Workshop: DBE ExpectationsDate: 02 June 2016Time :12:00Presenter: Fikile Legalamitlwa

L&M Facilitator(PMET)

PEARSON MARANG EDUCATION TRUST Established in 2008

Support teaching and learning in under-resourced and under-performing schools to become achieving and self managed schools within National Education Policy Frameworks

GROUND RULES

Cell phones off Active participation, stick to time frames Respect each others opinion All participants should fill in the evaluation form Discussions should not be too loud scribe and timekeeper

This workshop is about:

1. What is the status of South Africa’s learners performance in literacy and numeracy

2. What the DBE expects teachers and learners to do in order to improve learner results

3. The skills teachers must develop in learners in all subjects4. A simple strategy to develop these skill

Activity 1

In groups, look at the poster entitled: Trends in learner results. Answer the following questions:• What do the trends tell us about learner performance in SA?

• Why do you think learners are performing so poorly?

• What do you think can be done to change this situation? (10min)

Consolidation

Systemic Evaluation How did learners perform in 2004? What has changed? What are some of the interventions DBE proposed?- EAC- Reading Strategy- Strategies to deal with diversity and multi-grade classes

Activity 2In pairs, discuss and give feedback on:

What type of a LEARNER should we produce through the education system from Grade R to 12 up to University studies?

CAPS need learners to be:• Envisaged learner, who can identify, solve problems and make

decision using critical thinking• Work effectively as an individual and in a team• Organise and manage themselves and their responsibilities

responsibly and effectively, communicate using visual, symbolic, and language and skills various modes

• Use science and technology- showing responsibility in environment and health of others

• Understand the world as a set of related systems and understand contexts do not exist in isolation

Role of the TeacherDBE expects teachers in ALL subjects to use effective teaching & learning strategies to teach the content they normally teach in ways that: Develop better understanding Improve competency in a First Language or English LOLT to Grade

3 Improve competency in English LOLT from Grade 4 Develop Foundational and Higher Order Learning Skills Cater for different learning abilities, styles and paces in class Assess learners according to their individual ability and pace

Activity 4Brainstorm, in groups ,how you will respond to learner diversityModule 1 DBE Expectations\Inclusive teaching.docx in the classroom through CAPS and respond to the questions:• What does learner diversity in the classroom mean? Give

examples of learner diversity in your classroom.• How are teachers required to respond to learner diversity in their

classroom? (10min)• Study the handouts provided in your spare time to acquaint

yourselves with the DBE policies on diversity and Multi- Grade classes.

How are teachers required to respond to learner diversity in the classrooms

• Must ensure that all learners from all backgrounds feel included and affirmed in the classroom by monitoring beliefs and attitudes and behaviours when responding to learners by :

Recognising any biases (languages, stereotypes) Treat learners as individuals and respecting each others Creating opportunities for all learners to participate Considering individual differences Refrain from remarks that that bring upon assumptions about

learner experiences Apply different teaching methodologies and approaches, re

evaluate and methods

The EAC structure

The school SMT must establish a structure that will monitor the implementation of this structure:• The schools should ensure that there is an organisational structure

in the school which helps to organise and implement the Strategy for teaching English across the curriculum. 

• English Language teachers and content subject teachers should contribute and get support in dealing with language issues as well as to work towards a common target.

• The composition is dependent on the individual school, with the likely scenario being: Languages HODs, Language teachers and Content HODs and teachers.

• A CD with the policy documents is provided. Look at the Reading Strategy + The English Across the Curriculum Strategy.

THANK YOU !!!!!

PMET Support and DevelopmentLearner Improvement is Central

ACTIVITY 1

General Aims and Principles of CapsActivity 1• In groups of 4-5, read the handouts provided• Summarise

PMET Support and DevelopmentImprovement in Mathematics is Vital

PMET Support and DevelopmentImprovement in Learning Skills Across the Curriculum is Vital

INTEGRATED professional and personal development and support for leadership and management

PMET Support and Development

Whoever you are, wherever you are:

Learning is the best thing you can do to improve yourself.

The best thing PMET can do to improve your learning, is to:

Shape it around your needs To improve your performance

PMET Support and DevelopmentIn order to improve

we can’t keep doing the same things, in the same ways, and expect improvements

WE need to be doing what is: Brave, Imaginative, Decent & Accountable

TO SUPPORT THE MEANINGFUL MEDIATION of DBE Policies to enable School Improvement

we need to integrate:

Professional & Personal Development

The BATHO PELE Principles “PEOPLE FIRST”

PMET’sDistrict Partnership Programme

2015 – 2020

Support 180 schools:20

in each of the 9 provinces

Continuous Personal & Professional Development and Support to each District

AT NO COST

1) Two full-time local PMET Facilitators 2) School-based support in 20 schools, Monday-Thursday 3) Workshop training for all district schools 4) Motivational Sessions for FET 5) Bursaries at Pearson Higher Education Institutes (MGI/CTI) – Law, ICT, Commerce, Science + Engineering, Creative Arts + Communication, Social Science and Education

Our Team of 12 Facilitators in 6 provinces in 2015

Eastern Cape Limpopo Gauteng

KwaZulu/Natal Mpumalanga North West

4 Aspects of Development + Support

Support for the District Team

Integrated Professional and

Personal Development

Support for Circuit Managers & SMT Development: Workshops & Site-Based Support

Integrated Professional and

Personal Development

Support for Subject Advisers &Teachers for Learner Improvement: Workshops & Site-Based Support

Integrated Professional and Personal Development

Leadership Facilitator to SUPPORT CMs to ENABLE SMTs to:

Curriculum Facilitator to SUPPORT SAs

to ENABLE TEACHERS to:

SUPPORT SYSTEMATIC LTSM USE ENSURE DELIVERY OF LTSMs

LEAD, MANAGE, MONITORSUPPORT

IMPLEMENTATION of CAPS, IQMS,

WSE, NNSSF, PAM

PLAN, PREPARE & IMPLEMENT CAPS

School Development and Support Model

Developing Communities of Best Practice with School Clusters

Integrated Personaland

Professional Development

Modelling & Mediating Strategies to Support 20 schools Effectively

Year 1 - Baseline studies to determine support needs for: - School Leadership & Management - Curriculum Management - Curriculum Implementation - School-based support to develop professional relationships - Workshops

Years 2– 5 professional and personal development and support with: School Leadership & Management Teams with Circuit Managers: - Curriculum Management - Policy Implementation

Curriculum Implementation with Teachers and Subject Advisors: - Learning Skills Across the Curriculum - Mathematics Content & Pedagogy

Diagnostic Assessment & Monitoring Impact

Annual diagnostic & impact assessment Year 1: Grades 3, 6 & 9Year 2: Grades 3, 4, 6, 7, 9 & 10Years 3 - 5: Grades 3 - 11

Purpose: • Determine each School’s Needs

• Inform Professional Development Interventions & Continuous Support provided

• Monitor Impact

PMET’s Partner Districts:

Partners since 2008•Eastern Cape: Libode & Qumbu Districts - 677 schools•KwaZulu/Natal: UmZinyathi District – 505 schools•Mpumalanga: Bohlabela & Ehlanzeni Districts – 737 schools

Partners since 2015•Limpopo: Mopani District – 717 schools•North West: Dr. Ruth Segomotsi Mompati District – 392 schools•Gauteng: Johannesburg Central – 240 schools

New partners from 2017•Western Cape: Metropole East District•Northern Cape: Frances Baard District•Free State: Motheo District

11 partner districts in 9 provinces by 2017

2008 – 2011

2012 – 2014

2015 – 2018

2017 - 2020

Core activities in year 1 of partnershipTERM 1 TERM 2 TERM 3 TERM 4

WHO Jan Feb March April May June July Aug Sept Oct Nov Dec

PMET Head Office team

Negotiate and sign District Partnership Agreement

District Team building

Explain Support Programme

Identify 20 under-resourced schools to Support in clusters

Quarterly Progress Reports to Districts

Award CTI/MGI Bursaries to qualifying Grade 12s

Strategic Planning

PMET Head Office team

PMET STAFF TRAINING, SUPPORT & MANAGEMENT

Staff Induction & Training

On–the-Job Training, Coaching & Mentoring of Facilitators

Performance Management of Facilitators

Strategic Review & Staff Training

Strategic Planning

PMET Local

Facilitators

Negotiate and sign School Partnership Agreements with Schools

Conduct School Baseline Studies: - School Functionality

- Learner Results Gr 3, 6, 9-Diagnostic Feedback Reports & Workshops for Schools and District Officials

Develop 3 – 5 year Support Programme

Prepare School

Functionality Diagnostic Reports

Core activities in years 2 - 5 of partnershipTERM 1 TERM 2 TERM 3 TERM 4

WHO Jan Feb March April May June July Aug Sept Oct Nov Dec

PMET Head Office team

Quarterly Progress Reports to Districts

Annual Leadership Exchange Seminar from 2018 onwards

Annual District Symposium from 2018 onwards

Award CTI/MGI bursaries to qualifying Grade 12s

Strategic Planning

PMET Head Office team

PMET STAFF TRAINING, SUPPORT & MANAGEMENT:

- On–the-Job Training, Coaching & Mentoring of Facilitators

-Performance Management of Facilitators

-Strategic Review & Staff Training

Strategic Planning

PMET Local

Facilitators

IMPLEMENT SCHOOL SUPPORT PROGRAMME

Ongoing, Site-based, Training, Monitoring & Support in:

-School Leadership & Management-Curriculum Management

-Curriculum Implementation - Annual School Functionality reviews

-Annual impact assessments Grades 3 - 11

Prepare School

Functionality Impact

Reports for Schools and

Districts