The document outlines a presentation on school functionality given by Dr. Muavia Gallie. It discusses three levels of school functionality: non-functioning, low-functioning, and high-functioning schools. It assesses school functionality based on ten factors, including school ethos, vision/aims, leadership, decision-making, relationships, and more. Schools are classified as dysfunctional below a score of 40. The presentation provides tools for analyzing a school's current functionality and identifying areas for improvement to increase its effectiveness in teaching and learning.

1. WSoE
Executive Leadership
Programme
Focus: School Functionality
Presenter: Dr Muavia Gallie (PhD)
17 & 24 October 2009
1
Content
Content
1. Introduction;
2. School Functionality (4-19);
3. Turning around UPS (21-34);
4. Teaching (36-66);
5. Learning (68-76);
6. Concluding Remarks (78-87).
2
1

2. 1. School
Functionality
3
1.1 Dysfunctionality vis-à-vis Under-performance
Figure 10: Three levels of school functionality in relation to the support needed by
schools
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
-10%
-20%
Basics
Non-Functioning Low-Functioning High-Functioning
-20% – +20% 21% - 60% 61% - 100%
4
Gallie 2006
2

3. 1.2 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!
5
1.3 Where are we now?
20% (5%)
50%
30%
6
3

4. 1.4 Questionnaire on School Functionality (SFI)
A. School Ethos Responses
Questions Yes No I don’t know
1. Are attendance, discipline and vandalism by learners major problems in school?
B. Vision, Aims and Strategic Planning Responses
1. Do the principal and you, as staff member share a common vision about the school’s future development?
C. The Principal Responses
1. Does the principal provide strong leadership and a definite sense of direction through a clear vision based beliefs and values?
D. The Principal and the Senior Management Team Responses
1. Are they working well together as a team through clearly defined roles and responsibilities known to staff?
E. Structures, Roles and Responsibilities Responses
1. Is there a clear organisational structure that is appropriate for meeting the school’s aims?
F. Decision Making and Communication Responses
1. Are staff meetings used for the discussion of major policy issues?
G. Professional Working Relationships Responses
1. Is there a good team spirit?
H. Links with Parents and the Community Responses
1. Are teachers working to build and maintain good relations with parents?
I. The Governing Body and Department of Education Responses
1. Are the staff and governing body enjoying a positive and harmonious relationship?
J. Managing Change
7 Responses
1. Is the school receptive to innovation and change?
1.5 Summary of Analysis of Questionnaire responses
Y = Preferred response (both Yes and No)
Summary
Y=n A. School Ethos Responses Pos Percentage
Yes No Don’t Diff. % Don't
Y=p Questions know Yes No know
1.1 Are attendance, discipline and vandalism by learners major 23 1 0
n problems in school? 2 4 96% 4% 0%
1.2 Are most of the parents proud that their children are attending 4 4 16
p this school? 2 17 17% 17% 67%
1.3 Is there a general concern through the teaching and learning 19 3 2
p process to provide quality education? 2 79 79% 13% 8%
11 10 3
1.4 Is a questioning, critical attitude actively encouraged, and a
n complacency attitude actively discouraged among staff? 2 46 46% 42% 13%
1.5 Is there a continual striving for improvement and growth 10 9 5
p among teachers? 2 42 42% 38% 21%
4 15 4
1.6 Are teachers holding high expectations of learner behaviour
p and achievements through displaying confidence in them? 3 17 17% 65% 17%
p 1.7 Is there an open atmosphere for change in the school? 8 9 6 3 35 35% 39% 26%
p 1.8 Are teachers talking freely about professional matters? 16 6 2 2 67 67% 25% 8%
4 17 2
p 1.9 Are learners and teachers feeling safe and secure at school? 3 17 17% 74% 9%
1.10 Are teachers working in a stimulating, enjoyable and 1 21 2
p satisfying atmosphere? 2 4 8 4% 88% 8%
4

5. 1.6 Entire summary
9
Graph 9 - School Ethos Graph 10 - Vision, Aims and Strategic Planning
1.7 Results 100
1
1
100
1 10 80 2
10 80 2
60 60
40 40
9 793
17 9 21 20 3
20 4
4 8 13 38
17
0
13 0
13 25
46
67
8 17 4 8 4
35
42
38
52
54
7 5 7 5
6 6 Results 2
Graph 11 - The Principal Results 3 Graph 12 - The Principal and SMT
1 1
100 100
10 2 10 80 2
80
60 60 63
50
40 21 4025
9 3 9 29 3
20 17 33 20 43
42 42
0 0
33 25
42 39
8 4
8 30 4 38
38 46
42
63 7 5
7 5 10
6
6 Results 4
5

6. Graph 13 - Structures, Roles and Responsibilities Graph 14 - Decision Making and Communication
1 1
100 100
96
10 80 2 10 80 2
60 67 60
54
40 33 39 40
9 3 9 3
20 78
25 8 20 39 92
0 0
35 58 61
67 8 4
8 26 4
38 26 33
54 52
7 5
7 5
1.8 Results 6
6
5 Results 6
Graph 16 - Links with Parents and Community
Graph 15 - Professional Working Relationships
1
1
100
100
10 2 10 80 2
80
60 50
60
38 40
40 9 29 3
9 29 3 20 67
17
20 38 8
42 67
0 0
21 0 4
54 42 74
8 4 8 4
35
46
75
7 70 5 7 5
11
Results 7 6 6 Results 8
Graph 17 - The SGB and DoE Graph 18 - Managing Reform
1 1
100 100
10 80 2 10 80 2
60 54
50 60
43 40
9 3 40
9 3
20 8 54 17 20 17
00 21 33
0
25 4 0 0 21 14 4 21
8 4 13
8 21 4
7 5
7 5
1.9 Results
6 Results 10
9 6
A. School Ethos 32.8 Graph 19 - Level of school Functionality A
B. Vision, Aims and Strategic Planning 27.5
C. The Principal 38.4 School Ethos
Managing Change 100
D. The Principal and the Senior Management Team 37.7 90
80 Vision, Aims and Strategic Planning
70
E. Structures, Roles and Responsibilities 33.6 SGB and DoE
60
50
40
F. Decision Making and Communication 64.5 30 The Principal
20
G. Professional Working Relationships 44.0 10
0
Links with Parents and Community
H. Links with Parents and the Community 36.6
The Principal and SMT
I. The Governing Body and Department of Education 20.5
J. Managing Change 21.5 Professional Work Relationships
Structures, Roles and Responsibilities
Decision making and Communication 12
Average 35.7
6

7. Graph 20 - Level of School Functionality B
100 School Ethos
90 Vision, Aims and Strategic
Planning
80 The Principal
70 The Principal and SMT
60 Structures, Roles and
Responsibilities
50 Decision Making and
Communication
40 Professional Work
Relationships
30 Links with Parents and
Community
SGB and DoE
20
Managing Change
10
0
1 2 3 4 5 6 7 8 1.10 Level of School Functionality
9 10
(SFI)
13
Requests for use of the SFI - eduquest@movingup.co.za
1.11 Defining Dysfunctional schools
• Schools who continue to function, but do not accomplish the purpose
for which they were created;
• Schools exist 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
individuals with them;
• School can take on a life of their own where their 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 group;
• The other indicator is the evolution of a priestly caste whose 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 administrators within the
school 14
7

8. 1.12 Conceptual Argument -
Types of Functionalities (relating to the Core Purpose)
Non- Low High
Functioning Functioning Functioning
Schools Schools Schools
(NFS) (LFS) (HFS)
Leadership Level 1
Management Level 2
Administration Level 3
15
1.13 Ten Different mentalities
1. Definition of Teacher Quality;
2. Subject and/or learning area choices;
3. Time tabling;
4. Measuring productivity systems;
5. Quality Assurance systems;
6. Learner Expectation (success);
7. Data, Information, Knowledge, Intelligence Systems;
8. Multiple Opportunities; and
9. Time Utilisation; and
10.Difference between Home-work and School-work.
16
8

9. 1.14 Maslow
17
1.15 Activity 1
• 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? 18
Prof. Jonathan Jansen (Executive Leadership Programme 2008)
9

10. 1.16 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?
19
2. Turning
around
UPS 20
10

11. 2.1 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 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
NFS
Teaching
Components
30%
20% 30% ing
10%
& Chaos
20% 21
Assessment
20%
Time-on-Task
2.2 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 NFS 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
NFS
Components 7. Organogram
30% 22
8. Learner and Teacher
support materials
11

12. 2.3 School Readiness Components 8
Indicators of LFS SRC
1. Low student performance 2. Learner information
2. High rate of student absenteeism 1. Learner attendance
3. High dropout rates of students 2. Learner information
4. High level of disruption and violence 4. Annual planning
5. Unclear academic standards 5. Implementable and flexible timetabling
6. Quarterly teaching schedule
7. Organogram
8. Learner support material
6. High rate of staff turnover 3. Educator information
7. High rate of staff absenteeism 1. Teacher attendance
8. A negative school atmosphere 3. Educator information 23
2.4 Time-on-Task
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. 24
20% 30% ing
10%
•65 days p.a.
12

13. 2.5 Time-on-Task
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
25
20% 30% ing
10%
1.67 days p.w.
2.6 Traditional 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% 26
Assessment
20%
Time-on-Task
13

14. 2.7 Anti-traditional Approach
(Innovation)
27
2.8 ATA 1
28
14

15. 2.9 ATA 2
29
2.10 ATA 3
30
15

16. 2.11 ATA 4
31
2.12 Activity 2
School Readiness Components 0 1 2 3 4 5 Diff.
1. Attendance (T&L)
Dysfunctionality
Functionality
2. Teacher Information
3. Learner Information
4. Annual Planning
5. Timetable
6. Quarterly Teaching Schedule
7. Organogram
8. Teaching and Learning Support
Materials 32
16

17. 2.13 SRC
Example:
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;
33
2.14 Self-Evaluation of SRC
SRC 1 2 3 4 5
Teacher Tick Sign Time in Principal Absent
Attendance name name and out monitors submitted
daily and
processed
6 7 8 9 10
SMS - SMS - Computer Swipe Finger-print
present Time in based card
and out
34
17

18. 3.
Teaching
35
3.1 Pedagogy versus Androgogy
Pedagogy Androgogy
It is the method of teaching It is the method of teaching adults.
children.
Learners are dependent. Learners are independent.
Learners have less or no Learners are experienced, hence
experience to share, hence teaching involves discussion, problem
teaching becomes didactic. solving, etc.
Learners learn whatever the The content has to be modified
curriculum offers. according to the learner’s need.
Teachers are required to direct The learners are self-motivated.
the learner. Learners need teachers’ guidance.
Learning is curriculum oriented. Learning is goal oriented. 36
18

19. 3.2 Adult Learning --
ion
Fe
t
cia
e lin
so
gs
As
Facts
37
Information
3.3 Focus on Teaching
38
19

20. 3.4 Focus on Learning
39
3.5 Models of Teaching and Learning
40
20

21. 3.6 Proctor Model
41
41
3.7 Cruickshank Model
42
42
21

22. 3.8 Gage and Berliner Model
43
43
3.9 Huitt Model (1)
44
44
22

23. 3.10 Huitt Model (2)
45
45
3.11 Huitt Model (3)
46
23

24. 3.12 Slavin QAIT Model of Instruction
47
3.13 Transactional Model
48
48
24

25. 3.14 Improving Classroom Effectiveness
49
3.15 New Teaching and Learning Process
50
25

26. 3.16 A. Framework for Thinking
about Effective Teaching
• Input or Context variables
• Process variables
• Product or Outcome variables
51
3.17 B. Models for Thinking about
Effective Teaching
1. A surface level of analysis;
2. A psychological level of analysis;
3. A pedagogical level of analysis
52
26

27. 3.18 C. Nature of Learner Learning
Four major questions:
1. What mental processes are involved when a
learner is engaged in learning?
2. What changes occur in the learners’ cognitive
structure which themselves constitute learner
learning?
3. Which psychological factors (concepts,
principles and processes) facilitate learner
learning?
4. What are the main types of learner learning?
53
3.19 D. Setting up the learning experience
Learners’ learning is school can be fostered in two
main ways:
1. Teacher exposition: listening to teacher
exposition, which may include asking or being
asked questions, watching a demonstration, and
genuine teacher-learner discussion.
2. Academic work: being instructed to undertake or
engage in academic tasks and activities, either on
one’s own or together with other learners.
54
27

28. 3.20 E. Taking account of learner differences
• Ability (intelligence; gifted; learning difficulties);
• Motivation (upbringing; previous success and failure; relationship
between home and school; aspiration of parents);
• Social class (professional; intermediate; skilled; semi-skilled; unskilled
occupations);
• Gender (perceptions in society; biological differences; stereotypes);
• Race/Culture (‘apparent lower average educational attainment of
groups’; use as power/status);
• Special Educational Needs (physical, psychological and emotional).
55
3.21 F. Key Classroom Teaching
Qualities and Tasks
• Ten characteristics having a strong
association with success;
• Six qualities of high ‘performance’
teachers;
• Five qualities of classroom teaching;
• Teaching Assessment Rating Scales.
56
28

29. 3.22 Example Total divide by 8
Name of Subject 1 2 3 4 5 6 7 8 Ave.
Teacher
T1 English 3 5 5 3 4 4 4 4 4
T2 Maths 5
T3 Science 5
T4 Life Or. 3
T5 Bus.Ec. 4
T6 History 4
Ave. 4
57
Total divide by number of Teachers
3.23 Teaching Assessment Rating Scales
(Kyriacou and McKelvey 1985)
1. Preparedness;
2. Pace and Flow;
3. Transition;
4. Cognitive Matching;
5. Clarity;
6. Business-like;
7. Withitness;
8. Encouragingness. (see additional page)
58
29

30. 3.24 G. Key Classroom
Teaching Tasks
1. Planning;
2. Presentation and Monitoring;
and
3. Reflection and Evaluation.
59
3.25 H. Relationships with Learners
1. The teacher’s authority;
2. Mutual respect and rapport;
3. Classroom climate; and
4. Pastoral care.
60
30

31. 3.26 (1) Teacher’s Authority
Four main factors:
• Status;
• Teaching competence;
• Exercising control over the
classroom;
• Exercising control over discipline.
61
3.27 (2)Teaching Competence
Three main elements:
• Subject knowledge;
• Interest in and enthusiasm for the subject;
and
• Ability to set up effective learning
experiences.
62
31

32. 3.28 (3) Example Total divide by 3
Name of Subject Subject Interest in Set up Ave.
Knowledge subject learning
Teacher experience
T1 English 3 5 5 4
T2 Maths 5
T3 Science 5
T4 Life Or. 3
T5 Bus.Ec. 4
T6 History 4
Ave. 4
63
Total divide by number of Teachers
3.29 There is no
management
without
monitoring and
evaluation
64
32

33. 3.30 Why should we M&E?
In general, the purpose of monitoring & evaluation can be:
• To assess results - to find out if and how objectives are being met and are resulting in
desired changes.
• To improve management and process planning - to better adapt to contextual and risk
factors such as social and power dynamics that affect the research process.
• To promote learning - to identify lessons of general applicability, to learn how different
approaches to participation affect outcomes, impact, and reach, to learn what works and
what does not, and to identify what contextual factors enable or constrain the
participatory research.
• To understand different stakeholders' perspectives - to allow, through direct
participation in the monitoring and evaluation process, the various people involved in the
organisation to better understand each others views and values and to design ways to
resolve competing or conflicting views and interests.
• To ensure accountability - to assess whether the organisation is effectively,
appropriately, and efficiently executed to be accountable to they key agencies
(Estrella and Gaventa, 1998).
What?, When? How?, Who? 65
3.31 Money taken by Administration
66
33

34. 4.
Learning
67
4.1 What do we know about our
teachers and/or officials?
Remembering
Teaching
(Information Sharing)
Remembering Understanding
Teaching Learning
(Information Sharing) (Taking ownership of Information)
68
34

35. 4.2 Types of Teaching - Learning
None or to Little time and support for Learning
Teaching and
Learning
Teaching
Learning
Plenty of time and support for Learning
Teaching for
Learning Teaching and Learning
All the time and support are for Learning
Teaching as Teaching Learning Teaching Learning Teaching Learning
Learning Teaching Learning Teaching Learning Teaching Learning
Teaching Learning Teaching Learning Teaching Learning
69
4.3 Activity 3
70
35

36. 4.4 Knowing learning
71
4.5 Cone of Learning
72
36

37. 4.6 Types of Learning - Ausubel
Discovery
Learning
- content has to be
discovered by learner
2.1 3
through some learning
activity
Reception
Learning
- entire content is
presented to learner in its
1 2.2
final form
Rote Learning Meaningful Learning
- what is learned is characterised - essential characteristic of the learning
by arbitrary associations with the is that it can be related in a meaningful,
learner’s previous knowledge non-arbitrary way to what the learner
already knows 73
4.7 Five Levels of Learning
Level Teaching Type of Teaching
Days
1 35 Facts
2 70 Information
3 105 Know-How
4 140 Comprehension
5 175 Wisdom
74
37

38. 4.8 Bloom’s Level of learning
and Thinking
1. Know - Define, match, repeat, memorise, label, outline, record,
recognise, state, sort, list
2. Understand - Restate, show, illustrate, summarise, predict, locate,
paraphrase, describe, explain
3. Apply - Demonstrate, solve, test, use, manipulate, organise
4. Analyse - Examine, debate/defend, compare/contrast, refute, relate,
generalise, classify, research
5. Synthesise - Propose, design, construct, invent, formulate, plan,
imagine
6. Evaluate - Judge, recommend, critique/criticise, justify, choose
75
4.9 Learning: From Past to Future
76
38

39. 5.
Conclusion
77
5.1 Three Steps approach to QE
78
39

40. 5.2 Graphical display of 3 steps QE
Quality Education
Low Functioning Basic Education
Schools
Dysfunctional Rights-based Education
Schools *Availability *Accessibility * Acceptability * Adaptability
79
5.3 Influences on achievement
80
40

41. 5.4 John Hattie 10-1
81
81
5.5 John Hattie - Teaching or
Working Conditions?
82
82
41

42. 5.6 Teacher Professional Path
1. First five to eight years (as teachers);
2. Second phase [nine to twelve years] as teacher;
3. First five to eight years (as senior teachers/mentor);
4. Second phase [nine to twelve years] as mentor;
5. First three to five years (as Head of Department);
6. First three to five years (as Deputy Principal);
7. First three to five years (as Principal);
8. Second phase [six to ten years] as Principal;
9. Third phase [eleven to twenty years +] as Principal;
10. Etc.
BT1- T5-8 T9- HoD1 HoD5 HoD9- Pr1- Pr5- Pr9- Pr13
4 12
ST1- -4
ST5-8 -8
ST9- 12
DP1-4 4
DP5 8
DP5- 12 
22- 27- 4 31- 35-38 12
39-42 43-46 -8
47- 8
51- 55-58 59-62
83
26 30 34
4yrs 4yrs 4yrs 4yrs 4yrs 4yrs 50
4yrs 54
4yrs 4yrs 4yrs
5.7 Internal and external strength
84
42

43. 5.8 Ten Untruths in UPS
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;
85
5.9 Ten Untruths in UPS
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.
86
43

44. 5.10 Five Basic Assumptions of
Effective Schools
1. The central purpose of a school is to teach;
2. The school is responsible for providing the overall
environment;
3. Schools must be treated holistically in terms of
instruction (unity);
4. The most crucial characteristics of a school are the
attitudes and behaviours of the teachers and staff;
5. The school accepts responsibility for the success
and failure of the academic performance of learners
- all learners are capable of learning. 87
Thank You!
88
44