Turn around session 3 Reiger Park

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Turn around session 3 Reiger Park

  1. 1. Turn-Around Strategy Workshop Reigerpark Schools Session 2 (SRC 1-3) Presenters: Dr Muavia Gallie (PhD) 1 Your Service Providers Lead Provider: Education Moving Up Dr Muavia Gallie SARS Ref. No.: 9396/149/16/4 GPG Vendor No.: 1100051797 Associate Member: Creative Learning Assessment and School Services Fully Accredited with the ETDP SETA - ETDP-9978 Faruk Hoosain Coordinating Agencies: CENCE BBI Johan Marx Lynda Titus 2 1
  2. 2. Content 1. Introduction 2. Focus on Planning; 3. Project Reminders; 4. Self-Assessment (GPS & SRC); 5. SRC 1.1 - Teacher Attendance; 6. SRC 1.2 - Learner Attendance; 7. SRC 2 - Teacher Information; 8. SRC 3 - Learner Information; 9. Conclusion 3 How relevant is the QE debate?• 1,2 Mill learners in Gr1 - 0,55 mill in Matric (only 45%);• 60% of Matrics pass examination;• 1/3 leave with certificate worthy of presentation;• Only 10% success-rate. 4 2
  3. 3. Success rate = 8,1% 5Where are we now? 6 3
  4. 4. Striving towards QE 7 Logistics of Teaching and Learning Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% School ReadinessHFS Assess- Components 30% Teaching 40% 90% Learning 50% ment 10% School Readiness Disrup-LFS Teaching Learning 50% Assessment Components tions 30% 20% 20% 30% 10% School Readiness Learn- Disruptions Learning forDFS Teaching Components 30% 20% 30% ing 10% & Chaos 20% Assessment 20% 8 Time-on-Task 4
  5. 5. 910 5
  6. 6. 1112 6
  7. 7. 13 School Readiness Components 8 Previous Year Current Academic Year 30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% School Readiness 8 School Readiness ComponentsHFS Components Indicators of DFS SRC Component 30% 1.1 High rate of staff absenteeism 1. Teacher and Learner 1.2 High rate of learner absenteeism Attendance 2.1 High rate of staff turnover 2. Teacher Information 2.2 Negative school atmosphere School Readiness 3.1 Low learner performance 3. Learner InformationLFS Components 3.2 High dropout rates of learners 30% 4. High level of disruption and violence 4. Annual Planning 5. Unclear academic standards 5. Implementable and flexible timetable 6. Quarterly Teaching School Readiness schedulesDFS Components 7. Organogram 30% 14 8. Learner and Teacher support materials 7
  8. 8. 1. Attendance (both teachers and learners);2. Know and understand our teachers;3. Know and understand our learners;4. Do proper Annual Planning and implement;5. Have workable Timetabling and use teachers effectively (not favouritism);6. Quarterly Teaching Schedules keeping us accountable every day;7. Supportive Organogram for accountability;8. Teaching and Learning Support Material for every learner and teacher on first day. 15 Gauteng Schools with challenges Project Manager Schools Division No Grade 12 Results 2009 2008 Variance Up Down Same 1 35 49 14 1 2 3 4 50 24 27 PPS Project 53 26 34 3 2 7 1 1 1 5 47 46 -1 1 6 46 73 27 1 7 26 46 20 1 8 29 38 9 1 9 38 39 1 1 10 48 38 -10 1 11 29 46 17 1 12 28 28 1 13 29 76 47 1 14 39 22 -17 1 15 48 66 18 1 16 29 52 23 1 17 33 68 35 1 18 30 65 35 1 19 12 30 18 1 20 27 39 12 1 21 30 16 -14 1 22 42 38 -4 1 23 51 46 -5 1 24 40 96 56 1 25 42 46 4 1 26 45 63 18 1 27 48 85 37 1 28 55 54 -1 1 29 55 51 -4 1 30 66 66 0 1 31 56 48 -8 1 Ave. 12.5 21 9 1 65.6% 28.1% 3.1% 16 Ave. 20.5 -7.1 8
  9. 9. Project Plan• Establish the ‘Eight School Readiness Components’ in order to allow your schools to operate optimally during the year – (i) Find out; (ii) Establish, and (iii) Assist with Implementation [Rules and Regulations]; 17 Failing to Planning to Fail Plan is the same as Planning to Fail. 18 9
  10. 10. Planning (Amos and Sarchet)• What must be done?• Who will do it?• How will it be done?• When must it be done?• How much will it cost?• What do we need to do it? 19Levels of Planning in Education … 5. Learning Programme 4. Classroom 3. Department 2. Senior Management Team 1. School Cu l rric District iona ulu tut m Insti Provincial National 20 10
  11. 11. Focus on the School … 21 January Data Planning and Reflection March tool May February AprilThe periodic, systematic use of a data, planning andreflection tool is needed to shape our decision onLearning and Teaching in schools. June September July August October November December 22 11
  12. 12. Role of Data Management in Planning Interventions … • Planning: Determine which learners need support in which areas; be as precise as possible to make the intervention selection more “on target.” • Accountability: Be sure that resources spent on interventions are being used well; monitor whether or not learners are making substantial growth toward the target established. 23 Project Activity Plan Sessions SRC FocusWorkshop Day 1 1. Attendance, Administration (1-3) 2. Teacher Information Management (4)20 Feb 2010 3. Learner Information Professional Leadership (5)(09h00 – 16h00) 4. Annual Planning 5. TimetablingWorkshop Day 2 6. Quarterly Teaching Professional Leadership (6, 8) Schedules Management (7)21 Feb 2010 7. Organogram(09h00 – 13h00) 8. Teaching and Learning Support MaterialsSupport session 1 Establish the 8 school Working with Principal and SMT readiness componentsSupport session 2 Assist with implementing Working with entire staff the 8 SRC 24 12
  13. 13. Remember: Features of the Project1. “Whatever it takes - no excuse!”2. “Failing is not an option.”3. Principal is the driver of the project - You lead by example;4. Rest of staff are ‘in support’ - Leaders develop other leaders, not followers!;5. Networking with others - Together we are stronger - We connect, not compete - We celebrate success together!;6. Evidence based (File of all 8 SRC at first joint session) – If you do it, show it to us!;7. You judge/critique yourself - We learn from others!;8. Support (face-to-face; telephone; sms; e-mail) - Our support is as near/far as you want us to be!. 25 There is no Management without Monitoring and Evaluation 26 13
  14. 14. Monitoring 27 There is no Leadershipwithout Quality Assurance. 28 14
  15. 15. Quality Assurance100%90% 201180%70% 201060% • 2009 • • • •50% • • • •40% • • • • •30%20%10% 0% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 29 30 15
  16. 16. SRC = Self-Assessment8 School Readiness Comp. 0 1 2 3 4 5 Diff.1.1 Teacher Attendance1.2 Learner Attendance2. Teacher Information3. Learner Information4. Annual Planning5. Timetabling6. Teaching Schedules7. Organogram8. Teaching and LearningSupport Materials 31 SRC 1.1- Teacher Attendance • No attendance system; • Tick next to name (✔); • Sign their names; • Indicate ‘time in & out’; • Comments from Principal; • Number of days absent, late arrival, leaving early; • Leave form submitted (24h); • Leave form processed; 32 16
  17. 17. SRC 1.2 - Learner Attendance 33 SRC 2 - Teacher Information Input Process Output Impact1. Biographical 3. Academic 5. Performance2. Personal 4. Professional 34 17
  18. 18. SRC 2 - Teacher Information 35SRC 2 - Teacher Information 36 18
  19. 19. SRC 2 - Teacher Information 37 SRC 3 - Learner Information Input Process Output Impact1. Biographical 3. Social 5. Achievement2. Personal 4. Economic 38 19
  20. 20. SRC 3 - Learner Information 39SRC 3 - Learner Information 40 20
  21. 21. SRC 3 - Learner Information 41 Ten Untruths in Education1. Democratic decision making in schools create a conducive school tone or culture;2. Parent involvement is crucial;3. OBE approach is resource intensive;4. Resources (computers and libraries) will make all the difference;5. The Dept. is not supporting teachers and therefore they are de-motivated; 42 21
  22. 22. Ten Untruths in Education6. Lack of learning is caused by the ill-discipline of learners;7. Our classrooms are overcrowded - small classes will make the difference;8. It is difficult to achieve learner success in poverty stricken communities;9. Learners are not at the level they should be when they get to our schools (no pre- or nursery school; can’t read and write)10. Teacher development will solve most of our performance problems. 43 22

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