Facilitating the school turnaround methodology, being in process with multiple schools, to ensure that we develop Schools of Excellence, especially in schools located in poor and marginalised communities.

1. Presenter:
Dr Muavia Gallie (PhD)
SchoolTurnaround
All our learners can and should
be successful in our schools.
STF-EMU
Excellent schools by design -
within poverty stricken and
marginalised communities
www.slideshare.net
Register to download – it is free
DBE - Excellent Schools

2. All our learners
can and should
be successful in
our schools.
Question:
Are YOU expecting ALL learners in every
school, grade and class to be successful
and pass every year, and realise their
dreams when they leave schooling?
a. NO?
b. YES?

3. WHAT WE HAVE DONE TO DATE:
1. The ‘solution’ to this problem (challenge) has
been researched and (mostly) solved since
2005;
2. These have been implemented in ‘pilot’ schools
in Gauteng (32 schools and particularly Gauteng
East in 14 schools), as well as Limpopo (Vhembe
in 61 schools and Waterberg in 58 schools);
3. But more fully in the Western Cape (12 schools),
in two approaches (direct/intense and
indirect/less intense methods).

4. What is our Evidence?
SABC – 27 JANUARY 2018

5. The Questions:
1. Are you choosing (selecting) your learners?
– NO – We work with the learners we get;
2. Do you have small class sizes?
– NO – We have between 45-48 learners in a class;
3. Do you select your teachers?
– NO – We use the same pool of teachers, and often
give at last moment (December);
4. You do have a new school, other than ours?
– But all schools were new at some point. It is what
you do with it from day 1 that counts.
5. What about …?

7. School Turnaround Methodology

8. From Underperformance to Excellence
1. Under-Performing Schools
2. High Functioning Schools
3. Schools of Excellence
8 School Readiness Components (Planning)
Attendance Teacher Info Learner Info Annual Plan TimeTabling TLASchedule Organogram TLSM
Ownership
50 School Operational Systems
Academic (11) Administration (14) Communication (6) ICT (7) Pastoral Care (12)
Planning Planning
CM - Monitoring and Evaluation
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 Evaluation
Ownership
Sustain - Institutionalisation Sustain - Institutionalisation
SchoolTurnaroundMethodology(5Phases)–3-5Years
Sustainability
3–6Months
Culture,Climate,
Relationships
6-9Months
Curriculum
Management
1.5–2.5Years
Planning
6–9Months
Ownership
3–6Months
8
15 Curriculum Management Areas
Teaching Schedule (5) Learning Schedule (5) Assessment Schedule (5)
INDIRECTMODEL3YEARS
DIRECTMODEL5YEARS

9. Worcester, Western CapePrimary Schools
23% of Fetal Alcohol Syndrome

10. LANGA HIGH SCHOOL
eNCA - 8 JANUARY 2019

11. MODEL
Candice is back as school, and should be
doing her Final Examination within the
next month. She’ll be in Gr9 in this year.
Entire group will be
doing Mathematics
in Grade 10

12. Principles of School Turnaround Strategy
12
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 Victim
Mentality Approach;
5. Restructuring the current education models that are
resulting in Dysfunctional-by-design and Success-linked-
to-social-status (un- and under-qualified and poorly
performing teachers are teaching in these schools).

13. CHAOS BY DESIGN
1. School Improvement
Plan (SIP);
2. Focus on Teaching;
3. One domain –
Academic learning
(knowledge);
4. Opinion-driven
decision making
5. Less than Compliance
Time;
EXCELLENCE BY DESIGN
BIG IDEAS
1. Individualised Learner
Education Plan (IEP);
2. Focus on Learning;
3. Three domains:
Academic, Psycho-
motor & Affective (SEL);
4. Data-driven decision
making;
5. Extended Teaching and
Learning Time);

14. 22 Strategies of Excellence
SLT = Principal & Deputies SMT = Deputies & HoDs HoDs and Teachers
8. Managing School Results 16. Manage Controllable FATs 22. Digital Teaching Time
7. Instructional Leadership 15. Annual Assessment Plan 21. Learner Empowerment
6. Extended Learning Time
14. Weighting Test & Exam
Papers 20. Test and Examination
preparation (mind-map)5. ’Every day Matters’ -
attendance
13. Timetable Transition Time
4. Learner and Teacher Risk
Analysis
12. No Homework
19. Learner Action to
Engagement
3. Learner Dreams 11. Daily Lesson Plan
18. Learner Rubric Self-
Assessment2. Learner and Teacher
Target Setting
10. Curriculum Chunking
1. Success for All Learners –
100% Pass rate
9. 170 Days of Teaching and
Learning
17. 30% Low, 40% Middle
& 30% High Questions
Manage the Culture of
Excellence
Manage the Curriculum (CAPS)
Processes
Managing the Subject(s)
(Ontology) Engagements
In the Principal’s Office Outside the Classroom Inside the Classroom

15. E-Books

18. Transformative Design Principles:
CONDITIONS
• Establish clear Ownership for turnaround among SLT and
SMT
• Change the Patterns and Routines to respond to time,
programmes and implementation
• Integrate and Streamline administrative and repetitive
burdens through an Intelligent System
• Develop school leaders to implement their responsibilities
through informed habits of mind
OWNERSHIP
CAPACITY
• Build turnaround strategies and tools to school staff from
the same human resources pool like all others
• Develop dedicated and in-time professional development
programmes at least once a month
• Change agent support school leaders on a weekly basis with
implementation interventions and strategies
• Develop a collective spirit and community of practice
among all staff members
RELATIONSHIP
CONFIDENCE
• Develop ownership through school leadership knowing,
understanding and ‘I can’ attitude
• School leaders own their targets through clear processes
that are doable and achievable
• The day-to-day activities are align to their end goal of
ensuring that all learners achieve their targets
• The internal and external collegial respect towards school
leaders and allow them to act
LEADERSHIP

19. SCHOOL TURNAROUND FOCUS
STM School
Leadership Team
Principal
School Turnaround
Methodology
Weekly
SEL Leader(s)
Social & Emotional
Learning
Monthly
ALL Teachers
Professional
Development strategies
Monthly
School Governance
Success of
ALL Learners
Quarterly
Curriculum Leader(s)
School Turnaround
Methodology
Weekly
Principal & SLT
School Turnaround
Implementation
Daily
STM Orientation with ALL

20. OUR OPPORTUNITY
• We have the potential to assist in developing
‘Schools of Excellence’ across the country, in
every province;
• In particular, in communities that are deprived
from these Excellent Education Quality;
• If we start now, we can add at least 100 Schools
of Excellence (both primary and secondary) to
our public education system in 5 years time;
• After 5 years, most will be able to ‘sustain on
their own’, while some might need a bit more
support and development for a few more years.

21. OUR OFFER:
PROVINCE
1
PROVINCE
2
PROVINCE
3
PROVINCE
4
PROVINCE
5
PROVINCE
6
PROVINCE
7
PROVINCE
8
PROVINCE
9
NON-PROFIT ORGANISATIONS – LEAD PARTNERS
Partner 1 Partner 6 Partner 2 Partner 7 Partner 3 Partner 8 Partner 4 Partner 9 Partner 5
S01
S05
S09
12 SCHOOLS
• 9 Primary
• 3 Secondary
S02 S03
S06 S07
S010 S011
S012
S08
S04
Feeder schools

22. Role of our LEAD PARTNERS
LEAD
PARTNERS
These are provincially based non-profit organisations on contract with EMU and
the province to develop Schools of Excellence. They will receive influence and
flexibility, and accountable for results. They have four main responsibilities:
ACCOUNTABILITY
Sign a 3-5 year performance
contract for Success of ALL learners
with the province
INFLUENCE
Influence of decision making on
school professional issues (culture,
curriculum and subjects program)
SUPPORT & DEVELOPMENT
Provide professional, academic and
Social & Emotional Learning (SEL)
support directly or aligning with
support partners
SCHOOL PRESENCE
Maintain a respectful, consistent
and supportive relationship with
each school (approximately 5 days
per week)
1 2
3 4

23. Thank You!