Transcript The identification of different School Functionalities

The difference between the mentality of a
dysfunctional/low- and high-functioning district
and/or school
Presentation at the CCEAM 2008 Conference
Durban, South Africa
9 September 2008
10h00 - 11h30, Hall 3C
Dr Muavia Gallie (PhD)
Origin of Questionnaire Components
Questionnaire
What makes a
school successful?
Characteristics of
successful schools
Factors that
support change in
different schools
Successful stories
Practical
recommendations
Contextual
elements
Conditions
elements
The
Learning
school
1
School ethos
Clear and shared
focus [2]
Vision [2]
Teacher attitude [7]
Dynamic leadership
[3 + 4]
Mission and vision
statement [2]
Leadership [3 + 4]
Clear
purpose [1]
Identity [1]
2
Vision, Aims and
Strategic
Planning
High standards and
expectations [1]
Clarity of innovation
[2]
Make structures
more flexible [5]
Core values,
principles and goals
[1]
Leadership [3 + 4]
Political stability [5’ 6
+ 7]
Inspiring
vision [2]
Strategy [2]
Administrative
support [3 + 4]
Levels of
cooperation [7]
Strong
ownership [6]
Structures
and
procedures
[5]
Develop governance
structures [9]
Knowledge of reform
[10]
Broad
capacity [5]
Technical
support [5]
Set up broad
advisory board [8]
Understanding
processes and
relationships [5, 6 +
7]
Tangible
organisationa
l support [6]
Human
resources [3
+ 4]
Leadership
and
managemen
t [3, 4 + 9]
The context
[6, 7, 8 + 9]
3
The Principal
Effective school
leadership [3 + 4]
High Academic
Standards [2]
Teacher training [7]
Allocate resources to
support educators [6
+ 7]
4
Principal and
SMT
High levels of
collaboration and
Communication [6]
Standards of the
heart [1]
Communication and
support
implementation [6]
Create a discourse
of possibility [10]
5
Structures,
Roles and
Responsibilities
Curriculum,
Instruction and
Assessment aligned
with standards [2]
Family-schoolcommunity
partnerships [8]
Make contingencies
compatible with
classroom [10]
6
Decision making
and
Communication
Frequent monitoring
of teaching and
learning [5]
Professional
development [7]
Develop evaluation
plan [5]
Ability and
willingness to
support change [3 +
4]
7
Professional
work
relationship
Focused
professional
development [7]
Evidence of success
[10]
Development
standards and
assessment plan [6]
Administrative
capacity [3 + 4]
8
Links with
parents and
community
Supportive learning
environment [5]
Get internal and
external support [8 +
9]
Fiscal capacity [3 +
4]
9
SGB and DoE
High levels of
communicty and
parental involvement
[8 + 9]
Involve stakeholders
in all processes [8 +
9]
10
Managing
Change
Questionnaire on School Functionality (SFI)
Responses
A. School Ethos
Questions
Yes
No
I don’t know
1. Are attendance, discipline and vandalism by learners major problems in school?
B. Vision, Aims and Strategic Planning
Responses
1. Do the principal and you, as staff member share a common vision about the school’s future development?
C. The Principal
Responses
1. Does the principal provide strong leadership and a definite sense of direction through a clear vision based beliefs and values?
D. The Principal and the Senior Management Team
Responses
1. Are they working well together as a team through clearly defined roles and responsibilities known to staff?
E. Structures, Roles and Responsibilities
Responses
1. Is there a clear organisational structure that is appropriate for meeting the school’s aims?
F. Decision Making and Communication
Responses
1. Are staff meetings used for the discussion of major policy issues?
G. Professional Working Relationships
Responses
1. Is there a good team spirit?
H. Links with Parents and the Community
Responses
1. Are teachers working to build and maintain good relations with parents?
I. The Governing Body and Department of Education
Responses
1. Are the staff and governing body enjoying a positive and harmonious relationship?
J. Managing Change
1. Is the school receptive to innovation and change?
Responses
Summary of Analysis of Questionnaire responses
Y = Preferred response (both Yes and No)
Y=n
A. School Ethos
Summary
Responses
Yes
No
Y=p
Questions
23
n
1.1 Are attendance, discipline and vandalism by learners
major problems in school?
4
p
1.2 Are most of the parents proud that their children are
attending this school?
19
p
1.3 Is there a general concern through the teaching and
learning process to provide quality education?
11
n
1.4 Is a questioning, critical attitude actively encouraged,
and a complacency attitude actively discouraged among
staff?
10
p
1.5 Is there a continual striving for improvement and growth
among teachers?
4
p
1.6 Are teachers holding high expectations of learner
behaviour and achievements through displaying confidence
in them?
p
1.7 Is there an open atmosphere for change in the school?
8
9
p
1.8 Are teachers talking freely about professional matters?
16
4
p
1.9 Are learners and teachers feeling safe and secure at
school?
1
p
1.10 Are teachers working in a stimulating, enjoyable and
satisfying atmosphere?
1
Pos
Don’t
know
Diff.
Percentage
%
Yes
No
Don't
know
0
2
4
96%
4%
0%
2
17
17%
17%
67%
2
79
79%
13%
8%
2
46
46%
42%
13%
2
42
42%
38%
21%
3
17
17%
65%
17%
6
3
35
35%
39%
26%
6
2
2
67
67%
25%
8%
17
2
3
17
17%
74%
9%
2
4
4%
88%
8%
4
3
10
9
15
21
16
2
3
5
4
2
Entire summary
Results 1
Graph 10 - Vision, Aims and Strategic Planning
1
Graph 9 - School Ethos
1
100
10
100
2
80
10
60
60
40
9
17
20 4
4
40
9
793
17
21 20
8
13 0
13
0
46
67
8
2
80
17
8
4
35
42
3
13
38
25
4
38
52
54
7
7
5
5
Results 3
Graph 11 - The Principal
Graph 12 - The Principal and SMT
1
1
100
100
10
10
2
80
60
40 21
9
20
42
3
17
29
9
33
42
4025
30
4
38
43
63
6
25
5
8
46
3
20
33
39
42
7
63
0
0
8
2
80
60
50
Results 2
6
6
4
38
42
7
5
6
Results 4
Graph 14 - Decision Making and Communication
Graph 13 - Structures, Roles and Responsibilities
1
1
100
10
100
2
80
10
67
60
40 33
9
25
39
3
8 20
39
9
92
35
4
26
26
8
58
61
Graph 15 - Professional Working Relationships
1
100
10
2
80
2
80
50
60
60
38
29
1720
3
9
38
67
29
3
67
8
21 0 4
42
4
35
40
20
0
0
54
Results 6
Graph 16 - Links with Parents and Community
100
40
4
52
6
1
8
3
5
Results 5
6
10
33
7
5
42
78
20
54
7
9
54
40
0
67
38
2
60
0
8
96
80
74
8
4
46
75
7
Results 7
70
6
5
7
5
6
Results 8
Graph 18 - Managing Reform
Graph 17 - The SGB and DoE
100
10
1
100
2
80
60
43
9
25
10
60
20 8
00
4 0 0
54
3
4
7
17 20
6
4
B. Vision, Aims and Strategic Planning
27.5
C. The Principal
38.4
D. The Principal and the Senior Management Team
37.7
E. Structures, Roles and Responsibilities
33.6
F. Decision Making and Communication
64.5
G. Professional Working Relationships
44.0
H. Links with Parents and the Community
36.6
I. The Governing Body and Department of Education
20.5
J. Managing Change
21.5
21
4
5
Results 9
32.8
33
21
7
A. School Ethos
3
17
21
0
14
13
8
5
54
40
9
21
8
2
80
50
40
1
6
Results 10
Graph 19 - Level of school Functionality A
Managing Change
SGB and DoE
School Ethos
100
90
80
70
60
50
40
30
20
10
0
Vision, Aims and Strategic Planning
The Principal
Links with Parents and Community
The Principal and SMT
Professional Work Relationships
Structures, Roles and Responsibilities
Decision making and Communication
Average
35.7
Graph 20 - Level of School Functionality B
100
School Ethos
90
Vision, Aims and Strategic
Planning
80
The Principal
70
The Principal and SMT
60
Structures, Roles and
Responsibilities
Decision Making and
50
Communication
Professional Work
40
Relationships
Links with Parents and
30
Community
SGB and DoE
20
Managing Change
10
0
1
2
3
4
5
6
7
8
9
10
Level of School Functionality (SFI)
Requests for use of the SFI -
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 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 are things arranged this way? Why do we do it this way and not that
way? These kinds of questions are not allowed in a dysfunctional group;
• The other indicator is the evolution of a priestly caste whose allegiance
is more strongly tied to the school than it is to the learners the school is
meant to serve - this means the teachers and administrators within the
school
Conceptual Argument Types of Functionalities
(relating to the Core Purpose)
NonFunctioning
Schools
(NFS)
Low
Functioning
Schools
(LFS)
High
Functioning
Schools
(HFS)
Level 1
Level 2
Level 3
Three Levels of School Functionality
Figure 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%
Basics
-20%
Non-Functioning
-20% Š +20%
Low-Functioning
21% - 60%
High-Functioning
61% - 100%
10 different mentalities
1. Definition of Teacher Quality;
2. Subject and/or learning area choices;
3. Time tabling;
4. Measuring productivity systems;
5. Quality Assurance systems;
6. Learner Expectation (success);
7. Data, Information, Knowledge, Intelligence Systems;
8. Multiple Opportunities; and
9. Time Utilisation; and
10.Difference between Home-work and School-work.
1. Defining Teaching Quality
• Three related schools of thought - Good teaching is defined by (a) what the
teacher brings into the classroom - that is, TEACHER CHARACTERISTICS,
(b) what teachers do while they are in the classroom - TEACHING
PRACTICES, and © what learners take out of the classroom - LEARNERS
LEARNING GAINS;
• A.
Focusing on TEACHER CHARACTERISTICS note that standards (e.g.
obtaining a degree/diploma, passing a professional examination) are set to
ensure a degree of quality. The logic here is that it is difficult to measure
teaching quality directly, so indirect measures should be used;
• B.
Others argue for a more direct measure of what teachers actually do.
Those who focus on TEACHING PRACTICE argue for five common
pedagogical principles, namely: 1. Building on learners’prior knowledge; 2.
Linking goals, assessment and instruction; 3. Teaching content and critical
thinking; 4. Developing language skills; and 5. Creating a culture of learning;
• C. There are those who reject measuring “inputs” (teacher characteristics)
or “processes” (teaching practices) and argue that only outcomes matter. In
this case, defining teaching quality is about HIGH LEARNER
PERFORMANCE.
2. Subject Choices Available
No. Low-functioning School
High-functioning School
1
Language 1st
Language 1st
2
Language 2nd
Language 2nd
3
Maths or Maths Lit
Maths or Maths Lit
4
History or Science
History
5
CAT or Accounting
Science
6
Life Orientation
CAT
7
Business Economics
Accounting
8
Life Orientation
9
Business Economics
3. Organising of Time table
1
2
3
4
5
6
7
8
9
2
I
2
3
G
3
4
H
4
5
6
7
8
9
Tues
1
H
1
5
6
7
8
8
Wed
1
2
3
4
5
6
6
7
7
Thurs
1
L
2
O
3
W
4
4
5
5
6
6
Mon
Fri
4. Measuring Teaching Quality i.r.t.
different school functionalities
Non-Functioning Low Functioning High Functioning
Schools (NFS) Schools (LFS) Schools (HFS)
Performance
Management and
Reward Systems
Evaluation and
Appraisal
Systems
Supervisory and
Accountability
systems
The Judgement of Quality is dependent on the Quality of the Judgement.
5. Focus of the measuring tool ..
Non-Functioning Low Functioning High Functioning
Schools (NFS) Schools (LFS) Schools (HFS)
Getting them
to perform
‘optimally’
Getting them
‘to do
something
extra’
Getting them Supervisory and
‘to do their
Accountability
job’
systems
Performance
Management and
Reward Systems
Evaluation and
Appraisal
Systems
5. Keeping their ‘eye’ on achieving …
Non-Functioning Low Functioning High Functioning
Schools (NFS) Schools (LFS) Schools (HFS)
Getting the
Performance
OUTCOMES
Management and
right
Reward Systems
Getting the
Evaluation and
PROCESS
Appraisal
right
Systems
Getting the Supervisory and
INPUT right
Accountability
systems
6. In relation to Matric Results
Figure 10: Three levels of school functionality in relation to the support needed by
schools
100%
90%
80%
Average (50%) in Matric Results
70%
60%
50%
40%
30%
20%
10%
-10%
-20%
Non-Functioning
-20% Š +20%
Low-Functioning
21% - 60%
High-Functioning
61% - 100%
7. Data, Information, Knowledge,
Intelligence Systems
Data - what was (NFS);
Information - what is (LFS);
Knowledge - what could be (HFS);
Intelligence - what should be (HFS).
7. SASAMS System
1.
Knowing
2.
Understanding
3.
Teaching
4.
Another
Teaching
7.
Another
Learning
6.
Learning
5.
Support
8.
Assessment
9.
Support
10.
Evaluation
8. Multiple Opportunities
Low-functioning School
Quarter 1
Teach
Test or
Exam
Quarter 2 Test or Quarter 3
Teach
Exam
Teach
Test or
Exam
Quarter 4
Teach
Test or
Exam
Support
and
Support
Test or
Exam
High-functioning School
Quarter 1
Teach
Test or
Exam
Quarter 2 Test or Quarter 3
Teach
Exam
Teach
Test or
Exam
9. Time Utilisation
Low-functioning School High-functioning School
20% Teaching
20% Teaching
20% Teaching
20% Learning
20% Teaching
20% Learning
20% Teaching
20% Learning
20% Learning
20% Learning
9. What do we know about our
teachers and/or officials?
Remembering
Teaching
(Information Sharing)
Remembering
Teaching
(Information Sharing)
Understanding
Learning
(Taking ownership of Information)
9. Types of Teaching - Learning
None to Little time and support for Learning
Teaching and
Learning
Teaching
Learning
Plenty of time and support for Learning
Teaching for
Learning
Teaching and Learning
All the time and support are for Learning
Teaching as
Learning
Teaching Learning Teaching Learning Teaching Learning
Teaching Learning Teaching Learning Teaching Learning
Teaching Learning Teaching Learning Teaching Learning
10. Homework vis-à-vis Schoolwork vis-àvis Busywork vis-à-vis Parent’s work
• Learning takes place throughout the day,
whether ‘in school’ or ‘out of school’;
• They can be categorised as ‘different’
types of learning;
• Given different situations and
circumstances, the one becomes more
important than the other;
• We need all of them in our lives.
Conclusion - You Taught Me
•
•
•
•
•
•
•
•
•
•
•
•
You taught me the names of cities in the world, but;
I don’t know how to survive the streets in my own city;
You taught me the minerals that are in the earth, but;
I do not know what to do to prevent my world’s destruction;
You taught me how to speak and write in three languages,
but;
I do no know how to say what I feel in my heart;
You taught me all about reproduction in rats, but;
I don’t know how to avoid pregnancy;
You taught me how to solve maths problems, but;
I still can’t solve my own problems;
Yes, you taught me many facts, and thank you, I am now
quite clever, but;
Why is it that I feel I know nothing? Why do I feel I have to
leave school to go and learn about coping with life?