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In summary, what emerges from this theme is the importance that DOs attach to the use of data to inform decisions of supporting schools and how they (DOs) ensure accessibility of data to all levels of the department. Investment in data and perceived usefulness of data came out strongly from most participants in both districts. It also emerged that the use of DDD facilitated the use and management of data in terms of collecting, storing, dissemination and accessibility of school and student-related data. Quite telling in the above extracts is the need for capacity development for principals on data use. District officials’ endeavour to foster a data-driven culture emerged from participants’ accounts. Literature supports the district leaders’ use of data as a leadership practice that improves learner performance by enhancing teaching and learning (Honig et al., 2010; Knapp et al., 2014). Seemingly, when DOs have conversations with principals about the importance of data, principals would understand the use of data not for compliance but for them to make informed teaching and learning decisions. This is similar to the findings by Louis et al. (2010, see also Knapp et al., 2014; Leithwood & Louis, 2012), who found that district data-use practices could substantially influence principals’ practices of data use. Another theme: DOs’ use of support systems as enablers to support teaching and learning is discussed below.
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interactive boards and ICT, scholar transport, nutrition, and other resources. This is how DD2 comprehensively illuminated this point;
Lots of budget goes to township schools to bring them to speed in terms of the resources. So, in terms of the factors that impact negatively, I would not raise an issue that much regarding the resources to teaching and learning, but I would raise an issue of quality teaching and learning taking place in the classroom. Our schools have the minimum required resources to deliver on teaching and learning, and with the SMART boards in the township schools and informal settlements, we are expanding to give them more than what our schools can really have. Comparatively speaking, in the former Model C schools and the schools sitting in those underprivileged communities, we cannot say there is a big gap at this stage. The school environment in all schools has got enabling conditions. For instance, I mentioned the issue of scholar transport for learners who come from an informal settlement. They are given tablets, scholar transport and nutrition.
CM2 shared similar sentiments and further reported that absenteeism had decreased with scholar transport and nutrition provided to indigent learners. She further indicated that by providing two meals, learners were able to stay after school to continue with studies;
Our learners are able to stay longer in our schools. You go to schools after three, after four, our children are still there. With Grade 12, because we encourage morning and afternoon classes to improve performance, we also cook for them after school, then they are served a meal so that they can proceed with the afternoon. So, even the rate of absenteeism has decreased because of that.
Provision of resources by the provincial department to DOs was perceived as enabling DOs to do their work of supporting teaching and learning in schools to some participants. Laptops and cars that DOs had helped them do their work easier because they could communicate among themselves and schools. They could also visit schools without any challenge. This is what CLI2 said;
We also have resources. We have now been given laptops, facilitators, and DCESs;
we have our own laptops. Such gadgets have made life easy for us now. Unlike, you need to be somewhere and come back and run to the office, come and type. So, we
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have gadgets with us. The cars that the department gave us, subsidised cars. I can easily plan my day and my schedule. Those things, they make life to go on, ja.
From the above extracts, there seemed to be an agreement by the participants that the provision of resources enabled DOs to support teaching and learning in schools. Honig et al. (2010) found that DOs should invest in instructional leadership by availing resources to schools to sustain improvement efforts that support teaching and learning. This would then ensure that all schools could perform to their ability as learners from schools in underprivileged communities were provided with the resources that bridge the gap. Literature shows that districts are primarily critical in achieving and sustaining systemic improvement of quality teaching and learning to all students, especially learners from deprived communities (Honig et al., 2010; Leithwood, 2010; Knapp et al., 2014; Honig & Rainey, 2015; Bantwini & Moorosi, 2017). The subsequent section shifts the focus to the MEC Ten Pillars as an enabling system for supporting teaching and learning.
6.3.2 Using MEC Ten Pillars as a frame to support teaching and learning
Member of the Executive Council (MEC)’s Ten Pillars appeared to frame the DOs approach to supporting teaching and learning across all schools. These pillars are developed by the MEC for education in the province as a strategic plan for education in the province. This was evident from several participants. DOs frequently described their interventions and practices as informed by MEC’s Ten Pillars which they believe were the cornerstone of DOs day-to-day operations. Data revealed that these Ten Pillars helped DOs in many ways. Not only did these pillars help them in supporting teaching and learning in schools and districts, but also in garnering support from different stakeholders. From the document, PowerPoint presentation, I have extracted the slide that listed MEC Ten Pillars. This slide indicates that Pillar 1, curriculum and assessment is the core pillar that is supported by all other pillars; see Figure 6.2 below.
142 Figure 6.2: MEC Ten Pillars
Several participants’ accounts illustrated how DOs applied MEC’s Ten Pillars when supporting schools. This is how CM2 elucidated;
Whenever we run our meetings, every topic in a meeting, whether it is curriculum, whether it is LTSM [Learning and Teaching Support Material], whether it is governance, whether it is RCL [Representative Council for Learners], every presentation that I make, must be linked to the Ten Pillars, because you want to advocate the Ten Pillars to the masses. People must understand why the Ten Pillars because the purpose of the Ten Pillars is to translate the vision of the MEC and the mission. So, that is what we do. CM2
Another participant highlighted what these ten pillars entail and what they mean to them as DOs. He indicated that these pillars frame their discussions and strategies in their districts. This is what he said:
We have ten pillars in the system. Those pillars are part of strategies or key deliverables in the system. When you check the pillars, they talk to what I must do as an official. Ten Pillars got teacher provision; we have leadership and management, quality of teaching and learning, school infrastructure, ICT education, and all those pillars, including social cohesion. We are part of the system; we must support all those things; we support and monitor and ensure that teachers and SMTs deliver. DCLI2
One participant, DD2, expounded how one pillar is used to garner support from community stakeholders and other government sectors. This is how she expressed her view
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In terms of Pillar number 7 and 8 of the MEC Ten Pillars, we have social cohesion and community involvement. We are looking at all government departments as our stakeholder for us to be able to achieve that. We have SAPS and the Department of Social Services working very closely with us on drug and substance abuse issues.
We have Health Wednesdays, and the Department of Health, working very closely with us. Over and above that, we have businesses partners. Schools have different sponsors, different companies; they are on board. Because when the MEC advocated, he also made a broad call to all businesses partners, so some of them just found an opportunity to attach directly to the school and not come through the province.
The above quotes in this sub-theme seem to suggest that partnership between district and provincial level leaders is vital to improving teaching and learning. This assertion is consistent with the findings, which indicate that when system-level officials provide leadership that supports and provides guidance to districts, teaching, and learning improves (Leithwood, 2010). This would mean that system-level leaders should play a role in interpreting the policy to provide direction to districts. The following sub-theme further elaborates on state leadership's role in enhancing DO leadership practices that enhanced teaching and learning through a curriculum intervention strategic framework developed by state-level education officials.
6.3.3 System-Wide School Improvement Strategy curriculum management framework as a means to monitor and support curriculum coverage
A curriculum implementation strategic framework was developed by the provincial education office that all participants felt guided them to monitor teaching and learning in schools. DOs viewed the use of the strategic curriculum framework, System-Wide School Improvement Strategy (SWSIS), to ensure that there is also accountability on curriculum coverage and assessment. This is how DD2 summarised the SWSIS framework;
We have got a SWSIS model for curriculum implementation… a model that says that schools must be able to account on syllabus completion and school base assessment on a six-week period. So, we are taking a cue from the model, where the syllabus coverage must be accounted for at the end of that six weeks in a period of about six weeks. We then are able to establish which schools have not covered the
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amount of content knowledge that the learners must have achieved. We look at the assessments, the performance level that these learners are presenting in terms of the assessments, where the learners are performing below, what is expected in that particular subject, and then develop intervention specific to that particular subject's learning content.
CLI shared a similar understanding of the importance of the SWSIS model and added that it enabled teachers to pace the content. This is what she said;
These are the eight cycles of the SWSIS né. Moreover, now you can see that term one here, you are saying cycle one and two in term one, né. Now it is six weeks.
This is, you know. In twenty-five days, we are saying that between Grade 1 and 11, there must have covered 15% of the work. That is why there, somewhere, I was talking about ATPs. We have updated our ATPs to suit all this. You know, because sometimes we are saying learners are not covering the syllabus, you know. But now with the SWISIS, it forces them.
This shows that the SWSIS curriculum framework is meant for curriculum management. Not only is it for tracking content coverage and the number of assessment activities, but it also assists DOs in decision-making in terms of intervention plans and support to schools. Some officials indicated that SWSIS is structured to enhance the line of accountability and responsibility in terms of curriculum. It also ensures that everybody understands their role in managing curriculum and also show how to intervene and support subordinates. This is what DCLI1 had to say;
SWSIS strategy tells you the roles and responsibilities and how to support HoDs, how do you support your teachers in your department. HoDs, deputy principals, how do you support your HoDs. And how do they report to you? And then, principal, how do you support your SMTs and teachers. And then it goes up even to the District Office.
Similarly, CM1 said;
With SWSIS, school managers understand their role. We say, as a deputy principal, you need to understand your role, and once you understand your role as a deputy principal, so you are going to ensure that the HoDs understand theirs, and the
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Educators understand theirs and then the principals as well. That will tell them how to manage the curriculum at the school, ensuring that there is teaching and learning that is effectively taking place at the school. So, that is happening.
Seemingly, the most critical aspect of the SWSIS model is to enhance the line of accountability as well as curriculum coverage among DOs and schools. While participants conceptualise this framework differently, all participants agreed that the curriculum framework, The SWSIS was useful to ensure that everyone across districts and schools understands their role in teaching and learning. In the section that follows, I give an account of what DOs leadership practice regarded as a differentiated approach to supporting schools. Below is the presentation and discussion of findings of the theme: Enacting a differentiated approach to supporting schools.
What emerges from this theme is the importance of providing resources for schools from impoverished communities to bridge the gap between these schools and affluent schools.
Another finding that emerges is the importance of provincial leader involvement in the pursuit of improving teaching and learning. It came out that the involvement of the MEC created a structure that enabled the DOs to frame their strategies of supporting schools. Additionally, when provincial leaders provide a curriculum framework of monitoring and supporting teaching and learning, it facilitates DOs involvement in supporting schools.