This document outlines a plan to turn around 14 underperforming schools in Gauteng East District. The plan involves establishing eight school readiness components, strengthening staff relationships, and providing continuous professional development over three phases from 2009-2011. The goals are to improve student achievement by at least 30% and achieve functional sustainability in the schools. Risks include lack of authority and ensuring stakeholder commitment. Progress will be monitored through biweekly, bimonthly, and quarterly reports.
An alternative way of managing and leading schools in communities that are not seeing success for all learners, due to contextual (poverty-stricken) issues.
Effects of an early education programme in Pakistan (2011)sadafsh
Shallwani, S. (May, 2011). Effects of an early education programme in Pakistan. Paper presented at the Annual Conference of the Comparative and International Education Society, Montreal.
Abstract:
The Releasing Confidence and Creativity (RCC) programme focuses on improving access to quality early education and supports pre-primary and early primary classrooms in over 250 government and community schools.
The RCC core research study examines the results of the RCC programme on various outcome indicators by collecting in-depth information on a sample of RCC schools and comparison non-RCC schools. As children are affected by factors at different levels in their learning environment (U. Bronfenbrenner, 1979), school-level, classroom-level, and child-level data are gathered annually by trained research assistants working in pairs. School conditions and classroom quality are assessed through a comprehensive observation visit in the middle of the academic year, using locally-developed observation tools. Children’s learning achievement in Grades 1 and 2 (in English literacy, Urdu literacy, and numeracy) is assessed at the end of the academic year through locally-developed curriculum-aligned learning achievement tests.
This paper will discuss the effects of the RCC programme on pre-primary and Grade 1 classroom quality, as well as on children’s learning achievement at the end of Grade 1. Emerging findings indicate that the RCC programme has an extremely positive impact on the quality of the learning environment, as well as on children’s literacy and numeracy skills at the end of Grade 1. The benefits are greatest for girls and for government schools which are attended by the poorest children. The results are discussed in light of Pakistan’s national education goals and the objectives of the RCC programme.
An alternative way of managing and leading schools in communities that are not seeing success for all learners, due to contextual (poverty-stricken) issues.
Effects of an early education programme in Pakistan (2011)sadafsh
Shallwani, S. (May, 2011). Effects of an early education programme in Pakistan. Paper presented at the Annual Conference of the Comparative and International Education Society, Montreal.
Abstract:
The Releasing Confidence and Creativity (RCC) programme focuses on improving access to quality early education and supports pre-primary and early primary classrooms in over 250 government and community schools.
The RCC core research study examines the results of the RCC programme on various outcome indicators by collecting in-depth information on a sample of RCC schools and comparison non-RCC schools. As children are affected by factors at different levels in their learning environment (U. Bronfenbrenner, 1979), school-level, classroom-level, and child-level data are gathered annually by trained research assistants working in pairs. School conditions and classroom quality are assessed through a comprehensive observation visit in the middle of the academic year, using locally-developed observation tools. Children’s learning achievement in Grades 1 and 2 (in English literacy, Urdu literacy, and numeracy) is assessed at the end of the academic year through locally-developed curriculum-aligned learning achievement tests.
This paper will discuss the effects of the RCC programme on pre-primary and Grade 1 classroom quality, as well as on children’s learning achievement at the end of Grade 1. Emerging findings indicate that the RCC programme has an extremely positive impact on the quality of the learning environment, as well as on children’s literacy and numeracy skills at the end of Grade 1. The benefits are greatest for girls and for government schools which are attended by the poorest children. The results are discussed in light of Pakistan’s national education goals and the objectives of the RCC programme.
The Pearls and Perils of For-Profit Education (Deborah Riemer)ODLAA
Education is on a fast-paced trajectory towards change, but how do institutions do it amidst an environment steeped in tradition? For-profit institutions, in particular, are bearing the brunt of an establishment fearful of change. One of the outcries frequently heard is that for-profits sacrifice academic quality for enrollment numbers. Maintaining quality, while servicing a growing population of students, is not problematic if appropriate systems are put into place that are focused on student learning, steeped in best practices, and designed for scalability. The vision for this design is inclusive of the whole, integrating a systems approach to quality that is incorporated across all levels of the academic unit ˆ the student level, faculty level, and administrator level ˆ and incorporates learning outcomes assessment within a flexible model of program design.
National Policies for Better Teacher Quality - Mae Chu ChangKreshna Aditya
International Experience on Developing and Implementing Comprehensive National Policies for Better Teacher Quality | World Bank - East Asia and Pacific Region - Human Development
2012 11 13 Classroom Management with CAF - Another StepHugo Caldeira
Another Step's presentation in the International Seminar about the work we are implementing in schools, after CAF, with the Pedagogical Development Framework. This helped to focus the improvement actions plan on Classroom activities (top management and teacher effort).
E3 Alliance Food for Thought: Kindergarten Readiness March 2013E3 Alliance
For the past two years, E3 Alliance has completed the most comprehensive, multi-domain regional study of Kindergarten Readiness in the state of Texas. This study allows our region to identify student school readiness across multiple competencies in both academic and social-emotional development, as well as determine the demographic and experiential factors most correlated with readiness.
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.
How to design your school's teaching and learning processes to ensure the success of every learning in the school, especially those learners coming from poor, marginalized and challenging backgrounds.
Focus on the school turnaround methodology in order to fix up the operational, managerial and leadership processes in underperforming and high functioning schools. Intended to ensure that all learners are successful in schools, and that excellence become the target to strive towards.
CWED - Roles and Responsibilities of Heads of Department in Curriculum Manage...Education Moving Up Cc.
Clarifying the legislative, professional, social justice, monitoring and evaluation, and support and development roles and responsibilities of heads of departments
Constructing of Lesson plan; legislative requirements of CAPS; teaching lesson based on days or periods; weighting or pace setters; teaching and learning methods; assessment plans for teachers and learners; data bank of questions for examination purpose
School Turn-around Methodology; Deep Change; Sources of our work; Construction of Lesson Plans; Personalised Learning; Target Setting; Learner Dreams; SiSopen (school intelligent system)
School Turn-around Methodology; Deep Change; Sources of our work; Construction of Lesson Plans; Personalised Learning; Target Setting; Learner Dreams; SiSopen (school intelligent system)
School Turn-around Methodology; Deep Change; Sources of our work; Construction of Lesson Plans; Personalised Learning; Target Setting; Learner Dreams; SiSopen (school intelligent system)
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. Turning around 14 Under-
Performing schools in
Gauteng East District
Presenter: Dr Muavia Gallie (PhD)
1 September 2009
1
2. Content
1. Introduction
2. Rationale
3. Conceptual Framework of the
Intervention
4. School Readiness Components
5. Research on Turn-around strategies
6. Planning, PD & Time-on-Task
7. Project Plan
8. Conclusion
2
3. Introduction
• To ensure that all 14 schools within this
project;
• That are currently having learner
achievement (Matric) results below 60%
(and one primary school);
• Should improve by at least 30% over the
lifespan of the project;
• And that sustainable measures be put in
place to prevent them ‘sliding back’ after
the completion of the project.
3
4. Rationale (1)
• Poor leadership - poor communication,
conflicts, disruptions, no management
processes, no monitoring and support, etc.;
• Poor governance – lack of consultation, abuse
of power, undermining of education laws and
policies;
• Poor curriculum delivery – no functional
timetable, disputed teaching allocation, no
monitoring and evaluation, lack of operational
procedures, underutilisation of resources, no
learning and teaching support material
management system.
4
5. Rationale (2)
• Improve the effectiveness of curriculum planning;
• Improve the implementation process of policies;
• Improve the management capacity in assessment;
• Improve the management of the curriculum process;
• Improve the management of all resources;
• Improve the assessment structures and the quality of
their work;
• Improve the quality of assessment for learning;
• Improve the management of external examination
processes and;
• Improve the management of learner and learning
support;
• Improve the quality of teachers. 5
6. Conceptual Framework of the Intervention
Previous Year Current Academic Year
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
School Readiness
HFS
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
DFS
Learning for
Teaching
Components
30%
20% 30% ing
10%
& Chaos
20%
Assessment
20%
6
Time-on-Task
7. 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 Components
HFS
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 Information
LFS
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 schedules
DFS
Components 7. Organogram
30% 7
8. Learner and Teacher
support materials
8. Operation of the NCS in schools
• Working week
Macro • Timetable time
level School • Staffing numbers
issues • Rooming
• Class-size-ratio
• Timetabling
• Assessment - Recording - Reporting
• Continuous Teacher Professional Development
• Governance involvement
Meso
level Departments Learning Areas/Subjects
issues
Micro
level Teacher * Planning * Time * Delivery * Testing
issues
8
19. Project Plan
• Now until March 2010 - Establish the ‘Eight
School Readiness Components’ in order to
allow these schools to start the new school-
year in 2010 on the same footing as other
schools [Rules and Regulations];
• April 2010 to December 2010 - Strengthen
the working relationship between the people
[People Relationship Development];
• January 2011 to December 2011 - Engage
in Continuous Professional Development to
restore the ‘skills gaps’ among staff
[Individual and Collective Development].
19
20. Phase 1 - School Readiness Components
Programme People Systems
• SRC • Capacity • Operational
• Networking conditions
• Service delivery • Administration and
management
procedures
1. School • Rules, • Internal and • Teacher and
culture and regulations, external community Learner attendance
climate policies and • SGB (punctuality);
accountability • SMT and • Commitment to
teachers operational systems
and procedures.
20
21. Phase 2 - Staff Development Programme
Programme People Systems
• SDP • Capacity • Operational conditions
• Networking • Administration and
• Service management
delivery procedures
2. Time- • NCS • Teachers • Organogram
on-Task • Barriers to learning and SMT •Timetabling
• Curriculum Instruction •Quarterly Teaching
(Didactics, Pedagogy Schedules
and Methodology) •Teacher and Learner
•Coaching and Mentoring Information
• Learner achievement •Teaching and Learning
Support Materials
21
22. Phase 3 - Continuous Professional Development
Programme People Systems
• CPD • Capacity • Operational conditions
• Networking • Administration and
• Service management
delivery procedures
3. Instructional • Managing • Principal • Annual Planning
Leadership Teaching and • SMT and • Quarterly Teaching
Learning teachers Schedules
• High pressure • Assessment strategies
accountability; • Teacher and Learner
• Focusing on Information
Learner •Teaching and Learning
Achievement Support Materials
22
23. Project Goals or Objectives
1. Improve the results of all the grades from 2010;
2. Improve the school culture and climate in
support of quality teaching and learning;
- Improve the ‘time-on-task’ through staff
development programmes;
- Improve the ‘instructional leadership’ through
continuous professional development
programmes;
3. To achieve an acceptable level of functionality in
all the schools.
23
24. Key Project Deliverables
1. Baseline evaluation of results of the past five years before end of
December 2009;
2. Establishing the eight School Readiness Components in all the
schools by January 2010;
3. Increase the learner achievement results, with at least 30%, in all
grades for 2010 and 2011;
4. Focusing the schools on their core responsibility and delivery -
Teaching and Learning;
5. Developing a culture and climate where teachers respect, commit
themselves, and honour instructional delivery, and time-on-task;
6. Develop a positive attitude towards institutional change and
improvement; and
7. Ensure a smooth handover of schools in order to ensure
sustainability of successes.
24
25. Risk/Limitation Management
The following possible risks/limitations will need to be managed:
1. External provider lacks positional power and authority;
2. Need employer commitment to enforce compliance/impose
extraordinary decisions that may require fast-tracking
bureaucratic processes eg: disciplinary;
3. Processes to deal with individuals and groups not responding to
the project- and other challenges;
4. A dedicated champion and project manager within the
department;
5. Stakeholder commitment to holidays and weekends where
needed;
6. Implementers need authority and space to enter schools;
7. Need to follow a more radical model, rather than the traditional
model of school improvement;
8. Need political and public will at all levels; and
9. Starting with the project towards the end of an academic year. 25
26. Progress and Status Report
• School Readiness Components
reports for 2009 bi-weekly;
• Progress reports bi-monthly;
• Project quarterly reports;
• Urgent matters reported
immediately.
26
27. There is no
Management
without
Monitoring and
Evaluation 27
32. Team Members
Members Responsibilities
Dr Muavia Gallie • Research and Project
082 822 9494 Management
muavia@mweb.co.za • Quality Assurance of
Project
Mr Faruk Hoosain • Facilitation of sessions
083 786 3793 • Develop Instruments
faruk@efunda.co.za • Monitoring of Project
Mr Nasser Ebrahim • On-site Support
072 888 6807 • Evaluation of Project
nasser@efunda.co.za 32
33. Project Activity Plan
Joint Sessions SRC Focus
1. Sept 2009 1. Attendance, Administration
2. Teacher Information
3. Learner Information
2. Sept 2009 5. Timetabling Mid Oct 2009, One-day
computer session
3. Oct 2009 6. Quarterly Teaching Professional Leadership
Schedules,
8. Teaching and Learning
4. Oct 2009 Professional Leadership
Support Materials
5. Nov 2009 4. Annual Planning Management
7. Organogram
33
34. Features of the Project
• “Whatever it takes - no excuse!”
• “Failing is not an option.”
• Principal is the driver of the project;
• Rest of staff are ‘in support’;
• Networking with others;
• Evidence based (File of all 8 SRC at first joint
session);
• You judge yourself - learn from others!;
• Support (face-to-face; telephone; sms; e-mail);
• 60 on-site visits during next 3 months (5 p.s.).
34
36. Example:
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;
36
37. Exemplars for the Project
• Randfontein High School;
• Groenberg Secondary School;
• Springs Muslim School;
• 100 school principals from Mpumalanga
in the ACE - School Leadership
programme at the University of Pretoria;
• Examples we will get from amongst the
14 schools, as well as from others in the
District.
37
38. Conclusion
• Voice of the District Director;
• Voice of the District Project Manager;
• Voice of the UPS team members;
• Any voice from the participants in the
project.
Thanks you!
38