NEMAS - The essence of school leadership to transform schools
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Dr. Muavia Gallie presented on school turnaround methodology. Key points included: - South Africa's education system is inefficient, with only 1 in 100 students completing tertiary education. Student dropout rates are very high. - The presentation defined the differences between school improvement and school turnaround, with turnaround requiring deeper change like redefinition of approaches and goals. - A school turnaround methodology was presented involving 5 phases to transform underperforming schools to excellence through principles, frameworks and operational systems.
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NEMAS - The essence of school leadership to transform schools
- 5. TIMSS 2003 - Applying Maths 2003
- 6. Current ‘through-put’ in EducaDon Comparing Grades 1-12 from 1999 to 2015 Gap Now %Learner Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Gr1 & 12 Retained 1999 1 318 932 1 223 529 1 194 425 1 167 683 1 087 829 998 705 937 741 1 043 067 917 239 840 803 738 220 571 848 747 084 43% 2000 1 055 397 1 090 765 1 178 712 1 167 949 1 088 836 1 009 782 936 454 1 039 547 922 566 836 962 724 192 549 203 506 194 52% 2001 1 150 637 944 961 1 087 675 1 175 860 1 098 863 1 023 269 932 151 1 068 479 916 280 846 655 709 508 488 352 662 285 42% 2002 1 286 591 1 012 892 949 721 1 076 107 1 142 806 1 038 679 958 932 936 392 1 089 404 876 175 719 952 486 786 799 805 38% 2003 1 277 499 1 111 858 1 003 331 952 465 1 035 707 1 101 740 987 876 976 750 902 129 1 096 214 736 720 475 069 802 430 37% 2004 1 303 016 1 109 201 1 081 956 985 139 916 911 997 365 1 050 554 1 010 710 914 729 1 057 935 829 137 505 392 797 624 39% 2005 1 233 581 1 118 690 1 078 001 1 061 770 951 372 898 493 972 542 1 052 499 930 797 1 069 494 839 009 538 909 694 672 44% 2006 1 185 198 1 081 652 1 099 319 1 072 780 1 026 031 919 487 872 051 1 020 734 970 946 1 093 297 890 564 568 664 616 534 48% 2007 1 171 323 1 050 103 1 066 796 1 090 762 1 035 449 1 001 687 896 138 930 019 957 450 1 115 961 920 102 625 809 545 514 53% 2008 1 122 114 1 031 821 1 017 656 1 050 860 1 043 012 1 001 852 964 345 926 603 902 656 1 076 527 902 752 595 216 526 898 53% 2009 1 106 827 1 004 311 1 004 585 1 019 886 1 009 370 1 012 619 970 902 991 093 926 531 1 017 341 881 661 602 278 504 549 54% 2010 1 116 899 994 410 972 668 1 002 645 978 983 978 016 980 747 1 001 180 1 009 327 1 039 762 841 815 579 384 537 515 52% 2011 1 177 089 1 003 353 957 209 974 860 957 203 946 427 941 291 1 008 110 1 049 904 1 049 189 847 738 534 498 642 591 45% 2012 1 208 973 1 074 788 967 373 966 349 939 025 935 446 912 528 971 509 1 096 113 1 103 495 874 331 551 837 657 136 46% 2013 1 222 851 1 116 427 1 025 185 964 630 923 562 909 095 902 099 942 345 1 073 060 1 146 285 834 611 597 196 625 655 49% 2014 1 235 901 1 149 894 1 073 447 1 036 378 929 735 894 517 875 311 935 624 1 048 823 1 139 872 897 342 571 819 664 082 46% 2015 1 244 208 1 164 050 1 106 895 1 088 804 979 360 899 799 884 994 931 766 950 512 1 112 604 928 983 687 230 556 978 55% Ave. 1 201 002 1 075 453 1 050 880 1 050 290 1 008 474 974 528 939 803 987 437 975 204 1 030 504 830 390 560 558 Diff
- 9. Five ‘Ownership Thinking’ Pathways OWNERSHIP ANNUAL REVENUE R1-5 Million R50-100 Million 1. “Under-Performing School” • Government Grant I am ‘Just’ the Principal 3. “High FuncIoning School” • Government Grant • Human Resources We’re making ‘CollecDve’ decisions I ‘Lead’ MY School 5. “Excellent School” • Human & Non-Human Resources • Fixed & Movable Assets • Networks 2. TransiDon from ‘Planning’ to ‘Managing’ 4. TransiDon from ‘Managing’ to ‘Leading’ Financial Accountability and Transparency
- 10. 5 Domains - 20 Big Frameworks 1. Principles/beliefs Frameworks (1 & 2); 2. Conceptual/Knowledge Frameworks (3 & 4); 3. Process Frameworks (5, 6, 7, 8, 9, 10, 11, 12 & 13); 4. ImplementaDon Frameworks (14, 15, 16 & 17); 5. Project (M&E) Frameworks (18, 19 & 20);
- 12. 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 VicDm Mentality Approach; 5. Restructuring the current educaIon models that are resulIng in DysfuncDonal-by-design and Success-linked- to-social-status (un- and under-qualified and poorly performing teachers are teaching in these schools). 12 1
- 13. Developing Country Contextual Realities “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 us 13 2
- 14. Teacher ‘Readiness’ for All Learners? ‘Fetching learner’ wherever they are! Teacher Response 2 - Awareness +3 +2 +2 +1 +1 Par Par -1 -1 -2 -2 -3 -3 -4 -4 L1 L2 L3 L4 L5 L6 L7 L8 L9 L10 Expected Level of ‘Readiness’ Middle- class ExpectaDon ‘Readiness Level’ of individual Learners Lesson 1 Lesson 2 Lesson 3 Lesson 4
- 19. School Turnaround Planning Framework “As-Is" • Sector and school analysis; • Leadership assessment; • Strategic planning; • InstrucIonal planning; • OrganisaIonal planning; • OperaIonal planning; • Resource planning. Gap Analysis • InstrucIonal drivers; • Key issues; • Constraints “Could-Be" • Benchmarks; • Best pracIce; • Scenario planning; • Target sekng. InstrucDonal Modeling • Impact of turnaround plan on learner achievement, teaching programme, leadership commitment, parent support • “What-If” scenarios, target sekng and sensiIvity analysis Issues Assessment • Address instrucIonal drivers; • Address under-performance; • Overcome constraints; • Stakeholder management; • Project management; • OpIons, risks, alternates “To-Be" • Turnaround strategy • Quick wins Report • Findings; • Theory of change; • Strategy to turnaround the school; • Strategy to manage the process – leadership, stakeholders and project management • Learner achievement impact SituaDon Analysis InstrucDonal EvaluaDon Turnaround Plan Turnaround Strategy Gap Input Feedback InstrucIonal drivers & levers EducaIonal viability Turnaround strategy Resources required Strengths & Weaknesses Threats & OpportuniIes 1 2 3 4 5 6 7 6
- 21. 5 Successful Change Steps 21 Awareness Sufficient awareness of the need for change? No Raise awareness and overcome denial Yes Diagnosis Thorough diagnosis of problems and/or opportunities No Engage in root cause diagnosis Yes Vision Solid new organising model? No Engage in strategising and visioning Yes Plan Detailed plan for implementation? No Engage in planning Yes Support Critical mass of support for implementation? No Engage in stakeholder building Yes Successful Change!! 8
- 23. From Underperformance to Excellence 1. Under-Performing Schools 2. High FuncDoning Schools 3. Schools of Excellence 8 School Readiness Components (Planning) Attendance Teacher Info Learner Info Annual Plan TimeTabling TLASchedule Organogram TLSM Ownership 50 School OperaDonal Systems Academic (11) AdministraIon (14) CommunicaIon (6) ICT (7) Pastoral Care (12) Planning Planning CM - Monitoring and EvaluaIon CCR - Support and Development 60 School Quality Systems (6 x 10) Leadership Strategic Planning Human Resources Learning & Teaching Assess & Feedback Monitoring & Evaluate CCR - Support and Development CM - Monitoring and EvaluaIon Ownership Sustain - InsDtuDonalisaDon Sustain - InsDtuDonalisaDon School Turnaround Strategy (5 Phases) – 3-5 Years Sustainability 3 – 6 Months Culture, Climate, RelaDonships 6 - 9 Months Curriculum Management 1.5 – 2.5 Years Planning 6 – 9 Months Ownership 3 – 6 Months 23 9 15 Curriculum Management Areas Teaching Schedule (5) Learning Schedule (5) Assessment Schedule (5)
- 24. School Turnaround Planning Domain 1 Teaching for Learning Domain 2 Leadership Domain 3 Personnel & Professional Learning Domain 4 School & Community RelaDonship Domain 5 Data & InformaDon Management 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 10
- 26. 8 School Readiness Components Under-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 System 26 12
- 27. Curriculum & Subject Management INSTRUCTIONAL LEADERSHIP Domain 1: Planning and PreparaDon 1. DemonstraIng knowledge of content and pedagogy 2. DemonstraIng knowledge of learners 3. Sekng instrucIonal outcomes 4. DemonstraIng knowledge of resources 5. Designing coherent instrucIon 6. Designing learner assessment Domain 2: Classroom Environment 1. CreaIng an environment of respect and rapport 2. Establishing a culture of learning 3. Managing classroom procedures 4. Managing learner behaviour 5. Organising physical space Domain 4: Professional ResponsibiliDes 1. ReflecIng on teaching 2. Maintaining accurate records 3. CommunicaIng with families 4. ParIcipaIng in a professional community 5. Growing and developing professionally 6. DemonstraIng professionalism Domain 3: InstrucDon 1. CommunicaIng with learners 2. Using quesIoning and discussion techniques 3. Engaging learners in learning 4. Using assessment in instrucIon 5. DemonstraIng flexibility and responsiveness 27 13
- 28. Teaching, Learning and Assessment Schedules Teaching Schedule What will the teacher be doing? Learning Schedule What do we want the learner to do? Assessment Schedule What 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. 28 14
- 29. 50 School Operational Systems Academic (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 15
- 30. 60 School Quality Systems 1. 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 30 16
- 32. STP - School Turnaround Pathway Turnaround Indicators Level Type Description 1.InstructionProgramme (TeachingandLearning) 2.Drop(Pushout)Rate (Throughputrate) 3.ExitPassRate (FinalGradePass) 4.CompletionRate (DreamAchievement) 5.0Failure 5.1NSC(JustaPass) 5.2Cert(Ave50%) 5.3Dip(Ave65%) 5.4Bach(Ave80%) Total 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 Weak Disaster 0% 15% 30% 45% 60% 100% 100%100% 80% 80% 60% 60% 40% 40% 20% ✪✪✪ ✪✪✪ ✪✪✪ ✪ ✪✪✪ nnn nn nn ¢¢¢ ¢¢ ¢¢ þþþ þþ þþþ þþ ýýý ýýý ý ýýý ý ¢ ý DistribuIon of ‘Levels of Pass’ 32 17
- 33. STP - 16 Educational Principles 1 5 6 7 12 13 4 16 8 2 15 14 11 10 9 3 Learner Purpose (Vision) Classroom Hands (Action) School Head (Systems) Department Heart (Believes) 18 1. Psyche of DysfuncDonality 2. Organised DysfuncDonality 3. Data to Intelligent decision making 4. Champion/leader driven 16. Focus on the core – Learner Achievement 5. High ExpectaDons 6. Whole School Development/SIP 7. School level support, and beyond 8. Networking/partnering systems 9. Compliance to Leadership systems 10. Accountability Commitment 11. Aligning curriculum with TLA systems 12. GeneraDon Gap 13. Expert and Mentor support 14. Time-on-Task 15. Managing what you know (ICT)
- 34. 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
- 38. 2015 Results from Schools [1.5yrs] Malibu Technical High • 2013 = 78,9% • 2014 = 81,7% • 2015 = 92,2%, with 51% Bachelors Sizimisele Technical High • 2013 = 61,0% • 2014 = 68,1% • 2015 = 78,5% 1,482
- 40. Thank You!