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WC MS IL - CMF and SRC
 

WC MS IL - CMF and SRC

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    WC MS IL - CMF and SRC WC MS IL - CMF and SRC Document Transcript

    • 16/03/2012   Instructional Leadership Workshop Curriculum Management Framework & School Readiness Components Presenter: Dr Muavia Gallie (PhD) 1 Domains of Challenges 3. Curriculum (Learners, Parents, Educators, Community, Business, District, Management (School Readiness)(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. 2 1  
    • 16/03/2012   Curriculum  Management  Framework   Educa;on  Philosophy   Curriculum  Implementa;on   an   Instruc;onal   Org Bureaucra-cs  &  Policy  Maker   TT   T-­‐AI   T-­‐Info   APlan   Teaching  and  Learning   TLSM   L-­‐Info   T-­‐Info   Principal  &  SMT   Learning  and  Assessment   TL  Sch   L-­‐Info   IMD  &  CMD   Teachers   Expecta;on  and     Learners   T-­‐Info   L-­‐Info   HoDs   Achievement   Learning  Space   Classroom   Faculty   School   District  and  Circuit   Na-onal  and  Provincial   School  Readiness  Components  Components   Timeframe   Fields  AIendance  (T&L)  Teacher  Infro  Learner  Info  Annual  Plan  Timetabling  TL  Schedule  Organogram  TLSM   2  
    • 16/03/2012   Con;nuum  of  Success   %   School  leaving   Cer8ficate   Diploma   Bachelor   90-­‐100   80-­‐90   70-­‐80   60-­‐70   50-­‐60   40-­‐50   30-­‐40   20-­‐30   10-­‐20   0-­‐10   Strategic  Planning  Model   +   Where  we  Results   want  to  go   Compe;;on  and   Environmental  factors   The  Gap  Today   Future   Time   Posi;oning,  strategies   and  tac;cal  ac;ons   Where  we   -­‐   are  going   3  
    • 16/03/2012   2.2.1  Tradi;onal  Conceptualisa;on   Adversity   Level  of  Func;onality   Resilience   Survival   Surrender   Normal  Learner  level  of   func;oning   Reorienta;on  Time   2.2.2  Re-­‐conceptual  Framework   Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Impressive   Adversity  Gap   Thriving  Level  of  Func;onality   Resilience   A   Survival   B   Surrender   Normal  learner s  level   Real  learner s  level   of  func;oning   of  func;oning   Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Reorienta;on  Time   4  
    • 16/03/2012   2.3  Turn-­‐around  Theory   Common Characteristics If  you  can t  Think  it,  1.  Constant crisis (Think); You  can t  Do  it!  2.  Organisational insanity Process (Think); Think Do Feel (Planning) (Implementing) (Monitoring and Evaluating)3.  Cluelessness (Think);4.  Relative Success (Think); Function Ownership Tools 8 SRC PD Accountability5.  Sub-Optimisation (Think);6.  Indirect Causes (Think); Principal All (Principal, Teachers,7.  Sorry is Okay mentality & SMT Teachers SGB & District) (Think);8.  Segmented morals - School Teaching Governance situational ethics (Feel); Readiness & Learning & Support9.  Multiple clicks/ groups (Do);10. Broken behaviour- consequence chain (Do). 5.1  Commonali;es  -­‐  2  schools     1.  Principals and teachers care deeply about education; 2.  The school is about teaching and learning , and not just a place where teacher are employed; 3.  They take challenges as opportunities (no excuses); 4.  They have a purpose - and it is not about them (the teachers); 5.  They are humane individuals, but … don t mess with the education of the children; 6.  Education is more than just schooling ; 7.  They see their situation as complete / whole and therefore don t expect hand-outs from others; 8.  They work hard (2700 hours per year) - don t take short-cuts ; 9.  They know what they want - and they get it! 10.  Look at their attitude - you see Quality. 5  
    • 16/03/2012   7.I.1  Recogni;on  of  High  Risk   7.I.2  Thinking   differently   about   Challenges   6  
    • 16/03/2012   7.I.3  Define  and  redefine   normal  and   reality  7.I.4 Knowing, Understanding and Serving Young People , and not Adults 7  
    • 16/03/2012   7.R.1 Utilise Organisational Strength7.R.2.1 High Commitment and Expectation to Succeed Success   Ac;ons   Commitment   Conversa;ons   Rela;onships   8  
    • 16/03/2012   7.R.2.2  High  Commitment  and  Expecta;ons   to  Success   High  level  engagement   Highly  mo;vated  Theorising   academic  learners  Applying  Rela;ng   2   4  Explaining  Describing   1   3  Note-­‐taking   Less  mo;vated  and/or  Memorising   less  academic  learners   Passive   Learner  ac-vity  required   Ac8ve   (e.g.  standard  lecture)   (e.g.  problem-­‐based  learning)   Low  level  engagement   (Biggs,  1999)   7.R.3  Recognise  the  Ability  to   Transform  and  Change   Where   1   you  are!   3   2   4   9   7   5   8   6  Where  you  want  to  be!   9  
    • 16/03/2012  7.R.4 Teachers Care deeply about Learners 7.C.1   Bring  it  On!  Actude   10  
    • 16/03/2012   7.C.2  Adults  Model  what  they  Value  Seeing  is  Understanding!   7.C.3 They ‘do’ and don’t sweat the small stuff Urgent Not UrgentImportant NotImportant 11  
    • 16/03/2012   7.C.4  They  Know   what  it  takes  to  be   successful   Building  a  performance  culture!!   People Performance Result Setting Providing Achievingpeople up for success X   tools and techniques =   sustainable results 7.S.1  Being  Ready  (Proac;ve)   12  
    • 16/03/2012  7.S.2 Always focus on Key Deliverables7.S.3  Data  driven  decision-­‐making  Monitor  Change   in  indicators   Data   Organise   Analyse   and  forecast   integrate   Impact   Pathway   Informa;on   for   Package  Implement   the  Plan   Evidence-­‐   Informa;on   based   Ac;on   Planning   Evidence   Influence   Package  and     Communicate  to     the  Plan   Knowledge   stakeholders   13  
    • 16/03/2012  7.S.4  They  have  Clear  and   Implementable  Rules   14