WSoE ELP School Functionality

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Focus: School Functionality

Presenter: Dr Muavia Gallie (PhD)17 & 24 October 2009

WSoE Executive Leadership

Programme

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ContentContent

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).

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1. School Functionality

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1.1 Dysfunctionality vis-à-vis Under-performanceFigure 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%

Non -Fu nct ion ing -20% – +20%

Lo w -Fu nct ion ing 21% - 60%

H igh -Fun ction ing 61% - 100%

Basics

Gallie 2006

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1.2 Success rate = 8,1%

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•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!

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1.3 Where are we now?



20% (5%)

50%

30%

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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 Responses

1. Is the school receptive to innovation and change?

1.4 Questionnaire on School Functionality (SFI)

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Y = Preferred response (both Yes and No)

SummaryResponses

PercentageY=n A. School Ethos Pos

Y=p QuestionsYes No Don’t

knowDiff. %

Yes NoDon't know

n1.1 Are attendance, discipline and vandalism by learners major problems in school?

23 1 02 4 96% 4% 0%

p1.2 Are most of the parents proud that their children are attending this school?

4 4 162 17 17% 17% 67%

p1.3 Is there a general concern through the teaching and learning process to provide quality education?

19 3 22 79 79% 13% 8%

n1.4 Is a questioning, critical attitude actively encouraged, and a complacency attitude actively discouraged among staff?

11 10 3

2 46 46% 42% 13%

p1.5 Is there a continual striving for improvement and growth among teachers?

10 9 52 42 42% 38% 21%

p1.6 Are teachers holding high expectations of learner behaviour and achievements through displaying confidence in them?

4 15 4

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%

p 1.9 Are learners and teachers feeling safe and secure at school?4 17 2

3 17 17% 74% 9%

p1.10 Are teachers working in a stimulating, enjoyable and satisfying atmosphere?

1 21 22 4 4% 88% 8%

1.5 Summary of Analysis of Questionnaire responses

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1.6 Entire summary

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1.7 Results 1

Graph 9 - School Ethos

417 79

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Graph 10 - Vision, Aims and Strategic Planning

8 13 38

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Results 2

Graph 11 - The Principal

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Results 3 Graph 12 - The Principal and SMT

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Results 4

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1.8 Results 5

Graph 13 - Structures, Roles and Responsibilities

33 39

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Graph 14 - Decision Making and Communication

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Results 6

Graph 15 - Professional Working Relationships

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Results 7

Graph 16 - Links with Parents and Community

50

2967

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38 80

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Results 8

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1.9 Results 9

Graph 18 - Managing Reform

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1733

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Graph 17 - The SGB and DoE

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Results 10

A. School Ethos 32.8

B. Vision, Aims and Strategic Planning 27.5

C. The Principal 38.4

D. The Principal and the Senior Management Team 37.7

E. Structures, Roles and Responsibilities 33.6

F. Decision Making and Communication 64.5

G. Professional Working Relationships 44.0

H. Links with Parents and the Community 36.6

I. The Governing Body and Department of Education 20.5

J. Managing Change 21.5

Average 35.7

Graph 19 - Level of school Functionality A

0102030405060708090

100School Ethos

Vision, Aims and Strategic Planning

The Principal

The Principal and SMT

Structures, Roles and ResponsibilitiesDecision making and Communication

Professional Work Relationships

Links with Parents and Community

SGB and DoE

Managing Change

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1.10 Level of School Functionality (SFI)

Graph 20 - Level of School Functionality B

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10

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1 2 3 4 5 6 7 8 9 10

School Ethos

Vision, Aims and Strategic

Planning

The Principal

The Principal and SMT

Structures, Roles and

Responsibilities

Decision Making and

Communication

Professional Work

Relationships

Links with Parents and

Community

SGB and DoE

Managing Change

Requests for use of the SFI - [email protected]

mailto:[email protected]

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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

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Non-Functioning Schools (NFS)

Low Functioning Schools (LFS)

High Functioning Schools (HFS)

Leadership Level 1

Management Level 2

Administration

Level 3

1.12 Conceptual Argument -Types of Functionalities (relating to the Core Purpose)

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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; and9. Time Utilisation; and10.Difference between Home-work and School-work.

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1.14 Maslow

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SpiritualFulfilment

Non Functioning Schools

High Functioning SchoolsLow

Functioning Schools

Maslow’s Hierarchy of Needs

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1.15 Activity 1• Is your school Dysfunctional?

• Ten critical questions for every school leader• Does every teacher teach everyday in every class for 196 school days in the year? [10]• Do you as school leader regularly observe teachers teaching in their classrooms? [10]• Do you spend at least 70% of your time in school on matters of teaching and learning?

[10]• Do you regularly visit parents of learners in their homes? [10]• Is your school consistently clean, ordered and well-decorated in ways that convey

positive sentiments about the learning environment? [10]• Do more than 95% of learners pass the highest grade in the school every year for the

past five years? [10]• Do more than 98% of learners enrolled attend school everyday? [10]• Does every learner have a textbook in every subject? [10]• Does your school bring in at least R100,000 every year in external (private) funds e.g.

the business community? [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?

Prof. Jonathan Jansen (Executive Leadership Programme 2008)

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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?

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2. Turning around

UPS

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2.1 Logistics of Teaching and Learning

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

FS

LFS

NF

S


30%


30%

Teaching30%

Teaching20%

Disrup-tions10%

Assessment20%

Learning for Assessment

20%

Learning20%

Disruptions& Chaos

20%

Learn-ing

10%

90%

50%

30%Time-on-Task

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2.2 School Readiness Components 8


30%


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

HF

SLF

SN

FS


30%


30%

8 School Readiness Components

Indicators of NFS SRC Component1.1 High rate of staff absenteeism

1.2 High rate of learner absenteeism

1. Teacher and Learner Attendance

2.1 High rate of staff turnover

2.2 Negative school atmosphere

2. Teacher Information

3.1 Low learner performance

3.2 High dropout rates of learners

3. Learner Information

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

5. Unclear academic standards 5. Implementable and flexible timetable

6. Quarterly Teaching schedules

7. Organogram

8. Learner and Teacher support materials

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2.3 School Readiness Components 8Indicators 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

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2.4 Time-on-Task

Teaching40%


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

Learning50%H

FS

LFS

NF

S

Teaching30%

Teaching20%

Learning20%

Learn-ing

10%

90%

50%

30%







•4.5 days p.w.•176 days p.a.



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2.5 Time-on-Task

Teaching40%


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

Learning50%H

FS

LFS

NF

S

Teaching30%

Teaching20%

Learning20%

Learn-ing

10%

90%

50%

30%







4.5 days p.w.

2.5 days p.w.

1.67 days p.w.



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2.6 Traditional Approach


30%

Teaching40%


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

Learning50%

Assess-ment10%H

FS

LFS

DF

S


30%


30%

Teaching30%

Teaching20%

Disrup-tions10%

Assessment20%

Learning for Assessment

20%

Learning20%

Disruptions& Chaos

20%

Learn-ing

10%

90%

50%

30%Time-on-Task

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2.7 Anti-traditional Approach (Innovation)



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2.8 ATA 1



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2.9 ATA 2



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2.10 ATA 3



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2.11 ATA 4



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2.12 Activity 2

School Readiness Components

0 1 2 3 4 5 Diff.

1. Attendance (T&L)2. Teacher Information3. Learner Information4. Annual Planning5. Timetable6. Quarterly Teaching Schedule7. Organogram8. Teaching and Learning Support Materials

Fu

nction

ality

Dys

fun

ctio

nal

ity

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2.13 SRC Example: Teacher

Attendance



• No attendance system;• Tick next to name (4 );• Sign their names;• Indicate ‘time in & out’;• Comments from Principal;• Number of days absent, latearrival, leaving early;

• Leave form submitted (24h);• Leave form processed;

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2.14 Self-Evaluation of SRC

SRC 1 2 3 4 5Teacher Attendance

Tick name

Sign name

Time in and out

Principal monitors daily

Absent submitted and processed

6 7 8 9 10SMS - present

SMS - Time in and out

Computer based

Swipe card

Finger-print

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3. Teaching

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3.1 Pedagogy versus AndrogogyPedagogy Androgogy

It is the method of teaching children.

It is the method of teaching adults.

Learners are dependent. Learners are independent.

Learners have less or no experience to share, hence teaching becomes didactic.

Learners are experienced, hence teaching involves discussion, problem solving, etc.

Learners learn whatever the curriculum offers.

The content has to be modified according to the learner’s need.

Teachers are required to direct the learner.

The learners are self-motivated. Learners need teachers’ guidance.

Learning is curriculum oriented. Learning is goal oriented.

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3.2 Adult Learning --

FactsInformation

Ass

ocia

tion Feelings

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3.3 Focus on Teaching

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3.4 Focus on Learning

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3.5 Models of Teaching and Learning

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3.6 Proctor Model

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3.7 Cruickshank Model

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3.8 Gage and Berliner Model

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3.9 Huitt Model (1)

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3.10 Huitt Model (2)

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3.11 Huitt Model (3)

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3.12 Slavin QAIT Model of Instruction

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3.13 Transactional Model

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3.14 Improving Classroom Effectiveness

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3.15 New Teaching and Learning Process

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3.16 A. Framework for Thinking about Effective Teaching

• Input or Context variables

• Process variables

• Product or Outcome variables

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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

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3.18 C. Nature of Learner LearningFour 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?

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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.

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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).

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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.

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3.22 Example

Name of Teacher

Subject 1 2 3 4 5 6 7 8 Ave.

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

Total divide by 8

Total divide by number of Teachers

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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)

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3.24 G. Key Classroom Teaching Tasks

1. Planning;2. Presentation and Monitoring;

and3. Reflection and Evaluation.

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3.25 H. Relationships with Learners

1. The teacher’s authority;2. Mutual respect and rapport;3. Classroom climate; and4. Pastoral care.

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3.26 (1) Teacher’s Authority

Four main factors:• Status;• Teaching competence;• Exercising control over the

classroom;• Exercising control over discipline.

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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.

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3.28 (3) Example

Name of Teacher

Subject Subject Knowledge

Interest in subject

Set up learning experience

Ave.

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

Total divide by 3

Total divide by number of Teachers

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3.29 There is no management

without monitoring and

evaluation

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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?

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3.31 Money taken by Administration

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4. Learning

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4.1 What do we know about our teachers and/or officials?

Teaching(Information Sharing)

Learning(Taking ownership of Information)

Remembering Understanding

Teaching(Information Sharing)

Remembering

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4.2 Types of Teaching - Learning

Teaching Learning

Teaching and Learning

Teaching and LearningTeaching for Learning

Teaching Learning Teaching Learning Teaching Learning Teaching Learning Teaching Learning Teaching Learning Teaching Learning Teaching Learning Teaching Learning

Teaching as Learning

None or to Little time and support for Learning

Plenty of time and support for Learning

All the time and support are for Learning

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4.3 Activity 3

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4.4 Knowing learningQuickTime™ and a

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4.5 Cone of Learning

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4.6 Types of Learning - AusubelDiscovery

Learning- content has to be

discovered by learner through some learning

activity

2.1 3

Reception Learning- entire content is

presented to learner in its final form

1 2.2

Rote Learning- what is learned is characterised by arbitrary associations with the learner’s previous knowledge

Meaningful Learning- essential characteristic of the learning is that it can be related in a meaningful, non-arbitrary way to what the learner already knows

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4.7 Five Levels of Learning

Level Teaching Days

Type of Teaching

1 35 Facts

2 70 Information

3 105 Know-How

4 140 Comprehension

5 175 Wisdom

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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, organise4. Analyse - Examine, debate/defend, compare/contrast, refute, relate,

generalise, classify, research5. Synthesise - Propose, design, construct, invent, formulate, plan,

imagine6. Evaluate - Judge, recommend, critique/criticise, justify, choose

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4.9 Learning: From Past to Future



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5. Conclusion

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5.1 Three Steps approach to QE



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5.2 Graphical display of 3 steps QE

Dysfunctional Schools

Low Functioning Schools

Rights-based Education*Availability *Accessibility * Acceptability * Adaptability

Basic Education

Quality Education

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5.3 Influences on achievement

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Influences on Achievement

John Hattie

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REVERSE

Developmental

Effects

Typical

Teacher

Effects

ZONE OF

DESIRED

EFFECTS

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5.4 John Hattie 10-1

81 John Hattie

The Winners ...Rank Category Influence Studies Effects ES

1 Self-report grades 209 305 1.44

2 Absence of disruptive students 140 315 .86

3 Classroom behavioural 160 942 .80

4 Quality of teaching 141 195 .77

5 Reciprocal teaching 38 53 .74

6 Prior achievement 3387 8758 .73

7 Teacher-student relationships 229 1450 .72

8 Feedback 1276 1928 .72

9Providing formative evaluation toteachers

21 21 .70

10 Creativity programs 658 814 .70

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5.5 John Hattie - Teaching or Working Conditions?

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Teaching or WorkingConditions?

John Hattie

Teaching ES Structural/Working Conditions Quality of teaching .77 Within class grouping .28

Reciprocal teaching .74 Adding more finances .23

Teacher-student relationships .72 Reducing class size .21

Providing feedback .72 Ability grouping .11

Teaching student self-verbalization .67 Multi-grade/age classes .04

Meta-cognition strategies .67 Open vs. Traditional classes .01

Direct Instruction .59 Summer vacation classes -.09

Mastery learning .57 Retention -.16

AVERAGE .68 .08

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1. First five to eight years (as teachers); (BT)2. Second phase [nine to twelve years] as teacher; (T)3. First five to eight years (as senior teachers/mentor); (ST)4. Second phase [nine to twelve years] as mentor; (HoD)5. First three to five years (as Head of Department); (HoD)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.

4yrs4yrs4yrs4yrs4yrs4yrs4yrs4yrs4yrs4yrs

59-6255-5851-5447-5043-4639-4235-3831-3427-3022-26

DP5-8DP5-8DP1-4ST9-12ST5-8ST1-4

Pr13Pr9-12Pr5-8Pr1-4HoD9-12HoD5-8HoD1-4T9-12T5-8BT1-4

5.6 Teacher Professional Path

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5.7 Internal and external strength

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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;

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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.

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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. 8

7

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Thank You!