teacher development and support date: 05 october...
TRANSCRIPT
QUOTE
• The mediocre teacher tells.
• The good teacher explains.
• The superior teacher demonstrates.
• The great teachers inspires.
• Happy World Teachers Day
LEGISLATIVE ENVIRONMENT
SOURCE: Government policy documents
1 Transformation, Modernisation and Re-industrialisation
Gauteng Vision 2055
• Vision of how Gauteng should be in
another 30 years
• Designed to deliver sound educational
facilities, supported by motivated and
well-qualified staff
Gauteng TMR (10 pillars)1
• Aligns with the goal of the NDP
• Aims to transform GP economy with a
strong focus on townships
• Sets strategic corridors for
specializations in Gauteng
Action Plan to 2019: Towards the
realisation of Schooling 2030
• Account of the challenges and
opportunities facing the sector,
• Provide strategic guidance, drawing
from the NDP, to provincial and DBE
planners, and non-government actors
National Development Plan
• Outlines strategy for national
economic growth
• Focuses on improved quality
teaching and learning and
provision of infrastructure and
learning materials
Medium Term Strategic
Framework
• Strategic plan of national
government for 2014 – 2019
• Reflects the actions outlined in
the NDP
• Links the five year strategic
plans of individual national
and provincial departments,
municipalities and public
entities
National: Integrated
Strategic Planning
Framework for Teacher
Training and Development
Provincial: Teacher
Development Strategy
GDE 10 pillars of
education
• Aims to address the
most pressing
problems in education
• Informs strategy to
2019
SE
Ekurhuleni
Sedibeng
City of
JohannesburgWest Rand
Municipality
City of
Tshwane
THE GAUTENG DEVELOPMENT CORRIDORS
SOURCE: press search; GDE Directorate of Organisation Development; interviews
Northern corridor
Automotive, research
and innovation (knowledge-
based)
• Maths, Science and
Technology, with a focus
on scientific and technologically innovative
discoveries, new discoveries in physical and
medical sciences
• Technical and Engineering with a focus on
automotive and mechanics, both engineering
and technical implementation
Manufacturing, transport
(aeronautics) and logistics
• Maths, Science and
technology, with an
accent on Aeronautical
and industrial engineering
• Technical and Engineering with a focus on
manufacturing efficiency and supply chain
efficiency management
Eastern Corridor
Central Corridor
Financial and services corridor
• Commercial & Entrepreneurial with
a focus on immerging markets
• Performing and visual arts, with
Johannesburg being the seat of the South
African entertainment industry
Agro-processing, tourism
and logistics
• Maths and Science with
a focus on agriculture,
agro and food processing/
science and agri-technology
• Excellence in Sport, land space to
development additional infrastructure and
sports fields
• Commerce and entrepreneurship with a
focus on the hospitality and tourism sectors
and promotion Gauteng tourism value
proposition
Western Corridor
Tourism and entertainment, agro-processing and
logistics
• Performing and visual arts, to revitalize and
start an entertainment hub
• Maths, science and technology with a focus on
agro and food processing/science and agri-technology
• Commercial and entrepreneurship with a focus on supply
chain efficiency and logistics management
Southern Corridor
DEVELOPMENTAL ENVIRONMENT• Five Corridors:
– Eastern Corridor – (aeronautics) maths, science, engineering, technology
– Central Corridor – (Financial) commerce/entrepreneurship/performing arts
– Northern Corridor – (automotive) maths, science, technology, engineering
– Western Corridor – (agriculture, tourism) maths, science, sports, commerce, entrepreneurship
– Southern Corridor – performing arts, maths, science, technology, commerce, entrepreneurship (agriculture, tourism)
• Reorganisation of Schools:
– Schools of Performing Arts
– Schools of Commerce and Entrepreneurship
– Schools of Maths and Science
– Schools of Engineering and Technology
– Schools of Sports
10 years later…
Thabo is one of the
founders of QS,
South Africa’s first
electronics company
Post-Matric
• Thabo has dedicated
career guidance sessions
• He chooses varsities and
applies early
• and prepares applications
for funding with his coach
• He meets and is mentored
by top school alumni
SCHOOLS OF SPECIALISATION
Learner sourcing
strategy
• Thabo is
admitted into
school on the
basis of
– 80% average
in grade 7
– Panel interview
with principal
and Maths
teacher
– Proven
leadership
track – 5th
place
nationally in
Maths
Olympiads
1
Infrastructure
• Thabo learns top class infrastructure
(e.g., robotics lab)
• Sports grounds and courts for
several extracurricular activities
• All classes have smart boards
• Learners receive iPads with all study
material and use as a learning tool
• Facilities refurbished on a regular
basis (e.g., technology replaced
every 2 years)
4
Teacher recruitment & development
• Mrs. Machaba is an internationally
renowned Maths specialist
• Masters in applied Maths from Tuks
• 7 years teaching Matric Maths
• Passion for uplifting communities
through founding Soweto Maths Labs
in 2004
2
Curriculum
• Thabo has a 9-hour school day from 8am-
5:30pm – 30% longer than his friends in public
school
• He is enrolled in advanced Maths and has
chosen Robotics as his major
• He also takes Italian in addition to English
• Plays in the 2nd basketball team after school
3
5
3
• School is governed by dedicated regulatory framework that details the freedom and obligations associated with Schools of
specialisations status
• The school has raised 70% of funding through GDE, remaining 30% raised through sector partnerships, fund raising, and donors7
6
CONTINUOUS PROFESSIONAL DEVELOPMENT
• Address teacher and student needs via approaches that
are appropriate for conditions in schools
• Be long-term, ongoing, sequenced, and cumulative,
providing teachers opportunities to gain new
knowledge and skills, reflect on changes in their teaching
practice, and increase their abilities over time
• Focus on student learning outcomes in ways that enable
teachers to use their new knowledge and skills
• Model learner-centered instruction so that teachers
experience and reflect on the learning activities that
they will lead
• Use formative and summative evaluation for program
improvement
CPD MODELS
• Standardized CPD
The most centralized approach, best used to
disseminate information and skills among large
teacher populations
• Site-based CPD
Intensive learning by groups of teachers in a school
or region, promoting profound and long-term
changes in instructional methods
• Self-directed CPD
Independent learning, sometimes initiated at the
learner’s discretion, using available resources that
may include computers and the Internet
TRAINING AND SUPPORT MODEL
70% Work Integrated Learning20% Practice
Based Learning
10% Formal
Learning
TRAINING AND SUPPORT MODEL
SOURCES OF PROFESSIONAL DEVELOPMENT
• School-driven activities:
– Heads of Department take the lead (Professional Learning Communities)
– Training of teachers
• District-driven activities:
– Subject advisors take the lead (deliver non-accredited programmes – upskilling)
– Training of school leadership
• Institute-driven activities:
– MGSLG takes the lead (deliver DBE and accredited programmes – reskilling)
– Training of district officials
– Development of resources/materials
– Manage accreditation
ANALYSIS PHASE
• The purpose of the Analysis Phase is to define the instructional
problem or the business need. These needs are informed by national,
provincial, school and individual IQMS needs of teachers. It is
important that the root causes must be identified rather than the
symptoms for purposes of effective curriculum design and
development. It is a phase where the legislative environment is
researched to inform the process. The education and training context
is another important aspect of this phase.
• The job requirements of the target groups must be understood. It is
important that cultural and psycho-social factors be taken into account.
The profiling of the target groups is an essential step in this process as
these contain information on the qualifications and/or skills level of the
participants. The availability of funding has to be confirmed as the
need for prioritisation of programmes might be real given the scarcity
of resources.
TYPES OF LEARNING PROGRAMMES
Needs from the following:
• Department of Basic Education
• Departments within the GDE
• Districts and IQMS
• Quality Assurance – WSE etc.
MGSLG response to needs:
• Accredited programmes to be run with Higher Education Institutions (HEIs)
• Non-accredited programmes:
– Maths, Science and Technology (SciBono)
– Non-MST programmes
– ICT integrated programmes
• Resource based programmes – Lesson plans
• Information based Learning Programmes (FAQ Booklets)
• Conversation based Learning Programmes (PLCs)
DESIGN PHASE
The Programme Design must contain the following strategies:
• Instructional strategy
• Advocacy strategy
• Implementation strategy
• Learner support strategy
• Technology strategy
• Assessment strategy
• Moderation strategy, where applicable
• Monitoring & Evaluation strategy
DEVELOPMENT PHASE
• The phase will therefore include the development of:
• A Learner Manual consisting of for example: on the job prompts, cheat sheets, online resources, flowcharts, workbooks and others.
• A Facilitator Guide with sufficient detail to guide the trainers on how to facilitate the learning. This includes: the scope of the curriculum, learning outcomes, method of delivery and assessment procedures.
• A Lesson Plan that contain the breakdown content and time allocation per session
• Assessment and moderation tools and activities – these could be formative and/or summative depending on the nature of the learning programme
• Programme delivery tools such as PowerPoint presentation, handouts, video clips, online resources and others.
• Monitoring and evaluation tools and guidelines for the various stakeholders.
• Advocacy tools and marketing materials
IMPLEMENTATION PHASE
• Training: The actual training must be interactive, participative and follow the 10:20:70 model. Time must be allocated to theoretical training and participants be given the opportunity to practice the newly-trained skills, as far as possible. Work integrated learning will take place when the participants return to their work stations. A formative assessment approach will be followed to determine pre and post-test learner knowledge.
• Logistics: All logistical arrangements must be finalised before the learning programme starts to ensure a smooth implementation. These arrangements include but are not limited to venues, equipment, breakaway rooms, catering and dietary requirements, and transport, where necessary.
• Another objective of this phase is to identify on-the-job performance following completion of the learning programme, and to ensure that business needs are met. It is essential that learner supervisors are made aware of the training and their role in creating an enabling environment to enable post-training implementation.
EVALUATION PHASE
Evaluation is continuous. Some aspects for evaluation:
• Facilitator
• Participants
• Learning materials
• Logistics
• The learning programme
• Equipment
• Venue etc.
UNESCO Competency Framework for
Teachers
Transformational and specialised use of ICT -Redefine classrooms and the role
of teachers - Innovate - Specialise
Use more sophiscicated methodologies and technologies with changes in
pedagogy and the curriculum
Integrate the use of basic ICT tools into the standard school curriculum,
pedagogy and classroom structures
Knowledge
Creation
Knowledge
Deepening
Technology
Literacy
Envisioning Stage
Pilot
Stage
Expansion Stage
System wide
Integration
Stage
STAKEHOLDERS
PARENT
SLEARNERS
ICT COMMITTEE
S
HARRY
GWALA
STAFF
SUBJECT ADVISORS
DISTRICT E-
LEARNING TEAMS
SMT
SGB
TEACHERS
ICT INTEGRATION FRAMEWORK
SOFTWARE
Interactive
Board
e- chalk
boardLaptop Tablet SASAMS Tech 2 Tech
Technology
Literacy
Knowledge
Deepening
Knowledge
Creation
Change
Management
ICT
Management
Programme
Design
Mentoring
and
Coaching
Monitoring
and
Evaluation
Adaptive and
assistive
Technologies
Teachers √ √ √ √ √ √ √ √ √ √ (SS)
Principals √ √ √ √ √ √ √ √ √ √ √ √ (SS)
Deputy Principals √ √ √ √ √ √ √ √ √ √ √ √ √ (SS)
HODs √ √ √ √ √ √ √ √ √ √ √ √ √ (SS)
Learners √ ( B) √ √ √ √ (SS)
School Based ICT
Committees√ ( B) √ √ √ √ √ √ √ √ √ √ √ √ (SS)
Subject Advisors √ ( B) √ √ √ √ √ √ √ √ √
Parents √ ( B) √ √ (SS)
SGBs √ √ √ (SS)
IDSOs / Circuit
Managers√ ( B) √ √ √ √ √ √ √ √ (SS)
District Directors √ ( B) √ √ √ (S) √ (S) √ (S)
Regional Chief
Directors√ ( B) √ √ √ (S) √ (S) √ (S)
Harry Gwala
Interns√ √
Change
Management Agents√ ( B) √ √ √ √ √ √
Therapists √ (SS) √ (SS) √ (SS)
Teacher Centre
Managers√ √ √ √ √ √
Completed N/ A
√ ( B)
Basic Training Need
Legend
Training Need
√ (S)
Strategic Training
Need
√ (SS)
Special Schools
Training Need
√
√
√
√
√
INTERVENTIONS
THE LEARNING JOURNEY
TARGET GROUP
HARDWARE
Policy
√
ADOPTED CPD MODEL & SUPPORT
Support:
• Onsite
support
• In-classroom
support
• Peer to peer
Support
• PLCs
/CoPs/PLNs
Professional
Development:
Blended Approach:
Face to Face &
Online CPD
Ongoing PD
Learning Journey
Action Research
Mediation of
supplied resources
eSSIP/Just In Time
Assessment
Training Resources:
• E-content
• E-Lessons
• CMS
• LMS
• Self Paced
CD
• Participants
Guides
• ICT resources
Change
Management
System of
Care
System of
Early Detection
System of
Prevention
Through intervention progress fro traumatised individuals and families
Through the establishment of a first level of support by teachers, peers and parents
Through advocacy and information sharing
PSYCHOSOCIAL SUPPORT & HIV-AIDS
QUOTE
“Teachers are the most
responsible and important
members of the society because
their professional efforts affect the
fate of the earth.”
Helen Caldicott