IEPPI - Gauteng East Underperforming High Schools

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Gauteng East District

Under-performing High Schools

Presenter: Dr Muavia Gallie (PhD)

Institute of Education Policy, Planning and Implementation @ University of Pretoria

IEPPI@UP

20 May 2009

Springs

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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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Dysfunctionality vis-à-vis Under-performanceFigure 10: Three levels of school functionality in relation to the support needed by

schools

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

-10%

-20%

Non-Functioning -20% – +20%

Low-Functioning 21% - 60%

High-Functioning 61% - 100%

Basics

Gallie 2006

41. Is the school receptive to innovation and change?

ResponsesJ. Managing Change

1. Are the staff and governing body enjoying a positive and harmonious relationship?

ResponsesI. The Governing Body and Department of Education

1. Are teachers working to build and maintain good relations with parents?

ResponsesH. Links with Parents and the Community

1. Is there a good team spirit?

ResponsesG. Professional Working Relationships

1. Are staff meetings used for the discussion of major policy issues?

ResponsesF. Decision Making and Communication

1. Is there a clear organisational structure that is appropriate for meeting the school’s aims?

ResponsesE. Structures, Roles and Responsibilities

1. Are they working well together as a team through clearly defined roles and responsibilities known to staff?

ResponsesD. The Principal and the Senior Management Team

1. Does the principal provide strong leadership and a definite sense of direction through a clear vision based beliefs and values?

ResponsesC. The Principal

1. Do the principal and you, as staff member share a common vision about the school’s future development?

ResponsesB. Vision, Aims and Strategic Planning

1. Are attendance, discipline and vandalism by learners major problems in school?

I don’t knowNoYesQuestions

ResponsesA. School Ethos

Questionnaire on School Functionality (SFI)

5 8%88%4%4222111.10 Are teachers working in a stimulating, enjoyable and

satisfying atmosphere?p

9%74%17%17321741.9 Are learners and teachers feeling safe and secure at

school?p

8%25%67%67226161.8 Are teachers talking freely about professional matters?p

26%39%35%3536981.7 Is there an open atmosphere for change in the school?p

17%65%17%173

41541.6 Are teachers holding high expectations of learnerbehaviour and achievements through displaying confidencein them?p

21%38%42%42259101.5 Is there a continual striving for improvement and growth

among teachers?p

13%42%46%462

310111.4 Is a questioning, critical attitude actively encouraged,and a complacency attitude actively discouraged amongstaff?n

8%13%79%79223191.3 Is there a general concern through the teaching and

learning process to provide quality education?p

67%17%17%17216441.2 Are most of the parents proud that their children are

attending this school?p

0%4%96%4201231.1 Are attendance, discipline and vandalism by learners

major problems in school?n

Don'tknowNoYes

%Diff.Don’tknow

NoYesQuestionsY=p

PosA. School EthosY=n PercentageSummaryResponses

Y = Preferred response (both Yes and No)

Summary of Analysis of Questionnaire responses

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Entire summary

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Graph 9 - School Ethos

417 79

46

42

1735

67

17 40

20

40

60

80

1001

2

3

4

5

6

7

8

9

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Results 1 Graph 10 - Vision, Aims and Strategic Planning

8 13 38

25

38

5452

1313

21

0

20

40

60

80

1001

2

3

4

5

6

7

8

9

10

Results 2Graph 11 - The Principal

2117 42

39

38

63

3042

42

50

020

406080

1001

2

3

4

5

6

7

8

9

10

Results 3 Graph 12 - The Principal and SMT

2563

43

25

384246

33

3329

020406080

1001

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3

4

5

6

7

8

9

10

Results 4

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Graph 13 - Structures, Roles and Responsibilities

33 39

39

35

262638

67

25 80

2040

60

80

1001

2

3

4

5

6

7

8

9

10

Results 5

Graph 14 - Decision Making and Communication

96

54

78

61

523354

58

92

67

020406080

1001

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3

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5

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7

8

9

10

Results 6Graph 15 - Professional Working Relationships

3829

67

42

46

70

3554

42 170

20

40

60

80

1001

2

3

4

5

6

7

8

9

10

Results 7

Graph 16 - Links with Parents and Community

50

2967

74

75

4021

38 80

2040

60

80

1001

2

3

4

5

6

7

8

9

10

Results 8

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Graph 17 - The SGB and DoE

8

50

54

21004250

43

020

40

60

80

1001

2

3

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Results 9

Graph 18 - Managing Reform

54

1733

21421

1314

2117

0

20

40

60

80

1001

2

3

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Results 10

35.7Average

21.5J. Managing Change

20.5I. The Governing Body and Department of Education

36.6H. Links with Parents and the Community

44.0G. Professional Working Relationships

64.5F. Decision Making and Communication

33.6E. Structures, Roles and Responsibilities

37.7D. The Principal and the Senior Management Team

38.4C. The Principal

27.5B. Vision, Aims and Strategic Planning

32.8A. School Ethos Graph 19 - Level of school Functionality A

0102030405060708090

100School Ethos

Vision, Aims and Strategic Planning

The Principal

The Principal and SMT

Structures, Roles and Responsibilities

Decision making and Communication

Professional Work Relationships

Links with Parents and Community

SGB and DoE

Managing Change

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Graph 20 - Level of School Functionality B

0

10

20

30

40

50

60

70

80

90

100

1 2 3 4 5 6 7 8 9 10

School Ethos

Vision, Aims and Strategic

Planning

The Principal

The Principal and SMT

Structures, Roles and

Responsibilities

Decision Making and

Communication

Professional Work

Relationships

Links with Parents and

Community

SGB and DoE

Managing Change

Level of School Functionality (SFI)

Requests for use of the SFI - [email protected]

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Level 3Administration

Level 2Management

Level 1Leadership

HighFunctioningSchools(HFS)

LowFunctioningSchools(LFS)

Non-FunctioningSchools(NFS)

Conceptual Argument -Types of Functionalities (relating to the Core Purpose)

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Supervisory andAccountability

systems

Evaluation andAppraisalSystems

PerformanceManagement andReward Systems

High FunctioningSchools (HFS)

Low FunctioningSchools (LFS)

Non-FunctioningSchools (NFS)

4. Measuring Teaching Quality i.r.t.different school functionalities

The Judgement of Quality is dependent on the Quality of the Judgement.

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systems

Getting them‘to do theirjob’


Getting them‘to dosomethingextra’


Getting themto perform‘optimally’




5. Focus of the measuring tool ..

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systems

Getting theINPUT right


Getting thePROCESSright


Getting theOUTCOMESright




5. Keeping their ‘eye’ on achieving …

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Did your school closeearly on the 21 April2009 (the day beforethe Elections), and onthe 30 April 2009 (theday before May day)?

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Defining Dysfunctional schools• Schools who continue to function, but do not accomplish the purpose

for which they were created;• Schools exist 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

individuals with them;• School can take on a life of their own where their 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 notpermit themselves, to speak (or even think) critically about the school

• Critical thinking begins with the question “why?” Why are we doing this?Why are things arranged this way? Why do we do it this way and not thatway? These kinds of questions are not allowed in a dysfunctional group;

• The other indicator is the evolution of a priestly caste whose allegianceis more strongly tied to the school than it is to the learners the school ismeant to serve - this means the teachers and administrators within theschool

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Logistics of Teaching and Learning 1

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

Current Academic YearPrevious YearH

FSLF

SN

FS

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Logistics of Teaching and Learning 2.1

School ReadinessComponents

30%

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


FSLF

SN

FS

19



30%

Teaching40%

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


FSLF

SN

FS

20



30%

Teaching40%

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

Current Academic YearPrevious Year

Learning50%H

FSLF

SN

FS

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30%

Teaching40%

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


Learning50%

Assess-ment10%H

FSLF

SN

FS

22



30%

Teaching40%

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


Learning50%

Assess-ment10%H

FSLF

SN

FS

90%Time-on-Task

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30%

Teaching40%

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


Learning50%

Assess-ment10%H

FSLF

SN

FS

90%

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30%

Teaching40%

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


Learning50%

Assess-ment10%H

FSLF

SN

FS


30%

90%

25



30%

Teaching40%

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


Learning50%

Assess-ment10%H

FSLF

SN

FS


30%

Assessment20%

90%

26



30%

Teaching40%

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


Learning50%

Assess-ment10%H

FSLF

SN

FS


30%

Disrup-tions10%

Assessment20%

90%

27



30%

Teaching40%

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


Learning50%

Assess-ment10%H

FSLF

SN

FS


30%

Teaching30%

Disrup-tions10%

Assessment20%

90%

28



30%

Teaching40%

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


Learning50%

Assess-ment10%H

FSLF

SN

FS


30%

Teaching30%

Disrup-tions10%

Assessment20%

Learning20%

90%

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30%

Teaching40%

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


Learning50%

Assess-ment10%H

FSLF

SN

FS


30%

Teaching30%

Disrup-tions10%

Assessment20%

Learning20%

90%

50%Time-on-Task

30



30%

Teaching40%

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


Learning50%

Assess-ment10%H

FSLF

SN

FS


30%

Teaching30%

Disrup-tions10%

Assessment20%

Learning20%

90%

50%

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30%

Teaching40%

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


Learning50%

Assess-ment10%H

FSLF

SN

FS


30%


30%

Teaching30%

Disrup-tions10%

Assessment20%

Learning20%

90%

50%

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30%

Teaching40%

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


Learning50%

Assess-ment10%H

FSLF

SN

FS


30%


30%

Teaching30%

Disrup-tions10%

Assessment20%

Learning for Assessment

20%

Learning20%

90%

50%

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30%

Teaching40%

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


Learning50%

Assess-ment10%H

FSLF

SN

FS


30%


30%

Teaching30%

Disrup-tions10%

Assessment20%


20%

Learning20%

Disruptions& Chaos

20%

90%

50%

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30%

Teaching40%

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


Learning50%

Assess-ment10%H

FSLF

SN

FS


30%


30%

Teaching30%

Teaching20%

Disrup-tions10%

Assessment20%


20%

Learning20%

Disruptions& Chaos

20%

90%

50%

35



30%

Teaching40%

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


Learning50%

Assess-ment10%H

FSLF

SN

FS


30%


30%

Teaching30%

Teaching20%

Disrup-tions10%

Assessment20%


20%

Learning20%

Disruptions& Chaos

20%

Learn-ing

10%

90%

50%

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30%

Teaching40%

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


Learning50%

Assess-ment10%H

FSLF

SN

FS


30%


30%

Teaching30%

Teaching20%

Disrup-tions10%

Assessment20%


20%

Learning20%

Disruptions& Chaos

20%

Learn-ing

10%

90%

50%

30%Time-on-Task

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• Ten critical questions for every school leader1. Does every teacher teach everyday in every class for 196 school days in the year? [10]2. Do you as school leader regularly observe teachers teaching in their classrooms? [10]3. Do you spend at least 70% of your time in school on matters of teaching and learning?

[10]4. Do you regularly visit parents of learners in their homes? [10]5. Is your school consistently clean, ordered and well-decorated in ways that convey

positive sentiments about the learning environment? [10]6. Do more than 95% of learners pass the highest grade in the school every year for the

past five years? [10]7. Do more than 98% of learners enrolled attend school everyday? [10]8. Does every learner have a textbook in every subject? [10]9. Does your school bring in at least R100,000 every year in external (private) funds e.g.

the business community? [10]10. In the case of High Schools, do at least 80% of your learners go on to

university/university of technology? In the case of Primary Schools, do all yourlearners go on to high school?

Prof. Jonathan Jansen (Executive Leadership Programme 2008)

Is your school Dysfunctional?

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Functionality Scorefor your school

A School?20

A Seriously Dysfunctional School40

A Marginally functional School60

A Moderately Functional School80

A Functional School100

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8 School Readiness Components


30%

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


FSLF

SN

FS


30%


30%

SRC ComponentIndicators of NFS


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School Readiness Components 1


30%

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


FSLF

SN

FS


30%


30%

1. Teacher and LearnerAttendance

1.1 High rate of staff absenteeism

1.2 High rate of learner absenteeism



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30%

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


FSLF

SN

FS


30%


30%

2. Teacher Information2.1 High rate of staff turnover

2.2 Negative school atmosphere






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30%

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


FSLF

SN

FS


30%


30%

3. Learner Information3.1 Low learner performance

3.2 High dropout rates of learners








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30%

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


FSLF

SN

FS


30%


30%

4. Annual Planning4. High level of disruption and violence










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30%

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


FSLF

SN

FS


30%


30%

5. Implementable andflexible timetable

5. Unclear academic standards











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30%

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


FSLF

SN

FS


30%


30%

6. Quarterly Teachingschedules













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30%

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


FSLF

SN

FS


30%


30%7. Organogram














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30%

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


FSLF

SN

FS


30%


30%8. Learner and Teacher

support materials

7. Organogram














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Research - High PovertySchools 0

2007

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Research - High PovertySchools 1

Elements of High-Performing, High-Poverty Schools Nationally: Mass Insight’s “Readiness” model

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Research - High Poverty Schools 7What’s Stopping You?

Create a map of the design challenges in your way

Human capacity– Adequacy of teacher workforce– Adequacy of top and distributed team leadership– Adequacy of outside support system (all partners and TA)

Operating conditions– Freedom to act: authority over key resources (money, time, people,

programming) to make mission- and data-driven decisions– Freedom from unproductive or overlapping compliance burdens– Incentives that drive adult (and student) behavior

Resources– Adequacy of time for learning– Adequacy of time for teacher planning, collaboration, PD– Adequacy of resource support in general (class size, facilities, etc.)

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Research - High Poverty Schools 8

The 3 ‘C’s of comprehensive, coherent,transformative reform

Clustering3

Conditions1

Capacity2 Build turnaround resources & humancapacity in schools and lead partners

Organize in clusters by region, need,or type -- where new conditions applyand states/districts create specialcapacity

Change the rules and incentives governingpeople, time, money, & program

So: What would reform that incorporatesall three sides of the triangle look like?

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Research - High Poverty Schools 9

Conditions Change:Outside-the-systemapproaches, appliedinside the system

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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

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Time-on-Task 1

Teaching40%

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


Learning50%H

FSLF

SN

FS

Teaching30%

Teaching20%

Learning20%

Learn-ing

10%

90%

50%

30%

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Time-on-Task 2.1

Teaching40%

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


Learning50%H

FSLF

SN

FS

Teaching30%

Teaching20%

Learning20%

Learn-ing

10%

90%

50%

30%

•4.5 days p.w.•176 days p.a.

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Time-on-Task 2.2

Teaching40%

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


Learning50%H

FSLF

SN

FS

Teaching30%

Teaching20%

Learning20%

Learn-ing

10%

90%

50%

30%



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Time-on-Task 2.3

Teaching40%

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


Learning50%H

FSLF

SN

FS

Teaching30%

Teaching20%

Learning20%

Learn-ing

10%

90%

50%

30%




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Time-on-Task 3

Teaching40%

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


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.

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Learning: From Past to Future

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5 Levels of Learning

Wisdom1755Comprehension1404Know-How1053Information702Facts351

Type ofTeaching

TeachingDays

Level

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Bloom’s Level of learning andThinking

1. Know - Define, match, repeat, memorise, label, outline,record, recognise, state, sort, list

2. Understand - Restate, show, illustrate, summarise, predict,locate, paraphrase, describe, explain

3. Apply - Demonstrate, solve, test, use, manipulate, organise

4. Analyse - Examine, debate/defend, compare/contrast, refute,relate, generalise, classify, research

5. Synthesise - Propose, design, construct, invent, formulate,plan, imagine

6. Evaluate - Judge, recommend, critique/criticise, justify,choose

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School shake up - Video

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Quote!

If you don’t change,change will changeyou, or change will

replace you.

IEPPI - Gauteng East Underperforming High Schools

Education

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