EMU Cape Town Inner City Schools' workshop

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School turnaround

Transcript of EMU Cape Town Inner City Schools' workshop

  • 1. 2014/02/02 Educa,on Moving Up Cc. - The School Turnaround Programme (STP) Cape Town Inner City Schools Workshop 24 January 2014 Presenter: Dr Muavia Gallie (PhD) Education Moving Up Cc. muavia@mweb.co.za http://muavia-gallie.blogspot.com http://supervisingwithadifference.blogspot.com www.slideshare.net Session 1 Focus Specific Issues Introduction of One person per participants school will introduce per school the team, and indicate The state of the schools dream education in performance level; your school Identify three things, in order of priority, to change IN THE SCHOOL. 2 1
  • 2. 2014/02/02 Conceptual tools of the Workshop Northern Pike Experiment 10% on Problem 90% on Solution 1. Theories of Education What we ought to do in schools 3. Theories of Change What causes progress towards where we want to be Grizzly Bear Story Shifting Paradigm vs Paradigm Shift 2. Theories of Organisation How we should be set up to do it 4. Theories of Changing What has to be done to influence those causes 3 The Northern Pike Experiment 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? 4 2
  • 3. 2014/02/02 Grizzly Story 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 wont help - you cant out-run a Grizzly bear. To which the Japanese replied: I dont have to outrun the bear - all I have to do is to out-run you. 5 10% - 90% Balance Life is 10% of what happens to you (problems), and 90% of how you respond to it (solu,ons). 6 3
  • 4. 2014/02/02 Shifting Paradigm vs Paradigm Shift 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. 7 Knots by R.D. Lange There is something I dont know That I am suppose to know I dont know what it is I dont 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 dont know Therefore I pretend to know it This is nerve-racking since I dont know What I must pretend to know Therefore, I pretend I know everything. 8 4
  • 5. 2014/02/02 1.8 Mill 50- 80% 6 Mill 21-40% 1.2 Mill 0-20% Dysfunctional Schools - 20% 2.4 Mill 41-60% Under-Performing Schools 50% 61-80% Chaotic Schools - 10% Exit Focus - Passing 81-100% Schools of Excellence 5% 81- 100% High Functioning Schools 15% Entrance Focus - Bachelors 5 Types of School Performance 0.6 Mill 9 10 5
  • 6. 2014/02/02 School Turnaround Pathway Turnaround Indicators High Performing 100% Pass, but less then 50% Bach completion Good 15% 100% 3. Under Performing 1 or more learners failing: Pass 80%+ 2. Dysfunctional Less than 60% pass Weak rate 1. Chaotic 100% 80% nnn nn 100% nn 100% 80% 60% 45% 60% 40% Less than 40% pass Disaster 60% rate 40% 20% Comply 30% Total 4. 5.4 Bach (Ave 80%) 100% 100% 5.3 Dip (Ave 65%) 0% 5.2 Cert (Ave 50%) Great 5.1 NSC (Just a Pass) 100% Bachelors completion 5.0 Failure 3. Exit Pass Rate (Final Grade Pass) Excellent 4. Completion Rate (Dream Achievement) 2. Drop (Push out) Rate (Throughput rate) 5. Level Description 1. Instruction Programme (Teaching and Learning) Distribu,on of Levels of Pass Type 100% 100% 11 12 6
  • 7. 2014/02/02 Session 2 Focus School Turnaround Strategy (STAS) for Developing countries, including the 8 School Readiness Components Specific Issues 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 Insucient support of teachers Inappropriate and unfair assessment procedures Language of instruc,on Inexible classroom management Inappropriate actudes 4. Learner Personal Disabili,es (neurological, physical, sensory, cogni,ve) Barriers Health (disease, chronic illness, trauma) 14 7
  • 8. 2014/02/02 Problem-Solving CM Approach 50 School Quality Systems HPS UPS DFS Impact ChaoFc School Results 16 STAS Deliverables Opera,ons Inputs Objec,ves Relevance School of Excellence outputs 8 School Readiness Components 50 School Opera,onal Systems Needs Vision 5 STAS Principles 16 Educa,onal Principles Eciency Eec,veness Sustainability 15 5 Successful Change Steps 16 8
  • 9. 2014/02/02 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 Decit 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-qualied and poorly performing teachers are teaching in these schools). 17 Selecting Turnaround Models Changing What for What? Technical Economical PoliFcal Social JusFce 18 9
  • 10. 2014/02/02 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. Todays 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 cant be negatively or positively preordained, depending on us 19 - Turnaround what? - School Pass Rate School Leadership Teacher Competencies Teacher Subject Knowledge 4 5 6 7 8 Parent/Stakeholder Involvement District Support and Development 3 Learner Personalised Learning Provincial ImplementaFon 2 Teacher Subject Knowledge EducaFon System 1 Learner Achievements Gap Purpose of EducaFon What do we mean? What are we talking about? 9 10 11 12 20 10
  • 11. 2014/02/02 3. School of Excellence 3 6 Months Sustainability Sustain - Ins,tu,onalisa,on Sustain - Ins,tu,onalisa,on 50 School Quality Systems 6 - 9 Months Leadership (10) Strategic Planning (10) Human Resources (10) 1 Learning and Teaching (10) CCR - Support and Development 2 Assessment and Feedback (10) Monitoring and Evalua,on (10) CCR - Support and Development 2. High Func,oning Schools CM - Monitoring and Evalua,on 1.5 2.5 Years Culture, Climate, RelaFonships CM - Monitoring and Evalua,on 50 School AdministraFve Systems Academic (11) Administra,on (14) Communica,on (6) ICT (7) Pastoral Care (12) Planning Planning 6 9 Months C