This document provides an overview of Dr. Muavia Gallie's school turnaround methodology presented to the Bridge CoP – Math & Sciences. It includes: - 10 principles of the school turnaround methodology focusing on deep change through collective intelligence and networks of equality. - 16 educational principles for school turnaround covering areas like dysfunctional culture, high expectations, curriculum alignment, and learner achievement. - Components of school readiness planning including attendance tracking, teacher/learner information, annual planning, timetabling, teaching/learning schedules, and teaching materials. - Frameworks for curriculum management, 50 school operational systems, and 60 school quality systems to drive a school from underperformance to excellence.

1. Presenter:
Dr Muavia Gallie (PhD)
Education Moving Up Cc.
muavia@mweb.co.za
www.slideshare.net
www.sisopen.co.za
www.schoolturnaround.co.za
www.movingup.co.za
Education Moving Up Cc.
School Turnaround Presentation to the
Bridge CoP – Math & Sciences

2. 5 School
Turnaround
Principles
16
Educational
Principles
8 School
Readiness
Components
15 Teaching,
Learning and
Assessment
Schedules
50 School
Operational
Systems
60 School
Quality
Systems
16 School
Turnaround
Deliverables
Ownership Planning Curriculum Management
SustainabilityCulture, Climate, Relationship
3
SchoolTurnaroundMethodology–DeepChange

3. School Turnaround Methodology
1. Deep change or Incremental change;
2. In Control – we act upon others, rather than letting them ‘see, feel, and think differently’ – what they
do should be ‘part of who they are’;
3. Shift = ‘join with others in relationships of trust’ to ‘create collective intelligence and capacity’;
4. ‘We move forward in a steady stream, experimenting, adapting, and paying attention to feedback in real
time’;
5. ‘We share with others everything we are learning, and they do the same’;
6. ‘We begin to accomplish things we could never have accomplished alone’;
7. ‘We discover that excellence is a form of deviance, that we can only be excellent if we are not doing
what is normal’;
8. ‘We must be at the edge of where we feel comfortable, because the place of uncertainty is a place of
learning;
9. ‘We put ourselves into uncertain places, our assumptions change and we grow;
10. ‘We increase our capacity best by being fully challenged’;
11. ‘To turn uncertainty into personal transformation, we must be supported and encouraged into the
process of engagement and learning’;
12. Making us ‘more effective versions of ourselves, allowing us to become empowered individuals and
empowering members of our community’;
13. Deep change ‘requires us to recognise that we are not experts with superior logic … but visionaries
with a driving desire to enact (our) vision’;
14. We therefore ‘act with people’, not ‘act upon people’ … ‘learn together in networks of equality’.

4. 5 Successful Change Steps
4 6

6. STP - 16 Educational Principles
1. Psyche of Dysfunctionality;
2. Organised dysfunctionality;
3. Data/information/knowledge/intelligent decision
making;
4. Champion/ leader driven;
5. High Expectations – School, Leadership,
Teacher, Learner, Parent Readiness;
6. Whole school development/ school
improvement plan;
7. School level support, and beyond;
8. Networking/ partnering systems;
9. Compliance/ governance/ operational
management/ leadership systems;
10. Accountability commitments;
11. Aligning the curriculum, instruction, teaching,
learning, assessment systems;
12. The Generation Gap;
13. Expert and mentor support;
14. Time on task;
15. Managing what you know (ICT);
16. Focus on the core - learner achievement.
1
5 6 7
12 13
4 16 8 2
15 14
11 10 9
3
Purpose (Vision)
Hands (Action)
Head (Systems)
Heart (Believes)
7

7. 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 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).
7 8

8. “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
8 9

9. Unique Role of Schools in Success of
Poor and Marginalised Learners
Life Experiences
(Where I came from)
Developmental
Assets
(Who I am)
School
Context
(How I am
supported
)
Positive Self
Development
Self-
Awareness &
Self
Regulation
(How I
develop and
behave)
Authentic
Self
Building
transparent
future
orientation
(What I can
become;
True to
myself and
others)
Positive Effect
on Others
(Job
satisfaction;
societal
contribution;
work
happiness)

10. From Underperformance to Excellence
1. Under-Performing Schools
2. High Functioning Schools
3. Schools of Excellence
8 School Readiness Components (Planning)
Attendance Teacher
Information
Learner
Information
Annual
Planning
Time-
Tabling
Teaching, Learning,
Assessment
Schedule
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
Leadership
(10)
Strategic
Planning (10)
Human
Resources (10)
Learning and
Teaching (10)
Assessment and
Feedback (10)
Monitoring and
Evaluation (10)
CCR - Support and Development
CM - Monitoring and Evaluation
Ownership
Sustain - Institutionalisation Sustain - Institutionalisation
SchoolTurnaroundStrategy(5Phases)–3-5Years
Sustainability
3–6Months
Culture,Climate,
Relationships
6-9Months
Curriculum
Management
1.5–2.5Years
Planning
6–9Months
Ownership
3–6Months
1010

11. School Turnaround Planning
Domain 1
Teaching for
Learning (10)
Domain 2
Leadership (7)
Domain 3
Personnel &
Professional
Learning (10)
Domain 4
School &
Community
Relationship (6)
Domain 5
Data & Info
Management (12)
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 11

12. 1.
Attendance
2. Teacher
Information
3. Learner
Information
4. Annual
Planning
5.
Timetabling
6. Teaching,
Learning &
Assessment
Schedule
7. Organo-
gram
8. Teaching,
Learning &
Assessment
Materials1213

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
1314

14. 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. 1415

15. Curriculum Management Framework
(Education, Curriculum, Instruction, Teaching, Learning, Assessment, Expectations)
INSTRUCTIONAL LEADERSHIP
Domain 1: Planning and Preparation
1. Demonstrating knowledge of content and
pedagogy
2. Demonstrating knowledge of learners
3. Setting instructional outcomes
4. Demonstrating knowledge of resources
5. Designing coherent instruction
6. Designing learner assessment
Domain 2: Classroom Environment
1. Creating 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 Responsibilities
1. Reflecting on teaching
2. Maintaining accurate records
3. Communicating with families
4. Participating in a professional community
5. Growing and developing professionally
6. Demonstrating professionalism
Domain 3: Instruction
1. Communicating with learners
2. Using questioning and discussion
techniques
3. Engaging learners in learning
4. Using assessment in instruction
5. Demonstrating flexibility and
responsiveness
1512

16. High Functioning = 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

17. STP - School Turnaround Pathway
Turnaround Indicators
Level
Type Description
1.InstructionProgramme
(TeachingandLearning)
2.Drop(Pushout)Rate
(Throughputrate)
3.ExitPassRate
(FinalGradePass)
4.EntranceRate
(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
Wea
k
Disaster
0%
15%
30%
45%
60%
100
%
100
%
100
%
80%
80%
60%
60%
40%
40%
20%
✪✪✪✪✪
✪✪✪✪✪
✪✪✪















Distribution of ‘Levels of Pass’
17
17

18. Excellence = 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
18
18

19. 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

20. 1. Target Setting
Pro-active
Management of
Teaching and Learning
5. Levels of Mastery
4. Levels of Improvement
2. Levels of Performance
3. Levels of Learning
6. Learner Leadership
20

21. Interlink between
Curriculum
Management and
Subject Management
- Math & Science -

22. 1. Equip learners with
Knowledge, Skills and
Values for self-fulfillment,
meaningful participation
in society as citizen of
free country;
2. Provide access to higher
education;
3. Facilitate transition of
learners from education
institutions to workplace;
4. Provide employers with
sufficient profile of
learner’s competences.
(CAPS, p.5)
PURPOSES POLICIES PRACTICES
EXPERIENC
E
Values:
Learning Needs
LEARNING
SUCCESS
Individualised Learning:
• Learning needs
• Learning styles
Professional Development:
• Teaching Competencies
• Teaching styles
Technology Technology
Technology Technology
1. System Alignment;
2. School Alignment;
3. Curriculum Alignment;
4. Classroom Alignment;
5. Teaching Alignment;
6. Learning Alignment;
7. Assessment Alignment.

23. Didactic
Triangle
LearnerTeacher
Content
Curriculum
TLASM
Instruction
Tools
Pedagogy
Assessment
Evaluation
Learning
Didactic Design
Pedagogical
practice to
emphasise the
role of the
teacher
Develop and
implement tools
and content
(materials)
Content based
on curriculum
as school
framework for
practice
Learning
practice to
emphasise the
role of learner

24. Pedagogical Content
Knowledge
Subject Matter
Knowledge
Common
Content
Knowledge
(CCK)
Specialised
Content
Knowledge
(SCK)
Knowledge
of Content
and Learners
(KCL)
Knowledge
of Content
and
Teaching
(KCT)
Knowledge
of
Curriculum
(KoC)

25. Conclusion
We have session with:
1. Change Agents – once a month;
2. Principals & SMT (turnaround strategy) – once
every second month;
3. Principals & HoDs (curriculum management) –
once every second month);
4. District officials – every alternative month.

26. Conclusion … cont.
1. Target Setting – Learners, Teachers and School;
2. Curriculum Chunking – 4th term, cognitive levels;
3. Learner Information – biographical, personal, social
& cultural, academic and performance;
4. Timetable evaluation – legislative, CoS, construct;
5. Principals’ pledge – attendance, report back;
6. Reduction of ‘non-specialists’ on the timetable;
7. Mapping of 170 days of T&L per annum;
8. Weekly lesson planning;
9. Risk assessment (grade 12);

30. Thank You!