Presenter:DrMuaviaGallie(PhD)

School Turnaround

Allourlearnerscanandshouldbesuccessfulinourschools.

NEMASTheEssenceof

SchoolLeadershiptoTransform

Schools

Website:www.schoolturnaroundfoundaDon.org.za

TheWHYofSchool

TurnaroundMethodology

TIMSS 2003 - Applying Maths

2003

Current‘through-put’inEducaDonComparing Grades 1-12 from 1999 to 2015 Gap Now %Learner

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Gr1 & 12 Retained

1999 1 318 932 1 223 529 1 194 425 1 167 683 1 087 829 998 705 937 741 1 043 067 917 239 840 803 738 220 571 848 747 084 43%

2000 1 055 397 1 090 765 1 178 712 1 167 949 1 088 836 1 009 782 936 454 1 039 547 922 566 836 962 724 192 549 203 506 194 52%

2001 1 150 637 944 961 1 087 675 1 175 860 1 098 863 1 023 269 932 151 1 068 479 916 280 846 655 709 508 488 352 662 285 42%

2002 1 286 591 1 012 892 949 721 1 076 107 1 142 806 1 038 679 958 932 936 392 1 089 404 876 175 719 952 486 786 799 805 38%

2003 1 277 499 1 111 858 1 003 331 952 465 1 035 707 1 101 740 987 876 976 750 902 129 1 096 214 736 720 475 069 802 430 37%

2004 1 303 016 1 109 201 1 081 956 985 139 916 911 997 365 1 050 554 1 010 710 914 729 1 057 935 829 137 505 392 797 624 39%

2005 1 233 581 1 118 690 1 078 001 1 061 770 951 372 898 493 972 542 1 052 499 930 797 1 069 494 839 009 538 909 694 672 44%

2006 1 185 198 1 081 652 1 099 319 1 072 780 1 026 031 919 487 872 051 1 020 734 970 946 1 093 297 890 564 568 664 616 534 48%

2007 1 171 323 1 050 103 1 066 796 1 090 762 1 035 449 1 001 687 896 138 930 019 957 450 1 115 961 920 102 625 809 545 514 53%

2008 1 122 114 1 031 821 1 017 656 1 050 860 1 043 012 1 001 852 964 345 926 603 902 656 1 076 527 902 752 595 216 526 898 53%

2009 1 106 827 1 004 311 1 004 585 1 019 886 1 009 370 1 012 619 970 902 991 093 926 531 1 017 341 881 661 602 278 504 549 54%

2010 1 116 899 994 410 972 668 1 002 645 978 983 978 016 980 747 1 001 180 1 009 327 1 039 762 841 815 579 384 537 515 52%

2011 1 177 089 1 003 353 957 209 974 860 957 203 946 427 941 291 1 008 110 1 049 904 1 049 189 847 738 534 498 642 591 45%

2012 1 208 973 1 074 788 967 373 966 349 939 025 935 446 912 528 971 509 1 096 113 1 103 495 874 331 551 837 657 136 46%

2013 1 222 851 1 116 427 1 025 185 964 630 923 562 909 095 902 099 942 345 1 073 060 1 146 285 834 611 597 196 625 655 49%

2014 1 235 901 1 149 894 1 073 447 1 036 378 929 735 894 517 875 311 935 624 1 048 823 1 139 872 897 342 571 819 664 082 46%

2015 1 244 208 1 164 050 1 106 895 1 088 804 979 360 899 799 884 994 931 766 950 512 1 112 604 928 983 687 230 556 978 55%

Ave. 1 201 002 1 075 453 1 050 880 1 050 290 1 008 474 974 528 939 803 987 437 975 204 1 030 504 830 390 560 558 Diff

EffecDveandEfficiecyofSAEducaDon

Source:MinistryofEducaDon–SouthAfrica

100LearnersEnterSchool

40MakeitThroughtoMatricYear

20PassandMatriculate

4StudentsEnterHigherEducaDon

1Graduates

OneineveryHundredstudentswhogotoschoolwillcomplete

terDaryeducaDon.

DifferencebetweenSchoolImprovementandSchoolTurnaround

RedefiniDonThecreaDonofnewapproaches,goals,processesand

tasks,previouslyinconceivable.

ModificaDonSignificantredesignofapproaches,goals,processes,and

tasks.

AugmentaDonSubsDtuDonofcurrentapproaches,goals,processesand

tasks,withfuncDonalimprovement.

SubsDtuDonSubsDtuDonofcurrentapproaches,goals,processesand

tasks,withnofuncDonalchange.Improvem

ent

TurnaroundDo

ing

Diffe

rentlyDoing

More&

Be]er

Five‘OwnershipThinking’PathwaysOWNERSHIP

ANNUALREVENUER1-5

MillionR50-100Million

1.  “Under-PerformingSchool”•  GovernmentGrant

Iam‘Just’the

Principal

3.“HighFuncIoningSchool”•  GovernmentGrant•  HumanResources

We’remaking

‘CollecDve’decisions

I‘Lead’MYSchool 5.“ExcellentSchool”

•  Human&Non-HumanResources•  Fixed&MovableAssets•  Networks

2.TransiDonfrom‘Planning’to‘Managing’

4.TransiDonfrom‘Managing’to‘Leading’

FinancialAccountability

andTransparency

5Domains-20BigFrameworks

1.   Principles/beliefsFrameworks(1&2);2.   Conceptual/KnowledgeFrameworks(3

&4);3.   ProcessFrameworks(5,6,7,8,9,10,11,

12&13);4.   ImplementaDonFrameworks(14,15,16

&17);5.   Project(M&E)Frameworks(18,19&

20);

20BigFrameworks

PrinciplesofSchoolTurnaroundStrategy1.   AlllearnerswerecreatedtobeSUCCESSFUL,and

thereforenolearnershouldfail;2.  Theacademicabilityoflearnersisnotlinkedtotheir

economic,socialandculturalstatusinsociety(poorlearnerscanperformatsamelevelasmiddle-classandrichlearners);

3.  ThebiggestchallengesinSchoolTurnaroundrequireAdultstoChange(ThinkingandDoing)–reconnectthemwiththedreamsoflearners;

4.  MoveawayfortheDeficitThinkingModel,andtheVicDmMentalityApproach;

5.  RestructuringthecurrenteducaIonmodelsthatareresulInginDysfuncDonal-by-designandSuccess-linked-to-social-status(un-andunder-qualifiedandpoorlyperformingteachersareteachingintheseschools).

121

Developing Country Contextual Realities “Children walking through the Gate”

Preferred Children Reality Children 1. Country club kids 1. Township and working-class kids 2. Above the railway lines – rich suburbs

2. Below the railway lines – squatter camps, low-income housing, unemployed parents

3. Traditional family (both parents) 3. Today’s family (single or child headed) 4. Parents/family took care of them 4. Early on learning to fend for themselves 5. Have ‘talk shows’ stories 5. They have counter-stories (News bulletin) 6. Protected by the family/parents 6. Grow up on the very dark side of life 7. They are easy to teach 7. They are not the easiest to teach 8. They have long-term dreams 8. They have potential, if you believe it 9. They are predictable, stable 9. They are unpredictable, volatile 10. Their future is positively preordained

10. Their future can or can’t be negatively or positively preordained, depending on us 132

Teacher‘Readiness’forAllLearners?‘Fetchinglearner’wherevertheyare!TeacherResponse2-Awareness

+3

+2 +2

+1 +1

Par Par

-1 -1

-2 -2

-3 -3

-4 -4

L1 L2 L3 L4 L5 L6 L7 L8 L9 L10

ExpectedLevelof‘Readiness’

Middle-class

ExpectaDon

‘ReadinessLevel’ofindividualLearners

Lesson1

Lesson2

Lesson3

Lesson4

Russell’sCircumplexModelofAffect

Unpleasant Pleasant

AcDvaDon

DeacDvaDon

Alert

Sad

Depressed

Bored

Tired

Upset

Stressed

Nervous

Tense

Calm

Relaxed

Serene

Contented

Happy

Elated

Excited

3

Whenlasthaveyouhuggedakidinyourschool?

Filmmaker,JasonRussel,firstmetJacobwhenhevisitedUgandain2003,andpromisedhimtobringanendtohissuffering.Heco-foundedInvisibleChildrenasanot-for-profitorganisaIontaskedwith“advocacyandinspiringAmerica’syouthto‘domorethanjustwatch’.”

4

5SchoolTurnaroundPrinciples

16EducaIonalPrinciples

8SchoolReadiness

Components

15Teaching,LearningandAssessmentSchedules

50SchoolOperaIonalSystems

60SchoolQualitySystems

16SchoolTurnaroundDeliverables

Ownership Planning CurriculumManagement

SustainabilityCulture,Climate,RelaDonship

5

Scho

olTurnaroun

dMetho

dology–DeepCh

ange

5Phases

SchoolTurnaroundPlanningFramework

“As-Is"•  Sectorandschoolanalysis;•  Leadershipassessment;•  Strategicplanning;•  InstrucIonalplanning;•  OrganisaIonalplanning;•  OperaIonalplanning;•  Resourceplanning.

GapAnalysis•  InstrucIonaldrivers;•  Keyissues;•  Constraints

“Could-Be"•  Benchmarks;•  BestpracIce;•  Scenarioplanning;•  Targetsekng.

InstrucDonalModeling•  Impactofturnaroundplanonlearnerachievement,teachingprogramme,leadershipcommitment,parentsupport

•  “What-If”scenarios,targetsekngandsensiIvityanalysis

IssuesAssessment•  AddressinstrucIonaldrivers;•  Addressunder-performance;•  Overcomeconstraints;•  Stakeholdermanagement;•  Projectmanagement;•  OpIons,risks,alternates

“To-Be"•  Turnaroundstrategy•  Quickwins

Report•  Findings;•  Theoryofchange;•  Strategytoturnaroundtheschool;

•  Strategytomanagetheprocess–leadership,stakeholdersandprojectmanagement

•  Learnerachievementimpact

SituaDonAnalysis InstrucDonalEvaluaDon

TurnaroundPlan

TurnaroundStrategy

Gap

Input Feedback

InstrucIon

aldriv

ers&

levers

EducaIonalviability

Turnaroundstrategy

Resourcesrequired

Strengths&Weaknesses

Threats&OpportuniIes

1

2

3

4

5

6

7

6

STP-Problem-SolvingApproach

Needs

ObjecIves

Inpu

ts

Ope

raIo

ns

outputs

Results

Impact

Efficiency

SustainabilityEffecIvenessRe

levance

5STPPrinciples

Visio

n

50SchoolOperaIonalSystems

16STPDeliverables

SchoolofExcellence

HPS

UPS

DFS

ChaoDcSchool

8SchoolReadiness

Components

16EducaIonalPrinciples

60SchoolQualitySystems

20

15Teaching,Learning&AssessmentSchedules

7

5SuccessfulChangeSteps

21

Awareness Sufficient awareness of the need for change?

No Raise awareness and overcome denial

Yes

Diagnosis Thorough diagnosis of problems and/or opportunities

No Engage in root cause diagnosis

Yes

Vision Solid new organising model? No Engage in strategising and visioning

Yes

Plan Detailed plan for implementation? No Engage in planning

Yes

Support Critical mass of support for implementation?

No Engage in stakeholder building

Yes

Successful Change!! 8

FromUnderperformancetoExcellence

1.Under-PerformingSchools

2.HighFuncDoningSchools

3.SchoolsofExcellence

8SchoolReadinessComponents(Planning)Attendance Teacher Info Learner Info Annual Plan TimeTabling TLASchedule Organogram TLSM

Ownership

50SchoolOperaDonalSystems

Academic(11) AdministraIon(14) CommunicaIon(6) ICT(7) PastoralCare(12)

Planning Planning

CM-MonitoringandEvaluaIon

CCR-SupportandDevelopment

60SchoolQualitySystems(6x10)Leadership Strategic Planning Human Resources Learning & Teaching Assess & Feedback Monitoring & Evaluate

CCR-SupportandDevelopment

CM-MonitoringandEvaluaIon

Ownership

Sustain-InsDtuDonalisaDon Sustain-InsDtuDonalisaDon

Scho

olTurna

roun

dStrategy(5

Pha

ses)–3-5Years

Sustaina

bility

3–6Mon

ths

Cultu

re,Clim

ate,

RelaDo

nships

6-9

Mon

ths

Curriculum

Man

agem

ent

1.5–2.5Ye

ars

Plan

ning

6–9Mon

ths

Owne

rship

3–6Mon

ths

239

15CurriculumManagementAreasTeachingSchedule(5) LearningSchedule(5) AssessmentSchedule(5)

SchoolTurnaroundPlanningDomain1

TeachingforLearning

Domain2Leadership

Domain3Personnel&ProfessionalLearning

Domain4School&

CommunityRelaDonship

Domain5Data&

InformaDonManagement

1.1 Curriculum •  Align •  Review •  Monitor •  Communicate

2.1 Instructional Leadership

•  Educational Programme

•  Instructional Support

3.1 Personnel Qualifications

•  Requirements •  Skills •  Knowledge •  Dispositions

4.1 Parent Involvement

•  Communicate •  Engage

5.1 Data Management •  Data Generate •  Data Identify •  Data Collect •  Data Access •  Data Support

1.2 Instruction •  Planning •  Delivery

2.2 Shared Leadership

•  School Culture •  School Climate •  Continuous

Improvement

3.2 Professional Ethics

•  Respect for Learners

•  Connect with Learners

4.2 Family Involvement

•  Communicate •  Engage

5.2 Information Management

•  Analyse •  Interpret •  Apply

1.3 Assessment •  Align to

Curriculum •  Align to Instruction •  Data Reporting •  Data use

2.3 Resource Management

•  Resource Allocation

•  Operational Management

3.3 Professional Learning

•  Collaboration •  Content •  Pedagogy •  Alignment

4.3 Community Involvement

•  Communicate •  Engage

5.3 Knowledge Management

•  Patterns •  Routines •  Scenarios •  Forecast 10

1.A]endance

2.TeacherInformaDon

3.LearnerInformaDon

4.AnnualPlanning

IntegratedPlanning

5.Timetabling

6.Teaching,Learning&AssessmentSchedule

7.Organo-gram

8.Teaching,Learning&AssessmentMaterials2511

8 School Readiness Components Under-performance Functionality

1 2 3 4 5 1.1 Attendance -

Teachers Tick name Sign name Time in and out Principal monitor

daily Absence submitted and

processed

1.2 Attendance – Learners

Record end of the week Record daily Record per period Record per subject Record engagement in classroom per subject

2. Teacher Information

Biographical information

Personal information

Academic information

Professional information

Performance information

3. Learner Information

Biographical information

Personal information

Socio-economic information

Achievement information

Expectations and aspirations information

4. Annual Planning

Compliance planning Administrative planning

Professional planning

Ethical planning School Improvement Planning

5. Timetabling Compliance timetabling Implement 40% Implement 60% Implement 80% Optimal, efficient 100%

6. Teaching Schedules

CAPS planning Schedules per quarter

Schedules per month

Schedules per week Schedules per day (task, homework, etc.)

7. Organogram No clear accountability, support & development

agreement

Accountability requirements are

known

Accountability linked to positions

only

Accountability linked to positions and

functions

Clear accountability, support & development

at all levels

8. TL Support Materials

TLSM to teacher only TLSM to teacher and selective

learners

TLSM to all for use in classroom only

TLSM to all on first day of school for use

beyond classroom

TLSM issued to all, get returned very year (more than 90%)

Manual System 2612

Curriculum & Subject Management

INSTRUCTIONALLEADERSHIPDomain1:PlanningandPreparaDon1.  DemonstraIngknowledgeofcontentand

pedagogy2.  DemonstraIngknowledgeoflearners3.  SeknginstrucIonaloutcomes4.  DemonstraIngknowledgeofresources5.  DesigningcoherentinstrucIon6.  Designinglearnerassessment

Domain2:ClassroomEnvironment1.  CreaInganenvironmentofrespectand

rapport2.  Establishingacultureoflearning3.  Managingclassroomprocedures4.  Managinglearnerbehaviour5.  Organisingphysicalspace

Domain4:ProfessionalResponsibiliDes1.  ReflecIngonteaching2.  Maintainingaccuraterecords3.  CommunicaIngwithfamilies4.  ParIcipaInginaprofessionalcommunity5.  Growinganddevelopingprofessionally6.  DemonstraIngprofessionalism

Domain3:InstrucDon1.  CommunicaIngwithlearners2.  UsingquesIoninganddiscussion

techniques3.  Engaginglearnersinlearning4.  UsingassessmentininstrucIon5.  DemonstraIngflexibilityand

responsiveness 2713

Teaching,LearningandAssessmentSchedulesTeachingScheduleWhatwilltheteacherbedoing?

LearningScheduleWhatdowewantthelearnertodo?

AssessmentScheduleWhatdowewantthelearnertoknowandunderstand?

1. Curriculum Alignment

6. Classroom Management

11. Classroom Assessment

2. Planning Practice and Interaction

7. Physical Environment

12. Test and Examination Preparation

3. Direction and Instruction

8. Questioning Techniques

13. Second Chance Opportunity

4. General Techniques 9. From Interaction to Engagement

14. Final Expectation

5. Teaching and Learning Tools

10. Classroom Leadership

15. Grades, Marks, Targets, etc. 2814

50 School Operational Systems Academic (11); Administration (14); Communication (6); ICT (7); Pastoral Care (12)

1.  Teaching 2. Learning Support 3. School Image 4. Principal’s Office 5. Finance and ICT 1.1 Teacher Substitute Management

2.1 Co-Curricular Management

3.1 Admissions Management

4.1 External Doc Supply to Agents Management

5.1 Funds Management

1.2 External Exams Management

2.2 Discipline Management

3.2 Calendar Management

4.2 Human Resources Management

5.2 Finance Management

1.3 Internal Exams Management

2.3 Exclusion Management

3.3 Daily Bulletin Management

4.3 Inventory Management

5.3 Fin Accountability Management

1.4 Assessment Process Management

2.4 Learning Info Management

3.4 Good News Management

4.4 Human Relations Management

5.4 Data Management

1.5 Teaching Info Management

2.5 Learner Attendance Management

3.5 Parent Info and Communication Management

4.5 Teachers and Learners Risk Management

5.5 Digital Management

1.6 External Reporting Management

2.6 Rewards and Conduct Management

3.6 SMS Management 4.6 Learner Profile Management

5.6 Network Management

1.7 Teaching Process Management

2.7 Physical & Mental Health Management

3.7 Feeder Schools Management

4.7 Return on Investment Management

5.7 Publishing Management

1.8 Timetable Process Management

2.8 Gifted and Talent Management

3.8 Other Schools Management

4.8 Class groups and Subjects Management

5.8 Document Management

1.9 Learner Performance Tracking Management

2.9 Special Needs Management

3.9 Enrichment Management

4.9 Literacy Management 5.9 Website Management

1.10 Second Opportunity Management

2.10 Social Support Management

3.10 Volunteerism Management

4.10 School-Workplace Management

5.10 ICT Integration Management 15

60 School Quality Systems 1. Leadership 2. Strategic

Planning 3. Human Resource

4. Learning and Teaching

5. Assessment and Feedback

6. Data Monitoring and Evaluation

1.1 Leadership Process

2.1 Development Process

3.1 Work Allocation and Management

4.1 Learner Care Management

5.1 Core Competencies Determination

6.1 Info and Knowledge Design

1.2 Communication Effectiveness

2.2 Action Plan Formulation

3.2 Recruit, Hire, Place and Retain

4.2 Learner Knowledge Determination

5.2 Key Process Determination

6.2 Info and Knowledge Management Process

1.3 Governance Process

2.3 Resource Allocation

3.3 Professional Knowledge, Skills and Application

4.3 Learner Diversity Segmentation

5.3 Process Design and Development

6.3 Info and Knowledge Sharing

1.4 Governance Management

2.4 Resource Redirection

3.4 Professional Ethics, Values and Attributes

4.4 Learner Context Segmentation

5.4 Process Requirements Determination

6.4 Performance and Knowledge Measures and Analysis

1.5 Succession Planning

2.5 Sourcing Process

3.5 Professional Learning

4.5 Teaching Features Determination

5.5 Implementation Management

6.5 Performance, and Knowledge Selection and Use

1.6 Performance Process

2.6 Assumption Development

3.6 Career Progression

4.6 Learner and Teacher Relationship

5.6 Assessment Preparation

6.6 Data and Knowledge Analysis

1.7 Financial Accountability

2.7 Risk Assessment

3.7 Performance Management

4.7 Learner Complaints 5.7 Second Change System

6.7 Data and Knowledge Evaluation

1.8 Financial Transparency

2.8 Resource Commitment

3.8 Performance Review

4.8 Teacher Complaints 5.8 Learner Feedback Process

6.8 Target Setting Management

1.9 Priority Determination

2.9 Deployment Management

3.9 School Climate Assessment

4.9 Learner Satisfaction Determination

5.9 Teacher Feedback Process

6.9 Success Indicators and Comparison Building

1.10 Priority Decision-Making

2.10 Assessment Management

3.10 School Environment Improvement

4.10 Learner Expectation and Achievement

5.10 Parent Involvement Management

5.10 Data, Info and Knowledge Reliability

3016

Under-PerformingSchools

High-PerformingSchools

SchoolsofExcellence

STP-SchoolTurnaroundPathwayTurnaround Indicators

Leve

l

Type Description

1. Ins

tructi

on P

rogr

amme

(Te

achin

g and

Lear

ning)

2. Dr

op (P

ush o

ut) R

ate

(Thr

ough

put r

ate)

3. Ex

it Pas

s Rate

(F

inal G

rade

Pas

s)

4. Co

mplet

ion R

ate

(Dre

am A

chiev

emen

t)

5.0 F

ailur

e

5.1 N

SC (J

ust a

Pas

s)

5.2 C

ert (

Ave 5

0%)

5.3 D

ip (A

ve 65

%)

5.4 B

ach (

Ave 8

0%)

Total

5. 100%

4.

100%

3.

100%

2. 100%

1.

100%

Chaotic

Dysfunctional

Under Performing

High Performing

Excellent 100% Bachelors completion

100% Pass, but less then 50% Bach completion

1 or more learners failing: Pass 80%+

Less than 60% pass rate

Less than 40% pass rate

Great

Good

Comply

Weak

Disaster

0%

15%

30%

45%

60%

100%

100% 100%

80%

80%

60%

60%

40%

40%

20%

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✪

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nn¢¢¢¢¢

¢¢

þþþþþ

þþþ

þþ

ýýýýýýý

ýýýý

¢

ý

DistribuIonof‘LevelsofPass’

32

17

STP - 16 Educational Principles 1

5 6 7 12 13

4 16 8 2 15 14

11 10 9 3

Learner Purpose (Vision) Classroom Hands (Action) School Head (Systems) Department Heart (Believes) 18

1.PsycheofDysfuncDonality

2.OrganisedDysfuncDonality

3.DatatoIntelligentdecisionmaking

4.Champion/leaderdriven

16.Focusonthecore–LearnerAchievement

5.HighExpectaDons

6.WholeSchoolDevelopment/SIP

7.Schoollevelsupport,andbeyond

8.Networking/partneringsystems

9.CompliancetoLeadershipsystems

10.AccountabilityCommitment

11.AligningcurriculumwithTLAsystems

12.GeneraDonGap

13.ExpertandMentorsupport

14.Time-on-Task

15.Managingwhatyouknow(ICT)

16 Deliverables/Outcomes Individual

1.  Recognise the high risk; 2.  Think differently; 3.  Redefine ‘normal’ and ‘reality’; 4.  Know, understand and service ‘young people’.

Relationships 1.  Utilise organisational strength; 2.  High commitment and expectation to

succeed; 3.  Recognise ability to transform and

change; 4.  Teachers care deeply about all learners.

Culture 1.  ‘Bring it on!’ attitude; 2.  Adults who model what they value; 3.  Teachers ‘don’t sweat the small

stuff’; 4.  Teachers know ‘what it takes to be

successful’.

Systems efficiency 1.  Being ready (proactive); 2.  Always focus on the ‘key deliverables’; 3.  Data driven decision-making; 4.  Clear and implementable rules,

patterns, routines, etc. 19

1.TargetSekng

Pro-acDveManagementofLearnerLearning

5.LevelsofMastery

4.LevelsofImprovement

2.LevelsofPerformance

3.LevelsofLearning

6.LearnerLeadership

20

SchoolIntelligentSystem

MalibuHigh-Ricky–Feedback1

MalibuHigh-Ricky–Feedback2

2015ResultsfromSchools[1.5yrs]

MalibuTechnicalHigh•  2013=78,9%•  2014=81,7%•  2015=92,2%,with51%Bachelors

SizimiseleTechnicalHigh•  2013=61,0%•  2014=68,1%•  2015=78,5%

1,482

District-WideApproachinCWED-2015HoDs-FoundaDon

HoDs-Intermediate HoDs-Senior

HoDs-FET

DeputyPrincipals

200+

90+

90+ 90+

90+

ThankYou!