This turnaround framework was conceptualised from interrogating the 'turnaround' research work (books and Journal articles) currently underway both inside and outside the country, as well as my PhD work done in 2005 and the experiences gained from interviewing and learning from four research schools in the country. These schools were two in Gauteng and two in the Western Cape. The criteria for identifying them as my research schools were (i) the majority of these learners in the schools had to be black and African in particular, coming for disadvantaged and poverty stricken communities, (ii) the school should have been producing matric results beyond 70% for the past 5 years and (iii) they should not have had a selection policy whereby they will choose the best learners in the community. So, these were schools who had 'all the excuses to be dysfunctional' but they were performing at a high level.
The first step of the framework is the notion of 'ownership' - someone or a group of people should take ownership and responsibility for the total state of affairs in the school. This work is normally done through a two days workshop which I facilitate on Managing Teaching and Learning, only to indicate to the school leaders what is important in this process. Linked to ownership is the concept of 'awareness', on which I have spent numerous blog-time in http://muavia-gallie.blogspot.com, and therefore will not repeat that work. The essence of it is developing the ability to 'see what is in front of you' and not 'see what you want to see in front of you' - dealing with the reality and not with what you think the reality should be. It includes the activity of undertaking a baseline evaluation, and the 'school functionality index' is a useful tool which I developed, and it is available to be downloaded from the internet (just google it), as well as included in the ACE School Leadership programme pack.
The second step is to get the School Readiness Components (SRC) in place. This is the basis planning which all school managers must do in order to ensure that the school is ready to start the new academic year, on the first day, in full swing. Most dysfunctional and underperforming schools take from a few days, to weeks and sometimes months to get ready for the academic year, during the same year. While others are busy 'running', these school are getting ready to 'start'. The SRC included eight components that need to be sorted out, which are (i) attendance (both adults and learners), (ii) teachers information, (iii) learner information, (iv) Annual planning, (v) Timetabling, (vi) Teaching, Learning and Assessment Schedules, (vii) Organogram and (viii) Teaching, Learning and Assessment Support Materials. Initial expose to this work can be traced on www.slideshare.net (just search my name).
The third step include putting a Curriculum Management Framework (CMF) in place in order to ensure that the core business of education, which include the engagement of (i) teaching, (ii) facilitation of learning and then (iii) learning. Often these three concepts are confused and misinterpreted by many in education. For example, it is un-educational to make a statement that "teachers must teach, and learners must learn". The CMF will include the discussion of the (i) district curriculum management model, (ii) the school instructional and design model, (iii) the faculty/subject teaching and learning model, (iv) the classroom learning and assessment model, and the (v) the learner learning and expectation plan. These should be organised in an education system so that they feed and support each other in order to achieve the ultimate outcome of learner success.
The fourth step will discuss the monitoring and evaluation mechanisms and systems that need to be put in place in order for those who have the management responsibilities, to know what is going on. Most dysfunctional schools are managed based on 'hope'. The school leaders actually don't know, or assume that things should and hope they are taking place at their school, without them playing a proactive and active role in ensure that it is the case. This include collecting the necessary (i) data at the various points and events during the learning process, then utilise the data to (ii) inform them what is going on in the schools, then utilise the information to make (iii) knowledgeable decisions which will lead to proactive and informed (iv) intelligent outcomes. When we get to an intelligent system, the ability to exist that you will know things in advance, and be given the opportunity to do something about it before the 'disaster' happens.
The fifth step is the strengthening and development of human and infrastructure capacity to ensure that the school operates at the highest level of functionality and productivity. The process will included (i) teacher qualification and competency support, (ii) teacher ethical and professional support, (iii) teacher continuous professional development and (iv) teacher professional learning group support. It also include the aligning of existing infrastructure to ensure smooth, efficient and effective utilisation through asset management, succession planning, second tier leadership, etc.
The sixth step include the strategies that will ensure that the success is sustained through the involvement and partnership between the teachers, learners, principal, SMT, SGB, school community, business, district officials and broader community. This will include the strengthening of the School Governing Body functioning, the assurance of the 18 SGB policies that need to be in place at all schools, etc.
This turnaround framework is based on an implementation process/duration of at least three years. It is not a 'quick fix' (magician) process, but rather one that will take time but ensure that the organisation is stabalised in a way that will prevent its dependence of individuals to make things work successfully.
There is nothing so powerful than the first smell/experience of success! Once you achieve it, your school community will not give you the opportunity to go back to past excuses and practices.
Subsequent blogs will now discuss each of these steps in detail.
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