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This manual provides an overview of the design and expected delivery of the new programme. The key focus of the ACE (School Management and Leadership) programme is to facilitate real transformation in ...

This manual provides an overview of the design and expected delivery of the new programme. The key focus of the ACE (School Management and Leadership) programme is to facilitate real transformation in schools that is grounded in recognition of the challenges of particular contexts and the values underpinning the South African Constitution. Principals and would-be principals must understand that it is not acceptable simply to pay lip service to the ideas presented in the programme, to develop polices that are not implemented in practice or to adopt a minimal compliance stance. Instead, a deliberate attempt is made to encourage critical reflection on current practices, planning for improvement, action based on informed understandings and monitoring and evaluation that is critical and responsive.

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Implementation guidelines: ACE School Management and Leadership (Word) Document Transcript

  • 1. ACE (SchoolManagement andLeadership)Implementation guidelines
  • 2. Department of EducationImplementation Guidelines forACE (School Leadership)© Department of Education 2008Creative Commons LicenseThe copyright for this work is held by the Department of Education. However, to maximisedistribution and application, the work is licensed under the Creative Commons License.This allows you to copy, distribute, and display the work under the following conditions: • By attribution. You must attribute the work in the manner specified by the Department of Education. • For non commercial use1. You may not use this work for commercial purposes. Profit-making entities who charge a fee for access to the work are not permitted to copy, distribute and display the work. • By attribution, share-alike. Should this core material be supplemented in any way to create a derivative work, it is expected that the derivative work will be made available to the Department of Education to post onto the Thutong website for others to access and adapt as needed.o For any reuse or distribution, you must make clear to others the license terms of this work.o Any of these conditions can be waived if you get permission from the Department of Education.1 How does the Department of Education define commercial use? A commercial use would involve theassessment of a direct or indirect fee by a for-profit entity for use of the Department of Education CreativeCommons (CC) materials, or any derivation or modification of the Department of Education CC material, or anyother commercial exploitation of the Department of Education CC materials.
  • 3. ACE (School Leadership) Implementation guidelines
  • 4. Department of EducationSol Plaatje House123 Schoeman StreetTshwaneSouth AfricaTel: +27 12 312 5344Fax: +27 12 323 0134http://www.education.gov.za© Department of Education 2008This project was funded by
  • 5. Table of ContentsImplementation guidelines....................................................i Philosophy and thinking underpinning the ACE (School Management and Leadership) programme........................................................................................viiiWord of welcome.................................................................................11Structure................................................................................................111.1 General introduction......................................................121.2 Who is this programme for?.......................................................121.3 What is the purpose of this programme?.................................121.4 How is the programme structured?...........................................121.5 What are the strengths of the programme?..............................13 1.5.1 Critical learning principles...........................................................................14 1.5.2 A developmental approach to assessment..................................................14 1.5.3 A transformational agenda............................................................................151.6 Introduction to the modules that comprise the programme. .15 1.6.1 Develop a portfolio to demonstrate school leadership and management competence (fundamental - but cannot be RPLed).............................................15 1.6.2 Lead and manage effective use of ICTs in schools (fundamental – can be RPLed)........................................................................................................................16 1.6.3 Understand school leadership and management in the South African context (core)............................................................................................................................17 1.6.4 Language in leadership and management (core)........................................17 1.6.5 Manage policy, planning, school development and governance (core)..18 1.6.6 Lead and manage people (core).....................................................................18 1.6.7 Manage organisational systems, physical and financial resources (core)19 1.6.8 Managing teaching and learning (core).......................................................19 1.6.9 Lead and manage a subject, learning area or phase (elective)..................20 1.6.10 Mentor school managers and manage mentoring programmes in schools (elective).....................................................................................................................20 1.6.11 Plan and conduct assessment (elective)......................................................21 1.6.12 Moderate assessment (elective)...................................................................222.1 Overview of programme issues and questions.......................24 2.1.1 Programme purpose, nature, sequencing and pacing................................24 2.1.2 Assessment planning......................................................................................29 2.1.3 Communication with students......................................................................322.2 Optimising contact support........................................................34 2.2.1 Planning contact sessions...............................................................................34 2.2.3 Planning site-based support..........................................................................37ACE (School Management and Leadership) v
  • 6. 2.3 General learner support issues...................................................39 2.3.1 Open learning and adult students................................................................39 2.3.2 Planning, facilitating and evaluating networking contact sessions........40 2.3.3 The facilitator as a counsellor........................................................................41 2.3.4 Providing feedback on assessment...............................................................43 2.3.5 Monitoring student progress.........................................................................452.4 Concluding remarks......................................................................46 3.1 Analytic Rubric for assessing Develop a portfolio to demonstrate school management and leadership competence (Fundamental).................................48 3.2 Analytic Rubric for assessing Lead and manage effective use of ICTs in schools (Fundamental)...........................................................................................................55 3.3 Analytic Rubric for assessing Understand school leadership and management in the South African context (Core)............................................................................61 3.4 Analytic Rubric for assessing Language in leadership and management (Core). 67 3.5 Analytic Rubric for assessing Manage policy, planning, school development and governance (Core).....................................................................................................72 3.6 Analytic Rubric for assessing Manage organizational systems, physical and financial resources (Core)........................................................................................78 3.7 Analytic Rubric for assessing Lead and manage people (Core)..................85 3.8 Analytic Rubric for assessing Managing teaching and learning (Core)....92 3.9 Analytic Rubric for assessing Leading and managing a subject area / learning area/ phase (Elective)................................................................................................97 3.10 Analytic Rubric for assessing Mentor school managers and manage mentoring programmes in schools (Elective)........................................................................103 3.11 Analytic Rubric for assessing Plan and conduct assessment (Elective).108 3.12 Analytic Rubric for assessing Moderate assessment (Elective)..............116ACE (School Management and Leadership) vi
  • 7. Acknowledgements This material is the product of a collaborative endeavour involving representatives of the following organisations and institutions: Cooper King Department of Education – Education Management and Governance Development Directorate GMSA Foundation Management of Schools Training Programme (MSTP) Matthew Goniwe School of Leadership and Governance (MGSLG) National Association of Professional Teachers of South Africa (NAPTOSA) National Association of Teacher Unions (NATU) Pauline Matlhaela and Associates, Skills Development Services Pty (Ltd) Regenesys South African Democratic Teachers Union (SADTU) South African Institute for Distance Education (SAIDE) South African Principals’ Association (SAPA) Shuttleworth Foundation Ukukhula Projects University of Fort Hare University of South Africa (UNISA) University of Stellenbosch University of the Free State University of the Witwatersrand Zenex Foundation as well as a number of individual consultants, and reflects feedback received from personnel from all the Higher Education Institutions involved in developing this course.ACE (School Management and Leadership) vii
  • 8. ForewordForewordThe ACE (School Management and Leadership) represents an exciting initiative in theprofessional development of aspirant school principals.This manual provides an overview of the design and expected delivery of the newprogramme.Philosophy and thinking underpinning the ACE (School Management andLeadership) programmeThe key focus of the ACE (School Management and Leadership) programme is to facilitatereal transformation in schools that is grounded in recognition of the challenges of particularcontexts and the values underpinning the South African Constitution. Principals and would-be principals must understand that it is not acceptable simply to pay lip service to the ideaspresented in the programme, to develop polices that are not implemented in practice or toadopt a minimal compliance stance. Instead, a deliberate attempt is made to encouragecritical reflection on current practices, planning for improvement, action based on informedunderstandings and monitoring and evaluation that is critical and responsive. Theassessment tasks set for students in this programme must yield evidence that the school haschanged for the better in ways that reflect a commitment to and practice of transformationalleadership. In this process, critical issues such as gender equality, HIV/AIDS, and improvedand improving learner performance must be squarely addressed.ACE (School Management and Leadership) viii
  • 9. ACE SML Implementation GuidelinesAcronyms and AbbreviationsAC Assessment CriteriaACE Advanced Certificate in EducationCCFO Critical cross-field outcomeDSG Development Support GroupEC DoE Eastern Cape Department of EducationEMD Education Management DevelopmentETQA Education and Training Quality Assurance bodyINSET In-service Education and TrainingIQMS Integrated Quality Management SystemNCS National Curriculum StatementNLH Notional Learning Hours – an estimate of actual study timeNLRD National Learners’ Records DatabaseNQF National Qualifications FrameworkOBA Outcomes-Based AssessmentOBE Outcomes-Based EducationPGP Personal Growth PlanPoE Portfolio of EvidenceRPL Recognition of Prior LearningSACE South African Council of EducatorsSAQA South African Qualifications AuthoritySDT Staff Development TeamSGB School Governing BodySGB Standards Generating BodySMT School Management TeamSO Specific OutcomeUS Unit StandardACE (School Management and Leadership) ix
  • 10. ACE SML Implementation GuidelinesACE (School Management and Leadership) x
  • 11. ACE (SML) Implementation GuidelinesOverviewWord of welcomeWelcome to this implementation guide for the ACE (School Leadership) programme. Theaim of this implementation guide is to help HEIs identify the key design and deliveryimplications of the programme. It will be complemented by a training session.By the time you have finished working through this manual, we hope that you will feelbetter able to:  identify the key design characteristics of the programme  identify key questions and issues which your institution will need to address in planning for the implementation of the programme  identify the assessment criteria linked to each module of the programme.StructureThe manual is divided into three sections as detailed below.Section 1: Programme overviewSection 2: Key questions and issuesSection 3: Assessment rubrics.ACE (School Management and Leadership) 11
  • 12. ACE (SML) Implementation Guidelines Section 1: Programme overview1.1 General introductionWelcome to the Advanced Certificate: Education (School Management and Leadership).1.2 Who is this programme for?The ACE programme is aimed at empowering school leaders to lead and manage schoolseffectively in a time of great change, challenge and opportunity. It is targeted at servingSchool Management Team members who aspire to principalship.1.3 What is the purpose of this programme?The programme seeks to provide structured learning opportunities that promote qualityeducation in South African schools through the development of a corps of education leaderswho apply critical understanding, values, knowledge and skills to school leadership andmanagement within the vision of democratic transformation.It seeks to empower/enable these educators to develop the skills, knowledge, and valuesneeded to lead and manage schools effectively and to contribute to improving the delivery ofeducation across the school system.1.4 How is the programme structured?The ACE (School Leadership) is a programme that has been registered on the NQF at NQFLevel 6 with an exit level at REQV14.The programme will normally take two years of part-time study to complete.Each component of the programme comprises a number of modules as summarized in thetable below.ACE (School Management and Leadership) 12
  • 13. ACE (SML) Implementation Guidelines NUMBER OF COMPONENT MODULE RELATED UNIT STANDARD CREDITS Develop a portfolio to demonstrate school leadership and management 115438 10 competenceFundamental Unique to this Lead and manage effective use of ICTs programme but 10 in South African Schools subsuming 115433 Language in leadership and 115440 10 management Understand school leadership and management in the South African 115441 10 context Managing teaching and learning 115436 20Core Lead and manage people 115437 20 Manage organizational systems, 115434 20 physical and financial resources Manage policy, planning, school 115439 20 development and governanceElective Lead and manage subject 115435 12(Optional – areas/learning areas/phasealternativeelectives may be Mentor school managers and managerequired by 115432 12 mentoring programme in schoolsdifferent HEIsin line withchanging Plan and conduct assessment 115753 15national,provincial Moderate assessment 7977 10priorities)1.5 What are the strengths of the programme?The programme focuses on leadership and management development in three main ways, by: - reinforcing critical learning principles - adopting a developmental assessment approachACE (School Management and Leadership) 13
  • 14. ACE (SML) Implementation Guidelines - pursuing a transformational agenda.1.5.1 Critical learning principlesThe following learning principles underpin the teaching and assessment of the programme: - 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 contexts - Critical reflection on group processes, group effectiveness - Critical reflection and reporting on personal growth and insights developed - Research and experimentation.1.5.2 A developmental approach to assessmentThe assessment strategy includes a variety of options to demonstrate and provide evidence ofpractice, based on the anticipated outcomes and against the assessment criteria. Depending onthe institution and circumstances, this could include activities such as case studies, problemsolving assignments, practice in simulated and in real contexts, projects, written and oralpresentations. - The assessment is focused on applied competence. The assessment evidence should include: o Assignments and/or examinations, providing evidence of the ability to apply knowledge to practice o Oral Presentations, which should be observed in context to observe ability to communicate with comprehension o Two or more work based projects to demonstrate the application of the learning and insights from preferably the core modules o A portfolio of practice evidence, which will support all modules o Evidence of self-, peer-, tutor assessment as well as on-site verification of leadership and management competence.As students work through the programme, they will keep a reflective journal and prepare aportfolio of evidence of their growth and achievements. This evidence will contributetowards their final summative assessment.ACE (School Management and Leadership) 14
  • 15. ACE (SML) Implementation Guidelines1.5.3 A transformational agendaThe programme is offered through a practice-based part-time mode so that students can workand learn at the same time. They will find that about 50% of the work that they need to do forthe programme comprises activities that they will plan, execute and evaluate at their school.By the time they have completed the programme, it should be possible to provide evidencethat their participation has helped to change their school for the better.1.6 Introduction to the modules that comprise the programmeThis section provides an overview of each module in the programme organized into thesequence in which students will most likely engage with them. The overview can be cross-referenced with the relevant unit standard in the course outline and the associated analyticassessment rubric in part three of this document.1.6.1 Develop a portfolio to demonstrate school leadership and management competence (fundamental - but cannot be RPLed)The main purpose of this module is to assist students to compile a reflective portfolio withevidence of their competence in school management and leadership. The secondary purposeis to enable them to understand the use of portfolios as an assessment instrument, so thatthey will be able to promote their use for assessing learners in their school. The moduleshould enable students to successfully complete the unit standard, ‘Develop a portfolio todemonstrate school management and leadership’ (SAQA ID number 115438) which isincluded in the ACE qualification. The module will also assist them to put together relevantevidence to demonstrate their competence in the other unit standards of the ACEqualification.The portfolio unit standard has been included in the qualification because the designers ofthe qualification assumed that not all students in this programme would know how todevelop a portfolio that reflects their management and leadership competence. Thereforethis module guides them through the process of developing a reflective portfolio to recordall evidence relevant to the core unit standards of the ACE qualification that cover the keycompetencies of school managers/leaders.These core unit standards are described in the portfolio unit standard as the ‘core exit leveloutcomes’:ACE (School Management and Leadership) 15
  • 16. ACE (SML) Implementation Guidelines• Demonstrate effective language skills in school leadership and management (ID number 115440);• Manage policy, planning, school development and governance (ID number 115439);• Lead and manage people (ID number 115437);• Manage organizational systems and physical and financial resources (ID number 115434); and• Managing teaching and learning (ID number 115436).The final portfolio will therefore be a comprehensive record of all the evidence that studentsproduced during these core modules of the programme, which would include completedassignments, written tests and work-based projects. The portfolio will also contain relevantevidence that students may have produced during the execution of their regular schoolmanagement/leadership functions, either before or during the programme, on condition thatthese relate directly to the outcomes in the above-mentioned core unit standards. Theportfolio will also include a journal that represents a working document linked to all themodules in the programme as determined by each HEI.1.6.2 Lead and manage effective use of ICTs in schools (fundamental – can be RPLed)This module is premised on the understanding that it is difficult for a school leader andmanager to be optimally effective without making use of computer technology at least at abasic level to create documents, manage information, speed up routine procedures and dataprocessing and stay informed about changes that will impact on the school. The module firstmakes the case for why school leaders and managers should seek to develop their computerliteracy skills and then proceeds into a formal basic introduction to the nature of computers,how they work and the names and functions of the various parts. The module makes adeliberate attempt to demystify the technology and to examine how the day-to-day tasks ofthe leader and manager could be simplified by the use of appropriate technology andsoftware. The module therefore provides basic skills for navigating and using word-processing, database, spreadsheet and internet/email functions to optimise daily functionssuch as recording, reporting, budgeting and curriculum design and delivery. It then brieflyexplores how ICTs may be integrated optimally into teaching, learning and managementprocesses.ACE (School Management and Leadership) 16
  • 17. ACE (SML) Implementation Guidelines1.6.3 Understand school leadership and management in the South African context (core)This module gives an overview of what management and leadership is about in a schoolsetting. From the perspective of an aspiring principal it begins a process of developingunderstanding about the challenges that face principals on a daily basis and allows students toalso explore their own realities and decide on new and better action. In addition, they willlook at some of the international trends in management and leadership and will compare whatis happening in the South Africa scene to others.The main purpose of this module is to give students an understanding of some of the debatesaround leading and managing schools and to frame these debates within three scenarios,namely: a reflection of themselves as a future leader within the realities they have to face ona daily basis, a reflection of themselves as a team player but also a leader and manager of theschool and finally a reflection of their work as a present day manager within the context ofthe broader educational field.In completing this range of reflections they will be learning a skill to help them completetheir learning journal and portfolio. This will in turn set a benchmark for their work and forthe way that they continue to work when completing the other modules.In many ways this module sets the foundation on which the core programme is built. Itraises issues which are therefore explored in the other core modules dealing with leadingand managing people, policy, language, organisational, physical and financial resources andmanaging teaching and learning in more detail.1.6.4 Language in leadership and management (core)This module serves a dual purpose. On the one hand it is aimed at developing the reading,writing, speaking and listening skills students need to successfully work their way through allthe modules included in this ACE programme. On the other hand the module is aimed atproviding them with the ability to use language as a management and leadership tool,specifically in the area of policy development and implementation.This module explores a number of questions and/or issues, namely: - How can educational managers and leaders use language to inform, educate and influence people? This question is explored in Units 1, 2 and 3. - How can the effective use of language enhance communication and establish supportive relationships with those inside and outside schools? This question is explored in Units 1, 2 and 3. - Which writing skills should school principals and classroom teachers have in order to effectively perform their respective management and leadership functions? This question is explored in Unit 3.ACE (School Management and Leadership) 17
  • 18. ACE (SML) Implementation Guidelines - What skills are required to critically read and understand policy documents? This question is explored in Units 4 and 5.1.6.5 Manage policy, planning, school development and governance (core)This core module is about understanding, and managing the requirements of education law,policy, planning, school development and governance, and the changes which schools mustimplement and manage.The module examines the role of the principal and school management team in managingpolicy, planning, governance and school development. It considers how values, vision andmission can be developed and communicated within the school as an organisation, and thepersonal characteristics of the principal in establishing and maintaining these key areas. Itforegrounds the knowledge, and the actions which school leaders must take to comply withthe legislative and policy requirements, as critical to the functionality of the school throughgood management and governance.1.6.6 Lead and manage people (core)There seems to be a movement away from the term human resource management and instead“people management and leadership” is presently used when dealing with the people in theorganization, which implies that it is the people in a school who ‘win or lose the battle’towards achieving the set goals.It is increasingly acknowledged that people play a critical role in the school and that peopleleadership and management has ultimately become the responsibility of the SMT (SchoolManagement Team) of a school. The Minister of Education, Naledi Pandor, expressed herconcern about education leadership by saying: “We have a (school) leadership that cannot analyse, cannot problem-solve, cannot devise strategic interventions and plans and cannot formulate perspectives that are directed at achieving success”. (Business Day, 30 December 2004)This type of concern correlates with the views of Jones and George (2003:98) that refer to therole of the leader to set the values, norms and standards for behaviour, and to communicatethe expectations that influence the way in which individuals, groups and teams interact withone another and co-operate to achieve organisational goals.The task of people leadership and management reveals both a tactical and a strategic rolewithin every aspect of planning, allocating, supporting and evaluating work, as well asdeveloping personal and professional skills and creating an environment conducive tocollective bargaining, collaboration and negotiation.ACE (School Management and Leadership) 18
  • 19. ACE (SML) Implementation GuidelinesThe module explores these issues through a set of expanding lenses that begin by exploringpersonal qualities with reference to relevant theory and then move on to considermanagement of oneself and others, staffing and labour relations.1.6.7 Manage organisational systems, physical and financial resources (core)This module examines the structures, systems and processes that should be established inorder for a school to be effective. The expectation of all stakeholders in the schoolenvironment is that an effective school will be able to provide an education of progressivelyhigher quality for all learners.The premise of this module is that effective education is built upon, and grounded in,policies, principles and values. The acts, regulations and policies of national and provincialgovernments have created the framework and values within which the school’s organisationalsystems, and physical and financial resources should be managed.If a school is to be managed effectively, it must be well organised, and this applies to everypart of the school system. Furthermore, the interrelationships between the different systemsmust also be managed effectively, since they depend on one another for effective functioning.A school is an organisation that consists of many different parts. The principal is not only aneducational manager; he/she is also the leader of the school, and a vital part of his/her role isto manage the school’s organisational systems and physical and financial resources.This module further holds that there are certain core areas of performance that are essentialfor schools to be successful and fulfil their mandates. These core performance areas are theelements from the model for ‘whole-school development’, which are dealt with in more detailin the module. The core performance areas are interrelated and are supportive of one another.Similarly, any one policy or principle of the legislative framework governs a number of thesecore areas of performance. Examples of core areas of performance are effective leadershipand management, information management and communication systems.1.6.8 Managing teaching and learning (core)This module focuses on the core business of transforming schools, that of teaching andlearning. The purpose of this module is to enable students to acquire relevant knowledge andskills as well as to develop appropriate attitudes and values in order to manage teaching andlearning effectively.ACE (School Management and Leadership) 19
  • 20. ACE (SML) Implementation GuidelinesThe module begins by exploring the school as a learning organization and promoting aculture of learning and teaching, which is dedicated to constant renewal and improvement. Italso tackles the issue of context, and looks at the ways in which the physical environment ofthe school impacts on the quality of learning. This leads into an exploration of the challengesof effectively planning, implementing, monitoring and evaluating a curriculum that needsconstantly to change and reinvent itself in line with the changing needs of a changing society.In particular, the module focuses on what is required to improve teaching and learning inorder to produce enhanced learner outcomes. This paves the way for the identification anddevelopment of the skills and processes needed to lead and manage effective teaching andlearning.1.6.9 Lead and manage a subject, learning area or phase (elective)The purpose of this module is to develop effective curriculum leaders and managers whowill enhance the quality of teaching and learning through application of the theories,concepts and issues handled in this module. It is hoped that in examining these issues schoolprincipals and SMT members will be more conscious of their role of leading and facilitatingtransformation in schools.The module focuses on management and leadership regarding implementation of subjectand learning areas in different phases of learning and teaching, from Grade R to Grade 12.It should be noted that many of the topics and issues discussed in this module feature inother modules as well, particularly the core module on Managing Teaching and Learning.However, this module deals with these topics from the perspective of formal curriculumdelivery at school and classroom level. Curriculum delivery in this sense means theimplementation of subject and learning areas in all phases of schooling. Learning Outcomesand syllabuses as well as the subjects and learning areas are documented into a curriculumfor schools. Viewed from this perspective, this module is about curriculum delivery.1.6.10 Mentor school managers and manage mentoring programmes in schools (elective)Mentoring is increasingly seen as an effective way of helping people develop in their jobsand careers.ACE (School Management and Leadership) 20
  • 21. ACE (SML) Implementation GuidelinesIn a constantly changing environment, there is a great need for people to change, adopt andadapt to the changes. This is no less true of schools. School managers seem to be naturalcandidates as mentors in schools. They have an important role to play in developing theircolleagues to cope with the new pressures and new imperatives. In view of the changes, allschool managers are expected to be seeking to add value to their schools by acquiringmentoring skills and the ability to manage mentoring programmes.In the South African context the changes mentioned above include the introduction of thenew curriculum, a new approach to school governance where the community is encouragedto be actively involved and participatory management of schools.The mentoring programmes and mentoring skills which schools are supposed to developare also relevant to teachers whose responsibilities may include mentoring other educatorsso that high quality teaching and effective use of resources result in improved standards ofachievement for all learners. This module aims at empowering school managers andteachers to develop and implement appropriate mentoring programmes.1.6.11 Plan and conduct assessment (elective)The focus of this module is not on assessment per se but on its management and/oradministration. In this module they will learn how to plan for and conduct assessment in such away that it becomes an integral part of the teaching and learning programme rather than anadditional administrative burden.A well-conceived assessment plan does not only benefit teachers; it also contributes to moreeffective learning in the sense that learners know beforehand when and how assessmentswill be conducted and are therefore able to plan ahead, accepting some responsibility fortheir own learning as stipulated in the SAQA critical cross-field outcomes. In addition, itmight help to change perceptions of assessment as an event to be dreaded to a perception ofassessment as a learning experience, a process that is not aimed at ‘catching out’ learners butrather at supporting and monitoring their learning towards the achievement of pre-determined outcomes.Siebörger (1998:75) suggests that the way assessment takes place in a school is an importantindicator of the overall quality of that school, not only in terms of the academicachievements of the learners, but also in terms of the extent to which the school is achievingits aims and contributing to national aims and goals. Siebörger’s comments link assessmentwith management, administration and leadership, another role required of all teachers and a rolethat is particularly pertinent to the Advanced Certificate in Education (School Leadership).ACE (School Management and Leadership) 21
  • 22. ACE (SML) Implementation GuidelinesIn this regard the Norms and Standards for Educators, states that educators will be required to‘make decisions appropriate to the level (concerned), manage learning in the classroom,carry out classroom administrative duties efficiently and participate in school decision-making structures … in ways which are democratic, which support learners and colleagues,and which demonstrate responsiveness to changing circumstances and needs’.This module is aimed at helping students perform these roles to the best of their ability. Assuch, it provides them with information on assessment and evaluation in general and onoutcomes-based assessment in particular.It attempts to show them how assessment contributes to quality teaching and learning andhow it promotes accountability. Most importantly, though, it places assessment in a systemiccontext, indicating how it could be used as a tool for transformation.What this module does not do is to teach students how to design assessment instruments orhow to integrate assessment into teaching and learning. These aspects of assessment aredealt with in other modules in this course. The design of this module is, therefore, informedby the assumption that students have already mastered the basics of assessment, that theyknow how to design assessment instruments and that their school has an assessment policyin place. In this sense this module builds on previous modules that dealt with teaching,learning, management and policy development. Its purpose is two-fold: to stimulate criticalthinking on assessment, with particular reference to outcomes-based assessment, and toenable students to effectively and efficiently manage assessment at different systemic levels.1.6.12 Moderate assessment (elective)The focus of this module is on the moderation of assessment. With the current emphasis onaccountability and quality assurance in education all over the world, moderation hasbecome a crucial means of ensuring fairness and consistency in educational assessments.Ensuring the quality, fairness and integrity of assessments is also a crucial part ofeducational management.With the move to outcomes-based education, which is an assessment intensive system, therehas been a need to ensure that the quality of assessment does not negatively impact onteaching and learning. In the past, the bulk of quality assurance activities took placeexternally to the school itself – with the Grade 12 external examination being the primeindicator of the quality of education taking place at a particular school. In outcomes-basededucation, schools themselves have to accept this responsibility. It is, therefore, important toensure that all educators, but especially educational managers, have the knowledge and/orexpertise to establish and maintain systems and processes that reflect best practice.ACE (School Management and Leadership) 22
  • 23. ACE (SML) Implementation GuidelinesModeration is one such process and this module is aimed at assisting current and aspiringeducational managers to develop the requisite expertise in this area.Based on the assumption that everyone that is registered for this module is an educator andthat all of them are aspiring to be educational managers some day, the learning content hasbeen carefully selected to reflect educational situations where a critical understanding ofquality assurance, standards and moderation is crucial. Consequently, the activities andassignments in this module require students to apply everything they learn in establishingand maintaining moderation systems and processes to their own school. Section 2: Key questions and issuesIn this section we identify some of the questions and issues that HEIs will need to address intheir planning for the roll-out of the ACE (School Management and Leadership). The issuesand questions have been divided into three sections as follows:2.1 Programme issues2.1.1 Programme purpose, nature, sequencing and pacing2.1.2 Assessment planning2.1.3 Communication with students.2.2 Optimising contact support2.2.1 Planning contact sessions2.2.3 Planning site-based support.2.3 General learner support issues2.3.1 Open learning and adult students2.3.2 Planning, facilitating and evaluating networking contact sessions2.3.3 The facilitator as a counsellor2.3.4 Providing feedback on assessment2.3.5 Monitoring student progress.ACE (School Management and Leadership) 23
  • 24. ACE (SML) Implementation GuidelinesThe issues and questions identified in this section are illustrative only. There may well beadditional issues and questions that will arise as HEIs engage with their planning processes.We will first present the questions that have occurred to us. Then we will discuss some ofthe issues related to finding answers to these questions. At the end of each section, wepresent a case study of a fictional HEI called the National University of South Africa(NUSA). The NUSA case studies represent one way in which the questions and issuesdiscussed might be addressed and are based on experience of practises at several HEIs. Thecase studies should not be construed as the answer but rather as an answer to the questionsposed. You may well disagree with NUSA’s approach, but hopefully the case study willserve to help focus your own institutional discussions.2.1 Overview of programme issues and questions2.1.1 Programme purpose, nature, sequencing and pacingKey questionsDoes everybody involved share a common understanding of the purpose and nature of theprogramme?In what sequence will students work through the modules?How will the workload be split between semesters and years of study?How will the institution ensure that students remain on track with the workload and cross-cutting activities such as the development of their portfolios?DiscussionBy the time that you read this, we assume that you will have already engaged with theprogramme overview in Section One of this guide. This programme overview appears in thePortfolio and Context modules that underpin the ACE (SML) programme because we wantstudents to think of the modules as parts of a coherent, integrated programme and not asdiscrete sets of information to be “passed” and forgotten.What are the key design concerns of the programme? The first main emphasis in thisprogramme is to understand the importance of context. The core module Understand SchoolLeadership and Management in Context can be seen as the foundational module of theprogramme in this regard.In designing and developing the materials, we have been guided by the following criteria:ACE (School Management and Leadership) 24
  • 25. ACE (SML) Implementation GuidelinesA consistent, integrated but explicit common understanding across the modulesWe have tried to ensure that here is a consistent ‘voice’ or awareness through all themodules of the programme: the modules speak from a position of authority (a valueposition) about matters such as: the moral purpose of leadership in the South Africancontext and in schools; the constitutional basis of power and acceptance of the exercise ofauthority/leadership within the rule of law – subject to transparency, accountability,inclusion, participative processes, legitimacy; confidence in the underlying values regardingtransformation of society through educational leadership; the multiple roles of schoolleadership and management; the relationship of the student/candidate to knowledge, skills,values, personal attributes/behaviour – i.e. learning is not to master knowledge but to applyit responsibly in a given social context; and the fact that leadership and management isprimarily not an efficiency matter but about building people – staff and students.Assessment tasks set by HEIs will have a key role to play in making this a reality.A strong and focused sense communicated of the strategic importance of the ACEThis ACE is about developing principalship. The aim of the programme is to make a majorintervention into South African society and build effective democratic citizenship throughmore effective leadership in the principalship of the nation’s schools. The material invites incandidates a mind set that asks: • What are my/our goals and aspirations? • Where do I fit in? • Who do I need to work with and how will we win (reach the goals)? • What capabilities do I/we have? • What leadership and management skills, systems and structures do I/we need?A pervading sense of how directly the South African context influences the purpose ofthe modules, the knowledge they impart and the practices they encourageHere we are concerned with issues such as relevance, immediacy, authenticity, challenge,appeal and opportunity. It is absolutely essential to have the required impact in the SouthAfrican context, and this ACE programme therefore tries to establish its notions of leadershipand management, especially the role of the principal, fundamentally in certain realities ofthe country’s actual context.Underpinning valuesThis ACE programme aims at developing leadership and management that supports idealssuch as ‘transformation’, ‘empowerment’ and ‘democratisation’. To stop these from beingmerely rhetorical, we have tried to ensure consistent and conscious awareness in all theACE (School Management and Leadership) 25
  • 26. ACE (SML) Implementation Guidelinesmodules of governance, leadership and management as being to do with the exercise ofpower and authority. If justice and legitimacy are taken as central values to do with power,then there needs to be quite a strong emphasis on values and evidence of behaviour that areconducive to justice and legitimacy, e.g. accountability, transparency, openness, fairness,giving a voice, hearing all sides, participation, inclusion, due process, right of appeal,administrative justice, etc.Knowledge base, theoryAs already suggested above there should be a sense of engaging with knowledge andknowledge construction throughout the programme. Part of the context of this ACEprogramme is that it proposes/invites an innovative approach to theory and knowledgebuilding. Being site-based and with the strong role for the portfolio (including the emphasison being a ‘critical reflective practitioner’), we want to teach the candidate a habit of usingtheir own and others’ narratives and the experience of their own school contexts as aprimary research resource. In this programme theorising therefore means to think abstractly,analytically and critically about one’s own situation and plan actively to improve it.Applied knowledgeThis has been an underpinning value and methodological approach from the outset, and soshould be strongly apparent in all modules. This is indicated in a strong emphasis on allforms of practice; site based activity; a school focus; the candidate being actively involved inleadership, management and organizational behaviour; working in relationships, withteams and within multiple structures. It also, hopefully, contradicts the supposeddichotomy between theory and practice by showing how critical reflection (review,‘research’) is an activity that leaders must do themselves, initiate, or lead others to do andthat leads to strategizing, planning change (speculating, ‘theorising’) and implementingaction plans.The student’s contextAs opposed to the broad South African context, it has been agreed that modules andassessment activities should, as far as possible, be relevant to and feasible in the local contextwhere the candidate operates. This means that examples, exercises and applications mustgive scope for a wide range of situations and responses, from urban, township, privilegedelite, rural, and assume both high and low Provincial Education Department support.Personal reflection; growthThis has also been stressed as a key methodological strand and a main outcome of theprogramme.ACE (School Management and Leadership) 26
  • 27. ACE (SML) Implementation GuidelinesAssessment methodologyThis will be a subject for discussion during a workshop with HEIs. However, key featuresunder this heading are: Relevance and actuality for the most part strongly task- and site-based in line with the other criteria mentioned above As much integration as possible, i.e. not a proliferation of activities; three or four main activities per module Where possible, building awareness of other modules – although for the most part, other than in the portfolio, it is not feasible to combine assessment for more than one module when these are not studied concurrently A balanced distribution of work-load between modules (in line with credits) The feasibility of the assessment – i.e. how will it be assessed, by whom and when?Technical aspects; presentation.This covers issues such as how theoretical matter is incorporated, e.g. blocks of quoted text;how much referencing is done and how; length of paragraphs and variation of style withinblocks of text; frequency of headings and subheadings; ‘units’ within modules – howconceived and how divided, including volume of text per ‘unit’.With respect to this last item, an attempt has been made to design materials in a format thatfacilitates independent study, in line with the ‘studying while working’ practice-basednature of the programme, but also to provide the materials in ways that institutions can useand adapt most easily. For this reason, the materials have been developed in an MSWordtemplate that allows for fairly easy adaptation and also in a PDF format where institutionscan choose to use the materials in their original format without further adaptation.It will be noted from the programme outline in Section One that there are twelve modules inthe programme: two fundamentals (only one of which can be RPLed); six core and fourelectives. Institutions will need to decide what seems like the most appropriate sequenceand workload pacing to suit their own need and context.How NUSA respondedNUSA constituted a core programme team of six academic staff to run the programme. Each staffmember was allocated two modules and 20% of their workload time (320 hours) to implement theprogramme. One member of the team was allocated an extra 10% (160 hours) to take overallresponsibility for managing and coordinating the programme.ACE (School Management and Leadership) 27
  • 28. ACE (SML) Implementation GuidelinesThe core team put two days aside to brainstorm the purpose and nature of the programme and to teaseout the practical implications for implementation. They invited members of various supportdepartments such as postal administration and finance to participate in this workshop. Having foundthe discussions very useful in clarifying their own thinking, the workshop agreed that studentsneeded to receive an ‘orientation’ to the programme both in print form and during the first contactsession.The meeting further agreed that a semester system would work best for NUSA, and the followingsequencing was decided upon:Year One, Semester One:Fundamental: Basic computer literacy for school management (or RPL)Fundamental: Develop a portfolio to demonstrate school management and leadership competenceCore: Understand school leadership and management in the South African context.Core: Demonstrate effective language skills in school management and leadershipThis would take care of the fundamental and foundational issues and activities that would cut acrossthe programme from start to end. On completion of the Context module, students would embark ontheir first school-based project.Year One, Semester Two:Core: Manage policy, planning, school development and governanceCore: Manage organisational systems, physical and financial resourcesIt was felt that the these modules would extend the cross-cutting issues introduced in the contextmodule.Year Two, Semester One:Core: Lead and manage peopleCore: Managing teaching and learningIt was felt that the first core module would complete the suite of necessary inputs for success,recognising in particular that schools are people-based entities. The second core module wouldrepresent the rationale for the core programme – the reason for having schools at all and the centralprocesses that are dependent for their success in appropriate leadership and management of the issuescovered in the other core modules.At the end of this Semester, students would be expected to start on their second and major site-basedproject.Year Two, Semester Two:ACE (School Management and Leadership) 28
  • 29. ACE (SML) Implementation GuidelinesAny two electives, with the caveat that Moderate assessment would require prior completion ofPlan and conduct assessment or an appropriate RPL process.Submission of second site-based project.Submission of completed portfolio.Although completion of two electives would take students slightly over the 120 credits needed for anACE, it was felt that this could be managed given the practice-based nature of the programme. Inaddition, NUSA wanted to encourage (but would not force) all students to take at least the firstassessment module because experience had shown that assessment was a problem area for manyschool-based educators.2.1.2 Assessment planningKey questionsThe key assessment tasks for the programme as a whole comprise a portfolio and at leasttwo integrated workplace-based projects. What tasks and evidence will the institutionrequire with respect to these key elements of the assessment strategy?Institutions may, and probably will, wish to set additional assessment tasks in addition tothe above integrating activities. What will these additional tasks comprise of? How muchstudy time will they require? When will students complete them? When and how will theyget feedback? What will happen if students do not perform well on these additional tasks?How will RPL of Fundamental modules be managed?DiscussionMany Higher Education Institutions have student information systems that are premised onmodularisation and which require a year mark based on work completed throughout thecourse and an examination mark. The three main cross-cutting integrated tasks required bythe programme design therefore present something of a challenge. In addition, there is adanger that in the wish to emphasise the achievement of integrated programme exit leveloutcomes, we do not provide students with sufficient opportunity to master the constituentparts of the programme.The integrated, workplace-based projects and the portfolio could draw upon smallerassessment tasks that are more module-specific.Given the transformational nature of the programme, it also seems clear that the projectsneed to guide students through a development cycle involving observation, analysis andACE (School Management and Leadership) 29
  • 30. ACE (SML) Implementation Guidelinesevaluation of the current state of affairs at the school; identification of areas forimprovement; development of an intervention strategy of some kind; implementation of thestrategy; evaluation, reflection and re-planning. If the programme fails to engage students inactivities of this nature, it cannot hope to bring about change.The portfolio needs to be more than simply a collection of information. It needs to tell a storyabout the student’s experiences and growth throughout the programme as well as indicatingthe breadth and depth of his/her learning. Clearly, there must be a careful orientation to theportfolio and continuing support thereafter. Students must also realise that although theycan include evidence of achievement in the form of work outputs from other modules, whatwill make that evidence an appropriate portfolio item will be the accompanying reflectivenarrative explaining the rationale for their choice and what they have learned from theprocess.It should be noted that RPL can be granted for only one of the two fundamental modules.The RPL process should be explained on registration and completed as quickly as possible,preferably even before students start the main programme. The essence of the RPL process,is that students must provide evidence that they can achieve the relevant exit level outcomesof the module. How they managed to acquire the necessary knowledge, skills, attitudes andvalues embedded in the outcomes is irrelevant.How NUSA respondedNUSA understood that the fundamental modules dealt with knowledge, skills and attitudes/valuesthat would be used by other modules throughout the course. Therefore they placed these modules inthe first semester. When students enquired and/or registered, the RPL process for the ICT modulewas explained to them. In essence, NUSA’s institutional RPL process allowed for a direct creditexchange if students had completed an equivalent course at another accredited institution (e.g. anassessed ETDP SETA course for the unit standard; a beginner’s computer course of about 40 hoursfrom a reputable provider) or the compilation of a portfolio of evidence of equivalent competenceand/or a challenge test on the necessary competences. The RPL applications and evaluation had to becompleted by the middle of the first semester (preferably earlier; and if possible before the programmecommenced).Like most institutions, NUSA’s student system required a year mark and an exam mark per module.In addition, the NUSA programme team wanted to prepare students with smaller tasks ahead of themajor projects.The team therefore agreed to set two additional assignments per module (thus addressing the systemrequirements). The two assignments would build on one another and provide insights and evidenceACE (School Management and Leadership) 30
  • 31. ACE (SML) Implementation Guidelinesthat would be useful for the major projects. The two assignments per module would be weighted at40% and 60% (so that students could use feedback on the first to improve the second and so still doquite well).The two assignments per module were to require school-based application of the issues addressed inthe module, and should take the average student about 20% of the notional learning time for a moduleto complete. In essence, then, the module-specific assessments would account for 20% of the site-basedpractice requirement. The assignments would be marked by regionalised marking teams involving thelocal tutors and one or more members of the core programme team. These assignment tasks would bedesigned after the tasks for the two site-based projects had been designed so that it could be ensuredthat the assignments would build the necessary competences to undertake the cross-cutting projects.NUSA students would also complete two site-based projects. The first would represent some form ofbaseline assessment of the school’s current performance. The programme team agreed that this taskwould involve a guided critical evaluation of the school’s improvement plan and the development, inconsultation with the wider school community, of an improved plan for the next cycle. The evaluationand re-development would need to address demonstrably all of the key issues to be explored in the coremodules. It was expected that this activity would take at least 120 hours or 15 days to completeproperly – that is 10% of the NLH for the programme. The project, as with the portfolio, wouldinvolve self-, peer- and tutor assessment against a set of criteria and central moderation by theprogramme team.The second project would involve the development and implementation of a mini-action researchinvestigation into one or more issues raised in or suggested by engagement with the core and/orchosen electives. This would be expected to take about 120 hours or 15 days to complete and wouldtherefore represent the remaining 10% of practice-based work and assessment.On average, NUSA students could expect to be spending their time as follows: • Institutional contact sessions led by local tutors – 10% NLH • Cluster/study group sessions led by students – 10% NLH • Practice-based, module-specific assignments – 20% NLH • Project 1 based on core programme – 10% NLH • Project 2 based on elective options – 10% NLH • Portfolio development – 10% NLH • Independent reading/activities – 30% NLH.ACE (School Management and Leadership) 31
  • 32. ACE (SML) Implementation GuidelinesStudents achieving only Level 1 or 2 in respect of the relevant analytic rubric would be counselled bythe local tutor, or in extreme cases referred to a member of the core programme team, and would thenhave a further three weeks in which to redo and resubmit the task.From a systems perspective, the portfolio, with its constituent school-based projects and journal,would be classified as ‘additional departmental requirements’. In order to get an overall pass,students would need to get a Level 3 rating or above for each module and an equivalent rating for theportfolio. For a distinction, all modules would have to be rated at Level 4 or above and the portfolio atLevel 5.2.1.3 Communication with studentsKey questionIt is expected that students will spend only about 10% of the notional learning time ininstitutional contact sessions. How will the institution then maintain communications withstudents before and during the course of the year on issues such as: programme design andassessment requirements, module design and assessment requirements, contact sessions,workplace-based assessment and support, formative and summative feedback onassessment tasks?DiscussionIn this programme, students spend most of their time ‘studying’ while working at theirschools. Although it is expected that HEIs will offer at least 10% of NLH in the form ofinstitutional contact sessions, these sessions might not happen at the main campus andmight not be led by members of the core ACE (SML) team. Clearly, therefore, ways must befound of encouraging two-way communication between students and the providinginstitution.How NUSA respondedNUSA is located near a provincial border and traditionally draws its students from three differentprovinces. For the ACE (SML) programme, the NUSA team had met with provincial authorities andagreed to accommodate 100 learners from each province, spread over 9-12 school clusters perprovince. It was agreed that NUSA would identify, recruit, train and monitor appropriately-qualifiedlocal tutors who would have primary responsibility for communicating with students. These localtutors would be given a telephone allowance and would be expected to be available to studentstelephonically, between negotiated hours, for student queries. Each institutional contact sessionwould have a session about ‘general’ issues including updates on the latest programme information.ACE (School Management and Leadership) 32
  • 33. ACE (SML) Implementation GuidelinesNUSA also developed a system of tutorial letters to address this. Students would receive two kinds oftutorial letter from the institution: • P-series tutorial letters which would talk about the whole programme • M-series tutorial letters which would talk about particular modules.The P-series of letters would cover topics such as: • P01 An overview of the programme • P02 Assessment strategy for the programme • P03 Arrangements for contact sessions • P04 Arrangements for site visits • P05 Programme changes and updates etc.The M-series of letters would cover topics such as: • M01 Overview of module and assignments for the year • M02 Module changes and updates • M03 General feedback on assignment 1 • M04 General feedback on assignment 2 • M05 General feedback on assignment 3 and examination preparation etc.These tutorial letters would be posted to students and would be available digitally on-line toregistered students. (PO1, PO2 and MO1s for each module would be part of the original studypackage which students could receive by tracked mail or collect in person.)Supporting ways of communicating with students would include: • Individual and bulk SMS messaging (for assignment deadline reminders etc.) • Email and telephone numbers for core ACE team • A programme internet chat room • Radio announcements and discussions (where opportunity allows) • Video- and teleconferencing (NUSA has at least one such facility in each province and introductory and concluding discussion lectures are envisaged by the core ACE team) • Site visits (it is envisaged that one or more tutors in each province will be a retired school principal who will be contracted to visit each student at least twice during the course of each year of the programme to discuss the impact of the student’s context on his/her work output for the programme and the impact of the student’s work output on his/her school. Given theACE (School Management and Leadership) 33
  • 34. ACE (SML) Implementation Guidelines cluster nature of enrolment, it is believed that these 3-4 retiree tutors will be able to visit 2-3 students in a day and would therefore need to be contracted for an additional 150 days over and above their normal tutoring time of about 60 hours).2.2 Optimising contact support2.2.1 Planning contact sessionsKey questionsWhere and when will contact sessions be offered?What should happen during these contact sessions to make the best use of the timeavailable, taking cognisance of the collaborative learning strategies advocated in theprogramme decision?Who will run these contact sessions and how will they be identified, inducted, trained,monitored and supported through the programme delivery cycle?DiscussionIt is expected that about 120 hours of contact-based support (10% of NLH) will be offered tostudents over the two years of their part-time study.Given that students are all already in full-time employment, these contact sessions will needto happen after school hours, over weekends or during school holidays (and here care needsto be taken about possible clashes with provincial training initiatives).Experience suggests that students will be willing to attend contact sessions if the dates areknown well in advance so that plans can be made and if the venue is easy for students to getto and from, especially those who are dependent on public transport. Students will also bewilling to return to contact sessions if they find them useful. However, 100% attendance isunlikely, so it suggested that contact sessions should not be the only means ofcommunicating and discussing ‘new’ information.Contact session venues need not be state-of-the-art. Often a high school classroom isadequate provided the school and its classrooms are well-maintained. (Avoid using primaryschools because the furniture is often too small for adults.)ACE (School Management and Leadership) 34
  • 35. ACE (SML) Implementation GuidelinesIt is important that tutors realise that they are working for the same national programme.They should not be introducing their own ‘additional’ materials and ideas during contactsessions but should rather be supporting and reinforcing the core programme materials andassessment tasks. Consideration will need to be given to the characteristics, skills andexperiences of a ‘suitable’ tutor and plans made for recruitment, induction, monitoring andsupporting of these local tutors.How NUSA respondedNUSA discussed this issue with their provincial counterparts and it was agreed that as far as possiblethe ‘tutors’ on the programme would be drawn from circuit and district offices. The advantage of thisis that monitoring and support for the programme could be more effectively integrated into theroutine work of provincial officials and the there would be an added HRD dimension to theintervention. In exchange for their extra work, the Provincial authorities agreed that NUSA couldpay the ‘tutors’ an honorarium for their services (per contact session and per script) and reimbursethem for the cost of transport to and from centres and for their programme-related telephone expenses(a fixed amount).In general, tutors needed to have qualifications at BEd Hons level or above with some specialisationin education leadership and management and practical experience in school leadership andmanagement development. Previous tutoring experience would be seen as an added advantage.Tutors who have not successfully completed an Assessment module during their Honours studieswill be expected to register for and complete ETDP Assessor training. Their involvement in theprogramme will be deferred until this training is successfully completed.Two members of the core team would be responsible for orientating the provincial tutors, leadingmarking sessions and visiting centres at random during contact sessions for quality assurance andsupport purposes. Contact sessions would be expected to take the form of group and plenarydiscussion based on engagement with the course materials and reflective accounts of experience fromthe students. No lecturing of content was to be expected or desired.It was further agreed that contact sessions would take place at a high school central to each groupingof school clusters as identified by the province. This would mean that if there was 100% attendance,each tutor would be working with 30-35 students in a classroom built to cater for 45 learners.It was further agreed that tutors would offer 12 days (at about 5 hours per day) of contact per year,during school holidays organised as follows for the first year:ACE (School Management and Leadership) 35
  • 36. ACE (SML) Implementation GuidelinesEnd January: 2 daysWelcome, introductions and formation of cluster-based study groupsOrientation to the programmeOrientation to the first semester modules and assignmentsOrientation to the projects and portfolioEnd February: 1 SaturdayProgramme updates and general issuesProgress on projects and portfolioSubmission of first assignmentsFirst school visits during February/March/AprilApril school holidays: 3 daysProgramme updates and general issuesProgress on projects and portfolioFindings of school visits and feedback on first assignmentsReview of first semester modules and clarification of second assignmentsMid June: 1 SaturdayProgramme updates and general issuesProgress on projects and portfolioSubmission of second assignmentsJuly school holidays: 2 daysProgramme updates and general issuesProgress on projects and portfolioFeedback on second assignmentsConsolidation of four initial modulesOrientation to second semester modules and assignmentsACE (School Management and Leadership) 36
  • 37. ACE (SML) Implementation GuidelinesSecond school visits during July/August/SeptemberMid August: 1 SaturdayProgramme updates and general issuesProgress on projects and portfolioSubmission of first assignments for 2nd semester modulesSeptember school holidays: 1 dayProgramme updates and general issuesProgress on projects and portfolioFindings of school visits and feedback on first assignmentsReview of 2nd semester modules and submission of second assignmentsNovember: 1 SaturdayProgramme updates and general issuesProgress on projects and portfolioFeedback on second assignmentsConsolidation of 2nd semester modulesProcedures for 2nd year registration.2.2.3 Planning site-based supportKey questionsThe focus of the ACE (School Leadership) is transformation of principalship and schoolsthrough site-based support, mentoring and assessment. Site-based work and assessmentcomprises 50% of the NLH assigned in the programme design.Institutions will need to decide how site-based support and assessment will be managed.Will institutional staff be involved? Will school staff be involved? How will these people beidentified, inducted, trained, monitored and supported? Will these staff need to be trainedas assessors and verifiers?ACE (School Management and Leadership) 37
  • 38. ACE (SML) Implementation GuidelinesDiscussionThe overall objective of the ACE (SML) is transformation of both individuals and theirschools. We have however noted the importance of context in this process. Some studentsmay be working in schools where there is already a culture that is conducive to collegialityand change. Other students may be working in much more challenging circumstances andmay therefore be able to effect less change through the course of their engagement with theprogramme. However, all assessment tasks are expected to be practice-based and willinvolve students trying to do things in their schools and engaging with other stakeholders inthe process.In addition, the students on this programme need to work, raise families and respond to ahost of different commitments in addition to their workload for this programme and willonly have formal opportunities to engage with institutional representatives for about 10% ofthe time.The above factors indicate the need for some ongoing support and support that is not onlystudent initiated.One way to do this would be to identify a school-based mentor for each student in theprogramme.Another strategy might be to bring in someone from outside for regular visits during thecourse of the programme.The pros and cons, costs and logistics of these different strategies will need to be discussed.There is also a possible tension between line management and mentoring roles and betweenassessor and mentoring roles that will need to be addressed.How NUSA respondedIn principle, NUSA liked the idea of school-based mentors – in fact one of the modules in the ACE(SML) programme aims to promote this. However, identifying, inducting, training, monitoring andsupporting school-based mentors in every school seemed a bit too much to organise and manage giventhe amount of time and resources that were available to the team. In discussing the issue, the NUSAprogramme team did decide, however, that when the programme was rolled out to aspirantprincipals that they would encourage enrolment in pairs (or even whole SMTs) to try to maximise thepotential for collegial support and change within the school.ACE (School Management and Leadership) 38
  • 39. ACE (SML) Implementation GuidelinesFor the field-test students, NUSA decided that they needed to contract one or more retired schoolprincipals or circuit/district managers who would visit students in their schools twice per year andwould observe, motivate and mentor students in the execution of their practice-based assessmenttasks. In order to ensure a full integration into the programme, these contract mentors would alsotutor one of the groups. As a consequence, these contract mentors would be aware of the differentchallenges and trends emerging from students’ engagement with the programme more generally andwould be able to take this into account in their school support visits. It was further agreed that tutororientation would include mentoring and moderation skills and discussions on the potential tensionsbetween line management and assessment roles and mentoring roles.It was further agreed to hold debriefing sessions with tutors and mentors in the middle and at the endof each year and to feed this discussion into improved planning for the subsequent year.2.3 General learner support issues2.3.1 Open learning and adult studentsKey questionStudents will spend only about 10% of their learning time in institutional contact sessions asthey are already in full-time employment. In addition, the students are all adults and havemany years of experience. This suggests that programme facilitators should be familiar withopen learning, adult education and distance education principles. How will institutionsprovide for this need?DiscussionThe ACE (SML) is designed for working adults. It seeks to open access to furtherprofessional development for educators who are already in full time employment. Theadvantage of this is that these adults are enabled to work and study at the same time and areimmediately able to try out the things they learn in practice. The disadvantage is that theyneed to try to engage with their studies over and above their work, family and socialcommitments. This means that for much of the time, the students are working at a distancefrom the institution. Although they are using learning resources that have been designed tofacilitate independent learning, there will inevitably be concepts, tasks, challenges whichthey meet which could perhaps be more easily addressed in a more collaborativeenvironment. HEIs will therefore need to think about how to address student support needsbetween the formal contact sessions. Communication is clearly critical here and the earlierdiscussion should have been useful in this regard.ACE (School Management and Leadership) 39
  • 40. ACE (SML) Implementation GuidelinesHowever, there is also need to have a sound understanding of the context. Hence it willprobably also be necessary to explore the notion of open learning and the associatedcontexts of distance education and resource-based learning, and then use this to develop amore informed understanding of the potential needs of the students on the ACE (SML)programme.Is should also be noted that if an HEI is intending to make use of local tutors/mentors, thatthese people might have limited experience in the education and training of adults.How NUSA respondedNUSA decided to include in its tutor/mentor training pack some information on issues regarding theprinciples of open learning, distance education and adult learning and to include some discussion ofthe implications of these concepts for identifying and pro-actively seeking to address the potentiallearning needs of students regarding academic, informational and personal support and counselling.The programme team also decided that students would need to be encouraged and supported in theformation and maintenance of study groups.2.3.2 Planning, facilitating and evaluating networking contact sessionsKey questionHow will institutions not only maximise the use of institutional contact sessions but alsoencourage the formation of student-led networking in school clusters etc.?DiscussionHigher education generally in South Africa does not have a good track record of retainingand graduating students. Where students repeatedly fail assessments in large numbers thisis often taken as an indication of underpreparedness of students and the maintenance ofhigh standards, rather than leading to questions about the appropriateness of the assessmenttasks and the adequacy of institutions’ preparation of students for these tasks. We recognisethat often students come into programmes with inadequate background knowledge andskills but we often neglect to adapt our fundamental modules/courses to try to address thisneed.However, research suggests that we lose many students even before they submit assessmenttasks, and this is particularly the case in part-time or distance education study. If studentsACE (School Management and Leadership) 40
  • 41. ACE (SML) Implementation Guidelinesdo not feel supported in a continuous way, even a small problem may begin to feel like aninsurmountable hurdle and they may lose motivation and drop out of the programme. Thiscan in part be addressed by ensuring that contact sessions are spread throughout the yearand that there is a continuous stream of communication through snailmail, SMS messagingand other forms of ongoing communication such as email and chatroom interaction.However, one area that is often not exploited sufficiently is students’ own knowledge andexperience. After all, a programme like the ACE (SML) is targeted at working adults. Ifstudents are made to realise through the contact sessions that there is a lot that they can doto learn from and support one another, then there is a possibility that this kind of interactionwill continue outside of the formal contact session. However, the formation andmaintenance of an effective study group is not a simple thing and students will usually needsome guidance in this area.How NUSA respondedIn the longer term, NUSA decided to focus its marketing and recruitment strategy at SMTs as awhole so that in the ideal situation no student would be working alone in any particular school. Itwas felt that the programme’s main project might then be reoriented as a group rather than anindividual assignment.In the shorter term, the NUSA team decided to devote some time during the first contact session toidentifying and forming geographically organised study groups and to support these groups byproviding some guidelines in their programme tutorial letter M01.In addition, it was decided that the formal contact sessions would involve a lot of group discussion ofcase studies, scenarios and experiences and open-ended responses and that students would beconstantly encouraged to engage critically with the learning material and to provide additional andeven alternative strategies to those suggested. It seemed clear to the team that their tutor trainingsessions would need to incorporate some discussion about facilitation methods. It was also decidedthat tutors should write a short report after the contact sessions that would summarise some of thesediscussions and experiences discussed so that they could be integrated into the revised materials.2.3.3 The facilitator as a counsellorKey questionHigher education generally is currently characterised by low retention and high drop-outfigures. It is believed that one of the major causes for this is personal and/or family problemsACE (School Management and Leadership) 41
  • 42. ACE (SML) Implementation Guidelineswhich cause the student to lose motivation. How will institutional staff be equipped to playa motivating and/or counselling role? What additional support facilities will students haveaccess to?DiscussionTraditionally, teachers and tutors have seen their role as being mostly about dealing withthe academic problems of students. However, there is an increasing awareness that studentsencounter non-academic problems which they may want to discuss with their facilitator. Thekinds of issues that arise stem from the fact that these students are often trying to jugglefamily, career and study commitments and may range from inability to manage their time,or lack of an appropriate work space to traumatic events such as the death of a loved one.Again, our first piece of advice here is for staff to listen. Often all that students need is asounding board and an opportunity to vent their frustrations. We suggest that staff avoidmaking judgements or giving advice. Most staff are not trained counsellors or specialists inall the different areas that a student may be encountering problems with. If necessary, theyshould refer the student to someone who is qualified to help them – a social worker, a priest,a clinical psychologist etc.However, there are some issues that from experience we know come up time and again andfor which programme staff should be prepared to help. These are issues to do with students’doubts about their own abilities, their motivation to succeed and their ability to managetheir time and workspace.How NUSA respondedNUSA decided to devote a discussion to counselling as part of its tutor/mentor training (what hadstarted out as a 2-day orientation was now shaping up as a 5-day workshop).With regard to these issues, NUSA advised their tutors/mentors as follows: • deal sensitively with students’ doubts and concerns and respond to problems that can be dealt with (course related) and refer them to specialists where you are not qualified to help; • encourage and motivate students in all that you do – by providing constructive feedback, recognising good work and effort, actively using the students’ own experiences, expertise and problems as the launch pads for discussion and keeping clear in everybody’s minds the value of successfully completing the ACE programme; • help students to organise their study space and time management (time spent on this at the beginning of the year can save a lot of wasted time later).ACE (School Management and Leadership) 42
  • 43. ACE (SML) Implementation GuidelinesOne of the areas in which you can combine a motivating, academic and professional developmentagenda is in the way in which you give feedback on assessment.2.3.4 Providing feedback on assessmentKey questionsGiven the relatively limited direct contact with students, feedback on assessment will be aparticularly critical aspect of the programme.How will institutions communicate feedback to students?What training/support will assessment staff receive in providing assessment feedback?How will marking and assessment be standardised and monitored?DiscussionThe provision of feedback on assessment is a critical aspect of the outcomes-based nature ofthe ACE (SML) programme. It is vitally important at the beginning of the programme toreview the learning outcomes and assessment standards that inform the unit standards thatunderpin each module of the ACE programme. It will be necessary to return to these oftenas the students work through the programme so that everybody is constantly informed bythe purpose and intent of the qualification.It is likely that each module will have assignments that need to be completed and submittedfor assessment. It is important that these are discussed before students attempt them andagain after they have attempted them. No students should have to ‘guess’ what the taskrequires or how it will be assessed. Given the limited nature of the face-to-face contact thatHEIs will have with students, the written feedback that markers provide on theirassignments becomes all that more critical.Using the key assessment tasks as a teaching tool in this way can help to: • consolidate learning • check progress • provide academic support • motivate • contribute to ongoing course development (if ALL the students have problems, perhaps the task itself is inappropriate or inadequately scaffolded).ACE (School Management and Leadership) 43
  • 44. ACE (SML) Implementation GuidelinesIdeally, to ensure consistency of assessment across the programme, all assignments wouldbe assessed through group marking strategies.How NUSA respondedAs noted previously, the NUSA team had already decided to design down in formulating theirassessment tasks. The project tasks would be formulated first and would be structured in such a wayas to elicit evidence of competence in line with the overall programme design. Then the team wouldinterrogate the contribution that each module could make in enabling the integrated project task.Module-specific assignments would then be structured in such a way that they would address boththe issues in the module and also build cumulatively the SKVAs needed to execute the project tasks.Each assessment task would detail the assessment criteria and for each task students would beexpected to complete a self-assessment and a peer-assessment (by another student) form. Tutorswould then mark assignments in provincial marking groups under the leadership of two of the coreNUSA programme team members. Where the tutor marking differed from the self- and peer-assessment, or where all three assessments resulted in a low achievement rating (2 or less), extensivefeedback would need to be provided and the student would be given three weeks in which to re-submit.The following guidelines were agreed overall: • develop a system for giving feedback that is consistent across all the assessment tasks and easy to understand • make comments that demonstrate that you have read the assignment and are maintaining a dialogue with the student • make comments which indicate errors or simple misunderstandings of the course material with reference to the course material, so that students can check and make their own corrections • make comments about the relevance or approach used by the student • make comments which offer support and encouragement (even if the student is not doing well) • make comments on assignment-writing skills and integrate advice on study skills and strategies • make comments which explain the grade/mark/classification that they have been given • make a general comment at the beginning or end as well as specific comments next to relevant sections of the assignment itself • develop a system for correcting language errors.ACE (School Management and Leadership) 44
  • 45. ACE (SML) Implementation Guidelines2.3.5 Monitoring student progressKey questionsHow will institutions monitor student progress?In particular, how will at-risk students be identified early in the process and how willadditional support for these students be mediated?DiscussionThere are a number of reasons for integrating assessment into our learning and teachingactivities and these include providing us with feedback on the effectiveness of theprogramme and our own interventions and also helping us to monitor our students’progress.There is no reason why all the students on the ACE (SML) programme should not besuccessful. However, some may take longer than others and some may need to make morethan one attempt.A lot of this monitoring will happen informally during networking contact sessions as tutorsobserve, listen to and engage with students’ discussion of activities and problems. For thispurpose it is a good idea to have a notebook to hand in which to jot down short reminderse.g. ‘Thabo seems unsure about managing discipline’. ‘Martha gave a good example of howshe manages the school timetable’. After reflection, these comments could affect how staffengage with these students and the learning activities in future sessions.Clearly we also need to keep track of who is submitting their assignments for assessmentand how are they are doing and (re-)designing our interventions accordingly.Monitoring student progress is an important part of the work of the tutor. Timeoussubmission of completed marksheets and comments on any emerging trends or problemscan make the difference between a successful and an unsuccessful programme.How NUSA respondedNUSA decided that deadlines would be set for all assessment tasks and communicated to studentsboth in the programme tutorial letters and during the contact sessions. In addition, reminders ofassignment deadlines (and contact session dates) would be sent out using bulk SMS messaging.ACE (School Management and Leadership) 45
  • 46. ACE (SML) Implementation GuidelinesAfter each contact session, tutors would be expected to follow up telephonically on those students whodid not attend.After each marking session, tutors would be expected to follow up telephonically on those studentswho did not submit an assignment or who did particularly poorly and who needed to resubmit.2.4 Concluding remarksThis brings us to the end of our current discussion on issues and questions regarding theimplementation of the ACE (SML). As noted previously, the content here is neitherexhaustive nor does it present all the answers to the challenges that HEIs will face. We hope,however, that there is sufficient here to help you begin your planning for a successfuldelivery of the ACE (SML).ACE (School Management and Leadership) 46
  • 47. ACE (SML) Implementation Guidelines Section 3: Assessment rubricsThis section provides suggested assessment rubrics for each of the modules that comprisethe ACE (School Leadership) programme. You can cross refer with the course outline whichhas been supplied as a separate document.ACE (School Management and Leadership) 47
  • 48. 3.1 Analytic Rubric for assessing Develop a portfolio to demonstrate school management and leadership competence (Fundamental)The level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement AchievementCritical Thinking  Demonstrates little  Demonstrates only a  Demonstrates a  Demonstrates clear  Demonstrates a clear, understanding and very general general understanding understanding of accurateThis entails being only limited understanding of of scope of problem scope of problem and understanding of theaware of one’s comprehension of scope of problem and more than one of at least two central scope of the problemthinking as you scope of problem or  Focuses on a single the issues involved issues and the ramificationsperform tasks and issues. issue  Employs the main  Uses the main points of the issues involved.using that awareness  Employs only the  Employs only the points of information of information from  Employs allto monitor and direct most basic parts of information provided from the documents the documents and information from thewhat you are doing. It information provided.  May include opinion and at least one personal knowledge documents andinvolves making  Mixes fact and opinion as well as fact in general idea from that is relevant and extensive personalcritical choices in developing a developing a position personal knowledge to consistent in knowledge that isconcerning what to viewpoint.  States conclusion after develop a position developing a position factually relevant,believe or what to do.  States conclusion after limited examination of  Builds conclusion on  Builds conclusion on accurate andThis also refers to such hasty or cursory look evidence with little examination of examination of the consistent in thebasic mental tasks as at only one or two concern for information and some major evidence development of acomparing, pieces of information consequences. considerations of  Considers at least one position.classifying, predicting,  Does not consider consequences. alternative action and  Bases conclusion on aproblem solving and consequences. the possible thorough examinationdecision making that consequences. of the evidence, andinvolves a variable but exploration ofpredictable sequence reasonableof thinking skills alternatives, and anunderpinned by evaluation ofconstant critique of consequences.“what is”.Communication of  Position is vague  Presents general and  Takes a definite but  Takes a clear position  Takes a strong, well-
  • 49. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievementideas  Presentation is brief indefinite position. general position  Presents an organised defined position and includes  Only minimal  Presents a somewhat argument with  Presents a well-This describes how unrelated general organisation in organised argument perhaps only minor organised, persuasiveeffectively the learner statements presentation  Uses general terms errors in the argument withcan communicate  Overall view of their  Uses generalities to with limited evidence supporting evidence accurate supporting(represent using any development is not support position that may not be totally  Deals with the major evidenceof a variety of media) clear  Emphasises only one accurate issues and shows  Deals with allhis or her solution and  Statements tend to issue  Deals with a limited some understanding significant issues andthe thinking and wander or ramble.  Considers only one number issues of relationships demonstrates a depthprocesses behind it. aspect of their  Views their  Gives consideration to of understanding of development. development within a examination of more important somewhat limited than one aspect of the relationships range. their development.  Examines their development from several positions.Knowledge of  Reiterates one or two  Provides only basic  Relates only major  Offers accurate  Offers accuratePortfolio facts without complete facts with only some facts to the basic issues analysis of the analysis of theDevelopment accuracy degree of accuracy with a fair degree of documents information and  Deals only briefly and  Refers to information accuracy  Provides facts to relate issues.This describes the vaguely with concepts to explain at least one  Analyses information to the major issues  Provides a variety ofextent to which the or the issues issue or concept to explain at least one involved in facts to explore majorlearner has sufficient concerning concerning the issue or concept demonstrating and minor issues andknowledge and the demonstrating portfolio as a flexible concerning the understanding of the concepts involved inability to find understanding of the assessment instrument portfolio as a flexible portfolio as a flexible demonstratingappropriate portfolio as a flexible in SA in general terms assessment instrument assessment instrument understanding of theinformation. assessment instrument  Limited use of in SA with substantive in SA portfolio as a flexible in SA previous IQMS support  Uses previous general assessment instrument  Barely indicates any knowledge without  Uses general ideas IQMS knowledge to in SA previous IQMS complete accuracy. from previous IQMS examine issues  Extensively uses knowledge  Major reliance on the knowledge with fair involved. previous IQMS  Relies heavily on the information provided. degree of accuracy. knowledge to provide ACE (School Management and Leadership) 49
  • 50. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement information provided. an in depth understanding of the developmental appraisal strategy and to relate it to past and possible future situations.Observation  Observational  Observational  Most observational  Almost all  All observational procedures and procedures and procedures and observational procedures andThis describes the reporting do not reporting show some reporting show procedures and reporting showextent to which the follow prescribed evidence that evidence that reporting show evidence thatlearner identifies method. prescribed method prescribed method evidence that prescribed methodsomething as a  One was followed. was followed. prescribed method was followedproblem and becomes inference/conclusion is  Some of the reported  About half of the was followed.  Observationalengaged in solving it. reported and inferences/conclusions inferences/conclusions  Most of the inferences/ criticism is clearly supported by data. are supported by data. reported are conclusions reported stated and is based on  Recording of  The learner seems supported by data. are supported by data. supportive examples. observational unsure about what to  Includes general  Includes reflections  Observations are reflections have been look for. reflections. that are specific and insightful and based largely ignore  Includes minimal, if  Develops and generally relevant. on careful analysis and  Portfolios are any, reflections organises their  Develops and observation. undeveloped and  Does not develop or observations in a basic organises their  Includes reflections on unorganised. organise their way. observations in a that are specific (who, portfolios completely  Presents sufficient generally focused and what, where, when,  Presents incomplete information supported complete manner. why, how) and information with few by basic details.  Presents complete consistently relevant. or no supporting information supported  Develops and details. by basic details. organises their observations in a clearly focused, complete and creative ACE (School Management and Leadership) 50
  • 51. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement manner.  Presents complete information that is enhanced by precise and appropriate details.Reflection  Self-reflective  Includes minimal,  Includes general  Includes reflections on  Includes reflections on statements, if present, reflections on learning reflections on learning learning achievements learning achievementThis refers to any add little to clarify achievements achievements. that are specific and that are specific (who,reflexive thinking i.e. organization or  At this point in the generally relevant. what, where, when,thinking before,  In the process of explain learning development of the why, how) andduring and after any becoming a story of  The learner’s authorial achievements. portfolio there is consistently relevant.process/ performance/ the learner as a voice is always  Simply a container of insufficientproduct / presentation. manager and leader. present.  When reviewing the work or assessments, information or portfolio, outsiders get without an attempt on organization to  There is evidence of  Tells a coherent story the feeling they really the part of the learner characterize the ownership as the of the learner as a know the person to provide portfolio as either a learner displays a reflective manager whose achievement is organization. story of learning or a personal investment in and leader depicted there, and  There is no attempt by portrait of the learner selecting and have a fair the learner to make a as manager leader. explaining the content.  There are understanding of how coherent statement  Learners may not be relationships between  There is a sense of the learning came about what learning able to verbalize the one part of the intentionality about. has taken place. reasons, even as they portfolio and another.  The learner’s reflect on their controlling some of  All the parts of the understanding of the choices, but the the learner’s choices.  There is an awareness portfolio bear a clear task is minimal reviewer may be able  It is possible to of the perspectives of relationship to each  The portfolio is about to recognize a distinguish other other stakeholders and other and to a central "collecting what the relationship between stakeholders goals the learner’s self- purpose. assessor asks for." some exhibits or infer from the learner’s or assessment has been the reasons. enhanced by this  A reviewer can look at to recognize instances  For the learner, the knowledge. the portfolio and when they overlap. ACE (School Management and Leadership) 51
  • 52. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement portfolio was built by easily understand how  The portfolio may be  Evidence of self- following instructions. the judgments about created for others to reflection adds  There may be the learner came to be assess, but there is also information to the evidence that the made and the degree evidence of self- presentation, learner had some to which different assessment. insight into the stakeholders would assessor’s purposes. agree.Application  No evidence of  Does not develop or  Develops and  Develops and  Develops and planning personal and organise a personal organises a simple organises the organises theThis describes the organizational growth and organizational personal and development of a development of aextent to which the OR growth plan organizational growth personal and personal andlearner knows and completely plan in a basic way. organizational growth organizational growthuses appropriate  Evidence of a very  Presents incomplete  Evidence of a plan in a generally plan in a clearlyproblem solving limited ability to plan information with few competent ability to focused and complete focused, complete andstrategies. personal and or no supporting record observations, manner. creative manner organizational growth details experiences, ideas,  Evidence of a  Evidence of innovative  Evidence of a very  Evidence of a basic information and confident ability to choices and divergent limited ability to ability to record some insights that are record observations, approaches, and an record observations, of the following: relevant to the task. experiences, ideas, outstanding ability to experiences, ideas, observations,  The learner includes information and record observations, information and experiences, ideas, many of the needed insights that are experiences, ideas, insights that are information and techniques (CV’s, relevant to the task. information and relevant to the task. insights that are SWOT Analysis,  The learner includes insights that are  Little evidence of the relevant to the task. historical content, self- most of the needed relevant to the task. needed techniques  The learner includes a reflective diary, techniques (CV’s,  The learner includes a (CV’s, SWOT few needed samples of course SWOT Analysis, wealth of the needed Analysis, historical techniques (CV’s, activities, interviews, historical content, self- techniques (CV’s, content, self-reflective SWOT Analysis, observations, reports reflective diary, SWOT Analysis, diary, samples of historical content, self- and situation analysis) samples of course historical content, self- course activities, reflective diary, for ensuring effective activities, interviews, reflective diary, interviews, samples of course development of a observations, reports samples of course observations, reports ACE (School Management and Leadership) 52
  • 53. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement and situation analysis) activities, interviews, portfolio to reflect and situation analysis) activities, interviews, for ensuring effective observations, reports own management. for ensuring effective observations, reports development of a and situation analysis)  Work is accurate, neat, development of a and situation analysis) portfolio to reflect for ensuring effective and complete portfolio to reflect for ensuring effective own management. development of a  Ideas have been own management. development of a  Writing is not original; portfolio to reflect organized  Effectively presents portfolio to reflect copies the ideas of own management.  Writing contains few self and ideas to own management. others  Shows little or no language errors; ideas outside reviewer  Self and ideas "come OR awareness or the are not difficult to  Writing is original alive" to outside audience understand  Writing is clear and reviewer  Writing contains so  Ideas are presented in  Substantially organized  Writing is original and many errors in a disorganized way completes the task,  Work is accurate and may be creative language use that  Work lacks accuracy with some ideas or complete; appearance  Writing is clear and make reading difficult and completeness; concepts missing. helps the well-organized to understand appearance interferes communication of throughout portfolio with communication ideas  Writing is almost free  Minimally completes of ideas  Completes the task in of language errors and the task with  Partially completes the an incisive and is easy to understand fragmented results- task with minimal or thorough manner.  Makes fulfilment of may need redirection perfunctory effort. the task a creative in the future. expression. ACE (School Management and Leadership) 53
  • 54. ACE (SML) Implementation GuidelinesACE (School Management and Leadership) 54
  • 55. ACE (SML) Implementation Guidelines 3.2 Analytic Rubric for assessing Lead and manage effective use of ICTs in schools (Fundamental)The level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement AchievementCritical Thinking  Demonstrates little  Demonstrates only a  Demonstrates a  Demonstrates clear  Demonstrates a clear, understanding and very general general understanding understanding of accurateThis entails being only limited understanding of of scope of problem scope of problem and understanding of theaware of one’s comprehension of scope of problem or and more than one of at least two central scope of the problemthinking as you scope of problem or issues with respect to the issues involved issues with respect to and the ramificationsperform tasks and issues with respect to the potential and use with respect to the the potential and use of the issues involved.using that awareness the potential and use of ICT for both potential and use of of ICT for both  Employs allto monitor and direct of ICT for both management and ICT for both management and information from thewhat you are doing. It management and curriculum support management and curriculum support documents andinvolves making curriculum support.  Focuses on a single curriculum support  Uses the main points extensive personalcritical choices  Employs only the issue  Employs the main of information from knowledge that isconcerning what to most basic parts of  Employs only the points of information the documents and factually relevant,believe or what to do. information provided. information provided from the documents personal knowledge accurate andThis also refers to such  Mixes fact and opinion  May include opinion and at least one that is relevant and consistent in thebasic mental tasks as in developing a as well as fact in general idea from consistent in development of acomparing, viewpoint. developing a position personal knowledge to developing a position position.classifying, predicting,  States conclusion after  States conclusion after develop a position  Builds conclusion on  Bases conclusion on aproblem solving and hasty or cursory look limited examination of  Builds conclusion on examination of the thorough examinationdecision making that at only one or two evidence with little examination of major evidence of the evidence, andinvolves a variable but pieces of information. concern for information and some  Considers at least one exploration ofpredictable sequence  Does not consider consequences. considerations of alternative action and reasonableof thinking skills consequences. consequences. the possible alternatives, and anunderpinned by consequences. evaluation ofconstant critique of consequences.“what is”.Communication of  Position is vague  Presents general and  Takes a definite but  Takes a clear position  Takes a strong, well-ideas  Presentation is brief indefinite position. general position  Presents an organised defined position ACE (School Management and Leadership) 55
  • 56. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement AchievementThis describes how and includes  Only minimal  Presents a somewhat argument with  Presents a well-effectively the learner unrelated general organisation in organised argument perhaps only minor organised, persuasivecan communicate statements presentation  Uses general terms errors in the argument with(represent using any  Overall view of their  Uses generalities to with limited evidence supporting evidence accurate supportingof a variety of media) development is not support position that may not be totally  Deals with the major evidencehis or her solution and clear  Emphasises only one accurate issues and shows  Deals with allthe thinking and  Statements tend to issue  Deals with a limited some understanding significant issues andprocesses behind it. wander or ramble.  Considers only one number issues of relationships demonstrates a depth aspect of their  Views their  Gives consideration to of understanding of development. development within a examination of more important somewhat limited than one aspect of the relationships range. their development.  Examines their development from several positions.Knowledge of the  Barely indicates any  Limited ability in  Uses a computer for  Uses a computer for  Extensively useseffective use of skill in using a using a computer for basic management daily management computer skills tocomputer skills computer for management or and curriculum tasks and curriculum tasks provide an in depth management or curriculum tasks with a fair degree of  Offers accurate understanding of theThis describes the curriculum tasks  Provides only basic accuracy analysis of arguments implicationsextent to which the  Reiterates one or two facts with only some  Relates only major relating to computer concerning the schoollearner has sufficient facts without complete degree of accuracy facts to the basic issues use and the relative and to relate it to pastknowledge and the accuracy  Refers to information with a fair degree of merits of different and possible futureability to findappropriate  Deals only briefly and to explain at least one accuracy applications and situations. Offers vaguely with concepts issue or concept  Analyses information software accurate analysis ofinformation. or the issues concerning what to explain at least one  Provides facts to relate the information and concerning computers in the issue or concept to the major issues issues. demonstrating school can be used for concerning what involved in  Provides a variety of understanding of  Major reliance on the computers in the demonstrating what facts to explore major what computers in the information provided school can be used for computers in the and minor issues and school can be used for school can best be concepts involved in  Relies heavily on the used for. making the best use of ACE (School Management and Leadership) 56
  • 57. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement information provided. computer facilities in the school.  No analytical ability  Able to analyse but  Appropriate  Able to analyse  Remarkable ability to even on a descriptive mostly descriptive analytical ability accurately analyse – identifies level  Limited ability to though vague in  Thoughtful, critical the salient pro’s and  Not able to break break down places analysis and con’s. down information information – focuses  Analysis slightly interpretation –  Excellent critical  Cannot relate theory on a single pro or con more descriptive than identifies relevant analysis ability – able to practice even with  Needs assistance critical and refers pro’s and con’s to recognise a process considerable sometimes to relate only generally to  Relates theory to over time. assistance theory to practice pro’s and con’s practice with some  Excellent ability to  No research was done  Inadequate research  Able to relate theory additional comments. relate theory to  Uses repetition instead  Generally illogical to practice but with  Sufficient evidence of practice correctly of compelling arguments put no additional research with additional argumentation forward comments.  Thoughtfully comments.  Position taken is  Relies on common  Some evidence of supported opinions  Impressive use ofObservation continually shifting sense rather than research  Supportive material source material.  Does not support referring to support  Evidence of a mixture used to back up  Digs for the truth statements or material. of rational and arguments  Logical, convincing arguments with  Position taken is muddled thinking.  Reasoning is logical and compelling reference material unclear  Very little supportive and clear arguments put  Easy to refute  Hesitant to make use material used  A basic position is forward  Reluctant to make use of a computer for  Unsure of position taken.  Presents complete of a computer for even even basic tasks and sometimes.  Few surprises. information that is basic tasks. makes frequent  Fact/opinion  Fact/opinion enhanced by precise errors. sometimes overlap distinguished and appropriate  Willing and able to  Willing and able to details make use of a make use of a  Thought provoking, computer for routine computer for routine interesting material tasks and makes few and novel or complex used to support errors. tasks and makes few opinions ACE (School Management and Leadership) 57
  • 58. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement errors  Employs sound  Demonstrates a reasoning. commitment to  Position is clear maximising the  Willing and able to effective use of make use of a computer technology computer for routine in the school. and novel or complex tasks and rarely makes errors  Demonstrates a commitment to maximising the effective use of computer technology in the school.Reflection  Exhibits close-  Regardless of the  Ignores or  Thoughtfully analyses  Thoughtfully analyses mindedness or evidence or reasons, superficially evaluates and evaluates obvious and evaluates majorThis refers to any hostility to reason. maintains or defends obvious alternative alternative points of alternative points ofreflexive thinking i.e.  Argues using views based on self- points of view. view. view.thinking before, fallacious or irrelevant interest or  Draws warranted,  Draws judicious  Fair-mindedly followsduring and after any reasons and makes preconceptions. non-fallacious conclusions – good where evidence andprocess/ performance/ unwarranted claims  Considers only one conclusions reasoning ability reasons lead.product / presentation.  Vague, simple, aspect  Although the learner  An interest is shown  The learner is highly mechanical reflections  Two-dimensional seems to want to towards optimising motivated and in on improving the reflections provided optimise the the school’s policies depth reflexive effectiveness of the i.e describes the understanding of and plans through thinking is applied school’s policies and existing policies with policy they are not adopting an attitude concerning the plans some specifics but able to define or of listening, careful optimisation of school  Focuses mainly on includes no insights clarify the problem observation, asking usage of ICTs surface features into how to go about areas. This may be questions, requesting  Analysis of strengths  No examples implementing them due to a seeming clarification of and weaknesses have ACE (School Management and Leadership) 58
  • 59. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement provided, purposeless  Focuses on only a few reluctance to adopt an pertinent ideas, and depth to them and  One-dimensional, aspects attitude of a lifelong consultation with reflections on debate superficial reflections  They have described learner. others as necessary results that are specific provided (e.g. I individual thoughts,  Reflects on the school  Feelings are shared as (who, what, where, like…./I dont like….) feelings concerning community views on well as both strengths when, how, why) and  The learner’s the impact of policy of ICT usage and and weaknesses o f the consistently insightful. understanding of ICT the management of potential in a general use and potential for potential is minimal schools but made no way integrating ICTs into  Hard to read, not comparisons between  Able to identify school and curriculum organized well. the various views on it strengths and management  There may be weaknesses.  Includes reflections on evidence that the debate results that are learner had some mostly specific (who, insight into the what, where, when, potential of ICT but how, why) and some inferences need penetrating. to be made as to what the learner means.Application  Very little use made of  An attempt has been  A computer is being  One or more  Optimal use is being a computer and little made to use a used to better manage computers are being made of the computerThis describes the evidence of a computer to simplify several routine used by one or more facilities available byextent to which the commitment to or improve one or two management tasks people for a variety of several staff memberslearner knows and developing and routine tasks but little such as writing of routine and innovative for a variety of routineuses appropriate sharing computer evidence of a formal letters, reports, school and curriculum and innovative schoolproblem solving skills. committed process or memos, agendas, management activities and curriculumstrategies. of the sharing of minutes etc. including the use of management activities computer skills.  Other staff have been email and internet including the use of equipped with skills where available email and internet to handle some of  Computer technology where available these tasks. has been integrated  Computer technology into routine problem- has been integrated ACE (School Management and Leadership) 59
  • 60. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement solving. into everyday problem-solving. ACE (School Management and Leadership) 60
  • 61. 3.3 Analytic Rubric for assessing Understand school leadership and management in the South African context (Core)The level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement AchievementCritical ThinkingThis entails being  Demonstrates little  Demonstrates only a  Demonstrates a  Demonstrates clear  Demonstrates a clear,aware of one’s understanding and very general general understanding understanding of accuratethinking as you only limited understanding of of scope of problem scope of problem and understanding of theperform tasks and comprehension of scope of problem and more than one of at least two central scope of the problemusing that awareness scope of problem or  Focuses on a single the issues involved issues and the ramificationsto monitor and direct issues. issue  Employs the main  Uses the main points of the issues involved.what you are doing. It  Employs only the  Employs only the points of information of information from  Employs allinvolves making most basic parts of information provided from the documents the documents and information from thecritical choices information provided.  May include opinion and at least one personal knowledge documents andconcerning what to  Mixes fact and opinion as well as fact in general idea from that is relevant and extensive personalbelieve or what to do. in developing a developing a position personal knowledge to consistent in knowledge that isThis also refers to such viewpoint.  States conclusion after develop a position developing a position factually relevant,basic mental tasks as  States conclusion after limited examination of  Builds conclusion on  Builds conclusion on accurate andcomparing, hasty or cursory look evidence with little examination of examination of the consistent in theclassifying, predicting, at only one or two concern for information and some major evidence development of aproblem solving and pieces of information consequences. considerations of  Considers at least one position.decision making that  Does not consider consequences. alternative action and  Bases conclusion on ainvolves a variable but consequences the possible thorough examinationpredictable sequence consequences of the evidence, andof thinking skills exploration ofunderpinned by reasonableconstant critique of alternatives, and an“what is” evaluation of consequences.
  • 62. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement AchievementCommunication ofideas  Position is vague  Presents general and  Takes a definite but  Takes a clear position  Takes a strong, well-This describes how  Presentation is brief indefinite position. general position  Presents an organised defined positioneffectively the learner and includes  Only minimal  Presents a somewhat argument with  Presents a well-can communicate unrelated general organisation in organised argument perhaps only minor organised, persuasive(represent using any statements presentation  Uses general terms errors in the argument withof a variety of media)  Overall view of the  Uses generalities to with limited evidence supporting evidence accurate supportinghis or her solution and problem is not clear support position that may not be totally  Deals with the major evidencethe thinking and  Statements tend to  Emphasises only one accurate issues and shows  Deals with allprocesses behind it. wander or ramble. issue  Deals with a limited some understanding significant issues and  Considers only one number issues of relationships demonstrates a depth aspect of problem  Views problem within  Gives consideration to of understanding of a somewhat limited examination of more important range than one idea or relationships aspect of the problem  Examines the problem from several positionsKnowledge and useof leadership and  Reiterates one or two  Provides only basic  Relates only major  Offers accurate  Offers accuratemanagement facts without complete facts with only some facts to the basic issues analysis of the analysis of the accuracy degree of accuracy with a fair degree of documents information and  Deals only briefly and  Refers to information accuracy  Provides facts to relate issues.This describes the vaguely with the to explain  Analyses information to the major issues  Provides a variety ofextent to which the principles and values transformational to explain the values involved in facts to explore majorlearner has sufficient informing educational values or principles and principles educational and minor issuesknowledge and the transformation in without complete informing educational transformation in concerning theability to find South Africa accuracy. transformation in South Africa principles and valuesappropriate  Barely indicates any  Limited South Africa with  Uses previous informing educationalinformation. previous knowledge understanding of the substantive support knowledge of the transformation in of what is involved in nature and purpose of  Uses general ideas of nature and purpose of South Africa school management educational the nature and educational  Extensively uses their and leadership in management, purpose of management understanding of the South Africa leadership and educational leadership and nature and purpose of ACE (School Management and Leadership) 62
  • 63. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement  Relies heavily on the governance management governance to educational information provided.  Major reliance on the leadership and examine issues management, information provided governance with fair involved leadership and degree of accuracy governance to provide an in depth understanding of the problem and to relate it to past and possible future situations.Observation  Minimally completes  Partially completes the  Substantially  Completes the task in  Makes fulfilment of the task with task with minimal or completes the task, an incisive and the task a creativeThis describes the fragmented results- perfunctory effort. with some ideas or thorough manner. expression.extent to which the may need redirection  There is an attempt to concepts missing. The  Observation exhibits  Observation reflectslearner identifies in the future. include analysis review includes skill in critical excellent applicationsomething as a  Use of analysis, interpretation, and analysis analysis, of skills in criticalproblem and becomes interpretation, and critical judgment in interpretation, and interpretation, and analysis,engaged in solving it. critical judgment may the observation. critical judgment. judgment. interpretation, and be evident, but not  References to  At least one reference  References are made judgment. clearly exhibited. transformative and is made to to transformative and  Reflects extensive use  Insufficient and /or contextualised transformative and contextualised and understanding of irrelevant references management, contextualised management, transformative and are made to leadership and management, leadership and contextualised transformative and governance practices leadership and governance practices understanding of contextualised may be included, but governance practices  Critical judgments are management, management, the connection to the  The observer’s clear and reader gains leadership and leadership and situation / setup being opinion is stated, and an insight into the governance governance practices. observed may not be the reader gains a situation / setup being  The learner listens and  The observer does not clear. basic understanding of observed. observes carefully, make their opinion  The learner seems the situation / setup poses insightful regarding the situation unsure about what to being observed. questions, requests / setup clear, or their look for. clarifications of opinions are not based  There is an attempt to pertinent ideas, and ACE (School Management and Leadership) 63
  • 64. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement on events that can describe the situation consults with others as back them up. or setup being necessary.  It is difficult for the observed, but the  Observational reader to gain an idea reader may not gain a criticism is clearly of what the situation clear picture. stated and is based on or setup is like. supportive examples.  The reader gains a clear picture of the situation /setup and an understanding of the observer’s point of view.Reflection  Vague, simple,  Beginning to display  Although the learner  An interest is shown  The learner is highly mechanical reflections an attitude of seems to want to towards accepting the motivatedThis refers to any  Focuses mainly on ownership towards improve their own challenges  Sets goals for thereflexive thinking i.e. surface features improving own management and surrounding own futurethinking before,  No examples leadership and leadership practices, current school  Problems surroundingduring and after any provided, purposeless management practices they may have some management and own current schoolprocess/ performance/  One-dimensional,  Two-dimensional difficulty in defining leadership practices management andproduct / presentation superficial reflections reflections provided or clarifying the  Feelings are shared as leadership practices provided (e.g. I (e.g. describes problem areas. well as both strengths are actively and like…./I dont like….) performance with  Able to identify and weaknesses thoughtfully  Does not seem to be some specifics but strengths and  Able to set approached aware of the need to includes no insights or weaknesses appropriate and  Reflects on more than set goals in improving comparisons)  Demonstrates an achievable goals as a one thing - what needs own management and  Focuses on only a few awareness of the need result of in-depth to be done (content) as leadership practices. aspects to set goals in reflection well as the best way to  Doesnt seem honest  Reflects on leadership improving own  Includes reflections get there (process) or is not accurate or management management and and diagnostic  Analysis of strengths when reflecting on practice but not both leadership practices. strategies on and weaknesses have events that have  They have described  Reflects on evaluation evaluation results that depth to them and transpired individual thoughts, results in a general are mostly specific diagnostic strategies ACE (School Management and Leadership) 64
  • 65. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement  There seems to be no feelings concerning way (who, what, where, on evaluation results ownership of performances, when, how, why) and that are specific (who, leadership or processes, etc. but penetrating what, where, when, management abilities made no comparisons how, why) and  Hard to read, not over time indicating consistently insightful organized well progress,  Some inferences need to be made as to what the learner meansApplication  Strategy is impractical  Strategy inferred  Develops a simple yet  Develops a workable  Develops an efficient or unworkable (some evidence) but appropriate strategy strategy which is and workable strategyThis describes the  The learner does not tactics are generally but tactics used to well-reasoned and which supports theextent to which the always know when he not well thought achieve this are not which supports the aim in a clearlylearner knows and or she is going wrong. through and may be always clear aim focused, complete anduses appropriate  When stuck — that is, impractical in many  The learner may  The learner can creative manner.problem solving if the strategy used instances show evidence of identify some of the  He or she recognisesstrategies does not help, the OR gaps in the factual factual knowledge when something is learner gives up.  The learner may know knowledge needed to needed to solve the missing and finds the  Reflective practice is an appropriate solve the problem or problems appropriate not employed and strategy, but may be have too narrow a  The learner monitors information or when alternative uncertain about how focus. progress solutions. strategies are to apply it to the  Fails to provide appropriate to  Clear evidence of the suggested, the learner problem. suggestions for factual knowledge reflective practice may be resistant or  He or she may try a improvement or may required to solve unable to change number of strategies, attempt to search for  Useful suggestions are problems is displayed. strategies. but may not be able to quick-fixes in solving provided for  The learner applies the explain why any one problems. improvement needed techniques was selected. (diarising personal ACE (School Management and Leadership) 65
  • 66. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement  The learner may development, ignore the use of documenting personal needed techniques for experiences of reflective practice education change; self  There is evidence of evaluation etc.), for major gaps in the reflective practice factual knowledge appropriately and needed to solve the effectively. problems that arise,  Provides detailed and and the learner may perceptive suggestions not be certain about for improvement how to approach the  If the learner discovers problems/ challenges. evidence that he or she  The learner knows is on the wrong track, when the problem he or she is capable of solving is going changing direction. wrong, but may not know what to do about it. ACE (School Management and Leadership) 66
  • 67. ACE (SML) Implementation Guidelines 3.4 Analytic Rubric for assessing Language in leadership and management (Core)The level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement AchievementCritical Thinking  Demonstrates little  Demonstrates only a  Demonstrates a  Demonstrates clear  Demonstrates a clear, understanding and very general general understanding understanding of accurateThis entails being only limited understanding of of scope of problem scope of problem and understanding of theaware of one’s comprehension of scope of problem and more than one of at least two central scope of the problemthinking as you scope of problem or  Focuses on a single the issues involved issues and the ramificationsperform tasks and issues. issue  Employs the main  Uses the main points of the issues involved.using that awareness  Employs only the  Employs only the points of information of information from  Employs allto monitor and direct most basic parts of information provided from the documents the documents and information from thewhat you are doing. It information provided.  May include opinion and at least one personal knowledge documents andinvolves making  Mixes fact and opinion as well as fact in general idea from that is relevant and extensive personalcritical choices in developing a developing a position personal knowledge to consistent in knowledge that isconcerning what to viewpoint.  States conclusion after develop a position developing a position factually relevant,believe or what to do.  States conclusion after limited examination of  Builds conclusion on  Builds conclusion on accurate andThis also refers to such hasty or cursory look evidence with little examination of examination of the consistent in thebasic mental tasks as at only one or two concern for information and some major evidence development of acomparing, pieces of information consequences. considerations of  Considers at least one position.classifying, predicting,  Does not consider consequences. alternative action and  Bases conclusion on aproblem solving and consequences. the possible thorough examinationdecision making that consequences. of the evidence, andinvolves a variable but exploration ofpredictable sequence reasonableof thinking skills alternatives, and anunderpinned by evaluation ofconstant critique of consequences.“what is”Communication of  Position is vague  Presents general and  Takes a definite but  Takes a clear position  Takes a strong, well-ideas  Presentation is brief indefinite position. general position  Presents an organised defined position and includes  Only minimal  Presents a somewhat argument with  Presents a well-This describes how ACE (School Management and Leadership) 67
  • 68. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievementeffectively the learner unrelated general organisation in organised argument perhaps only minor organised, persuasivecan communicate statements presentation  Uses general terms errors in the argument with(represent using any  Overall view of their  Uses generalities to with limited evidence supporting evidence accurate supportingof a variety of media) development is not support position that may not be totally  Deals with the major evidencehis or her solution and clear  Emphasises only one accurate issues and shows  Deals with allthe thinking and  Statements tend to issue  Deals with a limited some understanding significant issues andprocesses behind it. wander or ramble.  Considers only one number issues of relationships demonstrates a depth aspect of their  Views their  Gives consideration to of understanding of development. development within a examination of more important somewhat limited than one aspect of relationships range. their development.  Examines their development from several positions.Knowledge of the  Barely indicates any  Limited ability to  Uses general  Uses communication  Extensively useseffective use of skill in communicate communication skills skills to explain issues communication skillsLanguage Skills communicating education policy with fair degree of involved to provide an in depth knowledge and knowledge without accuracy  Offers accurate understanding of theThis describes the understanding complete accuracy  Relates only major analysis of the implicationsextent to which the  Reiterates one or two  Provides only basic facts to the basic issues documents concerning the schoollearner has sufficient facts without complete facts with only some with a fair degree of  Provides facts to relate and to relate it to pastknowledge and the accuracy degree of accuracy accuracy to the major issues and possible futureability to find  Deals only briefly and  Refers to information  Analyses information involved in situations. Offersappropriate vaguely with concepts to explain at least one to explain at least one demonstrating accurate analysis ofinformation. or the issues issue or concept issue or concept understanding of the information and concerning concerning the concerning educational policy. issues. demonstrating educational policy educational policy.  Provides a variety of understanding of  Major reliance on the facts to explore major educational policy information provided. and minor issues and  Relies heavily on the concepts involved in information provided. demonstrating understanding of the ACE (School Management and Leadership) 68
  • 69. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement educational policy.  No analytical ability  Able to analyse but  Appropriate  Able to analyse  Remarkable ability to even on a descriptive mostly descriptive analytical ability accurately analyse – identifies level  Limited ability to though vague in  Thoughtful, critical the salient pro’s and  Not able to break break down places analysis and con’s. down information information – focuses  Analysis slightly interpretation –  Excellent critical  Cannot relate theory on a single pro or con more descriptive than identifies relevant analysis ability – able to practice even with  Needs assistance critical and refers pro’s and con’s to recognise a process considerable sometimes to relate only generally to  Relates theory to over time. assistance theory to practice pro’s and con’s practice with some  Excellent ability to  No research was done  Inadequate research  Able to relate theory additional comments. relate theory to  Uses repetition instead  Generally illogical to practice but with  Sufficient evidence of practice correctly of compelling arguments put no additional research with additional argumentation forward comments.  Thoughtfully comments.  Position taken is  Relies on common  Some evidence of supported opinions  Impressive use ofObservation continually shifting sense rather than research  Supportive material source material.  Does not support referring to support  Evidence of a mixture used to back up  Digs for the truth statements or material. of rational and arguments  Logical, convincing arguments with  Position taken is muddled thinking.  Reasoning is logical and compelling reference material unclear.  Very little supportive and clear arguments put  Easy to refute. material used  A basic position is forward  Unsure of position taken.  Presents complete sometimes.  Few surprises. information that is  Fact/opinion  Fact/opinion enhanced by precise sometimes overlap. distinguished. and appropriate details  Thought provoking, interesting material used to support opinions  Employs sound ACE (School Management and Leadership) 69
  • 70. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement reasoning.  Position is clear.Reflection  Exhibits close-  Regardless of the  Ignores or  Thoughtfully analyses  Thoughtfully analyses mindedness or evidence or reasons, superficially evaluates and evaluates obvious and evaluates majorThis refers to any hostility to reason. maintains or defends obvious alternative alternative points of alternative points ofreflexive thinking i.e.  Argues using views based on self- points of view. view. view.thinking before, fallacious or irrelevant interest or  Draws warranted,  Draws judicious  Fair-mindedly followsduring and after any reasons and makes preconceptions. non-fallacious conclusions – good where evidence andprocess/ performance/ unwarranted claims  Considers only one conclusions reasoning ability reasons lead.product / presentation.  Vague, simple, aspect  Although the learner  An interest is shown  The learner is highly mechanical reflections  Two-dimensional seems to want to towards optimising motivated and in on improving the reflections provided optimise the the school’s policies depth reflexive effectiveness of the i.e describes the understanding of and plans through thinking is applied school’s policies and existing policies with policy they are not adopting an attitude concerning the plans some specifics but able to define or of listening, careful optimisation of school  Focuses mainly on includes no insights clarify the problem observation, asking policy and practice surface features into how to go about areas. This may be questions, requesting  Analysis of strengths  No examples implementing them due to a seeming clarification of and weaknesses have provided, purposeless  Focuses on only a few reluctance to adopt an pertinent ideas, and depth to them and  One-dimensional, aspects attitude of a lifelong consultation with reflections on debate superficial reflections  They have described learner. others as necessary results that are specific provided (e.g. I individual thoughts,  Reflects on the school  Feelings are shared as (who, what, where, like…./I dont like….) feelings concerning community views on well as both strengths when, how, why) and  The learner’s the impact of policy of the policy in a general and weaknesses o f the consistently insightful. understanding of the the management of way policy policy is minimal schools but made no  Able to identify  Includes reflections on  Hard to read, not comparisons between strengths and debate results that are organized well. the various views on it weaknesses. mostly specific (who,  There may be what, where, when, evidence that the how, why) and learner had some penetrating. ACE (School Management and Leadership) 70
  • 71. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement insight into the policy but some inferences need to be made as to what the learner means.Application  Off task, off topic,  An attempt is made to  Uses language that is  Uses language that is  Uses language that is illegible, blank or describe operations, partially effective, effective, suited to the highly effective,This describes the insufficient to score. concepts, and suited to audience, audience, and accurate audience specific,extent to which the  Very limited evidence processes. accurate, and to describe operations, accurate, andlearner knows and of appropriate  Register and style thorough to describe concepts, and thorough, to describeuses appropriate register, style or hardly appropriate, operations, concepts processes. operations, concepts,problem solving expression  Shows limited and processes.  Register used very and processes.strategies.  Shifts in tone hardly evidence of a personal  Register used often well and shows  Register used ever used style shows evidence of a evidence of personal skillfully, clear  Hardly any attention  Shifts in tone seldom personal style style personal style given to target group, used  Shifts in tone  Shifts in tone very  Subtle use of tone purpose, context and  Limited attention moderately controlled well controlled enhances writing format given to target group,  Moderately adapted to  Very well adapted to exceptionally well  Very limited purpose, context and target group, purpose, target group, purpose,  Outstandingly application of format context and format context and format adapted to target requirements  Limited application of  Specific requirements  Specific requirements group, purpose,  No evidence of requirements moderately applied very well applied context and format conducting the parent-  Does not develop or  Uses language that is  Develops and  Specific requirements teacher meeting organise the meeting minimally effective organises the parent- thoroughly applied OR procedure completely and accurate, to teacher meeting  Develops and  Presents incomplete describe operations, procedure in a organises the parent-  Evidence of a very information with few concepts, and generally focused and teacher meeting limited ability to plan or no supporting processes. complete manner. procedure in a clearly the procedure for the details  Develops and  Evidence of a focused, complete and parent-teacher  Evidence of a basic organises a simple confident ability to creative manner meeting ability to record some procedure for the record observations,  Evidence of innovative ACE (School Management and Leadership) 71
  • 72. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement  Evidence of a very of the following: parent-teacher experiences, ideas, choices and divergent limited ability to observations, meeting plan in a information and approaches, and an record observations, experiences, ideas, basic way. insights that are outstanding ability to experiences, ideas, information and  Evidence of a relevant to the task. record observations, information and insights that are competent ability to  Writing is original experiences, ideas, insights that are relevant to the task. record observations,  Writing is clear and information and relevant to the task.  Ideas are presented in experiences, ideas, organized insights that are  Writing contains so a disorganized way information and  Work is accurate and relevant to the task. many errors in  Work lacks accuracy insights that are complete; appearance  Writing is original and language use that and completeness; relevant to the task. helps the may be creative make reading difficult appearance interferes  Work is accurate, neat, communication of  Writing is clear and to understand with communication and complete ideas well-organized  Minimally completes of ideas  Ideas have been  Completes the task in throughout the task with  Partially completes the organized an incisive and  Writing is almost free fragmented results- task with minimal or  Writing contains few thorough manner. of language errors and may need redirection perfunctory effort. language errors; ideas is easy to understand in the future. are not difficult to  Makes fulfilment of understand the task a creative  Substantially expression. completes the task, with some ideas or concepts missing. 3.5 Analytic Rubric for assessing Manage policy, planning, school development and governance (Core) ACE (School Management and Leadership) 72
  • 73. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement AchievementCritical ThinkingThis entails being  Demonstrates little  Demonstrates only a  Demonstrates a  Demonstrates clear  Demonstrates a clear,aware of one’s understanding and very general general understanding understanding of accuratethinking as you only limited understanding of of scope of problem scope of problem and understanding of theperform tasks and comprehension of scope of problem and more than one of at least two central scope of the problemusing that awareness scope of problem or  Focuses on a single the issues involved issues and the ramificationsto monitor and direct issues. issue  Employs the main  Uses the main points of the issues involved.what you are doing. It  Employs only the  Employs only the points of information of information from  Employs allinvolves making most basic parts of information provided from the documents the documents and information from thecritical choices information provided.  May include opinion and at least one personal knowledge documents andconcerning what to  Mixes fact and opinion as well as fact in general idea from that is relevant and extensive personalbelieve or what to do. in developing a developing a position personal knowledge to consistent in knowledge that isThis also refers to such viewpoint.  States conclusion after develop a position developing a position factually relevant,basic mental tasks as  States conclusion after limited examination of  Builds conclusion on  Builds conclusion on accurate andcomparing, hasty or cursory look evidence with little examination of examination of the consistent in theclassifying, predicting, at only one or two concern for information and some major evidence development of aproblem solving and pieces of information consequences. considerations of  Considers at least one position.decision making that  Does not consider consequences. alternative action and  Bases conclusion on ainvolves a variable but consequences the possible thorough examinationpredictable sequence consequences of the evidence, andof thinking skills exploration ofunderpinned by reasonableconstant critique of alternatives, and an“what is” evaluation of consequences. ACE (School Management and Leadership) 73
  • 74. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement AchievementCommunication ofideas  Position is vague  Presents general and  Takes a definite but  Takes a clear position  Takes a strong, well-This describes how  Presentation is brief indefinite position. general position  Presents an organised defined positioneffectively the learner and includes  Only minimal  Presents a somewhat argument with  Presents a well-can communicate unrelated general organisation in organised argument perhaps only minor organised, persuasive(represent using any statements presentation  Uses general terms errors in the argument withof a variety of media)  Overall view of the  Uses generalities to with limited evidence supporting evidence accurate supportinghis or her solution and problem is not clear support position that may not be totally  Deals with the major evidencethe thinking and  Statements tend to  Emphasises only one accurate issues and shows  Deals with allprocesses behind it. wander or ramble. issue  Deals with a limited some understanding significant issues and  Considers only one number issues of relationships demonstrates a depth aspect of problem  Views problem within  Gives consideration to of understanding of a somewhat limited examination of more important range than one idea or relationships aspect of the problem  Examines the problem from several positionsKnowledge ofmanaging policy,  Reiterates one or two  Provides only basic  Relates only major  Offers accurate  Offers accurateplanning, school facts without complete facts with only some facts to the basic issues analysis of the analysis of thedevelopment and accuracy degree of accuracy with a fair degree of documents information andgovernance  Deals only briefly and  Refers to information accuracy  Provides facts to relate issues.This describes the vaguely with the to explain the  Explains the values to the major issues  Provides a variety ofextent to which the principles and values principles and values and principles involved in optimal facts to explore majorlearner has sufficient informing optimal informing optimal informing optimal school management and minor issuesknowledge and the school management school management school management and governance concerning theability to find and governance and governance and governance practices principles and valuesappropriate practices practices without practices with  Uses previous informing optimalinformation.  Barely indicates any complete accuracy. substantive support knowledge of school management previous knowledge  Limited  Uses general ideas of contemporary policy and governance of contemporary understanding of the nature and to examine issues practices policy contemporary policy purpose of involved in effective  Extensively uses their  Relies heavily on the  Major reliance on the contemporary policy management and understanding and ACE (School Management and Leadership) 74
  • 75. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement information provided. information provided with a fair degree of school development knowledge of accuracy contemporary policy to intervene and establish optimalObservation  Minimally completes  Partially completes the  Substantially  Completes the task in  Makes fulfilment of the task with task with minimal or completes the task, an incisive and the task a creativeThis describes the fragmented results- perfunctory effort. with some ideas or thorough manner. expression.extent to which the may need redirection  References to the concepts missing.  The observation  Observation reflects anlearner identifies in the future. implementation of the  The observation includes many in depth knowledgesomething as a  The observer’s vision, policies and includes references to references to the and understanding ofproblem and becomes opinions are not plans may be included the visions and visions and policies the visions andengaged in solving it. substantiated or based in their observation, policies plans that plans that have been policies plans that on events that but the connection to have been translated translated into agreed have been translated occurred. the situation / setup into agreed operational plans. into agreed  Reflects minimal being evaluated may operational plans.  Reflects a thorough operational plans. knowledge and not be clear.  The observer’s grasp of what optimal  Observations are understanding of the  The learner generally opinion is informed by school development insightful and based principles of school seems unsure about a basic knowledge of and governance on careful analysis and development and what to look for. the principles of practice entails observation. governance  There is an attempt to school development  Critical judgments are  Observational  It is difficult for the describe the situation and governance clear and reader gains criticism is clearly reader to gain an idea or setup being  The reader gains a an insight into the stated and is based on of what the situation observed, but the basic understanding of situation / setup being supportive examples. or setup is like. reader may not gain a the situation / setup observed.  The reader gains a clear picture. being observed. clear picture of the situation /setup and an understanding of the observer’s point of view. ACE (School Management and Leadership) 75
  • 76. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement AchievementReflection  Exhibits close-  Regardless of the  Ignores or  Thoughtfully analyses  Thoughtfully analyses mindedness or evidence or reasons, superficially evaluates and evaluates obvious and evaluates majorThis refers to any hostility to reason. maintains or defends obvious alternative alternative points of alternative points ofreflexive thinking i.e.  Argues using views based on self- points of view. view. view.thinking before, fallacious or irrelevant interest or  Draws warranted,  Draws judicious  Fair-mindedly followsduring and after any reasons and makes preconceptions. non-fallacious conclusions – good where evidence andprocess/ performance/ unwarranted claims  Considers only one conclusions reasoning ability reasons lead.product / presentation  Vague, simple, aspect  Although the learner  An interest is shown  The learner is highly mechanical reflections  Two-dimensional seems to want to towards optimising motivated and in on improving the reflections provided optimise the school’s the school’s policies depth reflexive effectiveness of the i.e describes the policies and plans, and plans through thinking is applied in school’s policies and existing effectiveness they are not able to adopting an attitude all areas concerning plans of policies and plans define or clarify the of listening, careful the optimisation of  Focuses mainly on with some specifics problem areas. This observation, asking school policy and surface features but includes no may be due to a questions, requesting practice  No examples insights into how to seeming reluctance to clarification of  Analysis of strengths provided, purposeless go about optimizing adopt an attitude of pertinent ideas, and and weaknesses have  One-dimensional, them consultation with consultation with depth to them and superficial reflections  Focuses on only a few others as necessary. others as necessary diagnostic strategies provided (e.g. I aspects  Reflects on evaluation  Feelings are shared as on evaluation results like…./I dont like….)  They have described results in a general well as both strengths that are specific (who,  Does not seem to be individual thoughts, way and weaknesses what, where, when, aware of the need to feelings concerning  Able to identify  Includes reflections how, why) and set goals performances, strengths and and diagnostic consistently insightful  Hard to read, not processes, etc. but weaknesses strategies on  Provides detailed and organized well made no comparisons  Provides some evaluation results that perceptive suggestions  Fails to provide over time to indicate suggestions for are mostly specific for improvement suggestions for progress, improvement (who, what, where, improvement  Some inferences need when, how, why) and to be made as to what penetrating the learner means  Useful suggestions are  Suggestions for provided for improvement of ACE (School Management and Leadership) 76
  • 77. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement improvement show identified areas evidence of attempting to search for quick-fixes in solving problems.Application  Strategy of developing  Strategy of developing  Develops a simple yet  Develops a workable  Develops an efficient and communicating and communicating appropriate strategy strategy which is and workable strategyThis describes the school values, vision, school values, vision, for developing and well-reasoned and in a clearly focused,extent to which the mission, policies and mission, policies and communicating school which supports the complete andlearner knows and plans in a plans in a values, vision, aim of developing and thoughtful manneruses appropriate collaborative way is collaborative way is mission, policies and communicating school which supports theproblem solving not practical inferred (some plans in a values, vision, aim of developing andstrategies  Limited amount of evidence) but tactics in collaborative way but mission, policies and communicating school evidence of the many instances are the tactics are not plans in a values, vision, personal qualities not always workable always clear collaborative way mission, policies and necessary to support or prevents  Demonstrates many of  Demonstrates most of plans in a the principles of responsive, effective the personal qualities the personal qualities collaborative way effective management and/or creative necessary to support which support the  Demonstrates a wealth  The learner does not development the effective principles of effective of personal qualities acknowledge or  Evidence of a few of management (ability management (ability which support the address possible the personal qualities to motivate, empower, to motivate, empower, principles of effective barriers to building necessary to support instill a spirit of instill a spirit of management (ability relationships and the principles of cooperation, think cooperation, think to motivate, empower, partnerships with the effective management strategically, lead, etc.) strategically, lead, etc.) instill a spirit of SGB and the (ability to motivate,  The learner is able to  The learner is able to cooperation, think community empower, instill a develop appropriate apply their knowledge strategically, lead, etc.) spirit of cooperation, strategies to overcome to overcome possible  The learner is highly think strategically, possible barriers to barriers to building motivated, confident lead, etc.) establishing an relationships and and effective in  The learner may know effective environment partnerships with the applying their of appropriate conducive to building SGB and the knowledge of ACE (School Management and Leadership) 77
  • 78. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement strategies to overcome relationships and community appropriate strategies possible barriers to partnerships with the to overcome possible building relationships SGB and the barriers to building and partnerships with community but might relationships and the SGB and the be uncertain/unsure of partnerships with the community, but may how it is to be SGB and the not know how to sustained. community apply them in a practical and detailed way. 3.6 Analytic Rubric for assessing Manage organizational systems, physical and financial resources (Core)The level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement AchievementCritical ThinkingThis entails being  Demonstrates little  Demonstrates only a  Demonstrates a  Demonstrates clear  Demonstrates a clear,aware of one’s understanding and very general general understanding understanding of accuratethinking as you only limited understanding of of scope of problem scope of problem and understanding of theperform tasks and comprehension of scope of problem and more than one of at least two central scope of the problemusing that awareness scope of problem or  Focuses on a single the issues involved issues and the ramificationsto monitor and direct issues. issue  Employs the main  Uses the main points of the issues involved.what you are doing. It  Employs only the  Employs only the points of information of information from  Employs allinvolves making most basic parts of information provided from the documents the documents and information from thecritical choices information provided.  May include opinion and at least one personal knowledge documents andconcerning what to  Mixes fact and opinion as well as fact in general idea from that is relevant and extensive personalbelieve or what to do. in developing a developing a position personal knowledge to consistent in knowledge that is ACE (School Management and Leadership) 78
  • 79. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement AchievementThis also refers to such viewpoint.  States conclusion after develop a position developing a position factually relevant,basic mental tasks as  States conclusion after limited examination of  Builds conclusion on  Builds conclusion on accurate andcomparing, hasty or cursory look evidence with little examination of examination of the consistent in theclassifying, predicting, at only one or two concern for information and some major evidence development of aproblem solving and pieces of information consequences. considerations of  Considers at least one position.decision making that  Does not consider consequences. alternative action and  Bases conclusion on ainvolves a variable but consequences the possible thorough examinationpredictable sequence consequences of the evidence, andof thinking skills exploration ofunderpinned by reasonableconstant critique of alternatives, and an“what is” evaluation of consequences.Communication ofideas  Position is vague  Presents general and  Takes a definite but  Takes a clear position  Takes a strong, well-This describes how  Presentation is brief indefinite position. general position  Presents an organised defined positioneffectively the learner and includes  Only minimal  Presents a somewhat argument with  Presents a well-can communicate unrelated general organisation in organised argument perhaps only minor organised, persuasive(represent using any statements presentation  Uses general terms errors in the argument withof a variety of media)  Overall view of the  Uses generalities to with limited evidence supporting evidence accurate supportinghis or her solution and problem is not clear support position that may not be totally  Deals with the major evidencethe thinking and  Statements tend to  Emphasises only one accurate issues and shows  Deals with allprocesses behind it. wander or ramble. issue  Deals with a limited some understanding significant issues and  Considers only one number issues of relationships demonstrates a depth aspect of problem  Views problem within  Gives consideration to of understanding of a somewhat limited examination of more important range than one idea or relationships aspect of the problem  Examines the problem from several positionsKnowledge ofmanaging  Reiterates one or two  Provides only basic  Relates only major  Offers accurate  Offers accurateorganizational ACE (School Management and Leadership) 79
  • 80. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievementsystems, physical and facts without complete facts with only some facts to the basic issues analysis of the analysis of thefinancial resources accuracy degree of accuracy with a fair degree of documents information and  Deals only briefly and  Refers to information accuracy  Provides facts to relate issues.This describes the vaguely with the to explain content  Explains the content to the major issues  Provides a variety ofextent to which the relevant content knowledge relevant to knowledge needed to involved in managing facts to explore majorlearner has sufficient knowledge needed to managing manage organizational and minor issuesknowledge and the manage organizational organizational systems, physical and surrounding optimalability to find organizational systems, physical and systems, physical and financial resources and effectiveappropriate systems, physical and financial resources financial resources  Uses previous management ofinformation. financial resources without complete with substantive knowledge of financial organizational  Barely indicates any accuracy. support accounting principles systems, physical and previous knowledge  Limited  Uses general ideas of and practices to financial resources of financial accounting understanding of financial accounting examine issues  Extensively uses their principles and financial accounting principles and surrounding effective understanding and practices principles and practices with a fair resource and systems knowledge of financial  Relies heavily on the practices degree of accuracy management practices accounting principles information provided.  Major reliance on the and practices to information provided supervise, interpret and analyse systems and resource management practicesObservation  Minimally completes  Partially completes the  Substantially  Completes the task in  Makes fulfilment of the task with task with minimal or completes the task, an incisive and the task a creativeThis describes the fragmented results- perfunctory effort. with some ideas or thorough manner. expression.extent to which the may need redirection  References to resource concepts missing.  Reflects a thorough  Reflects extensivelearner identifies in the future. allocation and  The observer’s grasp of the principles commitment to andsomething as a  Displays a distribution of opinion is informed by of quality understanding of theproblem and becomes decontextualised and resources are made, a basic knowledge of improvement, principles of qualityengaged in solving it. uncritical approach to but the connection to quality improvement, management and improvement, the generation of the situation / setup management and assurance management and funds and distribution being observed may assurance  Evidence of the factual assurance of resources not be clear.  At least one clear knowledge required to  Observations are ACE (School Management and Leadership) 80
  • 81. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement  The observer’s  The learner seems reference is made to solve problems is insightful and based opinions regarding unsure about what to applied diversity displayed. on careful analysis and resource allocation look for. management  Critical judgments are observation. and distribution the  There is an attempt to  The reader gains a clear and reader gains  Observational management of describe the situation basic understanding of an insight into the criticism is clearly systems and resources or setup being the situation / setup situation / setup being stated and is based on are not based on observed, but the being observed. observed. supportive examples. events that can back reader may not gain a  Satisfactory display of  Able to analyse  The reader gains a them up. clear picture. a basic awareness of choices made and clear picture of the  It is difficult for the  Partial awareness of the crucial place, value observe the effect of situation /setup and an reader to gain an idea the crucial place, value and function of marginalisation understanding of the of what the situation and function of equitable resource use through the allocation observer’s point of or setup is like. equitable resource use and effective systems of resources and view.  Minimal awareness and systems management management of  Insightful and in that management of management systems depth observation systems and resources which describes the is needed contradictions, harmonies and tensions resulting from the choices made concerning use and management of resources and systems.Reflection  Vague, simple,  Developing an  Although able to  Reflections and  Analysis of and mechanical reflections attitude of ownership identify strengths and diagnostic strategies reflection on strengthsThis refers to any  Focuses mainly on towards the reflective weaknesses, they act made are mostly and weaknesses havereflexive thinking i.e. surface features management of on evaluation results specific (who, what, depth to themthinking before,  No examples systems and resources in a general, where, when, how,  Diagnostic strategiesduring and after any provided, purposeless  Two-dimensional roundabout way why) and insightful after systems orprocess/ performance/  One-dimensional, reflections provided instead of getting to  Learners are able to resource managementproduct / presentation superficial reflections (e.g. describes the core of whatever reflect on specific evaluations lead to provided (e.g. I performances/process problems there are features of an suggestions that are ACE (School Management and Leadership) 81
  • 82. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement like…./I dont like….) es with some specifics immediately organisational system specific (who, what,  The learner is able to but includes no  Although the learner and if they discover where, when, how, reflect on his or her insights) seems to want to evidence that they are why) and always own decisions but  He or she may reflect optimise financial on the wrong track, manage to penetrate to takes little or no on a number of management practice, are capable of the heart of the issue responsibility for systems or resource they are not able to admitting it and  Self-reflection problems or conflicts management define or clarify the changing direction or practices are probing arising. strategies employed, problem areas due to a tactic. and the possible  Doesnt seem honest but may not be able to seeming reluctance to  They can analyse what effects of their or is not accurate explain why any one adopt an attitude of worked and speculate weaknesses on when reflecting on was more effective asking probing about other choices management abilities, events that have than the other. questions of that might have been professional transpired  Reflects on what themselves , their more effective. interactions and/or  There seems to be no would be the ideal existing organisational  He or she understanding of ownership of organizational system systems, and regular demonstrates technical financial problems and or physical and consultation with ownership of the problems are therefore no problem financial resource others. burden of financial evaluated. solving abilities are setup but not both  In reviewing resource management and  The learner is able to displayed  Displays little management organisation and often refer to specific  Attitude is one of responsiveness – problems, the learner refers to “I” and ”we” strategies, or incidents, executing policy in an mainly concerned may have an when writing about in evaluating the uncritical manner about control and unrealistic view of his possible future strengths and  Does not seem to be compliance or her contribution strategies and not weaknesses of the aware of the need to procedures and tend to show little “they”, “he” or “she” management of set goals in improving  Some inferences need or no sense of  They adopt an attitude systems or resources. the professional skills to be made as to what individual of responsiveness to  Able to apply the of self, groups and the learner means a lot responsibility when it the changing needs of procedures in a individuals. of the time comes to financial the environment contextually relevant  Hard to read, not management (i.e. most  Able to set yet ethical way organized well comments are about appropriate and  He or she recognises they, he or she, rather achievable goals as a when something is than I and we). result of in-depth awry and is motivated  Exercises an attitude reflection ACE (School Management and Leadership) 82
  • 83. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement of responsiveness but to seek the appropriate on the level of basic information or control and solutions to improve it compliance  Demonstrates an awareness of the need to set goals in achieving optimal systems and resource management practices.Application  Lacks sufficient  Applies knowledge  Applies knowledge  Skills and knowledge  The learner is highly knowledge and skills and skills to manage and skills to manage are applied to manage motivated, confidentThis describes the to manage acceptable organisational effective and effective inextent to which the organisational organisational systems, and physical organisational applying their skillslearner knows and systems, and physical systems, and physical and financial systems, and secured and knowledge touses appropriate and financial and financial resources in an physical and financial manage efficientproblem solving resources even with resources but needs acceptable way resources organisationalstrategies guidance guidance  Demonstrates many  The learner shows an systems, and physical  Little evidence of the  Evidence of a few of of the personal and interest in financial and financial resources personal and/or the personal and professional qualities management  The learner is willing professional qualities professional qualities and skills necessary strategies like to explore unique and and skills necessary to and skills necessary to to manage planning and unusual procedures in manage organisational manage organisational organisational organising the planning and systems, and physical systems, and physical systems, and physical fundraising and organising of financial and financial and financial and financial marketing strategies management practices resources resources resources (integrity,  Demonstrates most of like fundraising and  Strategy for setting up,  Communication, fairness, flexibility, the personal and marketing strategies, ACE (School Management and Leadership) 83
  • 84. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement implementing, information ability to anticipate professional qualities  Demonstrates a wealth maintaining and management and and solve problems, and skills necessary to of personal and evaluating these administration etc.) manage organisational professional qualities systems are systems  Develops a simple yet systems, and physical and skills necessary to impractical or may not implementation plans appropriate and financial manage organisational be based on the are inferred (some operational system resources (integrity, systems, and physical framework of GAAP evidence) but for communication, fairness, flexibility, and financial resources  Little to no evidence of strategies might information ability to anticipate (integrity, fairness, the learner being able prevent transparency management and and solve problems, flexibility, ability to to manage and take and/or accountability administration etc.) anticipate and solve responsibility for the  Evidence of being able systems but the  Sets up, implements, problems, etc.) financial resources of to manage financial tactics needed to maintains and  Sets up, implements, the institution resources, but achieve this are not evaluates maintains and responsibility tends to always clear communication, evaluates be deferred to others  Financial resources information communication,  Fails to provide are responsibly management and information suggestions for managed but affairs administration management and improvement or may are not always systems which are administration attempt to search for transparent well-thought through systems in a clearly quick-fixes in solving  Provides some and logically reasoned focused, complete and problems. suggestions for and which supports thoughtful manner. improvement when their aims  Financial resources are developing  Financial resources are effectively managed in operational plans responsibly managed a transparent and in a transparent and accountable way accountable way  Provides detailed and  Useful suggestions are perceptive suggestions provided for for improvement improvement of identified areas ACE (School Management and Leadership) 84
  • 85. ACE (SML) Implementation Guidelines 3.7 Analytic Rubric for assessing Lead and manage people (Core)The level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement AchievementCritical ThinkingThis entails being  Demonstrates little  Demonstrates only a  Demonstrates a  Demonstrates clear  Demonstrates a clear,aware of one’s understanding and very general general understanding understanding of accuratethinking as you only limited understanding of of scope of problem scope of problem and understanding of theperform tasks and comprehension of scope of problem and more than one of at least two central scope of the problemusing that awareness scope of problem or  Focuses on a single the issues involved issues and the ramificationsto monitor and direct issues. issue  Employs the main  Uses the main points of the issues involved.what you are doing. It  Employs only the  Employs only the points of information of information from  Employs allinvolves making most basic parts of information provided from the documents the documents and information from thecritical choices information provided.  May include opinion and at least one personal knowledge documents andconcerning what to  Mixes fact and opinion as well as fact in general idea from that is relevant and extensive personalbelieve or what to do. in developing a developing a position personal knowledge to consistent in knowledge that isThis also refers to such viewpoint.  States conclusion after develop a position developing a position factually relevant,basic mental tasks as  States conclusion after limited examination of  Builds conclusion on  Builds conclusion on accurate andcomparing, hasty or cursory look evidence with little examination of examination of the consistent in theclassifying, predicting, at only one or two concern for information and some major evidence development of aproblem solving and pieces of information consequences. considerations of  Considers at least one position.decision making that  Does not consider consequences. alternative action and  Bases conclusion on ainvolves a variable but consequences the possible thorough examinationpredictable sequence consequences of the evidence, andof thinking skills exploration ofunderpinned by reasonableconstant critique of alternatives, and an“what is” evaluation of consequences. ACE (School Management and Leadership) 85
  • 86. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement AchievementCommunication ofideas  Position is vague  Presents general and  Takes a definite but  Takes a clear position  Takes a strong, well-This describes how  Presentation is brief indefinite position. general position  Presents an organised defined positioneffectively the learner and includes  Only minimal  Presents a somewhat argument with  Presents a well-can communicate unrelated general organisation in organised argument perhaps only minor organised, persuasive(represent using any statements presentation  Uses general terms errors in the argument withof a variety of media)  Overall view of the  Uses generalities to with limited evidence supporting evidence accurate supportinghis or her solution and problem is not clear support position that may not be totally  Deals with the major evidencethe thinking and  Statements tend to  Emphasises only one accurate issues and shows  Deals with allprocesses behind it. wander or ramble. issue  Deals with a limited some understanding significant issues and  Considers only one number issues of relationships demonstrates a depth aspect of problem  Views problem within  Gives consideration to of understanding of a somewhat limited examination of more important range than one idea or relationships aspect of the problem  Examines the problem from several positionsKnowledge of leadingand managing people  Reiterates one or two  Provides only basic  Relates only major  Offers accurate  Offers accurateThis describes the facts without complete facts with only some facts to the basic issues analysis of the analysis of theextent to which the accuracy degree of accuracy with a fair degree of documents information andlearner has sufficient  Deals only briefly and  Refers to information accuracy  Provides facts to relate issues.knowledge and the vaguely with the to explain content  Explains the values to the major issues  Provides a variety ofability to find relevant content knowledge relevant to and principles involved in leading facts to explore majorappropriate knowledge in leading leading and managing informing the practice and managing people and minor issuesinformation. and managing people people without of leading and  Uses previous surrounding optimal  Barely indicates any complete accuracy. managing people with knowledge of management and previous knowledge  Limited substantive support management and leadership practice of curriculum understanding of  Uses general ideas of leadership practice to  Extensively uses their requirements management and the nature and examine issues understanding and ACE (School Management and Leadership) 86
  • 87. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement  Relies heavily on the leadership practice purpose of involved in knowledge of information provided.  Major reliance on the management and transformational transformational information provided leadership practice practices leadership to intervene with a fair degree of and manage staff and accuracy learners sensitively and fairlyObservation  Minimally completes  Partially completes the  Substantially  Completes the task in  Makes fulfilment of the task with task with minimal or completes the task, an incisive and the task a creativeThis describes the fragmented results- perfunctory effort. with some ideas or thorough manner. expression.extent to which the may need redirection  There is an attempt to concepts missing.  Observation reflects a  Observation reflects anlearner identifies in the future. identify instances of  The observation solid knowledge and in depth knowledgesomething as a  Reflects minimal diversity management includes references to understanding of and understanding ofproblem and becomes knowledge and in the observation. collective bargaining, what is needed to what is needed toengaged in solving it. understanding of  References to collaboration, create an environment create an environment what is entailed in collective bargaining, negotiation and conducive to collective conducive to collective creating an collaboration, conflict management bargaining, bargaining, environment which is negotiation and strategies that have collaboration, collaboration, conducive to collective conflict management been applied. negotiation and negotiation and bargaining, may be included, but  The observer’s conflict management. conflict management. collaboration, the connection to the opinion is informed by  Reflects a thorough  Reflects extensive negotiation and situation / setup being a basic knowledge of grasp of the personal commitment to and conflict management observed may not be diversity management qualities necessary for understanding of the  Irrelevant personal clear.  At least one clear effective leadership personal qualities and professional  The learner seems reference is made to and management of necessary for effective references are made to unsure about what to applied diversity people leadership and others look for. management  Evidence of the factual management of people  The observer’s  There is an attempt to  The reader gains a knowledge required to  Observations are opinions regarding the describe the situation basic understanding of solve problems is insightful and based management of or setup being the situation / setup displayed. on careful analysis and diversity are not based observed, but the being observed.  Critical judgments are observation. on events that can reader may not gain a clear and reader gains  Observational back them up. clear picture. an insight into the criticism is clearly ACE (School Management and Leadership) 87
  • 88. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement  It is difficult for the situation / setup being stated and is based on reader to gain an idea observed. supportive examples. of what the situation  The reader gains a or setup is like. clear picture of the situation /setup and an understanding of the observer’s point of view.Reflection  Vague, simple,  Developing an  Although the learner  The learner analyses  The learner mechanical reflections attitude of ownership seems to want to the key features of independently plans,This refers to any  Focuses mainly on towards the effect of optimise their interactions. monitors and analysesreflexive thinking i.e. surface features their words and deeds leadership and  They are able to reflect interactions.thinking before,  No examples on the school management on specific features of  The learner is able toduring and after any provided, purposeless environment practices, they are not a group or individual refer to specificprocess/ performance/  One-dimensional,  Two-dimensional able to define or situation. strategies, or incidents,product / presentation superficial reflections reflections provided clarify the problem  They can analyse what and to analyse how provided (e.g. I (e.g. describes areas due to a seeming worked and speculate they worked. like…./I dont like….) performances/process reluctance to adopt an about other choices  He or she is often able  The learner is able to es with some specifics attitude of careful that might have been to generalise beyond reflect on his or her but includes no listening and more effective. the immediate own behaviour but insights) observation, asking  The learner may infer situation and is takes little or no  Focuses on only a few probing questions, about others’ feelings insightful about his or responsibility for aspects clarifying existing and behaviour, but her own and others problems or conflicts  Reflects on ideal problems, and have difficulty intentions. arising. leading or consultation with generalising from one  The learner is able to  Does not seem to be management practices others as necessary. situation to another. talk about aware of the need to but not both  Although able to  He or she recognises perspectives other set goals in improving  They have described identify strengths and that they are part of a than his or her own the professional skills individual thoughts, weaknesses, they team or group and may assume of self, groups and feelings concerning reflect on evaluation identity, and often different roles when individuals. performances, results in a general refers to “we” when analysing a group  Doesnt seem honest processes, etc. but way writing about situation. ACE (School Management and Leadership) 88
  • 89. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement or is not accurate made no comparisons  In discussing interactions  The learner when reflecting on over time to indicate problems, the learner  They adopt an attitude understands his or her events that have progress, may have an of thoughtful own preferences and transpired  Some inferences need unrealistic view of his listening, careful biases and may talk or  There seems to be no to be made as to what or her contributions observation, asking write about how they ownership of the learner means and tend to show little questions, requesting affect his or her problems and or no sense of group clarification of interactions and therefore no problem identity (i.e. most pertinent ideas, and understanding. solving abilities are comments are about I, consultation with  He or she recognises displayed they, he or she, rather others as necessary when something is  Hard to read, not than we).  Feelings are shared as missing and is organized well  Demonstrates an well as both strengths motivated to seek the awareness of the need and weaknesses appropriate to set goals in  Able to set information or achieving optimal appropriate and solutions teaching and learning achievable goals as a  Analysis of strengths practice. result of in-depth and weaknesses have reflection depth to them and  Includes reflections diagnostic strategies and diagnostic on evaluation results strategies on that are specific (who, evaluation results that what, where, when, are mostly specific how, why) and (who, what, where, consistently insightful when, how, why) and penetratingApplication  Little evidence of the  Evidence of a few of  Demonstrates many of  Demonstrates most of  Demonstrates a wealth personal qualities the personal qualities the personal qualities the personal qualities of personal qualitiesThis describes the necessary to support necessary to support necessary to support which support the which support theextent to which the the implementation of the implementation of the implementation of principles of principles oflearner knows and transformational transformational transformational transformational transformationaluses appropriate ACE (School Management and Leadership) 89
  • 90. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievementproblem solving management and management and management and leadership (fair, leadership (fair,strategies leadership leadership leadership equitable, equitable,  The learner does not  The learner may know  The learner is able to motivational, motivational, acknowledge or of appropriate develop appropriate democratic, democratic, address possible strategies to overcome strategies to overcome compassionate, compassionate, barriers to establishing possible barriers to possible barriers to respectful) respectful) an effective establishing an establishing an  The learner is able to  Thoughtful and active environment effective environment effective environment apply their knowledge strategising is conducive to collective conducive to collective conducive to collective to overcome possible employed to bargaining, bargaining, bargaining, barriers to establishing counteract possible collaboration, and collaboration, and collaboration, and an environment obstacles to conflict resolution, conflict resolution but conflict resolution but conducive to collective establishing an  No interest is shown may not know how to might be bargaining, environment in optimising and apply them in a uncertain/unsure of collaboration, conducive to collective developing the practical and detailed how it is to be negotiation and bargaining, professional skills of way. sustained conflict resolution collaboration, self, groups and  Little evidence of  Evidence of some  An interest is shown negotiation and individuals to enhance optimising and effort towards towards optimising conflict resolution performances developing the optimising and and developing the  The learner is highly  No evidence of professional skills of developing the professional skills of motivated, confident acceptance and self, groups and professional skills of self, groups and and effective in acknowledgement of individuals to enhance self, groups and individuals to enhance applying their own responsibility for their performance individuals to enhance their performance knowledge of making a group/team/  Little evidence of their performance  They accept and appropriate strategies school work. acknowledging or  Evidence of acknowledge their to overcome possible  The needed accepting any acknowledging some own responsibility for barriers to effective techniques for responsibility for responsibility for making a group/team/ leadership and ensuring effective making a group/team/ making a group/team/ school work. management of development are school work. school work.  Useful techniques are people, ignored  Techniques for  Techniques for regularly employed  The learner ensuring effective ensuring effective for ensuring effective consistently applies development are development are development the needed techniques (regularly reviewing ACE (School Management and Leadership) 90
  • 91. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement haphazardly applied applied but not own practice, setting consistently personal targets and taking responsibility for personal development) for ensuring effective development. ACE (School Management and Leadership) 91
  • 92. ACE (SML) Implementation Guidelines 3.8 Analytic Rubric for assessing Managing teaching and learning (Core)The level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement AchievementCritical ThinkingThis entails being  Demonstrates little  Demonstrates only a  Demonstrates a  Demonstrates clear  Demonstrates a clear,aware of one’s understanding and very general general understanding understanding of accuratethinking as you only limited understanding of of scope of problem scope of problem and understanding of theperform tasks and comprehension of scope of problem and more than one of at least two central scope of the problemusing that awareness scope of problem or  Focuses on a single the issues involved issues and the ramificationsto monitor and direct issues. issue  Employs the main  Uses the main points of the issues involved.what you are doing. It  Employs only the  Employs only the points of information of information from  Employs allinvolves making most basic parts of information provided from the documents the documents and information from thecritical choices information provided.  May include opinion and at least one personal knowledge documents andconcerning what to  Mixes fact and opinion as well as fact in general idea from that is relevant and extensive personalbelieve or what to do. in developing a developing a position personal knowledge to consistent in knowledge that isThis also refers to such viewpoint.  States conclusion after develop a position developing a position factually relevant,basic mental tasks as  States conclusion after limited examination of  Builds conclusion on  Builds conclusion on accurate andcomparing, hasty or cursory look evidence with little examination of examination of the consistent in theclassifying, predicting, at only one or two concern for information and some major evidence development of aproblem solving and pieces of information consequences. considerations of  Considers at least one position.decision making that  Does not consider consequences. alternative action and  Bases conclusion on ainvolves a variable but consequences the possible thorough examinationpredictable sequence consequences of the evidence, andof thinking skills exploration ofunderpinned by reasonableconstant critique of alternatives, and an“what is” evaluation of consequences.Communication ofideas ACE (School Management and Leadership) 92
  • 93. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement AchievementThis describes how  Position is vague  Presents general and  Takes a definite but  Takes a clear position  Takes a strong, well-effectively the learner  Presentation is brief indefinite position. general position  Presents an organised defined positioncan communicate and includes  Only minimal  Presents a somewhat argument with  Presents a well-(represent using any unrelated general organisation in organised argument perhaps only minor organised, persuasiveof a variety of media) statements presentation  Uses general terms errors in the argument withhis or her solution and  Overall view of the  Uses generalities to with limited evidence supporting evidence accurate supportingthe thinking and problem is not clear support position that may not be totally  Deals with the major evidenceprocesses behind it.  Statements tend to  Emphasises only one accurate issues and shows  Deals with all wander or ramble. issue  Deals with a limited some understanding significant issues and  Considers only one number issues of relationships demonstrates a depth aspect of problem  Views problem within  Gives consideration to of understanding of a somewhat limited examination of more important range than one idea or relationships aspect of the problem  Examines the problem from several positionsKnowledge ofmanaging teaching  Reiterates one or two  Provides only basic  Relates only major  Offers accurate  Offers accurateand learning facts without complete facts with only some facts to the basic issues analysis of the analysis of theThis describes the accuracy degree of accuracy with a fair degree of documents information andextent to which the  Deals only briefly and  Refers to information accuracy  Provides facts to relate issues.learner has sufficient vaguely with the to explain the  Explains the values to the major issues  Provides a variety ofknowledge and the principles and values principles and values and principles involved in optimal facts to explore majorability to find informing optimal informing optimal informing optimal teaching and learning and minor issuesappropriate teaching and learning teaching and learning teaching and learning practice concerning theinformation. practices practices without practice with  Uses previous principles and values  Barely indicates any complete accuracy. substantive support knowledge of the informing optimal previous knowledge  Limited  Uses general ideas of curriculum teaching and learning of curriculum understanding of the nature and requirements to practice requirements curriculum purpose of interactive examine issues  Extensively uses their  Relies heavily on the requirements teaching and learning involved in interactive understanding and information provided.  Major reliance on the processes with a fair teaching and learning knowledge of the information provided degree of accuracy processes interactive teaching ACE (School Management and Leadership) 93
  • 94. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement and learning processes to intervene and establish optimal learning culturesObservation  Minimally completes  Partially completes the  Substantially  Completes the task in  Makes fulfilment of the task with task with minimal or completes the task, an incisive and the task a creativeThis describes the fragmented results- perfunctory effort. with some ideas or thorough manner. expression.extent to which the may need redirection  There is an attempt to concepts missing.  Observation reflects a  Observation reflects anlearner identifies in the future. identify predominant  The observation solid knowledge and in depth knowledgesomething as a  Reflects minimal teaching and learning includes references to understanding of and understanding ofproblem and becomes knowledge and methodologies in the predominant teaching curriculum curriculumengaged in solving it. understanding of observation. and learning requirements. requirements. curriculum  References to optimal methodologies that  Reflects a thorough  Reflects extensive requirements. teaching and learning have been applied. grasp of what optimal commitment to and  Irrelevant personal practices may be  The observer’s teaching and learning understanding of and professional included, but the opinion is informed by practice entails optimal teaching and references are made connection to the a basic knowledge of  Critical judgments are learning practice  The observer’s situation / setup being the curriculum clear and reader gains  Observations are opinions regarding the observed may not be requirements an insight into the insightful and based culture of teaching clear.  At least one clear situation / setup being on careful analysis and and learning are not  The learner seems reference is made to observed. observation. based on events that unsure about what to optimal teaching and  Observational can back them up. look for. learning practice criticism is clearly  It is difficult for the  There is an attempt to  The reader gains a stated and is based on reader to gain an idea describe the situation basic understanding of supportive examples. of what the situation or setup being the situation / setup  The reader gains a or setup is like. observed, but the being observed. clear picture of the reader may not gain a situation /setup and an clear picture. understanding of the observer’s point of view.Reflection  Vague, simple,  Beginning to display  Although the learner  An interest is shown  The learner is highly ACE (School Management and Leadership) 94
  • 95. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement AchievementThis refers to any mechanical reflections an attitude of seems to want to towards optimising motivatedreflexive thinking i.e.  Focuses mainly on ownership towards optimise the school’s the teaching and  Sets goals for thethinking before, surface features improving teaching teaching and learning learning practices futureduring and after any  No examples and learning cultures practices, they are not through adopting an  In depth reflexiveprocess/ performance/ provided, purposeless  Two-dimensional able to define or attitude of listening, thinking is applied inproduct / presentation  One-dimensional, reflections provided clarify the problem careful observation, all areas of design, superficial reflections (e.g. describes areas due to a seeming asking questions, implementation and provided (e.g. I performances/process reluctance to adopt an requesting evaluation of teaching like…./I dont like….) es with some specifics attitude of careful clarification of and learning and the  Does not seem to be but includes no listening and pertinent ideas, and organisation of the aware of the need to insights) observation, asking consultation with school environment set goals in improving  Focuses on only a few insightful questions, others as necessary  Thoughtful and active teaching and learning aspects requesting  Feelings are shared as strategising is cultures.  Reflects on ideal clarification of well as both strengths employed to  Doesnt seem honest teaching or learning pertinent ideas, and and weaknesses counteract possible or is not accurate practices but not both consultation with  Able to set obstacles to when reflecting on  They have described others as necessary. appropriate and establishing an events that have individual thoughts,  Reflects on evaluation achievable goals as a effective learning transpired feelings concerning results in a general result of in-depth culture  There seems to be no performances, way reflection  Analysis of strengths ownership of problem processes, etc. but  Able to identify  Includes reflections and weaknesses have solving abilities made no comparisons strengths and and diagnostic depth to them and  Hard to read, not over time to indicate weaknesses strategies on diagnostic strategies organized well progress,  Demonstrates an evaluation results that on evaluation results  Some inferences need awareness of the need are mostly specific that are specific (who, to be made as to what to set goals in (who, what, where, what, where, when, the learner means achieving optimal when, how, why) and how, why) and teaching and learning penetrating consistently insightful practice. ACE (School Management and Leadership) 95
  • 96. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement AchievementApplication  Operational plan for  Operational plan  Develops a simple yet  Develops a detailed  Develops a detailed, managing the teaching inferred (some appropriate operational plan to efficient andThis describes the and learning process evidence) but tactics operational plan but managing the thoughtful operationalextent to which the prevents responsive, are generally not well the tactics needed to planning, plan to managinglearner knows and effective and/or thought through and achieve this are not implementation and planning,uses appropriate creative approaches or may be always clear monitoring implementation andproblem solving is impractical/not in impractical/not based  The learner is able to /evaluation of teaching monitoring/strategies line with national on sound pedagogical develop appropriate which is well- evaluation of teaching policy/not based on and/or human strategies to reasoned and which in a clearly focused, sound pedagogical resource principles in overcome possible supports their aims complete and and/or human many instances barriers to effective  The learner is able to thoughtful manner. resource principles  The learner may know learning/teaching but apply their knowledge  The learner is  The learner does not of appropriate might be of employing confident and effective acknowledge or strategies to overcome uncertain/unsure of appropriate strategies in applying their address possible possible barriers to how it is to be to overcome possible knowledge of barriers to effective effective sustained and barriers to effective appropriate learning/teaching, learning/teaching, but managed, learning/teaching, strategising to  Systems to identify may not know how to  Evidence of  He or she recognises, overcome possible and address the apply them in a addressing the acknowledges and barriers to effective pastoral needs of practical and detailed pastoral needs of provides for learners learning/teaching, individuals and way. individuals and facing particular  Their vision of a groups of learners are  Some evidence, groups of learners challenges and learning environment not alluded to in the though not necessarily but vision of a secure, ensures that systems is both manageable learner’s description application, of safe and are in place in their and sustainable and of a vision of an ideal understanding the compassionate vision for a learning provides clear learning environment principles to ensuring environment may be environment to both evidence of a safe and secure too narrow to sustain address these pastoral compassion and school which makes growth and needs and sustain understanding where provision for development growth and learners feel secure, particular challenges  Provides some development safe and accepted  Fails to provide suggestions for  Useful suggestions are  Provides detailed and suggestions for improvement when provided for perceptive suggestions developing improvement of for improvement ACE (School Management and Leadership) 96
  • 97. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement improvement or may operational plans identified areas attempt to search for quick-fixes in solving problems. 3.9 Analytic Rubric for assessing Leading and managing a subject area / learning area/ phase (Elective)The level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement AchievementCritical ThinkingThis entails being  Demonstrates little  Demonstrates only a  Demonstrates a  Demonstrates clear  Demonstrates a clear,aware of one’s understanding and very general general understanding understanding of accuratethinking as you only limited understanding of of scope of problem scope of problem and understanding of theperform tasks and comprehension of scope of problem and more than one of at least two central scope of the problemusing that awareness scope of problem or  Focuses on a single the issues involved issues and the ramificationsto monitor and direct issues. issue  Employs the main  Uses the main points of the issues involved.what you are doing. It  Employs only the  Employs only the points of information of information from  Employs allinvolves making most basic parts of information provided from the documents the documents and information from thecritical choices information provided.  May include opinion and at least one personal knowledge documents andconcerning what to  Mixes fact and opinion as well as fact in general idea from that is relevant and extensive personalbelieve or what to do. in developing a developing a position personal knowledge to consistent in knowledge that isThis also refers to such viewpoint.  States conclusion after develop a position developing a position factually relevant,basic mental tasks as  States conclusion after limited examination of  Builds conclusion on  Builds conclusion on accurate andcomparing, hasty or cursory look evidence with little examination of examination of the consistent in theclassifying, predicting, at only one or two concern for information and some major evidence development of aproblem solving and pieces of information consequences. considerations of  Considers at least one position. ACE (School Management and Leadership) 97
  • 98. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievementdecision making that  Does not consider consequences. alternative action and  Bases conclusion on ainvolves a variable but consequences the possible thorough examinationpredictable sequence consequences of the evidence, andof thinking skills exploration ofunderpinned by reasonableconstant critique of alternatives, and an“what is” evaluation of consequences.Communication ofideas  Position is vague  Presents general and  Takes a definite but  Takes a clear position  Takes a strong, well-This describes how  Presentation is brief indefinite position. general position  Presents an organised defined positioneffectively the learner and includes  Only minimal  Presents a somewhat argument with  Presents a well-can communicate unrelated general organisation in organised argument perhaps only minor organised, persuasive(represent using any statements presentation  Uses general terms errors in the argument withof a variety of media)  Overall view of the  Uses generalities to with limited evidence supporting evidence accurate supportinghis or her solution and problem is not clear support position that may not be totally  Deals with the major evidencethe thinking and  Statements tend to  Emphasises only one accurate issues and shows  Deals with allprocesses behind it. wander or ramble. issue  Deals with a limited some understanding significant issues and  Considers only one number issues of relationships demonstrates a depth aspect of problem  Views problem within  Gives consideration to of understanding of a somewhat limited examination of more important range than one idea or relationships aspect of the problem  Examines the problem from several positionsKnowledge of leading  Reiterates one or two  Provides only basic  Relates only major  Offers accurate  Offers accurateand managing subject facts without complete facts with only some facts to the basic issues analysis of the analysis of theareas/learning accuracy degree of accuracy with a fair degree of documents information andareas/phase  Deals only briefly and  Refers to information accuracy  Provides facts to relate issues. vaguely with the to explain content  Explains the values to the major issues  Provides a variety ofThis describes the relevant content knowledge relevant to and principles involved in facts to explore majorextent to which the ACE (School Management and Leadership) 98
  • 99. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievementlearner has sufficient knowledge in leading leading and managing informing the practice management and and minor issuesknowledge and the and managing subject/ subject/learning areas of leading and leadership practice of surrounding optimalability to find learning areas and and phase without managing subject/learning areas management andappropriate phase complete accuracy. subject/learning areas and phase leadership practice ofinformation.  Barely indicates any  Limited and phase with  Uses previous subject/learning areas previous knowledge understanding of substantive support knowledge of and phase of curriculum curriculum  Uses general curriculum  Extensively uses their management management curriculum management to understanding and  Relies heavily on the  Major reliance on the management ideas examine issues knowledge of information provided. information provided with a fair degree of concerning planning, curriculum accuracy implementation, management to plan, monitoring and implement, monitor evaluation of teaching and evaluate teaching and learning and learningObservation  Minimally completes  Partially completes the  Substantially  Completes the task in  Makes fulfilment of the task with task with minimal or completes the task, an incisive and the task a creativeThis describes the fragmented results- perfunctory effort. with some ideas or thorough manner. expression.extent to which the may need redirection  Reflects minimal concepts missing.  Observation reflects a  Observation reflects anlearner identifies in the future. knowledge and  The observer’s solid knowledge and in depth knowledgesomething as a  The learner seems understanding of the opinion is informed by understanding of and understanding ofproblem and becomes unsure about what to monitoring and a basic knowledge of curriculum coverage, curriculum coverage,engaged in solving it. look for. evaluation of teaching curriculum coverage, continuity and continuity and  The observer’s and learning continuity and progression. progression. opinions are not  The observer’s progression  Evidence of the factual  Observations are substantiated or based opinions are mostly  Observation findings knowledge required to insightful and based on events that can be substantiated or based are conveyed in such a solve problems is on careful analysis and referred to. on events that can be way that a basic displayed. observational  Minimal awareness referred to. understanding of the  Observations are clear practices. that evaluation of  There is an attempt to situation / setup being and demonstrate some  Observational curriculum coverage, describe the situation observed is obtained. insight into the criticism is clearly continuity and or setup being situation / setup being stated, insightful and progression are observed, but the observed. is based on supportive ACE (School Management and Leadership) 99
  • 100. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement needed. reader may not gain a  Able to analyse examples. clear picture. choices made and  Insightful and in observe the effect of depth observation marginalisation which describes the through the allocation contradictions, of resources and harmonies and management of tensions resulting systems. from the choices made concerning the quality of teaching and learning.Reflection  Vague, simple,  Reflections are  Two-dimensional  Reflections are mostly  Analysis of and reflections mechanical reflections provided specific (who, what, reflection on strengthsThis refers to any  Focuses mainly on  He or she may reflect (e.g. describes where, when, how, and weaknesses havereflexive thinking i.e. surface features on a number of performances/ why) and insightful depth to themthinking before,  No examples strategies employed, processes with some  Learners are able to  Diagnostic strategiesduring and after any provided, purposeless but may not be able to specifics but includes reflect on specific after evaluations leadprocess/ performance/  One-dimensional, explain why any one no insights) practices and if they to suggestions that areproduct / presentation. superficial reflections was more effective  Although the learner discover evidence that specific (who, what, provided (e.g. I than the other. seems to want to they are on the wrong where, when, how, like…./I dont like….)  Reflects on what optimise teaching and track, are capable of why) and always  The learner is able to would be the ideal learning, they are not admitting it and manage to penetrate to reflect on his or her teaching or learning able to define or changing direction or the heart of the issue own decisions but setup but not both clarify the problem tactic.  The learner is able to takes little or no  Some inferences need areas due to a seeming  They can analyse what refer to specific responsibility for to be made as to what reluctance to adopt an worked and speculate strategies, or incidents, problems or conflicts the learner means a lot attitude of asking about other choices in evaluating the arising from them. of the time. probing questions of that might have been strengths and  Hard to read, not themselves, their more effective. weaknesses organized well. existing  He or she  He or she recognises implementation demonstrates when something is ACE (School Management and Leadership) 100
  • 101. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement systems, and regular ownership of the awry and is motivated consultation with problems encountered to seek the appropriate others. and often refers to “I” information or  In reviewing and ”we” when solutions to improve problems, the learner writing about possible it. may have an future strategies and unrealistic view of his not “they”, “he” or or her contribution “she” and tend to show little or no sense of individual responsibility (i.e. most comments are about they, he or she, rather than I and we).Application  Implementation plans  Implementation plans  Develops a simple yet  Develops a detailed  Develops a detailed, generally not well inferred (some appropriate implementation plan efficient andThis describes the thought out / evidence) but tactics implementation plan which is well- thoughtfulextent to which the impractical/ or are not prevent responsive, but the tactics needed reasoned and which implementation planlearner knows and in line with national effective and/or to achieve this are not supports their aims in a clearly focused,uses appropriate policy creative approaches in always clear  Learner displays a complete andproblem solving  Displays minimal many instances  Provides adequate solid knowledge and thoughtful manner.strategies. knowledge and  There is an attempt to guidance on the understanding of  Learner displays an in understanding of provide guidance on design of learning what is needed to depth knowledge and what is entailed in the design of learning programmes and provide guidance on understanding of what providing guidance on programmes and teaching, learning the design of learning is entailed in the design of learning teaching, learning and and assessment programmes and providing guidance on programmes and assessment methods methods. teaching, learning and the design of learning teaching, learning and in the observation.  The learner is able to assessment methods programmes and assessment methods  The learner may know develop appropriate management. teaching, learning and management. of appropriate strategies to  The learner is able to assessment methods. ACE (School Management and Leadership) 101
  • 102. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement  Systems to identify strategies to overcome overcome possible apply their knowledge  The learner is highly and address the needs possible barriers to barriers to effective of employing motivated, confident of educators and effective learning/teaching but appropriate strategies and effective in learners are not learning/teaching, but might be to overcome possible applying their alluded to in the may not know how to uncertain/unsure of barriers to effective knowledge of learner’s vision of an apply them in a how it is to be learning/teaching, appropriate ideal subject/learning practical and detailed sustained and  He or she recognises strategising to area/phase way. managed, and acknowledges the overcome possible  The learner does not  Some evidence of  Evidence of contextual reality of barriers to effective acknowledge or addressing the addressing the their school and learning/teaching, address possible contextual needs of contextual needs of ensures that their  Their vision of a barriers to effective the school but their the school but their vision reflects this subject/ learning area/ learning/teaching, vision may at times be vision may at times  Useful suggestions are phase is both slightly out of line be too narrow to provided for manageable and with policy or sustain growth and improvement of sustainable and impractical development identified areas. provides clear  Fails to provide  Provides some evidence of the suggestions for suggestions for contextual reality of improvement or may improvement. their school attempt to search for  Provides detailed and quick-fixes in solving perceptive suggestions problems. for improvement. ACE (School Management and Leadership) 102
  • 103. ACE (SML) Implementation Guidelines 3.10 Analytic Rubric for assessing Mentor school managers and manage mentoring programmes in schools (Elective)The level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement AchievementCritical Thinking  Demonstrates little  Demonstrates only a  Demonstrates a  Demonstrates clear  Demonstrates a clear, understanding and very general general understanding understanding of accurateThis entails being only limited understanding of of scope of problem scope of problem and understanding of theaware of one’s comprehension of scope of problem and more than one of at least two central scope of the problemthinking as you scope of problem or  Focuses on a single the issues involved issues and the ramificationsperform tasks and issues. issue  Employs the main  Uses the main points of the issues involved.using that awareness  Employs only the  Employs only the points of information of information from  Employs allto monitor and direct most basic parts of information provided from the documents the documents and information from thewhat you are doing. It information provided.  May include opinion and at least one personal knowledge documents andinvolves making  Mixes fact and opinion as well as fact in general idea from that is relevant and extensive personalcritical choices in developing a developing a position personal knowledge to consistent in knowledge that isconcerning what to viewpoint.  States conclusion after develop a position developing a position factually relevant,believe or what to do.  States conclusion after limited examination of  Builds conclusion on  Builds conclusion on accurate andThis also refers to such hasty or cursory look evidence with little examination of examination of the consistent in thebasic mental tasks as at only one or two concern for information and some major evidence development of acomparing, pieces of information consequences. considerations of  Considers at least one position.classifying, predicting,  Does not consider consequences. alternative action and  Bases conclusion on aproblem solving and consequences. the possible thorough examinationdecision making that consequences. of the evidence, andinvolves a variable but exploration ofpredictable sequence reasonableof thinking skills alternatives, and anunderpinned by evaluation ofconstant critique of consequences.“what is”. ACE (School Management and Leadership) 103
  • 104. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement AchievementCommunication ofideas  Position is vague  Presents general and  Takes a definite but  Takes a clear position  Takes a strong, well-This describes how  Presentation is brief indefinite position. general position  Presents an organised defined positioneffectively the learner and includes  Only minimal  Presents a somewhat argument with  Presents a well-can communicate unrelated general organisation in organised argument perhaps only minor organised, persuasive(represent using any statements presentation  Uses general terms errors in the argument withof a variety of media)  Overall view of the  Uses generalities to with limited evidence supporting evidence accurate supportinghis or her solution and problem is not clear support position that may not be totally  Deals with the major evidencethe thinking and  Statements tend to  Emphasises only one accurate issues and shows  Deals with allprocesses behind it. wander or ramble. issue  Deals with a limited some understanding significant issues and  Considers only one number issues of relationships demonstrates a depth aspect of problem.  Views problem within  Gives consideration to of understanding of a somewhat limited examination of more important range. than one idea or relationships aspect of the problem.  Examines the problem from several positions.Knowledge of  Reiterates one or two  Provides only basic  Relates only major  Offers accurate  Offers accuratementoring school facts without complete facts with only some facts to the basic issues analysis of the analysis of themanagers and accuracy degree of accuracy with a fair degree of documents information andmanaging mentoring  Deals only briefly and  Refers to information accuracy  Provides facts to relate issues.programmes in vaguely with the to explain content  Explains the values to the major issues  Provides a variety ofschools relevant content knowledge relevant to and principles involved in facts to explore major knowledge mentoring/coaching informing the practice mentoring/coaching and minor issuesThis describes the mentoring/coaching without complete of mentoring/coaching practice surrounding optimalextent to which the practice accuracy. with substantive  Uses previous mentoring/coachinglearner has sufficient  Barely indicates any  Limited support knowledge of the practiceknowledge and the previous knowledge understanding of the  Uses general ideas possible challenges  Extensively uses theirability to find of the possible possible challenges concerning the and obstacles within understanding andappropriate challenges and and obstacles within possible challenges mentoring practice to knowledge of theinformation. obstacles within mentoring practice and obstacles within examine issues possible challenges mentoring practice  Major reliance on the mentoring practice involved. and obstacles within ACE (School Management and Leadership) 104
  • 105. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement  Relies heavily on the information provided. with a fair degree of mentoring practice to information provided. accuracy. intervene and manage sensitively and fairly.Observation  Management  Strategies to evaluate  Develops a simple yet  Develops a detailed  Develops a detailed strategies to evaluate the appropriate strategy management strategy efficient andThis describes the the coaching/mentoring to evaluate the to evaluate the thoughtful strategiesextent to which the coaching/mentoring program inferred coaching/mentoring coaching/mentoring to evaluate thelearner identifies program are not well (some evidence) but in program but the program which is coaching/mentoringsomething as a thought through / be many instances tactics tactics needed to well-reasoned and program in a clearlyproblem and becomes impractical may not be based on achieve this are not which supports their focused, complete andengaged in solving it.  Minimally completes sound mentoring always clear aims thoughtful manner. the task with principles or prevents  Substantially  Completes the task in  Makes fulfilment of fragmented results- responsive or effective completes the task, an incisive and the task a creative may need redirection approaches with some ideas or thorough manner. expression. in the future.  Partially completes the concepts missing.  Reflects a thorough  Reflects extensive  Decontextualised task with minimal or  The observer’s grasp of the mentee’s commitment to and references are made perfunctory effort. opinion is informed by context and the understanding of the without connection to  There is an attempt to a basic knowledge of implications of these mentee’s context and the mentee’s context comprehend the the mentee’s context differences for the the implications of  The observer’s mentee’s context and and the implications nature of the these differences for opinions are not based the implications of of these differences for management guidance the nature of the on events/experiences these differences for the nature of the offered management guidance that can back them up. the nature of the management guidance  Evidence of the factual offered  It is difficult to gain an management guidance offered knowledge required to  Observations are idea of what the offered  At least one clear solve problems is insightful and based situation or setup is  The learner seems reference is made to displayed. on careful analysis and like. unsure about what to applied diversity  Critical judgments are observation. look for. management clear and an insight  Observational  There is an attempt to  A basic understanding into the situation / criticism is clearly describe the situation of the situation / setup setup being observed stated and is based on or setup being being observed is is gained. supportive examples. ACE (School Management and Leadership) 105
  • 106. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement observed, a clear gained.  A clear picture of the picture is not gained. situation /setup and an understanding of the observer’s point of view is gained.Reflection  Vague, simple,  Two-dimensional  They are able to reflect  They can analyse what  The learner is able to mechanical reflections reflections provided on the relationship worked and speculate refer to and evaluateThis refers to any  Focuses mainly on (e.g. describes and progress on about other choices specific strategies, orreflexive thinking i.e. surface features performances/process activities undertaken that might have been incidents, and tothinking before,  No examples es with some specifics with the mentee. more effective. analyse how and whyduring and after any provided, purposeless but includes no  Although the learner  They adopt an attitude they were effective.process/ performance/  One-dimensional, insights) seems to want to of thoughtful  The learnerproduct / presentation. superficial reflections  Focuses on only a few optimise their listening, careful understands his or her provided (e.g. I aspects mentoring practices, observation, own preferences and like…./I dont like….)  Reflects on ideal they are not able to understanding the biases and may talk or  The learner is able to mentoring or define or clarify the mentee’s context, write about how they reflect on his or her managing practices problem areas due to a asking probing affect his or her relationship with the but not both seeming reluctance to questions of interactions and mentee but takes little  They have described adopt an attitude of themselves and the understanding. or no responsibility individual thoughts, careful listening and mentee, clarifying  He or she recognises for problems or feelings concerning understanding the existing problems, and when something is conflicts arising. the relationship with mentee’s context, consultation with missing and is  There seems to be no the mentee but made asking probing others as necessary motivated to seek the ownership of no comparisons over questions of  Feelings are shared as appropriate responding to time to indicate themselves and the well as both strengths information or obstacles and progress, mentee, clarifying and weaknesses solutions challenges within the  Developing an existing problems, and  Includes reflections  Analysis of strengths coaching/mentoring attitude of ownership consultation with and diagnostic and weaknesses have program towards responding to others as necessary. strategies on depth to them and  Hard to read, not obstacles and  Although able to evaluation results that diagnostic strategies organized well. challenges within the identify strengths and are mostly specific on evaluation results coaching/mentoring weaknesses, they (who, what, where, that are specific (who, ACE (School Management and Leadership) 106
  • 107. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement program reflect on evaluation when, how, why) and what, where, when,  Fails to provide results in a general penetrating how, why) and suggestions for way  Useful suggestions are consistently insightful improvement or may  Provides some provided for  Provides detailed and attempt to search for suggestions for improvement of perceptive suggestions quick-fixes in solving improvement when identified areas for improvement problems. developing operational plans.Application  Little evidence of the  Evidence of a few of  Demonstrates many of  Demonstrates most of  Demonstrates a wealth personal qualities and the personal qualities the personal qualities the personal qualities of personal qualitiesThis describes the skills necessary for and skills necessary and skills necessary and skills necessary and skills necessaryextent to which the successful mentoring for successful for successful for successful for successfullearner knows and (non-judgmental, mentoring (non- mentoring (non- mentoring (non- mentoring (non-uses appropriate supportive, judgmental, judgmental, judgmental, judgmental,problem solving empathetic, tolerant, supportive, supportive, supportive, supportive,strategies. challenging, inspiring, empathetic, tolerant, empathetic, tolerant, empathetic, tolerant, empathetic, tolerant, etc) challenging, inspiring, challenging, inspiring, challenging, inspiring, challenging, inspiring,  The learner does not etc) etc) etc) etc) acknowledge or  The learner may know  The learner is able to  The learner is able to  Thoughtful and address possible of appropriate plan and develop apply their knowledge committed planning barriers to establishing strategies to overcome appropriate strategies to overcome possible and strategising is an effective mentoring possible barriers to to overcome possible barriers to establishing employed to and coaching program establishing an barriers to establishing an effective mentoring overcoming possible  No interest is shown effective mentoring an effective mentoring and coaching program barriers to in promoting an and coaching program and coaching program though effective establishing, understanding of the but may not know but might be planning and monitoring and importance and how to apply them in uncertain/unsure of strategising evaluating an effective potential benefits of a practical and how it is to be  An interest is shown mentoring and mentoring and detailed way. sustained towards promoting an coaching program coaching.  Little evidence of  Evidence of some understanding of the  The learner is highly promoting an effort towards importance and motivated and ACE (School Management and Leadership) 107
  • 108. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement understanding of the promoting an potential benefits of effective in promoting importance and understanding of the mentoring and an understanding of potential benefits of importance and coaching. the importance and mentoring and potential benefits of potential benefits of coaching. mentoring and mentoring and coaching. coaching. 3.11 Analytic Rubric for assessing Plan and conduct assessment (Elective)The level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement AchievementCritical Thinking  Demonstrates little  Demonstrates only a  Demonstrates a  Demonstrates clear  Demonstrates a clear, understanding and very general general understanding understanding of accurateThis entails being only limited understanding of of scope of problem scope of problem and understanding of theaware of one’s comprehension of scope of problem and more than one of at least two central scope of the problemthinking as you scope of problem or  Focuses on a single the issues involved issues and the ramificationsperform tasks and issues. issue  Employs the main  Uses the main points of the issues involved.using that awareness  Employs only the  Employs only the points of information of information from  Employs allto monitor and direct most basic parts of information provided from the documents the documents and information from thewhat you are doing. It information provided.  May include opinion and at least one personal knowledge documents andinvolves making  Mixes fact and opinion as well as fact in general idea from that is relevant and extensive personalcritical choices in developing a developing a position personal knowledge to consistent in knowledge that isconcerning what to viewpoint.  States conclusion after develop a position developing a position factually relevant,believe or what to do.  States conclusion after limited examination of  Builds conclusion on  Builds conclusion on accurate andThis also refers to such hasty or cursory look evidence with little examination of examination of the consistent in thebasic mental tasks as at only one or two concern for information and some major evidence development of acomparing, pieces of information consequences. considerations of  Considers at least one position.classifying, predicting, ACE (School Management and Leadership) 108
  • 109. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievementproblem solving and  Does not consider  Two types of consequences. alternative action and  Bases conclusion on adecision making that consequences assessment strategy  Three types of the possible thorough examinationinvolves a variable but  One type of planned. assessment strategy consequences of the evidence, andpredictable sequence assessment strategy  Assessment planned  Four or more different exploration ofof thinking skills planned. instruments linked to  Assessment assessment strategies reasonableunderpinned by  Assessment the outcomes only. instruments linked to planned. alternatives, and anconstant critique of instruments not linked the outcomes and  Assessment evaluation of“what is”. to the outcomes. procedures only. instruments linked to consequences. the outcomes,  All assessment procedures and the strategies planned for. assessment plan.  Assessment instruments linked to the outcomes, procedures, the assessment plan, vision of school and policy.Communication of  Position is vague  Presents general and  Takes a definite but  Takes a clear position  Takes a strong, well-ideas  Presentation is brief indefinite position. general position  Presents an organised defined position and includes  Only minimal  Presents a somewhat argument with  Presents a well-This describes how unrelated general organisation in organised argument perhaps only minor organised, persuasiveeffectively the learner statements presentation  Uses general terms errors in the argument withcan communicate  Overall view of the  Uses generalities to with limited evidence supporting evidence accurate supporting(represent using any problem is not clear support position that may not be totally  Deals with the major evidenceof a variety of media)  Statements tend to  Emphasises only one accurate issues and shows  Deals with allhis or her solution and wander or ramble. issue  Deals with a limited some understanding significant issues andthe thinking and  Considers only one number issues of relationships demonstrates a depthprocesses behind it. aspect of problem.  Views problem within  Gives consideration to of understanding of a somewhat limited examination of more important range. than one idea or relationships aspect of the problem.  Examines the problem ACE (School Management and Leadership) 109
  • 110. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement from several positions.Knowledge of  Reiterates one or two  Provides only basic  Relates only major  Offers accurate  Offers accurateconducting facts without complete facts with only some facts to the basic issues analysis of the analysis of theassessment accuracy degree of accuracy with a fair degree of documents information and  Deals only briefly and  Refers to information accuracy  Provides facts to relate issues.This describes the vaguely with concepts to explain at least one  Analyses information to the major issues  Provides a variety ofextent to which the or the issues issues or concept in to explain at least one involved facts to explore majorlearner has sufficient  Barely indicates any general terms issue or concept with  Uses previous general and minor issues andknowledge and the previous assessment  Limited use of substantive support assessment knowledge concepts involvedability to find knowledge previous assessment  Uses general ideas to examine issues  Extensively usesappropriate  Relies heavily on the knowledge without from previous involved. previous assessmentinformation. information provided. complete accuracy. assessment knowledge knowledge to provide  Major reliance on the with fair degree of an in depth information provided. accuracy. understanding of the problem and to relate it to past and possible future situations.Observation  Minimally completes  Partially completes the  Substantially  Completes the task in  Makes fulfilment of the task with task with minimal or completes the task, an incisive and the task a creativeThis describes the fragmented results- perfunctory effort. with some ideas or thorough manner. expression.extent to which the may need redirection  Reflects minimal concepts missing.  Observation reflects a  Observation reflects anlearner identifies in the future. knowledge and  The observer’s solid knowledge and in depth knowledgesomething as a  The learner seems understanding of the opinion is informed by understanding of and understanding ofproblem and becomes unsure about what to monitoring and a basic knowledge of assessment. assessment practices.engaged in solving it. look for. evaluation of learning assessment  Evidence of the factual  Observations are  The observer’s  The observer’s  Observation findings knowledge required to insightful and based opinions are not opinions are mostly are conveyed in such a solve problems is on careful analysis and substantiated or based substantiated or based way that a basic displayed. observational on events that can be on events that can be understanding of the  Observations are clear practices. referred to. referred to. situation / setup being and demonstrate some  Observational ACE (School Management and Leadership) 110
  • 111. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement  Minimal awareness  There is an attempt to observed is obtained. insight into the criticism is clearly that evaluation of describe the situation situation / setup being stated, insightful and assessment products, or setup being observed. is based on supportive procedures and observed, but the  Able to analyse examples. processes are needed. reader may not gain a choices made and  Insightful and in clear picture. observe the effect of depth observation marginalisation which describes the through the quality of contradictions, assessment practices. harmonies and tensions resulting from the choices made concerning the quality of assessment practices.Reflection  Vague, simple,  Reflections are  Two-dimensional  Reflections are mostly  Analysis of and reflections mechanical reflections provided specific (who, what, reflection on strengthsThis refers to any  Focuses mainly on  He or she may reflect (e.g. describes where, when, how, and weaknesses havereflexive thinking i.e. surface features on a number of performances/ why) and insightful depth to themthinking before,  No examples strategies employed, processes with some  Learners are able to  Diagnostic strategiesduring and after any provided, purposeless but may not be able to specifics but includes reflect on specific after evaluations leadprocess/ performance/  One-dimensional, explain why any one no insights) practices and if they to suggestions that areproduct / presentation. superficial reflections was more effective  Although the learner discover evidence that specific (who, what, provided (e.g. I than the other. seems to want to they are on the wrong where, when, how, like…./I dont like….)  Reflects on what optimise teaching and track, are capable of why) and always  The learner is able to would be the ideal learning, they are not admitting it and manage to penetrate to reflect on his or her assessment setup able to define or changing direction or the heart of the issue own decisions but  Some inferences need clarify the problem tactic.  The learner is able to takes little or no to be made as to what areas due to a seeming  They can analyse what refer to specific responsibility for the learner means a lot reluctance to adopt an worked and speculate strategies, or incidents, problems or conflicts of the time attitude of asking about other choices in evaluating the arising from them.  Irregular indication of probing questions of that might have been strengths and ACE (School Management and Leadership) 111
  • 112. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement  Hard to read, not the use of reflective themselves, their more effective. weaknesses organized well thinking existing  He or she  He or she recognises  No indication of the  Evidence of implementation demonstrates when something is use of reflective refinements or systems, and regular ownership of the awry and is motivated thinking adjustments made to consultation with problems encountered to seek the appropriate  No evidence of summative others. and often refers to “I” information or refinements or assessment strategies,  In reviewing and ”we” when solutions to improve it adjustments made to instruments and problems, the learner writing about possible assessment strategies, materials only. may have an future strategies and  The portfolio shows instruments and unrealistic view of his not “they”, “he” or comprehensive materials. or her contribution “she” evidence of and tend to show little  Regular indication of assessment on how to: or no sense of the use of reflective • Review the individual thinking by the evaluation responsibility (i.e. teacher in positive and • Identify good and most comments are negative contexts bad practice in about they, he or she,  Regular evidence of evaluation design rather than I and we). refinements or and process, and  Regular indication of adjustments made to notes these for the use of reflective summative and incorporation in thinking in positive formative assessment evaluation redesign. contexts only strategies, instruments • Use feedback from  Evidence of and materials. relevant parties to refinements or influence future adjustments made to evaluations positively formative assessment • Identify and deal strategies, instruments with weaknesses in and materials only. the evaluation design and process that could have compromised the fairness of the ACE (School Management and Leadership) 112
  • 113. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement evaluation, in accordance with the evaluation policy. • Identify weaknesses in the evaluation arising from poor quality of national standard and take effective steps to inform relevant bodies.Application  Implementation plans  Implementation plans  Develops a simple yet  Develops a detailed  Develops a detailed, generally not well inferred (some appropriate implementation plan efficient andThis describes the thought out / evidence) but tactics implementation plan which is well- thoughtfulextent to which the impractical/ or are not prevent responsive, but the tactics needed reasoned and which implementation planlearner knows and in line with national effective and/or to achieve this are not supports their aims in a clearly focused,uses appropriate policy creative approaches in always clear  Learner displays a complete andproblem solving  Displays minimal many instances  Provides adequate solid knowledge and thoughtful manner.strategies. knowledge and  There is an attempt to guidance on the understanding of  Learner displays an in understanding of provide guidance on design of assessment what is needed to depth knowledge and what is entailed in the design of methods. provide guidance on understanding of what providing guidance on assessment methods  The learner is able to the design of is entailed in the design of in the observation. develop appropriate assessment methods providing guidance on assessment methods  The learner may know strategies to and its management. the design of and management. of appropriate overcome possible  The learner is able to assessment methods  Systems to identify strategies to overcome barriers to effective apply their knowledge and its execution. and address the possible barriers to learning/teaching and of employing  The learner is highly assessment needs of effective assessment but might appropriate strategies motivated, confident educators and learners learning/teaching and be uncertain/unsure to overcome possible and effective in are not alluded to assessment, but may of how it is to be barriers to effective applying their  The learner does not not know how to sustained and assessment practices, knowledge of ACE (School Management and Leadership) 113
  • 114. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement acknowledge or apply them in a managed,  He or she recognises appropriate address possible practical and detailed  Evidence of and acknowledges the strategising to barriers to effective way. addressing the contextual reality of overcome possible assessment  Some evidence of contextual needs of their school and barriers to effective  No indicated meeting addressing the the school but their ensures that their assessment strategies, of assessment criteria contextual needs of vision may at times vision reflects this  Their vision of discussion before the school but their be too narrow to  Useful suggestions are assessment is both learning or assessment vision may at times be sustain growth and provided for manageable and is provided in the slightly out of line development improvement of sustainable and portfolio. with policy or  Provides some identified areas provides clear  No indicated use of impractical suggestions for  Indicated location of evidence of the assessment criteria  Fails to provide improvement assessment criteria contextual reality of discussion before suggestions for  Indicated location of discussion before the their school learning or assessment improvement or may assessment criteria learning activity is  Provides detailed and is provided in the attempt to search for discussion before the conducted is provided perceptive suggestions portfolio. quick-fixes in solving assessment task is in the portfolio. for improvement  No indicated mention problems. provided in the  Use of assessment  The portfolio shows of the expected levels  Indicated random portfolio. criteria discussion comprehensive of performance and location of assessment  Use of assessment before the learning evidence of standards required in criteria discussion is criteria discussion activity is provided in assessment on how to: the portfolio. provided in the before the assessment the portfolio.  One type of portfolio. task is provided in  Regular indicated assessment instrument  Indicated random use the portfolio. mention of the • Plan assessment used. of assessment criteria  Irregular indicated expected levels of according to  No evidence of discussion is provided mention of the performance and o Performance to be assessment records in the portfolio. expected levels of standards required in assessed and evaluation report  Indicated random performance and the portfolio before o Types of evidence back. mention of the standards required in the assessment task is to be collected the portfolio before o Assessment  No evidence of expected levels of given. performance and the assessment task is Four or more different methods to be provision of  standards required in given. types of assessment used assessment feedback. the portfolio.  Three different types instrument used. o Timing of of assessment assessment ACE (School Management and Leadership) 114
  • 115. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement  Two different types of instrument used.  Complete evidence of o Resources assessment instrument  Evidence of assessment records required used. evaluation report and evaluation report o Sequence of  Evidence of back and no backs. activities assessment records assessment records  Regular evidence of o Accountabilities and no evaluation provided. provision of o Deadlines report back.  Irregular evidence of integrated assessment o Arrangements for  Evidence of provision provision of feedback in reviewing of assessment assessment feedback summative and assessment plan feedback in in summative and formative tasks. • Plan for assessments summative tasks only. formative tasks. taking into account the need for. o Cost effectiveness o Results of previous assessments o The assessment context o The accessibility and safety of the environment and contingencies • Select assessment activities, instruments and resources which are appropriate to the outcomes / competencies to be evaluated and to the candidates; and which have the potential to enable ACE (School Management and Leadership) 115
  • 116. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement valid and sufficient evidence collection. • Identify unfair barriers to achievement by candidates and make plans to address such barriers without compromising the validity of the assessment. 3.12 Analytic Rubric for assessing Moderate assessment (Elective)The level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement AchievementCritical Thinking  Demonstrates little  Demonstrates only a  Demonstrates a  Demonstrates clear  Demonstrates a clear, understanding and very general general understanding understanding of accurateThis entails being only limited understanding of of scope of problem scope of problem and understanding of theaware of one’s comprehension of scope of problem and more than one of at least two central scope of the problemthinking as you scope of problem or  Focuses on a single the issues involved issues and the ramificationsperform tasks and issues. issue  Employs the main  Uses the main points of the issues involved.using that awareness  Employs only the  Employs only the points of information of information from  Employs allto monitor and direct most basic parts of information provided from the documents the documents and information from thewhat you are doing. It information provided.  May include opinion and at least one personal knowledge documents andinvolves making  Mixes fact and opinion as well as fact in general idea from that is relevant and extensive personalcritical choices ACE (School Management and Leadership) 116
  • 117. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievementconcerning what to in developing a developing a position personal knowledge to consistent in knowledge that isbelieve or what to do. viewpoint.  States conclusion after develop a position developing a position factually relevant,This also refers to such  States conclusion after limited examination of  Builds conclusion on  Builds conclusion on accurate andbasic mental tasks as hasty or cursory look evidence with little examination of examination of the consistent in thecomparing, at only one or two concern for information and some major evidence development of aclassifying, predicting, pieces of information consequences. considerations of  Considers at least one position.problem solving and  Does not consider consequences. alternative action and  Bases conclusion on adecision making that consequences. the possible thorough examinationinvolves a variable but consequences. of the evidence, andpredictable sequence exploration ofof thinking skills reasonableunderpinned by alternatives, and anconstant critique of evaluation of“what is”. consequences.Communication of  Position is vague  Presents general and  Takes a definite but  Takes a clear position  Takes a strong, well-ideas  Presentation is brief indefinite position. general position  Presents an organised defined position and includes  Only minimal  Presents a somewhat argument with  Presents a well-This describes how unrelated general organisation in organised argument perhaps only minor organised, persuasiveeffectively the learner statements presentation  Uses general terms errors in the argument withcan communicate  Overall view of the  Uses generalities to with limited evidence supporting evidence accurate supporting(represent using any problem is not clear support position that may not be totally  Deals with the major evidenceof a variety of media)  Statements tend to  Emphasises only one accurate issues and shows  Deals with allhis or her solution and wander or ramble. issue  Deals with a limited some understanding significant issues andthe thinking and  Considers only one number issues of relationships demonstrates a depthprocesses behind it. aspect of problem.  Views problem within  Gives consideration to of understanding of a somewhat limited examination of more important range. than one idea or relationships aspect of the problem.  Examines the problem from several positions.Knowledge of  Reiterates one or two  Provides only basic  Relates only major  Offers accurate  Offers accurate ACE (School Management and Leadership) 117
  • 118. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievementmoderating facts without complete facts with only some facts to the basic issues analysis of the analysis of theassessment accuracy degree of accuracy with a fair degree of documents information and  Deals only briefly and  Refers to information accuracy  Provides facts to relate issues.This describes the vaguely with concepts to explain at least one  Analyses information to the major issues  Provides a variety ofextent to which the or the issues issues or concept in to explain at least one involved facts to explore majorlearner has sufficient  Barely indicates any general terms issue or concept with  Uses previous general and minor issues andknowledge and the previous moderation  Limited use of substantive support moderation process concepts involvedability to find process knowledge previous moderation  Uses general ideas knowledge to examine  Extensively usesappropriate  Relies heavily on the process knowledge from previous issues involved. previous moderationinformation. information provided. without complete moderation process knowledge to provide accuracy. knowledge with fair an in depth  Major reliance on the degree of accuracy. understanding of the information provided. moderation process and to relate it to past and possible future situations.Observation  Minimally completes  Partially completes the  Substantially  Completes the task in  Makes fulfilment of the task with task with minimal or completes the task, an incisive and the task a creativeThis describes the fragmented results- perfunctory effort. with some ideas or thorough manner. expression.extent to which the may need redirection  Observational concepts missing.  Almost all  All observationallearner identifies in the future. procedures and  Most observational observational procedures andsomething as a  Observational reporting show some procedures and procedures and reporting showproblem and becomes procedures and evidence that reporting show reporting show evidence thatengaged in solving it. reporting do not prescribed method evidence that evidence that prescribed method follow prescribed was followed prescribed method prescribed method was followed method  Reflects minimal was followed. was followed  Observation reflects an  Recording of knowledge and  About half of the  Observation reflects a in depth knowledge observational understanding of inferences/conclusions solid knowledge and and understanding of reflections have been moderation reported are understanding of moderation practices. largely ignore procedures and supported by data. moderation practices  Observations are  Decontextualised practices  The observer’s  Evidence of the factual insightful and based ACE (School Management and Leadership) 118
  • 119. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement references are made  The learner seems opinion is informed by knowledge required to on careful analysis and without connection to unsure about what to a basic knowledge of solve problems is observational the assessment context look for. moderation displayed. practices.  The observer’s  The observer’s  Observation findings  Most of the inferences/  Observational opinions are not opinions are mostly are conveyed in such a conclusions reported criticism is clearly substantiated or based substantiated or based way that a basic are supported by data. stated, insightful and on events that can be on events that can be understanding of the  Observations are clear is based on supportive referred to. referred to. situation / setup being and demonstrate some examples.  Minimal awareness  There is an attempt to observed is obtained. insight into the  Insightful and in that evaluation of comprehend the  Presents sufficient situation / setup being depth observation assessment products, assessment context information supported observed. which describes the procedures and  There is an attempt to by basic details.  Able to analyse contradictions, processes are needed describe the situation choices made and harmonies and  It is difficult to gain an or setup being observe the effect of tensions resulting idea of what the observed, but the unfairness through the from the choices made situation or setup is reader may not gain a quality of moderation concerning the like. clear picture. practices applied. moderation methods  Reflects a thorough applied grasp of the  Reflects extensive assessment context commitment to fair  Critical judgments are and valid assessment clear and an insight procedures and into the situation / understanding of the setup being observed assessment context is gained.  Presents complete information that is enhanced by precise and appropriate details.Reflection  Vague, simple,  Two-dimensional  They are able to reflect  They can analyse what  The learner is able to mechanical reflections reflections provided on the relationship worked and speculate refer to and evaluateThis refers to any  Focuses mainly on (e.g. describes and progress of about other choices specific strategies, orreflexive thinking i.e. ACE (School Management and Leadership) 119
  • 120. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievementthinking before, surface features performances/process assessment activities that might have been incidents, induring and after any  No examples es with some specifics undertaken with the more effective. evaluating how andprocess/ performance/ provided, purposeless but includes no assessor.  They adopt an attitude why they wereproduct / presentation.  One-dimensional, insights)  Although the learner of thoughtful effective. superficial reflections  He or she may reflect seems to want to listening, careful  The learner provided (e.g. I on a number of optimise assessment observation, understands his or her like…./I dont like….) strategies employed, practices, they are not understanding the own preferences and  The learner is able to but may not be able to able to define or assessment context, biases and may talk or reflect on the explain why any one clarify the problem asking probing write about how they assessment program was more effective areas due to a seeming questions of affect his or her but takes little or no than the other. reluctance to adopt an themselves and the interactions and responsibility for  Focuses on only a few attitude of careful assessor, clarifying understanding. problems or conflicts aspects listening and existing problems, and  He or she recognises arising.  Reflects on ideal understanding the consultation with when something is  There seems to be no assessment practices assessment context, others as necessary missing and is ownership of or assessment asking probing  Feelings are shared as motivated to seek the responding to instruments suited to questions of well as both strengths appropriate obstacles and the specific context but themselves and the and weaknesses information or challenges within the not both assessor, clarifying  Includes reflections solutions assessment program  They have described existing problems, and and diagnostic  Analysis of strengths  Hard to read, not individual thoughts, consultation with strategies on and weaknesses have organized well. feelings concerning others as necessary. moderation results depth to them and the assessment but  Although able to that are mostly diagnostic strategies made no comparisons identify strengths and specific (who, what, on moderation results over time to indicate weaknesses their where, when, how, that are specific (who, progress, reflections are two- why) and penetrating what, where, when,  Developing an dimensional (e.g.  They can analyse what how, why) and attitude of ownership describes worked and speculate consistently insightful. towards responding to performances/ about other choices obstacles and processes with some that might have been challenges within the specifics but includes more effective. assessment no insights). ACE (School Management and Leadership) 120
  • 121. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement programme.Application  No evidence of  Does not develop or  Develops and  Develops and  Develops and moderation plan organise a moderation organises a simple organises the organises theThis describes the OR plan completely moderation plan in a development of a development of aextent to which the  Presents incomplete basic way. moderation plan in a moderation plan in alearner knows and  Evidence of a very information with few  The learner is able to generally focused and clearly focused,uses appropriate limited ability to plan or no supporting plan and develop complete manner. complete and creativeproblem solving for moderation details appropriate strategies  The learner is able to manner (includingstrategies.  The learner does not  The learner may know to overcome possible apply their knowledge required physical and acknowledge or of appropriate barriers to establishing to overcome possible human resources, address possible strategies to overcome an effective mentoring barriers to establishing documentation barriers to establishing possible barriers to and coaching program an effective mentoring procedures, an effective mentoring establishing an but might be and coaching program recognition of prior and coaching program effective mentoring uncertain/unsure of though effective learning, special  Evidence of a very how it is to be planning and needs) and coaching program limited ability to but may not know sustained strategising  Thoughtful and identify unfair barriers how to apply them in  Evidence of a  Evidence of a committed planning to achievement by a practical and competent ability to confident ability to and strategising is candidates and make detailed way. identify unfair barriers identify unfair barriers employed to plans to address such  Evidence of a basic to achievement by to achievement by overcoming possible barriers without ability to identify candidates and make candidates and make barriers to compromising the unfair barriers to plans to address such plans to address such establishing, validity of the achievement by barriers without barriers without monitoring and assessment. candidates and make compromising the compromising the evaluating an effective  No interest is shown validity of the validity of the mentoring and plans to address such in promoting an coaching program barriers without assessment. assessment. understanding of the compromising the  Provides some  Useful suggestions are  Evidence of innovative importance and validity of the suggestions for provided for choices and divergent potential benefits of assessment. improvement improvement of approaches, and an good assessment  Fails to provide  Evidence of some identified areas outstanding ability to principles and quality suggestions for effort towards  An interest is shown identify unfair barriers ACE (School Management and Leadership) 121
  • 122. ACE (SML) Implementation GuidelinesThe level is the mark Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Achievement Rudimentary Commendable Superior Achievement Exceptional Achievement Achievement Achievement management. improvement or may promoting an towards promoting an to achievement by attempt to search for understanding of the understanding of the candidates and make quick-fixes in solving importance and importance and plans to address such problems. potential benefits of potential benefits of barriers without  Little evidence of good assessment good assessment compromising the promoting an principles and quality principles and quality validity of the understanding of the management. management. assessment. importance and  Provides detailed and potential benefits of perceptive suggestions good assessment for improvement principles and quality  The learner is highly management. motivated and effective in promoting an understanding of the importance and potential benefits of good assessment principles and quality management. ACE (School Management and Leadership) 122
  • 123. ACE (SML) Implementation GuidelinesACE (School Management and Leadership) 123
  • 124. ACE (School Leadership)