5.2.3.1 Reporting on progress
Sammons (1999:209) notes that performance and progress of learners, classes and schools can be monitored by well-established mechanisms which form an important feature of effective schools. Monitoring improvement can determine the extent of progress made or if any regression has taken place. Monitoring tools provide valuable feedback. The entire SMT indicated in their responses that reporting is an important tool used for the purpose of monitoring. From the findings of the interviews, it is obvious that one form of monitoring takes place through the reflection sessions held with the objective of reporting on progress, status of projects or general information. Progress and improvement are monitored through reports that are provided to the SMT according to a response from the principal.
It’s from the reports that I get from teachers and also from the reports that I get from those…we call them mentors…from the NGO facilitators. I give feedback as well; there is an opportunity for me to give feedback. Reporting as a monitoring tool occurred through various channels at the school such as briefing sessions in the morning. Briefing sessions are used to
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make announcements and provide feedback on activities that have taken place. HoDs, the deputy principal and the principal referred to briefing sessions as an opportunity to monitor implementation of new ideas or programmes attended by staff. Another platform provided for reporting was the monthly staff meeting where in-depth reporting was required. HoDs indicated that reporting took place at departmental meetings. Monitoring happens through the evaluation of the quality of feedback provided or reports given at meetings.
As part of the practice to achieve effectiveness, the open systems approach requires feedback in ensuring that the desired output is achieved. The greatest influence over this process is the principal, who is perceived as having the power; he shapes the process by providing feedback.
5.2.3.2 Curriculum supervision
Another form of monitoring is supervision of the curriculum. Supervision of curriculum occurs through moderation whether internally or externally. Internal moderation is carried out by the SMT. Curriculum advisors undertake external moderation. The level of implementation of the guidelines provided is monitored through written reports submitted. Reports are made to parents of learners through progress reports. Reports provide valuable information on performance of learners at school. Harris (2001b: 484) asserts that monitoring learners’ progress offers an important means of self-review for improvement and creates opportunities for setting objectives related to learning. Monitoring by parents can be associated with this aspect: they can consult with learners or teachers on the progress of their children. It creates opportunities for sharing information and ensuring that the objectives of learning are met.
5.2.3.3 Analysis of progress
Use of analysis is an effective tool for monitoring improvement. This statement is supported by Southworth (2004: 60) who suggests that monitoring progress includes analysing and acting on learner progress and outcome data such as assessment and test results; learner attendance; school performance information; and evaluation information. This comment links to leadership: it
informs leadership as to which plan of action to follow after the results of analysis have been interpreted. Within this study, the entire SMT reported on the aspect of analysis of progress. There was an indication that progress results are analysed to determine where improvement needs to take place or where acknowledgement is due for good work rendered. It was indicated in the principal’s interview that quarterly results of the learners are reviewed and analysed:
We meet at the start of the term to look at the progress of learners and try and find out why some learners are not passing. We also look at what is being done right so that it can be shared with our colleagues. The principal indicated that, through the analysis of results, they can identify intervention strategies for improvement. HoDs reported that result analysis informed them as to where support is required. One HoD indicated that she acknowledged teachers that were doing well and through this process identified effective practices that were taking place in the school. The deputy principal indicated that there was analysis of results: he insisted, however, that analysis should take place at lower grades so that they can identify possible problems earlier.
Analysis of progress is interpreted in the context of cultural capital in the objectified state: segments of power (the SMT) interpret what progress or regress has been made. Analysis is an important aspect within the practice of effectiveness in identifying what needs improvement.
5.2.3.4 Accountability
According to Figlio and Loeb (2011: 384) school accountability is the process of evaluating school performance on the basis of student performance measures. Mayston (2007: 10) postulates that accountability is promoted when information is provided to measure and adduce performance. In the analysis of the findings of the SMT, it was highlighted that accountability played an important role at the school. The principal and HoDs indicated that IQMS was used in the school as an accountability tool. It was regarded as a tool used by the school to identify areas for improvement. Results of the IQMS
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process fed into the school improvement plan which assisted in identifying areas for improvement for the following year. This confirmed the first theme of professional development: it assisted in identifying professional development programmes.
The principal mentioned the lack of monitoring by HoDs due to their workload and the lack of training to be a HoD.
The HoDs and this is where I very strongly believe that the HoDs are not given sufficient training to manage their departments and they also need to be given, uh…you know to be given more admin time because they are the leaders of the curriculum and our core function here at the school is curriculum delivery and I find that there isn’t sufficient monitoring.
This indicates that there are problems with monitoring. It does not state that monitoring does not take place. The principal stated in his interview that HoDs compile reports that are forwarded to him. The deputy principal indicates that monitoring sessions take place.
Accountability is an important aspect in developing the habitus of an effective school and staff. Behaviour changes to create success or failure.