The different components of the project

JET Educational Services proposed that a seven-component intervention model be implemented in the participating schools. Diagram 1 illustrates the proposed intervention model. For JET, the key philosophical assumption underlying this model is that educational outcomes will increase, if teachers are effective and the teaching and learning environments are supported by effective school organisation, community involvement, and district support and monitoring. The key concepts entailed in this intervention philosophy (educational outcomes, effective school

65 organisation, community involvement and district support) are complex and often carry more than one understanding. In the context of this study, educational

outcomes refer to the skills, aptitudes, knowledge, behaviours, attitudes, and values

expected from learners in their engagement in schooling.

The next section briefly explains the different components of the proposed model, following the numbering applied in Diagram 1.

Diagram 1: Systematic School Improvement Model (Project proposal, 2009: 9)

3.4.2.1 Stakeholder mobilisation and parent involvement

Proponents of this model argue that educational improvement is enhanced by partnerships between the schools, the government, local authorities, and the communities. This is the essence of stakeholder mobilisation. By forming these partnerships, social investment in and allocation of resources for teaching and learning can be increased (JET learning brief 1, 2010: 2). The discussion will first focus on the role of parents before elaborating on that of teachers’ unions.

Project Outcomes

• Improved support and monitoring of schools by districts

• Increased community involvement

• Improved school functionality as organisations

• Increased teacher competence and performance

• Increased learning and educational outcomes

66 Parents’ participation aims to increase their role in their children’s schooling, mobilise additional resources for schools, and inculcate a sense of accountability among all stakeholders. This can possibly lead to parents, in partnership with other community members, assisting learners as far as possible so that they may excel both in their school work and as individuals. Community and parent support can contribute to sustainable school change (JET learning brief 1, 2010: 2). Bhengu (2013: 64) confirms that the collaboration between schools and the communities in which they are located can result in the provision of quality education, and can also positively impact on learner performance. Smit and Liebenberg (2003: 2) identify barriers between main stream schools and parents from poor communities. These barriers hinder such parents’ involvement in their children’s education. These barriers include teachers being out-of-touch with community realities, parents’ disempowerment by means of teachers “shutting them out” of the educational system, to name but a few (Smit & Liebenberg, 2003: 2-3). By involving parents on in the education of their children, the synergy between the school and the home can be increased. This may lead to greater buy-in from both sides with regard to the quest for quality education. Hence, schools need to consciously strive to gain a greater understanding of the communities they function in. Schools should also attempt to overcome any barriers that prevent schools and parents from working together. It must be emphasised that parents do have the desire to be actively involved in their children’s education (Smit & Liebenberg, 2003: 4).

The envisaged outcomes of the parent involvement component were:

• An evidence-based improvement in the involvement of parents in their children’s education, demonstrated by increased monitoring of home study, the number of completed homework exercises, school visits by parents, and parents’ interest in their children’s school reports.

• Improved learner behaviours at school and after school/at home. This refers to learners’ conduct, especially how they manage their after-school time, homework, study, reading for enjoyment, and so on.

The other stakeholders are the teachers’ unions that have a relationship with the North West Department of Education. Teachers, in South Africa, are usually

67 registered members of a teachers’ union; as such, they adhere to the requests and demands made by their unions. It is therefore advisable, when a PD programme is initiated, that the unions are consulted and that they buy into the programme. This will enhance the smooth running of the programme. This programme ensured that the unions were part of the steering committee which met on a regular basis to discuss the progress of the programme.

The involvement of these stakeholders in the planning and execution of this programme is of utmost importance if one wants to bring about sustainable change (DBSA, 2009: 43). Moreover, planning processes need to be shifted from planning for the people to planning with the people (DBSA, 2009: 43). However, this is not enough; the administrative aspect must also be considered. Hence, this study focuses on both the planning and administration of the programme, which will now be developed.

3.4.2.2 Planning and administration/organisation

This component is incorporated so as to improve the functioning of schools as organisations. Indeed, schools may have effective teachers, hardworking learners, and strong partnerships with all the other stakeholders; but, if these schools are dysfunctional, meaningful learning will not occur (Sustainable School Improvement, 2010: 10). Thus, school management teams are supported, with the aim of improving the technical operation of the schools. This means increasing the effective utilisation of such resources as textbooks and teaching time. This could ultimately result in better quality teaching (JET learning brief 1, 2010: 3). In this respect, the school management team (SMT) is the centre of the school’s functioning. This body manages curriculum delivery, monitors the different aspects of the entire school, and makes planning and resourcing decisions (Bush, 2007: 379). However, it is important that these decisions be based on information gathered about the different aspects of the school and, where necessary, actions must be taken in order to improve the effective running of the school. Based on research, JET Education Services has adopted a set of 47 indicators to assist school managers to keep abreast of what is

68 happening in their schools so that they are able to swiftly act on possible challenges, notably those related to teacher performance.

3.4.2.3 Teacher performance

To gauge and change a teacher’s performance can be a very complex endeavour. This is because it is influenced by various factors which include the teacher’s characteristics, learner and classroom characteristics, and the school’s features (Sustainable School Improvement, 2010: 12). This component of the model is concerned with the classroom environment. As such, it seeks to ensure that teachers:

• Are aware of the teaching goals that they need to pursue;

• Embrace their agency in the learning process, since teaching is an ‘intentional and reasoned act’ (Anderson, 2004:33);

• Focus teaching on learning outcomes;

• Have access to efficient curriculum delivery systems and resources to achieve their teaching goals;

• Are excited to teach.

To achieve the goals of the teacher performance intervention, Mathematics, Physical Science, and English language educators are provided with curriculum planning and delivery materials, school support visits, and cluster-level activities. The curriculum materials provided to the teachers include learning programmes, work schedules, lesson plans, and assessment tasks. It is hoped that, through these interventions, a new, efficient and effective curriculum delivery system will be institutionalised in classrooms. This, in turn, should assist teachers to improve their classroom practice.

The envisaged outcomes of the interventions are that:

• All target teachers implement an effective curriculum delivery system that covers annual work schedules and common assessments;

• All schools cover the curriculum set out for each year as well as the required amount and quality of written work for the learners;

69 • Teachers reflect daily on the effectiveness of their teaching of the curriculum;

and

• Teachers monitor and assess learner performance, as per the curriculum policy.

3.4.2.4 District support

This project’s district support is pitched at two levels: the district office and the circuit level where the project is hosted. The project’s support of the district’s development is multipurpose. It seeks to provide additional strategic capacity in the planning and programming of the school support and monitoring activities, coordinate project activities with those of the district, and integrate the project’s activities with those of the district. It is envisaged that, with the additional support provided to the district, the District Director (DD) will be able to devote additional time to the operations of the project.

To achieve these objectives, the project appointed a fulltime Education Improvement Facilitator whose role was to:

a) Serve as a counterpart to the District Director in the implementation of the project. The reason for this was to allow this person to devote his/her full attention to this programme, in the hope of adding to the success of the programme.

b) Plan and oversee the implementation of the project.

The intention was for this person to focus on the planning and implementation of this programme, and to devise intervention mechanisms timeously, if needed.

c) Work with the District Director, to coordinate the inputs of the district officials, teachers’ unions, and the technical assistants to the project.

As one of the aims of this programme was to involve all the stakeholders, this person’s functions also included coordination between the different stakeholders. This was to support the District Director in discharging his/her mammoth duties in the district.

d) Conduct research, assume knowledge management roles pertaining to the project, and provide educational inputs directly to the schools, where necessary.

70 The service provider placed an emphasis on a research-based approach to training and development, which was also a function of the Education Improvement Facilitator. This person should have information about what was happening in the programme at grassroots level, by conducting research on it, and must provide educational input on matters which would arise.

e) Work with the District Director insofar as reporting to the funders and stakeholders about the implementation of the project.

This person was earmarked to work hand-in-hand with the District Director and jointly report and communicate with funders and stakeholders on the implementation and other aspects of the programme.

f) Work with the department to raise the additional funds required for the project. At some stage, the total expenditure of the programme was not yet covered by funders. Thus, this person, in conjunction with the Department of Education, had to try and secure more funding to make up for the deficit.

The anticipated outcomes of the district’s intervention are:

 Improved district operations in terms of school support and monitoring;

 Improved communication and cooperation among the education stakeholders in the circuit;

 Effective implementation of the project;

 Mobilisation of additional financial and non-financial resources from the partners;

 Achievement of the project outcomes.

3.4.2.5 Teacher Competence

Teacher competence refers to the knowledge and skills that teachers use to facilitate learning (Sustainable School Improvement, 2010: 13). Teachers’ competence is central in building a bridge between the learners and the material to be taught (Van der Westhuizen & Smith, 2000:350). Without basic knowledge and skills, teachers

71 cannot effectively facilitate learning, even if all the required school, classroom and learner factors are in place.

The project has identified the following outcomes in its endeavour to address teachers’ competence:

• Generate the content knowledge profiles of the teachers and subject advisors for Mathematics, Physical Science, and the English language; • Develop teacher allocation plans in all the 29 schools;

• Elaborate circuit level teacher development plans;

• Devise long term teacher development strategy for the circuit; • Establish responsive teacher development projects.

3.4.2.6 Research, monitoring, and evaluation

The research, monitoring and evaluation sub-component is an important aspect of the model. It serves as the compass and gauge of the programme. As such, it acts as a lever for change. It constantly supplies relevant information in order to stimulate change among the participants. This sub-component upholds the principle of evidence-led change. Monitoring and evaluation will be conducted in three phases: baseline, mid-term, and summative. In addition, research will be carried out on an ongoing basis, on topical matters which schools and the district may require further information on. Examples of these include multi-grade teaching, the use of home language in foundation phase, and literacy teaching. Teachers will be encouraged to research and write about these matters, with some assistance from experienced researchers, so as to bring in practitioners’ understanding and bolster teachers’ confidence.

The envisaged outcomes of the research, monitoring, and evaluation sub-component are:

• Research reports on educational matters and questions facing both the schools and the districts;

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3.5 THE DIFFERENT INTERVENTIONS OF THE TEACHER