MEETING WITH PORTFOLIO COMMITTEE
TOPIC: TRAINING PROGRAMME FOR SENIOR
PHASE SUBJECT ADVISORS AND TEACHERS
Mr HM Mweli
A/DDG: Curriculum Policy, Monitoring and Support
Venue: Parliament
24 February 2015
BUSINESS UNUSUAL
PRESENTATION OUTLINE
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Background and Context
Problem Statement
A Case for Urgent Radical Interventions
Provincial Achievements
2014 ANA results
Efficiency
Teacher Qualifications and Subject Content Knowledge
Methodology
Roles and Responsibilities
Resources
Lessons Learnt
Monitoring and Support
Engagement with various Role players
Conclusion
BACKGROUND
AND
CONTEXT
INCREASE THE NUMBER OF STUDENTS ELIGIBLE TO STUDY MATHS
AND SCIENCE AT UNIVERSITY TO 450 000 PER YEAR
“The Department has set a target to increase
the number of learners eligible for bachelors
programme to 300 000 by 2024, 350 000
learners who pass mathematics, and 320 000
learners who pass physical science. These
targets are very ambitious, more than
doubling the results achieved in 2010. We
propose a target of 450 000 learners eligible
for bachelors programme with Maths and
Science by 2030.”
National Planning Commission: National Development Plan, November 2011)
SOUTH AFRICA IMPROVES ITS POSITION
“The Department aims to improve its average
Southern East African Consortium for Monitoring
Education Quality results for grade 6 Languages
and Maths from 495 to 600 by 2022 and to
improve average grade 8 scores in the Trends in
Mathematics and Science Study from 264 to 420
in 2023. The commission supports these targets
and proposes that by 2030, grade 8 scores in the
Trends in Mathematics and Science Study should
reach 500. Ideally South Africa should improve its
position by 10 places or more by 2030.”
National Planning Commission: National Development Plan, November 2011)
PRODUCE 30 000 ARTISANS PER YEAR
“One of the targets set for 2014 in the
delivery agreement signed by the Minister
of Higher Education and Training is to
produce 10 000 artisans per year. This
target can be met with concerted effort
and adequate funding. We propose a
target of 30 000 by 2030, subject to
demand.”
National Planning Commission: National Development Plan, November 2011)
ACTION PLAN GOALS
• Increase the number of learners in
Grade 9 who, by the end of the year
have mastered the minimum language
and mathematics competencies for
Grade 9.
• Improve the average performance of
Grade 8 learners in mathematics.
• Improve the grade promotion of
learners through Grades 1 to 9.
PROBLEM STATEMENT
• The Senior Phase and grade 9 in particular has recorded
the lowest results over the years in Trends in
International Mathematics and Science Studies (TIMSS)
and Annual National Assessments (ANA).
• The peak in high failure, repetition, and drop-out rate
starts from grade 9.
• The accumulated knowledge and skills gap from the
lower grades and the inability to meet the cognitive
demands of the Curriculum of the higher grades begins
to reflect more in the Senior Phase.
• The interventions implemented over the years have
yielded very little or no improvement at all, instead the
results decreased as with the 2014 ANA results in Grade
9 Mathematics.
A CASE FOR URGENT
RADICAL
INTERVENTIONS
9
DISTRIBUTION OF
MATHEMATICS AND SCIENCE
ACHIEVEMENT IN
PARTICIPATING COUNTRIES
10
PROVINCES:
ACHIEVEMENT AND CHANGE
IN ACHIEVEMENT BETWEEN
2002 TO 2011
GRADE 9 PROVINCIAL PERFORMANCE IN MATHEMATICS AND
SCIENCE: TIMMS
Mathematics
Province
TIMSS 2002
TIMSS 2011
Eastern Cape
250
316
Free State
291
359
Gauteng
303
389
KwaZulu Natal
278
337
Limpopo
244
322
Mpumalanga
287
344
North West
280
350
Northern Cape
340
366
Western Cape
414
404
National
285
352
Source: Highlights from TIMSS 2011: The South African perspectives. HSRC 2012
PROVINCIAL PERFORMANCE
• All provinces, except Western Cape, increased the mathematics and
science scores between 2002 and 2011.
• The changes in the WC and NC scores is not statistically significant.
Order of greatest improvement in mathematics scores
Limpopo
1.33
Gauteng
1.31
Eastern Cape
1.27
North West
1.26
Free State
1.24
KwaZulu Natal
1.23
Mpumalanga
1.2
Northern Cape
1.07
Western Cape
0.99
In 2002, the difference between highest & lowest performing province was 170
points.
This decreases to 86 in 2011 – moving towards equitable outcomes.
MATHEMATICS PERFORMANCE
DIFFERENCE BETWEEN 2002 AND 2011
Comparison of 2002 and 2011 Grade 9 mathematics performance
YR 2002
YR2011
361.25
312
332.62
284
Algebra
358.58
315.47
283
Data & Chance
Number
281
Geometry
MATHS TOPICS COVERAGE AND
PERFORMANCE
332.62
57
358.56
84.2
Number
Algebra
Geometry
Data
80
315.47
65
361.25
2014
ANA RESULTS
FOR MATHEMATICS
MATHEMATICS (2012 – 2014)
Grade
Average % Mark
2012
2013
2014
1
68
60
68
2
57
59
62
3
41
53
56
4
37
37
37
5
30
33
37
6
27
39
43
9
13
14
11
ACHIEVEMENT LEVELS OF GRADE 3 LEARNERS
IN MATHEMATICS
100%
90%
80%
70%
60%
Outstanding
Meritorious
50%
Substantial
40%
Adequate
30%
20%
10%
0%
Moderate
Elementary
Not Achieved
PERCENTAGE OF GRADE 6 LEARNERS IN
ACHIEVEMENT LEVELS FOR MATHEMATICS
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
LP
EC
NC
NW
MP
KZN
FS
WC
GP
National
PERCENTAGE OF GRADE 9 LEARNERS IN
ACHIEVEMENT LEVELS FOR MATHEMATICS
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
LP
NC
MP
NW
KZN
GP
FS
WC
EC
National
EFFICIENCY
23
PERCENTAGE OF REPEATERS BY GRADE AND
GENDER, 2009 TO 2013
25
Percentage
20
15
10
5
0
2009
2010
2011
2012
2013
Gr 1
6.9
5.7
7.0
9.0
10.5
Gr 2
7.2
8.4
8.5
9.7
9.1
Gr 3
7.2
9.2
8.0
9.5
9.5
Gr 4
7.1
6.4
8.5
10.7
9.1
Gr 5
6.8
7.0
5.9
8.2
9.4
Gr 6
6.5
6.8
7.2
7.2
7.6
Gr 7
5.0
5.4
6.1
6.5
7.7
Gr 8
8.2
6.7
7.7
10.3
8.6
Gr 9
10.4
11.5
13.5
15.0
16.3
Gr 10
16.7
19.6
21.2
22.1
24.2
Gr 11
15.7
18.1
18.2
19.9
21.0
Gr 12
8.1
10.5
10.8
8.9
8.9
Source: Statistics South Africa, General Household Survey, 2009 - 2013, DBE own
calculations
Total
8.7
9.0
10.3
11.5
12.1
24
TRENDS IN REPETITION 2009-2012
25
DROP-OUT RATES DECLINING BUT QUALITY PROBLEMS
MANIFEST IN SECONDARY SCHOOLING
16.0
14.0
Percentage
12.0
10.0
8.0
6.0
4.0
2.0
0.0
Gr 1
2007-2008 0.4
2009-2010 0.0
2011-2012 0.0
Gr 2
0.9
0.0
0.4
Gr 3
0.3
0.0
0.0
Gr 4
0.8
0.0
0.0
Gr 5
2.1
0.0
0.6
Gr 6
1.4
0.9
1.0
Gr 7
3.1
1.2
1.5
Gr 8
3.6
5.4
3.1
Gr 9
6.5
5.7
6.6
Gr 10
11.0
10.6
9.0
Source: National Income Dynamic Study (NIDS), 2007/08-2011/12
Gr 11
11.4
13.4
15.3
TEACHER
QUALIFICATIONS AND
SUBJECT CONTENT
KNOWLEDGE
27
PERCENTAGE OF QUALIFIED
TEACHERS, 1990 – 2014
GROWTH IN INITIAL TEACHER EDUCATION GRADUATES
131% increase in graduates
between 2008 and 2013
(SOURCE: DHET)
Year
Grads
2008
5 939
2009
6 855
2010
7 973
2011
10 593
2012
13 708
2013
16 555
2014
17 545
2015
18 315
2016
19 403
2017
20 744
2018
22 031
ACTUAL
2019
23 511
ESTIMATE
ENROLMENT PLAN PROJECTIONS
SELECTED LESSONS FROM TIMSS, PIRLS,
SACMEQ
Teacher content knowledge is unimpressive
A FRAMEWORK TO
IMPROVE LEARNER
PERFORMANCE IN
THE SENIOR PHASE
31
SHORT TERM INTERVENTIONS
• Training of subject advisors on content and
methodology using SASOL INZALO titles for Gr 7-9
• Establishment of PLC Clusters
• Curriculum Coverage and Assessment (1+4 MODEL)
• Strengthening the Language of Teaching and
Learning
• Train school principals on curriculum management
• Development and issuing of lesson plans
• School Management to give special attention and
support to the Senior Phase
SHORT TERM INTERVENTIONS…
• Schools to refine their timetables to support
the 1 + 4 Model. Development and issuing of
examples of timetables.
• Issuing of circular to PEDs, districts and
schools to accommodate extraordinary
measures to intervene in the SP
• Maths and Language focus week per quarter
• Strict monitoring of the implementation of the
extraordinary measures to intervene in the SP
by establishing and getting the Specialised
Support Team functional.
SHORT TERM INTERVENTIONS…
• Providing Psycho-Social Support to
teenagers in the SP in particular
• Develop and implement model suited for
multigrade schools.
• Delineate roles and responsibilities of DBE,
PEDs, Districts and schools
• Address the resourcing for all interventions.
• Utilise various ICT platforms to support focus
in the Senior Phase
MEDIUM TERM INTERVENTIONS
• Proper matching and placing teachers and
subject advisors
• Investigate the possibility of increasing time
allocated for Mathematics in the Senior Phase.
• Investigate the establishment of the national
and provincial MST Institutes for Teacher
Professional Development
• Utilise various ICT platforms to support focus
in the Senior Phase
• Finalization of provincial training plans for
Gr4-7
LONG TERM INTERVENTIONS
• Address all weaknesses identified in the Initial
Teacher Development Programmes
• Institute a National Curriculum Review Process
• Investigate the possibility of allocating subject
advisors per phase.
• Annual training of MST Subject Advisors in all
phases to deal with identified problematic topics
• Annual training of HODs and Lead teachers in
identified problem areas.
• Annual training of Principals with a focus on
identified area of management.
METHODOLOGY
37
THE PLAN
• In response to the apparent perpetual
under-performance in the Senior Phase,
the DBE has developed a 3-Year
Mathematics, Science and Technology
teacher development plan to address the
problem.
• The plan will be implemented in
collaboration with Sasol Inzalo
Foundation, and has been approved by
HEDCOM and CEM.
THE PLAN...
• The Plan focusses on MST subject advisors,
HODs and classroom based teachers.
• The plan will be undertaken in three phases;
• The training is vital to address content gaps in
identified topics, as well as the pedagogic
skills.
• Mentoring and Support skills have been built
in.
• A pre and post test will be undertaken in all
training sessions.
TRAINING OF TEACHERS ON MST
• 454 senior phase MST subject advisors
were trained between October and
December 2014
• Training of HoDs and Lead Teachers is
currently in progress in various
provinces, and will be finalised by the
end of February 2015.
THE 1+4 METHODOLOGY
• This METHODOLOGY turns teachers
into learners, promoting the principle of
a teacher as a lifelong learner,
• ONE day of Teachers Learning
( PREPARING TEACHERS TO TEACH,
ONE WEEK AT A TIME) and
• FOUR days of Structured, Effective and
Guided Teaching delivered by the same
teachers in their respective classrooms.
THE 1 + 4 METHODOLOGY
TUESDAY
MONDAY
1
Teachers meet in one
venue every week to
plan content delivery
for the week ahead.
The workshop
discusses WHAT will
be taught and
assessed and a
considerable amount
of time is spent on
HOW to teach and
assess it.
Sharing effective
pedagogical
strategies.
WEDNESDAY
+
THURSDAY
FRIDAY
4
Each teacher
delivers in
their
respective
schools what
was planned
to be
delivered for
Tuesday.
Each teacher
delivers in
their
respective
schools what
was planned
to be
delivered for
Wednesday.
Each teacher
delivers in
their
respective
schools what
was planned
to be
delivered for
Thursday.
Each teacher
delivers in
their
respective
schools what
was planned
to be
delivered for
Friday.
(SUBTOPIC)
(SUBTOPIC)
(SUBTOPIC)
(SUBTOPIC)
PRE-TEST AND POST-TEST
• On day ONE (Each Monday), on arrival at the
venue, teachers are exposed to a PRE-TEST to
assess their level of content knowledge of the
Section of the curriculum to be delivered on
Tuesday, Wednesday, Thursday and on
Friday.
• At the end of the day Teachers are exposed to a
POST-TEST to assess how well they have
grasped the content which they will take to the
learners in their respective classes in their
schools.
HIGH ACHIEVEMENT STANDARDS
• High standards MUST be
promoted at all times.
• The target is that teachers
obtain 80% and above in
the Post-Test.
ROLE OF SUBJECT ADVISORS
• Teachers obtaining less than 80% will
be identified and support provided
during the week of implementation.
• Subject Advisors will be expected to
assist
these
teachers
through
Classroom Support Visits to
increase their content knowledge.
SCHOOL SMT’s SUPPORT
Either the Deputy Principals or the
Principals in the schools will:
• be assigned the responsibility
managing Grade 7, 8 & 9, and
of
• will also have to play a critical role in
supporting Maths Initiatives that are
geared towards improving learner
performance on Maths and Languages.
TIMETABLING
TIMETABLING
• The School Timetable must be structured in
such a way that it will be supportive of this
approach.
• The Grade 8 and 9 Maths Teachers must
not be allocated periods on Mondays but
instead be allocated DOUBLE PERIODS on
Tuesday to Friday to compensate for teaching
time lost while they were SCHOOLED on
Mondays.
• The School Management Teams will have to
ensure this.
TIMETABLING
• The timetable can be created on SA-SAMS
• 90% of schools use this System.
• It can also be created using commercial
Software.
• Less than 10% of schools use commercial
Programmes.
• Once completed on SA-SAMS, it can be
exported to Excel.
• The System can produce Educator Timetables,
Class Timetables, School Timetable.
TIMETABLING
• According to policy, Maths allocation is
4.5 hrs and other subjects are 3.5 hrs
per day.
• The system will block allocation on
Monday for the targeted teachers and
allocate periods to all other teachers on
this day, creating space on the
remaining days to be available to the SP
Maths teachers.
TIMETABLING
The following were taken into consideration to cover
all timetabling possibilities:
•
•
•
•
•
•
•
•
When a teacher is teaching more than 1 subject
When a teacher is teaching more than 1 Grade
When a teacher is teaching more than 1 Phase
When a school has to release more than 2 teachers
When a school is a General Stream School
When a school is a Technical High School
When a school is a Commercial High School
When period duration is 60 Minutes, 45 Minutes or
30 minutes
TIMETABLING – Scenario 1 (60MIN)
• Dlomodlomo Secondary School –
Gert Sibande District, Mpumalanga
• School uses a 60 Minutes Period in a 5 day cycle.
• (Teacher) Sibanyoni ZP (Maths Grade 8 and NS
Grade 9)
• (Teacher) Maipisi P (Maths Grade 9 only)
• Solution: Block the teachers on Monday and
allow for double periods from day two to day five.
• Solution report
• Final school time table
TIMETABLING – Scenario 2 (45 MIN)
• Hazyview,
Ehlanzeni District , Mpumalanga
• School uses a 45 minutes period in a 6 day cycle.
• (Teacher) Nkuna CS (Maths Grade 8 only)
• (Teacher) Simpson RF (Maths Grade 7,8 and
Physics 12)
• (Teacher) Visser NC (Maths Grade 9 only)
• Solution: Block the teachers on Monday and allow
for double periods from day two to day six.
• Solution report
• Final school time table
TIMETABLING – Scenario 3 (30 MIN)
• Galeni High,
Ugu District, Kwazulu Natal
• School uses a 30 Minutes Period in a 5 day cycle.
• (Teacher) Ncama PL (Maths Grade 9 &10)
• (Teacher) Shabane BP (Maths Grade 8 and Maths
Lit Gr. 12)
• Solution: Block the teachers on Monday and allow
for Triple periods from day two to day five.
• Solution report
• Final school time table
TIMETABLING ROADMAP
• Redistribution of timetabling guidelines
document
• Training and support on re-timetabling to
cater for the 1+4 workshops using
cascading model
• Collection of timetable databases for
analysis
• Monitoring of the revised timetables
whether (SA-SAMS generated, Commercial
Software generated or Manually generated)
THE ROLE OF DBE
DBE will:
• provide overall leadership and oversight of the
Specialised Support Team (SST),
• schedule monitoring and support sessions and
inform Provinces and Districts accordingly,
• develop a comprehensive Monitoring Instrument
that will be used by the SST members to collect data
on all mathematics related issues in schools,
districts and provinces, and
• consolidate reports from all Provinces and compile
National Quarterly Progress Report to inform the
Sector on progress made and additional support
required to enhance performance.
ROLE OF PDEs
PDEs (Through Curriculum Heads and MST
coordinators) will:
• address all emerging challenges that
require provincial expertise,
• consolidate the district reports and submit
them to the DBE, and
• provide Districts and Schools with relevant
resources to support teaching and learning.
ROLE OF DISTRICTS
District Directors (through Circuit Managers and
mainly mathematics subject advisors) will:
• offer intensive and continuing support for
teachers.
• offer support on content identified as
problematic for teachers, especially if such
support cannot be offered instantly, and
• be responsible for compiling quarterly
reports on all the monitoring and support
programmes conducted, including those that
were conduct outside the work of the SST.
ROLE OF DISTRICTS…
• Ensure that PLCs are established and one or
two very competent teachers are identified to
offer expert support to the entire team.
• Ensure that the PLC’s are functional and they
honour Monday meetings as scheduled.
• Be responsible for all the logistical
arrangements
and
management
of
attendances of
Maths Teachers to the
Monday Learning Sessions
RESOURCES
• The primary Resource will be the
SASOL-INZALO Textbook that will be
provided for all the teachers.
• Transport costs will be covered by
PEDs.
• Catering and other related costs will
also be covered by PEDs.
• Lesson Plans and exemplar
timetables will be provided to schools.
MPUMALANGA
SHOWS HOW
1+4 is DONE
WHEN THE SUN RISES
WE WORK HARD TO DELIVER
Management plan for the Senior Phase Mathematics
Improvement Plan: 2015
62
Management Plan for the 1+4 model
Focus/Activities
Time Frame
Responsibility
Progress
1. Consultation with
stakeholders, Unions, SGBs
etc.
2. Issue circular to schools
on revision of time tables to
accommodate 1+4 model
9 January
2015
Chief
Director
Meeting held with unions and SGBs on the 1+4
model and implementation of the model was
supported
15 January
2015
Director MST Circular 02/2014 signed on 15 January 2015 and
send to schools.
3. Discuss 1+4 model with
District curriculum
management
22 January
2015
Director MST Meeting held with district CESs and DCESs for
both FET and GET to discuss the model and its
implementation. Districts supported the model
and agreed to provide venues and facilitators for
each circuit by 26 January 2015
4. Meeting with Principals
of secondary schools
22 January
2015
Director
Ayihlome
MEC convened meeting with all Secondary
Schools Principals to discuss improvement of
learner performance in all Secondary school
grades
DBE/PEDs
Participated in the development of lesson plans
for term 1 at Kopanong, Johannesburg.
4. Development of teaching, 26-30
January
lesson plans and pre and
2015
post tests questions for
term 1
63
Management Plan for the 1+4 model
Focus/Activities
Time
Frame
5. Invite schools and teachers 5 Feb
to Monday training sessions 2015
Responsibility
Progress
Head Office
Issued a circular to schools inviting them to
the Monday sessions, List of venues
provided. Circular indicated that teachers
will be reimbursed for lunch and travelling
quarterly. Lead teachers will be
compensated at the end of the targeted
21 Mondays according to PAM.
6. Discuss 1+4 model with
6-7
Director MST
Subject Advisors for both FET February
2015
and GET and allocate
facilitators per circuit
MEC convened a meeting on 5 Feb 2015
with GET subject advisors to discuss and
input into to the maths improvement
strategy. Subject Advisors drawn from all
MST GET and FET subjects allocated to
each of the 68 clusters in the province and
trained on the model and lessons plans for
term 1 on a residential workshop on 6-7
Feb 2015
7. Commence with the 1+4
model for term 1
Successfully started with implementation
of the model in all 68 circuits. Attendance
was good. 761 teachers attended . Set a
network group and feedback received from
teachers is positive. Lots of excitement64
about the 1+4 model
9 Feb
2015
Districts/
subject
advisors
SUCCESS RATE ON 9 FEBRUARY 2015
DISTRICT%
EXPECTED
NUMBER OF
SCHOOLS
NUMBER OF
SCHOOLS
ATTENDED
NUMBER OF
TEACHERS
ATTENDED
% OF SCHOOLS THAT
RESPONDED
Bohlabela
138
94
172
Ehlanzeni
161
142
259
Gert Sibande
177
132
221
Nkangala
158
69
109
68.1%
88.2%
74.6%
43.7%
634
437
761
68.9%
Total
COMMENT
The reason for non-attendance by some schools was that they did not receive
communication. Nkangala was mostly affected. The Districts have attended to the
matter and 100% attendance is expected for the next Monday (16 Feb 2015) session.
65
WHEN THE SUN RISES
WE WORK HARD TO DELIVER
Management plan for the Senior Phase Mathematics
Improvement Plan: 2015
66
Management Plan for the 1+4 model
Focus/Activities
Time Frame
Responsibility
1. Consultation with
stakeholders, Unions,
SGBs etc.
9 January
2015
Chief Director Meeting held with unions and SGBs on the 1+4
model and implementation of the model was
supported
2. Issue circular to
schools on revision of
time tables to
accommodate 1+4
model
3. Discuss 1+4 model
with District curriculum
management
15 January Director MST
2015
Circular 02/2014 signed on 15 January 2015
and send to schools.
22 January Director MST
2015
Meeting held with district CESs and DCESs for
both FET and GET to discuss the model and its
implementation. Districts supported the
model and agreed to provide venues and
facilitators for each circuit by 26 January 2015
4. Development of
teaching, lesson plans
and pre and post tests
questions for term 1
26-30
January
2015
Participated in the development of lesson plans for
term 1 at Kopanong, Johannesburg.
DBE/PEDs
Progress
67
68
Management Plan for the 1+4 model
Focus/Activities
Time Frame
Responsibility
10. Develop a list of schools with
the highest enrolment of grade 9
learners per circuit for continuous
support (2 per circuit)
11. Provision of term 1 reports with
evidence on the implementation of
1+4 model (review session)
12. Development of teaching,
lesson plans and pre and post tests
questions for term 2, 2015
13. Printing of facilitation
manual/lesson plans for term 2,
2015
14. Training of facilitators on the
lesson plans for term 2, 2015
16 Feb 2015
Districts
9-10 April
2015
Districts
23 – 27
March 2015
DBE/PEDs
7 April 2015
Director MST
9-10 April
2015
Director MST
15. Commence with the 1+4 model
for term 2
13 April 2015
Districts/
subject
advisors
Progress
69
Management Plan for the 1+4 model
Focus/Activities
Time Frame
Responsibility
16. Provision of term 3 reports with 8-9 Oct 2015
evidence on the implementation of
1+4 model (review session)
Districts
17. Development of teaching,
lesson plans and pre and post tests
questions for term 4, 2015
29 – 30 Sept
2015
DBE/PEDs
18. Printing of facilitation
manual/lesson plans for term 4,
2015
6 Oct 2015
Director MST
19. Training of facilitators on the
lesson plans for term 4, 2015
8-9 Oct 2015
Director MST
20. Commence with the 1+4 model
for term 4
12 Oct 2015
Districts/
subject
advisors
21. Analysis of ANA 2015 results
26-30 Oct
Final review session with facilitators 2015
Progress
Provincial
70
MONITORING AND SUPPORT
• The effective implementation of the 1+4
METHODOLOGY will be closely monitored,
potential obstacles such as areas of content
and pedagogy deficit among teachers
identified and instant support provided.
• The SST will be constituted by DBE
officials, Provincial coordinators and district
subject advisors each with a distinct but
interrelated role to fulfil.
ENGAGEMENT
WITH
VARIOUS
ROLE PLAYERS
ENGAGEMENT
DATE
03/12/14
4-5/12/14
Role Player
Summary of Comments
DBE & PED The plan was endorsed and a framework
was developed.
officials
Supported the plan for training Senior
District
phase teachers and Subject Advisors to
Directors
improve performance in Mathematics.
15/12/14
HEDCOM
members
24/11/14
02/02/15
CEM
members
HEDCOM considered directives of CEM in
this
regard
and
endorsed
the
implementation of the plan.
Finalise the plan to improve mathematics
performance in the SP (1+4) for
implementation at the beginning of the
school calendar year, and report on
progress to CEM on a quarterly basis.
2628/01/15
TDCM
members
Details of the plan and implementation
were discussed and endorsed.
ENGAGEMENT…
DATE
12/02/15
12/02/15
12/02/15
24/02/15
Role Player Summary of Comments
SAPA reps
Supported the plan, raised concerns around
challenges of involving big schools with many
teachers, requested that principals be
supported by EMIS to effect changes to the
timetables, and that ANA must be used for
promotion and progression purposes
UNIONS
They support the intervention, they would like
reps
to help, and engaging in the media by parties
on the matter must stop. Consultation will take
place from 19 February 2015 at the ELRC
NCF reps
Supported the plan in principle, however raised
concerns of controlling attendance of teachers
and challenges which might be brought about
by the logistics of changing timetables
Portfolio
MODELS FOR
TRAINING TEACHERS
TO IMPROVE
PERFORMANCE IN
MATHEMATICS FOR
GRADE 8 AND 9
MODELS
• 1+4 (Using one day for training and
support out of five days every week)
• 1+9 (Using one day for training and
support every second week)
• 1+5 (Using a Saturday for training
and support every week)
ADVANTAGES AND
DISADVANTAGES OF
EACH MODEL
1+4 Model
ADVANTAGES
DISADVANTAGES
1. Teachers get training and support every Some schools might struggle with effecting
week.
changes in the time table to accommodate
periods which were not offered on day1
(one) if NOT properly supported.
2. They get to share their knowledge and
experience with others and specialists
every week.
3. Support is provided on the site for
training and at school every week.
4. Teachers are exposed to expertise of
the Professional Learning Communities
every week.
5. Teachers get weekly lesson plans and
work through them together for every
topic.
6. Teachers engage in activities of life
long learning every week.
1+9 Model
ADVANTAGES
DISADVANTAGES
1. Teachers get training and support
every second week.
1. Changing the timetable to accommodate
changes of one (1) day and getting back to
the usual timetable on the second week
might create confusion if this is NOT
properly managed.
2. They get to share their knowledge
and experience with others and
specialists every second week.
3. Support is provided on the site for
training every second week and at
school every week.
4. Teachers are exposed to expertise of
Professional Learning Communities
every second week.
5. Teachers get weekly lesson plans
and get to work through every topic
once every second week.
6. Teachers engage in activities of life
long learning ever second week.
1+5 Model
ADVANTAGES
DISADVANTAGES
1. Same as all the points 1. Most schools use Saturdays and
under 1+4 Model.
holidays for curriculum coverage and
revision.
2. No change to the
timetable at all
because training will
take place on a
Saturday.
2. Some teacher development
initiatives carried out by DBE, PDEs,
Teacher Organizations, NGOs and
other organizations take place on
Saturday.
3. The available of teachers and
officials on Saturday is always a
problem.
4. Attendance to events organized on
Saturday always experience poor
attendance
RECOMMENDATIONS
RECOMMENDATIONS
• That Models 1+4 and 1+9
be implemented as the first
option.
• That Model 1 + 5 be
considered as the very last
option.
CONCLUSION
“Criticism is something
you can avoid easily –
by saying nothing and
being nothing.”
Aristotle
HIS ONLY HOPE IS US
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