1. Presenter:
Dr Muavia Gallie (PhD)
Education Moving Up Cc.
muavia@mweb.co.za
http://muavia-gallie.blogspot.com
http://supervisingwithadifference.blogspot.com
www.slideshare.net
Practical Session
Teaching, Learning &
Assessment Schedules

2. 5 School
Turnaround
Principles
16
Educational
Principles
8 School
Readiness
Components
15 Teaching,
Learning and
Assessment
Schedules
50 School
Operational
Systems
60 School
Quality
Systems
16 School
Turnaround
Deliverables
Ownership Planning Curriculum Management
SustainabilityCulture, Climate, Relationship
3

3. From Underperformance to Excellence
1. Under-Performing Schools
2. High Functioning Schools
3. School of Excellence
8 School Readiness Components (Planning)
Attendance Teacher
Information
Learner
Information
Annual
Planning
Time-
Tabling
Teaching, Learning,
Assessment
Schedule
Organogram TLSM
Ownership
50 School Operational Systems
Academic (11) Administration (14) Communication (6) ICT (7) Pastoral Care (12)
Planning Planning
CM - Monitoring and Evaluation
CCR - Support and Development
60 School Quality Systems
Leadership
(10)
Strategic
Planning (10)
Human
Resources (10)
Learning and
Teaching (10)
Assessment and
Feedback (10)
Monitoring and
Evaluation (10)
CCR - Support and Development
CM - Monitoring and Evaluation
Ownership
Sustain - Institutionalisation Sustain - Institutionalisation
SchoolTurnaroundStrategy(5Phases)–3-5Years
Sustainability
3–6Months
Culture,Climate,
Relationships
6-9Months
Curriculum
Management
1.5–2.5Years
Planning
6–9Months
Ownership
3–6Months
310

4. 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
16

5. Practical Session
Focus Specific Issues
Curriculum
Management
Process
 CAPS
 TLAs
5

6. Step 1
•Get the pass rates of all
schools in the identified
subjects, in all grades,
for the past 5 years.

7. Step 2
•Link all the subject
performance, in all
grades, to specific
teachers.

8. Step 3
•Analyse the results to
identify the patterns of
schools, and particular,
the well performing
schools, and teachers.

9. Step 4
• Identify 5 levels of performance, and
plot the data of schools and teachers.
- Level 1 = Low performance
- Level 2 = Above ‘low’ performance
- Level 3 = Average performance
- Level 4 = Below ‘top’ performance
- Level 5 = Top performance

10. Step 5
•Identify the teachers
who are performing at
level 4 and/or 5.

11. Step 6
•Invite these teachers to
first TLAs session as well
as the Subject Advisors
of specific subjects

12. Step 7
•Introduce the TLAs
strategy to these
teachers.

13. Step 8
•Discuss the 3 Domains
with 15 Areas with the
selection group of
teachers and SAs.

14. 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. 14

15. Step 9
•Divide the curriculum
into 34 Chunks (explain
the logic of 34), with
clear uniqueness of each
of these chunks

16. Chunking of the Curriculum
C1 C2 C3 C4 C5 C6 C7 C8 C9 C10 C11 C12 C13 C14 C15 C16 C17 C18 C19 C20 C21 C22 C23 C24 C25 C26 C27 C28 C28 C30 C31 C32 C33 C34 Total
Grade
8 2.94% 23.5%
Grade
9
Grade
10
Grade
11
Grade
12 16

17. Step 10
•Get the group to ‘rate’
themselves on a 1 – 5
scale (1 = low; 5 = top) as
to their ‘quality of
teaching’ in all the 34
chunks.

18. Step 11
•Invite those who ‘rated’
themselves as 4 and/or 5,
to agree to construct a
week Lesson Plan on
these chunks, in line with
the 15 TLAs areas.

19. Step 12
•Identify a ‘Lead Teacher’
in each of the 34 chunks,
with supportive teachers
also rated at 4/5.

20. Integrating ‘Chunking’ with TLAS
20

21. Step 13
•Lead Teacher will
facilitate the collation of
his/her chunks from
team members.

22. Step 14
•Lead Teacher will facilitate
an agreement on the
construction of the
GROUP CHUNK, but not
nullifying the individual
chunks.

23. Step 15
• Project will share all the 34
GROUP CHUNKS with
participating schools, with
additional ‘individual chunks’
from team members,
identifying the ‘uniqueness’
of each of these chunks.

24. Step 16
• Lead Teachers will facilitate
the team that is going to
present the GROUP CHUNK
the Saturday before each of
the chunks will be delivered
in the school, through
setting up Communities of
Practice.

25. Step 17
•Video record the
presentation of 2 hours,
to be available to all the
schools in the project.

26. Step 18
•Train SLT and SMT on
how to M&E the
implementation of the
TLAs.

27. Step 19
•School register to
download and
comments in order to
improve the ‘chunk’.

28. Step 20
•Lead Teacher will
facilitate, with the team,
the evaluation of the
comments.

29. Step 21
•Lead Teacher will
facilitate, with the team,
the adjustment of the
chunk and share with
the project schools.

30. Step 22
•The Subject Advisors will
develop PD session for
schools, where
appropriate.

31. Step 23
•The Subject Advisors will
get feedback from HoDs
on support needed by
individual schools.

32. Step 24
•The Subject Advisors
and Lead Teachers &
teams will evaluate
learner achievement.

33. Step 25
•The Subject Advisors and
Lead Teachers & teams
will make
recommendation to
Project team how to
improve process.

34. Thank You!