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Principals Management Development Programme (PMDP) - Rollout Mid-Term Progress Report. September 2010. 1. Programme Objectives. To rapidly upgrade the management skills of principals in selected schools in KZN through a highly applied methodology
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Principals ManagementDevelopment Programme (PMDP) - Rollout Mid-Term Progress Report September 2010
1. Programme Objectives • 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) • To improve the support and coaching skills of Ward Managers and other DoE officials • To develop sustainable professional learning communities
2. College Training Methodology ‘College Training’ On-site Coaching 3-4 Applied outputs per module 3-4 Deliverables One module per month Once per month Friday / Saturday 2 hours per principal
4. Scope and Focus of Rollout • Focus: • Rural areas • Quintiles 1&2 • Primary Schools • * 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
7. Project Team Project Directors G Schreiner Project Manager B Njapha Admin Project Manager R Wilson Quality Assurance UKZN Admin Senior Support Coaches J Ngcobo (UKZN) Y Salot (PwC) Senior Support Coaches N Avery (UKZN) D Govender (PwC) 8 x trainer coaches 8 x trainer coaches
9. Project Progress: Course Evaluation • Q1 – Relevant of material Q3 – Confidence to implement • Q2 – Session alive and interesting Q4 – Rate the facilitator • Q5 - Quality of coaching sessions
10. Comments by principals • 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”
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
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
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
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
18. Case Study 1 • 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 2 • 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!
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
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
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
Pilot Impact: Principals & SMT Members “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 “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
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
21. Summary • 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
22. Case Study 1 - Pilot Schools • 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 2 - Pilot Schools • 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!
