SlideShare a Scribd company logo

TeachSA 2016 cohort - The Why, What, How and When of school turnaround methodology

•
•
Education Moving Up Cc.
Education Moving Up Cc.

TeachSA ambassador training during the 2016 cohort workshop, on the 15 January 2017.

Education
1 of 156
Download to read offline
Presenter: Dr Muavia Gallie (PhD) SchoolTurnaround All our learners can and should be successful in our schools. EMU-STF The WHY, WHAT, HOW and WHEN of School Turnaround Methodology
Website: www.schoolturnaroundfoundaJon.org.za
The WHY of School Turnaround Methodology
TIMSS 2003 - Applying Maths 2003
Current ‘through-put’ in EducaJon Comparing Grades 1-12 from 1999 to 2015 Gap Now %Learner Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Gr1 & 12 Retained 1999 1 318 932 1 223 529 1 194 425 1 167 683 1 087 829 998 705 937 741 1 043 067 917 239 840 803 738 220 571 848 747 084 43% 2000 1 055 397 1 090 765 1 178 712 1 167 949 1 088 836 1 009 782 936 454 1 039 547 922 566 836 962 724 192 549 203 506 194 52% 2001 1 150 637 944 961 1 087 675 1 175 860 1 098 863 1 023 269 932 151 1 068 479 916 280 846 655 709 508 488 352 662 285 42% 2002 1 286 591 1 012 892 949 721 1 076 107 1 142 806 1 038 679 958 932 936 392 1 089 404 876 175 719 952 486 786 799 805 38% 2003 1 277 499 1 111 858 1 003 331 952 465 1 035 707 1 101 740 987 876 976 750 902 129 1 096 214 736 720 475 069 802 430 37% 2004 1 303 016 1 109 201 1 081 956 985 139 916 911 997 365 1 050 554 1 010 710 914 729 1 057 935 829 137 505 392 797 624 39% 2005 1 233 581 1 118 690 1 078 001 1 061 770 951 372 898 493 972 542 1 052 499 930 797 1 069 494 839 009 538 909 694 672 44% 2006 1 185 198 1 081 652 1 099 319 1 072 780 1 026 031 919 487 872 051 1 020 734 970 946 1 093 297 890 564 568 664 616 534 48% 2007 1 171 323 1 050 103 1 066 796 1 090 762 1 035 449 1 001 687 896 138 930 019 957 450 1 115 961 920 102 625 809 545 514 53% 2008 1 122 114 1 031 821 1 017 656 1 050 860 1 043 012 1 001 852 964 345 926 603 902 656 1 076 527 902 752 595 216 526 898 53% 2009 1 106 827 1 004 311 1 004 585 1 019 886 1 009 370 1 012 619 970 902 991 093 926 531 1 017 341 881 661 602 278 504 549 54% 2010 1 116 899 994 410 972 668 1 002 645 978 983 978 016 980 747 1 001 180 1 009 327 1 039 762 841 815 579 384 537 515 52% 2011 1 177 089 1 003 353 957 209 974 860 957 203 946 427 941 291 1 008 110 1 049 904 1 049 189 847 738 534 498 642 591 45% 2012 1 208 973 1 074 788 967 373 966 349 939 025 935 446 912 528 971 509 1 096 113 1 103 495 874 331 551 837 657 136 46% 2013 1 222 851 1 116 427 1 025 185 964 630 923 562 909 095 902 099 942 345 1 073 060 1 146 285 834 611 597 196 625 655 49% 2014 1 235 901 1 149 894 1 073 447 1 036 378 929 735 894 517 875 311 935 624 1 048 823 1 139 872 897 342 571 819 664 082 46% 2015 1 244 208 1 164 050 1 106 895 1 088 804 979 360 899 799 884 994 931 766 950 512 1 112 604 928 983 687 230 556 978 55% Ave. 1 201 002 1 075 453 1 050 880 1 050 290 1 008 474 974 528 939 803 987 437 975 204 1 030 504 830 390 560 558 Diff
EffecJve and Efficiecy of SA EducaJon Source: Ministry of EducaJon – South Africa 100 Learners Enter School 40 Make it Through to Matric Year 20 Pass and Matriculate 4 Students Enter Higher EducaJon 1 Graduates One in every Hundred students who go to school will complete terJary educaJon.
Difference between School Improvement and School Turnaround RedefiniJon The creaJon of new approaches, goals, processes and tasks, previously inconceivable. ModificaJon Significant redesign of approaches, goals, processes, and tasks. AugmentaJon SubsJtuJon of current approaches, goals, processes and tasks, with funcJonal improvement. SubsJtuJon SubsJtuJon of current approaches, goals, processes and tasks, with no funcJonal change. Improvement Turnaround Doing Differently Doing More & Be`er
5 Domains - 20 Big Frameworks 1.  Principles/beliefs Frameworks (1 & 2); 2.  Conceptual/Knowledge Frameworks (3 & 4); 3.  Process Frameworks (5, 6, 7, 8, 9, 10, 11, 12 & 13); 4.  ImplementaJon Frameworks (14, 15, 16 & 17); 5.  Project (M&E) Frameworks (18, 19 & 20);
20 Big Frameworks 1. Redesigning the ‘Liberal educaJon system’ (default Middle-class) to connect with ‘poor/marginalised learners/ communiJes’ through Deep Change. Reconnect: •  Principals and teachers with the potenPal and opportunity of EducaPon; •  Teachers with Learners interest; •  Effort and Success (principals, teachers and learners). 2. Systemically aligning policies, procedures, processes and steps, in interacJve and supporJve ways through School OperaJonal and Quality Systems. Establishing and Strengthening: •  Ownership; •  Planning; •  Curriculum Management; •  CondiPons for Success; •  Sustainability. 3. UJlising InformaJon and CommunicaJon Technology to manage and lead the Individualised Learning Plans, Targets and Dreams of learners through electronically methods. Clear Indicators and Tools for: •  Teaching for Learning; •  Management and Leadership; •  Personnel and Professional Learning; •  Data and InformaPon Management. 4. Maximising the available school days, teaching and learning Jme, co-curricular acJviJes, and the intervenJon strategies to support the success of all learners. Detailed Planning of the: •  1800 hours of Teacher Accountability; •  200 School days for schooling; •  170 days for Teaching & Learning; •  150 Daily Lesson Plans; •  20 FATs and Revision acPviPes.
Principles of School Turnaround Strategy 1.  All learners were created to be SUCCESSFUL, and therefore no learner should fail; 2.  The academic ability of learners is not linked to their economic, social and cultural status in society (poor learners can perform at same level as middle-class and rich learners); 3.  The biggest challenges in School Turnaround require Adults to Change (Thinking and Doing) – reconnect them with the dreams of learners; 4.  Move away for the Deficit Thinking Model, and the VicJm Mentality Approach; 5.  Restructuring the current educaPon models that are resulPng in DysfuncJonal-by-design and Success-linked- to-social-status (un- and under-qualified and poorly performing teachers are teaching in these schools). 11 1
Developing Country Contextual Realities “Children walking through the Gate” Preferred Children Reality Children 1. Country club kids 1. Township and working-class kids 2. Above the railway lines – rich suburbs 2. Below the railway lines – squatter camps, low-income housing, unemployed parents 3. Traditional family (both parents) 3. Today’s family (single or child headed) 4. Parents/family took care of them 4. Early on learning to fend for themselves 5. Have ‘talk shows’ stories 5. They have counter-stories (News bulletin) 6. Protected by the family/parents 6. Grow up on the very dark side of life 7. They are easy to teach 7. They are not the easiest to teach 8. They have long-term dreams 8. They have potential, if you believe it 9. They are predictable, stable 9. They are unpredictable, volatile 10. Their future is positively preordained 10. Their future can or can’t be negatively or positively preordained, depending on us 12 2
Teacher ‘Readiness’ for All Learners? ‘Fetching learner’ wherever they are! Teacher Response 2 - Awareness +3 +2 +2 +1 +1 Par Par -1 -1 -2 -2 -3 -3 -4 -4 L1 L2 L3 L4 L5 L6 L7 L8 L9 L10 Expected Level of ‘Readiness’ Middle- class ExpectaJon ‘Readiness Level’ of individual Learners Lesson 1 Lesson 2 Lesson 3 Lesson 4
Russell’s Circumplex Model of Affect Unpleasant Pleasant AcJvaJon DeacJvaJon Alert Sad Depressed Bored Tired Upset Stressed Nervous Tense Calm Relaxed Serene Contented Happy Elated Excited 3
When last have you hugged a kid in your school? Filmmaker, Jason Russel, first met Jacob when he visited Uganda in 2003, and promised him to bring an end to his suffering. He co-founded Invisible Children as a not-for- profit organisaPon tasked with “advocacy and inspiring America’s youth to ‘do more than just watch’.” 4
5 School Turnaround Principles 16 EducaPonal Principles 8 School Readiness Components 15 Teaching, Learning and Assessment Schedules 50 School OperaPonal Systems 60 School Quality Systems 16 School Turnaround Deliverables Ownership Planning InstrucJonal Leadership Sustainability Culture, Climate, RelaJonship 5 School Turnaround Methodology – Deep Change 5 Phases
School Turnaround Planning Framework “As-Is" •  Sector and school analysis; •  Leadership assessment; •  Strategic planning; •  InstrucPonal planning; •  OrganisaPonal planning; •  OperaPonal planning; •  Resource planning. Gap Analysis •  InstrucPonal drivers; •  Key issues; •  Constraints “Could-Be" •  Benchmarks; •  Best pracPce; •  Scenario planning; •  Target seing. InstrucJonal Modeling •  Impact of turnaround plan on learner achievement, teaching programme, leadership commitment, parent support •  “What-If” scenarios, target seing and sensiPvity analysis Issues Assessment •  Address instrucPonal drivers; •  Address under-performance; •  Overcome constraints; •  Stakeholder management; •  Project management; •  OpPons, risks, alternates “To-Be" •  Turnaround strategy •  Quick wins Report •  Findings; •  Theory of change; •  Strategy to turnaround the school; •  Strategy to manage the process – leadership, stakeholders and project management •  Learner achievement impact SituaJon Analysis InstrucJonal EvaluaJon Turnaround Plan Turnaround Strategy Gap Input Feedback InstrucPonal drivers & levers EducaPonal viability Turnaround strategy Resources required Strengths & Weaknesses Threats & OpportuniPes 1 2 3 4 5 6 7 6
STP - Problem-Solving Approach Needs ObjecPves Inputs OperaPons outputs Results Impact Efficiency Sustainability EffecPveness Relevance 5 STP Principles Vision 50 School OperaPonal Systems 16 STP Deliverables School of Excellence HPS UPS DFS ChaoJc School 8 School Readiness Components 16 EducaPonal Principles 60 School Quality Systems 19 15 Teaching, Learning & Assessment Schedules 7
5 Successful Change Steps 20 Awareness Sufficient awareness of the need for change? No Raise awareness and overcome denial Yes Diagnosis Thorough diagnosis of problems and/or opportunities No Engage in root cause diagnosis Yes Vision Solid new organising model? No Engage in strategising and visioning Yes Plan Detailed plan for implementation? No Engage in planning Yes Support Critical mass of support for implementation? No Engage in stakeholder building Yes Successful Change!! 8
From Underperformance to Excellence 1. Under-Performing Schools 2. High FuncJoning Schools 3. Schools of Excellence 8 School Readiness Components (Planning) Attendance Teacher Info Learner Info Annual Plan TimeTabling TLASchedule Organogram TLSM Ownership 50 School OperaJonal Systems Academic (11) AdministraPon (14) CommunicaPon (6) ICT (7) Pastoral Care (12) Planning Planning CM - Monitoring and EvaluaPon CCR - Support and Development 60 School Quality Systems (6 x 10) Leadership Strategic Planning Human Resources Learning & Teaching Assess & Feedback Monitoring & Evaluate CCR - Support and Development CM - Monitoring and EvaluaPon Ownership Sustain - InsJtuJonalisaJon Sustain - InsJtuJonalisaJon School Turnaround Strategy (5 Phases) – 3-5 Years Sustainability 3 – 6 Months Culture, Climate, RelaJonships 6 - 9 Months Curriculum Management 1.5 – 2.5 Years Planning 6 – 9 Months Ownership 3 – 6 Months 21 15 Curriculum Management Areas Teaching Schedule (5) Learning Schedule (5) Assessment Schedule (5)
School Turnaround Planning Domain 1 Teaching for Learning Domain 2 Leadership Domain 3 Personnel & Professional Learning Domain 4 School & Community RelaJonship Domain 5 Data & InformaJon Management 1.1 Curriculum •  Align •  Review •  Monitor •  Communicate 2.1 Instructional Leadership •  Educational Programme •  Instructional Support 3.1 Personnel Qualifications •  Requirements •  Skills •  Knowledge •  Dispositions 4.1 Parent Involvement •  Communicate •  Engage 5.1 Data Management •  Data Generate •  Data Identify •  Data Collect •  Data Access •  Data Support 1.2 Instruction •  Planning •  Delivery 2.2 Shared Leadership •  School Culture •  School Climate •  Continuous Improvement 3.2 Professional Ethics •  Respect for Learners •  Connect with Learners 4.2 Family Involvement •  Communicate •  Engage 5.2 Information Management •  Analyse •  Interpret •  Apply 1.3 Assessment •  Align to Curriculum •  Align to Instruction •  Data Reporting •  Data use 2.3 Resource Management •  Resource Allocation •  Operational Management 3.3 Professional Learning •  Collaboration •  Content •  Pedagogy •  Alignment 4.3 Community Involvement •  Communicate •  Engage 5.3 Knowledge Management •  Patterns •  Routines •  Scenarios •  Forecast 10
1. A`endance 2. Teacher InformaJon 3. Learner InformaJon 4. Annual Planning Integrated Planning 5. Timetabling 6. Teaching, Learning & Assessment Schedule 7. Organo- gram 8. Teaching, Learning & Assessment Materials 23 11
8 School Readiness Components Under-performance Functionality 1 2 3 4 5 1.1 Attendance - Teachers Tick name Sign name Time in and out Principal monitor daily Absence submitted and processed 1.2 Attendance – Learners Record end of the week Record daily Record per period Record per subject Record engagement in classroom per subject 2. Teacher Information Biographical information Personal information Academic information Professional information Performance information 3. Learner Information Biographical information Personal information Socio-economic information Achievement information Expectations and aspirations information 4. Annual Planning Compliance planning Administrative planning Professional planning Ethical planning School Improvement Planning 5. Timetabling Compliance timetabling Implement 40% Implement 60% Implement 80% Optimal, efficient 100% 6. Teaching Schedules CAPS planning Schedules per quarter Schedules per month Schedules per week Schedules per day (task, homework, etc.) 7. Organogram No clear accountability, support & development agreement Accountability requirements are known Accountability linked to positions only Accountability linked to positions and functions Clear accountability, support & development at all levels 8. TL Support Materials TLSM to teacher only TLSM to teacher and selective learners TLSM to all for use in classroom only TLSM to all on first day of school for use beyond classroom TLSM issued to all, get returned very year (more than 90%) Manual System 24 12
Curriculum & Subject Management INSTRUCTIONAL LEADERSHIP Domain 1: Planning and PreparaJon 1.  DemonstraPng knowledge of content and pedagogy 2.  DemonstraPng knowledge of learners 3.  Seing instrucPonal outcomes 4.  DemonstraPng knowledge of resources 5.  Designing coherent instrucPon 6.  Designing learner assessment Domain 2: Classroom Environment 1.  CreaPng an environment of respect and rapport 2.  Establishing a culture of learning 3.  Managing classroom procedures 4.  Managing learner behaviour 5.  Organising physical space Domain 4: Professional ResponsibiliJes 1.  ReflecPng on teaching 2.  Maintaining accurate records 3.  CommunicaPng with families 4.  ParPcipaPng in a professional community 5.  Growing and developing professionally 6.  DemonstraPng professionalism Domain 3: InstrucJon 1.  CommunicaPng with learners 2.  Using quesPoning and discussion techniques 3.  Engaging learners in learning 4.  Using assessment in instrucPon 5.  DemonstraPng flexibility and responsiveness 25 13
Teaching, Learning and Assessment Schedules 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. 26 14
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 15
60 School Quality Systems 1. Leadership 2. Strategic Planning 3. Human Resource 4. Learning and Teaching 5. Assessment and Feedback 6. Data Monitoring and Evaluation 1.1 Leadership Process 2.1 Development Process 3.1 Work Allocation and Management 4.1 Learner Care Management 5.1 Core Competencies Determination 6.1 Info and Knowledge Design 1.2 Communication Effectiveness 2.2 Action Plan Formulation 3.2 Recruit, Hire, Place and Retain 4.2 Learner Knowledge Determination 5.2 Key Process Determination 6.2 Info and Knowledge Management Process 1.3 Governance Process 2.3 Resource Allocation 3.3 Professional Knowledge, Skills and Application 4.3 Learner Diversity Segmentation 5.3 Process Design and Development 6.3 Info and Knowledge Sharing 1.4 Governance Management 2.4 Resource Redirection 3.4 Professional Ethics, Values and Attributes 4.4 Learner Context Segmentation 5.4 Process Requirements Determination 6.4 Performance and Knowledge Measures and Analysis 1.5 Succession Planning 2.5 Sourcing Process 3.5 Professional Learning 4.5 Teaching Features Determination 5.5 Implementation Management 6.5 Performance, and Knowledge Selection and Use 1.6 Performance Process 2.6 Assumption Development 3.6 Career Progression 4.6 Learner and Teacher Relationship 5.6 Assessment Preparation 6.6 Data and Knowledge Analysis 1.7 Financial Accountability 2.7 Risk Assessment 3.7 Performance Management 4.7 Learner Complaints 5.7 Second Change System 6.7 Data and Knowledge Evaluation 1.8 Financial Transparency 2.8 Resource Commitment 3.8 Performance Review 4.8 Teacher Complaints 5.8 Learner Feedback Process 6.8 Target Setting Management 1.9 Priority Determination 2.9 Deployment Management 3.9 School Climate Assessment 4.9 Learner Satisfaction Determination 5.9 Teacher Feedback Process 6.9 Success Indicators and Comparison Building 1.10 Priority Decision-Making 2.10 Assessment Management 3.10 School Environment Improvement 4.10 Learner Expectation and Achievement 5.10 Parent Involvement Management 5.10 Data, Info and Knowledge Reliability 28 16
Under-Performing Schools High-Performing Schools Schools of Excellence
STP - School Turnaround Pathway Turnaround Indicators Level Type Description 1.InstructionProgramme (TeachingandLearning) 2.Drop(Pushout)Rate (Throughputrate) 3.ExitPassRate (FinalGradePass) 4.CompletionRate (DreamAchievement) 5.0Failure 5.1NSC(JustaPass) 5.2Cert(Ave50%) 5.3Dip(Ave65%) 5.4Bach(Ave80%) Total 5. 100% 4. 100% 3. 100% 2. 100% 1. 100%Chaotic Dysfunctional Under Performing High Performing Excellent 100% Bachelors completion 100% Pass, but less then 50% Bach completion 1 or more learners failing: Pass 80%+ Less than 60% pass rate Less than 40% pass rate Great Good Comply Weak Disaster 0% 15% 30% 45% 60% 100% 100%100% 80% 80% 60% 60% 40% 40% 20% ✪✪✪ ✪✪✪ ✪✪✪ ✪ ✪✪✪ nnn nn nn ¢¢¢ ¢¢ ¢¢ þþþ þþ þþþ þþ ýýý ýýý ý ýýý ý ¢ ý DistribuPon of ‘Levels of Pass’ 30 17
STP - 16 Educational Principles 1 5 6 7 12 13 4 16 8 2 15 14 11 10 9 3 Learner Purpose (Vision) Classroom Hands (Action) School Head (Systems) Department Heart (Believes) 18 1. Psyche of DysfuncJonality 2. Organised DysfuncJonality 3. Data to Intelligent decision making 4. Champion/leader driven 16. Focus on the core – Learner Achievement 5. High ExpectaJons 6. Whole School Development/SIP 7. School level support, and beyond 8. Networking/partnering systems 9. Compliance to Leadership systems 10. Accountability Commitment 11. Aligning curriculum with TLA systems 12. GeneraJon Gap 13. Expert and Mentor support 14. Time-on-Task 15. Managing what you know (ICT)
16 Deliverables/Outcomes Individual 1.  Recognise the high risk; 2.  Think differently; 3.  Redefine normal and reality ; 4.  Know, understand and service young people . Relationships 1.  Utilise organisational strength; 2.  High commitment and expectation to succeed; 3.  Recognise ability to transform and change; 4.  Teachers care deeply about all learners. Culture 1.  Bring it on! attitude; 2.  Adults who model what they value; 3.  Teachers don t sweat the small stuff ; 4.  Teachers know what it takes to be successful . Systems efficiency 1.  Being ready (proactive); 2.  Always focus on the key deliverables ; 3.  Data driven decision-making; 4.  Clear and implementable rules, patterns, routines, etc. 19
1. Target Seing Pro-acJve Management of Learner Learning 5. Levels of Mastery 4. Levels of Improvement 2. Levels of Performance 3. Levels of Learning 6. Learner Leadership 20 School Intelligent System
2015 Results from Schools [1.5yrs] Malibu Technical High •  2013 = 78,9% •  2014 = 81,7% •  2015 = 92,2%, with 51% Bachelors Sizimisele Technical High •  2013 = 61,0% •  2014 = 68,1% •  2015 = 78,5% 1,482
District-Wide Approach in CWED - 2015 HoDs - FoundaJon HoDs - Intermediate HoDs - Senior HoDs - FET Deputy Principals 200+ 90+ 90+ 90+ 90+
The WHAT of School Turnaround Methodology
5 School Turnaround Principles 16 EducaPonal Principles 8 School Readiness Components 15 Teaching, Learning and Assessment Schedules 50 School OperaPonal Systems 60 School Quality Systems 16 School Turnaround Deliverables Ownership Planning InstrucJonal Leadership Sustainability Culture, Climate, RelaJonship 5 School Turnaround Methodology – Deep Change 5 Phases
1. Ownership 1. Individual Ownership; 2. CollecPve Ownership; 3. Co-CreaPon. Our DefiniJon of Ownership
Five ‘Ownership Thinking’ Pathways OWNERSHIP ANNUAL REVENUE R1-5 Million R50-100 Million 1.  “Under-Performing School” •  Government Grant I am ‘Just’ the Principal 3. “High FuncPoning School” •  Government Grant •  Human Resources We’re making ‘CollecJve’ decisions I ‘Lead’ MY School 5. “Excellent School” •  Human & Non-Human Resources •  Fixed & Movable Assets •  Networks 2. TransiJon from ‘Planning’ to ‘Managing’ 4. TransiJon from ‘Managing’ to ‘Leading’ Financial Accountability and Transparency
What is the Philosophy in your school, regarding the following: 1. EducaPon philosophy? 2. Teaching philosophy? 3. Learning philosophy? 4. Assessment philosophy?
2. Planning 1.  Asendance (teachers and learners) –  Every day counts; 2.  Teacher informaPon –  Specialism and Strength-based; 3.  Learner informaPon –  Targets, Dreams, Buddies and Developmental Assets; 4.  Annual planning –  170 Days of Teaching and Learning; 5.  Timetabling –  Level of Specialism & TransiJon Time; 6.  InstrucPonal schedules –  150 Daily Lesson Plans & 20 FATs and Revision; 7.  Organogram –  Honouring our Job DescripJon & 1800 hours of Accountability; 8.  InstrucPonal support materials –  DifferenJated materials to support Individual EducaJon Plans (IEPs) of each learner.
1. A`endance 2. Teacher InformaJon 3. Learner InformaJon 4. Annual Planning Integrated Planning 5. Timetabling 6. Teaching, Learning & Assessment Schedule 7. Organo- gram 8. Teaching, Learning & Assessment Materials 43 13
8 School Readiness Components Under-performance Functionality 1 2 3 4 5 1.1 Attendance - Teachers Tick name Sign name Time in and out Principal monitor daily Absence submitted and processed 1.2 Attendance – Learners Record end of the week Record daily Record per period Record per subject Record engagement in classroom per subject 2. Teacher Information Biographical information Personal information Academic information Professional information Performance information 3. Learner Information Biographical information Personal information Socio-economic information Achievement information Expectations and aspirations information 4. Annual Planning Compliance planning Administrative planning Professional planning Ethical planning School Improvement Planning 5. Timetabling Compliance timetabling Implement 40% Implement 60% Implement 80% Optimal, efficient 100% 6. Teaching Schedules CAPS planning Schedules per quarter Schedules per month Schedules per week Schedules per day (task, homework, etc.) 7. Organogram No clear accountability, support & development agreement Accountability requirements are known Accountability linked to positions only Accountability linked to positions and functions Clear accountability, support & development at all levels 8. TL Support Materials TLSM to teacher only TLSM to teacher and selective learners TLSM to all for use in classroom only TLSM to all on first day of school for use beyond classroom TLSM issued to all, get returned very year (more than 90%) Manual System 44 14
Self-Assessment 45
46
47
48 X X X X X X X X X
49 X X X X X X X X X
50 School A: Self-Assessment Rating of the School Readiness Components Step 1: Self-Assessment by SMT, SLT to get School Rating; Y3Q4 Y3Q3 Y3Q2 Y3Q1 Y2Q4 Y2Q3 Y2Q2 Y2Q1 Y1Q4 Y1Q3 Y1Q2 Adjust Self-A 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 TEACHER & LEARNER ATTEND TEACHER INFO LEARNER INFO ANNUAL PLAN TIMETABLE LESSONS PLANS ORGO- GRAM TLASM
51 School A: Self-Assessment Rating of the School Readiness Components Step 1: Self-Assessment by SMT, SLT to get School Rating; Step 2: Workshop for ‘deeper understand’, then adjustment; Y3Q4 Y3Q3 Y3Q2 Y3Q1 Y2Q4 Y2Q3 Y2Q2 Y2Q1 Y1Q4 Y1Q3 Y1Q2 Adjust Self-A 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 TEACHER & LEARNER ATTEND TEACHER INFO LEARNER INFO ANNUAL PLAN TIMETABLE LESSONS PLANS ORGO- GRAM TLASM
52 School A: Self-Assessment Rating of the School Readiness Components Step 1: Self-Assessment by SMT, SLT to get School Rating; Step 2: Workshop for ‘deeper understand’, then adjustment; Step 3: Improve 3 components per Quarter, including ‘weakest’; Y3Q4 Y3Q3 Y3Q2 Y3Q1 Y2Q4 Y2Q3 Y2Q2 Y2Q1 Y1Q4 Y1Q3 Y1Q2 Adjust Self-A 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 TEACHER & LEARNER ATTEND TEACHER INFO LEARNER INFO ANNUAL PLAN TIMETABLE LESSONS PLANS ORGO- GRAM TLASM
53 School A: Self-Assessment Rating of the School Readiness Components Step 1: Self-Assessment by SMT, SLT to get School Rating; Step 2: Workshop for ‘deeper understand’, then adjustment; Step 3: Improve 3 components per Quarter, including ‘weakest’; Step 4: Change Agent confirm improvement achieved, or not. Y3Q4 Y3Q3 Y3Q2 Y3Q1 Y2Q4 Y2Q3 Y2Q2 Y2Q1 Y1Q4 Y1Q3 Y1Q2 Adjust Self-A 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 TEACHER & LEARNER ATTEND TEACHER INFO LEARNER INFO ANNUAL PLAN TIMETABLE LESSONS PLANS ORGO- GRAM TLASM
54 School A: Self-Assessment Rating of the School Readiness Components Step 1: Self-Assessment by SMT, SLT to get School Rating; Step 2: Workshop for ‘deeper understand’, then adjustment; Step 3: Improve 3 components per Quarter, including ‘weakest’; Step 4: Change Agent confirm improvement achieved, or not. Y3Q4 Y3Q3 Y3Q2 Y3Q1 Y2Q4 Y2Q3 Y2Q2 Y2Q1 Y1Q4 Y1Q3 Y1Q2 Adjust Self-A 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 TEACHER & LEARNER ATTEND TEACHER INFO LEARNER INFO ANNUAL PLAN TIMETABLE LESSONS PLANS ORGO- GRAM TLASM
55 School A: Self-Assessment Rating of the School Readiness Components Step 1: Self-Assessment by SMT, SLT to get School Rating; Step 2: Workshop for ‘deeper understand’, then adjustment; Step 3: Improve 3 components per Quarter, including ‘weakest’; Step 4: Change Agent confirm improvement achieved, or not. Y3Q4 Y3Q3 Y3Q2 Y3Q1 Y2Q4 Y2Q3 Y2Q2 Y2Q1 Y1Q4 Y1Q3 Y1Q2 Adjust Self-A 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 TEACHER & LEARNER ATTEND TEACHER INFO LEARNER INFO ANNUAL PLAN TIMETABLE LESSONS PLANS ORGO- GRAM TLASM
56 School A: Self-Assessment Rating of the School Readiness Components Step 1: Self-Assessment by SMT, SLT to get School Rating; Step 2: Workshop for ‘deeper understand’, then adjustment; Step 3: Improve 3 components per Quarter, including ‘weakest’; Step 4: Change Agent confirm improvement achieved, or not. Y3Q4 Y3Q3 Y3Q2 Y3Q1 Y2Q4 Y2Q3 Y2Q2 Y2Q1 Y1Q4 Y1Q3 Y1Q2 Adjust Self-A 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 TEACHER & LEARNER ATTEND TEACHER INFO LEARNER INFO ANNUAL PLAN TIMETABLE LESSONS PLANS ORGO- GRAM TLASM
57 School A: Self-Assessment Rating of the School Readiness Components Step 1: Self-Assessment by SMT, SLT to get School Rating; Step 2: Workshop for ‘deeper understand’, then adjustment; Step 3: Improve 3 components per Quarter, including ‘weakest’; Step 4: Change Agent confirm improvement achieved, or not. Y3Q4 Y3Q3 Y3Q2 Y3Q1 Y2Q4 Y2Q3 Y2Q2 Y2Q1 Y1Q4 Y1Q3 Y1Q2 Adjust Self-A 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 TEACHER & LEARNER ATTEND TEACHER INFO LEARNER INFO ANNUAL PLAN TIMETABLE LESSONS PLANS ORGO- GRAM TLASM
58 School A: Self-Assessment Rating of the School Readiness Components Step 1: Self-Assessment by SMT, SLT to get School Rating; Step 2: Workshop for ‘deeper understand’, then adjustment; Step 3: Improve 3 components per Quarter, including ‘weakest’; Step 4: Change Agent confirm improvement achieved, or not. Y3Q4 Y3Q3 Y3Q2 Y3Q1 Y2Q4 Y2Q3 Y2Q2 Y2Q1 Y1Q4 Y1Q3 Y1Q2 Adjust Self-A 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 TEACHER & LEARNER ATTEND TEACHER INFO LEARNER INFO ANNUAL PLAN TIMETABLE LESSONS PLANS ORGO- GRAM TLASM
3. Curriculum Management •  There is a clear difference between: – Subject Management – relaPonship between the HoDs and subject teachers; and – Curriculum Management – relaPonship between HoDs, depuPes and principal.
InstrucJonal Schedules 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. 60 15 •  ConstrucPon Alignment; •  VerPcal Alignment; •  Horizontal Alignment. •  QuesPons per Lesson; •  Levels of Complexity: •  Low QuesPons •  Middle QuesPons •  High QuesPons •  Revision is not ‘TEP’ •  In grade 12, this is seen to be important, why not other grades?
4. CondiJons for Success (Culture, Climate & RelaPonships) 1.  Safe, orderly and equitable environment; 2.  Value learning and personal growth; 3.  High expectaPons and personal targets 4.  ExpectaPon of professionalism; 5.  ExpectaPon of high quality instrucPon and communicaPon.
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
63 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 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 Communication (SMS) Management 4.6 Learner Profile Management 5.6 Network Management 1.7 Teaching Process Management 2.7 Physical and 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/ HEI Management 5.10 ICT Integration Management
64 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 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 Communication (SMS) Management 4.6 Learner Profile Management 5.6 Network Management 1.7 Teaching Process Management 2.7 Physical and 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/ HEI Management 5.10 ICT Integration Management
65 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 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 Communication (SMS) Management 4.6 Learner Profile Management 5.6 Network Management 1.7 Teaching Process Management 2.7 Physical and 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/ HEI Management 5.10 ICT Integration Management
66 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 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 Communication (SMS) Management 4.6 Learner Profile Management 5.6 Network Management 1.7 Teaching Process Management 2.7 Physical and 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/ HEI Management 5.10 ICT Integration Management
67 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 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 Communication (SMS) Management 4.6 Learner Profile Management 5.6 Network Management 1.7 Teaching Process Management 2.7 Physical and 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/ HEI Management 5.10 ICT Integration Management
5. Sustainability (InsPtuPonal Processes) •  Quality systems; •  School Intelligent System (SiSopen); •  Transfer of skills and methods: –  From Curriculum Specialists to Subject Advisors; –  From Change Agents to Circuit Managers; –  From Turnaround Specialist to District Leadership;
60 School Quality Systems 1. Leadership 2. Strategic Planning 3. Human Resource 4. Learning and Teaching 5. Assessment and Feedback 6. Data Monitoring and Evaluation 1.1 Leadership Process 2.1 Development Process 3.1 Work Allocation and Management 4.1 Learner Care Management 5.1 Core Competencies Determination 6.1 Info and Knowledge Design 1.2 Communication Effectiveness 2.2 Action Plan Formulation 3.2 Recruit, Hire, Place and Retain 4.2 Learner Knowledge Determination 5.2 Key Process Determination 6.2 Info and Knowledge Management Process 1.3 Governance Process 2.3 Resource Allocation 3.3 Professional Knowledge, Skills and Application 4.3 Learner Diversity Segmentation 5.3 Process Design and Development 6.3 Info and Knowledge Sharing 1.4 Governance Management 2.4 Resource Redirection 3.4 Professional Ethics, Values and Attributes 4.4 Learner Context Segmentation 5.4 Process Requirements Determination 6.4 Performance and Knowledge Measures and Analysis 1.5 Succession Planning 2.5 Sourcing Process 3.5 Professional Learning 4.5 Teaching Features Determination 5.5 Implementation Management 6.5 Performance, and Knowledge Selection and Use 1.6 Performance Process 2.6 Assumption Development 3.6 Career Progression 4.6 Learner and Teacher Relationship 5.6 Assessment Preparation 6.6 Data and Knowledge Analysis 1.7 Financial Accountability 2.7 Risk Assessment 3.7 Performance Management 4.7 Learner Complaints 5.7 Second Change System 6.7 Data and Knowledge Evaluation 1.8 Financial Transparency 2.8 Resource Commitment 3.8 Performance Review 4.8 Teacher Complaints 5.8 Learner Feedback Process 6.8 Target Setting Management 1.9 Priority Determination 2.9 Deployment Management 3.9 School Climate Assessment 4.9 Learner Satisfaction Determination 5.9 Teacher Feedback Process 6.9 Success Indicators and Comparison Building 1.10 Priority Decision-Making 2.10 Assessment Management 3.10 School Environment Improvement 4.10 Learner Expectation and Achievement 5.10 Parent Involvement Management 5.10 Data, Info and Knowledge Reliability 69 18
70 60 School Quality Systems 1. Leadership 2. Strategic Planning 3. Human Resource 4. Learning and Teaching 5. Assessment and Feedback 6. Data Monitoring and Evaluation 1.1 Leadership Process 2.1 Development Process 3.1 Work Allocation and Management 4.1 Learner Care Management 5.1 Core Competencies Determination 6.1 Info and Knowledge Design 1.2 Communication Effectiveness 2.2 Action Plan Formulation 3.2 Recruit, Hire, Place and Retain 4.2 Learner Knowledge Determination 5.2 Key Process Determination 6.2 Info and Knowledge Management Process 1.3 Governance Process 2.3 Resource Allocation 3.3 Professional Knowledge, Skills & App. 4.3 Learner Diversity Segmentation 5.3 Process Design and Development 6.3 Info and Knowledge Sharing 1.4 Governance Management 2.4 Resource Redirection 3.4 Professional Ethics, Values and Attributes 4.4 Learner Context Segmentation 5.4 Process Requirements Determination 6.4 Performance & Knowl. Measures & Analysis 1.5 Succession Planning 2.5 Sourcing Process 3.5 Professional Learning 4.5 Teaching Features Determination 5.5 Implementation Management 6.5 Performance and Knowledge Selection and Use 1.6 Performance Process 2.6 Assumption Development 3.6 Career Progression 4.6 Learner and Teacher Relationship 5.6 Assessment Preparation 6.6 Data and Knowledge Analysis 1.7 Financial Accountability 2.7 Risk Assessment 3.7 Performance Management 4.7 Learner Complaints 5.7 Second Chance System 6.6 Data and Knowledge Evaluation 1.8 Financial Transparency 2.8 Resource Commitment 3.8 Performance Review 4.8 Teacher Complaints 5.8 Learner Feed- back Process 6.8 Target Setting Management 1.9 Priority Determination 2.9 Redeployment Management 3.9 School Climate Assessment 4.9 Learner Satisfaction Determination 5.9 Teacher Feedback Process 6.9 Success Indicators and Comparison Building 1.10 Priority Decision Making 2.10 Assessment Management 3.10 School Environment Improvement 4.10 Learner Expectation & Achievement 5.10 Parent Involvement Management 6.10 Data, Info and Knowledge Reliability
71 60 School Quality Systems 1. Leadership 2. Strategic Planning 3. Human Resource 4. Learning and Teaching 5. Assessment and Feedback 6. Data Monitoring and Evaluation 1.1 Leadership Process 2.1 Development Process 3.1 Work Allocation and Management 4.1 Learner Care Management 5.1 Core Competencies Determination 6.1 Info and Knowledge Design 1.2 Communication Effectiveness 2.2 Action Plan Formulation 3.2 Recruit, Hire, Place and Retain 4.2 Learner Knowledge Determination 5.2 Key Process Determination 6.2 Info and Knowledge Management Process 1.3 Governance Process 2.3 Resource Allocation 3.3 Professional Knowledge, Skills & App. 4.3 Learner Diversity Segmentation 5.3 Process Design and Development 6.3 Info and Knowledge Sharing 1.4 Governance Management 2.4 Resource Redirection 3.4 Professional Ethics, Values and Attributes 4.4 Learner Context Segmentation 5.4 Process Requirements Determination 6.4 Performance & Knowl. Measures & Analysis 1.5 Succession Planning 2.5 Sourcing Process 3.5 Professional Learning 4.5 Teaching Features Determination 5.5 Implementation Management 6.5 Performance and Knowledge Selection and Use 1.6 Performance Process 2.6 Assumption Development 3.6 Career Progression 4.6 Learner and Teacher Relationship 5.6 Assessment Preparation 6.6 Data and Knowledge Analysis 1.7 Financial Accountability 2.7 Risk Assessment 3.7 Performance Management 4.7 Learner Complaints 5.7 Second Chance System 6.6 Data and Knowledge Evaluation 1.8 Financial Transparency 2.8 Resource Commitment 3.8 Performance Review 4.8 Teacher Complaints 5.8 Learner Feed- back Process 6.8 Target Setting Management 1.9 Priority Determination 2.9 Redeployment Management 3.9 School Climate Assessment 4.9 Learner Satisfaction Determination 5.9 Teacher Feedback Process 6.9 Success Indicators and Comparison Building 1.10 Priority Decision Making 2.10 Assessment Management 3.10 School Environment Improvement 4.10 Learner Expectation & Achievement 5.10 Parent Involvement Management 6.10 Data, Info and Knowledge Reliability
72 60 School Quality Systems 1. Leadership 2. Strategic Planning 3. Human Resource 4. Learning and Teaching 5. Assessment and Feedback 6. Data Monitoring and Evaluation 1.1 Leadership Process 2.1 Development Process 3.1 Work Allocation and Management 4.1 Learner Care Management 5.1 Core Competencies Determination 6.1 Info and Knowledge Design 1.2 Communication Effectiveness 2.2 Action Plan Formulation 3.2 Recruit, Hire, Place and Retain 4.2 Learner Knowledge Determination 5.2 Key Process Determination 6.2 Info and Knowledge Management Process 1.3 Governance Process 2.3 Resource Allocation 3.3 Professional Knowledge, Skills & App. 4.3 Learner Diversity Segmentation 5.3 Process Design and Development 6.3 Info and Knowledge Sharing 1.4 Governance Management 2.4 Resource Redirection 3.4 Professional Ethics, Values and Attributes 4.4 Learner Context Segmentation 5.4 Process Requirements Determination 6.4 Performance & Knowl. Measures & Analysis 1.5 Succession Planning 2.5 Sourcing Process 3.5 Professional Learning 4.5 Teaching Features Determination 5.5 Implementation Management 6.5 Performance and Knowledge Selection and Use 1.6 Performance Process 2.6 Assumption Development 3.6 Career Progression 4.6 Learner and Teacher Relationship 5.6 Assessment Preparation 6.6 Data and Knowledge Analysis 1.7 Financial Accountability 2.7 Risk Assessment 3.7 Performance Management 4.7 Learner Complaints 5.7 Second Chance System 6.6 Data and Knowledge Evaluation 1.8 Financial Transparency 2.8 Resource Commitment 3.8 Performance Review 4.8 Teacher Complaints 5.8 Learner Feed- back Process 6.8 Target Setting Management 1.9 Priority Determination 2.9 Redeployment Management 3.9 School Climate Assessment 4.9 Learner Satisfaction Determination 5.9 Teacher Feedback Process 6.9 Success Indicators and Comparison Building 1.10 Priority Decision Making 2.10 Assessment Management 3.10 School Environment Improvement 4.10 Learner Expectation & Achievement 5.10 Parent Involvement Management 6.10 Data, Info and Knowledge Reliability
73 60 School Quality Systems 1. Leadership 2. Strategic Planning 3. Human Resource 4. Learning and Teaching 5. Assessment and Feedback 6. Data Monitoring and Evaluation 1.1 Leadership Process 2.1 Development Process 3.1 Work Allocation and Management 4.1 Learner Care Management 5.1 Core Competencies Determination 6.1 Info and Knowledge Design 1.2 Communication Effectiveness 2.2 Action Plan Formulation 3.2 Recruit, Hire, Place and Retain 4.2 Learner Knowledge Determination 5.2 Key Process Determination 6.2 Info and Knowledge Management Process 1.3 Governance Process 2.3 Resource Allocation 3.3 Professional Knowledge, Skills & App. 4.3 Learner Diversity Segmentation 5.3 Process Design and Development 6.3 Info and Knowledge Sharing 1.4 Governance Management 2.4 Resource Redirection 3.4 Professional Ethics, Values and Attributes 4.4 Learner Context Segmentation 5.4 Process Requirements Determination 6.4 Performance & Knowl. Measures & Analysis 1.5 Succession Planning 2.5 Sourcing Process 3.5 Professional Learning 4.5 Teaching Features Determination 5.5 Implementation Management 6.5 Performance and Knowledge Selection and Use 1.6 Performance Process 2.6 Assumption Development 3.6 Career Progression 4.6 Learner and Teacher Relationship 5.6 Assessment Preparation 6.6 Data and Knowledge Analysis 1.7 Financial Accountability 2.7 Risk Assessment 3.7 Performance Management 4.7 Learner Complaints 5.7 Second Chance System 6.6 Data and Knowledge Evaluation 1.8 Financial Transparency 2.8 Resource Commitment 3.8 Performance Review 4.8 Teacher Complaints 5.8 Learner Feed- back Process 6.8 Target Setting Management 1.9 Priority Determination 2.9 Redeployment Management 3.9 School Climate Assessment 4.9 Learner Satisfaction Determination 5.9 Teacher Feedback Process 6.9 Success Indicators and Comparison Building 1.10 Priority Decision Making 2.10 Assessment Management 3.10 School Environment Improvement 4.10 Learner Expectation & Achievement 5.10 Parent Involvement Management 6.10 Data, Info and Knowledge Reliability
74 60 School Quality Systems 1. Leadership 2. Strategic Planning 3. Human Resource 4. Learning and Teaching 5. Assessment and Feedback 6. Data Monitoring and Evaluation 1.1 Leadership Process 2.1 Development Process 3.1 Work Allocation and Management 4.1 Learner Care Management 5.1 Core Competencies Determination 6.1 Info and Knowledge Design 1.2 Communication Effectiveness 2.2 Action Plan Formulation 3.2 Recruit, Hire, Place and Retain 4.2 Learner Knowledge Determination 5.2 Key Process Determination 6.2 Info and Knowledge Management Process 1.3 Governance Process 2.3 Resource Allocation 3.3 Professional Knowledge, Skills & App. 4.3 Learner Diversity Segmentation 5.3 Process Design and Development 6.3 Info and Knowledge Sharing 1.4 Governance Management 2.4 Resource Redirection 3.4 Professional Ethics, Values and Attributes 4.4 Learner Context Segmentation 5.4 Process Requirements Determination 6.4 Performance & Knowl. Measures & Analysis 1.5 Succession Planning 2.5 Sourcing Process 3.5 Professional Learning 4.5 Teaching Features Determination 5.5 Implementation Management 6.5 Performance and Knowledge Selection and Use 1.6 Performance Process 2.6 Assumption Development 3.6 Career Progression 4.6 Learner and Teacher Relationship 5.6 Assessment Preparation 6.6 Data and Knowledge Analysis 1.7 Financial Accountability 2.7 Risk Assessment 3.7 Performance Management 4.7 Learner Complaints 5.7 Second Chance System 6.6 Data and Knowledge Evaluation 1.8 Financial Transparency 2.8 Resource Commitment 3.8 Performance Review 4.8 Teacher Complaints 5.8 Learner Feed- back Process 6.8 Target Setting Management 1.9 Priority Determination 2.9 Redeployment Management 3.9 School Climate Assessment 4.9 Learner Satisfaction Determination 5.9 Teacher Feedback Process 6.9 Success Indicators and Comparison Building 1.10 Priority Decision Making 2.10 Assessment Management 3.10 School Environment Improvement 4.10 Learner Expectation & Achievement 5.10 Parent Involvement Management 6.10 Data, Info and Knowledge Reliability
SiSopen www.sisopen.co.za School Intelligent System (SiS) Open-Source (open) - not Windows driven * Internet based sowware programme * 17 User levels – including Principal, Deputy Principal, HoD, Teacher, Learner and Parent.
h`p://www.sisopen.co.za
17 Portals 1 Funders 2 District Director 3 District Coordinator 4 Circuit Manager 5 Subject Advisor 6 Learner-Teacher Welfare Specialist 7 School-Community Facilitator 8 School Governing Body 9 Principal 10 Deputy Principal 11 Heads of Department 12 Grade Teacher 13 Class Teacher 14 Subject Teacher 15 Parent/Guardian 16 RepresentaJve Learner 17 Learner
17 Portals 1 Funders 2 District Director 3 District Coordinator 4 Circuit Manager 5 Subject Advisor 6 Learner-Teacher Welfare Specialist 7 School-Community Facilitator 8 School Governing Body 9 Principal 10 Deputy Principal 11 Heads of Department 12 Grade Teacher 13 Class Teacher 14 Subject Teacher 15 Parent/Guardian 16 RepresentaJve Learner 17 Learner
ST-Methodology – Simplified! Circuit Manager Subject Advisor Principal Deputy Principal Heads of Dept. Senior Teachers Teacher Teachers Assessment Schedule Teaching Schedule Learning Schedule Leadership Strategic Planning Human Resources Data Mon. & Eval. Asendance Teacher Info Learner Info Learning & Teaching Annual Planning Timetabling Assess & Feedback Teaching Schedule Organogram TLA Support Materials Teaching Finance & ICT Principal’s Office School Image Learning Support 8 SRCs SLT+SMT 15 TLAS SA, SMT & T 50 SOS SLT, SMT + T 60 SQS CM + SLT = 6/52=11,5% = 19/52=36,5% = 16/52=30,8% = 8/52=15,4% = 3/52=5,8% = 19/52=36,5% = 16/52=30,8% = 8/52=15,4%
PROCESS •  3-5 years period; •  Empowering schools •  Professional learning environment; •  Alignment of all acPviPes; •  Using data; •  Developing exemplars; PEOPLE •  Led by change-expert •  Having no excuses; •  Failure as no opPon; •  Developing structures; •  Tools and strategies; •  Feedback to all stakeholders; PERFORMANCE •  Focus on children and their learning; •  Sustaining strategy of success.
The HOW and WHEN of School Turnaround Methodology
Content 1. Target Seing & Learner Dreams; 2. Teaching and Learning Days per annum; 3. Financial accountability and transparency; 4. Curriculum Management – Daily Lesson Plan design.
Session 1 What are the Performance ExpectaPons (Targets) of: •  The school (you as principal)? •  The different grades (deputy)? •  The different subjects (heads of department)? •  The different class teachers per group? •  The different subject teachers of per class? •  The individual learners per subject? NOT TARGET, NOTHING TO AIM AT!
TARGET SETTING
PromoJon Schedule
Target Sevng 1
Target Sevng 2 Adequate Yearly Progress = 5%
Target Sevng 3 Learner
Target Sevng 4 Portal 17: Learner Gr 9 = 51% à Gr 12 = 80% 3 Yrs = 30÷3= 10,0%
Target Sevng 5 Portal 16: RepresentaJve Learner •  Learner Rep Council •  Academic Buddy •  Prefect Grade 11 50 55 51 56 61 66 60 65 75 80 61 66 83 88 68% Average Grade 10: Learner X Average 60% 5% – 10%
Target Sevng 6 Portal 15: Parent/Guardian Grand Mother •  Child A – Gr 3 •  Child B – Gr 7 •  Child C – Gr 10 Malibu Technical High School Principal: Principal X Class Teacher: Teacher T Grade 10: Learner C Learner Commitment Doing Differently Watching 2 hrs less TV. Improve my vocabulary. Read two books per week.
Target Sevng 7 Subject Teachers
Session 2 1.  From the total number of school days per year (about 200), how many days should be spent on ‘teaching, facilitaPon of learning, learning and formaPve assessment’? 2.  This is excluding the examinaPon days, as well as all other days not uPlised for teaching and learning, such as ValenPne’s day, etc.; 3.  IdenPfy the origin of the ‘number of days’, such as policy documents, etc.
170 DAYS OF TEACHING AND LEARNING
FoundaJon Phase – 25 hrs p.w. Intermediate Phase – 27.5 hrs p.w. 160 x 105 min = 280 hrs p.a.
Senior Phase – 27.5 hrs p.w. FET Phase – 27.5 hrs p.w. 40 weeks
•  40 Weeks captured in the CAPS document; •  6 Weeks for ExaminaPon (SummaPve Assessment); •  34 Weeks for Teaching, FacilitaPon of Learning, Learning, and FormaPve Assessment; •  170 Days for Teaching, FacilitaPon of Learning, Learning, and FormaPve Assessment – Grades 4-12; •  180 days for Grade 3, and 190 days for Grades R-2; CalculaJons in CAPS
ConstrucPng the: 1.  Mapping of the School Calendar days for the year (199 days for 2016) from Government Gazese; 2.  Mapping the ‘School Holidays’ and ‘Weekends’; 3.  Mapping the ‘Public Holidays’, including the ‘specific school holidays’; 4.  Indicate: §  The 4 ‘teacher’ days (normally 2 days at the beginning and end of the year); §  The total number of term days; §  Total days for teaching and learning.
S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S 1 2 3 4 5 6 7 1 2 3 4 1 2 3 4 1 1 2 3 4 5 6 1 2 3 2nd New Year 1 1 1 1 1 1 Workers Day 1 1 1 1 1 1 8 9 10 11 12 13 14 5 6 7 8 9 10 11 5 6 7 8 9 10 11 2 3 4 5 6 7 8 7 8 9 10 11 12 13 4 5 6 7 8 9 10 Teacher Day 1 Teacher Day 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15 16 17 18 19 20 21 12 13 14 15 16 17 18 12 13 14 15 16 17 18 9 10 11 12 13 14 15 14 15 16 17 18 19 20 11 12 13 14 15 16 17 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Good Friday 1 1 1 1 1 1 1 1 A Youth Day 22 23 24 25 26 27 28 19 20 21 22 23 24 25 19 20 21 22 23 24 25 16 17 18 19 20 21 22 21 22 23 24 25 26 27 18 19 20 21 22 23 24 1 1 1 1 1 1 1 1 1 1 School Holiday Human Right's 1 1 1 Family Day 1 1 1 1 1 1 1 1 1 1 1 1 1 1 29 30 31 26 27 28 26 27 28 29 30 31 23 24 25 26 27 28 29 28 29 30 31 25 26 27 28 29 30 1 1 1 1 1 1 1 1 1 1 1 1 Freedom Day School Holiday 1 1 1 1 1 1 1 1 30 56 49 S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S 1 1 2 3 4 5 1 2 1 2 3 4 5 6 7 1 2 3 4 1 2 1 1 1 1 1 1 1 1 1 2 3 4 5 6 7 8 6 7 8 9 10 11 12 3 4 5 6 7 8 9 8 9 10 11 12 13 14 5 6 7 8 9 10 11 3 4 5 6 7 8 9 1 1 National Women's 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Teacher Day 3 Teacher Day 4 9 10 11 12 13 14 15 13 14 15 16 17 18 19 10 11 12 13 14 15 16 15 16 17 18 19 20 21 12 13 14 15 16 17 18 10 11 12 13 14 15 16 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Day of Reconcilia tion 16 17 18 19 20 21 22 20 21 22 23 24 25 26 17 18 19 20 21 22 23 22 23 24 25 26 27 28 19 20 21 22 23 24 25 17 18 19 20 21 22 23 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 23 24 25 26 27 28 29 27 28 29 30 31 24 25 26 27 28 29 30 29 30 31 26 27 28 29 30 24 25 26 27 28 29 30 1 1 1 1 1 1 1 1 1 Heritage Day Heritage Day 2 1 1 1 1 1 1 1 1 1 1 Christmas Day Day of Goodwill 30 31 31 1 48 43 Dec-17 TERM 3 Days TERM 4 Days Jun-17 TERM 1 Days TERM 2 Days Jul-17 Aug-17 Sep-17 Oct-17 Nov-17 Jan-17 Feb-17 Mar-17 Apr-17 May-17 99School Holidays Public Holidays Teacher Days School Days Term Days ExaminaPon Holidays
Step 1 - Mapping: •  The principals must consult the SLT and SMT, and then map: –  The school specific usage of the 29 days by prioriPsing: •  The examinaPon days (12 days for June and 15 days for December); •  UPlise the other 2 days for sport, and other days such as ValenPne, etc.; •  This will be mapped in October (during the 4th term); •  Circuit manager scruPnise the days, and advise and/or agree to the 170 days; •  Document gets printed out, and will be signed by the Principal, Circuit Manager and District Director; •  On the Principal’s portal, the 170 days will appear on the ‘dashboard’, as well as on the Circuit Manager (will have all the schools responsible for), and the District Director (all the schools in the district); •  All three at managerial level will now proacPvely know and manage every day of the 170 days to ensure the protecPon of these days;
15
Step 2 - Monitoring: •  The specific 170 days for teaching and learning are known to all, and these are expected to be protected daily; •  Each day is made up of the ‘Pmetable components’ (total number of periods over all the grades and classes), which will be ‘more than the periods number if there are ‘spilt periods’ (a period taught by more than one teacher); •  Each period must be taught by the teachers, meaning no absenteeism for the day, in order to lead to ‘100% for the day’; •  When periods are ‘lost’, due to whatever reason, the principal must plan how these periods will be ‘made up’, since they will display against the ‘learners’ as ‘lost periods’; •  When ‘periods lost’ add up to 100%, the system will display it as ‘a day lost’.
Timetable of the School 50 components for Monday, assuming one person per period. 53 components for Tuesday, because individual periods are counted during ‘double periods’.
170 Days of Teaching and Learning Portal 9: Principal Principal Teacher Absenteeism – Day 4 •  History Teacher – 4 periods •  50 – 4 = 46/50 = 92% Percentage lost, but not regained: Day 4 - 15% •  170 days of Teach & Learn Jan-16 Feb-16 Mar-16 S M T W T F S S M T W T F S S M T W T F S 1 2 1 2 3 4 5 6 1 2 3 4 5 New Years 14 15 16 17 Sports 33 34 35 36 3 4 5 6 7 8 9 7 8 9 10 11 12 13 6 7 8 9 10 11 12 18 19 20 21 Valenti ne 37 38 39 40 41 10 11 12 13 14 15 16 14 15 16 17 18 19 20 13 14 15 16 17 18 19 Teache r 1 Teache r 2 100% 98% 95% 22 23 24 25 26 42 43 44 45 46 17 18 19 20 21 22 23 21 22 23 24 25 26 27 20 21 22 23 24 25 26 92% 5 6 7 8 27 28 29 30 31 Human Rights Good Friday 24 25 26 27 28 29 30 28 29 27 28 29 30 31 9 10 11 12 13 32 Family Day 31 TERM 1 46 Days 2 Linked to SRC1: Teacher & Learner A`endance
•  Principal, Circuit Manager and District Director will agree on the ‘maximum % period lost per day’ allowed, before a ‘comment’ needs to be submised; •  In parPcular, the principal must declare ‘what’ is causing the ‘lost of % periods’, and ‘how the risk will be managed in future’ – linked to the ‘curriculum complePon’ graphic (%); •  RepePPon of similar ‘lost of periods’ will be viewed as ‘a crisis’ for urgent intervenPon; •  See report on next slide: Step 2 – EvaluaJng & ReporJng:
DifferenJaJon due to Learner needs 170 days 150 days 130 days 110days 90 days
•  When you hear the word ‘Financial Accountability and Transparency’ what do you think it will cover? Write down a few words. Session 3
Financial Accountability and Transparency - School Salary Advice -
60 School Quality Systems 1. Leadership 2. Strategic Planning 3. Human Resource 4. Learning and Teaching 5. Assessment and Feedback 6. Data Monitoring and Evaluation 1.1 Leadership Process 2.1 Development Process 3.1 Work Allocation and Management 4.1 Learner Care Management 5.1 Core Competencies Determination 6.1 Info and Knowledge Design 1.2 Communication Effectiveness 2.2 Action Plan Formulation 3.2 Recruit, Hire, Place and Retain 4.2 Learner Knowledge Determination 5.2 Key Process Determination 6.2 Info and Knowledge Management Process 1.3 Governance Process 2.3 Resource Allocation 3.3 Professional Knowledge, Skills and Application 4.3 Learner Diversity Segmentation 5.3 Process Design and Development 6.3 Info and Knowledge Sharing 1.4 Governance Management 2.4 Resource Redirection 3.4 Professional Ethics, Values and Attributes 4.4 Learner Context Segmentation 5.4 Process Requirements Determination 6.4 Performance and Knowledge Measures and Analysis 1.5 Succession Planning 2.5 Sourcing Process 3.5 Professional Learning 4.5 Teaching Features Determination 5.5 Implementation Management 6.5 Performance, and Knowledge Selection and Use 1.6 Performance Process 2.6 Assumption Development 3.6 Career Progression 4.6 Learner and Teacher Relationship 5.6 Assessment Preparation 6.6 Data and Knowledge Analysis 1.7 Financial Accountability 2.7 Risk Assessment 3.7 Performance Management 4.7 Learner Complaints 5.7 Second Change System 6.7 Data and Knowledge Evaluation 1.8 Financial Transparency 2.8 Resource Commitment 3.8 Performance Review 4.8 Teacher Complaints 5.8 Learner Feedback Process 6.8 Target Setting Management 1.9 Priority Determination 2.9 Deployment Management 3.9 School Climate Assessment 4.9 Learner Satisfaction Determination 5.9 Teacher Feedback Process 6.9 Success Indicators and Comparison Building 1.10 Priority Decision-Making 2.10 Assessment Management 3.10 School Environment Improvement 4.10 Learner Expectation and Achievement 5.10 Parent Involvement Management 5.10 Data, Info and Knowledge Reliability 111 18
What is the ‘average’ cost per teacher, per day, in your school?
40 Staff members R1,148,765 Divide by 40 ----------- R28,719 Divide by 20 days ======= R1,436 •  200/12 = 16,7 days •  1800 hrs/8hrs p.d. = 225 days/12 =18,75 days
Should the ‘salary’ of teachers affect their ‘workload’ during work allocaJon?
HoDs R28,719 R1,148,765 100% ----------- R430,272 37,5% ---------- R718,492 62,5% R31,333
Principal and DepuJes R28,719 R31,333 R45,735 63,5%
Session 4 1.  How many Pmetables are operaPng in your school? 2.  What is the ‘Level of Specialism’ in your Timetable? 3.  How many hours of Teaching, Learning and Assessment should your learners receive before they write they ‘end of year’ ExaminaPon?
Daily Lesson Plan Design
Curriculum Management •  What are the documents you need to plan your daily lessons (what you will do every period) for 2017, in your subject, and Why? – School calendar of 2017; – CAPS subject document; – Timetable design of your school;
School Calendar
School Days Public Holidays School Holidays Teacher Days Weekend Days
Teachers School Days Learners School Days
CAPS Document
Page 7 Teaching Hours Per Week MINIMUM What about a school with 30, 35, 40, 45, 50, 55, 60 minutes period: How many periods per week?
4,5 HRS X 10 WEEKS ExaminaJon 1 Page 74 ExaminaJon 2
4 Hours English FAL Grade 8 5 Hours IsiXhosa HL Grade 8
3 Hours NS Grade 8 3 Hrs 2 Hours 2 Hours
CreaJve Arts Grade 8
Formal Assessment Tasks (FATs) ? PracJcal Assessment Tasks (PATs)
Page 155
201 Teachers School Days 197 Learners School Days 200 Days (10 Weeks) per CAPS design 25 ExaminaJon Days Other Days ??? 25 ExaminaJon Days
Time- tabling
Timetable Hours Days Total G.Total A. Summer 07h00 16h00 8,5 170 1445 B. Summer 07h30 16h30 8,5 170 1445 1445 Admin Rest of Year 7 31 217 1662 Extra-Curr 1 x Sat per month 7 11 77 1739 Prof Dev 5 x Holidays 7 5 35 1774 Marking Pme at home 3 9 27 1801 A. Winter 07h30 16h30 8,5 170 1445 B. Winter 08h00 17h00 8,5 170 1445 1445 Admin Rest of Year 7 31 217 1662 Extra-Curr 1 x Sat per month 7 11 77 1739 Prof Dev 5 x Holidays 7 5 35 1774 Marking Pme at home 3 9 27 1801
From To CT 07h30 07h40 60 Min 1 07h40 08h40 2 08h45 09h45 3 09h50 10h50 B1 10h50 11h20 Break 1 Read 11h20 11h30 Reading 4 11h30 12h30 5 12h35 13h35 B2 13h35 13h55 Break 2 6 13h55 14h55 7 15h00 16h00 CW 16h00 17h00 Classwork
From To Assembly 07h30 08h30 50 Min CT 08h30 08h40 1 08h40 09h30 2 09h35 10h25 B1 10h25 10h55 Break 1 Read 10h55 11h05 Reading 3 11h05 11h55 4 12h00 12h50 5 12h55 13h45 B2 13h45 14h05 Break 2 6 14h05 14h55 7 15h00 16h00 CW 16h00 17h00 Classwork
Where do we want to END up?
Outline of Daily Lesson Plan 1.  Topic 2.  Concepts and Skills to be achieved 3.  Resources 4.  Prior Knowledge 5.  Review and CorrecPon of Homework (10) 6.  IntroducPon (10) 7.  Lesson PresentaPon Development (20) 8.  Classwork (15) 9.  ConsolidaPon, Conclusion and Homework (5) 60 Minutes
Grade 7 Hrs Grade 8 Hrs Grade 9 Hrs T1.1 Whole numbers 9 T1.1 Whole numbers 6 6 T1.1 Whole numbers 4,5 T1.2 Exponents 9 T1.2 Integers 9 9 T1.2 Integers 4,5 T1.3 Const of Geom 10 T1.3 Exponents 9 9 T1.3 Common frac 4,5 T1.4 Geometry 2D 10 T1.4 Numeric & Geom 4,5 4 T1.4 Decimal frac 4,5 T1.5 Geometry of strai 2 T1.5 FuncPons & Rel. 3 2 T1.5 Exponents 5 T1.6 Revision/Assess 5 40 T1.6 Algebraic expr 4,5 4 T1.6 Numeric & Geom 4,5 45 T1.7 Algebraic equa 3 3 T1.7 FuncPons & Rel. 4 T2.1 Common frac 9 T1.8 Revision/Assess 6 37 T1.8 Algebraic expr 4,5 T2.2 Decimal frac 9 45 T1.9 Algebraic equa 4 T2.3 FuncPons & Rel. 3 T2.1 Algebraic expr 9 8 T1.10 Revision/Assess 5 40 T2.4 Area & perim 2D 7 T2.2 Algebraic equa 3 3 45 T2.5 Surface 3D 8 T2.3 Const of Geom 8 9 T2.1 Const of Geom 9 T2.6 Revision/Assess 9 36 T2.4 Geometry 2D 8 8 T2.2 Geometry 2D 9 45 T2.5 Geometry of strai 9 8 T2.3 Geometry of strai 9 T3.1 Numeric & Geom 6 T2.6 Revision/Assess 8 36 T2.4 Theorom Pytha 5 T3.2 FuncPons & Rel. 3 36 T2.5 Area & perim 2D 5 T3.3 Algebraic expr 3 T3.1 Common frac 7 7 T2.6 Revision/Assess 8 37 T3.4 Algebraic equa 3 T3.2 Decimal frac 6 5 45 T3.5 Graphs 6 T3.3 Theorom Pytha 5 4 T3.1 FucPons & rel 5 T3.6 Transf geom 9 T3.4 Area & perim 2D 5 5 T3.2 Algebraic expr 9 T3.7 Geometry 3D 9 T3.5 Surface 3D 5 5 T3.3 Algebraic equa 9 T3.8 Revision/Assess 6 39 T3.6 Collect data 4 T3.4 Graphs 12 45 T3.7 Represent data 3 T3.5 Surface 3D 5 T4.1 Integers 9 T3.8 Intepret data 3,5 10 T3.6 Revision/Assess 5 40 T4.2 Numeric & Geom 3 T3.9 Revision/Assess 6,5 36 45 T4.3 FuncPons & Rel. 3 45 T4.1 Transf geom 9 T4.4 Algebraic expr 3 T4.1 FucPons & rel 6 6 T4.2 Geometry 3D 9 T4.5 Algebraic equa 4 T4.2 Algebraic equa 3 3 T4.3 Collect data 4 T4.6 Collect data 4 T4.3 Graphs 9 8 T4.4 Represent data 3 T4.7 Represent data 3 T4.4 Transf geom 6 5 T4.5 Intepret data 3,5 T4.8 Intepret data 3,5 T4.5 Geometry 3D 7 5 T4.6 Probability 4,5 T4.9 Probability 4,5 T4.6 Probability 4,5 4 Revision/Assess 12 33 T4.10 Revision/Assess 8 37 T4.7 Revision/Assess 9,5 31 45 45 45 1 Numbers, op 45 1 Numbers, op 37 1 Numbers, op 23 2 Paserns, fun 37 2 Paserns, fun 45 2 Paserns, fun 52 3 Geometry 40 3 Geometry 38 3 Geometry 45 4 Measurement 15 4 Measurement 15 4 Measurement 15 5 Data handling 15 5 Data handling 15 5 Data handling 15 Revision/Assess 28 Revision/Assess 30 140 Revision/Assess 30 150 180 180 180
Grade 7 Hrs Grade 8 Hrs Grade 9 Hrs T1.1 Whole numbers 9 T1.1 Whole numbers 6 6 T1.1 Whole numbers 4,5 T1.2 Exponents 9 T1.2 Integers 9 9 T1.2 Integers 4,5 T1.3 Const of Geom 10 T1.3 Exponents 9 9 T1.3 Common frac 4,5 T1.4 Geometry 2D 10 T1.4 Numeric & Geom 4,5 4 T1.4 Decimal frac 4,5 T1.5 Geometry of strai 2 T1.5 FuncPons & Rel. 3 2 T1.5 Exponents 5 T1.6 Revision/Assess 5 40 T1.6 Algebraic expr 4,5 4 T1.6 Numeric & Geom 4,5 45 T1.7 Algebraic equa 3 3 T1.7 FuncPons & Rel. 4 T2.1 Common frac 9 T1.8 Revision/Assess 6 37 T1.8 Algebraic expr 4,5 T2.2 Decimal frac 9 45 T1.9 Algebraic equa 4 T2.3 FuncPons & Rel. 3 T2.1 Algebraic expr 9 8 T1.10 Revision/Assess 5 40 T2.4 Area & perim 2D 7 T2.2 Algebraic equa 3 3 45 T2.5 Surface 3D 8 T2.3 Const of Geom 8 9 T2.1 Const of Geom 9 T2.6 Revision/Assess 9 36 T2.4 Geometry 2D 8 8 T2.2 Geometry 2D 9 45 T2.5 Geometry of strai 9 8 T2.3 Geometry of strai 9 T3.1 Numeric & Geom 6 T2.6 Revision/Assess 8 36 T2.4 Theorom Pytha 5 T3.2 FuncPons & Rel. 3 36 T2.5 Area & perim 2D 5 T3.3 Algebraic expr 3 T3.1 Common frac 7 7 T2.6 Revision/Assess 8 37 T3.4 Algebraic equa 3 T3.2 Decimal frac 6 5 45 T3.5 Graphs 6 T3.3 Theorom Pytha 5 4 T3.1 FucPons & rel 5 T3.6 Transf geom 9 T3.4 Area & perim 2D 5 5 T3.2 Algebraic expr 9 T3.7 Geometry 3D 9 T3.5 Surface 3D 5 5 T3.3 Algebraic equa 9 T3.8 Revision/Assess 6 39 T3.6 Collect data 4 T3.4 Graphs 12 45 T3.7 Represent data 3 T3.5 Surface 3D 5 T4.1 Integers 9 T3.8 Intepret data 3,5 10 T3.6 Revision/Assess 5 40 T4.2 Numeric & Geom 3 T3.9 Revision/Assess 6,5 36 45 T4.3 FuncPons & Rel. 3 45 T4.1 Transf geom 9 T4.4 Algebraic expr 3 T4.1 FucPons & rel 6 6 T4.2 Geometry 3D 9 T4.5 Algebraic equa 4 T4.2 Algebraic equa 3 3 T4.3 Collect data 4 T4.6 Collect data 4 T4.3 Graphs 9 8 T4.4 Represent data 3 T4.7 Represent data 3 T4.4 Transf geom 6 5 T4.5 Intepret data 3,5 T4.8 Intepret data 3,5 T4.5 Geometry 3D 7 5 T4.6 Probability 4,5 T4.9 Probability 4,5 T4.6 Probability 4,5 4 Revision/Assess 12 33 T4.10 Revision/Assess 8 37 T4.7 Revision/Assess 9,5 31 45 45 45 1 Numbers, op 45 1 Numbers, op 37 1 Numbers, op 23 2 Paserns, fun 37 2 Paserns, fun 45 2 Paserns, fun 52 3 Geometry 40 3 Geometry 38 3 Geometry 45 4 Measurement 15 4 Measurement 15 4 Measurement 15 5 Data handling 15 5 Data handling 15 5 Data handling 15 Revision/Assess 28 Revision/Assess 30 140 Revision/Assess 30 150 180 180 180
Project: 1. Enriching the lesson plans; 2. Concept descripPon; 3. 10 QuesPons per lesson plan (3 low, 4 middle, 3 high) per school.
Periods per Week Subjects Periods per Year Q1 56 days Q2 38 days Q3 48 days Q4 28 days 5 HL – IsiXhosa 170 56 94 142 170 5 FAL – English 170 56 94 142 170 5 MathemaPcs 170 56 38 48 28 3 Life OrientaPon 102 34 57 85 102 4 Natural Sciences 136 45 30 38 23 3 Technology 102 34 57 85 102 4 Social Sciences 136 45 30 38 23 3 CreaPve Arts 102 34 23 28 17 3 Econ Man Sciences 102 34 57 85 102 35 1190
Grade 8 Curriculum Management Mapping
IsiXhosa HL Grade 8 170 Periods 1. Total: 45 hours Total: 45 hours Total: 45 hours Total: 45 hours
English FAL Grade 8 170 Periods 2. Total: 45 hours Total: 45 hours Total: 45 hours Total: 45 hours
MathemaJcs Grade 8 170 Periods 3.
Life OrientaJon Grade 8 102 Periods 4.
Natural Sciences Grade 8 136 Periods 5.
Technology Grade 8 102 Periods 6.
SS - Geography Grade 8 68 Periods 7.1
SS - History Grade 8 68 Periods 7.2
CreaJve Arts Grade 8 102 Periods 8. Total: 25 hours Total: 25 hours Total: 25 hours Total: 25 hours • Dance • Drama • Music • Visual Arts
EM Sciences Grade 8 102 Periods 9.
Thank You!

Recommended

ATKV - Back to basics - From underperforming schools to institutions of excel...
ATKV - Back to basics - From underperforming schools to institutions of excel...ATKV - Back to basics - From underperforming schools to institutions of excel...
ATKV - Back to basics - From underperforming schools to institutions of excel...
Education Moving Up Cc.
 
CWED - Roles and Responsibilities of Heads of Department in Curriculum Manage...
CWED - Roles and Responsibilities of Heads of Department in Curriculum Manage...CWED - Roles and Responsibilities of Heads of Department in Curriculum Manage...
CWED - Roles and Responsibilities of Heads of Department in Curriculum Manage...
Education Moving Up Cc.
 
NEMAS - The essence of school leadership to transform schools
NEMAS - The essence of school leadership to transform schoolsNEMAS - The essence of school leadership to transform schools
NEMAS - The essence of school leadership to transform schools
Education Moving Up Cc.
 
ACP - From school improvement to school turnaround
ACP - From school improvement to school turnaroundACP - From school improvement to school turnaround
ACP - From school improvement to school turnaround
Education Moving Up Cc.
 
Teach sa ambassadors - 13 dec 2015 - 1
Teach sa ambassadors - 13 dec 2015 - 1Teach sa ambassadors - 13 dec 2015 - 1
Teach sa ambassadors - 13 dec 2015 - 1
Education Moving Up Cc.
 
NEMAS - Tools to improve academic results
NEMAS - Tools to improve academic resultsNEMAS - Tools to improve academic results
NEMAS - Tools to improve academic results
Education Moving Up Cc.
 
NEMAS - Turning underperforming schools into academic champions
NEMAS - Turning underperforming schools into academic championsNEMAS - Turning underperforming schools into academic champions
NEMAS - Turning underperforming schools into academic champions
Education Moving Up Cc.
 
Seizing the agenda | Being data-informed and measuring what we value
Seizing the agenda | Being data-informed and measuring what we valueSeizing the agenda | Being data-informed and measuring what we value
Seizing the agenda | Being data-informed and measuring what we value
Wholeeducation
 

Recommended

ATKV - Back to basics - From underperforming schools to institutions of excel...
ATKV - Back to basics - From underperforming schools to institutions of excel...ATKV - Back to basics - From underperforming schools to institutions of excel...
ATKV - Back to basics - From underperforming schools to institutions of excel...
Education Moving Up Cc.
 
CWED - Roles and Responsibilities of Heads of Department in Curriculum Manage...
CWED - Roles and Responsibilities of Heads of Department in Curriculum Manage...CWED - Roles and Responsibilities of Heads of Department in Curriculum Manage...
CWED - Roles and Responsibilities of Heads of Department in Curriculum Manage...
Education Moving Up Cc.
 
NEMAS - The essence of school leadership to transform schools
NEMAS - The essence of school leadership to transform schoolsNEMAS - The essence of school leadership to transform schools
NEMAS - The essence of school leadership to transform schools
Education Moving Up Cc.
 
ACP - From school improvement to school turnaround
ACP - From school improvement to school turnaroundACP - From school improvement to school turnaround
ACP - From school improvement to school turnaround
Education Moving Up Cc.
 
Teach sa ambassadors - 13 dec 2015 - 1
Teach sa ambassadors - 13 dec 2015 - 1Teach sa ambassadors - 13 dec 2015 - 1
Teach sa ambassadors - 13 dec 2015 - 1
Education Moving Up Cc.
 
NEMAS - Tools to improve academic results
NEMAS - Tools to improve academic resultsNEMAS - Tools to improve academic results
NEMAS - Tools to improve academic results
Education Moving Up Cc.
 
NEMAS - Turning underperforming schools into academic champions
NEMAS - Turning underperforming schools into academic championsNEMAS - Turning underperforming schools into academic champions
NEMAS - Turning underperforming schools into academic champions
Education Moving Up Cc.
 
Seizing the agenda | Being data-informed and measuring what we value
Seizing the agenda | Being data-informed and measuring what we valueSeizing the agenda | Being data-informed and measuring what we value
Seizing the agenda | Being data-informed and measuring what we value
Wholeeducation
 
How much does India spend on Elementary Education (EE)
How much does India spend on Elementary Education (EE)How much does India spend on Elementary Education (EE)
How much does India spend on Elementary Education (EE)
Centre for Policy Research
 
Human Development Index Uzbekistan 2013
Human Development Index Uzbekistan 2013Human Development Index Uzbekistan 2013
Human Development Index Uzbekistan 2013
Center for Economic Research (CER, Uzbekistan)
 
Data-Driven Decision Making in Addressing Study Abroad Barriers
Data-Driven Decision Making in Addressing Study Abroad BarriersData-Driven Decision Making in Addressing Study Abroad Barriers
Data-Driven Decision Making in Addressing Study Abroad Barriers
CIEE
 
Oerc 3 27-2014 overall ppt final
Oerc 3 27-2014 overall ppt finalOerc 3 27-2014 overall ppt final
Oerc 3 27-2014 overall ppt final
Ohio Education Research Center
 
Teaching Digital Skills and STEM to Empower South African Students (Offerzen ...
Teaching Digital Skills and STEM to Empower South African Students (Offerzen ...Teaching Digital Skills and STEM to Empower South African Students (Offerzen ...
Teaching Digital Skills and STEM to Empower South African Students (Offerzen ...
Ridhwana Khan
 
Presentation on Conflict Affected Disadvantaged Groups in conflict affected a...
Presentation on Conflict Affected Disadvantaged Groups in conflict affected a...Presentation on Conflict Affected Disadvantaged Groups in conflict affected a...
Presentation on Conflict Affected Disadvantaged Groups in conflict affected a...
S.T. Seelan
 
Considering Regional Students in the Proposed Higher Education reforms
Considering Regional Students in the Proposed Higher Education reformsConsidering Regional Students in the Proposed Higher Education reforms
Considering Regional Students in the Proposed Higher Education reforms
National Centre for Student Equity in Higher Education
 
Adlq report for sbos 24 feb 2016 %28with details%29
Adlq report for sbos 24 feb 2016 %28with details%29Adlq report for sbos 24 feb 2016 %28with details%29
Adlq report for sbos 24 feb 2016 %28with details%29
TfChung2
 
venkat
venkatvenkat
venkat
Citizens for Accountable Governance
 
Foundation admissions 2016_eng
Foundation admissions 2016_engFoundation admissions 2016_eng
Foundation admissions 2016_eng
Indira Tolendiyeva
 
EMU - Community Chest & Thales Project Orientation - 8 May 2014
EMU - Community Chest & Thales Project Orientation - 8 May 2014EMU - Community Chest & Thales Project Orientation - 8 May 2014
EMU - Community Chest & Thales Project Orientation - 8 May 2014
Education Moving Up Cc.
 
EMU - Curriculum Management - Lesson plan builder model
EMU - Curriculum Management - Lesson plan builder modelEMU - Curriculum Management - Lesson plan builder model
EMU - Curriculum Management - Lesson plan builder model
Education Moving Up Cc.
 
NQES Keynote speaker: Muavia Gallie
NQES Keynote speaker: Muavia GallieNQES Keynote speaker: Muavia Gallie
NQES Keynote speaker: Muavia Gallie
Education Moving Up Cc.
 
STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion SchedulesSTAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
Education Moving Up Cc.
 
TUT Green paper for post-school - Critical reflection
TUT Green paper for post-school - Critical reflectionTUT Green paper for post-school - Critical reflection
TUT Green paper for post-school - Critical reflection
Education Moving Up Cc.
 
Iframe src
Iframe srcIframe src
Iframe src
Luz Johnson de Camaño
 
Turnaround management
Turnaround managementTurnaround management
Turnaround management
vaishalisable9
 
Turnaround Management
Turnaround ManagementTurnaround Management
Turnaround Management
catalinscripcaru
 
SAPA WC - Excellent schools by design 1
SAPA WC - Excellent schools by design 1SAPA WC - Excellent schools by design 1
SAPA WC - Excellent schools by design 1
Education Moving Up Cc.
 
SAPA Gauteng Province - Excellent schools by design
SAPA Gauteng Province - Excellent schools by designSAPA Gauteng Province - Excellent schools by design
SAPA Gauteng Province - Excellent schools by design
Education Moving Up Cc.
 
ICP 2017 Excellent schools by Design
ICP 2017 Excellent schools by DesignICP 2017 Excellent schools by Design
ICP 2017 Excellent schools by Design
Education Moving Up Cc.
 
TeachSA Ambassadors - 13 Dec 2015 - Part 1
TeachSA Ambassadors - 13 Dec 2015 - Part 1TeachSA Ambassadors - 13 Dec 2015 - Part 1
TeachSA Ambassadors - 13 Dec 2015 - Part 1
Education Moving Up Cc.
 

More Related Content

What's hot

Data-Driven Decision Making in Addressing Study Abroad Barriers
Data-Driven Decision Making in Addressing Study Abroad BarriersData-Driven Decision Making in Addressing Study Abroad Barriers
Data-Driven Decision Making in Addressing Study Abroad Barriers
CIEE
 

What's hot (10)

How much does India spend on Elementary Education (EE)
How much does India spend on Elementary Education (EE)How much does India spend on Elementary Education (EE)
How much does India spend on Elementary Education (EE)
 
Human Development Index Uzbekistan 2013
Human Development Index Uzbekistan 2013Human Development Index Uzbekistan 2013
Human Development Index Uzbekistan 2013
 
Data-Driven Decision Making in Addressing Study Abroad Barriers
Data-Driven Decision Making in Addressing Study Abroad BarriersData-Driven Decision Making in Addressing Study Abroad Barriers
Data-Driven Decision Making in Addressing Study Abroad Barriers
 
Oerc 3 27-2014 overall ppt final
Oerc 3 27-2014 overall ppt finalOerc 3 27-2014 overall ppt final
Oerc 3 27-2014 overall ppt final
 
Teaching Digital Skills and STEM to Empower South African Students (Offerzen ...
Teaching Digital Skills and STEM to Empower South African Students (Offerzen ...Teaching Digital Skills and STEM to Empower South African Students (Offerzen ...
Teaching Digital Skills and STEM to Empower South African Students (Offerzen ...
 
Presentation on Conflict Affected Disadvantaged Groups in conflict affected a...
Presentation on Conflict Affected Disadvantaged Groups in conflict affected a...Presentation on Conflict Affected Disadvantaged Groups in conflict affected a...
Presentation on Conflict Affected Disadvantaged Groups in conflict affected a...
 
Considering Regional Students in the Proposed Higher Education reforms
Considering Regional Students in the Proposed Higher Education reformsConsidering Regional Students in the Proposed Higher Education reforms
Considering Regional Students in the Proposed Higher Education reforms
 
Adlq report for sbos 24 feb 2016 %28with details%29
Adlq report for sbos 24 feb 2016 %28with details%29Adlq report for sbos 24 feb 2016 %28with details%29
Adlq report for sbos 24 feb 2016 %28with details%29
 
venkat
venkatvenkat
venkat
 
Foundation admissions 2016_eng
Foundation admissions 2016_engFoundation admissions 2016_eng
Foundation admissions 2016_eng
 

Viewers also liked

EMU - Community Chest & Thales Project Orientation - 8 May 2014
EMU - Community Chest & Thales Project Orientation - 8 May 2014EMU - Community Chest & Thales Project Orientation - 8 May 2014
EMU - Community Chest & Thales Project Orientation - 8 May 2014
Education Moving Up Cc.
 
TUT Green paper for post-school - Critical reflection
TUT Green paper for post-school - Critical reflectionTUT Green paper for post-school - Critical reflection
TUT Green paper for post-school - Critical reflection
Education Moving Up Cc.
 

Viewers also liked (8)

EMU - Community Chest & Thales Project Orientation - 8 May 2014
EMU - Community Chest & Thales Project Orientation - 8 May 2014EMU - Community Chest & Thales Project Orientation - 8 May 2014
EMU - Community Chest & Thales Project Orientation - 8 May 2014
 
EMU - Curriculum Management - Lesson plan builder model
EMU - Curriculum Management - Lesson plan builder modelEMU - Curriculum Management - Lesson plan builder model
EMU - Curriculum Management - Lesson plan builder model
 
NQES Keynote speaker: Muavia Gallie
NQES Keynote speaker: Muavia GallieNQES Keynote speaker: Muavia Gallie
NQES Keynote speaker: Muavia Gallie
 
STAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion SchedulesSTAS - Risk Management - Promotion Schedules
STAS - Risk Management - Promotion Schedules
 
TUT Green paper for post-school - Critical reflection
TUT Green paper for post-school - Critical reflectionTUT Green paper for post-school - Critical reflection
TUT Green paper for post-school - Critical reflection
 
Iframe src
Iframe srcIframe src
Iframe src
 
Turnaround management
Turnaround managementTurnaround management
Turnaround management
 
Turnaround Management
Turnaround ManagementTurnaround Management
Turnaround Management
 

Similar to TeachSA 2016 cohort - The Why, What, How and When of school turnaround methodology

Presentation all staff briefing - 2 apr14 full (16-9) jw & sj
Presentation all staff briefing - 2 apr14 full (16-9) jw & sjPresentation all staff briefing - 2 apr14 full (16-9) jw & sj
Presentation all staff briefing - 2 apr14 full (16-9) jw & sj
Jeffers1
 
Eidos ATSI Student Retention
Eidos ATSI Student RetentionEidos ATSI Student Retention
Eidos ATSI Student Retention
Eidos Australia
 
Global Demand for African Students
Global Demand for African StudentsGlobal Demand for African Students
Global Demand for African Students
Leonce Boidhou ANO
 
China Education Statistics for international educators
China Education Statistics for international educatorsChina Education Statistics for international educators
China Education Statistics for international educators
EIC Group China
 

Similar to TeachSA 2016 cohort - The Why, What, How and When of school turnaround methodology (20)

SAPA WC - Excellent schools by design 1
SAPA WC - Excellent schools by design 1SAPA WC - Excellent schools by design 1
SAPA WC - Excellent schools by design 1
 
SAPA Gauteng Province - Excellent schools by design
SAPA Gauteng Province - Excellent schools by designSAPA Gauteng Province - Excellent schools by design
SAPA Gauteng Province - Excellent schools by design
 
ICP 2017 Excellent schools by Design
ICP 2017 Excellent schools by DesignICP 2017 Excellent schools by Design
ICP 2017 Excellent schools by Design
 
TeachSA Ambassadors - 13 Dec 2015 - Part 1
TeachSA Ambassadors - 13 Dec 2015 - Part 1TeachSA Ambassadors - 13 Dec 2015 - Part 1
TeachSA Ambassadors - 13 Dec 2015 - Part 1
 
Lewis Central Community SD
Lewis Central Community SDLewis Central Community SD
Lewis Central Community SD
 
APNIC EC Treasurer Report
APNIC EC Treasurer ReportAPNIC EC Treasurer Report
APNIC EC Treasurer Report
 
Presentation all staff briefing - 2 apr14 full (16-9) jw & sj
Presentation all staff briefing - 2 apr14 full (16-9) jw & sjPresentation all staff briefing - 2 apr14 full (16-9) jw & sj
Presentation all staff briefing - 2 apr14 full (16-9) jw & sj
 
MassBay Fast Facts PowerPoint v2
MassBay Fast Facts PowerPoint v2MassBay Fast Facts PowerPoint v2
MassBay Fast Facts PowerPoint v2
 
Eidos ATSI Student Retention
Eidos ATSI Student RetentionEidos ATSI Student Retention
Eidos ATSI Student Retention
 
Charter School Pro Forma
Charter School Pro FormaCharter School Pro Forma
Charter School Pro Forma
 
Hec vision-2025
Hec vision-2025Hec vision-2025
Hec vision-2025
 
SOHO Package Analysis
SOHO Package AnalysisSOHO Package Analysis
SOHO Package Analysis
 
Report on Inflow and Outflow for expansion plan of company
Report on Inflow and Outflow for expansion plan of companyReport on Inflow and Outflow for expansion plan of company
Report on Inflow and Outflow for expansion plan of company
 
Global Demand for African Students
Global Demand for African StudentsGlobal Demand for African Students
Global Demand for African Students
 
2012 SAIR It's not about pie when it comes to the facts
2012 SAIR It's not about pie when it comes to the facts2012 SAIR It's not about pie when it comes to the facts
2012 SAIR It's not about pie when it comes to the facts
 
China Education Statistics for international educators
China Education Statistics for international educatorsChina Education Statistics for international educators
China Education Statistics for international educators
 
Internet development report problems and challenges in developing nations
Internet development report problems and challenges in developing nations Internet development report problems and challenges in developing nations
Internet development report problems and challenges in developing nations
 
Tackling Youth Unemployment at the Local Level: Cambodia case
Tackling Youth Unemployment at the Local Level: Cambodia caseTackling Youth Unemployment at the Local Level: Cambodia case
Tackling Youth Unemployment at the Local Level: Cambodia case
 
2014 Tablet Research
2014 Tablet Research2014 Tablet Research
2014 Tablet Research
 
Foundation 2015 for website
Foundation 2015 for websiteFoundation 2015 for website
Foundation 2015 for website
 

More from Education Moving Up Cc.

Practical session - CAPS and TLAs process steps
Practical session - CAPS and TLAs process stepsPractical session - CAPS and TLAs process steps
Practical session - CAPS and TLAs process steps
Education Moving Up Cc.
 
Practical session - Teaching, Learning and Assessment Schedules steps
Practical session - Teaching, Learning and Assessment Schedules stepsPractical session - Teaching, Learning and Assessment Schedules steps
Practical session - Teaching, Learning and Assessment Schedules steps
Education Moving Up Cc.
 
From bureaucratic reaction to change agent solution
From bureaucratic reaction to change agent solutionFrom bureaucratic reaction to change agent solution
From bureaucratic reaction to change agent solution
Education Moving Up Cc.
 
Practical session - Timetable process management
Practical session - Timetable process managementPractical session - Timetable process management
Practical session - Timetable process management
Education Moving Up Cc.
 

More from Education Moving Up Cc. (16)

NSC Business Studies Pattern P1&2.pptx
NSC Business Studies Pattern P1&2.pptxNSC Business Studies Pattern P1&2.pptx
NSC Business Studies Pattern P1&2.pptx
 
NSC Mathematics Pattern P1&2.pdf
NSC Mathematics Pattern P1&2.pdfNSC Mathematics Pattern P1&2.pdf
NSC Mathematics Pattern P1&2.pdf
 
E-Book - Teaching with poverty in mind.PDF
E-Book - Teaching with poverty in mind.PDFE-Book - Teaching with poverty in mind.PDF
E-Book - Teaching with poverty in mind.PDF
 
High-Performing in High-Poverty schools - The School of Excellence Methodolog...
High-Performing in High-Poverty schools - The School of Excellence Methodolog...High-Performing in High-Poverty schools - The School of Excellence Methodolog...
High-Performing in High-Poverty schools - The School of Excellence Methodolog...
 
SiSopen MCQs for matriculants
SiSopen MCQs for matriculantsSiSopen MCQs for matriculants
SiSopen MCQs for matriculants
 
DBE Education Lekgotla 2019 - Excellent Schools
DBE Education Lekgotla 2019 - Excellent SchoolsDBE Education Lekgotla 2019 - Excellent Schools
DBE Education Lekgotla 2019 - Excellent Schools
 
STF EMU - Excellent Schools by Design - brief
STF EMU - Excellent Schools by Design - briefSTF EMU - Excellent Schools by Design - brief
STF EMU - Excellent Schools by Design - brief
 
TeachSA Ambassadors - 13 Dec 2015 - Part 3
TeachSA Ambassadors - 13 Dec 2015 - Part 3TeachSA Ambassadors - 13 Dec 2015 - Part 3
TeachSA Ambassadors - 13 Dec 2015 - Part 3
 
TeachSA Ambassadors - 13 Dec 2015 - Part 2
TeachSA Ambassadors - 13 Dec 2015 - Part 2TeachSA Ambassadors - 13 Dec 2015 - Part 2
TeachSA Ambassadors - 13 Dec 2015 - Part 2
 
Practical session - CAPS and TLAs process steps
Practical session - CAPS and TLAs process stepsPractical session - CAPS and TLAs process steps
Practical session - CAPS and TLAs process steps
 
Practical session - Teaching, Learning and Assessment Schedules steps
Practical session - Teaching, Learning and Assessment Schedules stepsPractical session - Teaching, Learning and Assessment Schedules steps
Practical session - Teaching, Learning and Assessment Schedules steps
 
From bureaucratic reaction to change agent solution
From bureaucratic reaction to change agent solutionFrom bureaucratic reaction to change agent solution
From bureaucratic reaction to change agent solution
 
WEF 2014 report on South Africa education
WEF 2014 report on South Africa educationWEF 2014 report on South Africa education
WEF 2014 report on South Africa education
 
Practical session - Timetable process management
Practical session - Timetable process managementPractical session - Timetable process management
Practical session - Timetable process management
 
Commonwealth Professional Standards framework for teachers 2014
Commonwealth Professional Standards framework for teachers 2014Commonwealth Professional Standards framework for teachers 2014
Commonwealth Professional Standards framework for teachers 2014
 
NECT - Deloitte Project - Brief 2014
NECT - Deloitte Project - Brief 2014NECT - Deloitte Project - Brief 2014
NECT - Deloitte Project - Brief 2014
 

Recently uploaded

Spellings Wk 3 English CAPS CARES Please Practise
Spellings Wk 3 English CAPS CARES Please PractiseSpellings Wk 3 English CAPS CARES Please Practise
Spellings Wk 3 English CAPS CARES Please Practise
AnaAcapella
 
The basics of sentences session 3pptx.pptx
The basics of sentences session 3pptx.pptxThe basics of sentences session 3pptx.pptx
The basics of sentences session 3pptx.pptx
heathfieldcps1
 

Recently uploaded (20)

Sensory_Experience_and_Emotional_Resonance_in_Gabriel_Okaras_The_Piano_and_Th...
Sensory_Experience_and_Emotional_Resonance_in_Gabriel_Okaras_The_Piano_and_Th...Sensory_Experience_and_Emotional_Resonance_in_Gabriel_Okaras_The_Piano_and_Th...
Sensory_Experience_and_Emotional_Resonance_in_Gabriel_Okaras_The_Piano_and_Th...
 
Unit-V; Pricing (Pharma Marketing Management).pptx
Unit-V; Pricing (Pharma Marketing Management).pptxUnit-V; Pricing (Pharma Marketing Management).pptx
Unit-V; Pricing (Pharma Marketing Management).pptx
 
General Principles of Intellectual Property: Concepts of Intellectual Proper...
General Principles of Intellectual Property: Concepts of Intellectual Proper...General Principles of Intellectual Property: Concepts of Intellectual Proper...
General Principles of Intellectual Property: Concepts of Intellectual Proper...
 
SKILL OF INTRODUCING THE LESSON MICRO SKILLS.pptx
SKILL OF INTRODUCING THE LESSON MICRO SKILLS.pptxSKILL OF INTRODUCING THE LESSON MICRO SKILLS.pptx
SKILL OF INTRODUCING THE LESSON MICRO SKILLS.pptx
 
Jamworks pilot and AI at Jisc (20/03/2024)
Jamworks pilot and AI at Jisc (20/03/2024)Jamworks pilot and AI at Jisc (20/03/2024)
Jamworks pilot and AI at Jisc (20/03/2024)
 
On National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan FellowsOn National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan Fellows
 
How to Give a Domain for a Field in Odoo 17
How to Give a Domain for a Field in Odoo 17How to Give a Domain for a Field in Odoo 17
How to Give a Domain for a Field in Odoo 17
 
Understanding Accommodations and Modifications
Understanding Accommodations and ModificationsUnderstanding Accommodations and Modifications
Understanding Accommodations and Modifications
 
FSB Advising Checklist - Orientation 2024
FSB Advising Checklist - Orientation 2024FSB Advising Checklist - Orientation 2024
FSB Advising Checklist - Orientation 2024
 
Towards a code of practice for AI in AT.pptx
Towards a code of practice for AI in AT.pptxTowards a code of practice for AI in AT.pptx
Towards a code of practice for AI in AT.pptx
 
Micro-Scholarship, What it is, How can it help me.pdf
Micro-Scholarship, What it is, How can it help me.pdfMicro-Scholarship, What it is, How can it help me.pdf
Micro-Scholarship, What it is, How can it help me.pdf
 
Spellings Wk 3 English CAPS CARES Please Practise
Spellings Wk 3 English CAPS CARES Please PractiseSpellings Wk 3 English CAPS CARES Please Practise
Spellings Wk 3 English CAPS CARES Please Practise
 
ICT role in 21st century education and it's challenges.
ICT role in 21st century education and it's challenges.ICT role in 21st century education and it's challenges.
ICT role in 21st century education and it's challenges.
 
Accessible Digital Futures project (20/03/2024)
Accessible Digital Futures project (20/03/2024)Accessible Digital Futures project (20/03/2024)
Accessible Digital Futures project (20/03/2024)
 
The basics of sentences session 3pptx.pptx
The basics of sentences session 3pptx.pptxThe basics of sentences session 3pptx.pptx
The basics of sentences session 3pptx.pptx
 
SOC 101 Demonstration of Learning Presentation
SOC 101 Demonstration of Learning PresentationSOC 101 Demonstration of Learning Presentation
SOC 101 Demonstration of Learning Presentation
 
How to Create and Manage Wizard in Odoo 17
How to Create and Manage Wizard in Odoo 17How to Create and Manage Wizard in Odoo 17
How to Create and Manage Wizard in Odoo 17
 
ICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptxICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptx
 
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...
 
UGC NET Paper 1 Mathematical Reasoning & Aptitude.pdf
UGC NET Paper 1 Mathematical Reasoning & Aptitude.pdfUGC NET Paper 1 Mathematical Reasoning & Aptitude.pdf
UGC NET Paper 1 Mathematical Reasoning & Aptitude.pdf
 

TeachSA 2016 cohort - The Why, What, How and When of school turnaround methodology

  • 3.
  • 5. TIMSS 2003 - Applying Maths 2003
  • 6. Current ‘through-put’ in EducaJon Comparing Grades 1-12 from 1999 to 2015 Gap Now %Learner Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Gr1 & 12 Retained 1999 1 318 932 1 223 529 1 194 425 1 167 683 1 087 829 998 705 937 741 1 043 067 917 239 840 803 738 220 571 848 747 084 43% 2000 1 055 397 1 090 765 1 178 712 1 167 949 1 088 836 1 009 782 936 454 1 039 547 922 566 836 962 724 192 549 203 506 194 52% 2001 1 150 637 944 961 1 087 675 1 175 860 1 098 863 1 023 269 932 151 1 068 479 916 280 846 655 709 508 488 352 662 285 42% 2002 1 286 591 1 012 892 949 721 1 076 107 1 142 806 1 038 679 958 932 936 392 1 089 404 876 175 719 952 486 786 799 805 38% 2003 1 277 499 1 111 858 1 003 331 952 465 1 035 707 1 101 740 987 876 976 750 902 129 1 096 214 736 720 475 069 802 430 37% 2004 1 303 016 1 109 201 1 081 956 985 139 916 911 997 365 1 050 554 1 010 710 914 729 1 057 935 829 137 505 392 797 624 39% 2005 1 233 581 1 118 690 1 078 001 1 061 770 951 372 898 493 972 542 1 052 499 930 797 1 069 494 839 009 538 909 694 672 44% 2006 1 185 198 1 081 652 1 099 319 1 072 780 1 026 031 919 487 872 051 1 020 734 970 946 1 093 297 890 564 568 664 616 534 48% 2007 1 171 323 1 050 103 1 066 796 1 090 762 1 035 449 1 001 687 896 138 930 019 957 450 1 115 961 920 102 625 809 545 514 53% 2008 1 122 114 1 031 821 1 017 656 1 050 860 1 043 012 1 001 852 964 345 926 603 902 656 1 076 527 902 752 595 216 526 898 53% 2009 1 106 827 1 004 311 1 004 585 1 019 886 1 009 370 1 012 619 970 902 991 093 926 531 1 017 341 881 661 602 278 504 549 54% 2010 1 116 899 994 410 972 668 1 002 645 978 983 978 016 980 747 1 001 180 1 009 327 1 039 762 841 815 579 384 537 515 52% 2011 1 177 089 1 003 353 957 209 974 860 957 203 946 427 941 291 1 008 110 1 049 904 1 049 189 847 738 534 498 642 591 45% 2012 1 208 973 1 074 788 967 373 966 349 939 025 935 446 912 528 971 509 1 096 113 1 103 495 874 331 551 837 657 136 46% 2013 1 222 851 1 116 427 1 025 185 964 630 923 562 909 095 902 099 942 345 1 073 060 1 146 285 834 611 597 196 625 655 49% 2014 1 235 901 1 149 894 1 073 447 1 036 378 929 735 894 517 875 311 935 624 1 048 823 1 139 872 897 342 571 819 664 082 46% 2015 1 244 208 1 164 050 1 106 895 1 088 804 979 360 899 799 884 994 931 766 950 512 1 112 604 928 983 687 230 556 978 55% Ave. 1 201 002 1 075 453 1 050 880 1 050 290 1 008 474 974 528 939 803 987 437 975 204 1 030 504 830 390 560 558 Diff
  • 9. 5 Domains - 20 Big Frameworks 1.  Principles/beliefs Frameworks (1 & 2); 2.  Conceptual/Knowledge Frameworks (3 & 4); 3.  Process Frameworks (5, 6, 7, 8, 9, 10, 11, 12 & 13); 4.  ImplementaJon Frameworks (14, 15, 16 & 17); 5.  Project (M&E) Frameworks (18, 19 & 20);
  • 10. 20 Big Frameworks 1. Redesigning the ‘Liberal educaJon system’ (default Middle-class) to connect with ‘poor/marginalised learners/ communiJes’ through Deep Change. Reconnect: •  Principals and teachers with the potenPal and opportunity of EducaPon; •  Teachers with Learners interest; •  Effort and Success (principals, teachers and learners). 2. Systemically aligning policies, procedures, processes and steps, in interacJve and supporJve ways through School OperaJonal and Quality Systems. Establishing and Strengthening: •  Ownership; •  Planning; •  Curriculum Management; •  CondiPons for Success; •  Sustainability. 3. UJlising InformaJon and CommunicaJon Technology to manage and lead the Individualised Learning Plans, Targets and Dreams of learners through electronically methods. Clear Indicators and Tools for: •  Teaching for Learning; •  Management and Leadership; •  Personnel and Professional Learning; •  Data and InformaPon Management. 4. Maximising the available school days, teaching and learning Jme, co-curricular acJviJes, and the intervenJon strategies to support the success of all learners. Detailed Planning of the: •  1800 hours of Teacher Accountability; •  200 School days for schooling; •  170 days for Teaching & Learning; •  150 Daily Lesson Plans; •  20 FATs and Revision acPviPes.
  • 11. Principles of School Turnaround Strategy 1.  All learners were created to be SUCCESSFUL, and therefore no learner should fail; 2.  The academic ability of learners is not linked to their economic, social and cultural status in society (poor learners can perform at same level as middle-class and rich learners); 3.  The biggest challenges in School Turnaround require Adults to Change (Thinking and Doing) – reconnect them with the dreams of learners; 4.  Move away for the Deficit Thinking Model, and the VicJm Mentality Approach; 5.  Restructuring the current educaPon models that are resulPng in DysfuncJonal-by-design and Success-linked- to-social-status (un- and under-qualified and poorly performing teachers are teaching in these schools). 11 1
  • 12. Developing Country Contextual Realities “Children walking through the Gate” Preferred Children Reality Children 1. Country club kids 1. Township and working-class kids 2. Above the railway lines – rich suburbs 2. Below the railway lines – squatter camps, low-income housing, unemployed parents 3. Traditional family (both parents) 3. Today’s family (single or child headed) 4. Parents/family took care of them 4. Early on learning to fend for themselves 5. Have ‘talk shows’ stories 5. They have counter-stories (News bulletin) 6. Protected by the family/parents 6. Grow up on the very dark side of life 7. They are easy to teach 7. They are not the easiest to teach 8. They have long-term dreams 8. They have potential, if you believe it 9. They are predictable, stable 9. They are unpredictable, volatile 10. Their future is positively preordained 10. Their future can or can’t be negatively or positively preordained, depending on us 12 2
  • 13. Teacher ‘Readiness’ for All Learners? ‘Fetching learner’ wherever they are! Teacher Response 2 - Awareness +3 +2 +2 +1 +1 Par Par -1 -1 -2 -2 -3 -3 -4 -4 L1 L2 L3 L4 L5 L6 L7 L8 L9 L10 Expected Level of ‘Readiness’ Middle- class ExpectaJon ‘Readiness Level’ of individual Learners Lesson 1 Lesson 2 Lesson 3 Lesson 4
  • 14.
  • 18. School Turnaround Planning Framework “As-Is" •  Sector and school analysis; •  Leadership assessment; •  Strategic planning; •  InstrucPonal planning; •  OrganisaPonal planning; •  OperaPonal planning; •  Resource planning. Gap Analysis •  InstrucPonal drivers; •  Key issues; •  Constraints “Could-Be" •  Benchmarks; •  Best pracPce; •  Scenario planning; •  Target seing. InstrucJonal Modeling •  Impact of turnaround plan on learner achievement, teaching programme, leadership commitment, parent support •  “What-If” scenarios, target seing and sensiPvity analysis Issues Assessment •  Address instrucPonal drivers; •  Address under-performance; •  Overcome constraints; •  Stakeholder management; •  Project management; •  OpPons, risks, alternates “To-Be" •  Turnaround strategy •  Quick wins Report •  Findings; •  Theory of change; •  Strategy to turnaround the school; •  Strategy to manage the process – leadership, stakeholders and project management •  Learner achievement impact SituaJon Analysis InstrucJonal EvaluaJon Turnaround Plan Turnaround Strategy Gap Input Feedback InstrucPonal drivers & levers EducaPonal viability Turnaround strategy Resources required Strengths & Weaknesses Threats & OpportuniPes 1 2 3 4 5 6 7 6
  • 20. 5 Successful Change Steps 20 Awareness Sufficient awareness of the need for change? No Raise awareness and overcome denial Yes Diagnosis Thorough diagnosis of problems and/or opportunities No Engage in root cause diagnosis Yes Vision Solid new organising model? No Engage in strategising and visioning Yes Plan Detailed plan for implementation? No Engage in planning Yes Support Critical mass of support for implementation? No Engage in stakeholder building Yes Successful Change!! 8
  • 21. From Underperformance to Excellence 1. Under-Performing Schools 2. High FuncJoning Schools 3. Schools of Excellence 8 School Readiness Components (Planning) Attendance Teacher Info Learner Info Annual Plan TimeTabling TLASchedule Organogram TLSM Ownership 50 School OperaJonal Systems Academic (11) AdministraPon (14) CommunicaPon (6) ICT (7) Pastoral Care (12) Planning Planning CM - Monitoring and EvaluaPon CCR - Support and Development 60 School Quality Systems (6 x 10) Leadership Strategic Planning Human Resources Learning & Teaching Assess & Feedback Monitoring & Evaluate CCR - Support and Development CM - Monitoring and EvaluaPon Ownership Sustain - InsJtuJonalisaJon Sustain - InsJtuJonalisaJon School Turnaround Strategy (5 Phases) – 3-5 Years Sustainability 3 – 6 Months Culture, Climate, RelaJonships 6 - 9 Months Curriculum Management 1.5 – 2.5 Years Planning 6 – 9 Months Ownership 3 – 6 Months 21 15 Curriculum Management Areas Teaching Schedule (5) Learning Schedule (5) Assessment Schedule (5)
  • 22. School Turnaround Planning Domain 1 Teaching for Learning Domain 2 Leadership Domain 3 Personnel & Professional Learning Domain 4 School & Community RelaJonship Domain 5 Data & InformaJon Management 1.1 Curriculum •  Align •  Review •  Monitor •  Communicate 2.1 Instructional Leadership •  Educational Programme •  Instructional Support 3.1 Personnel Qualifications •  Requirements •  Skills •  Knowledge •  Dispositions 4.1 Parent Involvement •  Communicate •  Engage 5.1 Data Management •  Data Generate •  Data Identify •  Data Collect •  Data Access •  Data Support 1.2 Instruction •  Planning •  Delivery 2.2 Shared Leadership •  School Culture •  School Climate •  Continuous Improvement 3.2 Professional Ethics •  Respect for Learners •  Connect with Learners 4.2 Family Involvement •  Communicate •  Engage 5.2 Information Management •  Analyse •  Interpret •  Apply 1.3 Assessment •  Align to Curriculum •  Align to Instruction •  Data Reporting •  Data use 2.3 Resource Management •  Resource Allocation •  Operational Management 3.3 Professional Learning •  Collaboration •  Content •  Pedagogy •  Alignment 4.3 Community Involvement •  Communicate •  Engage 5.3 Knowledge Management •  Patterns •  Routines •  Scenarios •  Forecast 10
  • 24. 8 School Readiness Components Under-performance Functionality 1 2 3 4 5 1.1 Attendance - Teachers Tick name Sign name Time in and out Principal monitor daily Absence submitted and processed 1.2 Attendance – Learners Record end of the week Record daily Record per period Record per subject Record engagement in classroom per subject 2. Teacher Information Biographical information Personal information Academic information Professional information Performance information 3. Learner Information Biographical information Personal information Socio-economic information Achievement information Expectations and aspirations information 4. Annual Planning Compliance planning Administrative planning Professional planning Ethical planning School Improvement Planning 5. Timetabling Compliance timetabling Implement 40% Implement 60% Implement 80% Optimal, efficient 100% 6. Teaching Schedules CAPS planning Schedules per quarter Schedules per month Schedules per week Schedules per day (task, homework, etc.) 7. Organogram No clear accountability, support & development agreement Accountability requirements are known Accountability linked to positions only Accountability linked to positions and functions Clear accountability, support & development at all levels 8. TL Support Materials TLSM to teacher only TLSM to teacher and selective learners TLSM to all for use in classroom only TLSM to all on first day of school for use beyond classroom TLSM issued to all, get returned very year (more than 90%) Manual System 24 12
  • 25. Curriculum & Subject Management INSTRUCTIONAL LEADERSHIP Domain 1: Planning and PreparaJon 1.  DemonstraPng knowledge of content and pedagogy 2.  DemonstraPng knowledge of learners 3.  Seing instrucPonal outcomes 4.  DemonstraPng knowledge of resources 5.  Designing coherent instrucPon 6.  Designing learner assessment Domain 2: Classroom Environment 1.  CreaPng an environment of respect and rapport 2.  Establishing a culture of learning 3.  Managing classroom procedures 4.  Managing learner behaviour 5.  Organising physical space Domain 4: Professional ResponsibiliJes 1.  ReflecPng on teaching 2.  Maintaining accurate records 3.  CommunicaPng with families 4.  ParPcipaPng in a professional community 5.  Growing and developing professionally 6.  DemonstraPng professionalism Domain 3: InstrucJon 1.  CommunicaPng with learners 2.  Using quesPoning and discussion techniques 3.  Engaging learners in learning 4.  Using assessment in instrucPon 5.  DemonstraPng flexibility and responsiveness 25 13
  • 26. Teaching, Learning and Assessment Schedules 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. 26 14
  • 27. 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 15
  • 28. 60 School Quality Systems 1. Leadership 2. Strategic Planning 3. Human Resource 4. Learning and Teaching 5. Assessment and Feedback 6. Data Monitoring and Evaluation 1.1 Leadership Process 2.1 Development Process 3.1 Work Allocation and Management 4.1 Learner Care Management 5.1 Core Competencies Determination 6.1 Info and Knowledge Design 1.2 Communication Effectiveness 2.2 Action Plan Formulation 3.2 Recruit, Hire, Place and Retain 4.2 Learner Knowledge Determination 5.2 Key Process Determination 6.2 Info and Knowledge Management Process 1.3 Governance Process 2.3 Resource Allocation 3.3 Professional Knowledge, Skills and Application 4.3 Learner Diversity Segmentation 5.3 Process Design and Development 6.3 Info and Knowledge Sharing 1.4 Governance Management 2.4 Resource Redirection 3.4 Professional Ethics, Values and Attributes 4.4 Learner Context Segmentation 5.4 Process Requirements Determination 6.4 Performance and Knowledge Measures and Analysis 1.5 Succession Planning 2.5 Sourcing Process 3.5 Professional Learning 4.5 Teaching Features Determination 5.5 Implementation Management 6.5 Performance, and Knowledge Selection and Use 1.6 Performance Process 2.6 Assumption Development 3.6 Career Progression 4.6 Learner and Teacher Relationship 5.6 Assessment Preparation 6.6 Data and Knowledge Analysis 1.7 Financial Accountability 2.7 Risk Assessment 3.7 Performance Management 4.7 Learner Complaints 5.7 Second Change System 6.7 Data and Knowledge Evaluation 1.8 Financial Transparency 2.8 Resource Commitment 3.8 Performance Review 4.8 Teacher Complaints 5.8 Learner Feedback Process 6.8 Target Setting Management 1.9 Priority Determination 2.9 Deployment Management 3.9 School Climate Assessment 4.9 Learner Satisfaction Determination 5.9 Teacher Feedback Process 6.9 Success Indicators and Comparison Building 1.10 Priority Decision-Making 2.10 Assessment Management 3.10 School Environment Improvement 4.10 Learner Expectation and Achievement 5.10 Parent Involvement Management 5.10 Data, Info and Knowledge Reliability 28 16
  • 30. STP - School Turnaround Pathway Turnaround Indicators Level Type Description 1.InstructionProgramme (TeachingandLearning) 2.Drop(Pushout)Rate (Throughputrate) 3.ExitPassRate (FinalGradePass) 4.CompletionRate (DreamAchievement) 5.0Failure 5.1NSC(JustaPass) 5.2Cert(Ave50%) 5.3Dip(Ave65%) 5.4Bach(Ave80%) Total 5. 100% 4. 100% 3. 100% 2. 100% 1. 100%Chaotic Dysfunctional Under Performing High Performing Excellent 100% Bachelors completion 100% Pass, but less then 50% Bach completion 1 or more learners failing: Pass 80%+ Less than 60% pass rate Less than 40% pass rate Great Good Comply Weak Disaster 0% 15% 30% 45% 60% 100% 100%100% 80% 80% 60% 60% 40% 40% 20% ✪✪✪ ✪✪✪ ✪✪✪ ✪ ✪✪✪ nnn nn nn ¢¢¢ ¢¢ ¢¢ þþþ þþ þþþ þþ ýýý ýýý ý ýýý ý ¢ ý DistribuPon of ‘Levels of Pass’ 30 17
  • 31. STP - 16 Educational Principles 1 5 6 7 12 13 4 16 8 2 15 14 11 10 9 3 Learner Purpose (Vision) Classroom Hands (Action) School Head (Systems) Department Heart (Believes) 18 1. Psyche of DysfuncJonality 2. Organised DysfuncJonality 3. Data to Intelligent decision making 4. Champion/leader driven 16. Focus on the core – Learner Achievement 5. High ExpectaJons 6. Whole School Development/SIP 7. School level support, and beyond 8. Networking/partnering systems 9. Compliance to Leadership systems 10. Accountability Commitment 11. Aligning curriculum with TLA systems 12. GeneraJon Gap 13. Expert and Mentor support 14. Time-on-Task 15. Managing what you know (ICT)
  • 32. 16 Deliverables/Outcomes Individual 1.  Recognise the high risk; 2.  Think differently; 3.  Redefine normal and reality ; 4.  Know, understand and service young people . Relationships 1.  Utilise organisational strength; 2.  High commitment and expectation to succeed; 3.  Recognise ability to transform and change; 4.  Teachers care deeply about all learners. Culture 1.  Bring it on! attitude; 2.  Adults who model what they value; 3.  Teachers don t sweat the small stuff ; 4.  Teachers know what it takes to be successful . Systems efficiency 1.  Being ready (proactive); 2.  Always focus on the key deliverables ; 3.  Data driven decision-making; 4.  Clear and implementable rules, patterns, routines, etc. 19
  • 34. 2015 Results from Schools [1.5yrs] Malibu Technical High •  2013 = 78,9% •  2014 = 81,7% •  2015 = 92,2%, with 51% Bachelors Sizimisele Technical High •  2013 = 61,0% •  2014 = 68,1% •  2015 = 78,5% 1,482
  • 39. Five ‘Ownership Thinking’ Pathways OWNERSHIP ANNUAL REVENUE R1-5 Million R50-100 Million 1.  “Under-Performing School” •  Government Grant I am ‘Just’ the Principal 3. “High FuncPoning School” •  Government Grant •  Human Resources We’re making ‘CollecJve’ decisions I ‘Lead’ MY School 5. “Excellent School” •  Human & Non-Human Resources •  Fixed & Movable Assets •  Networks 2. TransiJon from ‘Planning’ to ‘Managing’ 4. TransiJon from ‘Managing’ to ‘Leading’ Financial Accountability and Transparency
  • 41.
  • 42. 2. Planning 1.  Asendance (teachers and learners) –  Every day counts; 2.  Teacher informaPon –  Specialism and Strength-based; 3.  Learner informaPon –  Targets, Dreams, Buddies and Developmental Assets; 4.  Annual planning –  170 Days of Teaching and Learning; 5.  Timetabling –  Level of Specialism & TransiJon Time; 6.  InstrucPonal schedules –  150 Daily Lesson Plans & 20 FATs and Revision; 7.  Organogram –  Honouring our Job DescripJon & 1800 hours of Accountability; 8.  InstrucPonal support materials –  DifferenJated materials to support Individual EducaJon Plans (IEPs) of each learner.
  • 44. 8 School Readiness Components Under-performance Functionality 1 2 3 4 5 1.1 Attendance - Teachers Tick name Sign name Time in and out Principal monitor daily Absence submitted and processed 1.2 Attendance – Learners Record end of the week Record daily Record per period Record per subject Record engagement in classroom per subject 2. Teacher Information Biographical information Personal information Academic information Professional information Performance information 3. Learner Information Biographical information Personal information Socio-economic information Achievement information Expectations and aspirations information 4. Annual Planning Compliance planning Administrative planning Professional planning Ethical planning School Improvement Planning 5. Timetabling Compliance timetabling Implement 40% Implement 60% Implement 80% Optimal, efficient 100% 6. Teaching Schedules CAPS planning Schedules per quarter Schedules per month Schedules per week Schedules per day (task, homework, etc.) 7. Organogram No clear accountability, support & development agreement Accountability requirements are known Accountability linked to positions only Accountability linked to positions and functions Clear accountability, support & development at all levels 8. TL Support Materials TLSM to teacher only TLSM to teacher and selective learners TLSM to all for use in classroom only TLSM to all on first day of school for use beyond classroom TLSM issued to all, get returned very year (more than 90%) Manual System 44 14
  • 46. 46
  • 47. 47
  • 50. 50 School A: Self-Assessment Rating of the School Readiness Components Step 1: Self-Assessment by SMT, SLT to get School Rating; Y3Q4 Y3Q3 Y3Q2 Y3Q1 Y2Q4 Y2Q3 Y2Q2 Y2Q1 Y1Q4 Y1Q3 Y1Q2 Adjust Self-A 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 TEACHER & LEARNER ATTEND TEACHER INFO LEARNER INFO ANNUAL PLAN TIMETABLE LESSONS PLANS ORGO- GRAM TLASM
  • 51. 51 School A: Self-Assessment Rating of the School Readiness Components Step 1: Self-Assessment by SMT, SLT to get School Rating; Step 2: Workshop for ‘deeper understand’, then adjustment; Y3Q4 Y3Q3 Y3Q2 Y3Q1 Y2Q4 Y2Q3 Y2Q2 Y2Q1 Y1Q4 Y1Q3 Y1Q2 Adjust Self-A 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 TEACHER & LEARNER ATTEND TEACHER INFO LEARNER INFO ANNUAL PLAN TIMETABLE LESSONS PLANS ORGO- GRAM TLASM
  • 52. 52 School A: Self-Assessment Rating of the School Readiness Components Step 1: Self-Assessment by SMT, SLT to get School Rating; Step 2: Workshop for ‘deeper understand’, then adjustment; Step 3: Improve 3 components per Quarter, including ‘weakest’; Y3Q4 Y3Q3 Y3Q2 Y3Q1 Y2Q4 Y2Q3 Y2Q2 Y2Q1 Y1Q4 Y1Q3 Y1Q2 Adjust Self-A 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 TEACHER & LEARNER ATTEND TEACHER INFO LEARNER INFO ANNUAL PLAN TIMETABLE LESSONS PLANS ORGO- GRAM TLASM
  • 53. 53 School A: Self-Assessment Rating of the School Readiness Components Step 1: Self-Assessment by SMT, SLT to get School Rating; Step 2: Workshop for ‘deeper understand’, then adjustment; Step 3: Improve 3 components per Quarter, including ‘weakest’; Step 4: Change Agent confirm improvement achieved, or not. Y3Q4 Y3Q3 Y3Q2 Y3Q1 Y2Q4 Y2Q3 Y2Q2 Y2Q1 Y1Q4 Y1Q3 Y1Q2 Adjust Self-A 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 TEACHER & LEARNER ATTEND TEACHER INFO LEARNER INFO ANNUAL PLAN TIMETABLE LESSONS PLANS ORGO- GRAM TLASM
  • 54. 54 School A: Self-Assessment Rating of the School Readiness Components Step 1: Self-Assessment by SMT, SLT to get School Rating; Step 2: Workshop for ‘deeper understand’, then adjustment; Step 3: Improve 3 components per Quarter, including ‘weakest’; Step 4: Change Agent confirm improvement achieved, or not. Y3Q4 Y3Q3 Y3Q2 Y3Q1 Y2Q4 Y2Q3 Y2Q2 Y2Q1 Y1Q4 Y1Q3 Y1Q2 Adjust Self-A 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 TEACHER & LEARNER ATTEND TEACHER INFO LEARNER INFO ANNUAL PLAN TIMETABLE LESSONS PLANS ORGO- GRAM TLASM
  • 55. 55 School A: Self-Assessment Rating of the School Readiness Components Step 1: Self-Assessment by SMT, SLT to get School Rating; Step 2: Workshop for ‘deeper understand’, then adjustment; Step 3: Improve 3 components per Quarter, including ‘weakest’; Step 4: Change Agent confirm improvement achieved, or not. Y3Q4 Y3Q3 Y3Q2 Y3Q1 Y2Q4 Y2Q3 Y2Q2 Y2Q1 Y1Q4 Y1Q3 Y1Q2 Adjust Self-A 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 TEACHER & LEARNER ATTEND TEACHER INFO LEARNER INFO ANNUAL PLAN TIMETABLE LESSONS PLANS ORGO- GRAM TLASM
  • 56. 56 School A: Self-Assessment Rating of the School Readiness Components Step 1: Self-Assessment by SMT, SLT to get School Rating; Step 2: Workshop for ‘deeper understand’, then adjustment; Step 3: Improve 3 components per Quarter, including ‘weakest’; Step 4: Change Agent confirm improvement achieved, or not. Y3Q4 Y3Q3 Y3Q2 Y3Q1 Y2Q4 Y2Q3 Y2Q2 Y2Q1 Y1Q4 Y1Q3 Y1Q2 Adjust Self-A 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 TEACHER & LEARNER ATTEND TEACHER INFO LEARNER INFO ANNUAL PLAN TIMETABLE LESSONS PLANS ORGO- GRAM TLASM
  • 57. 57 School A: Self-Assessment Rating of the School Readiness Components Step 1: Self-Assessment by SMT, SLT to get School Rating; Step 2: Workshop for ‘deeper understand’, then adjustment; Step 3: Improve 3 components per Quarter, including ‘weakest’; Step 4: Change Agent confirm improvement achieved, or not. Y3Q4 Y3Q3 Y3Q2 Y3Q1 Y2Q4 Y2Q3 Y2Q2 Y2Q1 Y1Q4 Y1Q3 Y1Q2 Adjust Self-A 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 TEACHER & LEARNER ATTEND TEACHER INFO LEARNER INFO ANNUAL PLAN TIMETABLE LESSONS PLANS ORGO- GRAM TLASM
  • 58. 58 School A: Self-Assessment Rating of the School Readiness Components Step 1: Self-Assessment by SMT, SLT to get School Rating; Step 2: Workshop for ‘deeper understand’, then adjustment; Step 3: Improve 3 components per Quarter, including ‘weakest’; Step 4: Change Agent confirm improvement achieved, or not. Y3Q4 Y3Q3 Y3Q2 Y3Q1 Y2Q4 Y2Q3 Y2Q2 Y2Q1 Y1Q4 Y1Q3 Y1Q2 Adjust Self-A 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 TEACHER & LEARNER ATTEND TEACHER INFO LEARNER INFO ANNUAL PLAN TIMETABLE LESSONS PLANS ORGO- GRAM TLASM
  • 60. InstrucJonal Schedules 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. 60 15 •  ConstrucPon Alignment; •  VerPcal Alignment; •  Horizontal Alignment. •  QuesPons per Lesson; •  Levels of Complexity: •  Low QuesPons •  Middle QuesPons •  High QuesPons •  Revision is not ‘TEP’ •  In grade 12, this is seen to be important, why not other grades?
  • 61. 4. CondiJons for Success (Culture, Climate & RelaPonships) 1.  Safe, orderly and equitable environment; 2.  Value learning and personal growth; 3.  High expectaPons and personal targets 4.  ExpectaPon of professionalism; 5.  ExpectaPon of high quality instrucPon and communicaPon.
  • 62. 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
  • 63. 63 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 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 Communication (SMS) Management 4.6 Learner Profile Management 5.6 Network Management 1.7 Teaching Process Management 2.7 Physical and 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/ HEI Management 5.10 ICT Integration Management
  • 64. 64 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 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 Communication (SMS) Management 4.6 Learner Profile Management 5.6 Network Management 1.7 Teaching Process Management 2.7 Physical and 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/ HEI Management 5.10 ICT Integration Management
  • 65. 65 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 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 Communication (SMS) Management 4.6 Learner Profile Management 5.6 Network Management 1.7 Teaching Process Management 2.7 Physical and 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/ HEI Management 5.10 ICT Integration Management
  • 66. 66 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 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 Communication (SMS) Management 4.6 Learner Profile Management 5.6 Network Management 1.7 Teaching Process Management 2.7 Physical and 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/ HEI Management 5.10 ICT Integration Management
  • 67. 67 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 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 Communication (SMS) Management 4.6 Learner Profile Management 5.6 Network Management 1.7 Teaching Process Management 2.7 Physical and 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/ HEI Management 5.10 ICT Integration Management
  • 68. 5. Sustainability (InsPtuPonal Processes) •  Quality systems; •  School Intelligent System (SiSopen); •  Transfer of skills and methods: –  From Curriculum Specialists to Subject Advisors; –  From Change Agents to Circuit Managers; –  From Turnaround Specialist to District Leadership;
  • 69. 60 School Quality Systems 1. Leadership 2. Strategic Planning 3. Human Resource 4. Learning and Teaching 5. Assessment and Feedback 6. Data Monitoring and Evaluation 1.1 Leadership Process 2.1 Development Process 3.1 Work Allocation and Management 4.1 Learner Care Management 5.1 Core Competencies Determination 6.1 Info and Knowledge Design 1.2 Communication Effectiveness 2.2 Action Plan Formulation 3.2 Recruit, Hire, Place and Retain 4.2 Learner Knowledge Determination 5.2 Key Process Determination 6.2 Info and Knowledge Management Process 1.3 Governance Process 2.3 Resource Allocation 3.3 Professional Knowledge, Skills and Application 4.3 Learner Diversity Segmentation 5.3 Process Design and Development 6.3 Info and Knowledge Sharing 1.4 Governance Management 2.4 Resource Redirection 3.4 Professional Ethics, Values and Attributes 4.4 Learner Context Segmentation 5.4 Process Requirements Determination 6.4 Performance and Knowledge Measures and Analysis 1.5 Succession Planning 2.5 Sourcing Process 3.5 Professional Learning 4.5 Teaching Features Determination 5.5 Implementation Management 6.5 Performance, and Knowledge Selection and Use 1.6 Performance Process 2.6 Assumption Development 3.6 Career Progression 4.6 Learner and Teacher Relationship 5.6 Assessment Preparation 6.6 Data and Knowledge Analysis 1.7 Financial Accountability 2.7 Risk Assessment 3.7 Performance Management 4.7 Learner Complaints 5.7 Second Change System 6.7 Data and Knowledge Evaluation 1.8 Financial Transparency 2.8 Resource Commitment 3.8 Performance Review 4.8 Teacher Complaints 5.8 Learner Feedback Process 6.8 Target Setting Management 1.9 Priority Determination 2.9 Deployment Management 3.9 School Climate Assessment 4.9 Learner Satisfaction Determination 5.9 Teacher Feedback Process 6.9 Success Indicators and Comparison Building 1.10 Priority Decision-Making 2.10 Assessment Management 3.10 School Environment Improvement 4.10 Learner Expectation and Achievement 5.10 Parent Involvement Management 5.10 Data, Info and Knowledge Reliability 69 18
  • 70. 70 60 School Quality Systems 1. Leadership 2. Strategic Planning 3. Human Resource 4. Learning and Teaching 5. Assessment and Feedback 6. Data Monitoring and Evaluation 1.1 Leadership Process 2.1 Development Process 3.1 Work Allocation and Management 4.1 Learner Care Management 5.1 Core Competencies Determination 6.1 Info and Knowledge Design 1.2 Communication Effectiveness 2.2 Action Plan Formulation 3.2 Recruit, Hire, Place and Retain 4.2 Learner Knowledge Determination 5.2 Key Process Determination 6.2 Info and Knowledge Management Process 1.3 Governance Process 2.3 Resource Allocation 3.3 Professional Knowledge, Skills & App. 4.3 Learner Diversity Segmentation 5.3 Process Design and Development 6.3 Info and Knowledge Sharing 1.4 Governance Management 2.4 Resource Redirection 3.4 Professional Ethics, Values and Attributes 4.4 Learner Context Segmentation 5.4 Process Requirements Determination 6.4 Performance & Knowl. Measures & Analysis 1.5 Succession Planning 2.5 Sourcing Process 3.5 Professional Learning 4.5 Teaching Features Determination 5.5 Implementation Management 6.5 Performance and Knowledge Selection and Use 1.6 Performance Process 2.6 Assumption Development 3.6 Career Progression 4.6 Learner and Teacher Relationship 5.6 Assessment Preparation 6.6 Data and Knowledge Analysis 1.7 Financial Accountability 2.7 Risk Assessment 3.7 Performance Management 4.7 Learner Complaints 5.7 Second Chance System 6.6 Data and Knowledge Evaluation 1.8 Financial Transparency 2.8 Resource Commitment 3.8 Performance Review 4.8 Teacher Complaints 5.8 Learner Feed- back Process 6.8 Target Setting Management 1.9 Priority Determination 2.9 Redeployment Management 3.9 School Climate Assessment 4.9 Learner Satisfaction Determination 5.9 Teacher Feedback Process 6.9 Success Indicators and Comparison Building 1.10 Priority Decision Making 2.10 Assessment Management 3.10 School Environment Improvement 4.10 Learner Expectation & Achievement 5.10 Parent Involvement Management 6.10 Data, Info and Knowledge Reliability
  • 71. 71 60 School Quality Systems 1. Leadership 2. Strategic Planning 3. Human Resource 4. Learning and Teaching 5. Assessment and Feedback 6. Data Monitoring and Evaluation 1.1 Leadership Process 2.1 Development Process 3.1 Work Allocation and Management 4.1 Learner Care Management 5.1 Core Competencies Determination 6.1 Info and Knowledge Design 1.2 Communication Effectiveness 2.2 Action Plan Formulation 3.2 Recruit, Hire, Place and Retain 4.2 Learner Knowledge Determination 5.2 Key Process Determination 6.2 Info and Knowledge Management Process 1.3 Governance Process 2.3 Resource Allocation 3.3 Professional Knowledge, Skills & App. 4.3 Learner Diversity Segmentation 5.3 Process Design and Development 6.3 Info and Knowledge Sharing 1.4 Governance Management 2.4 Resource Redirection 3.4 Professional Ethics, Values and Attributes 4.4 Learner Context Segmentation 5.4 Process Requirements Determination 6.4 Performance & Knowl. Measures & Analysis 1.5 Succession Planning 2.5 Sourcing Process 3.5 Professional Learning 4.5 Teaching Features Determination 5.5 Implementation Management 6.5 Performance and Knowledge Selection and Use 1.6 Performance Process 2.6 Assumption Development 3.6 Career Progression 4.6 Learner and Teacher Relationship 5.6 Assessment Preparation 6.6 Data and Knowledge Analysis 1.7 Financial Accountability 2.7 Risk Assessment 3.7 Performance Management 4.7 Learner Complaints 5.7 Second Chance System 6.6 Data and Knowledge Evaluation 1.8 Financial Transparency 2.8 Resource Commitment 3.8 Performance Review 4.8 Teacher Complaints 5.8 Learner Feed- back Process 6.8 Target Setting Management 1.9 Priority Determination 2.9 Redeployment Management 3.9 School Climate Assessment 4.9 Learner Satisfaction Determination 5.9 Teacher Feedback Process 6.9 Success Indicators and Comparison Building 1.10 Priority Decision Making 2.10 Assessment Management 3.10 School Environment Improvement 4.10 Learner Expectation & Achievement 5.10 Parent Involvement Management 6.10 Data, Info and Knowledge Reliability
  • 72. 72 60 School Quality Systems 1. Leadership 2. Strategic Planning 3. Human Resource 4. Learning and Teaching 5. Assessment and Feedback 6. Data Monitoring and Evaluation 1.1 Leadership Process 2.1 Development Process 3.1 Work Allocation and Management 4.1 Learner Care Management 5.1 Core Competencies Determination 6.1 Info and Knowledge Design 1.2 Communication Effectiveness 2.2 Action Plan Formulation 3.2 Recruit, Hire, Place and Retain 4.2 Learner Knowledge Determination 5.2 Key Process Determination 6.2 Info and Knowledge Management Process 1.3 Governance Process 2.3 Resource Allocation 3.3 Professional Knowledge, Skills & App. 4.3 Learner Diversity Segmentation 5.3 Process Design and Development 6.3 Info and Knowledge Sharing 1.4 Governance Management 2.4 Resource Redirection 3.4 Professional Ethics, Values and Attributes 4.4 Learner Context Segmentation 5.4 Process Requirements Determination 6.4 Performance & Knowl. Measures & Analysis 1.5 Succession Planning 2.5 Sourcing Process 3.5 Professional Learning 4.5 Teaching Features Determination 5.5 Implementation Management 6.5 Performance and Knowledge Selection and Use 1.6 Performance Process 2.6 Assumption Development 3.6 Career Progression 4.6 Learner and Teacher Relationship 5.6 Assessment Preparation 6.6 Data and Knowledge Analysis 1.7 Financial Accountability 2.7 Risk Assessment 3.7 Performance Management 4.7 Learner Complaints 5.7 Second Chance System 6.6 Data and Knowledge Evaluation 1.8 Financial Transparency 2.8 Resource Commitment 3.8 Performance Review 4.8 Teacher Complaints 5.8 Learner Feed- back Process 6.8 Target Setting Management 1.9 Priority Determination 2.9 Redeployment Management 3.9 School Climate Assessment 4.9 Learner Satisfaction Determination 5.9 Teacher Feedback Process 6.9 Success Indicators and Comparison Building 1.10 Priority Decision Making 2.10 Assessment Management 3.10 School Environment Improvement 4.10 Learner Expectation & Achievement 5.10 Parent Involvement Management 6.10 Data, Info and Knowledge Reliability
  • 73. 73 60 School Quality Systems 1. Leadership 2. Strategic Planning 3. Human Resource 4. Learning and Teaching 5. Assessment and Feedback 6. Data Monitoring and Evaluation 1.1 Leadership Process 2.1 Development Process 3.1 Work Allocation and Management 4.1 Learner Care Management 5.1 Core Competencies Determination 6.1 Info and Knowledge Design 1.2 Communication Effectiveness 2.2 Action Plan Formulation 3.2 Recruit, Hire, Place and Retain 4.2 Learner Knowledge Determination 5.2 Key Process Determination 6.2 Info and Knowledge Management Process 1.3 Governance Process 2.3 Resource Allocation 3.3 Professional Knowledge, Skills & App. 4.3 Learner Diversity Segmentation 5.3 Process Design and Development 6.3 Info and Knowledge Sharing 1.4 Governance Management 2.4 Resource Redirection 3.4 Professional Ethics, Values and Attributes 4.4 Learner Context Segmentation 5.4 Process Requirements Determination 6.4 Performance & Knowl. Measures & Analysis 1.5 Succession Planning 2.5 Sourcing Process 3.5 Professional Learning 4.5 Teaching Features Determination 5.5 Implementation Management 6.5 Performance and Knowledge Selection and Use 1.6 Performance Process 2.6 Assumption Development 3.6 Career Progression 4.6 Learner and Teacher Relationship 5.6 Assessment Preparation 6.6 Data and Knowledge Analysis 1.7 Financial Accountability 2.7 Risk Assessment 3.7 Performance Management 4.7 Learner Complaints 5.7 Second Chance System 6.6 Data and Knowledge Evaluation 1.8 Financial Transparency 2.8 Resource Commitment 3.8 Performance Review 4.8 Teacher Complaints 5.8 Learner Feed- back Process 6.8 Target Setting Management 1.9 Priority Determination 2.9 Redeployment Management 3.9 School Climate Assessment 4.9 Learner Satisfaction Determination 5.9 Teacher Feedback Process 6.9 Success Indicators and Comparison Building 1.10 Priority Decision Making 2.10 Assessment Management 3.10 School Environment Improvement 4.10 Learner Expectation & Achievement 5.10 Parent Involvement Management 6.10 Data, Info and Knowledge Reliability
  • 74. 74 60 School Quality Systems 1. Leadership 2. Strategic Planning 3. Human Resource 4. Learning and Teaching 5. Assessment and Feedback 6. Data Monitoring and Evaluation 1.1 Leadership Process 2.1 Development Process 3.1 Work Allocation and Management 4.1 Learner Care Management 5.1 Core Competencies Determination 6.1 Info and Knowledge Design 1.2 Communication Effectiveness 2.2 Action Plan Formulation 3.2 Recruit, Hire, Place and Retain 4.2 Learner Knowledge Determination 5.2 Key Process Determination 6.2 Info and Knowledge Management Process 1.3 Governance Process 2.3 Resource Allocation 3.3 Professional Knowledge, Skills & App. 4.3 Learner Diversity Segmentation 5.3 Process Design and Development 6.3 Info and Knowledge Sharing 1.4 Governance Management 2.4 Resource Redirection 3.4 Professional Ethics, Values and Attributes 4.4 Learner Context Segmentation 5.4 Process Requirements Determination 6.4 Performance & Knowl. Measures & Analysis 1.5 Succession Planning 2.5 Sourcing Process 3.5 Professional Learning 4.5 Teaching Features Determination 5.5 Implementation Management 6.5 Performance and Knowledge Selection and Use 1.6 Performance Process 2.6 Assumption Development 3.6 Career Progression 4.6 Learner and Teacher Relationship 5.6 Assessment Preparation 6.6 Data and Knowledge Analysis 1.7 Financial Accountability 2.7 Risk Assessment 3.7 Performance Management 4.7 Learner Complaints 5.7 Second Chance System 6.6 Data and Knowledge Evaluation 1.8 Financial Transparency 2.8 Resource Commitment 3.8 Performance Review 4.8 Teacher Complaints 5.8 Learner Feed- back Process 6.8 Target Setting Management 1.9 Priority Determination 2.9 Redeployment Management 3.9 School Climate Assessment 4.9 Learner Satisfaction Determination 5.9 Teacher Feedback Process 6.9 Success Indicators and Comparison Building 1.10 Priority Decision Making 2.10 Assessment Management 3.10 School Environment Improvement 4.10 Learner Expectation & Achievement 5.10 Parent Involvement Management 6.10 Data, Info and Knowledge Reliability
  • 77. 17 Portals 1 Funders 2 District Director 3 District Coordinator 4 Circuit Manager 5 Subject Advisor 6 Learner-Teacher Welfare Specialist 7 School-Community Facilitator 8 School Governing Body 9 Principal 10 Deputy Principal 11 Heads of Department 12 Grade Teacher 13 Class Teacher 14 Subject Teacher 15 Parent/Guardian 16 RepresentaJve Learner 17 Learner
  • 78. 17 Portals 1 Funders 2 District Director 3 District Coordinator 4 Circuit Manager 5 Subject Advisor 6 Learner-Teacher Welfare Specialist 7 School-Community Facilitator 8 School Governing Body 9 Principal 10 Deputy Principal 11 Heads of Department 12 Grade Teacher 13 Class Teacher 14 Subject Teacher 15 Parent/Guardian 16 RepresentaJve Learner 17 Learner
  • 80. PROCESS •  3-5 years period; •  Empowering schools •  Professional learning environment; •  Alignment of all acPviPes; •  Using data; •  Developing exemplars; PEOPLE •  Led by change-expert •  Having no excuses; •  Failure as no opPon; •  Developing structures; •  Tools and strategies; •  Feedback to all stakeholders; PERFORMANCE •  Focus on children and their learning; •  Sustaining strategy of success.
  • 83. Session 1 What are the Performance ExpectaPons (Targets) of: •  The school (you as principal)? •  The different grades (deputy)? •  The different subjects (heads of department)? •  The different class teachers per group? •  The different subject teachers of per class? •  The individual learners per subject? NOT TARGET, NOTHING TO AIM AT!
  • 90. Target Sevng 5 Portal 16: RepresentaJve Learner •  Learner Rep Council •  Academic Buddy •  Prefect Grade 11 50 55 51 56 61 66 60 65 75 80 61 66 83 88 68% Average Grade 10: Learner X Average 60% 5% – 10%
  • 91. Target Sevng 6 Portal 15: Parent/Guardian Grand Mother •  Child A – Gr 3 •  Child B – Gr 7 •  Child C – Gr 10 Malibu Technical High School Principal: Principal X Class Teacher: Teacher T Grade 10: Learner C Learner Commitment Doing Differently Watching 2 hrs less TV. Improve my vocabulary. Read two books per week.
  • 97. •  40 Weeks captured in the CAPS document; •  6 Weeks for ExaminaPon (SummaPve Assessment); •  34 Weeks for Teaching, FacilitaPon of Learning, Learning, and FormaPve Assessment; •  170 Days for Teaching, FacilitaPon of Learning, Learning, and FormaPve Assessment – Grades 4-12; •  180 days for Grade 3, and 190 days for Grades R-2; CalculaJons in CAPS
  • 98. ConstrucPng the: 1.  Mapping of the School Calendar days for the year (199 days for 2016) from Government Gazese; 2.  Mapping the ‘School Holidays’ and ‘Weekends’; 3.  Mapping the ‘Public Holidays’, including the ‘specific school holidays’; 4.  Indicate: §  The 4 ‘teacher’ days (normally 2 days at the beginning and end of the year); §  The total number of term days; §  Total days for teaching and learning.
  • 99. S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S 1 2 3 4 5 6 7 1 2 3 4 1 2 3 4 1 1 2 3 4 5 6 1 2 3 2nd New Year 1 1 1 1 1 1 Workers Day 1 1 1 1 1 1 8 9 10 11 12 13 14 5 6 7 8 9 10 11 5 6 7 8 9 10 11 2 3 4 5 6 7 8 7 8 9 10 11 12 13 4 5 6 7 8 9 10 Teacher Day 1 Teacher Day 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15 16 17 18 19 20 21 12 13 14 15 16 17 18 12 13 14 15 16 17 18 9 10 11 12 13 14 15 14 15 16 17 18 19 20 11 12 13 14 15 16 17 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Good Friday 1 1 1 1 1 1 1 1 A Youth Day 22 23 24 25 26 27 28 19 20 21 22 23 24 25 19 20 21 22 23 24 25 16 17 18 19 20 21 22 21 22 23 24 25 26 27 18 19 20 21 22 23 24 1 1 1 1 1 1 1 1 1 1 School Holiday Human Right's 1 1 1 Family Day 1 1 1 1 1 1 1 1 1 1 1 1 1 1 29 30 31 26 27 28 26 27 28 29 30 31 23 24 25 26 27 28 29 28 29 30 31 25 26 27 28 29 30 1 1 1 1 1 1 1 1 1 1 1 1 Freedom Day School Holiday 1 1 1 1 1 1 1 1 30 56 49 S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S 1 1 2 3 4 5 1 2 1 2 3 4 5 6 7 1 2 3 4 1 2 1 1 1 1 1 1 1 1 1 2 3 4 5 6 7 8 6 7 8 9 10 11 12 3 4 5 6 7 8 9 8 9 10 11 12 13 14 5 6 7 8 9 10 11 3 4 5 6 7 8 9 1 1 National Women's 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Teacher Day 3 Teacher Day 4 9 10 11 12 13 14 15 13 14 15 16 17 18 19 10 11 12 13 14 15 16 15 16 17 18 19 20 21 12 13 14 15 16 17 18 10 11 12 13 14 15 16 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Day of Reconcilia tion 16 17 18 19 20 21 22 20 21 22 23 24 25 26 17 18 19 20 21 22 23 22 23 24 25 26 27 28 19 20 21 22 23 24 25 17 18 19 20 21 22 23 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 23 24 25 26 27 28 29 27 28 29 30 31 24 25 26 27 28 29 30 29 30 31 26 27 28 29 30 24 25 26 27 28 29 30 1 1 1 1 1 1 1 1 1 Heritage Day Heritage Day 2 1 1 1 1 1 1 1 1 1 1 Christmas Day Day of Goodwill 30 31 31 1 48 43 Dec-17 TERM 3 Days TERM 4 Days Jun-17 TERM 1 Days TERM 2 Days Jul-17 Aug-17 Sep-17 Oct-17 Nov-17 Jan-17 Feb-17 Mar-17 Apr-17 May-17 99School Holidays Public Holidays Teacher Days School Days Term Days ExaminaPon Holidays
  • 100. Step 1 - Mapping: •  The principals must consult the SLT and SMT, and then map: –  The school specific usage of the 29 days by prioriPsing: •  The examinaPon days (12 days for June and 15 days for December); •  UPlise the other 2 days for sport, and other days such as ValenPne, etc.; •  This will be mapped in October (during the 4th term); •  Circuit manager scruPnise the days, and advise and/or agree to the 170 days; •  Document gets printed out, and will be signed by the Principal, Circuit Manager and District Director; •  On the Principal’s portal, the 170 days will appear on the ‘dashboard’, as well as on the Circuit Manager (will have all the schools responsible for), and the District Director (all the schools in the district); •  All three at managerial level will now proacPvely know and manage every day of the 170 days to ensure the protecPon of these days;
  • 101.
  • 102. 15
  • 103. Step 2 - Monitoring: •  The specific 170 days for teaching and learning are known to all, and these are expected to be protected daily; •  Each day is made up of the ‘Pmetable components’ (total number of periods over all the grades and classes), which will be ‘more than the periods number if there are ‘spilt periods’ (a period taught by more than one teacher); •  Each period must be taught by the teachers, meaning no absenteeism for the day, in order to lead to ‘100% for the day’; •  When periods are ‘lost’, due to whatever reason, the principal must plan how these periods will be ‘made up’, since they will display against the ‘learners’ as ‘lost periods’; •  When ‘periods lost’ add up to 100%, the system will display it as ‘a day lost’.
  • 105. 170 Days of Teaching and Learning Portal 9: Principal Principal Teacher Absenteeism – Day 4 •  History Teacher – 4 periods •  50 – 4 = 46/50 = 92% Percentage lost, but not regained: Day 4 - 15% •  170 days of Teach & Learn Jan-16 Feb-16 Mar-16 S M T W T F S S M T W T F S S M T W T F S 1 2 1 2 3 4 5 6 1 2 3 4 5 New Years 14 15 16 17 Sports 33 34 35 36 3 4 5 6 7 8 9 7 8 9 10 11 12 13 6 7 8 9 10 11 12 18 19 20 21 Valenti ne 37 38 39 40 41 10 11 12 13 14 15 16 14 15 16 17 18 19 20 13 14 15 16 17 18 19 Teache r 1 Teache r 2 100% 98% 95% 22 23 24 25 26 42 43 44 45 46 17 18 19 20 21 22 23 21 22 23 24 25 26 27 20 21 22 23 24 25 26 92% 5 6 7 8 27 28 29 30 31 Human Rights Good Friday 24 25 26 27 28 29 30 28 29 27 28 29 30 31 9 10 11 12 13 32 Family Day 31 TERM 1 46 Days 2 Linked to SRC1: Teacher & Learner A`endance
  • 107.
  • 111. 60 School Quality Systems 1. Leadership 2. Strategic Planning 3. Human Resource 4. Learning and Teaching 5. Assessment and Feedback 6. Data Monitoring and Evaluation 1.1 Leadership Process 2.1 Development Process 3.1 Work Allocation and Management 4.1 Learner Care Management 5.1 Core Competencies Determination 6.1 Info and Knowledge Design 1.2 Communication Effectiveness 2.2 Action Plan Formulation 3.2 Recruit, Hire, Place and Retain 4.2 Learner Knowledge Determination 5.2 Key Process Determination 6.2 Info and Knowledge Management Process 1.3 Governance Process 2.3 Resource Allocation 3.3 Professional Knowledge, Skills and Application 4.3 Learner Diversity Segmentation 5.3 Process Design and Development 6.3 Info and Knowledge Sharing 1.4 Governance Management 2.4 Resource Redirection 3.4 Professional Ethics, Values and Attributes 4.4 Learner Context Segmentation 5.4 Process Requirements Determination 6.4 Performance and Knowledge Measures and Analysis 1.5 Succession Planning 2.5 Sourcing Process 3.5 Professional Learning 4.5 Teaching Features Determination 5.5 Implementation Management 6.5 Performance, and Knowledge Selection and Use 1.6 Performance Process 2.6 Assumption Development 3.6 Career Progression 4.6 Learner and Teacher Relationship 5.6 Assessment Preparation 6.6 Data and Knowledge Analysis 1.7 Financial Accountability 2.7 Risk Assessment 3.7 Performance Management 4.7 Learner Complaints 5.7 Second Change System 6.7 Data and Knowledge Evaluation 1.8 Financial Transparency 2.8 Resource Commitment 3.8 Performance Review 4.8 Teacher Complaints 5.8 Learner Feedback Process 6.8 Target Setting Management 1.9 Priority Determination 2.9 Deployment Management 3.9 School Climate Assessment 4.9 Learner Satisfaction Determination 5.9 Teacher Feedback Process 6.9 Success Indicators and Comparison Building 1.10 Priority Decision-Making 2.10 Assessment Management 3.10 School Environment Improvement 4.10 Learner Expectation and Achievement 5.10 Parent Involvement Management 5.10 Data, Info and Knowledge Reliability 111 18
  • 117. Session 4 1.  How many Pmetables are operaPng in your school? 2.  What is the ‘Level of Specialism’ in your Timetable? 3.  How many hours of Teaching, Learning and Assessment should your learners receive before they write they ‘end of year’ ExaminaPon?
  • 121.
  • 125.
  • 135. Timetable Hours Days Total G.Total A. Summer 07h00 16h00 8,5 170 1445 B. Summer 07h30 16h30 8,5 170 1445 1445 Admin Rest of Year 7 31 217 1662 Extra-Curr 1 x Sat per month 7 11 77 1739 Prof Dev 5 x Holidays 7 5 35 1774 Marking Pme at home 3 9 27 1801 A. Winter 07h30 16h30 8,5 170 1445 B. Winter 08h00 17h00 8,5 170 1445 1445 Admin Rest of Year 7 31 217 1662 Extra-Curr 1 x Sat per month 7 11 77 1739 Prof Dev 5 x Holidays 7 5 35 1774 Marking Pme at home 3 9 27 1801
  • 136. From To CT 07h30 07h40 60 Min 1 07h40 08h40 2 08h45 09h45 3 09h50 10h50 B1 10h50 11h20 Break 1 Read 11h20 11h30 Reading 4 11h30 12h30 5 12h35 13h35 B2 13h35 13h55 Break 2 6 13h55 14h55 7 15h00 16h00 CW 16h00 17h00 Classwork
  • 137. From To Assembly 07h30 08h30 50 Min CT 08h30 08h40 1 08h40 09h30 2 09h35 10h25 B1 10h25 10h55 Break 1 Read 10h55 11h05 Reading 3 11h05 11h55 4 12h00 12h50 5 12h55 13h45 B2 13h45 14h05 Break 2 6 14h05 14h55 7 15h00 16h00 CW 16h00 17h00 Classwork
  • 139.
  • 140. Outline of Daily Lesson Plan 1.  Topic 2.  Concepts and Skills to be achieved 3.  Resources 4.  Prior Knowledge 5.  Review and CorrecPon of Homework (10) 6.  IntroducPon (10) 7.  Lesson PresentaPon Development (20) 8.  Classwork (15) 9.  ConsolidaPon, Conclusion and Homework (5) 60 Minutes
  • 141. Grade 7 Hrs Grade 8 Hrs Grade 9 Hrs T1.1 Whole numbers 9 T1.1 Whole numbers 6 6 T1.1 Whole numbers 4,5 T1.2 Exponents 9 T1.2 Integers 9 9 T1.2 Integers 4,5 T1.3 Const of Geom 10 T1.3 Exponents 9 9 T1.3 Common frac 4,5 T1.4 Geometry 2D 10 T1.4 Numeric & Geom 4,5 4 T1.4 Decimal frac 4,5 T1.5 Geometry of strai 2 T1.5 FuncPons & Rel. 3 2 T1.5 Exponents 5 T1.6 Revision/Assess 5 40 T1.6 Algebraic expr 4,5 4 T1.6 Numeric & Geom 4,5 45 T1.7 Algebraic equa 3 3 T1.7 FuncPons & Rel. 4 T2.1 Common frac 9 T1.8 Revision/Assess 6 37 T1.8 Algebraic expr 4,5 T2.2 Decimal frac 9 45 T1.9 Algebraic equa 4 T2.3 FuncPons & Rel. 3 T2.1 Algebraic expr 9 8 T1.10 Revision/Assess 5 40 T2.4 Area & perim 2D 7 T2.2 Algebraic equa 3 3 45 T2.5 Surface 3D 8 T2.3 Const of Geom 8 9 T2.1 Const of Geom 9 T2.6 Revision/Assess 9 36 T2.4 Geometry 2D 8 8 T2.2 Geometry 2D 9 45 T2.5 Geometry of strai 9 8 T2.3 Geometry of strai 9 T3.1 Numeric & Geom 6 T2.6 Revision/Assess 8 36 T2.4 Theorom Pytha 5 T3.2 FuncPons & Rel. 3 36 T2.5 Area & perim 2D 5 T3.3 Algebraic expr 3 T3.1 Common frac 7 7 T2.6 Revision/Assess 8 37 T3.4 Algebraic equa 3 T3.2 Decimal frac 6 5 45 T3.5 Graphs 6 T3.3 Theorom Pytha 5 4 T3.1 FucPons & rel 5 T3.6 Transf geom 9 T3.4 Area & perim 2D 5 5 T3.2 Algebraic expr 9 T3.7 Geometry 3D 9 T3.5 Surface 3D 5 5 T3.3 Algebraic equa 9 T3.8 Revision/Assess 6 39 T3.6 Collect data 4 T3.4 Graphs 12 45 T3.7 Represent data 3 T3.5 Surface 3D 5 T4.1 Integers 9 T3.8 Intepret data 3,5 10 T3.6 Revision/Assess 5 40 T4.2 Numeric & Geom 3 T3.9 Revision/Assess 6,5 36 45 T4.3 FuncPons & Rel. 3 45 T4.1 Transf geom 9 T4.4 Algebraic expr 3 T4.1 FucPons & rel 6 6 T4.2 Geometry 3D 9 T4.5 Algebraic equa 4 T4.2 Algebraic equa 3 3 T4.3 Collect data 4 T4.6 Collect data 4 T4.3 Graphs 9 8 T4.4 Represent data 3 T4.7 Represent data 3 T4.4 Transf geom 6 5 T4.5 Intepret data 3,5 T4.8 Intepret data 3,5 T4.5 Geometry 3D 7 5 T4.6 Probability 4,5 T4.9 Probability 4,5 T4.6 Probability 4,5 4 Revision/Assess 12 33 T4.10 Revision/Assess 8 37 T4.7 Revision/Assess 9,5 31 45 45 45 1 Numbers, op 45 1 Numbers, op 37 1 Numbers, op 23 2 Paserns, fun 37 2 Paserns, fun 45 2 Paserns, fun 52 3 Geometry 40 3 Geometry 38 3 Geometry 45 4 Measurement 15 4 Measurement 15 4 Measurement 15 5 Data handling 15 5 Data handling 15 5 Data handling 15 Revision/Assess 28 Revision/Assess 30 140 Revision/Assess 30 150 180 180 180
  • 142. Grade 7 Hrs Grade 8 Hrs Grade 9 Hrs T1.1 Whole numbers 9 T1.1 Whole numbers 6 6 T1.1 Whole numbers 4,5 T1.2 Exponents 9 T1.2 Integers 9 9 T1.2 Integers 4,5 T1.3 Const of Geom 10 T1.3 Exponents 9 9 T1.3 Common frac 4,5 T1.4 Geometry 2D 10 T1.4 Numeric & Geom 4,5 4 T1.4 Decimal frac 4,5 T1.5 Geometry of strai 2 T1.5 FuncPons & Rel. 3 2 T1.5 Exponents 5 T1.6 Revision/Assess 5 40 T1.6 Algebraic expr 4,5 4 T1.6 Numeric & Geom 4,5 45 T1.7 Algebraic equa 3 3 T1.7 FuncPons & Rel. 4 T2.1 Common frac 9 T1.8 Revision/Assess 6 37 T1.8 Algebraic expr 4,5 T2.2 Decimal frac 9 45 T1.9 Algebraic equa 4 T2.3 FuncPons & Rel. 3 T2.1 Algebraic expr 9 8 T1.10 Revision/Assess 5 40 T2.4 Area & perim 2D 7 T2.2 Algebraic equa 3 3 45 T2.5 Surface 3D 8 T2.3 Const of Geom 8 9 T2.1 Const of Geom 9 T2.6 Revision/Assess 9 36 T2.4 Geometry 2D 8 8 T2.2 Geometry 2D 9 45 T2.5 Geometry of strai 9 8 T2.3 Geometry of strai 9 T3.1 Numeric & Geom 6 T2.6 Revision/Assess 8 36 T2.4 Theorom Pytha 5 T3.2 FuncPons & Rel. 3 36 T2.5 Area & perim 2D 5 T3.3 Algebraic expr 3 T3.1 Common frac 7 7 T2.6 Revision/Assess 8 37 T3.4 Algebraic equa 3 T3.2 Decimal frac 6 5 45 T3.5 Graphs 6 T3.3 Theorom Pytha 5 4 T3.1 FucPons & rel 5 T3.6 Transf geom 9 T3.4 Area & perim 2D 5 5 T3.2 Algebraic expr 9 T3.7 Geometry 3D 9 T3.5 Surface 3D 5 5 T3.3 Algebraic equa 9 T3.8 Revision/Assess 6 39 T3.6 Collect data 4 T3.4 Graphs 12 45 T3.7 Represent data 3 T3.5 Surface 3D 5 T4.1 Integers 9 T3.8 Intepret data 3,5 10 T3.6 Revision/Assess 5 40 T4.2 Numeric & Geom 3 T3.9 Revision/Assess 6,5 36 45 T4.3 FuncPons & Rel. 3 45 T4.1 Transf geom 9 T4.4 Algebraic expr 3 T4.1 FucPons & rel 6 6 T4.2 Geometry 3D 9 T4.5 Algebraic equa 4 T4.2 Algebraic equa 3 3 T4.3 Collect data 4 T4.6 Collect data 4 T4.3 Graphs 9 8 T4.4 Represent data 3 T4.7 Represent data 3 T4.4 Transf geom 6 5 T4.5 Intepret data 3,5 T4.8 Intepret data 3,5 T4.5 Geometry 3D 7 5 T4.6 Probability 4,5 T4.9 Probability 4,5 T4.6 Probability 4,5 4 Revision/Assess 12 33 T4.10 Revision/Assess 8 37 T4.7 Revision/Assess 9,5 31 45 45 45 1 Numbers, op 45 1 Numbers, op 37 1 Numbers, op 23 2 Paserns, fun 37 2 Paserns, fun 45 2 Paserns, fun 52 3 Geometry 40 3 Geometry 38 3 Geometry 45 4 Measurement 15 4 Measurement 15 4 Measurement 15 5 Data handling 15 5 Data handling 15 5 Data handling 15 Revision/Assess 28 Revision/Assess 30 140 Revision/Assess 30 150 180 180 180
  • 144. Periods per Week Subjects Periods per Year Q1 56 days Q2 38 days Q3 48 days Q4 28 days 5 HL – IsiXhosa 170 56 94 142 170 5 FAL – English 170 56 94 142 170 5 MathemaPcs 170 56 38 48 28 3 Life OrientaPon 102 34 57 85 102 4 Natural Sciences 136 45 30 38 23 3 Technology 102 34 57 85 102 4 Social Sciences 136 45 30 38 23 3 CreaPve Arts 102 34 23 28 17 3 Econ Man Sciences 102 34 57 85 102 35 1190
  • 154. CreaJve Arts Grade 8 102 Periods 8. Total: 25 hours Total: 25 hours Total: 25 hours Total: 25 hours • Dance • Drama • Music • Visual Arts