PRINCIPALS MANAGEMENTDEVELOPMENT PROGRAMME (PMDP)
Pilot Programme Report
December 2009
• Designed to deliver a rapid upgrading of management skills of Principals
and Ward Managers in the selected schools in KZN (in a highly applied
manner)
• Strengthen the working relationships between the three important layers in
the functioning of a school (Ward Manager; Principal & SMT)
• Improve the coaching skills of Ward Managers
• Creation of professional learning communities
1. Programme objectives
2. Overview of participating schools
District Ward Primary Secondary LSEN
Combined
Ilembe Imati 5 1 3
Ubhaqa 4 3 -
Vryheid Tholakele 3 3 3
Ondini 4 3 1
Othukela Zwelisha 3 4 1
Ntabamhlophe 4 4 1
23 18 9
3. School Locations
• Training and coaching is undertaken by a team of specialists drawn from
UKZN, PricewaterhouseCoopers (PWC), and Performance Solutions
Africa (PSA) – the latter being overall project managers
• Project to be managed by Barbara Njapha and Geoff Schreiner, Directors,
Performance Solutions Africa together with EHRD’s Zonke Cele & Mzamo
Mhlambi
4. Project Team
Quintile
1& 2
Section 21 Piped Water ElectricityLearner /
Educator
Ratio
83,24% 61,18% 45,14% 67,14%30:1 Primary
25:1
Secondary
5. School Profile
6. Programme Overview
Management skills focus
Applied ‘College’ training
On site coaching
Six core modules
24 outputs
Five months duration
Accredited as short course by
UKZN
Complementary to ACE programme
Cost = R24,000 per principal
Funded by J&J DPT, DBSA and
KZN DoE
7. Criteria for Evaluation
Principals / Ward Managers
Assess Period
School Assess Period
Demonstrate ability to complete all outputs and are thereby accredited by UKZN
Dec 2009 A standardised literacy and numeracy assessment is in place at every primary schoolGrade passes in senior schools improve over 2008
Dec 2009
Dec 09/ Jul 10
Stakeholders Project
An SGB is functioning effectively in each school
Dec 2009 Project timeframes are met and quality standards are achieved The full budget is raised and budget parameters are complied with
Dec 2009
Dec 2009
Progress Against Evaluation Criteria
• Majority of principals and ward managers are on track to complete their
outputs
• Literacy and numeracy assessments have been discussed at every school
• SGB’s have been set up and are functional at the vast majority of schools
• The project has met all its timeframes
• The full budget has been raised and the project is being kept within budget
parameters
8. Additional Evaluation Criteria
0102030405060708090
100
Zwelisha Ntabamhlophe Tholakele Ondini Imati Ubhaqa
% Tasks Completed
War
d -
Est
imag
ed T
arge
t
010
2030
4050
6070
8090
100
Zwelisha Ntabamhlophe Tholakele Ondini Imati Ubhaqa Overall
Ward
% A
ttend
ance
7.1: Course Assessment 7.2: Outputs Completed: Principals
7.4: Outputs Completed: Ward
Managers
7.3: Attendance at Training Sessions
0102030405060708090
100
1 2 3 4 5
Rating Scale
% o
f Del
egat
es
Below Average Excellent
7.1: Course Assessment
0
10
2030
40
50
60
7080
90
100
E Zondo V Nkabinde M Mhlongo S Shongwe B Goabashe B Zwane
Ward Manager
% T
asks
Com
plet
ed
9.1 Comments: DoE Officials
“I was very impressed with the manner in which the course was facilitated as well as the
course content. It was very practical hands on.”
Mr Funda Zuma (DCES) – Head Office
“The project is a good tool to alert our school managers about the critical skills required
to manage effectively. We like the site visits where mentoring is done at school…”
Ms Zonke Cele & Ms Mzamo Mhlambi (ERHD)
“The school management in the participating schools
has changed for the better. The important one for
me is the Curriculum Management: firstly the
principals were not confident about the role of the
HOD’s now I see them getting the HODs involved,
discussing the roles and responsibilities, which is
great.
Mr B Zwane – Ubhaqa Ward Manager – Ilembe
District
9.2 Comments: DoE Officials
The programme has been very good! Personally I would propose that all principals go through it.
It must definitely be rolled out to all the schools and perhaps find a way to extend it to SMTs if
possible. The greatest benefit for me has been that my principals have become so close, they are
now working together, supporting each other, sharing what works for one another.
Ms Gcabashe - Ward Manager – Ilembe District
“The programme has provided tools for me to coach
and support those who are not in the project. I could
draw on the provided material as it is very user
friendly. I have encouraged the principals not involved
to network with those who are. These principals want
to be involved. The PMDP programme is supporting
the direction in which the DoE is wanting to go…
Mr Vincent Nkabinde - Ward Manager – Othukela
District
9.3 Comments: Principals & SMT Members
“Educators used to be absent a lot so the principal called us together and told us this will not be
tolerated any longer and we are now submitting the statistics ….”
Ms Mtshali (Acting HOD) - Ekunqobeni Primary School
“We are now getting much more support and attention and we are more involved in the planning of
the school. The principal also depicts a more professional and balanced manner in which he
conducts himself…”
Ms Maureen Xaba (SMT) – Obviane Combined School
“We have started talking collectively about planning,
lesson plans, learning programmes … We now have a
slot to say something at SMT meetings so it is no
longer just the principals meeting …”
Ms Mthembu (HOD) – Ethu Mthiyane Special School
“Our teamwork in the school has grown much
stronger.”
Ms Ngcobo (Educator) – Mangongo Primary School
“The principal has become stricter with the time
book and lesson plans … She now insists on
monitoring our class attendance.”
Ms Jali (HOD) – Timoni Primary School
“There has been an improvement in planning.
We are now using action plans and are
completing actions according to target dates. I
feel we are organising better as a result.
Our SMT is meeting more often and our
meetings are more directed and focused.
There is also increased staff cohesion as well
as on the SGB.”
Mr Khanyile (HOD – Educator Rep on SGB) –
Mathamo Primary School
9.4 Comments: Principals & SMT Members
“Communications with stakeholders have
improved drastically. With the expansion of
knowledge we have seen our principal
interact with all stakeholders with more
confidence and with a much more informed
base…
Ms GA Myeni (SMT) – Jikane Primary
School
“There is now effective use of tools and templates that the principal has provided us with and
orientated us on. The principal is now taking tough action on ‘low and non performing’ educators…”
Ms GV Nkosi (Acting Deputy Principal) – Khanyiseluzulu Secondary School
“We are now given much more work by the principal but we can also see the value of this work.
Educator attendance has improved tremendously. We now have policies in certain areas which we
never had before. There is also much more interaction between SMT members on how to further
improve things in our school…”
Ms PM Mbatha (SMT) – Sidubelo Primary School
9.5 Comments: Principals & SMT Members
10. Internal Assessment
• The ‘college’ training and on site
coaching methodology
• The practical outputs which were core
to effective school management and
aligned to departmental requirements
• The systemic focus on the Ward
Manager – Principal – SMT relationship • Allow more time to complete outputs
• Avoid year start/end ‘busy’ periods
• Have some focus on leadership elements
• Provide formal coaching training
• Promote networking through website & UKZN
• Have capability to provide some support to
dysfunctional SGB/SMT’s
• Ensure DoE is fully capable to take over the
programme
Opportunities to improve the programme:
Unique positives of the programme:
11. Research Findings
No clear correlation between high
performance and:
• The physical state of the school
• Facilities and utilities at the school
• The quintile in which the school is located
Factors critical to high performing schools:
1. An effective principal and / or SMT
2. Subject matter competence in a stable staff
core
3. Effective planning and time management
practices
4. Sound management of the curriculum in
terms of scope, coverage, assessments etc
5. Motivated and disciplined learners and
educators
11. Research Findings (cont)
What makes an effective Principal:
• A practical understanding of curriculum and
classroom issues
• Sound management practices
• The attributes of ‘proactive resilience’
Proactive Resilience:
• A positive attitude to the future
• The ability to take the initiative
• A passion for education
• The ability to make tough decisions
• A belief in self
• A respect for educators and learners
• A commitment to being a role model
DoE Support:
• Ward Manager support does more impact
• Lack of clarity between WM, SG and TL’s
• decentralisation
• District to be more administrative hub
12. Rollout - Modifications
1. Even closer involvement of the DoE
2. March – October programme
3. More Department of Education
documentation, guidelines incorporated
4. Introduction of leadership sessions
5. Supplementary programme at UKZN
6. Wider use of website to promote
networking (cell phones)
7. Teambuilding for non-functional SMT’s
and SGB’s
8. Formal training on coaching for trainers /
coaches and DoE
9. More full time staff
Essentially same format with following changes
13. Rollout Deliverables
Wards Total SchoolsTotal Ward
Managers
% Schools
Covered
% W/Man
Covered
190 3,040 190 52% 100%
14. Rollout Key Performance Indicators
Principals / Ward Managers
Assess Period School Assess Period
Participants complete all outputs and are thereby accredited by UKZN Ward managers are able to rollout the programme to other schools
Oct 10/11/12
Oct 10/11/12
A SMT is functioning effectively in each school Literacy and numeracy assessments are standardised and results improve over the previous yearGrade passes in secondary schools improve over the previous year
Oct 10/11/12
Oct 11/12/13
Dec 11/12/13
Stakeholders Project
An SGB is functioning effectively in each school
Oct 10/11/12 Project timeframes are met and quality standards are achieved
Oct 10/11/12