HOD ASSESSMENT WORKSHOP 20 APRIL 2013 University of Johannesburg Presenter DAYA CHETTY

1. HOD ASSESSMENT WORKSHOP20 APRIL 2013University of JohannesburgPresenterDAYA CHETTY

2. THEME FOR 2013 “STRIVING FOR 100% PASS RATE” LET US BE INSPIRATIONAL TEACHERS!

3. MATRIC RESULTS 2012 NATIONAL PASS RATE 73,9% PROVINCIAL PASS RATE 83,9% DISTRICT PASS RATE 84%

4. MATRIC 2012TOP ACHIEVERS Megan De Vries - Fourways High School No.1 8 distinctions (highest marks overall) Cindy Ndlovu– Soshanguve Secondary School No.2 – 7 distinctions -highest mark Acc/B.Studies

5. TOP SCHOOLS IN PROVINCEGAUTENG NO.1 PROVINCE HoerskoolWaterkloof HoerskoolMenlopark Pretoria High School for Girls HoerskoolGarsfontein HoerskoolEldoraigne

6. MATRIC RESULTS 2012MOST IMPROVED SCHOOL Edward Phatudi Secondary School – Atteridgeville 36,6 % in 2011 to 90,5% in 2012 54% increase in matric results (phenomenal) Reasons for increase: • One on One meetings with grade 12 learners. • Learners encouraged to prepare own study timetable. • Teachers called parents regularly about learners homework, studying, marks, attendance, etc.

7. MOST IMPROVED SCHOOL • Teachers had extra lessons for learners in the morning, afternoons and Saturdays. • Motivational speakers • Teachers and learners worked with other schools. • Teachers motivated learners to do better. • Top students – 4 distinctions.

8. FOCUS ON QUALITY OF RESULTS • Public puts too much pressure on politicians to produce improved results. Mary Metcalfe • We should rather be putting pressure on them to improve the conditions and behaviours that will impact on improved learning. • Deliberate holding back of weaker grade 11 pupils for fear that the school’s grade 12 pass rate will drop. • Teaching for the exam

9. FOCUS ON QUALITY OF RESULTS • Subjugating the needs of top candidates to those at the bottom. • Subjugating the needs of the individual to those of the department of Education. Tim Gordon – Head of Governing body foundation • The pass rate does not tell us anything about subject combinations that led to high pass rate. • 56% of students took Maths in 2008 only 45% took it in 2011. More opting for Maths Literacy.

10. FOCUS ON QUALITY OF RESULTS According to Francis faller – Wits University “ Ultimately beyond access to textbooks and resources, the one factor that stood above all was the quality of teachers.” “ The success and lack of success of a school has a lot to do with the management of schools.”

11. MATRIC PASS RATE 11 2000 58% 2011 92% 2001 75% 2012 82% * 2002 77% 2013 100% (?) 2003 90% 2004 82% 2005 82% 2006 88% 2007 86% 2008 97% 2009 97,6% 2010 98% 11/16/2014

12. REASON FOR POOR MATRIC PASS RATE * As you can see from the % pass rate from 2000 to 2012 has shown a clear indicator of what happens when there is a lack of monitoring. * Factors of dysfunctionality over a period of time only start showing up later. • The lack of effective teaching and learning and poor supervision from SMT has led to this situation. • The school has gone full cycle. The only way now is UPWARDS!

13. MATRIC RESULTSCONCLUSION We owe it to our children to heed Einstein’s warning: “Insanity; doing the same thing over and over again and expecting different results.” Politicians, education leaders, unions, and civil society, especially teachers must reach beyond the norm in 2013 and do something better to create a future very different from our past.

14. CRISIS IN S.A PRIMARY SCHOOLS 14 Comparative research by SA Institute of Race Relations (SAIRR). “South African Schools are amongst the worst in Africa.” Among Southern and Eastern African countries that participated in the study on schooling quality, S.A scored below average on reading and mathematics proficiency for grade 6 learners. Only one in five SA learners attained the desired level of reading mastery. 11/16/2014

15. NO CHILD LEFT BEHIND 15 FACTS “ This was despite SA having a higher per capita GDP, a higher human development index rating, and a higher spending per primary school learner than many of the countries that recorded better scores.” 11/16/2014

16. NO CHILD LEFT BEHIND 16 FACTS “ This was despite SA having a higher per capita GDP, a higher human development index rating, and a higher spending per primary school learner than many of the countries that recorded better scores.” 11/16/2014

17. WHAT SHOULD BE DONE? 17 There is a basic skills deficit at primary and secondary school level. What are parents and experts saying? They are all calling for a “back to basics” approach in teaching, focusing on reading, writing and mathematics.” 11/16/2014

18. WHAT DOES THIS MEAN?How can this be achieved? 18 Every learner should receive a quality education. Educators should go the extra mile to ensure that work is understood by all. Create opportunities for both slow and fast learners in class. Every educator should have a strategy to deal with learners that perform poorly in assessments. Ongoing intervention classes after normal teaching time. 11/16/2014

19. NO CHILD LEFT BEHIND 19 Ensure that baseline assessment is conducted in all learning areas before commencing new work. Ensure that worksheets are at the level of the grade. Readability check on worksheets can be done on computer. Provide more exercises to reinforce learning. Homework should be given regularly to extend work done in class. Plan lessons using a variety of skills and applications. 11/16/2014

20. BACK TO BASICS 20 Every educator should be a language educator. Reading should be part of every learning area/subject, every period. Teach new vocabulary thoroughly before commencing with the actual teaching of concepts. Grammar, content and context should be integrated in all lessons. Use comprehension passages and contextual based questions in all learning areas to create more analytic thinkers. 11/16/2014

21. WHAT IS EXPECTED FROM EDUCATORS? 21 Lessons will have to be designed to accommodate this approach to teaching. Improved planning and preparation. More research into teaching methodology and teaching content. Use a variety of teaching and learning resources. (Request more books if required, provided they will enhance your teaching.) 11/16/2014

22. NO CHILD LEFT BEHIND 22 • MATHEMATICS • Drilling and continuous testing of multiplication tables in all grades. • Use of varied strategies to teach tables and other operation signs. • Use of other learning areas to address math concepts. • Homework tasks which are enjoyable and ensure mastering of concepts. • Skilled educators who can teach math and qualified educators who can address the needs of learners. 11/16/2014

23. DUTIES AND EXPECTATIONS OF GRADE 8-12 SUBJECT/CLASS EDUCATORS (refer Educators Employment Act) • Class Educator duties • Complete attendance registers daily and submit to office before 9am. • Intervention classes once per week/Saturdays. • Intervention classes 4 days every school vacation. • Support to learners requiring additional support. • Attend all school functions and parents meetings.

24. INTERVENTIONS • Diagnostic analysis of results after written assessments. • Completion of schedules each term. • Updating learner profiles each term. • Completing learner report cards for each term. • Collect consent forms and other administrative documents from learners.

25. GRADE 8- 12 EDUCATORS • Contact parents for the following reasons: • Communicate poor learner results in assessments. • Report absenteeism or alleged truanting. • Write and letters and phone regarding discipline problems (chronic cases). • Follow up to check if newsletters were received.

26. REASONS FOR POOR PASS RATE HIGH ABSENTEEISM LATE-COMING LATE SUBMISSION OF PORTFOLIO TASKS DISRUPTIVE BEHAVIOUR NO TEXTBOOKS/NOTEBOOKS FAILURE TO COMPLETE HOMEWORK POOR STUDY HABITS POOR DISCIPLINE COPYING OF HOMEWORK AND ASSIGNMENTS

27. REASONS FOR POOR PASS RATE NO COMITTMENT TO SCHOOL WORK DON’T STUDY FOR TESTS CELLPHONES AND SMOKING LATE NIGHTS/LACK OF SLEEP EMOTIONAL DISTURBANCES NEGATIVE INFLUENCES LACK OF PARENT SUPPORT. CONDONED LEARNERS CAN’T MAKE THE GRADE.