BECOMING A VISIBLE PRINCIPAL

1. BECOMING A VISIBLE PRINCIPAL Lindiwe Tshabalala www.educationweek.co.za

2. Background • New principal • Given WSE document, being told that there should be quality teaching and learning daily • Bad performance in SAQMEC and Foundations for Learning • Some HOD reports not matching what is really happening in the classrooms i.e.  All is well whereas all is not well. www.educationweek.co.za

3. Daily Challenges • High level of late coming, • High level of absenteeism, • No work in the learners' books or if it is there it has not been marked/controlled or it is of poor quality • Many late arrivals and early departures www.educationweek.co.za

4. GDE Intervention • Was fortunate to be given an opportunity to get support and development from Matthew Goniwe and Wits university: Executive leadership in teaching and learning. • Those interventions gave me direction www.educationweek.co.za

5. My approach after development • Started to do internal WSE annually, • Nine groups informed by nine WSE key areas were formed • Groups explored the situation, submitted and presented findings. www.educationweek.co.za

6. Before the WSE process • Defining our company’s name • What is the product that we are selling? • Who is our client? • Do we still have clients? • Are our clients still interested in our product? • Are we certain that we still have clients who very much interested in our product? www.educationweek.co.za

7. What makes our client to be ALWAYS interested in our product? • Each group write five things that keeps the client happy? • Each group write five things that might made our client to loose interest in our product. • What is it that we need to do as a company to ensure that the client stays interested? www.educationweek.co.za

8. Decided to focus on curriculum related issues viz. key areas 4, 5, 6. as core business • Quality of teaching and learning, and educator development • Curriculum provision and resources • Learner achievement www.educationweek.co.za

9. Human resource audit • Used questionnaires for learners evaluation educators • Educators evaluating themselves • Educators evaluating SMT • Parents evaluating educators • Principal and deputies conducting operation grab a bag • Did time audit i.e. after assembly, after short and long break, during change of periodsIQMS linked to daily activities www.educationweek.co.za

10. Recommendations on human resource • Ensure that the workers know exactly what is expected from them i.e. Principal, Deputies, HODs, PL1 educators, SGB • Ensure that everyone does what is expected from him/her – i.e. Job descriptions • Ensure that systems are in place in place for effective implementation i.e. policies/legislation for quality assurance www.educationweek.co.za

11. What kind of human resource do we have in this company? Committed and competent • Qualified and still studying – implementing what they are studying in their work • Honour their periods without being pushed • Have extra classes out of their own initiative • Come to school during holidays • Stay after school till late www.educationweek.co.za

12. Committed and competent cont. • Do not mind to take work home • Come to school on Saturdays without being asked by the Principal • Comply with Circular 38/2007 and professional code of ethics • Never defiant regarding anything relating to their job description • Assist new colleagues without being asked • Practically show full understanding of why they are at school • Never accept/openly reject negative influence from defiant colleagues Approximately 70% www.educationweek.co.za

13. Not committed but competent • Qualified and studying • Complain about everything • It is always a struggle before they can implement what is supposed to be implemented • Mostly pretend not to understand what is supposed to be done • Late submissions all the time • Very little work in the learners’ books, Some of the books are not monitored • Always hide behind contextual factors as an excuse not to implement • Enjoy clustering and gossiping; fail to fruitfully utilize non contact time. www.educationweek.co.za

14. Not committed but competent • Like to involve union if/when the going gets tough • Lack of passion for their profession • High level of absenteeism, regularly requesting early departure and late arrival • Mostly do good things if they will benefit something (no consistency) • Easily influenced to be defiant (lack of backbone) • Most of the time they sit on the chair during teaching time • Neglect struggling learners, Self centred and not learner centred • Have negative attitude towards school matters and management Approximately 5% www.educationweek.co.za

15. Not competent but committed • Sometimes they are fresh from college and university • Poor time management • Need mentoring at all times • Poor classroom management skills • Always at school and busy in class but one cannot really see the results • Still struggle with the content that needs to be taught • Very little work in learners’ exercise books Approximately: 20% (mostly new educators) www.educationweek.co.za

16. Not committed and not competent • Mostly not studying • Sit while teaching • Cannot account for struggling learners • Late submissions • Mentoring and development have very little or no impact – undevelopable. • They are long in the field but continue to make the same mistakes • Plan to leave for greener pastures soon but never leave • Try to change for two days and the third day they go back to old habits www.educationweek.co.za

17. Not committed and not competent • Very little work in the learners books • Some of the books are not monitored • Gossip and complain about everything • Have negative attitude towards school matters • Blame other people for everything • Hate management and are never satisfied about everything • Always telling colleagues that very soon they will leaving for greener pastures Approximately: 5% (mostly hiding behind union without understanding union’s constitution) www.educationweek.co.za

18. Not committed but competent • Qualified and studying • Complain about everything • It is always a struggle before they can implement what is supposed to be implemented • Mostly pretend not to understand what is supposed to be done • Late submissions all the time • Very little work in the learners’ books and some of the books are not monitored • Always hide behind contextual factors as an excuse not to implement • Enjoy clustering and gossiping; fail to fruitfully utilize non contact time. www.educationweek.co.za

19. Not committed but competent cont. • Lack of passion for their profession • High level of absenteeism, regularly requesting early departure and late arrival • Mostly do good things if they will benefit something (no consistency) • Easily influenced to be defiant (lack of backbone) • Most of the time they sit on the chair during teaching time • Neglect struggling learners, self centred and not learner centred • Have negative attitude towards school matters and management Approximately 5% www.educationweek.co.za

20. Legislative framework to be adhered to • Circular 38/2007 – core business • Collective agreement 8/2003 – IQMS • CIRCULAR 62/2007 – Poor performance • Circular 65/2007 – misconduct • Circular 45/2008 – leave management • Code of professional ethics – SACE • Pledges www.educationweek.co.za

21. After the interventions • Systems were in place • Reviewed and signed policies at the beginning of each year for effective implementation • Signed pledges and displayed them to be read by parents • Instructional leadership took priority: operation grab a bag was formalized. • Moved from blanket incentives to individual incentives www.educationweek.co.za

22. After the interventions cont. • Had a lot internal workshops: performance standard 5 in IQMS • Encouraged shared leadership • Reading and writing improved • Numeracy skills improved • Parents fell in love with the schools • ANA results improved www.educationweek.co.za

23. Ngiyabonga Ndzankhensa Thank you Ndolivhuha Ndiyabulela Baiedankie Kea leboha Kea leboga www.educationweek.co.za