1. PRINCIPALS MANAGEMENT DEVELOPMENT PROGRAMME (PMDP) Pilot Programme Report December 2009

2. Designed to deliver a rapid upgrading of management skills of Principals and Ward Managers in the selected schools in KZN (in a highly applied manner) Strengthen the working relationships between the three important layers in the functioning of a school (Ward Manager; Principal & SMT) Improve the coaching skills of Ward Managers Creation of professional learning communities 1. Programme objectives

3. 2. Overview of participating schools DistrictWardPrimarySecondary LSEN Combined IlembeImati513 Ubhaqa43- VryheidTholakele333 Ondini431 OthukelaZwelisha341 Ntabamhlophe441 23189

4. 3. School Locations

5. Training and coaching is undertaken by a team of specialists drawn from UKZN, PricewaterhouseCoopers (PWC), and Performance Solutions Africa (PSA) – the latter being overall project managers Project to be managed by Barbara Njapha and Geoff Schreiner, Directors, Performance Solutions Africa together with EHRD’s Zonke Cele & Mzamo Mhlambi 4. Project Team

6. Quintile 1& 2 Section 21Piped WaterElectricity Learner / Educator Ratio 83,24%61,18%45,14%67,14% 30:1 Primary 25:1 Secondary 5. School Profile

7. 6. Programme Overview Management skills focus Applied ‘College’ training On site coaching Six core modules 24 outputs Five months duration Accredited as short course by UKZN Complementary to ACE programme Cost = R24,000 per principal Funded by J&J DPT, DBSA and KZN DoE

8. 7. Criteria for Evaluation Principals / Ward Managers Assess Period School Assess Period Demonstrate ability to complete all outputs and are thereby accredited by UKZN Dec 2009 A standardised literacy and numeracy assessment is in place at every primary school Grade passes in senior schools improve over 2008 Dec 2009 Dec 09/ Jul 10 StakeholdersProject An SGB is functioning effectively in each school Dec 2009Project timeframes are met and quality standards are achieved The full budget is raised and budget parameters are complied with Dec 2009 Progress Against Evaluation Criteria Majority of principals and ward managers are on track to complete their outputs Literacy and numeracy assessments have been discussed at every school SGB’s have been set up and are functional at the vast majority of schools The project has met all its timeframes The full budget has been raised and the project is being kept within budget parameters

9. 8. Additional Evaluation Criteria 7.1: Course Assessment 7.2: Outputs Completed: Principals 7.4: Outputs Completed: Ward Managers 7.3: Attendance at Training Sessions 7.1: Course Assessment

10. 9.1 Comments: DoE Officials “I was very impressed with the manner in which the course was facilitated as well as the course content. It was very practical hands on.” Mr Funda Zuma (DCES) – Head Office “The project is a good tool to alert our school managers about the critical skills required to manage effectively. We like the site visits where mentoring is done at school…” Ms Zonke Cele & Ms Mzamo Mhlambi (ERHD) “The school management in the participating schools has changed for the better. The important one for me is the Curriculum Management: firstly the principals were not confident about the role of the HOD’s now I see them getting the HODs involved, discussing the roles and responsibilities, which is great. Mr B Zwane – Ubhaqa Ward Manager – Ilembe District

11. 9.2 Comments: DoE Officials The programme has been very good! Personally I would propose that all principals go through it. It must definitely be rolled out to all the schools and perhaps find a way to extend it to SMTs if possible. The greatest benefit for me has been that my principals have become so close, they are now working together, supporting each other, sharing what works for one another. Ms Gcabashe - Ward Manager – Ilembe District “The programme has provided tools for me to coach and support those who are not in the project. I could draw on the provided material as it is very user friendly. I have encouraged the principals not involved to network with those who are. These principals want to be involved. The PMDP programme is supporting the direction in which the DoE is wanting to go… Mr Vincent Nkabinde - Ward Manager – Othukela District

12. 9.3 Comments: Principals & SMT Members “Educators used to be absent a lot so the principal called us together and told us this will not be tolerated any longer and we are now submitting the statistics ….” Ms Mtshali (Acting HOD) - Ekunqobeni Primary School “We are now getting much more support and attention and we are more involved in the planning of the school. The principal also depicts a more professional and balanced manner in which he conducts himself…” Ms Maureen Xaba (SMT) – Obviane Combined School “We have started talking collectively about planning, lesson plans, learning programmes … We now have a slot to say something at SMT meetings so it is no longer just the principals meeting …” Ms Mthembu (HOD) – Ethu Mthiyane Special School “Our teamwork in the school has grown much stronger.” Ms Ngcobo (Educator) – Mangongo Primary School

13. “The principal has become stricter with the time book and lesson plans … She now insists on monitoring our class attendance.” Ms Jali (HOD) – Timoni Primary School “There has been an improvement in planning. We are now using action plans and are completing actions according to target dates. I feel we are organising better as a result. Our SMT is meeting more often and our meetings are more directed and focused. There is also increased staff cohesion as well as on the SGB.” Mr Khanyile (HOD – Educator Rep on SGB) – Mathamo Primary School 9.4 Comments: Principals & SMT Members “Communications with stakeholders have improved drastically. With the expansion of knowledge we have seen our principal interact with all stakeholders with more confidence and with a much more informed base… Ms GA Myeni (SMT) – Jikane Primary School

14. “There is now effective use of tools and templates that the principal has provided us with and orientated us on. The principal is now taking tough action on ‘low and non performing’ educators…” Ms GV Nkosi (Acting Deputy Principal) – Khanyiseluzulu Secondary School “We are now given much more work by the principal but we can also see the value of this work. Educator attendance has improved tremendously. We now have policies in certain areas which we never had before. There is also much more interaction between SMT members on how to further improve things in our school…” Ms PM Mbatha (SMT) – Sidubelo Primary School 9.5 Comments: Principals & SMT Members

15. 10. Internal Assessment The ‘college’ training and on site coaching methodology The practical outputs which were core to effective school management and aligned to departmental requirements The systemic focus on the Ward Manager – Principal – SMT relationship Allow more time to complete outputs Avoid year start/end ‘busy’ periods Have some focus on leadership elements Provide formal coaching training Promote networking through website & UKZN Have capability to provide some support to dysfunctional SGB/SMT’s Ensure DoE is fully capable to take over the programme Opportunities to improve the programme: Unique positives of the programme:

16. 11. Research Findings No clear correlation between high performance and: The physical state of the school Facilities and utilities at the school The quintile in which the school is located Factors critical to high performing schools: 1.An effective principal and / or SMT 2.Subject matter competence in a stable staff core 3.Effective planning and time management practices 4.Sound management of the curriculum in terms of scope, coverage, assessments etc 5.Motivated and disciplined learners and educators

17. 11. Research Findings (cont) What makes an effective Principal: A practical understanding of curriculum and classroom issues Sound management practices The attributes of ‘proactive resilience’ Proactive Resilience: A positive attitude to the future The ability to take the initiative A passion for education The ability to make tough decisions A belief in self A respect for educators and learners A commitment to being a role model DoE Support: Ward Manager support does more impact Lack of clarity between WM, SG and TL’s decentralisation District to be more administrative hub

18. 12. Rollout - Modifications 1.Even closer involvement of the DoE 2.March – October programme 3.More Department of Education documentation, guidelines incorporated 4.Introduction of leadership sessions 5.Supplementary programme at UKZN 6.Wider use of website to promote networking (cell phones) 7.Teambuilding for non-functional SMT’s and SGB’s 8.Formal training on coaching for trainers / coaches and DoE 9.More full time staff Essentially same format with following changes

19. 13. Rollout Deliverables WardsTotal Schools Total Ward Managers % Schools Covered % W/Man Covered 1903,04019052%100%

20. 14. Rollout Key Performance Indicators Principals / Ward Managers Assess PeriodSchoolAssess Period Participants complete all outputs and are thereby accredited by UKZN Ward managers are able to rollout the programme to other schools Oct 10/11/12 A SMT is functioning effectively in each school Literacy and numeracy assessments are standardised and results improve over the previous year Grade passes in secondary schools improve over the previous year Oct 10/11/12 Oct 11/12/13 Dec 11/12/13 StakeholdersProject An SGB is functioning effectively in each school Oct 10/11/12Project timeframes are met and quality standards are achieved Oct 10/11/12