EMU - Community Chest & Thales Project Orientation - 8 May 2014

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Transcript of EMU - Community Chest & Thales Project Orientation - 8 May 2014

  • 1. 2014/05/08 1 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 - The School Turnaround Programme (STP) - Community Chest/Thales Project Orientation 8 May 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 schools dream performance level; Identify three things, in order of priority, to change IN THE SCHOOL. 2
  • 2. 2014/05/08 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
  • 3. 2014/05/08 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 wont help - you cant out-run a Grizzly bear. To which the Japanese replied: I dont 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 (soluKons). 10% - 90% Balance 6
  • 4. 2014/05/08 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 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. Knots by R.D. Lange 8
  • 5. 2014/05/08 5 5 Types of School Performance Chaotic Schools -10% Exit Focus - Passing 81-100% 61-80% 41-60% 21-40% 0-20% Dysfunctional Schools-20% Under-Performing Schools50% HighFunctioningSchools15% SchoolsofExcellence5% Entrance Focus - Bachelors 81- 100% 50- 80% 1.2 Mill 2.4 Mill 6 Mill 1.8 Mill 0.6 Mill 9 10
  • 6. 2014/05/08 6 School Turnaround Pathway Turnaround Indicators Level Type Description 1.InstructionProgramme (TeachingandLearning) 2.Drop(Pushout)Rate (Throughputrate) 3.ExitPassRate (FinalGradePass) 4.CompletionRate (DreamAchievement) 5.0Failure 5.1NSC(JustaPass) 5.2Cert(Ave50%) 5.3Dip(Ave65%) 5.4Bach(Ave80%) 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% nnn nn nn DistribuKon of Levels of Pass 11 12
  • 7. 2014/05/08 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 AssisKve devices; Inadequate faciliKes at schools Overcrowded classrooms 2. Societal Barriers Abject poverty Late enrolment at school Urban/rural dispariKes DiscriminaKon - race, gender, language and disability 3. Academic Barriers Inappropriate pedagogy Insucient support of teachers Inappropriate and unfair assessment procedures Language of instrucKon Inexible classroom management Inappropriate abtudes 4. Learner Personal Barriers DisabiliKes (neurological, physical, sensory, cogniKve) Health (disease, chronic illness, trauma) 14
  • 8. 2014/05/08 8 Problem-Solving CM Approach Needs ObjecKves Inputs OperaKons outputs Results Impact Eciency Sustainability EecKveness Relevance 5 STAS Principles Vision 50 School OperaKonal Systems 16 STAS Deliverables School of Excellence HPS UPS DFS ChaoFc School 8 School Readiness Components 16 EducaKonal Principles 50 School Quality Systems 15 5 Successful Change Steps 16
  • 9. 2014/05/08 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 Decit Thinking Model, and the VicFm Mentality Approach; 5. Restructuring the current educaKon models that are resulKng 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 PoliFcal Economical Social JusFce 18
  • 10. 2014/05/08 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. 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? - What do we mean? What are we talking about? EducaFon System District Support and Development Provincial ImplementaFon School Pass Rate School Leadership Learner Achievements Gap Teacher Competencies Purpose of EducaFon 1 2 9 6 5 4 3 7 Teacher Subject Knowledge 8 10 Teacher Subject Knowledge Learner Personalised Learning 11 Parent/Stakeholder Involvement 12 20
  • 11. 2014/05/08 11 From Underperformance to Excellence 1. Under-Performing Schools 2. High FuncKoning Schools 3. School of Excellence 8 School Readiness Components (Planning) Amendance Teacher InformaKon Learner InformaKon Annual Planning Time- Tabling Teaching, Learning, Assessment Schedule Organogram TLSM Ownership 50 School OperaFonal Systems Academic (11) AdministraKon (14) CommunicaKon (6) ICT (7) Pastoral Care (12) Planning Planning CM - Monitoring and EvaluaKon CCR - Support and Development 60 School Quality Systems Leadership (10) Strategic Planning (10) Human Resources (10) Learning and Teaching (10) Assessment and Feedback (10) Monitoring and EvaluaKon (10) CCR - Support and Development CM - Monitoring and EvaluaKon Ownership Sustain - InsKtuKonalisaKon Sustain - InsKtuKonalisaKon School Turnaround Strategy (5 Phases) 3-5 Years Sustainability 3 6 Months Culture, Climate, RelaFonships 6 - 9