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BECOMING A VISIBLE PRINCIPAL Lindiwe Tshabalala 20 – 22 July 2013 www.educationweek.co.za 1

BECOMING A VISIBLE PRINCIPAL Lindiwe Tshabalala 20 – 22 July 2013 1

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BECOMING A VISIBLE PRINCIPAL

Lindiwe Tshabalala

20 – 22 July 2013 www.educationweek.co.za 1

Background

• New principal• Given WSE document, being told that there

should be quality teaching and learning daily• Bad performance in SAQMEC and Foundations

for Learning• Some HOD reports not matching what is really

happening in the classrooms i.e.  All is well whereas all is not well.

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Daily Challenges

• High level of late coming, • High level of absenteeism, • No work in the learners' books or if it is there it

has not been marked/controlled or it is of poor quality

• Many late arrivals and early departures

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GDE Intervention

• Was fortunate to be given an opportunity to get support and development from Matthew Goniwe and Wits university: Executive leadership in teaching and learning.

• Those interventions gave me direction

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My approach after development

• Started to do internal WSE annually, • Nine groups informed by nine WSE key areas

were formed• Groups explored the situation, submitted and

presented findings.

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Before the WSE process

• Defining our company’s name• What is the product that we are selling?• Who is our client? • Do we still have clients? • Are our clients still interested in our product?• Are we certain that we still have clients who very

much interested in our product?

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What makes our client to be ALWAYS interested in our

product?• Each group write five things that keeps the client

happy?• Each group write five things that might made our

client to loose interest in our product.• What is it that we need to do as a company to

ensure that the client stays interested?

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Decided to focus on curriculum related issues viz.

key areas 4, 5, 6. as core business

• Quality of teaching and learning, and educator development

• Curriculum provision and resources • Learner achievement

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Human resource audit• Used questionnaires for learners evaluation educators • Educators evaluating themselves• Educators evaluating SMT• Parents evaluating educators• Principal and deputies conducting operation grab a bag• Did time audit i.e. after assembly, after short and long

break, during change of periods

IQMS linked to daily activities

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Recommendations on human resource

• Ensure that the workers know exactly what is expected from them i.e. Principal, Deputies, HODs, PL1 educators, SGB

• Ensure that everyone does what is expected from him/her – i.e. Job descriptions

• Ensure that systems are in place in place for effective implementation i.e. policies/legislation for quality assurance

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What kind of human resource do we have in this company?

Committed and competent • Qualified and still studying – implementing what

they are studying in their work• Honour their periods without being pushed• Have extra classes out of their own initiative• Come to school during holidays• Stay after school till late

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Committed and competent cont.• Do not mind to take work home• Come to school on Saturdays without being asked by the

Principal• Comply with Circular 38/2007 and professional code of ethics• Never defiant regarding anything relating to their job

description• Assist new colleagues without being asked• Practically show full understanding of why they are at school• Never accept/openly reject negative influence from defiant

colleagues

Approximately 70%

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Not committed but competent• Qualified and studying

• Complain about everything

• It is always a struggle before they can implement what is supposed to be implemented

• Mostly pretend not to understand what is supposed to be done

• Late submissions all the time

• Very little work in the learners’ books, Some of the books are not monitored

• Always hide behind contextual factors as an excuse not to implement

• Enjoy clustering and gossiping; fail to fruitfully utilize non contact time.

 

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Not committed but competent

• Like to involve union if/when the going gets tough• Lack of passion for their profession • High level of absenteeism, regularly requesting early

departure and late arrival• Mostly do good things if they will benefit something (no

consistency)• Easily influenced to be defiant (lack of backbone) • Most of the time they sit on the chair during teaching time• Neglect struggling learners, Self centred and not learner

centred • Have negative attitude towards school matters and

management

Approximately 5%

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Not competent but committed• Sometimes they are fresh from college and

university• Poor time management• Need mentoring at all times• Poor classroom management skills• Always at school and busy in class but one cannot

really see the results• Still struggle with the content that needs to be

taught• Very little work in learners’ exercise books

 Approximately: 20% (mostly new educators)

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Not committed and not competent

• Mostly not studying• Sit while teaching• Cannot account for struggling learners • Late submissions• Mentoring and development have very little or no impact –

undevelopable. • They are long in the field but continue to make the same

mistakes• Plan to leave for greener pastures soon but never leave• Try to change for two days and the third day they go back to

old habits

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Not committed and not competent

• Very little work in the learners books• Some of the books are not monitored• Gossip and complain about everything• Have negative attitude towards school matters• Blame other people for everything• Hate management and are never satisfied about everything • Always telling colleagues that very soon they will leaving

for greener pastures

Approximately: 5% (mostly hiding behind union without understanding union’s constitution)

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Not committed but competent• Qualified and studying• Complain about everything• It is always a struggle before they can implement what is

supposed to be implemented • Mostly pretend not to understand what is supposed to be

done• Late submissions all the time• Very little work in the learners’ books and some of the books

are not monitored• Always hide behind contextual factors as an excuse not to

implement• Enjoy clustering and gossiping; fail to fruitfully utilize non

contact time.

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Not committed but competent cont.

• Lack of passion for their profession • High level of absenteeism, regularly requesting early departure

and late arrival• Mostly do good things if they will benefit something (no

consistency)• Easily influenced to be defiant (lack of backbone) • Most of the time they sit on the chair during teaching time• Neglect struggling learners, self centred and not learner centred • Have negative attitude towards school matters and

management

Approximately 5%

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Legislative framework to be adhered to

• Circular 38/2007 – core business• Collective agreement 8/2003 – IQMS• CIRCULAR 62/2007 – Poor performance • Circular 65/2007 – misconduct • Circular 45/2008 – leave management • Code of professional ethics – SACE• Pledges

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After the interventions• Systems were in place• Reviewed and signed policies at the beginning of

each year for effective implementation• Signed pledges and displayed them to be read by

parents • Instructional leadership took priority: operation grab

a bag was formalized. • Moved from blanket incentives to individual

incentives

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After the interventions cont.

• Had a lot internal workshops: performance standard 5 in IQMS

• Encouraged shared leadership• Reading and writing improved• Numeracy skills improved• Parents fell in love with the schools• ANA results improved

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Ngiyabonga

Ndzankhensa

Thank you

Ndolivhuha

Ndiyabulela

Baie dankie

Kea leboha

Kea leboga

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