The document outlines a turnaround strategy for Reigerpark Schools SRC 4 & 7. It discusses developing an annual plan focused on curriculum, improvement, and accountability. It provides details on conducting a needs assessment, prioritizing needs, analyzing causes, setting goals, and monitoring progress. Critical steps in planning are outlined, including an organogram and school calendar. The presentation emphasizes using data to identify needs and developing a curriculum alignment model to improve learner outcomes.

1. Turn Around Strategy
Reigerpark Schools
SRC 4 & 7
Presenters: Dr Muavia Gallie (PhD)
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Content
1. Introduction;
2. Annual (Year) Planning
(Curriculum, Improvement,
Accountability);
3. Organogram;
4. Conclusion.
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2. Critical Steps in Planning
1. Needs Assessment (What does the data tell us our needs are?)
2. Prioritising Needs (Which of these identified needs are of greatest
concern - 2-3 needs?)
3. Cause Analysis (What factors caused these needs of greatest concern
to occur?)
4. Setting Goals (What is our goal in addressing each of these needs and
when will we reach these goals?)
5. Goal Achieving Activities (What steps will we take to reach our goals
and who will oversee each step?)
6. Resource (What resources will we need to reach our goals?)
7. Monitoring (What methods will we use to ensure each step is
completed?)
8. Evaluation (How will we measure the effectiveness of our actions?)
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Ladder of participation
Action BY being Collective Decided
in control: invite Action or by
opinion of others Co-Learning ourselves
Action WITH partners: working
with others to set priorities and Co-operation
course of action
Action FOR/ WITH being
consulted: others analyse and Consultation
decide course of action
Action FOR being informed of
set tasks: others set the Compliance
agenda and direct the process
Action ON being Co-option Decided
manipulated: no Coercion by
real input or power Consumption others
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3. Direction finder
Looking downwards - Looking upwards -
Managing the staff in order Managing the department
to maximise their in order to achieve
performance both as organisational commitment
individuals and collectively and goals
Looking backwards - Looking inwards -
Monitoring progress with Role of Managing yourself by
appropriate control reviewing your
systems, to ensure the the performance to ensure that
goals are met and that the
team learns from its
Principal your leadership makes a
positive contribution to the
mistakes goals
Looking outwards - Looking forwards -
Managing the parents, Planning in order to ensure
learners, stakeholders to that the team sets realistic
ensure the learner targets, and obtains
achievements meet their appropriate resources to
expectations achieve those targets 5
Knowledge Skills Attitudes for Managers
Knowledge Skills Attitudes
Managing Own strengths Saying no Self-discipline
Yourself Own weaknesses Ability to plan Drive and enthusiasm
Self-imposed Ability to take decisions Tact and diplomacy
constraints Ability to deal with many problems at once Wanting to get things
Ability to prioritise done
Managing People in general Communication (listening, interpreting, Caring and
Your Team People as individuals informing, briefing) sympathetic
Laws, policies, etc. Motivating (enthusing, supporting, counselling, Loyalty to staff and
persuading) organisation
Training and Developing (coaching, delegating) Approachable
Selecting (interviewing Flexibility and
adaptability
Managing Task aims Foresight and planning Balance between
Your Job Resource needs Sense of judgement and evaluation people and task
Organisation policies Problem-solving ability Commitment
and systems Assessing priorities questioning
External suppliers and Skills in control
services
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Adapted from Geddes M., Hastings C., and Briner W. (1993), Project leadership, Gower .
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4. Behavioural skills model
Sheppard 1999
ASSERTIVE Empowering RESPONSIVE
g
Fa uas
enin
Pe
ctu io
rs
List
al n
Stating
Expectations Openness
Push my Pull your
Agenda Agenda
Ignore/
Give away
Dismiss Ho
k
tac
ld b
At
ack
AGGRESSIVE Disempowering PASSIVE
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Using language to convince
• To communicate with influence it is vitally important to use Visually:
language with engage the hearts and minds of your listener. •I get the picture;
•I see what you mean;
• Skilled communicators use language which creates a climate
•I can see it clearly now;
of trust. •It’s clear to me;
• Analysis show that effective communicators have an ability to •Show me again.
adapt their language to match the language of the person to Auditory:
whom they speak. •That sounds good;
• Your speech is an expression of the way you think and the •I hear you;
values you hold. •I’m pleased you said that;
•Tell me again;
• Everyone has specific means by which he/she becomes
•It rings a bell.
convinced.
Feelings:
• Part of what convinces is the channel through which they •That feels right;
receive information and which they interpret and associate •It made an impact on me;
with it. •I was really moved;
• We interpret and associate in several ways: •That’s sad;
•I know how you feel.
• We all have the ability to interpret and associate in these ways, however most of us
use one way more predominantly than another.
• By listening to others it is easy to detect which method a person chooses most8and
to match your language to it.
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5. School Calendar 2011 - Inland
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Year Planning
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6. YP - Activities
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YP - Responsibilities 1
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7. YP - Responsibilities 2
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YP - Monthly 1
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8. YP - Monthly 2
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YP - Including weekends 1
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9. YP - Including weekends 2
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YP - Per event
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10. Curriculum Alignment Model
Taught
Written
Tested
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Curriculum Development Cycle
Curriculum Instructional Assessment
Management Management Management
Plan Plan Plan
Do District School Teacher
M&E Provincial District HoD
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11. School Profile - Baseline Assessment
Context Inputs Processes Outputs Outcomes
1. Socio-economic 1. Learner participation 1. Learner educator 1. Learner graduation 1. Transition to post-
status of community rates ratio rates by gender, age, secondary institutions
2. Proportion of single 2. Learner enrolments 2. Class size length of time to 2. Integration of
parent families 3. Average funding per distribution complete learners into the
3. Employment rate of learner 3. Learner promotion/ 2. Parent satisfaction labour market
community 4. Proportion of retention rates 3. Learner satisfaction 3. Employer opinions of
4. Social factors learners with special 4. Learner mobility 4. Learner performance graduates of
5. Ethnic and language needs rates in key tests and vocational education
distribution 5. Learner attendance 5. Subject offerings exams programmes
rates 6. Instructional 4. Scholarships and
6. Number of teaching approaches and awards
personnel resources 5. Changes in learner
7. Number of support 7. Participation in promotion/ retention
personnel extra-curriculum rates
8. Number of teacher activities 6. Changes in learner
assistance 8. School safety performance in key
tests and exams
9. School-based fund 9. Community-school
raising relationships
10. Parent involvement 10. Early school
leavers
11. Teacher retention
rates 21
School Layout
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12. Organogram 1
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Organogram 2
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13. Accountability vs Support & Development
Accountability Support and
Development
District Officials
Principal
Deputy Principal
Head of
Department
P1 Teacher
Learners
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Conclusion
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