Teacher Development and Support

Date: 05 October 2016

Dr Thabi Molete

QUOTE

• The mediocre teacher tells.

• The good teacher explains.

• The superior teacher demonstrates.

• The great teachers inspires.

• Happy World Teachers Day

LEGISLATIVE ENVIRONMENT

SOURCE: Government policy documents

1 Transformation, Modernisation and Re-industrialisation

Gauteng Vision 2055

• Vision of how Gauteng should be in

another 30 years

• Designed to deliver sound educational

facilities, supported by motivated and

well-qualified staff

Gauteng TMR (10 pillars)1

• Aligns with the goal of the NDP

• Aims to transform GP economy with a

strong focus on townships

• Sets strategic corridors for

specializations in Gauteng

Action Plan to 2019: Towards the

realisation of Schooling 2030

• Account of the challenges and

opportunities facing the sector,

• Provide strategic guidance, drawing

from the NDP, to provincial and DBE

planners, and non-government actors

National Development Plan

• Outlines strategy for national

economic growth

• Focuses on improved quality

teaching and learning and

provision of infrastructure and

learning materials

Medium Term Strategic

Framework

• Strategic plan of national

government for 2014 – 2019

• Reflects the actions outlined in

the NDP

• Links the five year strategic

plans of individual national

and provincial departments,

municipalities and public

entities

National: Integrated

Strategic Planning

Framework for Teacher

Training and Development

Provincial: Teacher

Development Strategy

GDE 10 pillars of

education

• Aims to address the

most pressing

problems in education

• Informs strategy to

2019

SE

Ekurhuleni

Sedibeng

City of

JohannesburgWest Rand

Municipality

City of

Tshwane

THE GAUTENG DEVELOPMENT CORRIDORS

SOURCE: press search; GDE Directorate of Organisation Development; interviews

Northern corridor

Automotive, research

and innovation (knowledge-

based)

• Maths, Science and

Technology, with a focus

on scientific and technologically innovative

discoveries, new discoveries in physical and

medical sciences

• Technical and Engineering with a focus on

automotive and mechanics, both engineering

and technical implementation

Manufacturing, transport

(aeronautics) and logistics

• Maths, Science and

technology, with an

accent on Aeronautical

and industrial engineering

• Technical and Engineering with a focus on

manufacturing efficiency and supply chain

efficiency management

Eastern Corridor

Central Corridor

Financial and services corridor

• Commercial & Entrepreneurial with

a focus on immerging markets

• Performing and visual arts, with

Johannesburg being the seat of the South

African entertainment industry

Agro-processing, tourism

and logistics

• Maths and Science with

a focus on agriculture,

agro and food processing/

science and agri-technology

• Excellence in Sport, land space to

development additional infrastructure and

sports fields

• Commerce and entrepreneurship with a

focus on the hospitality and tourism sectors

and promotion Gauteng tourism value

proposition

Western Corridor

Tourism and entertainment, agro-processing and

logistics

• Performing and visual arts, to revitalize and

start an entertainment hub

• Maths, science and technology with a focus on

agro and food processing/science and agri-technology

• Commercial and entrepreneurship with a focus on supply

chain efficiency and logistics management

Southern Corridor

DEVELOPMENTAL ENVIRONMENT• Five Corridors:

– Eastern Corridor – (aeronautics) maths, science, engineering, technology

– Central Corridor – (Financial) commerce/entrepreneurship/performing arts

– Northern Corridor – (automotive) maths, science, technology, engineering

– Western Corridor – (agriculture, tourism) maths, science, sports, commerce, entrepreneurship

– Southern Corridor – performing arts, maths, science, technology, commerce, entrepreneurship (agriculture, tourism)

• Reorganisation of Schools:

– Schools of Performing Arts

– Schools of Commerce and Entrepreneurship

– Schools of Maths and Science

– Schools of Engineering and Technology

– Schools of Sports

10 years later…

Thabo is one of the

founders of QS,

South Africa’s first

electronics company

Post-Matric

• Thabo has dedicated

career guidance sessions

• He chooses varsities and

applies early

• and prepares applications

for funding with his coach

• He meets and is mentored

by top school alumni

SCHOOLS OF SPECIALISATION

Learner sourcing

strategy

• Thabo is

admitted into

school on the

basis of

– 80% average

in grade 7

– Panel interview

with principal

and Maths

teacher

– Proven

leadership

track – 5th

place

nationally in

Maths

Olympiads

1

Infrastructure

• Thabo learns top class infrastructure

(e.g., robotics lab)

• Sports grounds and courts for

several extracurricular activities

• All classes have smart boards

• Learners receive iPads with all study

material and use as a learning tool

• Facilities refurbished on a regular

basis (e.g., technology replaced

every 2 years)

4

Teacher recruitment & development

• Mrs. Machaba is an internationally

renowned Maths specialist

• Masters in applied Maths from Tuks

• 7 years teaching Matric Maths

• Passion for uplifting communities

through founding Soweto Maths Labs

in 2004

2

Curriculum

• Thabo has a 9-hour school day from 8am-

5:30pm – 30% longer than his friends in public

school

• He is enrolled in advanced Maths and has

chosen Robotics as his major

• He also takes Italian in addition to English

• Plays in the 2nd basketball team after school

3

5

3

• School is governed by dedicated regulatory framework that details the freedom and obligations associated with Schools of

specialisations status

• The school has raised 70% of funding through GDE, remaining 30% raised through sector partnerships, fund raising, and donors7

6

CONTINUOUS PROFESSIONAL DEVELOPMENT

• Address teacher and student needs via approaches that

are appropriate for conditions in schools

• Be long-term, ongoing, sequenced, and cumulative,

providing teachers opportunities to gain new

knowledge and skills, reflect on changes in their teaching

practice, and increase their abilities over time

• Focus on student learning outcomes in ways that enable

teachers to use their new knowledge and skills

• Model learner-centered instruction so that teachers

experience and reflect on the learning activities that

they will lead

• Use formative and summative evaluation for program

improvement

CPD MODELS

• Standardized CPD

The most centralized approach, best used to

disseminate information and skills among large

teacher populations

• Site-based CPD

Intensive learning by groups of teachers in a school

or region, promoting profound and long-term

changes in instructional methods

• Self-directed CPD

Independent learning, sometimes initiated at the

learner’s discretion, using available resources that

may include computers and the Internet

TRAINING AND SUPPORT MODEL

70% Work Integrated Learning20% Practice

Based Learning

10% Formal

Learning

TRAINING AND SUPPORT MODEL

SOURCES OF PROFESSIONAL DEVELOPMENT

• School-driven activities:

– Heads of Department take the lead (Professional Learning Communities)

– Training of teachers

• District-driven activities:

– Subject advisors take the lead (deliver non-accredited programmes – upskilling)

– Training of school leadership

• Institute-driven activities:

– MGSLG takes the lead (deliver DBE and accredited programmes – reskilling)

– Training of district officials

– Development of resources/materials

– Manage accreditation

DISTRICT DRIVEN ACTIVITIES

TRAINING VALUE CHAIN

ANALYSIS PHASE

• The purpose of the Analysis Phase is to define the instructional

problem or the business need. These needs are informed by national,

provincial, school and individual IQMS needs of teachers. It is

important that the root causes must be identified rather than the

symptoms for purposes of effective curriculum design and

development. It is a phase where the legislative environment is

researched to inform the process. The education and training context

is another important aspect of this phase.

• The job requirements of the target groups must be understood. It is

important that cultural and psycho-social factors be taken into account.

The profiling of the target groups is an essential step in this process as

these contain information on the qualifications and/or skills level of the

participants. The availability of funding has to be confirmed as the

need for prioritisation of programmes might be real given the scarcity

of resources.

TYPES OF LEARNING PROGRAMMES

Needs from the following:

• Department of Basic Education

• Departments within the GDE

• Districts and IQMS

• Quality Assurance – WSE etc.

MGSLG response to needs:

• Accredited programmes to be run with Higher Education Institutions (HEIs)

• Non-accredited programmes:

– Maths, Science and Technology (SciBono)

– Non-MST programmes

– ICT integrated programmes

• Resource based programmes – Lesson plans

• Information based Learning Programmes (FAQ Booklets)

• Conversation based Learning Programmes (PLCs)

DESIGN PHASE

The Programme Design must contain the following strategies:

• Instructional strategy

• Advocacy strategy

• Implementation strategy

• Learner support strategy

• Technology strategy

• Assessment strategy

• Moderation strategy, where applicable

• Monitoring & Evaluation strategy

DEVELOPMENT PHASE

• The phase will therefore include the development of:

• A Learner Manual consisting of for example: on the job prompts, cheat sheets, online resources, flowcharts, workbooks and others.

• A Facilitator Guide with sufficient detail to guide the trainers on how to facilitate the learning. This includes: the scope of the curriculum, learning outcomes, method of delivery and assessment procedures.

• A Lesson Plan that contain the breakdown content and time allocation per session

• Assessment and moderation tools and activities – these could be formative and/or summative depending on the nature of the learning programme

• Programme delivery tools such as PowerPoint presentation, handouts, video clips, online resources and others.

• Monitoring and evaluation tools and guidelines for the various stakeholders.

• Advocacy tools and marketing materials

IMPLEMENTATION PHASE

• Training: The actual training must be interactive, participative and follow the 10:20:70 model. Time must be allocated to theoretical training and participants be given the opportunity to practice the newly-trained skills, as far as possible. Work integrated learning will take place when the participants return to their work stations. A formative assessment approach will be followed to determine pre and post-test learner knowledge.

• Logistics: All logistical arrangements must be finalised before the learning programme starts to ensure a smooth implementation. These arrangements include but are not limited to venues, equipment, breakaway rooms, catering and dietary requirements, and transport, where necessary.

• Another objective of this phase is to identify on-the-job performance following completion of the learning programme, and to ensure that business needs are met. It is essential that learner supervisors are made aware of the training and their role in creating an enabling environment to enable post-training implementation.

EVALUATION PHASE

Evaluation is continuous. Some aspects for evaluation:

• Facilitator

• Participants

• Learning materials

• Logistics

• The learning programme

• Equipment

• Venue etc.

UNESCO Competency Framework for

Teachers

Transformational and specialised use of ICT -Redefine classrooms and the role

of teachers - Innovate - Specialise

Use more sophiscicated methodologies and technologies with changes in

pedagogy and the curriculum

Integrate the use of basic ICT tools into the standard school curriculum,

pedagogy and classroom structures

Knowledge

Creation

Knowledge

Deepening

Technology

Literacy

Envisioning Stage

Pilot

Stage

Expansion Stage

System wide

Integration

Stage

STAKEHOLDERS

PARENT

SLEARNERS

ICT COMMITTEE

S

HARRY

GWALA

STAFF

SUBJECT ADVISORS

DISTRICT E-

LEARNING TEAMS

SMT

SGB

TEACHERS

ICT INTEGRATION FRAMEWORK

STRUCTURE OF THE ICT –CFT

ICT FOR NEWLY APPOINTED SUBJECT ADVISORS

SOFTWARE

Interactive

Board

e- chalk

boardLaptop Tablet SASAMS Tech 2 Tech

Technology

Literacy

Knowledge

Deepening

Knowledge

Creation

Change

Management

ICT

Management

Programme

Design

Mentoring

and

Coaching

Monitoring

and

Evaluation

Adaptive and

assistive

Technologies

Teachers √ √ √ √ √ √ √ √ √ √ (SS)

Principals √ √ √ √ √ √ √ √ √ √ √ √ (SS)

Deputy Principals √ √ √ √ √ √ √ √ √ √ √ √ √ (SS)

HODs √ √ √ √ √ √ √ √ √ √ √ √ √ (SS)

Learners √ ( B) √ √ √ √ (SS)

School Based ICT

Committees√ ( B) √ √ √ √ √ √ √ √ √ √ √ √ (SS)

Subject Advisors √ ( B) √ √ √ √ √ √ √ √ √

Parents √ ( B) √ √ (SS)

SGBs √ √ √ (SS)

IDSOs / Circuit

Managers√ ( B) √ √ √ √ √ √ √ √ (SS)

District Directors √ ( B) √ √ √ (S) √ (S) √ (S)

Regional Chief

Directors√ ( B) √ √ √ (S) √ (S) √ (S)

Harry Gwala

Interns√ √

Change

Management Agents√ ( B) √ √ √ √ √ √

Therapists √ (SS) √ (SS) √ (SS)

Teacher Centre

Managers√ √ √ √ √ √

Completed N/ A

√ ( B)

Basic Training Need

Legend

Training Need

√ (S)

Strategic Training

Need

√ (SS)

Special Schools

Training Need

√

√

√

√

√

INTERVENTIONS

THE LEARNING JOURNEY

TARGET GROUP

HARDWARE

Policy

√

ICT: LEARNER FOCUS

ADOPTED CPD MODEL & SUPPORT

Support:

• Onsite

support

• In-classroom

support

• Peer to peer

Support

• PLCs

/CoPs/PLNs

Professional

Development:

Blended Approach:

Face to Face &

Online CPD

Ongoing PD

Learning Journey

Action Research

Mediation of

supplied resources

eSSIP/Just In Time

Assessment

Training Resources:

• E-content

• E-Lessons

• CMS

• LMS

• Self Paced

CD

• Participants

Guides

• ICT resources

Change

Management

CHANGE MANAGEMENT MODEL

System of

Care

System of

Early Detection

System of

Prevention

Through intervention progress fro traumatised individuals and families

Through the establishment of a first level of support by teachers, peers and parents

Through advocacy and information sharing

PSYCHOSOCIAL SUPPORT & HIV-AIDS

QUOTE

“Teachers are the most

responsible and important

members of the society because

their professional efforts affect the

fate of the earth.”

Helen Caldicott

THANK YOU