1. Module 2: Managing Teaching and Learning Unit 1: Leading and Managing a School as a Learning Organisation Presenter: Dr Muavia Gallie (PhD) 28 February 2009

4. Dysfunctionality vis-à-vis Under-performance Basics Gallie 2006

5. External and internal difference

8. Different Perspectives Understanding the situation well

9. Origin of School Functionality Questionnaire Components Managing Change 10 Involve stakeholders in all processes [8 + 9] High levels of communicty and parental involvement [8 + 9] SGB and DoE 9 Fiscal capacity [3 + 4] Get internal and external support [8 + 9] Supportive learning environment [5] Links with parents and community 8 The context [6, 7, 8 + 9] Administrative capacity [3 + 4] Development standards and assessment plan [6] Evidence of success [10] Focused professional development [7] Professional work relationship 7 Leadership and management [3, 4 + 9] Ability and willingness to support change [3 + 4] Develop evaluation plan [5] Professional development [7] Frequent monitoring of teaching and learning [5] Decision making and Communication 6 Human resources [3 + 4] Tangible organisational support [6] Understanding processes and relationships [5, 6 + 7] Set up broad advisory board [8] Make contingencies compatible with classroom [10] Family-school-community partnerships [8] Curriculum, Instruction and Assessment aligned with standards [2] Structures, Roles and Responsibilities 5 Technical support [5] Broad capacity [5] Knowledge of reform [10] Develop governance structures [9] Create a discourse of possibility [10] Communication and support implementation [6] Standards of the heart [1] High levels of collaboration and Communication [6] Principal and SMT 4 Structures and procedures [5] Strong ownership [6] Levels of cooperation [7] Administrative support [3 + 4] Allocate resources to support educators [6 + 7] Teacher training [7] High Academic Standards [2] Effective school leadership [3 + 4] The Principal 3 Strategy [2] Inspiring vision [2] Political stability [5’ 6 + 7] Core values, principles and goals [1] Make structures more flexible [5] Clarity of innovation [2] Leadership [3 + 4] High standards and expectations [1] Vision, Aims and Strategic Planning 2 Identity [1] Clear purpose [1] Leadership [3 + 4] Mission and vision statement [2] Dynamic leadership [3 + 4] Teacher attitude [7] Vision [2] Clear and shared focus [2] School ethos 1 The Learning school Conditions elements Contextual elements Practical recommendations Successful stories Factors that support change in different schools Characteristics of successful schools What makes a school successful? Questionnaire

10. Questionnaire on School Functionality (SFI) 1. Is the school receptive to innovation and change? Responses J. Managing Change 1. Are the staff and governing body enjoying a positive and harmonious relationship? Responses I. The Governing Body and Department of Education 1. Are teachers working to build and maintain good relations with parents? Responses H. Links with Parents and the Community 1. Is there a good team spirit? Responses G. Professional Working Relationships 1. Are staff meetings used for the discussion of major policy issues? Responses F. Decision Making and Communication 1. Is there a clear organisational structure that is appropriate for meeting the school’s aims? Responses E. Structures, Roles and Responsibilities 1. Are they working well together as a team through clearly defined roles and responsibilities known to staff? Responses D. The Principal and the Senior Management Team 1. Does the principal provide strong leadership and a definite sense of direction through a clear vision based beliefs and values? Responses C. The Principal 1. Do the principal and you, as staff member share a common vision about the school’s future development? Responses B. Vision, Aims and Strategic Planning 1. Are attendance, discipline and vandalism by learners major problems in school? I don’t know No Yes Questions Responses A. School Ethos

11. Summary of Analysis of Questionnaire responses 8% 88% 4% 4 2 2 21 1 1.10 Are teachers working in a stimulating, enjoyable and satisfying atmosphere? p 9% 74% 17% 17 3 2 17 4 1.9 Are learners and teachers feeling safe and secure at school? p 8% 25% 67% 67 2 2 6 16 1.8 Are teachers talking freely about professional matters? p 26% 39% 35% 35 3 6 9 8 1.7 Is there an open atmosphere for change in the school? p 17% 65% 17% 17 3 4 15 4 1.6 Are teachers holding high expectations of learner behaviour and achievements through displaying confidence in them? p 21% 38% 42% 42 2 5 9 10 1.5 Is there a continual striving for improvement and growth among teachers? p 13% 42% 46% 46 2 3 10 11 1.4 Is a questioning, critical attitude actively encouraged, and a complacency attitude actively discouraged among staff? n 8% 13% 79% 79 2 2 3 19 1.3 Is there a general concern through the teaching and learning process to provide quality education? p 67% 17% 17% 17 2 16 4 4 1.2 Are most of the parents proud that their children are attending this school? p 0% 4% 96% 4 2 0 1 23 1.1 Are attendance, discipline and vandalism by learners major problems in school? n Don't know No Yes % Diff. Don’t know No Yes Questions Y=p Pos A. School Ethos Y=n Percentage Summary Responses Y = Preferred response (both Yes and No)

12. Entire summary

13. Results 1 Results 2 Results 3 Results 4 Graph 9 - School Ethos 4 17 79 46 42 17 35 67 17 4 0 20 40 60 80 100 1 2 3 4 5 6 7 8 9 10 Graph 10 - Vision, Aims and Strategic Planning 8 13 38 25 38 54 52 13 13 21 0 20 40 60 80 100 1 2 3 4 5 6 7 8 9 10 Graph 11 - The Principal 21 17 42 39 38 63 30 42 42 50 0 20 40 60 80 100 1 2 3 4 5 6 7 8 9 10 Graph 12 - The Principal and SMT 25 63 43 25 38 42 46 33 33 29 0 20 40 60 80 100 1 2 3 4 5 6 7 8 9 10

14. Results 5 Results 6 Results 7 Results 8 Graph 13 - Structures, Roles and Responsibilities 33 39 39 35 26 26 38 67 25 8 0 20 40 60 80 100 1 2 3 4 5 6 7 8 9 10 Graph 14 - Decision Making and Communication 96 54 78 61 52 33 54 58 92 67 0 20 40 60 80 100 1 2 3 4 5 6 7 8 9 10 Graph 15 - Professional Working Relationships 38 29 67 42 46 70 35 54 42 17 0 20 40 60 80 100 1 2 3 4 5 6 7 8 9 10 Graph 16 - Links with Parents and Community 50 29 67 74 75 4 0 21 38 8 0 20 40 60 80 100 1 2 3 4 5 6 7 8 9 10

15. Results 9 Results 10 Graph 17 - The SGB and DoE 8 50 54 21 0 0 4 25 0 43 0 20 40 60 80 100 1 2 3 4 5 6 7 8 9 10 Graph 18 - Managing Reform 54 17 33 21 4 21 13 14 21 17 0 20 40 60 80 100 1 2 3 4 5 6 7 8 9 10 35.7 Average 21.5 J. Managing Change 20.5 I. The Governing Body and Department of Education 36.6 H. Links with Parents and the Community 44.0 G. Professional Working Relationships 64.5 F. Decision Making and Communication 33.6 E. Structures, Roles and Responsibilities 37.7 D. The Principal and the Senior Management Team 38.4 C. The Principal 27.5 B. Vision, Aims and Strategic Planning 32.8 A. School Ethos Graph 19 - Level of school Functionality A 0 10 20 30 40 50 60 70 80 90 100 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

16. Level of School Functionality (SFI) Requests for use of the SFI - [email_address] Graph 20 - Level of School Functionality B 0 10 20 30 40 50 60 70 80 90 100 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

18. Conceptual Argument - Types of Functionalities (relating to the Core Purpose) Level 3 Administration Level 2 Management Level 1 Leadership High Functioning Schools (HFS) Low Functioning Schools (LFS) Non-Functioning Schools (NFS)

21. 2. Subject Choices Available Business Economics 9 Life Orientation 8 Accounting Business Economics 7 CAT Life Orientation 6 Science CAT or Accounting 5 History History or Science 4 Maths or Maths Lit Maths or Maths Lit 3 Language 2nd Language 2nd 2 Language 1st Language 1st 1 High-functioning School Low-functioning School No.

22. 3. Organising of Time table Fri 6 6 5 5 4 4 3 W 2 O 1 L Thurs 7 7 6 6 5 4 3 2 1 Wed 8 8 7 6 5 4 3 2 1 Tues 9 8 7 6 5 4 H 3 G 2 I 1 H Mon 9 8 7 6 5 4 3 2 1

23. 4. Measuring Teaching Quality i.r.t. different school functionalities The Judgement of Quality is dependent on the Quality of the Judgement. Supervisory and Accountability systems Evaluation and Appraisal Systems Performance Management and Reward Systems High Functioning Schools (HFS) Low Functioning Schools (LFS) Non-Functioning Schools (NFS)

24. 5. Focus of the measuring tool .. Supervisory and Accountability systems Getting them ‘to do their job’ Evaluation and Appraisal Systems Getting them ‘to do something extra’ Performance Management and Reward Systems Getting them to perform ‘optimally’ High Functioning Schools (HFS) Low Functioning Schools (LFS) Non-Functioning Schools (NFS)

25. 5. Keeping their ‘eye’ on achieving … Supervisory and Accountability systems Getting the INPUT right Evaluation and Appraisal Systems Getting the PROCESS right Performance Management and Reward Systems Getting the OUTCOMES right High Functioning Schools (HFS) Low Functioning Schools (LFS) Non-Functioning Schools (NFS)

26. 6. In relation to Matric Results Average (50%) in Matric Results

27. 7. Data, Information, Knowledge, Intelligence Systems Data - what was (NFS); Information - what is (LFS); Knowledge - what could be (HFS); Intelligence - what should be (HFS).

28. 7. SASAMS System 10. Evaluation 9. Support 8. Assessment 5. Support 6. Learning 7. Another Learning 4. Another Teaching 3. Teaching 2. Under-standing 1. Knowing

29. 8. Multiple Opportunities Test or Exam Quarter 4 Teach Test or Exam Quarter 3 Teach Test or Exam Quarter 2 Teach Test or Exam Quarter 1 Teach Low-functioning School Test or Exam Support and Support Test or Exam Quarter 3 Teach Test or Exam Quarter 2 Teach Test or Exam Quarter 1 Teach High-functioning School

30. 9. Time Utilisation 20% Learning 20% Learning 20% Learning 20% Teaching 20% Learning 20% Teaching 20% Learning 20% Teaching 20% Teaching 20% Teaching High-functioning School Low-functioning School

31. 9. What do we know about our teachers and/or officials? Teaching (Information Sharing) Learning (Taking ownership of Information) Remembering Understanding Teaching (Information Sharing) Remembering

32. 9. Types of Teaching - Learning Teaching Learning Teaching and Learning Teaching and Learning Teaching 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

35. Essence of being a Teacher