nect - deloitte project - brief 2014

2014/02/13

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Presenter: Dr Muavia Gallie (PhD)

Education Moving Up Cc. [email protected]

http://muavia-gallie.blogspot.com http://supervisingwithadifference.blogspot.com

www.slideshare.net

NECT – Deloi2e Project

- School Turnaround Programme (STP) –

Session 1 Focus Specific Issues •  Introduction of

participants per school

•  The state of education in your school

• One person per school will introduce the team, and indicate the school’s ‘dream’ performance level;

•  Identify three things, in order of priority, to change IN THE SCHOOL. 2

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4. Theories of Changing What has to be done to influence those causes

Conceptual tools of the Workshop

1. Theories of Education What we ought to do in schools

2. Theories of Organisation How we should be set up to do it

3. Theories of Change What causes progress

towards where we want to be

Northern Pike Experiment

Grizzly Bear Story

10% on Problem 90% on Solution

“Shifting Paradigm” vs “Paradigm Shift”

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•  They used a fish tank capable of being divided in half by a clear glass partition.

•  A number of small fish (food) were placed in the other half. •  The pike repeatedly crashed its snout to get to the small

fish. •  After a time, the pike gave up having learnt it was of no

use. •  The experimenter then removed the clear glass partition. •  The small fish continued to swim in one half and the pike in

the other, making no attempt to cross the other half of the tank.

•  What the pike experienced in the past dictated how it reacted in the future.

Are you a Northern Pike?

The Northern Pike Experiment

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•  An American took his Japanese friend for a ride through the woods.

•  The vehicle broke down and they decided to walk. •  After some time they were confronted by a big

Grizzly bear. •  The Japanese started taking his takkies out of his

bag. •  The American said: “Hey, that won’t help - you

can’t out-run a Grizzly bear.” •  To which the Japanese replied: ”I don’t have to out-

run the bear -‐ all I have to do is to out-‐run you.”

Grizzly Story

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Life is 10% of what happens to you

(problems), and 90% of how you respond to

it (soluTons).

10% - 90% Balance

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Quite often people talk about “shifting the paradigm” when what they really mean is an alternative answer or way

of explaining solutions to problems using the same but slightly changed concepts, approaches, constructs or

methods.

‘Shifting Paradigm’ vs ‘Paradigm Shift’

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There is something I don’t know That I am suppose to know

I don’t know what it is I don’t know And yet I am suppose to know

And I feel I look stupid If I seem both not to know it

And not know what it is I don’t know Therefore I pretend to know it

This is nerve-racking since I don’t know What I must pretend to know

Therefore, I pretend I know everything.

Knots by R.D. Lange

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TIMSS 2003 - Applying Maths

5 Types of School Performance

Chao

tic

Scho

ols

- 10%

Exit Focus -‐ P

assing

81-‐100%

61-‐80%

41-‐60%

21-‐40%

0-‐20%

Dysf

unct

iona

l Sc

hool

s - 20

%

Unde

r-Per

form

ing

Scho

ols –

50%

High

Fun

ctio

ning

Sch

ools

– 15%

Scho

ols o

f Exc

ellen

ce –

5%

Entrance Focus

-‐ Bache

lors 81-‐

100%

50-‐ 80%

1.2 Mill

2.4 Mill

6 Mill

1.8 Mill

0.6 Mill

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11

School Turnaround Pathway Turnaround Indicators

Leve

l

Type Description

1. Ins

tructi

on P

rogr

amme

(Te

achin

g and

Lear

ning)

2. Dr

op (P

ush o

ut) R

ate

(Thr

ough

put r

ate)

3. Ex

it Pas

s Rate

(F

inal G

rade

Pas

s)

4. Co

mplet

ion R

ate

(Dre

am A

chiev

emen

t)

5.0 F

ailur

e

5.1 N

SC (J

ust a

Pas

s)

5.2 C

ert (

Ave 5

0%)

5.3 D

ip (A

ve 65

%)

5.4 B

ach (

Ave 8

0%)

Total

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

Weak

Disaster

0%

15%

30%

45%

60%

100%

100% 100%

80%

80%

60%

60%

40%

40%

20%

✪✪✪✪✪✪✪✪✪

✪

✪✪✪

DistribuTon of ‘Levels of Pass’

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Session 2 Focus Specific Issues School Turnaround Strategy (STAS) for Developing countries, including the 8 School Readiness Components

• 5 phases in STAS;

• 50 School Operational Systems and;

• 50 School Quality Systems; 14

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Barriers to Learning in South Africa 1. Systemic Barriers •  Access to basic services

•  Poor teaching •  Lack basic and appropriate LTSM and AssisTve devices; •  Inadequate faciliTes at schools •  Overcrowded classrooms

2. Societal Barriers •  Abject poverty •  Late enrolment at school •  Urban/rural dispariTes •  DiscriminaTon -‐ race, gender, language and disability

3. Academic Barriers

•  Inappropriate pedagogy •  Insufficient support of teachers •  Inappropriate and unfair assessment procedures •  Language of instrucTon •  Inflexible classroom management •  Inappropriate aftudes

4. Learner Personal Barriers

•  DisabiliTes (neurological, physical, sensory, cogniTve) •  Health (disease, chronic illness, trauma)

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Problem-‐Solving CM Approach

Needs

ObjecTves

Inpu

ts

Ope

raTo

ns

outputs

Results

Impact

Efficiency

Sustainability EffecTveness Re

levance

5 STAS Principles

Vision

50 School OperaTonal Systems

16 STAS Deliverables

School of Excellence

HPS

UPS

DFS

ChaoFc School

8 School Readiness

Components

16 EducaTonal Principles

50 School Quality Systems

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5 Successful Change Steps

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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 VicFm Mentality Approach;

5.  Restructuring the current educaTon models that are resulTng in DysfuncFonal-‐by-‐design and Success-‐linked-‐to-‐social-‐status (un-‐ and under-‐qualified and poorly performing teachers are teaching in these schools).

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Selecting Turnaround Models ‘Changing What for What?’

Technical

PoliFcal

Economical

Social JusFce

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“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, sable 9. They are unpredictable, volatile 10. Their future are positively preordained

10. Their future can or can’t be negatively or positively preordained, depending on us

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-‐ Turnaround what? -‐ What do we mean? What are we talking about?

EducaF

on System

District S

uppo

rt and

Develop

men

t

Provincial Im

plem

entaFon

Scho

ol Pass Ra

te

Scho

ol Leade

rship

Learne

r Achievemen

ts Gap

Teache

r Co

mpe

tencies

Purpose of Edu

caFon

1 2 9 6 5 4 3 7

Teache

r Subject K

nowledge

8 10 Teache

r Subject K

nowledge

Learne

r Pe

rson

alised

Learning

11

Parent/Stakeho

lder In

volvem

ent

12

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From ChaoTc to Excellence

1. ChaoTc, DysfuncTonal and Under-‐Performing Schools

2. High FuncToning Schools

3. School of Excellence

8 School Readiness Components (Planning) A2endance Teacher

InformaTon Learner

InformaTon Annual Planning

Time-‐Tabling

Teaching, Learning, Assessment Schedule

Organogram TLSM

Ownership

50 School AdministraFve Systems Academic (11) AdministraTon (14) CommunicaTon (6) ICT (7) Pastoral Care (12)

Planning Planning

CM -‐ Monitoring and EvaluaTon

CCR -‐ Support and Development

50 School Quality Systems Leadership

(10) Strategic

Planning (10) Human

Resources (10) Learning and Teaching (10)

Assessment and Feedback (10)

Monitoring and EvaluaTon (10)

CCR -‐ Support and Development

CM -‐ Monitoring and EvaluaTon

Ownership

Sustain -‐ InsTtuTonalisaTon Sustain -‐ InsTtuTonalisaTon

Scho

ol Turna

roun

d Strategy (5

Pha

ses) – 3-‐5 Years

Sustaina

bility

3 – 6 Mon

ths

Culture, Clim

ate,

RelaFon

ships

6 -‐ 9

Mon

ths

Curriculum

Man

agem

ent

1.5 – 2.5 Years

Plan

ning

6 – 9 Mon

ths

Owne

rship

3 – 6 Mon

ths

1 2

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50 School Operational Systems Academic (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

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

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1

1

1

1

1

1

4

7

3

1

6

1 8 1 2

5

1

1 1

1

1 1 1 1

1 1

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60 School Quality Systems 1. 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

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Theory of Change Framing School Change Improvement Social/ Emotional Issues: •  Lack of self-esteem •  Identity crises

Critical Features: •  Positive, nurturing teachers, leadership, ‘connected”/ ‘belonging’ philosophy

In learner expectations and behaviour: •  Higher likelihood of success

Educational Outcomes •  Higher learner achievement

Academic Issues: •  Lack of relevancy to learners

Social/ Emotional programmes: •  Reward system •  Peer groups •  Extra-mural activities, etc.

Teaching and Learning: •  Cultural responsiveness •  Affirming potential and possibilities

Adulthood Outcomes: •  Citizenry •  Leadership

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Eight (8) School Readiness Components

(SRC) 26

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1. Adendance

2. Teacher InformaFon

3. Learner InformaFon

4. Annual Planning

5. Timetabling

6. Teaching, Learning & Assessment Schedule

7. Organo-‐gram

8. Teaching, Learning & Assessment Materials 27

Session 3 Focus Specific Issues School Readiness Components 3. Learner Information

• Learner expectation and achievement agreement.

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Problem Statement Learners •  Teachers don’t believe in us;

•  Have a low expectaTon of us;

•  Think we are lazy; •  That we have no pride and drive;

•  Don’t trust us; •  Etc.

Teachers •  Learners are not serious about their work and life;

•  Not focused on their success;

•  They don’t do their homework;

•  Etc.

Leadership •  DisconnecTon between ‘teaching and learning’ and ‘administraTon’. 29

Nature of ExpectaTons •  Poor families are living based on survival, and therefore don’t have a concept of ‘dreams’ – long-‐Tme expectaTons;

•  Only focusing on ‘gefng through the day’;

•  Don’t have, like middle and upper class families, conversaTons around the dinner table about “what the children want to be one day”;

•  Schools can play a role in developing a dream, and raising expectaTons of poor kids.

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Student ExpectaTon and Achievement agreement (1)

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IdenTfy your Dreams

Career Areas (1 of 9) 1. Engineering and Technology

2. Health and Natural Sciences

3. Computers and ICT

4. Business, Finance and Management

5. Agriculture and Environment

6. Human and Social Sciences

7. Services

8. Art and Culture

9. Languages 32

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IdenTfy your Dreams Career Areas (1 of 9)

1. Engineering and Technology






7. Services

8. Art and Culture

9. Languages

Career Fields (8 of 49) 1.Engineering or Engineering Support

2. Architecture, DraughTng and Technical Drawing

e. Building and ConstrucTon or Building Support

4. ArTsans

5. Manufacturing

6. AutomoTve or AutomoTve Support

7. Geology, Mining or Mining Support

8. Woodwork and Furniture 33

IdenTfy your Dreams Career Areas (1 of 9) 1. Engineering and Technology






7. Services

8. Art and Culture

9. Languages

Career Fields (8 of 49) 1.Engineering or Engineering Support

2. Architecture, DraughTng and Technical Drawing

e. Building and ConstrucTon or Building Support

4. ArTsans

5. Manufacturing

6. AutomoTve or AutomoTve Support

7. Geology, Mining or Mining Support

8. Woodwork and Furniture

Specific Jobs (4 of 171) 1.Civil Engineer

2. Chemical Engineer

3. Electrical Engineer

4. Mechanical Engineer 34

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Feedback from Principal of JOTHS

•  Our learners lack direcTon; •  They see schooling as a phase that they need to pass through;

•  And therefore they put in li2le effort, just to pass; •  We have spoken about learners’ dreams, but found it difficult to have a process around it;

•  We have now embarked on the construcTon of a Learner ExpectaTon and Achievement Agreement;

•  The LEAA is a structured way of gefng learners to announce their dreams and to work towards achievement them;

•  I can already sense the posiTveness among the learners; •  And I am confident that this iniTaTve is going to make a big difference in their achievement levels. 38

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Feedback from a Learner at JOTHS •  In 2012, the LEAA was introduced in our school; •  At that Tme, I thought that I already have goals and dreams; •  But when I wrote them down; •  I realised that I have been cheaTng myself for the past 5 years;

•  By compromising them since no-‐one else knew about my dreams;

•  I realised that I am capable of so much more; • My marks improved drasTcally; •  This iniTaTve really changed my life. 39

Sechaba Results 2012

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Session 4 Focus Specific Issues School Readiness Components 4. Annual Planning

• Target setting in your school.

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Annual Planning (SRC) 1 2 3 4 5

Compliance Planning

Compliance and

Administrative Planning

Compliance, Administrative

and Professional

Planning

Compliance, Administrative, Professional and Ethical Planning

Planning with

requests to

District Officials

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Annual Planning Implementing

Monitoring & Evaluation

Description Plan Act/Do Reflect Plan Act/Do Reflect Frequency Length Total Time When Scheduled Code Periods pw 30min pp Work Schedule 1 25 25 WS Pre-Moderation 25 0,5 12,5 Pmod Moderation 60 1,5 90 Mod Assessment - Summative 17 0,5 8,5 Assessment - Formative 12 2 24 Playground duty 40 1 40 Devotion 8 0,5 4 Parents' Meeting 3 3 9 SMT meeting 200 0,25 50 Staff meeting 8 2 16 General Staff Development 8 1 8 Team building 1 8 8 Exhibitions - LTSM 1 6 6 Bosberaad 1 16 16 AGM of parents 1 4 4 Sports day 1 8 8 Operational meeting 40 1 40 ANA meeting 1 1 1 RCL Leadership development 2 36 72 RCL Meetings 40 2 80 RCL Elections 1 1 1 Cluster meetings 4 2 8 Exhibitions - Learner Enrichment 1 2 2 Exhibitions - Roadshows 2 2 4 Excursions 1 8 8 Marking - Summative 30 5 150 Marking - Formative 10 5 50 District Officials meeting 4 1,5 6 30 0,5 Staff Functions 4 2 8 759 510 1269

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Target Sefng for All

•  Targets for: – Learners; – Class-‐group teachers; – Subject teachers; – Subject/Phase heads; – Principals (school).

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Failures Condoned

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SOS Learners

33 Learners ‘At Risk’

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49

50

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Feedback from 3 Learners at JOTHS

Learner 1: You have your targets constantly at the back of your mind;

Learner 2: Others know about your target, and therefore you need to work towards your target;

Learner 3: The target is pushing you to work harder, and it builds up compeTTon, especially if you want to beat a certain person.

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Thank You!

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nect - deloitte project - brief 2014

Education

clear glass partition

2014 02 13 student expectaton

dreams career areas

small fish

natural sciences 3

achievement agreement

social sciences 7

learning