7.2. Document Analysis – Primary Data 2019
7.2.2. Tools developed by HOD to promote professional conversation with teachers at
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As evident in Figure 7.3, the principal needed to sign as proof that they have seen the report of the workshop attended by the HOD. This meant that principals also needed to ensure that report backs do take place after the HOD attended the meeting, thus addressing the issue of accountability that Mkhwanazi et al. (2018) commented on. The challenges that had been raised by teachers in the secondary data seemed to have been noted by unions. What is evident in the report is that suggestions of a way forward are provided which can be considered as the driving forces or enabling factors to guide HODs and teachers in the utilisation of CPT. There is also an emphasis on evidence required of school based meetings to ensure that professional conversations with regard to utilisation of CPT and curriculum coverage is taking place. These initiatives might help in addressing the concern raised in secondary data where there was no evidence of meetings taking place. In cases where meetings were taking place, there was no evidence of a discussion around CPT usage and curriculum coverage. If such initiatives can be adopted in all districts, there is a possibility to alleviate the challenges experienced by teachers and HODs of lack of knowledge and time to conduct school based meetings.
7.2.2. Tools developed by HOD to promote professional conversation with teachers at
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Chart 1 (Figure 7.4), outlines the focus of the workshop by PILO (Programme to Improve Learning Outcomes). The purpose behind the workshop was to drive the point that the primary goal of the CPT is to ensure curriculum coverage. The HOD that developed these charts, places emphasis on the fact that the CPT is meant to unpack CAPS and it is not there to stipulate to teachers what to do. It is not to be perceived as prescriptive but rather viewed as a tool to assist teachers in the tracking and monitoring of their coverage of the curriculum. This idea that the CPT is meant to unpack CAPS was also discussed in Chapter 1. It is clear that even in workshops this concept of unpacking the curriculum is there. Many of the challenges that arose from secondary data and primary data are due to contextual factors that teachers claim impede their utilisation of the CPT. However, in Chart 1, it was made clear that each school was free to adapt the CPT to their own unique school contexts before adopting them, whilst keeping the goal of ensuring curriculum coverage in mind. There are challenges which could be the restraining factors that inhibit change, as per the theoretical framework by Lewin (1947) used in this study. However, there are some driving forces which could upset the equilibrium and move towards establishing change that enable the use of the CPT. Furthermore, the theoretical framework of this study which combined the views on change by Lewin (1947) and Rogers (2014) could help to unpack some of the key suggestions in Chart 1.
The CPT is an input which according to Rogers (2014) are the tools provided to initiate change.
Next are the activities that need to be engaged with in order to facilitate change. In this case, those activities would be the act of adapting the CPT in order to meet the contextual needs of the teachers and the school. Lastly, comes the outputs, which are as a result of the driving forces which would shift the current status quo leading to the adoption of the CPT. Suggestions made in Chart 1 that would serve to be those driving forces, as discussed by Lewin (1947) and in the context of this study, would be the enabling factor of having catch up programs to cater for loss of teaching time in the event of teacher absenteeism being a challenge. Promoting complete syllabus coverage would mean making complete use of the CPT, not leaving out vital syllabus content. Chart 1 depicts some enabling factors by means of teachers’ actions to adapt the CPT and to take initiatives to have catch up programs. However, Chart 2 depicted in Figure 7.5 indicate the challenges that have been raised by various teacher unions.
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Fig. 7.5. Chart 2 depicts the challenges associated to CPT usage as expressed by various teacher unions
Chart 2, in Figure 7.5, outlines the various challenges being experienced in using the CPT.
Those were challenges that were raised by various teacher unions such as SADTU (South African Democratic Teacher Union), NAPTOSA (National Professional Teachers’
Organisation of South Africa) and NATU (National Teachers’ Union). Many of the challenges expressed in Chart 2 have been echoed in both secondary and primary data prior to 2019 from schools in both Pinetown and ILembe district. Duplication of paperwork and issues with time management were mentioned in multiple schools, especially in secondary data from schools in Pinetown district, namely Zuzu P1, Umta P2 and Glen P5. Other challenges as indicated in the chart above are that of the tracker being perceived as having too many different aspects covered within a week; this issue was reiterated by teachers in secondary data for all three schools in the Pinetown district and some schools at ILembe district during the interview in 2018. Many teachers, as indicated in secondary and primary data prior to 2019, prefer the use of the ATP over the CPT for this reason, stating that no allowance is made for slower learners or contextual issues within the school. However, from Chart 1, a way around this is to come to the realisation
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that the CPT is not as prescriptive as this challenge makes it out to be. The CPT can be adapted to suit the needs of the school before it is adopted in practice.
Other challenges expressed by the various unions is that of shortages of the CPT or the untimely arrival of the CPT, as well as the poor cascading of information from meetings from those who had attended it. These challenges were also found to exist at Zuzu P1 and Umta P2. Issues with late arrival were also noted at schools in ILembe district, namely Grout I3 and Mano I5 (in Chapter 6). At these schools it was noted that the CPT sometimes arrived late to the school and as a result the CPT could not be filled on time. At Glen P5, during the semi-structured interview the HOD and teacher also indicated that the late arrival and having to make copies of the CPT, due to having received an insufficient number of CPTs, is an immense challenge. At Umta P2, the teacher had not received direct training on the use of the CPT, instead the teacher had received knowledge on the CPT from the previous HOD. It was not clear whether or not the current HOD had received any training on the CPT and if any training had taken place, there appeared to have been no cascading of this information to other teachers.
These were challenges expressed by teachers in secondary and primary data within Chapter 5 and Chapter 6. Though the primary data presented here is within ILembe district, the challenges that are encountered are prevalent in both districts used in this study. However, what transpired in the information presented in these workshops is that stakeholders involved, i.e. Department of Education and PILO working with HODs are findings ways to alleviate those challenges at ILembe district. Such initiatives need to be cascaded to other districts, e.g. Pinetown district.
Lewin (1947) and Rogers (2014) principles of the theory of change point to such factors as the restraining forces that restrict the full utilisation of the innovation, in this case, the CPT. In the instances where the CPT was not delivered on time or were in short supply, these acted as lack of inputs, where according to Rogers (2014), the CPT will be seen as the input devices that would be used to enact change in ensuring curriculum coverage. If the inputs are made available then according to Lewin (1947) the driving forces or enabling factors would change the status quo to unfreeze current habits and refreeze habits towards change. Alternatively, in view of the many challenges or restraining forces, these would regress change and the status quo would be unaffected even though the input of the CPT is present. The lack of activities that would enable change would all cause the use of the CPT, for its intended purpose, to not take place at all. As a result the output expected, which is the enhancement of curriculum coverage through the use
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of the CPT will not be effected. This is because the change is dependent on having the input (the CPT), maintaining activities (enabling factors) that would ensure unfreezing of old habits and refreezing of new habits, which would serve to eventually ensure that the CPT is utilised by teachers and that curriculum coverage takes place.
In the surveys and interviews, teachers showed resentment to doing reflection as they saw no value of it towards their teaching. However, based on literature, one of the significant elements of improving teaching and learning in education is for teachers to be reflective practitioners (Dewey, 1933b; Farrell & Ives, 2015; Schön, 1983). Çimer et al. (2013) state that reflection upon teaching practice will more likely enhance teacher professional growth and discipline knowledge. Furthermore, reflective practice will probably lead teachers to understand the pragmatics of classroom instruction. Evidently so, in Figure 7.6, it is emphasised. This will thus, push teachers to be reflective practitioners.
Fig. 7.6. Chart 3 indicates an emphasis on reflective practice
Chart 3 in Figure 7.6 places much emphasis on reflective practice and its importance in ensuring curriculum coverage, as well as its ability to enable CPT usage. Based on Figure 7.6 it appeared that reflection is a strong factor in enabling better usage of the CPT. In order to alleviate the challenge of duplication of paperwork, which was indicated in Figure 7.5, it is suggested that these reflections on learner progress and curriculum coverage take place in the tracker (CPT) or in the lesson plan. Contrary to beliefs indicated in secondary data and interviews from primary data, if lessons could not be conducted on time due to contextual factors, it does not mean that those lessons should be skipped. In addition, if learners are not at the same pace as what is indicated in the CPT, it is not necessary to go faster than the capability of the learners. Part of the reflections is knowing where learners are and the progress they have made, if learners have not understood and it is required to reteach, then it is up to the teacher’s
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discretion to decide how to restructure their time and to pace re-teaching concepts. Challenges from data presented in Chapter 5 and Chapter 6 indicate that teachers and HODs are under the impression that there was no time allocated for the re-teaching of concepts when there are slower learners; however, from suggestions made in Figure 7.6 it can be seen that it was not the case. The importance of reflecting can greatly assist in making the CPT work and from Figure 7.4, adapting the CPT before adoption is key to the success of the CPT. Figure 7.7 below offers other enabling factors that could assist as well as suggestions that could improve assessment and monitoring skills.
Fig. 7.7. Chart 4 discusses issues on meetings with teachers and differentiated assessment practices
Figure 7.7, poses an important enabling factor, which is one of having one-on-one meetings between teachers and the School Management Team (SMT). In this case, the relevant SMT personnel is the HOD. It is also important that there are minutes of these meetings being recorded and Jika iMfundo refers to those meetings as Professional Conversations. These meetings could be pivotal in ensuring the utilisation of the CPT for the following reasons: a) it
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would allow for teachers to discuss problems faced and to receive support and monitoring from the HOD; b) it would allow for the HOD to build a strong rapport with the teachers in order to develop them; c) it allows for the development of Professional Learning Community (PLC) which supports collaboration between teachers and can strengthen pedagogical and knowledge skills and it would build confidence in the teachers (Steyn, 2013). Research suggests that collaboration between teachers and the formation of PLCs are proven to be of benefit in order to meet the growing challenges, social and economic needs of the country (Botha, 2012).
For the purposes of this study, the aspect of differentiated assessment as indicated in Figure 7.7 is beyond the scope of the study and will not be explored. Challenges that hindered change and prevented movement towards change were indicated in Chart 2 (Figure 7.5). The charts served the purpose of showing that the success of utilisation of the CPT rests upon the willingness to take ownership of the initiative despite the challenges and to embrace change in education for the benefit of the learners. Having evaluated the four charts presented in Figure 7.4 to 7.7, the following factors could enable the usage of the CPT: adaption of the CPT to suit the school context and not viewing the CPT as prescriptive and engaging in reflective practice and having collaborative meetings. These enabling factors, according to the framework adopted for this study, would see the input of the CPT together with these activities as being the driving forces that promote movement to change (Lewin, 1947; Rogers, 2014).
7.2.3. Tools developed by HOD to promote professional conversation with teachers at