8. 26/03/2013
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!
15
Access vs Success
Short-Listing
Employment
Quantity
Quality
Whether you Pass! How you Pass!
16
8
9. 26/03/2013
Session
3
What
do
we
know
about
our
Learners,
especially
if
we
Claim
to
do
this
all
for
them.
Awareness
<-‐-‐-‐-‐-‐-‐>
Knowledge
3. Caution 4. Certainty
“I know what I “I know what I
Awareness
don’t know” know”
Explore Exploit
1. Ignorance 2. Amnesia
“I don’t know what “I don’t know
I don’t know” what I know”
Experiment Expose
Knowledge
9
10. 26/03/2013
Know your Numbers
• School days (School Calendar);
• Weeks of Teaching and Learning;
• Teaching and Learning days;
• Hours of Teaching and Learning;
• Hours of Examination time;
• Teacher Accountability hours of
work per Annum (PAM).
19
Know your Numbers
• 199 School days;
• 34 Weeks of Teaching and Learning;
• 170 Teaching and Learning days
• 935 Hours of Teaching and Learning;
• 20 – 24 Hours of Examination time;
• Account for 1800 hours of work p.a.
20
10
11. 26/03/2013
Session
4
Construc5ng
a
“Target
Se`ng”
environment
at
the
school.
School
Turnaround
Strategy
11
17. 26/03/2013
Session
5
Construc4ng
a
“Learners
Expecta4on
and
Achievement”
Agreement
Nature
of
Expecta4ons
• Poor
families
are
living
based
on
survival,
and
therefore
don’t
have
a
concept
of
‘dreams’
–
long-‐4me
expecta4ons;
• Only
focusing
on
‘geOng
through
the
day’;
• Don’t
have,
like
middle
and
upper
class
families,
conversa4ons
around
the
dinner
table
about
“what
the
children
want
to
be
one
day”;
• Schools
can
play
a
role
in
developing
a
dream,
and
raising
expecta4ons
of
poor
kids.
1
24. 26/03/2013
Integra4ng
Challenges
• Learners
–
crea4ng
a
dream,
not
a
‘pass’
(below
or
above
50%);
• Learners
–
focusing
on
the
achievement
of
their
dream
(assis4ng
them,
not
our
image);
• Teachers
–
rela4onship
agreement
between
teachers
and
learners
(engagement
based
on
an
agreement);
• Teachers
–
assis4ng
learners
to
achieve
their
dream,
not
theirs;
• Principals
–
know
what
they
are
‘producing’
at
the
school;
• Principal
–
encourage
and
ensure
con4nuum
from
school
to
‘next
step
towards
dream’;
• District
–
would
know
what
they
are
‘producing’
within
the
circuit,
district,
etc.;
• District
–
plan
accordingly
to
deliver
on
the
aspira4ons.
Session
6
*
Eight
School
Readiness
Components;
*
From
Data
to
Intelligent
Systems.
8
25. 26/03/2013
Four
Types
of
Systems
• Data
Systems;
• Informa4on
Systems;
• Knowledge
Systems;
• Intelligent
Systems.
9
26. 26/03/2013
Turning
Data
into
Intelligence
• What
is
the
relevance,
importance
and
value
of
up-‐to-‐date
and
reliable
data
to
schools?;
• Schools
are
s4ll
trying
to
get
‘their
heads’
around
how
to
ensure
the
collec4on
of
data
–
on
4me
–
let
alone
the
usage
of
the
data;
• Most
schools
operate
on
a
‘paper
based’
informa4on
systems,
as
well
as
data
depositories
which
are
‘laying’
all
over
the
school.
EXAMPLE
10
27. 26/03/2013
DATA
SYSTEM
It
is
a
single
bit
of
informa4on,
isolated
from
context
and
basically
without
meaning,
unless
one
is
familiar
with
that
par4cular
data
type.
Learner
A
got
25%
in
a
Math
test.
Norman
Muvo4
11
28. 26/03/2013
INFORMATION
SYSTEM
Data
becomes
Informa4on
when
meaning
is
given
to
it
so
that
a
human
can
more
easily
understand
it.
Learner
A
got
25%
in
a
Math
test,
despite
having
scored
80%+
in
all
previous
tests
for
the
past
3
years.
12
29. 26/03/2013
KNOWLEDGE
SYSTEM
Informa4on
becomes
Knowledge
when
contest
is
considered.
Learner
A
got
25%
in
a
Math
test,
despite
having
scored
80%+
in
all
previous
tests
for
the
past
3
years.
She
is
taught
by
a
History
specialist
with
no
DidacEcs
in
MathemaEcs,
but
who
had
to
take
this
class
to
make
up
his
expected
workload.
13
33. 26/03/2013
Pro-‐ac>ve
Management
of
Teaching
and
Learning
6.
Learners
Leadership
5.
Levels
of
Mastery
4.
Levels
of
Improvement
3.
Levels
of
Learning
2.
Levels
of
Performance
1.
Target
SeOng
Session
7
Wrapping
Up
17
34. 26/03/2013
Key
Ques4ons
1. Iden4fy
the
learning
that
took
place.
2. Iden4fy
what
will
be
done
since
we
know
more
about
the
issue.
3. What
are
we
going
to
do
MORE,
BETTER,
and
DIFFERENTLY?
4. How
do
we
keep
each
other
accountable?
5. What
should
life
(the
school)
be
like
this
4me
next
year?
Thank
You!
18
