Student outcomes continue to be a source of grave concern. It is clear that our public schools require lifeline - fresh and alternative approaches. It is against this background that this column has consistently made a case for adoption of a turnaround school programme to change the performance trajectory of our public schools and stamp out chronic low performance. Even though turnaround is touted as what the doctor has prescribed for persistently low achieving, one wonders why it is not enjoying massive appeal. The answer is that there is no easy road to success. The programme is demanding and taxing. Turnaround is an ambitious school programme seeking to achieve change the fortunes of schools overnight. It does not tolerate mediocrity nor does it entertain slow incremental progress. For instance, moving from very low to low (15% to 25% is a good upward mobility but many not qualify as turnaround. From the very onset turnaround begins with “setting sights high” (Bryan Hassel). Setting ambitious and challenging goals can be a discomforting experience for both teachers and students. It goes without saying that executing a successful turnaround programme requires a lot of energy, resources and above, all some personal sacrifices.
This, in the case of teachers may include creating time (outside working hours more often without additional remuneration) to provide special care and remedial teaching to underachieving students. Turnaround distinguishes itself from other interventions by placing the learners at the centre of everything that a school does. The one thing that has proved to be a source of distress particularly on the side of teachers and school managers is that under a turnaround dispensation there are consequences for failure to achieve set goals. There is greater accountability and turnaround (unfortunately) does not guarantee job security. It does not shy away from releasing ineffective staff. Everyone is required to take responsibility of what is happening and not happening in their respective areas of assignment. Turnaround schools have a ‘notorious’ distinction of frequently changing leadership and reorganising staff when performance targets are not met.
