Performance Management Development Programme

Context

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The challenges in our education sector are well documented. Though the Department of Education has made some inroads on these challenges, much remains to be done.

We fully associate with the National Development Plans 2030 Vision for Education based on:

• Motivated learners and teachers

• Principals as effective managers (administration and

curriculum management)

• Parents involved in school

• School accountable to parents

• Teachers know subjects they teach

• Teachers supported by knowledgeable district officials

• Government in control of the administration of education

• Good quality learning materials available for teachers

• High speed broadband available to support learning

We are driven in particular by the following three goals of the NDP:

Goal 16 – Improve the professionalism, teaching skills, subject knowledge and computer literacy of teachers throughout their entire careers.

Goal 21 – Ensure that the basic annual management processes take place across all schools in the country in a way that contributes towards a functional school environment.

Goal 27 – Improve the frequency and quality of the monitoring and support services provided to schools by district offices, partly through better use of e-Education.

We realise that the NDP Vision will require the support of all and we are fully committed to contributing to the achievement of these goals.

HistoryThe PMDP has its origins in a collaborative initiative in 2009 in KwaZulu-Natal (KZN), involving the KZN Department of Basic Education (DBE), Performance Solutions Africa (PSA), the University of KZN and PriceWaterhouseCoopers. The proposition was to develop an applied management development program for school principals which would draw on tried and tested approaches from the corporate sector. The objective was to achieve the rapid upskilling of school principals and their management teams in order to improve school performance.

The PMDP was first piloted at 50 schools across the rural and peri-urban areas of KZN. Its remarkable results prompted the KZN DBE to rollout the program to a further 1800 schools across the province.

Following its success in KZN, the PMDP was then extended to the Eastern Cape and Mpumalanga Provinces in 2012, and to date has been implemented at close to 3000 schools in the country.

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OverviewThe PMDP is an established, integrated, applied program which fast-tracks the development of critical skills required by management teams and DBE support personnel to improve the assessment outcomes of primary and secondary schools.

While the core methodology of the PMDP has remained firm, the program has been refined and extended through ongoing monitoring and assessment, and through engagement with other organisations.

The PMDP now has application to principals, deputy principals, HODs, SGBs, circuit managers, parents and learners.

Schools participating in the PMDP have, on average, achieved NSC results which are 7% higher than provincial averages.

The program has been reviewed independently on two separate occasions and has received very positive endorsement.

“The PMDP has demonstrated that it combines strategic vision with operational efficacy and has successfully engaged in some of the most difficult and intractable contexts of poverty and underdevelopment with surprising results. The PMDP has thus succeeded in overcoming barriers to the training of principals that many other programs

could not solve and is able to deliver its program at a scale none of the others have managed to reach…”.Helene Perold and Associates, PMDP Independent Assessment, 2011

“PSA should be commended for the creation of a tool set, which at least in these interviews and materials, has helped school leaders to feel that they have a greater control over their core business and that has begun to shift how they work with the adults who are the means by which the next generation will be educated.”

Prof James Stiles, PMDP Independent Assessment, 2014

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Operational ModelThe PMDP’s tried and tested operational model and a set of operational principles, guides the initiatives in which we are involved.

This model establishes the school in its wider context which includes both the local community and the district Department of Education. Their interdependence means that impacts in any of these sectors will have knock on effects on the other. The design of programs therefore needs to start from this premise.

CommunityParents, Unions

Community Leaders, Youth

SchoolPrincipal, HODs

Teachers, Learners

PMDPOperational

ModelDistrict

Director, CircuitManagers, Subject Advisors

DesignOnboarding

Baseline assesment

SchoolPerformanceImprovement

On-site CoachingOutcomes

New behaviours

EvaluationCertification

Joint TrainingOutputs

On-going Monitoring and Assessment

Project Management and Systemic Issues

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It is critical to keep links with the district and province – we do this through direct contact and through inclusion of DoE circuit managers in our programs

Joint training where ideas are shared and individual coaching where outputs are customised to each school are critical to effectively changing behaviours

Sound change management principles and practices with a clear change management hypothesis must be applied

Getting quick wins up front ensures momentum and ‘buy in’ to the broader program

Ongoing monitoring of key performance indicators and of medium term goals, are critical to self-correction and ultimately to the success of programs

Programs must ensure that there is alignment from the circuit manager and the principal to all other levels of the school – the HODs, teachers, pupils and parents – curriculum coverage, attendance and homework are the golden threads which hold this alignment together

Data and management systems such as SASAMS are key to building an understanding of performance improvement and problem solving

Programs should support and work through official school structures such as SMTs, SGBs, RCLs, ILSTs etc. – creating parallel structures causes congestion and confusion

Tried and tested methodologies should be applied to ensure success but should be flexible to cater for differing contexts – some innovation should always be introduced

Professional learning communities are most sustainable when supported by social media technologies

Operational Principles

Modules are trained in structured interactive training sessions with multiple participants (+/-20) and followed up by structured one-on-one or small group coaching to help participants to develop customised deliverables in their own specific school environments.

These modules are very closely aligned with departmental policies and procedures so that the emphasis is on getting participants to work within existing policy parameters, rather than on ‘parallel activities’. Each module has a defined set of outputs.

Research undertaken by the University of Cape Town on the PMDP indicates that there is a statistical correlation between the behaviours which are trained and coached and the improvements in assessment outcomes at participating schools. The PMDP is usually run in conjunction with the University of KZN who moderate portfolios of evidence of selected participants and certify accordingly. The PMDP modules are endorsed by SACE and provide professional develop points.

Induction and Coaching 2 modules

Principals 10 modules

HODs 5 modules

SGB (Parents and Community) 1 module

RCLs 1 module

EMIS (SASAMS) 3 modules

Circuit Managers 6 modules

Subject Advisors 3 modulesModules

Coaching

Participants

Outcomes

PMDP Modules

Each module comprise a set of slides, facilitator guide and a participant hand out. For a complete list of modules and outcomes, refer to Appendix.

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Implementation steps

Our implementation methodology involves the following steps:Design and Preparation1. Compact with provincial department and other stakeholders2. Undertake baseline assessments incorporating demographics and school practices3. Fine tune modules to the requirements of the province/district4. Agree measures/KPIs and rollout plan5. Train up coaches as required

Core Implementation6. Start training (one module per month)7. Undertake coaching on site (one visit of per month)8. Support development of new behaviours

Monitor and Evaluate9. Monitor and report on progress to baseline and performance to KPIs10. Certify successful participants11. Undertake evaluation of impact

Project management

Duration

Project structures

• A steering committee meets quarterly to consider progress and to provide broad direction (includes the department, funders, stakeholders and project lead)

• A task team meets weekly or fortnightly to manage coordination, logistics and practical implementation issues (includes department representative and project lead)

Design and preparation

Core implementation

Monitor and evaluate

3 months 12 months 18 months 24 months

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Recent Projects

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Name: Mpumalanga PMDP SchoolsClient: Mpumalanga Department of Education

Duration:January 2016 to March 2017

FocusImplementation of school management practices.

ResultsDespite challenges of progressed learners, the PMDP schools demonstrated an improvement in Gr12 results which was 6,8% higher than the provincial average.

Mpumalanga Province 2015-2016 Gr12

Funders: Mpumalanga Department of Education, Anglo American Chairman’s Fund

Scope:

schools320Value: R7.6 Million

Dis

tric

ts Ehlanzeni

Bohlabela

Gert Sibande

Nkangala

-5%

0%

5%

10%

15%

20%

25%

Bohlabela Ehlanzeni Gert Sibande Nkangala

Gr12 All schools % improvement Gr12 PMDP schools % improvementProgressed learners % increase

“The model of the program is very, very strong… a great strength is working in partnerships – we have been given the opportunity to work side by side on this program… we began to speak from one script. There has been a deep sense of being solution driven here.The program has had a very strong research base, which

to us is a plus... When reflecting, we are looking at systemic capacity building that has been imparted”

Dr. N Mthethwa, Director: Teacher Development and Governance, Senior DoE Official

“For the first time in this Province we have had the tools to monitor Curriculum…The PMDP training and coaching methodology is one of the tools at the disposal of the Department to eradicate dysfunctional schools”

Mr. Mkhwanazi, Chief Director: Curriculum

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Ehlanzeni

Funders: Rodger Federer Foundation

Name: Mpumalanga School Development ProjectClient: Mpumalanga Department of Education Duration: 2015/16 to current

FocusImplementation of school management and teacher development practices. Undertaken jointly with Penreach.

Results 56% average improvement in school management practices compared to the initial baselines.

Management practices - all schools 2015-2017

Scope:

Primary schools24Value: R9.8 Million

“A wonderful program that will promote our name as a department to accelerate excellence in education delivery. Our circuit will advance in performance”

Ms. Tembisile Khoza, Circuit Manager Khulangwane

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All schools

Baseline score Final improvement score

0%

20%

40%

60%

80%

100%

Name: North West NECT District Support ProjectClient: North West DoE Duration: 2014 to current

FocusImplementation of school management practices, teacher development, learner welfare and parental support. Undertaken jointly with PwC, Class Act and Penreach.

ResultsCurriculum coverage has improved significantly in EFAL, Nat Science and Maths. Average improvement for 2016-2017 for Gr8 and Gr9 was 22%.

% Curriculum Coverage Gr8 and Gr9 2016-2017

Funders: NECT

Scope:

schools54Value: R30 Million

‘’We improved from 86% to 91% in Grade 12 for 2016 but we could easily have achieved 100% had it not been for learners we accommodated from another school late in the year’’

Ms. A.B. Putu, principal of Herman Thebe Secondary School, Bojanala District

100%

80%

60%

40%

20%

0%

2016 2017

EFAL Nat Science Maths

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s

Bojanala

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“The programme has given us confidence in managing the curriculum. Our Coach/mentor is always available to assist and is a pillar of strength.”

Mr. Dumisani Lubisi, Maakere Secondary School Principal

“The programme is assisting us in practical ways to make improvements in curriculum delivery and management so that we move towards our goal of providing quality and responsive education. We may not be able to direct the wind but through the programme we are starting to set our sails!”

Mr. Chris Hlatshwayo, Mhlava Khosa Primary School Principal

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Name: Mpumalanga NECT District Support ProjectClient: Mpumalanga DoE Duration: 2014 to current

FocusImplementation of school management practices, teacher development, learner welfare and parental support. Undertaken jointly with PwC, Class Act and Penreach.

ResultsSteady improvements in curriculum coverage for Gr1-Gr7 in EFAL, Nat Science and Maths have been achieved. Average improvement of 7% for 2016-2017.

% Curriculum Coverage Gr1-Gr7 2016-2017

Funders: NECT

Scope:

schools58Value: R30 Million

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Bohlabela

80%

82%

84%

86%

88%

90%

92%

94%

96%

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7

2016 2017

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Name: Kwazulu-Natal PMDP SchoolsClient: Kwazulu-Natal Department of Basic Education Duration: 2009 to 2015

Funders: KZN Department of Basic Education,J&J Development Projects Fund, Yellowwoods,Development Bank South Africa, Old Mutual and ApexHi Charitable Trust

Value: R34.5 Million

FocusImplementation of school management practices. Undertaken jointly with PwC and UKZN.

ResultsPMDP participating schools outperformed the KZN provincial average assessment results for Gr12 by 7%. The 2009 pilot schools recorded a total average improvement of 25,5% over 3 years. Teacher attendance improved by 5% in 86% of the schools participating in the program.

Gr12 Improvements 2009-2012

Scope:

schools1793

2009-3%

0%

3%

6%

9%

12%

15%

18%

PMDP

2010 2011 2012

KZN

All

10 D

istr

icts

2009: 50 schools (pilot)

2010: 567 schools

2011/12: 623 schools

2013/14: 603 schools

“The project is excellent. After attending it, you are born again as a school manager. It has made a remarkable impact on my management practices. It is indispensable if we are serious about proper school management”

M.B. Xulu, Principal of Mabuthela High School, Mzumbe Ward, KZN

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Funders: Eastern Cape Department of Basic Education, ETDP SETA

Name: Eastern Cape PMDP SchoolsClient: Eastern Cape Department of Basic Education Duration: 2012 to 2013

FocusImplementation of school management practices.Undertaken jointly with PwC.

Results The average improvement in Gr12 results in schools that were part of the PMDP was 18,5% compared with the provincial average of 5,4%.

Gr12 Improvements 2012-2013

Scope:

schools150Value: R34.5 Million

20130%

5%

10%

15%

20%

PMDP EC

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Fort Beaufort: 56 schools

Butterworth: 48 schools

Libode: 46 schools

“At the beginning I wasn’t happy… later my perceptions of the program changed as I saw that it was something different, something that opened my eyes. As an HOD, I think I will recommend it to every other school. I found it developing, interesting and thank everybody involved in bringing it”

M. Piko, HOD of Adelaide Primary School, Eastern Cape

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Name: KwaZulu-Natal FNB PEP Schools ProjectClient: KZN Department of Basic Education Duration: 2013 to 2016

Funders: FNB Foundation Value: R4 Million

FocusImplementation of school management and teacher development practices. Undertaken jointly with MIET Africa and CASME.

ResultsAll schools established curriculum tracking and monitoring systems coupled with standardised phase meetings. Teacher attendance was maintained at >97% during 2016.

Teacher Attendance T1-T3 2016

Scope:

schools17

“The PMDP has greatly capacitated us in the area of curriculum management through usage of the Curriculum Management Tracker and other tools. Our schools are now well managed and organised. You can go to the school now and you will find everyone doing what they have been taught to do even in the absence of the principal”

Ms. CL Zama, Principal of Sombongangani Primary School, Umgungundlovu District, KZN

“The PMDP has really strengthened management at our school. Now I don’t mind doing this. Areas that were really beneficial are Curriculum Management tracking, results analysis and learner attendance management. I am now so confident in my role that the Circuit Manager has asked me to conduct mini-workshops for other schools in our circuit”

Principal of Khuthala Primary School, Umlazi District, KZN

100%

90%

80%

70%

60%

50%

T1 T2 T3

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Umlazi

Umgungundlovu

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Continuous learningOver the past six years, the PMDP has grown from six school management modules to 23 modules which now cover HODs, learners, parents and subject advisors.

Based on ongoing research and engagement we have increased our focus on curriculum coverage, workbook activity, standard assessments and homework, as well as attendance by teachers and learners. We have expanded our results monitoring to include university admissions and drop-out rates, especially at Gr9.

SASAMS is now a core component of the program for principals, HODs and administrators – this has enabled us to deepen our impact on performance and sustainability of school management practices.

We are pioneering on-line coaching to enable cost effective liaison and document sharing between coaches, department officials and schools. We are also working on promoting communities of practice through the use of social media networks which link with the everyday online experiences of our participants.

Our project management is now backed by a cloud based SEQUEL software system which enables more reliable practice assessments, as well as the effective tracking and monitoring of results.

PMDP participants believe that the programme has made significant changes.

Participants felt that positive changes to management practices were strongly influenced by the coaching processes in the PMDP.

95%

87%

90%Participant attendance in PMDP activites

2012Statistical modelling undertaken with the University of Cape Town revealed a correlation between the practices trained in the PMDP and the assessment outcomes in participating schools.

Appendix

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Modules Participants Outcomes

Induction Principals, DPs and HODs • Program understood• Role and responsibilities understood• SMT brought on board

Leadership Principals, DPs and HODs • Personal development plan established• SMT effectiveness reviewed • Organisational structures reviewed• School policies audited

School Planning Principals, DPs • School development plan in place• Service commitment charter developed with stakeholders• School resourcing requirements reported

Staff Development Principals, DPs • Staff attendance & class time recorded • Staff recognition procedure in place• SACE code reviewed by all

Curriculum Management

Principals • CM tracker operationalised• SMT minutes published• School and curriculum management plan in place• CAPS compliant timetable developed• Quality checks on curriculum coverage established

Governance and SGB

Principals, SGB Chair • SGB development plan finalised and SGB functional• Key SGB policies reviewed • Learner attendance management processes in place• Learner welfare programs (ILST, SBST, etc.) and referral

processes operationalised

Financial Management

Principals, DPs • School financial policy in place• Budget for the following year developed• Accounting records updated

Resource Management

Principals, DPs • Assets register up to date• School book retrieval policy and process in place• LTSM requirements plan developed

Sustaining Change Principals • Foundations of performance entrenched• Pro-active district engagement operationalised plan • Professional learning communities consolidated

PMDP Modules

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Modules Participants Outcomes

Readiness for Education ManagementInformation Systems (EMIS)

Principals, DPs • School is IT ready for SASAMS• IT personnel in place• SASAMS road map developed

Education Management Information Systems (EMIS) for principals

Principals, HODs • SASAMS functionality understood• Data entry roles and behaviours in place• Report generation and analysis underway

Curriculum Coverage HODs • Curriculum tracking underway • Teaching and assessment plans in place • Assessment diagnosis has started

Teacher Development HODs • Supervision schedule for teachers operationalised• Teacher development tool applied• Effective phase meetings held• Teacher development processes in place• LTSM status reports provided • Homework practices reviewed

Assessment Outcomes Analysis

HODs • Assessment outcomes diagnosed • Diagnosis and corrective actions reports made • Corrective actions effected

Advanced Assessment Outcomes Analysis

HODs • Assessment results diagnosed using advanced tools• Corrective actions routinely undertaken

Introduction to EMIS (SASAMS)

Administrators • SASAMS functionality understood• Data entry in selected SASAMS modules• Selected reports generated

Parents and Community SGBs • Parental support options operationalised• Homework processes agreed and in place• School-community relationships reviewed

Learner Values RCL Reps • Learning Values Code adopted• Projects involving homework, learner attendance, reading,

community engagement being undertaken• Personal self-development plans developed

School Performance and Curriculum Measurement

Circuit Managers, Subject Advisors (CMs, SAs)

• District operations room established• Visual boards with data for all schools in place• Key KPIs tracked – curriculum coverage, teacher and pupil

attendance

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Modules Participants Outcomes

School Support Planning

CMs • Annual district support plan in place• Work schedules and visitation plans in place

Customer Service CMs • Service level agreements in place (includes KPAs/KPIs)

• A customer feedback system/process operational

Problem Solving CMs, SAs • Key issues from schools recorded and tracked• Relevant issues referred from CMs to SAs• Issues resolved using formal problem solving• Resolved issues fed back to schools

Interpersonal Skills CMs • Personal development plans in place • Interpersonal and communication skills demonstrated

Teamwork CMs, SAs • Team goals agreed for CMs and SAs • Code of Conduct for SA & CM teams in place

School Branding and Marketing (elective)

Principals, DPs • School branding elements and messages for each stakeholder audience identified

• Implementation plan developed to roll out branding elements and messages

• Sponsorship and Funders plan developed

Diversity Management (elective)

Principals, DPs and HODs • Constitutional rights reviewed• Diversity management plan developed

Coaching and Mentoring (elective)

Principals, DPs and HODs • Emotional intelligence understood• Mentoring practices established• Coaching practices consolidated

CMs = Circuit ManagersSAs = Subject Managers

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Let’s partnerWhile it can be said that nothing exceptional is ever achieved overnight, we do believe that the PMDP is making a small, but significant contribution towards improving education outcomes in South Africa.

With your support, we aim to play a role in the development of proud young South Africans who will be fully empowered and equipped to take our country forward into a prosperous tomorrow.

For more information, please contact:

Geoff SchreinerPerformance Solutions Africa (PSA) +27 (0) 82 880 2024 geoff@psafrica.co.za

Simon TankardUKZN Extended Learning (UEL) +27 (0) 84 382 3395 tankard@ukzn.ac.za

Barbara NjaphaPerformance Solutions Africa (PSA) +27 (0) 76 186 8819 barbs@psafrica.co.za

Dayalan GovenderPricewaterhouseCoopers (PwC) +27 (0) 83 654 2746 dayalan.govender@za.pwc.com