GAUTENG PRIMARY LANGUAGE & MATHEMATICS STRATEGY Mathematics Presentation – July 2013 Role of the GPLMS in trying to improve the quality of teaching
WHOLE SCHOOL MANAGEMENT SMT Management Responsibilities fall into nine main areas: 1. School environment 2. Classroom environment and procedures 3. Teaching and learning 4. Assessment and monitoring of progress 5. Parental Involvement 6. Ethos 7. Resources 8. Governance and leadership 9. Finance
The Four Pillars of the GPLMS Pillar 1: Measuring Achievement Levels – Annual National Assessment and Common Assessment. Pillar 2: Teaching and Learning – Provision of Lesson Plans, Assessment, Learning Resource Packages (LRPs), Coaching and Training. Pillar 3: Learner Support – Homework support programme and links with local libraries. Pillar 4: Management Support – Work with SMT and districts to support school management.
GOAL OF THE GPLMS The purpose of the strategy is to improve the teaching of Language and Mathematics in the approximately 830 participating primary schools in the province to ensure that 60% of learners in the province will perform at 50% and above in the targeted subjects.
SERVICE PROVIDERS • 13 NGOs contracted • Service Providers employ coaches to train and mentor • In the FP, the same coaches work with teachers in both M & L • In the IP, coaches work in either M or L • Coaches do not replace district or SMT . Coaches enhance work done by the district and school based curriculum managers. Responsibilities of service providers include, but are not limited to: • Delivery of curriculum and assessment materials to teachers • Training of teachers on GPLMS related materials • Ongoing support, mentoring and monitoring of teachers’ progress • Collection of GPLMS data • On occasion, the organization of training venues and catering
DISTRICT OFFICALS R esponsibilities of District Officials include, but are not limited to: • Supply / shortages of DBE books. • Supply / shortages of Publisher Materials. • Officiating / approving change of LOLT processes. • Disciplinary / non-compliance issues. • Ongoing support, mentoring and monitoring of teachers’ progress using GPLMS materials. Only GPLMS curriculum and assessment materials are to be used in project schools. • It is important that you, as the SMT, know which service providers work in your school. You may have between 1 and 3 service providers working in your school. Relationship between coach and District Official
SUPERVISORS • Every coach works under a supervisor. • Supervisors are also employed by the service providers. • Supervisors spend their time in schools, monitoring, mentoring and supporting coaches. • Supervisors are your first point of contact if you have any GPLMS issue that you would like to discuss as an SMT. • It is important that you, as the SMT, know the supervisors who visit your school, as well as which service provider they represent.
COACHES AS CRITICAL FRIENDS • Coaches are employed to support, mentor and monitor the teachers in GPLMS schools. • Coaches play the role of a critical friend, i.e.: offers constructive criticism and suggests ways of improving that performance. • A coach does not take any punitive measures against a teacher. • Coaches may discuss teacher performance with the SMT and ask for support from the SMT in cases of non-compliance or absenteeism. • Coaches may not submit written reports about teachers to the SMT, unless under special circumstances that have been discussed with the service provider and the GPLMS management
LESSON PLANS & ASSESSMENT • SPs contracted to develop CAPS compliant lesson plans and assessment activities for FP and IP in M and L • The lesson plans include all assessment activities and the assessment plan for each term. • These are the only lesson and assessment plans to be followed in GPLMS schools, in these subjects. • The purpose of the lesson plans is to help teachers improve their pacing and curriculum coverage. • The standardized assessments also allow for a systemic evaluation of the project. • It is important that the SMT, assist in ensuring that teachers implement the lesson plans and assessment plans, and stay up to date in terms of pacing. • The DBE books are integrated into the planning and are used as part of the programme.
TEACHER TRAINING – in service • ‘Just -in- Time’ training ‘Professional Learning Groups’ training or ‘School Based Workshops’. • Training is always standardized in the GPLMS. • Coaches trained by service providers (developers) • District Officials /coaches attend cluster and PLG meetings. • Training may be enhanced by the use of videos, manuals or other materials. • Training sessions are a critical element of the GPLMS. Because of this, it is important that the SMT of the school, ensure attendance of teachers and attend training sessions. • Any holiday training sessions are pre-approved by the Unions in the Bargaining Chamber. • No official unapproved training sessions are arranged.
TEACHER SUPPORT • On average, the coach to teacher ratio is between 1:25 & 1:35. • Every teacher should receive at least 1 school support visit per full month. • Coaches may use their discretion to arrange school visits. At times, a coach may spend a whole day with a teacher who needs extra support, and at other times, a coach may visit a few teachers on the same day. • Coaches are authorized to make announced visits to teachers. • Coaches should start every school support visit by notifying an SMT member of their presence at the school.
Where are we now? • ANA Results (improvement) • School observations, before/after – confidence of teachers and learners. • Results of schools % no from whole - • Rapid review • Expectations – sustainability - • Envisaged learners – competency and understanding
Reducing the Number of Schools performing below 60% 13
Grade 3 ANA Results and Target 60 50 % Average 40 30 20 10 0 Numeracy Literacy 11_GP 12_GP 12_Target 12_NatAve
Grade 6 ANA Results and Target 50 45 40 % Average 35 30 25 20 15 10 5 0 Maths HLang FAL 11_GP 12_GP 12_Target 12_NatAve
Grade 9 ANA Results and Target 50 45 40 % Average 35 30 25 20 15 10 5 0 Maths HLang FAL 12_GP 12_Target 12_NatAve
Key Trends • Grade 3 – the Province achieved the provincial targets and achieved above the national average • Grade 6 – The province performed above the national average for English Home Language and FAL and mathematics – In English HL, we exceeded the provincial target • Grade 9 – The province performed above the national average for English Home Language and FAL and mathematics – In English HL, we exceeded the provincial target • Maths remains the greatest challenge • The ANA scores show that GPLMS is making a huge difference in learner performance
Recommend
More recommend
