Embed Size (px)
Citation preview
Presenter:Dr Muavia Gallie (PhD)
School Turnaround
All our learners can and should be successful in our schools.
ACP Conference 2016o
From SCHOOL IMPROVEMENT to SCHOOL TURNAROUND
- WHY, WHAT, HOW and WHEN -
Website: www.schoolturnaroundfoundation.org.za
Facebook Page: School Turnaround Foundation
Website: www.movingup.co.za
The WHY of School
Turnaround Methodology
TIMSS 2003 - Applying Maths
2003
Current ‘through-put’ in EducationComparing Grades 1-12 from 1999 to 2015 Gap Now %Learner
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Gr1 & 12 Retained
1999 1 318 932 1 223 529 1 194 425 1 167 683 1 087 829 998 705 937 741 1 043 067 917 239 840 803 738 220 571 848 747 084 43%
2000 1 055 397 1 090 765 1 178 712 1 167 949 1 088 836 1 009 782 936 454 1 039 547 922 566 836 962 724 192 549 203 506 194 52%
2001 1 150 637 944 961 1 087 675 1 175 860 1 098 863 1 023 269 932 151 1 068 479 916 280 846 655 709 508 488 352 662 285 42%
2002 1 286 591 1 012 892 949 721 1 076 107 1 142 806 1 038 679 958 932 936 392 1 089 404 876 175 719 952 486 786 799 805 38%
2003 1 277 499 1 111 858 1 003 331 952 465 1 035 707 1 101 740 987 876 976 750 902 129 1 096 214 736 720 475 069 802 430 37%
2004 1 303 016 1 109 201 1 081 956 985 139 916 911 997 365 1 050 554 1 010 710 914 729 1 057 935 829 137 505 392 797 624 39%
2005 1 233 581 1 118 690 1 078 001 1 061 770 951 372 898 493 972 542 1 052 499 930 797 1 069 494 839 009 538 909 694 672 44%
2006 1 185 198 1 081 652 1 099 319 1 072 780 1 026 031 919 487 872 051 1 020 734 970 946 1 093 297 890 564 568 664 616 534 48%
2007 1 171 323 1 050 103 1 066 796 1 090 762 1 035 449 1 001 687 896 138 930 019 957 450 1 115 961 920 102 625 809 545 514 53%
2008 1 122 114 1 031 821 1 017 656 1 050 860 1 043 012 1 001 852 964 345 926 603 902 656 1 076 527 902 752 595 216 526 898 53%
2009 1 106 827 1 004 311 1 004 585 1 019 886 1 009 370 1 012 619 970 902 991 093 926 531 1 017 341 881 661 602 278 504 549 54%
2010 1 116 899 994 410 972 668 1 002 645 978 983 978 016 980 747 1 001 180 1 009 327 1 039 762 841 815 579 384 537 515 52%
2011 1 177 089 1 003 353 957 209 974 860 957 203 946 427 941 291 1 008 110 1 049 904 1 049 189 847 738 534 498 642 591 45%
2012 1 208 973 1 074 788 967 373 966 349 939 025 935 446 912 528 971 509 1 096 113 1 103 495 874 331 551 837 657 136 46%
2013 1 222 851 1 116 427 1 025 185 964 630 923 562 909 095 902 099 942 345 1 073 060 1 146 285 834 611 597 196 625 655 49%
2014 1 235 901 1 149 894 1 073 447 1 036 378 929 735 894 517 875 311 935 624 1 048 823 1 139 872 897 342 571 819 664 082 46%
2015 1 244 208 1 164 050 1 106 895 1 088 804 979 360 899 799 884 994 931 766 950 512 1 112 604 928 983 687 230 556 978 55%
Ave. 1 201 002 1 075 453 1 050 880 1 050 290 1 008 474 974 528 939 803 987 437 975 204 1 030 504 830 390 560 558 Diff
Difference between School Improvement and School Turnaround
RedefinitionThe creation of new approaches, goals, processes and
tasks, previously inconceivable.
ModificationSignificant redesign of approaches, goals, processes, and
tasks.
AugmentationSubstitution of current approaches, goals, processes and
tasks, with functional improvement.
SubstitutionSubstitution of current approaches, goals, processes and
tasks, with no functional change.Impr
ovem
ent
TurnaroundDoin
gDi
ffere
ntly
DoingM
ore & Better
20 Big Frameworks
1. Redesigning the ‘Liberal education system’ (default Middle-class) to connect with ‘poor/marginalised
learners/communities’ through Deep Change.
Reconnecting:• Principals and teachers with the potential and
opportunity of Education;• Teachers with Learners interest;
• Effort and Success (principals, teachers and learners).
Identify your LearnersWealthy Middle-Class Poor and/or
Marginalised1st Language• Home Language• Mother tongue• Dream/speak
1 4 72nd Language• See• Read 2 5 83rd Language• Hear 3 6 9
2. Systemically aligning policies, procedures, processes and steps, in
interactive and supportive ways through School Operational and
Quality Systems.Establishing and Strengthening:
• Ownership;• Planning;
• Curriculum Management;• Conditions for Success;
• Sustainability.
3. Utilising Information and Communication Technology to
manage and lead the Individualised Learning Plans, Targets and Dreams of learners through electronic methods.
Developing Clear Indicators and Tools for:• Teaching for Learning;
• Management and Leadership;• Personnel and Professional Learning;• Data and Information Management.
4. Maximising the available school days, teaching and learning time, co-curricular activities, and the intervention strategies
to support the success of all learners.
Detailing the Planning of the:• 1800 hours of Teacher Accountability;
• 200 School days for schooling;• 170 days for Teaching & Learning;
• 150 Daily Lesson Plans;• 20 FATs and Revision activities.
The WHAT of School
Turnaround Methodology
15
From Underperformance to Excellence
1. Under-Performing Schools
2. High Functioning Schools
3. Schools of Excellence
8 School Readiness Components (Planning)Attendance Teacher Info Learner Info Annual Plan TimeTabling TLASchedule Organogram TLSM
Ownership
50 School Operational Systems
Academic (11) Administration (14) Communication (6) ICT (7) Pastoral Care (12)
Planning Planning
CM - Monitoring and Evaluation
CCR - Support and Development
60 School Quality Systems (6 x 10)Leadership Strategic Planning Human Resources Learning & Teaching Assess & Feedback Monitoring & Evaluate
CCR - Support and Development
CM - Monitoring and Evaluation
Ownership
Sustain - Institutionalisation Sustain - Institutionalisation
School Turnaround Strategy (5 Phases) – 3-5 Years
Sustainabilit
y
3 – 6 Months
Culture, Climate, Relationship
s
6 - 9 Months
Curriculu
m Managemen
t
1.5 – 2.5 Years
Planning
6 – 9 Months
Ownersh
ip
3 – 6 Months
15 Curriculum Management Areas
Teaching Schedule (5) Learning Schedule (5) Assessment Schedule (5)
16
5 Successful Change StepsAwareness Sufficient awareness of the need
for and depth of change?No Raise awareness and overcome
denial
Yes
Diagnosis Thorough diagnosis of problems and/or opportunities
No Engage in root cause 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 implementation?
No Engage in stakeholder building
Yes
Successful Change!!8
1. Ownership
1.Individual Ownership;2.Collective Ownership;3.Co-Creation.
Our Definition of Ownership
Five ‘Ownership Thinking’ PathwaysOWNERSHIP
ANNUALREVENUER1-5
MillionR50-100Million
1. “Under-Performing School”• Government Grant
I am ‘Just’ the
Principal
3. “High Functioning School”• Government Grant• Human Resources
We’re making
‘Collective’ decisions
I ‘Lead’ MY School 5. “Excellent School”
• Human & Non-Human Resources• Fixed & Movable Assets• Networks
2. Transition from ‘Planning’ to ‘Managing’
4. Transition from ‘Managing’ to
‘Leading’
Financial Accountability
and Transparency
2. Planning1. Attendance (teachers and learners)
– Every day counts;
2. Teacher information– Specialism and Strength-based;
3. Learner information– Targets, Dreams, Buddies and Developmental Assets;
4. Annual planning– 170 Days of Teaching and Learning;
5. Timetabling– Level of Specialism & Transition Time;
6. Instructional schedules– 150 Daily Lesson Plans & 20 FATs and Revision;
7. Organogram– Honouring our Job Description & 1800 hours of Accountability;
8. Instructional support materials– Differentiated materials to support Individual Education Plans (IEPs) of each learner.
20
1. Attendance
2. Teacher Information
3. Learner Information
4. Annual Planning
IntegratedPlanning
5. Timetabling
6. Teaching, Learning & Assessment
Schedule
7. Organo-gram
8. Teaching, Learning & Assessment
Materials13
3. Curriculum Management• There is a clear difference between:
–Curriculum Management – relationship between HoDs, deputies and principal – dealing with issues that will affect the smooth running of teaching and learning in the classroom; and
–Subject Management – relationship between the HoDs and subject teachers – dealing with the offering of teaching, learning and assessment (through daily work schedules) to learners.
22
Instructional SchedulesTeaching ScheduleWhat will the teacher be doing?
Learning ScheduleWhat do we want the learner to do?
Assessment ScheduleWhat do we want the learner to know and understand?
1. Curriculum Alignment
6. Classroom Management
11. Classroom Assessment
2. Planning Practice and Interaction
7. Physical Environment
12. Test and Examination Preparation
3. Direction and Instruction
8. Questioning Techniques
13. Second Chance Opportunity
4. General Techniques 9. From Interaction to Engagement
14. Final Expectation
5. Teaching and Learning Tools
10. Classroom Leadership
15. Grades, Marks, Targets, etc.
15
• Construction Alignment;• Vertical Alignment;• Horizontal Alignment.
• Questions per Lesson;• Levels of Complexity:
• 3 Low Questions• 4 Middle Questions• 3 High Questions
• Revision is not ‘TEP’• In grade 12, this is seen to
be important, why not other grades?
4. Conditions for Success(Culture, Climate & Relationships)
1. Safe, orderly and equitable environment;2. Value learning and personal growth;3. High expectations and personal targets4. Expectation of professionalism;5. Expectation of high quality instruction and
communication.
24
50 School Operational SystemsAcademic (11); Administration (14); Communication (6); ICT (7); Pastoral Care (12)
1. Teaching 2. Learning Support 3. School Image 4. Principal's Office 5. Finance and ICT1.1 Teacher Substitute
Management2.1 Co-Curricular
Management3.1 Admissions
Management4.1 External Doc Supply
to Agents Management
5.1 Funds Management
1.2 External Exams Management
2.2 Discipline Management
3.2 Calendar Management
4.2 Human Resources Management
5.2 Finance Management
1.3 Internal Exams Management
2.3 Exclusion Management
3.3 Daily Bulletin Management
4.3 Inventory Management
5.3 Fin Accountability Management
1.4 Assessment Process Management
2.4 Learning Info Management
3.4 Good News Management
4.4 Human Relations Management
5.4 Data Management
1.5 Teaching Info Management
2.5 Learner Attendance Management
3.5 Parent Info Management
4.5 Teachers and Learners Risk Management
5.5 Digital Management
1.6 External Reporting Management
2.6 Rewards and Conduct Management
3.6 Communication (SMS) Management
4.6 Learner Profile Management
5.6 Network Management
1.7 Teaching Process Management
2.7 Physical and Mental Health Management
3.7 Feeder Schools Management
4.7 Return on Investment Management
5.7 Publishing Management
1.8 Timetable Process Management
2.8 Gifted and Talent Management
3.8 Other Schools Management
4.8 Class groups and Subjects Management
5.8 Document Management
1.9 Learner Performance Tracking Management
2.9 Special Needs Management
3.9 Enrichment Management
4.9 Literacy Management
5.9 Website Management
1.10 Second Opportunity Management
2.10 Social Support Management
3.10 Volunteerism Management
4.10 School Workplace/ HEI Management
5.10 ICT Integration Management
PrincipalDeputyHoDsTeachers
5. Sustainability(Institutional Processes)
• Quality systems;• School Intelligent System (SiSopen);• Transfer of skills and methods:
– From Curriculum Specialists to Subject Advisors;– From Change Agents to Circuit Managers;– From Turnaround Specialist to District Leadership;
26
60 School Quality Systems1. Leadership 2. Strategic
Planning3. Human Resource
4. Learning and Teaching
5. Assessment and Feedback
6. Data Monitoring and Evaluation
1.1 Leadership Process
2.1 Development Process
3.1 Work Allocation and Management
4.1 Learner Care Management
5.1 Core Competencies Determination
6.1 Info and Knowledge Design
1.2 Communication Effectiveness
2.2 Action Plan Formulation
3.2 Recruit, Hire, Place and Retain
4.2 Learner Knowledge Determination
5.2 Key Process Determination
6.2 Info and Knowledge Management Process
1.3 Governance Process
2.3 Resource Allocation
3.3 Professional Knowledge, Skills & App.
4.3 Learner Diversity Segmentation
5.3 Process Design and Development
6.3 Info and Knowledge Sharing
1.4 Governance Management
2.4 Resource Redirection
3.4 Professional Ethics, Values and Attributes
4.4 Learner Context Segmentation
5.4 Process Requirements Determination
6.4 Performance & Knowl. Measures & Analysis
1.5 Succession Planning
2.5 Sourcing Process
3.5 Professional Learning
4.5 Teaching Features Determination
5.5 Implementation Management
6.5 Performance and Knowledge Selection and Use
1.6 Performance Process
2.6 Assumption Development
3.6 Career Progression
4.6 Learner and Teacher Relationship
5.6 Assessment Preparation
6.6 Data and Knowledge Analysis
1.7 Financial Accountability
2.7 Risk Assessment
3.7 Performance Management
4.7 Learner Complaints
5.7 Second Chance System
6.6 Data and Knowledge Evaluation
1.8 Financial Transparency
2.8 Resource Commitment
3.8 Performance Review
4.8 Teacher Complaints
5.8 Learner Feed-back Process
6.8 Target Setting Management
1.9 Priority Determination
2.9 Redeployment Management
3.9 School Climate Assessment
4.9 Learner Satisfaction Determination
5.9 Teacher Feedback Process
6.9 Success Indicators and Comparison Building
1.10 Priority Decision Making
2.10 Assessment Management
3.10 School Environment Improvement
4.10 Learner Expectation & Achievement
5.10 Parent Involvement Management
6.10 Data, Info and Knowledge Reliability
PrincipalDeputyHoDsTeachers
17 Portals1 Funders 2 District Director 3 District Coordinator 4 Circuit Manager 5 Subject Advisor 6 Learner-Teacher Welfare Specialist 7 School-Community Facilitator 8 School Governing Body 9 Principal
10 Deputy Principal 11 Heads of Department 12 Grade Teacher 13 Class Teacher 14 Subject Teacher 15 Parent/Guardian 16 Representative Learner 17 Learner
The HOW and WHEN of School
Turnaround Methodology
Session 1What are the Performance Expectations (Targets) of:• The school (you as principal)?• The different grades (deputy)?• The different subjects (heads of department)?• The different class teachers per group?• The different subject teachers of per class?• The individual learners per subject?
NOT TARGET, NOTHING TO AIM AT!
TARGET SETTING
Promotion Schedule
Target Setting 1
Target Setting 2
Adequate Yearly Progress = 5%
Target Setting 3Learner
Target Setting 4Portal 17: Learner
Gr 9 = 51% Gr 12 = 80%3 Yrs = 30÷3= 10,0%
Target Setting 6Portal 15: Parent/Guardian
Grand Mother
• Child A – Gr 3• Child B – Gr 7• Child C – Gr 10
Malibu Technical High SchoolPrincipal: Principal XClass Teacher: Teacher TGrade 10: Learner C
Learner Commitment Doing Differently
Watching 2 hrs less TV.
Improve my vocabulary. Read two books per week.
Target Setting 7Subject Teachers
Target Setting 8Subject Teacher A & B
A
A
A
A
A
B
B
B
B
B
A = 77+87+64+70+57= 355÷5= 71,0%
B = 92+89+72+67+56= 376÷5= 75,2%
Grade 9
Session 21. From the total number of school days per
year (about 200), how many days should be spent on ‘teaching, facilitation of learning, learning and formative assessment’?
2. This is excluding the examination days, as well as all other days not utilised for teaching and learning, such as Valentine’s day, etc.;
3. Identify the origin of the ‘number of days’, such as policy documents, etc.
170 DAYS OF TEACHING
AND LEARNING
15
Differentiation due to Learner needs
170 days
150 days
130 days
110days
90 days
Conclusion
Developing Principals to be CA
Catholic Institute of Educ.
Cape Winelands District
MEED - Somerset West
MEED – Khayelitsha + Blue Downs
2015 Results from Schools [1.5yrs]
Malibu Technical High• 2013 = 78,9%• 2014 = 81,7%• 2015 = 92,2%, with
51% Bachelors
Sizimisele Technical High• 2013 = 61,0%• 2014 = 68,1%• 2015 = 78,5%
1,482
Developing District Officials to be CAsWestern Cape
Metropole East
Western CapeCape Winelands
LimpopoWaterberg
LimpopoThohoyandou
District-Wide Approach in CWEDHoDs - Foundation
HoDs - Intermediate HoDs - Senior
HoDs - FET
Deputy Principals
200+
90+
90+ 90+
90+
Thank You!
