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Up ace mtl unit 1 orientation and session 1   13 mar 2010
Up ace mtl unit 1 orientation and session 1   13 mar 2010
Up ace mtl unit 1 orientation and session 1   13 mar 2010
Up ace mtl unit 1 orientation and session 1   13 mar 2010
Up ace mtl unit 1 orientation and session 1   13 mar 2010
Up ace mtl unit 1 orientation and session 1   13 mar 2010
Up ace mtl unit 1 orientation and session 1   13 mar 2010
Up ace mtl unit 1 orientation and session 1   13 mar 2010
Up ace mtl unit 1 orientation and session 1   13 mar 2010
Up ace mtl unit 1 orientation and session 1   13 mar 2010
Up ace mtl unit 1 orientation and session 1   13 mar 2010
Up ace mtl unit 1 orientation and session 1   13 mar 2010
Up ace mtl unit 1 orientation and session 1   13 mar 2010
Up ace mtl unit 1 orientation and session 1   13 mar 2010
Up ace mtl unit 1 orientation and session 1   13 mar 2010
Up ace mtl unit 1 orientation and session 1   13 mar 2010
Up ace mtl unit 1 orientation and session 1   13 mar 2010
Up ace mtl unit 1 orientation and session 1   13 mar 2010
Up ace mtl unit 1 orientation and session 1   13 mar 2010
Up ace mtl unit 1 orientation and session 1   13 mar 2010
Up ace mtl unit 1 orientation and session 1   13 mar 2010
Up ace mtl unit 1 orientation and session 1   13 mar 2010
Up ace mtl unit 1 orientation and session 1   13 mar 2010
Up ace mtl unit 1 orientation and session 1   13 mar 2010
Up ace mtl unit 1 orientation and session 1   13 mar 2010
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Up ace mtl unit 1 orientation and session 1 13 mar 2010

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  • 1. 3/8/2010 Module 2: Managing Teaching and Learning MTL - Orientation Presenter: Dr Muavia Gallie (PhD) 27 February 2010 1 Importance of the Module 1. Understanding 3. Lead and 4. Manage 5. Manage policy, school leadership manage organisational planning, school and management in people systems, physical and development and South Africa financial resources governance 6. Lead and manage 7. Mentor school subject/ learning managers and manage areas/ phase 2. Managing mentoring programmes in schools Teaching 8. Conduct 9. Moderate assessment outcomes-based and Learning assessment 10. Develop a portfolio to 11. Demonstrate effective 12. Basic computer demonstrate school language skills in school literacy for school management and leadership management and leadership management competencies 2 1
  • 2. 3/8/2010 Specific Outcomes 1 Demonstrate the personal and professional qualities necessary for effective management of T&L 1. Personal and professional orientation to teaching and learning; 2. Understand how to influence the curriculum and its management - sound theoretical and applied understanding of curriculum management; 3. Theories of learning - How children learn (behaviourist, phenomenological, cognitive and humanistic views of learning); 4. Interrogate and debate the concept of „quality‟ in T&L; 5. Explore the personal and professional qualities that are necessary for effective management of T&L; 6. Understand the culture of your school as it relates to curriculum delivery; 7. Understanding the issues faced by teachers in the classroom across all communities in South Africa; 8. Understanding the role of the principal within the management and leadership of T&L. 3 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 1. Leading learning through the curriculum; 2. 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; 3. Define what curriculum is and the implications of the defined understanding; 4. Develop a vision of T&L in the school based on sound pedagogical principles; 5. Develop HR principles and policies based on sound human resource principles; 6. Undertake a review of learner assessment types and procedures; 7. Understand what records of learners work need to be kept and how to use them; 8. Discuss reasons why the curriculum needs to be managed, who should manage it and the key elements related to its management; 9. How do we decide what goes into the curriculum?; 10. Data collection and management; 11. Strategies for data collection (benchmarking, etc.); 12. Analyse and interpret data; 13. Understand the process of developing and setting up of curriculum management systems. 4 2
  • 3. 3/8/2010 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 1. Schools as learning organisations; 2. Moving from data to action; 3. Understanding T&L as an interactive process within a planned organisational context; 4. Nature of the curriculum - NCS, happenings in classrooms and school grounds, context of engagement between teachers and learners; 5. Interventions based on evidence; 6. Establishing a learning culture; 7. Role of the principal in helping teachers to develop innovative teaching methodologies; 8. Role of principal in facilitating access to necessary resources; 9. Role of principal in encouraging the development of a critical, innovative and resourceful teaching corps and body of learners. 5 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. 1. Understanding the principles and practices of the health promoting school underpinned by Section 22 of the South African Constitution; 2. Understanding the principles and practices of safe schools; 3. Ascertain the needs of your school in relation to this specific outcome; 4. Use data and research findings to plan improved safety conditions. 6 3
  • 4. 3/8/2010 Summary of the MTL Know Yourself Know Know your Job your School Know your Context 7 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) 8 4
  • 5. 3/8/2010 Module 2: Managing Teaching and Learning Unit 1: Leading and Managing a School as a Learning Organisation Presenter: Dr Muavia Gallie (PhD) 13 February 2010 9 Content 1. Introduction; 2. Preparing yourself as a curriculum leader; 3. The context for school leadership; 4. Distributed leadership for effective teaching and learning; 5. Establishing a learning culture; 6. Developing plans to manage and lead; 7. Conclusion 10 5
  • 6. 3/8/2010 Introduction • Teaching and learning is the core activity or focus of any school; • There is clearly a different between „teaching‟ and „learning‟; • There is a „client‟, a „service provider‟ and a „product/service‟ in any transaction (where people are getting paid to render the product/service. • Service provider should render the product/service as required by the client. • “The quality of your product/service is an Attitude.” 11 Dysfunctionality vis-à-vis Under-performance Figure 10: Three leve ls of school functionality in relation to the support needed by schools 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% -10% -20% Basics Non -Functioning Low-Functioning High-Functioning -20% Š +20% 21% - 60% 61% - 100% 12 Gallie 2006 6
  • 7. 3/8/2010 External and internal difference 13 Activity 1 (in class) 1. Mentors must identify themselves; 2. Mentors must identify a row they want to sit in (position yourself on the right hand corner); 3. Participants must join their mentor in the particular row; 4. Participants must arrange themselves (closest to the mentor), from „dysfunctional‟ [-20%-20%], to „low functioning‟ [21%-60%], to „high functioning‟ [61%-100%] school they manage; 5. Primary schools must organise them based on the Matric results of their secondary schools (to which your are a majority feeder school). 14 7
  • 8. 3/8/2010 Activity 2 (in class) 1. Clearly define and explain the meaning of “Teaching” and “Learning”; 2. Define what the difference is between these two activities; 3. Define the „inter-connectedness‟ of these terms; and 4. Define which one comes first, if any. 15 Different Perspectives Understanding the situation well 16 8
  • 9. 3/8/2010 Origin of School Functionality Questionnaire Components Factors that The What makes a Characteristics of support change in Practical Contextual Conditions Learning Questionnaire school successful? successful schools different schools Successful stories recommendations elements elements school Clear and shared Dynamic leadership Mission and vision Clear 1 School ethos focus [2] Vision [2] Teacher attitude [7] [3 + 4] statement [2] Leadership [3 + 4] purpose [1] Identity [1] Vision, Aims and Core values, Strategic High standards and Clarity of innovation Make structures principles and goals Political stability [5’ 6 Inspiring 2 Planning expectations [1] Leadership [3 + 4] [2] more flexible [5] [1] + 7] vision [2] Strategy [2] Structures Allocate resources to and Effective school High Academic support educators [6 Administrative Levels of Strong procedures 3 The Principal leadership [3 + 4] Standards [2] Teacher training [7] + 7] support [3 + 4] cooperation [7] ownership [6] [5] High levels of Communication and Principal and collaboration and Standards of the support Create a discourse Develop governance Knowledge of reform Broad Technical 4 SMT Communication [6] heart [1] implementation [6] of possibility [10] structures [9] [10] capacity [5] support [5] Curriculum, Understanding Structures, Instruction and Family-school- Make contingencies processes and Tangible Human Roles and Assessment aligned community compatible with Set up broad relationships [5, 6 + organisationa resources [3 5 Responsibilities with standards [2] partnerships [8] classroom [10] advisory board [8] 7] l support [6] + 4] Ability and Leadership Decision making Frequent monitoring willingness to and and of teaching and Professional Develop evaluation support change [3 + managemen 6 Communication learning [5] development [7] plan [5] 4] t [3, 4 + 9] Professional Focused Development work professional Evidence of success standards and Administrative The context 7 relationship development [7] [10] assessment plan [6] capacity [3 + 4] [6, 7, 8 + 9] Links with Get internal and parents and Supportive learning external support [8 + Fiscal capacity [3 + 8 community environment [5] 9] 4] High levels of communicty and Involve stakeholders parental involvement in all processes [8 + 9 SGB and DoE [8 + 9] 9] Managing 17 10 Change Questionnaire on School Functionality (SFI) A. School Ethos Responses Questions Yes No I don‟t know 1. Are attendance, discipline and vandalism by learners major problems in school? B. Vision, Aims and Strategic Planning Responses 1. Do the principal and you, as staff member share a common vision about the school‟s future development? C. The Principal Responses 1. Does the principal provide strong leadership and a definite sense of direction through a clear vision based beliefs and values? D. The Principal and the Senior Management Team Responses 1. Are they working well together as a team through clearly defined roles and responsibilities known to staff? E. Structures, Roles and Responsibilities Responses 1. Is there a clear organisational structure that is appropriate for meeting the school‟s aims? F. Decision Making and Communication Responses 1. Are staff meetings used for the discussion of major policy issues? G. Professional Working Relationships Responses 1. Is there a good team spirit? H. Links with Parents and the Community Responses 1. Are teachers working to build and maintain good relations with parents? I. The Governing Body and Department of Education Responses 1. Are the staff and governing body enjoying a positive and harmonious relationship? J. Managing Change Responses 18 1. Is the school receptive to innovation and change? 9
  • 10. 3/8/2010 Summary of Analysis of Questionnaire responses Y = Preferred response (both Yes and No) Summary Y=n A. School Ethos Responses Pos Percentage Yes No Don’t Diff. % Don't Y=p Questions know Yes No know 1.1 Are attendance, discipline and vandalism by learners 23 1 0 n major problems in school? 2 4 96% 4% 0% 1.2 Are most of the parents proud that their children are 4 4 16 p attending this school? 2 17 17% 17% 67% 1.3 Is there a general concern through the teaching and 19 3 2 p learning process to provide quality education? 2 79 79% 13% 8% 1.4 Is a questioning, critical attitude actively encouraged, 11 10 3 and a complacency attitude actively discouraged among n staff? 2 46 46% 42% 13% 1.5 Is there a continual striving for improvement and growth 10 9 5 p among teachers? 2 42 42% 38% 21% 1.6 Are teachers holding high expectations of learner 4 15 4 behaviour and achievements through displaying confidence p in them? 3 17 17% 65% 17% p 1.7 Is there an open atmosphere for change in the school? 8 9 6 3 35 35% 39% 26% p 1.8 Are teachers talking freely about professional matters? 16 6 2 2 67 67% 25% 8% 1.9 Are learners and teachers feeling safe and secure at 4 17 2 p school? 3 17 17% 74% 9% 1.10 Are teachers working in a stimulating, enjoyable and 1 21 2 p satisfying atmosphere? 2 4 4% 19 88% 8% Entire summary 20 10
  • 11. 3/8/2010 Results 1 Graph 9 - School Ethos Graph 10 - Vision, Aims and Strategic Planning 1 100 1 100 10 2 80 10 80 2 60 60 40 40 9 17 793 9 21 20 3 20 4 4 8 13 38 17 0 13 0 13 25 46 67 8 17 4 8 4 35 42 38 52 54 7 5 7 5 6 6 Results 2 Graph 11 - The Principal Results 3 Graph 12 - The Principal and SMT 1 1 100 100 10 2 10 80 2 80 60 60 63 50 40 21 4025 9 3 9 29 3 20 17 33 20 43 42 42 0 0 33 25 42 39 8 4 8 30 4 38 38 46 42 63 7 5 7 5 21 6 6 Results 4 Graph 13 - Structures, Roles and Responsibilities Graph 14 - Decision Making and Communication 1 1 100 100 96 10 80 2 10 80 2 60 67 60 54 40 33 39 40 9 3 9 3 20 78 25 8 20 39 92 0 0 35 58 61 67 8 4 8 26 4 38 26 33 54 52 7 5 7 5 6 Results 5 6 Results 6 Graph 16 - Links with Parents and Community Graph 15 - Professional Working Relationships 1 1 100 100 10 2 10 80 2 80 60 50 60 38 40 40 9 29 3 9 29 3 20 67 17 20 67 38 8 42 0 0 21 0 4 54 42 74 8 4 8 4 35 46 75 7 70 5 7 5 22 Results 7 6 6 Results 8 11
  • 12. 3/8/2010 Graph 17 - The SGB and DoE Graph 18 - Managing Reform 1 1 100 100 10 80 2 10 80 2 60 54 60 43 50 40 40 9 3 9 3 20 8 54 17 20 17 00 21 33 0 25 4 0 0 21 14 4 21 13 8 4 8 21 4 7 5 7 5 6 Results 9 6 Results 10 A. School Ethos 32.8 Graph 19 - Level of school Functionality A B. Vision, Aims and Strategic Planning 27.5 C. The Principal 38.4 School Ethos Managing Change 100 D. The Principal and the Senior Management Team 37.7 90 80 Vision, Aims and Strategic Planning 70 E. Structures, Roles and Responsibilities 33.6 SGB and DoE 60 50 40 F. Decision Making and Communication 64.5 30 The Principal 20 10 G. Professional Working Relationships 44.0 0 Links with Parents and Community H. Links with Parents and the Community 36.6 The Principal and SMT I. The Governing Body and Department of Education 20.5 J. Managing Change 21.5 Professional Work Relationships Structures, Roles and Responsibilities Decision making and Communication 23 Average 35.7 Graph 20 - Level of School Functionality B 100 School Ethos 90 Vision, Aims and Strategic Planning 80 The Principal 70 The Principal and SMT 60 Structures, Roles and Responsibilities 50 Decision Making and Communication 40 Professional Work Relationships 30 Links with Parents and Community SGB and DoE 20 Managing Change 10 0 1 2 3 4 5 6 7 8 9 10 Level of School Functionality (SFI) Requests for use of the SFI - eduquest@movingup.co.za 24 12
  • 13. 3/8/2010 Defining Dysfunctional schools • Schools who continue to function, but do not accomplish the purpose for which they were created; • Schools exist to help each child realise his or her fullest potential as a human being; • Schools become dysfunctional when they stop serving the needs of the individuals with them; • School can take on a life of their own where their main objective becomes self-preservation; • One of the key indicators that a school has become dysfunctional is the ‘no talk rule’. Those within the school are not permitted, and do not permit themselves, to speak (or even think) critically about the school • Critical thinking begins with the question “why?” Why are we doing this? Why are things arranged this way? Why do we do it this way and not that way? These kinds of questions are not allowed in a dysfunctional group; • The other indicator is the evolution of a priestly caste whose allegiance is more strongly tied to the school than it is to the learners the school is meant to serve - this means the teachers and administrators within the school 25 Conceptual Argument - Types of Functionalities (relating to the Core Purpose) Non- Low High Functioning Functioning Functioning Schools Schools Schools (NFS) (LFS) (HFS) Leadership Level 1 Management Level 2 Administration Level 3 26 13
  • 14. 3/8/2010 10 Different mentalities 1. Definition of Teacher Quality; 2. Subject and/or learning area choices; 3. Time tabling; 4. Measuring productivity systems; 5. Quality Assurance systems; 6. Learner Expectation (success); 7. Data, Information, Knowledge, Intelligence Systems; 8. Multiple Opportunities; and 9. Time Utilisation; and 10.Difference between Home-work and School-work. 27 1. Defining Teaching Quality • Three related schools of thought - Good teaching is defined by (a) what the teacher brings into the classroom - that is, TEACHER CHARACTERISTICS, (b) what teachers do while they are in the classroom - TEACHING PRACTICES, and © what learners take out of the classroom - LEARNERS LEARNING GAINS; • A. Focusing on TEACHER CHARACTERISTICS note that standards (e.g. obtaining a degree/diploma, passing a professional examination) are set to ensure a degree of quality. The logic here is that it is difficult to measure teaching quality directly, so indirect measures should be used; • B. Others argue for a more direct measure of what teachers actually do. Those who focus on TEACHING PRACTICE argue for five common pedagogical principles, namely: 1. Building on learners‟prior knowledge; 2. Linking goals, assessment and instruction; 3. Teaching content and critical thinking; 4. Developing language skills; and 5. Creating a culture of learning; • C. There are those who reject measuring “inputs” (teacher characteristics) or “processes” (teaching practices) and argue that only outcomes matter. In this case, defining teaching quality is about HIGH LEARNER PERFORMANCE. 28 14
  • 15. 3/8/2010 2. Subject Choices Available No. Low-functioning School High-functioning School 1 Language 1st Language 1st 2 Language 2nd Language 2nd 3 Maths or Maths Lit Maths or Maths Lit 4 History or Science History 5 CAT or Accounting Science 6 Life Orientation CAT 7 Business Economics Accounting 8 Life Orientation 9 Business Economics29 3. Organising of Time table 1 2 3 4 5 6 7 8 9 Mon 1 2 3 4 5 6 7 8 9 H I G H Tues 1 2 3 4 5 6 7 8 8 Wed 1 2 3 4 5 6 6 7 7 Thurs 1 2 3 4 4 5 5 6 6 L O W Fri 30 15
  • 16. 3/8/2010 4. Measuring Teaching Quality i.r.t. different school functionalities Non-Functioning Low Functioning High Functioning Schools (NFS) Schools (LFS) Schools (HFS) Performance Management and Reward Systems Evaluation and Appraisal Systems Supervisory and Accountability systems 31 The Judgement of Quality is dependent on the Quality of the Judgement. 5. Focus of the measuring tool .. Non-Functioning Low Functioning High Functioning Schools (NFS) Schools (LFS) Schools (HFS) Getting them Performance to perform Management and ‘optimally’ Reward Systems Getting them Evaluation and ‘to do Appraisal something Systems extra’ Getting them Supervisory and ‘to do their Accountability job’ systems 32 16
  • 17. 3/8/2010 5. Keeping their ‘eye’ on achieving … Non-Functioning Low Functioning High Functioning Schools (NFS) Schools (LFS) Schools (HFS) Getting the Performance OUTCOMES Management and right Reward Systems Getting the Evaluation and PROCESS Appraisal right Systems Getting the Supervisory and INPUT right Accountability systems 33 6. In relation to Matric Results Figure 10: Three leve ls of school functionality in relation to the support needed by schools 100% 90% 80% Average (50%) in Matric Results 70% 60% 50% 40% 30% 20% 10% -10% -20% Non-Functioning Low-Functioning High-Functioning -20% Š +20% 21% - 60% 61% - 100% 34 17
  • 18. 3/8/2010 7. Data, Information, Knowledge, Intelligence Systems Data - what was (NFS); Information - what is (LFS); Knowledge - what could be (HFS); Intelligence - what should be (HFS). 35 7. SASAMS System 1. 2. 3. 4. Knowing Under- Teaching Another standing Teaching 7. 6. 5. Another Learning Support Learning 8. 9. 10. Assessment Support Evaluation 36 18
  • 19. 3/8/2010 8. Multiple Opportunities Low-functioning School Quarter 1 Test or Quarter 2 Test or Quarter 3 Test or Quarter 4 Test or Teach Exam Teach Exam Teach Exam Teach Exam High-functioning School Quarter 1 Test or Quarter 2 Test or Quarter 3 Test or Support Test or Teach Exam Teach Exam Teach Exam and Exam Support 37 9. Time Utilisation Low-functioning School High-functioning School 20% Teaching 20% Teaching 20% Teaching 20% Learning 20% Teaching 20% Learning 20% Teaching 20% Learning 20% Learning 20% Learning 38 19
  • 20. 3/8/2010 9. What do we know about our teachers and/or officials? Remembering Teaching (Information Sharing) Remembering Understanding Teaching Learning (Information Sharing) (Taking ownership of Information) 39 9. Types of Teaching - Learning None or to Little time and support for Learning Teaching and Learning Teaching Learning Plenty of time and support for Learning Teaching for Learning Teaching and Learning All the time and support are for Learning Teaching as Teaching Learning Teaching Learning Teaching Learning Learning Teaching Learning Teaching Learning Teaching Learning Teaching Learning Teaching Learning Teaching Learning 40 20
  • 21. 3/8/2010 10. Homework vis-à-vis Schoolwork vis-à- vis Busywork vis-à-vis Parent‟s work • Learning takes place throughout the day, whether „in school‟ or „out of school‟; • They can be categorised as „different‟ types of learning; • Given different situations and circumstances, the one becomes more important than the other; • We need all of them in our lives. 41 Conclusion - You Taught Me • You taught me the names of cities in the world, but; • I don‟t know how to survive the streets in my own city; • You taught me the minerals that are in the earth, but; • I do not know what to do to prevent my world‟s destruction; • You taught me how to speak and write in three languages, but; • I do no know how to say what I feel in my heart; • You taught me all about reproduction in rats, but; • I don‟t know how to avoid pregnancy; • You taught me how to solve maths problems, but; • I still can‟t solve my own problems; • Yes, you taught me many facts, and thank you, I am now quite clever, but; • Why is it that I feel I know nothing? Why do I feel I have to leave school to go and learn about coping with life? 42 21
  • 22. 3/8/2010 Homework Task 1.1 On an A4, do the following work: 1. Clearly define and explain the meaning of “Teaching” and “Learning”; 2. Define what the difference is between these two activities; 3. Define the „inter-connectedness‟ of these terms; and 4. Define which one comes first, if 43 any. Essence of being a Teacher 44 22
  • 23. 3/8/2010 Homework Task 1.2 • Calculate the amount of learners who entered (Gr.1 or Gr.8) your school over the last five years (2005 - 2009); • Calculate the amount of learners who successfully left your school at your highest exit grade (Gr.7 or Gr.12) during the last five years; - those who are all passing; - those who achieve a 60% and more. • Based on the above-mentioned figures, calculate the „Success-rate‟ of your school. 45 Success rate = 8,1% 46 23
  • 24. 3/8/2010 Homework Task 1.3 • Bring along a list of all your teachers with the following information: - their age; - their qualifications (professional and academic); - their trained specialisation(s); - their teaching experiences in the different grades and subjects; - their % of success in these grades and subjects; - their current teaching load in % (grade and subject). • Bring along a summary of your learners, stating the following; - different grades and subjects within these grades; - the % passes in these grades and subjects; - link the teachers in first list to the grades and subjects. • Bring along 5 photos that represent the ‘true’ image of your school. 47 Quote of the Day! You can’t do things differently until you see things differently. 48 24
  • 25. 3/8/2010 Contact details: • E-mail: muavia@mweb.co.za; • Fax: 0866720520 • Cell: 0828229494 (only emergencies) • Powerpoint website: www.slideshare.net 49 25

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