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Presenter:Dr Muavia Gallie (PhD)

Education Moving Up Cc.muavia@mweb.co.za

Turn-Around Consortium (TAC)

-Turn Around Strategy (TAS) -An opportunity to

Getting It Right In SchoolsDriven by

School Managers Managing Change

South African Principals’ Association

Content

1. State of Education in South Africa (3-8);

2. Turn Around Strategy [TAS] (9-19);

3. 16 Principle Issues (20-55);

4. Preliminary Results of TAS (56-60);

5. Conclusion (61).

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SACMEQ Results621215471319531014118

651315312921041111478

721113141439658121015

621214111134853915107

1999-2010 + Ave

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Matrics 2010 started Gr1 in 1999

Only 44% retained!

Success rate = 8,1%

•Success-rate of the system = 8,1%•Of every 12 learners starting GradeOne, only 1 learner attains what thesystem is promising them - data 2005!

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Pass vs Success

Whether you Pass! How you Pass!

Short-Listing

EmploymentQuantity

Quality

% Different Types of schools in SA

30%

20%

10%

Under-Performing

High-Performing

DysfunctionalAnti-Functional

-20%

-10%

0%

40%

50%

60%

70%

80%

90%

100%

Qua

ntity

of P

ass

Quality of Pass (Grades)

20%50%

20%10%

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Turn-around TheoryCommon Characteristics

1. Constant crisis (Think);

2. Organisational insanity(Think);

3. Cluelessness (Think);

4. Relative Success (Think);

5. Sub-Optimisation (Think);

6. Indirect Causes (Think);

7. ‘Sorry is Okay’ mentality(Think);

8. Segmented morals -situational ethics (Think);

9. Multiple clicks/ groups (Do);

10.Broken behaviour-consequence chain (Do).

If you can’t Think it,You can’t Do it!

Think(Planning)

Do(Implementing)

SRC

Proc

ess

Tool

s

PD

Feel(Monitoring and Evaluating)

Accountability

Ow

ners

hip

Principal& SMT

AllTeachers

(Principal, Teachers, SGB & District)

Func

tion

SchoolReadiness

Teaching& Learning

Governance& District Support

CMS

Research Schools

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TAS - Helicopter view (4 Components)

5 (five)Successful Change

Steps[Planning]

5 (five)Turn Around

Phases[Process]

16 (sixteen)PrincipleIssues[Inputs]

16 (sixteen)Deliverables

[Outputs]42

5 Successful Change Steps

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5 Turn-around Phases

• Workshops

• All schoolstogether

• Muavia Gallie

• 2 hours

• 16 PrinciplesIssues ofTurn AroundStrategy asInputs

• 16Deliverablesas Outputs

• Principal

• Ownership

Phase 1

• Workshops + Faceto face site work

• Individual schools

• Muavia Gallie

• Face to face sitework

• Individual schools

• Mentors + Experts

• Face to face site work

• Individual schools

• Mentors

• Workshops

• All schools together

• Muavia Gallie

Methods

• 6 - 12 months• 1,5 - 2 years• 3 - 6 months• 2 days (full days) Or

• 6 x 2.5 hours

Period

• Compliance

• Governance

• Operationalmanagement

• T+L intelligencesystems

• Staff development

• Teacherprofessionaldevelopment

• 8 School ReadinessComponents =Attendance, T+L Info,Annual Plan, TT, TLSchedules,Organogram, TLSM

• CMM = Attendance,SBA, Curr. completion

• (B) Baseline Survey(P)

• (D) SRC self-rating (P+ SMT)

• (A) FunctionalityQuestionnaire (S)

Data tools

• District

• School leaders

• Community

• School staff(professional andsupport)

• Principal and SMT• Principal, SMT,Teachers, SGB reps,District, Community

Participants

• Ensuringsustainability

• SRC + CMMimplementation

• Closing gaps

• SRC toolsdevelopment

• Design CMM

• Buying into thisstrategy

Focus

Phase 5Phase 4Phase 3Phase 2

TAS - Face-to-Face view (4 Tools)

8 (eight)School Readiness

Components[Planning]6 (six)

Curriculum Management

Design[Input]

4 (four)Closing the Gap

BEAR[Process]

6 (six)Sustainability

Model[Outputs]

241. Teachers2. SMT3. Principal4. SGB5. District6. Community

1. Attendance2. Teacher Info3. Learner Info4. Annual Planning5. Timetabling6. TL Scheduling7. Organogram8. LTSM

1. Nat. Educ. Strategy2. District Curr. Man.3. School Instr. Design4. Faculty T + L5. Classroom L + Assess.6. Home L Plan

1. Believes2. Expectations3. Attitudes4. Relationships

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16 Deliverables/Outcomes

Systems efficiency1. Being ready (proactive);

2. Always focus on the ‘key deliverables’;

3. Data driven decision-making;

4. Clear and implementable rules.

Culture1. ‘Bring it on!’ attitude;

2. Adults who model what they value;

3. Teachers ‘don’t sweat the small stuff’;

4. Teachers know ‘what it takes to besuccessful’.

Relationships

1. Utilise organisational strength;

2. High commitment and expectation tosucceed;

3. Recognise ability to transform andchange;

4. Teachers care deeply about alllearners.

Individual

1. Recognise the high risk;

2. Think differently;

3. Redefine ‘normal’ and ‘reality’;

4. Know, understand and service ‘youngpeople’.

1-4 Individual Development

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4-8 Relationship Development

9-12 Culture & Climate Development

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13-16 Systems Development

16 Principle Issues1. Psyche of Dysfunctionality;2. Organised dysfunctionality;3. Data/information/knowledge/intelligent decision

making;4. Champion/ leader driven;5. Eight school readiness components (SRC);6. Whole school development/ school

improvement plan;7. School level support;8. Networking/ partnering systems;9. Compliance/ governance/ operational

management/ leadership systems;10. Accountability commitments;11. Aligning the curriculum, instruction, teaching,

learning, assessment systems;12. Professional development of teachers - closing

the attitude, believes, thinking and skills gaps;13. Expert and mentor support;14. Time on task;15. Managing what you know (ICT);16. Focus on the core - student achievements.

391011

141528164

1312765

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Heart (Believes)Head (Systems)Hands (Action)Purpose (Vision)

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Principle Issue 1: Psyche of Dysfunctionality

- Socialisation within an organisation - loose awareness;

- About the way organisation behaves towards others,how people within relate to each other, the subtext ofinteractions, projections and feelings we experience,etc.

- Schein (1987) - “… it is the observed anomalies, blanklooks in response to simple questions, defensive denialand counter-arguments, and various other kinds ofemotional response that that occur in reaction to myown behaviour that are the most valuable sources ofinsight into what is going on.”

Principle Issue 1: Psyche of Dysfunctionality … cont.• Two case study examples (both in education):- Organisation A: already a postponed meeting - only 2 pitched - too short notice …

arrived early … expecting 15 people … had to assist receptionist to organise room … at15h00, only 3 … 15h15 had 5 … 15h30 had 7 … 15h45, coordinator started meetingwith 9 people … when senior person entered, long handshakes with complicated moves,very little smiles … presented work (had to skip slides - jokes) … each member took inassigned role (hard man, facilitator, pragmatist, note-taker) … posed questions whichhad been already answered, but part of ritual of point scoring in front of seniors …questions clear that they did not read proposal … they wanted us to deal with the‘trouble-makers’ - unions … end of meeting - we’ll let you know … during 45 minuteswait, I asked jokingly which organisation is actually dysfuntional - nod for a juniormember

- Organisation B: prior to proposal, few members instructed by CEO to attend sessionon the work … she then invited us to informal conversations with senior mangers …discussion included strengths and weaknesses of organisation … given a date for formalpresentation of proposal where operational and supervisory staff present …considerable engagement with core ideas in presentation … reactions were openlydiscussed and decision-making done in our presence … head indicated “we are notgoing to ask you to leave while we talk abut our decision” … group members raisedpoints of clarification or support, and challenged basis of the work … key beneficiaries ofthe strategy were in the room, discussion the decision on an equal basis.

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Principle Issue 2: Dysfunctionality by Design

• Imagine I am the President of South Africa in1948, and ask you to design me an education forBlacks, which will deliver for me a ‘cheap labourmarket’:- Teacher quality;- ‘Look and Feel’ of schools;- Teaching and Learning;- Time on task;- Curriculum;- Performance expectations;- Culture and climate among colleagues;- Training programme of teachers;- Etc.

Principle Issue 2: Dysfunctionality by Design … cont.

HSRC 2006, p.27

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Principle Issue 2: Dysfunctionality by Design … cont.

HSRC 2006, p.27

Principle Issue 3: DIKI Decision-MakingWith the formation of the Democratic Government in1994, a country had to amalgamate 18 differentdepartments of education into one. It wasconfronted with scenarios related to pupil-teacherratio and salary parity among teachers:

• Scenario 1: It had over 12 million learners, with only360 000 teachers. How do you solve this problem,taking into account that the uneven distribution ofhistorical ratios (Africans 1:50; Coloured 1:28;Indians 1:22) will be unacceptable?

• Scenario 2: It had 360 000 teachers, who were paidout of the fiscal, salary based on the racialdemarcation. How do you solve this problem, giventhat there will be no increase in the tax base?

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Principle Issue 3: DIKI Decision-Making … cont.

Give your opinion during each of thesesteps:

1. A learner gets 20% in a recent test inMath (Data).

2. The learner has been getting over 80%for the last five years (Information).

3. The learner is taught by the PhysicalEducation teacher, in order to make uphis teaching allocation (Knowledge).

4. The teacher has no methodology inMathematics (Intelligence).

Principle Issue 4: Champion/Leader driven

Leadership is adecision, not a

position, a title or afunction.

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Principle Issue 4: Champion/Leader driven … cont.

Looking downwards -Managing the staff in

order to maximise theirperformance both as

individuals, teams andorganisation

Looking upwards -Managing the schools

in order to achieveorganisation

commitment and goals

Looking backwards -Monitoring progress

with appropriate controlsystems, to ensure thegoals are met and theteam learns from its

mistakes

Looking inwards -Managing self by reviewingyour performance to ensure

that you make a positivecontribution to the goals

Looking outwards -Managing the parents,learners, stakeholders

and community to ensurethe learner achievementsmeet their expectations

Looking forwards -Planning in order toensure that the team

sets realistic targets, andobtains appropriate

resources to achievethose targets

Role of theChampion/

Leader

Principle Issue 4: Champion/Leader driven … cont.

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Principle Issue 5: SRCs

1. Attendance [Teachers and Learners];2. Teacher Information;3. Learner Information;4. Annual Planning;5. Timetabling;6. Teaching and Learning Schedules;7. Organogram;8. Learning and Teaching Support Materials.

Principle Issue 5: SRCs … cont.

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Principle Issue 6: WSE/SIPs

Leadership

Personnel &ProfessionalLearning

School &CommunityRelations

Data &InformationManagement

Teaching andLearning

1.1 Curriculum1.2 Instruction1.3 Assessment

2.1 Instructional2.2 Shared2.3 Operational

ResourceManagement

3.1 PersonnelQualifications

3.2 ProfessionalLearning

5.1 Parent/ FamilyInvolvement

5.2 CommunityInvolvement

4.1 DataManagement

4.2 InformationManagement

Principle Issue 6: WSE/SIPs … cont.

Leadership

Personnel &Professional

Learning

School & Community Relations

Data &InformationManagement

Teaching andLearning1.1 Curriculum1.2 Instruction1.3 Assessment

2.1 Instructional2.2 Shared2.3 Operational Resource Management

3.1 PersonnelQualifications

3.2 ProfessionalLearning

4.2 CommunityInvolvement

4.1 DataManagement

4.2 InformationManagement

4.1 Parent/ FamilyInvolvement

Classroom School

School Community Circuit/District

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Principle Issue 7: School level support

• Academic Support- Apart for a few workshops together, allother work will be done with individualschools, principals, and SMTs.

Principle Issue 7: School level support … cont.

• Non-Academic Support- Utilise available capacities, skills andexpertise of all;- Teachers don’t need to do ‘everything’;- Go the ‘extra mile’;- See beyond the ‘problems’;- Take ownership in problems and solutions;

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Principle Issue 8: Network/partner system• Networking (Are you plugged in?):

- When will you know a learner has been rapedduring the past weekend?- When will you know if a teacher did not ‘pitch up’in class?- When will you know if a teacher never taught forthe whole day?- When will you know if a teacher is messing aroundwith school girls?- When will you know if a new policy in educationcame out?- When will you know if the ‘policy makers’ arethinking about new policies?

• When there is a ‘sale’ - Do you know about it beforeit starts?, When it is the opening day?, The last dayof the sale?, or When it is over?

Principle Issue 8: Network/partner system … cont.

• Partners (You are as good as whom youknow.)- Learners;- Teachers;- Parents;- Community members;- Businesses.

Equity

Transparency

Mutual Benefit

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Partnership mapping

Principle Issue 9: CGOML systems• Compliance System

- 50% My Job;- 25% Compliance towards Supervisor;- 25% Support and Development to Juniors;

• Governance System- Confusion between ‘operational management’and ‘governance’;- Governance is determining the ‘policies andrules’, and the consequences of ‘breaking thoserules’;- Setting the ‘community academic expectations’too.

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Principle Issue 9: CGOML systems … cont.• Operational System

- Establishing the administrative processes -implementing the ‘rules and regulations’;

• Management System- Establishing the ‘culture and climate’ throughhuman interactions (HRM);- Includes ‘conditions of service’ (legislation);

• Leadership System- Establishing a ‘vision’ (dream image) of the future,that is worth ‘all the sacrifice’;- Image that will connect with the ‘heart’ (giving youthat warm feeling) more than the ‘head’.

Principle Issue 10: Accountability system

If you are getting paid, then you shouldbe accountable!

• The continuing concern for checks, oversight, surveillance,and institutional constraints on the excise of power;

• Three ways of controlling the use of political and otherpowers by managers:- enforcement;- monitoring and;- answerability.

• Types of accountability systems:- compliance with regulations (accountability to seniors);- adherence to professional norms (accountability to peers);- results/learner achievements driven (accountability tolearners/parents);

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Principle Issue 10: Accountability system … cont.

Principle Issue 11: Align CITLA systems

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Principle Issue 11: Align CITLA systems … cont.

Principle Issue 12: Closing the Gap (BEAR)

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Principle Issue 12: Closing the Gap (BEAR)… cont.

Principle Issue 13: Expert & Mentor support

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Principle Issue 13: Expert & Mentor support … cont.

Principle Issue 14: Time-on-TaskGrade 3 = 25

Grade 4-6 = 27.5

Grade 7-9 = 27.5

Grade 10-12 = 27.5

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Principle Issue 14: Time-on-Task … cont.

Do the Maths!

Calendar Year

School Academic Year

Attendance for the Year

School Day Length

Allocated Time

Instructional Time

Engaged Time

LearningAcademicLearning Time

Teaching

Principle Issue 15: Managing what you Know (ICT)

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Principle Issue 15: Managing what you Know (ICT) … cont.

Principle Issue 16: Learner Achievement

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Principle Issue 16: Learner Achievement … cont.

2. Lubombo Circuit (Buy-in)• Circuit in Mpumalanga, bordering with

Mozambique;• 34 Schools (both primary and secondary) attended

the 2 days session;• Circuit manager was present for the entire two

days;• After introductory questions were posed to schools

(2.5 hours session), schools had to ‘self-identify’ atwhat level they are of school functionality;

• 1 high; 17 under-performing; 16 dysfunctional.

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1.4 GDE PPS Project

Gauteng Schools with challengesProject Manager Schools DivisionNo Grade 12 Results

20082009

Variance Up Down Same1 35 49 14 12 50 53 3 13 24 26 2 14 27 34 7 15 47 46 -1 16 46 73 27 17 26 46 20 18 29 38 9 19 38 39 1 110 48 38 -10 111 29 46 17 112 28 28 113 29 76 47 114 39 22 -17 115 48 66 18 116 29 52 23 117 33 68 35 118 30 65 35 119 12 30 18 120 27 39 12 121 30 16 -14 122 42 38 -4 123 51 46 -5 124 40 96 56 125 42 46 4 126 45 63 18 127 48 85 37 128 55 54 -1 129 55 51 -4 1

30 66 66 0 131 56 48 -8 1

Ave. 12.5 21 9 165.6% 28.1% 3.1%

Ave. 20.5 -7.1

1.5.2 GE UPS Matric Results2008-2010

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1.5.3 SMS from GE school------ SMS ------From: +27826257426Received: Jan 13, 2011 11:15Subject: Dr Muavia Gallie ,

Dr Muavia Gallie, the name of our school is AsserMaloka in Duduza(Nigel). When we joined yourprogramme were sitting @ 35%(2008), 49%(2009),and for 2010 we are @ 86.23%. My principal and Iwish to express our heartfelt gratitude to you andyour whole team. From Deputy Principal:FET.VuyoNcokazi.

1.6.2 GDE PPS Matric Results2008 - 2010 (2010 ascending)

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10. Conclusion - Theory of Change

Adulthood Outcomes:

• Citizenry

• Leadership

Teaching andLearning:

• Culturalresponsiveness

• Affirmingpotential andpossibilities

Social/ Emotionalprogrammes:

• Reward system

• Peer groups

• Extra-muralactivities, etc.

AcademicIssues:

• Lack ofrelevancy tolearners

Educational Outcomes

• Higher learnerachievement

In learnerexpectationsand behaviour:

• Higherlikelihood ofsuccess

Critical Features:

• Positive,nurturing teachers,leadership,‘connected”/‘belonging’philosophy

Social/EmotionalIssues:

• Lack of self-esteem

• Identitycrises

ImprovementChangeSchoolFraming

ThankYou!!