1. ‘In Schools, in Community’ - first steps in the enactment of an effective university-school partnership model Patti Silbert & Jonathan Clark School of Education, University of Cape Town www.sii.uct.ac.za

2. 1.To describe UCT’s Schools Improvement Initiative (SII) university-school partnership model 1.To Report on the methodology of the case study as used in the SII partner schools during the initial stage of the intervention The purpose of this presentation

3. The SII serves as a vehicle for extending the university’s engagement in schooling with the aim of improving the quality of educational provision The Initiative Collaboration and mutually beneficial relationships SCHOOLS UNIVERSITY “A university’s destiny is inextricably linked with the communities it serves…” (Harkavy & Hartley, 2009:9)

4. The nature of our engagement

5. COMMUNITY The University, the community, the education District, the school & the classroom Education District School Contextually-specific, multi-level approaches in support of whole-school improvement Classroom Organisational development & capacity-building Focus on classroom practice & student learning Partnerships, networks, collaborations The school ‘in community’

6. 500 000 people 87 educational institutions 60 000 learners (Grades R-12) KHAYELITSHA

7. Partner School selection Four primary schools: evidence of improved learner performance in ANAs and provincial LitNum tests (Grades 3 & 6) Levels of present, and interest in future, participation in University-certified professional development (e.g. ACEs) Input from Metropole East Education District officials working directly in Khayelitsha schools Two secondary schools: Matric performance Staff and management ‘buy in’ to participate in the SII

8. Case Study as methodology The case study marks the initial stage of intervention by laying the foundation for subsequent development It generates a deeper contextual understanding of the school, informing the nature of engagement over the anticipated four-year intervention It offers a complex, differentiated approach which takes into account the school’s strengths and challenges as well as its development needs It offers a method through which to initiate dialogue and stakeholder engagement

9. DATA COLLECTION Interviews Focus group discussions Observations The SII approach to Case Study CONSULTATION Principal, SMT, Teachers & SGB CASE STUDY REPORT Intervention strategies identified to address school’s development needs (Harris, 2002) ‘Initiator of dialogue’ (Senge, 1990) & ‘call to action’ (Adelman et al, 1980) Collaborative identification of development priorities

10. Whole-school support for leadership & management Key development priorities across SII Partner Schools Teacher professional development Strategies to address discipline Parent involvement Strategic planning and development

11. School library Equal Education Engineers without borders ( EWB ) SHAWCO Grade R screening programme Organisational development Management & subject-specific ACEs & university-certified Short Courses UMMANGALISO Primary