Educational Progress Report 2011-12: IQMS Findings and Strategies for Improvement

IQMS PROGRESS REPORT2011/12 PORTFOLIO COMMITTEE 06 November 2012

CONTENTS Background Purpose School visits Findings IQMS Report (April-June 2012) Data Collection in Eastern Cape (July–Sept 2012) Conclusion: DBE Strategy

BACKGROUND • External moderators deployed by the DBE, in the field, are monitoring, amongst others, the quality of IQMS implementation, school effectiveness as well as district engagement with schools. • Deployment of moderators provide support to: • OUTPUT GOALS 1 – 13 of Action Plan to 2014 by focusing specifically on goals 16, 18, 21 and 27 respectively; • OUTPUT 1 of the Delivery Agreement, which deals with the improvement of the quality of teaching and learning; and • OUTPUT 4 on ensuring a credible outcomes-focussed planning and accountability system

BACKGROUND (cont.) • Based on the findings of the external moderators as well as reports from provincial IQMS coordinators, an Annual Progress Report was compiled. • This presentation highlights findings emanating from the report and provides an update on school visits and findings during Quarters 1 & 2 (April – Sept 2012).

PURPOSE • To highlight findings and recommendations as contained in the report. • To highlight strategies that the DBE has put in place to monitor levels of accountability as well as the goals of Action Plan to 2014 at school and district levels.

SCHOOL VISITS • A total of 8 407 (i.e. 34% of 24 453) schools visited by moderators in 2011/12. • The visits included 5079 follow-ups. • Lessons of 1469 educators were observed in their classrooms. • Provincial IQMS coordinators visited 4 935 schools (i.e. 20% of 24 453 schools).

Comparison of summative evaluations of educators (PL1- PL4) from 2009 – 2011 FINDINGS There was an increase in the number of educators evaluated in terms of the IQMS over the past 3 years. KwaZulu-Natal and Limpopo recorded the lowest proportion of evaluations (i.e. 81.5% and 83.6% respectively) while over 95% of educators were evaluated in the Western Cape, Free State and North West.

Comparison of summative evaluations of principals from 2009 – 2011 FINDINGS (cont.) • There was a decrease in the number of principals evaluated by their • immediate supervisors (i.e. circuit managers) of the over the past 3 years.

Principal’s absence from school FINDINGS (cont.) There is a problem of absenteeism of principals from schools. Principals at 546 (i.e. 9%) of 6 067 schools were not present on day of external moderator’ visit. Reasons for absence: Leave (sick, family responsibility, exams); Attending district workshop/meeting; Attending community/union meeting; and Delivering documents to district/school banking.

Acting principals FINDINGS (cont.) Report shows that over 9% of 6067 schools visited were managed by acting principals. Principals acting for periods exceeding 1 year constitute 3% of the schools visited. The highest proportion of acting principals is in Limpopo, Northern Cape and North West where the figures are 12.5%, 11.1% and 10.5% respectively of the schools visited.

Monitoring of class attendance FINDINGS (cont.) Report shows that majority of schools have systems in place to monitor class attendance by learners and teachers. Monitoring of teacher class attendance by the SMT was however inconsistent.

Provision of LTSM FINDINGS (cont.) Provision of LTSM is moderate in four provinces, with Mpumalanga being the poorest. 38% of 505 schools visited in Mpumalanga; 52% of 144 schools visited in the Northern Cape; 58% of 1010 schools visited in the Eastern Cape; 58% of 578 schools visited in the Free State; and 66% of the 973 schools visited in Limpopo, received their LTSM for the year. Provision of LTSM in the other provinces is satisfactory, ranging from 76% to 84% of schools visited.

Provision of LTSM • The information on LTSM is that of 2011. • The methodology used to verify the figures given was an interview with the school principal • The information provided by the principal was not verified in the district office or the Provincial office • Delivery notes from the service providers were also not checked to cross reference what the delivery notes were saying about LTSM delivered • The lessons of 2012 have taught us that this is important so that a proper analysis can be made, taking all the factors into account • We have changed the methodology for future reports.

Provision & utilization of workbooks FINDINGS (cont.) Schools were receiving Workbooks progressively. All3 282 schools visited in 2011/12 reported receiving workbooks (Grades 1-9). Report shows that learners at 2 560 (i.e. 78%) of the 3 282 schools were utilising their workbooks.

Curriculum Implementation FINDINGS (cont.) The report shows that teachers in schools visited are doing fairly well and keeping pace with their work schedule in the implementation of the curriculum. The exception in this regard is Northern Cape, Eastern Cape and Limpopo, where the figures are 60%, 61% and 69% respectively of the schools visited.

District Monitoring and Support FINDINGS (cont.) Circuit managers in all provinces, except the Eastern Cape, were visiting schools reasonably to provide support. Appraisal of Principals by their supervisors (i.e. Circuit Managers) in all provinces is inadequate. Support provided by Subject Advisors in schools is inadequate, with the exception of Gauteng, North West and Western Cape, where support is reasonable and regular.

School Visits by external moderators and district / provincial IQMS coordinators IQMS Report : April – June 2012 External IQMS moderators visited 2332 schools in 71 districts to monitor amongst others, IQMS implementation in schools, curriculum management and district support to schools. District/Provincial IQMS coordinators visited 2108 (i.e. 8.6%) of 24453 schools during the quarter. IQMS coordinators in the Free State and Gauteng visited over 30% of schools in their respective provinces. The lowest number of schools was visited in KwaZulu-Natal. Only 34 (i.e.0.6%) of 5927 schools were visited in KZN.

Findings: IQMS External moderators • Managing IQMS implementation in schools • Schools in all provinces satisfied minimum requirements in terms of IQMS planning, self-evaluation and development; and • The quality of monitoring, support and development provided by principals in Free State, Gauteng and the North West was reasonable. • Support by district • Circuit managers were supporting schools through visits, workshops and phone calls. However, procedures in terms of CA 8 of 2003 were not followed during the appraisal of principals; and • Support provided by Subject advisors to schools in Gauteng, North West and Western Cape was consistent. IQMS Report : April – June 2012 (cont.)

Provincial IQMS Coordinators’ Report • Training / Workshops • A total of 21800 educators participated in developmental activities in areas identified in the School Improvement Plans (SIPs) and Personal Growth Plans (PGPs); and • Most of the support was provided in the Western Cape where over 5000 educators participated in training/workshops. • Findings of provincial IQMS coordinators • Schools were implementing the recommendations contained in the reports of the external moderators; • Principals were positive about improving their management of the IQMS processes in their schools; and • Challenge: SMTs at many schools are unable to provide internal • development and support to their teachers. IQMS Report : April – June 2012 (cont.)

Data Collection in Eastern Cape: (July – Sept 2012) During the 2nd Quarter (July – September 2012), moderators visited over 5000 schools in the Eastern Cape for collecting data, on amongst others, the following: the status of the Annual National Assessment (ANA); the utilisation of ANA results; the availability of workbooks; utilisation of workbooks by learners and teachers; implementation of the School Improvement Plan support provided by the district, and Teacher profiles.

Preliminary Findings: Successes Data Collection in Eastern Cape (cont.) The majority of schools (over 95%) are successfully implementing the National School Nutrition Programme (NSNP); Learners in Grades 1- 9 at the majority of schools (78%) are utilising the DBE workbooks; and Almost all schools have been trained on and are using SA-SAMS.

Preliminary Findings: Challenges Data Collection in Eastern Cape (cont.) Only two-thirds of teachers monitored the utilisation of workbooks by learners, thus compromising the development of learners’ skills in Numeracy and Literacy; Just over half the number of principals were appraised, in terms of the IQMS, by the Circuit Manager, thus comprising the professional development of principals; and There is inadequate monitoring and support on the SIP as well as curriculum implementation: The majority of schools (71%) did not receive support on the SIP from the district; and Subject Advisors provided support on curriculum implementation to only 49% of the schools.

DBE STRATEGY CONCLUSION Monitoring and providing support to goals of Action Plan to 2014 through the implementation of the IQMS and PMDS with a focus on: Improving professionalism, teaching skills, subject knowledge and computer literacy of teachers (Goals 16); Monitoring curriculum implementation (Goal 18); School functionality (Goals 21); and District support to schools (Goal 27). DBE Strategy focuses on: Teacher Accountability; School monitoring; and Performance Management.

Monitoring of teacher and learner attendance at school Monitoring of class attendance Inculcating a culture of performance management in schools (1) TEACHER ACCOUNTABILITY DISTRICT MONITORING & REPORTING

(2) SCHOOL MONITORING School Principals required to have systems in place to monitor attendance by teachers and learners, class attendance, curriculum coverage, etc Schools to be assisted to develop credible School Improvement Plans (SIPs) through Whole School Evaluation process. Districts expected to visit schools to provide monitoring and support. (A) Monitoring IQMS external moderators to visit schools and assess whether they have systems in place to monitor attendance & curriculum coverage Moderators to visit district offices to monitor implementation of District Improvement Plans

(3) PERFORMANCE MANAGEMENT New Quality Management System (QMS) being discussed with unions in bilaterals. Principals / deputy principals/HoDs to sign work plans with targets for improvement in their schools (B) Review of performance management instruments Review of job descriptions for circuit mangers and subject advisors. Work plans with targets for improvement To be held accountable for providing support and development to schools

THANK YOU

Educational Progress Report 2011-12: IQMS Findings and Strategies for Improvement