1. Turn Around Strategy
For Dysfunctional and Under-
performing Schools
Presenter:
Dr Muavia Gallie (PhD)
muavia@mweb.co.za
Turn-Around Consortium (TAC)

2. Content
1. Identifying the Problem (3-4)
2. Traditional Approach (5-7)
3. Transformative Approach (8-13)
4. Turn-Around Strategy (14-22)
5. Principles Issues (23-28)
6. Strategy based in Research (29-37)
7. Preliminary Implementation Success (38-46)
- after 6 months (
8. Conclusion (47)

3. 1.1 % Different Types of schools in SA
Quality of Pass (Grades)
100%
90%
80%
70%
60%
Quantity of Pass
50%
40% 20%
30%
20% 50%
10%
0% 20%
-10%
-20%
10%
Anti- Dysfunctional Under- High-
Functional Performing Performing

4. 1.2 Types of Schools
I don’t want to I don’t know I know it all I better learn
know
Managing what Do what you Sort out the gaps - Success as
you don’t know have to do believes, skills, a habit
thinking and attitudes
Destructive, Dysfunctionality Under-performance High
chaotic, anti- performance
functionality
It’s their fault - Complying with We are not in the Success
blame it on DoE ‘dog box’ - success beyond
others requirements at school schools

5. 2.1 Time-on-Task 1
Previous Year Current Academic Year
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
HFS
Teaching
40% 90% Learning
50%
•4.5 days p.w.
•176 days p.a.
LFS
Teaching Learning
30% 50% 20%
•2.5 days p.w.
•98 days p.a.
Learn-
NFS
Teaching
•1.67 days p.w.
20% 30% ing
10%
•65 days p.a.

6. 2.2 Time-on-Task 2
Previous Year Current Academic Year
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
HFS
Teaching
40% 90% Learning
50%
4.5 days p.w.
LFS
Teaching Learning
30% 50% 20%
2.5 days p.w.
Learn-
NFS
Teaching
20% 30% ing
10%
1.67 days p.w.

7. 2.3 Traditional Approach
Previous Year Current Academic Year
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
HFS
School Readiness
90%
Assess-
Teaching Learning
Components ment
40% 50% 10%
30%
LFS
School Readiness Disrup-
Components
30%
Teaching
30% 50% Learning
20%
tions
10%
Assessment
20%
DFS
School Readiness Learn- Disruptions Learning for
Components
30%
Teaching
20% 30% ing
10%
& Chaos
20%
Assessment
20%
7
Time-on-Task

8. 3.1 Transformative Approach
Previous Year Current Academic Year
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
School Readiness Assess-
HFS
Components
30%
Teaching
40% 90% Learning
50%
ment
10%
School Readiness Disrup-
LFS
Teaching Learning
50%
Assessment
Components tions
30% 20% 20%
30% 10%
School Readiness Learn- Disruptions Learning for
DFS
Teaching
Components
30%
20% 30% ing
10%
& Chaos
20%
Assessment
20%
Time-on-Task

9. 3.2 School Readiness Components 8
Previous Year Current Academic Year
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
School Readiness 8 School Readiness Components
HFS
Components Indicators of DFS SRC Component
30% 1.1 High rate of staff absenteeism 1. Teacher and Learner
1.2 High rate of learner absenteeism Attendance
2.1 High rate of staff turnover 2. Teacher Information
2.2 Negative school atmosphere
School Readiness 3.1 Low learner performance 3. Learner Information
LFS
Components 3.2 High dropout rates of learners
30% 4. High level of disruption and violence 4. Annual Planning
5. Unclear academic standards 5. Implementable and
flexible timetable
6. Quarterly Teaching
School Readiness schedules
DFS
Components 7. Organogram
30%
8. Learner and Teacher
support materials

10. 3.3
HFS LFS DFS
Teaching
Teaching 20%
Teaching 30%
40%
Learning 10%
Learning
Assessment 20%
20%
Assessment
Learning Disruptions 20%
20%
50%
Disruptions 10% School
Readiness
School
Components
Readiness
Assessment 10% 30%
Comp. - 20%
SRC - 30% SRC - 10% SRC - 0%

11. 3.4
HFS LFS DFS
Teaching
Teaching 20%
Teaching 30%
40%
Learning 10%
Learning
Assessment 20%
20%
Assessment
Learning 20%
50%
Assessment 10%
SRC - 30% SRC - 10% SRC - 0%

12. 3.5
HFS LFS DFS
Teaching
Teaching 20%
Teaching 30%
40%
Learning 10%
Learning Assessment 20%
20%
ing d
Assessment
arn an
Learning 20%
50%
Le ing
d
an
h
g
ac
hin ing
ac arn
Te
Te Le
Assessment 10%
SRC - 30% SRC - 30% SRC - 0%

13. 4.1 Different types of Turn-Around
1. Chaotic schools - To build up the love for and
importance of education, in order to show that
success in school has benefits beyond school;
2. Dysfunctional schools - Develop a routine in
order to stabilise the activities in order for all
learners to pass;
3. Under-performing schools - Raise the
expectations that all learners can achieve in order
to be successful.
4. High functioning schools - To ensure that all
learners get a pass that will allow them to enter a
higher education institution, and/or career
programme.

14. 4.2 Turn-around Strategy
Phase 1 Phase 2 Phase 3 Phase 4
Focus • Buying into this • SRC tools • SRC + CMM • Ensuring
strategy development implementation sustainability
• Design CMM • Closing gaps
Participants • Principal, SMT and • Principal and SMT • School staff • District
SGB reps (professional and • School leaders
support) • Community
Data tools • (B) Baseline Survey (P) • 8 School Readiness • Staff development • Compliance
• (D) SRC self-rating (P Components = • Teacher • Governance
+ SMT) Attendance, T+L Info, professional
Annual Plan, TT, TL • Operational
• (A) Functionality development management
Schedules,
Questionnaire (S) Organogram, TLSM • T+L intelligence
• CMM = Attendance, systems
SBA, Curr. completion
Period • 2 days (full days) Or • 3 - 6 months • 1,5 - 2 years • 6 - 12 months
• 6 x 2.5 hours
Methods • Workshops • Face to face site • Face to face site • Workshops + Face to
• All schools together work work face site work
• Muavia Gallie • Individual schools • Individual schools • Individual schools
• Mentors • Mentors + Experts • Muavia Gallie

15. 4.3 Turn-Around Road Map
Knowing Re-organising Re-planning Executing
• Find out what is • Assign a timeframe to • Break the turn- • Get some
going on; the turn-around around into chunks points on the
• Decide what is • Add clarity and depth to take advantage board
not ‘good to fuzzy requirements of mid-course • Be transparent
enough’; • Make it hard to hide corrections with schedules
• Set new targets problems • Rein in scope, and and status
(expectations); • Clear technical trim non-essential information
• Communicate problems that is features • Create frequent
intention to delaying the turn • Look ahead for status
stakeholders around progress icebergs checkpoints
• Find time to do • Add carefully chosen • Protect team
the planning resources only where members from
needed being borrowed/
side-tracked

16. 4.4 Turn Around Process
1. Create a sense of urgency (by analysing learner performance data; by looking at the
academic effectiveness of the school and district; by looking at wide gap between current
and desired performance);
2. Setting ambitious targets (double learner performance; no performance below a basic level);
3. Adopt a new curriculum management model (new programmes; common understanding of
effective instruction; systemic view of curriculum);
4. Use a battery of assessments (formative and diagnostic for instructional strategies; end-of-
curriculum units for what learners have learned; benchmark for gauging overall
performance);
5. Create and implement an CPD programme (collaborative teacher teams; school based
coaches; making use of learner data; intensive summer camps to gain new knowledge);
6. Extended learning opportunities (learning time; extra help; one-on-one; small-groups;
extended day; winter programmes);
7. Utilising time more effectively (core instructional time for reading, math, science; devote time
to teaching and learning;
8. Extend leadership corps (grade leaders; instructional coaches; instructional leadership by
principal; support from district;
9. Create professional culture (read recent research; reach out to experts; use best practice;
assess impact on learner learning; improve instructional practice);
10. Manage human capital (attract talent; look for expertise)

17. 4.5 Strategic Planning Process
1. Success - What is the Pot of Gold? Vision
2. Space - What differentiates you from other
organisations?
3. Strengths - What are the experience, competencies,
knowledge, assets, resources and other advantages
you have? Gap
4. Situation - Where are we, and where are we going?
Exposing the Gap.
5. Strategies - What are the actions necessary to fill/fix the
Gap?
Strategies
6. Steps - What to Do Now?
7. Safeguards - How do we make sure we have it Right?

18. 4.6 Turn-around Theory
Common Characteristics If you can’t Think it,
1. Constant crisis (Think); You can’t Do it!
2. Organisational insanity
Function Ownership Tools Process
(Think); Think Do Feel
(Planning) (Implementing) (Monitoring and Evaluating)
3. Cluelessness (Think);
4. Relative Success (Think); 8 SRC PD Accountability
5. Sub-Optimisation (Think);
6. Indirect Causes (Think); Principal All (Principal, Teachers,
7. ‘Sorry is Okay’ mentality & SMT Teachers SGB & District)
(Think);
8. Segmented morals -
School Teaching Governance
situational ethics (Feel);
Readiness & Learning & Support
9. Multiple clicks/ groups (Do);
10. Broken behaviour-
consequence chain (Do).

19. 4.7 Core Focus
Focus 1: Equality
Focus 2: Access
Focus 3: Equity
Focus 4: Quality
Focus 5: Equality + Access + Equity = Quality
Quantity

20. 4.8 5 Levels of Learning
Level Teaching Type of
Days Teaching
1 35 Facts
2 70 Information
3 105 Know-How
4 140 Comprehension
5 175 Wisdom
20

21. Current educational Intelligences
No Intelligences Good with …
1. Recall Associative
2. Mathematical Quantitative
3. Verbal Communicative
4. Conceptual Analytical
5. Logical Organisational

22. Ignored Intelligences for Life Success
No Intelligences Good with …
1. Visionary Anticipatory
2. Musical Auditory (listen)
3. Functional Operational
4. Strategic Systemic
5. Intuitive Psychic
6. Tactile Sensory (touch)
7. Imaginative Creative
8. Visual Observational (see)
9. Social Relational
10. Attentiveness Caring
11. Kinesthetic Physical
12. Technical Mechanical (feel)
13. Empathetic Supportive
14. Spatial Relational
15. Humour Novelty
16. Openness Receptivity
17. Gastronomic Olfactory (smell)
18. Interpretive Diagnostic
19. Selfless Altruistic
20. Representational Expressive

23. 4.9 Successful Change
Awareness Sufficient awareness of the need No Raise awareness and
for change? overcome denial
Yes
Diagnosis Thorough diagnosis of problems No Engage in root cause
and/or opportunities? diagnosis
Yes
Vision Solid new organising model? No Engage in strategising and
visioning
Yes
Plan Detailed plan for implementation? No Engage in planning
Yes
Support Critical mass of support for No Engage in coalition building
implementation?
Yes
Successful Change!!

24. 5.1 Principles Issues
1. Understanding the Psyche of Dysfunctionality and
Change; 1
2. Dysfunctionality by Design;
3. Eight school readiness components (SRC);
3 5 9
4. Data/information/knowledge/intelligent decision
making;
6 8
5. Whole school development/ school improvement plan; 7 16 10 2
6. Professional development of teachers - closing the
attitude, believes, thinking and skills gaps; 12 15
7. Champion/ leader driven;
8. Expert and mentor support; 14 13 11
9. School level support;
10. Networking/ partnering systems; 4
11. Compliance/ governance/ operational management/
leadership systems;
12. Managing what you know (ICT); Purpose (Vision)
13. Accountability commitments;
14. Aligning the curriculum, instruction, teaching, learning, Hands (Action)
assessment systems; Head (Systems)
15. Time on task;
16. Focus on the core - student achievements. Heart (Believes)

25. 5.2 Conceptualising Dysfunctional Schools
• Schools who continue to function, but do not accomplish the purpose for which they
were created;
• Schools exit to help each child realise his or her fullest potential as a human being;
• Schools become dysfunctional when they stop serving the needs of the individual
learners;
• Schools can take on a life of their own where the main objective becomes self-
preservation;
• One of the key indicators that a school has become dysfunctional is the ‘no talk rule’.
Those within the school are not permitted, and do not permit themselves, to speak
(or even think) critically about the school;
• Critical thinking begins with the question “Why?” Why are we doing this? Why are
things arranged this way? Why do we do it this way and not that way? These kinds
of questions are not allowed in a dysfunctional school;
• The other indicator is the evolution of a ‘priestly caste’ who allegiance is more
strongly tied to the school than it is to the learners the school is meant to serve - this
means the teachers and principal within the school.

26. 5.3 Operation of the NCS in schools
• Working week
Macro • Timetable time
level School • Staffing numbers
issues • Rooming
• Class-size-ratio
• Timetabling
• Assessment - Recording - Reporting
• Continuous Teacher Professional Development
• Governance involvement
Meso
level Departments Learning Areas/Subjects
issues
Micro
level Teacher * Planning * Time * Delivery * Testing
issues

27. 5.4 Career stages and CPTD

28. Conditions Change:
Outside-the-system approaches, applied inside the system
Inside the District Outside the District
Traditions in-district Increasingly Flexible
operating conditions operating conditions
Turn Around Schools • People - more authority
over hiring, placement,
compensation and work
rules
• Time - more scheduling
authority like longer days,
longer year
• Money - more budget
flexibility, more resources
5.5 Conditions Change
• Programmes - more
flexibility to shape
programme to learners/
needs and turn-around
priorities 28

29. 6.1 Methodology & Participants
Purposive sampling of Schools
• Three characteristics
- Majority of learner population coming from poverty stricken and disadvantaged
communities (majority black learners);
- An admissions policy that is not selective in nature (not choosing only high
performing learners);
- Be a high functioning school based on learner achievement (more than 75% of
learners pass consistently in Matric);
Data collection method
• One-on-one interviews with principals - focusing on the profile of the school;
• Focus group interviews with the principal and some of their deputy principals -
focusing on the school readiness components;
No School Province Participants Race + Classification Historical Educ. Dept
1. RHS Gauteng 1. Principal White Females White (TED)
2. Deputy
2. GBS Western Cape 1.Principal Coloured Male Coloured (HoR)
3. MSS Western Cape 1.Principal 1. Indian Male 1. Indian (HoD)
2.Deputy 2. Coloured Male 2. Coloured (HOR)
4. IPS Gauteng 1.Principal 1. African Female African (DET)
2.Deputy 2. African Male

30. 6.2 Conceptualising the Problem
1. Teacher supply Government
and deployment;
2. Teacher quality; Community
3. Teacher
development;
School
4. Image of the
teachers;
5. Resources; Classroom
6. Social capital;
7. Orphans and 9
vulnerable
children; 2, 3, 5, 8
8. Discipline and
authority; 4, 6, 7, 10
9. Learner pathways;
10. Networking. 1

31. 6.3 Devising and Testing the Strategy
Outline of Strategy • Understanding Dysfunctionality
• School Readiness Components
• Testing SRC at 4 schools
Testing strategy • Create awareness in districts
Educational research “Political’ strategy
Qualitative Quantitative Opponents Decision- Allies
• Why? • How many? makers
• Teaching and • Size 30% >
Learning Focus 80% Appoint Impressive Principals
with T&L capabilities in High
Turning Around Risk schools
Impressive Leadership Dysfunctional
School Strategy

32. 6.4 What makes the four (4)
schools different?
Individual Relationships
1. Recognise the high risk; 1. Utilise organisational strength;
2. Think differently; 2. High commitment and expectation to
3. Redefine ‘normal’ and ‘reality’; succeed;
4. Know, understand and service ‘young 3. Recognise ability to transform and
people’. change;
4. Teachers care deeply about all
learners.
Culture Systems efficiency
1. ‘Bring it on!’ attitude; 1. Being ready (proactive);
2. Adults who model what they value; 2. Always focus on the ‘key deliverables’;
3. Teachers ‘don’t sweat the small stuff’; 3. Data driven decision-making;
4. Teachers know ‘what it takes to be 4. Clear and implementable rules.
successful’.

33. 6.4.1 Individual

34. 6.4.2 Relationships

35. 6.4.3 Culture

36. 6.4.4 Systems

37. 7.1 Preliminary Implementation
Phase 1 Phase 2 Phase 3 Phase 4
Buy-in Develop SRC + Implement SRC + Sustainability
CMM CMM and close strategy
Gaps
• ACE - UP (2009-10) • ACE - UP (2009-10)
• ACE - MGSLG • ACE - MGSLG
(2008-9) (2008-9)
• Lubombo Circuit
• Gauteng East (14) • Gauteng East (14)
• GDE (31) • GDE (31)
Research Schools
• RHS
• IPS
• MMS
• GBS

38. 7.2 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.

39. 7.3 GE UPS 14 schools

40. 7.4 GE UPS Matric Results
2008-2010

41. 7.5 SRC Full

42. 7.6 GDE PPS Ave
Improvement in SRC

43. 7.7 GDE PPS Ave SRC per
school

44. Gauteng Schools with challenges
Project Manager Schools Division
No Grade 12 Results 2009
2008 Variance Up Down Same
1 35 49 14 1
2
3
4
7.8 GDE PPS Project
50
24
27
53
26
34
3
2
7
1
1
1
5 47 46 -1 1
6 46 73 27 1
7 26 46 20 1
8 29 38 9 1
9 38 39 1 1
10 48 38 -10 1
11 29 46 17 1
12 28 28 1
13 29 76 47 1
14 39 22 -17 1
15 48 66 18 1
16 29 52 23 1
17 33 68 35 1
18 30 65 35 1
19 12 30 18 1
20 27 39 12 1
21 30 16 -14 1
22 42 38 -4 1
23 51 46 -5 1
24 40 96 56 1
25 42 46 4 1
26 45 63 18 1
27 48 85 37 1
28 55 54 -1 1
29 55 51 -4 1
30 66 66 0 1
31 56 48 -8 1
Ave. 12.5 21 9 1
65.6% 28.1% 3.1% 44
Ave. 20.5 -7.1

45. 7.9 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.

46. 7.10 GDE PPS Matric Results
2010
13
13 16
16

47. 7.11 GDE PPS Matric Results
2008 - 2010 (2010 ascending)

48. 7.12 GDE PPS Matric Results 2008-
2010

49. 8. Conclusion - Theory of Change
Framing School Change Improvement
Social/ Critical Features: In learner Educational Outcomes
Emotional • Positive, expectations • Higher learner
Issues: nurturing teachers, and behaviour: achievement
• Lack of self- leadership, • Higher
esteem ‘connected”/ likelihood of
• Identity ‘belonging’ success
crises philosophy
Academic Social/ Emotional Teaching and Adulthood Outcomes:
Issues: programmes: Learning: • Citizenry
• Lack of • Reward system • Cultural • Leadership
relevancy to • Peer groups responsiveness
learners • Extra-mural • Affirming
activities, etc. potential and
possibilities

50. Thank
You!!