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Structure• Introduction• Historical perspective of education in South Africa

National Assessment and early• Educational purpose and impact of ANA

childhood teacher professional
development in South Africa:• Teacher professional development (TPD)• Methodology

Challenges and opportunities• Presentation of findings

Prof Cycil Hartell
2015/4/16 CICE Seminar• Recommendations21

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Introduction•

Post 1994 educational policies failed in most
overcrowded and under-resourced schools•

Township schools underperformed inassessments•“While qualified, experienced teachers at wellresourced former model C schools were able toreflect OBE principles and adapt their practice,teachers in poorer under-resourced schools
experienced challenges” (Guiltig, Hoadley &Jansen, 2009)

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Classification of schools

Students’ performance in assessments
 Township schools struggle with new policies
 Assessment evidence on learner performance:• Dysfunctional – breakdown in teaching andlearning, material deprivation, poverty, disruption- NEIMS, 2009: 3600 schools without electricity, 2,444
without water supply, 11,231 with pit latrine toilets,
80% no libraries and computing systems(A) Black learners unable to read and write at appropriate
levels (PIRLS, 2006)(B) ANA (2008/9/10/11/12) results confirm poor
performance of learners(C) Assessment results for 2009 show 8 out of 10 learners
functioning at below 50% in literacy tests- 2010 – 1209 schools average 60 learners per class(DoE, 2009)• Functional – well resourced schools(D) In 2011 almost 95% of learners in disadvantaged
schools achieve less than 35% in ANA tests782

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Dr Johan Hendrikz
26 May 2005
Management meeting

Dr Johan Hendrikz
26 May 2005
Management meeting

The history of teacher training
in South Africa•

Teacher training evolved from the Apartheid system.

•“In 1979, there were no White teachers without amatric-level (Grade 12) qualification, while one thirdof African teachers (32%) had no matric…” (Christie,1994:130).

•

Difference in qualification structure.

•“…most currently serving teachers received theirprofessional education during apartheid…”” (DoE,2006).

Educational reform in South Africa• To provide a system of education that builds
democracy, dignity, equality and social justice• To broaden participation in HE so as to reducethe highly stratified race and class structure ofthe country1646/19/2015

Educational reform in South Africa“Governments have increased efforts to measurelearning outcomes through national andinternational assessments, using these to ensurethat all children receive the quality of education
they were promised.”“Inequalities in education has increased…”(Irna Bokova, 2015. DG of UNESCO)

17Curriculum transformation

Annual National Assessment in SA• Measure learning levels for a specific age
group. Gr 3 and Gr 6
• To establish areas of educational need forschools and to provide strategies andinterventions• Focus on how much knowledge and skills
students have acquired•

Introduction of new policies to uplift standard and qualityof teaching and learning•

DoE embarked on several curriculum changes since
1994
OBE (1995), RNCS (2002), NCS (2006), CAPS(2012)•High expectations•

Teachers experienced challenges• Administered by National DoE.
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Response to low literacy
assessment results (2012)

Challenges•Assessment results remained low•

Workshops failed•

Factors influencing teachers response to curriculum
change:••Identified as “underperforming schools”•The Gauteng Department of Education (GDE) introduced
the Gauteng Primary Schools Literacy Strategy (GPLS)
2010-2014i.

Poor qualifications-school-based TPD to improve teaching of literacyii.

Lack of support and resources-to raise literacy levels.

iii.

Inadequate training-792 schoolsiv.

Absence of supervision

Problems may be reason for learnerunderperformance•

Other 8 provinces continued with old TPD•Give rise to investigate the impact of- GPLS as new TPD

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Guiding principles of new TPD (GPLS)

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Regular monitoring of teachers•Provide schools with all material and TPD•“Simple Literacy Approach”•

Measuring literacy and raising expectation•

Provision of literacy resource packages•

Homework and parent support

Professional Development
Programmes in South Africa•

Standards-based model: Information on policy andexpected changes are presented to school-based
personnel: Short•

Coaching/mentoring model: NEW. On-going school-based
and directed professional INSET: 3 years246

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Research Questions•

How do teachers understand, experience, respond toand implement the new school-based TPD(GPLS)?

•What practices and procedures are in place toimplement TPD?

•What is the relationship between policy, curriculum
provisions and educational practices regarding
GPLMS?

•Methodology: Qualitative• Interviews, observation and document
analysis• Three schools in a township in Gauteng
Province• Purposefully selected• Nine teachers – certificate and diploma
holders

What are the major opportunities and challenges
observed in the implementation of the TPD program?

• Principles and Heads of Departments
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Previous findings (Old TPG)
2009-2011

Theoretical frameworks
Theoretical framework

1.

2.

3.

Lower stages: focus onself. During this stage ateacher may ignore andresist
Middle stage: teacheradopts change, its task
orientatedUpper stage: focus on
result and impact•

Poorly coordinated and rarely budgeted for•Poor understanding of TPG•

Little support for TPG at school-level and DOE•

Low literacy performance of children•

Lack knowledge and skills•

Shortage of teaching and learning material•

Overcrowded classrooms•

Lack parental support287

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Training sessions

Prior preparation for new TPD•

Coaches had regular mentoring of documents andpedagogy

Training of coaches/mentors and school management•

Workshops every second week on continuousbasis

DOE appointment of coaches/mentors, orientation
workshops and mentoring, provide material•Long sessions during the holiday•

School-based and Professional Learning Support
sessions (cluster)•No leave•

Purpose: to improve literacy achievements•••

Teachers had a clear knowledge and understanding of
the purpose of the TPD

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Teacher involvement and support•

Materials were supplied (with detailed activities andexpected outcomes)•

Structured lesson plans were provided•

Professional assistance from coaches.

•Participate in groups and on individual level

31Findings and discussion

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Teachers’ understanding of thegoals and intentions of TPD•“This programme has been designed to theunderperforming schools in the township with the aim oftrying to uplift English standards and with thisprogramme they want to improve the reading of thelearners.” (SA-P2)• “This programme supports us teachers to improve

Impact of training• “Training was beneficial because we take backwhat we learnt at the training and put into
practice in the classroom. We know the correct
methodology to teach reading. I will neverforget this methodology. ….The learners
benefitted from our teaching… there isprogress, good resources” (SB-P5)

literacy levels in class. The reason why learners fail
ANA is because they cant read.” (SB-P3)

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Coaches
The teachers welcomed and accepted the presence ofthe coach into their classes.
•“The coach has been there throughout this programme
to support the teachers to make sure they are
implementing this programme according to itsrequirements. The teachers share a very close
relationship with the coach….” (SB-P4)•“Yes the coach comes to our school at any time or atleast twice a month . She observes our lessons. Shegives us feedback. She checks the learners’ book.”36

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Resources and material•“We have received most of the resources like we havethe DBE books, the lesson plans are given to teachers,
there is a library trolley with supplementary readers,
there are group guided readers although there aresome shortages with the group guided readers becauseof the big classes.” (SB-P4)•“We even watch the DVD on how to use the lessonplans” (SA-P1).

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Fast pace

Quality of resources• “I think Department of Basic Education (DBE )books are extremely good. The materials areextremely good. DBE books are well illustrated.
A variety of activities that a learner can use toimprove the literacy levels in FAL (First
Additional Level)” (SB-P4).

39•“I try my best but sometimes it’s a challenge because lessons arefast tracked to make sure we cover everything for the term. So
most learners in the township are slow learners. They come toschool with their own problems. Some of them live with
grandparents, and there are no parents.” (SC-P5)•”Well the teachers can keep pace but the problem lies with thelearners we have. One must understand the school has been
declared as underperforming so most of these learners
underperform because they come from disadvantaged
backgrounds. We have high levels of poverty unemployment,orphans and single parents in the townships and it’s a struggle formost of these learners to concentrate fully in the classroom so it’seasy for a teacher to fall behind…” (SB-P4)

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Marking•“We have a lot of marking. We have learners’classwork, DBE books, and assessment tasks. So
we have to take marking home and this isexhausting and stressful. We have to mark daily
because we do corrections in the morning andwhen the coach visits us she wants the marking to
be completed. (SC-P5)•“We got an average of 60 learners in some of theclasses and it’s not easy for a teacher to marksome of these activities. Yes, marking is a greatchallenge .” (SA-P1)

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42Creativity• “We must follow everything in the lesson plan.
Where is the time for creativity?” (SB-P3).
• “Everything is planned for us. Lesson plans are
there, resources are there. The coach uses achecklist to see if we are following themethodology for listening and speaking …Theytell us everything so we can’t be creative orflexible.” (SC-P5).

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Attitudes toward progress• “Learners are reading confidently. They arespeaking with confidence. They now
understand English better”• “Learners are more motivated to learn becauseof the availability of resources and we see thequality of written work has improved. They
write more meaningfully” (SC-P5).

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Support and cooperationfrom the HoD

Teacher empowering• “Yes the coach showed us how to teach groupguided reading. At the beginning I was not surebut now I am empowered and I can teach groupguided reading.”(SB-P1).
• “Oh yes the coach showed us how to teachliteracy and I can do it but before I could not doit.”

45• “I make sure that teachers attend the GPLMS
programme and workshop and I also monitor
their lessons. I go to their classes. I check ifthey have challenges ….We discuss progress
and we share ideas on how to overcomechallenges.”(SA-P4).

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Assessment results Self-worth

Parent involvement• “There has been an improvement in our resultsin 2012 and 2013. We noticed a big
improvement in our ANA results. I am pleased
to note that in 2013 the literacy average for
Grade 3 was 62 %.” (SB-P4)• “We do have parent evenings every term whereparents are being briefed about GPLS…..
Unfortunately few parents attend.” (SA-P2)• “We can teach and are no more‘underperforming ‘ teachers.”

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Teachers perceptions ofnew TPD (GPLS)

Challenges•

Overcrowded classrooms•

Lack parental involvement•

Sustainability: Lack budget•

Program is too ambitious.

•

Programme is too structured- no creativity•

Fast pace of learners•

Program is too expensive

Teachers responses:•

Coaching is important for effective implementation•

Improved standard of learners’ performance andliteracy levels•

Gained more confidence and competence•

Lack of creativity, parental support, overcrowded
classrooms and marking are problematic

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RecommendationsOpportunities• Coaching/mentoring•

TPD should target the raising of teachers’ professional
development and pedagogical growth whiles local
governments should address the infrastructural andlogistical support•

TPD should be incorporated in the strategic plan at alllevels and budgeted for•

Schools in township could extend the school day with anhour to allow learners to do homework and keep up withthe pace•

Mentoring, cluster and school in-house workshops andcollaboration should continue• Improved assessment performance• Provided support and material• Learning process for teaching• From training to supporting learning• Multiple forms of collaboration• Empowered teachers and enhance self-worth
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Thank you14