• SMT Capacity Building Programme

    Overview of Programme

    This programme targets SMTs in all priority secondary schools in the province in all three clusters. It focuses on School Improvement and Subject Improvement Plan. The professional development framework is made up of three tiers, namely: Tier I Community of Practice (CoPs), Tier II Formal Training of SMTs and Tier III coaching of principals.

    Project Design

    Tier I: Focuses on all secondary schools principals where school leaders will share best practice and hold meaningful conversations sharing common concerns, problems or interest current topics and come together to fulfill both individual and group goals. The CoPs here will focus on sharing best practice and creating new knowledge to advance domain of professional practice which will be on school effectiveness and improvement. This CoPs will provide a new model for connecting all principals in the spirit of learning, knowledge sharing and collaboration as well individual, group and organizational development. CoPs are important because they:

    • Connect people
    • Provide shared context
    • Enable dialogue
    • Stimulate learning
    • Capture and diffuse existing knowledge
    • Introduce collaborative processes
    • Help people organize
    • Generate new knowledge

    Tier II: Targets SMTs in all priority schools on Subject Improvement Planning using a Data Driven Decision Making (DDDM) SMT Toolkit for diagnosis and development of meaningful fact informed Subject Improvement Plans. To date 8 workshops have been held for SMTs across the 15 Districts in Gauteng. Three hundred and sixty eight schools targeted here that have performed below 80%. Total number of SMTs involved is 1104. Formal training is done by three HEIs for the three clusters viz. Wits for the Ekudibeng Cluster, UJ for the Johannesburg cluster and CELP (UP) for the Tshwaga cluster.

    Tier III: Provides an intensive intervention of one on one coaching. This tier targets schools that have achieved less than 60%. Coaching here focuses on school improvement and effectiveness for principals. Coach and coachee have ten sessions per year. School improvements coaches engage in supporting principals improve their schools performance and effectiveness. The adopted coaching model emphasizes of four strategies: one-on-one principal engagement, evidence-based school improvement practice applied across the school at three levels Macro, Meso and Micro; data analytics; and reflection on practice. School improvement coaching should not be viewed in isolation but it is linked to the other two tiers as discussed above.


    The project is located at Johannesburg West and Johannesburg Central Districts. It focuses on the training of 100 school leaders on instructional leadership and human resource management leading towards an ACE qualification. The project is implemented by MGSLG and the University of Johannesburg and is sponsored by the ETDP-SETA.


    The main objectives of the GPLMS strategy are to improve learner performance in Mathematics and English FAL through teacher competences to CPK, classroom practice and teacher professional practice at both foundation and Intersen phase.

    Project Design

    The educational practice adopted for the GPLMS is based on four broad based categories: (1) School Based Support, (2) School Based Workshops, (3) Cluster Based Workshops (Professional Learning Groups) [PLG] and (4) Supply of Teaching and Learning Resources

    1. School Based Support: involves the use of instructional coaches to support teachers at classroom level. This involves consulting, collaboration and reflection with teachers. Consulting purpose will include providing information, technological assistance, problem solving and giving advice to teachers. Collaboration will be involved sharing of ideas and problem solving with teachers collaboratively and reflection purpose will be to improve instructional decision-making and increasing reflection on practice.
    2. School Based Workshops: these are the workshops that take place between instructional coach and teacher to address subject matter knowledge that a particular teacher needs in context of the teachers and school.
    3. Cluster Based Workshops: involves the training of a group of cluster teachers which are called Professional Learning Groups (PLGs) to address identified critical subject matter knowledge gaps common across cluster schools.
    4. Supply of Teaching and Learning Resources: Resources like lesson plans, teachers resource files, readers, worksheets and manipulatives will be provided to target schools and mediated