Plan, implement and conquer: Gauteng getting it right

According to Barbara Creecy, Gauteng MEC for education, their seven percent point  improvement to a 78.6% pass rate is the result of a well planned intervention programme, pupil commitment and a range of productive partnerships between the department, teachers, community and business.

Creecy spoke to the Times about how they managed to accomplish what many thought was impossible in such a short space of time. The department identified six subjects that produced the highest failure rates. These were maths, maths literacy, physical science and English first additional language.In their research process, it fast became clear that the majority of pupils who failed did not come from Gauteng's least functional schools but rather functional schools that could succeed if they were given additional support.

In April 2010 a three year programme dubbed the Secondary School Improvement Plan was launched. The programme gave an improvement target to every participating school and set high expectations that stretched pupil ambition. 1200 of the best teachers were recruited as tutors and about 48 000 grade 12s, almost half of those registered to write matric were invited to participate.

Key elements of the programme included supplementary lessons in the identified subjects, study materials for learners and lesson plans for tutors. At the height of the strike 80 of these groups were meeting daily, this teaching the most valuable lesson: the importance of giving learners and parents greater responsibility for learner achievement. Following the strike  different role players got together and ran the "Save our matrics" campaign in which learning camps were established, extra lessons were offered, Cinema screenings of video lessons were given.

Almost 80 percent of the schools involved showed a vast improvement in their results.

Creecy gives most credit to the learners who took responsibility for their own learning . Other role players include district officials, teachers, private sector and community structures.

Rules for success- continued

Previously we looked at setting goals for yourself and your students to ensure that you achieve desired results at the end of the year. We looked at the acronym SMARTER to help design powerful successful goals.

Now we look at the meaning of each letter and provide examples  to help you along.

Specific: Many intended goals fail because they're too ambiguous, woolly and vague. A goal needs to be specific and to the point.
Poor example: The school exam results will be improved on next year.
Good example: In 2011 matric exams, every candidate will pass every subject

Measurable: Dream big but be able to measure the dream. Goals should be measurable  An observer should be able to measure whether or not intended goals were achieved.
Poor example: The school will raise funds to build a library.
Good example: Fund raising events in 2011 will raise R75 000 towards the library

Achievable: Set goals that are challenging and just beyond one's grasp. They need to motivate one to excel but also be reachable.
Poor example: The school will be the best in the country.
Good goal: Excellent overall percentage results will be obtained in the grades three and six standardised annual national assessment.

Realistic:Goals need to be realistic and in relation to resources and man-power.
Poor example: Each learner will have a maths percentage of at least 70%
Good example: Each learner's maths mark will improve by 5% over a year.

Time-bound: Before carrying out a goal set deadlines. Decide what will be achieved by certain dates. Dates become milestones on the journey to achieving goals.
Bad example: the school will build two new classrooms
Good example: R180 000 will be raised by December 2012 on the new classrooms project; the classrooms will be built by June 2012.

Ethical: Goals should be in the best interest of the community.
Poor example: Secure car parking available only for senior management.
Good example: Secure car parking available on a first come, first serve basis for all staff and visitors.

Rewarding: A goal should be well worth doing . Upon completion all parties involved should feel it was all well worth it.
Poor example: Expensive recliner armchair for Principal's office.
Good example: Comfortable chairs for everyone in the staffroom.

Be inspired as you plan your personal, professional and school goals. Dream on but be mindful of Diana Hunt's word, "Goals are dreams with deadlines"

Source: theTeacher, November 2010 pg. 7

Rules for success

Last year we set goal fit for 2010 and have achieved what we could and learnt from mistakes made. 2011 we need to set new goals to ensure that we work smarter towards success.

Last year in an issue of "theTeacher" I came across an article about pre-planning and thought this is definitely something to share with each and everyone of you.
Smarter is an acronym used to help design powerful, successful goals. This acronym makes goal setting easy to formulate and serves as a checklist to determine if the goals are worthwhile. The meaning of each letter is:


S: Specific
M: Measurable
A: Achievable
R: Realistic
T: Time-bound
E: Ethical
R: Rewarding

 

Tomorrow we'll look at the each letter of the acronym individually and provide examples of how this acronym can be implemented in your planning for the year ahead. In the meanwhile, think your goals for your learners and school this year.

Season's greetings

Teacher still cares

Yesterday morning at 8:30am promptly Cecilia, a grade 3 teacher from Lehutsu Primary school from Sasolburg travelled by taxi to honour an appointment she asked for with Jocelyn Gulston, a trainer at READ. Cecilia called Jocelyn asking her to assist her with additional traing so that come 2011 she would be the best educator she can be for her students.

Jocelyn was more than happy to assist an educator who shows such passion for the work she does and cares so deeply for the children in her school. Cecelia expected nothing in return and yet spent her own money on travelling and meal costs to come and learn from one of READ's experienced trainers.

Cecelia making teaching aids to take back with her for her classroom next year

The two ladies worked the entire morning until late in the afternoon with Cecelia learning new and innovative ways to engage her students in her lessons.


Cecelia has taken change into her own hands. We are glad to see that there are teachers who want to see change happen in our schools and understand that READ is always ready and willing to assist where they can.

Making a difference one class at a time

Primary and Secondary education in South Africa

Primary and Secondary education in South Africa

School life of young South Africans spans over 13 years or grades. The first year of education, grade R(reception year), is not compulsory, Grade 10,11and 12 are also not compulsory. Usually enroll into grade 1 at the age of six and a half. In South Africa the school year starts in mid-January and ends at the end of November or the beginning of December.

 The average learner-to-educator ratio schools was 31.5:1 ranging from 28.9:1 in the Free Sate to 33.2:1 in Limpopo. Private Schools generally have one teacher for every 20 scholars.

The gross enrollment ration for primary and secondary schools was 94 percent in 2007; this ratio is somewhat smaller when grade R is taken into consideration, because few parents register their children for the reception grade. The department of Education hopes to have grade R in all primary schools by 2010.

Gauteng Primary Literacy Strategy

Read Educational Trust is participating in the Gauteng Primary Literacy Strategy that is being rolled out in underperfoming schools across the province from January 2011 until 2014. Sixteen trainers from READ will be responsible for the training of 965 foundation phase teachers at 129 schools in the Johannesburg South, Sedibeng East and West districts.

In preparation for their training lessons for Grade 1 were prepared by the newly appointed trainers. These lessons were informed by the new Heights teacher's guide provided (My Family)

The relevant teaching aids i.e. vocabulary/sight words and phonic charts were prepared and evaluated by project leaders (Senior Trainers) to insure consistent and uniform material.

A trainer shows presents her work during a training session with senior trainers

The objective of the presentations is to allow the new trainers to gain confidence in themselves and their work. This also allows them the opportunity to learn from each other before they go out into the field nest year.

Trainers prepares her material for her lessons

The alphabet made easy

Looks like these trainers are well on their way to being ready. wishing them all the best of luck for the task ahead.