Towards Subject Improvement

Planning: A Data Informed

Instruction Approach

Matthew Goniwe School of Leadership and Governance

Table Of Contents

Introduction Context/Curriculum Reform in SA Data Informed School Improvement & Subject

Improvement Planning SMT Toolkit The Three Tier Capacity Building Programme SMT Tool Kit Cycle Method

Implementation Analysis Research/Action Research Grounded Theory Research

Conclusion Slide 2

Purpose to introduce the development of a Three Tier Capacity Development Programme

Need to shift from Teacher Development towards Whole School Improvement and Subject improvement

Role of SMTs Data Informed Instruction (DII)

Introduction

Slide 3

Reform is every where

Curriculum reform

Schools core business

Accountability

Target setting

Context

Slide 4

School Improvement

Levels: District School Classroom Teacher

Data driven decision making (DDDM) Use of data to make decisions

Slide 5

What is subject improvement?◦ What is the core business of schools ◦ Curriculum management◦ Learner performance ◦ School effectiveness and improvement

Subject Improvement

Slide 6

What is DDDM? Why DDDM? Data Everywhere? What Type of Data is found in schools?

◦ Demographic◦ Student Learning◦ Process ◦ Perception

DDDM

Slide 7

Why the SMT Toolkit? What is the SMT Tool kit? Who will use it? How will be used?

SMT Toolkit

Slide 8

What is SMT TOOL KIT Contents

Subject

Improvement

Planning

Overview

Roles & Responsibilities

Curriculum Management

Teaching Methodology

Assessment

Human Resource Management

Human Resource Development

Managing Resources

Parental Involvement

Information & Knowledge Management

Managing Learners

A Safe Learning Environment

The Proposed Three Capacity Building Programme

Slide 10

Level 1: All schools

Level 2: Priority schools (n = 430)

Level 3: Priority schools less than 60% pass

LEVEL 1

Target All Principals

Activities Sharing Best Practice

Outputs Quarterly Meeting s

Outcomes CoPs Formation and implementation

Design Conversations /Domain, Practice driven

Dosage/Frequency Four Times a Year (Once a Term)

LEVEL 2Target Priority Schools (430)

Activities Formal training on SMT Tool Kit by HEIs

Outputs Module Training on Tool kit

Outcomes Subject Improvement Plan Improved Learner Performance

Design Formal Training Action Learning Practical

Dosage/Frequency Once a month for 2 years

LEVEL 3

Target Priority Schools ≤ 60%

Activities School Based Support

Outputs Needs Analysis Data analysis

Outcomes Subject Improvement Plans

Design Mentoring & Coaching

Dosage/Frequency According to school context and needs

Theory Of Action Level Target Outputs Outcome

s Design Dosage

1 All Secondary schools

CoPs4 Meetings

CoPs formation SIP in placeImproved pass rate

CoPs 4 Meetings per annum

2 Priority Schools [430]

Training24 Days

SIP in placeImproved pass rate

Training Coaching

24 Days over 2 years

3 Less than 60% performance priority schools

Onsite support

SIPImprove pass rate 60% - 80%

Mentoring /Coaching

According to School Needs

SMT Toolkit Subject Improvement Planning Cycle

Adopt/Adapt

Monitor/Evaluate

Diagnostic Tool/ Data Collection

Getting ReadyAsking Good Questions

SCOT /SWOT/SOAR

Analysis

Context

Subject Improvement

Plan Development

Prioritisation

Data Analysis

Implement

Implementation Analysis Research Grounded Theory Research

Proposed Research

Slide 16

Implications for practice A collaborative effort Change takes place in manageable steps

Conclusion

Three Tier Capacity Building Project Slide 17

Slide 18

Questions