emu cape town inner city schools' workshop
DESCRIPTION
School turnaroundTRANSCRIPT
2014/02/02
1
Presenter: Dr Muavia Gallie (PhD)
Education Moving Up Cc. [email protected]
http://muavia-gallie.blogspot.com http://supervisingwithadifference.blogspot.com
www.slideshare.net
Educa,on Moving Up Cc. - The School Turnaround Programme
(STP) -
Cape Town Inner City Schools Workshop 24 January 2014
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
2014/02/02
2
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”
3
• 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
4
2014/02/02
3
• 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
5
Life is 10% of what happens to you
(problems), and 90% of how you respond to
it (solu,ons).
10% - 90% Balance
6
2014/02/02
4
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’
7
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
8
2014/02/02
5
5 Types of School Performance
Chao
tic
Scho
ols
- 10%
Exit Focus -‐ Passin
g
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
9
10
2014/02/02
6
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%
✪✪✪✪✪✪✪✪✪
✪
✪✪✪ nnnnn
nn ¢¢¢¢¢
¢¢
þþþþþ
þþþ
þþ
ýýýýýýý
ýýýý
¢
ý
Distribu,on of ‘Levels of Pass’
11
12
2014/02/02
7
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; 13
Barriers to Learning in South Africa 1. Systemic Barriers • Access to basic services
• Poor teaching • Lack basic and appropriate LTSM and Assis,ve devices; • Inadequate facili,es at schools • Overcrowded classrooms
2. Societal Barriers • Abject poverty • Late enrolment at school • Urban/rural dispari,es • Discrimina,on -‐ race, gender, language and disability
3. Academic Barriers
• Inappropriate pedagogy • Insufficient support of teachers • Inappropriate and unfair assessment procedures • Language of instruc,on • Inflexible classroom management • Inappropriate actudes
4. Learner Personal Barriers
• Disabili,es (neurological, physical, sensory, cogni,ve) • Health (disease, chronic illness, trauma)
14
2014/02/02
8
Problem-‐Solving CM Approach
Needs
Objec,ves
Inpu
ts
Ope
ra,o
ns
outputs
Results
Impact
Efficiency
Sustainability Effec,veness Re
levance
5 STAS Principles
Visio
n
50 School Opera,onal Systems
16 STAS Deliverables
School of Excellence
HPS
UPS
DFS
ChaoFc School
8 School Readiness
Components
16 Educa,onal Principles
50 School Quality Systems
15
5 Successful Change Steps
16
2014/02/02
9
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 educa,on models that are resul,ng in DysfuncFonal-‐by-‐design and Success-‐linked-‐to-‐social-‐status (un-‐ and under-‐qualified and poorly performing teachers are teaching in these schools).
17
Selecting Turnaround Models ‘Changing What for What?’
Technical
PoliFcal
Economical
Social JusFce
18
2014/02/02
10
“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
19
-‐ Turnaround what? -‐ What do we mean? What are we talking about?
EducaF
on System
Distric
t Sup
port and
Develop
men
t
Provincial Im
plem
entaFo
n
Scho
ol Pass R
ate
Scho
ol Leade
rship
Learne
r Achievemen
ts Gap
Teache
r Com
petencies
Purpose of Edu
caFo
n
1 2 9 6 5 4 3 7
Teache
r Sub
ject Kno
wledge
8 10
Teache
r Sub
ject Kno
wledge
Learne
r Persona
lised
Learning
11
Parent/Stakeho
lder In
volvem
ent
12
20
2014/02/02
11
From Chao,c to Excellence
1. Chao,c, Dysfunc,onal and Under-‐Performing Schools
2. High Func,oning Schools
3. School of Excellence
8 School Readiness Components (Planning) Amendance Teacher
Informa,on Learner
Informa,on Annual Planning
Time-‐Tabling
Teaching, Learning, Assessment Schedule
Organogram TLSM
Ownership
50 School AdministraFve Systems Academic (11) Administra,on (14) Communica,on (6) ICT (7) Pastoral Care (12)
Planning Planning
CM -‐ Monitoring and Evalua,on
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 Evalua,on (10)
CCR -‐ Support and Development
CM -‐ Monitoring and Evalua,on
Ownership
Sustain -‐ Ins,tu,onalisa,on Sustain -‐ Ins,tu,onalisa,on
Scho
ol Turna
roun
d Strategy (5
Pha
ses) – 3-‐5 Years
Sustaina
bility
3 – 6 Mon
ths
Cultu
re, Clim
ate,
RelaFo
nships
6 -‐ 9
Mon
ths
Curriculum
Man
agem
ent
1.5 – 2.5 Ye
ars
Plan
ning
6 – 9 Mon
ths
Owne
rship
3 – 6 Mon
ths
1 2
21
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
1
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
22
2014/02/02
12
Educa,on System Flow Chart Department of Basic EducaFon
Provincial Department
District Office
Phase/Subject
Department
Schools Circuit Office
Classroom Learning
1 2
3 4
5
A B C
D E F
G H
RelaFonship
ResponsibiliFes 23
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
24
2014/02/02
13
Lubombo Circuit (Buy-‐in) • Circuit in Mpumalanga, bordering with Mozambique;
• 34 Schools (both primary and secondary) amended the 2 days session;
• Circuit manager was present for the en,re two days;
• Aner introductory ques,ons were posed to schools (2.5 hours session), schools had to ‘self-‐iden,fy’ at what level they are of school func,onality;
• 1 high; 17 under-‐performing; 16 dysfunc,onal. 25
26
2014/02/02
14
27
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
28
2014/02/02
15
Theory of Change (Logic Model) Focused on
Departmental Success
Focused on School Success
Policy Compliance
Nurturing all learners
Training (PD) teachers to Success
Coach/Mentor teachers to Success
Doing It Our Way
Doing It Your Way
Doing What is Needed
Focused on Learner Success
Personalised Learning for All
Redesign and Systema,se (SoP) Success
29
30
2014/02/02
16
Session 3 Focus Specific Issues Knowing your Numbers: • Data driven
decision making
• Rate your SRC.
• Discussion the quantitative, legislative ‘numbers’ that need to be considered during planning.
31
How much do we Know (Informa,on)?
FEEDBACK FROM OTHERS
WHA
T YO
U DISCLOSE
PUBLIC Known to Self,
Known to Others
BLIND SPOT Known to Others, Unknown to Self
PRIVATE Known to Self,
Unknown to Others
DISCOVERY Unknown to Self, Unknown to Others
32
2014/02/02
17
Awareness <-‐-‐-‐-‐-‐-‐> Knowledge A
war
enes
s
3. Caution “I know what I don’t know”
Explore
4. Certainty “I know what I
know” Exploit
1. Ignorance “I don’t know what
I don’t know” Experiment
2. Amnesia “I don’t know what I know”
Expose
Knowledge 33
Do you know your numbers? GENERAL • ___ days in year; • ___ weeks per year; • ___ working days per year; • ____ days (4-‐5 weeks) leave per year; • ____ ac,ve working days per year; • ___ days public holidays; -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ SCHOOLING • ____ hours to account (225 days x 8 hours; 257 days x 7 hours); • ____ school days per year (1400 hours; 1600 hours); • ____ hours per week of teaching and learning (935 hours); • ____ hours per day of T&L; • ____ (at least), ___ hours per day ‘working hours’.
34
2014/02/02
18
Do you know your numbers? • 365 days in year; • 52 weeks per year; • 260 working days per year; • 20-‐25 days (4-‐5 weeks) leave per year; • 235 ac,ve working days per year; • 10 days public holidays; -‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ • 1800 hours to account (225 days x 8 hours; 257 days x 7 hours); • 200 school days per year (1400 hours; 1600 hours); • 27.5 hours per week of teaching and learning (935 hours); • 5.5 hours per day of T&L; • 7 (at least) -‐ 8 hours per day ‘working hours’.
35
Hours per day
Working Hours 1 2 3 4 5 6 7 8
Timetable 1 2 3 4 5
Co-‐curricula, Teamwork, Planning, etc.
2 1
Expanded ,me for learners
2 1
36
2014/02/02
19
Data Sets per Year
Frequency per … Period Day Week Month Quarter Semester Year Total
Data Sets
Over Year
Total
10 12 6 8 11 9 22 78
2,000 200 40 12 4 2 1 2,259
20,000 2,400 240 96 44 19 22 22,820 37
Givens: Into the School à T & L • SAME:
– 200 schools days (40 weeks); – 27,5 (FET -‐ 29,5) hours of allocated teaching ,me; – Teachers at least 7 hours per day at school; – Curriculum load for all the schools; – Salaries as per qualifica,ons;
• Differen,ated: – Performance, ability and background levels of learners; – Skills, ability and experience levels of teachers; – Leadership capabili,es of school leaders; – Contextual condi,ons of schools; – Suppor,ve and development capacity of district officials.
38
2014/02/02
20
Eight (8) School Readiness Components
(SRC) 39
1. Ahendance
2. Teacher InformaFon
3. Learner InformaFon
4. Annual Planning
5. Timetabling
6. Teaching, Learning & Assessment Schedule
7. Organo-‐gram
8. Teaching, Learning & Assessment Materials 40
2014/02/02
21
2. Teacher InformaFon
3. Learner InformaFon
4. Annual Planning
1. Ahendance
5. Timetabling
6. Teaching, Learning & Assessment Schedule
7. Organo-‐gram
8. Teaching, Learning & Assessment Materials 41
8 School Readiness Components
42
2014/02/02
22
Self-‐Assessment 8 School Readiness Components 0 1 2 3 4 5
1.1 Teacher Attendance 1.2 Learner Attendance 2. Teacher Information 3. Learner Information 4. Annual Planning 5. Timetabling 6. Teaching, Learning and Assessment Scheduling 7. Organogram 8. Teaching, Learning and Assessment Support Materials
43
Session 4 Focus Specific Issues School Readiness Components 1. Attendance, both teachers and learners
• Calculate the teacher ‘person hours’ available;
• Calculate the learner ‘learning time’.
44
2014/02/02
23
Present at and within School
Learners:
• 1600 hours; • 1400 hours; • 935 hours;
Teachers: • 1800 hours; • 1600 hours; • 1400 hours; • 935 hours; • 90 hours;
45
50 School Administrative Systems 1. Teaching 2. Learning Support 3. School Image 4. Principal’s Office 5. Finance and ICT
1.1 Teacher Substitute Management – OP
2.1 Co-Curricular Management - HF
3.1 Admissions Management - RM
4.1 External Doc Supply to Agents Management - MD
5.1 Funds Management - RM
1.2 External Exams Management – MD
2.2 Discipline Management - PP 3.2 Calendar Management - RM 4.2 Human Resources Management – DS
5.2 Finance Management - JV
1.3 Internal Exams Management – PP
2.3 Exclusion Management - EB 3.3 Daily Bulletin Management - BM
4.3 Inventory Management - PS 5.3 Fin Accountability Management - JV
1.4 Assessment Process Management
2.4 Learning Info Management - LS
3.4 Good News Management - BM
4.4 Human Relations Management - BM
5.4 Data Management - HF
1.5 Teaching Info Management – EB
2.5 Learner Attendance Management – DS
3.5 Parent Info and Communication Management - EB
4.5 Teachers and Learners Risk Management - BM
5.5 Digital Management - HF
1.6 External Reporting Management - HF
2.6 Rewards and Conduct Management - RM
3.6 SMS Management - HF 4.6 Learner Profile Management - BM
5.6 Network Management – OP
1.7 Teaching Process Management – DS
2.7 Physical & Mental Health Management -BM
3.7 Feeder Schools Management - PS
4.7 Return on Investment Management - JV
5.7 Publishing Management - RM
1.8 Timetable Process Management - PS
2.8 Gifted and Talent Management – DS
3.8 Other Schools Management – DS
4.8 Class groups and Subjects Management - LS
5.8 Document Management - PS
1.9 Learner Performance Tracking Management - OP
2.9 Special Needs Management - PS
3.9 Enrichment Management - GD
4.9 Literacy Management - JV 5.9 Website Management - HF
1.10 Second Opportunity Management – DS
2.10 Social Support Management - GD
3.10 Volunteerism Management - GD
4.10 School-Workplace Management - RM
5.10 ICT Integration Management - HF
OP = Data Required (1.1) Who collects?
Data Source?
Who & Where Recorded?
Who analyse?
Who and When Used?
Driver Influence
Section Sub-Section
1. Human Resource
4.2 HResM (absence) 4.4 HRelM (Frequency), 4.5 TLRiskM
2. Professional 1.5 TInfoM & 2.4 LInfoM (LTSM) 1.7 TPM (intervention) 1.8 TtM (935 hrs) 46
2014/02/02
24
Learner Amendance
47
Session 5 Focus Specific Issues School Readiness Components 3. Learner Information
• Learner expectation and achievement agreement.
48
2014/02/02
25
Problem Statement Learners • Teachers don’t believe in us;
• Have a low expecta,on 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 • Disconnec,on between ‘teaching and learning’ and ‘administra,on’. 49
Nature of Expecta,ons • Poor families are living based on survival, and therefore don’t have a concept of ‘dreams’ – long-‐,me expecta,ons;
• Only focusing on ‘gecng through the day’; • Don’t have, like middle and upper class families, conversa,ons around the dinner table about “what the children want to be one day”;
• Schools can play a role in developing a dream, and raising expecta,ons of poor kids.
50
2014/02/02
26
Student Expecta,on and Achievement agreement (1)
51
Iden,fy 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
52
2014/02/02
27
Iden,fy 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
Career Fields (8 of 49) 1.Engineering or Engineering Support 2. Architecture, Draugh,ng and Technical Drawing e. Building and Construc,on or Building Support 4. Ar,sans 5. Manufacturing 6. Automo,ve or Automo,ve Support 7. Geology, Mining or Mining Support 8. Woodwork and Furniture
53
Iden,fy 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
Career Fields (8 of 49) 1.Engineering or Engineering Support
2. Architecture, Draugh,ng and Technical Drawing
e. Building and Construc,on or Building Support
4. Ar,sans
5. Manufacturing
6. Automo,ve or Automo,ve 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 54
2014/02/02
28
Student Expecta,on and Achievement agreement (1)
55
Student Expecta,on and Achievement agreement (2)
56
2014/02/02
29
Student Expecta,on and Achievement agreement (1)
57
Feedback from Principal of JOTHS
• Our learners lack direc,on; • They see schooling as a phase that they need to pass through;
• And therefore they put in limle 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 construc,on of a Learner Expecta,on and Achievement Agreement;
• The LEAA is a structured way of gecng learners to announce their dreams and to work towards achievement them;
• I can already sense the posi,veness among the learners; • And I am confident that this ini,a,ve is going to make a big difference in their achievement levels. 58
2014/02/02
30
Feedback from a Learner at JOTHS • In 2012, the LEAA was introduced in our school; • At that ,me, I thought that I already have goals and dreams; • But when I wrote them down; • I realised that I have been chea,ng 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 dras,cally; • This ini,a,ve really changed my life. 59
Sechaba Results 2012
60
2014/02/02
31
Session 6 Focus Specific Issues School Readiness Components 4. Annual Planning
• Target setting in your school.
61
62
2014/02/02
32
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
63
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
64
2014/02/02
33
Target Secng for All • Targets for:
– Learners; – Class-‐group teachers; – Subject teachers; – Subject/Phase heads; – Principals (school).
65
Failures Condoned
66
2014/02/02
34
67
SOS Learners 33 Learners ‘At Risk’
68
2014/02/02
35
69
70
2014/02/02
36
71
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 compe,,on, especially if you want to beat a certain person.
72
2014/02/02
37
Session 7 Focus Specific Issues School Readiness Components 6. Teaching, Learning, and Assessment Schedules
• Chunking of work; • 15 TLAS areas.
73
Teaching Schedule What will the teacher be doing?
Learning Schedule What do we want the learner to do?
Assessment Schedule What 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.
74
2014/02/02
38
Teaching Schedule
1. Curriculum Alignment
2. Pl
anni
ng, P
ract
ice an
d In
tera
ctio
n
3. Di
rect
ion
and
Inst
ruct
ion
4. Ge
nera
l Tec
hniq
ues
5. Te
achi
ng an
d Le
arni
ng To
ols
• Mapping the chunks within the different weeks
• Ensure Unique chunk-‐descripFons per week are the same (all the chunks must be unique for others)
• Do Cross linking of chucks, both at horizontal and ver,cal level
• Make clear dis,nc,on between chunks which start at the level, and those conFnuing from previous grades.
75
Chunking of the Curriculum
C1 C2 C3 C4 C5 C6 C7 C8 C9 C10 C11 C12 C13 C14 C15 C16 C17 C18 C19 C20 C21 C22 C23 C24 C25 C26 C27 C28 C28 C30 C31 C32 C33 C34 Total
Grade 8 2.94% 23.5%
Grade 9
Grade 10
Grade 11
Grade 12 76
2014/02/02
39
Subject Chunking C1 C2 C3 C4 C5 C6 C7 C8 C9 C10 C11 C12 C13 C14 C15 C16 C17
C18
C19
C20
C21
C22
C23
C24
C25
C26
C27
C28
C28
C30
C31
C32
C33
C34 Total
Grade 8A Grade 8B Grade 8C Grade 8D Grade 8E Grade 8F Grade 9A Grade 9b Grade 9C Grade 9 D Grade 9E Grade 9F Grade 10A Grade 10B Grade 10C Grade 10D Grade 10E Grade 10F Grade 10G Grade 10H Grade 11A Grade 11B Grade 11C Grade 11D Grade 11E Grade 12A Grade 12B Grade 12C Grade 12D
77
Teaching Schedule
1. Cu
rricu
lum A
lignm
ent
2. Planning, Practice and Interaction
3. Di
recti
on an
d Ins
tructi
on
4. Ge
nera
l Tec
hniqu
es
5. Te
achin
g and
Lear
ning T
ools
• Describe the Content to be taught • Indicate the Source where information came from • Identify Other sources where content can be sought from, and consider sources presenting
alternative perspectives, methods, approaches, etc. on the same content • Indicate the Scope, Depth and Breath of the content to be covered (indicate how long
teaching will take, of the period time) • Indicate whether Pre-knowledge is necessary • Indicate whether Pre-engagement from learners is necessary • Identify the Teaching method [13] (teacher and/or learners centred) to be followed (lecture,
demonstration, tell a story, whole-class discussion, visual display, role play, small group discussion, visit, project work, library search investigation, practical work, self-study)
• Identify the particular practice of skill to be followed such as Homework – indicate to learners what the approximate length of time they should take to complete task (ensure a consistent space where homework assignment is noted in writing). Consider a ‘homework Roster’ for the class, grade or school. Types of homework (preparation tasks – learners gaining background information; practice exercises – to apply, review, revise and reinforce new knowledge; creative homework – learners integrate multiple concepts and develop critical thinking and problem solving skills, which is open-ended questions and long-term projects with choice for learners; extension assignments – learners to pursue knowledge individually and imaginatively, which allows for class work and real world to connect)
• Identify Length of teaching, learning, and formative assessment per lesson and/or per week • Identify Practical examples, simulations, symbolism, etc. that will be utilised (connect
theory and practice – real life experiences) 78
2014/02/02
40
Integrating ‘Chunking’ with TLAS
79
Teaching Schedule
1. Cu
rricu
lum A
lignm
ent
2. Pl
annin
g, Pr
actic
e and
Inter
actio
n
3. Direction and Instruction
4. Ge
nera
l Tec
hniqu
es
5. Te
achin
g and
Lear
ning T
ools
• Role of the Teacher – Facilitator, Orchestrator, Passive, Authoritarian
• Levels of Learning (Blooms’ Levels of Learning – Facts, Informa,on, Know-‐how, Comprehension and Wisdom)
• InstrucFon Signs (Listen, look at me, be quiet, sit down, stand up, line up, take out your homework, get your pencil/pen, etc.)
• Develop Maps for different direcFons (What to do when: -‐ I don’t understand what the teacher said; I don’t understand the lesson; I don’t know how to tackle the work; I am finished with my work; I want to help another learner; I need to go to the bathroom; etc.)
• How to give your direcFons (speak up and say exactly what you need; iden,fy a ‘silly word’ to get their amen,on; ensure to let learners repeat your direc,ons; write important informa,on in a special place on the board; use a ,meframe to ensure you want things to be done within a certain ,me; ensure learners know the importance of the direc,ons; constantly ‘police’ the task un,l learners demonstrated they can be len alone; encourage learners to seek clarify from other learners too; now reduce the talking and focus on the doing) 80
2014/02/02
41
Teaching Schedule 1.
Curri
culum
Alig
nmen
t 2.
Plan
ning,
Prac
tice a
nd In
terac
tion
3. Di
recti
on an
d Ins
tructi
on
4. General Techniques
5. Te
achin
g and
Lear
ning T
ools
• Setting the atmosphere/tone in your classroom (build rapport by creating trust and relationship; create peaceful pace through your own calm voice, expect excellence through routine and consistency; use story telling to create higher order thinking and imagining, indicate expected behaviour and consequences, get-down-to-it learning approach, balance hard work with camaraderie, friendship and joy)
• Important techniques: • Display important concepts on walls; • Test equipment before using them; • Ensure clean and neat classroom area; • Music can be used effectively where appropriate; • Consistently greeting all learners when they enter; • Personal stories and humour assist connection; • Emphasis things which are important; • Use your voice tone to set the correct atmosphere; • Ensure proper lighting; • Spend time building up relationships; • Use colour patterns to distinguish different things; • Utilise visual tools to ensure holding their attention; • Avoid ‘incorrect spelling’ on the board; • Professionally dress at least 1 step above all/most
learners; • Ensure seating choices given; • Ensure time management as a principle; • Encourage learner socialization;
• Ensure permission is requested when leaving the classroom; • Ask questions that promote thinking; • Dignify all responses and contributions; • Utilise humour to increase retention; • Put effort in to ensure connection of concepts with ‘outside
school experiences’; • Ask for volunteers before identifying; • Teachers must move around to classroom for attention; • Manage learner movement for oxygen; • Start your lesson on time; • Ensure some feedback loop after every 10 minutes; • Create the freedom of learners to opt out; • Keep water in class available for learners; • Use multiple senses to stimulate all learning styles; • Reduce distractions to the minimum; • Emphasise Safety in the classroom; • Emphasise Success of All in the classroom; • Emphasise the importance of Love; • Emphasise the importance of Belonging;
• Display Constantly incorporate the dreams of learners into the learning conversations to ensure connection 81
Teaching Schedule
1. Cu
rricu
lum A
lignm
ent
2. Pl
annin
g, Pr
actic
e and
Inter
actio
n 3.
Dire
ction
and I
nstru
ction
4.
Gene
ral T
echn
iques
5. Teaching and Learning Tools • DifferenFate InstrucFon by: designing the lessons to meet the needs of all learners; on-‐going, ever-‐changing flexible groupings; responding to different readiness, interest and learning profile; on-‐going assessment; addressing essen,al principles, concepts and skills; careful planning; an effec,ve philosophy that allows all learners to feel successful
• MulFple Intelligences: Verbal/Linguis,c (wri,ng, journal, poem, TV ads, reading stories, concept mapping, crossword puzzle); Logical/Mathema,cal (,me line, compare and contrast ideas, visual diagrams, comic strips, survey results); Interpersonal (tell stories, coopera,ve games, role play, discuss and come to conclusion, interviews); Body Kinesthe,c (coopera,ve games, physical exercises, hands-‐on experiments, model or representa,on); Musical Rhythmic (rapping, musical instruments, music wri,ng, dance steps, make up sounds and sound effects, jingle, rhymes); Naturalist (collect and categorise data, materials, or ideas; discover or experiment; take field trips; case study; adapt materials to a new use, label and classify); Interpersonal (personal journal; write about personal experiences; think about and plan; review or visualise; expressing of feelings; imagine and write about the future) 82
2014/02/02
42
Learning Schedule 6. Classroom Management
7. Ph
ysica
l Env
ironm
ent
8. Qu
estio
ning
Tech
niqu
es
9. Fr
om In
tera
ctio
n to
Eng
agem
ent
10. C
lassr
oom
Lea
ders
hip
• Tips for Teachers (start the first day of the year with clear expecta,ons and a plan; be fair to all learners and apply consistently; be prepared for some disrup,ons, and therefore don’t let it phase you; ins,l high expecta,ons consistently and prevent sliding during ‘off’ days; incen,vise good behaviour through affirma,on and rewards; rather over-‐plan to ensure that your are not caught out ‘idling’ our without ideas and ac,vi,es; if you have clear rules, you must display them but limit them; ensure that you build rela,onships and ensure that they know you care about them even when you don’t like what they do; praise in public and reprimand in private; ensure to prevent emo,onal outbursts that could lead to confronta,on and humilia,on; be pa,ent and keep prac,cing and don’t sweat the small stuff unless it has the poten,al to be come ‘big stuff’)
• Establish RouFne (model how to by yourself through simple and straighyorward displays; model how not to and exaggerate consequences in example; have a learner model it from start to finish; have a group of 4-‐5 learners to model it; prac,ce with the whole class un,l they get it right; go live to ensure ‘feeling of success’ or ‘doing things the right way’)
• Have rules for both yourself (teacher) and learners (Teacher – I will: -‐ treat each learner with respect; cri,cize in private and praise in public and make every effort not to embarrass you in front of your peers; maintain a sense of humour since laughter is important; remember you may have other issues going on and therefore give you some ‘space’ when needed; let you know when I don’t feel to good; try to never yell/scream; focus on your learner as both a process and product; incorporate the building of character in my classroom; not allow you to talk bad about other learners and teachers; allow you to vent if you need to; take care of problems myself without sending it to the principal; make no judgement about you based on your prior ac,on; always forgive; need your assistance and help at various stages during the year and therefore you are invited to extend your hand where you can help; Learners’ code of conduct – I will: be polite at all ,mes; work quietly and not disturb others; listen respecyully when others are talking; be friendly to fellow classmates; be honest and trustworthy; respect my teacher and other adults and learners; be prepared for class every day; arrive to class in ,me; cooperate with others; always do my best) 83
Learning Schedule
6. Cl
assro
om M
anag
emen
t
7. Physical Environment
8. Qu
estio
ning T
echn
iques
9.
From
Inter
actio
n to E
ngag
emen
t 10
. Clas
sroom
Lead
ersh
ip
• How can we establish and maintain an effective physical environment? • Aesthetics; • Content on the walls; • Lighting; • Storage space; • Teacher workspace;
• Example: Create a space where learners can find help, be supportive, etc.
84
2014/02/02
43
Learning Schedule 6.
Clas
sroom
Man
agem
ent
7. Ph
ysica
l Env
ironm
ent
8. Questioning Techniques
9. Fr
om In
terac
tion t
o Eng
agem
ent
10. C
lassro
om Le
ader
ship
• Learning requires processing; • Questions direct instruction; • ‘Safe’ to be incorrect, making mistakes, …; • When struggling learners have to expose
their weakness to get information they need, they won’t do it!;
• 9 Critical questioning tools: • deflected questions; • deflected responses; • open-ended questions; • total responses questions; • response journals or boards; • interactive notes; • mutually assured correct responses; • whole group questions, share, compare, repair in
small groups; • every point processing. 85
Learning Schedule
6. Cl
assro
om M
anag
emen
t 7.
Phys
ical E
nviro
nmen
t
8. Qu
estio
ning T
echn
iques
9. From Interaction to Engagement 10
. Clas
sroom
Lead
ersh
ip
• How can learners be engaged meaningfully and effectively beyond active participation and time-on-task? • Learners learn better when engaged (shifting
meaning – “sit still and listen”); • Engage is the extent to which learners are
cognitively, physically and emotionally connected with what they are doing;
• Level of learner engagement is impacted by the design and execution of the teaching and learning activities, strategies and methods;
• From minimum compliance to total engagement.
86
2014/02/02
44
Learning Schedule 6.
Clas
sroom
7.
Phys
ical E
nviro
nmen
t 8.
Ques
tionin
g Tec
hniqu
es
9. Fr
om In
terac
tion t
o Eng
agem
ent
10. Classroom Leadership • How can teachers function as truly inspirational
leaders in their classrooms with their learners and learner learning? • Inspire learners to action, to results, to achieve; • Learning with hope, inspire them to belief in their ability to
turn dreams into reality; • Speak of possibility; • Give of themselves, but also take care of themselves; • Are in tune with the classroom – operate with empathy
and compassion – create joy, fun and sense of belonging with boundaries and limits;
• Healthy relationship between teacher and learners – genuine caring and high expectations – won’t let them ‘off the hook’ – balance between pressure and nurture;
• Best relationships: celebrate achievements; maintain standards; expect success; demand excellence; coach to excellence; empower; meet needs; support individually.
87
Assessment Schedule 11. Classroom Assessment
12. T
est a
nd E
xam
inat
ion
Prep
arat
ion
13. S
econ
d Ch
ance
Opp
ortu
nity
14
. Fin
al Ex
pect
atio
n 15
. Gra
des,
Mark
s, Ta
rget
s, et
c.
• How are on-going, classroom formative and summative assessment, evaluation, accountability and documentation developed, maintained and effectively executed to ensure maximum learner success with meaningful and challenging targets? • Concept of assessment might be the most misunderstood concept
in schooling – it is assessment when the marks are changeable! • Has shifted from a ‘teaching tool’ to a ‘documentation
tool’ (evaluation); • We can’t fatten cows by weighing them. But we should weigh
them to assess and adjust how we are feeding them until they meet the ‘fat’ standard.
• Effective teachers use assessment to gather information in order to determine what next steps are necessary to ensure the learners meet the desired standards and outcomes;
• Teaching process: explain what is to be learned; explain why success in learning is important; model what is to be learned; ask a friend to see how well the learning is happening; provide additional modeling; one more time see how well you can do it; repeat last two steps until satisfied and then get tested! 88
2014/02/02
45
Assessing Learning in the Classroom 1. What will
learners learn? 2. How will we know learning has occurred?
• Set indicators • Provide
exemplars
3. How will we collect and provide evidence of learning?
• Establish purpose and context • Create opportuni,es to demonstrate
learning • Observa,on • Learning logs • Performance tasks • Projects • Tests • Wrimen language • Oral language • Visual communica,on
• Establish feedback strategies
4. What acFviFes will enable learners
to learn?
5. How will learners demonstrate their
learning?
5.1 How will learners receive ongoing feedback? • Descrip,ve • Specific • Self/peer/parent/teacher as
coach Assessment FOR Learning
5.2 What will be the next steps in
improving learning?
6. How will learners receive summaFve
feedback? • Qualita,ve/descrip,ve • Quan,ta,ve/marks • Self/teacher as judge Assessment OF Learning
7. What will be the next steps
in new learning?
Chunk of Learning: Learner Outcomes
89
Assessment Schedule
11. C
lassro
om A
sses
smen
t
12. Test and Examination Preparation
13. S
econ
d Cha
nce O
ppor
tunity
14
. Fina
l Exp
ectat
ion
15. G
rade
s, Ma
rks, T
arge
ts, et
c.
• How can we effectively prepare learners to succeed in the tests and/or examinations? • Most teachers focus on teaching the curriculum rather than
ensuring that learners learn well; • Written, Taught and Assessed curriculum; • Test scores are actually a reflection on us more than the
learners; • Only a portion of content we teach is likely to be of long-term
importance; • What learners know is more important than How much they
know; • Choose how much of time is used for teaching; • Choose how much emphasis – push heavily and gloss over; • Different assessment methods in terms of the levels of Bloom; • When using multiple choice, true-false and matching
assessment methods, ensure that learners are not ‘guessing’ correctly/wrongly – ensure sound argument supporting their determination, as well as why each distractor is incorrect;
90
2014/02/02
46
Assessment Schedule 11
. Clas
sroom
Ass
essm
ent
12. T
est a
nd E
xami
natio
n Pre
para
tion
13. Second Chance Opportunity
14. F
inal E
xpec
tation
s
15. G
rade
s, Ma
rks, T
arge
ts, et
c.
• How do we ensure that we teach real life lessons to learners, that they might not get it right the first time, but mastery is important? • In the real world, almost every activity, apart from life-
threatening events, allow for a second chance – drivers license (How many of you have failed your drivers license test? How many times? Are those people who got their license first, better drivers than you?);
• Second chance opportunities are invested with real learning; • But second chance opportunities must make a difference; • Should be the ownership of the learner, not the teacher; • Technology gives us the opportunity to generate second
chance opportunities; • It has to be built into the learning system of the school; • The worry that SCO will be used and abused by learners is
unfounded, although any new system will go through challenges during introduction phase.
91
Assessment Schedule
11. C
lassro
om A
sses
smen
t 12
. Tes
t and
Exa
mina
tion P
repa
ratio
n
13. S
econ
d Cha
nce O
ppor
tunity
14. Final Expectation
15. G
rade
s, Ma
rks, T
arge
ts, et
c.
• Four Expectations: • Learner DAT cognitive ability; • School Targets; • Learner’s current performance; • Learner Expectations in relation to
Achieving their Dreams; • How many learners failed last year
‘because of us (teachers)’ – we failed them?
92
2014/02/02
47
Assessment Schedule 11
. Clas
sroom
Ass
essm
ent
12. T
est a
nd E
xami
natio
n Pre
para
tion
13. S
econ
d Cha
nce O
ppor
tunity
14
. Fina
l Exp
ectat
ion
15. Grades, Marks, Targets, etc. • Track the progress of the learners on a regular
basis; • Must attach a verbal explanation to grades –
Learner Feedback Sheet (to learners) and Teacher Feedback Sheet (to HoDs);
• Ensure that ‘grading’ means something between different teachers, and subjects;
• Grades must be ‘tools for learners’ and not for teachers;
• Work on a “value added” approach to grading (AYP);
• Ensure an efficient and effective Recording Keeping system;
• Grades are ‘a moments reflection’ of what a learner knew, at a particular time, given a particular test – it does not represent the ‘worth’ of the learners. 93
Curriculum Management Framework (Education, Curriculum, Instruction, Teaching, Learning, Assessment, Expectations)
INSTRUCTIONAL LEADERSHIP Domain 1: Planning and PreparaFon 1. Demonstra,ng knowledge of content and
pedagogy 2. Demonstra,ng knowledge of learners 3. Secng instruc,onal outcomes 4. Demonstra,ng knowledge of resources 5. Designing coherent instruc,on 6. Designing learner assessment
Domain 2: Classroom Environment 1. Crea,ng an environment of respect and
rapport 2. Establishing a culture of learning 3. Managing classroom procedures 4. Managing learner behaviour 5. Organising physical space
Domain 4: Professional ResponsibiliFes 1. Reflec,ng on teaching 2. Maintaining accurate records 3. Communica,ng with families 4. Par,cipa,ng in a professional community 5. Growing and developing professionally 6. Demonstra,ng professionalism
Domain 3: InstrucFon 1. Communica,ng with learners 2. Using ques,oning and discussion
techniques 3. Engaging learners in learning 4. Using assessment in instruc,on 5. Demonstra,ng flexibility and
responsiveness 94
2014/02/02
48
Thank You! 95