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.
Emergency education refers to education for populations affected by emergency situations (Sinclair, 2001; UNESCO, 2017). These situations could be man-made or natural disasters that disrupt radically the usual conditions of life, care, and education facilities for children, causing an inability to attain the right to education (Rights of The Child to Education in Emergencies, 2008). Education in emergencies started around the 1990s as one of the elements of humanitarian responses to emergencies (Burde et al., 2017), but it was not till the 2000s that education was separated from developmental activities in humanitarian responses to emergencies due to the efforts of a group of educators (Burde et al., 2011). and now it is regarded as one of the pillars of humanitarian actions in emergencies. This is due to the fact that it is reported that education is usually neglected during the early response to emergencies (Muñoz, 2010), and during which many rights to education violations occur (Nicolai et al., 2015).
The special case of education in times of emergencies arises from the challenges that face the learning process in these situations. Being in the center of a conflict zone or facing a devastating natural disaster could lead to an impairment of students’ learning abilities (Tauson, & Stannard, 2018). It has been reported that trauma impacts the cognitive and executive functions of the brain which in its turn hinders learning abilities (Tauson, 2016; Mougrabi-Large, & Zhou , 2020). In the case of national health emergencies, trauma could cause anxiety and stress for children and adults (NCTSN, n.d). Hence, special care needs to be given to education in times of emergencies. Education could provide a safe space for students during a crisis (Nicolai, 2015), giving the much needed psychosocial support for development, as well as, hope, stability, and a sense of security (UNSECO, 2017). But more importantly, especially during Covid-19 penadamic, is that maintaining a good level of quality education during crisis will act as the backbone for the reconstruction and restoration phase after the crisis is over UNSECO, 2017).
Emergency education refers to education for populations affected by emergency situations (Sinclair, 2001; UNESCO, 2017). These situations could be man-made or natural disasters that disrupt radically the usual conditions of life, care, and education facilities for children, causing an inability to attain the right to education (Rights of The Child to Education in Emergencies, 2008). Education in emergencies started around the 1990s as one of the elements of humanitarian responses to emergencies (Burde et al., 2017), but it was not till the 2000s that education was separated from developmental activities in humanitarian responses to emergencies due to the efforts of a group of educators (Burde et al., 2011). and now it is regarded as one of the pillars of humanitarian actions in emergencies. This is due to the fact that it is reported that education is usually neglected during the early response to emergencies (Muñoz, 2010), and during which many rights to education violations occur (Nicolai et al., 2015).
The special case of education in times of emergencies arises from the challenges that face the learning process in these situations. Being in the center of a conflict zone or facing a devastating natural disaster could lead to an impairment of students’ learning abilities (Tauson, & Stannard, 2018). It has been reported that trauma impacts the cognitive and executive functions of the brain which in its turn hinders learning abilities (Tauson, 2016; Mougrabi-Large, & Zhou , 2020). In the case of national health emergencies, trauma could cause anxiety and stress for children and adults (NCTSN, n.d). Hence, special care needs to be given to education in times of emergencies. Education could provide a safe space for students during a crisis (Nicolai, 2015), giving the much needed psychosocial support for development, as well as, hope, stability, and a sense of security (UNSECO, 2017). But more importantly, especially during Covid-19 penadamic, is that maintaining a good level of quality education during crisis will act as the backbone for the reconstruction and restoration phase after the crisis is over UNSECO, 2017).
The National Education Policy (NEP) is another mission of India to envision and integrate the Indian Educational system with latest technologies for the overall development of Life skills for the youth of India. The policy shall be implemented from 2022 which gives the teachers, students and their parents to adapt the latest trends and create the readiness in the Indian society.
Pre-school is optional, it is obtainable from the age of three, in Thailand. It is compulsory to start schooling at primary level i.e., Prathom Suksa from the age of six. After primary school, children step onto secondary education i.e., Mathayom Suksa, which is split into a lower level and higher level.
The lower level that covers students aged to about 15, is compulsory. Schools in the Thai public system are generally open for all students, but some more respected schools select students based on entrance exams and can be fiercely competitive.
This deck briefly outlines the work we did mapping the South African Twittersphere for the 2012 SAMRA conference, including some analyses we did based on the structure of the network. Specifically, we identified people with the potential for influence based on their betweeness centrality and Authority (HITS). In addition, we also used a modularity algorithm to identify 5 clearly distinct communities within the graph. The results are for interest-sake only and should be interpreted within the limitations of the data."
The National Education Policy (NEP) is another mission of India to envision and integrate the Indian Educational system with latest technologies for the overall development of Life skills for the youth of India. The policy shall be implemented from 2022 which gives the teachers, students and their parents to adapt the latest trends and create the readiness in the Indian society.
Pre-school is optional, it is obtainable from the age of three, in Thailand. It is compulsory to start schooling at primary level i.e., Prathom Suksa from the age of six. After primary school, children step onto secondary education i.e., Mathayom Suksa, which is split into a lower level and higher level.
The lower level that covers students aged to about 15, is compulsory. Schools in the Thai public system are generally open for all students, but some more respected schools select students based on entrance exams and can be fiercely competitive.
This deck briefly outlines the work we did mapping the South African Twittersphere for the 2012 SAMRA conference, including some analyses we did based on the structure of the network. Specifically, we identified people with the potential for influence based on their betweeness centrality and Authority (HITS). In addition, we also used a modularity algorithm to identify 5 clearly distinct communities within the graph. The results are for interest-sake only and should be interpreted within the limitations of the data."
PKF Chartered Accountants and Business Advisers have made these professional and essential tax guides available to chamber members, as well as all other companies that recognise the value of expert advice and support in this specialist field.
Presentation on: The Use & Creation of Open Educational Resources & OpenCourseWare in Teaching in South African Higher Education Institutions - HELTASA Conference (November 2012)
South African & African Digital Stats PUB QUIZAndy Hadfield
People think they know what's going on in the digital industry in terms of numbers, figures, audience sizes and technology types. They don't. This is a pub quiz to help you get better at it.
Using network science to understand elections: the South African 2014 nationa...Socialphysicist
This presentation describes our research into the roughly one million tweets that we collected in the run-up to the 2014 national elections in South Africa. It uses a mixture of network theory and data science to unpack the main communities and topics of conversation. The paper won the Gold Award for Best Paper at the 2015 SAMRA conference.
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.
Student Perception Surveys - Market Research Studymmumford
This presentation was used in my undergraduate marketing research class to present our research findings to our client. We used SPSS software to analyze or data.
It is important to know who our students are if we ever wish to teach effectively. The knowledge that students bring with them is as important as the knowledge we wish to impart.
Facilitating the school turnaround methodology, being in process with multiple schools, to ensure that we develop Schools of Excellence, especially in schools located in poor and marginalised communities.
How to design your school's teaching and learning processes to ensure the success of every learning in the school, especially those learners coming from poor, marginalized and challenging backgrounds.
Focus on the school turnaround methodology in order to fix up the operational, managerial and leadership processes in underperforming and high functioning schools. Intended to ensure that all learners are successful in schools, and that excellence become the target to strive towards.
An alternative way of managing and leading schools in communities that are not seeing success for all learners, due to contextual (poverty-stricken) issues.
CWED - Roles and Responsibilities of Heads of Department in Curriculum Manage...Education Moving Up Cc.
Clarifying the legislative, professional, social justice, monitoring and evaluation, and support and development roles and responsibilities of heads of departments
Constructing of Lesson plan; legislative requirements of CAPS; teaching lesson based on days or periods; weighting or pace setters; teaching and learning methods; assessment plans for teachers and learners; data bank of questions for examination purpose
School Turn-around Methodology; Deep Change; Sources of our work; Construction of Lesson Plans; Personalised Learning; Target Setting; Learner Dreams; SiSopen (school intelligent system)
School Turn-around Methodology; Deep Change; Sources of our work; Construction of Lesson Plans; Personalised Learning; Target Setting; Learner Dreams; SiSopen (school intelligent system)
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Turning around strategy for South African dysfunctional and underperforming schoolsbrief
1. Turn Around Strategy
For Dysfunctional and Under-
performing Schools
Presenter:
Dr Muavia Gallie (PhD)
muavia@mweb.co.za
Turn-Around Consortium (TAC)
2. Content
1. Identifying the Problem (3-4)
2. Traditional Approach (5-7)
3. Transformative Approach (8-13)
4. Turn-Around Strategy (14-22)
5. Principles Issues (23-28)
6. Strategy based in Research (29-37)
7. Preliminary Implementation Success (38-46)
- after 6 months (
8. Conclusion (47)
3. 1.1 % 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. 1.2 Types of Schools
I don’t want to I don’t know I know it all I better learn
know
Managing what Do what you Sort out the gaps - Success as
you don’t know have to do believes, skills, a habit
thinking and attitudes
Destructive, Dysfunctionality Under-performance High
chaotic, anti- performance
functionality
It’s their fault - Complying with We are not in the Success
blame it on DoE ‘dog box’ - success beyond
others requirements at school schools
5. 2.1 Time-on-Task 1
Previous Year Current Academic Year
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
HFS
Teaching
40% 90% Learning
50%
•4.5 days p.w.
•176 days p.a.
LFS
Teaching Learning
30% 50% 20%
•2.5 days p.w.
•98 days p.a.
Learn-
NFS
Teaching
•1.67 days p.w.
20% 30% ing
10%
•65 days p.a.
6. 2.2 Time-on-Task 2
Previous Year Current Academic Year
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
HFS
Teaching
40% 90% Learning
50%
4.5 days p.w.
LFS
Teaching Learning
30% 50% 20%
2.5 days p.w.
Learn-
NFS
Teaching
20% 30% ing
10%
1.67 days p.w.
7. 2.3 Traditional Approach
Previous Year Current Academic Year
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
HFS
School Readiness
90%
Assess-
Teaching Learning
Components ment
40% 50% 10%
30%
LFS
School Readiness Disrup-
Components
30%
Teaching
30% 50% Learning
20%
tions
10%
Assessment
20%
DFS
School Readiness Learn- Disruptions Learning for
Components
30%
Teaching
20% 30% ing
10%
& Chaos
20%
Assessment
20%
7
Time-on-Task
8. 3.1 Transformative Approach
Previous Year Current Academic Year
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
School Readiness Assess-
HFS
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%
Time-on-Task
9. 3.2 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%
8. Learner and Teacher
support materials
12. 3.5
HFS LFS DFS
Teaching
Teaching 20%
Teaching 30%
40%
Learning 10%
Learning Assessment 20%
20%
ing d
Assessment
arn an
Learning 20%
50%
Le ing
d
an
h
g
ac
hin ing
ac arn
Te
Te Le
Assessment 10%
SRC - 30% SRC - 30% SRC - 0%
13. 4.1 Different types of Turn-Around
1. Chaotic schools - To build up the love for and
importance of education, in order to show that
success in school has benefits beyond school;
2. Dysfunctional schools - Develop a routine in
order to stabilise the activities in order for all
learners to pass;
3. Under-performing schools - Raise the
expectations that all learners can achieve in order
to be successful.
4. High functioning schools - To ensure that all
learners get a pass that will allow them to enter a
higher education institution, and/or career
programme.
14. 4.2 Turn-around Strategy
Phase 1 Phase 2 Phase 3 Phase 4
Focus • Buying into this • SRC tools • SRC + CMM • Ensuring
strategy development implementation sustainability
• Design CMM • Closing gaps
Participants • Principal, SMT and • Principal and SMT • School staff • District
SGB reps (professional and • School leaders
support) • Community
Data tools • (B) Baseline Survey (P) • 8 School Readiness • Staff development • Compliance
• (D) SRC self-rating (P Components = • Teacher • Governance
+ SMT) Attendance, T+L Info, professional
Annual Plan, TT, TL • Operational
• (A) Functionality development management
Schedules,
Questionnaire (S) Organogram, TLSM • T+L intelligence
• CMM = Attendance, systems
SBA, Curr. completion
Period • 2 days (full days) Or • 3 - 6 months • 1,5 - 2 years • 6 - 12 months
• 6 x 2.5 hours
Methods • Workshops • Face to face site • Face to face site • Workshops + Face to
• All schools together work work face site work
• Muavia Gallie • Individual schools • Individual schools • Individual schools
• Mentors • Mentors + Experts • Muavia Gallie
15. 4.3 Turn-Around Road Map
Knowing Re-organising Re-planning Executing
• Find out what is • Assign a timeframe to • Break the turn- • Get some
going on; the turn-around around into chunks points on the
• Decide what is • Add clarity and depth to take advantage board
not ‘good to fuzzy requirements of mid-course • Be transparent
enough’; • Make it hard to hide corrections with schedules
• Set new targets problems • Rein in scope, and and status
(expectations); • Clear technical trim non-essential information
• Communicate problems that is features • Create frequent
intention to delaying the turn • Look ahead for status
stakeholders around progress icebergs checkpoints
• Find time to do • Add carefully chosen • Protect team
the planning resources only where members from
needed being borrowed/
side-tracked
16. 4.4 Turn Around Process
1. Create a sense of urgency (by analysing learner performance data; by looking at the
academic effectiveness of the school and district; by looking at wide gap between current
and desired performance);
2. Setting ambitious targets (double learner performance; no performance below a basic level);
3. Adopt a new curriculum management model (new programmes; common understanding of
effective instruction; systemic view of curriculum);
4. Use a battery of assessments (formative and diagnostic for instructional strategies; end-of-
curriculum units for what learners have learned; benchmark for gauging overall
performance);
5. Create and implement an CPD programme (collaborative teacher teams; school based
coaches; making use of learner data; intensive summer camps to gain new knowledge);
6. Extended learning opportunities (learning time; extra help; one-on-one; small-groups;
extended day; winter programmes);
7. Utilising time more effectively (core instructional time for reading, math, science; devote time
to teaching and learning;
8. Extend leadership corps (grade leaders; instructional coaches; instructional leadership by
principal; support from district;
9. Create professional culture (read recent research; reach out to experts; use best practice;
assess impact on learner learning; improve instructional practice);
10. Manage human capital (attract talent; look for expertise)
17. 4.5 Strategic Planning Process
1. Success - What is the Pot of Gold? Vision
2. Space - What differentiates you from other
organisations?
3. Strengths - What are the experience, competencies,
knowledge, assets, resources and other advantages
you have? Gap
4. Situation - Where are we, and where are we going?
Exposing the Gap.
5. Strategies - What are the actions necessary to fill/fix the
Gap?
Strategies
6. Steps - What to Do Now?
7. Safeguards - How do we make sure we have it Right?
18. 4.6 Turn-around Theory
Common Characteristics If you can’t Think it,
1. Constant crisis (Think); You can’t Do it!
2. Organisational insanity
Function Ownership Tools Process
(Think); Think Do Feel
(Planning) (Implementing) (Monitoring and Evaluating)
3. Cluelessness (Think);
4. Relative Success (Think); 8 SRC PD Accountability
5. Sub-Optimisation (Think);
6. Indirect Causes (Think); Principal All (Principal, Teachers,
7. ‘Sorry is Okay’ mentality & SMT Teachers SGB & District)
(Think);
8. Segmented morals -
School Teaching Governance
situational ethics (Feel);
Readiness & Learning & Support
9. Multiple clicks/ groups (Do);
10. Broken behaviour-
consequence chain (Do).
23. 4.9 Successful Change
Awareness Sufficient awareness of the need No Raise awareness and
for change? overcome denial
Yes
Diagnosis Thorough diagnosis of problems No Engage in root cause
and/or opportunities? diagnosis
Yes
Vision Solid new organising model? No Engage in strategising and
visioning
Yes
Plan Detailed plan for implementation? No Engage in planning
Yes
Support Critical mass of support for No Engage in coalition building
implementation?
Yes
Successful Change!!
24. 5.1 Principles Issues
1. Understanding the Psyche of Dysfunctionality and
Change; 1
2. Dysfunctionality by Design;
3. Eight school readiness components (SRC);
3 5 9
4. Data/information/knowledge/intelligent decision
making;
6 8
5. Whole school development/ school improvement plan; 7 16 10 2
6. Professional development of teachers - closing the
attitude, believes, thinking and skills gaps; 12 15
7. Champion/ leader driven;
8. Expert and mentor support; 14 13 11
9. School level support;
10. Networking/ partnering systems; 4
11. Compliance/ governance/ operational management/
leadership systems;
12. Managing what you know (ICT); Purpose (Vision)
13. Accountability commitments;
14. Aligning the curriculum, instruction, teaching, learning, Hands (Action)
assessment systems; Head (Systems)
15. Time on task;
16. Focus on the core - student achievements. Heart (Believes)
25. 5.2 Conceptualising Dysfunctional Schools
• Schools who continue to function, but do not accomplish the purpose for which they
were created;
• Schools exit to help each child realise his or her fullest potential as a human being;
• Schools become dysfunctional when they stop serving the needs of the individual
learners;
• Schools can take on a life of their own where the main objective becomes self-
preservation;
• One of the key indicators that a school has become dysfunctional is the ‘no talk rule’.
Those within the school are not permitted, and do not permit themselves, to speak
(or even think) critically about the school;
• Critical thinking begins with the question “Why?” Why are we doing this? Why are
things arranged this way? Why do we do it this way and not that way? These kinds
of questions are not allowed in a dysfunctional school;
• The other indicator is the evolution of a ‘priestly caste’ who allegiance is more
strongly tied to the school than it is to the learners the school is meant to serve - this
means the teachers and principal within the school.
26. 5.3 Operation of the NCS in schools
• Working week
Macro • Timetable time
level School • Staffing numbers
issues • Rooming
• Class-size-ratio
• Timetabling
• Assessment - Recording - Reporting
• Continuous Teacher Professional Development
• Governance involvement
Meso
level Departments Learning Areas/Subjects
issues
Micro
level Teacher * Planning * Time * Delivery * Testing
issues
28. Conditions Change:
Outside-the-system approaches, applied inside the system
Inside the District Outside the District
Traditions in-district Increasingly Flexible
operating conditions operating conditions
Turn Around Schools • People - more authority
over hiring, placement,
compensation and work
rules
• Time - more scheduling
authority like longer days,
longer year
• Money - more budget
flexibility, more resources
5.5 Conditions Change
• Programmes - more
flexibility to shape
programme to learners/
needs and turn-around
priorities 28
29. 6.1 Methodology & Participants
Purposive sampling of Schools
• Three characteristics
- Majority of learner population coming from poverty stricken and disadvantaged
communities (majority black learners);
- An admissions policy that is not selective in nature (not choosing only high
performing learners);
- Be a high functioning school based on learner achievement (more than 75% of
learners pass consistently in Matric);
Data collection method
• One-on-one interviews with principals - focusing on the profile of the school;
• Focus group interviews with the principal and some of their deputy principals -
focusing on the school readiness components;
No School Province Participants Race + Classification Historical Educ. Dept
1. RHS Gauteng 1. Principal White Females White (TED)
2. Deputy
2. GBS Western Cape 1.Principal Coloured Male Coloured (HoR)
3. MSS Western Cape 1.Principal 1. Indian Male 1. Indian (HoD)
2.Deputy 2. Coloured Male 2. Coloured (HOR)
4. IPS Gauteng 1.Principal 1. African Female African (DET)
2.Deputy 2. African Male
30. 6.2 Conceptualising the Problem
1. Teacher supply Government
and deployment;
2. Teacher quality; Community
3. Teacher
development;
School
4. Image of the
teachers;
5. Resources; Classroom
6. Social capital;
7. Orphans and 9
vulnerable
children; 2, 3, 5, 8
8. Discipline and
authority; 4, 6, 7, 10
9. Learner pathways;
10. Networking. 1
31. 6.3 Devising and Testing the Strategy
Outline of Strategy • Understanding Dysfunctionality
• School Readiness Components
• Testing SRC at 4 schools
Testing strategy • Create awareness in districts
Educational research “Political’ strategy
Qualitative Quantitative Opponents Decision- Allies
• Why? • How many? makers
• Teaching and • Size 30% >
Learning Focus 80% Appoint Impressive Principals
with T&L capabilities in High
Turning Around Risk schools
Impressive Leadership Dysfunctional
School Strategy
32. 6.4 What makes the four (4)
schools different?
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’.
37. 7.1 Preliminary Implementation
Phase 1 Phase 2 Phase 3 Phase 4
Buy-in Develop SRC + Implement SRC + Sustainability
CMM CMM and close strategy
Gaps
• ACE - UP (2009-10) • ACE - UP (2009-10)
• ACE - MGSLG • ACE - MGSLG
(2008-9) (2008-9)
• Lubombo Circuit
• Gauteng East (14) • Gauteng East (14)
• GDE (31) • GDE (31)
Research Schools
• RHS
• IPS
• MMS
• GBS
38. 7.2 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.
45. 7.9 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.