Matthew Goniwe School of Leadership and Governance

 Introduction  Context/Curriculum Reform in SA  Data Informed School Improvement & Subject Improvement Planning  SMT Toolkit  The Three Tier Capacity Building Programme  SMT Tool Kit Cycle  Method  Implementation Analysis Research/Action Research  Grounded Theory Research  Conclusion Slide 2

 Purpose to introduce the development of a Three Tier Capacity Development Programme  Need to shift from Teacher Development towards Whole School Improvement and Subject improvement  Role of SMTs  Data Informed Instruction (DII) Slide 3

 Reform is every where  Curriculum reform  Schools core business  Accountability  Target setting Slide 4

 Levels:  District  School  Classroom  Teacher  Data driven decision making (DDDM)  Use of data to make decisions Slide 5

What is subject improvement? ◦ What is the core business of schools ◦ Curriculum management ◦ Learner performance ◦ School effectiveness and improvement Slide 6

 What is DDDM?  Why DDDM?  Data Everywhere?  What Type of Data is found in schools? ◦ Demographic ◦ Student Learning ◦ Process ◦ Perception Slide 7

 Why the SMT Toolkit?  What is the SMT Tool kit?  Who will use it?  How will be used? Slide 8

What is SMT TOOL KIT Contents Subject Improvement Planning Overview Roles & Responsibilities Curriculum Management Teaching Methodology Assessment Human Resource Management Human Resource Development Managing Resources Parental Involvement Information & Knowledge Management Managing Learners A Safe Learning Environment

Slide 10  Level 1: All schools  Level 2: Priority schools (n = 430)  Level 3: Priority schools less than 60% pass

LEVEL 1 TargetAll Principals ActivitiesSharing Best Practice OutputsQuarterly Meeting s OutcomesCoPs Formation and implementation DesignConversations /Domain, Practice driven Dosage/FrequencyFour Times a Year (Once a Term)

TargetPriority Schools (430) ActivitiesFormal training on SMT Tool Kit by HEIs OutputsModule Training on Tool kit OutcomesSubject Improvement Plan Improved Learner Performance DesignFormal Training Action Learning Practical Dosage/FrequencyOnce a month for 2 years

TargetPriority Schools ≤ 60% ActivitiesSchool Based Support OutputsNeeds Analysis Data analysis OutcomesSubject Improvement Plans DesignMentoring & Coaching Dosage/FrequencyAccording to school context and needs

LevelTargetOutputsOutcomesDesignDosage 1All Secondary schools CoPs 4 Meetings CoPs formation SIP in place Improved pass rate CoPs4 Meetings per annum 2Priority Schools [430] Training 24 Days SIP in place Improved pass rate Training Coaching 24 Days over 2 years 3Less than 60% performanc e priority schools Onsite support SIP Improve pass rate 60% - 80% Mentoring / Coaching According to School Needs

SMT Toolkit Subject Improvement Planning Cycle Adopt/Ada pt Monitor/ Evaluate Diagnostic Tool/ Data Collection Getting Ready Asking Good Questions SCOT /SWOT/SOAR Analysis Context Subject Improvement Plan Development Prioritisati on Data Analysis Implement

 Implementation Analysis Research  Grounded Theory Research Slide 16

 Implications for practice  A collaborative effort  Change takes place in manageable steps Three Tier Capacity Building ProjectSlide 17

Slide 18 Questions