, 3 learning, assessment systems;12. Professional development of teachers - closing Purpose (Vision) the attitude, believes, thinking and skills gaps;13. Expert and mentor support; Hands (Action)14. Time on task; Head (Systems)15. Managing what you know (ICT);16. Focus on the core - student achievements. Heart (Believes) 10
  11. 11. Principle Issue 1: Psyche of Dysfunctionality - Socialisation within an organisation - loose awareness; - About the way organisation behaves towards others, how people within relate to each other, the subtext of interactions, projections and feelings we experience, etc. - Schein (1987) - “… it is the observed anomalies, blank looks in response to simple questions, defensive denial and counter-arguments, and various other kinds of emotional response that that occur in reaction to my own behaviour that are the most valuable sources of insight into what is going on.” Principle Issue 1: Psyche of Dysfunctionality … cont.• Two case study examples (both in education):- Organisation A: already a postponed meeting - only 2 pitched - too short notice … arrived early … expecting 15 people … had to assist receptionist to organise room … at 15h00, only 3 … 15h15 had 5 … 15h30 had 7 … 15h45, coordinator started meeting with 9 people … when senior person entered, long handshakes with complicated moves, very little smiles … presented work (had to skip slides - jokes) … each member took in assigned role (hard man, facilitator, pragmatist, note-taker) … posed questions which had been already answered, but part of ritual of point scoring in front of seniors … questions clear that they did not read proposal … they wanted us to deal with the ‘trouble-makers’ - unions … end of meeting - we’ll let you know … during 45 minutes wait, I asked jokingly which organisation is actually dysfuntional - nod for a junior member- Organisation B: prior to proposal, few members instructed by CEO to attend session on the work … she then invited us to informal conversations with senior mangers … discussion included strengths and weaknesses of organisation … given a date for formal presentation of proposal where operational and supervisory staff present … considerable engagement with core ideas in presentation … reactions were openly discussed and decision-making done in our presence … head indicated “we are not going to ask you to leave while we talk abut our decision” … group members raised points of clarification or support, and challenged basis of the work … key beneficiaries of the strategy were in the room, discussion the decision on an equal basis. 11
  12. 12. Principle Issue 2: Dysfunctionality by Design• Imagine I am the President of South Africa in 1948, and ask you to design me an education for Blacks, which will deliver for me a ‘cheap labour market’: - Teacher quality; - ‘Look and Feel’ of schools; - Teaching and Learning; - Time on task; - Curriculum; - Performance expectations; - Culture and climate among colleagues; - Training programme of teachers; - Etc.Principle Issue 2: Dysfunctionality by Design … cont. HSRC 2006, p.27 12
  13. 13. Principle Issue 2: Dysfunctionality by Design … cont. HSRC 2006, p.27 Principle Issue 3: DIKI Decision-Making With the formation of the Democratic Government in 1994, a country had to amalgamate 18 different departments of education into one. It was confronted with scenarios related to pupil-teacher ratio and salary parity among teachers:• Scenario 1: It had over 12 million learners, with only 360 000 teachers. How do you solve this problem, taking into account that the uneven distribution of historical ratios (Africans 1:50; Coloured 1:28; Indians 1:22) will be unacceptable?• Scenario 2: It had 360 000 teachers, who were paid out of the fiscal, salary based on the racial demarcation. How do you solve this problem, given that there will be no increase in the tax base? 13
  14. 14. Principle Issue 3: DIKI Decision-Making … cont.Give your opinion during each of these steps:1. A learner gets 20% in a recent test in Math (Data).2. The learner has been getting over 80% for the last five years (Information).3. The learner is taught by the Physical Education teacher, in order to make up his teaching allocation (Knowledge).4. The teacher has no methodology in Mathematics (Intelligence). Principle Issue 4: Champion/Leader driven Leadership is a decision, not a position, a title or a function. 14
  15. 15. Principle Issue 4: Champion/Leader driven … cont. Looking inwards - Looking upwards - Managing self by reviewing Managing the schools your performance to ensure in order to achieve that you make a positive organisation contribution to the goals commitment and goalsLooking backwards - Looking forwards - Monitoring progress Planning in order towith appropriate control Role of the ensure that the teamsystems, to ensure the Champion/ sets realistic targets, andgoals are met and the Leader obtains appropriate team learns from its resources to achieve mistakes those targets Looking outwards - Looking downwards - Managing the parents, Managing the staff in learners, stakeholders order to maximise their and community to ensure performance both as the learner achievements individuals, teams and meet their expectations organisationPrinciple Issue 4: Champion/Leader driven … cont. 15
  16. 16. Principle Issue 5: SRCs1. Attendance [Teachers and Learners];2. Teacher Information;3. Learner Information;4. Annual Planning;5. Timetabling;6. Teaching and Learning Schedules;7. Organogram;8. Learning and Teaching Support Materials. Principle Issue 5: SRCs … cont. 16
  17. 17. Principle Issue 6: WSE/SIPs 2.1 Instructional 5.1 Parent/ Family 2.2 Shared Involvement 2.3 Operational 5.2 Community Resource Involvement Management School & Community Teaching and Relations Leadership Learning 1.1 Curriculum Data & Personnel & 1.2 Instruction Information 1.3 Assessment Professional Management Learning 4.1 Data 3.1 Personnel Management Qualifications 4.2 Information 3.2 Professional Management Learning Principle Issue 6: WSE/SIPs … cont. Classroom School School & Community Relations Leadership 2.1 Instructional 2.2 Shared 2.3 Operational Resource Management Teaching and Data & Learning Personnel & 1.1 Curriculum Information 1.2 Instruction Professional Management 1.3 Assessment Learning 4.1 Data 3.1 Personnel Management Qualifications 4.2 Information 3.2 Professional Management Learning 4.1 Parent/ Family 4.2 Community Involvement InvolvementSchool Community Circuit/District 17
  18. 18. Principle Issue 7: School level support• Academic Support - Apart for a few workshops together, all other work will be done with individual schools, principals, and SMTs.Principle Issue 7: School level support … cont.• Non-Academic Support - Utilise available capacities, skills and expertise of all; - Teachers don’t need to do ‘everything’; - Go the ‘extra mile’; - See beyond the ‘problems’; - Take ownership in problems and solutions; 18
  19. 19. Principle Issue 8: Network/partner system• Networking (Are you plugged in?): - When will you know a learner has been raped during the past weekend? - When will you know if a teacher did not ‘pitch up’ in class? - When will you know if a teacher never taught for the whole day? - When will you know if a teacher is messing around with school girls? - When will you know if a new policy in education came out? - When will you know if the ‘policy makers’ are thinking about new policies?• When there is a ‘sale’ - Do you know about it before it starts?, When it is the opening day?, The last day of the sale?, or When it is over?Principle Issue 8: Network/partner system … cont. • Partners (You are as good as whom you know.) - Learners; Equity - Teachers; - Parents; Transparency - Community members; - Businesses. Mutual Benefit 19
  20. 20. Partnership mapping Principle Issue 9: CGOML systems• Compliance System - 50% My Job; - 25% Compliance towards Supervisor; - 25% Support and Development to Juniors;• Governance System - Confusion between ‘operational management’ and ‘governance’; - Governance is determining the ‘policies and rules’, and the consequences of ‘breaking those rules’; - Setting the ‘community academic expectations’ too. 20
  21. 21. Principle Issue 9: CGOML systems … cont.• Operational System - Establishing the administrative processes - implementing the ‘rules and regulations’;• Management System - Establishing the ‘culture and climate’ through human interactions (HRM); - Includes ‘conditions of service’ (legislation);• Leadership System - Establishing a ‘vision’ (dream image) of the future, that is worth ‘all the sacrifice’; - Image that will connect with the ‘heart’ (giving you that warm feeling) more than the ‘head’. Principle Issue 10: Accountability system If you are getting paid, then you should be accountable!• The continuing concern for checks, oversight, surveillance, and institutional constraints on the excise of power;• Three ways of controlling the use of political and other powers by managers: - enforcement; - monitoring and; - answerability.• Types of accountability systems: - compliance with regulations (accountability to seniors); - adherence to professional norms (accountability to peers); - results/learner achievements driven (accountability to learners/parents); 21
  22. 22. Principle Issue 10: Accountability system … cont. Principle Issue 11: Align CITLA systems 22
  23. 23. Principle Issue 11: Align CITLA systems … cont. Principle Issue 12: Closing the Gap (BEAR) 23
  24. 24. Principle Issue 12: Closing the Gap (BEAR)… cont. Principle Issue 13: Expert & Mentor support 24
  25. 25. Principle Issue 13: Expert & Mentor support … cont. Principle Issue 14: Time-on-Task Grade 3 = 25 Grade 7-9 = 27.5 Grade 10-12 = 27.5 Grade 4-6 = 27.5 25
  26. 26. Principle Issue 14: Time-on-Task … cont.Teaching Academic Learning Learning Time Engaged Time Instructional Time Allocated Time School Day Length Attendance for the Year School Academic Year Calendar Year Do the Maths!Principle Issue 15: Managing what you Know (ICT) 26
  27. 27. Principle Issue 15: Managing what you Know (ICT) … cont. Principle Issue 16: Learner Achievement 27
  28. 28. Principle Issue 16: Learner Achievement … cont. 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. 28
  29. 29. 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 1.4 GDE PPS Project 50 24 27 53 26 34 3 2 7 1 1 1 5 47 46 -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% 57 Ave. 20.5 -7.11.5.2 GE UPS Matric Results 2008-2010 29
  30. 30. 1.5.3 SMS from GE school------ SMS ------From: +27826257426Received: Jan 13, 2011 11:15Subject: Dr Muavia Gallie ,Dr Muavia Gallie, the name of our school is AsserMaloka in Duduza(Nigel). When we joined yourprogramme were sitting @ 35%(2008), 49%(2009),and for 2010 we are @ 86.23%. My principal and Iwish to express our heartfelt gratitude to you andyour whole team. From Deputy Principal:FET.VuyoNcokazi. 1.6.2 GDE PPS Matric Results 2008 - 2010 (2010 ascending) 30
  31. 31. 10. Conclusion - Theory of ChangeFraming School Change ImprovementSocial/ Critical Features: In learner Educational OutcomesEmotional • Positive, expectations • Higher learnerIssues: nurturing 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 Thank You!! 31

×