1. 2014/05/08
1
Presenter:
Dr Muavia Gallie (PhD)
Education Moving Up Cc.
muavia@mweb.co.za
http://muavia-gallie.blogspot.com
http://supervisingwithadifference.blogspot.com
www.slideshare.net
- The School Turnaround Programme
(STP) -
Community Chest/Thales Project Orientation
8 May 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

2. 2014/05/08
2
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”
3
• 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
4

3. 2014/05/08
3
• 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
5
Life
is
10%
of
what
happens
to
you
(problems),
and
90%
of
how
you
respond
to
it
(soluKons).
10% - 90% Balance
6

4. 2014/05/08
4
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’
7
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
8

5. 2014/05/08
5
5
Types
of
School
Performance
Chaotic
Schools
-10%
Exit
Focus
-­‐
Passing
81-­‐100%
61-­‐80%
41-­‐60%
21-­‐40%
0-­‐20%
Dysfunctional
Schools-20%
Under-Performing
Schools–50%
HighFunctioningSchools–15%
SchoolsofExcellence–5%
Entrance
Focus
-­‐
Bachelors
81-­‐
100%
50-­‐
80%
1.2
Mill
2.4
Mill
6
Mill
1.8
Mill
0.6
Mill
9
10

6. 2014/05/08
6
School
Turnaround
Pathway
Turnaround Indicators
Level
Type Description
1.InstructionProgramme
(TeachingandLearning)
2.Drop(Pushout)Rate
(Throughputrate)
3.ExitPassRate
(FinalGradePass)
4.CompletionRate
(DreamAchievement)
5.0Failure
5.1NSC(JustaPass)
5.2Cert(Ave50%)
5.3Dip(Ave65%)
5.4Bach(Ave80%)
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%
✪✪✪
✪✪✪
✪✪✪
✪
✪✪✪
nnn
nn
nn
¢¢¢
¢¢
¢¢
þþþ
þþ
þþþ
þþ
ýýý
ýýý
ý
ýýý
ý
¢
ý
DistribuKon
of
‘Levels
of
Pass’
11
12

7. 2014/05/08
7
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
AssisKve
devices;
• Inadequate
faciliKes
at
schools
• Overcrowded
classrooms
2.
Societal
Barriers
• Abject
poverty
• Late
enrolment
at
school
• Urban/rural
dispariKes
• DiscriminaKon
-­‐
race,
gender,
language
and
disability
3.
Academic
Barriers
• Inappropriate
pedagogy
• Insufficient
support
of
teachers
• Inappropriate
and
unfair
assessment
procedures
• Language
of
instrucKon
• Inflexible
classroom
management
• Inappropriate
abtudes
4.
Learner
Personal
Barriers
• DisabiliKes
(neurological,
physical,
sensory,
cogniKve)
• Health
(disease,
chronic
illness,
trauma)
14

8. 2014/05/08
8
Problem-­‐Solving
CM
Approach
Needs
ObjecKves
Inputs
OperaKons
outputs
Results
Impact
Efficiency
Sustainability
EffecKveness
Relevance
5
STAS
Principles
Vision
50
School
OperaKonal
Systems
16
STAS
Deliverables
School
of
Excellence
HPS
UPS
DFS
ChaoFc
School
8
School
Readiness
Components
16
EducaKonal
Principles
50
School
Quality
Systems
15
5
Successful
Change
Steps
16

9. 2014/05/08
9
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
educaKon
models
that
are
resulKng
in
DysfuncFonal-­‐by-­‐design
and
Success-­‐linked-­‐
to-­‐social-­‐status
(un-­‐
and
under-­‐qualified
and
poorly
performing
teachers
are
teaching
in
these
schools).
17
Selecting Turnaround Models
‘Changing What for What?’
Technical
PoliFcal
Economical
Social
JusFce
18

10. 2014/05/08
10
“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
19
-­‐
Turnaround
what?
-­‐
What
do
we
mean?
What
are
we
talking
about?
EducaFon
System
District
Support
and
Development
Provincial
ImplementaFon
School
Pass
Rate
School
Leadership
Learner
Achievements
Gap
Teacher
Competencies
Purpose
of
EducaFon
1
2
9
6
5
4
3
7
Teacher
Subject
Knowledge
8
10
Teacher
Subject
Knowledge
Learner
Personalised
Learning
11
Parent/Stakeholder
Involvement
12
20

11. 2014/05/08
11
From
Underperformance
to
Excellence
1.
Under-­‐Performing
Schools
2.
High
FuncKoning
Schools
3.
School
of
Excellence
8
School
Readiness
Components
(Planning)
Amendance
Teacher
InformaKon
Learner
InformaKon
Annual
Planning
Time-­‐
Tabling
Teaching,
Learning,
Assessment
Schedule
Organogram
TLSM
Ownership
50
School
OperaFonal
Systems
Academic
(11)
AdministraKon
(14)
CommunicaKon
(6)
ICT
(7)
Pastoral
Care
(12)
Planning
Planning
CM
-­‐
Monitoring
and
EvaluaKon
CCR
-­‐
Support
and
Development
60
School
Quality
Systems
Leadership
(10)
Strategic
Planning
(10)
Human
Resources
(10)
Learning
and
Teaching
(10)
Assessment
and
Feedback
(10)
Monitoring
and
EvaluaKon
(10)
CCR
-­‐
Support
and
Development
CM
-­‐
Monitoring
and
EvaluaKon
Ownership
Sustain
-­‐
InsKtuKonalisaKon
Sustain
-­‐
InsKtuKonalisaKon
School
Turnaround
Strategy
(5
Phases)
–
3-­‐5
Years
Sustainability
3
–
6
Months
Culture,
Climate,
RelaFonships
6
-­‐
9
Months
Curriculum
Management
1.5
–
2.5
Years
Planning
6
–
9
Months
Ownership
3
–
6
Months
21
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
4
7
3
1
6
8
2
5
22

12. 2014/05/08
12
EducaKon
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
24

13. 2014/05/08
13
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
enKre
two
days;
• Aner
introductory
quesKons
were
posed
to
schools
(2.5
hours
session),
schools
had
to
‘self-­‐
idenKfy’
at
what
level
they
are
of
school
funcKonality;
• 1
high;
17
under-­‐performing;
16
dysfuncKonal.
25
26

14. 2014/05/08
14
27
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
28

15. 2014/05/08
15
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
SystemaKse
(SoP)
Success
29
30

16. 2014/05/08
16
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.
31
How
much
do
we
Know
(InformaKon)?
FEEDBACK
FROM
OTHERS
WHAT
YOU
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
32

17. 2014/05/08
17
Awareness
<-­‐-­‐-­‐-­‐-­‐-­‐>
Knowledge
Awareness
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;
• ____
acKve
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’.
34

18. 2014/05/08
18
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
acKve
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’.
35
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
Kme
for
learners
2
1
36

19. 2014/05/08
19
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
20,0002,400 240 96 44 19 22 22,82037
Givens:
Into
the
School
à
T
&
L
• SAME:
– 200
schools
days
(40
weeks);
– 27,5
(FET
-­‐
29,5)
hours
of
allocated
teaching
Kme;
– Teachers
at
least
7
hours
per
day
at
school;
– Curriculum
load
for
all
the
schools;
– Salaries
as
per
qualificaKons;
• DifferenKated:
– Performance,
ability
and
background
levels
of
learners;
– Skills,
ability
and
experience
levels
of
teachers;
– Leadership
capabiliKes
of
school
leaders;
– Contextual
condiKons
of
schools;
– SupporKve
and
development
capacity
of
district
officials.
38

20. 2014/05/08
20
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

21. 2014/05/08
21
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

22. 2014/05/08
22
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

23. 2014/05/08
23
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

24. 2014/05/08
24
Learner
Amendance
47
Session
5
Focus Specific Issues
School
Readiness
Components
3. Learner
Information
• Learner expectation
and achievement
agreement.
48

25. 2014/05/08
25
Problem
Statement
Learners
• Teachers
don’t
believe
in
us;
• Have
a
low
expectaKon
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
• DisconnecKon
between
‘teaching
and
learning’
and
‘administraKon’.
49
Nature
of
ExpectaKons
• Poor
families
are
living
based
on
survival,
and
therefore
don’t
have
a
concept
of
‘dreams’
–
long-­‐Kme
expectaKons;
• Only
focusing
on
‘gebng
through
the
day’;
• Don’t
have,
like
middle
and
upper
class
families,
conversaKons
around
the
dinner
table
about
“what
the
children
want
to
be
one
day”;
• Schools
can
play
a
role
in
developing
a
dream,
and
raising
expectaKons
of
poor
kids.
50

26. 2014/05/08
26
Student
ExpectaKon
and
Achievement
agreement
(1)
51
IdenKfy
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

27. 2014/05/08
27
IdenKfy
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,
DraughKng
and
Technical
Drawing
e.
Building
and
ConstrucKon
or
Building
Support
4.
ArKsans
5.
Manufacturing
6.
AutomoKve
or
AutomoKve
Support
7.
Geology,
Mining
or
Mining
Support
8.
Woodwork
and
Furniture
53
IdenKfy
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,
DraughKng
and
Technical
Drawing
e.
Building
and
ConstrucKon
or
Building
Support
4.
ArKsans
5.
Manufacturing
6.
AutomoKve
or
AutomoKve
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

28. 2014/05/08
28
Student
ExpectaKon
and
Achievement
agreement
(1)
55
Student
ExpectaKon
and
Achievement
agreement
(2)
56

29. 2014/05/08
29
Student
ExpectaKon
and
Achievement
agreement
(1)
57
Feedback
from
Principal
of
JOTHS
• Our
learners
lack
direcKon;
• 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
construcKon
of
a
Learner
ExpectaKon
and
Achievement
Agreement;
• The
LEAA
is
a
structured
way
of
gebng
learners
to
announce
their
dreams
and
to
work
towards
achievement
them;
• I
can
already
sense
the
posiKveness
among
the
learners;
• And
I
am
confident
that
this
iniKaKve
is
going
to
make
a
big
difference
in
their
achievement
levels.
58

30. 2014/05/08
30
Feedback
from
a
Learner
at
JOTHS
• In
2012,
the
LEAA
was
introduced
in
our
school;
• At
that
Kme,
I
thought
that
I
already
have
goals
and
dreams;
• But
when
I
wrote
them
down;
• I
realised
that
I
have
been
cheaKng
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
drasKcally;
• This
iniKaKve
really
changed
my
life.
59
Sechaba
Results
2012
60

31. 2014/05/08
31
Session
6
Focus Specific Issues
School
Readiness
Components
4. Annual
Planning
• Target setting in
your school.
61
62

32. 2014/05/08
32
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

33. 2014/05/08
33
Target
Sebng
for
All
• Targets
for:
– Learners;
– Class-­‐group
teachers;
– Subject
teachers;
– Subject/Phase
heads;
– Principals
(school).
65
Failures
Condoned
66

34. 2014/05/08
34
67
SOS
Learners
33
Learners
‘At
Risk’
68

35. 2014/05/08
35
69
70

36. 2014/05/08
36
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
compeKKon,
especially
if
you
want
to
beat
a
certain
person.
72

37. 2014/05/08
37
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

38. 2014/05/08
38
Teaching
Schedule
1. Curriculum Alignment
2.Planning,PracticeandInteraction
3.DirectionandInstruction
4.GeneralTechniques
5.TeachingandLearningTools
• 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
verKcal
level
• Make
clear
disKncKon
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

39. 2014/05/08
39
Subject Chunking
C1
C2
C3
C4
C5
C6
C7
C8
C9
C10
C11
C12
C13
C14
C15
C16
C17
C1
8
C1
9
C2
0
C2
1
C2
2
C2
3
C2
4
C2
5
C2
6
C2
7
C2
8
C2
8
C3
0
C3
1
C3
2
C3
3
C3
4 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.CurriculumAlignment
2. Planning, Practice and Interaction
3.DirectionandInstruction
4.GeneralTechniques
5.TeachingandLearningTools
• 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

40. 2014/05/08
40
Integrating ‘Chunking’ with TLAS
79
Teaching
Schedule
1.CurriculumAlignment
2.Planning,PracticeandInteraction
3. Direction and Instruction
4.GeneralTechniques
5.TeachingandLearningTools
• Role
of
the
Teacher
–
Facilitator,
Orchestrator,
Passive,
Authoritarian
• Levels
of
Learning
(Blooms’
Levels
of
Learning
–
Facts,
InformaKon,
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;
idenKfy
a
‘silly
word’
to
get
their
amenKon;
ensure
to
let
learners
repeat
your
direcKons;
write
important
informaKon
in
a
special
place
on
the
board;
use
a
Kmeframe
to
ensure
you
want
things
to
be
done
within
a
certain
Kme;
ensure
learners
know
the
importance
of
the
direcKons;
constantly
‘police’
the
task
unKl
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

41. 2014/05/08
41
Teaching
Schedule
1.CurriculumAlignment
2.Planning,PracticeandInteraction
3.DirectionandInstruction 4. General Techniques
5.TeachingandLearningTools
• 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.CurriculumAlignment
2.Planning,PracticeandInteraction
3.DirectionandInstruction
4.GeneralTechniques
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
essenKal
principles,
concepts
and
skills;
careful
planning;
an
effecKve
philosophy
that
allows
all
learners
to
feel
successful
• MulFple
Intelligences:
Verbal/LinguisKc
(wriKng,
journal,
poem,
TV
ads,
reading
stories,
concept
mapping,
crossword
puzzle);
Logical/
MathemaKcal
(Kme
line,
compare
and
contrast
ideas,
visual
diagrams,
comic
strips,
survey
results);
Interpersonal
(tell
stories,
cooperaKve
games,
role
play,
discuss
and
come
to
conclusion,
interviews);
Body
KinestheKc
(cooperaKve
games,
physical
exercises,
hands-­‐on
experiments,
model
or
representaKon);
Musical
Rhythmic
(rapping,
musical
instruments,
music
wriKng,
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

42. 2014/05/08
42
Learning
Schedule
6. Classroom Management
7.PhysicalEnvironment
8.QuestioningTechniques
9.FromInteractiontoEngagement
10.ClassroomLeadership
• Tips
for
Teachers
(start
the
first
day
of
the
year
with
clear
expectaKons
and
a
plan;
be
fair
to
all
learners
and
apply
consistently;
be
prepared
for
some
disrupKons,
and
therefore
don’t
let
it
phase
you;
insKl
high
expectaKons
consistently
and
prevent
sliding
during
‘off’
days;
incenKvise
good
behaviour
through
affirmaKon
and
rewards;
rather
over-­‐plan
to
ensure
that
your
are
not
caught
out
‘idling’
our
without
ideas
and
acKviKes;
if
you
have
clear
rules,
you
must
display
them
but
limit
them;
ensure
that
you
build
relaKonships
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
emoKonal
outbursts
that
could
lead
to
confrontaKon
and
humiliaKon;
be
paKent
and
keep
pracKcing
and
don’t
sweat
the
small
stuff
unless
it
has
the
potenKal
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;
pracKce
with
the
whole
class
unKl
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;
criKcize
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
acKon;
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
Kmes;
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
Kme;
cooperate
with
others;
always
do
my
best)
83
Learning
Schedule
6.ClassroomManagement
7. Physical Environment
8.QuestioningTechniques
9.FromInteractiontoEngagement
10.ClassroomLeadership
• 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

43. 2014/05/08
43
Learning
Schedule
6.ClassroomManagement
7.PhysicalEnvironment
8. Questioning Techniques
9.FromInteractiontoEngagement
10.ClassroomLeadership
• 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.ClassroomManagement
7.PhysicalEnvironment
8.QuestioningTechniques
9. From Interaction to Engagement
10.ClassroomLeadership
• 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

44. 2014/05/08
44
Learning
Schedule
6.Classroom
7.PhysicalEnvironment
8.QuestioningTechniques
9.FromInteractiontoEngagement
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.TestandExaminationPreparation
13.SecondChanceOpportunity
14.FinalExpectation
15.Grades,Marks,Targets,etc.
• 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

45. 2014/05/08
45
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
opportuniKes
to
demonstrate
learning
• ObservaKon
• Learning
logs
• Performance
tasks
• Projects
• Tests
• Wrimen
language
• Oral
language
• Visual
communicaKon
• 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?
• DescripKve
• 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?
• QualitaKve/descripKve
• QuanKtaKve/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.ClassroomAssessment
12. Test and Examination Preparation
13.SecondChanceOpportunity
14.FinalExpectation
15.Grades,Marks,Targets,etc.
• 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;
90

46. 2014/05/08
46
Assessment
Schedule
11.ClassroomAssessment
12.TestandExaminationPreparation
13. Second Chance Opportunity
14.FinalExpectations
15.Grades,Marks,Targets,etc.
• 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.
91
Assessment
Schedule
11.ClassroomAssessment
12.TestandExaminationPreparation
13.SecondChanceOpportunity
14. Final Expectation
15.Grades,Marks,Targets,etc.
• 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?
92

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47
Assessment
Schedule
11.ClassroomAssessment
12.TestandExaminationPreparation
13.SecondChanceOpportunity
14.FinalExpectation
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. DemonstraKng
knowledge
of
content
and
pedagogy
2. DemonstraKng
knowledge
of
learners
3. Sebng
instrucKonal
outcomes
4. DemonstraKng
knowledge
of
resources
5. Designing
coherent
instrucKon
6. Designing
learner
assessment
Domain
2:
Classroom
Environment
1. CreaKng
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. ReflecKng
on
teaching
2. Maintaining
accurate
records
3. CommunicaKng
with
families
4. ParKcipaKng
in
a
professional
community
5. Growing
and
developing
professionally
6. DemonstraKng
professionalism
Domain
3:
InstrucFon
1. CommunicaKng
with
learners
2. Using
quesKoning
and
discussion
techniques
3. Engaging
learners
in
learning
4. Using
assessment
in
instrucKon
5. DemonstraKng
flexibility
and
responsiveness
94

48. 2014/05/08
48
Thank
You!
95