UP ACE MTL Unit 2 Session 4

Module 2:
Managing Teaching and
Learning

Unit 2: Plan and Implement a Curriculum
Session 4
Presenter: Dr Muavia Gallie (PhD)
9 May 2009

1

Content
1. Introduction;
2. Concept of Curriculum
3. Impact of organisational structure on
curriculum delivery
4. Overview of the NCS
5. Curriculum data collection and
management
6. Learning and teaching support
materials (LTMS);
7. Conclusion
2

Question 4.1
Did your school close
early on the 21 April
2009 (the day before
the Elections), and on
the 30 April 2009 (the
before May day)?
3

Logistics of Teaching and Learning 1
Previous Year Current Academic Year
90% 100%
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80%
HFS
LFS
NFS

4

Logistics of Teaching and Learning 2.1
90% 100%
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80%

School Readiness
HFS

Components
30%
LFS
NFS

5

90% 100%
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80%

School Readiness
HFS

Teaching
Components
40%
30%
LFS
NFS

6

90% 100%
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80%

School Readiness
HFS

Teaching Learning
Components
40% 50%
30%
LFS
NFS

7

90% 100%
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80%

School Readiness
HFS

Assess-
Teaching Learning
Components ment
40% 50% 10%
30%
LFS
NFS

8

90% 100%
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80%

School Readiness
HFS

Assess-
90%
Teaching Learning
Components ment
40% 50% 10%
30%
Time-on-Task
LFS
NFS

9

90% 100%
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80%

School Readiness
HFS

Assess-
90%
Teaching Learning
Components ment
40% 50% 10%
30%
LFS
NFS

10

90% 100%
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80%

School Readiness
HFS

Assess-
90%
Teaching Learning
Components ment
40% 50% 10%
30%

School Readiness
LFS

Components
30%
NFS

11

90% 100%
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80%

School Readiness
HFS

Assess-
90%
Teaching Learning
Components ment
40% 50% 10%
30%

School Readiness
LFS

Assessment
Components 20%
30%
NFS

12

90% 100%
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80%

School Readiness
HFS

Assess-
90%
Teaching Learning
Components ment
40% 50% 10%
30%

School Readiness Disrup-
LFS

Assessment
Components tions 20%
30% 10%
NFS

13

90% 100%
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80%

School Readiness
HFS

Assess-
90%
Teaching Learning
Components ment
40% 50% 10%
30%

LFS

Teaching Assessment
30%
30% 10%
NFS

14

90% 100%
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80%

School Readiness
HFS

Assess-
90%
Teaching Learning
Components ment
40% 50% 10%
30%

LFS

Teaching Learning Assessment
30% 20%
30% 10%
NFS

15

90% 100%
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80%

School Readiness
HFS

Assess-
90%
Teaching Learning
Components ment
40% 50% 10%
30%

LFS

Teaching Learning
50%
Assessment
30% 20%
30% 10%
Time-on-Task
NFS

16

90% 100%
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80%

School Readiness
HFS

Assess-
90%
Teaching Learning
Components ment
40% 50% 10%
30%

LFS

Teaching Learning
50%
Assessment
30% 20%
30% 10%
NFS

17

90% 100%
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80%

School Readiness
HFS

Assess-
90%
Teaching Learning
Components ment
40% 50% 10%
30%

LFS

Teaching Learning
50%
Assessment
30% 20%
30% 10%

School Readiness
NFS

Components
30% 18

90% 100%
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80%

School Readiness
HFS

Assess-
90%
Teaching Learning
Components ment
40% 50% 10%
30%

LFS

Teaching Learning
50%
Assessment
30% 20%
30% 10%

School Readiness
NFS

Learning for
Components Assessment
20%
30% 19

90% 100%
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80%

School Readiness
HFS

Assess-
90%
Teaching Learning
Components ment
40% 50% 10%
30%

LFS

Teaching Learning
50%
Assessment
30% 20%
30% 10%

School Readiness Disruptions
NFS

Learning for
Components & Chaos Assessment
20%
30% 20% 20

90% 100%
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80%

School Readiness
HFS

Assess-
90%
Teaching Learning
Components ment
40% 50% 10%
30%

LFS

Teaching Learning
50%
Assessment
30% 20%
30% 10%

School Readiness Disruptions
NFS

Learning for
Teaching
Components & Chaos Assessment
20% 20%
30% 20% 21

90% 100%
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80%

School Readiness
HFS

Assess-
90%
Teaching Learning
Components ment
40% 50% 10%
30%

LFS

Teaching Learning
50%
Assessment
30% 20%
30% 10%

School Readiness Learn- Disruptions
NFS

Learning for
Teaching
Components ing & Chaos Assessment
20% 20%
30% 10% 20% 22

90% 100%
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80%

School Readiness
HFS

Assess-
90%
Teaching Learning
Components ment
40% 50% 10%
30%

LFS

Teaching Learning
50%
Assessment
30% 20%
30% 10%

School Readiness Learn- Disruptions
NFS

Learning for
Teaching
30%
Components ing & Chaos Assessment
20% 20%
30% 10% 20% 23
Time-on-Task

Question 4.2
• Is your school Dysfunctional?
• Ten critical questions for every school leader
1. Does every teacher teach everyday in every class for 196 school days in the year? [10]
2. Do you as school leader regularly observe teachers teaching in their classrooms? [10]
3. Do you spend at least 70% of your time in school on matters of teaching and learning?
[10]
4. Do you regularly visit parents of learners in their homes? [10]
5. Is your school consistently clean, ordered and well-decorated in ways that convey
positive sentiments about the learning environment? [10]
6. Do more than 95% of learners pass the highest grade in the school every year for the
past five years? [10]
7. Do more than 98% of learners enrolled attend school everyday? [10]
8. Does every learner have a textbook in every subject? [10]
9. Does your school bring in at least R100,000 every year in external (private) funds e.g.
the business community? [10]
10. In the case of High Schools, do at least 80% of your learners go on to
university/university of technology? In the case of Primary Schools, do all your
learners go on to high school? 24
Prof. Jonathan Jansen (Executive Leadership Programme 2008)

Functionality Score
for your school
100 A Functional School
80 A Moderately Functional School
60 A Marginally functional School
40 A Seriously Dysfunctional School
20 A School?
25

8 School Readiness Components
90% 100%
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80%

School Readiness
HFS

Components Indicators of NFS SRC Component
30%

School Readiness
LFS

Components
30%

School Readiness
NFS

Components
30% 26

School Readiness Components 1
90% 100%
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80%

School Readiness
HFS

30% 1.1 High rate of staff absenteeism 1. Teacher and Learner
Attendance
1.2 High rate of learner absenteeism

School Readiness
LFS

Components
30%

School Readiness
NFS

Components
30% 27

90% 100%
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80%

School Readiness
HFS

Attendance
2.1 High rate of staff turnover 2. Teacher Information
2.2 Negative school atmosphere
School Readiness
LFS

Components
30%

School Readiness
NFS

Components
30% 28

90% 100%
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80%

School Readiness
HFS

Attendance
School Readiness 3.1 Low learner performance 3. Learner Information
LFS

Components 3.2 High dropout rates of learners
30%

School Readiness
NFS

Components
30% 29

90% 100%
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80%

School Readiness
HFS

Attendance
LFS

30% 4. High level of disruption and violence 4. Annual Planning

School Readiness
NFS

Components
30% 30

90% 100%
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80%

School Readiness
HFS

Attendance
LFS

5. Unclear academic standards 5. Implementable and
flexible timetable

School Readiness
NFS

Components
30% 31

90% 100%
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80%

School Readiness
HFS

Attendance
LFS

flexible timetable
6. Quarterly Teaching
School Readiness schedules
NFS

Components
30% 32

90% 100%
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80%

School Readiness
HFS

Attendance
LFS

flexible timetable
NFS

Components 7. Organogram
30% 33

90% 100%
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80%

School Readiness
HFS

Attendance
LFS

flexible timetable
NFS

Components 7. Organogram
30% 34
8. Learner and Teacher
support materials

Research - High Poverty
Schools 0

2007 35

Research - High Poverty
Elements of High-Performing, High-Poverty Schools Nationally:

Schools 1
Mass Insight’s “Readiness” model

36

Research - High Poverty Schools 2
The challenge: virtually no high-performance work is
being done in high-poverty settings at scale

37

Instead: Most scaled-up reform has been limited
to providing help for marginal program change

38

Some interventions have also focused
on changing people as well as programming

39

New experiments in some districts
are requiring changes in operating conditions as well

40

Where we should all be aiming:
comprehensive turnaround that includes
program, people, and conditions change

41

What’s Stopping You?
Create a map of the design challenges in your way
Human capacity
Adequacy of teacher workforce
–
Adequacy of top and distributed team leadership
–
Adequacy of outside support system (all partners and TA)
–

Operating conditions
Freedom to act: authority over key resources (money, time, people,
–
programming) to make mission- and data-driven decisions
Freedom from unproductive or overlapping compliance burdens
–
Incentives that drive adult (and student) behavior
–

Resources
Adequacy of time for learning
–
Adequacy of time for teacher planning, collaboration, PD
–
Adequacy of resource support in general (class size, facilities, etc.)
–

42

So: What would reform that incorporates
all three sides of the triangle look like?

The 3 ‘C’s of comprehensive, coherent,
transformative reform
1 Conditions Change the rules and incentives governing
people, time, money, & program

2 Capacity Build turnaround resources & human
capacity in schools and lead partners

3 Clustering Organize in clusters by region, need,
or type -- where new conditions apply
and states/districts create special
capacity

43


Conditions Change:
Outside-the-system
approaches, applied
inside the system
44

Given flexible operating conditions: what becomes possible?

Key Implementation Strategies
Research -mission-driven authority over Time10
High Poverty Schools
…Requiring
 Extend the school day to address the academic and social needs of high-poverty student population, including
 Time for a robust, well-rounded curriculum and engaging teaching & learning practices (project-based learning, etc.)
 Time to diagnose and address health and human service needs, and to provide direct instruction in good learning
behaviors and life skills
 Time for advisories and other student time with individual adult champions
Readiness  Adjust the school schedule to foster close adult-student relationships by incorporating
to Learn  Advisories
 Looping and longer block schedules
 Small-group tutorials
 Increase student-adult contact time by improving the ratio of teachers and social support personnel to students
 Adopt “early start” school configurations, with high schools operating grades 6 or 7 though 12, and elementaries
benefitting from universal preschool feeders

 Secure extra teacher hours necessary for a professional learning culture, with collaboration and development
opportunities – every day or week – including:
 Time to develop teachers and administrators to understand how poverty effects learning and performance, and how to
implement strategies to address these impacts
Readiness
 Time for teachers to train and participate in data-driven decision making, intervention and differentiated instruction
to Teach
 Time for teachers to plan, share instructional practice and review student work as a team of experts (hospital model)
 Adjust the school schedule and annual calendar to allow for critical personalized learning strategy, including:
The administration and rapid analysis of results from frequent, short feedback loop assessments
45
 Regular and generous common planning blocks for teachers to act collaboratively in adjusting instruction


ResearchImplementation Strategies 11
Key - High Poverty Schools
…Requiring mission-driven authority over Money

 Use additional funds to
 Allocate extra money to extend school day to address academic and social needs of high-poverty student
population
Readiness  Allocate money to decreasing class and possibly school size to enhance student-adult relationships
to Learn  Raise additional financial resources by approaching private companies and philanthropic organizations .
 Be creative in using public financing options and statutory program resources, within relevant restrictions, to fund
turnaround strategies.
 Identify and undertake capital improvements necessary for safety and the creation of a positive climate

 Use additional funds to
 Allocate extra money for teacher hours needed for participation in professional learning culture and
individual/small group contact with students (from RA)
 Allocate money to ensure that teacher support, training and resources will support performance
Readiness expectations
to Teach  Use school control over budgets to
 Differentiate teacher compensation for extra time or responsibilities (from RA)
 Offer schoolwide financial incentives to implement turnaround approach and for attainment of performance
objectives
 Analyze existing budget and re-align spending to focus on turnaround goals and student achievement
46


ResearchImplementation Strategies 12
Key - High Poverty Schools
…Requiring mission-driven authority over Program
 Develop a rounded, engaging curriculum that, in addition to personalized instruction in the core areas of ELA and math:
 Includes the arts, languages, technology, physical education and other avenues to learning
 Increases engagement through interdisciplinary curricula, technology-based instruction, etc.
 Addresses choice and the range of student needs (e.g. interest-based pathways , alternative programs for behavioral challenges)
 Provides explicit instruction and guidance for the development of good learning behaviors
 Provides direct instruction in life skills relevant to students’ situations (and addresses potential challenges, e.g. drug, alcohol, violence and
drop-out prevention programs,)
Readiness  Create programs to increase individual student-teacher contact, including:
to Learn  Create advisory groups in which students participate regularly
 Schedule regular home visits from teachers, advisors and counselors
 Form alliances with community partners and social service providers to address:
 Health needs (breakfast, eye exams, pregnancy, etc.), and
 Human service needs (social, behavioral, abuse, homelessness, etc.)
 Create programs to address safety and discipline, including:
 Create well-defined but flexible routines and spell out codes of behavior in explicit and transparent ways. Embed these in school structure,
rituals and culture.
 Provide students with explicit instruction in cooperative learning and individual responsibility

 Design and integrate a powerful personalized learning program to monitor and improve individual and group
achievement, especially in the core areas of ELA and math:
Readiness  Create aligned formative assessments
to Teach  Develop tools and methods for data to be captured & used quickly in a short feedback loop to diagnose learning
needs
 Develop methods for using data to be used to improve curriculum & classroom instruction 47
 Actively reshape and incorporate districtwide initiatives into school strategies for maximizing performance

Capacity-Building/Internal (school leadership):
Necessary turnaround skills
among school leaders
An imperative to recruit and train school leaders who can:

Concentrate on a few changes with big, fast payoffs


Implement proven practices first; ask forgiveness later

Communicate a clear, positive vision

Collect, personally analyze, use data well

Enlist key influencers to support major change

Build culture of disclosure in open-air meetings

Require all staff to adopt changes – not optional

Act in relentless pursuit of goals, touting progress only as a

passing way-station
Adapted from Kowal and Hassel, Turnarounds with New Leaders and Staff, Learning
Point Associates, 2005,
48

Capacity-building/external:
addressing the “projectitis”
Research - High school reform
afflicting Poverty Schools 14

49

A new model: deeply embedded lead turnaround
partners, integrating the work of other providers

50

Differences between the traditional school/provider
model and lead turnaround partners & managers
Function/ Role Traditional Model Lead Turnaround Lead Turnaround
Partner Manager
Authority None or advisory Shared with district Full authority
and/or state
Accountability None (except to Shared with district Full accountability
extend contract) and/or state
Intensity Varies, but often 1 2 to 5 days in school Fully embedded:
day in school per per week managing the school
month
Relationship to None (usually) Integrator, with Full authority over all
Other Partners school, of all other partner/subcontractors
providers
Services Single service All academic services All academic services
Provided (except for and oversight of all and oversight of all
Comprehensive others others
School Reform 51
models)

THE WAY FORWARD

Clustering:
For effectiveness,
efficiency,
and scale

52 52

ANALYSIS

Why has so little fundamental change
occurred nationally in failing schools
to date?
Lack of leverage: No real help from Outside;

incremental reforms remain the common choice
Lack of capacity: In state agencies, districts,

schools, partners
Lack of exemplars: No successful models at

scale, no real consensus even on definitions
Lack of public will: Failing schools have no

constituency; hence, insufficient funding to date

53 53

THE WAY FORWARD
A Partnership
Framework for
School
Turnaround

54 54

A framework to expand the spectrum of
turnaround options


55

Homework 4.1
• Bring examples from your school that
represents the 8 School Readiness
Components:
- Teachers and Learners attendance register:
- Teachers information;
- Learners information;
- Annual planning;
- Timetable;
- Quarterly Teaching Schedules;
- Organogram;
- Teachers and Learners Support Materials.
56

Knowledge Management 1

57


58


59

(Input)

60

(Output)

61

Career stages and CPTD 1

62

Career stages and CPTD 2

63

Homework 4.2

• Based on Homework 3.1 and 3.2,
identify the following:
- The different Career stages of the
teachers in your school;
- The different Professional
Development needed by your teachers
in the different stages.

64

Operation of the NCS in schools
• Working week
Macro • Timetable time
level School • Staffing numbers
• Rooming
issues
• Class-size-ratio
• Timetabling
• Assessment - Recording - Reporting
• Continuous Teacher Professional Development
• Governance involvement

Meso
Learning Areas/Subjects
Departments
level
issues

Micro
* Planning * Time * Delivery * Testing
Teacher
level
issues
65

Time-on-Task 1
90% 100%
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80%
HFS

90%
Teaching Learning
40% 50%
LFS

Teaching Learning
50%
30% 20%

Learn-
NFS

Teaching
30% ing
20%
10% 66

Time-on-Task 2.1
90% 100%
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80%
HFS

90%
Teaching Learning
40% 50%
•4.5 days p.w.
•176 days p.a.
LFS

Teaching Learning
50%
30% 20%

Learn-
NFS

Teaching
30% ing
20%
67 10%

Time-on-Task 2.2
90% 100%
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80%
HFS

90%
Teaching Learning
40% 50%
•4.5 days p.w.
•176 days p.a.
LFS

Teaching Learning
50%
30% 20%
•2.5 days p.w.
•98 days p.a.

Learn-
NFS

Teaching
30% ing
20%
68 10%

Time-on-Task 2.3
90% 100%
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80%
HFS

90%
Teaching Learning
40% 50%
•4.5 days p.w.
•176 days p.a.
LFS

Teaching Learning
50%
30% 20%
•2.5 days p.w.
•98 days p.a.

Learn-
NFS

Teaching
30% ing
20%
69 10%
•1.67 days p.w.
•65 days p.a.

Time-on-Task 3
90% 100%
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80%
HFS

90%
Teaching Learning
40% 50%
4.5 days p.w.
LFS

Teaching Learning
50%
30% 20%
2.5 days p.w.

Learn-
NFS

Teaching
30% ing
20%
70 10%
1.67 days p.w.

Level 1 - Facts
• The first level of learning deals with
facts-details or data which result from
direct observation and research.
• Facts make up the most basic level of
learning.
• Taken on their own at this level, facts
have no direct application.
• But without facts, you cannot move on
to the other levels of learning. 71

Level 2 - Information
• The second level of learning deals with
information-observational data in a
usable form.
• The descriptions that information
consists of tell who, what, when, where,
and how many.
• With information, you can begin to
make use of facts.
72

Level 3 - Know-how
• Know-how is the focus of the third
level of learning.
• Know-how consists of a collection of
descriptions in the form of instructions.
• Know-how is about having the
instructions you need to make use of
the information you have.
• With know-how, you derive knowledge
from experience.
73

Level 4 - Comprehension
• The fourth level of learning deals with
comprehension.
• Comprehension answers the question
quot;Why?quot;
• At the comprehension level, learning is
composed of explanations.
• When you understand why, you are
better able to use the knowledge and
know-how you already have. 74

Level 5 - Wisdom
• Wisdom is the focus of the fifth and final
level of learning.
• Wisdom is the ability to evaluate, and it
incorporates values.
• It is essential for development.
• Using know-how and comprehension
without wisdom can result in actions
that don't work for the overall mission of
the learning process. 75

Question 4.3

Which level of
learning is
facilitated in your
school?
76

5 Levels of Learning
Level Teaching Type of
Days Teaching
1 35 Facts
2 70 Information
3 105 Know-How
4 140 Comprehension
5 175 Wisdom
77

Quote of the Day!

If you don’t change,
change will change
you, or change will
replace you.
78

UP ACE MTL Unit 2 Session 4

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UP ACE MTL Unit 2 Session 4