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Dysfunctionality to functionality? Developing schools through an
informally structured professional development programme
EMASA CONFERENCE11-13 March 2011
Cape Peninsula University of TechnologyBellville Campus
Visvaganthie Moodley ([email protected])Geeta Motilal ([email protected])
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DYSFUNCTIONAL SCHOOLSDYSFUNCTIONAL SCHOOLS
Dysfunctional schools: schools continue to ‘exist’ but do not accomplish the purpose for which they were created (Gallie, 2006).
Dysfunctional Functional
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DYSFUNCTIONAL SCHOOLS
Gallie (2006)
DYSFUNCTIONAL SCHOOLS
Gallie (2006)
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SYNDICATE GROUP STRUCTURE
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Why ‘informal’?
• Syndicate leader – leadership stylesaddress the specific needs of their
groupskinds of assignments & tasks were
specific to the group• Not an accredited programme
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Theories of Leadership and Teaching & Learning
(that inform the ELP)
• Hallinger & Murphy’s Model (1985) • Heneveld & Craig (1996)• Sammons et al (1995) (findings)
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Revised Conceptual FrameworkRevised Conceptual Frameworkteacher learner
school principal
other
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Attitude & MotivationTime on taskPurposeful teachingHigh expectationsContent knowledgePedagogical knowledgeClassroom managementCreating literacy rich learning environmentProfessional development
Attitude & MotivationActive participationDesire to achieveTime on taskLiteracy rich (esp. Reading & writing)
Professional leadershipAttitude & motivationVision for the school/ Shared goalsKnowledge of educator staffKnowledge of learner populationPartnership with communityVisibility, monitoring, evaluation &
feedbackMentoring strategiesWorking collaboratively
Parent & community supportResourcesConducive environmentFacilities Co-curricular & Extracurricular activities
(i) To investigate the challenges that two school principals (one primary school and one high school principal in Gauteng) experience at their schools and the extent of progress made over 18 months, since the implementation of the programme
(ii) To determine the effect that an informal, unaccredited programme has on school leadership development.
AIMS AIMS
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Positive changes in school management and leadership which affect classroom teaching and learning practices can occur, in varying degrees, within an informally structured PDP.
ARGUMENTARGUMENT
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METHODOLOGY & DATA COLLECTION PROCEDURES:
METHODOLOGY & DATA COLLECTION PROCEDURES:
• Qualitative paradigm• Case study approachDATA:• School profile information sheet (provided in
questionnaire format) • Participants’ portfolio of work (an essential
component of the programme)• individual interviews
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FINDINGS: MAJOR CHALLENGESFINDINGS: MAJOR CHALLENGESSCHOOL P (PRIMARY SCHOOL)
(1640 learners & 43 educators)
Educator subject expertiseEducator attitude & motivationText book use & managementAccountabilityOvercrowding (48 - 55 per class)Time on taskNumeracy foundations for learningLiteracy foundations for learningAssessmentFocused monitoringProfessional developmentConflict with unions
SCHOOL S(SECONDARY SCHOOL)(875 learners & 27 educators)
Socio economic problemsLearner attitude & motivationEducator attitude & motivationEducator subject expertiseTime on taskTeacher absenteeismSelf perception of ineffective
leadership qualitiesMonitoring of curriculum
deliveryProfessional developmentConflict with SGB
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FINDINGS: SCHOOL PFINDINGS: SCHOOL P
Language scores: Pass – 50%
GRADE04/19/23 12
FINDINGS: SCHOOL PFINDINGS: SCHOOL P
Maths scores: Pass – 50%
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SCHOOL P: ACTION SCHOOL P: ACTION
• Focused monitoring: Time on task• Text book use & management• Professional development
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‘... before I never calculated the wasted minutes. I’d just scold and say “we are wasting time” and all that. But when you just highlighted what about the 15mins you waste in the morning before you er start school, what about the minutes after break when learners must go to the classroom’ … the (programme) ‘really raised the bar’ then I went back to school … we (the deputy principal & speaker) took our pens to the assembly and we just monitored about 5 teachers. Ok. ... we recorded the time learners took to move from the assembly to the classroom and then we looked at the teachers. Teachers were busy talking to others and we counted the minutes, then we saw one teacher having a page walking towards the admin office, and saw she wanted to make copies for that period. Then we saw her with a stack of papers walking towards her class to teach. The period was 40 mins long and now she was left with 15 minutes to teach. ...’04/19/23 15
FINDINGS: SCHOOL Pfocused monitoring: time on task
FINDINGS: SCHOOL Pfocused monitoring: time on task
• ‘... we were so scared to give the learners the books, we used to give them in class but not to let them take them home’ ... ;
• ‘Because when a child has lost a book, the parent would say “I’m not employed”, “I’ve got no money”. But after (you emphasised) “How will a learner learn to read if they don’t have a book to read” and this thing about writing notes on the chalkboard when it is in the book it’s a waste of time. So we (the staff) decided that we call a meeting with the parents and they must sign for the text books to look after them. ...’
• ‘So now more work is covered in the 40 minutes’ ... and the learners, they are doing more homework. Ja, they are writing more... and the spelling of words, they copy the correct spelling now’.
• ‘And we teaching them (the learners) to respect and love their books and look after them.’
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FINDINGS: SCHOOL PText Book Use & Management
FINDINGS: SCHOOL PText Book Use & Management
Teacher absenteeism• Monitoring ofi) educator’s attendance andii) going to class in time.
drew up a monitoring tool in the form of a register where each educator had to sign in and out.
At the end of the week he summed up the data defaulters were called to account for their attendance. Monitored teachers time in class
Results: The monitoring tools had an immediate impact whereby educators’ attendance improved dramatically.
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Monitoring of Curriculum delivery• Principal B began effective monitoring of the curriculum by
indicating in his interview that “I started analyzing data/test results… I learnt that through these results
you can determine curriculum performance… I then had term meetings –we discussed where we are, how we were performing and how to improve the performance…”
• Some of the solutions were “to encourage those underperforming educators to develop
themselves”, to “discuss with learners and to give learners incentives…”
Results: Results have improved from the first term to the second term.
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FINDINGS: SCHOOL PProfessional development workshops
FINDINGS: SCHOOL PProfessional development workshops
Professional development• Monitoring and mentoring of educators by HODs• Induction of new educators• HODs and Subject advisors to demonstrate lessons to
educators• Educators were encouraged to consult HODs when they
have problems and avoid waiting until it is too late• The IDSO to monitor and mentor principals• Networking• Ongoing collaboration with feeder schools so that
primary schools and high school have a good understanding of each level and its requirements.
• The ELS group to meet every term to discuss challenges and progress made thus far
Results: much more collaboration, sharing of ideas, attitude change and overall improvement
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Conclusions• Principal characteristics:
Positive attitudes High expectations of self & school as a whole
Takes ownership of schoolPresence is felt in schoolShares in the responsibility for learner performanceCollaborates with staff & community towards benefit of learnersUnafraid to approach teachers on a one to oneDraws on stronger teachers to act as mentors to those who need developmentOffers professional & academic leadership
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• That a professional development programme need not be accredited to achieve its aims
• That positive changes can be made to dys- & semi-functional schools, depending on the attitude and motivation, and other qualities (mentioned above) of the principal & staff
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ConclusionsConclusions
