meeting with portfolio committee topic: training programme for senior phase subject advisors and...

MEETING WITH PORTFOLIO COMMITTEE

TOPIC: TRAINING PROGRAMME FOR SENIOR PHASE SUBJECT ADVISORS AND TEACHERS

Mr HM Mweli

A/DDG: Curriculum Policy, Monitoring and Support

Venue: Parliament

24 February 2015

BUSINESS UNUSUAL

PRESENTATION OUTLINE1. Background and Context

2. Problem Statement

3. A Case for Urgent Radical Interventions

4. Provincial Achievements

5. 2014 ANA results

6. Efficiency

7. Teacher Qualifications and Subject Content Knowledge

8. Methodology

9. Roles and Responsibilities

10. Resources

11. Lessons Learnt

12. Monitoring and Support

13. Engagement with various Role players

14. Conclusion

BACKGROUND AND

CONTEXT

INCREASE THE NUMBER OF STUDENTS ELIGIBLE TO STUDY MATHS AND SCIENCE AT UNIVERSITY TO 450 000 PER YEAR

“The Department has set a target to increase the number of learners eligible for bachelors programme to 300 000 by 2024, 350 000 learners who pass mathematics, and 320 000 learners who pass physical science. These targets are very ambitious, more than doubling the results achieved in 2010. We propose a target of 450 000 learners eligible for bachelors programme with Maths and Science by 2030.”

National Planning Commission: National Development Plan, November 2011)

SOUTH AFRICA IMPROVES ITS POSITION

“The Department aims to improve its average Southern East African Consortium for Monitoring Education Quality results for grade 6 Languages and Maths from 495 to 600 by 2022 and to improve average grade 8 scores in the Trends in Mathematics and Science Study from 264 to 420 in 2023. The commission supports these targets and proposes that by 2030, grade 8 scores in the Trends in Mathematics and Science Study should reach 500. Ideally South Africa should improve its position by 10 places or more by 2030.”


PRODUCE 30 000 ARTISANS PER YEAR

“One of the targets set for 2014 in the delivery agreement signed by the Minister of Higher Education and Training is to produce 10 000 artisans per year. This target can be met with concerted effort and adequate funding. We propose a target of 30 000 by 2030, subject to demand.”


ACTION PLAN GOALS

• Increase the number of learners in Grade 9 who, by the end of the year have mastered the minimum language and mathematics competencies for Grade 9.

• Improve the average performance of Grade 8 learners in mathematics.

• Improve the grade promotion of learners through Grades 1 to 9.

PROBLEM STATEMENT

• The Senior Phase and grade 9 in particular has recorded the lowest results over the years in Trends in International Mathematics and Science Studies (TIMSS) and Annual National Assessments (ANA).

• The peak in high failure, repetition, and drop-out rate starts from grade 9.

• The accumulated knowledge and skills gap from the lower grades and the inability to meet the cognitive demands of the Curriculum of the higher grades begins to reflect more in the Senior Phase.

• The interventions implemented over the years have yielded very little or no improvement at all, instead the results decreased as with the 2014 ANA results in Grade 9 Mathematics.

A CASE FOR URGENT RADICAL

INTERVENTIONS

9

DISTRIBUTION OF MATHEMATICS AND SCIENCE

ACHIEVEMENT IN PARTICIPATING COUNTRIES

10

PROVINCES:

ACHIEVEMENT AND CHANGE IN ACHIEVEMENT BETWEEN

2002 TO 2011

GRADE 9 PROVINCIAL PERFORMANCE IN MATHEMATICS AND SCIENCE: TIMMS

ProvinceMathematics

TIMSS 2002 TIMSS 2011

Eastern Cape 250 316

Free State 291 359

Gauteng 303 389

KwaZulu Natal 278 337

Limpopo 244 322

Mpumalanga 287 344

North West 280 350

Northern Cape 340 366

Western Cape 414 404

National 285 352

Source: Highlights from TIMSS 2011: The South African perspectives. HSRC 2012

PROVINCIAL PERFORMANCE• All provinces, except Western Cape, increased the mathematics and

science scores between 2002 and 2011. • The changes in the WC and NC scores is not statistically significant.

In 2002, the difference between highest & lowest performing province was 170 points. This decreases to 86 in 2011 – moving towards equitable outcomes.

Order of greatest improvement in mathematics scores Limpopo 1.33Gauteng 1.31Eastern Cape 1.27

North West 1.26

Free State 1.24

KwaZulu Natal 1.23

Mpumalanga 1.2

Northern Cape 1.07

Western Cape 0.99

MATHEMATICS PERFORMANCE DIFFERENCE BETWEEN 2002 AND 2011

284312

283 281

361.25332.62

358.58

315.47

Algebra Data & Chance Number Geometry

Comparison of 2002 and 2011 Grade 9 mathematics performance

YR 2002 YR2011

MATHS TOPICS COVERAGE AND PERFORMANCE

84.2

65

80

57358.56

361.25315.47

332.62

Number

Algebra

Geometry

Data

2014

ANA RESULTS

FOR MATHEMATICS

MATHEMATICS (2012 – 2014)

Grade Average % Mark

2012 2013 2014

1 68 60 68

2 57 59 62

3 41 53 56

4 37 37 37

5 30 33 37

6 27 39 43

9 13 14 11

ACHIEVEMENT LEVELS OF GRADE 3 LEARNERS IN MATHEMATICS

LP NW NC EC MP WC GT FS KZ National0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

OutstandingMeritoriousSubstantialAdequateModerateElementaryNot Achieved

LP EC NC NW MP KZN FS WC GP National0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

PERCENTAGE OF GRADE 6 LEARNERS IN ACHIEVEMENT LEVELS FOR MATHEMATICS

LP NC MP NW KZN GP FS WC EC National0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

PERCENTAGE OF GRADE 9 LEARNERS IN ACHIEVEMENT LEVELS FOR MATHEMATICS

EFFICIENCY

23

PERCENTAGE OF REPEATERS BY GRADE AND GENDER, 2009 TO 2013

24Source: Statistics South Africa, General Household Survey, 2009 - 2013, DBE own calculations

Gr 1 Gr 2 Gr 3 Gr 4 Gr 5 Gr 6 Gr 7 Gr 8 Gr 9 Gr 10 Gr 11 Gr 12 Total

2009 6.9 7.2 7.2 7.1 6.8 6.5 5 8.2 10.4 16.7 15.7 8.1 8.7

2010 5.7 8.4 9.2 6.4 7 6.8 5.4 6.7 11.5 19.6 18.1 10.5 9

2011 7 8.5 8 8.5 5.9 7.2 6.1 7.7 13.5 21.2 18.2 10.8 10.3

2012 9 9.7 9.5 10.7 8.2 7.2 6.5 10.3 15 22.1 19.9 8.9 11.5

2013 10.4524100797872

9.07570649551738

9.45259410253739

9.12314084560092

9.36223388179351

7.61612916584419

7.74784367355866

8.59694363366959

16.3346139881004

24.1852352870571

21.0290999998839

8.91153657507442

12.0712047625398

2.5

7.5

12.5

17.5

22.5

Perc

enta

ge

TRENDS IN REPETITION 2009-2012

25

DROP-OUT RATES DECLINING BUT QUALITY PROBLEMS MANIFEST IN SECONDARY SCHOOLING

Gr 1 Gr 2 Gr 3 Gr 4 Gr 5 Gr 6 Gr 7 Gr 8 Gr 9 Gr 10 Gr 11

2007-2008 0.3800000000000

01

0.9 0.29 0.79 2.14 1.38 3.09 3.64 6.49 11.01 11.4

2009-2010 0 0 0 0 0.03 0.91 1.21 5.39 5.72 10.63 13.38

2011-2012 0 0.4 0 0 0.6000000000000

01

1 1.5 3.1 6.6 9 15.3

1.0

3.0

5.0

7.0

9.0

11.0

13.0

15.0

Pe

rce

nta

ge

Source: National Income Dynamic Study (NIDS), 2007/08-2011/12

TEACHER QUALIFICATIONS AND SUBJECT CONTENT

KNOWLEDGE

27

PERCENTAGE OF QUALIFIED TEACHERS, 1990 – 2014

GROWTH IN INITIAL TEACHER EDUCATION GRADUATES

Year Grads

2008 5 939

2009 6 855

2010 7 973

2011 10 593

2012 13 708

2013 16 555

2014 17 545

2015 18 315

2016 19 403

2017 20 744

2018 22 031

2019 23 511131% increase in graduates

between 2008 and 2013 ACTUALESTIMATEENROLMENT PLAN PROJECTIONS

(SOURCE: DHET)

SELECTED LESSONS FROM TIMSS, PIRLS, SACMEQ

Teacher content knowledge is unimpressive

A FRAMEWORK TO IMPROVE LEARNER

PERFORMANCE IN THE SENIOR PHASE

31

SHORT TERM INTERVENTIONS• Training of subject advisors on content and

methodology using SASOL INZALO titles for Gr 7-9• Establishment of PLC Clusters• Curriculum Coverage and Assessment (1+4 MODEL)• Strengthening the Language of Teaching and

Learning• Train school principals on curriculum management• Development and issuing of lesson plans• School Management to give special attention and

support to the Senior Phase

SHORT TERM INTERVENTIONS…• Schools to refine their timetables to support

the 1 + 4 Model. Development and issuing of examples of timetables.

• Issuing of circular to PEDs, districts and schools to accommodate extraordinary measures to intervene in the SP

• Maths and Language focus week per quarter• Strict monitoring of the implementation of the

extraordinary measures to intervene in the SP by establishing and getting the Specialised Support Team functional.

SHORT TERM INTERVENTIONS…

• Providing Psycho-Social Support to teenagers in the SP in particular

• Develop and implement model suited for multigrade schools.

• Delineate roles and responsibilities of DBE, PEDs, Districts and schools

• Address the resourcing for all interventions.• Utilise various ICT platforms to support focus

in the Senior Phase

MEDIUM TERM INTERVENTIONS• Proper matching and placing teachers and

subject advisors• Investigate the possibility of increasing time

allocated for Mathematics in the Senior Phase.• Investigate the establishment of the national

and provincial MST Institutes for Teacher Professional Development

• Utilise various ICT platforms to support focus in the Senior Phase

• Finalization of provincial training plans for Gr4-7

LONG TERM INTERVENTIONS• Address all weaknesses identified in the Initial

Teacher Development Programmes• Institute a National Curriculum Review Process• Investigate the possibility of allocating subject

advisors per phase.• Annual training of MST Subject Advisors in all

phases to deal with identified problematic topics• Annual training of HODs and Lead teachers in

identified problem areas.• Annual training of Principals with a focus on

identified area of management.

METHODOLOGY

37

THE PLAN • In response to the apparent perpetual

under-performance in the Senior Phase, the DBE has developed a 3-Year Mathematics, Science and Technology teacher development plan to address the problem.

• The plan will be implemented in collaboration with Sasol Inzalo Foundation, and has been approved by HEDCOM and CEM.

THE PLAN...• The Plan focusses on MST subject advisors,

HODs and classroom based teachers.• The plan will be undertaken in three phases;• The training is vital to address content gaps

in identified topics, as well as the pedagogic skills.

• Mentoring and Support skills have been built in.

• A pre and post test will be undertaken in all training sessions.

TRAINING OF TEACHERS ON MST

• 454 senior phase MST subject advisors were trained between October and December 2014

• Training of HoDs and Lead Teachers is currently in progress in various provinces, and will be finalised by the end of February 2015.

THE 1+4 METHODOLOGY• This METHODOLOGY turns teachers

into learners, promoting the principle of a teacher as a lifelong learner,

• ONE day of Teachers Learning ( PREPARING TEACHERS TO TEACH, ONE WEEK AT A TIME) and

• FOUR days of Structured, Effective and Guided Teaching delivered by the same teachers in their respective classrooms.

THE 1 + 4 METHODOLOGYMONDAY TUESDAY WEDNESDA

YTHURSDAY FRIDAY

1 + 4

Teachers meet in one venue every week to plan content delivery for the week ahead. The workshop discusses WHAT will be taught and assessed and a considerable amount of time is spent on HOW to teach and assess it. Sharing effective pedagogical strategies.

Each teacher delivers in their respective schools what was planned to be delivered for Tuesday.

(SUB-TOPIC)

Each teacher delivers in their respective schools what was planned to be delivered for Wednesday.

(SUB-TOPIC)

Each teacher delivers in their respective schools what was planned to be delivered for Thursday.

(SUB-TOPIC)

Each teacher delivers in their respective schools what was planned to be delivered for Friday.

(SUB-TOPIC)

PRE-TEST AND POST-TEST

• On day ONE (Each Monday), on arrival at the venue, teachers are exposed to a PRE-TEST to assess their level of content knowledge of the Section of the curriculum to be delivered on Tuesday, Wednesday, Thursday and on Friday.

• At the end of the day Teachers are exposed to a POST-TEST to assess how well they have grasped the content which they will take to the learners in their respective classes in their schools.

HIGH ACHIEVEMENT STANDARDS

• High standards MUST be promoted at all times.

• The target is that teachers obtain 80% and above in the Post-Test.

ROLE OF SUBJECT ADVISORS

• Teachers obtaining less than 80% will be identified and support provided during the week of implementation.

• Subject Advisors will be expected to assist these teachers through Classroom Support Visits to increase their content knowledge.

SCHOOL SMT’s SUPPORT

Either the Deputy Principals or the Principals in the schools will:

• be assigned the responsibility of managing Grade 7, 8 & 9, and

• will also have to play a critical role in supporting Maths Initiatives that are geared towards improving learner performance on Maths and Languages.

TIMETABLING

TIMETABLING

• The School Timetable must be structured in such a way that it will be supportive of this approach.

• The Grade 8 and 9 Maths Teachers must not be allocated periods on Mondays but instead be allocated DOUBLE PERIODS on Tuesday to Friday to compensate for teaching time lost while they were SCHOOLED on Mondays.

• The School Management Teams will have to ensure this.

TIMETABLING

• The timetable can be created on SA-SAMS• 90% of schools use this System.• It can also be created using commercial

Software.• Less than 10% of schools use commercial

Programmes.• Once completed on SA-SAMS, it can be

exported to Excel.• The System can produce Educator Timetables,

Class Timetables, School Timetable.

TIMETABLING

• According to policy, Maths allocation is 4.5 hrs and other subjects are 3.5 hrs per day.

• The system will block allocation on Monday for the targeted teachers and allocate periods to all other teachers on this day, creating space on the remaining days to be available to the SP Maths teachers.

TIMETABLING

• When a teacher is teaching more than 1 subject• When a teacher is teaching more than 1 Grade• When a teacher is teaching more than 1 Phase• When a school has to release more than 2 teachers• When a school is a General Stream School• When a school is a Technical High School• When a school is a Commercial High School• When period duration is 60 Minutes, 45 Minutes or

30 minutes

The following were taken into consideration to cover all timetabling possibilities:

TIMETABLING – Scenario 1 (60MIN)

• Dlomodlomo Secondary School –

Gert Sibande District, Mpumalanga• School uses a 60 Minutes Period in a 5 day cycle. • (Teacher) Sibanyoni ZP (Maths Grade 8 and NS

Grade 9)• (Teacher) Maipisi P (Maths Grade 9 only)• Solution: Block the teachers on Monday and allow

for double periods from day two to day five.• Solution report• Final school time table

TIMETABLING – Scenario 2 (45 MIN)

• Hazyview,

Ehlanzeni District , Mpumalanga• School uses a 45 minutes period in a 6 day cycle. • (Teacher) Nkuna CS (Maths Grade 8 only)• (Teacher) Simpson RF (Maths Grade 7,8 and

Physics 12)• (Teacher) Visser NC (Maths Grade 9 only)• Solution: Block the teachers on Monday and allow

for double periods from day two to day six.• Solution report• Final school time table

• Galeni High,

Ugu District, Kwazulu Natal• School uses a 30 Minutes Period in a 5 day cycle. • (Teacher) Ncama PL (Maths Grade 9 &10)• (Teacher) Shabane BP (Maths Grade 8 and Maths

Lit Gr. 12)• Solution: Block the teachers on Monday and allow

for Triple periods from day two to day five.• Solution report• Final school time table

TIMETABLING – Scenario 3 (30 MIN)

TIMETABLING ROADMAP• Redistribution of timetabling guidelines

document • Training and support on re-timetabling to

cater for the 1+4 workshops using cascading model

• Collection of timetable databases for analysis

• Monitoring of the revised timetables whether (SA-SAMS generated, Commercial Software generated or Manually generated)

THE ROLE OF DBEDBE will:• provide overall leadership and oversight of the

Specialised Support Team (SST),• schedule monitoring and support sessions and inform

Provinces and Districts accordingly, • develop a comprehensive Monitoring Instrument that

will be used by the SST members to collect data on all mathematics related issues in schools, districts and provinces, and

• consolidate reports from all Provinces and compile National Quarterly Progress Report to inform the Sector on progress made and additional support required to enhance performance.

ROLE OF PDEs

PDEs (Through Curriculum Heads and MST coordinators) will:

• address all emerging challenges that require provincial expertise,

• consolidate the district reports and submit them to the DBE, and

• provide Districts and Schools with relevant resources to support teaching and learning.

ROLE OF DISTRICTSDistrict Directors (through Circuit Managers and mainly mathematics subject advisors) will:

• offer intensive and continuing support for teachers.

• offer support on content identified as problematic for teachers, especially if such support cannot be offered instantly, and

• be responsible for compiling quarterly reports on all the monitoring and support programmes conducted, including those that were conduct outside the work of the SST.

ROLE OF DISTRICTS…

• Ensure that PLCs are established and one or two very competent teachers are identified to offer expert support to the entire team.

• Ensure that the PLC’s are functional and they honour Monday meetings as scheduled.

• Be responsible for all the logistical arrangements and management of attendances of Maths Teachers to the Monday Learning Sessions

RESOURCES

• The primary Resource will be the SASOL-INZALO Textbook that will be provided for all the teachers.

• Transport costs will be covered by PEDs.

• Catering and other related costs will also be covered by PEDs.

• Lesson Plans and exemplar timetables will be provided to schools.

MPUMALANGA SHOWS HOW 1+4 is DONE

Management plan for the Senior Phase Mathematics

Improvement Plan: 2015

WHEN THE SUN RISES

WE WORK HARD TO DELIVER

62

Management Plan for the 1+4 model

Focus/Activities Time Frame Responsibility Progress

1. Consultation with stakeholders, Unions, SGBs etc.

9 January 2015

Chief Director

Meeting held with unions and SGBs on the 1+4 model and implementation of the model was supported

2. Issue circular to schools on revision of time tables to accommodate 1+4 model

15 January 2015

Director MST Circular 02/2014 signed on 15 January 2015 and send to schools.

3. Discuss 1+4 model with District curriculum management

22 January 2015

Director MST Meeting held with district CESs and DCESs for both FET and GET to discuss the model and its implementation. Districts supported the model and agreed to provide venues and facilitators for each circuit by 26 January 2015

4. Meeting with Principals of secondary schools

22 January 2015

Director Ayihlome

MEC convened meeting with all Secondary Schools Principals to discuss improvement of learner performance in all Secondary school grades

4. Development of teaching, lesson plans and pre and post tests questions for term 1

26-30 January 2015

DBE/PEDs Participated in the development of lesson plans for term 1 at Kopanong, Johannesburg.

63


Focus/Activities Time Frame

Responsibility Progress

5. Invite schools and teachers to Monday training sessions

5 Feb 2015

Head Office Issued a circular to schools inviting them to the Monday sessions, List of venues provided. Circular indicated that teachers will be reimbursed for lunch and travelling quarterly. Lead teachers will be compensated at the end of the targeted 21 Mondays according to PAM.

6. Discuss 1+4 model with Subject Advisors for both FET and GET and allocate facilitators per circuit

6-7 February 2015

Director MST MEC convened a meeting on 5 Feb 2015 with GET subject advisors to discuss and input into to the maths improvement strategy. Subject Advisors drawn from all MST GET and FET subjects allocated to each of the 68 clusters in the province and trained on the model and lessons plans for term 1 on a residential workshop on 6-7 Feb 2015

7. Commence with the 1+4 model for term 1

9 Feb 2015

Districts/subject advisors

Successfully started with implementation of the model in all 68 circuits. Attendance was good. 761 teachers attended . Set a network group and feedback received from teachers is positive. Lots of excitement about the 1+4 model 64

SUCCESS RATE ON 9 FEBRUARY 2015

DISTRICT% EXPECTED NUMBER OF SCHOOLS

NUMBER OF SCHOOLS ATTENDED

NUMBER OF TEACHERS ATTENDED

% OF SCHOOLS THAT RESPONDED

Bohlabela 138 94 172 68.1%Ehlanzeni 161 142 259 88.2%Gert Sibande 177 132 221 74.6%Nkangala 158 69 109 43.7%Total 634 437 761 68.9%COMMENTThe reason for non-attendance by some schools was that they did not receive communication. Nkangala was mostly affected. The Districts have attended to the matter and 100% attendance is expected for the next Monday (16 Feb 2015) session.

65

Management plan for the Senior Phase Mathematics

Improvement Plan: 2015

WHEN THE SUN RISES

WE WORK HARD TO DELIVER

66



1. Consultation with stakeholders, Unions, SGBs etc.

9 January 2015

Chief Director Meeting held with unions and SGBs on the 1+4 model and implementation of the model was supported

2. Issue circular to schools on revision of time tables to accommodate 1+4 model

15 January 2015

Director MST Circular 02/2014 signed on 15 January 2015 and send to schools.

3. Discuss 1+4 model with District curriculum management

22 January 2015

Director MST Meeting held with district CESs and DCESs for both FET and GET to discuss the model and its implementation. Districts supported the model and agreed to provide venues and facilitators for each circuit by 26 January 2015

4. Development of teaching, lesson plans and pre and post tests questions for term 1

26-30 January 2015

DBE/PEDs Participated in the development of lesson plans for term 1 at Kopanong, Johannesburg.

67



10. Develop a list of schools with the highest enrolment of grade 9 learners per circuit for continuous support (2 per circuit)

16 Feb 2015 Districts

11. Provision of term 1 reports with evidence on the implementation of 1+4 model (review session)

9-10 April 2015

Districts

12. Development of teaching, lesson plans and pre and post tests questions for term 2, 2015

23 – 27 March 2015

DBE/PEDs

13. Printing of facilitation manual/lesson plans for term 2, 2015

7 April 2015 Director MST

14. Training of facilitators on the lesson plans for term 2, 2015

9-10 April 2015

Director MST


13 April 2015 Districts/subject advisors

69



16. Provision of term 3 reports with evidence on the implementation of 1+4 model (review session)

8-9 Oct 2015 Districts

17. Development of teaching, lesson plans and pre and post tests questions for term 4, 2015

29 – 30 Sept 2015

DBE/PEDs

18. Printing of facilitation manual/lesson plans for term 4, 2015

6 Oct 2015 Director MST

19. Training of facilitators on the lesson plans for term 4, 2015

8-9 Oct 2015 Director MST


12 Oct 2015 Districts/subject advisors

21. Analysis of ANA 2015 resultsFinal review session with facilitators

26-30 Oct 2015

Provincial

70

MONITORING AND SUPPORT

• The effective implementation of the 1+4 METHODOLOGY will be closely monitored, potential obstacles such as areas of content and pedagogy deficit among teachers identified and instant support provided.

• The SST will be constituted by DBE officials, Provincial coordinators and district subject advisors each with a distinct but interrelated role to fulfil.

ENGAGEMENT WITH

VARIOUS ROLE PLAYERS

ENGAGEMENTDATE Role Player Summary of Comments03/12/14 DBE & PED

officialsThe plan was endorsed and a framework was developed.

4-5/12/14 District Directors

Supported the plan for training Senior phase teachers and Subject Advisors to improve performance in Mathematics.

15/12/14 HEDCOM members

HEDCOM considered directives of CEM in this regard and endorsed the implementation of the plan.

24/11/1402/02/15

CEM members

Finalise the plan to improve mathematics performance in the SP (1+4) for implementation at the beginning of the school calendar year, and report on progress to CEM on a quarterly basis.

26-28/01/15

TDCM members

Details of the plan and implementation were discussed and endorsed.

ENGAGEMENT…DATE Role Player Summary of Comments12/02/15 SAPA reps Supported the plan, raised concerns around

challenges of involving big schools with many teachers, requested that principals be supported by EMIS to effect changes to the timetables, and that ANA must be used for promotion and progression purposes

12/02/15 UNIONS reps

They support the intervention, they would like to help, and engaging in the media by parties on the matter must stop. Consultation will take place from 19 February 2015 at the ELRC

12/02/15 NCF reps Supported the plan in principle, however raised concerns of controlling attendance of teachers and challenges which might be brought about by the logistics of changing timetables

24/02/15 Portfolio Committee

MODELS FOR TRAINING TEACHERS

TO IMPROVE PERFORMANCE IN MATHEMATICS FOR

GRADE 8 AND 9

MODELS• 1+4 (Using one day for training and

support out of five days every week)

• 1+9 (Using one day for training and support every second week)

• 1+5 (Using a Saturday for training and support every week)

ADVANTAGES AND DISADVANTAGES OF

EACH MODEL

1+4 ModelADVANTAGES DISADVANTAGES

1. Teachers get training and support every week.

Some schools might struggle with effecting changes in the time table to accommodate periods which were not offered on day1 (one) if NOT properly supported.

2. They get to share their knowledge and experience with others and specialists every week.

3. Support is provided on the site for training and at school every week.

4. Teachers are exposed to expertise of the Professional Learning Communities every week.

5. Teachers get weekly lesson plans and work through them together for every topic.

6. Teachers engage in activities of life long learning every week.


1. Teachers get training and support every second week.

1. Changing the timetable to accommodate changes of one (1) day and getting back to the usual timetable on the second week might create confusion if this is NOT properly managed.

2. They get to share their knowledge and experience with others and specialists every second week.

3. Support is provided on the site for training every second week and at school every week.

4. Teachers are exposed to expertise of Professional Learning Communities every second week.

5. Teachers get weekly lesson plans and get to work through every topic once every second week.

6. Teachers engage in activities of life long learning ever second week.


1. Same as all the points under 1+4 Model.

1. Most schools use Saturdays and holidays for curriculum coverage and revision.

2. No change to the timetable at all because training will take place on a Saturday.

2. Some teacher development initiatives carried out by DBE, PDEs, Teacher Organizations, NGOs and other organizations take place on Saturday.

3. The available of teachers and officials on Saturday is always a problem.

4. Attendance to events organized on Saturday always experience poor attendance

RECOMMENDATIONS

RECOMMENDATIONS

• That Models 1+4 and 1+9 be implemented as the first option.

• That Model 1 + 5 be considered as the very last option.

CONCLUSION

“Criticism is something you can avoid easily – by saying nothing and being nothing.”

Aristotle

HIS ONLY HOPE IS US

Website: www.education.gov.zaCall Centre: 0800 202 933 | [email protected]

Twitter: @DBE_SA | Facebook: DBE SA

THANK YOU

meeting with portfolio committee topic: training programme for senior phase subject advisors and...

Documents

average grade

grade promotion of learners

context slide

national development

national planning commission

conclusion slide

science study

ana results