emasa 2009 - paper: complex ecologies

‘Complex Demographics’ in different types offunctionality schools - Learnings from two school

principals in South Africa

Presenter:Dr Muavia Gallie (PhD)

University of Pretoriamuavia.gallie@up.ac.za

EMASA International ConferenceUniversity of Pretoria, Groenkloof Campus

7-9 August 2009

Content1. Conceptual framework2. Slippery concept - ‘Complex’

demographics in organisations;- Christie 2008 report on ‘Schools thatwork’ - 10 complex ecologies;

3. Sampling of schools;4. Profile of Schools - RHS and GBS;5. Commonalities, and Shifting Ecologies;6. Closing Remarks.

Socio-Conditions

of Community

LearnerAcademicSuccess

1.1 Current Challenges forSchools and Educators

Socio-Conditions

of Community

LearnerAcademicSuccess

1.2 Future Challenge

Schools and Educators

Level 3

Level 2

Level 1

HighFunctioningSchools(HFS)

LowFunctioningSchools(LFS)

Non-FunctioningSchools(NFS)

1.3 Conceptual Argument -Types of Functionalities (relating to the Core Purpose)

1.4 Three Levels of School Functionality

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

-10%

-20%

Non-Functioning -20% – +20%

Low-Functioning 21% - 60%

High-Functioning 61% - 100%

Basics

Politics,Economics,Culture and

Society

Issues

Learners,Teachers and

Principal

Personalities

Learning,Teaching andLeadership

Activities

(HFS)(LFS)(NFS)

1.5 Functional ‘Eye’ is on …

1.6 Current LearnerAchievement in South Africa

• 1,2 Mill learners in Gr1 - 0,55 millin Matric (only 45%);

• 66% of Matriculants passexamination;

• 1/3 leave with certificate worthyof presentation;

• Only 10% success-rate.

1.8 Where are we now?

20%50%

30%

2.1 ComplexDemographics/Ecologies

• Ecology - “interrelationship in the ‘life’ in anorganisational environment;

• Mixture of unseen, intangible relationships -between people, their emotionalintelligence, their values, their ethics, theirpersonal tacit knowledge, their day-to-dayexperience

• Interplay between people and the policies,values, ethics and practices of anorganisation.

2.2 Christie report on ‘Schools thatwork’ (2008, pp.123-134)

1. Teacher supply and deployment (T);2. Teacher quality (T);3. Teacher development (T);4. Image of the teachers (T);5. Resources (Leadership);6. Social capital (Leadership);7. Orphans and vulnerable children (L);8. Discipline and authority (T & L);9. Learner pathways (L), and;10. Networking (Leadership).

2.3 Core Focus

QualityEquity =Access +Equality +Focus 5:

QualityFocus 4:

EquityFocus 3:

AccessFocus 2:

EqualityFocus 1:

2.4 Logistics of Teaching and Learning

School ReadinessComponents

30%

Teaching40%

100%90%80%70%60%50%40%30%20%10%10%20%30%

Current Academic YearPrevious Year

Learning50%

Assess-ment10%H

FSLF

SD

FS

School ReadinessComponents

30%

School ReadinessComponents

30%

Teaching30%

Teaching20%

Disrup-tions10%

Assessment20%

Learning for Assessment

20%

Learning20%

Disruptions& Chaos

20%

Learn-ing

10%

90%

50%

30%Time-on-Task

2.5 School Readiness Components 8

School ReadinessComponents

30%

100%90%80%70%60%50%40%30%20%10%10%20%30%

Current Academic YearPrevious YearH

FSLF

SD

FS

School ReadinessComponents

30%

School ReadinessComponents

30%8. Learner and Teacher

support materials

7. Organogram

6. Quarterly Teachingschedules

5. Implementable andflexible timetable

5. Unclear academic standards

4. Annual Planning4. High level of disruption and violence

3. Learner Information3.1 Low learner performance

3.2 High dropout rates of learners

2. Teacher Information2.1 High rate of staff turnover

2.2 Negative school atmosphere

1. Teacher and LearnerAttendance

1.1 High rate of staff absenteeism

1.2 High rate of learner absenteeism

SRC ComponentIndicators of DFS

8 School Readiness Components

2.7 Time-on-Task 2

Teaching40%

100%90%80%70%60%50%40%30%20%10%10%20%30%

Current Academic YearPrevious Year

Learning50%H

FSLF

SN

FS

Teaching30%

Teaching20%

Learning20%

Learn-ing

10%

90%

50%

30%

4.5 days p.w.

2.5 days p.w.

1.67 days p.w.

3. Purposive Sampling1. A majority learner population coming

from poverty stricken, anddisadvantaged communities;

2. A majority of black learners;3. Should have a learner achievement in

Matric of over 75%;4. Should not have a ‘selective’ admission

policy.

4.1 Randfontein High School• Historically ‘White’ school• Established in 1960 (English community)• “Equality, redress, access and quality”• “We make them great.”• 32 Extra-mural activities• Sport fanatic - principal attends all - getting to

know the learners!• “Our greatest strength is our diversity.”• ONE RULE FOR ALL.• School is 138% full.• 8 targets - No.1: Academic Excellence

RHS Location

The school principal

4.1.1 Learner population

4.1.2 Photo Learners

4.1.3 RHS Mother Tongue2009

4.1.4 RHS Teacher Population2009

4.1.5 RHS Distance in learnertravelling to school 2009

4.1.6 Cleanliness

4.2 Groenberg SecondarySchool

• Historically ‘Coloured’ school;• Senior union leaders (SADTU) in region;• Senior official in Boland rugby team;• 95 farms are serviced by school;• Generates over R1 million every year;• Take personal responsibility of life-span of

assets;• Proud individual - not a victim!

GBS Location

4.2.1 School Principal - MrHess

4.2.2 Cleanliness

4.2.4 More than 40 per class

4.2.5 Food line

5.1 Commonalities - 2 schools1. Principals and teachers care deeply about education;2. The school is about ‘teaching and learning’, and not just a place

where teacher are employed;3. They take challenges as opportunities (no excuses);4. They have a purpose - and it is not about ‘them’ (the teachers);5. They are ‘humane’ individuals, but … don’t mess with the

education of the children;6. Education is more than just ‘schooling’;7. They school their situation as ‘complete’/’whole’ and therefore

don’t expect ‘hand-outs’ from others;8. They work hard (2700 hours per year) - don’t take ‘short-cuts’;9. They know what they want - and they get it!10. Look at their attitude - you see Quality.

5.2.1 Ten Shifting Ecologies

1. Democratic decision making in schoolscreate a conducive school tone or culture;

2. Parent involvement is crucial;3. OBE approach is resource intensive;4. Resources (computers and libraries) will

make all the difference;5. The Dept. is not supporting teachers and

therefore they are de-motivated;

5.2.2 Ten Shifting Ecologies

6. Lack of learning is caused by the ill-discipline oflearners;

7. Our classrooms are overcrowded - smallclasses will make the difference;

8. It is difficult to achieve learner success inpoverty stricken communities;

9. Learners are not at the level they should bewhen they get to our schools (no pre- or nurseryschool; can’t read and write)

10. Teacher development will solve most of ourperformance problems.

5.3 Reflect - Christie report

1. Teacher supply and deployment (T);2. Teacher quality (T);3. Teacher development (T);4. Image of the teachers (T);5. Resources (Leadership);6. Social capital (Leadership);7. Orphans and vulnerable children (L);8. Discipline and authority (T & L);9. Learner pathways (L), and;10. Networking (Leadership).

6.1 In Summary, these principalshave clarity about …

• What they do - optimal balance between thecurriculum, where learners will land up, andwhat they need;

• Why they do it - constantly looking for newways of doing, they like to serve people, likeinnovation, they are ‘in time’;

• How it matters - they believe in quality, haveperformance indicators, they focus on thingsthat matters most (don’t sweat the smallstuff).

SpiritualFulfilment

Non Functioning Schools

High Functioning SchoolsLow

Functioning Schools

6.2 Maslow’s Hierarchy of Needs

PN

SN

LBN

EN

EP

SA

SF

6.3 Closing Remarks

SpiritualFulfilm

ent

AcademicAchievement

PersonalAchievement

Socio-Political-CulturalAchievement

LBNSNPNNFSEPEN-- Given --LFS

SFSA-- Given --HFS

ThankYou!!