Witbank Circuit Strategic Planning

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  • Interesting, in none of the 5 turnaround phases are the learners/children ever particpants. Can this be?
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Witbank Circuit Strategic Planning

  1. 1. The role of Strategic Planning in an Under-Performing (Dysfunctional)education system in a circuit, district, province and country – Systemic reflections Presenter: Dr Muavia Gallie (PhD) Education Moving Up Cc. muavia@mweb.co.za http://muavia-gallie.blogspot.com http://iwanttoturnaroundmyschool.blogspot.com www.slideshare.net (search “Witbank Circuit Strategic Planning”)
  2. 2. CircuitLevel
  3. 3. Strategic AGREEMENTSPlanning (Lets dot it!)Process STRATEGIES (How can we do it?) INNOVATIONS (What can we do about it?) SYSTEMS (Why is it happening?) INDICATORS (What is happening?)
  4. 4. What is happening? (5yrs) Per Unit•  How many schools do we have? How many primary and secondary? Rank them from best to worst performing based on pass rate (Matric and ANAs).•  How many teachers? How many male and female? Average teacher qualification and years of experience? What is the absenteeism rate? Rank them from best to worst performers in terms of learner results (Matric and ANAs).•  How many learners? How many girls and boys? How many ‘child headed household’ learners? How many have ‘eye-sight’ and ‘hearing’ problems? Average of pass rate among learners in every grade? What are the type of jobs learners want to do when they finish school, and what are the percentages?•  What is the total budget for the circuit? How is it allocated? What is the total and average ‘cost to company’ personnel spending on school-based and office-based personnel? ETC.
  5. 5. Getting the BALANCE Right!Schools LearnersTeachers Budget
  6. 6. % Different Types of schools in SA Quality of Pass (Grades) 100% 90% 80% 70% 60%Quantity of Pass 50% 40% 20% 30% 20% 50% 10% 0% 20% -10% -20% 10% Anti- Dysfunctional Under- High- Functional Performing Performing
  7. 7. ACCOUNTABILITY SCALE 25%: 50%: 25%Compliance towards Seniors 50% Job25% Description - Salary 25% Support and Development - Juniors
  8. 8. Success is not Rocket Science! Learner Learning & Performance PERFORMANCE High Effective Performing Communication Workforce PEOPLE Safe, Healthy and Effective use of Innovative Learning Resources Environment PROCESS
  9. 9. TAS - Helicopter view (4 Components) 5 (five) Successful Change Steps [Planning] 16 (sixteen) 16 (sixteen) Principle Issues 42 Deliverables [Outputs] [Inputs] 5 (five) Turn Around Phases [Process]
  10. 10. 5 Successful Change Steps
  11. 11. 16 Principle Issues1.  Psyche of Dysfunctionality;2.  Organised dysfunctionality; 13.  Data/information/knowledge/intelligent decision making; 5 6 74.  Champion/ leader driven;5.  Readiness; 12 136.  Whole school development/ school improvement plan; 4 16 8 27.  School level support;8.  Networking/ partnering systems; 15 149.  Compliance/ governance/ operational management/ leadership systems; 11 10 910.  Accountability commitments;11.  Aligning the curriculum, instruction, teaching, 3 learning, assessment systems;12.  The Generation Gap; Purpose (Vision)13.  Expert and mentor support;14.  Time on task; Hands (Action)15.  Managing what you know (ICT); Head (Systems)16.  Focus on the core - student achievements. Heart (Believes)
  12. 12. 5 Turn-around Phases Phase 1 Phase 2 Phase 3 Phase 4 Phase 5Focus •  Ownership •  Buying into this •  SRC tools development •  SRC + CMM •  Ensuring strategy •  Design CMM implementation sustainability •  Closing gapsParticipants •  Principal •  Principal, SMT, •  Principal and SMT •  School staff •  District Teachers, SGB reps, (professional and •  School leaders District, Community support) •  CommunityData tools •  16 Principles •  (B) Baseline Survey •  8 School Readiness •  Staff development •  Compliance Issues of Turn (P) Components = •  Teacher •  Governance Around •  (D) SRC self-rating (P Attendance, T+L Info, professional •  Operational Strategy as + SMT) Annual Plan, TT, TL development management Inputs •  (A) Functionality Schedules, •  T+L intelligence •  16 Questionnaire (S) Organogram, TLSM systems Deliverables •  CMM = Attendance, as Outputs SBA, Curr. completionPeriod •  2 hours •  2 days (full days) Or •  3 - 6 months •  1,5 - 2 years •  6 - 12 months •  6 x 2.5 hoursMethods •  Workshops •  Workshops •  Face to face site work •  Face to face site •  Workshops + Face •  All schools •  All schools together •  Individual schools work to face site work together •  Muavia Gallie •  Mentors •  Individual schools •  Individual schools •  Muavia Gallie •  Mentors + Experts •  Muavia Gallie
  13. 13. 16 Deliverables/Outcomes Individual Relationships1. Recognise the high risk; 1. Utilise organisational strength;2. Think differently; 2. High commitment and expectation to3. Redefine normal and reality ; succeed;4. Know, understand and service young 3. Recognise ability to transform and people . change; 4. Teachers care deeply about all learners. Culture Systems efficiency1.  Bring it on! attitude; 1. Being ready (proactive);2. Adults who model what they value; 2. Always focus on the key3. Teachers don t sweat the small deliverables ; stuff ; 3. Data driven decision-making;4. Teachers know what it takes to be 4. Clear and implementable rules. successful .
  14. 14. School Level
  15. 15. How many days and/ or hours of Teachingand Learning do every learner qualify for (is entitled to) during an academic year?
  16. 16. At least 170 days, which is 935 hours per year! Where do I get this?Legal requirement of 27.5 hours per week X 34 out of 40 weeks for Teaching and Learning! As principal, you should beexpected to account for the 27.5 hours every week!
  17. 17. Why do teachers get 90 days leave peryear, when all otherworkers get between 20 – 24 days?
  18. 18. It is expected from them to be active in the Teaching and Learning process for 198 days per year. Ifthey miss a day, they need to MAKE UP the day from the 90 days!When a teacher is absent, including ‘sick leave’, he/she must submit astrategy as to how he/she is going to MAKE UP days lost, but …
  19. 19. TAS - Face-to-Face view (4 Tools)1.  Nat. Educ. Strategy 1.  Attendance2.  District Curr. Man. 2.  Teacher Info3.  School Instr. Design 8 (eight) 3.  Learner Info4.  Faculty T + L 4.  Annual Planning5.  Classroom L + Assess. School Readiness 5.  Timetabling6.  Home L Plan 6.  TL Scheduling Components 7.  Organogram 8.  LTSM [Planning] 6 (six) Curriculum 6 (six) 1.  2.  Teachers SMT Management Design 24 Sustainability Model 3.  4.  5.  6.  Principal SGB District Community [Input] [Outputs] 4 (four) Closing the Gap BEAR 1.  Beliefs [Process] 2.  Expectations 3.  Attitudes 4.  Relationships
  20. 20. Curriculum Management Framework•  National Education Philosophical Model (NEPM);•  District Curriculum Management Model (DCMM);•  School Instructional Design Model (SIDM);•  Faculty Teaching and Learning Model (FTLM);•  Classroom Learning and Assessment Model (CLAM);•  Student Learning and Expectations Plan (SLEP).
  21. 21. Essence of the Strategy Leadership
  22. 22. PreliminaryResults fromthis strategy
  23. 23. Lubombo Circuit (Buy-in)•  Circuit in Mpumalanga, bordering with Mozambique;•  34 Schools (both primary and secondary) attended the 2 days session;•  Circuit manager was present for the entire two days;•  After introductory questions were posed to schools (2.5 hours session), schools had to self-identify at what level they are of school functionality;•  1 high; 17 under-performing; 16 dysfunctional.
  24. 24. GE UPS 14 Matric Results 1.5.2 GE UPS Matric Results100 90 88.2 88.2 86.2 80 2008-2010 74.4 74.5 82.8 70 67.7 67.58 65.99 66.08 65.99 67.5 65.7 64.75 60 60.5 60.23 57.86 56.25 56.67 52.5 52.6 54.07 52.9 52.48 52.94 52.48 52.8 50 49.3 49.6 49.11 49.55 48.57 49.54 49.53 47.62 46.27 45.61 45.4 43.42 40 37.5 36.82 34.18 35.51 30 28.51 20 10 0 0 i g ko fa we no g a za ry e do a le e ab tw ihl lok rag n lon the I da ata e fa- llo ho fun its oth wa Sib es Mo u on e he me Le uk fad My Av Ph em elw nM Et c Zik di z er Ma Se go Ve BB leb an on s ba ho As ey Th h ib La Bu s v Es Re Da 2008 2009 2010
  25. 25. SMS from GE school------ SMS ------From: +27826257426Received: Jan 13, 2011 11:15Subject: Dr Muavia Gallie ,Dr Muavia Gallie, the name of our school is AsserMaloka in Duduza(Nigel). When we joined yourprogramme were sitting @ 35%(2008), 49%(2009),and for 2010 we are @ 86.23%. My principal and Iwish to express our heartfelt gratitude to you andyour whole team. From Deputy Principal:FET.VuyoNcokazi.
  26. 26. GDE PPS Matric Results 2008-2010 (2010 ascending) 100 1.6.2 GDE PPS Matric Results 96 94.9 2008 - 2010 (2010 ascending) 90.992.2 90 88.2 83.884.3 85 83.3 80 77.878.4 76 73 73.473.7 70 67.6 68 66.7 66 66 64.5 65 64.9 63 62.862.9 61.2 60 57.757.857.9 56.7% Pass 56 55 55 53 52.253.1 54 52 51 51 50 48 49 50 49.5 48 48 48 49 49.8 47 46 46 46 46 46 46 45 41.7 42 42 40 39.2 38 39 39 38 40 38 39 38 39.2 34 35 33 30 30 30.2 29.2 28 29 29 30 30 29 29 27 26 27 26 24 22 20 16 12 10 0 Fontanus Comp Vosloorus Comp Thutopele High KwaBhekilanga Boikgethelo Moqhaka Lobone Ramosukula Average Ramolelle Minerva Itirele-Zenzele Comp Sebokeng Tech Mamellong Comp Meadowlands Westbury Sec Mpilisweni Sec Ikusasa Comp Memezelo Sec Bona Comp Modiri Tech Illinge Sec Ibhongo Jet Nteo Kgokare Kwadukathole Comp Nghunghunyane Mphumelomuhle Sec Ed Mashabane Sec Thoko-Thaba Sec Katlehong Sec Senthibele Sec 2008 2009 2010
  27. 27. Conclusion - Theory of ChangeFraming School Change ImprovementSocial/ Critical Features: In learner Educational OutcomesEmotional •  Positive, nurturing expectations •  Higher learnerIssues: teachers, and behaviour: achievement•  Lack of self- leadership, •  Higheresteem connected / likelihood of•  Identity belonging successcrises philosophyAcademic Social/ Emotional Teaching and Adulthood Outcomes:Issues: programmes: Learning: •  Citizenry•  Lack of •  Reward system •  Cultural •  Leadershiprelevancy to •  Peer groups responsivenesslearners •  Extra-mural •  Affirming activities, etc. potential and possibilities
  28. 28. ThankYou!!

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