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Turn Around StrategyFor Dysfunctional and Under-
performing Schools
Presenter:Dr Muavia Gallie (PhD)
[email protected] Consortium (TAC)
Content1. Identifying the Problem (3-4)2. Traditional Approach (5-7)3. Transformative Approach (8-13)4. Turn-Around Strategy (14-22)5. Principles Issues (23-28)6. Strategy based in Research (29-37)7. Preliminary Implementation Success (38-46)
- after 6 months (8. Conclusion (47)
1.1 % 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%
1.2 Types of Schools
Successbeyondschools
We are not in the‘dog box’ - successat school
Complying withDoErequirements
It’s their fault -blame it onothers
Highperformance
Under-performanceDysfunctionalityDestructive,chaotic, anti-functionality
Success asa habit
Sort out the gaps -believes, skills,thinking and attitudes
Do what youhave to do
Managing whatyou don’t know
I better learnI know it allI don’t knowI don’t want toknow
2.1 Time-on-Task 1
Teaching40%
100%90%80%70%60%50%40%30%20%10%10%20%30%
Current Academic YearPrevious Year
Learning50%H
FSLF
SN
FS
Teaching30%
Teaching20%
Learning20%
Learn-ing
10%
90%
50%
30%
•4.5 days p.w.•176 days p.a.
•2.5 days p.w.•98 days p.a.
•1.67 days p.w.•65 days p.a.
2.2 Time-on-Task 2
Teaching40%
100%90%80%70%60%50%40%30%20%10%10%20%30%
Current Academic YearPrevious Year
Learning50%H
FSLF
SN
FS
Teaching30%
Teaching20%
Learning20%
Learn-ing
10%
90%
50%
30%
4.5 days p.w.
2.5 days p.w.
1.67 days p.w.
7
2.3 Traditional Approach
School ReadinessComponents
30%
Teaching40%
Previous Year Current Academic Year
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Learning50%
Assess-ment10%H
FSLF
SD
FS
School ReadinessComponents
30%
School ReadinessComponents
30%
Teaching30%
Teaching20%
Disrup-tions10%
Assessment20%
Learning for Assessment
20%
Learning20%
Disruptions& Chaos
20%
Learn-ing
10%
90%
50%
30%Time-on-Task
3.1 Transformative Approach
School ReadinessComponents
30%
Teaching40%
100%90%80%70%60%50%40%30%20%10%10%20%30%
Current Academic YearPrevious Year
Learning50%
Assess-ment10%H
FSLF
SD
FS
School ReadinessComponents
30%
School ReadinessComponents
30%
Teaching30%
Teaching20%
Disrup-tions10%
Assessment20%
Learning for Assessment
20%
Learning20%
Disruptions& Chaos
20%
Learn-ing
10%
90%
50%
30%Time-on-Task
3.2 School Readiness Components 8
School ReadinessComponents
30%
100%90%80%70%60%50%40%30%20%10%10%20%30%
Current Academic YearPrevious YearH
FSLF
SD
FS
School ReadinessComponents
30%
School ReadinessComponents
30%8. Learner and Teacher
support materials
7. Organogram
6. Quarterly Teachingschedules
5. Implementable andflexible timetable
5. Unclear academic standards
4. Annual Planning4. High level of disruption and violence
3. Learner Information3.1 Low learner performance
3.2 High dropout rates of learners
2. Teacher Information2.1 High rate of staff turnover
2.2 Negative school atmosphere
1. Teacher and LearnerAttendance
1.1 High rate of staff absenteeism
1.2 High rate of learner absenteeism
SRC ComponentIndicators of DFS
8 School Readiness Components
SchoolReadiness
Comp. - 20%
Teaching40%
Learning50%
Disruptions 10%
Assessment 10%
HFS LFS
Teaching30%
Learning20%
Assessment20%
SRC - 30% SRC - 10%
SchoolReadiness
Components30%
Disruptions 20%
DFS
Teaching20%
Learning 10%
Assessment 20%
SRC - 0%
3.3
Teaching40%
Learning50%
Assessment 10%
HFS LFS
Teaching30%
Learning20%
Assessment20%
SRC - 30% SRC - 10%
DFS
Teaching20%
Learning 10%
Assessment 20%
SRC - 0%
3.4
Teaching40%
Learning50%
Assessment 10%
HFS LFS
Teaching30%
Learning20%
Assessment20%
SRC - 30% SRC - 30%
DFS
Teaching20%
Learning 10%
Assessment 20%
SRC - 0%
Teac
hing
and
Lear
ning
Teach
ing and
Learning
3.5
4.1 Different types of Turn-Around1. Chaotic schools - To build up the love for and
importance of education, in order to show thatsuccess in school has benefits beyond school;
2. Dysfunctional schools - Develop a routine inorder to stabilise the activities in order for alllearners to pass;
3. Under-performing schools - Raise theexpectations that all learners can achieve in orderto be successful.
4. High functioning schools - To ensure that alllearners get a pass that will allow them to enter ahigher education institution, and/or careerprogramme.
4.2 Turn-around Strategy
• Workshops + Face toface site work
• Individual schools
• Muavia Gallie
• Face to face sitework
• Individual schools
• Mentors + Experts
• Face to face sitework
• 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 hoursPeriod
• 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 andSGB reps
Participants
• Ensuringsustainability
• SRC + CMMimplementation
• Closing gaps
• SRC toolsdevelopment
• Design CMM
• Buying into thisstrategy
Focus
Phase 4Phase 3Phase 2Phase 1
4.3 Turn-Around Road Map
• Get somepoints on theboard
• Be transparentwith schedulesand statusinformation
• Create frequentstatuscheckpoints
• Protect teammembers frombeing borrowed/side-tracked
• Break the turn-around into chunksto take advantageof mid-coursecorrections
• Rein in scope, andtrim non-essentialfeatures
• Look ahead foricebergs
• Assign a timeframe tothe turn-around
• Add clarity and depthto fuzzy requirements
• Make it hard to hideproblems
• Clear technicalproblems that isdelaying the turnaround progress
• Add carefully chosenresources only whereneeded
• Find out what isgoing on;
• Decide what isnot ‘goodenough’;
• Set new targets(expectations);
• Communicateintention tostakeholders
• Find time to dothe planning
ExecutingRe-planningRe-organisingKnowing
4.4 Turn Around Process1. Create a sense of urgency (by analysing learner performance data; by looking at the
academic effectiveness of the school and district; by looking at wide gap between currentand desired performance);
2. Setting ambitious targets (double learner performance; no performance below a basic level);3. Adopt a new curriculum management model (new programmes; common understanding of
effective instruction; systemic view of curriculum);4. Use a battery of assessments (formative and diagnostic for instructional strategies; end-of-
curriculum units for what learners have learned; benchmark for gauging overallperformance);
5. Create and implement an CPD programme (collaborative teacher teams; school basedcoaches; making use of learner data; intensive summer camps to gain new knowledge);
6. Extended learning opportunities (learning time; extra help; one-on-one; small-groups;extended day; winter programmes);
7. Utilising time more effectively (core instructional time for reading, math, science; devote timeto teaching and learning;
8. Extend leadership corps (grade leaders; instructional coaches; instructional leadership byprincipal; support from district;
9. Create professional culture (read recent research; reach out to experts; use best practice;assess impact on learner learning; improve instructional practice);
10. Manage human capital (attract talent; look for expertise)
4.5 Strategic Planning Process1. Success - What is the Pot of Gold?2. Space - What differentiates you from other
organisations?3. Strengths - What are the experience, competencies,
knowledge, assets, resources and other advantagesyou have?
4. Situation - Where are we, and where are we going?Exposing the Gap.
5. Strategies - What are the actions necessary to fill/fix theGap?
6. Steps - What to Do Now?7. Safeguards - How do we make sure we have it Right?
Vision
Gap
Strategies
4.6 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 (Feel);
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)
8 SRCPr
oces
sTo
ols
PD
Feel(Monitoring and Evaluating)
AccountabilityO
wne
rshi
p
Principal& SMT
AllTeachers
(Principal, Teachers, SGB & District)
Func
tion
SchoolReadiness
Teaching& Learning
Governance& Support
4.7 Core Focus
QualityEquity =Access +Equality +Focus 5:
QualityFocus 4:
EquityFocus 3:
AccessFocus 2:
EqualityFocus 1:
Quantity
20
4.8 5 Levels of Learning
Level TeachingDays
Type ofTeaching
1 35 Facts2 70 Information3 105 Know-How4 140 Comprehension5 175 Wisdom
Current educational Intelligences
OrganisationalLogical5.
AnalyticalConceptual4.
CommunicativeVerbal3.
QuantitativeMathematical2.
AssociativeRecall1.
Good with …IntelligencesNo
Ignored Intelligences for Life Success
ExpressiveRepresentational20.
AltruisticSelfless19.
DiagnosticInterpretive18.
Olfactory (smell)Gastronomic17.
ReceptivityOpenness16.
NoveltyHumour15.
RelationalSpatial14.
SupportiveEmpathetic13.
Mechanical (feel)Technical12.
PhysicalKinesthetic11.
CaringAttentiveness10.
RelationalSocial9.
Observational (see)Visual8.
CreativeImaginative7.
Sensory (touch)Tactile6.
PsychicIntuitive5.
SystemicStrategic4.
OperationalFunctional3.
Auditory (listen)Musical2.
AnticipatoryVisionary1.
Good with …IntelligencesNo
4.9 Successful Change
Successful Change!!
Yes
Engage in coalition buildingNoCritical mass of support forimplementation?
Support
Yes
Engage in planningNoDetailed plan for implementation?Plan
Yes
Engage in strategising andvisioning
NoSolid new organising model?Vision
Yes
Engage in root causediagnosis
NoThorough diagnosis of problemsand/or opportunities?
Diagnosis
Yes
Raise awareness andovercome denial
NoSufficient awareness of the needfor change?
Awareness
5.1 Principles Issues1. Understanding the Psyche of Dysfunctionality and
Change;2. Dysfunctionality by Design;3. Eight school readiness components (SRC);4. Data/information/knowledge/intelligent decision
making;5. Whole school development/ school improvement plan;6. Professional development of teachers - closing the
attitude, believes, thinking and skills gaps;7. Champion/ leader driven;8. Expert and mentor support;9. School level support;10. Networking/ partnering systems;11. Compliance/ governance/ operational management/
leadership systems;12. Managing what you know (ICT);13. Accountability commitments;14. Aligning the curriculum, instruction, teaching, learning,
assessment systems;15. Time on task;16. Focus on the core - student achievements.
4111314
1512210167
86953
1
Heart (Believes)Head (Systems)Hands (Action)Purpose (Vision)
5.2 Conceptualising Dysfunctional Schools• Schools who continue to function, but do not accomplish the purpose for which they
were created;• Schools exit to help each child realise his or her fullest potential as a human being;• Schools become dysfunctional when they stop serving the needs of the individual
learners;• Schools can take on a life of their own where the main objective becomes self-
preservation;• One of the key indicators that a school has become dysfunctional is the ‘no talk rule’.
Those within the school are not permitted, and do not permit themselves, to speak(or even think) critically about the school;
• Critical thinking begins with the question “Why?” Why are we doing this? Why arethings arranged this way? Why do we do it this way and not that way? These kindsof questions are not allowed in a dysfunctional school;
• The other indicator is the evolution of a ‘priestly caste’ who allegiance is morestrongly tied to the school than it is to the learners the school is meant to serve - thismeans the teachers and principal within the school.
5.3 Operation of the NCS in schoolsMacrolevel
issues
• Working week• Timetable time• Staffing numbers• Rooming• Class-size-ratio• Timetabling• Assessment - Recording - Reporting• Continuous Teacher Professional Development• Governance involvement
Mesolevel
issues
Microlevel
issues
Learning Areas/Subjects
* Planning * Time * Delivery * Testing
School
Departments
Teacher
5.4 Career stages and CPTD
28
5.5 Conditions Change
Conditions Change:Outside-the-system approaches, applied inside the system
• People - more authorityover hiring, placement,compensation and workrules
• Time - more schedulingauthority like longer days,longer year
• Money - more budgetflexibility, more resources
• Programmes - moreflexibility to shapeprogramme to learners/needs and turn-aroundpriorities
Turn Around Schools
Increasingly Flexibleoperating conditions
Traditions in-districtoperating conditions
Outside the DistrictInside the District
6.1 Methodology & ParticipantsPurposive sampling of Schools• Three characteristics
- Majority of learner population coming from poverty stricken and disadvantagedcommunities (majority black learners);- An admissions policy that is not selective in nature (not choosing only highperforming learners);- Be a high functioning school based on learner achievement (more than 75% oflearners pass consistently in Matric);
Data collection method• One-on-one interviews with principals - focusing on the profile of the school;• Focus group interviews with the principal and some of their deputy principals -
focusing on the school readiness components;
African (DET)1. African Female
2. African Male
1.Principal
2.Deputy
GautengIPS4.
1. Indian (HoD)
2. Coloured (HOR)
1. Indian Male
2. Coloured Male
1.Principal
2.Deputy
Western CapeMSS3.
Coloured (HoR)Coloured Male1.PrincipalWestern CapeGBS2.
White (TED)White Females1. Principal
2. Deputy
GautengRHS1.
Historical Educ. DeptRace + ClassificationParticipantsProvinceSchoolNo
6.2 Conceptualising the Problem
Classroom
School
Community
Government
9
2, 3, 5, 8
4, 6, 7, 10
1
1. Teacher supplyand deployment;
2. Teacher quality;3. Teacher
development;4. Image of the
teachers;5. Resources;6. Social capital;7. Orphans and
vulnerablechildren;
8. Discipline andauthority;
9. Learner pathways;10.Networking.
6.3 Devising and Testing the StrategyOutline of Strategy • Understanding Dysfunctionality
• School Readiness Components• Testing SRC at 4 schools• Create awareness in districtsTesting strategy
“Political’ strategyEducational research
Qualitative• Why?
Quantitative• How many?
• Teaching andLearning Focus
• Size 30% >80%
Impressive Leadership
Decision-makers
Opponents Allies
Appoint Impressive Principalswith T&L capabilities in High
Risk schoolsTurning AroundDysfunctional
School Strategy
6.4 What makes the four (4)schools different?
Systems efficiency
1.Being ready (proactive);
2.Always focus on the ‘key deliverables’;
3.Data driven decision-making;
4.Clear and implementable rules.
Culture
1. ‘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’.
Relationships1.Utilise organisational strength;
2.High commitment and expectation tosucceed;
3.Recognise ability to transform andchange;
4.Teachers care deeply about alllearners.
Individual1.Recognise the high risk;
2.Think differently;
3.Redefine ‘normal’ and ‘reality’;
4.Know, understand and service ‘youngpeople’.
6.4.1 Individual
6.4.2 Relationships
6.4.3 Culture
6.4.4 Systems
7.1 Preliminary Implementation
Research Schools
• RHS
• IPS
• MMS
• GBS
• ACE - UP (2009-10)
• ACE - MGSLG(2008-9)
• Gauteng East (14)
• GDE (31)
• ACE - UP (2009-10)
• ACE - MGSLG(2008-9)
• Lubombo Circuit
• Gauteng East (14)
• GDE (31)
Phase 4
Sustainabilitystrategy
Phase 3
Implement SRC +CMM and closeGaps
Phase 2
Develop SRC +CMM
Phase 1
Buy-in
7.2 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’ at what level they are of schoolfunctionality;
• 1 high; 17 under-performing; 16dysfunctional.
7.3 GE UPS 14 schools
7.4 GE UPS Matric Results2008-2010
7.5 SRC Full
7.6 GDE PPS AveImprovement in SRC
7.7 GDE PPS Ave SRC perschool
44
7.8 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
7.9 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.
7.10 GDE PPS Matric Results2010
13 1613 16
7.11 GDE PPS Matric Results2008 - 2010 (2010 ascending)
7.12 GDE PPS Matric Results 2008-2010
8. 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!!