DROP ALL AND READ CAMPAIGN in the Johannesburg East District
Our partnership with D9; as part of the GIBS project, included an invitation to Charmaine Smith to be Programme Director on Friday 9th September at the launch of the JHB East District wide Reading Campaign. In line with the National and Provincial Drop All and Read Campaign the launch was held at Saxonwold Primary. Schools brought their learners; their parents; their teachers and their Principals to listen to MEC Panyaza Lesufi; Guest speaker Dr Motshekga and the District Director Mr Ndevu speak about the value and imperative of reading. National Department was represented by Mr Ramahuma.
The District officials worked tirelessly for weeks to prepare; books were donated by sponsors so that each learner left with a book, and bookmarks. Publishers were present to show schools their reading material and the spirit of the day was positive and enthusiastic. One of the highlights was the MEC leading the Drop All and Read part of the programme which entailed everyone reading together. The schools showcased their abilities by reading literature in the 11 official languages; and renditions of poems and narratives by confident high school learners was affirming of the future of our youth. Saxonwold Primary Choir led us all in the National Anthem to start and entertained guests before the official start of the programme. |
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Alexandra CREATE Project with GIBS Oct 2015
GIBS began working with Infundo in the Alex community 4 years ago. To begin the brief was simple and clear: create the right kind of partnership and relationship between the Alex schools and GIBS so the schools would prosper. There had already been work done so relationships were established; what was missing was a clear structure to the relationship which would build towards high performance in every way – teamwork; leadership; results in the Annual National Assessments; holistic child-centred development; emotional development etc.
Infundo is a consultancy focused on deep systems change – focused on individual; team and then organisational performance. We began with 3 Primary schools – Gordon Primary; Ekukhanyisweni and Emfundisweni. The first phase included Personal Mastery training for the School Management teams; and then team coaching to enable the SMT’s to build healthy resilience and high performance teaming. Through this process the SMT’s created solutions to increase marks through accountability structures; as well as mitigating against the social challenges which are present across Alex and which impact the schools’ abilities to perform.
After the initial year the SMT teams were coherent and strong units; accountability was increased within these teams and across their schools; resilience improved; the health of the teams was enhanced; and Annual National Assessment Marks had improved. We realized the need to deepen and broaden the scope – one of our Deputies was appointed Principal of Ikage Primary and this became a naturally inclusive process into another school. Ikage joined the project; and we became increasingly aware of the need to build leadership across Alex. Initial partnerships were established via ISASA – Greg Royce of St Peters Prep assisted with strategic planning; acting as an independent sounding board for the Principals; to assist in developing strong usable School Improvement Plans.
The EXCO process began as an extension of the schools’ performing team culture - the 4 Principals and their Deputies began meeting in the same team coaching format; to consider solutions and impact into the wider system of Alex. One of our principals coined the phrase to describe their focus– sharing their newfound skills and confidence as 21st Century African leaders in an African context. Considerations in this group were about systemic issues: township contexts; extending the leadership lessons to others and thinking more broadly about how to engage with the challenge all the schools were facing. They understood that the challenges of Alex were ones they all share: solving these would impact on each school; so working collaboratively and sharing their own specific expertise would serve their greater and individual goals.
Partnerships into this new improved system were opportune: District began working more closely with the schools and with Infundo having seen the impact in their schools. What was previously an arms-length, sometimes adversarial relationship between the schools and their IDSO’s became collaborative. The sense that we were all focused on the same goal became conscious and overt. The levels of transparency increased. Sharing of relationships and new projects became common place – because trust had grown and real partnership was taking place across the system.
St Davids Marist joined the partnership process. Tiring of ad hoc events into schools; the coordinator of Outreach at the school and Infundo invited Grade 10’s and 11’s into the 4 Alex primary schools to add real value to both schools. Each year the Marist boys arrive in Alex in April and August; having pre-prepared a section of work in Maths and English – to assist the Gr 6’s to prepare for their ANA exams in September. This has become a process of sharing; of collaborating and mutual benefit. This project has become a regular occurrence and something everybody looks forward to. Recently a young man from Gordon Primary has received an academic bursary to attend St Davids from 2016. It is good to have relationships continue in other ways into the future.
What excites Infundo about these partnerships is the nature of the relationship – equal partners understanding their own value and benefit; able to converse easily about their needs, transparently declaring their own agendas and then being able to agree a mutually beneficial relationship. All of the relationships forged through this process are authentic; and discussion about changes and learning together is conscious and respectful. This is sustainable transformation at its best.
CREATE A BASE OF LEARNING IN COMMUNITY -->
DEEPEN THE PARTNERSHIPS DEVELOPING A WHOLE COMMUNITY INTERVENTION STRATEGY -->
CREATE A SELF-SUSTAINING LEARNING COMMUNITY UPLIFTMENT PROGRAMME
From 2015 Infundo has committed to working with an additional 3 schools per year; spreading and deepening the principles of systemic transformation across Alex; to build a common language and approach; building strong partnerships and collaborations to create sustainable systemic change and to inculcate a new wave of deep healing and thus impact on results for our country. By 2019 our aim is to have grown the new wave of African leadership in Alex; in all 19 schools; and to continue to grow positive change in each school and through the EXCO across Alex.
The 19 school Alex project will continue the work in the 4 pillars below as an overarching focus for the community
Infundo is a consultancy focused on deep systems change – focused on individual; team and then organisational performance. We began with 3 Primary schools – Gordon Primary; Ekukhanyisweni and Emfundisweni. The first phase included Personal Mastery training for the School Management teams; and then team coaching to enable the SMT’s to build healthy resilience and high performance teaming. Through this process the SMT’s created solutions to increase marks through accountability structures; as well as mitigating against the social challenges which are present across Alex and which impact the schools’ abilities to perform.
After the initial year the SMT teams were coherent and strong units; accountability was increased within these teams and across their schools; resilience improved; the health of the teams was enhanced; and Annual National Assessment Marks had improved. We realized the need to deepen and broaden the scope – one of our Deputies was appointed Principal of Ikage Primary and this became a naturally inclusive process into another school. Ikage joined the project; and we became increasingly aware of the need to build leadership across Alex. Initial partnerships were established via ISASA – Greg Royce of St Peters Prep assisted with strategic planning; acting as an independent sounding board for the Principals; to assist in developing strong usable School Improvement Plans.
The EXCO process began as an extension of the schools’ performing team culture - the 4 Principals and their Deputies began meeting in the same team coaching format; to consider solutions and impact into the wider system of Alex. One of our principals coined the phrase to describe their focus– sharing their newfound skills and confidence as 21st Century African leaders in an African context. Considerations in this group were about systemic issues: township contexts; extending the leadership lessons to others and thinking more broadly about how to engage with the challenge all the schools were facing. They understood that the challenges of Alex were ones they all share: solving these would impact on each school; so working collaboratively and sharing their own specific expertise would serve their greater and individual goals.
Partnerships into this new improved system were opportune: District began working more closely with the schools and with Infundo having seen the impact in their schools. What was previously an arms-length, sometimes adversarial relationship between the schools and their IDSO’s became collaborative. The sense that we were all focused on the same goal became conscious and overt. The levels of transparency increased. Sharing of relationships and new projects became common place – because trust had grown and real partnership was taking place across the system.
St Davids Marist joined the partnership process. Tiring of ad hoc events into schools; the coordinator of Outreach at the school and Infundo invited Grade 10’s and 11’s into the 4 Alex primary schools to add real value to both schools. Each year the Marist boys arrive in Alex in April and August; having pre-prepared a section of work in Maths and English – to assist the Gr 6’s to prepare for their ANA exams in September. This has become a process of sharing; of collaborating and mutual benefit. This project has become a regular occurrence and something everybody looks forward to. Recently a young man from Gordon Primary has received an academic bursary to attend St Davids from 2016. It is good to have relationships continue in other ways into the future.
What excites Infundo about these partnerships is the nature of the relationship – equal partners understanding their own value and benefit; able to converse easily about their needs, transparently declaring their own agendas and then being able to agree a mutually beneficial relationship. All of the relationships forged through this process are authentic; and discussion about changes and learning together is conscious and respectful. This is sustainable transformation at its best.
CREATE A BASE OF LEARNING IN COMMUNITY -->
DEEPEN THE PARTNERSHIPS DEVELOPING A WHOLE COMMUNITY INTERVENTION STRATEGY -->
CREATE A SELF-SUSTAINING LEARNING COMMUNITY UPLIFTMENT PROGRAMME
From 2015 Infundo has committed to working with an additional 3 schools per year; spreading and deepening the principles of systemic transformation across Alex; to build a common language and approach; building strong partnerships and collaborations to create sustainable systemic change and to inculcate a new wave of deep healing and thus impact on results for our country. By 2019 our aim is to have grown the new wave of African leadership in Alex; in all 19 schools; and to continue to grow positive change in each school and through the EXCO across Alex.
The 19 school Alex project will continue the work in the 4 pillars below as an overarching focus for the community