The document discusses schools as organizations, describing their common purpose of educating students and passing on societal values, as well as their typical hierarchical structures with defined roles and lines of authority. It also examines factors that influence organizational culture and the challenges of implementing change in schools, noting teachers are well-positioned as agents of change but often lack decision-making power and administrative support. Issues facing South African schools are then discussed, such as inadequate infrastructure and the crisis in the Eastern Cape education system.
Arquivo acrobat com descrição sobre neuromodulação sacral (implante de interstim) para pacientes com disfunções miccionais (bexiga hiperativa e retenção urinária crônica idiopática)
Arquivo acrobat com descrição sobre neuromodulação sacral (implante de interstim) para pacientes com disfunções miccionais (bexiga hiperativa e retenção urinária crônica idiopática)
A question of fundamentals: teacher standards and teacher preparation. Presentation by Dr Gavin Hazel, Hunter Institute of Mental Health for the Australian Teacher Education Association (ATEA) conference 6-9 July 2014, Sydney.
Educational Coaching is becoming increasingly popular in our schools today, proving very effective. Re-Inventing Schools Coalition a division of Marzano Research Lab, is paving the way in Personal Mastery Coaching, partnering with schools all over the country to Realize Their Unique Vision of Excellence!
112 & 312. Practical Ideas to Transform Your School Culture and Create a Vision
A positive school climate & culture is critical to the learning process for students as well as creating a collaborative environment for teachers. Listen to practical ideas on how to create a positive climate and culture in your school. Whether you are a teacher or in a leadership role, you have an opportunity to make your school inviting for all.
Presenter(s): Bruce Vosburgh
Location: Colony C
Education for All; Teaching students with intensive needs in the internationa...Lori Boll
The International School Bangkok has just opened its doors to six students with intensive needs. In this presentation, delegates will hear about the journey ISB took to educating ALL students, regardless of academic ability, and why this presenter believes that all schools can and should be doing the same. Lori will share how her classroom is set up, programs and curriculums used to promote learning and independence, and show videos of her room in action.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
2. WHAT IS AN ORGANIZATION
Any group which works together in a planned,
co-ordinated way to achieve some common
purpose could be described as an organisation
5. Schools as Organisations consists of:
• Groups of people
• Working together in different ways
• To meet shared goals
6. Is my school an organization
• Does it consist of a group of people?
• Are the individuals working together?
• In a planned, co-ordinated way to achieve a
purpose?
• Does this group have a common purpose
7. What is the school’s purpose?
• Good schools:
– Responsible for passing on knowledge, that is
important to society, to its young people;
– Pass on society’s values and social practices;
– Prepare people for the world of work;
– Play an important part in the intellectual, personal
and social development of young people;
– Are place of social activity, where people meet
each other, make friends, play together, fight etc.
9. Organisational Structure
• The most structured form of organisation is the
bureaucracy;
• In bureaucracies, each person is appointed to an
office or position;
• Each office/position has clear tasks according to
fixed rules and procedures;
• Reporting structures and lines of accountability
and responsibility are clearly set out.
• Example: Government offices
12. Hierarchies
• Roles and responsibilities are clearly defined.
• They are defined in terms of position and
status.
• There are strict procedures and rules that
specify which people carry out tasks as laid
down by the school.
• The lines of authority flows down-ward, never
upwards
13. Hierarchies
• Strengths
– Efficiency.
– Fair amount of
transparency.
– Clear procedures.
– Accountability.
– Clear communication.
– Division of responsibility.
makes people experts. `
• Weaknesses
– Poor implementation of
the system.
– Too rigid for a changing
environment.
14. School Culture
• The way we do things here
• Different schools have a different ‘feel’
• In schools culture has to do with things such as:
– The values, beliefs and attitudes of the educators, the
learners and parents;
– How educators and learners dress for school;
– How people in the organisation speak to each other;
– How quickly educators and learners go to class when the
bell rings;
– What count as ‘hard work’;
– How people are expected to act when they are angry or
pleased
15. Rituals as a part of school culture
• Rituals are an important part of school
culture;
• The rituals that bring people together in a
school, include assemblies, ceremonies,
school uniform, school songs;
• Other rituals can keep people separate such as
age groupings and groupings by gender.
16. Why do the functioning in some
schools break down?
• Bad relationships;
• Confusion;
• Not focussed on learning and teaching;
• Blaming others
17. Is change a linear process?
New
education
policy
CAPS
Inclusive
Education
Changed
teaching
practice
18. Understanding change
• The complexities of change
• Factors influencing the process of change
• Barriers to change
19. BASIC Education Minister
Angie Motshekga is under
siege. The blame for the
education meltdown is
being placed squarely at
her feet, and the crisis is
getting attention from
everywhere. Everyone
from the Democratic
Alliance to the ANC Youth
League has an opinion on
what should be done, and
very few people are on
Motshekga’s side.
20. EC education in a crisis
• “The crisis in the Eastern Cape education
system cannot be denied. The majority of
schools in the Eastern Cape do not provide
adequate infrastructure for learning,” said EE
spokesman, Yoliswa Dwane.
21. • In the province 66% of schools have unreliable
to no access to water and 40% of schools have
unreliable to no access to electricity, said
Dwane, who also raised concerns over the
nearly 400 mud schools in the province.
24. John Holt: “The proper, the best and indeed the only source of
lasting and significant change must be the teacher in
the classroom”.
Do I see myself as an agent of
change?What do I need to be an
agent of change?
Am I the best person for the
job?
What do I fear the most when
it comes to being a change
agent?
What is the role of a school?
What is the teacher’s
position in the pecking
order?
25. What makes
teachers the logical
effectors of planned
change?
They are inside the school.
They have a vested interest in the
schooling process.
-all their energy;skills; time and
concern engaged.
-they care about what they do.
-they have a sense of responsibility
for their efforts.
Most teachers live in
communities in which
they teach, so they are
aware of the values and
attitudes of this
community.
Teachers are at the coal-
face of the school “where it
all happens’
26. Teachers have lost their decision-
making powers.
Teacher as worker
Narrowing of the teacher’s
role.
Teachers have become
passive passengers in the
education process.
HELPLESSNESS
Fear of Reprisal from
authorities and
colleagues.
Lack of administrative support.
Work load.
27. Case study
• List the weaknesses in this school.
• List the strengths in this school;
• Which organisational structure do you identify
at the school;
• If you are the principal what would you
change.
Editor's Notes
Schools are the main environments in which children are formally educated.
Because it as important positive or negative influences on learning you need to understand the nature of the school environment.
You need to understand it’s impact on you and what you do in your classroom.
You also need to understand your impact on your school.
All groups strive to accomplish goals, but in many groups the goals are very general or unstated.
Because organisations are systems, what happens in one part of the system will affect all other parts.
Person-centered environments – focus on the development of the people in the organisation (staff development; team building activities; student support)
Environment centered interventions focus on developing the physical facilties and resources. Focus on governance; making policies and regulations and ensuring that it is carried out).
In an organisation, the aims are specific, clearly stated, and unsually well understood by all the members.
Within human societies, people have longed formed groups to achieve special purposes.
These special-purpose groups are called organizations.
Definition for the word organisation
Human dimension – refer to the interpersonal relations within the organisation.
Task Dimension, refer to the task-related activities of the people focussing on a common goal.
Other examples of organisation: clubs, schools, hospitals, prisons, government agencies
Organisations have the following basic characteristics:
There is division of labour and power that is designed to make the group a more efficient agent for achieving the organisation’s goals.
There is a concentration of power in the hands of leaders or executives who use that power to control the activities of the organisation and direct them towards the organisation’s goals.
The group has a membership which routinely changes. The membership is not fixed. New members may be added or old ones who prove to be unsatisfactory may be removed.
All groups strive to accomplish goals, but in many groups the aims can be very general or unstated.
Sometimes each person in the group has a separate goal.
In organisations
Groups of people: educators, learners, principals, SMT’s, SGB’s and parents
Working together in learning, teaching, managing, leading, supporting
Shared Goals (educating young people – providing teaching and learning)
The formal structure of an organisation include the formally stated rules and regulations that define the activities of the members.
Mechanisms include: mission and vision statements; chain of command, time schedule for meeting goals.
The formal structure has a particular function. It’s function is to enable the organisation to meet its goals effectively and efficiently.
The amount of personal power each individual has is linked to his/her position in the organisation and his/her relationship with other members of the organisation.
Disciplinary measures also maintain the structure.
The informal structure of the organisation consists of the personal relationships in an organisation. These members form of their own accord.
Different visual representation of organisation structure:
Traditionally South African schools are structured hierarchically.
In the ‘old’ system there was a high level of work specialization, little collaboration and no communication between peers.
The changing global and local context suggested that South African school need to change.
The new vision of schools is to have less hierarchial structures, more participative decision making, more flexible job functions, more team work, a commitment to ongoing personal and organisational development. (see the piece on the day in the life of an South African school again)
Change is a complex process:
It is not a linear process (next slide)
It cannot be introduced in a top-down- fashion.
People cannot be instructed to change.
If one is to embark on organisational change, it is not an individual effort.
Change needs time.
For change to take place, people must ‘own’ the process.
Lots of factors influence the process of change.
People’s fear about their own abilities and their own future.
Change require training and resources.
Change within the organisation is influenced externally and internally (externally by policies and internally by attitudes)
Barriers to change:
Value barriers – individuals and groups have different ways of seeing things.
Power barriers – there is often resistance when power changes hands specially when it involves the re-distribution of resources and a change in authority structures.
Practical barriers – one of the biggest problem with change is to bridge the gap between the idea or the plan and the implementation there of in the organisation
Time – on a macro and micro level. A big organisation like the DoE moves slowly, inside the school the teachers must have time to change (to try out new idea, to attend training, to discuss issues with colleagues). Too often teachers are faced with change and they are expected to do this on top of a heavy workload.
Knowledge – organisation must have the knowledge about the innovation they are about to embark on.individual members must know why they are changing and how to change.
Organisational development issues – the organisation need to develop the capacity to manage the change process. There must be support for the individual in terms of resources and skills development.
Resources – change require resources.
Specific objectives – if the innovation is going to work, everyone involved needs to know what is happening and why this is happening. If there is not information available about the innovation, organisation are less likely to adopt it.
Psychological barriers – people find it difficult to change. We tend to continue with things we are familiar with. Familiarity provides security and it is difficult to enter the unknown. To be willing to change we need to believe that the change is worthwhile. We need to see some meaning and advantage for involving ourselves in the change. It does not necessarily meaning money.
Key decisions are made by people at the top (see the cartoon)