1800 working hours for teachers per annum

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Presenter: Dr Muavia Gallie (PhD)

Education Moving Up Cc. [email protected]

http://muavia-gallie.blogspot.com http://supervisingwithadifference.blogspot.com

www.slideshare.net

www.movingup.co.za

Zonkesizwe – Workshop Session - 1800 Working Hours per Annum - �

Programme

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Content 1.  Awareness to the Blind Spots in SA educaCon (4 – 18); 2.  Current status of Learner Performance, and

contribuCng issues (19 – 25); 3.  LegislaCve guidance as to the Numbers in EducaCon

(26 – 42); 4.  Unpacking of the 1800 hours of Accountability

requirements, and Why? (43 – 52); 5.  Why the need to Change – Turnaround strategy, and

one example from a current project (53 – 85); 6.  Summarising the discussion of the day, and defining a

way forward (86 – 87); 7.  Conclusion (88 -‐ 89).

Session 1 Awareness to the Blind spots in S.A.

educaCon

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Awareness

TIMSS Participation Countries 2007

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TIMSS 2003 - Applying Maths

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SACMEQ Countries

Botswana

Kenya Lesotho Malawi

Mauritius Mozambique

Namibia Seychelles

South Africa Swaziland Tanzania

Uganda Zambia

Zanzibar Zimbabwe

Source: SACMEQ Data, 2007

Pupil reading sco r e s

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SACMEQ Results 6 2 12 15 4 7 13 1 9 5 3 10 14 11 8

6 5 13 15 3 12 9 2 10 4 1 11 14 7 8

7 2 11 13 1 4 14 3 9 6 5 8 12 10 15

6 2 12 14 1 11 13 4 8 5 3 9 15 10 7

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10

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Two different Standards? ANA -‐ 17%

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14 400,000 450,000 500,000 550,000 600,000 650,000 700,000 750,000 800,000 850,000 900,000 950,000

1,000,000 1,050,000 1,100,000 1,150,000 1,200,000 1,250,000 1,300,000 1,350,000

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12

Comparing Grades 1-12 from 1999 to 2012

1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 Ave.

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Comparing Grades 1-12 from 1999 to 2012 Gap Now %Learner

Gap Trace %Learner

Year Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Gr1 &

12 Retained Years Years

1999 1,318,932 1,223,529 1,194,425 1,167,683 1,087,829 998,705 937,741 1,043,067 917,239 840,803 738,220 571,848 747,084 43%

2000 1,055,397 1,090,765 1,178,712 1,167,949 1,088,836 1,009,782 936,454 1,039,547 922,566 836,962 724,192 549,203 506,194 52%

2001 1,150,637 944,961 1,087,675 1,175,860 1,098,863 1,023,269 932,151 1,068,479 916,280 846,655 709,508 488,352 662,285 42%

2002 1,286,591 1,012,892 949,721 1,076,107 1,142,806 1,038,679 958,932 936,392 1,089,404 876,175 719,952 486,786 799,805 38% 430,453 53%

2003 1,277,499 1,111,858 1,003,331 952,465 1,035,707 1,101,740 987,876 976,750 902,129 1,096,214 736,720 475,069 802,430 37% 567,998 46%

2004 1,303,016 1,109,201 1,081,956 985,139 916,911 997,365 1,050,554 1,010,710 914,729 1,057,935 829,137 505,392 797,624 39% 432,349 54%

2005 1,233,581 1,118,690 1,078,001 1,061,770 951,372 898,493 972,542 1,052,499 930,797 1,069,494 839,009 538,909 694,672 44% 459,796 54%

2006 1,185,198 1,081,652 1,099,319 1,072,780 1,026,031 919,487 872,051 1,020,734 970,946 1,093,297 890,564 568,664 616,534 48% 519,165 52%

2007 1,171,323 1,050,103 1,066,796 1,090,762 1,035,449 1,001,687 896,138 930,019 957,450 1,115,961 920,102 625,809 545,514 53% 462,020 54%

2008 1,122,114 1,031,821 1,017,656 1,050,860 1,043,012 1,001,852 964,345 926,603 902,656 1,076,527 902,752 595,216 526,898 53% 599,209 50%

2009 1,106,827 1,004,311 1,004,585 1,019,886 1,009,370 1,012,619 970,902 991,093 926,531 1,017,341 881,661 602,278 504,549 54% 621,251 49%

2010 1,116,899 994,410 972,668 1,002,645 978,983 978,016 980,747 1,001,180 1,009,327 1,039,762 841,815 579,384 537,515 52% 739,548 44%

2011 1,177,089 1,003,353 957,209 974,860 957,203 946,427 941,291 1,008,110 1,049,904 1,049,189 847,738 534,498 642,591 45% 520,899 51%

2012 1,208,973 1,074,788 967,373 966,349 939,025 935,446 912,528 971,509 1,096,113 1,103,495 874,331 551,837 657,136 46% 598,800 48% Ave. 1,194,001 1,064,516 1,061,237 1,068,659 1,034,597 998,475 955,036 999,756 946,671 997,261 811,136 548,909 Diff Trace

Success rate = 8,1%

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

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Access vs Success

Whether you Pass! How you Pass!

Short-Listing

Employment Quantity

Quality

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Awareness <-‐-‐-‐-‐-‐-‐> Knowledge

Aw

aren

ess

3. Caution “I know what I don’t know”

Explore

4. Certainty “I know what I

know” Exploit

1. Ignorance “I don’t know what

I don’t know” Experiment

2. Amnesia “I don’t know what I know”

Expose

Knowledge

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Session 2 Current status of

learner performance, and contribuCng issues

2.1 Current status of Learner Performance

•  Ekurhuleni South District; •  4th Matric class (2009, 191-‐70=36.6%; 2010, 140-‐69=49.3%; 2011, 41-‐35=85.4%);

•  Declined from 85.4% to 67%; •  Number of learners – 42 (2011), 107 (2012); •  EGD “is doing well”.

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Ekurhuleni South District

Zonkizizwe Township

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Zonkizizwe High School

2.2 IdenCfied Issues

•  Ajendance of periods by both teachers and learners;

•  OpCmal use of contact Cme; •  Unpacking of 1800 hours as sCpulated in the PAM document.

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Japp

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Session 3 LegislaCve

guidance as to the Numbers in EducaCon

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LegislaCve Guidance

•  The ConsCtuCon; •  Labour RelaCons Act; •  Basic CondiCons of Employment Act; •  South African Council for Educators; •  Employment of Educators Act; •  Personnel AdministraCve Measures; •  Curriculum Assessment Policy.

Nature of Labour Relations •  Labour relations phases:

- era of exploitation (1870 – 1924); - era of colonialism and paternalism (1925 - 1980); - era of adversarialism (1980 - 1995); - era of co-determination and cooperation (since 1995);

•  Human rights - rights of individuals - protection of minorities

•  Balance between employer and employee rights;

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Sources of Labour Relations •  Regulated through a variety of documents,

agreements and forums; - workplace; - bargaining chambers (ELRC); - courts (labour court); - parliament.

•  10 Different sources: (1) individual contracts, (2) legislation, (3) sectoral determinants, (4) collective agreements, (5) guidelines by labour courts, (6) international labour standards, (7) jurisprudence of foreign courts, (8) custom and practice, (9) constitutional provisions and (10) common law.

Legislation •  South African Constitution (Act 108 of 1996), and

the Bill of Rights (to regulate the power of the state and to determine basic principles for the development of legislation);

•  Labour Relations Act (Act 66 of 1995); •  Employment of Educators Act (Act 76 of 1998); •  International Labour Organisation (ILO) -

Convention no. 111, ratified by SA “achievement of equality of opportunity and treatment in respect of employment and occupation and through the elimination of discrimination” (Tinarelli, 2000, 7).

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Constitution •  Bill of Rights - Section 23 - Labour relations

- right to fair labour practices - Rights of employer, worker, trade unions;

•  Section 7 - founding values: human dignity, equality and freedom; •  Section 8 - application of Bill of Rights; •  Section 9 - affirmative action; •  Section 10 - human dignity; •  Section 12 - freedom and security of the person; •  Section 18 - freedom of association; •  Section 22 - freedom of trade, occupation and profession; •  Section 24 - environment; •  Section 33 - just administrative action; •  Section 36 - ‘limitation clause’

Labour Relations Act •  Purpose of the Act - advance economic development, social justice,

labour peace and democratisation of the workplace - give effect to and regulate the fundamental rights of section 27 of Constitution;

- give effect to the obligations of ILO; - provide a framework within which employees, trade unions, employers and employers’ organisation can

* collectively bargain - wages, conditions of service; * formulate industrial policy - promote: * orderly collective bargaining; * collective bargaining at sectoral level; * employee participation in decision making at workplace; * effective resolution of labour disputes.

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Basic CondiCons of Employment Act •  Regula.on of working .me (p.8) – “Every employer must

regulate the working Cme of each employee” •  Ordinary hours of work (p.8) – “Subject to this Chapter, an

employer may not require or permit an employee to work more than 45 hours in any week … or eight (8) hours in any day if the employee works on more than five days in a week”

•  Meal intervals (p.9) – “An employer must give an employee who works conCnuously for more than five hours a meal interval of a least one conCnuous hours … An employee must be remunerated for a meal interval in which the employee is required to work or is required to be available for work”

•  Schedule One (p.36) – “to reduce the working hours of employees to the goal of a 40 hour working week and an eight hour working day”

Employment of Educators Act To provide for the employment of educators by the State, for the

regulation of the conditions of service, discipline, retirement and discharge of educators and for matters connected therewith.

•  Chapter 1 - interpretation and application of Act; •  Chapter 2 - conditions of service and educator establishments; •  Chapter 3 - appointments, promotions and transfers; •  Chapter 4 - termination of services; •  Chapter 5 - incapacity and misconduct;

Education Laws Amendment Act (Act 53 of 2000) - Schedule 1: Incapacity code and procedures for poor work performance; … in respect of ill health and injury - Schedule 2: Disciplinary code and procedures for educators;

•  Chapter 6 - South African Council for Educators (repealed) •  Chapter 7 - General.

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Individual Employment Relations •  Defining an educator (Employment of Educators Act) – “any person who

teachers, educates or trains …” •  Rights and duties of employers and employees (p.258) -  Right of educators to physical safety (Occupational Health and Safety Act); -  Right of educators to psychological safety (perception, well-being); -  Right of educators to protection against sexual harassment; •  Terms and conditions of educators’ employment contracts (individual

teachers don’t sign an employment contract); -  Regulations (87 pages); -  Personnel Administration Measures (PAM) (over 100 pages) – A. Workload,

duties and rank designations; B. Qualifications, advertising and filling of posts; C. Development appraisal; D. Allowances and per-hour remuneration of educators; E. Public examinations – duties, remunerations and compensation; F. Service benefit awards and retirement; G. Time off and secondment; H. Grievance procedure; I. Measures prescribed by general legislation; J. Leave measures.

South African Council for Educators

•  Chapter 1 - interpretation and objects of the Act; •  Chapter 2 - continuation, powers and duties,

composition and governance of council; •  Chapter 3 - registration of educators; •  Chapter 4 - general

•  Code of professional ethics: - ‘noble calling of their profession’ - ‘commit themselves to do all within their powers …

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Professionalism •  Specialised Knowledge (a strong body of specialised

knowledge); •  Continued Research (propensity to evaluate current

practice and identify and substitute redundant practice); •  Professional Authority of the Practitioner (trust placed by

society as result of high quality of service rendered); •  Acknowledgement of Authority by Society (respect and

esteem from the society); •  Developing and Maintaining a Professional Ethical Code

(disciplined use of oneself in valid knowledge and insight into self-control pertaining to use of one’s emotions);

•  Service Orientation (render a service where the interest of the client came first).

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Other statutes •  Public Service Act (Proclamation no. 103 of

1994); •  Occupational Health and Safety Act (Act 85 of

1996); •  Basic Conditions of Employment Act (Act 75 of

1997); •  Employment Equity Act (Act 55 of 1998); •  Skills Development Act (Act 56 of 1998); •  Promotion of Administrative Justice (Act 3 of

2000) ------------------ •  South African Schools Act (Act 84 of 1996); •  National Education Policy Act (Act 27 of 1996)

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Common Law

Several common law principles: •  Are still valid and referred to SA context; •  Have been developed i.t.o. Constitution, to suit

modern tendencies and demands; •  Have been codified in statutes such as Promotion

of Administrative Justice Act;

•  Non-compliance with the audi alteram partem principle = employee not granted a fair hearing, then dismissal becomes procedurally unfair;

Application of Common Law Principles Common law principle or maxim Brief meaning

APPLICATION NORMALLY IN ADMINISTRATIVE ACTION

Audi alteram partem Let the other side (of the story) also be heard

Nemo ludex in propria causa est No one is fit to judge (or witness) his own case

Ultra vires To act outside the scope of one’s power

Intra vires To act within the power or competence

APPLICATION NORMALLY IN CASES OF THE LAW OF DELICT

In loco parentis In the place (instead) of a parent

Actio legis Aqquiliae Delictual action or ‘Aquillian’ actionin cases of pecuniary losses

Actio iniuriarium Delictual claiming of satisfaction after injuries to body, name, etc.

Volenti non fit iniuria He who consents cannot receive an injury

Boni mores Good moral convictions that prevail in a specific community

Contra bonos mores Against good morals that prevails in a specific community

Pactum de non petendo in anticipando A contract not to claim damages

Solatum/solatia/solacium Reparation of personal harm for injury to feelings

APPLICATION NORMALLY IN THE LAW OF CONTRACT

Pacta servanda sunt Agreements are to be observed

Caveat subscriptor/emptor The person who signs a contract is bound by it and should be careful

Condicio sine qua non An essential condition/element

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Teacher rights and responsibilities

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Other Policies

•  Curriculum Policies – 27 hours of InstrucConal Cme per week; – Timetable organised around 5.5 hours per day;

– FREE PERIODS; •  School Calendar

– 200 days

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Session 4 Unpacking the 1800 working hours of Accountability requirements

Know your Numbers

•  200 School days; •  170 Teaching and Learning days; •  34 Weeks of Teaching and

Learning; •  935 Hours of Teaching and

Learning; •  20 – 24 Hours of Examination time; • Account for 1800 hours of work. 44

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4.1.6.1 Clarity around 1800 hours

1400 hours (200 x 7 hours) Contact Time

(Teaching and

Learning)

+ 400 hours Co-‐Extra-‐mural

ac.vi.es

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1400 hours (200 x 7 hours) Contact Time

(Teaching and

Learning)

+ 400 hours

Co-‐Curriculum Ac.vi.es


1400 hours Contact Time Plus

100 hours (0.5 p/d) of Co-‐Curriculum Ac.vi.es (into the

Timetable)

+ 300 hours Co-‐

Curriculum

Ac.vi.es

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200 hours (1 p/d) of Co-‐Curriculum

Ac.vi.es(into the Timetable)

+200 hours




300 hours (1.5 p/d) of Co-‐Curriculum

Ac.vi.es(into the Timetable)

+100 hours


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Monday Tuesday Wednesday Thursday Friday

Periods Day Times Day Times Day Times Day Times Day Times Extra-‐Mural

Assembly Grade 8 -‐ 9 Grade 10-‐12 Social Support

RegistraCon 07h45 - 08h00 07h45 - 08h00 07h45 - 08h00 07h45 - 08h00 07h45 - 08h00 1 08h05 - 08h45 08h05 - 08h45 08h05 - 08h45 08h05 - 08h45 08h05 - 08h45 1 2 08h50 - 09h30 08h50 - 09h30 08h50 - 09h30 08h50 - 09h30 08h50 - 09h30 2 3 09h35 - 10h15 09h35 - 10h15 09h35 - 10h15 09h35 - 10h15 09h35 - 10h15 3 4 10h20 - 11h00 10h20 - 11h00 10h20 - 11h00 10h20 - 11h00 10h20 - 11h00 4

Break 1 11h00 - 11h20 11h00 - 11h20 11h00 - 11h20 11h00 - 11h20 11h00 - 11h20 Break 1 5 11h20 - 12h00 11h20 - 12h00 11h20 - 12h00 11h20 - 12h00 11h20 - 12h00 5 6 12h05 - 12h45 12h05 - 12h45 12h05 - 12h45 12h05 - 12h45 12h05 - 12h45 6 7 12h50 - 13h30 12h50 - 13h30 12h50 - 13h30 12h50 - 13h30 12h50 - 13h30 7

Break 2 13h30 - 13h50 13h30 - 13h50 13h30 - 13h50 13h30 - 13h50 13h35 - 14h15 8 8 13h50 - 14h30 13h50 - 14h30 13h50 - 14h30 13h50 - 14h30 9 14h35 - 15h15 14h35 - 15h15 14h35 - 15h15 14h35 - 15h15 10 15h20 - 16h00 15h20 - 16h00 15h20 - 16h00 15h20 - 16h00

Spot the 5 Differences!

Annual Planning Implementing

Monitoring & Evaluation

Description Plan Act/Do Reflect Plan Act/Do Reflect Frequency Length Total Time When Scheduled Code Periods pw 30min pp Work Schedule 1 25 25 WS Pre-Moderation 25 0,5 12,5 Pmod Moderation 60 1,5 90 Mod Assessment - Summative 17 0,5 8,5 Assessment - Formative 12 2 24 Playground duty 40 1 40 Devotion 8 0,5 4 Parents' Meeting 3 3 9 SMT meeting 200 0,25 50 Staff meeting 8 2 16 General Staff Development 8 1 8 Team building 1 8 8 Exhibitions - LTSM 1 6 6 Bosberaad 1 16 16 AGM of parents 1 4 4 Sports day 1 8 8 Operational meeting 40 1 40 ANA meeting 1 1 1 RCL Leadership development 2 36 72 RCL Meetings 40 2 80 RCL Elections 1 1 1 Cluster meetings 4 2 8 Exhibitions - Learner Enrichment 1 2 2 Exhibitions - Roadshows 2 2 4 Excursions 1 8 8 Marking - Summative 30 5 150 Marking - Formative 10 5 50 District Officials meeting 4 1,5 6 30 0,5 Staff Functions 4 2 8 759 510 1269

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Session 5 Why the need to Change? Turnaround strategy, and

one example from a current project

Turnaround Framework

1.  We are in trouble!; 2.  What is going on?; 3.  What should have happened?; 4.  Our new operaCon behaviour, and the

related consequences for ‘not responding’.

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We are in trouble!

•  We need to do things differently: – Doing more of the same; – Doing the same more efficiently; – Doing things totally differently.

•  Could be a combinaCon of all three, or one could be dominant;

•  This is all about the ‘ownership’ that is needed to make the turnaround.

Three Levels of ExpectaCons

•  Adhere to the compliance requirements, such as the 80% learner achievement level (bojom 25%);

•  To be compeCCve in order to be part of those bejer that the average (mediocre) (middle 50%);

•  To be part of the top performers (top 25%).

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Four levels of School FuncConality 1.   High performing schools – all learners are passing; it

more about how they pass (top 20% of schools); 2.   Under-‐performing schools – the success of learners is

’50-‐50’ (next 50% of schools -‐ perform between 50% and 79%);

3.   Dysfunc.onal schools – majority of learners fail at these schools (next 20% of schools – perform between 30% and 49%);

4.   Chao.c schools – most of the learners fail at these schools (next 10% of schools – performance between 0% and 29%).

% Different Types of schools in SA

100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% -10% -20%

Anti-Functional

Dysfunctional Under-Performing

High-Performing

QuanC

ty of P

ass

Quality of Pass (Grades)

20% 50%

20% 10%

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4.1.4 Levels of OperaCon 1800 hours

•  High FuncConing schools = 1800 hours +; •  Under-‐performing schools = 1800 hours (work to rule);

•  DysfuncConal schools = 1800 hours -‐; •  ChaoCc schools = 1400 hours -‐.

4.1.5 LegislaCve Confusion

•  1800 hours per annum (PAM); •  200 school days per annum; •  27.5 hours (Secondary schools) noConal hours per week;

•  7 hours (at least) per day (Employment of Educators Act);

•  5.5 hours teaching Cme per day.

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Three Steps to Quality Education

Dys-functional Schools

Step 1 Under-performing

Schools

Step 2 High Functioning

Schools

Step 3

Excellent Schools

Basic Right To Education

Basic Education Quality Education

Legal and Human Rights Obligations

Professional, Social, and Ethical Obligations

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Confusing Teaching for Learning

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Teaching (the Teacher)

Facilita.on of Learning (teacher and learner)

Learning (the learner)

Facts and InformaCon sharing

Know-‐how building Comprehension and Wisdom development

Audifying of Textbook

Engaging in the process of learning in order to ensure ownership of the knowledge

What do you know and understand, and not just what do you remember

CharacterisCcs of a good ciCzen

InvesCgate the opinions of others (including yourself) on the topic

Discuss the characterisCcs of a good ciCzen, with jusCficaCon

Assessment of Teaching

Assessment for Learning Assessment of Learning

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Connected vs Disconnectedness from Learners

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I see, know, understand

and care about them!

I see, know and

understand them!

I see and know them!

I see them!

What is going on?

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What should have

happened?

What is our new operaConal approach, and what will be the consequences for ‘not

responding’? * Developmental; * Judgmental.

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Turnaround Progression Diagram

Know that the Turnaround is Possible

Desire to Turn things around Self-‐MoCvaCon

Tools and Processes Self-‐Empowerment

OrganisaConal Change

Factors influencing Turnarounds RATIONAL FACTORS

Objec.ve, Controllable INSPIRATIONAL FACTORS

Subjec.ve, Emo.onal, Vola.le •  There is a case for the

school to turnaround, given the current context;

•  Analysis, metrics, supporCng data;

•  There is a turnaround strategy and supporCve staff team;

•  Outcome of the turnaround is achievable.

•  Visibility of the educaConal leaders passionate about the turnaround;

•  Staff members are parCcipaCng and impacCng on the turnaround process;

•  All the stakeholders know ‘what’s in it for me?’, and acknowledge and know it.

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Student ExpectaCon and Achievement agreement (1)


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2011 2012 Gap Q1

English 76 85 9 -‐2 Afrikaans 75 80 5 -‐0 Mathema.cs 71 90 19 -‐3 Physical Science 81 85 4 -‐0 Engineering and Graphic Design

52 70 18 -‐2

Life Orienta.on 84 90 6 +2 Electrical Technology

66 75 9 -‐2

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Feedback from Principal of JOTHS

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Sechaba Results 2012

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Conclusion – IntegraCng Challenges •  Learners – creaCng a dream, not a ‘pass’ (below or above 50%);

•  Learners – focusing on the achievement of their dream (assisCng them, not our image);

•  Teachers – relaConship agreement between teachers and learners (engagement based on an agreement);

•  Teachers – assisCng learners to achieve their dream, not theirs;

•  Principals – know what they are ‘producing’ at the school; •  Principal – encourage and ensure conCnuum from school to ‘next step towards dream’;

•  District – would know what they are ‘producing’ within the circuit, district, etc.;

•  District – plan accordingly to deliver on the aspiraCons.

Session 6 Wrapping Up

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Key QuesCons

1.  IdenCfy the learning that took place. 2.  IdenCfy what will be done since we know

more about the issue. 3.  What are we going to do MORE, BETTER, and

DIFFERENTLY? 4.  How do we keep each other accountable? 5.  What should life (the school) be like this Cme

next year?

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Thank You!