Andre Greyling is a senior management professional with over 30 years of experience in education and training, administration, insurance, and financial planning. He has held roles such as Head of TEFL Training, School Psychologist, and Lecturer. Greyling has comprehensive experience in training and development, content creation, financial consulting, business development, and administration. He is seeking a challenging senior managerial role with a professionally managed organization.
Using Appraisal to Drive School ImprovementMark S. Steed
How to improve School standards by implementing an effective performance management system for teachers and subject leaders. A Presentation given to the Education Experts Conference in Dubai on 30th May 2016 by Mark S. Steed. the Director of JESS Dubai
An INSET presentation to Heads of Department on How to Conduct Teacher Appraisal by Mark Steed, Principal of Berkhamsted School.
The INSET relates to the Berkhamsted Schools Group model for Teacher appraisal.
Using Appraisal to Drive School ImprovementMark S. Steed
How to improve School standards by implementing an effective performance management system for teachers and subject leaders. A Presentation given to the Education Experts Conference in Dubai on 30th May 2016 by Mark S. Steed. the Director of JESS Dubai
An INSET presentation to Heads of Department on How to Conduct Teacher Appraisal by Mark Steed, Principal of Berkhamsted School.
The INSET relates to the Berkhamsted Schools Group model for Teacher appraisal.
The purpose of this study is to analyse and interpret the influence of principal leadership style on the performance of certified teachers, the influence of teacher work motivation on the performance of certified teachers and the influence of principal leadership style and teacher work motivation simultaneously on the performance of certified teachers in SMA Negeri Kotamobagu. This study employs a quantitative study approach with survey methods and multiple regression analysis techniques. The independent variables are principal leadership style (X1) and teacher motivation (X2) and the dependent variable is certified teachers performance (Y). Result of the research shows that the principal leadership style has an effect on the performance of certified teachers, teacher work motivation has an effect on the performance of certified teachers, principal leadership style and teacher work motivation simultaneously affects the performance of certified teachers in SMA Negeri Kotamobagu. The values of the regression coefficients show the influence of each principal leadership style and teacher work motivation on the performance of certified teachers and have a high contribution to the performance of certified teachers. The principal must have the readiness and ability to mobilize the teachers to achieve the goals and be responsible for the organization of educational activities at school. Teachers should be tenacious and skilful at conducting quality learning activities. Schools should have appropriate functions to educational goals and implement effective and efficient organizational management, high social responsiveness, and are sensitive to: teachers, students and the surrounding community.
The achievement of the National Education Goals must be accompanied by an increase in the components that influence education. Based on the results of research conducted in Tabanan District, it was found that the leadership of principal greatly influenced the achievement motivation of Hindu teachers. Motivation can be defined as need, drive, and goal. Teacher's achievement motivation is identified in three definitions, namely: (a) teacher's achievement motivation describes an energy force that drives / causes someone to do certain ways; (b) teacher achievement motivation as an encouragement that leads to something, namely teacher achievement motivation that has a strong goal; and (c) teacher achievement motivation services to support the power of teacher achievement motivation at all times. That is, teacher achievement motivation consists of three basic components, namely (1) activating behavior, (2) directing behavior, and (3) maintaining behavior. Achievement motivation is a driving force in improving performance. Teacher's achievement motivation is a driving factor that comes from external and from internal that will affect the way he acts and behaves. One of the motivations from external comes from the leadership. The principal's leadership is oriented towards human relations, namely the leadership style can improve teachers’ achievement motivation in realizing a quality school. Leaders are subjects who must transform leadership through giving guidance or advice to subordinates so that the goals are achieved. Transformational leadership can support the realization of a change of school system. The principal carried out the leadership task by applying the Hindu leadership style namely sad warnaning rajaniti / sad sasana, in influencing the performance of the teacher as a subordinate cannot be separated from catur kotamaning nrpati, namely jnana wisesa sudha, kaprahitaning praja, kawiryan, wibawa and typology of leadership namely asuri sampat and daiwi sampat. Similarly, the transformational leadership style is always coupled with transactional leadership. Both Hindu and modern leadership styles can be combined in increasing achievement motivation regarding teacher needs, namely the need for achievement, affiliation, and power, so that school goals and National Education Goals can be realized.
People often get confused with some of the concepts used in Education. This Presentation is an attempt for the stakeholders to understand clearly & apply correctly the various educational terminologies.
School improvement is premised on the firm belief that it is best accomplished when directed by the people closest to the students,
including classroom teachers, specialists, and school administrators. When working collaboratively in Instructional Teams, rather than
in isolation, they positively impact student achievement (Hattie, 2009). Research-based indicators of effective practice help guide
instructional teams to do their work. This process begins by establishing structures and organization for effective meetings. Once
these have been established, the teams turn to the work of developing standards-aligned units of instruction, among other tasks.
Administration And Administration (in Educational Practices) DefinedMonica P
(MST) Advanced Administration and Supervision in Educational Practices
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
The purpose of this study is to analyse and interpret the influence of principal leadership style on the performance of certified teachers, the influence of teacher work motivation on the performance of certified teachers and the influence of principal leadership style and teacher work motivation simultaneously on the performance of certified teachers in SMA Negeri Kotamobagu. This study employs a quantitative study approach with survey methods and multiple regression analysis techniques. The independent variables are principal leadership style (X1) and teacher motivation (X2) and the dependent variable is certified teachers performance (Y). Result of the research shows that the principal leadership style has an effect on the performance of certified teachers, teacher work motivation has an effect on the performance of certified teachers, principal leadership style and teacher work motivation simultaneously affects the performance of certified teachers in SMA Negeri Kotamobagu. The values of the regression coefficients show the influence of each principal leadership style and teacher work motivation on the performance of certified teachers and have a high contribution to the performance of certified teachers. The principal must have the readiness and ability to mobilize the teachers to achieve the goals and be responsible for the organization of educational activities at school. Teachers should be tenacious and skilful at conducting quality learning activities. Schools should have appropriate functions to educational goals and implement effective and efficient organizational management, high social responsiveness, and are sensitive to: teachers, students and the surrounding community.
The achievement of the National Education Goals must be accompanied by an increase in the components that influence education. Based on the results of research conducted in Tabanan District, it was found that the leadership of principal greatly influenced the achievement motivation of Hindu teachers. Motivation can be defined as need, drive, and goal. Teacher's achievement motivation is identified in three definitions, namely: (a) teacher's achievement motivation describes an energy force that drives / causes someone to do certain ways; (b) teacher achievement motivation as an encouragement that leads to something, namely teacher achievement motivation that has a strong goal; and (c) teacher achievement motivation services to support the power of teacher achievement motivation at all times. That is, teacher achievement motivation consists of three basic components, namely (1) activating behavior, (2) directing behavior, and (3) maintaining behavior. Achievement motivation is a driving force in improving performance. Teacher's achievement motivation is a driving factor that comes from external and from internal that will affect the way he acts and behaves. One of the motivations from external comes from the leadership. The principal's leadership is oriented towards human relations, namely the leadership style can improve teachers’ achievement motivation in realizing a quality school. Leaders are subjects who must transform leadership through giving guidance or advice to subordinates so that the goals are achieved. Transformational leadership can support the realization of a change of school system. The principal carried out the leadership task by applying the Hindu leadership style namely sad warnaning rajaniti / sad sasana, in influencing the performance of the teacher as a subordinate cannot be separated from catur kotamaning nrpati, namely jnana wisesa sudha, kaprahitaning praja, kawiryan, wibawa and typology of leadership namely asuri sampat and daiwi sampat. Similarly, the transformational leadership style is always coupled with transactional leadership. Both Hindu and modern leadership styles can be combined in increasing achievement motivation regarding teacher needs, namely the need for achievement, affiliation, and power, so that school goals and National Education Goals can be realized.
People often get confused with some of the concepts used in Education. This Presentation is an attempt for the stakeholders to understand clearly & apply correctly the various educational terminologies.
School improvement is premised on the firm belief that it is best accomplished when directed by the people closest to the students,
including classroom teachers, specialists, and school administrators. When working collaboratively in Instructional Teams, rather than
in isolation, they positively impact student achievement (Hattie, 2009). Research-based indicators of effective practice help guide
instructional teams to do their work. This process begins by establishing structures and organization for effective meetings. Once
these have been established, the teams turn to the work of developing standards-aligned units of instruction, among other tasks.
Administration And Administration (in Educational Practices) DefinedMonica P
(MST) Advanced Administration and Supervision in Educational Practices
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
Have a look at a presentation from the Workshop in Nice which was organised within the TRIGGER project (project number: 2617309-EPP-1-2020-1-SK-EPPKA2-CBHE-JP). The aim of the project is to improve conditions at universities in Central Asia and to educate students in an innovative way so they acquire the skills needed for today's job market. In this presentation Côte d'Azur University will take you through planning, managing, and promotion of graduates employability in cooperation with employers and will introduce different services to support the students in this regard.
1. Andries Jacobus Greyling (Andre)
A: 33/5 Sports Village Cha Am - Petchburi Thailand ••• C: +971 565033485 / +66 941670233
E: greylingandre@gmail.com
Senior Management: Education & Training
Snapshot: Qualified senior management professional with over 30 years of experience in the field of education &
training, general administration, insurance & financial planning, business development across diverse organizational
domains. A former practicing psychologist & an entrepreneur in the field of finance & insurance; exploring challenging
senior managerial assignments with a professionally managed organization
Core Competencies include…
Training & Development Management | Content Development | Operation Management
Financial Consultancy | Business Development | General Administration | Psycho-Analysis|
Process Reengineering | Team Management
PROFILE OVERVIEW
Well versed in conducting industry related trainings & development workshops with deep understanding of
quality management in a services environment
Proficient in training research & development of contents, counseling & mentoring
Work on psychological assessment, induction & adult education, dispute & disciplinary processes as well as career
planning & development of candidates
Skilled in preparing/ implementing effective financial, retirement and investment plans based on financial
requirements of clients
Streamline internal & external reporting processes and implementing latest practices in operations. Manage cross-
functional teams; deep understanding of quality management in a services environment
Recognized by peers/superiors for always exceeding organizational objectives. Proficient in developing efficient
teams through imbibing of team culture and spirits
Self-driven, able to prioritize tasks and implement changes smoothly. High-level leadership and mentoring ability.
Excellent interpersonal, communication and presentation skills
PROFESSIONAL EXPERIENCE
WECI & Insight English, Hua Hin - Thailand Nov 2013 till date
Head – TEFL Training
Accomplishment:
• Played key role in initiating TEFL programs at 2 schools during tenure with the organization
Responsibilities:
• Involved in compiling, drafting & marketing TEFL programs across the target market segment
• Organize training sessions for students based on identified training needs
• Plan TEFL programs and manage course (TEFL)
• Spearhead team efforts in preparing syllabus and course materials based on changing market dynamics as well
as industry standards
• Conduct conventional English classes for primary/ secondary schools as well as adults and corporate groups
• Manage administrative functions related to allocating jobs to new teachers
• Develop rapport with key decision makers across existing client/ prospect organizations for identifying/
developing new business opportunities
• Prepare/ present various reports to the senior management team & other stakeholders to enable effective
decision making
• Spearhead day to day operations as Director of Clinic for Educational Psychology
2. High School CR Swart Jan 2013 – Aug 2013
School Psychologist & Remedial Therapist
Responsibilities:
• Coordinated activities related to setting up support centre & clinic for conducting psychological assessments
and interventions related to emotional, scholastic, subject choice, school readiness
• Focused on development of counseling & guidance services, crisis & conflict management programs
• Designed study methods & learning materials based on changing market dynamics and other industry trends
Voorpos Primary School & Dominican School Sept 2011 – Dec 2012
School Psychologist & Remedial Therapist
Responsibilities:
• Performed psychological assessment & intervention related to emotional, scholastic, subject choice, school
readiness
• Rendered counseling & guidance services. Implemented crisis & conflict management programs
• Developed study methods and learning materials based on operational requirements
Tswhane Christian School Jul 2010 – Aug 2011
HOD - Admin
Responsibilities:
• Coordinated financial, administrative & administrative aspects of the school for maintaining seamless
operations
• Conducted life orientation sessions for grades 10-12
• Defined and implemented curriculum aligned to specific requirements of the classroom
• Collaborated with various support teams in designing syllabus and preparing course plans
• Maintained class attendance records, prepared course files, submitted and validated student grades
• Participated in official meetings with senior management team of the school for resolving administrative or
operational issues
• Organized professional development sessions for teachers and support staff based on performance evaluations
and identified training needs
GROWTHLINK/FAISIT 2007 - 2009
Industrial Psychology Consultant/ Training Facilitator
Responsibilities:
• Managed administrative aspects related to school finance & procurement
• Prepared job profiles for XSTRATA Coal
• Involved in assessment of industrial psychology. Functioned as Facilitator NQF as well as Practitioner for
Occupational Personality Questionnaire
• Focused on marketing for new business as well as advertising for new posts
• Conducted screening, interviewing, evaluating candidates for short listing and placement
University of Pretoria & Promat College for Teachers, Pretoria - SA Jan 2002 – Dec 2003/ 1993 - 1994
Lecturer and Facilitator
Responsibilities:
• Conducted classes for students based on academic requirements
• Evaluated students using various evaluation methodologies
• Participated in planning/ drafting course material based on curriculum requirements
• Organized training sessions based on counseling techniques
• Functioned as Program Director for Multicultural Educational program
Momentum Liberty, Pretoria - SA Jan 2000 – Dec 2006
Insurance Broker & Financial Advisor
Accomplishment:
• Rated high for acquiring 500+ clients with a high sales percentage
3. Responsibilities:
• Enhanced business generation by marketing products of investment companies
• Managed administrative functions across 3 offices for maintaining seamless operations
• Developed rapport with existing clients & prospects for effectively closing identified business deals
• Organized training sessions for brokers based on identified training needs
OTHER FINANCIAL ASSIGNMENTS
GRJ Consultants - Discovery Franchise 2008Financial Services Agent
Momentum Agency 2005 – 2006Agency Holder
Vcore Financial Services 1999 – 2006Owner & Founder
EARLIER ASSIGNMENTS
Private Practice1994 - 1999 Psychologist
Gauteng Department of Education District Office1995 – 1998 Educational Psychologist/ Educational Advisor
Hoërskool Garsfontein (High School)1992 – 1994 Teacher
Hoërskool Jeugland (High School)1988 – 1991 Teacher
Laerskool Belfast (Primary School)1984 - 1987 Teacher
Primary School Belfast, Highschools Jeugland & Garsfontein - Dept of Education, South Africa Jan 1984 – Dec
1999 Teacher and Educational Advisor
ACADEMICS
Education
• Masters in Educational Psychology, University of Pretoria (1994)
• BA degree (Honours - Languages & Educational Psychology), UNISA (1990)
• Higher Education diploma (Languages & Psychology), Teachers training college of Pretoria (1983)
Professional Development
• Irlen syndrome training
• Advanced psychotherapy
• Financial planning - Liberty life
Date of Birth: 09th
June 1961 ~ Languages Known: English, Afrikaans, German and Thai ~ Nationality: South African
Passport Details: A02848828 valid till 2023 ~ Visa Status: Residence ~ References: Available on Request