This document outlines Dr. Muavia Gallie's Turn Around Strategy (TAS) for improving schools in South Africa. The TAS is a 5-phase process utilizing 16 principles of turnaround and 8 components of school readiness. It aims to increase ownership among principals, staff, and communities and improve teaching and learning through tools like the School Readiness Components development and the Curriculum Management Model implementation. Preliminary results show the strategy helping underperforming schools improve student retention, pass rates, and quality of education.
This document discusses strategic planning for underperforming education systems. It provides an overview of the strategic planning process at the circuit level, including establishing baseline indicators, analyzing current performance data, and identifying principle issues. It then outlines a 5-step change process and 16 deliverables/outcomes aimed at school improvement. Preliminary results from implementing this strategy in Lubombo Circuit show significant gains in matric pass rates.
1) The document discusses a technique called systemic thinking which combines analytical and synthetical thinking to help understand complex situations. It involves listing elements of a situation and finding common themes or patterns among them.
2) Systemic thinking differs from systematic thinking which is thinking methodically, and systems thinking which is thinking about how things interact. Systemic thinking provides a simple technique to gain a systemic perspective.
3) The document provides an example of how systemic thinking was used to address pricing issues facing a public utility after privatization by identifying the key pattern of treating different customer groups fairly and developing a solution that charged customers differently based on their usage.
The document appears to be a presentation on activating school quality systems in South Africa. It includes the following key points:
1. The presentation covers topics such as setting expectations and targets for learners, teachers, and schools. It also discusses constructing an environment focused on target setting.
2. Data is presented comparing South Africa's performance to other countries on standardized tests, showing SA students scoring lower on average. Domestic test results also show poor pass rates.
3. Developing clear expectations for learners and creating agreements between the school and students on achievement is discussed as an important part of turning schools around.
The document outlines a turnaround strategy for Reigerpark Schools SRC 4 & 7. It discusses developing an annual plan focused on curriculum, improvement, and accountability. It provides details on conducting a needs assessment, prioritizing needs, analyzing causes, setting goals, and monitoring progress. Critical steps in planning are outlined, including an organogram and school calendar. The presentation emphasizes using data to identify needs and developing a curriculum alignment model to improve learner outcomes.
This document outlines an agenda for a turnaround strategy workshop at Reigerpark Schools. The workshop will cover qualities of top achievers, lessons from successful people, defining success, profiles of successful individuals, and moving from success to peace. It will also discuss school readiness components including general management, participatory management, communication, and human relations. Participants will evaluate the school's status in these areas and identify goals for improvement. The workshop aims to help educators achieve their potential and define success on their own terms.
The document presents results from the 2011 Annual National Assessments (ANAs) in South Africa. It finds that average scores on the ANAs were below 50% for all provinces tested in literacy, numeracy, languages, and mathematics. Additionally, many schools were classified as "clearly struggling" or not achieving minimum standards. While the ANAs provide yearly progress data, the conclusion emphasizes that school principals need support to use regular assessment data to track learner development and teacher performance on a more frequent basis, in order to make data-driven decisions that improve education outcomes.
1. The document discusses education performance data from South Africa and other countries based on various tests and studies. It shows South Africa lagging behind other nations in areas like reading scores.
2. Statistics are presented on numbers of students enrolled in grades 1 through 12 from 1999 to 2010, demonstrating a significant drop in learner retention over time. Only 44% of students who started grade 1 in 1999 were retained through to grade 12 in 2010.
3. The document notes South Africa's education system success rate is only 8.1%, meaning of every 12 learners starting grade 1, only 1 attains the goals set out by the system, according to 2005 data. Access to education is emphasized over education quality.
The document summarizes Jim Spinks' presentation about raising the stakes for student success. It outlines evidence from individual schools and education systems that have achieved success for all students regardless of circumstances. Key factors included high quality teachers, a culture of high expectations, targeted support for vulnerable students, and sufficient resource levels. Emerging strategies focus on early identification of at-risk students, inclusion in mainstream schools, differential allocation of resources based on need, and data-driven improvement efforts. The goal is for excellence for all students to become the norm in 21st century education.
This document discusses strategic planning for underperforming education systems. It provides an overview of the strategic planning process at the circuit level, including establishing baseline indicators, analyzing current performance data, and identifying principle issues. It then outlines a 5-step change process and 16 deliverables/outcomes aimed at school improvement. Preliminary results from implementing this strategy in Lubombo Circuit show significant gains in matric pass rates.
1) The document discusses a technique called systemic thinking which combines analytical and synthetical thinking to help understand complex situations. It involves listing elements of a situation and finding common themes or patterns among them.
2) Systemic thinking differs from systematic thinking which is thinking methodically, and systems thinking which is thinking about how things interact. Systemic thinking provides a simple technique to gain a systemic perspective.
3) The document provides an example of how systemic thinking was used to address pricing issues facing a public utility after privatization by identifying the key pattern of treating different customer groups fairly and developing a solution that charged customers differently based on their usage.
The document appears to be a presentation on activating school quality systems in South Africa. It includes the following key points:
1. The presentation covers topics such as setting expectations and targets for learners, teachers, and schools. It also discusses constructing an environment focused on target setting.
2. Data is presented comparing South Africa's performance to other countries on standardized tests, showing SA students scoring lower on average. Domestic test results also show poor pass rates.
3. Developing clear expectations for learners and creating agreements between the school and students on achievement is discussed as an important part of turning schools around.
The document outlines a turnaround strategy for Reigerpark Schools SRC 4 & 7. It discusses developing an annual plan focused on curriculum, improvement, and accountability. It provides details on conducting a needs assessment, prioritizing needs, analyzing causes, setting goals, and monitoring progress. Critical steps in planning are outlined, including an organogram and school calendar. The presentation emphasizes using data to identify needs and developing a curriculum alignment model to improve learner outcomes.
This document outlines an agenda for a turnaround strategy workshop at Reigerpark Schools. The workshop will cover qualities of top achievers, lessons from successful people, defining success, profiles of successful individuals, and moving from success to peace. It will also discuss school readiness components including general management, participatory management, communication, and human relations. Participants will evaluate the school's status in these areas and identify goals for improvement. The workshop aims to help educators achieve their potential and define success on their own terms.
The document presents results from the 2011 Annual National Assessments (ANAs) in South Africa. It finds that average scores on the ANAs were below 50% for all provinces tested in literacy, numeracy, languages, and mathematics. Additionally, many schools were classified as "clearly struggling" or not achieving minimum standards. While the ANAs provide yearly progress data, the conclusion emphasizes that school principals need support to use regular assessment data to track learner development and teacher performance on a more frequent basis, in order to make data-driven decisions that improve education outcomes.
1. The document discusses education performance data from South Africa and other countries based on various tests and studies. It shows South Africa lagging behind other nations in areas like reading scores.
2. Statistics are presented on numbers of students enrolled in grades 1 through 12 from 1999 to 2010, demonstrating a significant drop in learner retention over time. Only 44% of students who started grade 1 in 1999 were retained through to grade 12 in 2010.
3. The document notes South Africa's education system success rate is only 8.1%, meaning of every 12 learners starting grade 1, only 1 attains the goals set out by the system, according to 2005 data. Access to education is emphasized over education quality.
The document summarizes Jim Spinks' presentation about raising the stakes for student success. It outlines evidence from individual schools and education systems that have achieved success for all students regardless of circumstances. Key factors included high quality teachers, a culture of high expectations, targeted support for vulnerable students, and sufficient resource levels. Emerging strategies focus on early identification of at-risk students, inclusion in mainstream schools, differential allocation of resources based on need, and data-driven improvement efforts. The goal is for excellence for all students to become the norm in 21st century education.
The document summarizes Dr. Muavia Gallie's presentation on preventative classroom management strategies. It discusses establishing rules and procedures, arranging the classroom environment, and using a caring approach to encourage appropriate behavior and effectively respond to misbehavior. Specific strategies are divided into escalation levels, with lower levels involving proximity, eye contact or name use and higher levels providing behavioral choices and following through on consequences. The goal is for teachers to believe all students may misbehave and to address issues proactively rather than reactively.
The document discusses education in South Africa, presenting data from various studies and tests. It shows that while South Africa has high participation in education, the quality of learning outcomes is low based on international test scores. Only 44% of learners who started grade 1 are retained through to grade 12, and the overall success rate of the education system is only 8.1%. The type of school impacts both access to education and the quality of learning, with former model C and private schools showing higher pass rates.
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.
This document provides an agenda and overview for a leadership and management module on the state of education in South Africa. The agenda includes homework reflections, presentations, a guest speaker, and a session on the current state of education in South Africa. It outlines homework assignments related to school readiness, curriculum management, and learning styles. It also includes data on the performance of South African students from the SACMEQ assessments in 2000, showing differences by socioeconomic status. Finally, it discusses challenges in the South African education system such as dysfunctionality and underperformance in many schools.
The document discusses a Turn Around Strategy (TAS) that aims to improve school performance. It outlines the key components of the strategy, which include 5 steps for change, 5 phases of turnaround, 16 principle issues to address as inputs, and 16 deliverables as outputs. The strategy uses tools like a baseline survey, self-rating, and functionality questionnaire. It also discusses applying the strategy through workshops and site work to help schools progress from dysfunctional to high-performing. An example from Lubombo Circuit shows most schools initially identified as under-performing or dysfunctional but were able to improve through this approach.
This document provides an overview of a lecture series on education, markets, and globalization. It outlines the schedule, assignment details, and topics to be covered in each of the 10 lectures. The lectures will analyze the impacts and key aspects of globalization, including the threats and opportunities it presents, the major players involved, and its effects on issues like women's rights and workers' rights. The document provides a detailed agenda and content for each lecture.
Here are the four social processes/principles underpinning transformational leadership according to the document:
1. Idealised influencing
2. Inspirational motivation
3. Intellectual stimulation
4. Individual consideration
Energias do Brasil achieved several important goals in the first half of 2006. It started operations at its Peixe Angical hydroelectric plant, concluded its redundancy program, and issued new debentures. However, net income decreased due to one-time factors in 2005 and costs associated with the redundancy program. Overall the company is making progress on initiatives to reduce losses and position itself for continued growth.
1) Facebook is a social media platform for connecting with friends and sharing updates. It started as a college networking site and has expanded globally.
2) To create an account, you provide your email and set a password. Adding photos and details about your interests helps you connect with friends.
3) When creating a group or club page, only share approved photos and limit access to approved members to maintain privacy and prevent misuse of information. Monitor the page to prevent inappropriate content.
Energias do Brasil reported third quarter 2006 results. Distributed energy volume grew 3.6% year-over-year. EBITDA declined 6.9% due to non-recurring effects in 2006 and 2005. Generation increased significantly due to the conclusion of the Peixe Angical project. Financial performance was positive with net income declining 15.7% and net debt/EBITDA ratio improving. The company also provided updates on projects, costs, debt, and capex.
1) O documento apresenta informações sobre uma reunião com analistas e investidores em junho de 2006 e contém um disclaimer sobre declarações prospectivas.
2) A estratégia da empresa é ser líder no setor energético brasileiro, com foco na criação de valor por meio da eficiência operacional, solidez financeira e crescimento com ênfase em geração hidrelétrica.
3) Os resultados financeiros do primeiro trimestre de 2006 mostraram crescimento consistente de receita e EBITDA em relação ao ano anterior.
PROGRAMMA TELEVISIVO
Si tratta di un'iniziativa che potrebbe avere importanti ricadute economiche e turistiche per
l'Italia. "Facce d'Italia" (“Faces of Italy”) è un programma televisivo americano in 3D (tre
dimensioni), il primo al mondo con queste caratteristiche tecnologiche, dedicato alla cucina ed
a luoghi d'Italia, con dialoghi in lingua inglese. Il programma prevede 12 episodi ciascuno dei
quali dedicati a diverse regioni italiane. Il filo conduttore è presentare ad un ampio pubblico i
prodotti e la cucina tipica italiana, girando i luoghi dove le tradizioni enogastronomiche hanno
preso vita e si sono affermate.
Insieme con questo programma c’è anche "Facce dell'Italia – Dalla Vigna", specializzato nella
presentazione di vini e degli alimenti a cui si possono abbinare.
"Facce dell'Italia – Dalla Vigna” sarà trasmessa in 5 episodi per 5 giorni la settimana con
pubblicizzazione immediata dei prodotti.
My Family TV Station (La mia famiglia - Stazione TV) appartiene a Valcom, il principale
distributore televisivo in USA
L’inizio del programma è previsto per gennaio 2011
Damned if we do damned if we don’t : how to address sustainability in the del...UCD Library
This document discusses the challenges of sustainably delivering information literacy components at University College Dublin (UCD). It outlines UCD Library's current successful approach of fully integrating information literacy into academic modules, but notes this comes at a high cost of resources. Suggestions for making delivery more sustainable going forward include developing online tutorials, utilizing flexible library staff teams, taking a program-level rather than module-level approach, and setting limits on the number of instruction sessions. The goal is to keep the library central to student learning while addressing staff fatigue issues.
Energias do Brasil reported its results for the first semester of 2005. It completed a restructuring process that simplified its corporate structure and established a long-term partnership with capital markets. This included an IPO on the Bovespa stock exchange that raised over $1 billion and attracted over 1,000 investors. Energias do Brasil operates power generation, distribution, and commercialization across four Brazilian states with 530MW of installed capacity. It achieved a 24% EBITDA margin in the first semester of 2005.
The document provides a summary of a company's 3Q08 financial results. It highlights that revenue increased 5.2% year-over-year to R$1.226 billion, EBITDA grew 10.6% to R$350.6 million, and net income was R$117.6 million. Generation saw increases in energy sold and financial performance due to capacity growth. Distribution also increased energy sold despite market growth, with Escelsa's tariff adjustment positively impacting results. Expenses declined through reductions in provisions and third-party services. The financial result declined due to lower income and a negative foreign exchange impact.
On the shelf in time : developing a strategy to improve reading list support....UCD Library
This document discusses strategies to improve support for reading lists at University College Dublin. It outlines traditional problems with supporting reading lists, as well as new challenges. In 2009, changes were implemented including a targeted reading list fund, new submission deadlines and procedures, and centralized ordering. A 2010 review found the changes were successful, processing 15% of offered modules, but recommended further revisions to forms, guidelines, and statistics tracking. The conclusion is that continual review and transparency are needed to support reading lists in the evolving university context.
The document summarizes the activities of the HandSimDroid project team. It discusses their accomplishments in developing software requirements, implementing the Team Software Process (TSP), managing risks, ensuring quality, and undergoing a CMMI assessment. It also covers their system architecture and plans for going forward. The team aims to create an Android app that can run simulations of Ptolemy models on handheld devices for Bosch.
Lean Six Sigma Yellow Belt Certification BrochurePartner
The document provides an outline for a Lean Six Sigma Yellow Belt training program. The 3-day course aims to impart an understanding of Six Sigma methodology and equip participants with the skills to identify and implement Yellow Belt level improvement projects. The course covers Six Sigma frameworks, terminology, and the DMAIC (Define, Measure, Analyze, Improve, Control) methodology. It includes exercises in problem identification, data analysis, cause-and-effect analysis, and process improvement planning. Participants are assessed through a written test and provided with a Yellow Belt certificate upon completion. Past participants have rated the program highly and found it applicable to their work.
The document summarizes Dr. Muavia Gallie's presentation on preventative classroom management strategies. It discusses establishing rules and procedures, arranging the classroom environment, and using a caring approach to encourage appropriate behavior and effectively respond to misbehavior. Specific strategies are divided into escalation levels, with lower levels involving proximity, eye contact or name use and higher levels providing behavioral choices and following through on consequences. The goal is for teachers to believe all students may misbehave and to address issues proactively rather than reactively.
The document discusses education in South Africa, presenting data from various studies and tests. It shows that while South Africa has high participation in education, the quality of learning outcomes is low based on international test scores. Only 44% of learners who started grade 1 are retained through to grade 12, and the overall success rate of the education system is only 8.1%. The type of school impacts both access to education and the quality of learning, with former model C and private schools showing higher pass rates.
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.
This document provides an agenda and overview for a leadership and management module on the state of education in South Africa. The agenda includes homework reflections, presentations, a guest speaker, and a session on the current state of education in South Africa. It outlines homework assignments related to school readiness, curriculum management, and learning styles. It also includes data on the performance of South African students from the SACMEQ assessments in 2000, showing differences by socioeconomic status. Finally, it discusses challenges in the South African education system such as dysfunctionality and underperformance in many schools.
The document discusses a Turn Around Strategy (TAS) that aims to improve school performance. It outlines the key components of the strategy, which include 5 steps for change, 5 phases of turnaround, 16 principle issues to address as inputs, and 16 deliverables as outputs. The strategy uses tools like a baseline survey, self-rating, and functionality questionnaire. It also discusses applying the strategy through workshops and site work to help schools progress from dysfunctional to high-performing. An example from Lubombo Circuit shows most schools initially identified as under-performing or dysfunctional but were able to improve through this approach.
This document provides an overview of a lecture series on education, markets, and globalization. It outlines the schedule, assignment details, and topics to be covered in each of the 10 lectures. The lectures will analyze the impacts and key aspects of globalization, including the threats and opportunities it presents, the major players involved, and its effects on issues like women's rights and workers' rights. The document provides a detailed agenda and content for each lecture.
Here are the four social processes/principles underpinning transformational leadership according to the document:
1. Idealised influencing
2. Inspirational motivation
3. Intellectual stimulation
4. Individual consideration
Energias do Brasil achieved several important goals in the first half of 2006. It started operations at its Peixe Angical hydroelectric plant, concluded its redundancy program, and issued new debentures. However, net income decreased due to one-time factors in 2005 and costs associated with the redundancy program. Overall the company is making progress on initiatives to reduce losses and position itself for continued growth.
1) Facebook is a social media platform for connecting with friends and sharing updates. It started as a college networking site and has expanded globally.
2) To create an account, you provide your email and set a password. Adding photos and details about your interests helps you connect with friends.
3) When creating a group or club page, only share approved photos and limit access to approved members to maintain privacy and prevent misuse of information. Monitor the page to prevent inappropriate content.
Energias do Brasil reported third quarter 2006 results. Distributed energy volume grew 3.6% year-over-year. EBITDA declined 6.9% due to non-recurring effects in 2006 and 2005. Generation increased significantly due to the conclusion of the Peixe Angical project. Financial performance was positive with net income declining 15.7% and net debt/EBITDA ratio improving. The company also provided updates on projects, costs, debt, and capex.
1) O documento apresenta informações sobre uma reunião com analistas e investidores em junho de 2006 e contém um disclaimer sobre declarações prospectivas.
2) A estratégia da empresa é ser líder no setor energético brasileiro, com foco na criação de valor por meio da eficiência operacional, solidez financeira e crescimento com ênfase em geração hidrelétrica.
3) Os resultados financeiros do primeiro trimestre de 2006 mostraram crescimento consistente de receita e EBITDA em relação ao ano anterior.
PROGRAMMA TELEVISIVO
Si tratta di un'iniziativa che potrebbe avere importanti ricadute economiche e turistiche per
l'Italia. "Facce d'Italia" (“Faces of Italy”) è un programma televisivo americano in 3D (tre
dimensioni), il primo al mondo con queste caratteristiche tecnologiche, dedicato alla cucina ed
a luoghi d'Italia, con dialoghi in lingua inglese. Il programma prevede 12 episodi ciascuno dei
quali dedicati a diverse regioni italiane. Il filo conduttore è presentare ad un ampio pubblico i
prodotti e la cucina tipica italiana, girando i luoghi dove le tradizioni enogastronomiche hanno
preso vita e si sono affermate.
Insieme con questo programma c’è anche "Facce dell'Italia – Dalla Vigna", specializzato nella
presentazione di vini e degli alimenti a cui si possono abbinare.
"Facce dell'Italia – Dalla Vigna” sarà trasmessa in 5 episodi per 5 giorni la settimana con
pubblicizzazione immediata dei prodotti.
My Family TV Station (La mia famiglia - Stazione TV) appartiene a Valcom, il principale
distributore televisivo in USA
L’inizio del programma è previsto per gennaio 2011
Damned if we do damned if we don’t : how to address sustainability in the del...UCD Library
This document discusses the challenges of sustainably delivering information literacy components at University College Dublin (UCD). It outlines UCD Library's current successful approach of fully integrating information literacy into academic modules, but notes this comes at a high cost of resources. Suggestions for making delivery more sustainable going forward include developing online tutorials, utilizing flexible library staff teams, taking a program-level rather than module-level approach, and setting limits on the number of instruction sessions. The goal is to keep the library central to student learning while addressing staff fatigue issues.
Energias do Brasil reported its results for the first semester of 2005. It completed a restructuring process that simplified its corporate structure and established a long-term partnership with capital markets. This included an IPO on the Bovespa stock exchange that raised over $1 billion and attracted over 1,000 investors. Energias do Brasil operates power generation, distribution, and commercialization across four Brazilian states with 530MW of installed capacity. It achieved a 24% EBITDA margin in the first semester of 2005.
The document provides a summary of a company's 3Q08 financial results. It highlights that revenue increased 5.2% year-over-year to R$1.226 billion, EBITDA grew 10.6% to R$350.6 million, and net income was R$117.6 million. Generation saw increases in energy sold and financial performance due to capacity growth. Distribution also increased energy sold despite market growth, with Escelsa's tariff adjustment positively impacting results. Expenses declined through reductions in provisions and third-party services. The financial result declined due to lower income and a negative foreign exchange impact.
On the shelf in time : developing a strategy to improve reading list support....UCD Library
This document discusses strategies to improve support for reading lists at University College Dublin. It outlines traditional problems with supporting reading lists, as well as new challenges. In 2009, changes were implemented including a targeted reading list fund, new submission deadlines and procedures, and centralized ordering. A 2010 review found the changes were successful, processing 15% of offered modules, but recommended further revisions to forms, guidelines, and statistics tracking. The conclusion is that continual review and transparency are needed to support reading lists in the evolving university context.
The document summarizes the activities of the HandSimDroid project team. It discusses their accomplishments in developing software requirements, implementing the Team Software Process (TSP), managing risks, ensuring quality, and undergoing a CMMI assessment. It also covers their system architecture and plans for going forward. The team aims to create an Android app that can run simulations of Ptolemy models on handheld devices for Bosch.
Lean Six Sigma Yellow Belt Certification BrochurePartner
The document provides an outline for a Lean Six Sigma Yellow Belt training program. The 3-day course aims to impart an understanding of Six Sigma methodology and equip participants with the skills to identify and implement Yellow Belt level improvement projects. The course covers Six Sigma frameworks, terminology, and the DMAIC (Define, Measure, Analyze, Improve, Control) methodology. It includes exercises in problem identification, data analysis, cause-and-effect analysis, and process improvement planning. Participants are assessed through a written test and provided with a Yellow Belt certificate upon completion. Past participants have rated the program highly and found it applicable to their work.
Lean Six Sigma Green Belt Services Certification BrochurePartner
Lean Six Sigma Green Belt Training and Certification Program Brochure by eXample Consulting Group (SMS "leansigma" to 56070 for program schedules or visit http://www.examplecg.com (or) E-mail to sixsigma at examplecg.com)
Organizational Design for Effective Software DevelopmentDev9Com
The document discusses organizational design for effective software development. It outlines problems with traditional matrix organizations and introduces team-based structures that can address these. Specifically, it advocates for cross-functional teams that are responsible for entire projects or products, rather than individuals being assigned to multiple projects. This allows teams to be accountable for delivery and improves collaboration, quality and outcomes.
This document provides an overview of monitoring and evaluation (M&E) for schools. It discusses key M&E concepts including: defining monitoring as day-to-day tracking of activities and evaluation as assessing overall achievement and impacts; developing a theory of change to explain how activities will lead to outcomes and impacts; agreeing on measurable outcomes and selecting
This document outlines four principles for developing impactful leadership initiatives:
1) It's Real Work - The initiative addresses a real business need and problem in simple business terms, and is important enough to dedicate resources to.
2) It's Simple - The solution clearly connects to the problem and uses straightforward approaches like "Lean Thinking."
3) It's Capable - The initiative is well-planned with the right resources and consideration of potential obstacles.
4) It'll Stick - Sustainability is built in and the initiative is integrated with other talent systems. Examples are provided of how leadership development programs evolved over time using these principles.
The document discusses process improvement metrics and methods at the Jet Propulsion Laboratory (JPL). It notes that while JPL aims to perform like a CMMI Level 4 organization, it is actually assessed at CMMI Level 3. It outlines some of JPL's data collection methods and key questions around understanding their software environment. Some of the processes in place include tailoring software development processes and measuring performance against processes. Risks, strengths and recommendations are identified from process reviews.
Business Solution Education - PEM Introduction_1.02ThomasThane
The document provides an overview of the main activities of Business Solution Education (BSE) related to Project and Education Management (PEM) across 6 stages: 1) Pre-project, 2) Starting up, 3) Preparing, 4) Defining, 5) Developing, and 6) Implementing. Key BSE activities include conducting a training needs analysis, developing training solutions, planning training, preparing and delivering training, and analyzing training results. The goal is to assess training needs based on new business solutions, develop appropriate training content and methods, and ensure trainings are successfully completed.
Business Solution Education - PEM Introduction_1.02ThomasThane
The document provides an overview of the main activities of Business Solution Education (BSE) related to Project and Education Management (PEM) across 6 stages: 1) Pre-project, 2) Starting up, 3) Preparing, 4) Defining, 5) Implementing, and 6) Closing. Key BSE activities include conducting a training needs analysis, developing training solutions, planning training, preparing and delivering training, and analyzing training results. The goal is to assess training needs based on new business solutions, develop appropriate training content and methods, and ensure training is successfully delivered to impacted employees.
This document provides an overview of a module on managing teaching and learning. It discusses several topics related to leading and managing an effective school, including preparing as a curriculum leader, establishing a learning culture, developing plans, and teacher professional development paths. It also examines concepts like distributed leadership, learner attendance and performance, and teacher absenteeism rates. Finally, it presents frameworks for analyzing effective teaching, including considering input/context variables, the teaching and learning processes, and educational outcomes.
This document discusses improving reliability and maintenance through organizational culture change. It introduces Ian Knight from the Reliability Institute in the Netherlands who has 35 years of experience in condition monitoring, lubrication, and equipment reliability. Knight discusses examples of implementing change programs focused on maintenance, reliability, and production. He emphasizes that changing organizational culture is key to successful and sustainable change efforts, and outlines a framework for assessing culture and driving change through initiatives, activities, and ongoing evaluation.
1. Kaizen focuses on continuous improvement through small, incremental changes to processes. It relies on involvement of employees and a systematic approach.
2. Characteristics of bankrupt companies include arrogant management, lack of employee education and business planning, failure to develop new products or technology, and discord among workers.
3. The components of an effective Kaizen management system are customer focus, leadership, involvement of employees, a process-oriented approach, and continual improvement. Statistical analysis can quantify the impacts of small improvements.
Using the Kanban Method with Team Foundation ServerImaginet
Kanban was originally created as a scheduling system to help manufacturing organizations determine what to produce, when to produce it, and how much to produce. Although this may not sound like software development, these lean principles can be successfully applied to development teams to improve the delivery of value through better visibility and limits on work in process.
This webinar will provide an overview of the Kanban method, including the history and motivation, the core principles and practices, and how these apply to efficiency and process improvement in software development. We'll also describe how Team Foundation Server can be used as a foundation for your work visualization and work flow management.
Kanban was originally created as a scheduling system to help manufacturing organizations determine what to produce, when to produce it, and how much to produce. Although this may not sound like software development, these lean principles can be successfully applied to development teams to improve the delivery of value through better visibility and limits on work in process.
This webinar will provide an overview of the Kanban method, including the history and motivation, the core principles and practices, and how these apply to efficiency and process improvement in software development.
Come join us for this free Webinar!
1. This document outlines a 5-step process for progress monitoring in early childhood programs: determining current performance levels, identifying goals for learning, regularly measuring performance, comparing actual progress to expected progress, and adjusting instruction.
2. It discusses the benefits of progress monitoring such as improved child learning, more efficient communication, and documentation of progress. Research shows progress monitoring leads to better outcomes in areas like decoding, fluency, and comprehension.
3. The 5 steps are: determine baseline, set goals, regularly measure performance, compare actual to expected progress, and adjust instruction. Tools may include digital tools and work samples to illustrate skills. Goals should be specific, measurable, attainable and related to expectations.
Kanban was originally created as a scheduling system to help manufacturing organizations determine what to produce, when to produce it, and how much to produce. Although this may not sound like software development, these lean principles can be successfully applied to development teams to improve the delivery of value through better visibility and limits on work in process.
This webinar will provide an overview of the Kanban method, including the history and motivation, the core principles and practices, and how these apply to efficiency and process improvement in software development. We’ll also describe how Team Foundation Server can be used as a foundation for your work visualization and work flow management. Come join us for this free Webinar!
Kanban was originally created as a scheduling system to help manufacturing organizations determine what to produce, when to produce it, and how much to produce. Although this may not sound like software development, these lean principles can be successfully applied to development teams to improve the delivery of value through better visibility and limits on work in process.
This webinar will provide an overview of the Kanban method, including the history and motivation, the core principles and practices, and how these apply to efficiency and process improvement in software development. We’ll also describe how Team Foundation Server can be used as a foundation for your work visualization and work flow management. Come join us for this free Webinar!
Kanban was originally created as a scheduling system to help manufacturing organizations determine what to produce, when to produce it, and how much to produce. Although this may not sound like software development, these lean principles can be successfully applied to development teams to improve the delivery of value through better visibility and limits on work in process.
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Natural birth techniques - Mrs.Akanksha Trivedi Rama University
SAPA Provincial Presentation 2011
1. South African Principals’ Association
-Turn Around Strategy (TAS) -
An opportunity to
Getting It Right In Schools
Driven by
School Managers Managing Change
Presenter:
Dr Muavia Gallie (PhD)
Education Moving Up Cc.
muavia@mweb.co.za
Turn-Around Consortium (TAC)
Content
1. State of Education in South Africa (3-8);
2. Turn Around Strategy [TAS] (9-19);
3. 16 Principle Issues (20-55);
4. Preliminary Results of TAS (56-60);
5. Conclusion (61).
1
3. Matrics 2010 started Gr1 in 1999
Only 44% retained!
Success rate = 8,1%
•Success-rate of the system = 8,1%
•Of every 12 learners starting Grade
One, only 1 learner attains what the
system is promising them - data 2005!
3
4. Pass vs Success
Short-Listing
Employment
Quantity
Quality
Whether you Pass! How you Pass!
% Different Types of schools in SA
Quality of Pass (Grades)
100%
90%
80%
70%
60%
Quantity of Pass
50%
40% 20%
30%
20% 50%
10%
0% 20%
-10%
-20%
10%
Anti- Dysfunctional Under- High-
Functional Performing Performing
4
5. Turn-around Theory
Common Characteristics If you can’t Think it,
1. Constant crisis (Think); You can’t Do it!
2. Organisational insanity
Process
(Think); Think Do Feel
(Planning) (Implementing) (Monitoring and Evaluating)
3. Cluelessness (Think);
4. Relative Success (Think); SRC
Tools
5. Sub-Optimisation (Think);
PD Accountability
CMS
6. Indirect Causes (Think);
Ownership
7. ‘Sorry is Okay’ mentality
Principal All (Principal, Teachers,
(Think);
& SMT Teachers SGB & District)
8. Segmented morals -
situational ethics (Think);
Function
9. Multiple clicks/ groups (Do); School Teaching Governance
10. Broken behaviour- Readiness & Learning & District Support
consequence chain (Do).
Research Schools
5
7. 5 Turn-around Phases
Phase 1 Phase 2 Phase 3 Phase 4 Phase 5
Focus • Ownership • Buying into this • SRC tools • SRC + CMM • Ensuring
strategy development implementation sustainability
• Design CMM • Closing gaps
Participants • Principal • Principal, SMT, • Principal and SMT • School staff • District
Teachers, SGB reps, (professional and • School leaders
District, Community support) • Community
Data tools • 16 Principles • (B) Baseline Survey • 8 School Readiness • Staff development • Compliance
Issues of (P) Components = • Teacher • Governance
Turn Around • (D) SRC self-rating (P Attendance, T+L Info, professional • Operational
Strategy as + SMT) Annual Plan, TT, TL development management
Inputs • (A) Functionality Schedules,
Organogram, TLSM • T+L intelligence
• 16 Questionnaire (S) systems
Deliverables • CMM = Attendance,
as Outputs SBA, Curr. completion
Period • 2 hours • 2 days (full days) Or • 3 - 6 months • 1,5 - 2 years • 6 - 12 months
• 6 x 2.5 hours
Methods • Workshops • Workshops • Face to face site work • Face to face site • Workshops + Face
• All schools • All schools together • Individual schools work to face site work
together • Muavia Gallie • Mentors • Individual schools • Individual schools
• Muavia Gallie • Mentors + Experts • Muavia Gallie
TAS - Face-to-Face view (4 Tools)
1. Nat. Educ. Strategy 1. Attendance
2. District Curr. Man. 2. Teacher Info
3. School Instr. Design 8 (eight) 3. Learner Info
4. Faculty T + L 4. Annual Planning
5. Classroom L + Assess. School Readiness 5. Timetabling
6. Home L Plan 6. TL Scheduling
Components 7. Organogram
8. LTSM
6 (six) [Planning]
Curriculum 6 (six) 1.
2.
Teachers
SMT
Management
Design 24 Sustainability
Model
3.
4.
5.
6.
Principal
SGB
District
Community
[Input] [Outputs]
4 (four)
Closing the Gap
BEAR
1. Believes
[Process] 2. Expectations
3. Attitudes
4. Relationships
7
8. 16 Deliverables/Outcomes
Individual Relationships
1. Recognise the high risk; 1. Utilise organisational strength;
2. Think differently; 2. High commitment and expectation to
3. Redefine ‘normal’ and ‘reality’; succeed;
4. Know, understand and service ‘young 3. Recognise ability to transform and
people’. change;
4. Teachers care deeply about all
learners.
Culture Systems efficiency
1. ‘Bring it on!’ attitude; 1. Being ready (proactive);
2. Adults who model what they value; 2. Always focus on the ‘key deliverables’;
3. Teachers ‘don’t sweat the small stuff’; 3. Data driven decision-making;
4. Teachers know ‘what it takes to be 4. Clear and implementable rules.
successful’.
1-4 Individual Development
8
10. 13-16 Systems Development
16 Principle Issues
1. Psyche of Dysfunctionality;
2. Organised dysfunctionality;
1
3. Data/information/knowledge/intelligent decision
making; 5 6 7
4. Champion/ leader driven;
5. Eight school readiness components (SRC);
12 13
6. Whole school development/ school
improvement plan; 4 16 8 2
7. School level support;
8. Networking/ partnering systems;
15 14
9. Compliance/ governance/ operational
management/ leadership systems; 11 10 9
10. Accountability commitments;
11. Aligning the curriculum, instruction, teaching, 3
learning, assessment systems;
12. Professional development of teachers - closing Purpose (Vision)
the attitude, believes, thinking and skills gaps;
13. Expert and mentor support; Hands (Action)
14. Time on task; Head (Systems)
15. Managing what you know (ICT);
16. Focus on the core - student achievements. Heart (Believes)
10
11. Principle Issue 1: Psyche of Dysfunctionality
- Socialisation within an organisation - loose awareness;
- About the way organisation behaves towards others,
how people within relate to each other, the subtext of
interactions, projections and feelings we experience,
etc.
- Schein (1987) - “… it is the observed anomalies, blank
looks in response to simple questions, defensive denial
and counter-arguments, and various other kinds of
emotional response that that occur in reaction to my
own behaviour that are the most valuable sources of
insight into what is going on.”
Principle Issue 1: Psyche of Dysfunctionality … cont.
• Two case study examples (both in education):
- Organisation A: already a postponed meeting - only 2 pitched - too short notice …
arrived early … expecting 15 people … had to assist receptionist to organise room … at
15h00, only 3 … 15h15 had 5 … 15h30 had 7 … 15h45, coordinator started meeting
with 9 people … when senior person entered, long handshakes with complicated moves,
very little smiles … presented work (had to skip slides - jokes) … each member took in
assigned role (hard man, facilitator, pragmatist, note-taker) … posed questions which
had been already answered, but part of ritual of point scoring in front of seniors …
questions clear that they did not read proposal … they wanted us to deal with the
‘trouble-makers’ - unions … end of meeting - we’ll let you know … during 45 minutes
wait, I asked jokingly which organisation is actually dysfuntional - nod for a junior
member
- Organisation B: prior to proposal, few members instructed by CEO to attend session
on the work … she then invited us to informal conversations with senior mangers …
discussion included strengths and weaknesses of organisation … given a date for formal
presentation of proposal where operational and supervisory staff present …
considerable engagement with core ideas in presentation … reactions were openly
discussed and decision-making done in our presence … head indicated “we are not
going to ask you to leave while we talk abut our decision” … group members raised
points of clarification or support, and challenged basis of the work … key beneficiaries of
the strategy were in the room, discussion the decision on an equal basis.
11
12. Principle Issue 2: Dysfunctionality by Design
• Imagine I am the President of South Africa in
1948, and ask you to design me an education for
Blacks, which will deliver for me a ‘cheap labour
market’:
- Teacher quality;
- ‘Look and Feel’ of schools;
- Teaching and Learning;
- Time on task;
- Curriculum;
- Performance expectations;
- Culture and climate among colleagues;
- Training programme of teachers;
- Etc.
Principle Issue 2: Dysfunctionality by Design … cont.
HSRC 2006, p.27
12
13. Principle Issue 2: Dysfunctionality by Design … cont.
HSRC 2006, p.27
Principle Issue 3: DIKI Decision-Making
With the formation of the Democratic Government in
1994, a country had to amalgamate 18 different
departments of education into one. It was
confronted with scenarios related to pupil-teacher
ratio and salary parity among teachers:
• Scenario 1: It had over 12 million learners, with only
360 000 teachers. How do you solve this problem,
taking into account that the uneven distribution of
historical ratios (Africans 1:50; Coloured 1:28;
Indians 1:22) will be unacceptable?
• Scenario 2: It had 360 000 teachers, who were paid
out of the fiscal, salary based on the racial
demarcation. How do you solve this problem, given
that there will be no increase in the tax base?
13
14. Principle Issue 3: DIKI Decision-Making … cont.
Give your opinion during each of these
steps:
1. A learner gets 20% in a recent test in
Math (Data).
2. The learner has been getting over 80%
for the last five years (Information).
3. The learner is taught by the Physical
Education teacher, in order to make up
his teaching allocation (Knowledge).
4. The teacher has no methodology in
Mathematics (Intelligence).
Principle Issue 4: Champion/Leader driven
Leadership is a
decision, not a
position, a title or a
function.
14
15. Principle Issue 4: Champion/Leader driven … cont.
Looking inwards - Looking upwards -
Managing self by reviewing Managing the schools
your performance to ensure in order to achieve
that you make a positive organisation
contribution to the goals commitment and goals
Looking backwards - Looking forwards -
Monitoring progress Planning in order to
with appropriate control Role of the ensure that the team
systems, to ensure the Champion/ sets realistic targets, and
goals are met and the Leader obtains appropriate
team learns from its resources to achieve
mistakes those targets
Looking outwards - Looking downwards -
Managing the parents, Managing the staff in
learners, stakeholders order to maximise their
and community to ensure performance both as
the learner achievements individuals, teams and
meet their expectations organisation
Principle Issue 4: Champion/Leader driven … cont.
15
17. Principle Issue 6: WSE/SIPs
2.1 Instructional
5.1 Parent/ Family
2.2 Shared
Involvement
2.3 Operational
5.2 Community
Resource
Involvement
Management
School &
Community Teaching and
Relations Leadership
Learning
1.1 Curriculum
Data & Personnel &
1.2 Instruction
Information 1.3 Assessment Professional
Management Learning
4.1 Data 3.1 Personnel
Management Qualifications
4.2 Information 3.2 Professional
Management Learning
Principle Issue 6: WSE/SIPs … cont.
Classroom School
School & Community Relations
Leadership
2.1 Instructional
2.2 Shared
2.3 Operational Resource Management
Teaching and
Data & Learning Personnel &
1.1 Curriculum
Information 1.2 Instruction
Professional
Management 1.3 Assessment Learning
4.1 Data 3.1 Personnel
Management Qualifications
4.2 Information 3.2 Professional
Management Learning
4.1 Parent/ Family 4.2 Community
Involvement Involvement
School Community Circuit/District
17
18. Principle Issue 7: School level support
• Academic Support
- Apart for a few workshops together, all
other work will be done with individual
schools, principals, and SMTs.
Principle Issue 7: School level support … cont.
• Non-Academic Support
- Utilise available capacities, skills and
expertise of all;
- Teachers don’t need to do ‘everything’;
- Go the ‘extra mile’;
- See beyond the ‘problems’;
- Take ownership in problems and solutions;
18
19. Principle Issue 8: Network/partner system
• Networking (Are you plugged in?):
- When will you know a learner has been raped
during the past weekend?
- When will you know if a teacher did not ‘pitch up’
in class?
- When will you know if a teacher never taught for
the whole day?
- When will you know if a teacher is messing around
with school girls?
- When will you know if a new policy in education
came out?
- When will you know if the ‘policy makers’ are
thinking about new policies?
• When there is a ‘sale’ - Do you know about it before
it starts?, When it is the opening day?, The last day
of the sale?, or When it is over?
Principle Issue 8: Network/partner system … cont.
• Partners (You are as good as whom you
know.)
- Learners;
Equity
- Teachers;
- Parents;
Transparency
- Community members;
- Businesses.
Mutual Benefit
19
20. Partnership mapping
Principle Issue 9: CGOML systems
• Compliance System
- 50% My Job;
- 25% Compliance towards Supervisor;
- 25% Support and Development to Juniors;
• Governance System
- Confusion between ‘operational management’
and ‘governance’;
- Governance is determining the ‘policies and
rules’, and the consequences of ‘breaking those
rules’;
- Setting the ‘community academic expectations’
too.
20
21. Principle Issue 9: CGOML systems … cont.
• Operational System
- Establishing the administrative processes -
implementing the ‘rules and regulations’;
• Management System
- Establishing the ‘culture and climate’ through
human interactions (HRM);
- Includes ‘conditions of service’ (legislation);
• Leadership System
- Establishing a ‘vision’ (dream image) of the future,
that is worth ‘all the sacrifice’;
- Image that will connect with the ‘heart’ (giving you
that warm feeling) more than the ‘head’.
Principle Issue 10: Accountability system
If you are getting paid, then you should
be accountable!
• The continuing concern for checks, oversight, surveillance,
and institutional constraints on the excise of power;
• Three ways of controlling the use of political and other
powers by managers:
- enforcement;
- monitoring and;
- answerability.
• Types of accountability systems:
- compliance with regulations (accountability to seniors);
- adherence to professional norms (accountability to peers);
- results/learner achievements driven (accountability to
learners/parents);
21
22. Principle Issue 10: Accountability system … cont.
Principle Issue 11: Align CITLA systems
22
23. Principle Issue 11: Align CITLA systems … cont.
Principle Issue 12: Closing the Gap (BEAR)
23
24. Principle Issue 12: Closing the Gap (BEAR)… cont.
Principle Issue 13: Expert & Mentor support
24
26. Principle Issue 14: Time-on-Task … cont.
Teaching Academic Learning
Learning Time
Engaged Time
Instructional Time
Allocated Time
School Day Length
Attendance for the Year
School Academic Year
Calendar Year
Do the Maths!
Principle Issue 15: Managing what you Know (ICT)
26
27. Principle Issue 15: Managing what you Know (ICT) … cont.
Principle Issue 16: Learner Achievement
27
28. Principle Issue 16: Learner Achievement … cont.
2. Lubombo Circuit (Buy-in)
• Circuit in Mpumalanga, bordering with
Mozambique;
• 34 Schools (both primary and secondary) attended
the 2 days session;
• Circuit manager was present for the entire two
days;
• After introductory questions were posed to schools
(2.5 hours session), schools had to ‘self-identify’ at
what level they are of school functionality;
• 1 high; 17 under-performing; 16 dysfunctional.
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30. 1.5.3 SMS from GE school
------ SMS ------
From: +27826257426
Received: Jan 13, 2011 11:15
Subject: Dr Muavia Gallie ,
Dr Muavia Gallie, the name of our school is Asser
Maloka in Duduza(Nigel). When we joined your
programme were sitting @ 35%(2008), 49%(2009),
and for 2010 we are @ 86.23%. My principal and I
wish to express our heartfelt gratitude to you and
your whole team. From Deputy Principal:FET.Vuyo
Ncokazi.
1.6.2 GDE PPS Matric Results
2008 - 2010 (2010 ascending)
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31. 10. Conclusion - Theory of Change
Framing School Change Improvement
Social/ Critical Features: In learner Educational Outcomes
Emotional • Positive, expectations • Higher learner
Issues: nurturing teachers, and behaviour: achievement
• Lack of self- leadership, • Higher
esteem ‘connected”/ likelihood of
• Identity ‘belonging’ success
crises philosophy
Academic Social/ Emotional Teaching and Adulthood Outcomes:
Issues: programmes: Learning: • Citizenry
• Lack of • Reward system • Cultural • Leadership
relevancy to • Peer groups responsiveness
learners • Extra-mural • Affirming
activities, etc. potential and
possibilities
Thank
You!!
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