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    Turn around session 4   Reiger Park Turn around session 4 Reiger Park Document Transcript

    • Turn Around Strategy Reigerpark Schools SRC 4 & 7 Presenters: Dr Muavia Gallie (PhD) 1 Content1. Introduction;2. Annual (Year) Planning (Curriculum, Improvement, Accountability);3. Organogram;4. Conclusion. 2 1
    • Critical Steps in Planning1. 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 processAction ON being Co-option Decidedmanipulated: no Coercion byreal input or power Consumption others 4 2
    • 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 goalsLooking backwards - Looking inwards -Monitoring progress with Role of Managing yourself byappropriate control reviewing yoursystems, to ensure the the performance to ensure thatgoals are met and that theteam learns from its Principal your leadership makes a positive contribution to themistakes 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 AttitudesManaging Own strengths Saying no Self-disciplineYourself 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 doneManaging People in general Communication (listening, interpreting, Caring andYour 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 adaptabilityManaging Task aims Foresight and planning Balance betweenYour 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
    • Behavioural skills model Sheppard 1999 ASSERTIVE Empowering RESPONSIVE g Fa uas enin Pe ctu io rs List al n Stating Expectations Openness Push my Pull your Agenda Agenda Ignore/ Give away Dismiss Ho k tac 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
    • School Calendar 2011 - Inland 9 Year Planning 10 5
    • YP - Activities 11YP - Responsibilities 1 12 6
    • YP - Responsibilities 2 13 YP - Monthly 1 14 7
    • YP - Monthly 2 15YP - Including weekends 1 16 8
    • YP - Including weekends 2 17 YP - Per event 18 9
    • Curriculum Alignment ModelTaughtWrittenTested 19 Curriculum Development Cycle Curriculum Instructional Assessment Management Management Management Plan Plan PlanDo District School TeacherM&E Provincial District HoD 20 10
    • School Profile - Baseline Assessment Context Inputs Processes Outputs Outcomes1. 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 institutions2. 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 the3. Employment rate of learner 3. Learner promotion/ 2. Parent satisfaction labour market community 4. Proportion of retention rates 3. Learner satisfaction 3. Employer opinions of4. Social factors learners with special 4. Learner mobility 4. Learner performance graduates of5. Ethnic and language needs rates in key tests and vocational education distribution 5. Learner attendance 5. Subject offerings exams programmes 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 personnel extra-curriculum rates 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 21 School Layout 22 11
    • Organogram 1 23Organogram 2 24 12
    • Accountability vs Support & Development Accountability Support and DevelopmentDistrict OfficialsPrincipalDeputy PrincipalHead ofDepartmentP1 TeacherLearners 25 Conclusion 26 13