1. ACE - School Leadership
Module: PPG - Planning
Unit 2 - Reflective Session (Content)
Dr Muavia Gallie (PhD)
Friday 20 March 2009
MGSLG - Benoni Office
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NCS Lecturers

2. Content
• Introduction (3-4)
• Focus on school (5-7);
• Types of Planning (8-15);
• Focus of Planning & M+E (16-21);
• Example 1 - SIP (22-29);
• Example 2 - Teacher focus (30-41);
• Integrated Management System (42);
• Video - Do the right thing (43);
• Closure (44).
2

3. Failing to
Planning to Fail
Plan is the
same as
Planning to
Fail. 3

4. Levels of Planning in Education …
5. Learning Programme
4. Classroom
3. Department
2. Senior Management Team
1. School
Cu l
rric District iona
tut
ulu
m Insti
Provincial
National
4

5. Focus on
the
School … 5

6. Dysfunctionality vis-à-vis Under-performance
Figure 10: Three levels of school functionality in relation to the support needed by
schools
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
-10%
-20%
Basics
Non-Functioning Low-Functioning High-Functioning
-20% – +20% 21% - 60% 61% - 100%
6
Gallie 2006

7. Specific Planning Needs …
INPUT PROCESS OUTPUT IMPACT
Dysfunctional Schools
Low-functional Schools
High-functional Schools
7

8. 1. Annual Review
8

9. 2. Strategic Planning
9

10. 3. Strategic Planning - Dynamic
Model
10

11. 4. Business Planning
11

12. 5. Business Plan
12

13. 6. Project Planning
13

14. 7. Project Charter
14

15. 8. Week Planner
15

16. Focus of the Planning
1. Understanding 3. Lead and 4. Manage 5. Manage policy,
school leadership manage organisational planning, school
and management in people systems, physical and development and
South Africa financial resources governance
6. Lead and manage 7. Mentor school
subject/ learning managers and manage
2. Managing
areas/ phase mentoring programmes in
schools
Teaching
8. Conduct 9. Moderate assessment
and Learning
outcomes-based
assessment
10. Develop a portfolio to 11. Demonstrate effective 12. Basic computer
demonstrate school language skills in school literacy for school
management and leadership management and leadership management
competencies
16

17. Monitoring and Evaluation Strategies …
17

18. School Improvement Plan -
Step 1 to 7
18

19. Importance of DATA
Without data,
you’re just another person
with an opinion.
19

20. Examining Data
a
at
D
re
o DATA
M ta
Da
da
ta
20

21. January
Data Planning and Reflection
March tool May
February April
The periodic, systematic use of a data, planning and
reflection tool is needed to shape our decision on
Learning and Teaching in schools. June
July
September
August
October
November
December 21

22. 1. Example of SIP Strategy
School Improvement
States must determine if
each school and district
make Adequate Yearly Progress (AYP).
22

23. School Improvement Timeline
School Improvement Timeline
Miss AYP
Miss AYP
Miss AYP School Improvement Yr 1 (choice)
Miss AYP School Improvement Yr 2
(supplemental educational services)
Miss AYP Corrective Action
Miss AYP Restructure (planning year)
Restructure (implement plan)
23

24. School Improvement:
Year 1
School Improvement Year 1
 Each Title I district must identify for school
improvement any Title I school that fails to make
AYP for two consecutive years.
 Identification must take place before the
beginning of the school year following the failure
to make AYP.
 Within 3 months, an identified school must
develop a school plan, in consultation with
parents, school staff, district, and outside experts.
24

25. School Improvement:
Year 2
School Improvement Year 2
If a school fails to make AYP by the end
of the first full year after identification,
the district must—
 continue to provide technical assistance
 continue to make public school choice
available
 make supplemental educational services
available.
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26. Corrective Action
Corrective Action Year 3
If a school fails to make AYP by the end of
the second full school year after identification,
the district must—
 continue to make public school choice available
 continue to make supplemental services available
 continue technical assistance
 identify the school for corrective action and take at
least one of the following actions:
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27. Possible corrective
Possible corrective actions
actions
 Replace school staff relevant to the failure
 Institute and implement a new curriculum
 Significantly decrease management authority
in the school
 Appoint outside experts to advise the school
 Extend school year or school day
 Restructure internal organization of the
school.
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28. Restructuring
Restructuring Year 4
If a school fails to make AYP after one
full year of corrective action, the district
must—
 continue to make public school choice
available
 continue to make supplemental services
available
 prepare a plan to restructure the school.

29. Restructuring, continued
Possible Restructuring actions
By the beginning of the next school year, the district must
implement one of the following alternative governance
arrangements, consistent with State law:
 Reopen school as a public charter school
 Replace all or most of school staff, including the
principal
 Enter into a contract with an entity, such as a private
management company, with a demonstrated record of
effectiveness to operate the school
 State takeover
 Any other major restructuring of the school’s
governance arrangement.

30. Structured Teacher Planning Time
2. Example of Learning Area
(STPT) as a strategy
and Classroom Planning
One of the variables highly correlated to

increased learner achievement is the amount of
time teachers have to work together to plan for
instruction and solve learner learning problems.
Aligning curriculum to standards, pacing, and

interim assessment are the infrastructure for
improvement, but
The cycle of assessment, analysis, and action

leads to long-term, lasting improvement.
30

31. It’s all about …
… teacher ownership of the learning
needs of learners AND the programmes
the school uses to meet those needs.
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32. Assessment, Analysis, Action …
STPT has, generally, three steps:
1. Review standards-based assessment
data (state, district, or classroom);
2. Dig deeper to see patterns and
informative aspects of the data through
careful analysis, and
3. Plan for action: who needs what, and
how are we going to use our resources
to provide for needed support.
32

33. In session throughout the year, you will …
Review the alignment to Standards;

Analyse data from interim

assessments, district and provincial
assessments, and grades;
Discuss the individual progress of your

learners – what needs they may have;
Review the results from the

interventions you have planned;
Make decisions about curriculum and

instructional materials;
Share teaching strategies that work.

33

34. Always: …
ALWAYS
Be prepared: have all materials

needed (data) available to teachers;
Have a clear “product” in mind for the

meeting, and state it ahead of time;
Work on one or two topics in depth;

Provide a record of the conclusions

and the “product” for each meeting;
Remember that “forms follows

function.” 34

35. Never: …
NEVER
Deal with departmental meeting topics,

or operational issues not directly
related to learner achievement;
Allow the focus to shift from learner

learning;
Discuss programmes when the

personnel involved are not present;
Cancel the meeting because of

something more important.
35

36. Review Interim Assessment
Results …
36

37. Review detail Achievements
…
37

38. If our goal is to move learners from
“Level 1” Data analysis … “Level
to “Level 2” and from
2” to “Level 3”, and from “Level 3” to
“Level 4”, and from “Level 4” to “Level
5”, how could data analysis influence
programmes and classroom planning?
38

39. • What resources do you
Programme
Programme Planning
currently have?
Planning
• How could they be
used to support a
specific learner
learning outcomes?
�______________
�____________
39

40. Classroom
Classroom•Planning need
Which learners
Planning what support?
• How am I going to
provide it?
____________
♦____________
40

41. Role of Data Management in
Planning Interventions …
• Planning: Determine which learners
need support in which areas; be as
precise as possible to make the
intervention selection more “on target.”
• Accountability: Be sure that resources
spent on interventions are being used
well; monitor whether or not learners are
making substantial growth toward the
target established.
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42. Total Integrated Management
Leadership
System
System
Process Strategic
Management Planning
System System
Total
Integrated
Management
System
Human Client and
Resource Context
Management Management
Knowledge
System System
Management
System 42

43. Softball - Do the right thing …
43

44. Thank
You!
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