EMU Cape Town Inner City Schools' workshop

2014/02/02

Educa,on
Moving
Up
Cc.

- The School Turnaround Programme
(STP) Cape Town Inner City Schools Workshop 24 January 2014
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

Session
1

Focus

Specific Issues

•  Introduction of •  One person per
participants
school will introduce
per school
the team, and indicate
•  The state of
the school’s ‘dream’
education in
performance level;
your school
•  Identify three things,
in order of priority, to
change IN THE
SCHOOL.
2

1

2014/02/02

Conceptual tools of the
Workshop
Northern Pike
Experiment
10% on Problem
90% on Solution
1. Theories of Education

What we ought to do in schools

3. Theories of Change

What causes progress
towards where we want to be

Grizzly Bear
Story
“Shifting Paradigm”
vs “Paradigm Shift”
2. Theories of Organisation

How we should be set up to do it

4. Theories of Changing
What has to be done to
influence those causes

3

The Northern Pike Experiment
• 
• 
• 
• 
• 
• 
• 

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?
4

2

2014/02/02

Grizzly
Story

•  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 outrun the bear -‐
all
I
have
to
do
is
to
out-‐run
you.”

5

10% - 90% Balance

Life
is
10%
of
what

happens
to
you

(problems),
and
90%

of
how
you
respond
to

it
(solu,ons).
6

3

2014/02/02

‘Shifting Paradigm’ vs
‘Paradigm Shift’
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.
7

Knots by R.D. Lange
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.

8

4

2014/02/02

1.8
Mill

50-‐

80%

6
Mill

21-‐40%

1.2
Mill

0-‐20%

Dysfunctional
Schools - 20%

2.4
Mill

41-‐60%

Under-Performing
Schools – 50%

61-‐80%

Chaotic
Schools
- 10%

Exit
Focus
-‐
Passing

81-‐100%

Schools of Excellence – 5%

81-‐

100%

High Functioning Schools – 15%

Entrance
Focus

-‐
Bachelors

5
Types
of
School
Performance

0.6
Mill

9

10

5

2014/02/02

School
Turnaround
Pathway

Turnaround Indicators

High
Performing

• 100% Pass, but less
then 50% Bach
completion

Good

15% 100%

3.

Under
Performing

• 1 or more learners
failing: Pass 80%+

2.

Dysfunctional • Less than 60% pass Weak
rate

1.

Chaotic

✪✪✪

✪✪✪

✪✪✪

✪

100%

¢¢

80%

nnn
nn

✪✪✪
100%

nn

100%

80%

60%

ý

þþ

¢¢¢
¢¢

45%

60%

40%

ýýý
ý

þþþ
þþ

¢

• Less than 40% pass Disaster 60%
rate

40%

20%

ýýý
ýýý
ý

þþþ

Comply 30%

Total

4.

5.4 Bach (Ave 80%)

100% 100%

5.3 Dip (Ave 65%)

0%

5.2 Cert (Ave 50%)

Great

5.1 NSC (Just a Pass)

• 100% Bachelors
completion

5.0 Failure

3. Exit Pass Rate
(Final Grade Pass)

Excellent

4. Completion Rate
(Dream Achievement)

2. Drop (Push out) Rate
(Throughput rate)

5.

Level

Description

1. Instruction Programme
(Teaching and Learning)

Distribu,on
of
‘Levels
of
Pass’

Type

100%

100%
11

12

6

2014/02/02

Session
2

Focus
School
Turnaround
Strategy (STAS)
for Developing
countries, including
the 8 School
Readiness
Components

Specific Issues
• 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
Assis,ve
devices;

Inadequate
facili,es
at
schools

Overcrowded
classrooms

2.
Societal
Barriers
• 
• 
• 
• 

Abject
poverty

Late
enrolment
at
school

Urban/rural
dispari,es

Discrimina,on
-‐
race,
gender,
language
and
disability

3.
Academic

Barriers

Inappropriate
pedagogy

Insuﬃcient
support
of
teachers

Inappropriate
and
unfair
assessment
procedures

Language
of
instruc,on

Inﬂexible
classroom
management

Inappropriate
actudes

• 
• 
• 
• 
• 
• 

4.
Learner
Personal
•  Disabili,es
(neurological,
physical,
sensory,
cogni,ve)

Barriers

•  Health
(disease,
chronic
illness,
trauma)

14

7

2014/02/02

Problem-‐Solving
CM
Approach

50
School

Quality

Systems

HPS

UPS

DFS

Impact

ChaoFc
School

Results

16
STAS

Deliverables

Opera,ons

Inputs

Objec,ves

Relevance

School
of
Excellence

outputs

8
School

Readiness

Components

50
School

Opera,onal

Systems

Needs

Vision

5
STAS

Principles

16

Educa,onal

Principles

Eﬃciency

Eﬀec,veness

Sustainability

15

5
Successful
Change
Steps

16

8

2014/02/02

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
educa,on
models
that
are

resul,ng
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

Economical

PoliFcal

Social
JusFce

18

9

2014/02/02

“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?
-‐

School
Pass
Rate

School
Leadership

Teacher
Competencies

Teacher
Subject
Knowledge

4

5

6

7

8

Parent/Stakeholder
Involvement

District
Support
and
Development

3

Learner
Personalised
Learning

Provincial
ImplementaFon

2

Teacher
Subject
Knowledge

EducaFon
System

1

Learner
Achievements
Gap

Purpose
of
EducaFon

What
do
we
mean?
What
are
we
talking
about?

9
10
11
12

20

10

2014/02/02

3.
School
of
Excellence

3
–
6
Months

Sustainability

Sustain
-‐
Ins,tu,onalisa,on

Sustain
-‐
Ins,tu,onalisa,on

50
School
Quality
Systems

6
-‐
9
Months

Leadership

(10)

Strategic

Planning
(10)

Human

Resources
(10)

1

Learning
and

Teaching
(10)

CCR
-‐
Support
and
Development

2

Assessment
and

Feedback
(10)

Monitoring
and

Evalua,on
(10)

CCR
-‐
Support
and
Development

2.
High
Func,oning
Schools

CM
-‐
Monitoring
and
Evalua,on

1.5
–
2.5
Years

Culture,
Climate,

RelaFonships

CM
-‐
Monitoring
and
Evalua,on

50
School
AdministraFve
Systems

Academic
(11)

Administra,on
(14)

Communica,on
(6)

ICT
(7)

Pastoral
Care
(12)

Planning

Planning

6
–
9
Months

Curriculum

Management

8
School
Readiness
Components
(Planning)

Amendance

3
–
6
Months

Planning

Ownership

School
Turnaround
Strategy
(5
Phases)
–
3-‐5
Years

From
Chao,c
to
Excellence

Teacher

Informa,on

Learner

Informa,on

Annual

Planning

Time-‐
Tabling

Teaching,
Learning,

Assessment
Schedule

Ownership

Organogram

TLSM

Ownership

1.
Chao,c,
Dysfunc,onal
and
Under-‐Performing
Schools

21

50 School Operational Systems
Academic (11); Administration (14); Communication (6); ICT (7); Pastoral Care (12)
1. 

Teaching

2. Learning Support

1.1 Teacher Substitute
Management

3. School Image

4. Principal’s Office

5. Finance and ICT

1

2.1 Co-Curricular
Management

1.2 External Exams
Management

4

2.2 Discipline
Management

1.3 Internal Exams
Management

6

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

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 22

2

8

1.8 Timetable Process
Management

5

7

3.1 Admissions
Management

4.1 External Doc Supply
to Agents Management

5.1 Funds
Management

3

3.2 Calendar
Management

4.2 Human Resources
Management

5.2 Finance
Management

11

2014/02/02

Educa,on
System
Flow
Chart

Department

of
Basic

EducaFon

1

Phase/
Subject

Department

4

Classroom

5

A

Provincial

Department

District

Oﬃce

2

C

B

F

Schools

Circuit

Oﬃce

3

D

E

G

Learning

RelaFonship

H

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

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

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

12

2014/02/02

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
en,re
two

days;

•  Aner
introductory
ques,ons
were
posed
to

schools
(2.5
hours
session),
schools
had
to
‘self-‐
iden,fy’
at
what
level
they
are
of
school

func,onality;

•  1
high;
17
under-‐performing;
16
dysfunc,onal.

25

26

13

2014/02/02

27

Theory
of
Change

Framing

School

Change

Improvement

Social/
Emotional
Issues:
•  Lack of selfesteem
•  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

14

2014/02/02

Theory
of
Change
(Logic
Model)

Focused
on

Departmental
Success

Policy

Compliance

Focused
on

Learner
Success

Personalised

Learning
for
All

Focused
on

School
Success

Nurturing
all

learners

Doing
It

Our
Way

Training
(PD)

teachers
to

Success

Doing

What
is

Needed

Redesign
and

Systema,se

(SoP)
Success

Doing
It

Your
Way

Coach/Mentor

teachers
to

Success

29

30

15

2014/02/02

Session
3

Focus
Specific Issues
Knowing your • Discussion the
Numbers:
quantitative,
•  Data driven
legislative
decision
‘numbers’ that need
making
to be considered
•  Rate your
during planning.
SRC.
31

WHAT
YOU
DISCLOSE

How
much
do
we
Know
(Informa,on)?

PUBLIC

BLIND
SPOT

Known
to
Self,
Known
to
Others,

Known
to
Others
Unknown
to
Self

PRIVATE

Known
to
Self,

DISCOVERY

Unknown
to
Self,

Unknown
to
Others
Unknown
to
Others

FEEDBACK
FROM
OTHERS

32

16

2014/02/02

Awareness

Awareness
<-‐-‐-‐-‐-‐-‐>
Knowledge

3. Caution
“I know what I
don’t know”
Explore
1. Ignorance
“I don’t know what
I don’t know”
Experiment

4. Certainty
“I know what I
know”
Exploit
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;

•  ____
ac,ve
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

17

2014/02/02

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
ac,ve
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

Timetable

1

1

2

2

3

3

4

4

5

6

7

8

5

Co-‐curricula,

Teamwork,

Planning,
etc.

2

1

Expanded
,me

for
learners

2

1

36

18

2014/02/02

Data
Sets
per
Year

Frequency
per
…

Period

Data

Sets

10

Over

Year

Total

Day

Week Month Quarter Semester Year

12
6
8
11

2,000 200 40 12

4

20,000 2,400 240 96 44

Total

9
22

2

78

1 2,259

19 22 22,820
37

Givens:
Into
the
School
à
T
&
L

•  SAME:

–  200
schools
days
(40
weeks);

–  27,5
(FET
-‐
29,5)
hours
of
allocated
teaching
,me;

–  Teachers
at
least
7
hours
per
day
at
school;

–  Curriculum
load
for
all
the
schools;

–  Salaries
as
per
qualifica,ons;

•  Differen,ated:

–  Performance,
ability
and
background
levels
of
learners;

–  Skills,
ability
and
experience
levels
of
teachers;

–  Leadership
capabili,es
of
school
leaders;

–  Contextual
condi,ons
of
schools;

–  Suppor,ve
and
development
capacity
of
district
officials.

38

19

2014/02/02

Eight
(8)

School
Readiness

Components

(SRC)

39

1.

Ahendance

2.
Teacher

InformaFon

4.
Annual

Planning

6.
Teaching,

Learning
&

Assessment

Schedule

3.
Learner

InformaFon

5.

Timetabling

7.
Organo-‐
gram

8.
Teaching,

Learning
&

Assessment

Materials

40

20

2014/02/02

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

21

2014/02/02

Self-‐Assessment

8 School Readiness Components

0

1

2

3

4

5

1.1 Teacher 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
• Calculate the
Readiness
teacher ‘person
Components
hours’ available;
1. Attendance, • Calculate the
both teachers learner ‘learning
and learners
time’.
44

22

2014/02/02

Present
at
and
within
School

Learners:

Teachers:

•  1800
hours;

•  1600
hours;

•  1400
hours;

•  935
hours;

•  90
hours;

•  1600
hours;

•  1400
hours;

•  935
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

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)
Section

Sub-Section

1. Human
Resource

1.5 TInfoM & 2.4 LInfoM (LTSM)
1.7 TPM (intervention)
1.8 TtM (935 hrs)

Data
Source?

Who & Where
Recorded?

Who
analyse?

Who and
When Used?

Driver

Influence

4.2 HResM (absence)
4.4 HRelM (Frequency), 4.5 TLRiskM

2. Professional

Who
collects?

46

23

2014/02/02

Learner
Amendance

47

Session
5

Focus
School
Readiness
Components
3. Learner
Information

Specific Issues
• Learner expectation
and achievement
agreement.

48

24

2014/02/02

Problem
Statement

Learners

•  Teachers
don’t
believe
in

us;

•  Have
a
low
expecta,on

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

•  Disconnec,on
between
‘teaching
and
learning’
and

‘administra,on’.

49

Nature
of
Expecta,ons

•  Poor
families
are
living
based
on
survival,
and

therefore
don’t
have
a
concept
of
‘dreams’
–

long-‐,me
expecta,ons;

•  Only
focusing
on
‘gecng
through
the
day’;

•  Don’t
have,
like
middle
and
upper
class
families,

conversa,ons
around
the
dinner
table
about

“what
the
children
want
to
be
one
day”;

•  Schools
can
play
a
role
in
developing
a
dream,

and
raising
expecta,ons
of
poor
kids.

50

25

2014/02/02

Student
Expecta,on
and
Achievement
agreement
(1)

51

Iden,fy
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

26

2014/02/02

Iden,fy
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,
Draugh,ng
and
Technical
Drawing

e.
Building
and
Construc,on
or
Building
Support

4.
Ar,sans

5.
Manufacturing

6.
Automo,ve
or
Automo,ve
Support

7.
Geology,
Mining
or
Mining
Support

8.
Woodwork
and
Furniture

53

Iden,fy
your
Dreams

Career
Areas
(1
of
9)

1.
Engineering
and
Technology

Career
Fields
(8
of
49)

2.
Health
and
Natural
Sciences

1.Engineering
or
Engineering
Support

3.
Computers
and
ICT

4.
Business,
Finance
and
Management

2.
Architecture,
Draugh,ng
and
Technical

Drawing

5.
Agriculture
and
Environment

e.
Building
and
Construc,on
or
Building
Support

6.
Human
and
Social
Sciences

4.
Ar,sans

7.
Services

5.
Manufacturing

8.
Art
and
Culture

6.
Automo,ve
or
Automo,ve
Support

9.
Languages

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

27

2014/02/02

Student
Expecta,on
and
Achievement
agreement
(1)

55

Student
Expecta,on
and
Achievement
agreement
(2)

56

28

2014/02/02

Student
Expecta,on
and
Achievement
agreement
(1)

57

Feedback
from
Principal
of

JOTHS

•  Our
learners
lack
direc,on;

•  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
construc,on
of
a
Learner

Expecta,on
and
Achievement
Agreement;

•  The
LEAA
is
a
structured
way
of
gecng
learners
to
announce

their
dreams
and
to
work
towards
achievement
them;

•  I
can
already
sense
the
posi,veness
among
the
learners;

•  And
I
am
confident
that
this
ini,a,ve
is
going
to
make
a
big

58

difference
in
their
achievement
levels.

29

2014/02/02

Feedback
from
a
Learner
at
JOTHS

•  In
2012,
the
LEAA
was
introduced
in

our
school;

•  At
that
,me,
I
thought
that
I
already

have
goals
and
dreams;

•  But
when
I
wrote
them
down;

•  I
realised
that
I
have
been
chea,ng
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
dras,cally;

•  This
ini,a,ve
really
changed
my
life.

59

Sechaba
Results
2012

60

30

2014/02/02

Session
6

Focus
School
Readiness
Components
4. Annual
Planning

Specific Issues
• Target setting in
your school.

61

62

31

2014/02/02

Annual
Planning
(SRC)

1
Compliance
Planning

2

3

4

5

Compliance Compliance, Compliance, Planning
and
Administrative Administrative,
with
Administrative
and
Professional requests
Planning
Professional
and Ethical
to
Planning
Planning
District
Officials

63

Annual
Planning

Implementing
Description
Plan Act/Do Reflect
Work Schedule

Pre-Moderation

Moderation

Assessment - Summative

Assessment - Formative

Playground duty

Devotion

Parents' Meeting

SMT meeting

Staff meeting

General Staff Development

Team building

Exhibitions - LTSM

Bosberaad

AGM of parents

Sports day

Operational meeting

ANA meeting

RCL Leadership development

RCL Meetings

RCL Elections

Cluster meetings

Exhibitions - Learner
Enrichment

Exhibitions - Roadshows

Excursions

Marking - Summative

Marking - Formative

District Officials meeting

Staff Functions

Monitoring &
Evaluation

Act/Do Reflect Frequency Length Total Time When Scheduled Code

1
25
25
WS

25
0,5
12,5
Pmod

60
1,5
90
Mod

17
0,5
8,5

12
2
24

40
1
40

8
0,5
4

3
3
9

200
0,25
50

8
2
16

8
1
8

1
8
8

1
6
6

1
16
16

1
4
4

1
8
8

40
1
40

1
1
1

2
36
72

40
2
80

1
1
1

4
2
8

Plan

1
2
1
30
10
4
4

2
2
8
5
5
1,5
2

2
4
8
150
50
6
8

Periods pw 30min pp

30

759

0,5
64

510 1269

32

2014/02/02

Target
Secng
for
All

•  Targets
for:

– Learners;

– Class-‐group
teachers;

– Subject
teachers;

– Subject/Phase
heads;

– Principals
(school).

65

Condoned

Failures

66

33

2014/02/02

67

SOS
Learners

33
Learners
‘At
Risk’

68

34

2014/02/02

69

70

35

2014/02/02

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
compe,,on,

especially
if
you
want
to
beat
a
certain

person.

72

36

2014/02/02

Session
7

Focus
Specific Issues
School
• Chunking of work;
Readiness
• 15 TLAS areas.
Components
6. Teaching,
Learning, and
Assessment
Schedules
73

Teaching

Schedule

Learning

Schedule

Assessment

Schedule

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 14. Final Expectation
Engagement

5. Teaching and
Learning Tools

10. Classroom
Leadership

What
will
the
teacher
be

doing?

What
do
we
want
the

learner
to
do?

What
do
we
want
the
learner

to
know
and
understand?

15. Grades, Marks,
Targets, etc.

74

37

2014/02/02


•  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
ver,cal
level

•  Make
clear
dis,nc,on
between

chunks
which
start
at
the
level,
and

those
conFnuing
from
previous

grades.

3. Direction and Instruction

2. Planning, Practice and Interaction

1. Curriculum Alignment

5. Teaching and Learning Tools

Teaching
Schedule

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

38

2014/02/02

Subject Chunking

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

C1 C1 C2 C2 C2 C2 C2 C2 C2 C2 C2 C2 C3 C3 C3 C3 C3
C1
C2
C3
C4
C5
C6
C7
C8
C9
C10
C11
C12
C13
C14
C15
C16
C17
8 9 0 1 2 3 4 5 6 7 8 8 0 1 2 3 4 Total

77

Teaching
Schedule



•  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

39

2014/02/02

Integrating ‘Chunking’ with TLAS

79

Teaching
Schedule


•  Role
of
the
Teacher
–
Facilitator,
Orchestrator,
Passive,

Authoritarian

•  Levels
of
Learning
(Blooms’
Levels
of
Learning
–
Facts,

Informa,on,
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;
iden,fy
a
‘silly
word’
to
get
their
amen,on;
ensure
to
let

learners
repeat
your
direc,ons;
write
important
informa,on
in
a

special
place
on
the
board;
use
a
,meframe
to
ensure
you
want

things
to
be
done
within
a
certain
,me;
ensure
learners
know
the

importance
of
the
direc,ons;
constantly
‘police’
the
task
un,l

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

40

2014/02/02

Teaching
Schedule

• 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;


• 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)





• 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




•  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
essen,al
principles,
concepts
and
skills;
careful
planning;
an

effec,ve
philosophy
that
allows
all
learners
to
feel
successful

•  MulFple
Intelligences:
Verbal/Linguis,c
(wri,ng,
journal,
poem,
TV
ads,

reading
stories,
concept
mapping,
crossword
puzzle);
Logical/
Mathema,cal
(,me
line,
compare
and
contrast
ideas,
visual
diagrams,

comic
strips,
survey
results);
Interpersonal
(tell
stories,
coopera,ve

games,
role
play,
discuss
and
come
to
conclusion,
interviews);
Body

Kinesthe,c
(coopera,ve
games,
physical
exercises,
hands-‐on

experiments,
model
or
representa,on);
Musical
Rhythmic
(rapping,

musical
instruments,
music
wri,ng,
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

41

2014/02/02

Learning
Schedule

6. Classroom Management

10. Classroom Leadership

9. From Interaction to Engagement

8. Questioning Techniques

learners
and
apply
consistently;
be
prepared
for
some
disrup,ons,
and
therefore
don’t
let
it
phase

you;
ins,l
high
expecta,ons
consistently
and
prevent
sliding
during
‘off’
days;
incen,vise
good

behaviour
through
affirma,on
and
rewards;
rather
over-‐plan
to
ensure
that
your
are
not
caught
out

‘idling’
our
without
ideas
and
ac,vi,es;
if
you
have
clear
rules,
you
must
display
them
but
limit
them;

ensure
that
you
build
rela,onships
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
emo,onal

outbursts
that
could
lead
to
confronta,on
and
humilia,on;
be
pa,ent
and
keep
prac,cing
and
don’t

sweat
the
small
stuff
unless
it
has
the
poten,al
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;
prac,ce
with
the
whole
class
un,l
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;
cri,cize
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
ac,on;
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
,mes;
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
,me;
cooperate
with
others;
always
do
my
best)

7. Physical Environment

• Tips
for
Teachers
(start
the
first
day
of
the
year
with
clear
expecta,ons
and
a
plan;
be
fair
to
all

83

Learning
Schedule



•  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.




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Learning
Schedule

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

•  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.





Learning
Schedule


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Learning
Schedule



6. Classroom

•  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

14. Final Expectation
15. Grades, Marks, Targets, etc.

•  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!

13. Second Chance Opportunity

•  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?

12. Test and Examination Preparation

11. Classroom Assessment

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2014/02/02

Assessing
Learning
in
the
Classroom

7.
What
will
be

the
next
steps

in
new

learning?

6.
How
will
learners

receive
summaFve

feedback?

Qualita,ve/descrip,ve

Quan,ta,ve/marks

Self/teacher
as
judge

Assessment
OF
Learning

• 
• 
• 

Descrip,ve

Speciﬁc

Self/peer/parent/teacher
as

coach

Assessment
FOR
Learning

5.
How
will
learners

demonstrate
their

learning?

• 
• 

Chunk
of
Learning:

Learner
Outcomes

5.1
How
will
learners

receive
ongoing
feedback?

5.2
What
will

be
the
next

steps
in

improving

learning?

4.
What
acFviFes

will
enable
learners

to
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
opportuni,es
to
demonstrate

learning

•  Observa,on

•  Learning
logs

•  Performance
tasks

•  Projects

•  Tests

•  Wrimen
language

•  Oral
language

•  Visual
communica,on

Establish
feedback
strategies

89

Assessment
Schedule



•  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;


•  How can we effectively prepare learners to
succeed in the tests and/or examinations?

• 
• 
• 

1.
What
will

learners
learn?

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2014/02/02

Assessment
Schedule

•  In the real world, almost every activity, apart from lifethreatening 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.


•  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?
14. Final Expectations




91

Assessment
Schedule

•  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?






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2014/02/02

Assessment
Schedule




•  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.  Demonstra,ng
knowledge
of
content
and

pedagogy

2.  Demonstra,ng
knowledge
of
learners

3.  Secng
instruc,onal
outcomes

4.  Demonstra,ng
knowledge
of
resources

5.  Designing
coherent
instruc,on

6.  Designing
learner
assessment

Domain
2:
Classroom
Environment

1.  Crea,ng
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.  Reﬂec,ng
on
teaching

2.  Maintaining
accurate
records

3.  Communica,ng
with
families

4.  Par,cipa,ng
in
a
professional
community

5.  Growing
and
developing
professionally

6.  Demonstra,ng
professionalism

Domain
3:
InstrucFon

1.  Communica,ng
with
learners

2.  Using
ques,oning
and
discussion

techniques

3.  Engaging
learners
in
learning

4.  Using
assessment
in
instruc,on

5.  Demonstra,ng
ﬂexibility
and

responsiveness

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2014/02/02

Thank
You!

95

48

EMU Cape Town Inner City Schools' workshop

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