The document is a presentation about turning around under-performing secondary schools in South Africa. It discusses:
1. The project aims to improve the matriculation (final year) results of 32 schools currently below 30% by 30% over three years.
2. The reasons for poor performance include problems with leadership, governance, and curriculum delivery.
3. The presentation outlines an intervention framework and strategies to address school readiness, teaching, learning, assessment, disruptions and time-on-task to improve student results.
This document contains a presentation on managing teaching and learning. It discusses concepts like curriculum, organizational structure, and the impact on curriculum delivery. It also contains charts analyzing factors like school readiness, teaching, learning, assessment, and disruptions from the previous year compared to the current academic year. Questions are provided to determine if a school is dysfunctional based on criteria like teacher attendance and learner performance. Scores are given to evaluate a school's functionality from highly functional to seriously dysfunctional.
This document summarizes a presentation given at the EMASA International Conference on August 7-9, 2009. The presentation discussed "Complex Demographics" in South African schools from the perspective of two school principals.
The presentation covered conceptual frameworks of school functionality, profiles of the two sampled schools (Randfontein High School and Groenberg Secondary School), commonalities between the schools, and how their ecologies have shifted over time. Both schools serve demographically complex student populations but have achieved high learner success through principals and teachers who are deeply committed to education and take challenges as opportunities.
1. This document outlines an agenda for a turnaround strategy workshop focusing on improving 8 school readiness components at Reigerpark Schools.
2. The workshop will take place over 2 days and cover topics like teacher and learner attendance, teacher and learner information, annual planning, timetabling, and monitoring and evaluation.
3. Support sessions will also be provided to help the school establish and implement the 8 components, which include proper administration, management, and leadership. Data-driven planning and quality assurance are emphasized.
The document summarizes key points from an induction workshop for school management teams. [1] It discusses the low 8.1% success rate of the South African education system and the core job of management teams to oversee learning and teaching. [2] Effective teaching requires careful planning, presentation of lessons, and reflection on outcomes. [3] Relationships with students, classroom authority, respect, and pastoral care are also important. The workshop addressed challenges facing dysfunctional schools and strategies for improvement.
This document summarizes a presentation given by Dr. Muavia Gallie on complex demographics in South African schools. It discusses three levels of school functionality, challenges facing South African education including low learner achievement rates, and profiles two case study schools - Randfontein High School and Groenberg Secondary School. Both schools serve disadvantaged communities but achieve over 75% matriculation success rates through principals and teachers who are deeply committed to learner success and take challenges as opportunities rather than excuses. The presentation highlights commonalities between the high-performing schools and discusses shifting ecologies that impact school performance.
The document summarizes Dr. Muavia Gallie's presentation at the 2009 NAPTOSA Conference on quality education. Dr. Gallie discussed (1) the relevance of debates around quality education given South Africa's low education outcomes, (2) a three-step approach to achieving quality education, and (3) the need to think beyond obvious solutions by focusing on quality teachers in disadvantaged schools and debunking common myths about challenges. He concluded by emphasizing that teachers are key to turning around the education system and outlined eight components of "school readiness" that teachers should focus on to make a difference.
The principal addressed the end of year developments in 2012 and plans for 2013. Key points included:
1) MOE focused on engaging learners, providing quality schools and supporting teachers over the past year.
2) Plans for 2013 include rolling out ICT applications to enhance mother tongue language teaching and assessments, reviewing the English language curriculum, and assessing the food and nutrition curriculum.
3) ICT will be introduced in parts of mother tongue language exams starting in 2013 to create more authentic assessments that better evaluate proficiency. Field tests found comparable performance between computer-based and paper-based assessments.
4) Support for teachers includes ICT portals, resources, and training to help implement the curriculum
- Provide language
support
- Auto-grade
written work
- Suggest learning
resources
Teachers:
- Set assignments
- View student
progress
- Provide feedback
Students:
- Access learning
resources
- Submit work
- Get feedback
- Track progress
Parents:
- View child's
progress reports
- Communicate
with teachers
Admin:
- Monitor portal
usage
- Generate reports
i-MTL Portal
An integrated online platform
to support ICT-based MTL
teaching and learning
- Language learning
- Formative assessment
- Tracking of progress
- Communication
between stakeholders
- Flexible access via
This document contains a presentation on managing teaching and learning. It discusses concepts like curriculum, organizational structure, and the impact on curriculum delivery. It also contains charts analyzing factors like school readiness, teaching, learning, assessment, and disruptions from the previous year compared to the current academic year. Questions are provided to determine if a school is dysfunctional based on criteria like teacher attendance and learner performance. Scores are given to evaluate a school's functionality from highly functional to seriously dysfunctional.
This document summarizes a presentation given at the EMASA International Conference on August 7-9, 2009. The presentation discussed "Complex Demographics" in South African schools from the perspective of two school principals.
The presentation covered conceptual frameworks of school functionality, profiles of the two sampled schools (Randfontein High School and Groenberg Secondary School), commonalities between the schools, and how their ecologies have shifted over time. Both schools serve demographically complex student populations but have achieved high learner success through principals and teachers who are deeply committed to education and take challenges as opportunities.
1. This document outlines an agenda for a turnaround strategy workshop focusing on improving 8 school readiness components at Reigerpark Schools.
2. The workshop will take place over 2 days and cover topics like teacher and learner attendance, teacher and learner information, annual planning, timetabling, and monitoring and evaluation.
3. Support sessions will also be provided to help the school establish and implement the 8 components, which include proper administration, management, and leadership. Data-driven planning and quality assurance are emphasized.
The document summarizes key points from an induction workshop for school management teams. [1] It discusses the low 8.1% success rate of the South African education system and the core job of management teams to oversee learning and teaching. [2] Effective teaching requires careful planning, presentation of lessons, and reflection on outcomes. [3] Relationships with students, classroom authority, respect, and pastoral care are also important. The workshop addressed challenges facing dysfunctional schools and strategies for improvement.
This document summarizes a presentation given by Dr. Muavia Gallie on complex demographics in South African schools. It discusses three levels of school functionality, challenges facing South African education including low learner achievement rates, and profiles two case study schools - Randfontein High School and Groenberg Secondary School. Both schools serve disadvantaged communities but achieve over 75% matriculation success rates through principals and teachers who are deeply committed to learner success and take challenges as opportunities rather than excuses. The presentation highlights commonalities between the high-performing schools and discusses shifting ecologies that impact school performance.
The document summarizes Dr. Muavia Gallie's presentation at the 2009 NAPTOSA Conference on quality education. Dr. Gallie discussed (1) the relevance of debates around quality education given South Africa's low education outcomes, (2) a three-step approach to achieving quality education, and (3) the need to think beyond obvious solutions by focusing on quality teachers in disadvantaged schools and debunking common myths about challenges. He concluded by emphasizing that teachers are key to turning around the education system and outlined eight components of "school readiness" that teachers should focus on to make a difference.
The principal addressed the end of year developments in 2012 and plans for 2013. Key points included:
1) MOE focused on engaging learners, providing quality schools and supporting teachers over the past year.
2) Plans for 2013 include rolling out ICT applications to enhance mother tongue language teaching and assessments, reviewing the English language curriculum, and assessing the food and nutrition curriculum.
3) ICT will be introduced in parts of mother tongue language exams starting in 2013 to create more authentic assessments that better evaluate proficiency. Field tests found comparable performance between computer-based and paper-based assessments.
4) Support for teachers includes ICT portals, resources, and training to help implement the curriculum
- Provide language
support
- Auto-grade
written work
- Suggest learning
resources
Teachers:
- Set assignments
- View student
progress
- Provide feedback
Students:
- Access learning
resources
- Submit work
- Get feedback
- Track progress
Parents:
- View child's
progress reports
- Communicate
with teachers
Admin:
- Monitor portal
usage
- Generate reports
i-MTL Portal
An integrated online platform
to support ICT-based MTL
teaching and learning
- Language learning
- Formative assessment
- Tracking of progress
- Communication
between stakeholders
- Flexible access via
The principal addressed the end of year developments in the education system. MOE focused on making every student an engaged learner, every school a good school, every teacher a caring educator, and every parent a supportive partner. Key initiatives included removing school banding, introducing best practice awards for character education and partnership, and providing more resources for schools to customize learning and engage parents. Exam formats for subjects like English were also changing starting in 2013. The principal emphasized working together to deliver the best outcomes for students.
The document outlines the principal's address to secondary one pupils, focusing on three key areas that the Ministry of Education worked on over the past year: developing every student as an engaged learner, strengthening every school, and supporting every teacher as a caring educator. New initiatives are announced to enhance the educational system by providing more learning support, recognizing schools in a new way, and better supporting teachers. Parents are also encouraged to become more supportive partners in their children's education.
Eagle Elementary has received an Academically Unacceptable rating from the state for three years due to poor test performance, high teacher turnover, and a high ratio of African American males receiving special services. A team analyzed the causes of the school's decline and developed recommendations to improve academic performance, teacher quality, school climate, use of data, parent involvement, and learning time. Their short term goals are to improve school climate, curriculum/instruction, and remove AU status through interventions, professional development, and becoming more data driven. Their long term goal is to sustain these improvements and develop teacher quality.
The document provides an overview of the key focus areas and initiatives of the Ministry of Education in 2012. The three key areas MOE focused on were: Every Student, an Engaged Learner; Every School, a Good School; and Every Teacher, a Caring Educator. Key initiatives included providing more pathways to higher education, removing school banding, supporting teachers, strengthening partnerships with parents, and ongoing curriculum reviews of subjects like English Language and Food & Nutrition. The principal concluded by emphasizing the importance of working together to deliver the best education for students.
The document summarizes key initiatives from the Ministry of Education in Singapore. It discusses MOE's focus on ensuring every student is an engaged learner, every school is a good school, every teacher is a caring educator, and every parent is a supportive partner. It provides details on changes to curriculum, examinations, and the rollout of ICT applications to support English language and mother tongue learning. It also outlines milestone programs for Secondary 2 students in 2013, including preparation for streaming, an overseas cultural immersion trip, and leadership training.
The document discusses transforming district resources to improve teaching and learning. It outlines an agenda focusing on defining state priorities and approaches for restructuring resources. A key point is that states have an opportunity to promote a comprehensive talent management system that focuses on continuous improvement of teaching effectiveness, not just hiring and firing. This involves defining, measuring, and reporting teaching effectiveness; structuring compensation to attract and retain high-quality teachers; and providing differentiated professional growth opportunities linked to needs identified through evaluation. However, current resource allocation in many districts does not support this transformed approach.
This document summarizes research from the National Center for Teacher Residencies (NCTR) on the impact of teacher residency programs. It finds that principals report residency program graduates are well prepared for classroom activities and that principals would hire and recommend graduates. Evaluation data also shows graduates are more effective teachers than other novices, with higher ratings. Student achievement data indicates students of graduates outperform peers on standardized tests. The research demonstrates the power of residency programs to improve teacher preparation and effectiveness.
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.
Turning around strategy for South African dysfunctional and underperforming s...Education Moving Up Cc.
The document presents a turn-around strategy for dysfunctional and under-performing schools developed by Dr. Muavia Gallie. It identifies the problems faced by different types of schools and discusses traditional versus transformative approaches to turn-around. The transformative approach focuses on improving 8 school readiness components through strategies informed by research and shows preliminary success after 6 months of implementation.
1) The document summarizes a presentation on implementing school readiness components in 31 poorly performing schools in Gauteng, South Africa.
2) It identifies 8 key school readiness components: teacher and learner attendance; teacher information; learner information; annual planning; timetabling; teaching schedules; organizational structure; and teaching/learning materials.
3) A project plan is proposed to establish these 8 components in the schools to allow for optimal school operations, including finding information, establishing the components, and assisting with implementation of rules and regulations.
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.
Technology and education: what works well and whyFrancesc Pedró
A discussion about where we are in relation to the use of technology in schools and at home by students and teachers, an indication of what seems to work well and why, and some suggestions for the way forward.
This document summarizes a presentation by Balaji Venkateshwar of LocalKonnect Consultancy Pvt. Ltd. on challenges facing stakeholders in education systems and potential solutions. It discusses key performance indicator frameworks, monitoring and evaluation tools, and quality improvement. Challenges for different stakeholders like school management, teachers, students, and parents are outlined. Statistics on Indian school enrollment, dropout rates, and teacher/student ratios from 2006-2009 are presented. LocalKonnect's services and online platforms aim to help institutions with academic leadership, continuing education, administration development, and more through a multi-step process.
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.
The document outlines the structure and content of a Business Studies exam for Grade 12 consisting of 10 questions across 5 topics, with 300 total marks. It shows the breakdown of marks for 2 exam papers from 2020 and the minimum marks needed to pass. Prior years' exam papers from 2015 to 2019 are also listed. The presenter is thanked at the end.
This document discusses how poverty affects children's academic performance and what schools can do to help. It describes the nature of poverty, outlining different types such as situational, generational, urban and rural poverty. It discusses the effects of poverty on children, including emotional, social, health and cognitive challenges. Children living in poverty often face unstable home environments with fewer resources and opportunities for enrichment compared to wealthier children. The document proposes that schools can help mitigate these challenges through appropriate strategies and support.
High-Performing in High-Poverty schools - The School of Excellence Methodolog...Education Moving Up Cc.
This document summarizes a presentation on teaching in high-poverty schools. It discusses six types of poverty and provides study questions for each chapter of the book "Teaching with Poverty in Mind". The types of poverty are absolute, relative, situational, generational, rural, and urban poverty. The study questions guide reflection on how poverty affects student behavior and learning, the mindset needed for change, school-wide and classroom success factors, and instructional strategies. More than 60% of South African children experience multidimensional poverty, with the highest rates in rural areas, among orphans, and Black African children.
Dr. Muavia Gallie, the director of SiSopen, gave a presentation on using multiple choice questions and heutagogy to transform data into intelligence in education. SiSopen is a school intelligence system that uses open-source technology to help schools design excellence by moving beyond just data to gain intelligence from data. The presentation discussed using MCQs to support student-led or heutagogical learning and provided links to the SiSopen website and blog on open technology in education for further information.
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.
This document contains a presentation by Dr. Muavia Gallie on school turnaround. It discusses moving from dysfunctionality by design under apartheid to excellence by design. It highlights strategies like setting individualized learner targets and plans, focusing on learning over opinions, and allocating 170 days per year to teaching and learning with extended time. Target setting is identified as key, with learners and teachers having quantifiable annual targets to work towards. 170 days of teaching time per year is cited as best practice, originating from CAPS policy documents. Differentiation of time based on learner needs is also discussed.
This document outlines an approach to school excellence through intentional design of school systems and processes. It discusses 12 topics that characterize a school focused on excellence versus one experiencing chaos. Some of the key points include having daily lesson plans that are 50-60 minutes long and include 15-20 minutes of classwork, allocating 170 days for teaching and learning, conducting risk analysis on learners to provide early intervention, and including digital teaching time to support self-directed learning. The approach aims to move schools away from seeing failure as normal and toward the goal of 100% learner success.
The principal addressed the end of year developments in the education system. MOE focused on making every student an engaged learner, every school a good school, every teacher a caring educator, and every parent a supportive partner. Key initiatives included removing school banding, introducing best practice awards for character education and partnership, and providing more resources for schools to customize learning and engage parents. Exam formats for subjects like English were also changing starting in 2013. The principal emphasized working together to deliver the best outcomes for students.
The document outlines the principal's address to secondary one pupils, focusing on three key areas that the Ministry of Education worked on over the past year: developing every student as an engaged learner, strengthening every school, and supporting every teacher as a caring educator. New initiatives are announced to enhance the educational system by providing more learning support, recognizing schools in a new way, and better supporting teachers. Parents are also encouraged to become more supportive partners in their children's education.
Eagle Elementary has received an Academically Unacceptable rating from the state for three years due to poor test performance, high teacher turnover, and a high ratio of African American males receiving special services. A team analyzed the causes of the school's decline and developed recommendations to improve academic performance, teacher quality, school climate, use of data, parent involvement, and learning time. Their short term goals are to improve school climate, curriculum/instruction, and remove AU status through interventions, professional development, and becoming more data driven. Their long term goal is to sustain these improvements and develop teacher quality.
The document provides an overview of the key focus areas and initiatives of the Ministry of Education in 2012. The three key areas MOE focused on were: Every Student, an Engaged Learner; Every School, a Good School; and Every Teacher, a Caring Educator. Key initiatives included providing more pathways to higher education, removing school banding, supporting teachers, strengthening partnerships with parents, and ongoing curriculum reviews of subjects like English Language and Food & Nutrition. The principal concluded by emphasizing the importance of working together to deliver the best education for students.
The document summarizes key initiatives from the Ministry of Education in Singapore. It discusses MOE's focus on ensuring every student is an engaged learner, every school is a good school, every teacher is a caring educator, and every parent is a supportive partner. It provides details on changes to curriculum, examinations, and the rollout of ICT applications to support English language and mother tongue learning. It also outlines milestone programs for Secondary 2 students in 2013, including preparation for streaming, an overseas cultural immersion trip, and leadership training.
The document discusses transforming district resources to improve teaching and learning. It outlines an agenda focusing on defining state priorities and approaches for restructuring resources. A key point is that states have an opportunity to promote a comprehensive talent management system that focuses on continuous improvement of teaching effectiveness, not just hiring and firing. This involves defining, measuring, and reporting teaching effectiveness; structuring compensation to attract and retain high-quality teachers; and providing differentiated professional growth opportunities linked to needs identified through evaluation. However, current resource allocation in many districts does not support this transformed approach.
This document summarizes research from the National Center for Teacher Residencies (NCTR) on the impact of teacher residency programs. It finds that principals report residency program graduates are well prepared for classroom activities and that principals would hire and recommend graduates. Evaluation data also shows graduates are more effective teachers than other novices, with higher ratings. Student achievement data indicates students of graduates outperform peers on standardized tests. The research demonstrates the power of residency programs to improve teacher preparation and effectiveness.
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.
Turning around strategy for South African dysfunctional and underperforming s...Education Moving Up Cc.
The document presents a turn-around strategy for dysfunctional and under-performing schools developed by Dr. Muavia Gallie. It identifies the problems faced by different types of schools and discusses traditional versus transformative approaches to turn-around. The transformative approach focuses on improving 8 school readiness components through strategies informed by research and shows preliminary success after 6 months of implementation.
1) The document summarizes a presentation on implementing school readiness components in 31 poorly performing schools in Gauteng, South Africa.
2) It identifies 8 key school readiness components: teacher and learner attendance; teacher information; learner information; annual planning; timetabling; teaching schedules; organizational structure; and teaching/learning materials.
3) A project plan is proposed to establish these 8 components in the schools to allow for optimal school operations, including finding information, establishing the components, and assisting with implementation of rules and regulations.
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.
Technology and education: what works well and whyFrancesc Pedró
A discussion about where we are in relation to the use of technology in schools and at home by students and teachers, an indication of what seems to work well and why, and some suggestions for the way forward.
This document summarizes a presentation by Balaji Venkateshwar of LocalKonnect Consultancy Pvt. Ltd. on challenges facing stakeholders in education systems and potential solutions. It discusses key performance indicator frameworks, monitoring and evaluation tools, and quality improvement. Challenges for different stakeholders like school management, teachers, students, and parents are outlined. Statistics on Indian school enrollment, dropout rates, and teacher/student ratios from 2006-2009 are presented. LocalKonnect's services and online platforms aim to help institutions with academic leadership, continuing education, administration development, and more through a multi-step process.
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.
Similar to MGSLG-GDE Turning Around Under Performing Schools (7)
The document outlines the structure and content of a Business Studies exam for Grade 12 consisting of 10 questions across 5 topics, with 300 total marks. It shows the breakdown of marks for 2 exam papers from 2020 and the minimum marks needed to pass. Prior years' exam papers from 2015 to 2019 are also listed. The presenter is thanked at the end.
This document discusses how poverty affects children's academic performance and what schools can do to help. It describes the nature of poverty, outlining different types such as situational, generational, urban and rural poverty. It discusses the effects of poverty on children, including emotional, social, health and cognitive challenges. Children living in poverty often face unstable home environments with fewer resources and opportunities for enrichment compared to wealthier children. The document proposes that schools can help mitigate these challenges through appropriate strategies and support.
High-Performing in High-Poverty schools - The School of Excellence Methodolog...Education Moving Up Cc.
This document summarizes a presentation on teaching in high-poverty schools. It discusses six types of poverty and provides study questions for each chapter of the book "Teaching with Poverty in Mind". The types of poverty are absolute, relative, situational, generational, rural, and urban poverty. The study questions guide reflection on how poverty affects student behavior and learning, the mindset needed for change, school-wide and classroom success factors, and instructional strategies. More than 60% of South African children experience multidimensional poverty, with the highest rates in rural areas, among orphans, and Black African children.
Dr. Muavia Gallie, the director of SiSopen, gave a presentation on using multiple choice questions and heutagogy to transform data into intelligence in education. SiSopen is a school intelligence system that uses open-source technology to help schools design excellence by moving beyond just data to gain intelligence from data. The presentation discussed using MCQs to support student-led or heutagogical learning and provided links to the SiSopen website and blog on open technology in education for further information.
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.
This document contains a presentation by Dr. Muavia Gallie on school turnaround. It discusses moving from dysfunctionality by design under apartheid to excellence by design. It highlights strategies like setting individualized learner targets and plans, focusing on learning over opinions, and allocating 170 days per year to teaching and learning with extended time. Target setting is identified as key, with learners and teachers having quantifiable annual targets to work towards. 170 days of teaching time per year is cited as best practice, originating from CAPS policy documents. Differentiation of time based on learner needs is also discussed.
This document outlines an approach to school excellence through intentional design of school systems and processes. It discusses 12 topics that characterize a school focused on excellence versus one experiencing chaos. Some of the key points include having daily lesson plans that are 50-60 minutes long and include 15-20 minutes of classwork, allocating 170 days for teaching and learning, conducting risk analysis on learners to provide early intervention, and including digital teaching time to support self-directed learning. The approach aims to move schools away from seeing failure as normal and toward the goal of 100% learner success.
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.
Dr. Muavia Gallie presented on school turnaround strategies. The presentation discussed moving schools from dysfunctionality by design under apartheid to excellence by design. It outlined eight components for school readiness, 50 operational systems, and 60 quality systems that schools need to implement excellence. The presentation also compared school improvement to school turnaround, noting that turnaround requires redefinition, modification or substitution of approaches and tasks. Finally, it provided examples of implementing excellence by design at Zwelethemba High School, including setting targets for learners and teachers, allocating 170 days for teaching and learning, including transitional time in the timetable, and extending the school day to maximize learning time.
ATKV - Back to basics - From underperforming schools to institutions of excel...Education Moving Up Cc.
The document provides information about a presentation given by Dr. Muavia Gallie on school turnaround. It discusses taking underperforming schools and making them institutions of excellence. It provides the presenter's credentials and organizations, as well as websites for additional information. Graphs and figures are shown on topics like the virtuous circle of inclusive growth and development, and the varying role of redistribution in reducing inequality.
TeachSA 2016 cohort - The Why, What, How and When of school turnaround method...Education Moving Up Cc.
This document provides an overview of school turnaround methodology presented by Dr. Muavia Gallie. It discusses the need for school turnaround due to poor education outcomes in South Africa. Only 1 in 100 students who enter school will complete tertiary education. The document outlines the difference between school improvement and school turnaround, with turnaround requiring deeper change. It then presents frameworks and principles for school turnaround methodology, including 5 domains with 20 frameworks addressing various areas like beliefs, knowledge, processes, implementation and monitoring/evaluation. The methodology follows 5 phases and includes tools like a school turnaround planning framework and the STP problem-solving approach.
An alternative way of managing and leading schools in communities that are not seeing success for all learners, due to contextual (poverty-stricken) issues.
Dr. Muavia Gallie presented on school turnaround methodology. Key points included:
- South Africa's education system is inefficient, with only 1 in 100 students completing tertiary education. Student dropout rates are very high.
- The presentation defined the differences between school improvement and school turnaround, with turnaround requiring deeper change like redefinition of approaches and goals.
- A school turnaround methodology was presented involving 5 phases to transform underperforming schools to excellence through principles, frameworks and operational systems.
This document outlines a presentation on school turnaround and target setting. It details 17 portals or levels for setting targets, from the funder level down to the individual learner level. At each level, key performance data is displayed, such as average subject scores over time. Targets are then set to show areas for improvement and growth goals at each analysis level within the school system.
This document outlines a school turnaround methodology presented by Dr. Muavia Gallie. It discusses key principles of school turnaround including ownership, planning, curriculum management, and sustainability. The methodology involves 5 phases and includes self-assessment of 8 school readiness components to rate a school's performance from under-performing to excellent. The readiness components cover areas like attendance, teacher/learner information, annual planning, timetabling, teaching schedules, organizational structure, and instructional support materials. Schools conduct quarterly self-assessments and workshops to improve their ratings by focusing on 3 components, including the weakest, per quarter with confirmation from change agents. The methodology aims to turn under-performing schools into academic champions through
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)
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তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
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9
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occur natural.
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MGSLG-GDE Turning Around Under Performing Schools
1. Presentation to GDE
Turning around Under-Performing
Secondary schools
(less than 30% in Matric results)
Presenter: Dr Muavia Gallie (PhD)
On behalf of Matthew Goniwe School of Leadership and Governance (MGSLG)
22 May 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 32 schools
within this project,
• That are currently having learner
achievement (matric) results
below 30%,
• Should improve by 30% over the
next three years [5%, 10%, 15%].
3
4. Rationale (1)
• MEC for Education project (first term
2009);
• 32 schools to undergo Focused
Evaluation;
- factors that have impacted for the poor
performance;
- ways to support these schools to
improve.
4
5. Rationale (2)
• 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.
5
6. Rationale (3)
• Improve the effectiveness of curriculum planning;
• Improve the quality of teachers;
• 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. 6
7. Logistics of Teaching and Learning 1
Previous Year Current Academic Year
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100
%
HFS
LFS
DFS
7
8. Logistics of Teaching and Learning 2.1
Previous Year Current Academic Year
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100
%
School Readiness
HFS
Components
30%
LFS
DFS
8
9. Logistics of Teaching and Learning 2.2
Previous Year Current Academic Year
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100
%
School Readiness
HFS
Teaching
Components
40%
30%
LFS
DFS
9
10. Logistics of Teaching and Learning 2.3
Previous Year Current Academic Year
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100
%
School Readiness
HFS
Teaching Learning
Components
40% 50%
30%
LFS
DFS
10
11. Logistics of Teaching and Learning 2.4
Previous Year Current Academic Year
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100
%
School Readiness
HFS
Teaching Learning Assess-
Components ment
40% 50% 10%
30%
LFS
DFS
11
12. Logistics of Teaching and Learning 2.5
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%
Time-on-Task
LFS
DFS
12
13. Logistics of Teaching and Learning 3.1
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%
LFS
DFS
13
14. Logistics of Teaching and Learning 3.2
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
LFS
Components
30%
DFS
14
15. Logistics of Teaching and Learning 3.3
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
LFS
Assessment
Components 20%
30%
DFS
15
16. Logistics of Teaching and Learning 3.4
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
Assessment
Components tions 20%
30% 10%
DFS
16
17. Logistics of Teaching and Learning 3.5
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 Assessment
Components tions 20%
30%
30% 10%
DFS
17
18. Logistics of Teaching and Learning 3.6
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 Assessment
Components tions 20%
30% 20%
30% 10%
DFS
18
19. Logistics of Teaching and Learning 3.7
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
Components
30%
Teaching
30% 50% Learning
20%
tions
10%
Assessment
20%
Time-on-Task
DFS
19
20. Logistics of Teaching and Learning 4.1
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
Components
30%
Teaching
30% 50% Learning
20%
tions
10%
Assessment
20%
DFS
20
21. Logistics of Teaching and Learning 4.2
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
Components
30%
Teaching
30% 50% Learning
20%
tions
10%
Assessment
20%
School Readiness
DFS
Components
30% 21
22. Logistics of Teaching and Learning 4.3
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
Components
30%
Teaching
30% 50% Learning
20%
tions
10%
Assessment
20%
School Readiness
DFS
Learning for
Components Assessment
30% 20%
22
23. Logistics of Teaching and Learning 4.4
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
Components
30%
Teaching
30% 50% Learning
20%
tions
10%
Assessment
20%
School Readiness Disruptions
DFS
Learning for
Components & Chaos Assessment
30% 20% 23 20%
24. Logistics of Teaching and Learning 4.5
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
Components
30%
Teaching
30% 50% Learning
20%
tions
10%
Assessment
20%
School Readiness Disruptions
DFS
Teaching Learning for
Components & Chaos Assessment
20% 20%
30% 20% 24
25. Logistics of Teaching and Learning 4.6
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
Components
30%
Teaching
30% 50% Learning
20%
tions
10%
Assessment
20%
School Readiness Learn- Disruptions
DFS
Teaching Learning for
Components ing & Chaos Assessment
20% 20%
30% 10% 20% 25
26. Logistics of Teaching and Learning 4.7
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
Components
30%
Teaching
30% 50% Learning
20%
tions
10%
Assessment
20%
School Readiness Learn- Disruptions
DFS
Teaching Learning for
Components
30%
20% 30% ing
10%
& Chaos
20% 26
Assessment
20%
Time-on-Task
27. 8 School Readiness Components
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%
School Readiness
LFS
Components
30%
School Readiness
DFS
Components
30% 27
28. School Readiness Components 1
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
School Readiness
LFS
Components
30%
School Readiness
DFS
Components
30% 28
29. School Readiness Components 2
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
LFS
Components
30%
School Readiness
DFS
Components
30% 29
30. School Readiness Components 3
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%
School Readiness
DFS
Components
30% 30
31. School Readiness Components 4
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 4. Annual Planning
violence
School Readiness
DFS
Components
30% 31
32. School Readiness Components 5
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 4. Annual Planning
violence
5. Unclear academic standards 5. Implementable and
flexible timetable
School Readiness
DFS
Components
30% 32
33. School Readiness Components 6
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 4. Annual Planning
violence
5. Unclear academic standards 5. Implementable and
flexible timetable
6. Quarterly Teaching
School Readiness schedules
DFS
Components
30% 33
34. School Readiness Components 7
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 4. Annual Planning
violence
5. Unclear academic standards 5. Implementable and
flexible timetable
6. Quarterly Teaching
School Readiness schedules
DFS
Components 7. Organogram
30% 34
35. 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 4. Annual Planning
violence
5. Unclear academic standards 5. Implementable and
flexible timetable
6. Quarterly Teaching
School Readiness schedules
DFS
Components 7. Organogram
30% 35
8. Learner and Teacher
support materials
36. Research - High Poverty Schools 9
Conditions Change:
Outside-the-system
approaches, applied
inside the system
36
37. Capacity-building/external:
Differences between the traditional school/provider
Research - High Poverty Schools 16
model and lead turnaround partners & managers
Function/ Role Traditional Model Lead Turnaround Lead Turnaround
Partner Manager
Authority None or advisory Shared with district Full authority
and/or state
Accountability None (except to Shared with district Full accountability
extend contract) and/or state
Intensity Varies, but often 1 2 to 5 days in school Fully embedded:
day in school per per week managing the school
month
Relationship None (usually) Integrator, with Full authority over all
to Other school, of all other partner/subcontractors
Partners providers
Services Single service All academic services All academic services
Provided (except for and oversight of all and oversight of all
Comprehensive others others
School Reform 37
models)
38. Operation of the NCS in schools
• Working week
Macro • Timetable time
level School • Staffing numbers
• Rooming
issues • 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
38
51. HFS LFS DFS
Teaching
Teaching 20%
Teaching 30%
40%
Learning 10%
Learning Assessment 20%
20%
ing d
Assessment
Learning
arn an
20%
50%
Le hing
d
an
g
ac
in ing
h n
ac ear
Te
Assessment 10%
Te L
51
SRC - 30% SRC - 30% SRC - 0%
52. Project Plan
• It must be acknowledged that these schools
are extremely dysfunctional and will require
an extra-ordinary strategy to assist them out
of the quagmire.
• The approach will be both collective and
individual in order to respond to common
issues while dealing with school specific
issues.
• These schools may need to be removed
from the mainstream and the strategy may
require a high pressured, prescriptive
approach.
52
53. 4.1 Project Scope Linked to strategic imperatives of the Department
In order to respond to the brief of the department it will be necessary to
scope some immediate interventions which may bring about ‘quick wins’
and set the stage for a more sustained approach.
4.1.1 Immediate intervention
- Urgent Intervention for grade 12 to improve learner results in 2009;
- A baseline analysis of each school using existing reports and
further exploration where needed;
a. Planning with and contracting schools into a turnaround strategy;
53
54. 4.1.2 Medium to long-term strategy
Program People System
Human Capacity - Rules and regulations - Operational
Conditions - Capacity Conditions
Resources - Networking - Management
- Service delivery - Systems
1. School - Rules, - Internal and External - Teacher & Learner
culture and regulations, community Attendance
climate policy, - SGB - Teacher & Learner
accountability, - Negotiating school Info
- Prescriptive culture change in - Punctuality
processes order to save the - Commitment to
school from closure. operational systems
and procedures.
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55. Program People System
Human Capacity - Rules and regulations - Operational
Conditions - Capacity Conditions
Resources - Networking - Management
- Service delivery - Systems
2. Time on task - NCS - Teachers & SMT - Organogram
- Barriers to - Content focus - Timetabling
learning - Context focus - Quarterly Schedules
- Mentoring - Conceptual focus - Teacher &Learner
- Coaching - Methodology Information
- Curriculum - Didactics - Teacher &Learner
provision - Deployment Support Material
- Learner - Increasing learning
achievement time
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56. Program People System
Human Capacity - Rules and regulations - Operational
Conditions - Capacity Conditions
Resources - Networking - Management
- Service delivery - Systems
3. Instructional - Leadership and - Principal and SMTs - Annual planning
Leadership management for - Quarterly Schedule
curriculum - T&L Info
delivery: - T&L Support
- High pressure, Material
accountability, - Assessment
- Service delivery management
based on learner
results.
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57. 4.2 Project goals or objectives
4.2.1 Improve grade 12 results 2009 (all grades:
2010, 2011, 2012);
4.2.2 Improve school culture and climate to
support teaching and learning:
a. Improve time on task through
organizational and programme readiness
to facilitate a high level teaching and
learning;
b. Improve instructional leadership that
enhances and facilitate high level
teaching and learning.
4.2.3 To achieve basic functionality in all schools
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58. Milestones
Phase one:
Urgent Interventions June to December 2009
Phase two:
Planning and baseline evaluation June to December 2009
Phase three:
Programme implementation November 2009 to 2011
Phase four:
Exit and sustainability strategy 2012 ---
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59. 4.4 Key project deliverables
4.4.1 Baseline assessment on results of the past three
years;
4.4.2 Expert intervention to improve compliance, syllabi
coverage and exam readiness of matrics 2009;
4.4.3 Increase result and functionality for 2009 with 5%;
4.4.4 Increase results and functionality for 2010 with 10%;
4.4.5 Increase results and functionality for 2011 with 15%;
(All school will be improve in functionality with
30% over three years.)
4.4.6 Getting schools ready to teach learning;
4.4.7 Respect, committed and honour instructional delivery,
time on tasks and school culture and climate;
4.4.8 To institutionalize changes and improvements, and;
4.4.9 Handover of schools and ensure sustainability. 59
60. Project Budget
Phase one and two R 7 000 000.0 0
- Learner interven t i o n
- Baseline evaluation
- Planning
Phase three R 25 000 per person
- Implementation:
A menu of multi pronged programmes for
individual and collective delivery;
institutional and person
Phase four R 10 000 000.00
- Institutionalisation, exit and development of
officials for sustainability and return to
mainstream
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61. Risk/Limitation Management
The following possible risks/limitations will need to be managed:
• External provider lacks positional power and authority;
• Need employer commitment to enforce compliance/impose
extraordinary decisions that may require fast-tracking bureaucratic
processes eg: disciplinary;
• Processes for redeployment - individuals and groups not
responding to the project- and other challenges;
• A dedicated champion and project manager within the department;
• Stakeholder commitment to holidays and weekends where needed;
• Implementers need authority and space to enter schools;
• Need to follow a more radical model, rather than the traditional
model of school improvement;
• Need political and public will at all levels, and;
• Starting with the project in the middle of an academic year.
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62. Progress and Status Report
• Grade 12 reports for 2009 bi-
weekly;
• Progress reports bi-monthly;
• Project quarterly reports;
• Urgent matters reported
immediately.
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