2. Umlazi District Principals’ Meeting : 12 February 2016 Launch of Umlazi District News Letter. Glenwood High School Hall

3. FIRST SESSION: LAUNCH OF DISTRICT NEWSLETTER 1.Opening and welcome 2.Highlights of District newsletter 3.Remarks and introduction of the Guest speaker 4.Main address by the Guest speaker 5.Official launch of the District Newsletter 6.Closure

4. SECOND SESSION: PRINCIPALS’ MEETING 1.Opening and welcome 1.1 Recognition of the National Symbols and the AU Anthem. 2.ANA and GET learning outcomes 2.1 GET Schools of Intervention 3.NSC (Matric) results 3.1 Presentation of 2015 NSC (Matric) results 3.2 NSC Schools of Intervention 4.Three- legged strategy to improve GET and NSC learning outcomes in all our schools as a minimum standard of a functional school 5.Urgent matters for 2016 grade 12 learners 6.Urgent matters for reporting during the quarterly meetings of Circuit Principals with Director’s office 7.Urgent matters for 2016 grade 11 progressed learners. 8.Proposed Three Streams model 9.NSNP 10.Quintiling of schools 11.Provident fund and Pension fund (GEPF) 12.Vote of thanks

5. SECOND SESSION: PRINCIPALS’ MEETING 1.Opening and welcome 1.1 Recognition of the national symbols and the AU Anthem 2.ANA AND GET LEARNING OUTCOMES 2.1 Minimum Standards for a functional school  ANA as a diagnostic test  Standardized quarterly testing of learners in Primary schools and grade 8-9 (GET level)  Release of Quarterly results to parents  Parents meetings with individual educators on their children’s performance  Report on underperformed subjects and subject educator to the Director in the quarterly meetings with Circuit (Ward) Principals  Immediate actions to counteract or address underperformance or mediocrity 2.2 GET schools of Intervention (Underperforming schools)  All Primary schools which are feeder schools of under 60% Secondary schools  Grade 8 and 9 of under 60% Secondary schools

6. 3. NSC Results 3.1 NSC (Matric) Results 3.1.1 Districts Results DISTRICT ENTRIES% PASSED 01. UMLAZI 21648 72.64 02. UMGUNGUNDLOVU 1321867.98 03. PINETOWN 2009864.65 04. UMKHANYAKUDE 1405462.71 05. SISONKE 698562.69 06. UTHUKELA 1109561.09 07. UGU 1191060.26 08. AMAJUBA 921758.75 09. UTHUNGULU 1836054.59 10. ZULULAND 1688553.58 11. ILEMBE 914151.93 12. UMZINYATHI 1004746.57

7. 3.1.2 TOP FIVE CANDIDATES FROM PUBLIC SCHOOLS POSITION IN DISTRICTLEARNER’S NAMESCHOOLPOSITION IN PROVINCE 05Ismael JaleelaSastri College22 04Jagganath NikaiDurban Girls High10 03Govender ShailiNorthlands Girls High09 02Nyembe ThembelihleUmlazi Comtech08 01Bisseru NikyleDurban High School06

8. 3.1.3 TOP THREE CANDIDATES FROM THE DISTRICT INDEPENDENT SCHOOLS POSITION IN DISTRICTLEARNER’S NAMESCHOOLPOSITION IN PROVINCE 03Dookhi DevakshaEden College12 02Suleman FathimaAl-Falaah College05 01Govender TrisainaEden College02

9. POSITION IN DISTRICTLEARNER’S NAMESCHOOLPOSITION IN PROVINCE 05Mtungwa Sihle SmisokuhleOpen Air- 04Van Heerden WikusOpen Air- 03Dube Sibusisiswe RuthOpen Air- 02Mnyiphika ElethuMason Lincon- 01Harmse JenniferOpen Air05 3.1.4 TOP FIVE CANDIDATES FROM SPECIAL SCHOOLS

10. 3.1.5 PROVINCIAL TOP LEARNERS PER SUBJECT FROM UMLAZI DISTRICT DESCRIPTIONSCHOOLLEARNER 1.KZN Top learner in Maths from UmlaziDurban High SchoolArunakirinathat Avrind 2. KZN Top learner in Accounting from Umlazi Menzi High SchoolNdlovu Samukelisiwe Passionate

11. 3.1.6 THE SCHOOLS WHICH ARE OUT OF UNDERPERFORMANCE SCHOOL% PASS IN 2014% PASS IN 2015 Makhumbuza High44.6083.53 KwaMathanda High46.2872.22 Masibambane High52.9489.09 Sibongindlela High53.4498.04

12. 3.1.7 100% SCHOOLS SCHOOLS % PASSES 2015 Amanzimtoti High100% Eden College100% Danville100% Durban Girls High100% Al Falaah College100% Menzi High100% Northlands Girls High100% Open Air100% Ridge Park College100% Adams College100% Crescent Girls High100% Oakridge College100% Bluff Christian100% Ihsaan Girls College100% St Barnabas100%

13. 3.2 NSC SCHOOLS OF INTERVENTION (Under 60% schools) 3.2.1 First programme for all NSC schools of intervention (Under 60% schools)  These are under 60% schools  Meetings to discuss causes of the past successes, causes of the present failures and proposed solutions.  SMT’s meeting for a turnaround plan to be chaired by the Circuit Managers  Staff meeting for a turnaround plan to be chaired by the Principal  SGB meeting for a turnaround plan to be chaired by the Circuit Manager  Each Circuit (Ward) meeting of all SMT’s and SGB’s to develop turnaround plans chaired by the CES: Circuit Management  Each CMC meeting to develop turnaround plan chaired by the District Director  Training of educators on standardized tasks  Submission of quarterly testing for moderation and standardisation by the Committee of Subject Advisors and HODs

14. 3.2.2 Second programme for NSC schools of intervention which obtained below 60% in 2014 and 2015  Practical sharing of good strategies between these schools and high performing schools in a similar contextual situation:  Placement of Principals in high performing schools for about 3 months for practical sharing of good practices  Deputy Principals of high performing schools assumes management for about 3 months in these under 60% schools.  Finding an alternative schools for some Principals

15. 4. Three- legged strategy to improve GET and NSC learning outcomes in all our schools as a minimum requirement. 4.1.1 The Approach: Microscopic tracking of all areas of underperformance.  District Management  CMC Management  Circuit (Ward) Management  School Management and Governance  HOD s  Educators  Learners

16. 4.1.2 First Leg: Strengthening of effective management and governance of schools Circuit Managers to identify and report on the following schools :  Principals who do not teach  Principals who do not stay in schools  Principals who do not submit leave forms for their staff members to the Circuit Managers every Friday  Principals who do not control late coming  Principals who allow their learners to loiter in streets and malls during notional time  Principals who attend or allow the staff to attend Union meetings or other meetings during notional times without fulfilling all the necessary administrative processes  Principals allowing educators to absent themselves  Principals allows educators to stay in the staffroom without honouring their teaching periods  Principals allowing educators to attend workshops anyhow without complying with District Circular No. 01 of 2014 as amended  Proposed programmes for Deputy Principals on management and governance by the high performing retired Principals.

17. Circuit Managers to identify and report on the following on school governance:  Parents not coming to meetings  Quarterly meetings for parents to check their children’s performance not held.  Principals surrounding themselves with their friends as SGB members  SGB’s participating only in recruitment processes  Principals and SGB‘s chasing away surplus educators and bursary holders but preferring new educators and transfers.  Principals and SGB’s chasing away placed surplus non- teaching staff but preferring newly created posts.

18. 4.1.3 Second Leg: Supply of critical resources Human Resources : Circuit Managers to report on the following on monthly basis:  Identification and movement of surplus educators  Placing substitute educators immediately after placement of surplus educators  Appointing academically but professionally unqualified educators immediately after placement of substitutes  Ensuring that all schools have Principals  Advertising the posts of retiring Principals in time  Induction of newly appointed Principals by the high performing retired Principals  Cleansing of staff establishment  Educators on long leave scrutinized

19. Physical resources: Circuit Managers to report on: Update of our school infrastructure profiles and poor management of school infrastructure  Principals and SGB’s failing to fix broken windows and door handles  Principals and SGB’s failing to report water and sanitation immediately for repairs to avoid early closure of the school  Principals and SGB’s failing to have corner libraries in each classroom where there is no library  Principals and SGBs failing to have mobile Science kit where there is no laboratory Financial resources: Circuit Managers to report on the following schools:  Schools without private- public- sector partnership  Schools with no almamater visit plan/ visit by ex-students of the school 4.1.4 Third Leg: Curriculum Delivery and Subject Advisory Services Management and control of SBA.  Moderation of SBA marks  Action against inflated SBA marks  Submission of SBA marksheet in time

20. Curriculum FET and GET to report on monthly basis about the supply and utilization of the following:  CAPS documents for grade R-12  Annual teaching plan and Annual Programme of Assessment per subject per grade  National Protocol on Assessment for grade R-12  Supply for workbooks on ANA on time  Supply of exemplars Principals to report on the LTSM on quarterly basis covering:  LTSM ordered on time  LTSM delivered on time  LTSM distributed on time  LTSM utilized accordingly  Retrieval of LTSM Curriculum FET and GET to report on the supply of the following by February:  Supply of possible curriculum and management challenges identified in terms of the previous examination session  Supply of Mind the gap and Siyavula study guides  Induction of newly appointed educators by the lead educators  Induction of the newly appointed Principals by the high performing retired Principals  Identification of poorly performing educators on quarterly basis and supply of assistance programmes  Observation of reading time by schools be attended immediately where necessary

21.  Profiling learners for concessions applications  Profiling the grade 12 progressed learners  Developing support programmes for the progresses learners  Subject teaching rotation and pass rate for the past 3 years and 2016 to be attended to immediately  Offering IsiZulu Home and English Home languages for the 2016 grade 10 black African learners in ex- model c and ex- HOD schools to effect a pass  To hold a meeting soon with all isiZulu Educators in ex-modelC schools and ex-HOD schools  Some ex- model c and ex- HOD schools must stop enforcing Afrikaans FAL to protect employment of certain Afrikaans educators at the expense of learners who can do better in IsiZulu FAL 5. URGENT MATTERS FOR 2016 GRADE 12 LEARNERS Principals to report about these in our quarterly meeting:

22. 6. OTHER URGENT MATTERS FOR REPORTING DURING THE QUARTERLY MEETINGS OF CIRCUIT PRINCIPALS WITH THE DIRECTOR’S OFFICE  Report on grade 12 learners obtaining below 60% in each subject in terms of standardized quarterly testing  Report on grade 12 progressed learners in each subject in terms of standardized quarterly testing  List of grade 12 learners who have not applied for Tertiary studies in 2017 and reasons  List of grade 12 learners who have NOT applied for Tertiary studies bursaries and reasons  Report on the management and support of grade 11 learners qualifying for grade progression  Report on underperforming educators who obtained below 60% in their subjects  Reports on the HOD’s with subjects which obtained below 60% in their Departments  Reports on the management failing to meet the minimum requirements in terms of the three-legged strategy

23. 7. URGENT MATTERS FOR 2016 GRADE 11 PROGRESSED LEARNERS IN PREPARATION FOR MODULARISATION IN 2017  Identification of 2016 grade 11 learners qualifying for grade progression  Support programmes for grade 11 learners qualifying for progression  Quarterly meetings with parents of grade 11 learners qualifying for progression  Identification of learners for modularization of grade 12 in 2017 and 2018  Full consultation with parents on modularization of grade 12 after the approval of schedule of results 8. PROPOSED THREE STREAMS MODEL  Academic  Technical Vocational  Technical occupational

24. 9. NSNP 10. Quintiling of schools 11. Provident Fund and Pension Fund 12. Vote of thanks 13. Closure

25. THANK YOU BY THE DISTRICT MR B.H. NTULI