Turning around strategy for South African dysfunctional and underperforming schoolsbrief

Turn Around StrategyFor Dysfunctional and Under-

performing Schools

Presenter:Dr Muavia Gallie (PhD)

[email protected] Consortium (TAC)

Content1. 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)

1.1 % Different Types of schools in SA

30%

20%

10%

Under-Performing

High-Performing

DysfunctionalAnti-Functional

-20%

-10%

0%

40%

50%

60%

70%

80%

90%

100%

Qua

ntity

of P

ass

Quality of Pass (Grades)

20%50%

20%10%

1.2 Types of Schools

Successbeyondschools

We are not in the‘dog box’ - successat school

Complying withDoErequirements

It’s their fault -blame it onothers

Highperformance

Under-performanceDysfunctionalityDestructive,chaotic, anti-functionality

Success asa habit

Sort out the gaps -believes, skills,thinking and attitudes

Do what youhave to do

Managing whatyou don’t know

I better learnI know it allI don’t knowI don’t want toknow

2.1 Time-on-Task 1

Teaching40%

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

Current Academic YearPrevious Year

Learning50%H

FSLF

SN

FS

Teaching30%

Teaching20%

Learning20%

Learn-ing

10%

90%

50%

30%

•4.5 days p.w.•176 days p.a.



2.2 Time-on-Task 2

Teaching40%

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


Learning50%H

FSLF

SN

FS

Teaching30%

Teaching20%

Learning20%

Learn-ing

10%

90%

50%

30%

4.5 days p.w.

2.5 days p.w.

1.67 days p.w.

7

2.3 Traditional Approach

School ReadinessComponents

30%

Teaching40%

Previous Year Current Academic Year

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

Learning50%

Assess-ment10%H

FSLF

SD

FS


30%


30%

Teaching30%

Teaching20%

Disrup-tions10%

Assessment20%

Learning for Assessment

20%

Learning20%

Disruptions& Chaos

20%

Learn-ing

10%

90%

50%

30%Time-on-Task

3.1 Transformative Approach


30%

Teaching40%

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


Learning50%

Assess-ment10%H

FSLF

SD

FS


30%


30%

Teaching30%

Teaching20%

Disrup-tions10%

Assessment20%

Learning for Assessment

20%

Learning20%

Disruptions& Chaos

20%

Learn-ing

10%

90%

50%

30%Time-on-Task

3.2 School Readiness Components 8


30%

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

Current Academic YearPrevious YearH

FSLF

SD

FS


30%


30%8. Learner and Teacher

support materials

7. Organogram

6. Quarterly Teachingschedules

5. Implementable andflexible timetable

5. Unclear academic standards

4. Annual Planning4. High level of disruption and violence

3. Learner Information3.1 Low learner performance

3.2 High dropout rates of learners

2. Teacher Information2.1 High rate of staff turnover

2.2 Negative school atmosphere

1. Teacher and LearnerAttendance

1.1 High rate of staff absenteeism

1.2 High rate of learner absenteeism

SRC ComponentIndicators of DFS

8 School Readiness Components

SchoolReadiness

Comp. - 20%

Teaching40%

Learning50%

Disruptions 10%

Assessment 10%

HFS LFS

Teaching30%

Learning20%

Assessment20%

SRC - 30% SRC - 10%

SchoolReadiness

Components30%

Disruptions 20%

DFS

Teaching20%

Learning 10%

Assessment 20%

SRC - 0%

3.3

Teaching40%

Learning50%

Assessment 10%

HFS LFS

Teaching30%

Learning20%

Assessment20%

SRC - 30% SRC - 10%

DFS

Teaching20%

Learning 10%

Assessment 20%

SRC - 0%

3.4

Teaching40%

Learning50%

Assessment 10%

HFS LFS

Teaching30%

Learning20%

Assessment20%

SRC - 30% SRC - 30%

DFS

Teaching20%

Learning 10%

Assessment 20%

SRC - 0%

Teac

hing

and

Lear

ning

Teach

ing and

Learning

3.5

4.1 Different types of Turn-Around1. Chaotic schools - To build up the love for and

importance of education, in order to show thatsuccess in school has benefits beyond school;

2. Dysfunctional schools - Develop a routine inorder to stabilise the activities in order for alllearners to pass;

3. Under-performing schools - Raise theexpectations that all learners can achieve in orderto be successful.

4. High functioning schools - To ensure that alllearners get a pass that will allow them to enter ahigher education institution, and/or careerprogramme.

4.2 Turn-around Strategy

• Workshops + Face toface site work

• Individual schools

• Muavia Gallie

• Face to face sitework


• Mentors + Experts

• Face to face sitework


• Mentors

• Workshops

• All schools together

• Muavia Gallie

Methods

• 6 - 12 months• 1,5 - 2 years• 3 - 6 months• 2 days (full days) Or

• 6 x 2.5 hoursPeriod

• Compliance

• Governance

• Operationalmanagement

• T+L intelligencesystems

• Staff development

• Teacherprofessionaldevelopment

• 8 School ReadinessComponents =Attendance, T+L Info,Annual Plan, TT, TLSchedules,Organogram, TLSM

• CMM = Attendance,SBA, Curr. completion

• (B) Baseline Survey (P)

• (D) SRC self-rating (P+ SMT)

• (A) FunctionalityQuestionnaire (S)

Data tools

• District

• School leaders

• Community

• School staff(professional andsupport)

• Principal and SMT• Principal, SMT andSGB reps

Participants

• Ensuringsustainability

• SRC + CMMimplementation

• Closing gaps

• SRC toolsdevelopment

• Design CMM

• Buying into thisstrategy

Focus

Phase 4Phase 3Phase 2Phase 1

4.3 Turn-Around Road Map

• Get somepoints on theboard

• Be transparentwith schedulesand statusinformation

• Create frequentstatuscheckpoints

• Protect teammembers frombeing borrowed/side-tracked

• Break the turn-around into chunksto take advantageof mid-coursecorrections

• Rein in scope, andtrim non-essentialfeatures

• Look ahead foricebergs

• Assign a timeframe tothe turn-around

• Add clarity and depthto fuzzy requirements

• Make it hard to hideproblems

• Clear technicalproblems that isdelaying the turnaround progress

• Add carefully chosenresources only whereneeded

• Find out what isgoing on;

• Decide what isnot ‘goodenough’;

• Set new targets(expectations);

• Communicateintention tostakeholders

• Find time to dothe planning

ExecutingRe-planningRe-organisingKnowing

4.4 Turn Around Process1. 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 currentand 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 overallperformance);

5. Create and implement an CPD programme (collaborative teacher teams; school basedcoaches; 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 timeto teaching and learning;

8. Extend leadership corps (grade leaders; instructional coaches; instructional leadership byprincipal; 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)

4.5 Strategic Planning Process1. Success - What is the Pot of Gold?2. Space - What differentiates you from other

organisations?3. Strengths - What are the experience, competencies,

knowledge, assets, resources and other advantagesyou have?

4. Situation - Where are we, and where are we going?Exposing the Gap.

5. Strategies - What are the actions necessary to fill/fix theGap?

6. Steps - What to Do Now?7. Safeguards - How do we make sure we have it Right?

Vision

Gap

Strategies

4.6 Turn-around TheoryCommon Characteristics

1. Constant crisis (Think);

2. Organisational insanity(Think);

3. Cluelessness (Think);

4. Relative Success (Think);

5. Sub-Optimisation (Think);

6. Indirect Causes (Think);

7. ‘Sorry is Okay’ mentality(Think);

8. Segmented morals -situational ethics (Feel);

9. Multiple clicks/ groups (Do);

10.Broken behaviour-consequence chain (Do).

If you can’t Think it,You can’t Do it!

Think(Planning)

Do(Implementing)

8 SRCPr

oces

sTo

ols

PD

Feel(Monitoring and Evaluating)

AccountabilityO

wne

rshi

p

Principal& SMT

AllTeachers

(Principal, Teachers, SGB & District)

Func

tion

SchoolReadiness

Teaching& Learning

Governance& Support

4.7 Core Focus

QualityEquity =Access +Equality +Focus 5:

QualityFocus 4:

EquityFocus 3:

AccessFocus 2:

EqualityFocus 1:

Quantity

20

4.8 5 Levels of Learning

Level TeachingDays

Type ofTeaching

1 35 Facts2 70 Information3 105 Know-How4 140 Comprehension5 175 Wisdom

Current educational Intelligences

OrganisationalLogical5.

AnalyticalConceptual4.

CommunicativeVerbal3.

QuantitativeMathematical2.

AssociativeRecall1.

Good with …IntelligencesNo

Ignored Intelligences for Life Success

ExpressiveRepresentational20.

AltruisticSelfless19.

DiagnosticInterpretive18.

Olfactory (smell)Gastronomic17.

ReceptivityOpenness16.

NoveltyHumour15.

RelationalSpatial14.

SupportiveEmpathetic13.

Mechanical (feel)Technical12.

PhysicalKinesthetic11.

CaringAttentiveness10.

RelationalSocial9.

Observational (see)Visual8.

CreativeImaginative7.

Sensory (touch)Tactile6.

PsychicIntuitive5.

SystemicStrategic4.

OperationalFunctional3.

Auditory (listen)Musical2.

AnticipatoryVisionary1.

Good with …IntelligencesNo

4.9 Successful Change

Successful Change!!

Yes

Engage in coalition buildingNoCritical mass of support forimplementation?

Support

Yes

Engage in planningNoDetailed plan for implementation?Plan

Yes

Engage in strategising andvisioning

NoSolid new organising model?Vision

Yes

Engage in root causediagnosis

NoThorough diagnosis of problemsand/or opportunities?

Diagnosis

Yes

Raise awareness andovercome denial

NoSufficient awareness of the needfor change?

Awareness

5.1 Principles Issues1. Understanding the Psyche of Dysfunctionality and

Change;2. Dysfunctionality by Design;3. Eight school readiness components (SRC);4. Data/information/knowledge/intelligent decision

making;5. Whole school development/ school improvement plan;6. Professional development of teachers - closing the

attitude, believes, thinking and skills gaps;7. Champion/ leader driven;8. Expert and mentor support;9. School level support;10. Networking/ partnering systems;11. Compliance/ governance/ operational management/

leadership systems;12. Managing what you know (ICT);13. Accountability commitments;14. Aligning the curriculum, instruction, teaching, learning,

assessment systems;15. Time on task;16. Focus on the core - student achievements.

4111314

1512210167

86953

1

Heart (Believes)Head (Systems)Hands (Action)Purpose (Vision)

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 arethings arranged this way? Why do we do it this way and not that way? These kindsof questions are not allowed in a dysfunctional school;

• The other indicator is the evolution of a ‘priestly caste’ who allegiance is morestrongly tied to the school than it is to the learners the school is meant to serve - thismeans the teachers and principal within the school.

5.3 Operation of the NCS in schoolsMacrolevel

issues

• Working week• Timetable time• Staffing numbers• Rooming• Class-size-ratio• Timetabling• Assessment - Recording - Reporting• Continuous Teacher Professional Development• Governance involvement

Mesolevel

issues

Microlevel

issues

Learning Areas/Subjects

* Planning * Time * Delivery * Testing

School

Departments

Teacher

5.4 Career stages and CPTD

28

5.5 Conditions Change

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

• People - more authorityover hiring, placement,compensation and workrules

• Time - more schedulingauthority like longer days,longer year

• Money - more budgetflexibility, more resources

• Programmes - moreflexibility to shapeprogramme to learners/needs and turn-aroundpriorities

Turn Around Schools

Increasingly Flexibleoperating conditions

Traditions in-districtoperating conditions

Outside the DistrictInside the District

6.1 Methodology & ParticipantsPurposive sampling of Schools• Three characteristics

- Majority of learner population coming from poverty stricken and disadvantagedcommunities (majority black learners);- An admissions policy that is not selective in nature (not choosing only highperforming learners);- Be a high functioning school based on learner achievement (more than 75% oflearners 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;

African (DET)1. African Female

2. African Male

1.Principal

2.Deputy

GautengIPS4.

1. Indian (HoD)

2. Coloured (HOR)

1. Indian Male

2. Coloured Male

1.Principal

2.Deputy

Western CapeMSS3.

Coloured (HoR)Coloured Male1.PrincipalWestern CapeGBS2.

White (TED)White Females1. Principal

2. Deputy

GautengRHS1.

Historical Educ. DeptRace + ClassificationParticipantsProvinceSchoolNo

6.2 Conceptualising the Problem

Classroom

School

Community

Government

9

2, 3, 5, 8

4, 6, 7, 10

1

1. Teacher supplyand deployment;

2. Teacher quality;3. Teacher

development;4. Image of the

teachers;5. Resources;6. Social capital;7. Orphans and

vulnerablechildren;

8. Discipline andauthority;

9. Learner pathways;10.Networking.

6.3 Devising and Testing the StrategyOutline of Strategy • Understanding Dysfunctionality

• School Readiness Components• Testing SRC at 4 schools• Create awareness in districtsTesting strategy

“Political’ strategyEducational research

Qualitative• Why?

Quantitative• How many?

• Teaching andLearning Focus

• Size 30% >80%

Impressive Leadership

Decision-makers

Opponents Allies

Appoint Impressive Principalswith T&L capabilities in High

Risk schoolsTurning AroundDysfunctional

School Strategy

6.4 What makes the four (4)schools different?

Systems efficiency

1.Being ready (proactive);

2.Always focus on the ‘key deliverables’;

3.Data driven decision-making;

4.Clear and implementable rules.

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 besuccessful’.

Relationships1.Utilise organisational strength;

2.High commitment and expectation tosucceed;

3.Recognise ability to transform andchange;

4.Teachers care deeply about alllearners.

Individual1.Recognise the high risk;

2.Think differently;

3.Redefine ‘normal’ and ‘reality’;

4.Know, understand and service ‘youngpeople’.

6.4.1 Individual

6.4.2 Relationships

6.4.3 Culture

6.4.4 Systems

7.1 Preliminary Implementation

Research Schools

• RHS

• IPS

• MMS

• GBS

• ACE - UP (2009-10)

• ACE - MGSLG(2008-9)

• Gauteng East (14)

• GDE (31)

• ACE - UP (2009-10)

• ACE - MGSLG(2008-9)

• Lubombo Circuit

• Gauteng East (14)

• GDE (31)

Phase 4

Sustainabilitystrategy

Phase 3

Implement SRC +CMM and closeGaps

Phase 2

Develop SRC +CMM

Phase 1

Buy-in

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 schoolfunctionality;

• 1 high; 17 under-performing; 16dysfunctional.

7.3 GE UPS 14 schools

7.4 GE UPS Matric Results2008-2010

7.5 SRC Full

7.6 GDE PPS AveImprovement in SRC

7.7 GDE PPS Ave SRC perschool

44

7.8 GDE PPS Project

Gauteng Schools with challengesProject Manager Schools DivisionNo Grade 12 Results

20082009

Variance Up Down Same1 35 49 14 12 50 53 3 13 24 26 2 14 27 34 7 15 47 46 -1 16 46 73 27 17 26 46 20 18 29 38 9 19 38 39 1 110 48 38 -10 111 29 46 17 112 28 28 113 29 76 47 114 39 22 -17 115 48 66 18 116 29 52 23 117 33 68 35 118 30 65 35 119 12 30 18 120 27 39 12 121 30 16 -14 122 42 38 -4 123 51 46 -5 124 40 96 56 125 42 46 4 126 45 63 18 127 48 85 37 128 55 54 -1 129 55 51 -4 1

30 66 66 0 131 56 48 -8 1

Ave. 12.5 21 9 165.6% 28.1% 3.1%

Ave. 20.5 -7.1

7.9 SMS from GE school------ SMS ------From: +27826257426Received: Jan 13, 2011 11:15Subject: Dr Muavia Gallie ,

Dr Muavia Gallie, the name of our school is AsserMaloka in Duduza(Nigel). When we joined yourprogramme were sitting @ 35%(2008), 49%(2009),and for 2010 we are @ 86.23%. My principal and Iwish to express our heartfelt gratitude to you andyour whole team. From Deputy Principal:FET.VuyoNcokazi.

7.10 GDE PPS Matric Results2010

13 1613 16

7.11 GDE PPS Matric Results2008 - 2010 (2010 ascending)

7.12 GDE PPS Matric Results 2008-2010

8. Conclusion - Theory of Change

Adulthood Outcomes:

• Citizenry

• Leadership

Teaching andLearning:

• Culturalresponsiveness

• Affirmingpotential andpossibilities

Social/ Emotionalprogrammes:

• Reward system

• Peer groups

• Extra-muralactivities, etc.

AcademicIssues:

• Lack ofrelevancy tolearners

Educational Outcomes

• Higher learnerachievement

In learnerexpectationsand behaviour:

• Higherlikelihood ofsuccess

Critical Features:

• Positive,nurturing teachers,leadership,‘connected”/‘belonging’philosophy

Social/EmotionalIssues:

• Lack of self-esteem

• Identitycrises

ImprovementChangeSchoolFraming

ThankYou!!