Circular 02/2015. Date: 12 March Topic. Enclosures. Distribution. Enquiries. Directorate: Public Ordinary Schools.

Transcription

1 Circular 02/2015 Date: 12 March 2015 Topic Enclosures COMPLIANCE WITH SECTION 16A AND 58B OF THE SOUTH AFRICAN SCHOOLS ACT, 1996 WITH REGARD TO SCHOOL PERFORMANCE AND THE PROCEDURES TO BE FOLLOWED BY AND FOR UNDERPERFORMING PRIMARY AND SECONDARY SCHOOLS Annexure A: Template for Academic Performance Improvement Plan Annexure B: Annual Academic Performance Report Template Distribution The Principal and staff of all Public Ordinary Schools and Schools for Learners with Special Education Needs; All Chief Directors and Directors at Head Office and District Directors; Circuit Managers, Cluster Leaders and District Assessment Teams; Curriculum Officials at Head Office and Districts; and Members of Governing Body Associations Teacher Organisations and Unions Relevant Non-Governmental Organisations Enquiries Directorate: Public Ordinary Schools Tel On request, this Circular will be made available in isizulu, Sepedi and Afrikaans within 21 days. Also available on the GDE website at: 1

2 1. INTRODUCTION 1.1 The management of underperformance is circuit to the department s quest for quality education. The requirements as set out in this circular not only promotes accountability but assists the Department in determining the level of support that must be provided to certain groups of learners and educators. 1.2 This circular addresses compliance with Section 16 A and 58B of the South African Schools Act, 1996 (Act No 84 of 1996) (SASA), with respect to the identification and management of underperformance at Public Schools. 1.3 This circular outlines the roles and responsibilities of various stakeholders and the processes to be undertaken by Head Office, Districts, Principals and School Governing Bodies to manage and support underperforming schools. 1.4 The development of Academic Performance Improvement Plans by the underperforming schools will assist the Department in determining the level of support that must be provided to such schools to improve learner improvement. 1.5 This Circular withdraws Circular 15 of PURPOSE The purpose of the Circular is to: 2.1 set out the processes that Districts and Schools should follow to comply with the provisions of section 58B of SASA; and 2.2 replace Circular 15/ SCOPE AND APPLICATION This Circular applies to all Public Ordinary Schools. 4. DEFINITIONS 2

3 The definitions of terms used in the Circular are the same as defined in the relevant legislation. 5. LEGISLATIVE FRAMEWORK 5.1 The Constitution of the Republic of South Africa, 1996 (Act No 108 of 1996) as amended; 5.2 The National Education Policy Act, 1996 (Act No. 27 of 1996); 5.3 Employment of Educators Act. 1998, (Act 76 of 1998); 5.4 National Policy on Whole-School Evaluation, 2001; 5.5 Resolution 8 of 2003 (IQMS); and 5.6 The South African Schools Act, 1996 (Act No 84 of 1996) as amended. 6. IDENTIFICATION OF UNDERPERFORMING SCHOOLS 6.1 A Primary School is deemed to be underperforming if, using literacy as a proxy; it has more than 50% of learners performing at level 3 and below in the Annual National Assessment in Grades 3 and A Secondary School is deemed to be underperforming if its pass rate in the National Senior Certificate examination falls below 60%. 7. PROCESS FOR MANAGING UNDERPERFORMING SCHOOLS 7.1 All schools are required to submit Annual Reports, (Annexure B) as referred to in Section 16A of the South African Schools Act, 1996, to the Head of Department on or before the last school day of December; 7.2 The Head of Department will identify the underperforming Primary and Secondary Schools using the Annual report referred to in Section (7.1) above and the ANA and National Senior Certificate examination results; 7.3 The Head of Department will issue a written notice to the principals of the schools identified as underperforming, declaring them underperforming. The Head of Department will advise the principals of the impending visits to identify root causes for 3

4 underperformance and direct them to submit their plans for improving the academic performance of their schools; 7.4 Academic Performance Improvement Plans (Annexure A) must be developed by these schools with the guidance and support of the district within 21 days of receipt of the notice; 7.5 The Academic Performance Improvement Plan should form part of the overall School Improvement within the following three focus areas: Curriculum Provisioning and resources Learner Achievement Quality of Teaching and Learning and Teacher Development; 7.6 The Academic Performance Improvement Plans received from the principals will be evaluated and approved by the Head of Department. Should the Plans not be satisfactory they will be returned to the schools with recommendations. In order to evaluate these Plans, evidence of why the school has been identified as underperforming must be included (ANA or Matric results). Further the implementation of the Academic Performance Improvement Plan will be monitored; 7.6 The Head of Department may summon the principal of an underperforming school to a session to account for its underperformance. The Head of Department may delegate his powers to the District Director to handle the accountability sessions with the schools; 7.7 The Academic Performance School Improvement Plan (APIP) must also be presented to the School Governing Body in a meeting before it is submitted to the Head of Department and again after it has been approved by the Head of Department; and 7.8 The principals must submit written reports by 30 June, on the progress made in implementing the Academic Performance Improvement Plans to the School Governing Body and the Head of Department. 8. MONITORING THE IMPLEMENTATION OF THE APIP AT DISTRICT LEVEL 4

5 8.1 Circuit Managers and Cluster Leaders in collaboration with Curriculum Facilitators and ISS officials need to evaluate all APIPs from underperforming schools to ensure that proposed interventions are adequate and add value to the learning experience of the learners; 8.2 District Directors must facilitate APIP mediation meetings with all stakeholders of identified underperforming schools to ensure buy-in and support for all planned activities; 8.3 In-house workshops and information sharing sessions must be facilitated for all educators of identified underperforming schools; 8.4 District Directors should facilitate the Academic twinning of schools an underperforming school with a top performing academic school; 8.5 District Directors must have monthly one-on-one accounting sessions with the Principals as well as the Circuit Managers and Cluster Leaders of the underperforming schools; and 8.6 Cluster Leaders should manage focused support of Curriculum Subject Facilitators at underperforming schools. 9. FURTHER ACTION THAT MAY BE CONSIDERED BY THE HEAD OF DEPARTMENT Based on all the relevant information the Head of Department may consider the following actions: a) Implement the incapacity code and procedure for poor performance outlined in section 16 and 18 of the Employment of Educators Act, 1998 (Act No. 76 of 1998); b) Withdraw the functions of the School Governing Bodies in terms of section 22 of SASA; c) Appoint persons in terms of section 25 to perform the functions or specified functions of the School Governing Body; and 10. MANAGEMENT PLAN 5

6 No Activity Timeframe Responsible person 1. Schools should submit Last school day of Principals their Annual Reports December 2 Identification of underperforming schools 1 st week in January Head Office: Interventions Curriculum 3. All underperforming From 2 nd week in Quality Assurance Secondary Schools are visited to investigate root causes for January Directorate underperformance. 4. Primary Schools respond to the notices 5. Schools develop Academic Performance Improvement Plans and submit them to Head Office 6. The submitted Secondary Schools APIPs are evaluated and considered and feedback given to schools 7. The submitted Primary Schools APIPs are evaluated and considered and feedback given to schools. 8. A report on Secondary Schools is developed for the MEC 9. Sampled Primary Schools are visited to investigate root causes for underperformance 10. A report on the sampled Primary Schools is developed for the MEC. 11. Monitor progress in the implementation of the 6 3 rd to 5 th week (within 14 days) Within 14 days after receipt of visit reports for Secondary Schools. Principals of underperforming Primary Schools Principals of underperforming Secondary Schools 6 th to 7 th week Directorate: Public Ordinary Schools 8 th to 9 th week. Directorate: Public Ordinary Schools 10 th week (2 nd week Head of Department in March) through the Directorate: Quality Assurance. As soon as the Directorate: Quality report on Secondary Assurance. Schools is submitted. 30 June Head of Department through the Directorate: Quality Assurance. Ongoing Districts and Quality Assurance.

7 APIP 12. Final report submitted to the Minister 31 March MEC through the Head of Department. SIGNED: BOY NGOBENI HEAD OF DEPARTMENT DATE:

8 ANNEXURE A TEMPLATE FOR ACADEMIC PERFORMANCE IMPROVEMENT PLAN The APIP informs the Annual Academic Performance Report Name of School: District: EMIS Number: 1. The School Situational Analysis: 1.1 Demographics 1.2 Learner Performance 2. The Problem Statement: Describe challenges that contribute to poor performance such as vandalism etc. 3. Goals: 3.1 Objective 1: Subject & Content Area Requiring Intervention Target Group & Number of Learners Performance Indicator Staff Reskilling / Up- Skilling Activity Time Frame Resources required & Budget Cost Centre (SGB) Responsibility (SMT) 8

9 3.2 Objective 2 Subject & Content Area Requiring Intervention Target Group & Number of Learners Performance Indicator Staff Reskilling / Up- Skilling Activity Time Frame Resources required & Budget Cost Centre (SGB) Responsibility (SMT) 3.3 Objective 3 Subject & Content Area Requiring Intervention Target Group & Number of Learners Performance Indicator Staff Reskilling / Up- Skilling Activity Time Frame Resources required & Budget Cost Centre (SGB) Responsibility (SMT) 9

10 Signed: Principal Date School stamp 10