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UP ACE   MTL - Orientation
 

UP ACE MTL - Orientation

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MTL module for the ACE: School leadership students

MTL module for the ACE: School leadership students

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    UP ACE   MTL - Orientation UP ACE MTL - Orientation Presentation Transcript

    • Module 2: Managing Teaching and Learning MTL - Orientation Presenter: Dr Muavia Gallie (PhD) 7 February 2009
    • Importance of the Module 2. Managing Teaching and Learning 12. Basic computer literacy for school management 11. Demonstrate effective language skills in school management and leadership 10. Develop a portfolio to demonstrate school management and leadership competencies 9. Moderate assessment 8. Conduct outcomes-based assessment 7. Mentor school managers and manage mentoring programmes in schools 6. Lead and manage subject/ learning areas/ phase 5. Manage policy, planning, school development and governance 4. Manage organisational systems, physical and financial resources 3. Lead and manage people 1. Understanding school leadership and management in South Africa
    • Specific Outcomes 1 Demonstrate the personal and professional qualities necessary for effective management of T&L
      • Personal and professional orientation to teaching and learning;
      • Understand how to influence the curriculum and its management - sound theoretical and applied understanding of curriculum management;
      • Theories of learning - How children learn (behaviourist, phenomenological, cognitive and humanistic views of learning);
      • Interrogate and debate the concept of ‘quality’ in T&L;
      • Explore the personal and professional qualities that are necessary for effective management of T&L;
      • Understand the culture of your school as it relates to curriculum delivery;
      • Understanding the issues faced by teachers in the classroom across all communities in South Africa;
      • Understanding the role of the principal within the management and leadership of T&L.
    • Specific Outcomes 2 Manage the planning, implementation and monitoring/ evaluation of teaching to ensure quality learning for all in the context of national, provincial and school policy
      • Leading learning through the curriculum;
      • Understanding that curriculum implementation is the core business of the school and is not fixed. It needs to be revised and adapted to suit changing needs;
      • Define what curriculum is and the implications of the defined understanding;
      • Develop a vision of T&L in the school based on sound pedagogical principles;
      • Develop HR principles and policies based on sound human resource principles;
      • Undertake a review of learner assessment types and procedures;
      • Understand what records of learners work need to be kept and how to use them;
      • Discuss reasons why the curriculum needs to be managed, who should manage it and the key elements related to its management;
      • How do we decide what goes into the curriculum?;
      • Data collection and management;
      • Strategies for data collection (benchmarking, etc.);
      • Analyse and interpret data;
      • Understand the process of developing and setting up of curriculum management systems.
    • Specific Outcomes 3 Understand and be able to apply relevant content knowledge in the design, implementation and evaluation of T&L and the organisation of the school environment
      • Schools as learning organisations;
      • Moving from data to action;
      • Understanding T&L as an interactive process within a planned organisational context;
      • Nature of the curriculum - NCS, happenings in classrooms and school grounds, context of engagement between teachers and learners;
      • Interventions based on evidence;
      • Establishing a learning culture;
      • Role of the principal in helping teachers to develop innovative teaching methodologies;
      • Role of principal in facilitating access to necessary resources;
      • Role of principal in encouraging the development of a critical, innovative and resourceful teaching corps and body of learners.
    • Specific Outcomes 4 Create, manage and sustain a safe, caring and disciplined environment and show commitment to following this through in the way in which T&L is organised.
      • Understanding the principles and practices of the health promoting school underpinned by Section 22 of the South African Constitution;
      • Understanding the principles and practices of safe schools;
      • Ascertain the needs of your school in relation to this specific outcome;
      • Use data and research findings to plan improved safety conditions.
    • Summary of the MTL Know your Job Know your School Know Yourself Know your Context
    • Task for Seminar 1
      • Clearly define and explain the meaning of “Teaching” and “Learning”;
      • Define what the difference is between these two activities;
      • Define the ‘inter-connectedness’ of these terms; and
      • Define which one comes first, if any.
    • Contact details:
      • E-mail: [email_address] ;
      • Fax: 0866720520
      • Cell: 0828229494 (only emergencies)
      • Powerpoint website: www.slideshare.net
    • Quote of the Day!
      • “ The core purpose of principalship is to provide leadership and management in all areas of the school to enable the creation and support of conditions under which high quality teaching and learning take place and which promote the highest standards of learner achievement.”
      • (South African Standard for School Leadership)