1

1

Turning around 14 Under-Performing Schools in Gauteng

East District

Presenters: Dr Muavia Gallie (PhD) & Mr Faruk Hoosain

3 November 2009

Joint Session 5

2

Content

1. Introduction;2. Annual (Year) Planning

(Curriculum, Improvement,Accountability);

3. Organogram;4. Conclusion.

2

3

Critical Steps in Planning1. Needs Assessment (What does the data tell us our needs are?)

2. Prioritising Needs (Which of these identified needs are of greatestconcern - 2-3 needs?)

3. Cause Analysis (What factors caused these needs of greatest concernto occur?)

4. Setting Goals (What is our goal in addressing each of these needs andwhen will we reach these goals?)

5. Goal Achieving Activities (What steps will we take to reach our goalsand who will oversee each step?)

6. Resource (What resources will we need to reach our goals?)

7. Monitoring (What methods will we use to ensure each step iscompleted?)

8. Evaluation (How will we measure the effectiveness of our actions?)

4

Ladder of participationCollectiveAction orCo-Learning

Decidedbyothers

Decidedbyourselves

Co-operation

Consultation

Compliance

Co-optionCoercionConsumption

Action ON beingmanipulated: noreal input or power

Action FOR being informed ofset tasks: others set theagenda and direct the process

Action BY beingin control: inviteopinion of others

Action WITH partners: workingwith others to set priorities andcourse of action

Action FOR/ WITH beingconsulted: others analyse anddecide course of action

3

5

Direction finder

Looking outwards -Managing the parents,learners, stakeholders toensure the learnerachievements meet theirexpectations

Looking upwards -Managing the departmentin order to achieveorganisational commitmentand goals

Looking forwards -Planning in order to ensurethat the team sets realistictargets, and obtainsappropriate resources toachieve those targets

Looking downwards -Managing the staff in orderto maximise theirperformance both asindividuals and collectively

Looking inwards -Managing yourself byreviewing yourperformance to ensure thatyour leadership makes apositive contribution to thegoals

Looking backwards -Monitoring progress withappropriate controlsystems, to ensure thegoals are met and that theteam learns from itsmistakes

Role ofthe

Principal

6

Knowledge Skills Attitudes for Managers

Adapted from Geddes M., Hastings C., and Briner W. (1993), Project leadership, Gower .

Balance betweenpeople and task

Commitment

questioning

Foresight and planning

Sense of judgement and evaluation

Problem-solving ability

Assessing priorities

Skills in control

Task aims

Resource needs

Organisation policiesand systems

External suppliers andservices

ManagingYour Job

Caring andsympathetic

Loyalty to staff andorganisation

Approachable

Flexibility andadaptability

Communication (listening, interpreting,informing, briefing)

Motivating (enthusing, supporting, counselling,persuading)

Training and Developing (coaching, delegating)

Selecting (interviewing

People in general

People as individuals

Laws, policies, etc.

ManagingYour Team

Self-discipline

Drive and enthusiasm

Tact and diplomacy

Wanting to get thingsdone

Saying no

Ability to plan

Ability to take decisions

Ability to deal with many problems at once

Own strengths

Own weaknesses

Self-imposedconstraints

Ability to prioritise

ManagingYourself

AttitudesSkillsKnowledge

4

7

Behavioural skills modelSheppard 1999

ASSERTIVE RESPONSIVE

AGGRESSIVE PASSIVE

Empowering

Disempowering

Push my Agenda

Pull your Agenda

List

enin

g

Openness

Give awayHold backAt

tack

Ignore/ Dismiss

StatingExpectations

Factual

Persuasion

8

Using language to convince

• We all have the ability to interpret and associate in these ways, however most of ususe one way more predominantly than another.

• By listening to others it is easy to detect which method a person chooses most andto match your language to it.

Feelings:•That feels right;•It made an impact on me;•I was really moved;•That’s sad;•I know how you feel.

Auditory:•That sounds good;•I hear you;•I’m pleased you said that;•Tell me again;•It rings a bell.

Visually:•I get the picture;•I see what you mean;•I can see it clearly now;•It’s clear to me;•Show me again.

• To communicate with influence it is vitally important to uselanguage with engage the hearts and minds of your listener.

• Skilled communicators use language which creates a climateof trust.

• Analysis show that effective communicators have an ability toadapt their language to match the language of the person towhom they speak.

• Your speech is an expression of the way you think and thevalues you hold.

• Everyone has specific means by which he/she becomesconvinced.

• Part of what convinces is the channel through which theyreceive information and which they interpret and associatewith it.

• We interpret and associate in several ways:

5

9

Gazette 2010

10

School Calendar 2010 - Inland

6

11

Year Planning

12

YP - Activities

7

13

YP - Responsibilities 1

14

YP - Responsibilities 2

8

15

YP - Monthly 1

16

YP - Monthly 2

9

17

YP - Including weekends 1

18

YP - Including weekends 2

10

19

YP - Per event

20

Components of CurriculumManagement Plan

National and Provincial

School HoD

District

11

21

Curriculum Alignment Model

Written

Taught

Tested

22

Curriculum Development Cycle

CurriculumManagement

Plan

InstructionalManagement

Plan

AssessmentManagement

Plan

HoDDistrictProvincialM&ETeacherSchoolDistrictDo

12

23

SIP Strands

24

School Profile - Baseline Assessment

1. Transition to post-secondary institutions

2. Integration oflearners into thelabour market

3. Employer opinions ofgraduates ofvocational educationprogrammes

4. Scholarships andawards

5. Changes in learnerpromotion/ retentionrates

6. Changes in learnerperformance in keytests and exams

1. Learner graduationrates by gender, age,length of time tocomplete

2. Parent satisfaction

3. Learner satisfaction

4. Learner performancein key tests andexams

1. Learner educatorratio

2. Class sizedistribution

3. Learner promotion/retention rates

4. Learner mobilityrates

5. Subject offerings

6. Instructionalapproaches andresources

7. Participation inextra-curriculumactivities

8. School safety

9. Community-schoolrelationships

10. Early schoolleavers

11. Teacher retentionrates

1. Learner participationrates

2. Learner enrolments

3. Average funding perlearner

4. Proportion oflearners with specialneeds

5. Learner attendancerates

6. Number of teachingpersonnel

7. Number of supportpersonnel

8. Number of teacherassistance

9. School-based fundraising

10. Parent involvement

1. Socio-economicstatus of community

2. Proportion of singleparent families

3. Employment rate ofcommunity

4. Social factors

5. Ethnic and languagedistribution

OutcomesOutputsProcessesInputsContext

13

25

School Layout

26

Organogram 1

14

27

Organogram 2

28

Organogram 3

15

29

Organogram 4

30

Accountability vs Support & Development

Learners

P1 Teacher

Head ofDepartment

Deputy Principal

Principal

District Officials

Support andDevelopment

Accountability

16

31

Conclusion• Voice of the UPS team members;• Voice of the participants in the project;• Voice of the District officials.

Thanks you!