Course Outline for Advanced Certificate: Education School Management And Leadership (PDF)
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Course Outline for Advanced Certificate: Education School Management And Leadership (PDF)

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This document is the course outline for the Advanced Certificate: Education (School Management And Leadership) programme. The ACE programme is aimed at empowering school leaders to lead and manage ...

This document is the course outline for the Advanced Certificate: Education (School Management And Leadership) programme. The ACE programme is aimed at empowering school leaders to lead and manage schools effectively in a time of great change, challenge and opportunity. It is targeted at serving School Management Team members who aspire to principalship. The programme seeks to provide structured learning opportunities that promote quality education in South African schools through the development of a corps of education leaders who apply critical understanding, values, knowledge and skills to school leadership and management within the vision of democratic transformation. It seeks to empower/enable these educators to develop the skills, knowledge, and values needed to lead and manage schools effectively and to contribute to improving the delivery of education across the school system.

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    Course Outline for Advanced Certificate: Education School Management And Leadership (PDF) Course Outline for Advanced Certificate: Education School Management And Leadership (PDF) Presentation Transcript

    • COURSE OUTLINE FORADVANCED CERTIFICATE: EDUCATION (School Management and Leadership) Based on NQF ID 48878 at Level 6, 120 credits EDUCATION MANAGEMENT AND LEADERSHIP DEVELOPMENT 2008
    • Contents1. Institution ..................................................................................................................................................................................................................... 32. Name of programme ..................................................................................................................................................................................................... 33. Vision........................................................................................................................................................................................................................... 34. Purpose ........................................................................................................................................................................................................................ 35. Aims ............................................................................................................................................................................................................................ 36. Rationale ...................................................................................................................................................................................................................... 47. Target........................................................................................................................................................................................................................... 48. Learning principles ....................................................................................................................................................................................................... 49. Credits.......................................................................................................................................................................................................................... 510. Duration ....................................................................................................................................................................................................................... 511. Assessment................................................................................................................................................................................................................... 512. Recognition of prior learning (RPL) .............................................................................................................................................................................. 613. Access .......................................................................................................................................................................................................................... 714. Articulation .................................................................................................................................................................................................................. 715. Curriculum details ........................................................................................................................................................................................................ 815.1 Curriculum overview .................................................................................................................................................................................................... 815.2 Detailed module outlines............................................................................................................................................................................................... 9 15.2.1 Develop a portfolio to demonstrate school management and leadership competence ...................................................................................................9 15.2.2 Leading and managing effective use of ICT in South African Schools ......................................................................................................................11 15.2.3 Understand school leadership and management in the South African context ............................................................................................................16 15.2.4 Language in leadership and management .................................................................................................................................................................19 15.2.5 Manage policy, planning, school development and governance.................................................................................................................................20 15.2.6 Lead and manage people..........................................................................................................................................................................................26 15.2.7 Manage organisational systems, physical and financial resources..............................................................................................................................32 15.2.8 Manage teaching and learning..................................................................................................................................................................................38 15.2.9 Lead and manage a subject, learning area or phase ...................................................................................................................................................44 15.2.10 Mentor school managers and manage mentoring programmes in schools ..................................................................................................................45 15.2.11 Plan and conduct assessment....................................................................................................................................................................................50 15.2.12 Moderate assessment ...............................................................................................................................................................................................5716. Illustrative portfolio assessment matrix ....................................................................................................................................................................... 62Advanced Certificate: Education (School Management and Leadership) 2Course Outline v6November 2008
    • 1. Institution Higher Education Institutions (Respective Names) 2. Name of programme Advanced Certificate: Education (School Management and Leadership). It is based on NQF ID 48878, at NQF level 6, with some additions to reflect the needs of the target candidates. 3. Vision To provide structured learning opportunities that, while recognizing the diverse contexts in which schools operate, promote quality education in South African schools through the development of a corps of education leaders who apply critical understanding, values, knowledge and skills to school leadership and management in line with the vision of democratic transformation. 4. Purpose To empower/enable these educators to develop the skills, knowledge, and values needed to lead and manage schools effectively and to contribute to improving the delivery of education across the school system taking into account the diversity of school types and contexts. 5. Aims The programme aims to achieve the following:  Provide leadership and management to enable schools to give every learner quality education taking due cognisance of the nature of the school and its context.  Provide professional leadership and management of the curriculum and therefore ensure that schools provide quality teaching, learning and resources for improved standards of achievement for all learners working in diverse contexts.  Strengthen the professional role of principalship.  Develop aspirant principals who are able to engage critically and be self-reflective practitioners.Advanced Certificate: Education (School Management and Leadership) 3Course Outline v6November 2008
    •  Enable aspirant principals to manage their organisations as learning organisations and instill values supporting transformation in the local and South African context. 6. Rationale The rationale for the development and implementation of the programme is to:  Develop a programme, which provides an entry criterion to principalship  Provide aspirant principals with a professional qualification, which is career related  Provide a formal professional qualification, which is consistent with the Job Profile of school principals. 7. Target The programme seeks to target School Management Team members at Post Level 2 or above who aspire to principalship, with the caveat that educators at post level 1 who are involved in the management of small schools may also be considered. 8. Learning principles The following learning principles underpin the teaching and assessment of the programme work:  Directed and self-directed learning in teams and clusters  Site-based learning (dependent on the content)  Variety of learning strategies i.e. lectures, practice and research portfolios amongst others  Parallel use throughout of individual and group contexts of learning  Collaborative learning through interactive group activities, e.g. simulations, debates  Problem-focused deliberation and debate in group context  Critical reflection on group processes and group effectiveness  Critical reflection and reporting on personal growth and insights developed  Research and experimentation.Advanced Certificate: Education (School Management and Leadership) 4Course Outline v6November 2008
    • 9. Credits The ACE is a 120-credit qualification, divided as follows: Fundamental module Core modules Elective modules 10 Credits 96 Credits A minimum of 14 Credits NQF Level 5 NQF Level 5/6 NQF Level 5/6 10. Duration The total duration of the programme is 24 months on a part-time basis. 11. Assessment The assessment is focused on applied competence. The primary assessment strategy for this programme rests on successful completion of two self-, school- and mentor-assessed school-based projects. The first project should arise from the institutional audit task included in the learning materials for the unit standard Understand school leadership and management in the South African context. The way in which the project is conceptualized, implemented and evaluated as documented and as reported by the school should provide evidence of competence related to the learning outcomes and assessment criteria for the core components of the programme. Assessment of this first project will be formative in nature and will provide guidance on areas in which evidence of competence has not yet been adequately established. This project should be completed in the last quarter of the first year of study. The second project should arise from feedback on the first project and completion of the learning and teaching associated with the core programme. The way in which the second project is conceptualized, implemented and evaluated as documented and as reported by the school should provide evidence of competence related to the learning outcomes and assessment criteria for the core components of the programme, particularly addressing weaknesses or gaps noted in the assessment of the first project.Advanced Certificate: Education (School Management and Leadership) 5Course Outline v6November 2008
    • Assessment of this second project will be summative in nature and will be a determining factor in whether or not the requirements of the qualification have been met. As support for successful completion of these two projects HEIs and their students may agree on a range of smaller formatively assessed tasks. It is suggested that the two projects and the assessment thereof, as well as any interim formatively assessed tasks that students considered particularly useful should be included in a portfolio of evidence for the programme. Hence the development of a portfolio is a fundamental module for this programme. Section 16 contains a possible portfolio assessment matrix. Overall the assessment evidence should include:  Assignments and/or examinations, providing evidence of the ability to apply knowledge to practice. This is subject to the caveat that not all formative assessment tasks need be reflected in the portfolio and that the content thereof will be constantly revised and updated to provide evidence of the growing competence of the candidate – this suggests that some earlier material may be replaced by later material that more accurately reflects the current competence of the candidate.  Oral Presentations, which should be observed in context to assess ability to communicate with comprehension as well as a reflective journal.  Evidence of self-, peer-, and tutor assessment as well as on-site verification of leadership and management competence. 12. Recognition of prior learning (RPL) Due to the integrated nature of the programme, only elective modules may be credited by means of RPL. Candidates will be required to provide appropriate evidence of their competence in relation to the exit level outcomes for modules/unit standards for which RPL is granted. HEIs granting RPL will need to retain assessed evidence for which RPL has been granted for a suitable period of time to allow for such verification processes as may be deemed necessary.Advanced Certificate: Education (School Management and Leadership) 6Course Outline v6November 2008
    • 13. Access Criteria for access to the ACE programme will be as follows:  Priority will be given to aspirant principals who meet the criteria below.  Candidates should have a formal professional teacher qualification at REQV level 13 or above.  Candidates should have at least 3 years teaching experience.  Candidates should normally be employed at Post Level 2 and above.  Preferably, the principal and/or school governing body should endorse all applications. Post Level 1 educators at P1 and P2 schools who are performing management tasks may be considered.  In order to meet the systemic objective of 50% of school principals being female, at least 50% of candidates for the ACE programme should be female.  If the applicant’s immediate accounting officer refuses to endorse the application, the applicant has the right to appeal such refusal with the appropriate/relevant accounting officer in the system. 14. Articulation This programme is a professional programme. The Higher Education Institutions can determine with which academic programme this programme articulates within their respective institutions subject to the provisions of policy. Currently the Norms and Standards for Educators policy document of 2000 is the guiding policy document for such articulation. It is expected that this policy document will be superceded during the course of 2009 by a new version that will have been aligned to the revised Higher Education Qualifications Framework of 2007.Advanced Certificate: Education (School Management and Leadership) 7Course Outline v6November 2008
    • 15. Curriculum details15.1 Curriculum overviewFundamental Develop a portfolio to demonstrate school leadership and management Based on SAQA ID 115438: 10 credits at level 5Additional Leading and managing effective use of ICTs in South African Schools Unit standard unique to this programme (butmodule subsuming SAQA ID 115433): 10 credits at level 5Core Understand school leadership and management in the South African Based on SAQA ID 115441: 10 credits at level context 6 Language in leadership and management Based on SAQA ID 115440: 6 credits at level 5 Manage policy, planning, school development and governance Based on SAQA ID 115439: 20 credits at level 6 Lead and manage people Based on SAQA ID 115437: 20 credits at level 6 Manage organizational systems, physical and financial resources Based on SAQA ID 115434: 20 credits at level 6 Manage teaching and learning Based on SAQA ID 115436: 20 credits at level 6Elective HEI’s may supplement the fundamental and core modules with one or more elective modules that respond to particular national/ provincial/regional needs for example HIV/Aids, Gender. The following electives have been developed as part of the national programme. Lead and manage a subject, learning area or phase Based on SAQA ID 115435: 12 credits at level 6 Mentor school managers and manage mentoring programmes in schools Based on SAQA ID 115432: 12 credits at level 6 Plan and conduct assessment (pre-requisite for Moderate assessment but Based on SAQA ID 115753: 15 credits at level RPL can be obtained for this module) 6 Moderate assessment Based on SAQA ID 7977: 10 credits at level 6Advanced Certificate: Education (School Management and Leadership) 8Course Outline v6November 2008
    • 15.2 Detailed module outlines15.2.1 Develop a portfolio to demonstrate school management and leadership competenceFundamental module: 10 credits NQF level 5 (115438) SPECIFIC OUTCOMES CURRICULUM OUTLINE ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIESDemonstrate understanding The portfolio as an assessment instrument Locate the portfolio requirements of The portfolio is evidence of a “learningof the portfolio as a flexible - rationale, purpose, requirements, format, this qualification in the broader journey”, which shows progress andassessment instrument in content, technical aspects. assessment framework for outcomes- development of the candidate’sSA. based education in SA. competence. The professional development and developmental appraisal strategy for Describe potential roles of professional The following assessment instruments educators. development portfolios in the emerging could be included in the portfolio: professional development and  Reasoned questions Summative and formative assessment. developmental appraisal strategy for educators.  Oral tests  Case studies Explain the link between purpose,  Journals format, content, and processes for  Selection of evidence development of a portfolio.  Projects  Practical exercises  Demonstrations  Checklists  Simulation  Examinations  Assignments  Role play  Diagrams /organograms.Advanced Certificate: Education (School Management and Leadership) 9Course Outline v6November 2008
    • SPECIFIC OUTCOMES CURRICULUM OUTLINE ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIESPlan and prepare for the Evidence of collection techniques/ Demonstrate understanding of the exit Planning of the portfolio activities.development of a portfolio processes i.e. CV, SWOT analysis, level outcomes for the ACE in the Develop a plan of action with theto reflect own management. historical content, self-reflective diary, context of current understanding of following: and samples of programme activities, management and leadership.  Knowledge, skills and practice interviews, observations, reports and required situation analysis. Conceptualize the differences in evidence that will be required to  When it will be compiled into the portfolio Planning strategies for the collection of demonstrate not only knowledge and evidence, and how this will be reflected practical skill for school management  How it will be compiled into the in the portfolio. and leadership, but also personal portfolio qualities.  The timeframes for compiling such evidence Develop a plan for the collection of  Instrument indicating (in graphic relevant evidence for the portfolio from form) progress a variety of sources.  Index of different modules and activities against these.Compile a portfolio to Collecting and linking evidence with the Collect evidence for the portfolio, andreflect own management relevant exit level outcomes. show the link between the evidence andand leadership competence. the relevant exit level outcomes. Organising a portfolio of evidence characterized by linking, explanatory and Organize the content of the portfolio in reflective commentary. a user-friendly way with relevant linking, explanatory, and reflective Critically analyse and reflect on learning commentary. achievements and the development of a personal and organisational growth plan. Reflect on the learning achievement demonstrated by the portfolio, and decide on further necessary work.Advanced Certificate: Education (School Management and Leadership) 10Course Outline v6November 2008
    • 15.2.2 Leading and managing effective use of ICT in South African SchoolsAdditional module: 10 credits NQF level 5 (subsumes SAQA ID 115433) SPECIFIC OUTCOMES CURRICULUM OUTLINE ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIESDemonstrate understanding Understanding the importance of Develop a plan of action to evaluate andof key issues regarding the information literacy in the 21st century. develop school stakeholder informationmanagement of ICTs in literacy. Initiate the development of a schoolSouth African Schools Controlling access to ICT facilities. ICT policy in a collaborative endeavour Draft an ICT facilities access procedure/ with other school stakeholders. Ensuring appropriate and effective use critique an existing procedure of ICT facilities. Develop an instrument to evaluate OR appropriate and/or effective use of ICTs. Evaluating school ICT readiness. Critique an existing school ICT policy. Conduct an ICT readiness evaluation using Developing a school ICT policy. a given tool.Identify, implement and Identifying stages of development in Complete a staff and school ICT readiness Working as a member of a school team,evaluate a variety of roles ICT readiness. assessment using given templates. develop a funding proposal for a schoolthat can be played in project using MSWord, with a budgetsupporting learners, Develop a staff-/school- development plan in Excel and a funding presentation ineducators and Identifying ways in which staff and to enhance ICT competence – linked with PowerPoint.administrators in their learners can be supported to develop SDP and IQMS.effective use of ICTs in the their ICT competencies. Search on-line for relevant curriculumschool Lead by example. Demonstrate personal resources. Adapt these resources for Supporting staff and learners in the effective use of ICTs for a variety of relevant classroom use in the form of a effective use of ICTs in the school. administrative and curriculum purposes. worksheet in MSWord.Evaluate and update as Using word processing, spreadsheet Evaluate and develop ability to: See abovenecessary own ICT skills and presentation software to  Write a report using word processingfor effective daily accomplish school tasks effectively.  Draw up a budget using a spreadsheetfunctioning as an education  Create a chart and import it into a wordAdvanced Certificate: Education (School Management and Leadership) 11Course Outline v6November 2008
    • manager processed document  Create a presentation  Search online and use the Education Portal, Thutong  Send and receive email. Formatted: Font: 10 pt Achievement of the above specific outcomes assumes the basic ICT competencies outlined below. The module makes provision to develop these competencies if candidates do not yet possess them. SPECIFIC OUTCOMES CURRICULUM OUTLINE ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIESThe following outcomes are  Properly boot/logon the operating The assessment activities should beaddressed in an integrated Unit 1: Operating System environment integrated across the module’s contentsway: This unit covers the basic features of and should require:  Properly logoff and exit the operating the MS Windows operating system, environment  Evidence of completion of day-to- Demonstrate enabling the learner to use the MS  Navigate and/or access the file day tasks best undertaken using a competence in the use Windows interface to execute routine computer e.g. updating learner structure of the computer of information and tasks. information, writing up minutes of communication  Use the Help contents meetings. technology  Create, move, copy, group, and delete  Use of the computer to generate Demonstrate icons information required in digital competence in using a  Set keyboard, mouse, and printer format by the Department e.g. computer for effective properties assessment data, enrolment school management  Copy, move, rename, delete, and statistics. Demonstrate retrieve files knowledge of skills and  Create, copy, rename, move, and delete appropriate attitude in folders. using tools. Unit 2: Word processing  Use word function  Control the word display  Introduction to Microsoft Word  Understand editing and formatting  Using Microsoft Word Function techniques  Controlling the Microsoft Word  Set up a table and formatting.Advanced Certificate: Education (School Management and Leadership) 12Course Outline v6November 2008
    • display  Editing and formatting techniques  Header & Footer  Automating Content Creation. Unit 3: Spreadsheet  Start Excel, create, save, and print a worksheet, and quit Excel Demonstrate the ability to use computer spreadsheet technology.  Select and copy a cell or range of cells  Use the Name Box to select a cell  Enter text and numbers  Use AutoSum to sum a range of cells  Apply font changes (appearance, size, and colour)  Centre cell contents across a series of columns  Apply AutoFormat to format a range  Identify arithmetic operators +,-,*,/,%  Apply the AVERAGE, MAX, and MIN functions  Determine a percentage  Color the background of a cell  Add borders to a range; format numbers; add conditional formatting to a range  Align text within a cell and change the width of a column and the height of a row  Check spelling, use print preview, and distinguish between portrait and landscape orientation in a spreadsheet  Print a partial or complete worksheet also, learn to use Print to FitAdvanced Certificate: Education (School Management and Leadership) 13Course Outline v6November 2008
    •  Rename sheets  E-Mail active workbook from within Excel  Use Format Painter to format cells, copy and paste, insert and delete cells  Freeze titles, display and format the system date  Create a 3-D Pie chart based on a worksheet  Rearrange sheets in a workbook. Unit 4a: Internet Demonstrate applied competence in the following areas:  Use of search engines and  Explaining the nature of the Internet navigating the Internet to find and  Internet Service Providers view the information needed.  Web Addresses  Send and receive emails to/from  Links other Internet users.  Search Engines  Portal Websites  Give a broad understanding of the  Home Page World Wide Web.  Favourites  Understanding E-Commerce  Secure Servers  Work Offline  Child Protection  Email  Send A Message  Reply and Forward  Attach Files to Messages  Address Book  SignaturesAdvanced Certificate: Education (School Management and Leadership) 14Course Outline v6November 2008
    •  Email Tips. Unit 4b: Email  Demonstrate understanding of the basic functions of email management - send, Management and effective use of email receive, file and store, retrieve technology.  Know the basic principles of designing an effective Email activity  Create Email activities of individual work and group collaboration  Be able to use a World Wide Web browser (preferably Netscape Navigator) to access the World Wide Web for "surfing" and research activities  Have used email on a regular, day-to- day basis  Be able to use one or more search engines to find specific information on the World Wide Web.Advanced Certificate: Education (School Management and Leadership) 15Course Outline v6November 2008
    • 15.2.3 Understand school leadership and management in the South African contextCore module: 10 credits NQF level 5 (115441)Essentially this module provides an overview of the programme and a map into the details of the rest of the programme modules. SPECIFIC OUTCOMES CURRICULUM CONTENT ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIESDemonstrate a basic A critical understanding of why the concept Demonstrate understanding of the Each school is unique. How wouldunderstanding of what is of ‘context’ is necessary as a departure principles and values informing you describe your school? Give ainvolved in school point for understanding school leadership educational transformation in South comprehensive description, asmanagement and leadership and management. Africa and how these create honestly and accurately as possible.in South Africa. challenges for the management, This will enable you, by the end of the Highlight contextual tensions, leadership and governance of programme, to have the satisfaction of contradictions and harmonies, which are schools. reviewing your own development inherent in management. journey and assessing your influence Demonstrate a basic understanding of on progress of the school. How the SA Constitution foregrounds the the nature and purpose of educational values and practices that should underpin management, leadership and  In your description you could use, school culture and policies. governance both generally and in the among other aspects, the context of a changing South Africa. following ideas: The legislative and policy frameworks  Values and norms affecting schools. (commitment, loyalty, ethos, punctuality, human rights Analysis of principalship in the South and inclusivity) African context and the role of school  Practices and traditions managers and leaders as agents of change. (symbols, artefacts, school routines and behaviour) Understand the concept of school culture  Teaching and learning and the role of the school manager  Physical condition and especially in relation to social justice and appearance Child Rights.  People (languages, gender, school community) Accountability as part of the democratic  Organisation (school times,Advanced Certificate: Education (School Management and Leadership) 16Course Outline v6November 2008
    • SPECIFIC OUTCOMES CURRICULUM CONTENT ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIES transformation linked to the use of hierarchy, planning, routines, prevailing quality management systems in day-to-day running, change the South African context e.g. Integrated initiatives), and Quality Management System (IQMS), as  Socio-economic context. drivers of school quality control and  How do you/could you manage all development of the above? Identification of different organisational Considering the principles and values models; ability to highlight generic informing educational transformation leadership and management principles with in South Africa.: regard to planning, organizing, governance, evaluation and control and how this  Describe how you have attempted to manage and lead your school conceptual understanding is applicable to community to accommodate the managing and leading people; teaching and transformation agenda in SA. learning, physical facilities, external relations, learner affairs, administrative  Describe the demands on information systems and financial affairs education managers and leaders in within a school. South Africa today.  What changes and demands does this make on your school leadership?Advanced Certificate: Education (School Management and Leadership) 17Course Outline v6November 2008
    • SPECIFIC OUTCOMES CURRICULUM CONTENT ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIESMake an assessment of own Knowledge and methodology of reflective Describe own current school Provide a written account of theabilities in management and practice, including aspects such as: management and leadership practices following using a journal:leadership in terms of current  Analyse personal and situational: self- in terms of a transformative and  Your personal experience ofnotions of competence and evaluation and educational life story. contextualised understanding of educational developmentrelevance in South Africa in management, leadership and including achievements and  Document personal experience of governance.relation to management and challenges. education change.leadership.  Journal personal development: develop Evaluate own management and  Given the above, develop your a vision, set goals for own own goals for personal and leadership practices against given development, identify multiple roles, organisational development. criteria. and practise self-evaluation.  Reflect on what this tells you Reflect on evaluation results and about the way you deal with decide on areas in which further power, power-relations and being development is necessary. a change-agent.Advanced Certificate: Education (School Management and Leadership) 18Course Outline v6November 2008
    • 15.2.4 Language in leadership and managementFundamental module: 6 credits NQF level 5 (115440) SPECIFIC OUTCOMES CURRICULUM OUTLINE ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIESDemonstrate competence in Choose a relevant education aspect Be conversant with education-related Do research on an educational issue thatreading, writing, listening (choose it on the basis of the needs of the matters in the media and be able to use has recently been given media coverage:and speaking skills learners e.g. admission, HIV/AIDS, this information in the management of  Read and interpret the actualappropriate for school feeding scheme, school fees etc). the school. education policies underpinning theleadership and management issues. Learners are required to: Read and interpret departmental circulars, policies and procedures.  Write an analysis of the issues in  Read to gain information about the relation to amongst other the policy, aspect and clearly state the impact of this Coordinate the writing of clear,  Comprehend the policy accurate and informed policies and policy on management of schools.  Interpret the policy procedures for the management of  Set up a parent-teacher meeting and  Determine the impact of the issue on school affairs. or discussion with relevant the school stakeholders to discuss the impact of Write effective and accurate official the policy.  Write an analysis of the policy – giving their views and opinions letters, memoranda and reports.  Draw up an agenda for the meeting/ discussion.  Debate these different views with others. Make presentations on education  Set out the meeting procedure. related issues to different audiences.  Collect and collate relevant documentation for the meeting. Chair meetings and manage the necessary documentation related to  Write and present the opening meetings, including the preparation and statement that you will address the use of minutes. audience with, on your chosen topic.  Record the minutes of the meeting.  Write a comment about the school community’s views on the issues, addressed to the Head of Department.Advanced Certificate: Education (School Management and Leadership) 19Course Outline v6November 2008
    • 15.2.5 Manage policy, planning, school development and governanceCore module: 20 credits NQF level 6 (115439) SPECIFIC OUTCOMES CURRICULUM CONTENT ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIESDemonstrate the personal Origin of policy. The candidate leads by example, and is a Map the overall contemporary policyqualities necessary for The leverage points for the module are: model of the values and vision of the context applicable to schools in Southeffective management of  South African Constitution school. Africa and use this to review yourpolicy, planning, school school’s policy base. (See Context  Foreground the Bill of Rights The candidate is able to think module.)development and governance.  The distinction between policy and strategically. legislation Choose ONE key national or  Highlight the relationship between The candidate is committed to following provincial policy: the above and SASA and other through the vision and mission in detailed  Analyse the policy. education specific policies. planning for the day- to - day life of the school and its future direction.  Investigate and describe the impact of this policy on your Orientation. individual school. Basic principles: The candidate is able to motivate and  Policy as a form of distributing empower others to participate in the  Identify and describe the development of vision, school policies leadership and management authority within a democratic and plans, and carry these forward. qualities required to advocate and context implement this policy.  Taking and sharing ownership and responsibility  Describe the respective roles of management and governance in The candidate is committed to the implementation of this policy.  Acceptance of differences and cooperative governance of the school and  Devise and describe a strategy to contestation involvement of parents and the mobilise the SGB and all  Critical enquiry, research and community. stakeholders in their roles in reflective practice. formulation and implementation of this policy. Key concepts within the context of schooling:  Develop a systematic implementation plan with timeAdvanced Certificate: Education (School Management and Leadership) 20Course Outline v6November 2008
    • SPECIFIC OUTCOMES CURRICULUM CONTENT ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIES  Administration frames and required action, to implement the policy, for your  Management and leadership school.  Governance  Power Review your school’s development  Organisation plan, with full participation of relevant stakeholders and show how  Stakeholder. the policy identified previously was accommodated. Document and report Schools as Transforming Communities: on the process. (This should be Contexts and dimensions: linked to the IQMS being done in  Systemic view Lead and Manage People.)  Democratisation  Transformation. Interdependence of Structure, Agency and Support  National Department  Provincial Department  Districts  School  Individual roles.Develop and communicate Establish the links between values, Manage a process for the participativeschool values, vision, mission, vision, mission, policy, planning and the development of a school developmentpolicies and plans in a role of leadership and management in plan with vision, mission and valuescollaborative way and secure relation to these. based on context and needs analysis.commitment to these. Formulation of a description (definition) Develop and maintain structures and of policy. View policy holistically, in processes that support a consultative and relation to multiple contexts: participatory approach to decision makingAdvanced Certificate: Education (School Management and Leadership) 21Course Outline v6November 2008
    • SPECIFIC OUTCOMES CURRICULUM CONTENT ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIES and planning.  Policy as part of a process – focus on questions of why, how, when and Develop school policies (including those who. required by the South African Schools Act) in collaboration with stakeholders.  Legislation as related to policy (basis of authority). Work within the school community to  Changing policy: What roles do translate the vision and policies into principals and SGBs play in policy agreed operational plans that will achieve formulation and implementation? sustained school improvement.  Policy as action plans. Oversee the implementation of the vision, Policy process. policies and plans and initiate corrective action as required. Policy mediation from planning to action: Ensure that those involved in school remain committed to the school’s  Origins values, vision, mission, policies and  Purpose and intentions plans.  Participation and contestation Evaluate and improve the effectiveness of  Development and formulation the school’s policies and plans.  Text  Implementation  Practice  Evaluation (review and research). Legal and Policy Context:  Mapping policies and legislative frameworks  Specific policies and legislation  SA Constitution  South African Schools ActAdvanced Certificate: Education (School Management and Leadership) 22Course Outline v6November 2008
    • SPECIFIC OUTCOMES CURRICULUM CONTENT ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIES  National Curriculum Statement  Labour Relations  Employment of Educators Act  South African Council of Educators. How to make policy: Developing a practical framework for formulating, implementing and evaluating policy in the school context. Case study: Work through a case study about the development of a relevant recent education policy in the South African context.Develop and maintain sound Cooperative governance. Understand and apply cooperativeworking relationships with the governance in the school by making sureSchool Governing Body as Departure points: that the School Governing Body is legallywell as parents, learners, the  SASA constituted and fully functional.community and the  Governance as partnershipdepartment.  Stakeholders and interests  Difference between governance and Negotiate with the School Governing professional management, Body to define clearly the governance  Strengthening partnership and and professional roles of the School building community, Governing Body and the School Management Team.  Shared vision as departure point for school development. Through the establishment of legally Challenges and problems dealing with constituted and supported Representative Council of Learners, involve learners in conflict over policy.Advanced Certificate: Education (School Management and Leadership) 23Course Outline v6November 2008
    • SPECIFIC OUTCOMES CURRICULUM CONTENT ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIES the co-operative governance of the school. Build relationships and partnerships with the community through efficient communication, marketing of the school and the involvement of parents/guardians and others. Find and use appropriate ways to communicate with parents/guardians (for example, meetings and/or newsletters and/or personal letters, telephone calls) so that they understand school matters clearly and are motivated to be partners in the education of their children. Communicate regularly in both formal and informal ways with the department in order to manage the school responsively.Understand and be able to Planning for school development. Understand, and apply in a reflectiveapply relevant content way, developmental and operationalknowledge in leading and Different Approaches: planning.managing policy, planning,  School effectivenessschool development and Understand, and apply in a reflective  School improvement way, the development of school policiesgovernance.  Whole School Evaluation. in terms of the South African Schools Act and other relevant legislation. School Audit. Understand, and apply in a reflective School Development Plan. way, school development and improvement. Strategic Planning.Advanced Certificate: Education (School Management and Leadership) 24Course Outline v6November 2008
    • SPECIFIC OUTCOMES CURRICULUM CONTENT ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIES Understand and apply in reflective way Situational Analysis. participatory approaches to decision - making, communication and the role of Application of co-operative governance consultation in planning. for planning. Understand, and apply in a reflective way, strategies, which encourage parents to support their children’s learning.Advanced Certificate: Education (School Management and Leadership) 25Course Outline v6November 2008
    • 15.2.6 Lead and manage peopleCore module 20 credits NQF level 6 (115437) (with some elements of 115432 Mentoring) SPECIFIC OUTCOMES CURRICULUM OUTLINE ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIESDemonstrate the personal Qualities of transformational Treats people fairly, equitably and Bring to class life-stories of inspiring peoplequalities necessary for leadership: with dignity and respect to create and who made a difference in society. (Try noteffective leadership and maintain a positive school culture. to use only our own national heroes/leaders).management of people.  Transformational leadership and positive approach to change and Is able to challenge, influence and  In groups, discuss these stories and transformation motivate others to achieve high identify leadership qualities, which goals. inspire and support change beyond  Qualities of transformational leadership one’s own boundaries. Is committed to democratic  Alignment of leadership with the leadership and effective teamwork.  Discuss in groups/debate and give values entrenched in the Bill of feedback on your own experiences of Rights change and transformation. Is committed to continuous  Attitudinal change professional development for self and  In what instances in your school have all others within the school. you played a leading and managing role  Invitational Theory in bringing about change?  Create a positive attitude to democratic values through  Reflect on instances where you could have played a transformational involvement in teamwork, and leadership role, but did not. What establish a readiness for change. restrained you? Discuss how these restraints might be reduced or removed.Advanced Certificate: Education (School Management and Leadership) 26Course Outline v6November 2008
    • SPECIFIC OUTCOMES CURRICULUM OUTLINE ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIESPlan, allocate, support and Human resource management. Deploy staff effectively: Develop a detailed scenario of the staffingevaluate work undertaken by  Calculate staff complement. situation at your school. Your scenariogroups, teams and individuals Compiling of work plan and applying could include the following pointers: effective deployment procedures with  Analyse the staffingensuring clear delegation of  Analyse the staffing requirements. requirements to implement thetasks and devolution of regard to: school plan and the routine  Assess the particular qualities,responsibilities.  Staff and post analysis functioning of the school, and capabilities and potential of existing  Assessment, professional and communicate needs to the SGB. staff to deploy them effectively - personal development and  Assess the particular qualities brainstorm a strategy to plan, allocate, empowerment (staff & self) and capabilities and potential of support and evaluate work: (vide  Recruitment, sifting, short listing, existing staff to deploy them assessment criteria) – all the activities interviewing and appointment effectively. that need to take place, such as the teaching, administration, extra murals  Orientation and induction of newly  Identify particular areas of etc. This exercise can be done by appointed teachers weakness across the staff drawing on the IQMS outcomes.  Mentoring of teachers complement and develop strategies to ensure that these do  Taking the staffing requirements into  A human resource development not impact negatively on overall account (including issues of equity – programme (potential assessment, race, gender, disability), develop a set output. post enrichment, team based work) of criteria that you would use in your  Staff disciplinary procedures,  Identify the need for and draw recruitment strategy for additional staff on external expertise where and policies and processes members. when necessary.  Manage the impact of HIV and  Write a motivation to the DoE Aids and other illnesses in the Plan, allocate, support and evaluate requesting the allocation of one of these school community with the work: posts. necessary respect and sensitivity.  Write an advertisement to be placed in  Initiate structures and processes that share leadership and help the newspaper or government gazette to staff work collegially in teams to advertise the post. meet the mission and goals of  Design the procedure for sifting, short the school. listing, interviewing, selecting and  Create, maintain and enhance appointing. Ensure issues of equity are effective and harmonious included. working relationships with and  Develop a work plan for deployment,Advanced Certificate: Education (School Management and Leadership) 27Course Outline v6November 2008
    • SPECIFIC OUTCOMES CURRICULUM OUTLINE ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIES between staff. orientation and induction, mentoring,  Manage own workload and that work redesign and professional of others to ensure a work/life development of the new staff member. balance - stress management.  Acknowledge and celebrate the responsibilities and achievements of individuals and teams.  Develop and maintain a culture of high expectations for self and for others and take appropriate action when performance is unsatisfactory.  Understand the potential impact of HIV and Aids and other illnesses on individuals and the school community and be able to manage affected staff and learners sensitively and fairly.Develop the professional skills Professional leadership and Create an environment conducive to Conduct a small-scale research project onof self, groups and individuals management skills development. professional reflection and learning. the performance and well-being of people atto enhance their performance your school. Include aspects such as:and that of the school. Candidates should have an in-depth Establish a staff development team  Absenteeism (staff & learners) understanding of leadership: that ensures that planned activities are implemented within the legal  Stress and time management  Styles  Support needs requirements.  Theory  Socio-economic well-being  Transformational Leadership Monitor the implementation of staff  Communication  Motivation development plans and activities and  Other aspects of interpersonal and  Communication (presentation – ensure that there is feedback to share professional relations. public speaking – facilitation) learning with the school as a whole.  (The IQMS could be drawn upon.)  TeamworkAdvanced Certificate: Education (School Management and Leadership) 28Course Outline v6November 2008
    • SPECIFIC OUTCOMES CURRICULUM OUTLINE ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIES  Creating a learning organisation. Develop and maintain effective Describe strategies to incorporate your strategies and procedures for quality findings in the School Improvement Management: assurance and evaluation of staff for Plan/School Development Plan. Take, inter improvement purposes. alia, the following into account:  Planning  Policy  SACE Code of Conduct Develop and maintain effective  Work-life management strategies for the induction and  SASA  Managing change mentoring of staff, and, where  Employment of Educators Act  Negotiating appropriate, for the management of  Employment Equity Act learnerships.  Labour Law  Collective bargaining  Work-load management  Other relevant legislation and policies. Regularly review own practice, set  Problem solving personal targets and take  Decision making responsibility for personal development.  Goal setting/planning,  Strategising. Quality assurance: prevailing quality management systems. Personal development. Mentoring as a value driven part of the school as a learning community Demonstrate a basic knowledge Mentoring as a value driven part of the about the nature, purpose and models school as a learning community. of mentoring.Create an environment Managing the external environment. Demonstrate an understanding of andconducive to collective This could include areas such as: ability to manage diversity in schoolbargaining, collaboration and  Socio-economic environment communities.negotiation (and conflictresolution).  South African labour legislation Interpret and implement  Department of Education and departmental conditions of serviceAdvanced Certificate: Education (School Management and Leadership) 29Course Outline v6November 2008
    • SPECIFIC OUTCOMES CURRICULUM OUTLINE ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIES Labour Unions sensitively and fairly.  Parent and community involvement  Collaboration, negotiation and Demonstrate an understanding of, conflict resolution skills and ability to interpret and act on, the  Cross cultural management relevant labour relations laws  Networking with other schools, pertinent to schools. Higher Education Institutions, clinics and business. Demonstrate awareness of the socio- political environment and its potential impact on schools. Create an environment within the school in which conflict can be managed creatively. Analyse and effect change in the organisational culture of a school – to what effect? Understand schools as communities. Promote mutually beneficial community relations.Understand and be able to Related national legislation and Understand, and apply in a reflectiveapply relevant content policies. (SACE, SASA, Labour Law, way, departmental conditions ofknowledge in leading and Employment of Educators Act, service, as well as relevant aspects ofmanaging people. Employment Equity Act, Integrated the Labour Relations Act and the Quality Management System, etc.) South African Schools Act. Develop school policies and understand Understand, and apply in a reflectiveAdvanced Certificate: Education (School Management and Leadership) 30Course Outline v6November 2008
    • SPECIFIC OUTCOMES CURRICULUM OUTLINE ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIES Conditions of Service. way, the SACE Code of Conduct. Understand, and apply in a reflective way, processes for developmental Learners must be able to identify parts appraisal and performance review. of legislation applicable to the SA Understand, and apply in a reflective school context. way, strategies to manage diversity. Understand, and apply in a reflective way, the actual/potential impact of HIV and Aids on individuals and the school community. Understand, and apply in a reflective way, time and work management. Understand, and apply in a reflective way, strategies for building sound working relationships and communication. Understand, and apply in a reflective way, strategies to promote self and team development. Understand, and apply in a reflective way, strategies for building and sustaining a learning community – Organisation Development processes. Understand, and apply in a reflective way, Departmental requirements for the continuing professionalAdvanced Certificate: Education (School Management and Leadership) 31Course Outline v6November 2008
    • SPECIFIC OUTCOMES CURRICULUM OUTLINE ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIES development of staff.15.2.7 Manage organisational systems, physical and financial resourcesCore module: 20 credits NQF level 6 (115434) (with elements of 115438 regarding school safety) SPECIFIC OUTCOMES CURRICULUM OUTLINE ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIESDemonstrate the personal and Knowledge of relevant policies, Demonstrates the ability to obtain Investigate and explain the management ofprofessional qualities and skills regulations, applicable legislation and apply information to guide organisational systems, physical andnecessary for effective and other applicable data. judgment, decision-making and financial resources at your school. Take intomanagement of organisational conduct. (Continuous evidence in all account:systems and financial and Practising participatory management organisational systems and  Communication systemsphysical resources. skills. processes.)  Information systems (record-keeping, data-collection and analyses) Consulting with all relevant role Demonstrates integrity and fairness players/ stakeholders and promoting in managing resources.  Financial systems (Budget, income and teamwork. expenditure, banking and auditing) Demonstrates a systematic yet  Asset management Knowledge of the qualities of an flexible approach to running an  Timeframes effective school. organisation.  Legislative framework and policy Knowledge of Constitutional values Demonstrates the ability to think  Skills available (SMT, SGB, broader such as efficiency, accountability, creatively to anticipate and solve staff and community). transparency, fairness, building problems. financial responsibility and OR punctuality. Demonstrates an awareness of the critical importance of informal and Present a concise report/account about the Knowledge of problem-solving formal means of communication in interpretation and implementation of the techniques, innovation and creative the running of an organisation. departmental requirements in your schoolAdvanced Certificate: Education (School Management and Leadership) 32Course Outline v6November 2008
    • SPECIFIC OUTCOMES CURRICULUM OUTLINE ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIES thinking skills. with regard to the management of the physical and financial resources. Using appropriate communication Demonstrates an awareness of, and strategies. ability to implement, the Integrated Quality Management System.Set up, implement, maintain Communication media, technology The learner is able to set up, Design a comprehensive schematicand evaluate organisational and systems. implement, maintain and evaluate the organisational structure and draw upsystems for the school where systems for communication with and guidelines that include processes, tasks,possible making use of Understands information between management, learners, staff, responsibilities to develop and implementappropriate information and management systems in schools. parents, the school governing body, the following systems in your school:communication technology ICT. the department, and the community. Grasps school administration – the  Communication: setting up of a school administrative The learner is able to set up,  Staff office, setting up and maintaining implement, maintain and evaluate the  Parents school resource management information management systems to  Learners systems. (The school administrative facilitate the use of information for  DoE system is consistent with the the purposes of monitoring  Broader school community. requirements of SASA.). performance and planning - with elements such as:  Finances:  Procedures for drawing up the Understands departmental guidelines  Learner profiles school’s budget; on managing physical resources.  Records of learner progress  How the budget links up with the  Staff profiles school’s development plan; Understands the relationship between  Process of bookkeeping in the good communication systems and  Stock and asset registers school – receiving, spending, school effectiveness and  Financial records. statements, control; improvement.  Procedures for auditing and The learner is able to set up, reporting; implement, maintain and evaluate the  Generating additional funds. administrative systems and structures in the school to carry out  Assets:  Stock control departmental requirements and  Maintenance school policies such as:  ProcurementAdvanced Certificate: Education (School Management and Leadership) 33Course Outline v6November 2008
    • SPECIFIC OUTCOMES CURRICULUM OUTLINE ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIES  Admissions  Allocation.  Collection of school fees  Curriculum management systems:  Resource allocation and  School safety and security. management  Curriculum meeting schedules The learner is able to set up,  Curriculum management implement, maintain and evaluate the timetables. systems for managing the physical resources of the school to ensure a safe and healthy environment that is  Identify appropriate ways to utilise IT conducive to teaching and learning and other resources to support the such as: management of the above systems.  School buildings and grounds  Equipment  School transport  Textbooks and learner support materials.Manage the financial Theory, policy and guidelines on Develop a financial policy for the Develop or review and refine a financialresources of the school in a school financial management – make school that is aligned with the legal policy for your school.transparent and accountable visible the institutional context as framework for financial schoolway. well as the broader structure in which management (including the Norms the school operates. and Standards for School Funding) and ensure that these policies are Integrating the school budget with adhered to. the school development plan, relevant sections of SASA and theory Ability to coordinate the preparation of budgeting. and approval of a budget that supports the implementation of School financial budgeting within school goals, policies and plans. policy parameters. Ability to set up a system of Prescriptions and guidelines for accountability for the management ofAdvanced Certificate: Education (School Management and Leadership) 34Course Outline v6November 2008
    • SPECIFIC OUTCOMES CURRICULUM OUTLINE ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIES financial monitoring and controlling. the financial system in terms of the Public Financial Management Act Procurement procedures. and Generally Accepted Accounting Principles, including: Basic accounting theory and skill.  Monitoring and controlling spending in terms of the budget Financial controlling measures.  Ensuring that resources are used in an efficient manner Relevant sections of the Public Financial Management Act.  Developing a sound procurement policy. The interpretation of financial records. Ensure that a financial statement is drawn up at the end of the school Fundraising strategies and year. mechanisms i.e. entrepreneurship. Develop opportunities for generating Preparing a business plan for schools. additional funds for the school. Marketing of schools.Understand and be able to Departmental and other useable Understand, (supervise, interpret,apply relevant content guidelines and information. analyse) and manage in a reflectiveknowledge and skills in the way financial accounting principlesmanagement of organisational Relevant information about the and skills such as:systems, and physical and norms and standards of funding for  Identifying various sourcefinancial resources. schools in the SA education system. documents used in financial accounting Relevant information about basic financial management.  Entering basic transactions from source documents into relevant journals Relevant information about the principles of information  Doing reconciliations management.  Drafting receipts and paymentAdvanced Certificate: Education (School Management and Leadership) 35Course Outline v6November 2008
    • SPECIFIC OUTCOMES CURRICULUM OUTLINE ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIES statements Departmental guidelines for  Reading income statements and management of financial and balance sheets physical resources.  Comparing and interpreting differences between actual Understand policy related to Section income and expenditure with 20 and 21 schools and their different budgets (control) financial requirements.  Writing of financial reports. Understand, and apply in a reflective way, norms and standards for school funding. Understand, and apply in a reflective way, basic financial management. Understand and apply in reflective way, principles of financial information management. Understand, and apply in a reflective way, departmental requirements for management of financial and physical resources including asset management, management of school facilities and grounds, collection of school fees.Create, manage and sustain a Understanding the principles and Ensure safety, security and welfare Explore the concept: What is a safe school?safe, caring and disciplined practices of the health promoting of learners and educators in the  Describe a vision of a learningenvironment. school underpinned by Section 22 of school based on sound policies. environment in which all learners feel the South African Constitution. secure, safe and accepted. Ensure that systems are in place to  In your school’s operational plans,Advanced Certificate: Education (School Management and Leadership) 36Course Outline v6November 2008
    • SPECIFIC OUTCOMES CURRICULUM OUTLINE ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIES Understanding the principles and identify and address the pastoral include the aspects that specifically practices of safe schools. needs of the individual learner and focus and contribute towards the groups of learners. This should vision that you described. Ascertain the needs of your school in include provision for learners  Undertake a gap analysis of what is relation to this specific outcome. affected by particular challenges missing from your operational plan to such as HIV and Aids, safety, social achieve the vision, based on research in Use of data and research findings to problems, health, and learning your school. plan improved safety conditions. disabilities. Understand, and apply in a reflective way, school safety policy. Understand, and apply in a reflective way, pastoral care in the running of the school.Advanced Certificate: Education (School Management and Leadership) 37Course Outline v6November 2008
    • 15.2.8 Manage teaching and learningCore module: 20 credits NQF level 6 (115438) (with elements of 115753 and 7977 relating to conducting and moderating assessment) SPECIFIC OUTCOMES CURRICULUM OUTLINE ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIESDemonstrate the personal Personal and professional orientation Demonstrate a passionate interest in Observe the teaching and learning activitiesand professional qualities to teaching and learning. teaching and learning and an ability to at your school, and:necessary for effective encourage this in both staff and learners.  Consult with the staff membersmanagement of teaching In order to understand how to responsible for the phases/grades and letand learning. influence the curriculum and its The ability to model good teaching and them explain how the teaching and management one needs to have a learning and lead by example, e.g. learning programme is organised within sound theoretical and applied understanding curriculum requirements. each phase. understanding of curriculum management. High expectations for achievement and  Observe and reflect on the teaching and learning of at least one classroom lesson the ability to set stretching targets for the in each phase of your school. Theories of learning: whole school community. How children learn: behaviourist,  From your observations, identify the phenomenological, cognitive and A commitment to enabling all learners predominant teaching and learning humanistic views on learning. to reach their full potential. methodologies applied in your school. Interrogate and debate the concept of Reflect on the culture of teaching and “quality” in teaching and learning. learning by:  Describing your understanding of what Explore the personal and professional constitutes a culture of learning qualities that are necessary for  Discussing the theoretical framework in effective management of teaching and which your understanding is located learning.  Describing conditions that enable optimal teaching and learning Understand the culture of your school as it relates to curriculum delivery.  Identifying the barriers to optimal teaching and learning at your school. Understanding of the issues faced byAdvanced Certificate: Education (School Management and Leadership) 38Course Outline v6November 2008
    • SPECIFIC OUTCOMES CURRICULUM OUTLINE ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIES teachers in the classroom across all communities in South Africa. Understanding of the role of the principal within the management and leadership of teaching and learning.Manage the planning and Leading learning through the Manage a process for planning teaching Develop strategies to overcome any barriersimplementation and curriculum. and learning that promotes responsive, to learning identified. Critically analyse yourmonitoring/ evaluation of effective and creative approaches and is school’s curriculum planning against yourteaching to ensure quality The concept ‘curriculum’ for this in line with national policy. understanding of the culture of learning andlearning for all in the programme is underpinned by the identify barriers, gaps and areas forcontext of national, understanding that curriculum Ability to deploy staff for effective improvement of the teaching and learning atprovincial and school implementation is the core business teaching based on sound pedagogical and your school. You could focus on:policy. of the school and is not fixed. It human resource principles. needs to be revised and adapted to  Timetable suit changing needs. Manage and participate in the development of a school timetable that  Data collection/research reports Define what curriculum is and the ensures effective use of time and supports  Staff deployment schedule linked to implications of the defined the goals of the curriculum. timetable understanding.  Learner record pro-forma Manage learner assessment ethically and  School curriculum management Develop a vision of teaching and fairly and in a manner that links document learning in the school based on sound curriculum and assessment policies  Personal learner support material pedagogical principles. effectively. retrieval system Develop HR principles and policies Ensure that detailed records of learners’  Lesson observation records based on sound human resource work and performance are maintained,  Other teaching aids or documentation. principles analysed and used for planning, problem solving and development. Undertake a review of learner assessment types and procedures. Understand what records of learner Develop and manage strategies to ensureAdvanced Certificate: Education (School Management and Leadership) 39Course Outline v6November 2008
    • SPECIFIC OUTCOMES CURRICULUM OUTLINE ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIES work need to be kept and how to use that all learners (whatever their them. background or barriers/special needs) are supported to achieve their full potential. Plan, conduct and moderate This should include strategies to assessment appropriately. challenge high achievers as well as strategies to help under-achievers. Discuss reasons why the curriculum needs to be managed, who should Manage co- and extra- curricular manage it and the key elements activities in ways that involve and related to its management. motivate staff and ensure that learners receive a rounded educational experience. How do we decide what goes into the curriculum? Prioritize, implement and monitor the deployment of physical and financial Data collection and management. resources for the delivery of teaching and learning based on agreed principles. This Employ the following strategies for should include: data collection:  An effective system for issuing and  Benchmarking retrieval of school books and other  Candidate records learner support materials  Other sources.  Planning for the use of a variety of technologies for the support of Analyse and interpret data, e.g. teaching and learning analyse teaching and learning  Support continuous improvement in material that you use in your school. teaching and learning by, for Focus on elements such as: example:  Methodologies  Ensuring that the school development plans are first and  Competencies of educators foremost directed to the  School context. improvement of teaching and learning Understand the process of developing and setting up of curriculum  Ensuring that educators have management systems.Advanced Certificate: Education (School Management and Leadership) 40Course Outline v6November 2008
    • SPECIFIC OUTCOMES CURRICULUM OUTLINE ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIES access to learner support Discuss reasons why the curriculum material and other resources to needs to be managed, who should assist them manage it and the key elements  Engaging teachers in related to its management. professional conversations focusing on teaching, learning How do we decide what goes into the and assessment curriculum?  Initiating specific events and processes to promote teaching Data collection and management and learning and reward Employ the following strategies for achievement. data collection:  Benchmarking Monitor classroom practice by observing lessons and providing advice and  Candidate records feedback that is both constructive and  Other sources. supportive. Analyse and interpret data, e.g. Evaluate the implementation of analyse teaching and learning curriculum change and transformation material that you use in your school. initiatives in the school and monitor their Focus on elements such as: impact.  Methodologies  Competencies of educators  School context. Understand the process of developing and setting up of curriculum management systems.Understand and be able to Schools as learning organisations Understand, and apply in a reflective Evaluate the implementation of curriculumapply relevant content way, strategies for ensuring that learners change and transformation initiatives in theknowledge in the design, Moving from data to action. reach their full potential. school.implementation andAdvanced Certificate: Education (School Management and Leadership) 41Course Outline v6November 2008
    • SPECIFIC OUTCOMES CURRICULUM OUTLINE ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIESevaluation of teaching and Understanding teaching and learning Understand, and apply in a reflective Select one of the identified areas oflearning and the as an interactive process within a way, methods of creating and sustaining improvement and develop a detailedorganisation of the school planned organisational context. a learning culture within the school. operational plan of how you will address thisenvironment. area. The activity should be based on a Curriculum is not only what is Understand, and apply in a reflective thorough mini research project of the chosen prescribed in the National way, adult-learning principles. area. Curriculum Statement. It is what happens in your classrooms and Understand, and apply in a reflective school grounds and is informed by way, principles of effective teaching for the context within which you and learning. your learners engage with teaching and learning. Understand, and apply in a reflective way, assessment as an integral part of Intervening on the basis of evidence: teaching and learning.  Modelling Understand, and apply in a reflective  Accessing support systems way, national and provincial curriculum  Policy review and assessment policies and how to use  Organisation them to plan teaching and learning  Applying data to bring about activities in the school. informed action. Establishing a learning culture:  What is a learning culture?  Who is responsible for creating a learning culture in a school? Role of the principal in helping educators to develop innovative teaching methodologies.Advanced Certificate: Education (School Management and Leadership) 42Course Outline v6November 2008
    • SPECIFIC OUTCOMES CURRICULUM OUTLINE ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIES 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.Create, manage and sustain Understanding the principles and Ensure that systems are in place to Explore the concept: What is an inclusive,a caring and disciplined practices of inclusive education identify and address the pastoral needs of positively disciplined school?environment and show the individual learner and groups of  Describe a vision of a learningcommitment to following Ascertain the needs of your school in learners. This should include curriculum environment in which all learners feelthis through in the way in relation to this specific outcome. provision for learners affected by secure, safe and accepted.which teaching and particular challenges such as HIV and Use of data and research findings to Aids, safety, social problems, health, and  In your school’s curriculum plans,learning is organised. include the aspects that specifically plan improved safety conditions. learning disabilities. focus and contribute towards the vision that you described. Understand, and apply in a reflective way, pastoral care in the running of the  Undertake a gap analysis of what is school. missing from your curriculum plan to achieve the vision, based on research in Understand, and apply in a reflective your school. way, approaches to discipline and behaviour management. Understand and apply in reflective way strategies for ensuring inclusion, diversity and access including relevant national policies. Manage the development and implementation of systems for co- operative disciplining of learners that will result in their growth/development.Advanced Certificate: Education (School Management and Leadership) 43Course Outline v6November 2008
    • 15.2.9 Lead and manage a subject, learning area or phaseElective module: 12 credits NQF level 6 (115435) SPECIFIC OUTCOMES CURRICULUM OUTLINE ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIESLead and manage the Curriculum management. Develop policies, plans and targets, in Develop a vision for the subject/learningplanning, implementation and ways that establish shared vision and area/phase within the context of:monitoring/ evaluation of Contextualise the management of direction for the subject/learning  School development planteaching and learning to grades/learning area/phase on the area/phase in the context of the school continuum of curriculum development plan.  Departmental policiesensure quality learning for allin the particular subject/ management.  Contextual reality of the school.learning area/phase. Be able to interpret and apply national Develop and discuss how a focused curriculum requirements for the particular Draw up a curriculum plan (schedule for vision for the subject learning subject/learning area or phase, and ensure each grade and learning area) for the area/phase should be formulated: that subject/learning area/phase staff is cycle, taking into account:  Curriculum plan able to do this as well.  Policy documents  Classroom management  Targets Ensure curriculum coverage, continuity  Learning area/grade/phase  Progression and continuity and progression in the subject/learning meetings area/phase for all learners.  Assessment and evaluation  Teaching and learning  Availability and allocation of innovations/programmes Provide guidance on the design of resources  Staff development learning programmes and teaching,  Context.  Organisational (school) structure learning and assessment methods to meet the needs of the subject and of different Organise & implement initiatives and supporting the above. learners (accounting for gender, race, interventions from learning/phase/grade ability and disability). learning networks. Skills Development should focus on:  Change facilitation  Policy development  Policy mediation and implementation  Implementing change and Together with other teachers in the development initiatives subject/learning area/phase, develop, implement and evaluate assessmentAdvanced Certificate: Education (School Management and Leadership) 44Course Outline v6November 2008
    • SPECIFIC OUTCOMES CURRICULUM OUTLINE ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIES  Data collection and analysis and policies and practices appropriate to the application to improve delivery subject/learning area and phase.  Evaluate teaching in the relevant Set expectations and targets for staff and learning area and implement learners in relation to standards of learner improvements. achievement, and evaluate progress and achievement in the subject/learning area/phase by all learners. Evaluate the teaching of the subject/learning area/phase in the school; use this analysis to identify effective practice and areas for improvement, and take action to improve further the quality of teaching.15.2.10 Mentor school managers and manage mentoring programmes in schoolsElective module: 12 credits NQF level 6 (115432) SPECIFIC OUTCOMES CURRICULUM OUTLINE ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIESDemonstrate the skills and Mentoring as a value driven part of the Demonstrate a basic knowledge about Reflect on your own growth as anpersonal qualities for school as a learning community the nature, purpose and models of educator and school manager:successful mentoring. mentoring.  Identify people that formally and Philosophical, moral, educational and informally contributed to your practical reasons for a well developed Establish and maintain a relationship growth. mentoring programme: with the school manager/mentor that is conducive to learning; i.e. a  Identify qualities in these individuals  Conceptualise mentoring and that made you accept their support, relationship of trust, that is non-Advanced Certificate: Education (School Management and Leadership) 45Course Outline v6November 2008
    • SPECIFIC OUTCOMES CURRICULUM OUTLINE ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIES coaching (rationale, nature, purpose) judgmental and supportive, but also live up to their expectations and trust  Mentoring as part of life-long challenging, and that instils confidence them. learning and human development and the desire to succeed.  Identify stages in your career when a  Relevant literature on mentoring mentor could have helped you. Demonstrate ability to listen to and  Define roles of mentor and mentee. empathise with the school  Identify personal skills and qualities that you would look for when manager/management. Mentoring in SA context: assigning a person to be a mentor for somebody at your school.  Values entrenched in the Bill of Demonstrate understanding of the Rights mentee’s context (particularly if very OR  Building relationships for effective different from that of the mentor), and Assess the potential of your school for the mentoring the implications of these differences for implementation of a mentoring  Models in SA context. the nature of the management guidance programme. Summarise your findings by offered. inter alia reporting on the following: Profiles of personal and professional  A needs assessment (be as specific qualities of effective mentors Analyse accurately and clearly the school management issues raised by the and detailed as possible) No stereotype or standard profile; mentoring based on integrity and mentee.  Identification of potential mentors and assessment of how they could be authentic educative relationships. used Value-directed behaviour towards In cooperation with the mentee,  The possible training/ capacity develop appropriate activities and building needs of mentors building the capacity of others. approaches that will address the  Particular challenges or difficulties The ability to help mentees to connect management issues raised. that need to be addressed personal development and professional  Possible resources and support fulfilment with institutional vision and Regularly evaluate the relationship and progress on activities undertaken with structures required. quality. the mentee and identify areas for improvement. In consultation with your SMT and the Communication and facilitation skills educators involved, choose two aimed at building trust and supportive colleagues that you regard as needing professional relationships. mentoring (e.g. novice teachers or teachers with specific needs). From Understanding of and positive among your colleagues, select a suitable engagement with diversity in the SAAdvanced Certificate: Education (School Management and Leadership) 46Course Outline v6November 2008
    • SPECIFIC OUTCOMES CURRICULUM OUTLINE ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIES context. mentor for each of the mentees. Consultation and problem-solving skills. Document fully how you implement a mentoring programme for the two Sensitivity and response to developmental mentees over a period of three months. needs in the organisation and to the Include the following: potential agency of every individual.  A mentoring plan drawn up in conjunction with all stakeholders Openness and capacity to negotiate procedures that will lead to cooperative  Reasons for choosing the mentees and mentors programmes of mentoring in the school as part of the wider culture of learning in the  The training and support given to the institution. mentors  A timeline used to record the Ability to identify areas where mentoring progress of the mentoring over the is needed and develop appropriate plans three-month period and strategies to implement mentoring  An explanation of how you programmes. monitored the process throughout the period Ability to maintain and sustain mentoring  An explanation of how you set about relationships. reviewing the success or effects of the mentoring, e.g. what steps you Methods of evaluation, e.g. reflection, took to assess the experiences of (a) observation, scrutinising records, and the mentors and (b) the mentees reporting.  A comparison between the relative success of the mentoring of each of the two mentees  Involving all stakeholders, review of the successes and weaknesses of the programme as well as mentoring as a developmental step towards professional autonomy of menteesAdvanced Certificate: Education (School Management and Leadership) 47Course Outline v6November 2008
    • SPECIFIC OUTCOMES CURRICULUM OUTLINE ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIES  Provide suggestions of lessons learnt and improvements/ approaches for the future.Manage the establishment, Rationale for continuing professional Promote an understanding of themonitoring and evaluation development. importance and potential benefits ofof a mentoring and mentoring and coaching in continuingcoaching programme. Establish a value system conducive to professional development. implementing a mentoring programme. Facilitate the establishment of Encourage participative process of appropriate organisational designing and implementing mentoring arrangements of support for mentoring programmes. and coaching and a culture of collegiality. Develop a culture of mentoring in the school including the promotion of Determine mentoring and coaching Management Without Executive needs and establish criteria for the Authority. selection and identification of mentors. Design a mentoring programme for a Oversee and monitor appropriate specific target group: district, circuit, matching of mentors and mentees, school, grade and learning area. being sensitive among other things, to cross cultural and gender Identify mentors within and outside the considerations. school context. Organise for appropriate training of Training of mentors. mentors. Practical guidelines for mentoring Provide ongoing support to mentors . and mentees. Identify and respond to challenges and obstacles within the mentoring andAdvanced Certificate: Education (School Management and Leadership) 48Course Outline v6November 2008
    • SPECIFIC OUTCOMES CURRICULUM OUTLINE ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIES coaching programme. Evaluate, document and report on the mentoring and coaching processes and programme.Understand and be able to Relevant sections from applicable Understand, and apply in a reflectiveapply relevant content legislation. way, concepts of mentoring andknowledge in mentoring (as coaching.well as in managing a Departmental policies and guidelines.mentoring/coaching Understand, and apply in a reflectiveprogramme as part of the Establishing mentoring within a way, current legislative and policyschool development plan). framework of whole school development, context that underpins mentoring and quality assurance, accountability and coaching. assessment. Understand, and apply in a reflective Establishing mentoring within a way, the importance and benefits of framework of human development and mentoring and coaching. lifelong learning. Mentoring as part of the IQMS. Understand and apply in reflective way roles, responsibilities, skills, values and Mentoring as a developmental step attitudes required. towards professional autonomy of mentees and the mentoring of others. Understand, and apply in a reflective way, management processes for setting up and maintaining a mentoring and coaching programme.Advanced Certificate: Education (School Management and Leadership) 49Course Outline v6November 2008
    • 15.2.11 Plan and conduct assessmentElective module: 15 credits NQF level 5 (115753) SPECIFIC OUTCOMES CURRICULUM OUTLINE ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIESDemonstrate understanding Key principles of assessment in practical Comparisons between outcomes-based Write a review on assessment proceduresof outcomes-based situations. and another form of assessment of at your school. You should inter aliaassessment. learning highlight key differences in include: Understanding of the National terms of the underlying philosophies  Different approaches to assessment Assessment Protocol in relation to NCS and approaches to assessment, in terms of its objectives and functions. including an outline of advantages and  Philosophies disadvantages.  Advantages Comparison between outcomes based and  Disadvantages. other forms of learning. RPL is explained in terms of its purpose, processes and related benefits Review your school’s assessment policy Explanation of RPL in terms of its and challenges. Explanations highlight and practises. Pay special attention to: purpose, process and related benefits and the potential impact of RPL on  Principles challenges. individuals, learning organisations and  Methods the workplace. Different methods of assessment and how  Instruments used different situations they could be applied in different A variety of assessment methods are at your school situations in relation to IQMS and WSE. described and compared in terms of  Assessment resource requirements how they could be used when  Logistics arrangement conducting assessments in different  Assessment documentation situations.  Progression and feedback and The description of methods should remedial strategies cover situations for gathering evidence  Assessment contingency plans of:  .Resistance to assessment.  Problem solving ability  Knowledge and understanding  Ensuring fairness and safety of the assessment processes.Advanced Certificate: Education (School Management and Leadership) 50Course Outline v6November 2008
    • SPECIFIC OUTCOMES CURRICULUM OUTLINE ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIES  Practical and technical skills Write a comprehensive report and make  Attitudinal skills and values. recommendations on how policies, practises and procedures should be Key principles of assessment are improved. described and illustrated in practical situations. The descriptions highlight the importance of applying the principles in terms of the possible effect on the assessment process and results. The approach to giving feedback on assessment results is described in terms of the possible impact on candidates and further learning and assessment.Prepare for assessments. How do we prepare assessment resources, Preparation of assessment resources, make logistical arrangements, prepare logistics, documentation and documentation and an environment that environment meets the requirements of meet the requirements of the assessment the assessment at hand and ensures at hand and ensures fairness and safety of fairness and safety of assessment. assessment? The assessor should know and have access to: Parties involved in the assessment are  Assessment and moderation policies notified in good time. Checks are and procedures carried out to ensure parties involved in the assessment are ready and available  Assessment guides and instruments to meet required schedules. (Parties for the assessment process, including include assessment candidates and relevant outcomes and criteria. moderators, and may include assessment facilitators and/or assistants, teachers, trainers, invigilators and safety personnel.)Advanced Certificate: Education (School Management and Leadership) 51Course Outline v6November 2008
    • SPECIFIC OUTCOMES CURRICULUM OUTLINE ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIES All pre-assessment moderation requirements are carried out in accordance with relevant assessment policies, moderation plans and ETQA requirements. Assessment details are explained to candidates clearly and constructively. Opportunities for clarification are provided and responses promote understanding of the requirements (Assessment details cover the specific purpose, process, expectations, roles, responsibilities and appeals procedures related to the assessment at hand, as well as the general context of assessment in terms of the principles and mechanisms of the NQF, as applicable to the situation and assessment context). Inputs are sought from candidates regarding special needs and possible sources of evidence that could contribute to valid assessment, including RPL opportunities. Modifications made to the assessment approach on the basis of the inputs do not affect the validity of the assessment.Advanced Certificate: Education (School Management and Leadership) 52Course Outline v6November 2008
    • SPECIFIC OUTCOMES CURRICULUM OUTLINE ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIES Candidate readiness for assessment is confirmed. In cases where candidates are not yet ready, actions taken are in line with assessment policies.Conduct assessments. The assessment process: Assessment practices promote  How to involve all parties concerned effective, manageable, fair and safe in the different phases of assessment assessment. Assessment practices are in line with quality assurance  Assessment processes, from pre- requirements, recognised codes of assessment until moderation practice and learning-site or work-site requirements in accordance with standard operating procedures where policies, moderation plans and applicable. ETQA requirements. The assessment is carried out according to the assessment design and in line with the assessment plan. Adjustments are justified by the situation, and unforeseen events and special needs of candidates are addressed without compromising the validity or fairness of the assessment. Questioning techniques are appropriate and have the potential to successfully elicit appropriate responses. Communication with candidates is non- leading, and is appropriate to the assessment at hand and the language ability of the candidate.Advanced Certificate: Education (School Management and Leadership) 53Course Outline v6November 2008
    • SPECIFIC OUTCOMES CURRICULUM OUTLINE ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIES Sufficient evidence is gathered, including evidence generated over time, to enable valid, consistent, reliable and fair assessment judgements to be made. Assessment judgements are consistent with judgements made on similar evidence and are justified by the authenticity, validity, sufficiency and currency of the evidence. Records of the assessment are in line with the requirements of the organisation`s quality assurance system. Records meet requirements for making assessment judgements, giving meaningful feedback, supporting internal and external moderation, and addressing possible appeals.Provide feedback on Assessor has the ability to explain Feedback is given to relevant parties inassessments. assessment details clearly and accordance with confidentiality constructively and allows opportunity for requirements, in an appropriate clarification and responses that promote sequence and within agreed critical reflection and development. timeframes. Feedback is clear and confined to strengths and weaknesses in performance and/or requirements for further evidence in relation to the outcome/s at hand.Advanced Certificate: Education (School Management and Leadership) 54Course Outline v6November 2008
    • SPECIFIC OUTCOMES CURRICULUM OUTLINE ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIES Agreements reached and key elements of the feedback are recorded in line with the requirements of the organisation`s quality assurance system. The type and manner of feedback is constructive, culturally sensitive and related to the relevant parties’ needs. Sufficient information is provided to enable the purpose of the assessment to be met, and to enable parties to make further decisions. (Further decisions include awarding of credit, redirecting candidates to further learning or guiding candidates to further application or re-assessment.) Feedback on the assessment process is obtained from the candidate and opportunities are provided for clarification and explanations concerning the entire assessment. Disputes and/or appeals that arise are dealt with according to the assessment policy.Review assessments. How to determine the quality of the The review identifies strengths and instruments and develop them to align weaknesses in the instruments and with the anticipated outcomes. process, and records these for incorporation in assessment redesign. Understand the assessment guidelines and Feedback from relevant parties isAdvanced Certificate: Education (School Management and Leadership) 55Course Outline v6November 2008
    • SPECIFIC OUTCOMES CURRICULUM OUTLINE ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIES the supporting documentation. analysed and used to influence future assessments positively. The critical questions/criteria to review the process, the conditions and Weaknesses in the assessment design instruments. and process that could have compromised the fairness of assessment are identified and dealt with according to the organisation`s assessment policy. Weaknesses in the assessment arising from poorly defined outcomes and criteria are identified, and effective steps are taken to inform relevant bodies.Advanced Certificate: Education (School Management and Leadership) 56Course Outline v6November 2008
    • 15.2.12 Moderate assessmentElective module 10 credits NQF level 6 (7977) SPECIFIC OUTCOMES CURRICULUM OUTLINE ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIESDemonstrate understanding Comprehensive knowledge of the school Moderation is explained in terms of its Prepare a presentation to the staff for aof moderation within the and departmental assessment and contribution to quality assured staff meeting about the moderationcontext of an outcomes- moderation policies. assessment and recognition systems process review focussing on thebased assessment system. within the context of principles and following: Identify, explain, evaluate and regulations concerning the NQF.  Relevant official documents communicate key elements, and concepts relevant to assessment moderation. A variety of moderation methods are  Communication during the moderation process described and compared in terms of Recognition of prior knowledge – how to strengths, weaknesses and applications.  Moderation implementation plan critique own knowledge and assumptions The descriptions show how moderation  Ethics and confidentiality with regard to assessment. is intended to uphold the need for  The role of the SMT manageable, credible and reliable  The role of peer assessment Societal pressures on assessment. assessments.  Evidence required during the Key principles of assessment are moderation process described in terms of their importance  Identification of support requirement and effect on the assessment and the  The strengths and the weaknesses of application of the assessment results. the moderation process. Examples are provided to show how moderation may be effective in Make and implement recommendations ensuring the principles of assessment for improving the moderation process. are upheld. Examples are provided to show how moderation activities could verify the fairness and appropriateness of assessment methods and activities used by assessors in different assessmentAdvanced Certificate: Education (School Management and Leadership) 57Course Outline v6November 2008
    • SPECIFIC OUTCOMES CURRICULUM OUTLINE ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIES situations.Plan and prepare for Role and function of moderation as an Planning and preparation activities aremoderation. integral quality assurance process. aligned with moderation system requirements. Framework of policy, planning, communication, methodology, The scope of the moderation is timeframes and logistical elements confirmed with relevant parties. governing moderation. Planning of the extent of moderation and methods of moderation ensures manageability of the process. Planning makes provision for sufficient moderation evidence to enable a reliable judgement to be passed on the assessments under review. The contexts of the assessments under review are clarified with the assessors or assessment agency, and special needs are taken into consideration in the moderation planning. Moderation methods and processes are sufficient to deal with all common forms of evidence for the assessments to be moderated, including evidence gathered for recognition of prior learning. The documentation is prepared in line with the moderation system requirements and in such a way as toAdvanced Certificate: Education (School Management and Leadership) 58Course Outline v6November 2008
    • SPECIFIC OUTCOMES CURRICULUM OUTLINE ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIES ensure moderation decisions are clearly documented. Required physical and human resources are ready and available for use. Logical arrangements are confirmed with relevant role-players prior to the moderation.Conduct moderation. Does the instrument assess the outcomes? The moderation is conducted in accordance with the moderation plan. How the assessment processes promote the learning culture in the school Unforeseen events are handled without compromising the validity of the Recognise reliable and trustworthy moderation. evidence of assessment. The assessment instruments and process are checked and judged in terms of the extent to which the principles of good assessment are upheld. Moderation confirms that special needs of candidates have been provided for but without compromising the requirements specified in the relevant outcome statements. The proportion of assessments selected for checking meets the quality assurance body’s requirements for consistency and reliability. The use ofAdvanced Certificate: Education (School Management and Leadership) 59Course Outline v6November 2008
    • SPECIFIC OUTCOMES CURRICULUM OUTLINE ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIES time and resources is justified by the assessment history or record of the assessors and/or assessment agency under consideration. Appeals against assessment decisions are handled in accordance with organisational appeal procedures. The moderation decision is consistent with the quality assurance body’s requirements for fairness, validity and reliability of assessments to be achieved.Advise and support Reflective practices – being able to The nature and quality of adviceassessors analyse the results of the moderation facilitates a common understanding of process, the feedback thereof and develop the relevant outcomes and criteria, and constructive and timely remedial issues related to their assessment by response. assessors. The nature and quality of advice promotes assessment in accordance with good assessment principles and enhances the development and maintenance of quality management systems in line with ETQA requirements. Support contributes towards the further development of assessors as needed. All communications are conducted in accordance with relevantAdvanced Certificate: Education (School Management and Leadership) 60Course Outline v6November 2008
    • SPECIFIC OUTCOMES CURRICULUM OUTLINE ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIES confidentiality requirements.Report, record and Knowledge of participative strategies of Moderation findings are reported toadminister moderation. management and leadership to promote a designated role-players within agreed collaborative approach to assessment. time frames and according to the quality assurance body’s requirements Knowledge of appropriate administrative for format and content. procedures, e.g. recording, reporting and confidentiality. Records are maintained in accordance with organisational quality assurance Knowledge of assessment and moderation and ETQA requirements. of assessment instruments. Confidentiality of information relating to candidates and assessors is preserved in accordance with organisational quality assurance and ETQA requirements.Review moderation systems Developing a school wide moderation Strengths and weaknesses of Reflect on assessment moderationand processes. policy and the systems required for its moderation systems and processes are practices in our school. Aspects that must implementation. identified in terms of their be addressed are: manageability and effectiveness in  Standard facilitating judgements on the quality and validity of assessment decisions.  Areas for improvement  Benchmarks  Manageability  Overall effectiveness of implementation. Recommendations contribute towards the improvement of moderation systems and processes in line with ETQA requirements and overall manageability.Advanced Certificate: Education (School Management and Leadership) 61Course Outline v6November 2008
    • SPECIFIC OUTCOMES CURRICULUM OUTLINE ASSESSMENT CRITERIA POSSIBLE ASSESSMENT ACTIVITIES The review enhances the credibility and integrity of the recognition system.16. Illustrative portfolio assessment matrixThe portfolio brings together the two site-based projects and any additional information that students may wish to offer regarding theircompetence as school leaders and managers.The following matrix identifies the core learning outcomes of the programme for which evidence of competence needs to be supplied.Learning outcome Evidence from Project 1 Verified Evidence from Verified Other evidence Verified by: Project 2 by: in portfolio by: (to be completed by student) (to be completed by (to be student) completed by student)Demonstrate a basicunderstanding of what is involvedin school management andleadership in South AfricaMake an assessment of ownabilities in management andleadership in terms of currentnotions of competence andrelevance in South Africa in relationto management and leadershipDemonstrate competence inreading, writing, listening andspeaking skills appropriate forschool leadership andmanagementDemonstrate the personal qualitiesAdvanced Certificate: Education (School Management and Leadership) 62Course Outline v6November 2008
    • Learning outcome Evidence from Project 1 Verified Evidence from Verified Other evidence Verified by: Project 2 by: in portfolio by:necessary for effectivemanagement of policy, planning,school development andgovernance.Develop and communicate schoolvalues, vision, mission, policiesand plans in a collaborative wayand secure commitment to these.Develop and maintain soundworking relationships with theSchool Governing Body as well asparents, learners, the communityand the department.Understand and be able to applyrelevant content knowledge inleading and managing policy,planning, school development andgovernance.Demonstrate the personal qualitiesnecessary for effective leadershipand management of people.Plan, allocate, support andevaluate work undertaken bygroups, teams and individualsensuring clear delegation of tasksand devolution of responsibilities.Develop the professional skills ofself, groups and individuals toenhance their performance andthat of the school.Advanced Certificate: Education (School Management and Leadership) 63Course Outline v6November 2008
    • Learning outcome Evidence from Project 1 Verified Evidence from Verified Other evidence Verified by: Project 2 by: in portfolio by:Create an environment conduciveto collective bargaining,collaboration and negotiation (andconflict resolution).Understand and be able to applyrelevant content knowledge inleading and managing people.Demonstrate the personal andprofessional qualities and skillsnecessary for effectivemanagement of organisationalsystems and financial and physicalresources.Set up, implement, maintain andevaluate organisational systems forthe school where possible makinguse of appropriate information andcommunication technology ICT.Manage the financial resourcesof the school in a transparent andaccountable way.Understand and be able to applyrelevant content knowledge andskills in the management oforganisational systems, andphysical and financial resources.Create, manage and sustain a safe,caring and disciplined environment.Advanced Certificate: Education (School Management and Leadership) 64Course Outline v6November 2008
    • Learning outcome Evidence from Project 1 Verified Evidence from Verified Other evidence Verified by: Project 2 by: in portfolio by:Demonstrate the personal andprofessional qualities necessary foreffective management of teachingand learning.Manage the planning andimplementation and monitoring/evaluation of teaching to ensurequality learning for all in the contextof national, provincial and schoolpolicy.Understand and be able to applyrelevant content knowledge in thedesign, implementation andevaluation of teaching and learningand the organisation of the schoolenvironment.Create, manage and sustain acaring and disciplined environmentand show commitment to followingthis through in the way in whichteaching and learning is organised.Assessor verification ratings: NYC = Not yet competent; C = Competent; E = ExemplaryAdvanced Certificate: Education (School Management and Leadership) 65Course Outline v6November 2008