REFLECTIONS ON USE OF SYSTEMS THINKING APPROACH
HOD 15 HOD 15
5.6 IQMS Model formulated in 2005
The m o d e l t h a t is i l l u s t r a t e d b e l o w was the o u t p u t of a s e r i e s of w o r k s h o p s t h a t w e r e c o n d u c t e d with p r i n c i p a l s of V u l i n d l e l a W e s t W a r d . T h e d e v e l o p m e n t of t h e I Q M S m o d e l was a r e s u l t of a d e v e l o p m e n t a l p r o c e s s of e n g a g e m e n t . W h e n e v e r t h e o c c a s i o n o c c u r r e d the f a c i l i t a t o r w o u l d d r a w t h e a t t e n t i o n of t h e e d u c a t o r s to t h e p r e v i o u s s t e p s t h a t w e r e a c h i e v e d . The w o r k s h o p s w e r e c o n d u c t e d for m o s t of the p e r i o d in 2 0 0 5 . T h e p r o c e s s was a d e v e l o p m e n t a l p r o c e s s of i t e r a t i o n s of the m o d e l . The o u t p u t s w e r e r e c o r d e d and put t o g e t h e r into the f o l l o w i n g m o d e l . The p r o c e s s i n v o l v e d a p r o c e s s of l e a r n i n g and r e f l e c t i n g on t h e e x p e r i e n c e .
5.7 IQMS Implementation Plan using SSM Background
At the b e g i n n i n g of 2005 I Q M S r e f r e s h e r c o u r s e s w e r e c o n d u c t e d for p r i n c i p a l s . In t h i s w o r k s h o p the new v i s i o n for K w a z u l u - N a t a l E d u c a t i o n u n d e r t h e l e a d e r s h i p of M r s . Ina C r o n j e was i n t r o d u c e d . T h e s e c o m m e n t s w e r e m a d e in the c o n t e x t of t h e new 2005 s t r a t e g i c plan in the d o c u m e n t .
The M i n i s t e r of E d u c a t i o n s p e l l s out the v i s i o n of " a literate and skilled 21$tcentury society capable of benefiting from participating in all democratic processes and contributing to the development of the people of Kwazulu-Natal ".
In t h e S t r a t e g i c P l a n d o c u m e n t t h e S u p e r i n t e n d e n t - G e n e r a l identified I Q M S a m o n g s t the p r i o r i t i e s for 2 0 0 5 . In K w a z u l u - N a t a l a l m o s t all the d i s t r i c t s failed to i m p l e m e n t I Q M S at t h e s c h o o l l e v e l . T h e r e are a n u m b e r s of r e a s o n s t h a t were cited as c a u s e s for t h i s f a i l u r e . M o s t of the c a u s e s a r e of a s y s t e m i c n a t u r e . The p a r t i c i p a n t s c o n t r i b u t e d by m a k i n g i n p u t s r e g a r d i n g t h e d e p a r t m e n t a l i n i t i a t i v e s t h a t are offered and which h a v e a r o l e to p l a y in the s c h o o l s y s t e m . T h e s e a r e i n d i c a t e d in the s y s t e m s m a p for d e p a r t m e n t a l p r o g r a m m e s .
P R O B L E M O P P O R T U N I T Y : The failure of IQMS
The p r o b l e m s t a t e m e n t w a s f o r m u l a t e d and p r e s e n t e d to the client, in t h i s c a s e the p r i n c i p a l s of V u l i n d l e l a W e s t W a r d . The p a r t i c i p a n t s were g r o u p e d into a n u m b e r of six in a g r o u p . T h e s y s t e m s t o o l s for a n a l y s i n g t h i s p r o b l e m s t a t e m e n t were c l a r i f i e d by t h e f a c i l i t a t o r . It was not the first t i m e for t h e s e p a r t i c i p a n t s t o be e x p o s e d t o t h e s y s t e m s t o o l s and to work on such i s s u e s as a g r o u p .
The p a r t i c i p a n t s d e l i b e r a t e d on the r e a s o n s t h a t led t o t h e f a i l u r e of I Q M S . They a l s o m a d e use of the s p r a y d i a g r a m to e x p r e s s t h e i r views r e g a r d i n g t h e f a i l u r e of I Q M S .
A S y s t e m D i a g r a m f o r I n i t i a t i v e s
DAS
FET
Norms &
Stds
WSE
RNCS
Performance Measurement
School Governance Human
Resource Management
ECD
Education Management Development t
Systemic Evaluation
EMD
Teacher Development
PSNP
Financial Management
Figure 5.11: Systems Diagram for Initiatives
The p a r t i c i p a n t s i d e n t i f i e d all t h e a b o v e as t h e p r o g r a m m e s t h a t the head office is f a c i l i t a t i n g . Some of t h e s e p r o g r a m m e s have a direct
The participants indicated the relationship between performance measurement of the educators who are PL 1, HODs, Deputy principal and principal. The participants indicated that PL1 educators have 7 performance standards, the HODs 10 performance standards, whilst both the deputy principals and principals have 13 performance standards. The principals compared the DAS and IQMS criteria. What is notable is that the DAS criteria were consolidated in IQMS into fewer performance standards. During the workshop, we indicated the connection between the DAS and IQMS. The above indicates that for the seven performance measurement criteria, every educator needs to demonstrate how they perform in each of them.
STEP: The Learning Iceberg
Figure 5.13: The Learning Iceberg Tool
This tool was used in order to illustrate to the participants that in problem situations we might see the events, and patterns structures. The tool assisted in pointing to the group that there are issues of a systemic nature. These issues are the assumptions, the beliefs, and the perspectives that we bring to the understanding of the problem situation. The facilitator indicated that the there is more to understanding that IQMS has failed. The group was made to see beyond the problem situation, concerning the failure of IQMS and other problematic situations that were later discussed.
STEP : INFLUENCE DIAGRAM
This exercise required that the participants give us an understanding of
what constitutes the performance standards for IQMS. In figure 5.14
below is an illustration of the IQMS performance standards. During the
discussion the participants also commented about the difference between
the DAS criteria and the IQMS performance standards. There are more
criteria in DAS than in IQMS, as illustrated in the figures 5.3 and
figure 5.11 respectively. This point that was made also was how these
h a v e been c l a r i f i e d f u r t h e r in I Q M S . In I Q M S e v e r y p e r f o r m a n c e s t a n d a r d has c r i t e r i a t h a t f u r t h e r c l a r i f y it. The o t h e r d i f f e r e n c e n o t e d was t h a t in DAS t h e p o l i c y d o c u m e n t r e f e r s to c r i t e r i a for D A S , w h e r e a s in IQMS it r e f e r s to p e r f o r m a n c e s t a n d a r d s . The f i r s t four p e r f o r m a n c e s t a n d a r d s for I Q M S we r e f e r r e d to t h e m as c l a s s r o o m - o r i e n t e d .
The S p r a y D i a g r a m for p e r f o r m a n c e s t a n d a r d s
Creation of positive learning environment
/
•
curriculum &
learning programmes
^
w preparation and presentation
J
Professional development in field work /career and participation in professional
1 r
Extra — curricular & co-curricular
participation ^
* ^
V
PERFORMANCE STANDARDS FOR EDUCATORS
Decision -making and
accountability "^
1
/ / \
' / \
f V Strategic planning, financial planning and
edi icatio n manageme it levelopi n e it
A
^
„
/
L e a r n e r assessment
/
Human relations and Contributions to school development
^ ^
^ W
^ r
Administration of resources and records
^ \ -4. ^
Personnel V Leadership, communication and service the Gove rning Body
Figure 5.14: Systems diagram representing Performance Standards for Educators
The s y s t e m s m a p i n d i c a t e s the r e l a t i o n s h i p b e t w e e n t h e c r i t e r i a for p e r f o r m a n c e . The g r o u p n o t e d t h e s i g n i f i c a n c e of each of t h e s e c r i t e r i a to e a c h , p a r t i c u l a r l y from a s y s t e m s p e r s p e c t i v e . T h i s m e a n s t h a t e d u c a t o r s need to be d e v e l o p e d in all the a s p e c t s for p e r f o r m a n c e to be e n h a n c e d .
S T E P : S P R A Y D I A G R A M F O R I Q M S
S p r a y d i a g r a m f o r I Q M S F a i l u r e
B u r e a u c r a t i c M a n a g e m e n t
I n s u f f i c i e n t I n f o r m a t i o n
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l e a l c o n n e c t i o n —
L a c k of c a p a c i t y of s k i l l L a c k
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C a s c a d i n g m o d e l t r a n s f o r m a t i o n c l i a l l e n g e s
D i f f e r e n t d e p a r t m e n t s
A p a r t h e i d s y s t e m
False perceptions
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f e a r of c h a n g e n o n - e x p c o?ur<
P o l i t i c a l d y n a m i c s
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F i g u r e 5 . 1 5 : S p r a y d i a g r a m f o r I Q M S f a i l u r e
In t h i s e x e r c i s e t h e p r i n c i p a l s b r a i n s t o r m e d o n t h e r e a s o n s f o r t h e f a i l u r e o f I Q M S in 2 0 0 4 . T h e d i s c u s s i o n p r o d u c e d a l o t o f d e b a t e w h e r e t h e p r i n c i p a l s e x p r e s s e d t h e i r o p i n i o n s a b o u t t h e f a i l u r e o f I Q M S . I l e d t h e m w i t h t h e q u e s t i o n s s u c h ' w h a t c a u s e d w h a t ? ' E v e r y t i m e a n a n s w e r c a m e , t h e n w o u l d a s k ' w h a t c a u s e d w h a t ? . T h e i s s u e s t h a t e m e r g e d i n d i c a t e t h a t t h e p r e v a i l i n g c u l t u r e u n d e r m i n e s p o l i c y d e v e l o p m e n t a n d s c h o o l i m p r o v e m e n t . I s s u e s t h a t t e n d t o s a b o t a g e t h e i m p l e m e n t a t i o n o f p o l i c y r e v o l v e a r o u n d t h e c u l t u r e o f e d u c a t o r s a t t h e s c h o o l l e v e l . S o m e e d u c a t o r s d e m o n s t r a t e a n e g a t i v e a t t i t u d e , f e a r t h e c h a n g e , p e r c e i v e a p p r a i s a l a s ' t h e ' o l d i n s p e c t i o n ' , l a c k p r o p e r t r a i n i n g . T h e S E M s p e r c e i v e I Q M S a s ' u n i o n ' s d o c u m e n t ' , w h i c h t o o k t h e i r p o w e r a n d a u t h o r i t y t o c o n d u c t i n s p e c t i o n s . T h i s l e a d s t o I Q M S b e i n g d i s o w n e d , n o t g i v e n p r o p e r t i m e , t h e p r i n c i p a l s d o n o t g e t t h e p r o p e r t r a i n i n g . At s c h o o l l e v e l I Q M S d o e s n o t g e t p r o p e r t i m e , d u e t o a n u m b e r o f i s s u e s . E d u c a t o r s a r e s t i l l u n d e r g o i n g t r a i n i n g f o r t h e n e w l y i m p l e m e n t e d
O u t c o m e s B a s e d E d u c a t i o n ( O B E ) w o r k s h o p s for N a t i o n a l C u r r i c u l u m S t a t e m e n t ( N C S ) and R e v i s e d N a t i o n a l C u r r i c u l u m S t a t e m e n t ( R N C S ) , u s i n g a p h a s e d a p p r o a c h for each g r a d e . M o s t of t h e t e a c h e r s in V u l i n d l e l a C i r c u i t a r e c o m m u t e r s , u s i n g p u b l i c t r a n s p o r t from t h e i r r e s i d e n c e s to s c h o o l . C o n s e q u e n t l y , the i s s u e of t r a n s p o r t t e n d s to u n d e r m i n e t h e t i m e r e q u i r e d for s t a f f d e v e l o p m e n t m e e t i n g s and t r a i n i n g s . The lack of s k i l l s and the c a p a c i t y to c a s c a d e the m o d e l to the s c h o o l l e v e l is n o t i c e a b l e a m o n g s t the i n d i v i d u a l p r i n c i p a l s . If a p r i n c i p a l has b e e n t r a i n e d , h e / s h e has a r e s p o n s i b i l i t y of c a s c a d i n g the i n f o r m a t i o n to s c h o o l l e v e l . The s u c c e s s of any p r o g r a m m e a l s o r e l i e s on how it has b e e n p r e s e n t e d to t h e t e a c h e r s by t h e p r i n c i p a l and SMT m e m b e r at s c h o o l l e v e l .
A l t h o u g h the a b o v e e x e r c i s e and t o o l e l i c i t s i n f o r m a t i o n in l i n e a r way in t e r m s of c a u s e a n d e f f e c t , how ever t h e p a r t i c i p a n t s get e n g a g e d in the p r o c e s s of t h i n k i n g a b o u t the i s s u e s .
E d u c a t o r s are s t i l l u n d e r g o i n g t r a i n i n g for t h e n e w l y i m p l e m e n t e d O u t c o m e s B a s e d E d u c a t i o n ( O B E ) w o r k s h o p s for N a t i o n a l C u r r i c u l u m S t a t e m e n t ( N C S ) and R e v i s e d N a t i o n a l C u r r i c u l u m S t a t e m e n t ( R N C S ) , u s i n g a p h a s e d a p p r o a c h for each g r a d e . M o s t of the t e a c h e r s in V u l i n d l e l a C i r c u i t a r e c o m m u t e r s , u s i n g p u b i c t r a n s p o r t t e n d s to u n d e r m i n e t h e t i m e r e q u i r e d for staff d e v e l o p m e n t m e e t i n g s and t r a i n i n g s . The lack of s k i l l s and the c a p a c i t y to c a s c a d e the m o d e l s to the s c h o o l l e v e l is n o t i c e a b l e a m o n g s t the i n d i v i d u a l p r i n c i p a l s . If a p r i n c i p a l has b e e n t r a i n e d , h e / s h e has a r e s p o n s i b i l i t y of c a s c a d i n g the i n f o r m a t i o n to s c h o o l l e v e l . The s u c c e s s of any p r o g r a m m e a l s o r e l i e s o how it has b e e n p r e s e n t e d to the t e a c h e r s by t h e p r i n c i p a l and SMT m e m b e r at s c h o o l l e v e l .
S T E P : THE R I C H P I C T U R E
The p a r t i c i p a n t s w e r e g i v e n an o p p o r t u n i t y to w o r k on t h e r i c h p i c t u r e that d e p i c t s t h e i r v i e w s on t h e IQMS f a i l u r e . For t h i s e x e r c i s e the p r i n c i p a l s w e r e w o r k i n g as a b i g g e r g r o u p of e i g h t . Each g r o u p was p r e s e n t e d w i t h a set of c o l o u r e d k h o k h i pens and c h a r t s . At the end of this s e s s i o n all t h e t h r e e g r o u p s p r e s e n t e d t h e i r R i c h p i c t u r e s . Each g r o u p c l a r i f i e d to t h e o t h e r s the m e a n i n g of t h e i r R i c h p i c t u r e and the u n d e r l y i n g f e a t u r e s and i s s u e s from the p i c t u r e . F i n a l l y t h e p a r t i c i p a n t s w o r k e d on c o m b i n i n g t h e i s s u e s t h a t e m e r g e d from t h e i r R i c h p i c t u r e s . For p u r p o s e s of t h i s s t u d y we s e l e c t e d only one R i c h p i c t u r e , which is p r e s e n t e d as f i g u r e 5 . 1 6 .
The Rich P i c t u r e for I Q M S F a i l u r e
S T E P : E M E R G E N T P R O P E R T I E S F R O M T H E F A I L U R E OF I Q M S D u r i n g t h i s p h a s e t h e e m e r g e n t p r o p e r t i e s from the r i c h p i c t u r e i n d i c a t e t h a t t h e d e p a r t m e n t a l o f f i c i a l s did n o t fully own the I Q M S p r o g r a m m e . A n o t h e r n e w d i m e n s i o n to t h i s m e s s y p r o b l e m h a s b e e n t h e i n f i g h t i n g b e t w e e n t h e s u b - d i r e c t o r a t e s , T e a c h e r D e v e l o p m e n t a n d Q u a l i t y A s s u r a n c e o v e r t h e o w n e r s h i p of I Q M S . T h i s h a s r e s u l t e d in the I Q M S p r o g r a m m e b e i n g s t a l l e d in some d i s t r i c t s due to t h i s i m p a s s e . It is i n t e r e s t i n g to n o t e t h a t w h a t was c o n s i d e r e d as the l a c k of o w n e r s h i p in DAS is now a f i g h t for the o w n e r s h i p of I Q M S a m o n g s t the s u b - d i r e c t o r a t e s . In 2 0 0 4 T e a c h e r D e v e l o p m e n t s u b - d i r e c t o r a t e s t a r t e d w i t h the t r a i n i n g of I Q M S , w h e r e a s Q u a l i t y A s s u r a n c e c a m e to the p i c t u r e in 2 0 0 5 , w h e n t h e r e w a s a r e n e w e d e f f o r t to i m p l e m e n t I Q M S .
S T E P : R O O T D E F I N I T I O N
The six g r o u p s m a d e up of four m e m b e r s . E a c h f o r m u l a t e d a r o o t d e f i n i t i o n for I Q M S . T h e I Q M S s y s t e m as it w a s h a d b e e n a f a i l u r e , t h e r e f o r e the g r o u p s w e r e t o l d t h a t t h e y n e e d to c o m e w i t h a, ' s y s t e m t h a t " will a d d r e s s t h e f a i l u r e s i n d i c a t e d in I Q M S . A f t e r t h e d i s c u s s i o n s the g r o u p s p r e s e n t e d the f o l l o w i n g r o o t d e f i n i t i o n s , n a m e l y :
• An IQMS system that will be supportive and developmental.
• IQMS system that will support and motivate all who work within it
• An IQMS that will be regularly monitored for purposes of accountability so that in the end there is development among all the role players.
• An IQMS that can develop, motivate and support, educators to promote sense of ownership and accountability through
monitoring and evaluation.
• An IQMS that is explicitly relevant to all core transformational values and systems.
• An IQMS that will bring ownership and transformation to all the stakeholders.
• An IQMS that will be identify measures of performance
D u r i n g the p l e n a r y s e s s i o n the p a r t i c i p a n t s d i s c u s s e d t h e p r e s e n t e d r o o t d e f i n i t i o n s . T h e m o d e l a d d r e s s e s the f o l l o w i n g s y s t e m s . T h e m o d e l h a s to be fully o w n e d . T h e m o d e l m u s t be s u p p o r t e d . The m o d e l i d e n t i f i e s a r e a s of d e v e l o p m e n t . All r o l e p l a y e r s are to be d e v e l o p e d . The e d u c a t o r s m u s t be s u p p o r t e d . T h e m o d e l n e e d s to b u i l d a c c o u n t a b i l i t y a m o n g s t t h e s t a k e h o l d e r s . I s s u e s of t r a n s f o r m a t i o n m u s t be a c c o m m o d a t e d w i t h i n the m o d e l . The s y s t e m n e e d s to be g r o u n d e d on t r a n s f o r m a t i o n a l v a l u e s . The s y s t e m n e e d s to be b u i l d i n g m e a s u r e s of p e r f o r m a n c e . A f t e r a d i s c u s s i o n a u m b e r of i t e r a t i o n s w e r e f o r m u l a t e d . T h e s e were e v e n t u a l l y c o n s o l i d a t e d in the f o l l o w i n g r o o t d e f i n i t i o n . An IQMS system that is integrated
owned by the educators at all levels officials in order to empower them effective teacher development.
and holistic and that will be fully and supported by the departmental
with the relevant capabilities for
F i n a l l y the r o o t d e f i n i t i o n t h a t the g r o u p f o r m u l a t e d a d d r e s s e d some of the i s s u e s i d e n t i f i e d in the r i c h p i c t u r e and t h e s y s t e m s m a p for IQMS f a i l u r e .
STEP : C A T W O E P R O C E S S
D u r i n g t h i s p r o c e s s the p a r t i c i p a n t s e m b a r k e d on i d e n t i f y i n g the e l e m e n t s in the C A T W O E . T h e g r o u p u s e d it to t e s t the w o r d s u s e d in the R D . W h i l s t w o r k i n g w i t h t h e s a m e g r o u p on D A S t h e f a c i l i t a t i o n of on u s i n g C A T W O E w a s not n e w .
D u r i n g t h i s e n g a g e m e n t of t h e C A T W O E p r o c e s s , v a r i o u s i s s u e s w e r e a d d r e s s e d .
C u s t o m e r s : e d u c a t o r s ; S M T m e m b e r s , p r i n c i p a l s ; S E M s ; d e p a r t m e n t a l o f f i c i a l s
A c t o r s : e d u c a t o r s ; p r i n c i p a l s ; d e p a r t m e n t a l o f f i c i a l s ; S D T ; D S G s
T r a n s f o r m a t i o n : d e v e l o p m e n t a l ; o w n e r s h i p ; p a r t i c i p a t o r y ; s u p p o r t e d ; m o n i t o r e d ; a c c o u n t a b i l i t y m e a s u r e s ; m o n i t o r e d and e v a l u a t e d p r o g r a m m e
W o r l d V i e w : u n i o n s d o c u m e n t ; old i n s p e c t i o n in d i s g u i s e ; j u d g m e n t a l s y s t e m ; p a y m e n t by r e s u l t s ; r e s u l t s
d r i v e n - p e r f o r m a n c e ; p o l i t i c a l o p p o r t u n i s m ; c o n f l i c t - s t r i c k e n O w n e r s : u n i o n s ; s i t e s t e w a r d s ; e d u c a t o r s ; d e p a r t m e n t a l o f f i c i a l s ;
E n v i r o n m e n t : i n f i g h t i n g ; d i s i n t e g r a t e d s y s t e m ; u n d e r - p e r f o r m i n g e d u c a t o r s ; n e g a t i v e p e r c e p t i o n s ; s t r i f e - t o r n ; u n d e r - r e s o u r c e d s c h o o l s ; i n s t i t u t i o n a l i n c a p a c i t y ; n e g a t i v e u n i o n i s m ; d y s f u n c t i o n a l s c h o o l s ; u n d e r - p e r f o r m i n g ; p o l i t i c a l o p p o r t u n i s m .
The c u s t o m e r s w e r e c o n s i d e r e d to be the e d u c a t o r s , S M T s and p r i n c i p a l s in the s e n s e t h a t t h e y w e r e the d i r e c t r e c i p i e n t s of s a l a r y and g r a d e p r o g r e s s i o n . B e s i d e s t h a t , t h e e d u c a t o r s , SMTs and p r i n c i p a l s d i r e c t l y b e n e f i t from any form of d e v e l o p m e n t a l and s u p p o r t p r o g r a m m e s , w h e t h e r t h e y are s c h o o l - b a s e d or d i s t r i c t - s u p p o r t e d i n - s e r v i c e - t r a i n i n g ( I N S E T ) . T h e o t h e r i n d i r e c t b e n e f i c i a r i e s are t h e d e p a r t m e n t a l o f f i c i a l s and SEMs - the l a t t e r a l s o b e n e f i t w h e n the s c h o o l s t h e y are m a n a g i n g are w o r k i n g a c c o r d i n g to the e x p e c t e d s t a n d a r d s .
The p e o p l e w h o are i n v o l v e d in the w h o l e p r o c e s s are the e d u c a t o r s , S M T s , p r i n c i p a l s , d e p a r t m e n t a l o f f i c i a l s , SDTs and D S G s . T h e d i f f e r e n t r o l e s of the p e o p l e i n v o l v e d is c o - e x i s t e n t and i n d i c a t i v e of the c o m p l e x h u m a n a c t i v i t y in t h e s y s t e m . T h e d e p a r t m e n t a l o f f i c i a l s i n i t i a t e the I Q M S p r o c e s s by m e a n s of p r o v i d i n g the i n i t i a l t r a i n i n g , p r o v i d i n g m a t e r i a l s s u p p o r t and m o n i t o r i n g of the p r o g r e s s of the w h o l e p r o g r a m m e . S E M s can p l a y a m e a n i n g f u l r o l e if t h e y are a b l e to m a n a g e the a b o v e r o l e , i n v o l v i n g o n g o i n g t r a i n i n g , s u p p o r t and m o n i t o r i n g and e v a l u a t i o n of the I Q M S p r o c e s s .
At t h e s c h o o l l e v e l , t h e p r i n c i p a l p l a y s a m e a n i n g f u l r o l e in p r o v i d i n g t r a i n i n g for t h e s t a f f m e m b e r s . The p r i n c i p a l c h a i r s m e e t i n g s of staff -
e d u c a t o r s are g u i d e d in e l e c t i n g the S c h o o l D e v e l o p m e n t T e a m ( S D T ) . T h e SDT m a n a g e s a n d c o n t r o l s the I Q M S p r o g r a m m e - f o r m u l a t e s an I Q M S p r o g r a m m e , m o n i t o r s , m o d e r a t e s s c o r e s . The D S G s a s s i s t the i n d i v i d u a l e d u c a t o r in t h e f o r m u l a t i o n of a P G P a n d in p r o v i d i n g s u p p o r t and m e n t o r i n g .
The t r a n s f o r m a t i o n r e q u i r e d in I Q M S is w h e r e t h e s y s t e m w i l l be fully o w n e d by all the r e l e v a n t s t a k e h o l d e r s - t h a t is all the p e o p l e i d e n t i f i e d as the c u s t o m e r s , a c t o r s and o w n e r s . If the s y s t e m h a s to w o r k it r e q u i r e s - the full p a r t i c i p a t i o n of all the d e p a r t m e n t a l o f f i c i a l s , S M T s , e d u c a t o r s , S M T s , p r i n c i p a l s and u n i o n o f f i c i a l s . T h i s s y s t e m n e e d s to h a v e all the a c c o u n t a b l e m e a s u r e s p u t in p l a c e . B e s i d e s t h a t , all the r e l e v a n t a c t o r s m u s t be a c c o u n t a b l e for t h e i r d i f f e r e n t r o l e s . T h e r e n e e d s to be c o n t r o l s y s t e m s and m o n i t o r i n g of all the s t a g e s of the I Q M S p r o c e s s - b e g i n n i n g w i t h t h e a d v o c a c y and a w a r e n e s s s t a g e up to the c o m p i l a t i o n of r e p o r t s , s u b m i s s i o n of m a r k s , a w a r d i n g of s a l a r y p a y m e n t and g r a d e p r o g r e s s i o n to e d u c a t o r s . T h e s y s t e m n e e d s to h a v e b u i l t in i n d i c a t o r s a n d m e a s u r e s of p e r f o r m a n c e . The k i n d of t r a n s f o r m a t i o n r e q u i r e d h a s to t a k e into c o n s i d e r a t i o n the p r o c e d u r a l , s t r u c t u r a l and a t t i t u d i n a l i s s u e s . The d i f f e r e n t v i e w s , p e r c e p t i o n s and b e l i e f s w e r e a l s o c a p t u r e d in the r i c h p i c t u r e , m u l t i - c a u s e d i a g r a m and b r a i n w r i t i n g e x e r c i s e s . T h e SEMs c o n s i d e r I Q M S to be a u n i o n d o c u m e n t - w h i c h c a m e in o r d e r to r e d u c e t h e p o w e r of i n s p e c t i o n . On t h e o t h e r side the u n i o n s c l a i m e d the I Q M S p o l i c y to be t h e i r own p r o d u c t . T h i s c r e a t e d u n n e c e s s a r y t e n s i o n b e t w e e n the u n i o n s - a s S A D T U was m a k i n g t h e s e c l a i m s t h a t as a u n i o n t h e y m a d e m o s t of t h e c o n t r i b u t i o n s to the f o r m u l a t i o n of t h e p o l i c y . T h i s r e s u l t e d in u n n e c e s s a r y t e n s i o n a m o n g s t the u n i o n s on t h e i r own - b e c a u s e all the u n i o n s s i g n e d the r e s o l u t i o n . T h e r e s o l u t i o n d o e s not t e l l us w h a t w e n t on b e h i n d the s c e n e s - w h e n it w a s c o n c e i v e d , d e b a t e d and a d o p t e d .
Some of the f o l l o w i n g w e r e c o n s i d e r e d to be t h e p r e v a i l i n g c o n d i t i o n s t h a t m i l i t a t e a g a i n s t t h e i m p l e m e n t a t i o n of I Q M S . The u n i o n s m e m b e r s at t i m e s p l a y d o u b l e s t a n d a r d s - t h e y may s e n d c o n f u s i n g m e s s a g e s to t h e i r m e m b e r s ; s a b o t a g e the p r o c e s s if t h e y c o n s i d e r t h a t t h e y w e r e not i n i t i a l l y i n v o l v e d ; t h e u n i o n m e m b e r s can a l s o p o s i t i v e l y m o t i v a t e and c o n v i n c e t h e i r m e m b e r s to p a r t i c i p a t e in d e p a r t m e n t a l a c t i v i t i e s .
The e n v i r o n m e n t p r e v a i l i n g in s c h o o l s v a r i e s from s c h o o l s t h a t are e f f i c i e n t l y m a n a g e d to t h o s e w h i c h are d y s f u n c t i o n a l . T h e s u b - d i r e c t o r a t e s Q u a l i t y A s s u r a n c e and T e a c h e r D e v e l o p m e n t w e r e f i g h t i n g o v e r the c o n t r o l of t r a i n i n g e d u c a t o r s in I Q M S . T h i s w a s s e n d i n g the w r o n g m e s s a g e s to the s c h o o l s and d i s t r i c t s . U n i o n i s m is s t i l l rife in some s c h o o l s and may n e g a t i v e l y i m p a c t on the t r a i n i n g at s c h o o l l e v e l . I n s t i t u t i o n a l i n c a p a c i t y a l s o c o m p r o m i s e s t h e i m p l e m e n t a t i o n of I Q M S - t h e r e are d i f f e r e n t l e v e l s of c a p a c i t y to i n s t i t u t e c h a n g e at s c h o o l l e v e l . A c h e c k a g a i n s t t h e C A T W O E e l e m e n t s c o n f i r m s t h a t t h e r e is c o n s i s t e n c y b e t w e e n t h e m and the w o r d s u s e d in the R D . In the RD the a d d i t i o n a l w o r d s "educators at all levels " are i n c l u d e d . T h e RD is s p a r s e yet s t i l l a l e g i t i m a t e d e f i n i t i o n . It is i n i t i a l l y p o o r l y s t r u c t u r e d
s i n c e the use of the w o r d " a n d " b e t w e e n integrated and holistic i n d i c a t e s the t r a n s f o r m a t i o n p r o c e s s e s . T h e t r a n s f o r m a t i o n a c t i v i t i e s w o u l d a l s o r e q u i r e a c t i v i t i e s r e l a t e d to supporting and empowering. The A c t o r s are s p e c i f i e d w i t h i n the RD as educators and departmental officials, a l t h o u g h t h e r e was no s p e c i f i c i t y r e g a r d i n g all the a c t o r s and t h e i r r o l e s . The C u s t o m e r is a l s o i m p l i e d in the RD as t h e educators and departmental officials, a l t h o u g h it is w i t h i n t h e C A T W O E . The educators and departmental officials p l a y b o t h t h e r o l e of b e i n g the A c t o r s and C u s t o m e r s . D u r i n g t h e t r a n s f o r m a t i o n p r o c e s s the e d u c a t o r s end up b e i n g the d i r e c t b e n e f i c i a r i e s , w h i l s t the d e p a r t m e n t a l o f f i c i a l s are the i n d i r e c t b e n e f i c i a r i e s .
A l t h o u g h "teacher development "is s t a t e d as a n o t h e r r e q u i r e m e n t w i t h i n the RD it is n o t an e x t e r n a l l y i m p o s e d c o n s t r a i n t . T h e fact t h a t the O w n e r is not s p e c i f i c a l l y d e f i n e d w i t h i n the RD i l l u s t r a t e s the p r o p e r use of t h i s C A T W O E e l e m e n t . For the g r o u p the i n c l u s i o n of the o w n e r is not e x p l i c i t , r a t h e r i m p l i c i t . The d e c i s i o n s t h a t w e r e a r r i v e d at d u r i n g the i t e r a t i o n w e r e t h r o u g h d i a l o g u e and s h a r e d d e c i s i o n - m a k i n g .
Use of B r a i n w r i t i n g T o o l : I d e n t i f y i n g p r o b l e m s o l v i n g c y c l e s
The p a r t i c i p a n t s w e r e g r o u p e d i n t o six for p u r p o s e s of d e v e l o p i n g the c o n c e p t u a l m o d e l . For t h i s e x e r c i s e the g r o u p s w e r e w o r k i n g from the r o o t d e f i n i t i o n in f o r m u l a t i n g t h e c o n c e p t u a l m o d e l . D u r i n g t h i s s t a g e t h e y w e r e g i v e n the B r a i n w r i t i n g t o o l in o r d e r to w r i t e t h e i r i d e a s a b o u t the p r o c e s s .
The 4 g r o u p s b r a i n s t o r m e d on the i d e a s on the four p h a s e s , w h i c h w e r e i d e n t i f i e d as t h e m o s t s i g n i f i c a n t for t h e c o n c e p t u a l m o d e l . T h i s a p p r o a c h t e n d e d to b o r d e r on the h a r d s y s t e m s a p p r o a c h .
Step 1: A w a r e n e s s of the p r o b l e m Step 2: S e t t i n g of G o a l s and o b j e c t i v e s S t e p 3 : S t r a t e g i e s
Step 4: S u p p o r t , m o n i t o r i n g , e v a l u a t i o n and i m p l e m e n t a t i o n The p a r t i c i p a n t s w r o t e t h e i r i d e a s u s i n g the b r a i n w r t i n g t o o l .
T h e y w e r e l a t e r r e q u e s t e d to s u m m a r i s e t h e i r i n p u t s t o g e t h e r as a g r o u p . D u r i n g the p l e n a r y s e s s i o n , t h e s e i d e a s w e r e p r e s e n t e d in c h a r t s for the w h o l e g r o u p . E a c h p r e s e n t e r for the g r o u p e x p l a i n e d and c l a r i f i e d the w o r k on the c h a r t .
A s u m m a r i s e d v e r s i o n of t h e d e l i b e r a t i o n s of t h e g r o u p s was p r e s e n t e d in the c o n c e p t u a l m o d e l .
STEP 1: A W A R E N E S S
• P r o b l e m s i t u a t i o n : T h e f a i l u r e of I Q M S i m p l e m e n t a t i o n
• F a c t o r s e m e r g i n g from the i n f l u e n c e d i a g r a m w e r e the ff.
• L a c k of o w n e r s h i p
• I n s u f f i c i e n t t i m e for t r a i n i n g
• L a c k of p o s i t i v e a t t i t u d e
• L a c k of s u p p o r t and m o t i v a t i o n from s t r u c t u r e s
• I n s t i t u t i o n a l c o n f l i c t s
• L a c k of r e s o u r c e s
• PPM a l l o c a t i o n s l e a d i n g to r e d e p l o y m e n t ; r e s t r u c t u r i n g d i s p l a c i n g e d u c a t o r s
• D i f f e r e n t v e r s i o n s
• L a c k of p r o p e r p l a n n i n g and m o n i t o r i n g
• L a c k of w i l l p o w e r R I C H P I C T U R E
• W o r l d v i e w : m i s c o n c e p t i o n s of IQMS as a n o t h e r i n s p e c t i o n t o o l ;
• S y s t e m for f i n a n c i a l g a i n
• C u s t o m e r s l o o k at it as a n o t h e r load on t h e i r s h o u l d e r s C A T W O E T O O L
1. W h o are t h e c u s t o m e r s ? - e d u c a t o r s d e p a r t m e n t a l o f f i c i a l s , S M T s , p r i n c i p a l s
2. Who are t h e a c t o r s ? e d u c a t o r s , S D T s , D S G s
3. W h a t s o r t of t r a n s f o r m a t i o n is n e e d e d ? - o w n e d , s u p p o r t e d , d e v e l o p m e n t a l , m o n i t o r e d s y s t e m
4. Who are the o w n e r s ? - e d u c a t o r s , u n i o n s , 5. W h a t is t h e p r e v a i l i n g e n v i r o n m e n t ? - STEP 2: G O A L S a n d O B J E C T I V E S
G O A L S
To p r o v i d e q u a l i t y e d u c a t i o n To p r o v i d e a q u a l i t y a s s u r a n c e s y s t e m
To i n t e g r a t e the WSE
P e r f o r m a n c e M e a s u r e m e n t and D e v e l o p m e n t a l A p p r a i s a l To i m p l e m e n t I Q M S s y s t e m To d e s i g n an e f f e c t i v e
i m p l e m e n t a t i o n p l a n for I Q M S To i m p r o v e e v a l u a t i o n
To e n g a g e e d u c a t o r s on i s s u e s To p r i o r i t i s e the i n i t i a t i v e s
O B J E C T I V E S
To set up an a d v o c a c y c a m p a i g n To p l a n p r o p e r l y the i m p l e m e n t a t i o n To i n c r e a s e t h e l e v e l of s u p p o r t
To form r e l e v a n t s t r u c t u r e s To p r o v i d e m o n i t o r i n g t o o l s
To set e f f e c t i v e e v a l u a t i o n s t a n d a r d s To a d d r e s s e d u c a t o r c o n c e r n s
To a v o i d the o v e r l o a d i n g of i n i t i a t i v e s
Table 4: Goals and Objectives for IQMS implementation
S T E P 3 : S T R A T E G I E S No
1 2 3 4 5
6
S t r a t e g i e s
C o n s i s t e n t a d v o c a c y by d e p a r t m e n t a l o f f i c i a l s U n i f o r m t r a i n i n g of f a c i l i t a t o r s
E n s u r e an e f f e c t i v e a n d f o r m a l M o n i t o r i n g
A l i g n i m p l e m e n t a t i o n w i t h s c h o o l v i s i o n
I n t e g r a t i o n of i n i t i a t i v e s for p u r p o s e s of d r i v i n g the v i s i o n of the s c h o o l
D e v e l o p the c a p a c i t y for p r i n c i p a l s , D e p u t y p r i n c i p a l s a n d H O D s
T a s k s
C i r c u i t s to f o r m u l a t e u n i f o r m a d v o c a c y and t r a i n i n g p r o g r a m m e I d e n t i f y t r a i n i n g s e s s i o n s , t o o l s , m a t e r i a l s
D e s i g n m o n i t o r i n g t o o l s and c h e c k l i s t s ; set c l e a r t i m e f r a m e s SMT, S G B , SDT and s t a f f e n g a g e in r e v i e w of v i s i o n
S t r a t e g i c p l a n n i n g and S c h o o l D e v e l o p m e n t P l a n n i n g
I m p l e m e n t a t i o n of P G P ' s & SIP in staff d e v e l o p m e n t p r o g r a m m e s
Table 5: Strategies and Tasks
S T E P 4 : I M P L E M E N T A T I O N , S U P P O R T , M O N I T O R I N G , V A L U A T I O N and I M P L E M E N T A T I O N
1. S U P P O R T
• S u p p o r t m a t e r i a l be a v a i l a b l e for e v e r y o n e
• A d v o c a c y to be w e l l s t r u c t u r e d and c o n d u c t
• C l e a r l y s t i p u l a t e d g o a l s and o b j e c t i v e s a n d 2. E V A L U A T I O N
• Is s u p p o r t m a t e r i a l a v a i l a b l e and a d e q u a t e ?
• Do p r o f e s s i o n a l l y t r a i n e d f a c i l i t a t o r s c o n d u c t w o r k s h o p s ?
• How e f f e c t i v e was a d v o c a c y ?
• W e r e t h e g o a l s , o b j e c t i v e s and p r i n c i p l e s of I Q M S c l e a r l y s t i p u l a t e d a n d c l a r i f i e d ?
3. M O N I T O R I N G
• D e s i g n i n g a m o n i t o r i n g t o o l in a form of a c t i o n p l a n - d e t e r m i n i n g who w i l l do w h a t , w h e n , and w h e r e SDT in c o n s u l t a t i o n w i t h SMT d r a w up t i m e t a b l e for the 1s t p h a s e of self, p r e and c l a s s o b s e r v a t i o n ; P G P ' s for all e d u c a t o r s
• S c h o o l I m p r o v e m e n t P l a n for d e v e l o p m e n t a l p u r p o s e s , t i m e frames to be s t r i c t l y a d h e r e d t o .
• R e c o r d i n g to be a c c u r a t e , c o n f i d e n t i a l and be s a f e l y p l a c e d .
• The s e c o n d p h a s e of e v a l u a t i o n and d e v e l o p m e n t a l p h a s e to be done b e f o r e s u m m a t i v e e v a l u a t i o n .
ed
p r i n c i p l e s of I Q M S
4. I M P L E M E N T A T I O N
• T h e w h o l e p r o c e s s of I Q M S is i m p l e m e n t e d p r o c e d u r a l l y , from the e l e c t i o n of S D T , f o r m a t i o n of D S G ' s , s e l f - e v a l u a t i o n .
• F i l l i n g of P G P s and d r a w i n g up of S c h o o l I m p r o v e m e n t P l a n r i g h t up to s u m m a t i v e e v a l u a t i o n .
STEP 5: C O N C E P T U A L M O D E L
IQMS that can develop motivate and support educators, to promote sense of ownership and accountability through monitoring and evaluation.