Transcript CCEAM International Conference - Cyprus 15 October 2006 B4

CCEAM International Conference - Cyprus
15 October 2006
B4. Educational Policy and Decision Making
Paper Session6 – Room “Othello”
09h00-11h00
Towards a Strategic Integrated Policy Process (SIPP) Approach that
overcomes most of the ‘policy-practice gap’ issues
Presenter:
Muavia Gallie
Started out as a ‘Policy
Implementation’ study of DAS
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Professional Context
Political Context
Organisational Context
Historical Context
Theoretical Context
What made it difficult for the staff of Manenberg Secondary
School (MSS) to implement the DAS policy, despite a high
level of stated commitment to implement the policy and a
thorough five day information session (both theoretical and
practical) how to implement the policy?
Interviews
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Policy Issues
Appraisal Issues
Power relations and Union Issues
Implementation Issues
Information Sharing Workshops
Discipline
Contextual Conditions
Trust and Respect Issues
Management Issues
Appendix C
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
organisation
al support
[6]
Human
resources
[3 + 4]
Professional
development [7]
Develop evaluation
plan [5]
Ability and
willingness to
support change [3 +
4]
Leadership
and
manageme
nt [3, 4 + 9]
Evidence of
success [10]
Development
standards and
assessment plan
[6]
Administrative
capacity [3 + 4]
The context
[6, 7, 8 + 9]
Fiscal capacity [3 +
4]
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]
7
Professional work
relationship
Focused professional
development [7]
8
Links with
parents and
community
Supportive learning
environment [5]
Get internal and
external support [8
+ 9]
SGB and DoE
High levels of
communicty and
parental involvement
[8 + 9]
Involve
stakeholders in all
processes [8 + 9]
9
10
Managing
Change
Figure 14: Research Methodology
Methodology
Actual research
method
Document selection
method
Capacity building
workshops
Policy documents
Strategic liaison team
Training manuals
Interviews
Union documents
Questionnaires
Figure 15: The different data sets and corresponding timelines
Research Design Data Sets
Cooperation Agreement
May 2001
Info Sessions
14 Sept – 20 Nov 2001
Interviews August 2003
Questionnaires
Meet with Principal - May 2001
Talk to SDT
14 Sept 2001
Interviewee 1
SDT
Setting up of a Liaison Committee
Share conceptual framework of
workshops and research
Interviewee 2 SDT
Staff Workshop 1
28 Sept 2001
Interviewee 3 SDT
Develops a local school concept of
Appraisal
Interviewee 4 SDT
Staff Workshop 2
Interviewee 5
Generate ground-rules for appraisal
Interviewee 6
Staff Workshop 3
Resolve organisational issues; Respond
to questions
Staff Workshop 4
Creates climate for appraisal; Selects
appraisers; Develops a time-table
Daft DAS Policy
5 Nov 2001
Staff Workshop 5
20 Nov 2001
Formulating job descriptions; Train appraisers &
appraisees; Support appraisal process
Deliver Questionnaires
Sept 2001
Collect Questionnaires 1
Collect Questionnaires 2
Two Big Conceptual Organisers
Implementation Readiness
Conditions (IRC)
framework
Policy Process
Stages
Levels of
School Functionality
Operational Implementation Stage
3.
Operational
Implementation Stage
2.
Intervention Support
Stage
1.
Policy Formulation
Stage
Current Policy-Process in
South Africa
Table 2: The Key stages in School-Focused Policy Making
Policy Formulation Stage
Policy implementation
Support Stage
Policy Implementation
Stage
1. Key Intention
Develop policies that
embody best ideas related
to sound educational
practice, facilitation
approaches, and Readiness
Conditions within provinces,
districts and schools.
Develop, mobilise and deliver
sound facilitation and change
management support that
establishes the conditions
for successful policy
implementation in districts
and schools.
Sound implementation of
policy at the school level,
given Readiness
Conditions within districts
and schools.
2. Essential
Roleplayers and
Interests
Top level professional,
political, technical and
practitioner experts
formulating workable,
impactful policies.
Competent professional,
technical and practitioner
facilitation agents providing
workable, impactful
implementation assistance
Competent, professional
practitioners who are
committed and capable
of functioning at a level
that facilitates sound policy
implementation at their
schools.
3. Systemic
Change
Formulate and communicate
implementation timelines
consistent with complexity
and depth of change
implied and readiness of
school where policy is
implemented.
Support and development
length and frequency are
consistent with school
Readiness Conditions and
complexity and depth of
change implied in the policy.
Implementation timelines
consistent with school
Readiness Conditions and
complexity and depth of
change implied in the
policy.
Three Distinct Roleplayer Perspectives
(Lenses)
Roleplayer
Policy
Intervention
Policy
Perspective Formulation
Support
Implementation
Policy
Makers
1A
2A
3A
District
Support
Agents
1B
2B
3B
Teachers
1C
2C
3C
The increase in complexity of 5
types of reform policies
Type 1
1
Type 2
4
Type 3
9
Type 4
16
Type 5
25
The five necessary conditions to implement
policies successfully
Purpose
Vision
Ownership
Capacity
Support
Three levels of school functionality
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
-10%
-20%
Non-Functioning
-20% – +20%
Low-Functioning
21% - 60%
High-Functioning
61% - 100%
Figure 17: Merging SIR and SER in a model for School
Functionality
Managing
Change
SGB and
DoE
School
Ethos
Vision, Aims
and Strategic
Planning
The Principal
School
Functionality
Components
Links with
Parents and
Community
Professional
Work Relationships
Decision
making and
Communication
The Principal
and SMT
Structures,
Roles and
Responsibilities
Examples of Characteristics of Three levels of functionality
Level 3
High Functioning School
Level 2
Low Functioning School
Level 1
Non-Functioning School
Professional Orientation
Achieving the characteristics at an average of between
61% and 100%
Bureaucratic Orientation
Achieving the characteristics at an average of
between 21% and 60%
Dysfunctional Orientation
Achieving characteristics at an average of between
-20% and +20%
1.
School Ethos

Clear purpose, common beliefs and values, and consistent direction among teachers, learners and parents about core responsibility and why they are at school
2.
Vision, Aims and Strategic
Planning



Everybody understands the shared vision and their role in achieving the vision, which is accompanied by high standards and expectations
Teachers and staff believe that all learners can learn and meet high expectations through ambitious and rigorous course of study
Planned and actual curricula are achieved through researched based teaching strategies and materials to overcome obstacles
3.
Role of Principal




Effective professional, instructional and administrative leadership is present
Leadership is proactive and seek help that is needed to implement reform
Leadership natures instructional programme and school culture conducive to learning and professional growth
Teachers and other staff, including district officials, have leadership roles
4.
Role of Principal and SMT



Leadership allows work within a team, where members in the team own and support the decision making process
Collective decision making does not blur clearly defined individual roles and responsibilities among staff
The collective leadership is highly visible, especially for supporting teachers
5.
Structures, Roles and
Responsibilities



Clear organisational structures exist, with roles and responsibilities of staff not exclusively defined and assigned according to traditions
Systems and structures are in place to monitor and review learner assessment to identify learners who need help, and more support and instruction time is
provided, either during the school day or outside normal school hours, to these learners
Teaching is adjusted based on frequent monitoring of learner progress and needs
6.
Decision Making and
Communication



Purposeful staff meetings are used to discuss and make decisions on major issues
Teachers feel well-informed
Communication is frequent, direct and open between staff and management, and it operates in both direction
7.
Professional Working
Relationship



Everybody is involved and connected to each other to identify problems and solutions
A strong emphasis is placed on training and developing staff in areas of most need
Feedback from learning and teaching focuses on extensive and ongoing professional development, to achieve school or district vision and objectives
8.
Link with Parents and the
Community



There is a sense that everybody has a responsibility to educate learners, not just the teachers and staff at school
Parents, businesses, social service agencies, and community colleges/ universities all play a vital role in educating learners
Those who support the learning process are made to feel welcome in the school
9.
SGB and DoE



There is a positive and harmonious relationship between teachers, the SGB and DoE
SGB members are informed about the internal workings of the school
Members of the DoE play a significant role in school management
10.
Managing Change


There is no degree of professional scepticism about changes within education
Resources are allocated to support full implementation of all innovations or developments, and therefore non are left ‘up-in-the-air’
The Implementation Readiness Conditions framework
Non Functioning
School
Rethinking
Change
Low Functioning
School
Redesign
Change
Organisational Development
Change
High Functioning
School
Comprehensive Change
Purpose
Vision
Ownership
Capacity
Support
Single Component Change
INSIGHTS
[experiences
and analysis]
Different dimensions of Five types of change policies
Types of Change
Policies
Nature of
Change
Focus of Change
Level of
Change
Type 1.
Single Component/
Subject change
1. Procedural
Learner, educator
Classroom
Type 2.
Comprehensive
change
2. Programmatic
Subject area,
curriculum
Department
Type 3.
Organisational
Development
change
3. Technical
Operational decisionmaking and Vision
building
School
Type 4.
Redesign change
4. Structural
Developing
accountability and
stakeholder systems
Structures
Type 5.
Rethinking change
5. Paradigm
Reconceptualising the System
purpose of education
School Change –
Innovation
System change
– Reform
Institutional state of implementation
Capacity for change
-
+
Readiness + 2
for change
1 +
- 4
3 -
-
+
Policy Formulation
Strategic Implementation
Pilot
3 yrs
Targeted - 5 yrs
Universal - 10 yrs
Figure 19: ‘All-at-once’ vs ‘Incremental’ approaches to
systemic change
Quick fix
Implement policy
in all schools
Need
enormous
resources
and
supports
Immediate
success, or nothing
at
all;
implementation
period is short
Implement policy
gradually
by
starting
with
schools where
potential
of
success
is
greater
Less pressure on
limited resources
and support; Create
space for learning,
experiencing and
improving policy
Takes longer to
implement, but the
policy is more likely
to succeed
Policy
Change
Showing
patience
Different methodologies for Policy Control and Policy
Mediation
Policy
Control
Policy
Mediation
Province
1
4
7
2
5
8
Region/District
3
6
9
School
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
etc.
High
Functioning
Over 28 000 schools
National
DoE
Low functioning
Non
Functioning
FINDINGS
[data]
Table 1: The first Three out of Twelve Preparatory
steps needed before Appraisal (SADTU 1999)
1.School needs to establish a Professional Development
Committee, as prescribed by the South African Schools Act of
1996 – Act no 84, 20.1a, e. (people interested in staff
development).
2.From this committee, the staff will elect a Staff Development
Team (SDT) whose responsibility is to train teachers, oversee,
monitor, organise and manage the DAS. Members of the team
will be elected based on their ability or potential to perform the
tasks within the SDT. By virtue of his/her position the principal
will be part of the SDT, but not necessarily the chairperson or
co-ordinator.
3.After electing the SDT, the two staff members who were
trained by the Provincial Appraisal or District Appraisal Team,
will then train the entire staff at the school.
Graph 40 - Level of School Functionality
School Ethos
100
80
Vision, Aims and Strategic
Planning
The Principal
70
The Principal and SMT
60
20
Structures, Roles and
Responsibilities
Decision Making and
Communication
Professional Work
Relationships
Links with Parents and
Community
SGB and DoE
10
Managing Change
90
50
40
30
0
1
2
3
4
5
6
7
8
9
10
Graph 39 - Level of school Functionality
School
Ethos
100
Managing Change 90
80
70
Vision, Aims and Strategic Planning
60
SGB and DoE
50
40
30
20
The Principal
10
0
Links with Parents and Community
40%
The Principal and SMT
Professional Work Relationships
Structures, Roles and Responsibilities
Decision making and Communication
RECOMMENDATIONS
[advice and further
research]
Moving from a Labour paradigm to a
professional paradigm
Policy Paradigms
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Level 0 Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Level 9 Level
10
Labour Paradigm
Professional Paradigm
Labour Policy
Professional Policy
•Standardisation
(One-size-fits-all)
•Uniqueness
•Win-lose
•Win-win
•Working conditions •Learning improvement
•Compliance
•Commitment
•Lowest common
denominator
•Best possible idea
IMPLICATIONS
[learning]
Strategic Integrated (A + B) vs
Disconnected (A) policy-process model
A
Operational
Implementation
Formulate
‘Best Ideas’
Reform
Policies
Implied
Implementation
Support
Implied School
Readiness
A+B
Strategic
Integrated
Policy
Process
(SIPP)
Model
Teacher
Perspective
5 Types of
Reform
Policies
5 Readiness
Conditions
Elements
3 Levels of
School
Functionality
B
‘Bottom-up’ Implementation
Readiness Conditions
Intervention
Support
‘Top-down’ Policy Implementation
Policy
Formulation
Policy Maker
Perspective
Table 17: Percentage of Policy difficulty in different
Types of Schools
High Functioning
School
Low Functioning
School
Non Functioning
School
1% - 20%
1% - 33%
1% - 100%
Type 2.
Comprehensive change
21% - 40%
34% - 66%
Type 3.
Organisational
Development change
41% - 60%
67% - 100%
Degree of Policy Difficulty
Type 1.
Single Component/
Subject change
Type 4.
Redesign change
Type 5.
Rethinking change
School
Change
Systemic
Change
61% - 80%
81% - 100%
CONCLUSION
[essence]
Administration, Management and
Leadership training for Principals
PostPreparation Induction Threshold Excellent
High
Functioning
11
Schools
Low
Functioning
6
Schools
NonFunctioning
1
Schools
Advance
Leadership
12
13
14
15
9
10
4
5
Management
7
8
Administration
2
3
End.
South African Council for Educators
Website: www.sace.org.za
E-mail: [email protected]
Tel: +27126630422
Postal Address: Private Bag X127
Centurion
Pretoria
0046
South Africa