The document provides information on instructional leadership and the learning organization. It discusses topics such as teacher attendance monitoring systems, models of teaching and learning, Peter Senge's five disciplines of a learning organization, characteristics of a learning organization, and components and assessment of learning outcomes. The presentation aims to help change current practices to attain quality education for all learners. It emphasizes the importance of systems thinking, personal mastery, mental models, shared vision, and team learning in developing a successful learning organization.

1. 2012/02/10
Instructional Leadership
Workshop
- How should we change our current practice in order
to attain Quality Education for All learners? -
Presenter: Dr Muavia Gallie (PhD)
Session 4
1
1.1 SRC
Example:
Teacher
Attendance
• No attendance system;
• Tick next to name (!);
• Sign their names;
• Indicate ‘time in & out’;
• Comments from Principal;
• Number of days absent, late
arrival, leaving early;
• Leave form submitted (24h);
• Leave form processed;
2
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2. 2012/02/10
Self-Evaluation of SRC
SRC 1 2 3 4 5
Teacher Tick Sign Time in Principal Absent
Attendance name name and out monitors submitted
daily and
processed
6 7 8 9 10
SMS - SMS - Computer Swipe Finger-print
present Time in based card
and out
3
1.2 Models of Teaching and Learning
4
2

3. 2012/02/10
Peter Senge
The Fifth Discipline, 1990
In the long run, the only
sustainable source of
competitive advantage is
your organization s ability
to learn faster than its
competition.
5
A Learning Organisation
★ Organization where people continually expand their
capacity to create the result they truly desire, where new
and expansive patterns of thinking are nurtured, where
collective aspiration is set free, and where people are
continually learning how to learn together - Senge 1990;
★ A learning organization is an organization skilled at
creating, acquiring and transferring knowledge, and at
modifying its behavior to reflect new knowledge and
insights. Garvin 1993;
★ A learning organization is an organisation that has an
enhanced capacity to learn, adapt and change. Gephart
et al 1996.
6
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4. 2012/02/10
The Laws of the Fifth Discipline
1. Today s problems come from yesterday s solutions ;
2. The harder you push, the harder they system pushes back;
3. Behavior grows better before its grows worse;
4. The easy way out usually leads back in;
5. The cure can be worse than the disease;
6. Faster is slower;
7. Cause and effect are not closely related in time and space;
8. Small changes can produce big results - but the areas of
highest leverage are often the least obvious;
9. You can have your cake and eat it too - but not at once;
10. Dividing an elephant in half does not produce two small
elephants;
11. 7 There is not blame. 7
2.6 Components of Learning Organisation
1. Systems thinking;
2. Personal mastery;
3. Mental models;
4. Building shared vision;
5. Team learning
The Fifth Discipline = Systems
Thinking
8
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5. 2012/02/10
2.7 Systems Thinking
• The conceptual cornerstone that
underlies all of the five learning
disciplines;
• A discipline for seeing wholes;
• Seeing structures that underlie complex
situations;
• Seeing interrelationships rather than
linear cause and effect chains;
• Seeing processes of change rather than
9
snapshots.
10
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6. 2012/02/10
2.9 Personal Mastery
• The spirit of the Learning
Organization;
• Organizations learn only through
individuals who learn;
• Individual learning does not
guarantee organizational learning,
but without it, no organizational
learning can occur;
• Personal Vision;
11
2.9.1 Creative Tension
12
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7. 2012/02/10
2.9.2 Structural Conflict
13
2.10 Mental Models
• Why Best Ideas fail;
• Conflict with deeply held internal
images of how the world works;
• Mental models determine how we
take action;
• Mental models are so powerful -
because they affect what we see.
14
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8. 2012/02/10
2.11 Shared Vision
• A Common Caring;
• A shared vision is a vision that
many people are truly committed to
and it reflects their own personal
vision;
• Helps establish overarching goals;
• Provides a rudder to keep the
learning process on course when
15
stresses develop.
2.11.1 Getzels and Guba Model
(when Role meets Systems Theory)
16 16
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9. 2012/02/10
2.11.2
17 17
2.11.3 Five Basic Assumptions of
Effective Schools
1. The central purpose of a school is to teach;
2. The school is responsible for providing the overall
environment;
3. Schools must be treated holistically in terms of
instruction (unity);
4. The most crucial characteristics of a school are the
attitudes and behaviours of the teachers and staff;
5. The school accepts responsibility for the success
and failure of the academic performance of learners
- all learners are capable of learning.
18 18
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10. 2012/02/10
2.12 Team Learning
• The fundamental learning unit is
the team;
• Alignment - it is a necessary
condition before empowering the
individual will empower the whole
team.
19
2.12.1 Aligning the Team
20 A B C
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11. 2012/02/10
2.12.2
21 21
2.13 Five Building Blocks
(Garvin 1993)
1. Systemic problem solving;
2. Experimentation with new knowledge;
3. Learning from experience;
4. Learning from the experience and best
practice of others;
5. Transferring knowledge quickly and
efficiently throughout the organization.
22
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12. 2012/02/10
2.14 Eleven characteristics of LO
Pedlar et al 1995
1. A learning approach to strategy;
2. Participatory policy making;
3. Information for learning at employee s fingertips;
4. Formative accounting and control;
5. Internal exchange of ideas and information;
6. Rewards for flexibility;
7. Enabling structures with supportive systems;
8. Boundary workers as environmental scanners
watching for change outside the organization;
9. Inter-organizational learning;
10. A learning climate; and
11. Self-development opportunities for all.
23 23
2.15 LO Assessment Tools
Authors Tool Content Methodology
Watkins and Marsick Dimensions of LO Leadership, structures, systems, Self-assessment (i.e.
Questionnaire communication, technology Organizational members assess
the organization against criteria).
Likert scale format.
Pedler, Burgoyne, Characteristics of a LO Leadership, structures, systems, Self-assessment. Likert scale
Boydell communication, technology, learning format.
methods
Dioxin Organizational Learning Competencies Survey Communication and Information Self-assessment. Likert scale
systems format.
Nevis, DiBella and Organization Learning Team learning, vision/ strategy/ Assessment by researchers. Likert
Gould Inventory structure communication scale format.
Richards and Goh learning Organization Survey Learning processes, mission/ vision, Self-assessment. Likert scale
processes, systems, leadership format.
24
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13. 2012/02/10
2.16 LO Scorecard: Logic Model
25
2.17 The Learning Organisation
★ Encourages Continuous Learning
★ Promotes Access to Learning
★ Maximizes Information Sharing
★ Increases Flexible Access to
Training
★ Works Efficiently Using
Interactive Relationships
★ Sees the Big Picture
★ Shares a Common Vision
26
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14. 2012/02/10
3.1 Learning Activity Components
27 27
3.2 Types of Learning Outcomes
28 28
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15. 2012/02/10
3.3 Teaching and Learning Models
29 29
3.4 Assessment Task Type
30 30
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16. 2012/02/10
3.5 Assessment Task Technique
31 31
3.5 Task Roles & Interaction
32 32
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17. 2012/02/10
3.6 Task Tools
33 33
3.7 Assessment Techniques
34 34
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18. 2012/02/10
4.1 Pedagogy versus Androgogy
Pedagogy Androgogy
It is the method of teaching It is the method of teaching adults.
children.
Learners are dependent. Learners are independent.
Learners have less or no Learners are experienced, hence
experience to share, hence teaching involves discussion, problem
teaching becomes didactic. solving, etc.
Learners learn whatever the The content has to be modified
curriculum offers. according to the learner s need.
Teachers are required to direct The learners are self-motivated.
the learner. Learners need teachers guidance.
35
Learning is curriculum oriented. Learning is goal oriented.
4.2 Adult Learning --
n
tio
Fe
cia
eli
so
ng
As
s
Facts
36
Information
18

19. 2012/02/10
4.3 Motivational Learning
37 37
4.4 Tacit versus Explicit Knowledge
Characteristics Tacit Explicit
Nature Personal, context specific Can be codified and explicated
Formalization Difficult to formalise, record, encode Can be codified and transmitted in a
or articulate systematic and formal language
Development process Trial and error encountered in practice Explication of tacit understanding
and interpretation of information
Location People s mind Documents, databases, web pages,
e-mails, charts, etc.
Conversion process Converted to explicit through Converted back to tacit through
externalization that is often driven by understanding and absorption
metaphors and analogy
IT support Hard to manage, share, or support Well supported by existing IT
with IT
Medium needed Needs a rich communication medium Can be transferred through
conventional electronic channel
38
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20. 2012/02/10
4.5 Why do people not share
what they know?
Causes Cultural Reward
Knowledge hoarding is considered a source of job security
Fear of not getting credit and suspicion
Loss of ownership of expertise
Fear of making mistakes
Lack of comprehension of value of possessed knowledge
Lack of time to share insights, knowledge, war stories and
experiences
Lack of knowledge sharing mechanisms
Unwillingness to use existing technology to share knowledge
39
4.7 Knowledge Management Benefits
40
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21. 2012/02/10
4.8 Knowledge Management Dimensions
41
Learning Signature
(Business Lab, 2002)
Attribute:
• is taking place;
• is unused or
unconsidered;
• has a barrier.
42
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22. 2012/02/10
Activity
• Please study the learning signature of Business
Lab;
• Copy the design on an A4 page;
• Indicate with three different colours, which of these
activities are ACTIVE, NOT IN USE, and HAS A
BARRIER.
• For activities which are Active, indicate on a scale of
1 (low) and 5 (high), the level of activeness; and
• For activities which have barriers, indicate the
nature of the barrier.
43
Levels of Time
44 44
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23. 2012/02/10
Activity
• Use the level of time
design in the previous slide,
and design backwards from
school year length in order
to calculate the actual
Academic Learning Time
at your school for 2010.
45
5 (five)
Successful Change Steps
[Planning]
8 (eight)
School Readiness
Components
[Planning]
6 (six)
16 (sixteen) Curriculum 6 (six)
16 (sixteen)
Principle Management
Issues
TAS Sustainability
Model Deliverables
Design [Outputs]
[Inputs] [Outputs]
[Input] 4 (four)
Closing the Gap
BEAR
[Process]
5 (five)
Turn Around Phases
[Process]
23

24. 2012/02/10
Focus of the Conversation
TIME (Teachers)
1. Academic Year CURRICULUM (SMT)
2. Academic Quarter 1. National Educational Goals
3. Academic Month 2. Provincial Curriculum Goals
4. Academic Week 3. District Implementation Goals
5. Academic Day 4. School Instructional Goals
6. Academic Period 5. Faculty Teaching Goals
7. Teaching time 6. Classroom Culture Goals
8. Learning time 7. Teacher Assessment Goals
9. Learner success 8. Learner Life Goals
CONTEXT (Learners)
• Grade
• Support
• Culture & Climate
• Urgency
• Focus/Commitment
Imagine this!
• End of this year – identify 1000 learners in one
district, from a few schools, who failed;
• Ask the court for answers from education on the
following:
1. How much teaching and learning time the learner
has been given in the particular subject for the
year?;
2. When was the learner identified as ‘at risk’ to fail?;
3. What was the intervention strategy to prevent him/
her from failing?
4. Etc.
24

25. 2012/02/10
TIME - School Academic Year
Teaching Academic Learning
Learning Time
Engaged Time
Instructional Time
Allocated Time
School Day Length
Attendance for the Year
School Academic Year
Calendar Year
Do the Maths!
Academic Year
- SRC 4 –
Annual
Planning
25

26. 2012/02/10
Teacher Principal




1st Term
52 (54)
4th Term (202) 2nd Term
45 (47) 198 48
3rd Term
53
Head
of Deputy
Department Principal
26

27. 2012/02/10
School Academic Year
• 202 days for teachers;
• 198 days for learners;
• 40 weeks per year;
• 34 weeks for teaching and learning;
• 8 weeks for administration and others;
• ..
• 202 x 7 hours = 1414 hours per year;
• Basic Conditions of Employment Act =
1800 hours
Basic Conditions of Employment Act of 1997, p.8
27

28. 2012/02/10
Academic
Quarter
1 2 3 Comments
1st Term January February March Holiday 1
• Identify Learners at Risk
• Intervention strategy
• Teacher reflection
2nd Term April May June Holiday 2
• Identify Learners at Risk
• Intervention strategy
• Teacher reflection
3rd Term July August September Holiday 3
• Identify Learners at Risk
• Intervention strategy
• Teacher reflection
4th Term October November December Holiday 4
• Identify Learners at Risk
• Intervention strategy
• Teacher reflection
28

29. 2012/02/10
Academic
Month
MON TUES WED THURS FRI SAT SUN
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30
Being absent from School (policy is only step 1)
29

30. 2012/02/10
Academic
Week
LEGAL REQUIREMENTS
Grade 3 = 25 Grade 7-9 = 27.5
Grade 10-12 = 27.5
Grade 4-6 = 27.5
30

31. 2012/02/10
OECD Report 2008, p.174
- Organisation for Economic Cooperation and Development -
OECD Report 2008, p.174
31

32. 2012/02/10
Academic
Day
Periods per Day
5 min 5 min 5 min 5 min 5 min 5 min 5 min 5 min 5 min 5 min 5 min 5 min
1 2 3 4 5 6 7 8 9 10
2 min 2 min 2 min 2 min 2 min 2 min 2 min 2 min 2 min 2 min 2 min 2 min
Flying on an Aircraft!
Playing a Soccer match!
32

33. 2012/02/10
Use most of the
time on ‘what
learners need to
learn at the end’!
Written Curriculum (100%)
Taught Curriculum (70%)
Assessed Curriculum (30%)
33

34. 2012/02/10
67
Influences on Achievement
.40
.30 .50
.60
.15
Typ che
Te
.70
Eff
ica r
a ts
ec
D ffec
l
ev ts
E
.80
el
ZONE OF
op
0
m
DESIRED
en
.90
ta
EFFECTS
l
REVERSE 1.0
John Hattie
68 68
34

35. 2012/02/10
The Disasters ...
Rank Category Influence Studies Effects ES
100 Mobility (shifting schools) 181 540 -.34
99 Retention 207 2675 -.16
98 Television 31 235 -.14
97 Summer vacation 39 62 -.09
96 Open vs. traditional 315 333 .01
95 Multi-grade/age classes 94 72 .04
94 Inductive teaching 24 24 .06
93 Reading: Whole language 64 197 .06
92 Perceptual-motor programs 180 637 .08
91 Out of school experiences 52 50 .09
John Hattie
69 69
The Winners ...
Rank Category Influence Studies Effects ES
1 Self-report grades 209 305 1.44
2 Absence of disruptive students 140 315 .86
3 Classroom behavioural 160 942 .80
4 Quality of teaching 141 195 .77
5 Reciprocal teaching 38 53 .74
6 Prior achievement 3387 8758 .73
7 Teacher-student relationships 229 1450 .72
8 Feedback 1276 1928 .72
Providing formative evaluation to
9 21 21 .70
teachers
10 Creativity programs 658 814 .70
John Hattie
70 70
35

36. 2012/02/10
Teaching or Working
Conditions?
Teaching ES Structural/Working Conditions
Quality of teaching .77 Within class grouping .28
Reciprocal teaching .74 Adding more finances .23
Teacher-student relationships .72 Reducing class size .21
Providing feedback .72 Ability grouping .11
Teaching student self-verbalization .67 Multi-grade/age classes .04
Meta-cognition strategies .67 Open vs. Traditional classes .01
Direct Instruction .59 Summer vacation classes -.09
Mastery learning .57 Retention -.16
AVERAGE .68 .08
John Hattie
71 71
72 72
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37. 2012/02/10
73 73
74 74
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38. 2012/02/10
Quote
Education's purpose
is to replace an
empty mind with an
open one.
• Malcom S. Forbes
75
Motivational … period!
76
38