Gap Analysis Matrix Current State Reasonable Goal To Get To Desired Desired State Criticality Scale Two teachers use the PRIM manual and templates for the annual intervention report. By the end of the 1st March: At least 50% of teachers use the PRIM manual and templates for the annual intervention report. All teachers use the PRIM manual and templates for the annual intervention report. 10/10 Two teachers are scoring full marks in the appropriate areas of the appraisal form. At least 50% of teachers are scoring full marks in the appropriate areas of the appraisal form All teachers are scoring full marks in the appropriate areas of the appraisal form 10/10 No teacher uses it for reporting and recommendation for referral 3. At least 50% of teachers use it for reporting and recommendation for referral All teachers use PRIM for reporting and recommendation for referral 10/10 Two teachers use the PRIM manual and templates for documentation of records of behavioural deficiencies At least 50% of use the PRIM manual and templates for documentation of records of behavioural deficiencies All teachers use the PRIM manual and templates for documentation of records of behavioural deficiencies 8/10 There are thirty-six students are in the SEN programme and eighteen retained, most have no diagnosis Only students with diagnosed learning difficulty are in the SEN programme and retained 6/10
Appendix G Data Collection table To Identify Data Source Purpose Information Needed Rationale Who Has It actual state extant data record analysis records of grade retention since employment of PRIM use Students should not be retained in grades if the interventions using prim or there should be performance and behaviour improvements principals and class teachers since information is in the registers actual state extant data record analysis 1. Tally of teacher appraisals scores attained in the respective sections of the appraisal form since employment of PRIM use 2. Teachers’ and principals’ records and reports of interventions 1. Facilitates retrieval of documentation to validate the problem and to get participant buy-in 2. These will demonstrate usage of the documentation text school principal teachers who keep copies actual state extant data records analysis statistics on number of students in SEN programme Students entering the SEN programme should be few and with diagnosed learning problems teachers actual state extant data records analysis statistics on number of referrals, interventions carried out Identifies what is actually happening in relation to use of PRIM actual state and desired state data - interview Needs analysis Perceptions of what is and what should be This will inform the gap analysis and the intervention selected
Teachers are cognizant of the expectation and the desired performance as well as the feedback they received know what is expected of them and are cognizant of the feedback received during appraisals. Expectations to use PRIM are unrealistic. The approach to implementing use of PRIM as a policy which influences appraisals only at Prudent Elementary is cause for disapproval. Teachers admitted that the strategies to be implemented do not require resources that the school does not have. There is only one copy of the text for the entire staff – accessibility is a deterrent. Completion of additional reports is not feasible in the daytime. There is punishment for not exhibiting the performance but no concrete incentive or reward for doing so. Yes, ability to accomplish the mission will be improved but the effort outweighs this. The manner in which the use of PRIM was implemented and is being assessed is influencing the work environment and climate. The culture of collective decision making was bypassed and PRIM and assessment of its use were imposed without teacher consultation or discussion. Individual 4. Skills & Knowledge 5. Individual Capacity 6. Motivation Teachers have the knowledge and the skills required to complete the interventions. Each class teacher has two 40-minute blocks weekly. This is insufficient for scheming, planning, correcting, preparing materials. This is another activity which encroaches on home life. Teachers are not motivated to use the text. Expectations to complete the interventions and produce evidence for reporting are unrealistic. Appendix K Fish Bone / Ishikawa Diagram
text cost $1300.00 inefficient performance management system 1. Allow teachers who are heads of departments to assist with interventions low 1. They too have interventions to complete so workflow will be inhibited Their classes are unattended Stress since they too have interventions to do Department heads employee motivation 1. Get teacher buy-in Principal Teachers lack of reward and incentives 1. Provide rewards 2. Allow teachers completing this process to submit less detailed lesson plans Financial cost for tangible rewards Use rewards Recognition board for teachers Principal Professional development committee