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TUT EDU420 Assignment 1 - Delegation of curriculum management
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TUT EDU420 Assignment 1 - Delegation of curriculum management

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  • 1. 12/03/2012   Tshwane  University  of  Technology   Faculty  of  Humani8es   Department  of  Educa8on  Studies   Educa8on  Management  4     Assignment 1 – Delegation of Curriculum Management Presenter: Dr Muavia Gallie (PhD) 12 March 2012 muavia@mweb.co.za 1 Assignment 1Identify a school in your community. Write a two page introductory report on the history, location,etc. of the school. Collect documentary proof on their current practice as to the delegation ofcurriculum management duties, with particular focus as to whether they have an establishedcurriculum management delegation framework operating at the school. Interview the principalon the current processes, if any, the current practices/procedures how the management of thecurriculum is performed, and the possible need for a curriculum management framework. Reflectcritically on these practices/procedures, and then draft the curriculum framework, taking intoaccount their current practice and the need for an informed delegation process. Share thecurriculum management framework with the principal, the deputy principal (if any), a Head ofDepartment, and a post level 1 teacher. After a day or two, go and interview then on what theythink about your framework. Write a two page report on your interview process and findings.Make recommendations on your findings to the principal of the school.Your assignment therefore has to contain the following:1. An introduction to the name of the assignment and problem;2. Your first interview with the principal of the school, as well as the current documentationavailable that relates to the task;3. Your critical reflection on the current practices/procedures in the school;4. How you when about drafting your curriculum management delegation framework;5. Feedback for the principal, deputy principal, head of department and post level 1 teacher onyour curriculum management delegation framework;6. Your interview report, findings and recommendations. 2 1  
  • 2. 12/03/2012   Domains of Change 3. Curriculum (Learners, Parents, Educators, Community, Business, District, (School Readiness) Management(Taking Responsibility) Framework Sustainability Strategy SMT, Principal, SGB, (Education, Curriculum, Ownership Planning Instruction, Teaching, Province) Learning, Assessment, Expectations) Educator BEAR (Beliefs, Expectations, Attitudes & Relationships) 1. 2. 4. 5. 3 Origin  of  the  Curriculum   Management  Framework   •  Has  its  origin  in  the  challenges  faced  by  our   dysfuncAonal  (below  30%)  and  under-­‐performing   (below  60%)  schools;   •  From  research,  the  real  problem  is   about   planning  and  implemenAng  in  a  systemaAc  way,   based  on  informaAon/  data  (we  can t   management  what  we  don t  know);   •  Was  never  intended  for  schools  who  are  already   doing  well  and  those  who  do  have  systems  in   place.   4   2  
  • 3. 12/03/2012   Curriculum  Management  Framework   Learners   Educators   Head  of  Dept.   •   Monitoring   •   Support   •   Development   Deputy  Principal   •   Control   •   Compliance   Principal   District  Officials   District  Director   5   Role  of  the  HoD   Educator  A   Verify information submitted by teacher through Educator  B   HoD   sample of learners books. Look at context. Educator  C  Learners   Educator  D   Examine educators portfolio and Educator  E   workbooks, as well as HoD   checking learners work against learner Educator  F   outcomes. 6   3  
  • 4. 12/03/2012   Role  of  the  Deputy  Principal   Educator  A   Sample one educator. Select learner books. Verify information Educator  B   HoD   submitted with work in learners books. Educator  C   Deputy  Learners   Principal   Educator  D   If you pick up discrepancies, work with HoD, and not educator Educator  E   HoD   directly. HoD will work with educator. Encourage support and Educator  F   development of educators 7   Role  of  the  Principal   Educator A Sample one HoD and one educator, by consulting the teacher attendance register. Educator B Select learner books. Use HoD   data analysis to guide learner selection. Verify Deputy  Principal   Educator C information submitted withLearners   work in learners books. Principal   Educator D Identify weakness and address them. Make strategic rather than Educator E HoD   operational decisions. Also check the educator files of individual teachers. Check Educator F support and development from HoDs and deputy, to educators who struggle. 8   4  
  • 5. 12/03/2012   Role of the School Governing Body Parents School Governing Body Ensuring that feedback on teaching and learning is happening between learners Educator A and parents. Use and implement ideas fed by parents that will enhance Educator B teaching and learning. HoD   Ensure that planning, Deputy  Principal   Educator C monitoring and evaluationLearners   Principal   tools within the process of MTL are in place at the Educator D beginning of every year. Ensure that the governance focus and resource utilisation Educator E HoD   are on enhancing the MTL process, and ultimately learner achievements. Educator F 9   Role  of  the  District  Officials   Curriculum/ Subject/ Educator A Learning area DOs will monitor and evaluate the MTL by the principal, Educator B HoD Deputy and HoD. Will only render support on request by school (specific Deputy  Principal   Educator C DistrictLearners   individuals, but respecting Officials Principal   the supervisory line (DOs) functions). Educator D •  Curriculum; • Institutional; •  Etc. Educator E HoD Institutional and others support DOs will identify those factors that contribute Educator F negatively to the curriculum management process, and improve them. 10   5  
  • 6. 12/03/2012   Role  of  the  District  Director   Ensure that the focus of all district officials is on MTL. All support and development are focused on improving Educator A learner achievement in the district. Ensure the eradication of dysfunctional schools. Raise the level of expectation and success among all district officials, Educator B HoD teachers, parents and learners. Deputy  Principal   Educator C District DistrictLearners   Officials Director Principal   (DOs) •  with the Educator D •  Curriculum; support from • Institutional; the DEMT and •  Etc. DETMC Educator E HoD Work with all stakeholder structures in ensuring that their demands and expectations are responded to, with reference to MTL. Cross-referencing Educator F information received from district officials and/or schools with that of the other stakeholders, i.e. governing bodies & district E&T council members. 11   ACCOUNTABILITY SCALE 25%: 50%: 25% Compliance   towards   Seniors   50%   Job  Descrip8on   25%     -­‐  Salary     25%   Support  and   50%   Development  -­‐   Juniors   6  
  • 7. 12/03/2012   Conclusion    Learner  achievement  will  be  improved  if  learners  are  more   successful  in  the  assessment  processes  (tasks,  tests  and   examinaAons)  -­‐  this  is  where  they  get  their  results  from.    It  is   therefore  important  that  the  management  processes  and   plans  are  clear  up  to  the  learner  assessment  level.    •  Na8onal  and  Provincial  EducaAon  Management  Plan  (EMP)   will  feed  into:  •  District  Curriculum  Management  Plan  (CMP)  will  feed  into:  •  School  InstrucAonal  Management  Plan  (IMP),  which  will  feed   into;  •  Subject/Learning  Area/Phase  Teaching  and  Learning   Management  Plan  (TLMP);  •  Teacher  Assessment  Management  Plan  (LAMP);  •  Learner  ExpectaAon  and  Achievement  Plan  (EAP).   13   7  

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