SUID AFRIKAANSE ONDERWYSERS UNIE

SAOU

LEADING IN HARD TO TEACH/ REACH SCHOOLS

BRONFENBRENNER`S ECOLOGICAL SYSTEM`S THEORY

DUTIES AND RESPONSIBILITIES: MANAGE…LIASE….CO-OPERATE …GUIDE..

SUPERVISE…INTERPRET…ADVICE…PARTICIPATE…INTERACT…MAINTAIN

SAME DESTINATION

DIFFERENTVEHICLES

HOW DO WE DEFINE HARD TO TEACH/REACH/LEAD SCHOOLS

• The majority of children find themselves in schools which are hard to reach, teach, and lead.

• The reflection will focus on schools located in hard to reach, teach, and lead contexts.

• However, before we look at the realities of these schools, I would like to advance my understanding of reach, teaching, and leading:

HARD TO REACH SCHOOLS…. is the geographic location of the school and factors linked to the geographic area, which impact on the functionality of the school. We are mindful that this location has its history and present political and socio-economic positioning

HARD TO TEACH…… is the pedagogic evolution from the traditional, linear transmission of knowledge from the knower to the “knowee” to the creation of collegial critical spaces of sharing, interrogation, co-construction, understanding, and recognising the multiple levels of knowledge present in the space (classroom, school, society).

Here we continue to be mindful of teachings (training and pedagogy) history and present political and socio-economic positioning.

HARD TO LEAD ….….. is the evolution from traditional leader practices which are authoritarian, individualistic, and managerial to a leadership style demonstration characterised by high levels of emotional intelligence, a collaborative leadership style, servant leadership, and leading a school for education as a public good.

LET US USE A TRIFOCAL LENS

REACH

•Impact of poverty and unemployment

• Integration, racism, and xenophobia

•Teenage pregnancy•Violence around and in the school•Gangsterism•Multi-forms of substance abuse•Lack of parental/community involvement in schooling

•Failure to fully understand the context of the school

•Bullying including 4th industrial revolution forms of teaching

•Peer pressure•Rurality

TEACH

•Scarcity of suitably qualified teachers

•Content gaps•Educator bullying/peer pressure•Qualified teachers but unable to respond to a continually evolving context

•Unqualified teachers•Lack of adequate resources•Inability to accommodate learners presenting various barriers to learning

•Linking training and experience to the requirements of the 4th

industrial revolution teaching requirements

•Administrative overload

LEAD

• Leadership conflict• The tension between

Governance and Management

• Teacher shortage• Teacher absenteeism• Managing in a complex

bureaucratic, managerial environment

• Balancing the servant, collaborative leader with meeting administrative requirements of the leadership position

• Digital challenges . Cyber crime/identity theft/cyber bullying

REACH

•The same as context 1

•Multiple levels of rurality•Rural on the national road

TEACH

• The same as context 1

• Multi-phase teaching

• Multi-grade teaching

• Teachers home in a different town

LEAD

• The same as context 1

• Full teaching load• Communication and

connectivity issues• Leaders home in a

different town• Digital challenges .

Cyber crime/identity theft/cyber bullying

POVERTY

OVER/UNDER

PARENTALINVOLVEMENT

TTEACHERS MORALE

INTERVENTIONFATIQUE

POLICIES

LAYERSOF DEMANDS

REALITIES

2121ST CENTURY

COMPLIANCE

SDG`s

IICBA

CESACONSTITUTION

NDP

EQUITABLEQUALITY

INCLUSIVEEDUCATION

FORALL

SCHOOLING WITHOUT LEARNING IS A WASTEDOPPORTUNITY

WORLD DEVELOPMENT REPORT - ACCESS LEARNINGACT ON EVIDENCE / ALIGN ACTORS

UNESCO`s GLOBAL EDUCATION MONITORING REPORT (2018/19)

OECD : DATA DRIVEN EDUCATION REFORM – PISA / PIRLS/ TIMSS /SAQMEC / ANA

NATIONAL POLICY ON MINIMUM REQUIREMENTS FOR TEACHER

QUALIFICATIONS/CPTD/VS REALITY

HOW CAN YOU FLIP THE OPERATIONS AT THE SCHOOL??

EVIDENCE BASED STRATEGIES AND MANAGEMENT: ACTION RESEARCH

TOOLS AND STRATEGIES

COLLECT/INTERPRET AND ANALYSE DATA ON LEARNER POPULATION(what is the definition of parents in the school)

SCHOOL COMMUNITY AND CONTEXTUAL BRIDGES

COMPILE GENERAL AND SPECIFIC DATA ON TEACHER COMPETENCIES AND LEVELS THERE OF

COMPILE DATA ON LEARNING BARRIERS AND WHAT SUPPORT IS NEEDED BYWHOM/WHEN

SCAN THE ENVIRONMENT FOR SUPPORT SERVICES WIDELY

COMPILE A PROFILE OF THE SCHOOL WITH A FOCI ON SUCCESS FIRST

REPORT TO DIFFERENT STAKEHOLDERS/PLATFORMS/SHARE

DESIGN TYPE 1&2 ACTIVITIES COLLECTIVELY AND REPORT ON THEM

CREATE AND MAINTAIN AN ENABLING ENVIRONMENT WHERE…YOU CELEBRATE TEACHERS AND SUPPORT STAFF IN

CREATIVE WAYS eg. Late mornings/ vouchers for massages/motivational talks/ allocate policies, circulars on topics around educational issues and let them lead discussions in informal sessions in the staffroom/subject groups/phases…..build capacity

Establish PLC`s – discuss methodologies/share lessons/ plan together / work smarter not harder…..collect data on levels of skills and competencies/ integrations of technologies (how , what , when for who`s benefits)

Specialities and usefulness of parent/ component (who can come and read, assist with holistic development through coaching etc)

Set up support networks ( compile data around services )

CONTINUE….POSITIVE BEHAVIOUR INTERVENTION AND SUPPORT (PBIS) Schools encourage and teach good behaviour, the same way they teach maths and reading. It is an approach schools can use for improvement

Be the champion for the week ( badges)

Create the environment inclusive of all stakeholders

Rewards at assembly for care and support on all levels(other teachers/learners/ etc.; etc.)

Bring favourite pet/toy to school on a said day

May accompany the soccer team and assist

Wear casual gear on a certain day ….rules w.r.t cell phones remain ( explain how you use the device educationally)

21st CENTURY SEVEN META SKILLSKlaus Schwab - World Economic Forum

LEADING SELF: self-awareness, pro activity , lifelong values , self-improvement , self regulation

LEADING OTHERS: empathy , relationship – building , feedback and collaboration

CRITICAL THINKING: Authentic inquiry , evidence/research analysis, arguments , judgement and synthesis

ENTREPENEURIAL THINKING: Systems thinking , identifying opportunities , human- centred thinking , creativity , innovation and continuous iteration

QUANTITIVE REASONING: Data contextualization , uncertainty and modeling of the real world , empirical research , data – based decision making and quantitative problem solving

COMMUNICATION FOR IMPACT: audience , writing process , voice organizing for effective communication , story telling and presentation

MANAGING COMPLEX TASKS: Scoping , structuring planning , co ordination and execution

TO LEAD 21st CENTURY REALITIES COMPLEXITIES IN CROSSING BRIDGES

CYBER CRIME- IDENTITY THEFT, YOU-TUBE , SAFETY , SECURITY , BULLYING , HACKING

TEACHING AND LEARNING MODALITIES – BLENDED LEARNING

DIGITAL DOMAINS: ADVANCE TECHNOLOGIES , APPS /SMART BOARDS / WEBINARS

CHANGES IN WAYS PEOPLE LIVE, ORGANISE THEMSELVEVES/ BANKING/SHOPPING/COMMUNICATION/INTERACTIONS/ ETC

SHIFTS IN POWER/WEALTH AND KNOWLEDGE

ROBOTICS - AUTOMATED MOTORIZED TOOLS (AI))

DEMOGRAPHICS DOES NOT DETERMINE DESTINATION

What we have done for ourselves alone dies with us, what we have done for others and the world remains and is immortal

Albert Pike

Thank youDankieEnkosi