MGSLG ACE Policy Unit Conceptual


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Discussion with Facilitators on the Unit in the ACE for school leadership focusing on Policy.

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MGSLG ACE Policy Unit Conceptual

  1. 1. A brief overview of the ACE - School Leadership Module: Policy, Planning and Governance Unit 1 - Reflective Session Dr Muavia Gallie (PhD) Friday 27 February 2009 MGSLG - Benoni Office NCS Lecturers
  2. 2. Content <ul><li>Introduction (3) </li></ul><ul><li>Origin of the ACE: School Leadership (4-8); </li></ul><ul><li>Reasons for developing policies (9-13); </li></ul><ul><li>Policy-making process (14); </li></ul><ul><li>Types of policies (15-18); </li></ul><ul><li>Helicopter view of education life (19); </li></ul><ul><li>Dysfunctionality vis-à-vis Under-performance (20-24); </li></ul><ul><li>Importance of this module! (25-27); </li></ul><ul><li>Essence of ‘being a teacher/principal (28). </li></ul>
  3. 3. Quality is an Attitude.
  4. 4. Origin of the ACE
  5. 5. Core activities
  6. 6. Key Functions
  7. 7. South African version 1
  8. 8. South African version 2
  9. 9. Reasons for developing Policies <ul><li>Introduce a ‘new idea/ behaviour’; </li></ul><ul><li>Regulate the maintenance of a ‘good idea/ behaviour’; or </li></ul><ul><li>To outlaw a ‘bad idea/behaviour’. </li></ul>
  10. 10. Having a System to know What is going on!
  11. 11. Different Perspectives Understanding the situation well
  12. 12. Success rate = 8,1% <ul><li>Success-rate of the system = 8,1% </li></ul><ul><li>Of every 12 learners starting Grade One, only 1 learner attains what the system is promising them - data 2005! </li></ul>
  13. 13. Learner Enrolment HSRC 2006, p.27
  14. 14. Chapter 1 - p.11
  15. 15. Different Types of Policies <ul><li>Regulatory or Procedural policies; </li></ul><ul><li>Distributive or Redistributive policies; </li></ul><ul><li>Symbolic or Idealistic policies; </li></ul><ul><li>Substantive or Material policies. </li></ul><ul><li>… .……………………………………………. </li></ul><ul><li>Regulatory policies; </li></ul><ul><li>Labour (conditions of service) policies; </li></ul><ul><li>Professional (improving teaching and learning) policies. </li></ul>Christie 2008, p.122-123
  16. 16. Vertical and Horizontal Dimensions of Policy Other agencies Authorised decision-maker Other levels of government Participants outside government International participants Subordinates Implementing policy Vertical Horizontal Christie 2008, p.126
  17. 17. Two types of policies in Education Ch.8 p.169
  18. 18. Chapter 8 - p.168
  19. 19. Helicopter view of educational life “ Helicopter view” of Educational Life <ul><li>School </li></ul><ul><li>Strategy </li></ul><ul><li>Vision </li></ul><ul><li>Goals </li></ul>Education Ministry Teachers Purpose Learners Physical Technology Competitors Unions NGOs and Civil society structures Economy Way of living ‘ Religions’ Regional and international organisations Globalisation Government Political parties Customers Empower- ment Relation- ships Flexibility Openness Recognition Motivation <ul><li>Culture </li></ul><ul><li>Values </li></ul><ul><li>Work </li></ul><ul><li>ethics </li></ul><ul><li>Commit- </li></ul><ul><li>ment </li></ul><ul><li>Systems </li></ul><ul><li>Finance </li></ul><ul><li>Information </li></ul><ul><li>Communication </li></ul><ul><li>Structure </li></ul><ul><li>People </li></ul><ul><li>Capacity </li></ul><ul><li>Power </li></ul>Mental Emotional Spiritual
  20. 20. Dysfunctionality vis-à-vis Under-performance Basics Gallie 2006
  21. 21. Systemic Approach Dysfunctional Schools Low-functional Schools High-functional Schools IMPACT OUTPUT PROCESS INPUT
  22. 22. Mental Models - Teaching Quality If you want to know how good I am, look at the achievements of my learners. Learner Achievement Level 3 If you want to know how good I am, look at my classroom practice. Practice Level 2 If you want to know how good I am, look at my qualifications. Qualifications Level 1
  23. 23. Chapter 5 - p.99
  24. 24. Chapter 7 - p.129
  25. 25. Importance of the Module 2. Managing Teaching and Learning 12. Basic computer literacy for school management 11. Demonstrate effective language skills in school management and leadership 10. Develop a portfolio to demonstrate school management and leadership competencies 9. Moderate assessment 8. Conduct outcomes-based assessment 7. Mentor school managers and manage mentoring programmes in schools 6. Lead and manage subject/ learning areas/ phase 5. Manage policy, planning, school development and governance 4. Manage organisational systems, physical and financial resources 3. Lead and manage people 1. Understanding school leadership and management in South Africa
  26. 26. Conditions required to implement
  27. 27. External and internal differences
  28. 28. Essence of ‘being a Teacher’
  29. 29. Thank You! You can download this presentation from - search “Muavia Gallie”