Witbank Circuit Strategic Planning
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Transcript of Witbank Circuit Strategic Planning
Presenter: Dr Muavia Gallie (PhD)
Education Moving Up Cc. [email protected]
http://muavia-gallie.blogspot.com http://iwanttoturnaroundmyschool.blogspot.com www.slideshare.net (search “Witbank Circuit Strategic Planning”)
The role of Strategic Planning in an Under-Performing (Dysfunctional)
education system in a circuit, district, province and country – �
Systemic reflections �
Circuit Level
Strategic Planning Process
INDICATORS (What is happening?)
SYSTEMS (Why is it happening?)
INNOVATIONS (What can we do about it?)
AGREEMENTS (Let's dot it!)
STRATEGIES (How can we do it?)
What is happening? (5yrs) Per Unit • How many schools do we have? How many primary and
secondary? Rank them from best to worst performing based on pass rate (Matric and ANAs).
• How many teachers? How many male and female? Average teacher qualification and years of experience? What is the absenteeism rate? Rank them from best to worst performers in terms of learner results (Matric and ANAs).
• How many learners? How many girls and boys? How many ‘child headed household’ learners? How many have ‘eye-sight’ and ‘hearing’ problems? Average of pass rate among learners in every grade? What are the type of jobs learners want to do when they finish school, and what are the percentages?
• What is the total budget for the circuit? How is it allocated? What is the total and average ‘cost to company’ personnel spending on school-based and office-based personnel? ETC.
Getting the BALANCE Right!
Schools
Budget Teachers
Learners
% 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%
ACCOUNTABILITY SCALE 25%: 50%: 25%
Compliance towards Seniors 50%
25%
Job Description -
Salary 25%
Support and Development
- Juniors
Success is not Rocket Science!
PROCESS
Safe, Healthy and Innovative Learning Environment
Effective use of Resources
PEOPLE
PERFORMANCE High Performing Workforce
Effective Communication
Learner Learning &
Performance
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
16 Principle Issues 1. Psyche of Dysfunctionality; 2. Organised dysfunctionality; 3. Data/information/knowledge/intelligent decision
making; 4. Champion/ leader driven; 5. Readiness; 6. Whole school development/ school
improvement plan; 7. School level support; 8. Networking/ partnering systems; 9. Compliance/ governance/ operational
management/ leadership systems; 10. Accountability commitments; 11. Aligning the curriculum, instruction, teaching,
learning, assessment systems; 12. The Generation Gap; 13. Expert and mentor support; 14. Time on task; 15. Managing what you know (ICT); 16. Focus on the core - student achievements.
1 5 6 7
12 13 4 16 8 2
15 14 11 10 9
3
Purpose (Vision) Hands (Action) Head (Systems) Heart (Believes)
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
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.
School Level
How many days and/or hours of Teaching
and Learning do every learner qualify for (is entitled to) during an
academic year?
At least 170 days, which is 935 hours per year!
Legal requirement of 27.5 hours per week X 34 out of 40 weeks
for Teaching and Learning!
Where do I get this?
As principal, you should be expected to account for the 27.5
hours every week!
Why do teachers get 90 days leave per
year, when all other workers get between
20 – 24 days?
It is expected from them to be active in the Teaching and Learning
process for 198 days per year. If they miss a day, they need to MAKE
UP the day from the 90 days!
When a teacher is absent, including ‘sick leave’, he/she must submit a
strategy as to how he/she is going to MAKE UP days lost, but …
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. Beliefs 2. Expectations 3. Attitudes 4. Relationships
Curriculum Management Framework
• National Education Philosophical Model (NEPM); • District Curriculum Management Model (DCMM); • School Instructional Design Model (SIDM); • Faculty Teaching and Learning Model (FTLM); • Classroom Learning and Assessment Model (CLAM); • Student Learning and Expectations Plan (SLEP).
Essence of the Strategy
Leadership
Preliminary Results from this strategy
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.
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
emfu
ndo
Asser
Molo
ka
Mamell
ong
Vezu
khon
o
Avera
ge
2008 2009 2010
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
omp
Kat
leho
ng S
ec
Seb
oken
g Te
ch
Kw
aBhe
kila
nga
Bon
a C
omp
Illin
ge S
ec
Ibho
ngo
Mea
dow
land
s
Moq
haka
Wes
tbur
y S
ec
Lobo
ne
Vos
loor
us C
omp
Ngh
ungh
unya
ne
Mpi
lisw
eni S
ec
Ikus
asa
Com
p
Ram
olel
le
Thu
tope
le H
igh
Itire
le-Z
enze
le C
omp
Ram
osuk
ula
Min
erva
Mod
iri T
ech
Jet N
teo
Tho
ko-T
haba
Sec
Kgo
kare
Mam
ello
ng C
omp
Mem
ezel
o S
ec
Kw
aduk
atho
le C
omp
Sen
thib
ele
Sec
Boi
kget
helo
Ed
Mas
haba
ne S
ec
Ave
rage
% P
ass
2008 2009 2010
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
Thank You!!