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COURSE OUTLINE FORADVANCED CERTIFICATE: EDUCATION (School Management and Leadership)            Based on NQF ID 48878 at L...
Contents1.       Institution ................................................................................................
1.      Institution                Higher Education Institutions (Respective Names)        2.      Name of programme      ...
   Enable aspirant principals to manage their organisations as learning organisations and instill values supporting trans...
9.      Credits                The ACE is a 120-credit qualification, divided as follows:                 Fundamental modu...
Assessment of this second project will be summative in nature and will be a determining factor in whether or not the requi...
13.     Access                Criteria for access to the ACE programme will be as follows:                   Priority wil...
15.     Curriculum details15.1    Curriculum overviewFundamental           Develop a portfolio to demonstrate school leade...
15.2     Detailed module outlines15.2.1 Develop a portfolio to demonstrate school management and leadership competenceFund...
SPECIFIC OUTCOMES                  CURRICULUM OUTLINE                          ASSESSMENT CRITERIA                        ...
15.2.2 Leading and managing effective use of ICT in South African SchoolsAdditional module: 10 credits NQF level 5 (subsum...
manager                                                                      processed document                           ...
display                                 Editing and formatting techniques                                 Header & Foote...
   Rename sheets                                                                           E-Mail active workbook from w...
   Email Tips.                              Unit 4b: Email                             Demonstrate understanding of the ...
15.2.3 Understand school leadership and management in the South African contextCore module: 10 credits NQF level 5 (115441...
SPECIFIC OUTCOMES                   CURRICULUM CONTENT                      ASSESSMENT CRITERIA       POSSIBLE ASSESSMENT ...
SPECIFIC OUTCOMES                    CURRICULUM CONTENT                         ASSESSMENT CRITERIA                    POS...
15.2.4 Language in leadership and managementFundamental module: 6 credits NQF level 5 (115440) SPECIFIC OUTCOMES          ...
15.2.5 Manage policy, planning, school development and governanceCore module: 20 credits NQF level 6 (115439)  SPECIFIC OU...
SPECIFIC OUTCOMES                    CURRICULUM CONTENT                           ASSESSMENT CRITERIA                     ...
SPECIFIC OUTCOMES                  CURRICULUM CONTENT                            ASSESSMENT CRITERIA                    PO...
SPECIFIC OUTCOMES                   CURRICULUM CONTENT                          ASSESSMENT CRITERIA                   POSS...
SPECIFIC OUTCOMES                  CURRICULUM CONTENT                    ASSESSMENT CRITERIA                      POSSIBLE...
SPECIFIC OUTCOMES                  CURRICULUM CONTENT                        ASSESSMENT CRITERIA                  POSSIBLE...
15.2.6 Lead and manage peopleCore module 20 credits NQF level 6 (115437) (with some elements of 115432 Mentoring)  SPECIFI...
SPECIFIC OUTCOMES                  CURRICULUM OUTLINE                       ASSESSMENT CRITERIA                  POSSIBLE ...
SPECIFIC OUTCOMES                   CURRICULUM OUTLINE                    ASSESSMENT CRITERIA                  POSSIBLE AS...
Course Outline for Advanced Certificate: Education School Management And Leadership (PDF)
Course Outline for Advanced Certificate: Education School Management And Leadership (PDF)
Course Outline for Advanced Certificate: Education School Management And Leadership (PDF)
Course Outline for Advanced Certificate: Education School Management And Leadership (PDF)
Course Outline for Advanced Certificate: Education School Management And Leadership (PDF)
Course Outline for Advanced Certificate: Education School Management And Leadership (PDF)
Course Outline for Advanced Certificate: Education School Management And Leadership (PDF)
Course Outline for Advanced Certificate: Education School Management And Leadership (PDF)
Course Outline for Advanced Certificate: Education School Management And Leadership (PDF)
Course Outline for Advanced Certificate: Education School Management And Leadership (PDF)
Course Outline for Advanced Certificate: Education School Management And Leadership (PDF)
Course Outline for Advanced Certificate: Education School Management And Leadership (PDF)
Course Outline for Advanced Certificate: Education School Management And Leadership (PDF)
Course Outline for Advanced Certificate: Education School Management And Leadership (PDF)
Course Outline for Advanced Certificate: Education School Management And Leadership (PDF)
Course Outline for Advanced Certificate: Education School Management And Leadership (PDF)
Course Outline for Advanced Certificate: Education School Management And Leadership (PDF)
Course Outline for Advanced Certificate: Education School Management And Leadership (PDF)
Course Outline for Advanced Certificate: Education School Management And Leadership (PDF)
Course Outline for Advanced Certificate: Education School Management And Leadership (PDF)
Course Outline for Advanced Certificate: Education School Management And Leadership (PDF)
Course Outline for Advanced Certificate: Education School Management And Leadership (PDF)
Course Outline for Advanced Certificate: Education School Management And Leadership (PDF)
Course Outline for Advanced Certificate: Education School Management And Leadership (PDF)
Course Outline for Advanced Certificate: Education School Management And Leadership (PDF)
Course Outline for Advanced Certificate: Education School Management And Leadership (PDF)
Course Outline for Advanced Certificate: Education School Management And Leadership (PDF)
Course Outline for Advanced Certificate: Education School Management And Leadership (PDF)
Course Outline for Advanced Certificate: Education School Management And Leadership (PDF)
Course Outline for Advanced Certificate: Education School Management And Leadership (PDF)
Course Outline for Advanced Certificate: Education School Management And Leadership (PDF)
Course Outline for Advanced Certificate: Education School Management And Leadership (PDF)
Course Outline for Advanced Certificate: Education School Management And Leadership (PDF)
Course Outline for Advanced Certificate: Education School Management And Leadership (PDF)
Course Outline for Advanced Certificate: Education School Management And Leadership (PDF)
Course Outline for Advanced Certificate: Education School Management And Leadership (PDF)
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 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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Transcript of "Course Outline for Advanced Certificate: Education School Management And Leadership (PDF)"

  1. 1. 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
  2. 2. 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
  3. 3. 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
  4. 4.  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
  5. 5. 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
  6. 6. 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
  7. 7. 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
  8. 8. 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
  9. 9. 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
  10. 10. 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
  11. 11. 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
  12. 12. 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
  13. 13. 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
  14. 14.  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
  15. 15.  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
  16. 16. 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
  17. 17. 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
  18. 18. 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
  19. 19. 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
  20. 20. 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
  21. 21. 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
  22. 22. 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
  23. 23. 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
  24. 24. 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
  25. 25. 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
  26. 26. 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
  27. 27. 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
  28. 28. 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
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