Presenter:

Dr Muavia Gallie (PhD)

Education Moving Up Cc.muavia@mweb.co.za

www.slideshare.net

www.sisopen.co.za

www.schoolturnaround.co.za

www.movingup.co.za

Education Moving Up Cc.School Turnaround Presentation to the

Bridge CoP – Math & Sciences

5 School Turnaround Principles

16 Educational Principles

8 School Readiness

Components

15 Teaching, Learning and Assessment Schedules

50 School Operational

Systems

60 School Quality Systems

16 School Turnaround Deliverables

Ownership Planning Curriculum Management

SustainabilityCulture, Climate, Relationship

3

Sch

oo

l Tu

rnar

ou

nd

Met

ho

do

logy

–D

eep

Ch

ange

School Turnaround Methodology1. Deep change or Incremental change;

2. In Control – we act upon others, rather than letting them ‘see, feel, and think differently’ – what they do should be ‘part of who they are’;

3. Shift = ‘join with others in relationships of trust’ to ‘create collective intelligence and capacity’;

4. ‘We move forward in a steady stream, experimenting, adapting, and paying attention to feedback in real time’;

5. ‘We share with others everything we are learning, and they do the same’;

6. ‘We begin to accomplish things we could never have accomplished alone’;

7. ‘We discover that excellence is a form of deviance, that we can only be excellent if we are not doing what is normal’;

8. ‘We must be at the edge of where we feel comfortable, because the place of uncertainty is a place of learning;

9. ‘We put ourselves into uncertain places, our assumptions change and we grow;

10. ‘We increase our capacity best by being fully challenged’;

11. ‘To turn uncertainty into personal transformation, we must be supported and encouraged into the process of engagement and learning’;

12. Making us ‘more effective versions of ourselves, allowing us to become empowered individuals and empowering members of our community’;

13. Deep change ‘requires us to recognise that we are not experts with superior logic … but visionaries with a driving desire to enact (our) vision’;

14. We therefore ‘act with people’, not ‘act upon people’ … ‘learn together in networks of equality’.

5 Successful Change Steps

4 6

STP - 16 Educational Principles

1. Psyche of Dysfunctionality;

2. Organised dysfunctionality;

3. Data/information/knowledge/intelligent decision making;

4. Champion/ leader driven;

5. High Expectations – School, Leadership, Teacher, Learner, Parent Readiness;

6. Whole school development/ school improvement plan;

7. School level support, and beyond;

8. Networking/ partnering systems;

9. Compliance/ governance/ operational management/ leadership systems;

10. Accountability commitments;

11. Aligning the curriculum, instruction, teaching, learning, assessment systems;

12. The Generation Gap;

13. Expert and mentor support;

14. Time on task;

15. Managing what you know (ICT);

16. Focus on the core - learner achievement.

1

5 6 7

12 13

4 16 8 2

15 14

11 10 9

3

Purpose (Vision)

Hands (Action)

Head (Systems)

Heart (Believes) 7

Principles of School Turnaround Strategy

1. All learners were created to be SUCCESSFUL, and therefore no learner should fail;

2. The academic ability of learners is not linked to their economic, social and cultural status in society (poor learners can perform at same level as middle-class and rich learners);

3. The biggest challenges in School Turnaround require Adults to Change (Thinking and Doing) – reconnect them with the dreams of learners;

4. Move away for the Deficit Thinking Model, and the Victim Mentality Approach;

5. Restructuring the current education models that are resulting in Dysfunctional-by-design and Success-linked-to-social-status (un- and under-qualified and poorly performing teachers are teaching in these schools).

7 8

“Children walking through the Gate”Preferred Children Reality Children

1. Country club kids 1. Township and working-class kids

2. Above the railway lines – rich

suburbs

2. Below the railway lines – squatter camps,

low-income housing, unemployed parents

3. Traditional family (both parents) 3. Today’s family (single or child headed)

4. Parents/family took care of them 4. Early on learning to fend for themselves

5. Have ‘talk shows’ stories 5. They have counter-stories (News bulletin)

6. Protected by the family/parents 6. Grow up on the very dark side of life

7. They are easy to teach 7. They are not the easiest to teach

8. They have long-term dreams 8. They have potential, if you believe it

9. They are predictable, stable 9. They are unpredictable, volatile

10. Their future is positively

preordained

10. Their future can or can’t be negatively or

positively preordained, depending on us8 9

Unique Role of Schools in Success of Poor and Marginalised Learners

Life Experiences(Where I came from)

Developmental Assets

(Who I am)

School Context

(How I am supported

)

Positive Self Development

Self-Awareness &

Self Regulation

(How I develop and

behave)

Authentic Self

Building transparent

future orientation(What I can

become; True to

myself and others)

Positive Effect on Others

(Job satisfaction;

societal contribution;

work happiness)

From Underperformance to Excellence

1. Under-Performing Schools

2. High Functioning Schools

3. Schools of Excellence

8 School Readiness Components (Planning)

Attendance Teacher Information

Learner Information

Annual Planning

Time-Tabling

Teaching, Learning, Assessment

Schedule

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

Leadership (10)

Strategic Planning (10)

Human Resources (10)

Learning and Teaching (10)

Assessment and Feedback (10)

Monitoring and Evaluation (10)

CCR - Support and Development

CM - Monitoring and Evaluation

Ownership

Sustain - Institutionalisation Sustain - Institutionalisation

Sch

oo

l Tu

rnar

ou

nd

Str

ate

gy (

5 P

has

es)

–3

-5 Y

ear

s

Sust

ain

abili

ty

3 –

6 M

on

ths

Cu

ltu

re, C

limat

e,

Rel

atio

nsh

ips

6 -

9 M

on

ths

Cu

rric

ulu

m

Man

agem

ent

1.5

–2

.5 Y

ears

Pla

nn

ing

6 –

9 M

on

ths

Ow

ner

ship

3 –

6 M

on

ths

1010

School Turnaround PlanningDomain 1

Teaching forLearning (10)

Domain 2Leadership (7)

Domain 3Personnel & Professional Learning (10)

Domain 4School &

CommunityRelationship (6)

Domain 5Data & Info

Management (12)

1.1 Curriculum

• Align

• Review

• Monitor

• Communicate

2.1 Instructional

Leadership

• Educational

Programme

• Instructional

Support

3.1 Personnel

Qualifications

• Requirements

• Skills

• Knowledge

• Dispositions

4.1 Parent

Involvement

• Communicate

• Engage

5.1 Data

Management

• Data Generate

• Data Identify

• Data Collect

• Data Access

• Data Support

1.2 Instruction

• Planning

• Delivery

2.2 Shared

Leadership

• School Culture

• School Climate

• Continuous

Improvement

3.2 Professional

Ethics

• Respect for

Learners

• Connect with

Learners

4.2 Family

Involvement

• Communicate

• Engage

5.2 Information

Management

• Analyse

• Interpret

• Apply

1.3 Assessment

• Align to

Curriculum

• Align to Instruction

• Data Reporting

• Data use

2.3 Resource

Management

• Resource

Allocation

• Operational

Management

3.3 Professional

Learning

• Collaboration

• Content

• Pedagogy

• Alignment

4.3 Community

Involvement

• Communicate

• Engage

5.3 Knowledge

Management

• Patterns

• Routines

• Scenarios

• Forecast 11

1. Attendance

2. Teacher Information

3. Learner Information

4. Annual Planning

5. Timetabling

6. Teaching, Learning & Assessment

Schedule

7. Organo-gram

8. Teaching, Learning & Assessment

Materials1213

8 School Readiness ComponentsUnder-performance Functionality

1 2 3 4 5

1.1 Attendance -

Teachers

Tick name Sign name Time in and out Principal monitor

daily

Absence submitted and

processed

1.2 Attendance –

Learners

Record end of the week Record daily Record per period Record per subject Record engagement in

classroom per subject

2. Teacher

Information

Biographical

information

Personal

information

Academic

information

Professional

information

Performance

information

3. Learner

Information

Biographical

information

Personal

information

Socio-economic

information

Achievement

information

Expectations and

aspirations information

4. Annual

Planning

Compliance planning Administrative

planning

Professional

planning

Ethical planning School Improvement

Planning

5. Timetabling Compliance timetabling Implement 40% Implement 60% Implement 80% Optimal, efficient 100%

6. Teaching

Schedules

CAPS planning Schedules per

quarter

Schedules per

month

Schedules per week Schedules per day

(task, homework, etc.)

7. Organogram No clear accountability,

support & development

agreement

Accountability

requirements are

known

Accountability

linked to positions

only

Accountability linked

to positions and

functions

Clear accountability,

support & development

at all levels

8. TL Support

Materials

TLSM to teacher only TLSM to teacher

and selective

learners

TLSM to all for use

in classroom only

TLSM to all on first

day of school for use

beyond classroom

TLSM issued to all, get

returned very year

(more than 90%)

Manual System1314

Teaching 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.1415

Curriculum Management Framework(Education, Curriculum, Instruction, Teaching, Learning, Assessment, Expectations)

INSTRUCTIONAL LEADERSHIPDomain 1: Planning and Preparation1. Demonstrating knowledge of content and

pedagogy2. Demonstrating knowledge of learners3. Setting instructional outcomes4. Demonstrating knowledge of resources5. Designing coherent instruction6. Designing learner assessment

Domain 2: Classroom Environment1. Creating an environment of respect and

rapport2. Establishing a culture of learning3. Managing classroom procedures4. Managing learner behaviour5. Organising physical space

Domain 4: Professional Responsibilities1. Reflecting on teaching2. Maintaining accurate records3. Communicating with families4. Participating in a professional community5. Growing and developing professionally6. Demonstrating professionalism

Domain 3: Instruction1. Communicating with learners2. Using questioning and discussion

techniques3. Engaging learners in learning4. Using assessment in instruction5. Demonstrating flexibility and

responsiveness1512

High Functioning = 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 ICT

1.1 Teacher Substitute

Management

2.1 Co-Curricular

Management

3.1 Admissions

Management

4.1 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 and

Communication

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 SMS Management 4.6 Learner Profile

Management

5.6 Network

Management

1.7 Teaching Process

Management

2.7 Physical & 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

Management

5.10 ICT Integration

Management 16

STP - School Turnaround PathwayTurnaround Indicators

Leve

l

Type Description

1. In

stru

ctio

n P

rog

ram

me

(Tea

chin

g a

nd

Lea

rnin

g)

2. D

rop

(P

ush

ou

t) R

ate

(Th

rou

gh

pu

t ra

te)

3.E

xit

Pas

s R

ate

(Fin

al G

rad

e P

ass)

4. E

ntr

ance

Rat

e

(Dre

am A

chie

vem

ent)

5.0

Fai

lure

5.1

NS

C (

Just

a P

ass)

5.2

Cer

t (A

ve 5

0%)

5.3

Dip

(Ave

65%

)

5.4

Bac

h (

Ave

80%

)

Tota

l

5

.

100%

4

.

100%

3

.

100%

2

.

100%

1

.

100%Chaotic

Dysfunctional

Under

Performing

High

Performing

Excellent 100% Bachelors

completion

100% Pass, but less then

50% Bach completion

1 or more learners

failing: Pass 80%+

Less than 60% pass

rate

Less than 40% pass

rate

Great

Good

Comply

Wea

k

Disaster

0%

15%

30%

45%

60%

100

%

100

%

100

%

80%

80%

60%

60%

40%

40%

20%

✪✪✪✪✪✪✪✪✪✪

✪✪✪

Distribution of ‘Levels of Pass’

17

17

Excellence = 60 School Quality Systems1. Leadership 2. Strategic

Planning

3. 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

and Application

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 and

Knowledge Measures and

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 Change

System

6.7 Data and Knowledge

Evaluation

1.8 Financial

Transparency

2.8 Resource

Commitment

3.8 Performance

Review

4.8 Teacher Complaints 5.8 Learner Feedback

Process

6.8 Target Setting

Management

1.9 Priority

Determination

2.9 Deployment

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

and Achievement

5.10 Parent Involvement

Management

5.10 Data, Info and

Knowledge Reliability

1818

16 Deliverables/Outcomes

Individual

1. Recognise the high risk;

2. Think differently;

3. Redefine ‘normal’ and ‘reality’;

4. Know, understand and service

‘young people’.

Relationships

1. Utilise organisational strength;

2. High commitment and expectation to

succeed;

3. Recognise ability to transform and

change;

4. Teachers care deeply about all learners.

Culture

1. ‘Bring it on!’ attitude;

2. Adults who model what they value;

3. Teachers ‘don’t sweat the small

stuff’;

4. Teachers know ‘what it takes to be

successful’.

Systems efficiency

1. Being ready (proactive);

2. Always focus on the ‘key deliverables’;

3. Data driven decision-making;

4. Clear and implementable rules,

patterns, routines, etc.19

1. Target Setting

Pro-active Management of

Teaching and Learning

5. Levels of Mastery

4. Levels of Improvement

2. Levels of Performance

3. Levels of Learning

6. Learner Leadership

20

Interlink between Curriculum

Management and Subject Management

- Math & Science -

1. Equip learners with Knowledge, Skills and Values for self-fulfillment, meaningful participation in society as citizen of free country;

2. Provide access to higher education;

3. Facilitate transition of learners from education institutions to workplace;

4. Provide employers with sufficient profile of learner’s competences. (CAPS, p.5)

PURPOSES POLICIES PRACTICESEXPERIENC

E

Values:Learning Needs

LEARNING

SUCCESS

Individualised Learning:• Learning needs• Learning styles

Professional Development:• Teaching Competencies

• Teaching styles

Technology Technology

Technology Technology

1. System Alignment;2. School Alignment;3. Curriculum Alignment;4. Classroom Alignment;5. Teaching Alignment;6. Learning Alignment;7. Assessment Alignment.

Didactic Triangle

LearnerTeacher

Content

Curriculum

TLASM

Instruction

Tools

Pedagogy

AssessmentEvaluation

Learning

Didactic Design

Pedagogical practice to emphasise the role of the teacher

Develop and implement tools and content (materials)

Content based on curriculum

as school framework for

practice

Learning practice to

emphasise the role of learner

Pedagogical Content Knowledge

Subject Matter Knowledge

Common Content

Knowledge (CCK)

SpecialisedContent

Knowledge (SCK)

Knowledge of Content

and Learners (KCL)

Knowledge of Content

and Teaching

(KCT)

Knowledge of

Curriculum (KoC)

Conclusion

We have session with:

1. Change Agents – once a month;

2. Principals & SMT (turnaround strategy) – once every second month;

3. Principals & HoDs (curriculum management) –once every second month);

4. District officials – every alternative month.

Conclusion … cont.1. Target Setting – Learners, Teachers and School;

2. Curriculum Chunking – 4th term, cognitive levels;

3. Learner Information – biographical, personal, social & cultural, academic and performance;

4. Timetable evaluation – legislative, CoS, construct;

5. Principals’ pledge – attendance, report back;

6. Reduction of ‘non-specialists’ on the timetable;

7. Mapping of 170 days of T&L per annum;

8. Weekly lesson planning;

9. Risk assessment (grade 12);

Thank You!