SCHOOL IMPROVEMENT
Overview
TThe focus of PSAs work in the school sector is focused primarily on building school management and governance practices which will support improved learner outcomes in both primary and secondary schools. We generally work alongside service providers who focus on teacher development and specifically literacy and mathematics.
Our work generally involves the following role players:
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School Principals
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Deputy Principals
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Heads of Department
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School Governing Bodies (SGBs)
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Parents
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School Administrators
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Circuit Managers and Subject Advisors
PSA will typically undertake programs which involve between 50 and 600 schools over multiple Provinces and Districts. Each program lasts between 2 and 5 years.
Most of the programs in which we work, have a corporate or PBO funder and will involve the Department of Basic Education at national and/or Provincial levels. We have now worked at over 3000 schools across six Provinces i.e., KwaZulu Natal, Mpumalanga, North West, Limpopo as well as the Northern and Eastern Cape.
Programme Design
At the start of every programme, time will be invested in understanding the requirements of the funder and those of the Department of Basic Education – these discussions will typically result in the selection of certain modules for training and coaching. These modules can, in addition, be customised to support specific outcomes of the funder or the Province.
PSA currently has developed the following core modules which are informed by the South Africa Standard of Principalship (2014):
Each module comprises a set of slides, with trainer notes and accompanying documentation from the Department of Basic Education. Every module has a set of outputs which are in line with DBE requirements and hence do not require any ‘additional work’ from participants.
A number of modules are accompanied by tools e.g. around curriculum monitoring and absenteeism management which support participants in core responsibilities which they are required to execute. The modules have SACE accreditation and carry SACE points for participants.
PSA has also developed a set of modules for leaders at district, circuit and school level which are designed to support the development of 21st century skills and the promotion of Education 4.0. These are:
The modules have been trialled at district leadership level in Mpumalanga Province and a full evaluation report is available on request.
Once modules have been selected and a broad plan (including clearly defined outputs and key performance indicators (KPIs)) has been developed and approved, then more detailed discussions will take place involving district and circuit managers, DCES as well as teachers unions where relevant.
Programme Execution
PSA will then select and train up local coaches who will form part of PSA’s project team in each of the areas in which the program is located. These coaches who are often ex-Principals or ex- Circuit Managers go through a very structured training process to enable them to deliver on the program which has been designed. The training and coaching of local coaches is undertaken by senior PSA staff.
Thereafter selected schools are taken through an induction and onboarding process, and PSA conducts baseline assessments which are directed at establishing each school’s current maturity in terms of its management and digital practices. These baseline assessment are then revisited at least every 12 months to assess progress by each school.
The core modules which were recommended by the research carried out by the UCT, have demonstrated through their training and coaching that they will produce improvements in G10 outcomes which are 7% higher than prevailing provincial averages.
Typically, modules are trained 2 months apart – this training can be undertaken either face to face or online with the former generally being preferred.
Once a module has been trained it is followed up by a 0,5 day coaching (typically 2 x 2 hour sessions) around the outputs in order that these are applied to the school itself. The coaching is best described as ‘mentoring with a coaching style’.
The coaching can involve individuals or small groups e.g., the Principal and Deputy or the HODs together, and because of the costs involved, coaching sessions are increasingly being conducted on-line with significant success.
During the course of coaching engagements and then through the baseline assessments, coaches will seek evidence that the training outputs have transitioned from ‘outputs’ to ‘outcomes and new practices’. This is evidenced by a portfolio kept by each participant and their coach.
Programme Management and M&E
Details of training and coaching visits and progress are captured and stored in PSA’s cloud based, data base and these are used to inform reporting and decision making.
Programmes are managed through senior PSA staff who are responsible for finances, coach management, logistics and delivery on outputs. PSA follows a ISO defined project management process which is designed to minimise risk and to ensure effective delivery.
Reporting on activities and outputs is undertaken monthly – these reports will also highlight risks and opportunities and well as progress according to budget. KPIs which are reported typically include school improvement plan completion, curriculum coverage and absenteeism.
At the conclusion of a programme, participants and schools which who have achieved high levels of new practice maturity and improved assessment outcomes will be presented with awards at a formal ceremony to which family members are often invited to attend.
Sustainability is built into programmes through the involvement of Circuit Managers and Subject Advisors who are positioned to take the programme forward after PSA’s departure.