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Page 1: EMU Cape Town Inner City Schools' workshop

2014/02/02  

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Presenter: Dr Muavia Gallie (PhD)

Education Moving Up Cc. [email protected]

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

www.slideshare.net

Educa,on  Moving  Up  Cc.  - The School Turnaround Programme

(STP) -

Cape Town Inner City Schools Workshop 24 January 2014

Session  1  Focus Specific Issues •  Introduction of

participants per school

•  The state of education in your school

• One person per school will introduce the team, and indicate the school’s ‘dream’ performance level;

•  Identify three things, in order of priority, to change IN THE SCHOOL. 2  

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4. Theories of Changing What has to be done to influence those causes    

Conceptual tools of the Workshop

1. Theories of Education What we ought to do in schools  

2. Theories of Organisation How we should be set up to do it  

3. Theories of Change What causes progress

towards where we want to be  

Northern Pike Experiment

Grizzly Bear Story

10% on Problem 90% on Solution

“Shifting Paradigm” vs “Paradigm Shift”

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•  They used a fish tank capable of being divided in half by a clear glass partition.

•  A number of small fish (food) were placed in the other half. •  The pike repeatedly crashed its snout to get to the small

fish. •  After a time, the pike gave up having learnt it was of no

use. •  The experimenter then removed the clear glass partition. •  The small fish continued to swim in one half and the pike in

the other, making no attempt to cross the other half of the tank.

•  What the pike experienced in the past dictated how it reacted in the future.

Are you a Northern Pike?

The Northern Pike Experiment

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•  An  American took his Japanese friend for a ride through the woods.

•  The vehicle broke down and they decided to walk. •  After some time they were confronted by a big

Grizzly bear. •  The Japanese started taking his takkies out of his

bag. •  The American said: “Hey, that won’t help - you

can’t out-run a Grizzly bear.” •  To which the Japanese replied: ”I don’t have to out-

run the bear -­‐  all  I  have  to  do  is  to  out-­‐run  you.”  

Grizzly  Story  

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Life  is  10%  of  what  happens  to  you  

(problems),  and  90%  of  how  you  respond  to  

it  (solu,ons).

10% - 90% Balance

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Quite often people talk about “shifting the paradigm” when what they really mean is an alternative answer or way

of explaining solutions to problems using the same but slightly changed concepts, approaches, constructs or

methods.

‘Shifting Paradigm’ vs ‘Paradigm Shift’

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There is something I don’t know That I am suppose to know

I don’t know what it is I don’t know And yet I am suppose to know

And I feel I look stupid If I seem both not to know it

And not know what it is I don’t know Therefore I pretend to know it

This is nerve-racking since I don’t know What I must pretend to know

Therefore, I pretend I know everything.

Knots by R.D. Lange

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5  Types  of  School  Performance  

Chao

tic

Scho

ols

- 10%

Exit  Focus  -­‐  Passin

g  

81-­‐100%  

61-­‐80%  

41-­‐60%  

21-­‐40%  

0-­‐20%  

Dysf

unct

iona

l Sc

hool

s - 20

%

Unde

r-Per

form

ing

Scho

ols –

50%

High

Fun

ctio

ning

Sch

ools

– 15%

Scho

ols o

f Exc

ellen

ce –

5%

Entrance  Focus  

-­‐  Bache

lors   81-­‐  

100%  

50-­‐  80%  

1.2  Mill  

2.4  Mill  

6  Mill  

1.8  Mill  

0.6  Mill  

9  

10  

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School  Turnaround  Pathway  Turnaround Indicators

Leve

l

Type Description

1. Ins

tructi

on P

rogr

amme

(Te

achin

g and

Lear

ning)

2. Dr

op (P

ush o

ut) R

ate

(Thr

ough

put r

ate)

3. Ex

it Pas

s Rate

(F

inal G

rade

Pas

s)

4. Co

mplet

ion R

ate

(Dre

am A

chiev

emen

t)

5.0 F

ailur

e

5.1 N

SC (J

ust a

Pas

s)

5.2 C

ert (

Ave 5

0%)

5.3 D

ip (A

ve 65

%)

5.4 B

ach (

Ave 8

0%)

Total

5.

100%

4.

100%

3.

100%

2. 100%

1.

100%

Chaotic

Dysfunctional

Under Performing

High Performing

Excellent • 100% Bachelors completion

• 100% Pass, but less then 50% Bach completion

• 1 or more learners failing: Pass 80%+

• Less than 60% pass rate

• Less than 40% pass rate

Great

Good

Comply

Weak

Disaster

0%

15%

30%

45%

60%

100%

100% 100%

80%

80%

60%

60%

40%

40%

20%

✪✪✪✪✪✪✪✪✪

✪  

✪✪✪  nnnnn  

nn  ¢¢¢¢¢  

¢¢  

þþþþþ  

þþþ  

þþ  

ýýýýýýý  

ýýýý  

¢  

ý  

Distribu,on  of  ‘Levels  of  Pass’  

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Session  2  Focus Specific Issues School Turnaround Strategy (STAS) for Developing countries, including the 8 School Readiness Components

• 5 phases in STAS;

• 50 School Operational Systems and;

• 50 School Quality Systems; 13  

Barriers  to  Learning  in  South  Africa  1.   Systemic  Barriers   •  Access  to  basic  services  

•  Poor  teaching  •  Lack  basic  and  appropriate  LTSM  and  Assis,ve  devices;  •  Inadequate  facili,es  at  schools  •  Overcrowded  classrooms  

2.   Societal  Barriers   •  Abject  poverty  •  Late  enrolment  at  school  •  Urban/rural  dispari,es  •  Discrimina,on  -­‐  race,  gender,  language  and  disability  

3.   Academic  Barriers  

•  Inappropriate  pedagogy  •  Insufficient  support  of  teachers  •  Inappropriate  and  unfair  assessment  procedures  •  Language  of  instruc,on  •  Inflexible  classroom  management  •  Inappropriate  actudes  

4.   Learner  Personal  Barriers  

•  Disabili,es  (neurological,  physical,  sensory,  cogni,ve)  •  Health  (disease,  chronic  illness,  trauma)  

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Problem-­‐Solving  CM  Approach  

Needs  

Objec,ves  

Inpu

ts  

Ope

ra,o

ns  

outputs  

Results  

Impact  

Efficiency  

Sustainability  Effec,veness  Re

levance  

5  STAS  Principles  

Visio

n  

50  School  Opera,onal  Systems  

16  STAS  Deliverables  

School  of  Excellence  

HPS  

UPS  

DFS  

ChaoFc  School  

8  School  Readiness  

Components  

16  Educa,onal  Principles  

50  School  Quality  Systems  

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5  Successful  Change  Steps  

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Principles  of  School  Turnaround  Strategy  1.   All  learners  were  created  to  be  SUCCESSFUL,  and  

therefore  no  learner  should  fail;  2.  The  academic  ability  of  learners  is  not  linked  to  their  

economic,  social  and  cultural  status  in  society  (poor  learners  can  perform  at  same  level  as  middle-­‐class  and  rich  learners);  

3.  The  biggest  challenges  in  School  Turnaround  require  Adults  to  Change  (Thinking  and  Doing)  –  reconnect  them  with  the  dreams  of  learners;  

4.  Move  away  for  the  Deficit  Thinking  Model,  and  the  VicFm  Mentality  Approach;  

5.  Restructuring  the  current  educa,on  models  that  are  resul,ng  in  DysfuncFonal-­‐by-­‐design  and  Success-­‐linked-­‐to-­‐social-­‐status  (un-­‐  and  under-­‐qualified  and  poorly  performing  teachers  are  teaching  in  these  schools).  

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Selecting Turnaround Models ‘Changing What for What?’

 Technical  

 

 PoliFcal  

 Economical  

 

 Social  JusFce  

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“Children walking through the Gate” Preferred Children Reality Children 1. Country club kids 1. Township and working-class kids 2. Above the railway lines – rich suburbs

2. Below the railway lines – squatter camps, low-income housing, unemployed parents

3. Traditional family (both parents) 3. Today’s family (single or child headed) 4. Parents/family took care of them 4. Early on learning to fend for themselves 5. Have ‘talk shows’ stories 5. They have counter-stories (News bulletin) 6. Protected by the family/parents 6. Grow up on the very dark side of life 7. They are easy to teach 7. They are not the easiest to teach 8. They have long-term dreams 8. They have potential, if you believe it 9. They are predictable, sable 9. They are unpredictable, volatile 10. Their future are positively preordained

10. Their future can or can’t be negatively or positively preordained, depending on us

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-­‐  Turnaround  what?  -­‐      What  do  we  mean?  What  are  we  talking  about?  

EducaF

on  System  

Distric

t  Sup

port  and

 Develop

men

t  

Provincial  Im

plem

entaFo

n  

Scho

ol  Pass  R

ate  

Scho

ol  Leade

rship  

Learne

r  Achievemen

ts  Gap

 

Teache

r  Com

petencies  

Purpose  of  Edu

caFo

n  

1   2   9  6  5  4  3   7  

Teache

r  Sub

ject  Kno

wledge  

8   10  

Teache

r  Sub

ject  Kno

wledge  

Learne

r  Persona

lised

 Learning  

11  

Parent/Stakeho

lder  In

volvem

ent  

12  

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From  Chao,c  to  Excellence  

1.  Chao,c,  Dysfunc,onal  and  Under-­‐Performing  Schools  

2.  High  Func,oning  Schools  

3.  School  of  Excellence  

8  School  Readiness  Components  (Planning)  Amendance   Teacher  

Informa,on  Learner  

Informa,on  Annual  Planning  

Time-­‐Tabling  

Teaching,  Learning,  Assessment  Schedule  

Organogram   TLSM  

Ownership  

50  School  AdministraFve  Systems  Academic  (11)   Administra,on  (14)   Communica,on  (6)   ICT  (7)   Pastoral  Care  (12)  

Planning   Planning  

CM  -­‐  Monitoring  and  Evalua,on  

CCR  -­‐  Support  and  Development  

50  School  Quality  Systems  Leadership  

(10)  Strategic  

Planning  (10)  Human  

Resources  (10)  Learning  and  Teaching  (10)  

Assessment  and  Feedback  (10)  

Monitoring  and  Evalua,on  (10)  

CCR  -­‐  Support  and  Development  

CM  -­‐  Monitoring  and  Evalua,on  

Ownership  

Sustain  -­‐  Ins,tu,onalisa,on   Sustain  -­‐  Ins,tu,onalisa,on  

Scho

ol  Turna

roun

d  Strategy  (5

 Pha

ses)  –  3-­‐5  Years  

Sustaina

bility  

3  –  6  Mon

ths  

Cultu

re,  Clim

ate,  

RelaFo

nships  

6  -­‐  9

 Mon

ths  

Curriculum

 Man

agem

ent  

1.5  –  2.5  Ye

ars  

Plan

ning  

6  –  9  Mon

ths  

Owne

rship  

3  –  6  Mon

ths  

1  2  

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50 School Operational Systems Academic (11); Administration (14); Communication (6); ICT (7); Pastoral Care (12)

1.  Teaching 2. Learning Support 3. School Image 4. Principal’s Office 5. Finance and ICT 1.1 Teacher Substitute Management

2.1 Co-Curricular Management

3.1 Admissions Management

4.1 External Doc Supply to Agents Management

5.1 Funds Management

1.2 External Exams Management

2.2 Discipline Management

3.2 Calendar Management

4.2 Human Resources Management

5.2 Finance Management

1.3 Internal Exams Management

2.3 Exclusion Management

3.3 Daily Bulletin Management

4.3 Inventory Management

5.3 Fin Accountability Management

1.4 Assessment Process Management

2.4 Learning Info Management

3.4 Good News Management

4.4 Human Relations Management

5.4 Data Management

1.5 Teaching Info Management

2.5 Learner Attendance Management

3.5 Parent Info and Communication Management

4.5 Teachers and Learners Risk Management

5.5 Digital Management

1.6 External Reporting Management

2.6 Rewards and Conduct Management

3.6 SMS Management 4.6 Learner Profile Management

5.6 Network Management

1.7 Teaching Process Management

2.7 Physical & Mental Health Management

3.7 Feeder Schools Management

4.7 Return on Investment Management

5.7 Publishing Management

1.8 Timetable Process Management

2.8 Gifted and Talent Management

3.8 Other Schools Management

4.8 Class groups and Subjects Management

5.8 Document Management

1.9 Learner Performance Tracking Management

2.9 Special Needs Management

3.9 Enrichment Management

4.9 Literacy Management 5.9 Website Management

1.10 Second Opportunity Management

2.10 Social Support Management

3.10 Volunteerism Management

4.10 School-Workplace Management

5.10 ICT Integration Management

1  

1  

1  

1  

1  

1  

1  

1  

1  

1  

1  

1  

1  

1  

1  

1  

1  

1  

1  

1  

1  

1  

1  

1  

1  

1  

1  

1  

1  

1  

1  

1  

1  

1  

1  

1  

1  

1  

1  

1  

1  

1  

1  

1  

1  

1  

1  

1  

1  

4  

7  

3  

1  

6  

1  8   1  2  

5  

1  

1   1  

1  

1  1  1  1  

1  1  

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Educa,on  System  Flow  Chart  Department  of  Basic  EducaFon  

Provincial  Department  

District  Office  

Phase/Subject  

Department  

Schools   Circuit  Office  

Classroom   Learning  

1   2  

3  4  

5  

A   B   C  

D  E  F  

G   H  

RelaFonship  

ResponsibiliFes  23  

60 School Quality Systems 1. Leadership 2. Strategic

Planning 3. Human Resource

4. Learning and Teaching

5. Assessment and Feedback

6. Data Monitoring and Evaluation

1.1 Leadership Process

2.1 Development Process

3.1 Work Allocation and Management

4.1 Learner Care Management

5.1 Core Competencies Determination

6.1 Info and Knowledge Design

1.2 Communication Effectiveness

2.2 Action Plan Formulation

3.2 Recruit, Hire, Place and Retain

4.2 Learner Knowledge Determination

5.2 Key Process Determination

6.2 Info and Knowledge Management Process

1.3 Governance Process

2.3 Resource Allocation

3.3 Professional Knowledge, Skills and Application

4.3 Learner Diversity Segmentation

5.3 Process Design and Development

6.3 Info and Knowledge Sharing

1.4 Governance Management

2.4 Resource Redirection

3.4 Professional Ethics, Values and Attributes

4.4 Learner Context Segmentation

5.4 Process Requirements Determination

6.4 Performance and Knowledge Measures and Analysis

1.5 Succession Planning

2.5 Sourcing Process

3.5 Professional Learning

4.5 Teaching Features Determination

5.5 Implementation Management

6.5 Performance, and Knowledge Selection and Use

1.6 Performance Process

2.6 Assumption Development

3.6 Career Progression

4.6 Learner and Teacher Relationship

5.6 Assessment Preparation

6.6 Data and Knowledge Analysis

1.7 Financial Accountability

2.7 Risk Assessment

3.7 Performance Management

4.7 Learner Complaints 5.7 Second Change System

6.7 Data and Knowledge Evaluation

1.8 Financial Transparency

2.8 Resource Commitment

3.8 Performance Review

4.8 Teacher Complaints 5.8 Learner Feedback Process

6.8 Target Setting Management

1.9 Priority Determination

2.9 Deployment Management

3.9 School Climate Assessment

4.9 Learner Satisfaction Determination

5.9 Teacher Feedback Process

6.9 Success Indicators and Comparison Building

1.10 Priority Decision-Making

2.10 Assessment Management

3.10 School Environment Improvement

4.10 Learner Expectation and Achievement

5.10 Parent Involvement Management

5.10 Data, Info and Knowledge Reliability

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Lubombo  Circuit  (Buy-­‐in)  •  Circuit  in  Mpumalanga,  bordering  with  Mozambique;  

•  34  Schools  (both  primary  and  secondary)  amended  the  2  days  session;  

•  Circuit  manager  was  present  for  the  en,re  two  days;  

•  Aner  introductory  ques,ons  were  posed  to  schools  (2.5  hours  session),  schools  had  to  ‘self-­‐iden,fy’  at  what  level  they  are  of  school  func,onality;  

•  1  high;  17  under-­‐performing;  16  dysfunc,onal.  25  

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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

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Theory  of  Change  (Logic  Model)  Focused  on  

Departmental  Success  

Focused  on  School  Success  

Policy  Compliance  

Nurturing  all  learners  

Training  (PD)  teachers  to  Success  

Coach/Mentor  teachers  to  Success  

Doing  It  Our  Way  

Doing  It  Your  Way  

Doing  What  is  Needed  

Focused  on  Learner  Success  

Personalised  Learning  for  All  

Redesign  and  Systema,se  (SoP)  Success  

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Session  3  Focus Specific Issues Knowing your Numbers: •  Data driven

decision making

•  Rate your SRC.

• Discussion the quantitative, legislative ‘numbers’ that need to be considered during planning.

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How  much  do  we  Know  (Informa,on)?  

FEEDBACK  FROM  OTHERS  

WHA

T  YO

U  DISCLOSE  

PUBLIC  Known  to  Self,  

Known  to  Others  

BLIND  SPOT  Known  to  Others,  Unknown  to  Self  

PRIVATE  Known  to  Self,  

Unknown  to  Others  

DISCOVERY  Unknown  to  Self,  Unknown  to  Others  

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Awareness  <-­‐-­‐-­‐-­‐-­‐-­‐>  Knowledge  A

war

enes

s

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 33  

Do  you  know  your  numbers?  GENERAL  •  ___  days  in  year;  •  ___  weeks  per  year;  •  ___  working  days  per  year;  •  ____  days  (4-­‐5  weeks)  leave  per  year;  •  ____  ac,ve  working  days  per  year;  •  ___  days  public  holidays;  -­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐  SCHOOLING  •  ____  hours  to  account  (225  days  x  8  hours;  257  days  x  7  hours);  •  ____  school  days  per  year  (1400  hours;  1600  hours);  •  ____  hours  per  week  of  teaching  and  learning  (935  hours);  •  ____  hours  per  day  of  T&L;  •  ____  (at  least),    ___  hours  per  day  ‘working  hours’.  

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Do  you  know  your  numbers?  •  365  days  in  year;  •  52  weeks  per  year;  •  260  working  days  per  year;  •  20-­‐25  days  (4-­‐5  weeks)  leave  per  year;  •  235  ac,ve  working  days  per  year;  •  10  days  public  holidays;  -­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐-­‐  •  1800  hours  to  account  (225  days  x  8  hours;  257  days  x  7  hours);  •  200  school  days  per  year  (1400  hours;  1600  hours);  •  27.5  hours  per  week  of  teaching  and  learning  (935  hours);  •  5.5  hours  per  day  of  T&L;  •  7  (at  least)  -­‐  8  hours  per  day  ‘working  hours’.  

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Hours  per  day    

Working  Hours   1   2   3   4   5   6   7   8  

Timetable     1   2   3   4   5  

Co-­‐curricula,  Teamwork,  Planning,  etc.  

2   1  

Expanded  ,me  for  learners  

2   1  

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Data  Sets  per  Year  

Frequency  per  …  Period Day Week Month Quarter Semester Year Total

Data  Sets  

Over  Year  

Total  

10   12   6   8   11   9   22   78  

2,000 200 40 12 4 2 1 2,259

20,000 2,400 240 96 44 19 22 22,820 37  

Givens:  Into  the  School  à  T  &  L  •  SAME:  

–  200  schools  days  (40  weeks);  –  27,5  (FET  -­‐  29,5)  hours  of  allocated  teaching  ,me;  –  Teachers  at  least  7  hours  per  day  at  school;  –  Curriculum  load  for  all  the  schools;  –  Salaries  as  per  qualifica,ons;  

•  Differen,ated:  –  Performance,  ability  and  background  levels  of  learners;  –  Skills,  ability  and  experience  levels  of  teachers;  –  Leadership  capabili,es  of  school  leaders;  –  Contextual  condi,ons  of  schools;  –  Suppor,ve  and  development  capacity  of  district  officials.  

38  

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Eight  (8)  School  Readiness  Components  

(SRC)  39  

1.  Ahendance  

2.  Teacher  InformaFon  

3.  Learner  InformaFon  

4.  Annual  Planning  

5.  Timetabling  

6.  Teaching,  Learning  &  Assessment  Schedule  

7.  Organo-­‐gram  

8.  Teaching,  Learning  &  Assessment  Materials  40  

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2.  Teacher  InformaFon  

3.  Learner  InformaFon  

4.  Annual  Planning  

1.  Ahendance  

5.  Timetabling  

6.  Teaching,  Learning  &  Assessment  Schedule  

7.  Organo-­‐gram  

8.  Teaching,  Learning  &  Assessment  Materials  41  

8  School  Readiness  Components  

42  

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Self-­‐Assessment  8 School Readiness Components 0 1 2 3 4 5

1.1 Teacher Attendance 1.2 Learner Attendance 2. Teacher Information 3. Learner Information 4. Annual Planning 5. Timetabling 6. Teaching, Learning and Assessment Scheduling 7. Organogram 8. Teaching, Learning and Assessment Support Materials

43  

Session  4  Focus Specific Issues School Readiness Components 1. Attendance, both teachers and learners

• Calculate the teacher ‘person hours’ available;

• Calculate the learner ‘learning time’.

44  

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Present  at  and  within  School  

Learners:  

•  1600  hours;  •  1400  hours;  •  935  hours;  

Teachers:  •  1800  hours;  •  1600  hours;  •  1400  hours;  •  935  hours;  •  90  hours;  

45  

50 School Administrative Systems 1.  Teaching 2. Learning Support 3. School Image 4. Principal’s Office 5. Finance and ICT

1.1 Teacher Substitute Management – OP

2.1 Co-Curricular Management - HF

3.1 Admissions Management - RM

4.1 External Doc Supply to Agents Management - MD

5.1 Funds Management - RM

1.2 External Exams Management – MD

2.2 Discipline Management - PP 3.2 Calendar Management - RM 4.2 Human Resources Management – DS

5.2 Finance Management - JV

1.3 Internal Exams Management – PP

2.3 Exclusion Management - EB 3.3 Daily Bulletin Management - BM

4.3 Inventory Management - PS 5.3 Fin Accountability Management - JV

1.4 Assessment Process Management

2.4 Learning Info Management - LS

3.4 Good News Management - BM

4.4 Human Relations Management - BM

5.4 Data Management - HF

1.5 Teaching Info Management – EB

2.5 Learner Attendance Management – DS

3.5 Parent Info and Communication Management - EB

4.5 Teachers and Learners Risk Management - BM

5.5 Digital Management - HF

1.6 External Reporting Management - HF

2.6 Rewards and Conduct Management - RM

3.6 SMS Management - HF 4.6 Learner Profile Management - BM

5.6 Network Management – OP

1.7 Teaching Process Management – DS

2.7 Physical & Mental Health Management -BM

3.7 Feeder Schools Management - PS

4.7 Return on Investment Management - JV

5.7 Publishing Management - RM

1.8 Timetable Process Management - PS

2.8 Gifted and Talent Management – DS

3.8 Other Schools Management – DS

4.8 Class groups and Subjects Management - LS

5.8 Document Management - PS

1.9 Learner Performance Tracking Management - OP

2.9 Special Needs Management - PS

3.9 Enrichment Management - GD

4.9 Literacy Management - JV 5.9 Website Management - HF

1.10 Second Opportunity Management – DS

2.10 Social Support Management - GD

3.10 Volunteerism Management - GD

4.10 School-Workplace Management - RM

5.10 ICT Integration Management - HF

OP = Data Required (1.1) Who collects?

Data Source?

Who & Where Recorded?

Who analyse?

Who and When Used?

Driver Influence

Section Sub-Section

1. Human Resource

4.2 HResM (absence) 4.4 HRelM (Frequency), 4.5 TLRiskM

2. Professional 1.5 TInfoM & 2.4 LInfoM (LTSM) 1.7 TPM (intervention) 1.8 TtM (935 hrs) 46  

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Learner  Amendance  

47  

Session  5  Focus Specific Issues School Readiness Components 3. Learner Information

• Learner expectation and achievement agreement.

48  

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Problem  Statement  Learners  •  Teachers  don’t  believe  in  us;  

•  Have  a  low  expecta,on  of  us;  

•  Think  we  are  lazy;  •  That  we  have  no  pride  and  drive;  

•  Don’t  trust  us;  •  Etc.  

Teachers  •  Learners  are  not  serious  about  their  work  and  life;  

•  Not  focused  on  their  success;  

•  They  don’t  do  their  homework;  

•  Etc.  

Leadership  •  Disconnec,on  between  ‘teaching  and  learning’  and  ‘administra,on’.   49  

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

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

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

50  

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Student  Expecta,on  and  Achievement  agreement  (1)  

51  

Iden,fy  your  Dreams  

Career  Areas  (1  of  9)  1.  Engineering  and  Technology  2.  Health  and  Natural  Sciences  3.  Computers  and  ICT  4.  Business,  Finance  and  Management  5.  Agriculture  and  Environment  6.  Human  and  Social  Sciences  7.  Services  8.  Art  and  Culture  9.  Languages  

52  

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Iden,fy  your  Dreams  Career  Areas  (1  of  9)  1.  Engineering  and  Technology  

2.  Health  and  Natural  Sciences  

3.  Computers  and  ICT  

4.  Business,  Finance  and  Management  

5.  Agriculture  and  Environment  

6.  Human  and  Social  Sciences  

7.  Services  

8.  Art  and  Culture  

9.  Languages  

Career  Fields  (8  of  49)  1.Engineering  or  Engineering  Support  2.  Architecture,  Draugh,ng  and  Technical  Drawing  e.  Building  and  Construc,on  or  Building  Support  4.  Ar,sans  5.  Manufacturing  6.  Automo,ve  or  Automo,ve  Support  7.  Geology,  Mining  or  Mining  Support  8.  Woodwork  and  Furniture  

53  

Iden,fy  your  Dreams  Career  Areas  (1  of  9)  1.  Engineering  and  Technology  

2.  Health  and  Natural  Sciences  

3.  Computers  and  ICT  

4.  Business,  Finance  and  Management  

5.  Agriculture  and  Environment  

6.  Human  and  Social  Sciences  

7.  Services  

8.  Art  and  Culture  

9.  Languages  

Career  Fields  (8  of  49)  1.Engineering  or  Engineering  Support  

2.  Architecture,  Draugh,ng  and  Technical  Drawing  

e.  Building  and  Construc,on  or  Building  Support  

4.  Ar,sans  

5.  Manufacturing  

6.  Automo,ve  or  Automo,ve  Support  

7.  Geology,  Mining  or  Mining  Support  

8.  Woodwork  and  Furniture  

Specific  Jobs  (4  of  171)  1.Civil  Engineer  2.  Chemical  Engineer  3.  Electrical  Engineer  4.  Mechanical  Engineer   54  

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Student  Expecta,on  and  Achievement  agreement  (1)  

55  

Student  Expecta,on  and  Achievement  agreement  (2)  

56  

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Student  Expecta,on  and  Achievement  agreement  (1)  

57  

Feedback  from  Principal  of  JOTHS    

•  Our  learners  lack  direc,on;  •  They  see  schooling  as  a  phase  that  they  need  to  pass  through;  

•  And  therefore  they  put  in  limle  effort,  just  to  pass;  •  We  have  spoken  about  learners’  dreams,  but  found  it  difficult  to  have  a  process  around  it;  

•  We  have  now  embarked  on  the  construc,on  of  a  Learner  Expecta,on  and  Achievement  Agreement;  

•  The  LEAA  is  a  structured  way  of  gecng  learners  to  announce  their  dreams  and  to  work  towards  achievement  them;  

•  I  can  already  sense  the  posi,veness  among  the  learners;  •  And  I  am  confident  that  this  ini,a,ve  is  going  to  make  a  big  difference  in  their  achievement  levels.   58  

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Feedback  from  a  Learner  at  JOTHS    •  In  2012,  the  LEAA  was  introduced  in          our  school;  •  At  that  ,me,  I  thought  that  I  already          have  goals  and  dreams;  •  But  when  I  wrote  them  down;  •  I  realised  that  I  have  been  chea,ng  myself  for  the  past  5  years;  

•  By  compromising  them  since  no-­‐one  else  knew  about  my  dreams;  

•  I  realised  that  I  am  capable  of  so  much  more;  • My  marks  improved  dras,cally;  •  This  ini,a,ve  really  changed  my  life.   59  

Sechaba  Results  2012  

60  

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Session  6  Focus Specific Issues School Readiness Components 4. Annual Planning

• Target setting in your school.

61  

62  

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Annual  Planning  (SRC)  1 2 3 4 5

Compliance Planning

Compliance and

Administrative Planning

Compliance, Administrative

and Professional

Planning

Compliance, Administrative, Professional and Ethical Planning

Planning with

requests to

District Officials

63  

Annual  Planning  Implementing

Monitoring & Evaluation          

Description Plan Act/Do Reflect Plan Act/Do Reflect Frequency Length Total Time When Scheduled Code   Periods pw 30min pp Work Schedule             1 25 25   WS         Pre-Moderation             25 0,5 12,5   Pmod         Moderation             60 1,5 90   Mod         Assessment - Summative             17 0,5 8,5             Assessment - Formative             12 2 24             Playground duty             40 1 40             Devotion             8 0,5 4             Parents' Meeting             3 3 9             SMT meeting             200 0,25 50             Staff meeting             8 2 16             General Staff Development             8 1 8             Team building             1 8 8             Exhibitions - LTSM             1 6 6             Bosberaad             1 16 16             AGM of parents             1 4 4             Sports day             1 8 8             Operational meeting             40 1 40             ANA meeting             1 1 1             RCL Leadership development             2 36 72             RCL Meetings             40 2 80             RCL Elections             1 1 1             Cluster meetings             4 2 8             Exhibitions - Learner Enrichment             1 2 2             Exhibitions - Roadshows             2 2 4             Excursions             1 8 8             Marking - Summative             30 5 150             Marking - Formative             10 5 50             District Officials meeting             4 1,5 6       30 0,5   Staff Functions             4 2 8     759   510 1269

64  

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Target  Secng  for  All  •  Targets  for:  

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

65  

Failures  Condoned  

66  

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67  

SOS  Learners  33  Learners  ‘At  Risk’  

68  

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69  

70  

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71  

Feedback  from  3  Learners  at  JOTHS    

Learner  1:    You  have  your  targets  constantly  at  the  back  of  your  mind;  

Learner  2:    Others  know  about  your  target,  and  therefore  you  need  to  work  towards  your  target;  

Learner  3:    The  target  is  pushing  you  to  work  harder,  and  it  builds  up  compe,,on,  especially  if  you  want  to  beat  a  certain  person.  

72  

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Session  7  Focus Specific Issues School Readiness Components 6. Teaching, Learning, and Assessment Schedules

• Chunking of work; • 15 TLAS areas.

73  

Teaching  Schedule  What  will  the  teacher  be  doing?  

Learning  Schedule  What  do  we  want  the  learner  to  do?  

Assessment  Schedule  What  do  we  want  the  learner  to  know  and  understand?  

1. Curriculum Alignment

6. Classroom Management

11. Classroom Assessment

2. Planning Practice and Interaction

7. Physical Environment

12. Test and Examination Preparation

3. Direction and Instruction

8. Questioning Techniques

13. Second Chance Opportunity

4. General Techniques 9. From Interaction to Engagement

14. Final Expectation

5. Teaching and Learning Tools

10. Classroom Leadership

15. Grades, Marks, Targets, etc.

74  

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Teaching  Schedule  

1. Curriculum Alignment

2. Pl

anni

ng, P

ract

ice an

d In

tera

ctio

n

3. Di

rect

ion

and

Inst

ruct

ion

4. Ge

nera

l Tec

hniq

ues

5. Te

achi

ng an

d Le

arni

ng To

ols

•  Mapping  the  chunks  within  the  different  weeks  

•  Ensure  Unique  chunk-­‐descripFons  per  week  are  the  same  (all  the  chunks  must  be  unique  for  others)  

•  Do  Cross  linking  of  chucks,  both  at  horizontal  and  ver,cal  level  

•  Make  clear  dis,nc,on  between  chunks  which  start  at  the  level,  and  those  conFnuing  from  previous  grades.    

75  

Chunking of the Curriculum

  C1 C2 C3 C4 C5 C6 C7 C8 C9 C10 C11 C12 C13 C14 C15 C16 C17 C18 C19 C20 C21 C22 C23 C24 C25 C26 C27 C28 C28 C30 C31 C32 C33 C34 Total

Grade 8 2.94%              23.5%                                                      

Grade 9                                                                      

Grade 10                                                                      

Grade 11                                                                      

Grade 12                                                                       76  

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Subject Chunking     C1   C2   C3   C4   C5   C6   C7   C8   C9   C10  C11  C12  C13  C14  C15  C16  C17  

C18

C19

C20

C21

C22

C23

C24

C25

C26

C27

C28

C28

C30

C31

C32

C33

C34 Total  

Grade  8A                                                                                                                                              Grade  8B                                                                                                                                              Grade  8C                                                                                                                                              Grade  8D                                                                                                                                              Grade  8E                                                                                                                                              Grade  8F                                                                                                                                              Grade  9A                                                                                                                                              Grade  9b                                                                                                                                              Grade  9C                                                                                                                                              Grade  9  D                                                                                                                                              Grade  9E                                                                                                                                              Grade  9F                                                                                                                                              Grade  10A                                                                                                                                              Grade  10B                                                                                                                                              Grade  10C                                                                                                                                              Grade  10D                                                                                                                                              Grade  10E                                                                                                                                              Grade  10F                                                                                                                                              Grade  10G                                                                                                                                              Grade  10H                                                                                                                                              Grade  11A                                                                                                                                              Grade  11B                                                                                                                                              Grade  11C                                                                                                                                              Grade  11D                                                                                                                                              Grade  11E                                                                                                                                              Grade  12A                                                                                                                                              Grade  12B                                                                                                                                              Grade  12C                                                                                                                                              Grade  12D                                                                                                                                              

77  

Teaching  Schedule  

1. Cu

rricu

lum A

lignm

ent

2. Planning, Practice and Interaction

3. Di

recti

on an

d Ins

tructi

on

4. Ge

nera

l Tec

hniqu

es

5. Te

achin

g and

Lear

ning T

ools

•  Describe the Content to be taught •  Indicate the Source where information came from •  Identify Other sources where content can be sought from, and consider sources presenting

alternative perspectives, methods, approaches, etc. on the same content •  Indicate the Scope, Depth and Breath of the content to be covered (indicate how long

teaching will take, of the period time) •  Indicate whether Pre-knowledge is necessary •  Indicate whether Pre-engagement from learners is necessary •  Identify the Teaching method [13] (teacher and/or learners centred) to be followed (lecture,

demonstration, tell a story, whole-class discussion, visual display, role play, small group discussion, visit, project work, library search investigation, practical work, self-study)

•  Identify the particular practice of skill to be followed such as Homework – indicate to learners what the approximate length of time they should take to complete task (ensure a consistent space where homework assignment is noted in writing). Consider a ‘homework Roster’ for the class, grade or school. Types of homework (preparation tasks – learners gaining background information; practice exercises – to apply, review, revise and reinforce new knowledge; creative homework – learners integrate multiple concepts and develop critical thinking and problem solving skills, which is open-ended questions and long-term projects with choice for learners; extension assignments – learners to pursue knowledge individually and imaginatively, which allows for class work and real world to connect)

•  Identify Length of teaching, learning, and formative assessment per lesson and/or per week •  Identify Practical examples, simulations, symbolism, etc. that will be utilised (connect

theory and practice – real life experiences) 78  

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Integrating ‘Chunking’ with TLAS

79  

Teaching  Schedule  

1. Cu

rricu

lum A

lignm

ent

2. Pl

annin

g, Pr

actic

e and

Inter

actio

n

3. Direction and Instruction

4. Ge

nera

l Tec

hniqu

es

5. Te

achin

g and

Lear

ning T

ools

•  Role  of  the  Teacher  –  Facilitator,  Orchestrator,  Passive,  Authoritarian  

•  Levels  of  Learning  (Blooms’  Levels  of  Learning  –  Facts,  Informa,on,  Know-­‐how,  Comprehension  and  Wisdom)  

•  InstrucFon  Signs  (Listen,  look  at  me,  be  quiet,  sit  down,  stand  up,  line  up,  take  out  your  homework,  get  your  pencil/pen,  etc.)  

•  Develop  Maps  for  different  direcFons  (What  to  do  when:  -­‐  I  don’t  understand  what  the  teacher  said;  I  don’t  understand  the  lesson;  I  don’t  know  how  to  tackle  the  work;  I  am  finished  with  my  work;  I  want  to  help  another  learner;  I  need  to  go  to  the  bathroom;  etc.)  

•  How  to  give  your  direcFons  (speak  up  and  say  exactly  what  you  need;  iden,fy  a  ‘silly  word’  to  get  their  amen,on;  ensure  to  let  learners  repeat  your  direc,ons;  write  important  informa,on  in  a  special  place  on  the  board;  use  a  ,meframe  to  ensure  you  want  things  to  be  done  within  a  certain  ,me;  ensure  learners  know  the  importance  of  the  direc,ons;  constantly  ‘police’  the  task  un,l  learners  demonstrated  they  can  be  len  alone;  encourage  learners  to  seek  clarify  from  other  learners  too;  now  reduce  the  talking  and  focus  on  the  doing)     80  

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41  

Teaching  Schedule  1.

Curri

culum

Alig

nmen

t 2.

Plan

ning,

Prac

tice a

nd In

terac

tion

3. Di

recti

on an

d Ins

tructi

on

4. General Techniques

5. Te

achin

g and

Lear

ning T

ools

• Setting the atmosphere/tone in your classroom (build rapport by creating trust and relationship; create peaceful pace through your own calm voice, expect excellence through routine and consistency; use story telling to create higher order thinking and imagining, indicate expected behaviour and consequences, get-down-to-it learning approach, balance hard work with camaraderie, friendship and joy)

•  Important techniques: • Display important concepts on walls; • Test equipment before using them; • Ensure clean and neat classroom area; • Music can be used effectively where appropriate; • Consistently greeting all learners when they enter; • Personal stories and humour assist connection; • Emphasis things which are important; • Use your voice tone to set the correct atmosphere; • Ensure proper lighting; • Spend time building up relationships; • Use colour patterns to distinguish different things; • Utilise visual tools to ensure holding their attention; • Avoid ‘incorrect spelling’ on the board; • Professionally dress at least 1 step above all/most

learners; • Ensure seating choices given; • Ensure time management as a principle; • Encourage learner socialization;

• Ensure permission is requested when leaving the classroom; • Ask questions that promote thinking; • Dignify all responses and contributions; • Utilise humour to increase retention; • Put effort in to ensure connection of concepts with ‘outside

school experiences’; • Ask for volunteers before identifying; • Teachers must move around to classroom for attention; • Manage learner movement for oxygen; • Start your lesson on time; • Ensure some feedback loop after every 10 minutes; • Create the freedom of learners to opt out; • Keep water in class available for learners; • Use multiple senses to stimulate all learning styles; • Reduce distractions to the minimum; • Emphasise Safety in the classroom; • Emphasise Success of All in the classroom; • Emphasise the importance of Love; • Emphasise the importance of Belonging;

•  Display Constantly incorporate the dreams of learners into the learning conversations to ensure connection 81  

Teaching  Schedule  

1. Cu

rricu

lum A

lignm

ent

2. Pl

annin

g, Pr

actic

e and

Inter

actio

n 3.

Dire

ction

and I

nstru

ction

4.

Gene

ral T

echn

iques

5. Teaching and Learning Tools •  DifferenFate  InstrucFon  by:  designing  the  lessons  to  meet  the  needs  of  all  learners;  on-­‐going,  ever-­‐changing  flexible  groupings;  responding  to  different  readiness,  interest  and  learning  profile;  on-­‐going  assessment;  addressing  essen,al  principles,  concepts  and  skills;  careful  planning;  an  effec,ve  philosophy  that  allows  all  learners  to  feel  successful  

• MulFple  Intelligences:  Verbal/Linguis,c  (wri,ng,  journal,  poem,  TV  ads,  reading  stories,  concept  mapping,  crossword  puzzle);  Logical/Mathema,cal  (,me  line,  compare  and  contrast  ideas,  visual  diagrams,  comic  strips,  survey  results);  Interpersonal  (tell  stories,  coopera,ve  games,  role  play,  discuss  and  come  to  conclusion,  interviews);  Body  Kinesthe,c  (coopera,ve  games,  physical  exercises,  hands-­‐on  experiments,  model  or  representa,on);  Musical  Rhythmic  (rapping,  musical  instruments,  music  wri,ng,  dance  steps,  make  up  sounds  and  sound  effects,  jingle,  rhymes);  Naturalist  (collect  and  categorise  data,  materials,  or  ideas;  discover  or  experiment;  take  field  trips;  case  study;  adapt  materials  to  a  new  use,  label  and  classify);  Interpersonal  (personal  journal;  write  about  personal  experiences;  think  about  and  plan;  review  or  visualise;  expressing  of  feelings;  imagine  and  write  about  the  future)     82  

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42  

Learning  Schedule  6. Classroom Management

7. Ph

ysica

l Env

ironm

ent

8. Qu

estio

ning

Tech

niqu

es

9. Fr

om In

tera

ctio

n to

Eng

agem

ent

10. C

lassr

oom

Lea

ders

hip

• Tips  for  Teachers  (start  the  first  day  of  the  year  with  clear  expecta,ons  and  a  plan;  be  fair  to  all  learners  and  apply  consistently;  be  prepared  for  some  disrup,ons,  and  therefore  don’t  let  it  phase  you;  ins,l  high  expecta,ons  consistently  and  prevent  sliding  during  ‘off’  days;  incen,vise  good  behaviour  through  affirma,on  and  rewards;  rather  over-­‐plan  to  ensure  that  your  are  not  caught  out  ‘idling’  our  without  ideas  and  ac,vi,es;  if  you  have  clear  rules,  you  must  display  them  but  limit  them;  ensure  that  you  build  rela,onships  and  ensure  that  they  know  you  care  about  them  even  when  you  don’t  like  what  they  do;  praise  in  public  and  reprimand  in  private;  ensure  to  prevent  emo,onal  outbursts  that  could  lead  to  confronta,on  and  humilia,on;  be  pa,ent  and  keep  prac,cing  and  don’t  sweat  the  small  stuff  unless  it  has  the  poten,al  to  be  come  ‘big  stuff’)  

• Establish  RouFne  (model  how  to  by  yourself  through  simple  and  straighyorward  displays;  model  how  not  to  and  exaggerate  consequences  in  example;  have  a  learner  model  it  from  start  to  finish;  have  a  group  of  4-­‐5  learners  to  model  it;  prac,ce  with  the  whole  class  un,l  they  get  it  right;  go  live  to  ensure  ‘feeling  of  success’  or  ‘doing  things  the  right  way’)  

• Have  rules  for  both  yourself  (teacher)  and  learners  (Teacher  –  I  will:  -­‐  treat  each  learner  with  respect;  cri,cize  in  private  and  praise  in  public  and  make  every  effort  not  to  embarrass  you  in  front  of  your  peers;  maintain  a  sense  of  humour  since  laughter  is  important;  remember  you  may  have  other  issues  going  on  and  therefore  give  you  some  ‘space’  when  needed;  let  you  know  when  I  don’t  feel  to  good;  try  to  never  yell/scream;  focus  on  your  learner  as  both  a  process  and  product;  incorporate  the  building  of  character  in  my  classroom;  not  allow  you  to  talk  bad  about  other  learners  and  teachers;  allow  you  to  vent  if  you  need  to;  take  care  of  problems  myself  without  sending  it  to  the  principal;  make  no  judgement  about  you  based  on  your  prior  ac,on;  always  forgive;  need  your  assistance  and  help  at  various  stages  during  the  year  and  therefore  you  are  invited  to  extend  your  hand  where  you  can  help;  Learners’  code  of  conduct  –  I  will:  be  polite  at  all  ,mes;  work  quietly  and  not  disturb  others;  listen  respecyully  when  others  are  talking;  be  friendly  to  fellow  classmates;  be  honest  and  trustworthy;  respect  my  teacher  and  other  adults  and  learners;  be  prepared  for  class  every  day;  arrive  to  class  in  ,me;  cooperate  with  others;  always  do  my  best)     83  

Learning  Schedule  

6. Cl

assro

om M

anag

emen

t

7. Physical Environment

8. Qu

estio

ning T

echn

iques

9.

From

Inter

actio

n to E

ngag

emen

t 10

. Clas

sroom

Lead

ersh

ip

• How can we establish and maintain an effective physical environment? •  Aesthetics; • Content on the walls; •  Lighting; •  Storage space; •  Teacher workspace;

•  Example: Create a space where learners can find help, be supportive, etc.

84  

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43  

Learning  Schedule  6.

Clas

sroom

Man

agem

ent

7. Ph

ysica

l Env

ironm

ent

8. Questioning Techniques

9. Fr

om In

terac

tion t

o Eng

agem

ent

10. C

lassro

om Le

ader

ship

•  Learning requires processing; •  Questions direct instruction; •  ‘Safe’ to be incorrect, making mistakes, …; •  When struggling learners have to expose

their weakness to get information they need, they won’t do it!;

•  9 Critical questioning tools: •  deflected questions; •  deflected responses; •  open-ended questions; •  total responses questions; •  response journals or boards; •  interactive notes; •  mutually assured correct responses; •  whole group questions, share, compare, repair in

small groups; •  every point processing. 85  

Learning  Schedule  

6. Cl

assro

om M

anag

emen

t 7.

Phys

ical E

nviro

nmen

t

8. Qu

estio

ning T

echn

iques

9. From Interaction to Engagement 10

. Clas

sroom

Lead

ersh

ip

•  How can learners be engaged meaningfully and effectively beyond active participation and time-on-task? •  Learners learn better when engaged (shifting

meaning – “sit still and listen”); •  Engage is the extent to which learners are

cognitively, physically and emotionally connected with what they are doing;

•  Level of learner engagement is impacted by the design and execution of the teaching and learning activities, strategies and methods;

•  From minimum compliance to total engagement.

86  

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44  

Learning  Schedule  6.

Clas

sroom

7.

Phys

ical E

nviro

nmen

t 8.

Ques

tionin

g Tec

hniqu

es

9. Fr

om In

terac

tion t

o Eng

agem

ent

10. Classroom Leadership •  How can teachers function as truly inspirational

leaders in their classrooms with their learners and learner learning? •  Inspire learners to action, to results, to achieve; •  Learning with hope, inspire them to belief in their ability to

turn dreams into reality; •  Speak of possibility; •  Give of themselves, but also take care of themselves; •  Are in tune with the classroom – operate with empathy

and compassion – create joy, fun and sense of belonging with boundaries and limits;

•  Healthy relationship between teacher and learners – genuine caring and high expectations – won’t let them ‘off the hook’ – balance between pressure and nurture;

•  Best relationships: celebrate achievements; maintain standards; expect success; demand excellence; coach to excellence; empower; meet needs; support individually.

87  

Assessment  Schedule  11. Classroom Assessment

12. T

est a

nd E

xam

inat

ion

Prep

arat

ion

13. S

econ

d Ch

ance

Opp

ortu

nity

14

. Fin

al Ex

pect

atio

n 15

. Gra

des,

Mark

s, Ta

rget

s, et

c.

•  How are on-going, classroom formative and summative assessment, evaluation, accountability and documentation developed, maintained and effectively executed to ensure maximum learner success with meaningful and challenging targets? •  Concept of assessment might be the most misunderstood concept

in schooling – it is assessment when the marks are changeable! •  Has shifted from a ‘teaching tool’ to a ‘documentation

tool’ (evaluation); •  We can’t fatten cows by weighing them. But we should weigh

them to assess and adjust how we are feeding them until they meet the ‘fat’ standard.

•  Effective teachers use assessment to gather information in order to determine what next steps are necessary to ensure the learners meet the desired standards and outcomes;

•  Teaching process: explain what is to be learned; explain why success in learning is important; model what is to be learned; ask a friend to see how well the learning is happening; provide additional modeling; one more time see how well you can do it; repeat last two steps until satisfied and then get tested! 88  

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Assessing  Learning  in  the  Classroom  1.  What  will  

learners  learn?  2.  How  will  we  know  learning  has  occurred?  

•  Set  indicators  •  Provide  

exemplars  

3.  How  will  we  collect  and  provide  evidence  of  learning?  

•  Establish  purpose  and  context  •  Create  opportuni,es  to  demonstrate  

learning  •  Observa,on  •  Learning  logs  •  Performance  tasks  •  Projects  •  Tests  •  Wrimen  language  •  Oral  language  •  Visual  communica,on  

•  Establish  feedback  strategies  

4.  What  acFviFes  will  enable  learners  

to  learn?  

5.  How  will  learners  demonstrate  their  

learning?  

5.1  How  will  learners  receive  ongoing  feedback?  •  Descrip,ve  •  Specific  •  Self/peer/parent/teacher  as  

coach  Assessment  FOR  Learning  

5.2  What  will  be  the  next  steps  in  

improving  learning?  

6.  How  will  learners  receive  summaFve  

feedback?  •  Qualita,ve/descrip,ve  •  Quan,ta,ve/marks  •  Self/teacher  as  judge  Assessment  OF  Learning  

7.  What  will  be  the  next  steps  

in  new  learning?  

Chunk  of  Learning:  Learner  Outcomes  

89  

Assessment  Schedule  

11. C

lassro

om A

sses

smen

t

12. Test and Examination Preparation

13. S

econ

d Cha

nce O

ppor

tunity

14

. Fina

l Exp

ectat

ion

15. G

rade

s, Ma

rks, T

arge

ts, et

c.

•  How can we effectively prepare learners to succeed in the tests and/or examinations? •  Most teachers focus on teaching the curriculum rather than

ensuring that learners learn well; •  Written, Taught and Assessed curriculum; •  Test scores are actually a reflection on us more than the

learners; •  Only a portion of content we teach is likely to be of long-term

importance; •  What learners know is more important than How much they

know; •  Choose how much of time is used for teaching; •  Choose how much emphasis – push heavily and gloss over; •  Different assessment methods in terms of the levels of Bloom; •  When using multiple choice, true-false and matching

assessment methods, ensure that learners are not ‘guessing’ correctly/wrongly – ensure sound argument supporting their determination, as well as why each distractor is incorrect;

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Assessment  Schedule  11

. Clas

sroom

Ass

essm

ent

12. T

est a

nd E

xami

natio

n Pre

para

tion

13. Second Chance Opportunity

14. F

inal E

xpec

tation

s

15. G

rade

s, Ma

rks, T

arge

ts, et

c.

•  How do we ensure that we teach real life lessons to learners, that they might not get it right the first time, but mastery is important? •  In the real world, almost every activity, apart from life-

threatening events, allow for a second chance – drivers license (How many of you have failed your drivers license test? How many times? Are those people who got their license first, better drivers than you?);

•  Second chance opportunities are invested with real learning; •  But second chance opportunities must make a difference; •  Should be the ownership of the learner, not the teacher; •  Technology gives us the opportunity to generate second

chance opportunities; •  It has to be built into the learning system of the school; •  The worry that SCO will be used and abused by learners is

unfounded, although any new system will go through challenges during introduction phase.  

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Assessment  Schedule  

11. C

lassro

om A

sses

smen

t 12

. Tes

t and

Exa

mina

tion P

repa

ratio

n

13. S

econ

d Cha

nce O

ppor

tunity

14. Final Expectation

15. G

rade

s, Ma

rks, T

arge

ts, et

c.

•  Four Expectations: •  Learner DAT cognitive ability; •  School Targets; •  Learner’s current performance; •  Learner Expectations in relation to

Achieving their Dreams; •  How many learners failed last year

‘because of us (teachers)’ – we failed them?

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13. S

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14

. Fina

l Exp

ectat

ion

15. Grades, Marks, Targets, etc. •  Track the progress of the learners on a regular

basis; •  Must attach a verbal explanation to grades –

Learner Feedback Sheet (to learners) and Teacher Feedback Sheet (to HoDs);

•  Ensure that ‘grading’ means something between different teachers, and subjects;

•  Grades must be ‘tools for learners’ and not for teachers;

•  Work on a “value added” approach to grading (AYP);

•  Ensure an efficient and effective Recording Keeping system;

•  Grades are ‘a moments reflection’ of what a learner knew, at a particular time, given a particular test – it does not represent the ‘worth’ of the learners. 93  

Curriculum Management Framework (Education, Curriculum, Instruction, Teaching, Learning, Assessment, Expectations)

INSTRUCTIONAL  LEADERSHIP  Domain  1:  Planning  and  PreparaFon  1.  Demonstra,ng  knowledge  of  content  and  

pedagogy  2.  Demonstra,ng  knowledge  of  learners  3.  Secng  instruc,onal  outcomes  4.  Demonstra,ng  knowledge  of  resources  5.  Designing  coherent  instruc,on  6.  Designing  learner  assessment  

Domain  2:  Classroom  Environment  1.  Crea,ng  an  environment  of  respect  and  

rapport  2.  Establishing  a  culture  of  learning  3.  Managing  classroom  procedures  4.  Managing  learner  behaviour  5.  Organising  physical  space  

Domain  4:  Professional  ResponsibiliFes  1.  Reflec,ng  on  teaching  2.  Maintaining  accurate  records  3.  Communica,ng  with  families  4.  Par,cipa,ng  in  a  professional  community  5.  Growing  and  developing  professionally  6.  Demonstra,ng  professionalism  

Domain  3:  InstrucFon  1.  Communica,ng  with  learners  2.  Using  ques,oning  and  discussion  

techniques  3.  Engaging  learners  in  learning  4.  Using  assessment  in  instruc,on  5.  Demonstra,ng  flexibility  and  

responsiveness   94  

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Thank  You!  95