PRINCIPALS MANAGEMENT
DEVELOPMENT PROGRAMME (PMDP)
Pilot Programme Report
December 2009
1. Programme objectives
•
Designed to deliver a rapid upgrading of management skills of Principals
and Ward Managers in the selected schools in KZN (in a highly applied
manner)
•
Strengthen the working relationships between the three important layers in
the functioning of a school (Ward Manager; Principal & SMT)
•
Improve the coaching skills of Ward Managers
•
Creation of professional learning communities
2. Overview of participating schools
District
Ward
Primary
Secondary
LSEN
Combined
Ilembe
Vryheid
Othukela
Imati
5
1
3
Ubhaqa
4
3
-
Tholakele
3
3
3
Ondini
4
3
1
Zwelisha
3
4
1
Ntabamhlophe
4
4
1
23
18
9
3. School Locations
4. Project Team
•
Training and coaching is undertaken by a team of specialists drawn from
UKZN, PricewaterhouseCoopers (PWC), and Performance Solutions
Africa (PSA) – the latter being overall project managers
•
Project to be managed by Barbara Njapha and Geoff Schreiner, Directors,
Performance Solutions Africa together with EHRD’s Zonke Cele & Mzamo
Mhlambi
5. School Profile
Learner /
Quintile
Section 21
Piped Water
Electricity
1& 2
Educator
Ratio
30:1 Primary
83,24%
61,18%
45,14%
67,14%
25:1 Secondary
6. Programme Overview
Management skills focus
Applied ‘College’ training
On site coaching
Six core modules
24 outputs
Five months duration
Accredited as short course by
UKZN
Complementary to ACE programme
Cost = R24,000 per principal
Funded by J&J DPT, DBSA and
KZN DoE
7. Criteria for Evaluation
Principals / Ward
Managers
Demonstrate ability to
complete all outputs and
are thereby accredited
by UKZN
Assess
Period
Dec 2009
Stakeholders
An SGB is functioning
effectively in each
school
School
A standardised literacy and numeracy
assessment is in place at every primary school
Grade passes in senior schools improve over
2008
Dec 2009
Project timeframes are met and quality
standards are achieved
The full budget is raised and budget
parameters are complied with
Majority of principals and ward managers are on track to complete their
outputs
•
Literacy and numeracy assessments have been discussed at every school
•
SGB’s have been set up and are functional at the vast majority of schools
•
The project has met all its timeframes
•
The full budget has been raised and the project is being kept within budget
parameters
Dec 2009
Dec 09/
Jul 10
Project
Progress Against Evaluation Criteria
•
Assess
Period
Dec 2009
Dec 2009
8. Additional Evaluation Criteria
Cumulative Course Assessment
7.1: Course Assessment
7.2: Outputs Completed: Principals
100
90
80
70
60
50
40
30
20
10
0
1
2
3
4
5
Rating Scale
Below Average
Ward - Estimaged Target
% of Delegates
7.1: Course Assessment
100
90
80
70
60
50
40
30
20
10
0
Zwelisha
Excellent
Ntabamhlo phe
Tho lakele
Ondini
Imati
Ubhaqa
% Tasks Completed
100
90
80
70
60
50
40
30
20
10
0
7.4: Outputs Completed: Ward Managers
% Tasks Completed
% Attendance
7.3: Attendance at Training Sessions
100
90
80
70
60
50
40
30
20
10
0
E Zondo
Zwelisha
Ntabamhlophe
Tholakele
Ondini
Ward
Imati
Ubhaqa
Overall
V Nkabinde
M Mhlongo
S Shongwe
Ward Manager
B Goabashe
B Zwane
9.1 Comments: DoE Officials
“I was very impressed with the manner in which the course was facilitated as well as the
course content. It was very practical hands on.”
Mr Funda Zuma (DCES) – Head Office
“The project is a good tool to alert our school managers about the critical skills required to
manage effectively. We like the site visits where mentoring is done at school…”
Ms Zonke Cele & Ms Mzamo Mhlambi (ERHD)
“The school management in the participating schools
has changed for the better. The important one for
me is the Curriculum Management: firstly the
principals were not confident about the role of the
HOD’s now I see them getting the HODs involved,
discussing the roles and responsibilities, which is
great.
Mr B Zwane – Ubhaqa Ward Manager – Ilembe
District
9.2 Comments: DoE Officials
The programme has been very good! Personally I would propose that all principals go through it.
It must definitely be rolled out to all the schools and perhaps find a way to extend it to SMTs if
possible. The greatest benefit for me has been that my principals have become so close, they are
now working together, supporting each other, sharing what works for one another.
Ms Gcabashe - Ward Manager – Ilembe District
“The programme has provided tools for me to coach
and support those who are not in the project. I could
draw on the provided material as it is very user
friendly. I have encouraged the principals not involved
to network with those who are. These principals want
to be involved. The PMDP programme is supporting
the direction in which the DoE is wanting to go…
Mr Vincent Nkabinde - Ward Manager – Othukela
District
9.3 Comments: Principals & SMT Members
“Educators used to be absent a lot so the principal called us together and told us this will not be
tolerated any longer and we are now submitting the statistics ….”
Ms Mtshali (Acting HOD) - Ekunqobeni Primary School
“We are now getting much more support and attention and we are more involved in the planning of
the school. The principal also depicts a more professional and balanced manner in which he
conducts himself…”
Ms Maureen Xaba (SMT) – Obviane Combined School
“We have started talking collectively about planning,
lesson plans, learning programmes … We now have a
slot to say something at SMT meetings so it is no
longer just the principals meeting …”
Ms Mthembu (HOD) – Ethu Mthiyane Special School
“Our teamwork in the school has grown much
stronger.”
Ms Ngcobo (Educator) – Mangongo Primary School
9.4 Comments: Principals & SMT Members
“The principal has become stricter with the time
book and lesson plans … She now insists on
monitoring our class attendance.”
Ms Jali (HOD) – Timoni Primary School
“There has been an improvement in planning.
We are now using action plans and are
completing actions according to target dates. I
“Communications with stakeholders have
feel we are organising better as a result.
improved drastically. With the expansion of
Our SMT is meeting more often and our
knowledge we have seen our principal
meetings are more directed and focused.
interact with all stakeholders with more
There is also increased staff cohesion as well as
confidence and with a much more informed
on the SGB.”
base…
Mr Khanyile (HOD – Educator Rep on SGB) –
Ms GA Myeni (SMT) – Jikane Primary
Mathamo Primary School
School
9.5 Comments: Principals & SMT Members
“There is now effective use of tools and templates that the principal has provided us with and
orientated us on. The principal is now taking tough action on ‘low and non performing’ educators…”
Ms GV Nkosi (Acting Deputy Principal) – Khanyiseluzulu Secondary School
“We are now given much more work by the principal but we can also see the value of this work.
Educator attendance has improved tremendously. We now have policies in certain areas which we
never had before. There is also much more interaction between SMT members on how to further
improve things in our school…”
Ms PM Mbatha (SMT) – Sidubelo Primary School
10. Internal Assessment
Unique positives of the programme:
•
The ‘college’ training and on site
coaching methodology
•
The practical outputs which were core
to effective school management and
aligned to departmental requirements
•
The systemic focus on the Ward
Manager – Principal – SMT relationship
Opportunities to improve the programme:
• Allow more time to complete outputs
• Avoid year start/end ‘busy’ periods
• Have some focus on leadership elements
• Provide formal coaching training
• Promote networking through website & UKZN
• Have capability to provide some support to
dysfunctional SGB/SMT’s
• Ensure DoE is fully capable to take over the
programme
11. Research Findings
No clear correlation between high
performance and:
•
The physical state of the school
•
Facilities and utilities at the school
•
The quintile in which the school is located
Factors critical to high performing schools:
1.
An effective principal and / or SMT
2.
Subject matter competence in a stable staff
core
3.
Effective planning and time management
practices
4.
Sound management of the curriculum in
terms of scope, coverage, assessments etc
5.
Motivated and disciplined learners and
educators
11. Research Findings (cont)
What makes an effective Principal:
DoE Support:
• A practical understanding of curriculum and
•
Ward Manager support does more impact
•
Lack of clarity between WM, SG and TL’s
• Sound management practices
•
decentralisation
• The attributes of ‘proactive resilience’
•
District to be more administrative hub
classroom issues
Proactive Resilience:
• A positive attitude to the future
• The ability to take the initiative
• A passion for education
• The ability to make tough decisions
• A belief in self
• A respect for educators and learners
• A commitment to being a role model
12. Rollout - Modifications
Essentially same format with following changes
1.
Even closer involvement of the DoE
2.
March – October programme
3.
More Department of Education
documentation, guidelines incorporated
4.
Introduction of leadership sessions
5.
Supplementary programme at UKZN
6.
Wider use of website to promote
networking (cell phones)
7.
Teambuilding for non-functional SMT’s
and SGB’s
8.
Formal training on coaching for trainers /
coaches and DoE
9.
More full time staff
13. Rollout Deliverables
Total Ward
% Schools
% W/Man
Wards
Total Schools
Managers
Covered
Covered
190
3,040
190
52%
100%
14. Rollout Key Performance Indicators
Principals / Ward
Managers
Participants complete
all outputs and are
thereby accredited by
UKZN
Ward managers are
able to rollout the
programme to other
schools
Assess Period
Oct 10/11/12
Oct 10/11/12
Stakeholders
An SGB is functioning
effectively in each
school
School
A SMT is functioning effectively
in each school
Literacy and numeracy
assessments are standardised
and results improve over the
previous year
Grade passes in secondary
schools improve over the previous
year
Assess Period
Oct 10/11/12
Oct 11/12/13
Dec 11/12/13
Project
Oct 10/11/12
Project timeframes are met and
quality standards are achieved
Oct 10/11/12