Transformation Report 2020 - Noma Shange Campus Director - St Stithians College
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40 Peter Place | Lyme Park | Sandton | 2191
Private Bag 2 | Randburg | 2125 | South Africa
+27 11 577 6000
www.stithian.com
Transformation Report
2020
Noma Shange
Campus Director
Affiliations: Independent Schools Association of Southern Africa (ISASA) | Independent Examinations Board (IEB)
The Methodist Church of Southern Africa (MCSA) | Round Square | Proudly South African
PBO: 181113631 | NPO: 119-838-NPO Page 1Contents DIVERSITY & TRANSFORMATION PLAN OF ACTION / ACTIVITIES FROM 01 JULY 2020 Pg. 1 1. SCHOOL DIRECTORS & STAFF WORK Pg. 3 2. STRUCTURING SOCIAL JUSTICE LESSONS WITH A FOCUS ON DIVERSITY & RACIAL LITERACY Pg. 4 3. GOVERNANCE Pg. 5 4. STRATEGIC PROJECTS – TRANSFORMATION TASK TEAMS Pg. 5 5. DEMOGRAPHIC TRANSFORMATION & EMPLOYMENT EQUITY Pg. 6 6. RESEARCH Pg. 7 7. TEACHING & LEARNING Pg. 7 8. INSTITUTIONAL CULTURE Pg. 7 9. TRANSFORMATION PLANS FOR 2020/2021 Pg. 8
DIVERSITY & TRANSFORMATION PLAN OF ACTION/ACTIVITIES
FROM 01 JULY 2020
BOYS’ COLLEGE - 2 DAYS
1 LOVELYN NWADEYI JULY
FACILITATION – RACIAL LITERACY
EQUITY COMMITTEE
RENE KRUGER/
2 TRAINING & FACILITATION JULY
HR ARRANGEMENT
1H30 MINUTES
GIRLS’ COLLEGE – 2 DAY FACILITATION
3 LOVELYN NWADEYI JULY
– RACIAL LITERACY
1 HOUR PRESENTATION/BRIEF
4 BUSI DLAMINI JULY
TO GIRLS’ PREP PARENT GROUP
GIRLS’ PREP PARENT SUPPORT
NOMA SHANGE
5 GROUP (EXTEND INVITATION TO JULY
BUSI DLAMINI
PARENTS)
GIRLS’ PREP – 2 DAY FACILITATION BUSI DLAMINI
6 JULY
DIVERSITY & RACIAL LITERACY KIRSTEN KLOPPER
JUNIOR PREP – 1 DAY FACILITATION BUSI DLAMINI
7 AUGUST
DIVERSITY & RACIAL LITERACY KIRSTEN KLOPPER
BOYS’ PREP – 1 DAY FACILITATION BUSI DLAMINI
8 AUGUST
DIVERSITY & RACIAL LITERACY KIRSTEN KLOPPER
NOMA SHANGE
9 BSF [BOYS’ COLLEGE – ALUMNI] & OSA ISRAEL SKOSANA AUGUST
GAVIN TILO
DAVID DU TOIT
BOYS’ COLLEGE - ALL STAEKEHOLDER RESHMA LEKHA-SINGH
10 ENGAGEMENT [TRANSFORMATION TUMI MORAKE AUGUST
STRATEGY] NOMA SHANGE
NOMVULA MARAWA
IBSC WEBINAR NOMA SHANGE
11 AUGUST
EQUITY, BELONGING AND INCLUSION SEAN TUNMER
BOYS’ PREP – 2nd DAY FACILITATION BUSI DLAMIN
12 SEPTEMBER
DIVERSITY & RACIAL LITERACY KIRSTEN KLOPPER
EXCO & STRAT PLAN FULL DAY LOVELYN NWADEYI
13 SEPTEMBER
WORKSHOP BUSI DLAMINI
GIRLS COLLEGE KOPANYA INSTITUTE
14 ALL STAKEHOLDER WORKSHOP SARAH PING NIE JONES SEPTEMBER
“RACE & RACISM” JENNI TSEKWA
GIRLS COLLEGE
KOPANYA INSTITUTE
SURVEY ON DIVERSITY &
15 SARAH PING NIE JONES SEPTEMBER
TRANSFORMATION
JENNI TSEKWA
“SENSE OF BELONGING & WELCOME”
Page 1EE FEEDBACK RENE KRUGER
16 SEPTEMBER
BARRIER ANALYSIS HR TEAM
SHAMIMA GABIE
SALLY JAMES
17 ALUMNI FEEDBACK SEPTEMBER
NOMA SHANGE
ALUMNI
ISASA – CURRICULUM FOR SOCIAL
NOMA SHANGE
18 JUSTICE WITH FOCUS ON DIVERSITY & SEPTEMBER
COLLABORATION ISASA SCHOOLS
RACIAL LITERACY 1
NOMA SHANGE
19 BUILDING BELONGING SEPTEMBER
DIRECTORS
ISASA – CURRICULUM FOR SOCIAL
NOMA SHANGE
20 JUSTICE WITH FOCUS ON DIVERSITY & OCTOBER
COLLABORATION ISASA SCHOOLS
RACIAL LITERACY 2
CAMPUS DEPT CONVERSATIONS/
BUSI DLAMINI
21 WORKSHOP OCTOBER
NOMA SHANGE
HR/OPS/FINANCE/ADVANCEMENT
22 SUPPORT STAFF/GROUND/PRINTING BUSI & NOMA OCTOBER
23 POLICY UPDATE MEETING OLD & NEW POLICIES OCTOBER
PROF. TERRY SACCO &
SOCIAL JUSTICE CURRICULUM
24 CAMPUS D&T COMMITTEE & OCTOBER
WORKSHOP
RELEVANT STAKEHOLDERS
BOOKCLUB LAUNCH
25 NOMA SHANGE OCTOBER
ALL STAKEHOLDERS
ALL STAKEHOLDER ENGAGEMENT PROF. TERRY SACCO & WHOLE
26 NOVEMBER
FINALISING SOCIAL JUSTICE MATERIAL TRANSFORMATION TEAM
SUMMARISE & CONSOLIDATE: NOMA SHANGE & ALL TASKFORCE
27 NOVEMBER
ALL TASKFORCE WORK CHAIR’S
Page 2CAMPUS DIVERSITY & TRANSFORMATION
1. SCHOOL DIRECTORS & STAFF WORK
1.1. All school directors have produced an Action Plan for their schools, aligned with the Campus
plans.
1.2. Most of the school plans were aligned with the Transformation Workplan, which has since been
changed to fit the needs of the highlighted issues by our Alumnae and Parent Support Groups.
1.3. The School workshops required the Directors to create a survey form which was going to inform
what work and support needed to be design next.
1.4. Staff have been enthusiastic about the ongoing learning and support from the College.
1.5. The common themes that have been identified by the Directors are the following:
(a) Racial Micro-aggression
(b) Sexual Orientation Micro aggressions
(c) Disability Micro aggressions
(d) Gender Micro aggressions
(e) Environmental Micro Aggressions
These micro aggressions can be:
• Deliberate micro aggressions
• Unconscious micro aggressions
(f) Micro insults
(g) Micro assaults
(h) Micro invalidations
1.6. The Workshops have addressed these micro aggressions.
1.7. Staff development programmes are going to continue addressing the problem and triggers that
come with Micro aggressions.
1.8. Case Studies are being developed for Café’ style group conversations that will happen on the
topic of Micro aggressions.
1.9. The departmental goals will be set by staff in their groups for better understanding of the topic.
1.10. A webinar for parents will be hosted by our Junior Preparatory School, in the topic of Micro
Aggressions.
NB: The Campus D&T Committee will continue to work tirelessly with all stakeholders
to deliver a promise of a safe space and non- discriminatory environment for our Saints
Community.
Page 32. STRUCTURING SOCIAL JUSTICE LESSONS WITH A FOCUS ON
DIVERSITY & RACIAL LITERACY
The School Directors and all staff involved in the development of the following Social consciousness
lessons:
2.1. Junior Prep – SOCIAL JUSTICE LESSONS WITH A FOCUS ON DIVERSITY LITERACY
2.1.1 The themed lessons will be age appropriate and will engage us and our children on
topics such as, “Who am I.”
2.1.2 These lessons will also be aligned with subject matter that will be taught on a day to day
basis.
2.1.3 The lessons will allow the children to identify and celebrate difference.
2.1.4 Resources will be available for parents to engage their children with methodologies of
how to hold the conversations.
2.2. GIRLS’ PREP & BOYS’ PREP – SOCIAL JUSTICE LESSONS WITH A FOCUS ON SOCIAL,
EMOTIONAL AND DIVERSITY LITERACY
2.2.1 These lessons will be themed, and students will be able to engage their teachers on
where the focus should be for their own benefit.
2.2.2 The lessons will have some sections of children’s rights
2.2.3 The lessons will also empower our students to be socially and emotionally competent in
dealing with uncomfortable situations but also to address them the right way.
2.2.4 Safe spaces will be created for learners to engage without fear of being called names
such as “snitches” or telling on.
2.2.5 Students will also get an opportunity to learn about “good allyship” for current and future
conversations.
2.3. GIRLS’ COLLEGE & BOYS’ COLLEGE SOCIAL JUSTICE LESSONS WITH FOCUS ON
RACIAL AND DIVERSITY LITERACY
2.3.1 These lessons will be introduced to Grade 8 and 9 classes and will be timetabled.
2.3.2 These lessons have been designed to:
(a) help students acquire an awareness of their own racial socialization,
(b) encourage kindness, bravery and empathy,
(c) to develop a more inclusive and positive perspective of self and others,
(d) to analyse some history and social assertions
(e) to critique the biological fallacy of race & unpacking social truths.
Page 42.3.3 Girls’ and Boys’ College will be emphasising the Racial Literacy, focusing mainly on
areas that have been identified by the students as areas of concern.
Some of the topics of interest, include, but not limited to;
(a) A celebration of (skin) colours
(b) Encouraging kindness and social awareness
(c) How one voice can change a community
(d) The danger of a single story
(e) Diversity around the world
3. GOVERNANCE
3.1. COUNCIL TRANSFORMATION COMMITTEE
We welcome our newly appointed Chair of the Transformation Committee, Mrs Reshma Lakha-
Singh who has been in a deputy position for well over three years and has served on the PTA
structure of Girls’ College as well. Part of her mandate will be to decide on the composition and
review the terms of reference of this Committee. She will assist in viewing and advancing the
transformation work plan, and make sure that the Committee has;
(a) Gender representation and diversity
(b) Ensure that the Campus Committee functions optimally
(c) Reviewing of policy documents on Diversity and Transformation
(d) Choosing 3 themes as areas of focus for 2021
• These themes will have timeframes
• There will also be accountability and transparency
• There will be measurable outcomes
3.2. CAMPUS DIVERSITY & TRANSFORMATION COMMITTEE (GOVERNANCE)
The Campus Director, school directors and Campus representatives use this platform for sharing
of knowledge, challenges and good practice with regards to cultural change and activities and
interventions that further transformation, a sense of belonging, and diversity in each setting.
The Campus D&T Committee adopted terms of reference from Council but need to review and
create a standard one aligned with its vision. The Work Plan will be developed further to align
with the strategic framework for Diversity and Transformation, and this will assist the schools in
having a shared vision and goal for Transformation.
For 2020 and 2021 we will continue to strengthen the work of D&T Committees and focus on
ways to recognise and reward excellence in diversity and transformation.
4. STRATEGIC PROJECTS – TRANSFORMATION TASK TEAMS
To further advance the Transformation work, the Task Teams will continue whilst the Directors within
each school will continue to deliver on the Campus Transformation Work Plan and the Individual Schools
Plan, in alignment.
Page 54.1. Student Care;
• to advance with Mental Health issues, including drafting a Mental Health policy.
4.2. Curriculum Transformation;
• seminars with scholars
4.3. Discipline and Mediation;
• code of conduct/advancing behavioural psychology to correct learnt behaviours that are
toxic
4.4. Staff Transformation;
• Equity work and continued staff development projects
4.5. Accountability and responsibility;
• measuring success on initiatives driven and outcomes of promised institutional change.
4.6. Gender and Sexuality;
• focus group to advance LGBTQI & working on a Sexuality Policy
4.7. Works of Art & Culture;
• focus group which will enable our institution to review how best to represent SA in our Art/
Images around the school.
4.8. Coaches and Sports;
• focus group which will assist in the training and unpacking conscious and unconscious bias
in sports, for both full time and part time staff.
4.9. Multilingualism Project (an introduction);
• to eliminate the wide range of forms of discrimination; caused by accents; considering that
the issue of language is linked to issues of racial discrimination and racial inequality.
NB: Noting genuine barriers to learning as a lack of access to accent varieties
NB: All the work done will be inclusive of student representatives.
5. DEMOGRAPHIC TRANSFORMATION & EMPLOYMENT EQUITY
5.1. Recruitment, Development and Retention Programme (HR)
* The Directors from each school have been tasked with assisting the Heads with the recruitment
process, and to participate in the conversation of succession planning.
• The importance of having mentors who will assist the staff with adjusting to the culture of St
Stithians;
• A developer or coach who would assist with managing and advancing the holistic nature of the
person joining our institution.
• Staff development sessions and opportunities provided by the institution to grow beyond your
subject matter.
Page 66. RESEARCH
To improve research transformation and inclusivity, all demographic data which challenge demographic
gaps are to be addressed through innovation, strategically.
• Encouraging our staff to get involved in research work, including publishing educational papers.
• Post- graduate funding also available in most universities globally, through online research projects
as well.
Diversity and Transformation work to be on the forefront for us to make visible and meaningful change.
This will allow us to have the next generation of academics, being cultivated and nurtured to contribute
towards St Stithians College’s teaching, learning and research practice.
NB: Research work to be extended to College students as well, in partnership with
Universities Projects as well.
7. TEACHING & LEARNING
7.1. CURRICULUM REFORM
• Reviewing the Curriculum in line with IEB requirements but adjusting and adding information
which will enable every student to see themselves in examples used in class in a positive way.
• The staff and students are to have meaningful conversations/dialogues on critical curriculum
transformation.
• The focus on curriculum breadth and depth, through the decolonization of learning spaces,
pedagogic practices, cultural symbols and academic traditions, must be explored.
8. INSTITUTIONAL CULTURE
• The College has recognised that students of colour experience some barriers and exclusionary
practices whilst at the College.
• It is important for each school to review its practices for the institutional culture to shift or change to
include and welcome students of colour for them to feel the sense of belonging.
• The College realizes that this will not happen overnight, and the process will begin with courageous
conversations and actively work towards affecting changes to the physical environment to create
more inclusive areas.
• Departmental conversations will be useful in finding out what would best serve the students, or what
will allow them to feel included in the different lessons.
8.1. OPERATIONAL TRANSFORMATION WORK
8.1.1 CULTURAL CHANGE, PREVENTION AND EDUCATION
• Peer education
• Student training and capacity building
• Cultural change initiatives
Page 7• Staff-student cohesion
• Curriculum infusion
• Monitoring and evaluation
8.1.2 DISABILITY
• Advocacy
• Accessibility
• Educational psychologists
• Evaluation and monitoring
8.1.3 EDUCATION AND STUDENT CAPACITY BUILDING
• Training for whole staff
• Smaller group training and workshops especially departmentally
THEMES
• Gender • Toxic masculinity
• Patriarchy • Sexual diversity
• Sexual harassment • Intersectionality & Curriculum infusion
• Sexual assault • Staff – student cohesion
• Gender-based violence • Cultural change and diversity
• Rape culture
9. TRANSFORMATION PLANS FOR 2020/2021
9.1. Develop St Stithians’ gender diversity response and related policy.
9.2. Work with HR on addressing the barriers highlighted by staff for EE and addressing those
barriers with respect to targeted intervention in the recruitment, staff development and retention.
9.3. Build on the training programme for employment equity representatives and work on interventions
for unconscious bias in processes such as recruitment, promotions and development dialogues.
9.4. Continue to strengthen the work in the area of student mental health and wellness and finalise
mental health policy.
9.5. Continue to collaborate with the Teaching and Learning team to develop interventions that will
ensure students success.
9.6. Collaborate with Wits on research projects for academic rigor.
9.7. Continue to work on institutional climate, culture and decolonisation. Facilitate institutional
culture survey of students and staff to establish baseline for institutional culture at St Stithians.
9.8. Continue to support the work of Staff Diversity and Transformation Committees; Students
Committees as well as Parent Support Groups.
Page 89.9. Work towards establishing a school’s transformation forum; investigate ways in which excellence
in transformation can be recognised and awarded.
9.10. Launch a full programme of social justice classes inclusive of activities and guest speakers that
will engage our students from Junior Prep to the Colleges.
9.11. Continuation in partnering and collaborating workshops, learning Projects within schools and
Campus representatives.
9.12. Engage other neighbouring schools and empower our other partner schools through the
Thandulwazi office.
9.13. Our 7th school for outdoor education, Kamoka Bush School has been part of our ongoing
engagements in workshops as we thrive to make sure that inclusivity and a great sense of
belonging is felt in all our spaces.
The diversity and transformation project is a long but exciting journey at St Stithians which strives to
create an institutional culture of belonging that embrace a social justice work, and the core functions of
teaching and learning, research can take place in a constructive, meaningful and supportive environment.
Our staff and students can flourish, with all stakeholders feeling a sense of belonging. We look forward
on building on the current ongoing work and advance the processes at St Stithians that enables full
inclusiveness and a true and meaningful sense of belonging.
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