1. School Improvement
School to Circuit to District

2. Objective of LSI
To develop and pilot a model of school improvement that has as its primary aim the improvement of the quality of teaching and learning at a classroom level.

3. Flexibility & Adaptability
What type of model?
Frameworks (plans)
Guidelines
Dynamics & key characteristics of processes
Underpinning principles & theories
Education/training Programme Frameworks
Supporting materials for programmes
Training up key facilitators
Flexibility & Adaptability

4. The Learning Schools’ Initiative
Currently focusing on small group of schools (12) following a model of in-depth engagement
Commences with exploration of schools needs through school self evaluation and a resulting structured whole school improvement process
Resulting tools/models piloted more widely and to be extended to other schools and providers

5. Team-Based Approach The process is driven by GMSAF project teams
There are 2 teams – one for the primary schools and one for the high schools
Certain team members work accross both teams
Each team is driven by a project manager and incudes key experts

6. LSI Guiding Principles
Work within existing Departmental policy, systems, guidelines & processes
Where there are gaps develop new interventions – make available and feed into relevant channels
Develop and/or refine instruments, programmes , etc. that assist with school improvement at all levels
Make the process as simple as possible
Meet needs of specific schools & individuals – avoid generic application

7. LSI Guiding Principles
Improvement of [holistic] learner achievement central to all school improvements
Capacity building & empowerment of school community & officials
Realistic target setting
Work with the willing
Develop leadership at all levels
Acknowledge & celebrate each success no matter how small

8. INPUT AND MEASUREMENT OF OUTCOMES
BASELINES
Curriculum CAPS
ANA’s
QUALITY TEACHING
CASS
Support
GRADE 12 EXAM
Resources
Opportunities

9. School Self Evaluation
It is an index of a nation’s educational health when its school communities have a high level of intelligence and know how to use the tools of self evaluation and self-improvement – John Macbeath

10. LSI Primary Pillars MOTIVATION (WOW) ACCOUNTABILITY & SUPPORT
MONITORING & EVALUATION
MOTIVATION
(WOW)
ACCOUNTABILITY & SUPPORT
ASSESSMENT
(NOW)
PLANNING
(HOW)

11. Phase 1 Phase 4 Phase 2 Phase3
Assessing & Analyzing
Phase 4
Phase 2
Monitoring & Reflecting
School Improvement Planning
Phase3
Implementing Interventions

12. Phase 1 Phase 4 Phase 2 Phase 3
Whole
School
Self Evaluation
Leadership/Governance needs analysis
Analyse
Learner baseline & other assess-ments
Leadership &
Governance Interventions
Planning
Reflection
Whole School Improvement Plan
Phase 4
Phase 2
Quality Teaching & Learning Improvement Interventions
Reporting
Staff Develop-ment
LeadershipGovernace develop-ment
Whole School Develop-ment
Phase 3

13. SCHOOL LEVEL PLANNING WHOLE SCHOOL EVALUATION ANALYSE INFORMATION
Use WSE assessment tool
Enter data in database
Generate report
Collect leadership & management info
Collect learner assessment info/ conduct baselines, etc.
PLANNING
Develop SIP (3-5 yrs)
Project planning development
Identify intervention tasks, projects and /or programmes
Fundraising development
ANALYSE INFORMATION
Identify areas that need improvement
Classify these as tasks or projects

14. CIRCUIT/PROJECT LEVEL
WHOLE SCHOOL EVALUATION
Use WSE assessment tool
Enter data in database
Generate report
Collect leadership/management info
Collect learner assessment info/ conduct baselines, etc.
PLANNING
Plan interventions across schools, make recommendations of other support
ANALYSE INFORMATION
Examine SIPs

15. SCHOOL IMPROVEMENT PLAN (3-5 YRS) SCHOOL SELF EVALUATION
LEARNER TARGETS SUBJECT IMPROVEMENT PLANS
STAFF DEVELOPMENT PLANS
WHOLE SCHOOL DEVELOPMENT PLANS
Foundation Phase PGPs
Intermediate Phase PGPs
Senior Phase PGPs
FET Phase PGPs
Leadership & Management PGPs
Non Educator PGPs
Whole School Evaluation
9 Areas
ANA Results
CASS Results
Grade 1 Baselines
Grade 12 Results
Other
SCHOOL SELF EVALUATION

16. CIRCUIT IMPROVEMENT PLAN
Circuit members professional development needs
General circuit improvement requirements
SIP
SIP
SIP
SCHOOLS
SCHOOLS

17. DISTRICT IMPROVEMENT PLAN
District members professional development needs
General District improvement requirements
CIP 1
CIP 4
CIP 2
CIP 6
CIP 5
CIP 7
CIP 8
CIP 3
CIP 10
CIP 9

18. (Developmental Appraisal)
Basic Functionality
Governance & Relations
Leadership, Management & Communications
Quality T & L & Educator Development
Learner Achievement
Curriculum Provisioning & Resources
Parents & Community
School Infrastructure / Resources
School Safety, Security & Discipline
(Developmental Appraisal)
PERSONAL GROWTH PLANS
SCHOOL EVALUATION
(Self)
SCHOOL IMPROVEMENT
TEACHER APPRAISAL
(Self, Peer, HOD)
LEARNER ASSESSMENT
(Measurable Results)
External
ANA RESULTS
CASS RESULTS
GRADE 12 RESULTS
Internal Summative
CAPS Quarterly Assessments
SUBJECT Quarterly Assessments
Diagnostic
GRADE 1 BASELINE
Barriers to Learning
Cross-checking Self-Evaluations against Measurable Results informs future Self-Evaluations.

19. WSE Database
Whole School Evaluation Instrument (incorporates & expands national indicators)
Whole School Evaluation Webhosted programme - generates report
WSE/WSD Process & Planning Templates
Range of Programmes to meet schools’ needs
Project Management Training
Fundraising Workshops & Support
Mentors/school development facilitators

20. Key Challenges
Not yet working within an assessment & evaluation culture that focuses on development, that motivates and that encourages honesty
Planning , monitoring & reporting not part of what most schools do
Not all measurement tools, processes are valid & reliable
Work with invalid results

21. Key Challenges
IQMS not integrated system needs revision – too many separate divisions
Lots of assessment & evaluation which reveals many problems, but insufficient support and monitoring of interventions - WSE, PM not taken seriously
Scope of evaluation and problems sometimes overwhelming

22. We must not, in trying to think about how we can make a big difference, ignore the small daily differences we can make which, over time, add up to big differences that we often cannot foresee.
Marian Wright Edelman