(Download the PDF version of this document here)

Teacher Enrichment Design Document

May, 2014

  1. Background

Given the historical context of change over the past 19 years with little improvement in the education system, many teachers suffer from low morale. There is limited sharing by teachers of concepts and concerns about their work either within the school or together with teachers from other schools. Several Principals mention the unwillingness of a number of long-standing staff to change, embrace the new curriculums or learn new skills.

In most schools there are few opportunities for teacher development on either a professional or personal level.

Scope

The scope is to work with all the teachers in the Franschhoek Valley. (Approximately, 225)

Duration

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 teachers 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 Teacher Enrichment Project, the Bhabhathane Project Team will be involved in researching potential service providers, getting approval from the Bhabhathane Steering Committee and the Internal Transformation Team teacher representative with regard to the service providers, setting up the initial sub projects, dealing with all necessary communication etc. The design phase should take 3 months for all of the sub projects.

Once funding is secured and the service providers have implemented their programmes, the Project Team will be required to manage the service providers 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 Teacher Enrichment Project evolves. It is a slow process, however, and it is likely that Bhabhathane will have a role to play throughout the 3 year period and beyond.

As at February 2014, Inclusive Education has been approached as a potential service provider for the sub project Teacher Training. Rubin Adams and Ansie Kitching have been identified as the potential service provider for the sub projects, Personal Development and Learning Community. These proposed service providers will need to be approved by the Bhabhathane Steering Committee. The content/material of workshops run by all service providers is the intellectual property of those service providers and, consequently, will not be left at the schools for use by another organisation entity.

It is not possible to accurately pinpoint the time that the Bhabhathane Project Team will withdraw from the Teacher Enrichment Project. It may well be the case that within a year the Project Team can withdraw from the sub project, Cross School networks throughout the Valley, as the impetus and the ownership of this is taken up internally by the teachers in the schools, led by the Internal Transformation Teams (ITTs).

The proposed service provider for the sub project, Teacher Training, is Inclusive Education. Inclusive Education runs workshops over 2 years and thereafter embarks on on-site classroom support. Consequently, it is only in year 3 that there will be sufficient time to implement ICT training with teachers (it was agreed by the Steering Committee in 2013 that teachers can only attend 10 training sessions per year including personal development and change management sessions). The Bhabhathane Project Team will be involved in the design and implementation of ICT training for staff at all the schools in the 3rd year of the Teacher Training sub project.

Service Provider

After a period of research into the work done by various educational NGOs, Inclusive Education has been identified as the potential service provider for the following reasons:

The school survey, completed in February 2013, highlighted the desire of the majority of the teachers in the Valley to receive specialist input regarding how to identify children with barriers to learning and how to support and include these learners in the classroom. In addition, many of the teachers indicated the need for workshops on discipline. Inclusive Education specialises in both of these areas. Furthermore, Inclusive Education fulfils the following criteria, which are central to the Bhabhathane objectives:

  • Has experience of working with a cluster of schools in partnership with the Western Cape Education Department (WCED) in the Metro South District
  • Are the only NGO that focusses specifically on bridging or integrating processes across phases e.g. linking the teaching and learning in ECD centres with primary schools and primary schools with high schools
  • Has a parental component which focuses on how the home environment can support the child’s learning. This will link with the Parental Involvement Project focus on getting parents to actively contribute to and become involved the school community and strengthen governance structures through the SGBs
  • Has been in operation for 20 years and has strategic links with the WCED (as mentioned above) and is a service provider to the Department of Social Development (DSoD). All Inclusive Education programmes are aligned with WCED and DSoD strategy
  • Is aligned with the Department of Basic Education strategy to establish full-service/inclusive schools and, in so doing, transform ordinary schools to become fully inclusive centres of care and support
  • Has experience in change management and preparing school communities for transformation
  • Is well respected by major donor organisations
  • Has a track record and reputation of success
  • Provides excellent on-site support.

(See Appendix 1 for details of the Inclusive Education training sessions and on-site support work).

Change Readiness

The overall objective is to embed change processes permanently within the school management teams and teaching. The platform for this was established through 8 workshops run by the Rupert Onderwysstigting in each of the State primary schools with the SMTs and teaching staff 2013. In addition, the Internal Transformation Teams, identified by Bhabhathane in February 2013, met with staff at the conclusion of the survey to discuss and decide on priority areas to transform teaching and learning in the schools.Once the service provider has been approved and cross school networks have been established it is envisaged that teachers will feel accountable to themselves and their colleagues throughout the Valley, there will be frequent communication between schools and the training and mentoring sessions provided by the service provider will contribute to the sustainability of change. Any new staff will be integrated into the processes adopted by the school and there will be on-going monitoring and evaluation by both the service provider and the Bhabhathane Project Team.

Sustainability of the Teacher Enrichment Project

It is envisaged that after a 3 year period, the objectives outlined in this document will have been achieved. The teachers, including HODs and ITTs, will be self-motivated, continuously seek opportunities to learn about best teaching and learning practice, collaborate with each other, be willing to spend extra time at a school etc. In this event, the Bhabhathane Project Team will no longer be involved with Teacher Enrichment. Should it be necessary to continue with teacher enrichment sessions beyond the initial 3 years, it is expected that Bhabhahane will provide operational support as opposed to Project Team direction.

High Level Objectives

All the teachers in the Valley:

  • Are motivated and excited about the teaching profession
  • Adopt a learner-centred approach and engage with the learners
  • Like and understand children
  • Are invested in the long term success of the learners
  • Continuously seek more effective ways of teaching
  • Are willing to go the extra mile
  • Aspire to be worthwhile role models
  • Are committed to upliftment of education in the whole Valley
  • Are present and committed to the schools’ stakeholders
  • Are valued by the learners and their community.

 

  1. 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 Cross School network throughout the Valley * Cross school teacher meetings and classrooms observation sessions are regularly held at the Grade, Phase and Subject level.* A Valley wide School Peer Review process is implemented.* Valley wide school policies are developed.* All teachers benefit from collaboration, joint lesson planning and sharing of resources. 

 

* Set up cross school meetings with ITTs (8 per annum) representing each Phase to decide on appropriate strategies for collaboration & sharing of resources, classroom observation etc. with the view to developing the following sustainable processes:- Cross school meetings with all teachers across Grades, Phases and Subjects.- Cross school classroom observation.- Facilitate meetings with a view to develop a Valley wide Peer Review process and school policies.(The Bhabhathane Project Team will not drive the above processes and the impetus will come from the schools, led by the ITT representative). * Teachers’ time to attend collaboration sessions. This will depend on the requirements of each Phase and will be driven from within the schools by the ITTs.* Teachers’ time to attend classroom observation sessions once a term.* ITTs time to develop and implement a Valley wide Peer Review process and school policies.* Project Manager’s time to assist with logistics by liaising with ITTs and emailing notice of sessions to schools.
2.2.a Teacher Training * Teachers regularly attend training sessions which have a positive impact on their teaching practice.* Teachers adopt positive, progressive and constructive discipline methods.* Teachers able to identify barriers to learning or special needs of their learners and are supported in coping with these in the classroom.* Teachers are given training sessions in assessment methodologies, differentiated learning, learner centred approaches to teaching and learning, how to design and implement effective tracking systems for learners and action plans to assist weaker learners.* Teachers incorporate a variety of methodologies in their teaching.* Teachers embrace technology and integrate ICT in their lessons. (Training in ICT will begin in year 3 of the Teacher Enrichment Project).

 

 

Arrange the following workshops (6 in the primary schools and 4 in the high schools) (Inclusive Education service provider):1. Whole staff: Managing Diversity in the classroom – multi-level teaching, which entail teachers designing instruction in such a way that the individual needs of all learners are taken into account.2. Grade R & 1 Early identification and intervention strategies. (Primary school)3. Whole staff: How to conduct an Individual Support Plan which entails drafting a support plan for each individual learner according to their needs. (Primary schools only).4. Whole staff: Positive Behaviour Management. Teachers are given practical strategies to manage behaviour in their class and have an understanding of the factors that might influence a child’s behaviour.5. Whole staff: Establishing an effective Institutional Level Support Team.

6. Whole staff: Community Mapping and Active Referral. Accessing support, identifying resourced in the community and effective referrals.

7. Whole School Development and on-site visits from Inclusive Education (during year three).

The above workshops are done at the individual schools. If there is a need to cluster this will occur.

* ICT training

(Inclusive Education will be involved with workshops in all schools for 2 years. Thereafter, the workshops fall away and whole school development continues with 5 on-site visits per individual school per annum). Once these workshops fall away there will be space to run ICT training workshops with all staff. As above this will involve:

(6 ICT training sessions in the primary schools and 4 in the high schools). This will be done at each individual school with no clustering.

* Teachers’ time to attend workshops (6 for primary school and 4 for high school).* Project Manager’s time to liaise with service provider and assist with the logistics of setting up the workshops e.g. notify schools of workshops dates and times.* Project Manager’s time to attend workshops.* Project Manager’s time to liaise with service provider regarding evaluation and reporting on each workshop.*Year 3 – Project Manager to liaise with ICT service provider in setting up schedule for ICT training in individual schools.* Project Managers time to evaluate and monitor progress and write donor reports.

* Cost of service provider.

2.3.a Personal Development * Teachers attend personal development workshops, which assist in building morale, self-perception etc.* Teachers are profiled in the local press.* ITTs in the schools attend workshops to skill them to be able to motivate and lead their colleagues in cross school collaboration efforts. * Arrange that all primary school teachers attend 2 personal development workshops per annum and all high school teachers attend 4 of these sessions per annum. These workshops can be clustered or run at individual schools.*Arrange 2 quarterly development sessions with ITTs in all of the schools (clustered together) to empower them to drive the cross school networking. For example, development sessions in personal leadership, self-motivation and the ability to motivate others etc. (total of 8 sessions per annum). * Teachers’ time to attend workshops (2 for primary school and 4 for high school teachers).*ITTs time to attend 2 quarterly workshops (total of 8 per annum).* Project Manager’s time to liaise with service provider and assist with the logistics of setting up the workshops e.g. notify schools of workshops dates and times.* Project Manager’s time to attend workshops.* Project Manager’s time to liaise with service provider regarding evaluation and reporting on each workshop.Project Managers time to evaluate and monitor progress and write donor reports.

* Cost of service provider.

2.4.a Learning Community [1] * Teachers receive input in Change Management e.g. effective time management so that teachers understand the importance of providing a safe after school environment to engage learners in meaningful activities during the afternoons.* No teachers have extra jobs that impact on their commitment to the learners.* Learners are actively and meaningfully engaged in the afternoons. * Arrange that all teachers (both primary and high school) attend 2 Change Management workshops per annum that focus on creating a learning community at their school e.g. time management. These workshops can be clustered or run at individual schools. * Teachers’ time to attend workshops (2 for both primary school & high school teachers).* Project Manager’s time to liaise with service provider and assist with the logistics of setting up the workshops e.g. notify schools of workshops dates and times.* Project Manager’s time to attend workshops.* Project Manager’s time to liaise with service provider regarding evaluation and reporting on each workshop.Project Managers time to write donor reports.* Cost of service provider.

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 Cross School network throughout the Valley (at Grade, Phase & Subject level) All teachers in the Valley. Initially the Project Manager will visit schools and motivate teachers to attend cross school network meetings. However, the impetus for these collaboration meetings must come internally from the schools. In order to achieve this, workshops will be run with the ITTs in each school (see 2.3.a above).
2.2.b Teacher Training All teachers in the Valley. The service provider (Inclusive Education) will run workshops at the individual schools. These workshops will impact on teaching and learning and will assist teachers in their daily classroom practice. The workshops are geared toward reflecting on teaching practice and change. Inclusive Education provides on-going teacher support through telephone and on-site visits in year 3.
2.3.b Personal Development * All teachers in the Valley. * The ITTs will receive further development. The service provider will run workshops geared towards improving self-awareness, self-worth, personal leadership etc.
2.3.b Learning Community All teachers in the Valley. The service provider will focus specifically on Change Management issues such as time-on-task, self-motivation etc.

 

2.c. Technology to be used within the changes environment

Sub Project Technology to be used within the changes environment
2.1.c Cross School network throughout the Valley (at Grade, Phase & Subject level) Land lines, cell phones, email, printing, ability to write learning materials in Word or Excel and access the Internet for research i.e. computer skills. Staff training in ICT will commence in year 3 of the Teacher Enrichment Project (see explanation in 2.2.a above)
2.2.c Teacher Training Landlines, cell phones, email, printing, ability to work in Word or Excel and access the Internet for research i.e. computer skills.
2.3.c Personal Development Land lines, cell phones, email, printing ability to generate report on Word and fill in workshop evaluation forms online.
2.3.c Learning Community Landlines, cell phones, email, printing ability to generate report on Word and fill in workshop evaluation forms online.

 

 

 

  1. Relationship with other sub-projects (in terms of timing)
  1. 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 Cross School network throughout the Valley (at Grade, Phase & Subject level) * Teachers do not attend network sessions.* ITT leaders are not able to motivate teachers to attend sessions.* Subject Heads/teachers are not willing to share their lessons or materials.* Principals do not support cross school networking endeavours.* Teachers have limited time and are not able to participate in cross school networking initiatives.* Teachers attend sessions sporadically and there is no continuity. * An attendance register will be kept at networking sessions and teacher absenteeism will be reported to the Principal, who can then encourage attendance.* ITT leaders will attend workshops to empower them to drive this process. If needs be, individual one-on-one sessions can be held to further assist the ITT individual to reach a level where he/she has the skills to motivate staff.* There will be regular report back sessions in individual school staff meetings on the benefit of sharing resources and engaging in cross school networking, with a view to creating peer pressure and a culture of sharing.* The change management workshops run in the sub project Learning Community will assist teachers to change their attitude regarding time spent at school. They will realise that there are opportunities to attend cross school networking sessions after the children have returned home in the afternoons.* Principals will be encouraged to motivate their staff to participate in cross school networking and realise the benefit of doing so through the insights they gain in the mentoring/training/personal development sessions they attend through the Principal Enrichment Project.
4.2. Teacher Training * Teachers do not have time to attend training sessions.* Teachers are not interested in attending training sessions.* Teachers do not attend training sessions.* Service provider leaves and does not complete work undertaken.* Teacher strikes impact on training schedule.* Transport difficulties and teachers not able to get to sessions.

* Principals do not support training.

* Teachers attend sessions sporadically and there is no continuity.

* Funding for teacher training dries up.

* Other NGOs are involved with teacher training and have not informed Bhabhathane of this.

* The change management workshops run in the sub project Learning Community will assist teachers to change their attitude regarding time spent at school. They will realise that there are opportunities to attend teacher training sessions after the children have returned home in the afternoons.* Teachers will regularly give report back on training sessions at staff meeting in the hope of creating peer pressure when their colleagues realise they are missing out on valuable input.* An attendance register will be kept at each training session and teachers absent will be reported to the Principal, who can then encourage attendance.* Contracts/MOUs will be signed with service providers in an attempt to prevent them from leaving before the work they undertook to do has been completed.* In the future a Bhabhathane shuttle may assist teachers to get to training venues.* There is nothing that Bhabhathane can do to prevent teacher strikes and the resultant disruption to teaching and learning.

* Principals will be encouraged to motivate their staff to attend training sessions and realise the benefit of doing so through the insights they gain in the mentoring/training/personal development sessions they attend through the Principal Enrichment Project.

* On-going fund raising endeavours will assist in maintain funding for teacher training.

* A data base of NGOs working in the Franschhoek schools will be set up and updated regularly.

* Meetings will be held with stakeholders involved in training work with teachers and all work/efforts will be coordinated.

4.3. Personal Development * Teachers do not have time to attend training sessions.* Teachers are not interested in attending training sessions.* Teachers do not attend training sessions.* Teachers attend sessions sporadically and there is no continuity.* Service provider leaves and does not complete work undertaken.* Teacher strikes impact on training schedule.

* Principals do not support training.

* Other NGOs are involved with personal development and have not informed Bhabhathane of this.

As above
4.4 Learning Community * Teachers do not have time to attend training sessions.* Teachers are not interested in attending training sessions.* Teachers do not attend training sessions.* Teachers attend sessions sporadically and there is no continuity.* Service provider leaves and does not complete work undertaken.* Teacher strikes impact on training schedule.

* Principals do not support training.

* Other NGOs are involved with personal development and have not informed Bhabhathane of this.

As above

 

  1. Approach to implementation
Sub Project Approach to implementation
5.1   Cross School network throughout the Valley (at Grade, Phase & Subject level) 1. Meet with HODs, Grade and Subject Heads and ITTs from all school and plan activities that they would like to implement with regard to cross school networking in the Valley.2. Design a calendar with cross all school events, meetings, venues etc.3. Get approval from Steering Committee re above calendar of events.4. Inform teachers of all cross school meetings through email.5. Liaise with ITTs regarding meeting requirements and preparation e.g. printing, communication, time, date and venue etc.6. Assist hosting school with venue preparation.
5.2. Teacher Training 1. Get approval and agreement on service provider from Steering Committee.

  1. Meet with service provider and get details of their programmes and budget e.g. scope, objectives, approach, timing, fees. Inclusive Education has provided this information.

3. Agree on dates for workshops with Steering Committee and service provider.

4. Organise venue for workshops.

5. Notify teachers 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.

  1. Meet with service provider and get details of their programmes and budget e.g. scope, objectives, approach, timing, fees.

3. Agree on dates for workshops

4. Book venue and transport.

5. Email arrangements to teachers.

6. Liaise with service provider regarding workshop requirements.

5.4 Learning Community 1. Get approval and agreement on service provider from Steering Committee.

  1. Meet with service provider and get details of their programmes and budget e.g. scope, objectives, approach, timing, fees.

3. Agree on dates for workshops

4. Book venue and transport.

5. Email arrangements to teachers.

6. Liaise with service provider regarding workshop requirements.

 

  1. Implementation plan showing timing/bar chart
  1. Resources required
Sub Project Resources required
7.1. Cross School network throughout the Valley Skills Requirement Evaluation of alternatives (if exist) and recommended options
Service provider with expertise to train ITTs in each school to become sufficiently skilled to drive the process of cross school networking from within the schools. Ansie KitchingRuben Adams
Money
* The ITTs will cluster and attend 8 development sessions per annum. The cost of these sessions is R3 000 consultant fee for each 4 hours session including all cost associated with the workshop e.g. transport, materials etc. No cost to Bhabhathane as the Rupert Onderwysstigting will fund this with Ansie Kitching or Rubin Adams as their service provider.
7.2. Teacher Training Skills Requirement Evaluation of alternatives (if exist) and recommended options
* A service provider and/or partner that specialises in those areas identified by teachers in 2013 e.g. barriers to learning, discipline. Proposed service provider – Inclusive Education (see budget attached for costs for Inclusive Education).* In year 3, primary school teachers will embark on 6 sessions of ICT training and high school teachers 4 sessions. This will be done at individual schools and not clustered. Denric Blaauw of Greenshoots.
Money
See attached budget which includes Inclusive Education costs.Year 3 – ICT staff training at individual schools (6 sessions for primary and 4 sessions for high schools). Need to find a service provider for year 3. Not included in the initial 3 year proposal period.
7.3. Personal Development Skills Requirement Evaluation of alternatives (if exist) and recommended options
Service providers with expertise in personal development. Ansie KitchingRuben Adams
Money
Approximate cost is R3 000 per session (over 4 hours including materials, transport or any cost associated with running the session). No cost to Bhabhathane as the Rupert Onderwysstigting is already funding these workshops.
7.4. Learning Community Skills Requirement Evaluation of alternatives (if exist) and recommended options
Service providers with expertise in change management. Ansie KitchingRuben Adams
Money
Approximate cost is R3 000 per four hour session (including materials, transport or any cost associated with running the session). No cost to Bhabhathane as the Rupert Onderwysstigting is already funding these workshops.

 

8. Monitoring and evaluation

Sub Project Monitoring and Evaluation Tool
8.1 Cross School network throughout the Valley (at Grade, Phase & Subject level) * Attendance at sessions (register).* Completion of cross school policies.* Written accounts of classroom visits and what was learned.* Evidence of improvement in learner results (LitNums, ANAS, NSC).* Documented evidence of cross school curriculum planning and sharing.
8.2 Teacher Training * Attendance at the workshop (register).* Completion of workshop evaluation form.*Written contributions to cross-school newsletter and a Bhabhathane journal.
8.3 Personal Development * Attendance at the workshop (register).* Completion of workshop evaluation form.*Written contributions to cross-school newsletter and a Bhabhathane journal.
8.4 Learning Community * Attendance at the workshop (register).* Completion of workshop evaluation form.*Written contributions to cross-school newsletter and a Bhabhathane journal.* Evidence of teachers remaining at school to run extra mural programmes.

 

 

[1] A further component of building a Learning Community will be included in the Parental Involvement Project. Namely, to provide educational or developmental opportunities for parents at the schools after hours, for schools to play a central role in the community and staff, parents and learners to be proud citizens of a learning community.