30 Minutes conversation about the Turnaround Strategy

Presenter:

Dr Muavia Gallie (PhD)

Education Moving Up Cc.

[email protected]

Turn-Around Consortium (TAC)

-Turn Around Strategy (TAS) -An opportunity to

Getting It Right In SchoolsDriven by

School Managers Managing Change

TIMSS 2003 - Applying Maths

SACMEQ Countries

1999-2010 + Ave

Musical Chairs Game24 1

23 2

22 3

21 4

20 5

19 6

18 7

17 8

16 9

15 10

14 11

13 12

12 13

11

10

9

8

7

6

5

4

3

2

1

Gr1 Gr2 Gr3 Gr4 Gr5 Gr6 Gr7 Gr8 Gr9 Gr10 Gr11 Gr12

Success rate = 8,1%

•Success-rate of the system = 8,1%•Of every 12 learners starting Grade One, only 1 learner attains what the system is promising them - data 2005!

% 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

Pas

s

Quality of Pass (Grades)

20%

50%

20%10%

Research Schools

TAS - Helicopter view (4 Components)

5 (five)Successful Change

Steps[Planning]

5 (five)Turn Around

Phases[Process]

16 (sixteen)PrincipleIssues[Inputs]

16 (sixteen)Deliverables

[Outputs]42

5 Successful Change Steps

5 Turn-around PhasesPhase 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 Principle Issues1. 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)

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.

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]

241. Teachers2. SMT3. Principal4. SGB5. District6. Community

1. Attendance2. Teacher Info3. Learner Info4. Annual Planning5. Timetabling6. TL Scheduling7. Organogram8. LTSM

1. Nat. Educ. Strategy2. District Curr. Man.3. School Instr. Design4. Faculty T + L5. Classroom L + Assess.6. Home L Plan

1. Beliefs2. Expectations3. Attitudes4. Relationships

Essence of the Strategy

Leadership

Inst

ruct

iona

l Environment

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

SMS from GE school

------ SMS ------From: +27826257426Received: Jan 13, 2011 11:15Subject: 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)

Conclusion - Theory of ChangeFraming School Change ImprovementSocial/ 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!!