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Principal Enrichment Design Document
Opportunities for professional and personal development for Principals in the Franschhoek Valley are limited. Furthermore, Principals are exposed by poor national and systemic test results which are often not so much their fault but caused by the circumstances of the poor communities they serve. Some Principals mention that they are exhausted and simply looking forward to retirement. In one school there is no Deputy Principal which places too high a burden on the Principal. Most of the Principals have been in their positions for a considerable number of years, some having been deputies in the same school. Principals often have to work with inexperienced School Governing Bodies (SGBs).
The scope is to work with the 8 Principals in the Franschhoek Valley. On occasion the School Management Teams and the Internal Transformation Teams will be included in workshops or personal development sessions.
Experts in the education field, agree that eight years is the minimum amount of time needed to transform a school as described in the Bhabhathane report. The report specifies that the existing Bhabhathane Project Team will operate for a defined period of 3 years, after which it is expected that the Principals will be equipped with the necessary skills to maintain the momentum of the Project. In this event, Bhabhathane will play an operational role in any further Principal enrichment initiatives, as opposed to providing Project Team direction.
During the design phase of the Principal Enrichment Project, the Bhabhathane Project Team will be involved in researching potential service providers, getting approval from the Bhabhathane Steering Committee with regard to the service provider, setting up the initial mentoring or workshops, dealing with all necessary communication etc. The design phase should take no longer than 3 months for each of the sub projects.
Once funding is secured and the service provider has implemented their programmes, the Project Team will be required to manage the service provider throughout the 3 years, as Bhabhathane is ultimately accountable to the donors and will need to undertake overall monitoring and evaluation and reporting. Should the service provider source their own funding during the 3 year period, they will no longer be a service provider and will revert to being an independent entity in partnership with Bhabhathane. At that point, the Bhabhathane Project Team will no longer be involved in any of the continuing implementation processes. In short, the role of the Bhabhathane Project Team will change as the Principal Enrichment Project evolves. Principal leadership development is, however, a slow process and it is likely that Bhabhathane will have a role to play throughout the initial 3 year period and beyond.
Sustainability of the Principal Enrichment Project
As at February 2014, the Principals Academy has been approved by the Steering Committee as the service provider for both leadership and personal development. The Principals Academy will provide one-on-one mentoring over a 3 year period. Should a Principal leave the school, the one-on-one mentoring will continue with the new Principal. The Principals Academy will also run leadership and personal development workshops. The content/materials used for these workshops are the intellectual property of the Principals Academy and, consequently, will not be left at the schools for use by another organisation/entity. The Principals will have notes from the workshops for their use. Furthermore, it is anticipated that those Principals who complete the post graduate Diploma in Management Practice though the GSB course offered at UCT in conjunction with the Principals Academy, will transfer the knowledge and skills that they acquire to the benefit of the entire school community. The Principals will also have access to the Handbook of School Management written by Alan Clarke. Should the school choose to purchase this book, it will be a permanent resource for future Principals. It is hoped that the Principals will be proactive in sharing the knowledge/skills that they learn through the above processes with their School Management Teams, Internal Transformation Teams (ITTs) and staff, thereby strengthening and deepening the leadership and management structures in their schools.
In summary, it is envisaged that after a 3 year period, sound leadership structures will have been inculcated and embedded in the ethos of the school, with long-term benefit to the school community. This will be achieved through the above mentioned processes, in combination with other Bhabhathane Projects such as the development of ITTs and HODs in the schools (see Teacher Enrichment Design document). It is expected that there will be an incremental willingness on the part of the Principals to take ownership of their leadership and personal development to the extent that they run Steering Committee meetings, meet regularly as a Forum, initiate workshops or development sessions and strive to build a solid leadership foundation in their schools. Should this occur prior to the completion of the 3 year period, the Bhabhathane Project Team will no longer be involved with Principal Enrichment.
The Principal Academy has developed a Logical Model, (based on the W.K Kellogs Foundation Logical Model Development Guide and the Future Leaders Competency Model) for individual monitoring and evaluation. This tracks both leadership competencies and personal development and the concomitant effect this has on the school and wider community. Bhabhathane will make use of this tool in partnership with the Principals Academy.
(See appendix 1 for details of Principals Academy programme).
High Level Objectives
There is a close relationship between all the Principals in the Valley. All the Principals are:
- Skilled confident and empowered leaders of their schools and community
- Visionary leaders
- Optimistic and energetic
- Central role players in driving the mission and vision of the school
- Able to develop leadership structures within their school
- Valued within the Franschhoek community
- Accessible to the learners, parents and wider community
- Committed to the transformation of education in the whole valley
- Committed to their personal and professional development
- Description of Sub Projects in terms of:
2.a. Processes to be implemented
|Sub Project||Objectives||Processes to be implemented||Materials/Resources|
|2.1.a Principal Forum||* The Principal Forum meets regularly.* Principals in the Valley support each other.* Principals learn from one another and from visiting schools of excellence outside the Valley.* Principals are committed to the transformation of education in the whole Valley.||* Set Forum meetings for Principals to meet on a predetermined basis at monthly intervals.* Arrange for Principles’ to undertake quarterly visits to schools of excellence* Although the Forum is a separate organisational entity, their meetings are likely to be contiguous with the Steering Committee meetings held each month.||* Principals’ time to plan for visits to schools i.e. issues they would like learn about at the schools of excellence.* Principals time to attend visits once a term (one day).* Principals (x2) time to visit Manyano Project in Port Elizabeth.|
|2.2.a Leadership Development||* There is regular input from experts in leadership.* Principals become skilled and visionary leaders.* Principals are central role players in driving the mission and vision of their school.* Principals have confidence in their leadership ability.* Principals are accessible to the learners, parents and wider community.* Principals provide optimistic leadership and have increased energy.
* Broaden the leadership base at the schools e.g. by holding leadership training sessions with School Management Teams (SMTs).
|* Principals attend 2 workshops per quarter run by the Principals Academy Trust in 2014.* The Principals Academy model is based on one-on-one mentoring/coaching of Principals on a two weekly cycle for three years.* 2 Principals attend the GSB course at UCT and complete a post graduate Diploma in Management Practice in 2015.||* Principal’s time to attend two 2 hours workshops per quarter in 2014.* Principals time to engage in mentorship/coaching fortnightly for two hours in 2015.Principals time to attend the GSB course in 2015 – 15 month course with 2 five-day residential sessions.* Principal’s run information sessions/workshops with their SMTs sharing knowledge learned from the above workshops. Alternatively SMT members are included in select workshops run by the Principals Academy.* Project Manager’s time to coordinate workshops with the Principals Academy, notify Principals of date, time and content of workshop.* Project Manager’s time to write donor reports.
* Cost of service provider.
|2.3. a Personal Development||* Principals attend personal development sessions and motivational talks that encourage excitement about the profession.* Principals feel optimistic and energetic about leading their school.* Learners, teachers, parents and the wider community benefit from Principals who are accessible to them.* Principals are valued within their community.||* Principals, SMTs and Internal Transformation Teams (ITTs) attend an annual 2 day/overnight personal development/motivational workshop.||* Principal, SMTs and ITTs time to attend an annual day/overnight personal development workshop.* The GSB course mentioned above focuses on personal mastery in 2015.* Projects Manager’s time to arrange the above e.g. source service provider to run the sessions, book the venue and transport, notify participants of dates and times etc.* Project Manager’s time to write donor reports.|
2.b. People affected by the sub project, how they will be organised and assisted with change
|Sub Project||People affected||How will they be organised and assisted with change|
|2.1.b Principal Forum||* Principals, Bhabhathane Project Team members||Once monthly meetings will be held. The agenda for each meeting will include a “check-in” session for sharing between Principals. This will increase trust between members and facilitate sharing of best practice|
|2.2.b Leadership Development||* The Principals of the schools in the Valley.||The Principals will attend 2 workshops per quarter of 2 hours each. These workshops include topics that will assist with change management e.g. Values, Delegation, Strategy for School Improvement, Analysing Data. Once the Principals have completed the workshops they will have developed strategies for school improvement, will understand their role and that of the SMT, be able to develop an efficient school organisation structures, have the knowhow to develop excellent teaching and learning programmes and how these are monitored etc.|
|2.3.b Personal Development||* Principals, SMT and ITT members.||The Principals, SMTs and ITTs across schools will attend an overnight session focussing on personal development. The workshops will include aspects of change management e.g. time on task, self-motivation etc.* Principals will participate in 1 one-on-one ICT training over 2 hours with a service provider still to be determined. These sessions will be flexible and arranged according to the Principal’s individual calendars. Further support may be needed depending on the level of competence of individual Principals and cannot be predicted at this stage. The WCED also provides training in the use of tablets for Principals.|
2.c. Technology to be used within the changes environment
|Sub Project||Technology to be used within the changes environment|
|2.1.c Principal Forum||Computer skills to receive email notice of meetings, minutes etc. Cell phone communication, sms. Land line communication with the schools. The training for this will be one-on-one.(See 2.3.b above).|
|2.2.c Leadership Development||Computer skills to enable Principals to monitor and evaluate progress i.e. dashboard. An ability to use Excel, Word in order to write reports, assignments, email etc.|
|2.3.c Personal Development||Computer skills to receive email notice of arrangements. Further ability to fill in workshops evaluation forms and written reports on the session electronically. Cell phone communication, sms.|
- Relationship with other sub-projects (in terms of timing)
- Issues/risks to successful implementation and how these will be managed
|Sub Project||Issues/risks to successful implementation||How the risks will be managed|
|4.1. Principal Forum||* Principals do not attend monthly meetings.* Principals do not attend visits to schools of excellence.* Adequate time is not available.||* Record attendance in minutes of meetings.* Project Manager follows up with Principals who do not attend meetings through email and phone call.* Ensure that there is time for a report back session in all meetings for Principals to report on the value of visiting schools of excellence, what they learned and how this has improved an aspect of their practice, the benefit it has had on the school etc. The aim of which is to emphasise the value of these visits for those who did not attend.|
|4.2. Leadership Development||* Principals do not attend workshops.* Principals do not share lessons learned with their SMTs.* Principals do not put what they learned into practice e.g. initiate a staff review process to monitor and evaluate teaching practice.* Principals are not able to use technology to analyse data, design a school improvement plan etc.||* Record attendance at workshops.* Project Manager follows up with Principals who do not attend workshops.* Ensure that there is time for a report back session in all meetings (Principals could alternate and present a report on what they gained from the workshop).*Create incentives by ensuring that courses offered are endorsed by the WCED and Principals gain recognition from attending them.* Create incentives by publicising the efforts of the Principal through a report (written by the Principal) on the benefits of the workshop, how this has improved their practice and benefitted the school in the cross school newsletter, Tatler etc. The aim of which is to create awareness and increase respect for the Principal amongst colleagues and the wider community.|
|4.3. Personal Development||* Principals do not attend the overnight session.* Principals do not put what they learned into practice.* Other NGOs are involved in personal development work with the Principals and have not informed Bhabhathane of this.||* Record of attendance at the overnight workshop session.* Project Manager follows up with Principals who do not attend.* Ensure that there is time for a report back session in all meetings (Principals could alternate and present a report on what they gained from the overnight stay).* Set up a data base of NGOs working in the Franschhoek schools and update this regularly. Hold meetings with stakeholders involved in personal development work with Principals and coordinate efforts/work.|
- Approach to implementation
|Sub Project||Approach to implementation|
|5.1. Principal Forum||1. Draw up annual calendar of set monthly meetings.2. Agree on venue amongst Principals.|
|5.2. Leadership Development||1. Get approval and agreement on service provider from Steering Committee.
3. Agree on dates for workshops with Principal Forum and service provider.
4. Organise venue for workshops.
5. Notify Principals of date, venue, and theme of workshop.
6. Prepare for and set up venue e.g. catering, liaise with service provider regarding any equipment they need etc.
|5.3. Personal Development||1. Get approval and agreement on service provider from Steering Committee.
3. Agree on date for overnight stay.
4. Book venue and transport.
5. Email arrangements to Principals.
6. Liaise with service provider regarding workshop requirements.
- Implementation plan showing timing/bar chart
- Resources required
|Sub Project||Resources required|
|7.1. Principal Forum||Skills||Requirement||Evaluation of alternatives (if exist) and recommended options|
|Access to successful Principals who run excellent schools.||Schools and Principals identified: COSAT (Phadeila Cooper), Masibambane Secondary (Raj Naidoo) and Christel House (Lucille Smith). There are a number of other excellent schools that could be visited depending on the lessons that the Principals within the Bhabhathane scope would like to learn.|
|Cost of transport to the schools (14 seater mini bus) and refreshments. Mini bus R12 000 return trip. The hosting schools may be prepared to provide a light snack. Alternatively Bhabhathane will provide a sandwich, fruit and cool drink at a cost of R30 per person. 8 Principals and 2 Bhabhathane staff – 10 x R30 = R300.Manyano visit of 2 Principals – flight R2 900 x 2, accommodation R650 x 2 = R7 100|
|7.2. Leadership Development||Skills||Requirement||Evaluation of alternatives (if exist) and recommended options|
|Service provider specialising in leadership development for school Principals.||The Principals Academy.As yet, no alternative service provider has been researched or sourced.|
|* The Principals Academy will charge R2 500 for workshops run in 2014. Assuming that funding is available, in 2014 we will run 6 workshops at a total of R15 000. The workshops will be run for the group of 8 Principals together. In addition 8 mentoring sessions x 8 Principals will be conducted in 2014 at a cost of R1 000 per session = R64 000.* The cost of the GSB course is approximately R35 000 x 2 Principals in 2015. Total R70 000* The cost of mentoring/coaching (fortnightly) and 2 quarterly workshop sessions in 2015 is R30 000 per Principal. The mentoring/coaching is one-on-one and the workshops will be with the 8 Principals grouped together. Total R240 000.|
|7.3. Personal Development||Skills||Requirement||Evaluation of alternatives (if exist) and recommended options|
|Service provider specialising in personal development/change management.||* Research of service providers is in process.* Accommodation/venue Houw Hoek Inn.|
|* R5 000 for one service provider to run all sessions for the afternoon and overnight retreat.* Accommodation for 51 people at R550 per person = R28 050.* Bus for return trip R10 000.* The one-on-one computer skills training for Principals will be done at no cost to Bhabhathane as it is envisaged that the service provider will be a local, retired member of the Franschhoek community willing to donate his/her time.|
8. Monitoring and evaluation
|Sub Project||Monitoring and Evaluation Tool|
|8.1 Principal Forum||* Minutes of monthly meetings.* Principal’s written feedback recording lessons learned from school visits.* Annual Report.|
|8.2 Leadership Development||The Principal Academy has developed a Logical Model, (based on the W.K Kellogs Foundation Logical Model Development Guide and the Future Leaders Competency Model) for individual monitoring and evaluation. This tracks both leadership competencies and personal development and the concomitant effect this has on the school and wider community. Bhabhathane will make use of this tool in partnership with the Principals Academy. In addition, Bhabhathane has a dashboard listing key performance indicators for all sub projects with clearly defined targets. The dashboard is populated by individual inputs from the Principals.|
|8.3 Personal Development||* Attendance at the workshop.* Completion of workshop evaluation form.*Written contributions to cross-school newsletter and Bhabhathane journal.|