HOD ASSESSMENT HOD ASSESSMENT WORKSHOPWORKSHOP

20 APRIL 201320 APRIL 2013University of University of JohannesburgJohannesburg

PresenterPresenterDAYA CHETTYDAYA CHETTY

THEME FOR 2013THEME FOR 2013

““STRIVING FOR STRIVING FOR 100%100% PASS RATE”PASS RATE”

LET US BE LET US BE INSPIRATIONAL INSPIRATIONAL

TEACHERSTEACHERS!!

MATRIC RESULTS 2012MATRIC RESULTS 2012

NATIONAL PASS RATENATIONAL PASS RATE 73,9%73,9%

PROVINCIAL PASS RATEPROVINCIAL PASS RATE 83,9%83,9%

DISTRICT PASS RATEDISTRICT PASS RATE 84%84%

MATRIC 2012MATRIC 2012TOP ACHIEVERSTOP ACHIEVERS

Megan De VriesMegan De Vries - - Fourways High Fourways High School School No.1No.1

8 distinctions (highest marks overall)8 distinctions (highest marks overall)

Cindy Ndlovu Cindy Ndlovu – – Soshanguve Soshanguve Secondary SchoolSecondary School

No.2 – 7 distinctions -highest mark No.2 – 7 distinctions -highest mark Acc/B.StudiesAcc/B.Studies

TOP SCHOOLS IN TOP SCHOOLS IN PROVINCEPROVINCE

GAUTENG NO.1 GAUTENG NO.1 PROVINCEPROVINCE Hoerskool WaterkloofHoerskool Waterkloof

Hoerskool MenloparkHoerskool Menlopark Pretoria High School for GirlsPretoria High School for Girls Hoerskool GarsfonteinHoerskool Garsfontein Hoerskool EldoraigneHoerskool Eldoraigne

MATRIC RESULTS 2012MATRIC RESULTS 2012MOST IMPROVED MOST IMPROVED

SCHOOLSCHOOLEdward Phatudi Secondary School – Edward Phatudi Secondary School –

AtteridgevilleAtteridgeville

36,6 % in 2011 36,6 % in 2011 to to 90,5% in 201290,5% in 2012

54% increase in matric results 54% increase in matric results (phenomenal)(phenomenal)

Reasons for increase:Reasons for increase:• One on One meetings with grade 12 learners.One on One meetings with grade 12 learners.• Learners encouraged to prepare own study Learners encouraged to prepare own study

timetable.timetable.• Teachers called parents regularly about Teachers called parents regularly about

learners homework, studying, marks, learners homework, studying, marks, attendance, etc.attendance, etc.

MOST IMPROVED MOST IMPROVED SCHOOLSCHOOL

• Teachers had extra lessons for Teachers had extra lessons for learners in the morning, afternoons learners in the morning, afternoons and Saturdays.and Saturdays.

• Motivational speakersMotivational speakers• Teachers and learners worked with Teachers and learners worked with

other schools.other schools.• Teachers motivated learners to do Teachers motivated learners to do

better.better.• Top students – 4 distinctions.Top students – 4 distinctions.

FOCUS ON QUALITY OF FOCUS ON QUALITY OF RESULTSRESULTS

• Public puts too much pressure on Public puts too much pressure on politicians to produce improved results. politicians to produce improved results. Mary MetcalfeMary Metcalfe

• We should rather be putting pressure on We should rather be putting pressure on them to improve the conditions and them to improve the conditions and behaviours that will impact on improved behaviours that will impact on improved learning.learning.

• Deliberate holding back of weaker grade Deliberate holding back of weaker grade 11 pupils for fear that the school’s grade 11 pupils for fear that the school’s grade 12 pass rate will drop.12 pass rate will drop.

• Teaching for the examTeaching for the exam

FOCUS ON QUALITY OF FOCUS ON QUALITY OF RESULTSRESULTS

• Subjugating the needs of top candidates to Subjugating the needs of top candidates to those at the bottom.those at the bottom.

• Subjugating the needs of the individual to Subjugating the needs of the individual to those of the department of Education. those of the department of Education. Tim Tim Gordon – Head of Governing body Gordon – Head of Governing body foundationfoundation

• The pass rate does not tell us anything about The pass rate does not tell us anything about subject combinations that led to high pass subject combinations that led to high pass rate.rate.

• 56% of students took Maths in 2008 only 56% of students took Maths in 2008 only 45% took it in 201145% took it in 2011. More opting for Maths . More opting for Maths Literacy.Literacy.

FOCUS ON QUALITY OF FOCUS ON QUALITY OF RESULTSRESULTS

According to Francis faller – Wits According to Francis faller – Wits UniversityUniversity

“ “ Ultimately beyond access to textbooks and Ultimately beyond access to textbooks and resources, the one factor that stood above resources, the one factor that stood above all was the all was the quality of teachersquality of teachers.”.”

“ “ The success and lack of success of a school The success and lack of success of a school has a lot to do with the management of has a lot to do with the management of schools.”schools.”

MATRIC PASS RATE MATRIC PASS RATE 20002000 58%58% 20112011 92%92% 20012001 75%75% 20122012 82% *82% * 20022002 77%77% 20132013 100% 100%

(?)(?) 20032003 90%90% 20042004 82%82% 20052005 82%82% 20062006 88%88% 20072007 86%86% 2008 2008 97%97% 20092009 97,6%97,6% 20102010 98% 98% 04/19/23 11

REASON FOR POOR REASON FOR POOR MATRIC PASS RATE MATRIC PASS RATE

** As you can see from the % pass rate from As you can see from the % pass rate from 2000 to 2012 has shown a clear indicator 2000 to 2012 has shown a clear indicator of what happens when there is a lack of of what happens when there is a lack of monitoring.monitoring.

* Factors of * Factors of dysfunctionalitydysfunctionality over a period over a period of time only start showing up later.of time only start showing up later.

• The lack of effective teaching and The lack of effective teaching and learning and poor supervision from SMT learning and poor supervision from SMT has led to this situation.has led to this situation.

• The school has gone full cycle. The only The school has gone full cycle. The only way now is way now is UPWARDS!UPWARDS!

MATRIC RESULTSMATRIC RESULTSCONCLUSIONCONCLUSION

We owe it to our children to heed We owe it to our children to heed Einstein’s warning:Einstein’s warning:

““Insanity; doing the same thing over Insanity; doing the same thing over and over again and expecting different and over again and expecting different results.”results.”

Politicians, education leaders, unions, and Politicians, education leaders, unions, and civil society, especially teachers must civil society, especially teachers must reach beyond the norm in 2013 and do reach beyond the norm in 2013 and do something better to create a future very something better to create a future very different from our past.different from our past.

CRISIS IN S.A PRIMARY CRISIS IN S.A PRIMARY SCHOOLSSCHOOLS

Comparative research by SA Institute Comparative research by SA Institute of Race Relations (SAIRR).of Race Relations (SAIRR).

““South African Schools are amongst South African Schools are amongst the worst in Africa.”the worst in Africa.”

Among Southern and Eastern African Among Southern and Eastern African countries that participated in the study countries that participated in the study on schooling quality, S.A scored below on schooling quality, S.A scored below average on reading and mathematics average on reading and mathematics proficiency for grade 6 learners.proficiency for grade 6 learners.

Only one in five SA learners attained Only one in five SA learners attained the desired level of reading mastery.the desired level of reading mastery.

04/19/23 14

NO CHILD LEFT BEHINDNO CHILD LEFT BEHIND

FACTSFACTS

“ “ This was despite SA having a This was despite SA having a higher per capita GDP, a higher higher per capita GDP, a higher human development index human development index rating, and a higher spending rating, and a higher spending per primary school learner than per primary school learner than many of the countries that many of the countries that recorded better scores.”recorded better scores.”

04/19/23 15

NO CHILD LEFT BEHINDNO CHILD LEFT BEHIND

FACTSFACTS

“ “ This was despite SA having a This was despite SA having a higher per capita GDP, a higher higher per capita GDP, a higher human development index human development index rating, and a higher spending rating, and a higher spending per primary school learner than per primary school learner than many of the countries that many of the countries that recorded better scores.”recorded better scores.”

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WHAT SHOULD BE WHAT SHOULD BE DONE?DONE?

There is a basic skills deficit at There is a basic skills deficit at primary and secondary school level.primary and secondary school level.

What are parents and experts saying?What are parents and experts saying?

They are all calling for a “back to They are all calling for a “back to basics” approach in teaching, focusing basics” approach in teaching, focusing on reading, writing and mathematics.”on reading, writing and mathematics.”

04/19/23 17

WHAT DOES THIS MEAN?WHAT DOES THIS MEAN?How can this be achieved?How can this be achieved?

Every learner should receive a quality Every learner should receive a quality education.education.

Educators should go the extra mile to Educators should go the extra mile to ensure that work is understood by all.ensure that work is understood by all.

Create opportunities for both slow and Create opportunities for both slow and fast learners in class.fast learners in class.

Every educator should have a strategy to Every educator should have a strategy to deal with learners that perform poorly in deal with learners that perform poorly in assessments.assessments.

Ongoing intervention classes after normal Ongoing intervention classes after normal teaching timeteaching time..

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NO CHILD LEFT BEHINDNO CHILD LEFT BEHIND Ensure that baseline assessment is Ensure that baseline assessment is

conducted in all learning areas before conducted in all learning areas before commencing new work.commencing new work.

Ensure that worksheets are at the level of Ensure that worksheets are at the level of the grade. Readability check on the grade. Readability check on worksheets can be done on computer.worksheets can be done on computer.

Provide more exercises to reinforce Provide more exercises to reinforce learning.learning.

Homework should be given regularly to Homework should be given regularly to extend work done in class.extend work done in class.

Plan lessons using a variety of skills and Plan lessons using a variety of skills and applications.applications.

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BACK TO BASICSBACK TO BASICS Every educator should be a language Every educator should be a language

educator.educator. Reading should be part of every learning Reading should be part of every learning

area/subject, every period.area/subject, every period. Teach new vocabulary thoroughly before Teach new vocabulary thoroughly before

commencing with the actual teaching of commencing with the actual teaching of concepts.concepts.

Grammar, content and context should be Grammar, content and context should be integrated in all lessons.integrated in all lessons.

Use comprehension passages and Use comprehension passages and contextual based questions in all learning contextual based questions in all learning areas to create more analytic thinkers.areas to create more analytic thinkers.

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WHAT IS EXPECTED FROM WHAT IS EXPECTED FROM EDUCATORS?EDUCATORS?

Lessons will have to be designed to Lessons will have to be designed to accommodate this approach to accommodate this approach to teaching.teaching.

Improved planning and preparation.Improved planning and preparation. More research into teaching More research into teaching

methodology and teaching content. methodology and teaching content. Use a variety of teaching and Use a variety of teaching and learning resources. (Request more learning resources. (Request more books if required, provided they will books if required, provided they will enhance your teaching.)enhance your teaching.)

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NO CHILD LEFT BEHINDNO CHILD LEFT BEHIND MATHEMATICSMATHEMATICS• Drilling and continuous testing of Drilling and continuous testing of

multiplication tables in all grades.multiplication tables in all grades.• Use of varied strategies to teach tables and Use of varied strategies to teach tables and

other operation signs.other operation signs.• Use of other learning areas to address math Use of other learning areas to address math

concepts.concepts.• Homework tasks which are enjoyable and Homework tasks which are enjoyable and

ensure mastering of concepts.ensure mastering of concepts.• Skilled educators who can teach math and Skilled educators who can teach math and

qualified educators who can address the qualified educators who can address the needs of learners.needs of learners.

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DUTIES AND EXPECTATIONS OF DUTIES AND EXPECTATIONS OF GRADE 8-12 SUBJECT/CLASS GRADE 8-12 SUBJECT/CLASS EDUCATORS (refer Educators EDUCATORS (refer Educators

Employment Act)Employment Act) Class Educator dutiesClass Educator duties Complete attendance registers daily and Complete attendance registers daily and

submit to office before 9am.submit to office before 9am. Intervention classes once per Intervention classes once per

week/Saturdays.week/Saturdays. Intervention classes 4 days every school Intervention classes 4 days every school

vacation.vacation. Support to learners requiring additional Support to learners requiring additional

support.support. Attend all school functions and parents Attend all school functions and parents

meetings.meetings.

INTERVENTIONSINTERVENTIONS

Diagnostic analysis of results after written Diagnostic analysis of results after written assessments.assessments.

Completion of schedules each term.Completion of schedules each term. Updating learner profiles each term.Updating learner profiles each term. Completing learner report cards for each Completing learner report cards for each

term.term. Collect consent forms and other Collect consent forms and other

administrative documents from learners.administrative documents from learners.

GRADE 8- 12 GRADE 8- 12 EDUCATORSEDUCATORS

Contact parents for the following Contact parents for the following reasons:reasons:

Communicate poor learner results in Communicate poor learner results in assessments.assessments.

Report absenteeism or alleged truanting.Report absenteeism or alleged truanting. Write and letters and phone regarding Write and letters and phone regarding

discipline problems (chronic cases).discipline problems (chronic cases). Follow up to check if newsletters were Follow up to check if newsletters were

received.received.

REASONS FOR POOR PASS REASONS FOR POOR PASS RATERATE

HIGH ABSENTEEISMHIGH ABSENTEEISM LATE-COMINGLATE-COMING LATE SUBMISSION OF PORTFOLIO TASKSLATE SUBMISSION OF PORTFOLIO TASKS DISRUPTIVE BEHAVIOURDISRUPTIVE BEHAVIOUR NO TEXTBOOKS/NOTEBOOKSNO TEXTBOOKS/NOTEBOOKS FAILURE TO COMPLETE HOMEWORKFAILURE TO COMPLETE HOMEWORK POOR STUDY HABITSPOOR STUDY HABITS POOR DISCIPLINEPOOR DISCIPLINE COPYING OF HOMEWORK AND COPYING OF HOMEWORK AND

ASSIGNMENTSASSIGNMENTS

REASONS FOR POOR REASONS FOR POOR PASS RATEPASS RATE

NO COMITTMENT TO SCHOOL WORKNO COMITTMENT TO SCHOOL WORK DON’T STUDY FOR TESTSDON’T STUDY FOR TESTS CELLPHONES AND SMOKINGCELLPHONES AND SMOKING LATE NIGHTS/LACK OF SLEEPLATE NIGHTS/LACK OF SLEEP EMOTIONAL DISTURBANCESEMOTIONAL DISTURBANCES NEGATIVE INFLUENCESNEGATIVE INFLUENCES LACK OF PARENT SUPPORT.LACK OF PARENT SUPPORT. CONDONED LEARNERS CAN’T MAKE CONDONED LEARNERS CAN’T MAKE

THE GRADE.THE GRADE.