MATHEMATICS IMPROVEMENT PLAN THREE TO FIVE YEARS TD

MATHEMATICS IMPROVEMENT PLAN THREE TO FIVE YEARS TD PLANNING SESSION Mr PK Dikgomo 04 December 2019

Slide title here PRESENTATION OUTLINE • • • Purpose Background Problem Statement Intended Outcomes Key Principles PLCs as a Key Support tool Strategic Phases: for Priority Engagement Work with Partners Going Forward Recommendation

PURPOSE • To present the Mathematics Improvement Plan for the next three to five years • To request TD community to note, discuss the Plan

BACKGROUND • The Mathematics Improvement Plan (MIP) is framed by the priorities of the National Development Plan, (NDP, 2012) of increasing the number of learners that pass with 50% in mathematics, languages and science. • The programme is further located within the Integrated Strategic Planning Framework for Teacher Education and Development in South Africa (ISPFTED, 2011), as well as the Mathematics Teaching and Learning Framework for South Africa (2018). • Mathematics remains one critical subject that warrants continuous support. The performance of learners and teachers in the system remains lower than most other subjects

PROBLEM STATEMENT • Improvement in international studies such SACMEQ (2016) and TIMSS (2016) by learners at Grade 6 level pits the country just above the 50% mark. • At the beginning years, South Africa does not have a national programme (for teachers or for learners) that speaks to laying a solid foundation for education generally and for mathematics. • The study on Departmental Heads (HDs) puts the problem in Mathematics at 34%. Most DHs have not studied or mastered the subject that they are teaching

Intended Outcomes of the Plan • Capacitate Subject Advisers to: ü Acquire the necessary skills and knowledge to provide training to Department Heads and lead teachers on pedagogical practices in maths and language; üPlan, deliver and monitor the effectiveness of supporting and training for all DHs and teachers bin schools; • Support DHs to üAssist teachers to identify and solve problems of curriculum coverage and differentiated delivery üSchedule and plan opportunities for teachers to collaboratively share solutions to pedagogical problems.

Intended Outcomes of the Plan • Support teachers to: ü Acquire the necessary skills and knowledge to provide quality lessons in mathematics üTeach Mathematics for conceptual understanding; üRecognize the importance of procedural processes in mathematical work, ü Provide a dynamic and conducive classroom culture; ü Integrate digital learning in the delivery of their lessons

Areas of Focus • Subject Content Knowledge • Pedagogy / Methodology • Teacher Support Skills: mentoring, coaching, lesson study, etc. • Utilization of ICTs to support teaching and learning: like off- and online programmes

Key Principles • Understanding the problem and its extent: research • The resources outside of the system are most effective when working with or within rather than in parallel • Alignment vertically and horizontally the system is crucial • The urgency and immediacy of implementing the Plan

56 PLCs as a Strategic Enabler PLCs are communities that provide the setting and necessary support for groups of classroom teachers…to participate collectively in determining their own developmental trajectories (ISPFTED, 2011: 4) Professional Learning Community • A PLC is a work of professional • Mandate driven by knowledge and research • Translating policies into practice and innovations • Interacting through digital technologies: a means and an end • Readiness to Learn on a life-long basis • Sharing through digital technologies • Attributes of a Community • Mutual care and support • Development and advancement

Mathematics Teacher : Advisor Database: GET Province EC GT KZ LP MP NC NW No of Subj Advisors 46 42 50 35 32 15 27 No of Teachers 23207 24014 31619 17621 7490 3235 8414 SA: T Ratio 504. 5 571. 8 632. 4 503. 5 234. 1 215. 7 311. 6

Potential Benefits of PLCs • Learning together, growing together: life-long learning • Inculcating continuous personal and professional development • Teacher knowledge gaps are addressed, in a nonthreatening environment • Boosts teacher confidence, competence and selfworth

STRATEGIC PHASES FOR PRIORITY ENGAGEMENT

Foundation Phase Activities 2020/21 2021 /22 Outcomes Database & Profile of FP Subject A FP database of subject advisors Advisors and Coordinators Agreement with HEIs for a Subject Advisor Short Course(s) for SAs with HEIs Implement the MP FP mathematics MP FP Programme gets implemented Support the TMU expanded implementation TMU implemented Enrol first cohort (about 100) of About 100 SAs enrol FP subject advisors onto an HEI on an HEI course

Foundation Phase Year 2021/22 2022/2023 Activities Outcomes Enrol first and second cohorts Cohorts of about 100 (each about 100) of FP subject SAs enrol on an HEI course advisors onto an HEI course Train Departmental Heads on 200 DHs x 9 Provs = a SACE endorsed programmes 1800 DHs trained (continuous intakes)

Senior Phase Year Activities Outcomes Database & Profile of SP Subject Advisors and Coordinators A SP database of subject advisors Conduct the GET SA Study on roles and Responsibilities Report on Subject Advisor Study (NECT) - Conduct a Research Study on Content and Pedagogy areas 2022/23 Research Report on Content and Pedagogy Agreement with HEIs for a Subject Advisor Short Course 2020/21 Short Course(s) for SAs Enrol first and second cohorts of with HEIs and/or Partners SP subject advisors onto an HEI course Train Departmental Heads and Lead Teachers on a SACEendorsed course DHs and Lead Teachers trained.

YEAR Work with Partners PARTNER ACTIVITIES 2020/21 – ZENEX 2022/23 FOUNDATION (Mathematics Zenex will be working in Eastern Cape (9 schools) and Gauteng (24 schools) focussing on Grade 8 & 9 Mathematics teachers and learners. For teachers & learners: Content, pedagogy, diagnosis and differentiated teaching. Grade 8 & 9 work 2020/21 – AMESA / SAMF 2022/23 2020/21 – EMBASSY OF 2022/23 THE REPUBLIC OF CHINA Subject advisors and teachers going through professional development A University will conduct the programme Participants will have the responsibility to implement PD for other teachers on return Content, pedagogy and mentorship

Work with Partners YEAR PARTNER ACTIVITIES Intend convincing Sasol Foundation 2020/21 to pick up Grades 8 and 9, SASOL – Mathematics and Science FOUNDATION 2022/23 Foundation doing learner programme in 5 Technical High schools focussing on Grade 8 & 9 2020/21 Support NECT programmes on – NECT Mathematics 2022/23 Support NECT programmes on FP Mathematics

GOING FORWARD • Incorporate work on IP and NSC, as continuing support to Mathematics • Establish stronger ways of integrating Digital learning in curriculum delivery • Further engagement with stakeholders • Explore funding mechanisms for the Plan (partnerships included)

RECOMMENDATION • It is recommended that TD Planning notes, discusses, and advises on the Mathematics Improvement Plan