Presenter:
Dr Muavia Gallie (PhD)
Education Moving Up [email protected]
www.slideshare.net
www.sisopen.co.za
www.schoolturnaround.co.za
www.movingup.co.za
Education Moving Up Cc.School Turnaround Presentation to the
Bridge CoP – Math & Sciences
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
Sch
oo
l Tu
rnar
ou
nd
Met
ho
do
logy
–D
eep
Ch
ange
School Turnaround Methodology1. Deep change or Incremental change;
2. In Control – we act upon others, rather than letting them ‘see, feel, and think differently’ – what they do should be ‘part of who they are’;
3. Shift = ‘join with others in relationships of trust’ to ‘create collective intelligence and capacity’;
4. ‘We move forward in a steady stream, experimenting, adapting, and paying attention to feedback in real time’;
5. ‘We share with others everything we are learning, and they do the same’;
6. ‘We begin to accomplish things we could never have accomplished alone’;
7. ‘We discover that excellence is a form of deviance, that we can only be excellent if we are not doing what is normal’;
8. ‘We must be at the edge of where we feel comfortable, because the place of uncertainty is a place of learning;
9. ‘We put ourselves into uncertain places, our assumptions change and we grow;
10. ‘We increase our capacity best by being fully challenged’;
11. ‘To turn uncertainty into personal transformation, we must be supported and encouraged into the process of engagement and learning’;
12. Making us ‘more effective versions of ourselves, allowing us to become empowered individuals and empowering members of our community’;
13. Deep change ‘requires us to recognise that we are not experts with superior logic … but visionaries with a driving desire to enact (our) vision’;
14. We therefore ‘act with people’, not ‘act upon people’ … ‘learn together in networks of equality’.
STP - 16 Educational Principles
1. Psyche of Dysfunctionality;
2. Organised dysfunctionality;
3. Data/information/knowledge/intelligent decision making;
4. Champion/ leader driven;
5. High Expectations – School, Leadership, Teacher, Learner, Parent Readiness;
6. Whole school development/ school improvement plan;
7. School level support, and beyond;
8. Networking/ partnering systems;
9. Compliance/ governance/ operational management/ leadership systems;
10. Accountability commitments;
11. Aligning the curriculum, instruction, teaching, learning, assessment systems;
12. The Generation Gap;
13. Expert and mentor support;
14. Time on task;
15. Managing what you know (ICT);
16. Focus on the core - learner achievement.
1
5 6 7
12 13
4 16 8 2
15 14
11 10 9
3
Purpose (Vision)
Hands (Action)
Head (Systems)
Heart (Believes) 7
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 Victim Mentality Approach;
5. Restructuring the current education models that are resulting in Dysfunctional-by-design and Success-linked-to-social-status (un- and under-qualified and poorly performing teachers are teaching in these schools).
7 8
“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 us8 9
Unique Role of Schools in Success of Poor and Marginalised Learners
Life Experiences(Where I came from)
Developmental Assets
(Who I am)
School Context
(How I am supported
)
Positive Self Development
Self-Awareness &
Self Regulation
(How I develop and
behave)
Authentic Self
Building transparent
future orientation(What I can
become; True to
myself and others)
Positive Effect on Others
(Job satisfaction;
societal contribution;
work happiness)
From Underperformance to Excellence
1. Under-Performing Schools
2. High Functioning Schools
3. Schools 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
Sch
oo
l Tu
rnar
ou
nd
Str
ate
gy (
5 P
has
es)
–3
-5 Y
ear
s
Sust
ain
abili
ty
3 –
6 M
on
ths
Cu
ltu
re, C
limat
e,
Rel
atio
nsh
ips
6 -
9 M
on
ths
Cu
rric
ulu
m
Man
agem
ent
1.5
–2
.5 Y
ears
Pla
nn
ing
6 –
9 M
on
ths
Ow
ner
ship
3 –
6 M
on
ths
1010
School Turnaround PlanningDomain 1
Teaching forLearning (10)
Domain 2Leadership (7)
Domain 3Personnel & Professional Learning (10)
Domain 4School &
CommunityRelationship (6)
Domain 5Data & Info
Management (12)
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 11
1. Attendance
2. Teacher Information
3. Learner Information
4. Annual Planning
5. Timetabling
6. Teaching, Learning & Assessment
Schedule
7. Organo-gram
8. Teaching, Learning & Assessment
Materials1213
8 School Readiness ComponentsUnder-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 System1314
Teaching ScheduleWhat will the teacher be doing?
Learning ScheduleWhat do we want the learner to do?
Assessment ScheduleWhat 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.1415
Curriculum Management Framework(Education, Curriculum, Instruction, Teaching, Learning, Assessment, Expectations)
INSTRUCTIONAL LEADERSHIPDomain 1: Planning and Preparation1. Demonstrating knowledge of content and
pedagogy2. Demonstrating knowledge of learners3. Setting instructional outcomes4. Demonstrating knowledge of resources5. Designing coherent instruction6. Designing learner assessment
Domain 2: Classroom Environment1. Creating an environment of respect and
rapport2. Establishing a culture of learning3. Managing classroom procedures4. Managing learner behaviour5. Organising physical space
Domain 4: Professional Responsibilities1. Reflecting on teaching2. Maintaining accurate records3. Communicating with families4. Participating in a professional community5. Growing and developing professionally6. Demonstrating professionalism
Domain 3: Instruction1. Communicating with learners2. Using questioning and discussion
techniques3. Engaging learners in learning4. Using assessment in instruction5. Demonstrating flexibility and
responsiveness1512
High Functioning = 50 School Operational SystemsAcademic (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
STP - School Turnaround PathwayTurnaround Indicators
Leve
l
Type Description
1. In
stru
ctio
n P
rog
ram
me
(Tea
chin
g a
nd
Lea
rnin
g)
2. D
rop
(P
ush
ou
t) R
ate
(Th
rou
gh
pu
t ra
te)
3.E
xit
Pas
s R
ate
(Fin
al G
rad
e P
ass)
4. E
ntr
ance
Rat
e
(Dre
am A
chie
vem
ent)
5.0
Fai
lure
5.1
NS
C (
Just
a P
ass)
5.2
Cer
t (A
ve 5
0%)
5.3
Dip
(Ave
65%
)
5.4
Bac
h (
Ave
80%
)
Tota
l
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
Wea
k
Disaster
0%
15%
30%
45%
60%
100
%
100
%
100
%
80%
80%
60%
60%
40%
40%
20%
✪✪✪✪✪✪✪✪✪✪
✪✪✪
Distribution of ‘Levels of Pass’
17
17
Excellence = 60 School Quality Systems1. 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
1818
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
1. Target Setting
Pro-active Management of
Teaching and Learning
5. Levels of Mastery
4. Levels of Improvement
2. Levels of Performance
3. Levels of Learning
6. Learner Leadership
20
1. Equip learners with Knowledge, Skills and Values for self-fulfillment, meaningful participation in society as citizen of free country;
2. Provide access to higher education;
3. Facilitate transition of learners from education institutions to workplace;
4. Provide employers with sufficient profile of learner’s competences. (CAPS, p.5)
PURPOSES POLICIES PRACTICESEXPERIENC
E
Values:Learning Needs
LEARNING
SUCCESS
Individualised Learning:• Learning needs• Learning styles
Professional Development:• Teaching Competencies
• Teaching styles
Technology Technology
Technology Technology
1. System Alignment;2. School Alignment;3. Curriculum Alignment;4. Classroom Alignment;5. Teaching Alignment;6. Learning Alignment;7. Assessment Alignment.
Didactic Triangle
LearnerTeacher
Content
Curriculum
TLASM
Instruction
Tools
Pedagogy
AssessmentEvaluation
Learning
Didactic Design
Pedagogical practice to emphasise the role of the teacher
Develop and implement tools and content (materials)
Content based on curriculum
as school framework for
practice
Learning practice to
emphasise the role of learner
Pedagogical Content Knowledge
Subject Matter Knowledge
Common Content
Knowledge (CCK)
SpecialisedContent
Knowledge (SCK)
Knowledge of Content
and Learners (KCL)
Knowledge of Content
and Teaching
(KCT)
Knowledge of
Curriculum (KoC)
Conclusion
We have session with:
1. Change Agents – once a month;
2. Principals & SMT (turnaround strategy) – once every second month;
3. Principals & HoDs (curriculum management) –once every second month);
4. District officials – every alternative month.
Conclusion … cont.1. Target Setting – Learners, Teachers and School;
2. Curriculum Chunking – 4th term, cognitive levels;
3. Learner Information – biographical, personal, social & cultural, academic and performance;
4. Timetable evaluation – legislative, CoS, construct;
5. Principals’ pledge – attendance, report back;
6. Reduction of ‘non-specialists’ on the timetable;
7. Mapping of 170 days of T&L per annum;
8. Weekly lesson planning;
9. Risk assessment (grade 12);