Johannesburg Region Turn-Around Strategy (JC, JN, JS, JW,

1
Johannesburg RegionTurn-Around Strategy(JC, JN,
JS, JW, GW)

• Education Summit
• 12 May 2007

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Background

• The Johannesburg Region turn-around
• strategy was informed by the MEC and the HoD
• mandate that was articulated on the 28/12/2006.
• Mandate to
• Focus on schools that have underperformed
• Underperformance of below 60
• Underperformance 10 decline
• Inconsistency in performance yoyo syndrome
• The 2007 provincial target of 80 compared to
  2006 target of 78
• Reducing and eliminating under-performance

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Background cont

• Improve learner performance (quantity) and
  learner attainment (quality)
• Re-emphasize C-aggregate plan
• Stabilize fluctuation of performance
• Increase matric pass with endorsement
• Ensure increase in girl-learners in gateway
  subjects
• Early identification of learners at risk for
  targeted intervention
• Maximum visibility of districts and head office
  officials at schools
• Intensify on-site support
• Enhancement of public education
• The right to learn

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OVERALL RESULTS 11/2006
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Underperforming Schools
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Number of Underperforming Schools (UPS)
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Analysis of results 2004, 2005 and 2006

• D2

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Analysis of results 2004, 2005 and 2006 cont

• D10

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Analysis of results 2004, 2005 and 2006 cont

• D11

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Analysis of results 2004, 2005 and 2006 cont
(D11)
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Analysis of results 2004, 2005 and 2006 Cont
(D11)
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Analysis of results 2004, 2005 and 2006 cont

• D12

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Challenges

• Attendance
• Absenteeism by educators is rife
• Honouring of periods is a serious concern
• Absenteeism by learners is high (portfolio
  completion)
• Punctuality by educators and learners (non
  completion of work)
• The same poor attendance at the intervention
  programmes by learners
• Non support by educators of SSIP programme
• Culling of learners leading to bottlenecks in
  lower grades
• Unofficial condonation fraudulent placement and
  promotion of learners (secret schedules)

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Challenges cont.

• Competence of educators
• No ownership of school support programmes
• No preparation and proper planning to inform
  structured teaching
• Incomplete time table impacts negatively to
  teaching
• No relief Time Table to assist where educators
  are not available
• Non attendance at developmental workshops no
  development in content (subject knowledge)
• Teaching time not respected and protected

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Challenges cont.

• SIPs from schools not informed by specifics not
  related to day-to-day content
• Lack of self-development
• Lack of cooperation between facilitators and
  educators (educators refusing to be visited at
  schools)
• Lack of cooperation between SSIP coordinators and
  educators
• Non or poor attendance at curriculum structures -
  clusters

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Challenges cont.

• Learner Teacher Support Material (LTSM)
• Unavailability of LTSM (Literature)
• Wrong procurement of textbooks
• LTSM in storerooms (resource to encourage
  reading)
• Media / GoL centres
• LTSM budget not used optimally

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Challenges cont

• Curriculum Management
• Lack of leadership from principals and SMTs
• Slow adaptation to the changes in curriculum /
  NCS) and Nated 550
• Poor knowledge in assessment processes
• Department management systems lacking (principal
  / DP / HoD / educators)
• Class visits (management of learner books /
  educator plans) by HoDs
• IDSO in the facilitative role (SMT, SAT, SBST,
  etc) (learners at risk)
• Poor or no record-keeping
• Non compliance with memos, circulars guidelines
  and policies

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Challenges cont

• Management and Governance
• Conflict ridden schools (hierarchical structures
  characterised by bickering etc.)
• Lack of meaningful parental involvement
• Locked gates but general confusion inside
  premises
• Relations strained between SGB and SMT
• Tensions and conflict amongst structures that
  should be supporting educational processes e.g.
  SGB, RCLs, LETU, COSAS are common
• Misuse of resources lack of foresight

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Challenges cont

• Misuse of resources
• Furniture and support resources
• Lack of school ethos and culture (dress code)
• Unavailability of policies
• Where available not compliant with SASA and
  constitution
• Financial audit and records
• Handover processes not honoured

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Short Term Strategy

• Intensify on-site support to underperforming
  schools
• Schools allocated specific IDSOs for intensive
  support and monitoring
• Understanding roles and functions of SMTs
  particularly in curriculum management (IDSO role)
• Oversight meetings with SMTs mainly by IDSOs
• Availability of compliant time table and the use
  of relief time table
• District Director and EMT led programmes
• Meetings with individual principals (monthly)
• Meetings with grade 12 parents and learners (per
  term)
• Meetings with SMTs of the individual schools (per
  semester)

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Short Term Strategy cont.

• Directors Monthly Roadshows with
• Principals of the underperforming
• schools
• SMTs
• Grade 10 12 Parents and SGBs
• Grade 12 learners
• District EMT visibility at underperforming
  schools
• Standing items reports on UPS, EMT and DMT
• Ensure proper administration of leave

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Short term strategy cont

• CES IDS and CES Curriculum led programmes with
  SMTs
• Report back sessions by SMTs on completion of
  syllabus, portfolio work and class visits
• Monitor the observance of contact time
• Unannounced visits to schools by transversal
  teams from the districts

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Short Term Strategy

• FET Dev Prog
• Teacher Dev workshops subject specific on
  content, assessment practices
• Cluster meetings moderation and standardization
  of portfolio tasks - ongoing
• Learners District subject facilitators teach
  classes after normal contact time
• Learner books monitor, support and verification
  of work done (books) vs learning programmes
• Monitor and verify assessment processes as
  outlined in the school assessment plans
• Interaction with learners in the classrooms
• Study skills and career guidance facilitated by
  district assessment and inclusion officials

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Short Term Strategy cont

• SSIP programmes for grade 10, 11 12
• SIP to be specific to subjects identified as
  critical - where learner performance is below
  C-aggregate
• Afternoon classes (Mondays to Thursdays)
• Saturday classes
• Motivation and study skills for grade 11
  repeaters
• Additional material such as study buddies, study
  guides, educational supplements (newspapers) to
  be purchased for revision purposes for grade 12
  learners

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Medium to Long Term Strategy

• Quarterly meetings with the Principals of the
  underperforming schools
• Quarterly meetings with SMTs and Grade 12
  educators
• Meetings with grade 10 12 parents, learners and
  SGB members
• Each SMT member to develop a turn around plan for
  his/her department
• Encourage delegation and assignment of
  responsibilities to prevent ineffectiveness and
  encourage sharing of workload

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Medium to Long Term Strategy

• Intensive training of IDSO on IWSE as required by
  Resolution 8 2003 (IQMS) WSE policy.
• Internal Whole School Evaluation be implemented
  as stipulated in the policy, i.e. evaluation of
  all the 9 Areas of Evaluation
• Basic Functionality of the School
• Leadership, management communication
• Governance Relationship
• Quality of teaching teacher development
• Curriculum provision resources
• Learner Achievement
• School Safety, security discipline
• School Infrastructure
• Parents community

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Medium to Long Term Strategy

• The development of SIP needs to be informed by a
  holistic approach to Internal Whole School
  Evaluation.
• All Units within the district to support the
  development and implementation of SIP.
• Co-ordinated and purposeful visits by district
  officials.
• External Evaluation by OFSTED.

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Medium to Long Term cont

• Monitoring syllabus completion teacher
  preparation, pacesetters and learners books
• Control of learner books by all levels of
  management
• Curriculum clusters
• Monitoring the implementation of the turn around
  strategy of the schools

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Medium to Long Term strategy

• Camps for mathematics, physical science and
  accounting learners
• Sharing of good practices through clustering of
  schools
• Discourage geographic clustering in favour of
  inclusivity across districts
• Scrutinize all marker applications for senior
  certificates examinations
• Encourage the development of management plans for
  all types of examinations
• Grade 11 English and maths literacy programmes
• Training educators on setting quality NCS papers

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Long Term Approach

• Ensure access to quality education in all grades
  through
• Respond to Systemic Evaluation grade 3 6
• Bridging the gap between grade 3 4
• Capacitate Mathematics, Science, Technology
  English Additional language
• Capacitate SMT SGB on language policy open
  discussion
• Enhancing language proficiency through supply of
  reading material
• Encourage mother tongue instruction at grade 1
• Participation in all GDE numeracy and literacy
  interventions

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Long Term Approach cont

• Exploit Memorandum Of Understanding between
  departments, Higher Education Institutions and
  GDE
• Monitor and enforce the FET learning fields
  create school of excellence
• Enforce the subject choices grade 10 and
  fundraising for resources
• Put systems and enlighten stakeholders on
  promotion/progression requirements assessment
  plans
• Upgrade, maintain infrastructure to enhance
  teaching and learning
• Monitor mass participation in co-curricular
  activities such as sport, culture and arts
  (Wednesday happy hour).