Zonkezizwe SMT Activation Session

26/03/2013

1

Presenter: Dr Muavia Gallie (PhD)

Education Moving Up Cc. [email protected]

http://muavia-gallie.blogspot.com http://supervisingwithadifference.blogspot.com

www.slideshare.net

�

Zonkizizwe SMT Ac5va5on Workshop - Reflection of 2 SQS - �

33 Baker Street, Rosebank, 2196 PO Box 5486, Johannesburg, 2000 www.sasol.com

26/03/2013

2

Session 1 Checking in! What are your

Expecta5ons (5)?

Session 2 Awareness to the Blind spots in S.A.

educa5on

26/03/2013

3

TIMSS Participation Countries 2007

5

TIMSS 2003 - Applying Maths

6

26/03/2013

4

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

7

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

8

26/03/2013

5

9

10

26/03/2013

6

Two different Standards? ANA -‐ 17%

12

26/03/2013

7

13 400,000 450,000 500,000 550,000 600,000 650,000 700,000 750,000 800,000 850,000 900,000 950,000

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

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12

Comparing Grades 1-12 from 1999 to 2012

1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 Ave.

14

Comparing Grades 1-12 from 1999 to 2012 Gap Now %Learner

Gap Trace %Learner

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

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%

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%

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%

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%

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%

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%

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%

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%

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%

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%

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%

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%

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%

2012 1,208,973 1,074,788 967,373 966,349 939,025 935,446 912,528 971,509 1,096,113 1,103,495 874,331 551,837 657,136 46% 598,800 48% 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 Diff Trace

26/03/2013

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!

15

Access vs Success

Whether you Pass! How you Pass!

Short-Listing

Employment Quantity

Quality

16

26/03/2013

9

Session 3 What do we know about our Learners, especially if we Claim

to do this all for them.

Awareness <-‐-‐-‐-‐-‐-‐> Knowledge

Aw

aren

ess

3. Caution “I know what I don’t know”

Explore

4. Certainty “I know what I

know” Exploit

1. Ignorance “I don’t know what

I don’t know” Experiment

2. Amnesia “I don’t know what I know”

Expose

Knowledge

26/03/2013

10

Know your Numbers

• School days (School Calendar); • Weeks of Teaching and Learning; •  Teaching and Learning days; • Hours of Teaching and Learning; • Hours of Examination time; •  Teacher Accountability hours of

work per Annum (PAM). 19

Know your Numbers

•  199 School days; •  34 Weeks of Teaching and Learning; •  170 Teaching and Learning days •  935 Hours of Teaching and Learning; •  20 – 24 Hours of Examination time; • Account for 1800 hours of work p.a.

20

26/03/2013

11

Session 4 Construc5ng a “Target Se`ng”

environment at the school.

School Turnaround Strategy

26/03/2013

12

School Quality Systems

Target Se`ng for the Year

26/03/2013

13

Target Se`ng for All •  Targets for:

– Learners; – Class-‐group teachers; – Subject teachers; – Subject/Phase heads; – Principals (school).

26/03/2013

14

26/03/2013

15

26/03/2013

16

26/03/2013

1

Session 5 Construc4ng a

“Learners Expecta4on and Achievement”

Agreement

Nature of Expecta4ons •  Poor families are living based on survival, and therefore don’t have a concept of ‘dreams’ – long-‐4me expecta4ons;

•  Only focusing on ‘geOng through the day’; •  Don’t have, like middle and upper class families, conversa4ons around the dinner table about “what the children want to be one day”;

•  Schools can play a role in developing a dream, and raising expecta4ons of poor kids.

26/03/2013

2

Student Expecta4on and Achievement agreement (1)


26/03/2013

3



26/03/2013

4



26/03/2013

5



26/03/2013

6


2011 2012 Gap Q1

English 76 85 9 -‐2 Afrikaans 75 80 5 -‐0 Mathema>cs 71 90 19 -‐3 Physical Science 81 85 4 -‐0 Engineering and Graphic Design

52 70 18 -‐2

Life Orienta>on 84 90 6 +2 Electrical Technology

66 75 9 -‐2

26/03/2013

7

Feedback from Principal of JOTHS

Sechaba Results 2012

26/03/2013

8

Integra4ng Challenges •  Learners – crea4ng a dream, not a ‘pass’ (below or above 50%);

•  Learners – focusing on the achievement of their dream (assis4ng them, not our image);

•  Teachers – rela4onship agreement between teachers and learners (engagement based on an agreement);

•  Teachers – assis4ng learners to achieve their dream, not theirs;

•  Principals – know what they are ‘producing’ at the school; •  Principal – encourage and ensure con4nuum from school to ‘next step towards dream’;

•  District – would know what they are ‘producing’ within the circuit, district, etc.;

•  District – plan accordingly to deliver on the aspira4ons.

Session 6 * Eight School

Readiness Components; * From Data to

Intelligent Systems.

26/03/2013

9

Four Types of Systems • Data Systems; • Informa4on Systems; • Knowledge Systems; • Intelligent Systems.

26/03/2013

10

Turning Data into Intelligence

•  What is the relevance, importance and value of up-‐to-‐date and reliable data to schools?;

•  Schools are s4ll trying to get ‘their heads’ around how to ensure the collec4on of data – on 4me – let alone the usage of the data;

•  Most schools operate on a ‘paper based’ informa4on systems, as well as data depositories which are ‘laying’ all over the school.

EXAMPLE

26/03/2013

11

DATA SYSTEM It is a single bit of informa4on,

isolated from context and basically without meaning, unless one is familiar with that par4cular data

type. Learner A got 25% in a Math test.

Norman M

uvo4

26/03/2013

12

INFORMATION SYSTEM

Data becomes Informa4on when meaning is given to it so that a human

can more easily understand it. Learner A got 25% in a Math test, despite having

scored 80%+ in all previous tests for the past 3 years.

26/03/2013

13

KNOWLEDGE SYSTEM

Informa4on becomes Knowledge when contest is considered.

Learner A got 25% in a Math test, despite having scored 80%+ in all previous tests for the past 3 years. She is taught by a History specialist with no DidacEcs in MathemaEcs, but who had to take this class to

make up his expected workload.

26/03/2013

14

Intelligent, Analy4cal and Dashboard System

26/03/2013

15

26/03/2013

16

26/03/2013

17

1. Target SeOng

Pro-‐ac>ve Management of

Teaching and Learning

5. Levels of Mastery

4. Levels of Improvement

2. Levels of Performance

3. Levels of Learning

6. Learners Leadership

Session 7 Wrapping Up

26/03/2013

18

Key Ques4ons

1.  Iden4fy the learning that took place. 2.  Iden4fy what will be done since we know

more about the issue. 3.  What are we going to do MORE, BETTER, and

DIFFERENTLY? 4.  How do we keep each other accountable? 5.  What should life (the school) be like this 4me

next year?

Thank You!

Zonkezizwe SMT Activation Session

Education

Transcript of Zonkezizwe SMT Activation Session