Presenter: Dr Muavia Gallie (PhD)

Education Moving Up Cc. muavia@mweb.co.za

http://muavia-gallie.blogspot.com http://iwanttoturnaroundmyschool.blogspot.com www.slideshare.net (search “Witbank Circuit Strategic Planning”)

The role of Strategic Planning in an Under-Performing (Dysfunctional)

education system in a circuit, district, province and country – �

Systemic reflections �

Circuit Level

Strategic Planning Process

INDICATORS (What is happening?)

SYSTEMS (Why is it happening?)

INNOVATIONS (What can we do about it?)

AGREEMENTS (Let's dot it!)

STRATEGIES (How can we do it?)

What is happening? (5yrs) Per Unit •  How many schools do we have? How many primary and

secondary? Rank them from best to worst performing based on pass rate (Matric and ANAs).

•  How many teachers? How many male and female? Average teacher qualification and years of experience? What is the absenteeism rate? Rank them from best to worst performers in terms of learner results (Matric and ANAs).

•  How many learners? How many girls and boys? How many ‘child headed household’ learners? How many have ‘eye-sight’ and ‘hearing’ problems? Average of pass rate among learners in every grade? What are the type of jobs learners want to do when they finish school, and what are the percentages?

•  What is the total budget for the circuit? How is it allocated? What is the total and average ‘cost to company’ personnel spending on school-based and office-based personnel? ETC.

Getting the BALANCE Right!

Schools

Budget Teachers

Learners

% Different Types of schools in SA

100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% -10% -20%

Anti-Functional

Dysfunctional Under-Performing

High-Performing

Qua

ntity

of P

ass

Quality of Pass (Grades)

20% 50%

20% 10%

ACCOUNTABILITY SCALE 25%: 50%: 25%

Compliance towards Seniors 50%

25%

Job Description -

Salary 25%

Support and Development

- Juniors

Success is not Rocket Science!

PROCESS

Safe, Healthy and Innovative Learning Environment

Effective use of Resources

PEOPLE

PERFORMANCE High Performing Workforce

Effective Communication

Learner Learning &

Performance

TAS - Helicopter view (4 Components)

5 (five) Successful Change

Steps [Planning]

5 (five) Turn Around

Phases [Process]

16 (sixteen) Principle Issues [Inputs]

16 (sixteen) Deliverables

[Outputs] 42

5 Successful Change Steps

16 Principle Issues 1.  Psyche of Dysfunctionality; 2.  Organised dysfunctionality; 3.  Data/information/knowledge/intelligent decision

making; 4.  Champion/ leader driven; 5.  Readiness; 6.  Whole school development/ school

improvement plan; 7.  School level support; 8.  Networking/ partnering systems; 9.  Compliance/ governance/ operational

management/ leadership systems; 10.  Accountability commitments; 11.  Aligning the curriculum, instruction, teaching,

learning, assessment systems; 12.  The Generation Gap; 13.  Expert and mentor support; 14.  Time on task; 15.  Managing what you know (ICT); 16.  Focus on the core - student achievements.

1 5 6 7

12 13 4 16 8 2

15 14 11 10 9

3

Purpose (Vision) Hands (Action) Head (Systems) Heart (Believes)

5 Turn-around Phases Phase 1 Phase 2 Phase 3 Phase 4 Phase 5

Focus •  Ownership •  Buying into this strategy

•  SRC tools development •  Design CMM

•  SRC + CMM implementation

•  Closing gaps

•  Ensuring sustainability

Participants •  Principal •  Principal, SMT, Teachers, SGB reps, District, Community

•  Principal and SMT •  School staff (professional and support)

•  District •  School leaders •  Community

Data tools •  16 Principles Issues of Turn Around Strategy as Inputs

•  16 Deliverables as Outputs

•  (B) Baseline Survey (P)

•  (D) SRC self-rating (P + SMT)

•  (A) Functionality Questionnaire (S)

•  8 School Readiness Components = Attendance, T+L Info, Annual Plan, TT, TL Schedules, Organogram, TLSM

•  CMM = Attendance, SBA, Curr. completion

•  Staff development •  Teacher

professional development

•  Compliance •  Governance •  Operational

management •  T+L intelligence

systems

Period •  2 hours •  2 days (full days) Or •  6 x 2.5 hours

•  3 - 6 months •  1,5 - 2 years •  6 - 12 months

Methods •  Workshops •  All schools

together •  Muavia Gallie

•  Workshops •  All schools together •  Muavia Gallie

•  Face to face site work •  Individual schools •  Mentors

•  Face to face site work

•  Individual schools •  Mentors + Experts

•  Workshops + Face to face site work

•  Individual schools •  Muavia Gallie

16 Deliverables/Outcomes Individual

1. Recognise the high risk; 2. Think differently; 3. Redefine ‘normal’ and ‘reality’; 4. Know, understand and service ‘young

people’.

Relationships 1. Utilise organisational strength; 2. High commitment and expectation to

succeed; 3. Recognise ability to transform and

change; 4. Teachers care deeply about all

learners. Culture

1. ‘Bring it on!’ attitude; 2. Adults who model what they value; 3. Teachers ‘don’t sweat the small

stuff’; 4. Teachers know ‘what it takes to be

successful’.

Systems efficiency 1. Being ready (proactive); 2. Always focus on the ‘key

deliverables’; 3. Data driven decision-making; 4. Clear and implementable rules.

School Level

How many days and/or hours of Teaching

and Learning do every learner qualify for (is entitled to) during an

academic year?

At least 170 days, which is 935 hours per year!

Legal requirement of 27.5 hours per week X 34 out of 40 weeks

for Teaching and Learning!

Where do I get this?

As principal, you should be expected to account for the 27.5

hours every week!

Why do teachers get 90 days leave per

year, when all other workers get between

20 – 24 days?

It is expected from them to be active in the Teaching and Learning

process for 198 days per year. If they miss a day, they need to MAKE

UP the day from the 90 days!

When a teacher is absent, including ‘sick leave’, he/she must submit a

strategy as to how he/she is going to MAKE UP days lost, but …

TAS - Face-to-Face view (4 Tools)

8 (eight) School Readiness

Components [Planning] 6 (six)

Curriculum Management

Design [Input]

4 (four) Closing the Gap

BEAR [Process]

6 (six) Sustainability

Model [Outputs]

24 1.  Teachers 2.  SMT 3.  Principal 4.  SGB 5.  District 6.  Community

1.  Attendance 2.  Teacher Info 3.  Learner Info 4.  Annual Planning 5.  Timetabling 6.  TL Scheduling 7.  Organogram 8.  LTSM

1.  Nat. Educ. Strategy 2.  District Curr. Man. 3.  School Instr. Design 4.  Faculty T + L 5.  Classroom L + Assess. 6.  Home L Plan

1.  Beliefs 2.  Expectations 3.  Attitudes 4.  Relationships

Curriculum Management Framework

•  National Education Philosophical Model (NEPM); •  District Curriculum Management Model (DCMM); •  School Instructional Design Model (SIDM); •  Faculty Teaching and Learning Model (FTLM); •  Classroom Learning and Assessment Model (CLAM); •  Student Learning and Expectations Plan (SLEP).

Essence of the Strategy

Leadership

Preliminary Results from this strategy

Lubombo Circuit (Buy-in)

•  Circuit in Mpumalanga, bordering with Mozambique;

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

•  Circuit manager was present for the entire two days;

•  After introductory questions were posed to schools (2.5 hours session), schools had to ‘self-identify’ at what level they are of school functionality;

•  1 high; 17 under-performing; 16 dysfunctional.

1.5.2 GE UPS Matric Results 2008-2010

GE UPS 14 Matric Results

56.25

43.42

0

34.18

54.07

60.23

49.11 49.5552.48 52.94

46.27

35.51

49.5352.48

45.4

67.58

45.61

37.5

28.51

36.82

57.86

64.75

56.67

65.99

48.57 47.62 49.54

66.08 65.99

52.849.3 49.6

52.5 52.6 52.9

60.565.7 67.7

74.4 74.5

82.886.2 88.2 88.2

67.5

0

10

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2008 2009 2010

SMS from GE school ------ SMS ------ From: +27826257426 Received: Jan 13, 2011 11:15 Subject: Dr Muavia Gallie , Dr Muavia Gallie, the name of our school is Asser Maloka in Duduza(Nigel). When we joined your programme were sitting @ 35%(2008), 49%(2009), and for 2010 we are @ 86.23%. My principal and I wish to express our heartfelt gratitude to you and your whole team. From Deputy Principal:FET.Vuyo Ncokazi.

1.6.2 GDE PPS Matric Results 2008 - 2010 (2010 ascending)

GDE PPS Matric Results 2008-2010 (2010 ascending)

3027

4845

50

26

47

2927

56

39

66

51

4246

40

55

29

42

30

12

38

55

29

48

3329

48

35

24

39.2

16

3438

63

28

53

46 46

52

39

48

22

66

46

38

73

96

51

38

46

65

30

39

54

46

6668

76

85

49

26

49.8

29.230.2

39.241.7

49 49.552.253.1

56.757.757.857.961.262.862.964.5

66.767.6

73.473.777.878.4

83.383.884.388.2

90.992.294.9

64.9

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90

100

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2008 2009 2010

Conclusion - 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

Thank You!!