Milestone on app 311 and BUILDING 312 201819
Milestone on app 311 and BUILDING 312 2018/19 BLOCKS FOR EFFECTIVE SCHOOL MANAGEMENT
ANNUAL MANAGEMENT PROCESSES • The adherence to annual management processes requires principals to prepare and submit annual academic performance report to the Head of Department or the delegated officials • Adherence to annual management processes is still an issue in some provinces as they are guided by different circulars on how to report. The lack of consistency reflected in the reporting formats of provinces was identified as a shortcoming. . • The audit team observed that in 2016 academic year, provincial education departments pointed out that there was no clear directive to use a particular reporting format. Although the DBE has prepared an annual academic performance report template that was discussed with HEDCOM, the provinces responded that there was no formal communication instructing them to streamline their reporting to the template.
LEGISLATIVE FRAMEWORK In terms of SASA 84 of 1996………. . (2) The principal must— (a) in undertaking the professional management of a public school as contemplated in section 16 (3), carry out duties which include, but are not limited to— (i) the implementation of all the educational programmes and curriculum activities; (ii) the management of all educators and support staff; (iii) the management of the use of learning support material and other equipment; (iv) the performance of functions delegated to him or her by the Head of Department in terms of this Act; (v) the safekeeping of all school records; and (vi)the implementation of policy and legislation;
ROLES AND RESPONSIBILITIES OF THEOF PRINCIPAL ROLES AND RESPONSIBILITIES THE PAM DOCUMENT Chapter A. 5 - Annexure A. 7 PRINCIPAL TEACHING (teach, class teacher, assess, invigilate, mark, analyse and record) EXTRA AND CO-CURRICULAR DUTIES (recruitment, promotion, advisory and other committees) ACADEMIC PERFORMANCE OF THE SCHOOL INTERACTION WITH STAKEHOLDERS (SGB involvement, participate in community activities, partnering with other departments ) (report and improve -section 6 A, 16 A and 58 B of SASA) PERSONNEL (provide professional leadership, To ensure that workloads are equitably distributed among the staff. ) GENERAL/ADMINISTRATIVE (professional management, To give proper instructions and guidelines for timetabling, admission and placement of learners. ) COMMUNICATION (liaise with Circuit, District, meet parents and co-operate with other relevant structures)
ROLES AND RESPONSIBILITIES OF THE PRINCIPAL SASA 84 OF 1996 AS AMENDED BY BELA 15 OF 2011 § South African Schools Act No. 84 of 1996, Section 16 A 2 (g) “The Principal must provide accurate data to the Head of Department when requested to do so” § South African Schools Act No. 84 of 1996, Section 59 (2) “Every school must provide such information about the school as is reasonably required by the Head of Department or the Director General of the national Department of Education in consultation with the Ho. D”
6 BUILDING BLOCKS FOR EFFECTIVE SCHOOL MANAGEMENT DBE: Building Blocks for Effective School Management (Annexure A) Annual Academic Performance Report School Improvement Plan School Development Plan School Timetable Classroom Timetable Teacher’s Personal Timetable Quarterly Learner Achievement Data Admission Register Period Registers Educator Daily Attendance Register LTSM Asset register Learner Attendance Register
ANNUAL ACADEMIC PERFORMANCE REPORT In terms of the South African Schools Act 84 of 1996, Section 16 A(b), the principal must prepare and submit to the Head of Department an annual report in respect of a) the academic performance of the school and b) effective use of resources.
8 ANNUAL ACADEMIC PERFORMANCE REPORT REQUIREMENTS Use the analysis of results of the 2019 academic year for the report Complete the template electronically Table the report to the School Governing Body (SGB) Print a hard copy of the completed instrument and sign off Submit the signed hard copy to the District Official for approval Implement the AAPR to populate the SIP
SCHOOL IMPROVEMENT PLAN School Improvement Plan linked to IQMS Resolution 8 of 2003, WSE Policy GG Numbe 22512 of 26 July 2001 and Action Plan 2019 The (SIP) is a road map that sets out the changes a school implement to show and when these changes will be made. The school should utilise the results of the SSE process, NSC/Progressed learners diagnostic reports and teacher developmen information from the PGPs to develop its SIP. i. e. Section A: Interventions that lead to improved learner performance. Section B: Interventions that lead to an improved school environment. 9
SCHOOLClassroom DEVELOPMENT PLAN instruction & School management QUALITY OF TEACHING AND LEARNING AND EDUCATOR DEVELOPMENT 1 CHOOL BASIC S NALITY FUNCTIO Teacher GOVERNANCE AND RELATIONSHIPS HOD 2 ERSHIP, …LEAD EMENT MANAG AND N NICATIO COMMU OOL CTURE RASTRU 3 H …SC INF 2 Verification PARENTS AND COMMUNITY Deputy Principal CURRICULUM PROVISIONNING AND RESOURCES? Principal Deputy Principal SAFETY, SECURITY AND DISCIPLINE LEARNER ACHIEVEMENT
2. TIMETABLE Does it satisfy the Notional Time? Drafted by the DH and Approved by the Principal Is it in line with the Policy? Does the school adhere to it? 11
QUARTELY LEARNER ACHIEVEMENT DATA Important points to consider before setting-up the time table. 1. The school will decide which time cycle it will use e. g. how many periods in a day, and how many days in a cycle. 2. Some schools prefer a 5 day cycle with 9 periods per day; a 6 day cycle with 8 periods in a day or a 7 day cycle with 7 periods per day. 3. Minutes period are normally set at 50 minutes period. 3. This is set-up in the cycle information screen under the General School Information. 4. Ensure that the Educator Subject Groups are set correctly, that means a subject group for each class per teacher, per subject. 5. ALL data in the Curriculum Module must be entered as the timetable and timedesign programmes make use of this information. Data Collection Analysis and Interpretation of Results Quarterly Schedules Annual Schedule (Promoted, Progressed, Subject Change) Learners’ Year-End Report Cards (Reporting and Accountability) School Readiness Tool (Review the if a right teacher for the right subject in the right grade is allocated) 12
REGISTERS PURPOSE 1. The purpose of school registers and records is to better organise record keeping. 2. Ensure there is an efficient system for keeping and passing on information. 3. Ensure that accurate evidence pertaining to learner and educator attendance is well kept. 13
FINANCES (SASA 18 (1) ANNUAL GENERAL MEETING Audited Financial Statements Proposed School Budget Income and Expenditure Department Subsidy (resource allocation) - SGB Fundraising - Donations
Form 1: Building Blocks for Effective School Management School Name: ________________________ EMIS No: ____________ District: __________________ Province: _________________ Scoreto by Departmental Official This form should be administered by each province collect information on the availability and implementation of basic management documents Final in all schools. Principals and Circuit Managers/District Officials should consider the criteria below and scorereflect per with scorean per. X according Commenttobyplanning, Departmental 0 1 2 3 4 registers and governance documents: document Official Mark with an X Annual Academic Performance Report (2019) 0 Not available 1 Available 2. School Improvement Plan (2020) 0 Not available 1 Available School Development Plan (3 years) 0 Not available 1 Developed by all Stakeholder s 1 Available 1. 3. Mark with an X 2 Tabled to SGB Date: 3 Approved by the District Date: 4 Implemented by the school 2 Approved by the SGB Date: 2 Covers the Areas of Evaluation 3 Approved by the District Date: 4 Implemented by the school 2 In line with Notional Time 3 Workloads are distributed as per Policy 3 Adhered to by all 4 Implemented effectively 4. School Timetable 0 Not Available 5. Classroom Timetables 0 Not Available 1 Available 2 Displayed 6. Teacher’s Personal Timetable 0 Not Available 1 Available 7. Quarterly Learner Achievement 0 Not Available 1 Available 2 In line with workload as per policy 2 Results analysed 3 Monitored by SMT as per Post Level 3 Submitted to District 4 Monitored by SMT 4 Implemented correctly 4 Presented to SGB Date: by the Principal by the Official
Register Not Available Meet with Admission Requirements Up dated Verified by the district Date: 2 Controlled weekly by the SMT and Data captured on SASAMS 2 Administered by Subject Teacher 3 Analysis done by SMT Monthly 4 Attendance Reported to all Stakeholders 3 Controlled and Analysed by SMT 4 Attendance Reported to all Stakeholders 3 Analysis done by SMT Monthly 4 Attendance Reported to all Stakeholders 3 Analysed and Communicated to Staff 4 Verified by the District Date: 9. Learner Attendance Register 0 Not Available 1 Administered by the Register Teacher 10. Period Registers 0 Not Available 11. Educator Daily Attendance Register 0 Not Available 1 Recorded on the Time Book 12. Educator Leave Register 0 Not Available 1 Controlled by SMT 13. School Assets Register 0 Not Available 1 Available 2 Controlled and Updated 3 Quarterly audit takes place and Report generated 4 Verified by the District Date: 14. LTSM Assets Register 0 Not Available 1 Available 2 Controlled by LTSM Team 3 Quarterly retrieval takes place and Report generated 4 Verified by the District Date: 15. School Budget (2020) 0 Not Available 1 Available 2 Approved by SGB Date: 3 Presented at the AGM Date 16. Audited Financial Statements (2019) 0 Not Available 1 Available 2 Tabled and Signed by the SGB Date: 3 Submitted and Approved by the District Date: 2 Controlled daily by the SMT and Data captured on SASAMS 2 Data captured on SASAMS 4 Adhered to by school 4 Presented at the AGM Date: Principal (Surname and Initials) Departmental Official (Surname and Initials) Signature Date
TARGETS PER ANNUM APP INDICATOR 2018/19 3. 1. 2 % of Schools 80% producing the of 2 000 minimum set of sampled Management Documents at a Required Standard 2019/20 2020/21 2021/22 90% of 2 000 sampled 100% of 1 000 sampled 100% of 2 000 sampled
2018/2019 NORTH WEST ANNUAL PERFORMANCE REPORT 53 121 50 24% 54% 22% NW - 224 18
FINDINGS ON VISITS GOOD PRACTICES • School timetables are according to the notional time and schools are adhering to workloads as per policy; • Attendance registers are up to date and strictly monitored though some need to be controlled and there should be uniformity; • The quarterly achievement data is up to standard, analysis should inform the subject improvement plans; • School budgets and AFS are available though there are serious concerns raised especially with expenditures. 19
FINDINGS ON VISITS GAPS IDENTIFIED • Almost all visited principals need capacity building in the administration of the AAPR; • There is no synergy between AAPR and SIP, principals are not well versatile with the sections of SIP and completion thereof; • SDP is not available in 4 of the 6 schools visited and the available ones are not specific in timeframes; • Educator leave registers are not closely monitored by principals; and, • Most schools have Assets and LTSM Registers but these registers are not responding to LTSM and Assets Management Policies. 20
FINDINGS ON VISITS RECOMMENDATIONS • Conduct a fully fledged workshop on the compilation and implementation of AAPR, SIP and SDP; • Capacitate principals on the cross referencing of documents; • Capacitate SMTs on the interpretation of the analysis of results to inform the mediation of strategies; • Allow at least 5 minutes in between periods for movement and protect instructional time; • Strictly monitor leave registers and support principals experiencing chronic defiance by educators; • Monitor the completion and implementation of Assets and LTSM registers; • Assist principals with processes for budgeting and the interpretation of AFS; and, • Promote teacher and RCL development at school level. 21
- Slides: 22