1

1

Instructional Leadership Workshop

- The state of education in South Africa, and the turnaround strategy needed -

Presenter: Dr Muavia Gallie (PhD) Session 1

Awareness Test 1:09

2

TIMSS Participation Countries 2007

TIMSS Participation 1995 - 2007

3

TIMSS 2003 - Applying Maths

SACMEQ Countries

Botswana

Kenya Lesotho Malawi

Mauritius Mozambique

Namibia Seychelles

South Africa Swaziland Tanzania

Uganda Zambia

Zanzibar Zimbabwe

Source: SACMEQ Data, 2007

Pupil reading sco r e s

4

SACMEQ Results 6 2 12 15 4 7 13 1 9 5 3 10 14 11 8

6 5 13 15 3 12 9 2 10 4 1 11 14 7 8

7 2 11 13 1 4 14 3 9 6 5 8 12 10 15

6 2 12 14 1 11 13 4 8 5 3 9 15 10 7

15

20

25

30

35

40

45

Gr 3 Literacy Gr 3 Numeracy Gr 6 Languages Gr 6 Mathematics

Aver

age

Perc

enta

ge

Average % scores after re-marking

Eastern Cape

Free State

Gauteng

KwaZulu Natal

Limpopo

Mpumalanga

Norther Cape

North West

Western Cape

South Africa

8

5

9

Musical Chairs Game

6

Musical Chairs Game 24 1

23 2

22 3

21 4

20 5

19 6

18 7

17 8

16 9

15 10

14 11

13 12

12 13

11

10

9

8

7

6

5

4

3

2

1

Gr1 Gr2 Gr3 Gr4 Gr5 Gr6 Gr7 Gr8 Gr9 Gr10 Gr11 Gr12

Matrics 2010 started Gr1 in 1999 Matrics 2011 started Gr1 in 2000

Drop in Learners Gr 1 (1999) - Gr12 (2010)

1,318,932

579,384550,000600,000650,000700,000750,000800,000850,000900,000950,000

1,000,0001,050,0001,100,0001,150,0001,200,0001,250,0001,300,0001,350,000

Grade 1 Grade 12

Only 44% retained!

12 51%

1,055,397

534,498

7

13

Comparing Grades 1-12 from 1999 to 2011 Gap %Learner Gap %Learner Prim Sec

Year Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Gr1 & 12 Retained Years Years Gr1-7 Gr8-12 Total

1999 1,318,932 1,223,529 1,194,425 1,167,683 1,087,829 998,705 937,741 1,043,067 917,239 840,803 738,220 571,848 747,084 43%   7,928,844 4,111,177 12,040,021

2000 1,055,397 1,090,765 1,178,712 1,167,949 1,088,836 1,009,782 936,454 1,039,547 922,566 836,962 724,192 549,203 506,194 52%   7,527,895 4,072,470 11,600,365

2001 1,150,637 944,961 1,087,675 1,175,860 1,098,863 1,023,269 932,151 1,068,479 916,280 846,655 709,508 488,352 662,285 42%   7,413,416 4,029,274 11,442,690

2002 1,286,591 1,012,892 949,721 1,076,107 1,142,806 1,038,679 958,932 936,392 1,089,404 876,175 719,952 486,786 799,805 38% 430,453 53% 7,465,728 4,108,709 11,574,437

2003 1,277,499 1,111,858 1,003,331 952,465 1,035,707 1,101,740 987,876 976,750 902,129 1,096,214 736,720 475,069 802,430 37% 567,998 46% 7,470,476 4,186,882 11,657,358

2004 1,303,016 1,109,201 1,081,956 985,139 916,911 997,365 1,050,554 1,010,710 914,729 1,057,935 829,137 505,392 797,624 39% 432,349 54% 7,444,142 4,317,903 11,762,045

2005 1,233,581 1,118,690 1,078,001 1,061,770 951,372 898,493 972,542 1,052,499 930,797 1,069,494 839,009 538,909 694,672 44% 459,796 54% 7,314,449 4,430,708 11,745,157

2006 1,185,198 1,081,652 1,099,319 1,072,780 1,026,031 919,487 872,051 1,020,734 970,946 1,093,297 890,564 568,664 616,534 48% 519,165 52% 7,256,518 4,544,205 11,800,723

2007 1,171,323 1,050,103 1,066,796 1,090,762 1,035,449 1,001,687 896,138 930,019 957,450 1,115,961 920,102 625,809 545,514 53% 462,020 54% 7,312,258 4,549,341 11,861,599

2008 1,122,114 1,031,821 1,017,656 1,050,860 1,043,012 1,001,852 964,345 926,603 902,656 1,076,527 902,752 595,216 526,898 53% 599,209 50% 7,231,660 4,403,754 11,635,414

2009 1,106,827 1,004,311 1,004,585 1,019,886 1,009,370 1,012,619 970,902 991,093 926,531 1,017,341 881,661 602,278 504,549 54% 621,251 49% 7,128,500 4,418,904 11,547,404

2010 1,116,899 994,410 972,668 1,002,645 978,983 978,016 980,747 1,001,180 1,009,327 1,039,762 841,815 579,384 537,515 52% 739,548 44% 7,024,368 4,471,468 11,495,836

2011 1,177,089 1,003,353 957,209 974,860 957,203 946,427 941,291 1,008,110 1,049,904 1,049,189 847,738 534,498 642,591 45% 520,899 51% 6,957,432 4,489,439 11,446,871

2012                                      

Ave. 1,194,001 1,064,516 1,061,237 1,068,659 1,034,597 998,475 955,036 999,756 946,671 997,261 811,136 548,909

1999-2010 + Ave Comparing Grades 1-12 from 1999 to 2010

450,000500,000550,000600,000650,000700,000750,000800,000850,000900,000950,0001,000,0001,050,0001,100,0001,150,0001,200,0001,250,0001,300,0001,350,000

Gra

de 1

Gra

de 2

Gra

de 3

Gra

de 4

Gra

de 5

Gra

de 6

Gra

de 7

Gra

de 8

Gra

de 9

Gra

de 1

0

Gra

de 1

1

Gra

de 1

2

199920002001200220032004200520062007200820092010Ave.

8

Success rate = 8,1%

• Success-rate of the system = 8,1% • Of every 12 learners starting Grade One, only 1 learner attains what the system is promising them - data 2005!

Access vs Success

Whether you Pass! How you Pass!

Short-Listing

Employment Quantity

Quality

9

% Different Types of schools in SA

100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% -10% -20%

Anti-Functional

Dysfunctional Under-Performing

High-Performing

Qua

ntity

of P

ass

Quality of Pass (Grades)

20% 50%

20% 10%

So, if we spend all this money (2011/12 = R178b; 2012/13 = R190b; 2013/14

= R218b) on education, why are the children not

benefiting? Who is actually benefiting?

18

10

Three Steps to Quality Education

Dys-functional Schools

Step 1

Under-performing

Schools

Step 2

High Functioning

Schools

Step 3

Excellent Schools

Basic Right To Education

Basic Education Quality Education

Legal and Human Rights Obligations

Professional, Social, and Ethical Obligations 19

Managing what you Know (ICT)

11

Managing what you Know (ICT) … cont.

Demographic Character of Workforce

22

PERSAL 1997/8 2003/4 Number % Number %

Total 386,735 268,548 Male 136,260 35 127,956 35 Female 250,476 65 240,592 65 Under 25 years 7 0.002 752 0.2 25 to 29 years 3,575 1 15,044 4 30 to 34 years 52,235 14 62,356 17 35 to 39 years 94,168 24 91,766 25 40 to 44 years 83,834 22 77,747 21 45 to 49 years 68,060 18 61,158 17 50 to 54 years 43,053 11 37,188 10 55 to 59 years 22,452 6 16,513 4 60 yeas and above 19,352 5 6,025 2

12

Confusing Teaching for Learning

23

Teaching (the Teacher)

Facilitation of Learning (teacher and learner)

Learning (the learner)

Facts and Information sharing

Know-how building Comprehension and Wisdom development

Audifying of Textbook

Engaging in the process of learning in order to ensure ownership of the knowledge

What do you know and understand, and not just what do you remember

Characteristics of a good citizen

Investigate the opinions of others (including yourself) on the topic

Discuss the characteristics of a good citizen, with justification

Assessment of Teaching

Assessment for Learning Assessment of Learning

Connected vs Disconnectedness from Learners

24

I see, know, understand

and care about them!

I see, know and

understand them!

I see and know them!

I see them!

13

School Calendar 2012

25

Know your Numbers •  200 School days; •  170 Teaching and Learning days; •  34 Weeks of Teaching and

Learning; •  935 Hours of Teaching and

Learning; •  20 – 24 Hours of Examination time.

26

14

Labour vs Professional

27

Professionalism •  Specialised Knowledge (a strong body of specialised

knowledge); •  Continued Research (propensity to evaluate current

practice and identify and substitute redundant practice); •  Professional Authority of the Practitioner (trust placed by

society as result of high quality of service rendered); •  Acknowledgement of Authority by Society (respect and

esteem from the society); •  Developing and Maintaining a Professional Ethical Code

(disciplined use of oneself in valid knowledge and insight into self-control pertaining to use of one’s emotions);

•  Service Orientation (render a service where the interest of the client came first).

28

15

Professional Imbalance

29 Pro

fess

iona

l E

thic

s &

Mor

als

Profe

ssion

al Gr

owth

& De

velop

ment

Domains of Challenges

30

Pla

nnin

g (S

choo

l Rea

dine

ss)

Curriculum Management Framework

(Education, Curriculum, Instruction, Teaching,

Learning, Assessment, Expectations)

Educator BEAR (Beliefs, Expectations,

Attitudes & Relationships

Sustainability S

trategy (Learners, P

arents, Educators,

SM

T, Principal, S

GB

, C

omm

unity, Business, D

istrict, P

rovince) Ow

ners

hip

(Tak

ing

Res

pons

ibili

ty)

1. 2.

3.

4. 5.

16

Turn-around Theory Common Characteristics

1.  Constant crisis (Think);

2.  Organisational insanity (Think);

3.  Cluelessness (Think);

4.  Relative Success (Think);

5.  Sub-Optimisation (Think);

6.  Indirect Causes (Think);

7.  ‘Sorry is Okay’ mentality (Think);

8.  Segmented morals - situational ethics (Think);

9.  Multiple clicks/ groups (Do);

10. Broken behaviour-consequence chain (Do).

If you can’t Think it, You can’t Do it!

Think (Planning)

Do (Implementing)

SRC

Proc

ess

Tools

PD

Feel (Monitoring and Evaluating)

Accountability

Owne

rship

Principal & SMT

All Teachers

(Principal, Teachers, SGB & District)

Func

tion

School Readiness

Teaching & Learning

Governance & District Support

CMS

Research Schools

17

TAS - Helicopter view (4 Components)

5 (five) Successful Change

Steps [Planning]

5 (five) Turn Around

Phases [Process]

16 (sixteen) Principle Issues [Inputs]

16 (sixteen) Deliverables

[Outputs] 42

5 Successful Change Steps

18

5 Turn-around Phases Phase 1 Phase 2 Phase 3 Phase 4 Phase 5

Focus •  Ownership •  Buying into this strategy

•  SRC tools development •  Design CMM

•  SRC + CMM implementation

•  Closing gaps

•  Ensuring sustainability

Participants •  Principal •  Principal, SMT, Teachers, SGB reps, District, Community

•  Principal and SMT •  School staff (professional and support)

•  District •  School leaders •  Community

Data tools •  16 Principles Issues of Turn Around Strategy as Inputs

•  16 Deliverables as Outputs

•  (B) Baseline Survey (P)

•  (D) SRC self-rating (P + SMT)

•  (A) Functionality Questionnaire (S)

•  8 School Readiness Components = Attendance, T+L Info, Annual Plan, TT, TL Schedules, Organogram, TLSM

•  CMM = Attendance, SBA, Curr. completion

•  Staff development •  Teacher

professional development

•  Compliance •  Governance •  Operational

management •  T+L intelligence

systems

Period •  2 hours •  2 days (full days) Or •  6 x 2.5 hours

•  3 - 6 months •  1,5 - 2 years •  6 - 12 months

Methods •  Workshops •  All schools

together •  Muavia Gallie

•  Workshops •  All schools together •  Muavia Gallie

•  Face to face site work •  Individual schools •  Mentors

•  Face to face site work

•  Individual schools •  Mentors + Experts

•  Workshops + Face to face site work

•  Individual schools •  Muavia Gallie

TAS - Face-to-Face view (4 Tools)

8 (eight) School Readiness

Components [Planning] 6 (six)

Curriculum Management

Design [Input]

4 (four) Closing the Gap

BEAR [Process]

6 (six) Sustainability

Model [Outputs]

24 1.  Teachers 2.  SMT 3.  Principal 4.  SGB 5.  District 6.  Community

1.  Attendance 2.  Teacher Info 3.  Learner Info 4.  Annual Planning 5.  Timetabling 6.  TL Scheduling 7.  Organogram 8.  LTSM

1.  Nat. Educ. Strategy 2.  District Curr. Man. 3.  School Instr. Design 4.  Faculty T + L 5.  Classroom L + Assess. 6.  Home L Plan

1.  Believes 2.  Expectations 3.  Attitudes 4.  Relationships

19

16 Deliverables/Outcomes Individual

1. Recognise the high risk; 2. Think differently; 3. Redefine ‘normal’ and ‘reality’; 4. Know, understand and service ‘young

people’.

Relationships 1. Utilise organisational strength; 2. High commitment and expectation to

succeed; 3. Recognise ability to transform and

change; 4. Teachers care deeply about all

learners. Culture

1. ‘Bring it on!’ attitude; 2. Adults who model what they value; 3. Teachers ‘don’t sweat the small

stuff’; 4. Teachers know ‘what it takes to be

successful’.

Systems efficiency 1. Being ready (proactive); 2. Always focus on the ‘key

deliverables’; 3. Data driven decision-making; 4. Clear and implementable rules.

2. Lubombo Circuit (Buy-in) •  Circuit in Mpumalanga, bordering with

Mozambique; •  34 Schools (both primary and secondary) attended

the 2 days session; •  Circuit manager was present for the entire two

days; •  After introductory questions were posed to schools

(2.5 hours session), schools had to ‘self-identify’ at what level they are of school functionality;

•  1 high; 17 under-performing; 16 dysfunctional.

20

39

1.4 GDE PPS Project

Gauteng Schools with challengesProject Manager Schools DivisionNo Grade 12 Results

20082009

Variance Up Down Same1 35 49 14 12 50 53 3 13 24 26 2 14 27 34 7 15 47 46 -1 16 46 73 27 17 26 46 20 18 29 38 9 19 38 39 1 110 48 38 -10 111 29 46 17 112 28 28 113 29 76 47 114 39 22 -17 115 48 66 18 116 29 52 23 117 33 68 35 118 30 65 35 119 12 30 18 120 27 39 12 121 30 16 -14 122 42 38 -4 123 51 46 -5 124 40 96 56 125 42 46 4 126 45 63 18 127 48 85 37 128 55 54 -1 129 55 51 -4 1

30 66 66 0 131 56 48 -8 1

Ave. 12.5 21 9 165.6% 28.1% 3.1%

Ave. 20.5 -7.1

1.5.2 GE UPS Matric Results 2008-2010

GE UPS 14 Matric Results

56.25

43.42

0

34.18

54.07

60.23

49.11 49.5552.48 52.94

46.27

35.51

49.5352.48

45.4

67.58

45.61

37.5

28.51

36.82

57.86

64.75

56.67

65.99

48.57 47.62 49.54

66.08 65.99

52.849.3 49.6

52.5 52.6 52.9

60.565.7 67.7

74.4 74.5

82.886.2 88.2 88.2

67.5

0

10

20

30

40

50

60

70

80

90

100

Phulon

g

Zikhe

thele

Than

di Sibe

ko

Etwatw

a

Esibon

elwes

ihle

Lefa-

Ifa

Laba

n Mot

habi

BB Mya

taza

Davey

Sec

onda

ry

Resho

gofad

itswe

Buhleb

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Asser

Molo

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Mamell

ong

Vezu

khon

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Avera

ge

2008 2009 2010

21

1.5.3 SMS from GE school ------ SMS ------ From: +27826257426 Received: Jan 13, 2011 11:15 Subject: Dr Muavia Gallie , Dr Muavia Gallie, the name of our school is Asser Maloka in Duduza(Nigel). When we joined your programme were sitting @ 35%(2008), 49%(2009), and for 2010 we are @ 86.23%. My principal and I wish to express our heartfelt gratitude to you and your whole team. From Deputy Principal:FET.Vuyo Ncokazi.

1.6.2 GDE PPS Matric Results 2008 - 2010 (2010 ascending)

GDE PPS Matric Results 2008-2010 (2010 ascending)

3027

4845

50

26

47

2927

56

39

66

51

4246

40

55

29

42

30

12

38

55

29

48

3329

48

35

24

39.2

16

3438

63

28

53

46 46

52

39

48

22

66

46

38

73

96

51

38

46

65

30

39

54

46

6668

76

85

49

26

49.8

29.230.2

39.241.7

49 49.552.253.1

56.757.757.857.961.262.862.964.5

66.767.6

73.473.777.878.4

83.383.884.388.2

90.992.294.9

64.9

0

10

20

30

40

50

60

70

80

90

100

Mph

umel

omuh

le S

ec

Fon

tanu

s C

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Kat

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Ave

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% P

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2008 2009 2010

22

52,48

43,42

49,11 52,94 54,07

49,55

60,23

52,48 49,53

46,27

35,51 34,18

56,25

45,4

65,99

45,61

37,5

64,75

48,57

36,82

56,67 57,86

65,99 66,08

47,62 49,54

28,51

67,58

52,8

74,4

49,6 52,5

65,7

74,5

52,9

67,7

60,5

88,2 88,2

82,8 86,2

52,6 49,3

67,5

39,6 39,8

44,2

54,5 57,4

63,7 64,7 67,9

77,7 80 80,4 81

82,9

94,3

66,3

0

10

20

30

40

50

60

70

80

90

100

GE UPS 14 Matric Results

2008 2009 2010 2011

0

10

20

30

40

50

60

70

80

90

100

School 1

School 2

School 3

School 4

School 5

School 6

School 7

School 8

School 9

School 10

School 11

School 12

School 13

School 14

2008

2009

2010

2011

23

35

24

51

30

27

50

26

33

29

55

47

29

39

12

42

55

27

40

46

56

38

45

48

30

42

48

66

48

29 29

39,2

49

26

46

16

34

53,4

46

68

52 51

46

38

22

30

46

54

39

96

28

73

48

39

63

38

65

38

66 66

85

76

46

49,8

62,8

29,2 30,2

49,5 52,2

90,9

56,7

67,6

53,1

73,4

57,9

78,4

73,7

83,8

57,7

66,7

49

64,5

57,8

83,3

41,7 39,2

77,8

62,9

88,2

61,2

94,9 92,2

84,3

64,9

35,1

41,7 43,2

44,9

53,3 56 56,6

58 59,7

61,8 62,4 62,9

66,7 66,7 68,1 68,6

70 70,6 71,2 73,5 74,2 74,5 75 75,2

79,8 80

83,8

88,8

92,2

98

67,1

0

10

20

30

40

50

60

70

80

90

100 Bo

ikgeth

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Ed M

asha

bane

Sec

Nghu

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Mphu

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Aver

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% P

ass

GDE PPS Matric Results 2008-2011 (2011 ascending)

2008 2009 2010 2011

0

10

20

30

40

50

60

70

80

90

100

2008

2009

2010

2011

24

10. Conclusion - 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

Redeemer