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.

1. Turn-Around Strategy Workshop
Reigerpark Schools
Session 2 (SRC 1-3)
Presenters: Dr Muavia Gallie (PhD)
1
Your Service Providers
Lead Provider:
Education Moving Up
Dr Muavia Gallie
SARS Ref. No.: 9396/149/16/4
GPG Vendor No.: 1100051797
Associate Member:
Creative Learning Assessment and
School Services
Fully Accredited with the ETDP SETA - ETDP-9978
Faruk Hoosain
Coordinating Agencies:
CENCE BBI
Johan Marx Lynda Titus
2
1

2. Content
1. Introduction
2. Focus on Planning;
3. Project Reminders;
4. Self-Assessment (GPS & SRC);
5. SRC 1.1 - Teacher Attendance;
6. SRC 1.2 - Learner Attendance;
7. SRC 2 - Teacher Information;
8. SRC 3 - Learner Information;
9. Conclusion
3
How relevant is the QE
debate?
• 1,2 Mill learners in Gr1 - 0,55 mill in
Matric (only 45%);
• 60% of Matrics pass examination;
• 1/3 leave with certificate worthy of
presentation;
• Only 10% success-rate.
4
2

3. Success rate = 8,1%
5
Where are we now?
6
3

4. Striving towards QE
7
Logistics of Teaching and Learning
Previous Year Current Academic Year
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
School Readiness
HFS
Assess-
Components
30%
Teaching
40% 90% Learning
50%
ment
10%
School Readiness Disrup-
LFS
Teaching Learning
50%
Assessment
Components tions
30% 20% 20%
30% 10%
School Readiness Learn- Disruptions Learning for
DFS
Teaching
Components
30%
20% 30% ing
10%
& Chaos
20%
Assessment
20%
8
Time-on-Task
4

5. 9
10
5

6. 11
12
6

7. 13
School Readiness Components 8
Previous Year Current Academic Year
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
School Readiness 8 School Readiness Components
HFS
Components Indicators of DFS SRC Component
30% 1.1 High rate of staff absenteeism 1. Teacher and Learner
1.2 High rate of learner absenteeism Attendance
2.1 High rate of staff turnover 2. Teacher Information
2.2 Negative school atmosphere
School Readiness 3.1 Low learner performance 3. Learner Information
LFS
Components 3.2 High dropout rates of learners
30% 4. High level of disruption and violence 4. Annual Planning
5. Unclear academic standards 5. Implementable and
flexible timetable
6. Quarterly Teaching
School Readiness schedules
DFS
Components 7. Organogram
30% 14
8. Learner and Teacher
support materials
7

8. 1. Attendance (both teachers and learners);
2. Know and understand our teachers;
3. Know and understand our learners;
4. Do proper Annual Planning and implement;
5. Have workable Timetabling and use
teachers effectively (not favouritism);
6. Quarterly Teaching Schedules keeping us
accountable every day;
7. Supportive Organogram for accountability;
8. Teaching and Learning Support Material for
every learner and teacher on first day.
15
Gauteng Schools with challenges
Project Manager Schools Division
No Grade 12 Results 2009
2008 Variance Up Down Same
1 35 49 14 1
2
3
4
50
24
27
PPS Project
53
26
34
3
2
7
1
1
1
5 47 46 -1 1
6 46 73 27 1
7 26 46 20 1
8 29 38 9 1
9 38 39 1 1
10 48 38 -10 1
11 29 46 17 1
12 28 28 1
13 29 76 47 1
14 39 22 -17 1
15 48 66 18 1
16 29 52 23 1
17 33 68 35 1
18 30 65 35 1
19 12 30 18 1
20 27 39 12 1
21 30 16 -14 1
22 42 38 -4 1
23 51 46 -5 1
24 40 96 56 1
25 42 46 4 1
26 45 63 18 1
27 48 85 37 1
28 55 54 -1 1
29 55 51 -4 1
30 66 66 0 1
31 56 48 -8 1
Ave. 12.5 21 9 1
65.6% 28.1% 3.1% 16
Ave. 20.5 -7.1
8

9. Project Plan
• Establish the ‘Eight School
Readiness Components’ in
order to allow your schools to
operate optimally during the
year – (i) Find out; (ii) Establish,
and (iii) Assist with
Implementation [Rules and
Regulations];
17
Failing to
Planning to Fail
Plan is the
same as
Planning to
Fail. 18
9

10. Planning (Amos and Sarchet)
• What must be done?
• Who will do it?
• How will it be done?
• When must it be done?
• How much will it cost?
• What do we need to do it?
19
Levels of Planning in Education …
5. Learning Programme
4. Classroom
3. Department
2. Senior Management Team
1. School
Cu l
rric District iona
ulu tut
m Insti
Provincial
National
20
10

11. Focus on
the
School … 21
January
Data Planning and Reflection
March tool May
February April
The periodic, systematic use of a data, planning and
reflection tool is needed to shape our decision on
Learning and Teaching in schools. June
September July
August
October
November
December 22
11

12. Role of Data Management in
Planning Interventions …
• Planning: Determine which learners
need support in which areas; be as
precise as possible to make the
intervention selection more “on target.”
• Accountability: Be sure that resources
spent on interventions are being used
well; monitor whether or not learners are
making substantial growth toward the
target established.
23
Project Activity Plan
Sessions SRC Focus
Workshop Day 1 1. Attendance, Administration (1-3)
2. Teacher Information Management (4)
20 Feb 2010
3. Learner Information Professional Leadership (5)
(09h00 – 16h00) 4. Annual Planning
5. Timetabling
Workshop Day 2 6. Quarterly Teaching Professional Leadership (6, 8)
Schedules Management (7)
21 Feb 2010 7. Organogram
(09h00 – 13h00) 8. Teaching and Learning
Support Materials
Support session 1 Establish the 8 school Working with Principal and SMT
readiness components
Support session 2 Assist with implementing Working with entire staff
the 8 SRC 24
12

13. Remember: Features of the Project
1. “Whatever it takes - no excuse!”
2. “Failing is not an option.”
3. Principal is the driver of the project - You lead by example;
4. Rest of staff are ‘in support’ - Leaders develop other
leaders, not followers!;
5. Networking with others - Together we are stronger - We
connect, not compete - We celebrate success together!;
6. Evidence based (File of all 8 SRC at first joint session) – If
you do it, show it to us!;
7. You judge/critique yourself - We learn from others!;
8. Support (face-to-face; telephone; sms; e-mail) - Our
support is as near/far as you want us to be!.
25
There is no
Management
without
Monitoring and
Evaluation 26
13

14. Monitoring
27
There is no
Leadership
without Quality
Assurance.
28
14

15. Quality Assurance
100%
90% 2011
80%
70% 2010
60%
• 2009
• • • •
50% •
• • •
40% • • •
• •
30%
20%
10%
0%
1 2 3 4 5 6 7 8 9 10 11 12 13 14
29
30
15

16. SRC = Self-Assessment
8 School Readiness Comp. 0 1 2 3 4 5 Diff.
1.1 Teacher Attendance
1.2 Learner Attendance
2. Teacher Information
3. Learner Information
4. Annual Planning
5. Timetabling
6. Teaching Schedules
7. Organogram
8. Teaching and Learning
Support Materials
31
SRC 1.1-
Teacher
Attendance
• No attendance system;
• Tick next to name (✔);
• Sign their names;
• Indicate ‘time in & out’;
• Comments from Principal;
• Number of days absent, late
arrival, leaving early;
• Leave form submitted (24h);
• Leave form processed;
32
16

17. SRC 1.2 - Learner Attendance
33
SRC 2 - Teacher Information
Input Process Output Impact
1. Biographical 3. Academic 5. Performance
2. Personal 4. Professional
34
17

18. SRC 2 - Teacher Information
35
SRC 2 - Teacher Information
36
18

19. SRC 2 - Teacher Information
37
SRC 3 - Learner Information
Input Process Output Impact
1. Biographical 3. Social 5. Achievement
2. Personal 4. Economic
38
19

20. SRC 3 - Learner Information
39
SRC 3 - Learner Information
40
20

21. SRC 3 - Learner Information
41
Ten Untruths in Education
1. Democratic decision making in schools
create a conducive school tone or culture;
2. Parent involvement is crucial;
3. OBE approach is resource intensive;
4. Resources (computers and libraries) will
make all the difference;
5. The Dept. is not supporting teachers and
therefore they are de-motivated;
42
21

22. Ten Untruths in Education
6. Lack of learning is caused by the ill-discipline of
learners;
7. Our classrooms are overcrowded - small
classes will make the difference;
8. It is difficult to achieve learner success in
poverty stricken communities;
9. Learners are not at the level they should be
when they get to our schools (no pre- or nursery
school; can’t read and write)
10. Teacher development will solve most of our
performance problems.
43
22