ACE - School Leadership
          Module: PPG - Planning
Unit 2 - Reflective Session (Content)




         Dr Muavia Gall...
Content
•   Introduction (3-4)
•   Focus on school (5-7);
•   Types of Planning (8-15);
•   Focus of Planning & M+E (16-21...
Failing to
Planning to Fail

    Plan is the
     same as
    Planning to
       Fail.       3
Levels of Planning in Education …
          5. Learning Programme
               4. Classroom
               3. Department...
Focus on
   the
School …   5
Dysfunctionality vis-à-vis Under-performance
Figure 10: Three levels of school functionality in relation to the support ne...
Specific Planning Needs …
INPUT      PROCESS OUTPUT IMPACT
Dysfunctional Schools
               Low-functional Schools

  ...
1. Annual Review




                   8
2. Strategic Planning




                        9
3. Strategic Planning - Dynamic
             Model




                                  10
4. Business Planning




                       11
5. Business Plan




                   12
6. Project Planning




                      13
7. Project Charter




                     14
8. Week Planner




                  15
Focus of the Planning
1. Understanding     3. Lead and   4. Manage               5. Manage policy,
school leadership    ma...
Monitoring and Evaluation Strategies …




                                         17
School Improvement Plan -
        Step 1 to 7




                            18
Importance of DATA


      Without data,
you’re just another person
     with an opinion.



                             ...
Examining Data
                   a
                at
            D
      re
   o            DATA
  M ta
   Da


        ...
January
    Data Planning and Reflection
            March tool           May
     February                          April...
1. Example of SIP Strategy
   School Improvement
       States must determine if
       each school and district
make Adeq...
School Improvement Timeline
School Improvement Timeline
   Miss AYP
   Miss AYP
   Miss AYP   School Improvement Yr 1 (cho...
School Improvement:
                Year 1
School Improvement Year 1
  Each Title I district must identify for school
 im...
School Improvement:
                Year 2
School Improvement Year 2

 If a school fails to make AYP by the end
 of the fi...
Corrective Action
Corrective Action Year 3
If a school fails to make AYP by the end of
the second full school year after i...
Possible corrective
Possible corrective actions
                 actions
 Replace school staff relevant to the failure
 ...
Restructuring
    Restructuring Year 4
If a school fails to make AYP after one
full year of corrective action, the distric...
Restructuring, continued
Possible Restructuring actions
By the beginning of the next school year, the district must
implem...
Structured Teacher Planning Time
    2. Example of Learning Area
    (STPT) as a strategy
      and Classroom Planning
   ...
It’s all about …
… teacher ownership of the learning
needs of learners AND the programmes
the school uses to meet those ne...
Assessment, Analysis, Action …
STPT has, generally, three steps:
1. Review standards-based assessment
   data (state, dist...
In session throughout the year, you will …
     Review the alignment to Standards;
 

     Analyse data from interim
 
 ...
Always: …
     ALWAYS
    Be prepared: have all materials

    needed (data) available to teachers;
    Have a clear “pro...
Never: …
NEVER

    Deal with departmental meeting topics,

    or operational issues not directly
    related to learner...
Review Interim Assessment
        Results …




                            36
Review detail Achievements
            …




                             37
If our goal is to move learners from
“Level 1” Data analysis … “Level
           to “Level 2” and from
 2” to “Level 3”, a...
• What resources do you
Programme
  Programme   Planning
             currently have?
 Planning
           • How could the...
Classroom
   Classroom•Planning need
             Which learners
 Planning    what support?
            • How am I going t...
Role of Data Management in
  Planning Interventions …
• Planning: Determine which learners
  need support in which areas; ...
Total Integrated Management
             Leadership
              System
            System
 Process                 Strat...
Softball - Do the right thing …




                              43
Thank
 You!
You can download this presentation
 from www.slideshare.net - search
         “Muavia Gallie”
                ...
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MGSLG ACE Planning Unit Content

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MGSLG ACE Planning Unit Content

  1. 1. ACE - School Leadership Module: PPG - Planning Unit 2 - Reflective Session (Content) Dr Muavia Gallie (PhD) Friday 20 March 2009 MGSLG - Benoni Office 1 NCS Lecturers
  2. 2. Content • Introduction (3-4) • Focus on school (5-7); • Types of Planning (8-15); • Focus of Planning & M+E (16-21); • Example 1 - SIP (22-29); • Example 2 - Teacher focus (30-41); • Integrated Management System (42); • Video - Do the right thing (43); • Closure (44). 2
  3. 3. Failing to Planning to Fail Plan is the same as Planning to Fail. 3
  4. 4. Levels of Planning in Education … 5. Learning Programme 4. Classroom 3. Department 2. Senior Management Team 1. School Cu l rric District iona tut ulu m Insti Provincial National 4
  5. 5. Focus on the School … 5
  6. 6. Dysfunctionality vis-à-vis Under-performance Figure 10: Three levels of school functionality in relation to the support needed by schools 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% -10% -20% Basics Non-Functioning Low-Functioning High-Functioning -20% – +20% 21% - 60% 61% - 100% 6 Gallie 2006
  7. 7. Specific Planning Needs … INPUT PROCESS OUTPUT IMPACT Dysfunctional Schools Low-functional Schools High-functional Schools 7
  8. 8. 1. Annual Review 8
  9. 9. 2. Strategic Planning 9
  10. 10. 3. Strategic Planning - Dynamic Model 10
  11. 11. 4. Business Planning 11
  12. 12. 5. Business Plan 12
  13. 13. 6. Project Planning 13
  14. 14. 7. Project Charter 14
  15. 15. 8. Week Planner 15
  16. 16. Focus of the Planning 1. Understanding 3. Lead and 4. Manage 5. Manage policy, school leadership manage organisational planning, school and management in people systems, physical and development and South Africa financial resources governance 6. Lead and manage 7. Mentor school subject/ learning managers and manage 2. Managing areas/ phase mentoring programmes in schools Teaching 8. Conduct 9. Moderate assessment and Learning outcomes-based assessment 10. Develop a portfolio to 11. Demonstrate effective 12. Basic computer demonstrate school language skills in school literacy for school management and leadership management and leadership management competencies 16
  17. 17. Monitoring and Evaluation Strategies … 17
  18. 18. School Improvement Plan - Step 1 to 7 18
  19. 19. Importance of DATA Without data, you’re just another person with an opinion. 19
  20. 20. Examining Data a at D re o DATA M ta Da da ta 20
  21. 21. January Data Planning and Reflection March tool May February April The periodic, systematic use of a data, planning and reflection tool is needed to shape our decision on Learning and Teaching in schools. June July September August October November December 21
  22. 22. 1. Example of SIP Strategy School Improvement States must determine if each school and district make Adequate Yearly Progress (AYP). 22
  23. 23. School Improvement Timeline School Improvement Timeline Miss AYP Miss AYP Miss AYP School Improvement Yr 1 (choice) Miss AYP School Improvement Yr 2 (supplemental educational services) Miss AYP Corrective Action Miss AYP Restructure (planning year) Restructure (implement plan) 23
  24. 24. School Improvement: Year 1 School Improvement Year 1  Each Title I district must identify for school improvement any Title I school that fails to make AYP for two consecutive years.  Identification must take place before the beginning of the school year following the failure to make AYP.  Within 3 months, an identified school must develop a school plan, in consultation with parents, school staff, district, and outside experts. 24
  25. 25. School Improvement: Year 2 School Improvement Year 2 If a school fails to make AYP by the end of the first full year after identification, the district must—  continue to provide technical assistance  continue to make public school choice available  make supplemental educational services available. 25
  26. 26. Corrective Action Corrective Action Year 3 If a school fails to make AYP by the end of the second full school year after identification, the district must—  continue to make public school choice available  continue to make supplemental services available  continue technical assistance  identify the school for corrective action and take at least one of the following actions: 26
  27. 27. Possible corrective Possible corrective actions actions  Replace school staff relevant to the failure  Institute and implement a new curriculum  Significantly decrease management authority in the school  Appoint outside experts to advise the school  Extend school year or school day  Restructure internal organization of the school. 27
  28. 28. Restructuring Restructuring Year 4 If a school fails to make AYP after one full year of corrective action, the district must—  continue to make public school choice available  continue to make supplemental services available  prepare a plan to restructure the school.
  29. 29. Restructuring, continued Possible Restructuring actions By the beginning of the next school year, the district must implement one of the following alternative governance arrangements, consistent with State law:  Reopen school as a public charter school  Replace all or most of school staff, including the principal  Enter into a contract with an entity, such as a private management company, with a demonstrated record of effectiveness to operate the school  State takeover  Any other major restructuring of the school’s governance arrangement.
  30. 30. Structured Teacher Planning Time 2. Example of Learning Area (STPT) as a strategy and Classroom Planning One of the variables highly correlated to  increased learner achievement is the amount of time teachers have to work together to plan for instruction and solve learner learning problems. Aligning curriculum to standards, pacing, and  interim assessment are the infrastructure for improvement, but The cycle of assessment, analysis, and action  leads to long-term, lasting improvement. 30
  31. 31. It’s all about … … teacher ownership of the learning needs of learners AND the programmes the school uses to meet those needs. 31
  32. 32. Assessment, Analysis, Action … STPT has, generally, three steps: 1. Review standards-based assessment data (state, district, or classroom); 2. Dig deeper to see patterns and informative aspects of the data through careful analysis, and 3. Plan for action: who needs what, and how are we going to use our resources to provide for needed support. 32
  33. 33. In session throughout the year, you will … Review the alignment to Standards;  Analyse data from interim  assessments, district and provincial assessments, and grades; Discuss the individual progress of your  learners – what needs they may have; Review the results from the  interventions you have planned; Make decisions about curriculum and  instructional materials; Share teaching strategies that work.  33
  34. 34. Always: … ALWAYS Be prepared: have all materials  needed (data) available to teachers; Have a clear “product” in mind for the  meeting, and state it ahead of time; Work on one or two topics in depth;  Provide a record of the conclusions  and the “product” for each meeting; Remember that “forms follows  function.” 34
  35. 35. Never: … NEVER Deal with departmental meeting topics,  or operational issues not directly related to learner achievement; Allow the focus to shift from learner  learning; Discuss programmes when the  personnel involved are not present; Cancel the meeting because of  something more important. 35
  36. 36. Review Interim Assessment Results … 36
  37. 37. Review detail Achievements … 37
  38. 38. If our goal is to move learners from “Level 1” Data analysis … “Level to “Level 2” and from 2” to “Level 3”, and from “Level 3” to “Level 4”, and from “Level 4” to “Level 5”, how could data analysis influence programmes and classroom planning? 38
  39. 39. • What resources do you Programme Programme Planning currently have? Planning • How could they be used to support a specific learner learning outcomes? �______________ �____________ 39
  40. 40. Classroom Classroom•Planning need Which learners Planning what support? • How am I going to provide it? ____________ ♦____________ 40
  41. 41. Role of Data Management in Planning Interventions … • Planning: Determine which learners need support in which areas; be as precise as possible to make the intervention selection more “on target.” • Accountability: Be sure that resources spent on interventions are being used well; monitor whether or not learners are making substantial growth toward the target established. 41
  42. 42. Total Integrated Management Leadership System System Process Strategic Management Planning System System Total Integrated Management System Human Client and Resource Context Management Management Knowledge System System Management System 42
  43. 43. Softball - Do the right thing … 43
  44. 44. Thank You! You can download this presentation from www.slideshare.net - search “Muavia Gallie” 44

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