WSoE ELP School Functionality

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Focus: School FunctionalityPresenter: Dr Muavia Gallie (PhD)

17 & 24 October 2009

WSoEExecutive Leadership

Programme

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ContentContent

1. Introduction;2. School Functionality (4-19);3. Turning around UPS (21-34);4. Teaching (36-66);5. Learning (68-76);6. Concluding Remarks (78-87).

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1. SchoolFunctionality

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1.1 Dysfunctionality vis-à-vis Under-performanceFigure 10: Three levels of school functionality in relation to the support needed by

schools

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

-10%

-20%

Non-Functioning -20% – +20%

Low-Functioning 21% - 60%

High-Functioning 61% - 100%

Basics

Gallie 2006

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1.2 Success rate = 8,1%

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

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1.3 Where are we now?

20% (5%)

50%30%

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71. Is the school receptive to innovation and change?

ResponsesJ. Managing Change

1. Are the staff and governing body enjoying a positive and harmonious relationship?

ResponsesI. The Governing Body and Department of Education

1. Are teachers working to build and maintain good relations with parents?

ResponsesH. Links with Parents and the Community

1. Is there a good team spirit?

ResponsesG. Professional Working Relationships

1. Are staff meetings used for the discussion of major policy issues?

ResponsesF. Decision Making and Communication

1. Is there a clear organisational structure that is appropriate for meeting the school’s aims?

ResponsesE. Structures, Roles and Responsibilities

1. Are they working well together as a team through clearly defined roles and responsibilities known to staff?

ResponsesD. The Principal and the Senior Management Team

1. Does the principal provide strong leadership and a definite sense of direction through a clear vision based beliefs and values?

ResponsesC. The Principal

1. Do the principal and you, as staff member share a common vision about the school’s future development?

ResponsesB. Vision, Aims and Strategic Planning

1. Are attendance, discipline and vandalism by learners major problems in school?

I don’t knowNoYesQuestions

ResponsesA. School Ethos

1.4 Questionnaire on School Functionality (SFI)

8 8%88%4%4222111.10 Are teachers working in a stimulating, enjoyable and

satisfying atmosphere?p

9%74%17%1732174

1.9 Are learners and teachers feeling safe and secure at school?p

8%25%67%67226161.8 Are teachers talking freely about professional matters?p

26%39%35%3536981.7 Is there an open atmosphere for change in the school?p

17%65%17%173

41541.6 Are teachers holding high expectations of learner behaviourand achievements through displaying confidence in them?p

21%38%42%42259101.5 Is there a continual striving for improvement and growth

among teachers?p

13%42%46%462

310111.4 Is a questioning, critical attitude actively encouraged, and acomplacency attitude actively discouraged among staff?n

8%13%79%79223191.3 Is there a general concern through the teaching and learning

process to provide quality education?p

67%17%17%17216441.2 Are most of the parents proud that their children are attending

this school?p

0%4%96%4201231.1 Are attendance, discipline and vandalism by learners major

problems in school?n

Don'tknowNoYes

%Diff.Don’tknow

NoYesQuestionsY=p

PosA. School EthosY=n PercentageSummaryResponses

Y = Preferred response (both Yes and No)

1.5 Summary of Analysis of Questionnaire responses

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1.6 Entire summary

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1.7 Results1

Graph 9 - School Ethos

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Graph 10 - Vision, Aims and Strategic Planning

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Results 2Graph 11 - The Principal

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Results 3 Graph 12 - The Principal and SMT

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Results 4

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1.8 Results5

Graph 13 - Structures, Roles and Responsibilities

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Graph 14 - Decision Making and Communication

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Results 6Graph 15 - Professional Working Relationships

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Results 7

Graph 16 - Links with Parents and Community

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Results 8

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1.9 Results9

Graph 18 - Managing Reform

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Graph 17 - The SGB and DoE

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Results 10

35.7Average

21.5J. Managing Change

20.5I. The Governing Body and Department of Education

36.6H. Links with Parents and the Community

44.0G. Professional Working Relationships

64.5F. Decision Making and Communication

33.6E. Structures, Roles and Responsibilities

37.7D. The Principal and the Senior Management Team

38.4C. The Principal

27.5B. Vision, Aims and Strategic Planning

32.8A. School Ethos Graph 19 - Level of school Functionality A

0102030405060708090

100School Ethos

Vision, Aims and Strategic Planning

The Principal

The Principal and SMT

Structures, Roles and Responsibilities

Decision making and Communication

Professional Work Relationships

Links with Parents and Community

SGB and DoE

Managing Change

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1.10 Level of School Functionality(SFI)

Graph 20 - Level of School Functionality B

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1 2 3 4 5 6 7 8 9 10

School Ethos

Vision, Aims and Strategic

Planning

The Principal

The Principal and SMT

Structures, Roles and

Responsibilities

Decision Making and

Communication

Professional Work

Relationships

Links with Parents and

Community

SGB and DoE

Managing Change

Requests for use of the SFI - [email protected]

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1.11 Defining Dysfunctional schools• Schools who continue to function, but do not accomplish the purpose

for which they were created;• Schools exist to help each child realise his or her fullest potential as a

human being;• Schools become dysfunctional when they stop serving the needs of the

individuals with them;• School can take on a life of their own where their main objective

becomes self-preservation;• One of the key indicators that a school has become dysfunctional is the

‘no talk rule’. Those within the school are not permitted, and do notpermit themselves, to speak (or even think) critically about the school

• Critical thinking begins with the question “why?” Why are we doing this?Why are things arranged this way? Why do we do it this way and not thatway? These kinds of questions are not allowed in a dysfunctional group;

• The other indicator is the evolution of a priestly caste whose allegianceis more strongly tied to the school than it is to the learners the school ismeant to serve - this means the teachers and administrators within theschool

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Level 3Administration

Level 2Management

Level 1Leadership

HighFunctioningSchools(HFS)

LowFunctioningSchools(LFS)

Non-FunctioningSchools(NFS)

1.12 Conceptual Argument -Types of Functionalities (relating to the Core Purpose)

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1.13 Ten Different mentalities

1. Definition of Teacher Quality;2. Subject and/or learning area choices;3. Time tabling;4. Measuring productivity systems;5. Quality Assurance systems;6. Learner Expectation (success);7. Data, Information, Knowledge, Intelligence Systems;8. Multiple Opportunities; and9. Time Utilisation; and10.Difference between Home-work and School-work.

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1.14 Maslow

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1.15 Activity 1• Is your school Dysfunctional?

• Ten critical questions for every school leader1. Does every teacher teach everyday in every class for 196 school days in the year? [10]2. Do you as school leader regularly observe teachers teaching in their classrooms? [10]3. Do you spend at least 70% of your time in school on matters of teaching and learning?

[10]4. Do you regularly visit parents of learners in their homes? [10]5. Is your school consistently clean, ordered and well-decorated in ways that convey

positive sentiments about the learning environment? [10]6. Do more than 95% of learners pass the highest grade in the school every year for the

past five years? [10]7. Do more than 98% of learners enrolled attend school everyday? [10]8. Does every learner have a textbook in every subject? [10]9. Does your school bring in at least R100,000 every year in external (private) funds e.g.

the business community? [10]10. In the case of High Schools, do at least 80% of your learners go on to

university/university of technology? In the case of Primary Schools, do all yourlearners go on to high school?

Prof. Jonathan Jansen (Executive Leadership Programme 2008)

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1.16 FunctionalityScore for your school

A School?20

A Seriously Dysfunctional School40

A Marginally functional School60

A Moderately Functional School80

A Functional School100

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2. Turningaround

UPS

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2.1 Logistics of Teaching and Learning

School ReadinessComponents

30%

Teaching40%

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

Current Academic YearPrevious Year

Learning50%

Assess-ment10%H

FSLF

SN

FS


30%


30%

Teaching30%

Teaching20%

Disrup-tions10%

Assessment20%

Learning for Assessment

20%

Learning20%

Disruptions& Chaos

20%

Learn-ing

10%

90%

50%

30%Time-on-Task

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2.2 School Readiness Components 8


30%

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


HFS

LFS

NFS


30%


30%8. Learner and Teacher

support materials

7. Organogram

6. Quarterly Teachingschedules

5. Implementable andflexible timetable

5. Unclear academic standards

4. Annual Planning4. High level of disruption and violence

3. Learner Information3.1 Low learner performance

3.2 High dropout rates of learners

2. Teacher Information2.1 High rate of staff turnover

2.2 Negative school atmosphere

1. Teacher and LearnerAttendance

1.1 High rate of staff absenteeism

1.2 High rate of learner absenteeism

SRC ComponentIndicators of NFS

8 School Readiness Components

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2.3 School Readiness Components 8

3. Educator information8. A negative school atmosphere

1. Teacher attendance7. High rate of staff absenteeism

3. Educator information6. High rate of staff turnover

5. Implementable and flexible timetabling

6. Quarterly teaching schedule

7. Organogram

8. Learner support material

5. Unclear academic standards

4. Annual planning4. High level of disruption and violence

2. Learner information3. High dropout rates of students

1. Learner attendance2. High rate of student absenteeism

2. Learner information1. Low student performance

SRCIndicators of LFS

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2.4 Time-on-Task

Teaching40%

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


Learning50%H

FSLF

SN

FS

Teaching30%

Teaching20%

Learning20%

Learn-ing

10%

90%

50%

30%

•4.5 days p.w.•176 days p.a.



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2.5 Time-on-Task

Teaching40%

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


Learning50%H

FSLF

SN

FS

Teaching30%

Teaching20%

Learning20%

Learn-ing

10%

90%

50%

30%

4.5 days p.w.

2.5 days p.w.

1.67 days p.w.

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2.6 Traditional Approach


30%

Teaching40%

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


Learning50%

Assess-ment10%H

FSLF

SD

FS


30%


30%

Teaching30%

Teaching20%

Disrup-tions10%

Assessment20%

Learning for Assessment

20%

Learning20%

Disruptions& Chaos

20%

Learn-ing

10%

90%

50%

30%Time-on-Task

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2.7 Anti-traditional Approach(Innovation)

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2.8 ATA 1

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2.9 ATA 2

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2.10 ATA 3

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2.11 ATA 4

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2.12 Activity 2School Readiness Components 0 1 2 3 4 5 Diff.

1. Attendance (T&L)

2. Teacher Information

3. Learner Information

4. Annual Planning

5. Timetable

6. Quarterly Teaching Schedule

7. Organogram

8. Teaching and Learning SupportMaterials

Functionality

Dys

func

tiona

lity

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2.13 SRCExample:Teacher

Attendance• No attendance system;

• Tick next to name (!);

• Sign their names;

• Indicate ‘time in & out’;

• Comments from Principal;

• Number of days absent, late

arrival, leaving early;

• Leave form submitted (24h);

• Leave form processed;

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2.14 Self-Evaluation of SRCSRC 1 2 3 4 5

TeacherAttendance

Tickname

Signname

Time inand out

Principalmonitorsdaily

Absentsubmittedandprocessed

6 7 8 9 10

SMS -present

SMS -Time inand out

Computerbased

Swipecard

Finger-print

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3.Teaching

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3.1 Pedagogy versus AndrogogyPedagogy Androgogy

It is the method of teachingchildren.

It is the method of teaching adults.

Learners are dependent. Learners are independent.

Learners have less or noexperience to share, henceteaching becomes didactic.

Learners are experienced, henceteaching involves discussion, problemsolving, etc.

Learners learn whatever thecurriculum offers.

The content has to be modifiedaccording to the learner’s need.

Teachers are required to directthe learner.

The learners are self-motivated.Learners need teachers’ guidance.

Learning is curriculum oriented. Learning is goal oriented.

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3.2 Adult Learning --

FactsInformation

Asso

ciat

ion Feelings

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3.3 Focus on Teaching

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3.4 Focus on Learning

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3.5 Models of Teaching and Learning

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3.6 Proctor Model

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3.7 Cruickshank Model

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3.8 Gage and Berliner Model

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3.9 Huitt Model (1)

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3.10 Huitt Model (2)

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3.11 Huitt Model (3)

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3.12 Slavin QAIT Model of Instruction

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3.13 Transactional Model

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3.14 Improving Classroom Effectiveness

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3.15 New Teaching and Learning Process

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3.16 A. Framework for Thinkingabout Effective Teaching

• Input or Context variables

• Process variables

• Product or Outcome variables

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3.17 B. Models for Thinking aboutEffective Teaching

1. A surface level of analysis;

2. A psychological level of analysis;

3. A pedagogical level of analysis

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3.18 C. Nature of Learner LearningFour major questions:1. What mental processes are involved when a

learner is engaged in learning?2. What changes occur in the learners’ cognitive

structure which themselves constitute learnerlearning?

3. Which psychological factors (concepts,principles and processes) facilitate learnerlearning?

4. What are the main types of learner learning?

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3.19 D. Setting up the learning experience

Learners’ learning is school can be fostered in twomain ways:

1. Teacher exposition: listening to teacherexposition, which may include asking or beingasked questions, watching a demonstration, andgenuine teacher-learner discussion.

2. Academic work: being instructed to undertake orengage in academic tasks and activities, either onone’s own or together with other learners.

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3.20 E. Taking account of learner differences

• Ability (intelligence; gifted; learning difficulties);• Motivation (upbringing; previous success and failure; relationship

between home and school; aspiration of parents);• Social class (professional; intermediate; skilled; semi-skilled; unskilled

occupations);• Gender (perceptions in society; biological differences; stereotypes);• Race/Culture (‘apparent lower average educational attainment of

groups’; use as power/status);• Special Educational Needs (physical, psychological and emotional).

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3.21 F. Key Classroom TeachingQualities and Tasks

• Ten characteristics having a strongassociation with success;

• Six qualities of high ‘performance’teachers;

• Five qualities of classroom teaching;• Teaching Assessment Rating Scales.

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3.22 Example

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4Ave.4HistoryT64Bus.Ec.T53Life Or.T45ScienceT35MathsT2

4443553EnglishT1

Ave.654321SubjectName ofTeacher

Total divide by 8

Total divide by number of Teachers

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3.23 Teaching Assessment Rating Scales(Kyriacou and McKelvey 1985)

1. Preparedness;2. Pace and Flow;3. Transition;4. Cognitive Matching;5. Clarity;6. Business-like;7. Withitness;8. Encouragingness. (see additional page)

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3.24 G. Key ClassroomTeaching Tasks

1. Planning;2. Presentation and Monitoring;

and3. Reflection and Evaluation.

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3.25 H. Relationships with Learners

1. The teacher’s authority;2. Mutual respect and rapport;3. Classroom climate; and4. Pastoral care.

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3.26 (1) Teacher’s AuthorityFour main factors:

• Status;• Teaching competence;• Exercising control over the

classroom;• Exercising control over discipline.

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3.27 (2)Teaching Competence

Three main elements:• Subject knowledge;• Interest in and enthusiasm for the subject;

and• Ability to set up effective learning

experiences.

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3.28 (3) Example

4Ave.4HistoryT64Bus.Ec.T53Life Or.T45ScienceT35MathsT2

4553EnglishT1

Ave.Set uplearningexperience

Interest insubject

SubjectKnowledge

SubjectName ofTeacher

Total divide by 3

Total divide by number of Teachers

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3.29 There is nomanagement

withoutmonitoring and

evaluation

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3.30 Why should we M&E?In general, the purpose of monitoring & evaluation can be:

• To assess results - to find out if and how objectives are being met and are resulting indesired changes.

• To improve management and process planning - to better adapt to contextual and riskfactors such as social and power dynamics that affect the research process.

• To promote learning - to identify lessons of general applicability, to learn how differentapproaches to participation affect outcomes, impact, and reach, to learn what works andwhat does not, and to identify what contextual factors enable or constrain theparticipatory research.

• To understand different stakeholders' perspectives - to allow, through directparticipation in the monitoring and evaluation process, the various people involved in theorganisation to better understand each others views and values and to design ways toresolve competing or conflicting views and interests.

• To ensure accountability - to assess whether the organisation is effectively,appropriately, and efficiently executed to be accountable to they key agencies(Estrella and Gaventa, 1998).

What?, When? How?, Who?

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3.31 Money taken by Administration

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4.Learning

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4.1 What do we know about ourteachers and/or officials?

Teaching(Information Sharing)

Learning(Taking ownership of Information)

Remembering Understanding

Teaching(Information Sharing)

Remembering

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4.2 Types of Teaching - Learning

TeachingLearning

Teaching andLearning

Teaching and LearningTeaching forLearning

Teaching Learning Teaching Learning Teaching LearningTeaching Learning Teaching Learning Teaching LearningTeaching Learning Teaching Learning Teaching Learning

Teaching asLearning

None or to Little time and support for Learning

Plenty of time and support for Learning

All the time and support are for Learning

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4.3 Activity 3

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4.4 Knowing learning

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4.5 Cone of Learning

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4.6 Types of Learning - Ausubel

Meaningful Learning- essential characteristic of the learningis that it can be related in a meaningful,non-arbitrary way to what the learneralready knows

Rote Learning- what is learned is characterisedby arbitrary associations with thelearner’s previous knowledge

2.21ReceptionLearning

- entire content ispresented to learner in its

final form

32.1DiscoveryLearning

- content has to bediscovered by learner

through some learningactivity

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4.7 Five Levels of Learning

Wisdom1755Comprehension1404Know-How1053Information702Facts351

Type of TeachingTeachingDays

Level

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4.8 Bloom’s Level of learningand Thinking

1. Know - Define, match, repeat, memorise, label, outline, record,recognise, state, sort, list

2. Understand - Restate, show, illustrate, summarise, predict, locate,paraphrase, describe, explain

3. Apply - Demonstrate, solve, test, use, manipulate, organise

4. Analyse - Examine, debate/defend, compare/contrast, refute, relate,generalise, classify, research

5. Synthesise - Propose, design, construct, invent, formulate, plan,imagine

6. Evaluate - Judge, recommend, critique/criticise, justify, choose

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4.9 Learning: From Past to Future

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5.Conclusion

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5.1 Three Steps approach to QE

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5.2 Graphical display of 3 steps QE

DysfunctionalSchools

Low FunctioningSchools

Rights-based Education*Availability *Accessibility * Acceptability * Adaptability

Basic Education

Quality Education

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5.3 Influences on achievement

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5.4 John Hattie 10-1

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5.5 John Hattie - Teaching orWorking Conditions?

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1. First five to eight years (as teachers);2. Second phase [nine to twelve years] as teacher;3. First five to eight years (as senior teachers/mentor);4. Second phase [nine to twelve years] as mentor;5. First three to five years (as Head of Department);6. First three to five years (as Deputy Principal);7. First three to five years (as Principal);8. Second phase [six to ten years] as Principal;9. Third phase [eleven to twenty years +] as Principal;10. Etc.

4yrs4yrs4yrs4yrs4yrs4yrs4yrs4yrs4yrs4yrs59-6255-5851-

5447-50

43-4639-4235-3831-34

27-30

22-26

DP5-8

DP5-8

DP1-4ST9-12

ST5-8ST1-4

Pr13

Pr9-12

Pr5-8

Pr1-4

HoD9-12

HoD5-8

HoD1-4

T9-12

T5-8BT1-4

5.6 Teacher Professional Path

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5.7 Internal and external strength

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5.8 Ten Untruths in UPS

1. Democratic decision making in schools createa conducive school tone or culture;

2. Parent involvement is crucial;3. OBE approach is resource intensive;4. Resources (computers and libraries) will make

all the difference;5. The Dept. is not supporting teachers and

therefore they are de-motivated;

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5.9 Ten Untruths in UPS

6. Lack of learning is caused by the ill-discipline oflearners;

7. Our classrooms are overcrowded - small classes willmake the difference;

8. It is difficult to achieve learner success in povertystricken communities;

9. Learners are not at the level they should be whenthey get to our schools (no pre- or nursery school;can’t read and write)

10. Teacher development will solve most of ourperformance problems.

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5.10 Five Basic Assumptions ofEffective Schools

1. The central purpose of a school is to teach;

2. The school is responsible for providing the overallenvironment;

3. Schools must be treated holistically in terms ofinstruction (unity);

4. The most crucial characteristics of a school are theattitudes and behaviours of the teachers and staff;

5. The school accepts responsibility for the successand failure of the academic performance of learners- all learners are capable of learning. 87

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Thank You!

WSoE ELP School Functionality

Education

Transcript of WSoE ELP School Functionality