PRINCIPALS MANAGEMENTDEVELOPMENT PROGRAMME (PMDP)

Pilot Programme Report

December 2009

• Designed to deliver a rapid upgrading of management skills of Principals

and Ward Managers in the selected schools in KZN (in a highly applied

manner)

• Strengthen the working relationships between the three important layers in

the functioning of a school (Ward Manager; Principal & SMT)

• Improve the coaching skills of Ward Managers

• Creation of professional learning communities

1. Programme objectives

2. Overview of participating schools

District Ward Primary Secondary LSEN

Combined

Ilembe Imati 5 1 3

Ubhaqa 4 3 -

Vryheid Tholakele 3 3 3

Ondini 4 3 1

Othukela Zwelisha 3 4 1

Ntabamhlophe 4 4 1

23 18 9

3. School Locations

• Training and coaching is undertaken by a team of specialists drawn from

UKZN, PricewaterhouseCoopers (PWC), and Performance Solutions

Africa (PSA) – the latter being overall project managers

• Project to be managed by Barbara Njapha and Geoff Schreiner, Directors,

Performance Solutions Africa together with EHRD’s Zonke Cele & Mzamo

Mhlambi

4. Project Team

Quintile

1& 2

Section 21 Piped Water ElectricityLearner /

Educator

Ratio

83,24% 61,18% 45,14% 67,14%30:1 Primary

25:1

Secondary

5. School Profile

6. Programme Overview

Management skills focus

Applied ‘College’ training

On site coaching

Six core modules

24 outputs

Five months duration

Accredited as short course by

UKZN

Complementary to ACE programme

Cost = R24,000 per principal

Funded by J&J DPT, DBSA and

KZN DoE

7. Criteria for Evaluation

Principals / Ward Managers

Assess Period

School Assess Period

Demonstrate ability to complete all outputs and are thereby accredited by UKZN

Dec 2009 A standardised literacy and numeracy assessment is in place at every primary schoolGrade passes in senior schools improve over 2008

Dec 2009

Dec 09/ Jul 10

Stakeholders Project

An SGB is functioning effectively in each school

Dec 2009 Project timeframes are met and quality standards are achieved The full budget is raised and budget parameters are complied with

Dec 2009

Dec 2009

Progress Against Evaluation Criteria

• Majority of principals and ward managers are on track to complete their

outputs

• Literacy and numeracy assessments have been discussed at every school

• SGB’s have been set up and are functional at the vast majority of schools

• The project has met all its timeframes

• The full budget has been raised and the project is being kept within budget

parameters

8. Additional Evaluation Criteria

0102030405060708090

100

Zwelisha Ntabamhlophe Tholakele Ondini Imati Ubhaqa

% Tasks Completed

War

d -

Est

imag

ed T

arge

t

010

2030

4050

6070

8090

100

Zwelisha Ntabamhlophe Tholakele Ondini Imati Ubhaqa Overall

Ward

% A

ttend

ance

7.1: Course Assessment 7.2: Outputs Completed: Principals

7.4: Outputs Completed: Ward

Managers

7.3: Attendance at Training Sessions

0102030405060708090

100

1 2 3 4 5

Rating Scale

% o

f Del

egat

es

Below Average Excellent

7.1: Course Assessment

0

10

2030

40

50

60

7080

90

100

E Zondo V Nkabinde M Mhlongo S Shongwe B Goabashe B Zwane

Ward Manager

% T

asks

Com

plet

ed

9.1 Comments: DoE Officials

“I was very impressed with the manner in which the course was facilitated as well as the

course content. It was very practical hands on.”

Mr Funda Zuma (DCES) – Head Office

“The project is a good tool to alert our school managers about the critical skills required

to manage effectively. We like the site visits where mentoring is done at school…”

Ms Zonke Cele & Ms Mzamo Mhlambi (ERHD)

“The school management in the participating schools

has changed for the better. The important one for

me is the Curriculum Management: firstly the

principals were not confident about the role of the

HOD’s now I see them getting the HODs involved,

discussing the roles and responsibilities, which is

great.

Mr B Zwane – Ubhaqa Ward Manager – Ilembe

District

9.2 Comments: DoE Officials

The programme has been very good! Personally I would propose that all principals go through it.

It must definitely be rolled out to all the schools and perhaps find a way to extend it to SMTs if

possible. The greatest benefit for me has been that my principals have become so close, they are

now working together, supporting each other, sharing what works for one another.

Ms Gcabashe - Ward Manager – Ilembe District

“The programme has provided tools for me to coach

and support those who are not in the project. I could

draw on the provided material as it is very user

friendly. I have encouraged the principals not involved

to network with those who are. These principals want

to be involved. The PMDP programme is supporting

the direction in which the DoE is wanting to go…

Mr Vincent Nkabinde - Ward Manager – Othukela

District

9.3 Comments: Principals & SMT Members

“Educators used to be absent a lot so the principal called us together and told us this will not be

tolerated any longer and we are now submitting the statistics ….”

Ms Mtshali (Acting HOD) - Ekunqobeni Primary School

“We are now getting much more support and attention and we are more involved in the planning of

the school. The principal also depicts a more professional and balanced manner in which he

conducts himself…”

Ms Maureen Xaba (SMT) – Obviane Combined School

“We have started talking collectively about planning,

lesson plans, learning programmes … We now have a

slot to say something at SMT meetings so it is no

longer just the principals meeting …”

Ms Mthembu (HOD) – Ethu Mthiyane Special School

“Our teamwork in the school has grown much

stronger.”

Ms Ngcobo (Educator) – Mangongo Primary School

“The principal has become stricter with the time

book and lesson plans … She now insists on

monitoring our class attendance.”

Ms Jali (HOD) – Timoni Primary School

“There has been an improvement in planning.

We are now using action plans and are

completing actions according to target dates. I

feel we are organising better as a result.

Our SMT is meeting more often and our

meetings are more directed and focused.

There is also increased staff cohesion as well

as on the SGB.”

Mr Khanyile (HOD – Educator Rep on SGB) –

Mathamo Primary School

9.4 Comments: Principals & SMT Members

“Communications with stakeholders have

improved drastically. With the expansion of

knowledge we have seen our principal

interact with all stakeholders with more

confidence and with a much more informed

base…

Ms GA Myeni (SMT) – Jikane Primary

School

“There is now effective use of tools and templates that the principal has provided us with and

orientated us on. The principal is now taking tough action on ‘low and non performing’ educators…”

Ms GV Nkosi (Acting Deputy Principal) – Khanyiseluzulu Secondary School

“We are now given much more work by the principal but we can also see the value of this work.

Educator attendance has improved tremendously. We now have policies in certain areas which we

never had before. There is also much more interaction between SMT members on how to further

improve things in our school…”

Ms PM Mbatha (SMT) – Sidubelo Primary School

9.5 Comments: Principals & SMT Members

10. Internal Assessment

• The ‘college’ training and on site

coaching methodology

• The practical outputs which were core

to effective school management and

aligned to departmental requirements

• The systemic focus on the Ward

Manager – Principal – SMT relationship • Allow more time to complete outputs

• Avoid year start/end ‘busy’ periods

• Have some focus on leadership elements

• Provide formal coaching training

• Promote networking through website & UKZN

• Have capability to provide some support to

dysfunctional SGB/SMT’s

• Ensure DoE is fully capable to take over the

programme

Opportunities to improve the programme:

Unique positives of the programme:

11. Research Findings

No clear correlation between high

performance and:

• The physical state of the school

• Facilities and utilities at the school

• The quintile in which the school is located

Factors critical to high performing schools:

1. An effective principal and / or SMT

2. Subject matter competence in a stable staff

core

3. Effective planning and time management

practices

4. Sound management of the curriculum in

terms of scope, coverage, assessments etc

5. Motivated and disciplined learners and

educators

11. Research Findings (cont)

What makes an effective Principal:

• A practical understanding of curriculum and

classroom issues

• Sound management practices

• The attributes of ‘proactive resilience’

Proactive Resilience:

• A positive attitude to the future

• The ability to take the initiative

• A passion for education

• The ability to make tough decisions

• A belief in self

• A respect for educators and learners

• A commitment to being a role model

DoE Support:

• Ward Manager support does more impact

• Lack of clarity between WM, SG and TL’s

• decentralisation

• District to be more administrative hub

12. Rollout - Modifications

1. Even closer involvement of the DoE

2. March – October programme

3. More Department of Education

documentation, guidelines incorporated

4. Introduction of leadership sessions

5. Supplementary programme at UKZN

6. Wider use of website to promote

networking (cell phones)

7. Teambuilding for non-functional SMT’s

and SGB’s

8. Formal training on coaching for trainers /

coaches and DoE

9. More full time staff

Essentially same format with following changes

13. Rollout Deliverables

Wards Total SchoolsTotal Ward

Managers

% Schools

Covered

% W/Man

Covered

190 3,040 190 52% 100%

14. Rollout Key Performance Indicators

Principals / Ward Managers

Assess Period School Assess Period

Participants complete all outputs and are thereby accredited by UKZN Ward managers are able to rollout the programme to other schools

Oct 10/11/12

Oct 10/11/12

A SMT is functioning effectively in each school Literacy and numeracy assessments are standardised and results improve over the previous yearGrade passes in secondary schools improve over the previous year

Oct 10/11/12

Oct 11/12/13

Dec 11/12/13

Stakeholders Project

An SGB is functioning effectively in each school

Oct 10/11/12 Project timeframes are met and quality standards are achieved

Oct 10/11/12