REFLECTING ON THE FIRST YEAR OF IMPLEMENTATION OF THE NECT DISTRICT IMPROVEMENT PROJECT IN 1200 SCHOOLS IN KWA-ZULU NATAL Mary Metcalfe PILO 17 th May, 2016
MONITORING: KEY QUESTIONS PILO IS MONITORING TODAY IMPLEMENTATION CONTINUALLY EVALUATION THE RESPONSIBILITY OF THE NECT
MONITORING: KEY QUESTIONS • Is the model being implemented as intended? – Implementa9on monitoring of process and delivery – Forma9ve-learning to improve delivery of the programme – Scale: the en9re district (Pinetown and uThungulu) • What behaviours are changing? – Theory of Change and Logic Models – Complex: layers of change • What is the evidence? – What data are we using to monitor? • What are the lessons for implementaTon in 2016 and 2017? – What have we learned from 2015 and what are we doing differently in 2016? • What change is possible on scale?
THE CONTEXT OF THE NECT • NECT allocates 90% of its resources to its District and Schools Programme: – Limpopo • Vhembe • Waterberg – Eastern Cape • Mount Frere • Libode – North West • Bojanala – Mpumalanga A campaign to be joined • Bohlabela – KwaZulu-Natal • Pinetown • uThungulu SUPPORTED BY PILO
WHAT HAVE WE UNDERTAKEN TO DELIVER?
NECT CONTRACTUAL OUTCOMES AREA OUTCOMES TO BE ASSESSED • Increased % of learners in schools supported by the NECT achieving at least 5% increase at the required level in Learner Welfare and curriculum aligned literacy/language, numeracy/ math and Development science tests in Grade 3 and 9 in 2017. • Increased % of schools supported by the NECT achieving at least 40% in maths and science for Grade 12 by the end of 2018 • (increased) Number of schools and classrooms where the number and quality of exercises meet the naTonal norm
NECT CONTRACTUAL OUTCOMES ACROSS AREA OUTCOMES TO BE ASSESSED 1 200 Teacher • Increased curriculum coverage by teachers SCHOOLS Development • Evidence of use of materials by teachers • Improved learner assessment pracTces Management • Increased teaching and learning Tme and • Evidence of improved management planning and supervision Leadership • Evidence of improved curriculum management District • Availability of reports and data based on the use of the School Development engagement tool by SA and CM • Frequency of school engagements for school management support and curriculum support • Availability of a data dashboard with informaTon for the engagement and guidance of schools Parent and • Percentage of parents meeTngs in schools (discussing mahers Community pertaining to curriculum coverage) Involvement • Increase in community support of schools
WHAT IS OUR THEORY OF CHANGE? HOW WILL THIS BE ACHIEVED?
THEORY OF CHANGE INFORMING JIKA IMFUNDO INTERVENTIONS TEACHERS HODS PRINCIPALS CIRCUIT MANAGERS SUBJECT ADVISERS • Regularly • Meet HoDs Consistently Train and Engage with check teachers’ regularly to plan, track support HoD’s schools to curriculum review the and report on to supervise idenTfy and solve tracking & quality of their and support key problems learners’ work; coverage and teaching, and teachers in around the • Work with tracking; reflect on curriculum management of teachers to • Take acTon to their learning coverage curriculum improve improve coverage coverage & coverage DISTRICT OFFICIALS assist teachers Supervises the with problems overall Work across silos to ensure data driven in relaTon to management of problem solving and support to schools the curriculum curriculum in the coverage school CURRICULUM COVERAGE IMPROVES LEARNING OUTCOMES IMPROVE
OVER-RIDING GOAL • Professional, supporTve, conversaTons about curriculum coverage based on evidence Monitor Report Respond IN ORDER TO • IdenTfy and solve problems of Curriculum Coverage Peer CollaboraTon RouTne Agency
THEORY OF CHANGE INFORMING JIKA IMFUNDO INTERVENTIONS CIRCUIT MANAGERS SUBJECT ADVISERS HODS PRINCIPALS TEACHERS train and regularly check engage with consistently meet HoDs support HoD’s teachers’ schools to plan, track regularly to review to supervise curriculum idenTfy and solve and report on the quality of and support tracking and key problems their coverage and MUTUALLY REINFORCING FOCUS (DOSAGE IS SYSTEMIC) teachers in learners’ work; around the teaching, and tracking; takes curriculum work with management of reflect on acTon to improve coverage teachers to curriculum their learning coverage and TOOLS AND improve coverage supervises the TRAINING TO coverage, and overall MAKE DISTRICT OFFICIALS assist teachers management of with problems curriculum in the BEHAVIOUR work across silos to ensure data driven in relaTon to school problem solving and support to schools CHANGE the curriculum ROUTINE coverage 53% of learners in South Africa CURRICULUM COVERAGE covered everything in the curriculum IMPROVES for their grade in 2011 LEARNING OUTCOMES IMPROVE
WHAT ARE THE INTERVENTIONS?
OVERVIEW OF JIKA UMFUNDO IN 2015 MOBILE RELATIONSHIP TOOL PILOT CIRCUIT MANAGERS SMT TOOLS, TRAINING AND COACHING MODULE 1: MANAGEMENT AND LEADERSHIP PRINCIPALS MODULE 2: EFFECTIVE CURRICULUM SUPERVISION – BUILDING RELATIONSHIPS TO IMPROVE LEARNING MODULE 3: LEADING INSTRUCTION IN SCHOOLS HODS JIT TRAINING IN CONTENT AND PHASE : TERMS 1,2,3 TRACKER TRAINING & BEING THE SUBJECT ADVISER IN THE SCHOOL TEACHERS
TEACHER TOOLKITS PRODUCED & DELIVERED TO ALL PRIMARY SCHOOLS EACH TERM 2015 IN UTHUNGULU AND PINETOWN DISTRICTS: FOUNDATION PHASE GRADE 1 GRADE 2 GRADE 3 MATHS MATHS ENGLISH FAL MATHS ISIZULU HL ISIZULU HL ISIZULU HL ENGLISH FAL ENGLISH FAL PLANNERS & TRACKERS LESSON PLANS POSTERS & RESOURCES LEARNER WORKBOOKS AND GRADED READERS
FOUNDATION PHASE TEACHER TOOLKITS FOR EACH TERM IN 2016 MATHS ISIZULU HL ENGLISH FAL LESSON LESSON LESSON PLANNERS & PLANNERS & PLANNERS & PLANS TRACKERS PLANS PLANS TRACKERS TRACKERS GRADE 1 GRADE 2 GRADE 3
GRADE 4 - 7 TEACHER TOOLKITS PRODUCED & DELIVERED TO ALL SCHOOLS EACH TERM IN 2016 IN UTHUNGULU AND PINETOWN DISTRICTS MATHEMATICS ENGLISH FAL
GRADE 8 – 12 TEACHER TOOLKITS PRODUCED & DELIVERED TO ALL SCHOOLS EACH TERM 2016 IN UTHUNGULU AND PINETOWN DISTRICTS MATHEMATICS NATURAL SCIENCE PHYSICAL SCIENCE ENGLISH FAL
For each of the 8 approved textbooks (per subject per grade)
A PROFESSIONAL, SUPPORTIVE, MANAGEMENT CONVERSATION BASED ON EVIDENCE (OF LEARNERS WORK)
HoD TOOL 1: SUPERVISION PLANNER AND TRACKER HoD TOOL 2: STRUCTURING A SUPERVISION CONVERSATION (A PROFESSIONAL MANAGEMENT CONVERSATION BASED ON EVIDENCE) HoD TOOL 3: SMT SUPERVISION TRACKER TECHNICAL TOOLS
PRINCIPAL TOOL: SMT SUPERVISION TRACKER TECHNICAL TOOLS
CIRCUIT MANAGEMENT TOOL
CM TOOL
BASED ON EVIDENCE Circuit managers’ tool
SCREEN GRAB PILO CM MRT HEAT MA ONE CIRCUIT: PRIMARY SCHOOLS Professional, supporTve, conversaTons based on evidence
DELIVERY AGAINST TARGETS
2015 THE FIRST YEAR OF IMPLEMENTATION – TARGETS 1200 Schools, TEACHERS TOOLKITS DELIVERED • 815 Primary FoundaTon Phase, Grades 4,8, 9 • 385 Secondary Four @mes a year 150 000 Toolkits to Teachers 5 000 Heads of Department, JUST-IN-TIME CONTENT TRAINING 3 Times a year FOR HEADS OF DEPARTMENT 425 Training sessions – subject and phase 1500 Heads of Department, SCHOOL MANAGEMENT TEAM Twice a year TRAINING AND COACHING 2 000 Principals & Deputy Principals, Twice a year 60 Training Sessions TARGET: Each Circuit manager to CIRCUIT MANAGERS COMPLETE complete the tool at each school every TOOL AT SCHOOLS term
ImplementaTon led from within, CHANGE AT SCALE The NECT’s not parallel delivery District On a cosTng model that is Improvement replicable on scale Project in LocaTng responsibility where it KwaZulu- must remain - integrated fully into Natal logic and rouTnes All intervenTons execute : GOVERNEMNT’S • DBE AcTon Plan 2019 EXECUTING • NaTonal Learner Ahainment PLANS Strategy • Provincial Performance Plans ExecuTon: Change management + Monitor, Report, Respond SUPPORTED BY THE All stakeholders own and drive STAKEHOLDER LED PROGRAMME TO IMPROVE the iniTaTve: LEARNING OUTCOMES (PILO) • KZNDOE led • Teacher Unions • Faith communiTes, TradiTonal leadership, youth structures Run as a campaign to be joined
2015 MONITORING OF IMPLEMENTATION QUESTION 1 : IS THE IMPLEMENTATION AND DELIVERY OF PROGRAMMES AS PLANNED? ACROSS SITES? IS THERE ADEQUATE CAPACITY ? ARE SYSTEMS EFFECTIVE? SYSTEMS IN PLACE TO MONITOR AND RESPOND - 100% DELIVERY TEACHERS TOOLKITS DELIVERED • Some problems within schools FoundaTon Phase, Grades 4,8, 9 • 4 th term – supplier delay AVERAGE 78% SCHOOL ATTENDANCE JUST-IN-TIME TRAINING FOR sustained over 3 terms HEADS OF DEPARTMENT • FoundaTon phase: 90% • Grade 4: 78% • Grades 8-9: 65% AVERAGE 85% SCHOOL ATTENDANCE SCHOOL MANAGEMENT TEAM • Across 3 modules sustained over 3 terms TRAINING • Coaching in school clusters (all schools Module 1 &2, selected schools Mod. 3 Inconsistent across circuits across terms CIRCUIT MANAGERS COMPLETE (driven by the unplanned urgent, exacerbated TOOL AT SCHOOLS by mulTple vacancies & instability)
MONITORING IMPLEMENTATION 2015
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