1. Principals Management Development Programme (PMDP) - Rollout Mid-Term Progress Report September 2010

2. To rapidly upgrade the management skills of principals in selected schools in KZN through a highly applied methodology To strengthen the working relationships between the three critical layers in the functioning of a school (Ward Manager; Principal & SMT) 1. Programme Objectives To improve the support and coaching skills of Ward Managers and other DoE officials To develop sustainable professional learning communities

3. 2. College Training Methodology ‘College Training’ 3-4 Deliverables On-site Coaching 3-4 Applied outputs per module One module per month Friday / Saturday Once per month 2 hours per principal

4. 3. Programme Deliverables ROLLOUT OUTPUTS / DELIVERABLES 2010 - 2013 Principals / Ward Managers Assess Period SchoolAssess Period Participants complete all outputs and are thereby accredited by UKZN Ward managers are able to rollout the programme to other schools December 10/11/12 December 10/11/12  An SMT is functioning effectively in each school  In primary schools literacy and numeracy assessment results at their highest grade level improve over the previous year  Grade 12 passes in secondary schools improve over the previous year December 10/11/12 December 10/11/12/13 December 10/11/12/13 StakeholdersProject An SGB is functioning effectively in each school December 10/11/12  Project time frames are met and quality standards are achieved December 10/11/12

5. 4. Scope and Focus of Rollout PMDP ROLLOUT SCOPE 2010-2012 YearSchools Ward Managers % Schools Covered % Ward Managers 1573*6010%31,5% 2566569%28,5% 3570579,5%30% TOTAL1,71017328,5%90% * No. of Schools 2010: 16 principals lost to ACE after rollout 6 principals lost for other reasons Total Net loss after rollout after 4 replacements = 18 Focus: Rural areas Quintiles 1&2 Primary Schools

6. 5. Districts and Wards District No of Wards CombSecPrimTotal Amajuba67114058 Empangeni63243360 Ilembe42142440 Obonjeni62293061 Othukela2331218 Pinetown4071926 Sisonke67163457 Ugu62173756 Umgungundlovu68104058 Umlazi41172341 Umzinyathi63233258 Vryheid46122240 TOTAL6044183346573 (8%)(32%)(60%)

7. 6. Schools Breakdown Districts/WardsCombinedSeconaryPrimaryTotal Amajuba Baffalo Flats1218 Ebuhleni1012 Normandien311014 Osizweni0257 Phumelela021012 Utrecht24915 Total7114058 Empangeni Chwezi1539 Kwamondi14510 Ntambanana05510 Ongoye05510 Sigananda14611 Richardsbay 0 1910 Total3243360

8. 6. Schools Breakdown (cont) Districts/WardsCombinedSecondary PrimaryTotal Ilembe Ginginlovu14510 Lower Umvoti10910 Mdloti04610 Phambela06410 Total2142440 Obonjeni Emanyiseni15410 Mbabane15511 Mbazwane04610 Sambane06410 Shikishela06410 Tshongwe03710 Total2293061 Othukela Driefontein0178 Winterton32510 Total331218

9. 6. Schools Breakdown (cont) Districts/WardsCombinedSeconadryPrimaryTotal Pinetown Inanda03710 Inchanga0044 Kwa Santi0123 Umngeni 0 369 Total071926 Sisonke Bulwer0189 Centocow12912 Entsikeni54110 Lufafa14510 Mkhatshane0459 Mount Currie0167 Total7163457

10. 6. Schools Breakdown (cont) Districts/WardsCombinedSecondaryPrimaryTotal Ugu Emabheleni0279 Emkomazi0358 Mthwalume0279 Sakhayedwa22711 St Faiths0279 Umzumbe06410 Total2173756 Umgungundlovu Impendle13610 Mid Illovo13610 Mkhambathi02810 Mooi River40610 Msunduzi0189 Richmond2169 Total8104058

11. 6. Schools Breakdown (cont) Districts/WardsCombinedSecondaryPrimaryTotal Umlazi Amanzimtoti0505 Folweni04812 Mafa0369 Umbumbulu15915 Total1172341 Umzinyathi Bhambatha06511 Endumeni1359 Kranskop North1359 Nkande04610 Nondweni05611 Pomeroy1258 Total3233258

12. 6. Schools Breakdown (cont) Districts/WardsCombinedSecondaryPrimaryTotal Vryheid Babanango21710 Ceza06410 Edumbe33410 Mahlombe12710 Total6122240 Total Principals44183346573

13. 7. Project Team Project Directors G Schreiner Admin Project Manager B Njapha Senior Support Coaches J Ngcobo (UKZN) Y Salot (PwC) Admin Project Manager R Wilson Senior Support Coaches N Avery (UKZN) D Govender (PwC) Quality Assurance UKZN 8 x trainer coaches

14. 8. Participants’ Information Quintiles : Participating Schools QuintilePercentage 1 & 286% 3 & above:14% (majority in Umlazi District)

15. 9. Project Progress: Course Evaluation Q1 – Relevant of materialQ3 – Confidence to implement Q2 – Session alive and interestingQ4 – Rate the facilitator Q5 - Quality of coaching sessions

16. Question: What were the most valuable points gained from Module 3? “What elements of curriculum should be part of SMT meeting agenda” “Now we under Curriculum Management as Principals, we were just getting by” “A review of the principal’s and HOD’s functions and responsibilities in Curriculum Management” “SMT Effectiveness in managing curriculum” “Foundations for Learning Campaign material shared” “Development of a School & Curriculum Management Plan for 2011” 10. Comments by principals

17. 11. Project Progress: Workshop Attendance

18. 11. Project Progress: Principals’ Outputs

19. 12. Ward Manager’s role The role of the ward manager in the project is defined as: Support of all principals to complete & implement their various outputs Coaching of an identified principal (must be agreed to by the identified principal) Communication related to the project (facilitator/principals) Bringing principals who miss training or coaching sessions up to date. Ensuring 100% attendance of participants and communication to facilitator/coach of any non-attendance with reasons A resource in terms of policies and procedures during training sessions & obtaining official documentation required by the principals

20. 12. Ward Manager’s Outputs OutputNotes 1.Ward Managers to set up a Learning Network with their participating Principals Development & Implementation of a Learning Network Plan. Plan to include a networking schedule developed with the Principals. Plan to be presented in a table form including the following headings: (1) Top (Areas of Engagement); (2) Medium (How they will be conducted); (3) Date & Duration; (4) Venue; (5) Resources Required; (6) Person(s) responsible for conducting the session 2.Coaching of 1 PrincipalMust decide ‘evidence’ – perhaps outputs matrix submitted and brief monthly report? 3.Ensure 100% attendance of participating principals Must obtain a valid reason from the principal concerned if a college or coaching session missed, documented in writing and submitted to relevant facilitator/coach. Provided report on how the missed session was made up. (Ward Manager responsible for this). 4.Ensure participating principals have up-to-date versions of policies relevant to each module. Ward Managers, after each Module, to identify and list any related DoE policies or procedures required by the Principals and ensure that these are distributed. Signed receipt by principals. 5.Communication of PMDP to Ward & District Ward Managers to produce and implement a communication plan in which they ensure: (1) All principals in their Ward who are not currently participating in the programme, and other Ward Managers, understand the PMDP’s objectives and process; (2) Ensure that their Principals Coaching programme has been communicated to relevant people so that other meetings don’t clash with this timetable. 6.Development of SWOT Analysis for each school & principal participating in the PMDP Ward Manager to develop a SWOT analysis for each participating school & principal. WM must work actively with Facilitator/Coach to ensure action is put in place with principal to address at least 3 priority areas during the coaching sessions. This Plan must have steps that will be taken to address some Medium-Term development areas that may not be addressed during the programme duration.

21. Project Steering Committee –25 June 2010 –27 August 2010 (not held due to disruptions) –29 October 2010 –3 December 2010 Working Committee –Weekly (every Monday) 13. Project Management Meetings

22. The following criteria were used to source facilitators: Facilitation & school management experience Driver’s license & own car Computer literate (Word & Excel) Own a laptop Prepared to work on weekends Interviews were held during May 2010 - KZN DoE were part of the selection panel 16 Facilitators were selected and are currently on 6 month contracts Facilitator roles are defined as training and coaching of school principals and ward managers 13. Facilitators

23. 14. Facilitators NameHighest QualificationExperience Eosia (Thulas) DlaminiM EdPrincipal Manjusha GovenderBABritish Council (Education) Tania HomanB Ed (Hons)PWC, ABET Herbert MagwazaM EdPrincipal Busi MarrenganeBA (Hons)Principal Nomathemba MdlakaDiploma HRPrincipal Gugu MdluliB Ed (Hons)Principal Khanyi MgwabaPG Dipl ManagementMIET Thandi MhlongoSen Ed CertificatePrincipal Zanele MotsemmeBAHOD Usha NathooM Comm (Hons)Consultant Nomusa NjaphaPG Dipl, EducationHOD Thembi ShangeU.E.D.Principal Harrington Fana SibiyaBAPrincipal Lindiwe Sikhakhane Higher Diploma, Curriculum Studies HOD Sibusiso ZuluSP Teachers DiplPrincipal

24. The Consortium’s coaches and trainers in the pilot project were appointed as senior coaches to the rollout programme These six senior coaches have skills and experience in school management, performance improvement, financial and human resources management The senior coaches role is to support and guide the facilitators through continuous assessment their training and coaching sessions To date they have played a crucial role in internal quality control, ensuring consistency and providing capacity for additional sessions where required 15. Senior Coaches

25. Recruit trainer/coaches20 - 26 May 2010 Appoint trainer/coaches31 May 2010 Train trainer/coaches (+DoE)7 – 11 June 2010 Conduct Assessments14 – 17 June 2010 Train/Coach Module 1 18 June – 10 July Train/Coach Module 216 July – 7 August Train/Coach Module 313 August – 4 September Train/Coach Module 410 September – 2 October Train/Coach Module 58 October – 30 October Train/Coach Module 65 November – 27 November Conduct Assessments8 – 11 December 2010 Awards Ceremony18 December 2010 16. Programme Milestones

26. 17. Workshop & Coaching Programme

27. SGB Improvement Plan in Empangeni District – Case Study Mondi Ward (Ward Manager – Mrs Sithole) One of the Outputs of Module 2 is an SGB Improvement Plan. During Module 2 workshop, a discussion was held regarding the challenges that principals are facing in getting the SGB’s to work effectively at their schools. Principals indicated that they have tried sending letters with learners to set up SGB meetings but with no success. Discussions in the workshop concluded that SGB members do not clearly understand their roles and the principals have ended up doing everything. To address this, the Ward Manager, together with her principals, decided they will hold a workshop on 10 August 2010 at a central venue and all participating principals will bring five SGB members each to the session. The aim of the session will be to workshop them using the material from their PMDP learning material, which details the responsibilities of SGB members and office bearers. The main benefit for these principals will be that when they develop their output ‘SGB Improvement Plan’, it is ‘real’ and talks to the specific and genuine development areas of each school and that the SGB members are a part of the plan. The Ward Manager is highly excited about the programme overall and has indicated that this is exactly what they need. Report back: The SGB’s are highly excited about the schools’ interest in their development. All Ward principals’ networking has drastically improved from this meeting. Workshop was attended by 45 people. 18. Case Study 1

28. Curriculum Management Workshop - Umlazi District Curriculum Management is one of the most important areas of the programme, as it is the “crux” of learning and teaching in a school. During this workshop in Umlazi District, the Facilitators could sense that principals are very tense and have high expectations of what will be covered and how it will assist them in their management of learning and teaching back in the schools. The Facilitator’s approach after having introduced the broader topic, started going through Curriculum and all it’s changes, mapping out the old against the new and what these changes have meant to actual practice. The latest Curriculum News Issues1 & 2 were shared, the “Strengthening Curriculum Implementation” handout was discussed in detail as well as the latest statement by the Minister, DoBE on 6 July 2010. At the end of this session, principals were saying that they have never been this clear about their role in Curriculum Management before – they understand it better and who and how the key stakeholders need to be involved to make is successful! Most detailed workshops had been for the HODs. We are certainly watching their progress! 18. Case Study 2

29. 19. Current Issues Current Status Module 4 workshops being conducted in all Districts Coaching sessions going very well, including catch-up sessions, due to industrial action UKZN registration has commenced Risks/Challenges Project timeframes & disruptions due to the strike Payment of invoices Non-attendance of college sessions by some ward managers – since addressed Links with ACE programme to be clarified Opportunities Learnings in applied, fast track upgrade Linkages to ACE Standardization across provinces Capacity building for EHRD Coordinators Capability being built for DOE Good support from funders

30. 20. 2009 Pilot Progress DistrictWardPrimarySecondary LSEN Combined IlembeImati513 Ubhaqa43- VryheidTholakele333 Ondini431 OthukelaZwelisha341 Ntabamhlophe441 23189

31. Pilot Impact: 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

32. Pilot Impact: 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

33. “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 Pilot Impact: 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

34. 20. Pilot Schools’ visits - 2010 Step 1 Meeting held with SEM to assess: Progress at the pilot schools in implementing the what was learnt Progress in establishment of learning networks Step 2 Meeting held with selected schools to assess: Progress in implementing the what was learnt Progress in establishment of better relations with stakeholders & SMT Meet member(s) of SMT to verify progress Step 3 Each school was rated on the selected outputs: School Development Plan Management of learner attendance School & Curriculum Management Plan monitoring and management Status of Curriculum Management Assets Register 2010 Procurement Plan management Updating of Accounting Records School Financial Policy adherence SMT Operation Plan Management of Educator Attendance Ratings Key : 1 = Not in place 2 = In place, but weak implementation 3 = In place, some evidence of implementation 4 = In place and good evidence of implementation

35. 20. Pilot Schools Visited (Ilembe) WardSchools Visited WM Rating Overall School Rating General Comments ImatiInkonjane Secondary 33 School has improved dramatically in discipline and curriculum management focus. Teamwork between principal & SMT shows huge improvement. Timoni Primary 33 Huge improvements in monitoring learning & teaching. Attendance management has also improved with incentives for good attendance for learners. Ethel Mthiyane Special School 44 Excellent teamwork built. SGB works closely with principal. Excellent systems set up for curriculum management, year planning and SMT is fully involved. They have recently planned a surprise party for the principal to recognize these changes. Ubhaqa (Ward Manager has since left) Khanyisa SecondaryN/A 4 Major improvements in all areas. Attendance, Results, teamwork and Stakeholder involvement impressive. Our Lady of the Rosary Secondary N/A 4 Marked improvement in learner attendance due to proactive management. SMT’s supervision of educators has improved. Good discipline overall maintained at this school. Montebello PrimaryN/A 4 Improvement noted in learner attendance and discipline. SMT involvement improved. SMT tracking curriculum activity better.

36. 20. Pilot Schools Visited (Othukela) WardSchools Visited WM Rating Overall School Rating General Comments Ntaba- mhlophe Mabaso Primary44 Proactive principal. There is evidence of planning and monitoring. Initiated a library at the school when they will act as a “reading” hub for local schools. Good attendance management & curriculum tracking. Hlathikhulu High33 There is some evidence of implementation, however his relationship with SMT is not sound. Facilitator has planned a meeting with SMT in November to work through issues to improve this for the benefit of learning in the school. Zwelisha Bhekabathembu High32 School has definitely made some improvements in attendance and have enlisted help for Science teaching as their goal was to improve matric results. Last year they improved them by 41%. Principal needs to improve management of SMT. WM asked to develop mentorship programme for him. All will then follow. Isibankwa Primary 34 Good improvements in pass rates in particular. There is good tracking of curriculum issues from SMT minutes. Monitoring of attendance has improved this as well. Good progress overall. Zikode High44 School’s progress is good, results, attendance and team spirit have improved. SMT raving about tracking of curriculum – is working wonders for them!

37. 20. Pilot Schools Visited (Vryheid) Ward Schools Visited WM Rating Overall School Rating General Comments Thola- kele Jikane Primary44 SMT and SGB fully involved in the running of the school. Biggest improvement was seen in tracking of curriculum activities. This should bring good results for the school. Learner attendance well managed and improvement visible. Sizuzulu Primary 33 Attendance improved by 6% due to proactive management. Staff are following the Curriculum plan religiously and related activities have been greatly streamlined. Also observed a decline in Educator disciplinary issues. Uzwano High33 Learner attendance improved by 8% on previous year’s. School underperformed last year and so there has been a lot of Departmental monitoring interfering with his internal plans. However practices have been shared with SMT for future use. Ondini Ntabasuka Secondary 34 2009 results were 96% and school projects 100% in 2010. A quintile 1 under-resourced school being managed well is proving a point! Attendance continues to be monitored well. Principal draws on his excellent people skills to work with the team for good results. Imbilane Secondary 32 Whilst principal is totally committed, the school remains poor on management of attendance and curriculum which yielded poor results for them.Very limited support from Snr teacher’s is the main challenge for him. WM seeking external intervention. Mbashobeni Primary 34 School is functioning well. SMT is highly supporting of learning & teaching activities and are tracking curriculum issues as a team. Teamwork has also improved.

38. 100% of schools visited have established Curriculum Management tracking. HODs are now rigorously monitoring teaching & learning activities and reporting at SMT meetings monthly on progress. There is all positivism that results should indeed improve. Evidence seen in SMT minutes An average improvement of 5% in learner attendance has been attained at all schools and this has had positive impact in improving learning/contact time SMTs at Secondary schools have set themselves targets for improved matric pass rates, and are determined to keep improving into 2011 An average of >60% implementation of SDP “2010 Action Plans” was evident in all of the schools visited As a result of SGBs being part of 2010 planning last year, buy-in and relations have drastically improved. This has seen spin-offs in areas such as improved attendance by learners, reduced late coming or improved attendance at parents’ meetings 100% of participating Wards were able to establish Learning Networks during 2010, some started informally during 2009 All schools have reported improved learner discipline, which is more visible at some previously concerning schools 21. Summary

39. Inkonjane Secondary School: Imati Ward (Ward Manager – Mrs Gcabashe) Inkonjane Secondary School’s 2009 Matric pass rate was 42%. During the pilot, we discovered that whilst the principal is enthusiastic and focused, he lacks the support of his HOD. The school generally lacked discipline, late-coming and absenteeism had become the norm. One of our coaching visits last year (Coach & SEM) it was early in the morning just before school starts. The bell rang and the pupils just strolled. Even 20 minutes after the bell rang, we could see through the window pupils strolling down the road towards the school. The SEM had had a few visits to try and root out these practices to no avail. The principal did very well during his participation and was duly accredited. Our visit (Coach & SEM) this time was different. We came at the same time as last year. The bell rang as we parked in and a few pupils ran into the gate. Thereafter we looked around and there was not one more pupil on the road to the school. After signing ourselves in, we walked down the verandas. This time around, all pupils were seated and there was a teacher in front of them. As we sat down to start our session, we commented to the principal about this. During the meeting we would normally hear noise from pupils going up and down and from the classrooms – this time it was as if the school had no one, except ourselves. We then spoke to the HOD who said the principal’s attitude after this programme has changed completely. The SMT is part of every decision taken and the PMDP file is a “staff reference file”. When he is not around everyone gets on with their work. Their teamwork has improved a lot. Asked what their matric pass rate would be in 2010 – he said “as a team we have decided on 60%. The matric class has been working right through the strikes. They are now busy with their Prelims. A team building session has been planned for the school to cement their relationships and focus on common objectives for better results! 22. Case Study 1 - Pilot Schools

40. Khanyisa Secondary School: Ubhaqa Ward (Ward Manager – Mr Zwane) Khanyisa’s pass rate in 2008 was 18%, improving to an awesome 73% in 2009. The principal was identified immediately by the Facilitators as being highly enthusiastic, positive contributor and progressive in her thinking. The SGB had not been too supportive of her and coincidentally during 2009 a new SGB was elected. She indicated that this programme in good time as she will now have the tools to work with her new SGB effectively. The school was badly damaged (roof, windows and doors). The principal’s participation throughout the programme was fantastic, such that she was one of the prize winners and speakers at the Awards Function. During the final month of the programme we spoke to her HOD and SGB Chair. Both these individuals indicated that she has changed. The SGB Chair did not stop to praise her on the relationship she has since developed with them, involving them in designing school policies and the School Development Plans, amongst others. School buildings have since been upgraded with external help and this has improved her relationships with the community even further. There is now increased demand for enrolment at her school. She has become one of the shining stars and she unashamedly says that her involvement in the programme has changed her and her school for the better forever! “I now feel like the CEO of my school” she indicated in her speech at the Awards Function. Learner attendance 95% and Educators’ 98%. All Syllabi will be complete on all subjects by the end of this term! 22. Case Study 2 - Pilot Schools