Focus on the school turnaround methodology in order to fix up the operational, managerial and leadership processes in underperforming and high functioning schools. Intended to ensure that all learners are successful in schools, and that excellence become the target to strive towards.

1. Presenter:
Dr Muavia Gallie (PhD)
SchoolTurnaround
All our learners can and should
be successful in our schools.
SAPA-GP
Excellent Schools
by Design
www.slideshare.net
Register to download – it is free
Search – SAPA GP Excellence

2. Website:
www.schoolturnaroundfoundation.org.za
Facebook Page:
School Turnaround Foundation
Website:
www.movingup.co.za

3. WHY?
The need to shift from
DYSFUNCTIONALITY BY DESIGN
(Apartheid/Colonial Education)
to
EXCELLENCE BY DESIGN

4. TIMSS 2003 - Applying
Maths
2003

6. TheInclusiveGrowth
andDevelopmentReport
2017
InsightReport
January2017
Building blocks
of human
potential and
opportunity
Equitable
taxation and
social protection
Sound institutions,
business and
political ethics
Productive
allocation of
financial
resources
Good jobs,
wages and
livelihoods
Pillar 5
Asset Building
and Entrepreneurship
Pillar 6
Employment and
Labor Compensation
Pillar 7
Fiscal
Transfers
Pillar 1
Education and
Skills Development
Pillar 2
Basic Services
and Digital
Infrastructure
Pillar 3
Corruption
and Rents
Pillar 4
Financial Intermediation
of Real Economy
Investment
Figure 5: Virtuous Circle of Inclusive Growth and Development
WEF

7. Fig.6: Varying Role of redistribution in
Reducing Inequality

8. Current ‘through-put’ in Education
Comparing Grades 1-12 from 1999 to 2016 Gap Now %Learner Gap Trace %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 Years Years
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% 430 453 53%
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% 567 998 46%
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% 432 349 54%
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% 459 796 54%
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% 519 165 52%
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% 462 020 54%
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% 599 209 50%
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% 621 251 49%
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% 739 548 44%
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% 520 899 51%
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% 598 800 48%
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% 689 395 46%
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% 705 680 45%
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% 615 786 53%
2016 1 208 992 1 182 132 1 118 913 1 126 128 1 026 674 947 015 899 622 952 628 905 066 1 104 749 901 697 704 533 504 459 58% 529 048 57%
Ave. 1 201 446 1 081 380 1 054 659 1 054 503 1 009 485 973 000 937 571 985 503 971 307 1 034 629 834 352 568 557 Diff Trace

9. Difference between School Improvement
and School Turnaround
Redefinition
The creation of new approaches, goals, processes and
tasks, previously inconceivable.
Modification
Significant redesign of approaches, goals, processes, and
tasks.
Augmentation
Substitution of current approaches, goals, processes and
tasks, with functional improvement.
Substitution
Substitution of current approaches, goals, processes and
tasks, with no functional change.
Improvement
Turnaround
Doing
Differently
Doing
More & Better

10. From Underperformance to Excellence
1. Under-Performing Schools
2. High Functioning Schools
3. Schools of Excellence
8 School Readiness Components (Planning)
Attendance Teacher Info Learner Info Annual Plan TimeTabling TLASchedule 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 (6 x 10)
Leadership Strategic Planning Human Resources Learning & Teaching Assess & Feedback Monitoring & Evaluate
CCR - Support and Development
CM - Monitoring and Evaluation
Ownership
Sustain - Institutionalisation Sustain - Institutionalisation
School Turnaround Strategy (5 Phases) –3-5 Years
Sustainability
3 –6 Months
Culture, Climate,
Relationships
6 -9 Months
Curriculum
Management
1.5 –2.5 Years
Planning
6 –9 Months
Ownership
3 –6 Months
10
15 Curriculum Management Areas
Teaching Schedule (5) Learning Schedule (5) Assessment Schedule (5)
3 Years
5 Years

11. The WHAT, HOW
and WHEN of
School Turnaround
Methodology

12. Excellent Schools
by
Design

13. ZWELETHEMBA HIGH SCHOOL

15. QUESTION:
Assume a learner from Grade 7
comes to your Secondary school,
with an average of 40%, and is
indicating to you that she/he wants
to become an Engineer/Doctor:
1. What will be your response?
2. And Why?

16. CHAOS BY DESIGN
• All or most Learners,
Teachers and
Principals don’t have
a specific Target they
need to work
towards every year;
• If you don’t have a
target, you don’t
need to be
Accountable!
EXCELLENCE BY DESIGN
1. TARGET SETTING
Everyone in the school has a
target for the year:
• Learners – uniquely
identified, and linked to their
own previous performance, in
every subject;
• Teachers – linked to the
individual and collective
learners they teach;
• HoDs, Deputies & Principal.

17. Promotion Schedule

18. Target Setting 1

19. Target Setting 2
Adequate Yearly Progress = 5%

22. CONSEQUENCE:
• Everyone is working towards targets;
• All assessments are ’compared’ with the
’targets’ – measuring progress, or not;
• Encouraging ’grow mindset’ (improving):
– 40% in Grade 8: 5% x 5 years = 25% à 65%
– 40% in Grade 8: 8% x 5 years – 40% à 80%
• ’Effort’ and ’Commitment’ of learners –
heutagogy (self-driven/directed learning);

23. Question:
• From the total number of schools days per
year (about 200), how many days should be
spent on ‘teaching, facilitation of learning,
learning and formative assessment’?
• This is excluding the examination days, as well
as all other days not utilised for teaching and
learning, such as Athletics day, etc.;
• Identify the origin of the ‘number of days’,
such as policy documents, etc.

24. CHAOS BY DESIGN
• Most schools are
only offering
between 100 to 150
school days of
teaching and
learning, despite
CAPS requiring 170
days;
• Average in South
Africa is 82 days
(Chisholm, 2005)
EXCELLENCE BY DESIGN
2. 170 DAYS OF T&L
Of the average 200 school days
per calendar, we allocate:
• 170 Days for Teaching and
Learning (including the FATs
and Revision);
• 27 Days for Examinations;
• 3 Days for Sports, etc.
• Any other ’time needed’ with
be on Saturdays, holidays and
’after teaching time’.

26. 15

28. Differentiation due to Learner needs
1
3
4
2
5

29. Differentiation due to Learner needs
170 days
150 days
130 days
110days
90 days

30. CONSEQUENCE:
Teaching &
Learning
Days
Missing
Days per
Year
Missing
Days per
Primary
Missing
Days per
Schooling
Missing
Days in
Years (12)
90 Days 80 560 960 5,64 yrs
110 Days 60 420 720 4,23 yrs
130 Days 40 280 480 2,82 yrs
150 Days 20 140 160 0,94 yrs
160 Days 10 70 80 0,47 yrs

31. QUESTION:
• What is the time period of
your first period – beginning
and ending time?
• What is the time period of
your second period –
beginning and ending time?

32. CHAOS BY DESIGN
• The ’beginning’ and
’end’ times of
periods on the
timetable are the
same;
• No ’transitional time’
in timetable
• School days end
before 15h00 most
days
EXCELLENCE BY DESIGN
3. TIMETABLE TRANSITIONAL TIME
• There is a 5-8 minutes ’transition
time’ between periods;
• Give learners and/or teachers to
change classes;
• Or given foundation phase
teachers to ’pack away’ their
things before starting with a new
area;
• Ensures that teachers ’get’ their
full time as indicated on the
timetable.

33. From To
CT 07h30 07h40
60 Min1 07h40 08h40
2 08h45 09h45
3 09h50 10h50
B1 10h50 11h20 Break 1
Read 11h20 11h30 Reading
4 11h30 12h30
5 12h35 13h35
B2 13h35 13h55 Break 2
6 13h55 14h55
7 15h00 16h00
CW 16h00 17h00 Classwork

34. From To
Assembly 07h30 08h30
50 MinCT 08h30 08h40
1 08h40 09h30
2 09h35 10h25
B1 10h25 10h55 Break 1
Read 10h55 11h05 Reading
3 11h05 11h55
4 12h00 12h50
5 12h55 13h45
B2 13h45 14h05 Break 2
6 14h05 14h55
7 15h00 16h00
CW 16h00 17h00 Classwork

35. CONSEQUENCE:
• Additional 45 minutes per day to the ’closing
time’;
• Teachers can follow their 50-60 minutes daily
lesson plans, per minute;
• Learners get their full 5,5 hours per day or
27,5 hours per week or 935 hours per year;
• The potential of decent CLASSWORK can be
structured, rather than giving HOMEWORK,
which I believe should be banned from
schools.

36. CHAOS BY DESIGN
• Timetable periods of
30-40 minutes;
• Given most of the
time to ’teaching’, and
very limited time to
’facilitation of
learning’;
• Learners are given
’tons’ of homework,
without a central
management process
from the office.
EXCELLENCE BY DESIGN
4. NO HOMEWORK
• CAPS curriculum is divided
into 140 chunks, covered in
daily lesson plans;
• 30 lessons are used for FATS
and Revision/Reviews;
• Daily lesson plans are 50-60
minutes long;
• At least 15-20 minutes
classwork, which can be
completed within class.

37. Question:
1. How do you (as the principal)
moderate your question papers,
with specific reference to the
’weighting’ of the papers in
relation to the content areas
and topics covered during the
different terms (1, 2, 3 & 4)?
2. Write down you steps in
chronological order.

38. Example: Mathematics Gr 8
P.11
1 - NOR
2 - PFA
3 - SPG
4 - Mea
5 - DH

39. How to Verify ’Topic’ in Content Areas
• Acrobat Reader à Edit à Find
• Type in the ’topic’, and press NEXT

40. 1
Page 74
1
1
2
2
2
2
2
2
3
3
3
1
1
4
4
4
5
5
5
2
2
2
3
3
5

41. No Content
Area
Topics linked to Content Areas and Time
TERM 1 WEIGHT 1 TERM 2 WEIGHT 2 TERM 3 WEIGHT 3 TERM 4 WEIGHT 4 TOTAL G.TOTAL
1 NOR
2 PFA
3 SPG
4 Mea
5 DH
TOTAL
24 13
15 12 18
25 13
15
10.5 4.5
39 37 38.5 35.5
37
45
38
15
15
150
24,7%
30,0%
25,3%
10,0%
10,0%
100,0%

42. No
Content
Area
Topics linked to Content Areas and Time
What about Term 1, 2 and 3?
TERM 1 WEIGHT 1 TERM 2 WEIGHT 2 TERM 3 WEIGHT 3 TERM 4 WEIGHT 4 TOTAL TERM 4
1 NOR 24 13 37 24.7%
2 PFA 15 12 18 45 30,0%
3 SPG 25 13 38 25.3%
4 Mea 15 15 10.0%
5 DH 10.5 4.5 15 10.0%
TOTAL 39 37 38.5 35.5 150 100%
24/39
15/39
61.5%
38.5% 32.4%
67.6%
33.7%
39.0%
27.3%
50.7%
36.6%
12.7%

43. No
Content
Area
Topics linked to Content Areas and Time
Term 2
TERM 1 WEIGHT 1 TERM 2 WEIGHT 2 TERM 3 WEIGHT 3 TERM 4 WEIGHT 4 TOTAL TERM 4
1 NOR 24 13 37 24.7%
2 PFA 15 12 18 45 30,0%
3 SPG 25 13 38 25.3%
4 Mea 15 15 10.0%
5 DH 10.5 4.5 15 10.0%
TOTAL 39 37 38.5 35.5 150 100%
24/7631.6%
19.7% 15.8%
32.9%
15/76 12/76
76
25/76
35.5%

44. No
Content
Area
Topics linked to Content Areas and Time
Term 3
TERM 1 WEIGHT 1 TERM 2 WEIGHT 2 TERM 3 WEIGHT 3 TERM 4 WEIGHT 4 TOTAL TERM 4
1 NOR 24 13 37 24.7%
2 PFA 15 12 18 45 30,0%
3 SPG 25 13 38 25.3%
4 Mea 15 15 10.0%
5 DH 10.5 4.5 15 10.0%
TOTAL 39 37 38.5 35.5 150 100%
20.9%
13.1% 10.5%
11.4%
114.5
23.6%
21.8%
9.2%
13.1%
32.3%

45. Conclusion

49. Thank You!