Visit to a blind student's school🧑🦯🧑🦯(community medicine)
GDE GE UPS Project
1. Turning around 14 Under-
Performing schools in
Gauteng East District
Presenter: Dr Muavia Gallie (PhD)
1 September 2009
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2. Content
1. Introduction
2. Rationale
3. Conceptual Framework of the
Intervention
4. School Readiness Components
5. Research on Turn-around strategies
6. Planning, PD & Time-on-Task
7. Project Plan
8. Conclusion
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3. Introduction
• To ensure that all 14 schools within this
project;
• That are currently having learner
achievement (Matric) results below 60%
(and one primary school);
• Should improve by at least 30% over the
lifespan of the project;
• And that sustainable measures be put in
place to prevent them ‘sliding back’ after
the completion of the project.
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4. Rationale (1)
• Poor leadership - poor communication,
conflicts, disruptions, no management
processes, no monitoring and support, etc.;
• Poor governance – lack of consultation, abuse
of power, undermining of education laws and
policies;
• Poor curriculum delivery – no functional
timetable, disputed teaching allocation, no
monitoring and evaluation, lack of operational
procedures, underutilisation of resources, no
learning and teaching support material
management system.
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5. Rationale (2)
• Improve the effectiveness of curriculum planning;
• Improve the implementation process of policies;
• Improve the management capacity in assessment;
• Improve the management of the curriculum process;
• Improve the management of all resources;
• Improve the assessment structures and the quality of
their work;
• Improve the quality of assessment for learning;
• Improve the management of external examination
processes and;
• Improve the management of learner and learning
support;
• Improve the quality of teachers. 5
6. Conceptual Framework of the Intervention
Previous Year Current Academic Year
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
School Readiness
HFS
Assess-
Components
30%
Teaching
40% 90% Learning
50%
ment
10%
School Readiness Disrup-
LFS
Teaching Learning
50%
Assessment
Components tions
30% 20% 20%
30% 10%
School Readiness Learn- Disruptions
DFS
Learning for
Teaching
Components
30%
20% 30% ing
10%
& Chaos
20%
Assessment
20%
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Time-on-Task
7. School Readiness Components 8
Previous Year Current Academic Year
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
School Readiness 8 School Readiness Components
HFS
Components Indicators of DFS SRC Component
30% 1.1 High rate of staff absenteeism 1. Teacher and Learner
1.2 High rate of learner absenteeism Attendance
2.1 High rate of staff turnover 2. Teacher Information
2.2 Negative school atmosphere
School Readiness 3.1 Low learner performance 3. Learner Information
LFS
Components 3.2 High dropout rates of learners
30% 4. High level of disruption and violence 4. Annual Planning
5. Unclear academic standards 5. Implementable and
flexible timetable
6. Quarterly Teaching
School Readiness schedules
DFS
Components 7. Organogram
30% 7
8. Learner and Teacher
support materials
8. Operation of the NCS in schools
• Working week
Macro • Timetable time
level School • Staffing numbers
issues • Rooming
• Class-size-ratio
• Timetabling
• Assessment - Recording - Reporting
• Continuous Teacher Professional Development
• Governance involvement
Meso
level Departments Learning Areas/Subjects
issues
Micro
level Teacher * Planning * Time * Delivery * Testing
issues
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19. Project Plan
• Now until March 2010 - Establish the ‘Eight
School Readiness Components’ in order to
allow these schools to start the new school-
year in 2010 on the same footing as other
schools [Rules and Regulations];
• April 2010 to December 2010 - Strengthen
the working relationship between the people
[People Relationship Development];
• January 2011 to December 2011 - Engage
in Continuous Professional Development to
restore the ‘skills gaps’ among staff
[Individual and Collective Development].
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20. Phase 1 - School Readiness Components
Programme People Systems
• SRC • Capacity • Operational
• Networking conditions
• Service delivery • Administration and
management
procedures
1. School • Rules, • Internal and • Teacher and
culture and regulations, external community Learner attendance
climate policies and • SGB (punctuality);
accountability • SMT and • Commitment to
teachers operational systems
and procedures.
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21. Phase 2 - Staff Development Programme
Programme People Systems
• SDP • Capacity • Operational conditions
• Networking • Administration and
• Service management
delivery procedures
2. Time- • NCS • Teachers • Organogram
on-Task • Barriers to learning and SMT •Timetabling
• Curriculum Instruction •Quarterly Teaching
(Didactics, Pedagogy Schedules
and Methodology) •Teacher and Learner
•Coaching and Mentoring Information
• Learner achievement •Teaching and Learning
Support Materials
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22. Phase 3 - Continuous Professional Development
Programme People Systems
• CPD • Capacity • Operational conditions
• Networking • Administration and
• Service management
delivery procedures
3. Instructional • Managing • Principal • Annual Planning
Leadership Teaching and • SMT and • Quarterly Teaching
Learning teachers Schedules
• High pressure • Assessment strategies
accountability; • Teacher and Learner
• Focusing on Information
Learner •Teaching and Learning
Achievement Support Materials
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23. Project Goals or Objectives
1. Improve the results of all the grades from 2010;
2. Improve the school culture and climate in
support of quality teaching and learning;
- Improve the ‘time-on-task’ through staff
development programmes;
- Improve the ‘instructional leadership’ through
continuous professional development
programmes;
3. To achieve an acceptable level of functionality in
all the schools.
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24. Key Project Deliverables
1. Baseline evaluation of results of the past five years before end of
December 2009;
2. Establishing the eight School Readiness Components in all the
schools by January 2010;
3. Increase the learner achievement results, with at least 30%, in all
grades for 2010 and 2011;
4. Focusing the schools on their core responsibility and delivery -
Teaching and Learning;
5. Developing a culture and climate where teachers respect, commit
themselves, and honour instructional delivery, and time-on-task;
6. Develop a positive attitude towards institutional change and
improvement; and
7. Ensure a smooth handover of schools in order to ensure
sustainability of successes.
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25. Risk/Limitation Management
The following possible risks/limitations will need to be managed:
1. External provider lacks positional power and authority;
2. Need employer commitment to enforce compliance/impose
extraordinary decisions that may require fast-tracking
bureaucratic processes eg: disciplinary;
3. Processes to deal with individuals and groups not responding to
the project- and other challenges;
4. A dedicated champion and project manager within the
department;
5. Stakeholder commitment to holidays and weekends where
needed;
6. Implementers need authority and space to enter schools;
7. Need to follow a more radical model, rather than the traditional
model of school improvement;
8. Need political and public will at all levels; and
9. Starting with the project towards the end of an academic year. 25
26. Progress and Status Report
• School Readiness Components
reports for 2009 bi-weekly;
• Progress reports bi-monthly;
• Project quarterly reports;
• Urgent matters reported
immediately.
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27. There is no
Management
without
Monitoring and
Evaluation 27
32. Team Members
Members Responsibilities
Dr Muavia Gallie • Research and Project
082 822 9494 Management
muavia@mweb.co.za • Quality Assurance of
Project
Mr Faruk Hoosain • Facilitation of sessions
083 786 3793 • Develop Instruments
faruk@efunda.co.za • Monitoring of Project
Mr Nasser Ebrahim • On-site Support
072 888 6807 • Evaluation of Project
nasser@efunda.co.za 32
33. Project Activity Plan
Joint Sessions SRC Focus
1. Sept 2009 1. Attendance, Administration
2. Teacher Information
3. Learner Information
2. Sept 2009 5. Timetabling Mid Oct 2009, One-day
computer session
3. Oct 2009 6. Quarterly Teaching Professional Leadership
Schedules,
8. Teaching and Learning
4. Oct 2009 Professional Leadership
Support Materials
5. Nov 2009 4. Annual Planning Management
7. Organogram
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34. Features of the Project
• “Whatever it takes - no excuse!”
• “Failing is not an option.”
• Principal is the driver of the project;
• Rest of staff are ‘in support’;
• Networking with others;
• Evidence based (File of all 8 SRC at first joint
session);
• You judge yourself - learn from others!;
• Support (face-to-face; telephone; sms; e-mail);
• 60 on-site visits during next 3 months (5 p.s.).
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36. Example:
Teacher
Attendance
• No attendance system;
• Tick next to name ();
• Sign their names;
• Indicate ‘time in & out’;
• Comments from Principal;
• Number of days absent, late
arrival, leaving early;
• Leave form submitted (24h);
• Leave form processed;
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37. Exemplars for the Project
• Randfontein High School;
• Groenberg Secondary School;
• Springs Muslim School;
• 100 school principals from Mpumalanga
in the ACE - School Leadership
programme at the University of Pretoria;
• Examples we will get from amongst the
14 schools, as well as from others in the
District.
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38. Conclusion
• Voice of the District Director;
• Voice of the District Project Manager;
• Voice of the UPS team members;
• Any voice from the participants in the
project.
Thanks you!
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