The document outlines an education module covering leadership, management, teaching and learning. It includes an introduction, homework reflections, sessions on teaching and learning, administration/management/leadership, and new tasks. Various concepts are defined and differences between concepts like teaching/learning and leadership/management/administration are explored. Functionalities of schools are also discussed in relation to success rates and support needed.
1. The document outlines the modules and units of an MEd program on leadership and management of learning in education.
2. It discusses key topics like managing teaching and learning, basic computer skills for management, and developing a portfolio to demonstrate leadership skills.
3. Students are assigned homework to identify a case study school and define key concepts like teaching, learning, leadership, management, and administration.
This document provides an overview and table of contents for a study guide on the module "Leadership and Management of Learning". It discusses key topics including:
1) The relationship between effective teaching/learning and managing the internal school environment.
2) The six main areas of school management: staff, learners, finances, facilities, community relationships, and administration.
3) Ensuring tasks are executed effectively through planning, policy, decision making and controlling resources like time, staff, finances and facilities.
4) Creating harmonious relationships with staff, learners and parents through leadership, motivation and communication skills.
The document discusses a Turn Around Strategy (TAS) that aims to improve school performance. It outlines the key components of the strategy, which include 5 steps for change, 5 phases of turnaround, 16 principle issues to address as inputs, and 16 deliverables as outputs. The strategy uses tools like a baseline survey, self-rating, and functionality questionnaire. It also discusses applying the strategy through workshops and site work to help schools progress from dysfunctional to high-performing. An example from Lubombo Circuit shows most schools initially identified as under-performing or dysfunctional but were able to improve through this approach.
This document outlines the content of a presentation on school governance given by Dr. Muavia Gallie. The presentation covers the history of parental involvement in schools, statutory provisions regulating school governance, the functions and duties of school governing bodies (SGB), and concludes with thanking the audience. Key points include that SGBs were established to give parents a say in their children's education, their duties include drafting a constitution and code of conduct, financial management of the school, and recommending educators for appointment. The presentation contained 18 slides covering these topics.
This document provides an overview of the ACE - School Leadership Module on policy, planning and governance. It discusses the origin and development of the ACE program, reasons for developing educational policies, and the policymaking process. It also describes different types of policies, a helicopter view of factors impacting education, and the importance of this leadership module for principals and teachers.
The document summarizes a presentation on school functionality given by Dr. Muavia Gallie. It discusses factors that contribute to dysfunctional schools versus functional schools. Key factors included leadership, vision/aims, decision making, relationships, and time spent on teaching/learning. School readiness components like attendance, planning, and support materials were also examined. Traditional versus innovative approaches to improving school functionality were presented.
The document outlines King Middle School's student support team and school improvement plan. The student support team is comprised of various staff members and parents who identify and plan alternative instructional strategies for students experiencing academic or behavioral issues. The school improvement plan focuses on standards-based teaching and learning, providing targeted students with frequent progress reports and tutoring programs, and using data from assessments to monitor students and guide interventions. Key data sources discussed include CRCT scores, benchmarks, teacher assessments, and demographic and program information to track student performance and perceptions.
1. The document outlines the modules and units of an MEd program on leadership and management of learning in education.
2. It discusses key topics like managing teaching and learning, basic computer skills for management, and developing a portfolio to demonstrate leadership skills.
3. Students are assigned homework to identify a case study school and define key concepts like teaching, learning, leadership, management, and administration.
This document provides an overview and table of contents for a study guide on the module "Leadership and Management of Learning". It discusses key topics including:
1) The relationship between effective teaching/learning and managing the internal school environment.
2) The six main areas of school management: staff, learners, finances, facilities, community relationships, and administration.
3) Ensuring tasks are executed effectively through planning, policy, decision making and controlling resources like time, staff, finances and facilities.
4) Creating harmonious relationships with staff, learners and parents through leadership, motivation and communication skills.
The document discusses a Turn Around Strategy (TAS) that aims to improve school performance. It outlines the key components of the strategy, which include 5 steps for change, 5 phases of turnaround, 16 principle issues to address as inputs, and 16 deliverables as outputs. The strategy uses tools like a baseline survey, self-rating, and functionality questionnaire. It also discusses applying the strategy through workshops and site work to help schools progress from dysfunctional to high-performing. An example from Lubombo Circuit shows most schools initially identified as under-performing or dysfunctional but were able to improve through this approach.
This document outlines the content of a presentation on school governance given by Dr. Muavia Gallie. The presentation covers the history of parental involvement in schools, statutory provisions regulating school governance, the functions and duties of school governing bodies (SGB), and concludes with thanking the audience. Key points include that SGBs were established to give parents a say in their children's education, their duties include drafting a constitution and code of conduct, financial management of the school, and recommending educators for appointment. The presentation contained 18 slides covering these topics.
This document provides an overview of the ACE - School Leadership Module on policy, planning and governance. It discusses the origin and development of the ACE program, reasons for developing educational policies, and the policymaking process. It also describes different types of policies, a helicopter view of factors impacting education, and the importance of this leadership module for principals and teachers.
The document summarizes a presentation on school functionality given by Dr. Muavia Gallie. It discusses factors that contribute to dysfunctional schools versus functional schools. Key factors included leadership, vision/aims, decision making, relationships, and time spent on teaching/learning. School readiness components like attendance, planning, and support materials were also examined. Traditional versus innovative approaches to improving school functionality were presented.
The document outlines King Middle School's student support team and school improvement plan. The student support team is comprised of various staff members and parents who identify and plan alternative instructional strategies for students experiencing academic or behavioral issues. The school improvement plan focuses on standards-based teaching and learning, providing targeted students with frequent progress reports and tutoring programs, and using data from assessments to monitor students and guide interventions. Key data sources discussed include CRCT scores, benchmarks, teacher assessments, and demographic and program information to track student performance and perceptions.
The document provides an agenda for a presentation by Dr. Muavia Gallie on success. The presentation covers: [1] identifying who you are beyond superficial attributes; [2] success principles like taking responsibility for your life; [3] how no one owes you anything and you owe it to yourself to pursue happiness; [4] overcoming the deepest fear of being powerful; and [5] concluding that success comes from hard work, not luck. The document includes links to the speaker's blog and slides for further information.
The document discusses a new technology that can analyze brain activity to determine what a person is seeing or thinking about. It notes that while promising, the technology raises privacy concerns and that more research is needed to improve accuracy and address ethical issues before it could be used by companies or law enforcement.
This document provides an overview of essay writing skills for students. It covers understanding the essay topic, developing a plan through brainstorming and outlining, gathering relevant information from different sources, integrating citations, and structuring the essay with a clear introduction, body paragraphs, and conclusion. The key aspects discussed include understanding directional and content words in the topic, using various pre-writing techniques like mind maps and tables, evaluating sources, taking effective notes, balancing cited evidence with personal views, and ensuring clear grammar and coherence.
The marker provides feedback on what distinguished high, mid, and low-scoring responses. A responses convincingly showed a sophisticated understanding of how texts reflect their context through skillful comparison using relevant references and context. B responses effectively compared texts but lacked some elements like sustained discussion or had minor errors. C responses needed improvement in understanding the text forms, analysis, sentence structure, spelling, punctuation, clarity, and use of evidence.
The document discusses the state of education in South Africa and the need for turnaround strategies. It presents data from international and regional assessments showing poor performance by South African students. Only 44% of students who start grade 1 are retained through to grade 12, and the success rate of the education system is only 8.1%. The quality of education varies significantly between different types of schools. Three steps are proposed to improve education: addressing dysfunctional schools, improving underperforming schools, and achieving excellence in high-functioning schools. Professionalism, connecting with learners, and effective use of the school calendar are also discussed as factors that impact education quality.
The poem is about a woman who was deceived by a man with quiet but insincere eyes. She did not realize his eyes were hiding lies layered with thin ice. After feeling betrayed, she regretted not heeding advice to avoid compromising herself with pleasure-seeking men. The poet advises women to be sure a man's niceness is genuine before committing, and to protect their hearts from deceit.
This document provides an overview of a module on managing teaching and learning. It discusses several topics related to leading and managing an effective school, including preparing as a curriculum leader, establishing a learning culture, developing plans, and teacher professional development paths. It also examines concepts like distributed leadership, learner attendance and performance, and teacher absenteeism rates. Finally, it presents frameworks for analyzing effective teaching, including considering input/context variables, the teaching and learning processes, and educational outcomes.
This document provides an overview of Dr. Muavia Gallie's school turnaround methodology presented to the Bridge CoP â Math & Sciences. It includes:
- 10 principles of the school turnaround methodology focusing on deep change through collective intelligence and networks of equality.
- 16 educational principles for school turnaround covering areas like dysfunctional culture, high expectations, curriculum alignment, and learner achievement.
- Components of school readiness planning including attendance tracking, teacher/learner information, annual planning, timetabling, teaching/learning schedules, and teaching materials.
- Frameworks for curriculum management, 50 school operational systems, and 60 school quality systems to drive a school from underperformance to excellence.
1) Common formative assessments (CFAs) administered quarterly can provide useful student performance data to guide instruction if developed collaboratively by teachers.
2) Teachers first create CFAs measuring what students will learn in the next 5 weeks and map questions to standards, revealing misalignments between curriculum and standards.
3) CFA data is entered into a template to identify weaknesses by standard or question type for discussion on improving teaching and student learning.
The ten steps showcased within this presentation have proven to be effective at multiple schools. This clear outline of ways that you can make your site a higher achieving school includes straightforward, realistic methods that yield greater results. Students, teachers, and administrators will benefits from the steps outlined in this creative presentation. Presenters include a Director of Middle Grades Education and a school principal.
This document summarizes the third webinar in a 12-part Transformative Classroom Management series. The webinar explored the classroom environment and social learning model. It discussed the explicit and implicit factors that make up the classroom environment, including teacher language, social frames, and how power and expectations are manifested. The webinar also covered the social learning model and how students learn indirectly through observing teacher-student interactions and peer influences. The social learning model emphasizes that teacher actions have indirect learning consequences for all students.
This document discusses Charlotte Danielson's framework for teacher evaluation, which includes four domains of teaching practice and specific criteria within each domain. It emphasizes that teacher evaluation systems should ensure quality teaching and promote professional learning. The framework provides common language and structures professional conversations to guide teacher reflection and growth. Evaluators must be trained to make consistent judgments based on evidence from classroom observations, teacher artifacts, and other sources.
This document discusses teacher evaluation systems and the Charlotte Danielson Framework for Teaching. It outlines that effective systems ensure quality teaching and promote professional learning. The Danielson Framework divides teaching into four domains with multiple elements and provides performance levels to guide teacher development. An effective system requires a clear definition of teaching quality, fair methods to evaluate teaching, and trained evaluators to make consistent judgments and support growth.
Successful Remediation of the Unsatisfactory TeacherRichard Voltz
Â
This document provides guidance and best practices for administrators in evaluating teachers and addressing unsatisfactory performance. It discusses the importance of frequent, unannounced classroom observations and follow-up feedback sessions. Recommendations include observing teachers at least 10 times per year, focusing on ineffective teachers, and basing end-of-year evaluations on ratings and student learning gains. The document also discusses strategies for dismissing poor teachers, ensuring evaluations are fair and consistent, and prioritizing instructional leadership over administrative tasks.
This document discusses 6 key issues that school administrators will face regarding teacher evaluations under PERA and SB7:
1. Collecting bargaining implications and determining reduction in force lists based on teacher performance ratings and seniority rather than just seniority.
2. Using student growth measures, which have many challenges and pitfalls unless implemented carefully through student learning objectives.
3. Determining how many teachers will be rated "Excellent" given the increased rigor of evaluations.
4. Deciding which domains and components of teacher frameworks count the most towards final ratings.
5. Finding sufficient time to conduct the numerous required observations, conversations and meetings.
6. Quantifying how professional practice and student growth
This document outlines a 25 step process for implementing Teaching, Learning, and Assessment Schedules (TLAs) to improve curriculum management and learner achievement. It involves identifying top performing teachers, chunking the curriculum into 34 parts, having teachers develop lesson plans for each chunk using 15 TLA areas, designating lead teachers for each chunk, facilitating communities of practice to share plans, monitoring implementation, and continually evaluating and improving the process. The goal is to collaboratively develop high quality teaching resources aligned with the curriculum and share them across schools.
Classroom walkthroughs are brief, informal observations meant to encourage dialogue around teaching practices and student learning. They are not evaluations, but are intended to help teachers reflect on their work. The process involves identifying an instructional focus area, conducting observations with a non-judgmental lens, analyzing patterns in teaching and learning, and having reflective conversations to improve student outcomes. Repeating this cycle of inquiry supports continuous professional growth.
A Study Of The Effectiveness Of Performance Management In Mafikeng High SchoolsKaren Benoit
Â
The document discusses a study on the effectiveness of performance management in Mafikeng high schools. It provides background on the evolution of performance management systems in South African education, from the Developmental Appraisal System introduced in 1998 to the current Integrated Quality Management System. The problem statement notes that many educators view IQMS as an unnecessary waste of time and that the one percent salary increase for meeting targets is too small. The objectives of the study are to establish the impact of performance management and explore ways to improve the system.
Our vision is to become the premier provider of educational technology for academic improvement in the K-12 US marketplace. Our crusade is to provide a holistic approach to help public school districts significantly transform the next generation of American studentsâ educational performance. We are a full-service partner â our processes follow the work of Doug Reeves, Larry Lezotte, Mike Schmoker, Rick Stiggins and others. We utilize the national research and input from our customers in our processes and software. With our in-house developers we hope to provide the most for your district.
This document summarizes key points from a session on standards-based assessment for an elementary school. It discusses defining assessment, features of standards-based assessment like tagging assessments to specific standards and using assessments to differentiate instruction. It also covers rubrics, including their purposes and characteristics of effective rubrics. Sample writing criteria and a self-assessment tool for developing curriculum leadership skills are also included.
Using appraisal to drive school performanceMark S. Steed
Â
Presentation given at AISC Conference in Hong Kong on Wednesday 11th December 2019.
How appraisal can be used to drive up school performance in high performing schools and organisations.
The document describes a research project analyzing questioning techniques in further education. It involved observing lessons to classify questions, developing a questioning tool for teachers, and having teachers complete a survey on their own questioning. The observations found that most questions were low-order recall questions, with little wait time. The questioning tool provides a framework to help teachers plan for higher-order, open questions and reflection. Initial feedback from teachers indicated the tool would help improve their questioning practices.
The document provides an agenda for a presentation by Dr. Muavia Gallie on success. The presentation covers: [1] identifying who you are beyond superficial attributes; [2] success principles like taking responsibility for your life; [3] how no one owes you anything and you owe it to yourself to pursue happiness; [4] overcoming the deepest fear of being powerful; and [5] concluding that success comes from hard work, not luck. The document includes links to the speaker's blog and slides for further information.
The document discusses a new technology that can analyze brain activity to determine what a person is seeing or thinking about. It notes that while promising, the technology raises privacy concerns and that more research is needed to improve accuracy and address ethical issues before it could be used by companies or law enforcement.
This document provides an overview of essay writing skills for students. It covers understanding the essay topic, developing a plan through brainstorming and outlining, gathering relevant information from different sources, integrating citations, and structuring the essay with a clear introduction, body paragraphs, and conclusion. The key aspects discussed include understanding directional and content words in the topic, using various pre-writing techniques like mind maps and tables, evaluating sources, taking effective notes, balancing cited evidence with personal views, and ensuring clear grammar and coherence.
The marker provides feedback on what distinguished high, mid, and low-scoring responses. A responses convincingly showed a sophisticated understanding of how texts reflect their context through skillful comparison using relevant references and context. B responses effectively compared texts but lacked some elements like sustained discussion or had minor errors. C responses needed improvement in understanding the text forms, analysis, sentence structure, spelling, punctuation, clarity, and use of evidence.
The document discusses the state of education in South Africa and the need for turnaround strategies. It presents data from international and regional assessments showing poor performance by South African students. Only 44% of students who start grade 1 are retained through to grade 12, and the success rate of the education system is only 8.1%. The quality of education varies significantly between different types of schools. Three steps are proposed to improve education: addressing dysfunctional schools, improving underperforming schools, and achieving excellence in high-functioning schools. Professionalism, connecting with learners, and effective use of the school calendar are also discussed as factors that impact education quality.
The poem is about a woman who was deceived by a man with quiet but insincere eyes. She did not realize his eyes were hiding lies layered with thin ice. After feeling betrayed, she regretted not heeding advice to avoid compromising herself with pleasure-seeking men. The poet advises women to be sure a man's niceness is genuine before committing, and to protect their hearts from deceit.
This document provides an overview of a module on managing teaching and learning. It discusses several topics related to leading and managing an effective school, including preparing as a curriculum leader, establishing a learning culture, developing plans, and teacher professional development paths. It also examines concepts like distributed leadership, learner attendance and performance, and teacher absenteeism rates. Finally, it presents frameworks for analyzing effective teaching, including considering input/context variables, the teaching and learning processes, and educational outcomes.
This document provides an overview of Dr. Muavia Gallie's school turnaround methodology presented to the Bridge CoP â Math & Sciences. It includes:
- 10 principles of the school turnaround methodology focusing on deep change through collective intelligence and networks of equality.
- 16 educational principles for school turnaround covering areas like dysfunctional culture, high expectations, curriculum alignment, and learner achievement.
- Components of school readiness planning including attendance tracking, teacher/learner information, annual planning, timetabling, teaching/learning schedules, and teaching materials.
- Frameworks for curriculum management, 50 school operational systems, and 60 school quality systems to drive a school from underperformance to excellence.
1) Common formative assessments (CFAs) administered quarterly can provide useful student performance data to guide instruction if developed collaboratively by teachers.
2) Teachers first create CFAs measuring what students will learn in the next 5 weeks and map questions to standards, revealing misalignments between curriculum and standards.
3) CFA data is entered into a template to identify weaknesses by standard or question type for discussion on improving teaching and student learning.
The ten steps showcased within this presentation have proven to be effective at multiple schools. This clear outline of ways that you can make your site a higher achieving school includes straightforward, realistic methods that yield greater results. Students, teachers, and administrators will benefits from the steps outlined in this creative presentation. Presenters include a Director of Middle Grades Education and a school principal.
This document summarizes the third webinar in a 12-part Transformative Classroom Management series. The webinar explored the classroom environment and social learning model. It discussed the explicit and implicit factors that make up the classroom environment, including teacher language, social frames, and how power and expectations are manifested. The webinar also covered the social learning model and how students learn indirectly through observing teacher-student interactions and peer influences. The social learning model emphasizes that teacher actions have indirect learning consequences for all students.
This document discusses Charlotte Danielson's framework for teacher evaluation, which includes four domains of teaching practice and specific criteria within each domain. It emphasizes that teacher evaluation systems should ensure quality teaching and promote professional learning. The framework provides common language and structures professional conversations to guide teacher reflection and growth. Evaluators must be trained to make consistent judgments based on evidence from classroom observations, teacher artifacts, and other sources.
This document discusses teacher evaluation systems and the Charlotte Danielson Framework for Teaching. It outlines that effective systems ensure quality teaching and promote professional learning. The Danielson Framework divides teaching into four domains with multiple elements and provides performance levels to guide teacher development. An effective system requires a clear definition of teaching quality, fair methods to evaluate teaching, and trained evaluators to make consistent judgments and support growth.
Successful Remediation of the Unsatisfactory TeacherRichard Voltz
Â
This document provides guidance and best practices for administrators in evaluating teachers and addressing unsatisfactory performance. It discusses the importance of frequent, unannounced classroom observations and follow-up feedback sessions. Recommendations include observing teachers at least 10 times per year, focusing on ineffective teachers, and basing end-of-year evaluations on ratings and student learning gains. The document also discusses strategies for dismissing poor teachers, ensuring evaluations are fair and consistent, and prioritizing instructional leadership over administrative tasks.
This document discusses 6 key issues that school administrators will face regarding teacher evaluations under PERA and SB7:
1. Collecting bargaining implications and determining reduction in force lists based on teacher performance ratings and seniority rather than just seniority.
2. Using student growth measures, which have many challenges and pitfalls unless implemented carefully through student learning objectives.
3. Determining how many teachers will be rated "Excellent" given the increased rigor of evaluations.
4. Deciding which domains and components of teacher frameworks count the most towards final ratings.
5. Finding sufficient time to conduct the numerous required observations, conversations and meetings.
6. Quantifying how professional practice and student growth
This document outlines a 25 step process for implementing Teaching, Learning, and Assessment Schedules (TLAs) to improve curriculum management and learner achievement. It involves identifying top performing teachers, chunking the curriculum into 34 parts, having teachers develop lesson plans for each chunk using 15 TLA areas, designating lead teachers for each chunk, facilitating communities of practice to share plans, monitoring implementation, and continually evaluating and improving the process. The goal is to collaboratively develop high quality teaching resources aligned with the curriculum and share them across schools.
Classroom walkthroughs are brief, informal observations meant to encourage dialogue around teaching practices and student learning. They are not evaluations, but are intended to help teachers reflect on their work. The process involves identifying an instructional focus area, conducting observations with a non-judgmental lens, analyzing patterns in teaching and learning, and having reflective conversations to improve student outcomes. Repeating this cycle of inquiry supports continuous professional growth.
A Study Of The Effectiveness Of Performance Management In Mafikeng High SchoolsKaren Benoit
Â
The document discusses a study on the effectiveness of performance management in Mafikeng high schools. It provides background on the evolution of performance management systems in South African education, from the Developmental Appraisal System introduced in 1998 to the current Integrated Quality Management System. The problem statement notes that many educators view IQMS as an unnecessary waste of time and that the one percent salary increase for meeting targets is too small. The objectives of the study are to establish the impact of performance management and explore ways to improve the system.
Our vision is to become the premier provider of educational technology for academic improvement in the K-12 US marketplace. Our crusade is to provide a holistic approach to help public school districts significantly transform the next generation of American studentsâ educational performance. We are a full-service partner â our processes follow the work of Doug Reeves, Larry Lezotte, Mike Schmoker, Rick Stiggins and others. We utilize the national research and input from our customers in our processes and software. With our in-house developers we hope to provide the most for your district.
This document summarizes key points from a session on standards-based assessment for an elementary school. It discusses defining assessment, features of standards-based assessment like tagging assessments to specific standards and using assessments to differentiate instruction. It also covers rubrics, including their purposes and characteristics of effective rubrics. Sample writing criteria and a self-assessment tool for developing curriculum leadership skills are also included.
Using appraisal to drive school performanceMark S. Steed
Â
Presentation given at AISC Conference in Hong Kong on Wednesday 11th December 2019.
How appraisal can be used to drive up school performance in high performing schools and organisations.
The document describes a research project analyzing questioning techniques in further education. It involved observing lessons to classify questions, developing a questioning tool for teachers, and having teachers complete a survey on their own questioning. The observations found that most questions were low-order recall questions, with little wait time. The questioning tool provides a framework to help teachers plan for higher-order, open questions and reflection. Initial feedback from teachers indicated the tool would help improve their questioning practices.
The document outlines an upcoming workshop on curriculum management by a school management team over two days. Day 1 will cover what is known about curriculum management in South Africa and how ready schools are to effectively manage and implement the curriculum. Day 2 will discuss monitoring curriculum management in the classroom and providing evaluation and feedback. The workshop aims to help participants understand the education system, their school, their job, and themselves to successfully manage curriculum change.
This document outlines an agenda for a graduate teaching assistant seminar focused on creating effective learning environments. The agenda includes discussions of classroom management strategies, motivating students, managing time and space, and developing a positive classroom culture. Students will analyze strategies from cooperating teachers, critique their own teaching, and brainstorm ways to demonstrate their understanding through artifacts.
This document summarizes research on effective teaching practices and frameworks for evaluating teaching quality. It finds that while defining effective teaching is difficult, student progress is the key metric. Research identifies six components of effective teaching ordered by evidence strength: content knowledge, instruction quality, classroom climate, management, teacher beliefs, and professional behaviors. Frameworks for capturing teaching include classroom observations, value-added models, and student ratings, each with limitations. Providing feedback to teachers can improve learning if focused on student outcomes, learning-oriented, and supported by school leadership. Combining multiple measures can help address weaknesses in individual approaches to evaluation.
The document outlines the structure and content of a Business Studies exam for Grade 12 consisting of 10 questions across 5 topics, with 300 total marks. It shows the breakdown of marks for 2 exam papers from 2020 and the minimum marks needed to pass. Prior years' exam papers from 2015 to 2019 are also listed. The presenter is thanked at the end.
This document discusses how poverty affects children's academic performance and what schools can do to help. It describes the nature of poverty, outlining different types such as situational, generational, urban and rural poverty. It discusses the effects of poverty on children, including emotional, social, health and cognitive challenges. Children living in poverty often face unstable home environments with fewer resources and opportunities for enrichment compared to wealthier children. The document proposes that schools can help mitigate these challenges through appropriate strategies and support.
High-Performing in High-Poverty schools - The School of Excellence Methodolog...Education Moving Up Cc.
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This document summarizes a presentation on teaching in high-poverty schools. It discusses six types of poverty and provides study questions for each chapter of the book "Teaching with Poverty in Mind". The types of poverty are absolute, relative, situational, generational, rural, and urban poverty. The study questions guide reflection on how poverty affects student behavior and learning, the mindset needed for change, school-wide and classroom success factors, and instructional strategies. More than 60% of South African children experience multidimensional poverty, with the highest rates in rural areas, among orphans, and Black African children.
Dr. Muavia Gallie, the director of SiSopen, gave a presentation on using multiple choice questions and heutagogy to transform data into intelligence in education. SiSopen is a school intelligence system that uses open-source technology to help schools design excellence by moving beyond just data to gain intelligence from data. The presentation discussed using MCQs to support student-led or heutagogical learning and provided links to the SiSopen website and blog on open technology in education for further information.
Facilitating the school turnaround methodology, being in process with multiple schools, to ensure that we develop Schools of Excellence, especially in schools located in poor and marginalised communities.
This document contains a presentation by Dr. Muavia Gallie on school turnaround. It discusses moving from dysfunctionality by design under apartheid to excellence by design. It highlights strategies like setting individualized learner targets and plans, focusing on learning over opinions, and allocating 170 days per year to teaching and learning with extended time. Target setting is identified as key, with learners and teachers having quantifiable annual targets to work towards. 170 days of teaching time per year is cited as best practice, originating from CAPS policy documents. Differentiation of time based on learner needs is also discussed.
This document outlines an approach to school excellence through intentional design of school systems and processes. It discusses 12 topics that characterize a school focused on excellence versus one experiencing chaos. Some of the key points include having daily lesson plans that are 50-60 minutes long and include 15-20 minutes of classwork, allocating 170 days for teaching and learning, conducting risk analysis on learners to provide early intervention, and including digital teaching time to support self-directed learning. The approach aims to move schools away from seeing failure as normal and toward the goal of 100% learner success.
Focus on the school turnaround methodology in order to fix up the operational, managerial and leadership processes in underperforming and high functioning schools. Intended to ensure that all learners are successful in schools, and that excellence become the target to strive towards.
Dr. Muavia Gallie presented on school turnaround strategies. The presentation discussed moving schools from dysfunctionality by design under apartheid to excellence by design. It outlined eight components for school readiness, 50 operational systems, and 60 quality systems that schools need to implement excellence. The presentation also compared school improvement to school turnaround, noting that turnaround requires redefinition, modification or substitution of approaches and tasks. Finally, it provided examples of implementing excellence by design at Zwelethemba High School, including setting targets for learners and teachers, allocating 170 days for teaching and learning, including transitional time in the timetable, and extending the school day to maximize learning time.
ATKV - Back to basics - From underperforming schools to institutions of excel...Education Moving Up Cc.
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The document provides information about a presentation given by Dr. Muavia Gallie on school turnaround. It discusses taking underperforming schools and making them institutions of excellence. It provides the presenter's credentials and organizations, as well as websites for additional information. Graphs and figures are shown on topics like the virtuous circle of inclusive growth and development, and the varying role of redistribution in reducing inequality.
TeachSA 2016 cohort - The Why, What, How and When of school turnaround method...Education Moving Up Cc.
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This document provides an overview of school turnaround methodology presented by Dr. Muavia Gallie. It discusses the need for school turnaround due to poor education outcomes in South Africa. Only 1 in 100 students who enter school will complete tertiary education. The document outlines the difference between school improvement and school turnaround, with turnaround requiring deeper change. It then presents frameworks and principles for school turnaround methodology, including 5 domains with 20 frameworks addressing various areas like beliefs, knowledge, processes, implementation and monitoring/evaluation. The methodology follows 5 phases and includes tools like a school turnaround planning framework and the STP problem-solving approach.
An alternative way of managing and leading schools in communities that are not seeing success for all learners, due to contextual (poverty-stricken) issues.
Dr. Muavia Gallie presented on school turnaround methodology. Key points included:
- South Africa's education system is inefficient, with only 1 in 100 students completing tertiary education. Student dropout rates are very high.
- The presentation defined the differences between school improvement and school turnaround, with turnaround requiring deeper change like redefinition of approaches and goals.
- A school turnaround methodology was presented involving 5 phases to transform underperforming schools to excellence through principles, frameworks and operational systems.
This document outlines a presentation on school turnaround and target setting. It details 17 portals or levels for setting targets, from the funder level down to the individual learner level. At each level, key performance data is displayed, such as average subject scores over time. Targets are then set to show areas for improvement and growth goals at each analysis level within the school system.
This document outlines a school turnaround methodology presented by Dr. Muavia Gallie. It discusses key principles of school turnaround including ownership, planning, curriculum management, and sustainability. The methodology involves 5 phases and includes self-assessment of 8 school readiness components to rate a school's performance from under-performing to excellent. The readiness components cover areas like attendance, teacher/learner information, annual planning, timetabling, teaching schedules, organizational structure, and instructional support materials. Schools conduct quarterly self-assessments and workshops to improve their ratings by focusing on 3 components, including the weakest, per quarter with confirmation from change agents. The methodology aims to turn under-performing schools into academic champions through
CWED - Roles and Responsibilities of Heads of Department in Curriculum Manage...Education Moving Up Cc.
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Clarifying the legislative, professional, social justice, monitoring and evaluation, and support and development roles and responsibilities of heads of departments
Constructing of Lesson plan; legislative requirements of CAPS; teaching lesson based on days or periods; weighting or pace setters; teaching and learning methods; assessment plans for teachers and learners; data bank of questions for examination purpose
School Turn-around Methodology; Deep Change; Sources of our work; Construction of Lesson Plans; Personalised Learning; Target Setting; Learner Dreams; SiSopen (school intelligent system)
School Turn-around Methodology; Deep Change; Sources of our work; Construction of Lesson Plans; Personalised Learning; Target Setting; Learner Dreams; SiSopen (school intelligent system)
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
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The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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6. 2.1 Homework Task 1.1
⢠All our work is going to cover Knowledge, Skills
and Dispositions, and we will attempt to connect
Theory and Practice;
⢠Therefore, you have to identify yourself a school (a
case study) that you will work with;
⢠If you are the principal or an SMT member of your
school, you must get permission in writing from the
SGB to use your school as a case study;
⢠If you donât or canât use your own school, identify
an accessible school, and get permission in writing
from the SGB to use their school as a case study.
⢠Please note that the school can remain
anonymous, if they prefer it.
7. 2.2 Homework Task 1.2 & 1.3
1. Clearly define and explain the meaning of âTeachingâ and âLearningâ;
2. Define what the difference is between these two concepts;
3. Define the âinter-connectednessâ of these concepts, if any; and
4. Define which one comes first, if any.
In all of the above, you should motivate your argument.
Each of the above should be submitted on an A4 page. You will each be given 5
minutes during Session 1 (6 Feb) to present your arguments.
1. Clearly define and explain the meaning of âLeadershipâ,
âManagementâ, and âAdministrationâ;
2. Define what the difference is between these three concepts;
3. Define the âinter-connectednessâ of these concepts; and
4. Identify the logical order of these concepts, if any.
In all of the above, you should motivate your argument.
Each of the above should be explained on an A4 page. You will each be
given 5 minutes during Session 1 (6 Feb) to present your arguments.
9. 3.1 Success rate = 8,1%
â˘Success-rate of the system = 8,1%
â˘Of every 12 learners starting Grade
One, only 1 learner attains what the
system is promising them - data 2005!
10. 3.2 Dysfunctionality vis-Ă -vis Under-performance
Figure 10: Three levels of school functionality in relation to the support needed by
schools
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
-10%
-20%
Basics
Non-Functioning Low-Functioning High-Functioning
-20% â +20% 21% - 60% 61% - 100%
Gallie 2006
12. 3.4 Activity 1
1. Participants must identify whether they are
part of a:
- Dysfunctional School;
- Low functioning school;
- High functioning school.
Primary school participants must judge
themselves based on the success of their
âfeeder schoolâ.
13. 3.5 Defining Dysfunctional schools
⢠Schools who continue to function, but do not accomplish the purpose
for which they were created;
⢠Schools exist to help each child realise his or her fullest potential as a
human being;
⢠Schools become dysfunctional when they stop serving the needs of the
individuals with them;
⢠School can take on a life of their own where their main objective
becomes self-preservation;
⢠One of the key indicators that a school has become dysfunctional is the
âno talk ruleâ. Those within the school are not permitted, and do not
permit themselves, to speak (or even think) critically about the school
⢠Critical thinking begins with the question âwhy?â Why are we doing this?
Why are things arranged this way? Why do we do it this way and not that
way? These kinds of questions are not allowed in a dysfunctional group;
⢠The other indicator is the evolution of a priestly caste whose allegiance
is more strongly tied to the school than it is to the learners the school is
meant to serve - this means the teachers and administrators within the
school
14. 3.6 Activity 2
⢠Is your school Dysfunctional?
⢠Ten critical questions for every school leader
1. Does every teacher teach everyday in every class for 196 school days in the year? [10]
2. Do you as school leader regularly observe teachers teaching in their classrooms? [10]
3. Do you spend at least 70% of your time in school on matters of teaching and learning?
[10]
4. Do you regularly visit parents of learners in their homes? [10]
5. Is your school consistently clean, ordered and well-decorated in ways that convey
positive sentiments about the learning environment? [10]
6. Do more than 95% of learners pass the highest grade in the school every year for the
past five years? [10]
7. Do more than 98% of learners enrolled attend school everyday? [10]
8. Does every learner have a textbook in every subject? [10]
9. Does your school bring in at least R100,000 every year in external (private) funds e.g.
the business community? [10]
10. In the case of High Schools, do at least 80% of your learners go on to
university/university of technology? In the case of Primary Schools, do all your
learners go on to high school?
Prof. Jonathan Jansen (Executive Leadership Programme 2008)
15. 3.7 Functionality
Score for your school
100 A Functional School
80 A Moderately Functional School
60 A Marginally functional School
40 A Seriously Dysfunctional School
20 A School?
16. 3.8 Video - Different
Perspectives - 2 min
Understanding the situation well
17. 3.9 - Ten Different mentalities
1. Definition of Teacher Quality;
2. Subject and/or learning area choices;
3. Time tabling;
4. Measuring productivity systems;
5. Quality Assurance systems;
6. Learner Expectation (success);
7. Data, Information, Knowledge, Intelligence Systems;
8. Multiple Opportunities; and
9. Time Utilisation; and
10.Difference between Home-work and School-work.
18. 3.9.1 Defining Teaching Quality
⢠Three related schools of thought - Good teaching is defined by (a) what the
teacher brings into the classroom - that is, TEACHER CHARACTERISTICS,
(b) what teachers do while they are in the classroom - TEACHING
PRACTICES, and Š what learners take out of the classroom - LEARNERS
LEARNING GAINS;
⢠A. Focusing on TEACHER CHARACTERISTICS note that standards (e.g.
obtaining a degree/diploma, passing a professional examination) are set to
ensure a degree of quality. The logic here is that it is difficult to measure
teaching quality directly, so indirect measures should be used;
⢠B. Others argue for a more direct measure of what teachers actually do.
Those who focus on TEACHING PRACTICE argue for five common
pedagogical principles, namely: 1. Building on learnersâprior knowledge; 2.
Linking goals, assessment and instruction; 3. Teaching content and critical
thinking; 4. Developing language skills; and 5. Creating a culture of learning;
⢠C. There are those who reject measuring âinputsâ (teacher characteristics)
or âprocessesâ (teaching practices) and argue that only outcomes matter. In
this case, defining teaching quality is about HIGH LEARNER
PERFORMANCE.
19. 3.9.2 Subject Choices Available
No. Low-functioning School High-functioning School
1 Language 1st Language 1st
2 Language 2nd Language 2nd
3 Maths or Maths Lit Maths or Maths Lit
4 History or Science History
5 CAT or Accounting Science
6 Life Orientation CAT
7 Business Economics Accounting
8 Life Orientation
9 Business Economics
20. 3.9.3 Organising of Time table
1 2 3 4 5 6 7 8 9
Mon 1 2 3 4 5 6 7 8 9
H I G H
Tues 1 2 3 4 5 6 7 8 8
Wed 1 2 3 4 5 6 6 7 7
Thurs 1 2 3 4 4 5 5 6 6
L O W
Fri
21. 3.9.4 Measuring Teaching Quality i.r.t.
different school functionalities
Non-Functioning Low Functioning High Functioning
Schools (NFS) Schools (LFS) Schools (HFS)
Performance
Management and
Reward Systems
Evaluation and
Appraisal
Systems
Supervisory and
Accountability
systems
The Judgement of Quality is dependent on the Quality of the Judgement.
22. 3.9.5.1 Focus of the measuring tool ..
Non-Functioning Low Functioning High Functioning
Schools (NFS) Schools (LFS) Schools (HFS)
Getting them Performance
to perform Management and
âoptimallyâ Reward Systems
Getting them Evaluation and
âto do Appraisal
something Systems
extraâ
Getting them Supervisory and
âto do their Accountability
jobâ systems
23. 3.9.5.2 Keeping their âeyeâ on achieving
âŚ
Non-Functioning Low Functioning High Functioning
Schools (NFS) Schools (LFS) Schools (HFS)
Getting the Performance
OUTCOMES Management and
right Reward Systems
Getting the Evaluation and
PROCESS Appraisal
right Systems
Getting the Supervisory and
INPUT right Accountability
systems
24. 3.9.6 In relation to Matric Results
Figure 10: Three levels of school functionality in relation to the support needed by
schools
100%
90%
80% Average (50%) in Matric Results
70%
60%
50%
40%
30%
20%
10%
-10%
-20%
Non-Functioning Low-Functioning High-Functioning
-20% â +20% 21% - 60% 61% - 100%
25. 3.9.7.1 Data, Information, Knowledge,
Intelligence Systems
Data - what was (NFS);
Information - what is (LFS);
Knowledge - what could be (HFS);
Intelligence - what should be (HFS).
26. 3.9.7.2 SASAMS System
1. 2. 3. 4.
Knowing Under- Teaching Another
standing Teaching
7. 6. 5.
Another Learning Support
Learning
8. 9. 10.
Assessment Support Evaluation
27. 3.9.8 Multiple Opportunities
Low-functioning School
Quarter 1 Test or Quarter 2 Test or Quarter 3 Test or Quarter 4 Test or
Teach Exam Teach Exam Teach Exam Teach Exam
High-functioning School
Quarter 1 Test or Quarter 2 Test or Quarter 3 Test or Support Test or
Teach Exam Teach Exam Teach Exam and Exam
Support
28. 3.9.9.1 Time Utilisation
Low-functioning School High-functioning School
20% Teaching 20% Teaching
20% Teaching 20% Learning
20% Teaching 20% Learning
20% Teaching 20% Learning
20% Learning 20% Learning
29. 3.9.9.2 What do we know about
our teachers and/or officials?
Remembering
Teaching
(Information Sharing)
Remembering Understanding
Teaching Learning
(Information Sharing) (Taking ownership of Information)
30. 3.9.9.3 Types of Teaching -
Learning
None or to Little time and support for Learning
Teaching and
Learning
Teaching
Learning
Plenty of time and support for Learning
Teaching for
Learning Teaching and Learning
All the time and support are for Learning
Teaching as Teaching Learning Teaching Learning Teaching Learning
Learning Teaching Learning Teaching Learning Teaching Learning
Teaching Learning Teaching Learning Teaching Learning
32. 3.9.10 Homework vis-Ă -vis Schoolwork vis-Ă -vis
Busywork vis-Ă -vis Parentâs work
⢠Learning takes place throughout the day,
whether âin schoolâ or âout of schoolâ;
⢠They can be categorised as âdifferentâ
types of learning;
⢠Given different situations and
circumstances, the one becomes more
important than the other;
⢠We need all of them in our lives.
33. 3.10 Five Levels of Learning
Level Teaching Type of
Days Teaching
1 35 Facts
2 70 Information
3 105 Know-How
4 140 Comprehension
5 175 Wisdom
36. 3.13 You Taught Me
⢠You taught me the names of cities in the world, but;
⢠I donât know how to survive the streets in my own city;
⢠You taught me the minerals that are in the earth, but;
⢠I do not know what to do to prevent my worldâs destruction;
⢠You taught me how to speak and write in three languages,
but;
⢠I do no know how to say what I feel in my heart;
⢠You taught me all about reproduction in rats, but;
⢠I donât know how to avoid pregnancy;
⢠You taught me how to solve maths problems, but;
⢠I still canât solve my own problems;
⢠Yes, you taught me many facts, and thank you, I am now
quite clever, but;
⢠Why is it that I feel I know nothing? Why do I feel I have to
leave school to go and learn about coping with life?
42. 4.4 Conceptual Argument -
Types of Functionalities (relating to the Core Purpose)
Non- Low High
Functioning Functioning Functioning
Schools Schools Schools
(NFS) (LFS) (HFS)
Leadership Level 1
Management Level 2
Administration Level 3
43. 4.5 There is no
management
without
monitoring and
evaluation
44. 4.6 Why should we M&E?
In general, the purpose of monitoring & evaluation can be:
⢠To assess results - to find out if and how objectives are being met and are
resulting in desired changes.
⢠To improve management and process planning - to better adapt to
contextual and risk factors such as social and power dynamics that affect the
research process.
⢠To promote learning - to identify lessons of general applicability, to learn how
different approaches to participation affect outcomes, impact, and reach, to
learn what works and what does not, and to identify what contextual factors
enable or constrain the participatory research.
⢠To understand different stakeholders' perspectives - to allow, through
direct participation in the monitoring and evaluation process, the various people
involved in the organisation to better understand each others views and values
and to design ways to resolve competing or conflicting views and interests.
⢠To ensure accountability - to assess whether the organisation is effectively,
appropriately, and efficiently executed to be accountable to they key
agencies (Estrella and Gaventa, 1998).
What?, When? How?, Who?
46. 4.8 Two parts of any
organisational process
Hard part Soft part
â˘Processes â˘Ideas
â˘Procedures â˘Fears
â˘Metrics â˘Excitement
â˘Structures â˘Resistance
â˘Tools â˘Attitudes
â˘Etc. â˘Buy-in of people who
do the Hard Part
47. 4.9 Which is more challenging,
the Hard part or Soft part?
⢠Soft part;
⢠Hard part we have learned;
⢠Management - is about control;
⢠The soft part is about leadership;
⢠Both of these are important within an
organisation - Balance;
⢠Work is Logical, but People are
Psychological.
49. 4.11 Eight School Readiness Components
4. Annual Planning 5. Timetabling
2. Teacher Information
1.1 Teacher Attendance 6. Teaching
1.2 Learner Attendance Schedules
3. Learner Information
8. Teaching and Learning
Support Materials 7. Organogram
50. Homework 1.1
⢠Collect enough evidence on each of the
mentioned eight school readiness
components;
⢠On a scale of 1 - 5, ask the principal to
indicate the school readiness of his/her
school on each of the eight
components;
⢠On a scale of 1 - 5, you have to give
your rating of your school, on each of
the eight school readiness components.
51. Gauteng Schools with challenges
Project Manager Schools Division
No Name of School Project District Location Grade 12 Results 2009
Manager 2008 Variance Up Down Same
1 Boikgethelo 35 49 14 1
2 Bona Comprehensive
3 Ed Mashabane Sec
4 Fontanus
5 Ibhongo
4.12 PPS Project
Nombulelo
Nombulelo
JHB North
Sedibeng West
JHB
Evaton
50
24
27
47
53
26
34
46
3
2
7
-1
1
1
1
1
6 Ikusasa Comprehensive Nombulelo Ekurhuleni North Tembisa 46 73 27 1
7 Illinge Sec Deon Ekhuruleni South Vosloorus 26 46 20 1
8 Itirele-Zenzele Comp Nombulelo JHB North Diepsloot 29 38 9 1
9 Jet Nteo 38 39 1 1
10 Katlehong Sec Deon Ekhuruleni South Katlehong 48 38 -10 1
11 Kgokare 29 46 17 1
12 Kwa Bhekilanga 28 28 1
13 Lobone 39 22 -17 1
14 Mamellong Comp Conrad Gauteng East Tsakane 48 66 18 1
15 Meadowlands 29 52 23 1
16 Memezelo Sec Conrad Tswane North Soshanguve 33 68 35 1
17 Minerva 30 65 35 1
18 Modiri Technical Conrad Tswane West Tswane West 12 30 18 1
19 Moqhaka 27 39 12 1
20 Mphumelomuhle Sec Conrad Gauteng North Bronkhorspruit 30 16 -14 1
21 Mpilisweni Sec Deon Ekhuruleni South Katlehong 42 38 -4 1
22 Nghunghunyane 51 46 -5 1
23 Ramolelle 40 96 56 1
24 Ramosukula 42 46 4 1
25 Rivoni High Conrad Gauteng East Daveyton 0
26 Sebokeng Tech 45 63 18 1
27 Senthibele Senior Sec Conrad Tswane North Soshanguve 48 85 37 1
28 Thoko-Thaba Sec Conrad Ekhuruleni South Thokoza 55 54 -1 1
29 Thutopele High Deon Ekhuruleni South Katlehong 55 51 -4 1
30 Vosloorus Comprehensive Deon Ekhuruleni South Vosloorus 66 66 0 1
31 Westbury Secondary Nombulelo JHB North JHB 56 48 -8 1
Ave. 10.9 20 9 1
62.5% 28.1% 3.1%
Ave. 19.2 -7.1
52. 4.13 Curriculum Development Cycle
Curriculum Instructional Learning Assessment
Management Management Management Management
Plan Plan Plan Plan
District School HoD Teacher
Provincial District SMT HoD
53. Homework 1.2
⢠Bring along evidence of the existence of a
curriculum management planning tool in your
district;
⢠Bring along evidence of the existence of an
instructional management planning tool in
your school;
⢠Bring along evidence of the existence of a
learning management planning tool in your
department (school);
⢠Bring along evidence of the existence of an
assessment management planning tool in
your class (school).
57. 5.3 Teacher Professional Path
1. First five to eight years (as teachers); (BT)
2. Second phase [nine to twelve years] as teacher; (T)
3. First five to eight years (as senior teachers/mentor); (ST)
4. Second phase [nine to twelve years] as mentor; (HoD)
5. First three to five years (as Head of Department); (HoD)
6. First three to five years (as Deputy Principal);
7. First three to five years (as Principal);
8. Second phase [six to ten years] as Principal;
9. Third phase [eleven to twenty years +] as Principal;
10. Etc.
BT1-4 T5-8 T9-12 HoD1-4 HoD5-8 HoD9-12 Pr1-4 Pr5-8 Pr9-12 Pr13ď
ST1-4 ST5-8 ST9-12 DP1-4 DP5-8 DP5-8
22-26 27-30 31-34 35-38 39-42 43-46 47-50 51-54 55-58 59-62
4yrs 4yrs 4yrs 4yrs 4yrs 4yrs 4yrs 4yrs 4yrs 4yrs
58. 5.4.1 Ten Untruths in UPS
1. Democratic decision making in schools
create a conducive school tone or culture;
2. Parent involvement is crucial;
3. OBE approach is resource intensive;
4. Resources (computers and libraries) will
make all the difference;
5. The Dept. is not supporting teachers and
therefore they are de-motivated;
59. 5.4.2 Ten Untruths in UPS
6. Lack of learning is caused by the ill-discipline of
learners;
7. Our classrooms are overcrowded - small
classes will make the difference;
8. It is difficult to achieve learner success in
poverty stricken communities;
9. Learners are not at the level they should be
when they get to our schools (no pre- or nursery
school; canât read and write)
10. Teacher development will solve most of our
performance problems.
60. 5.5 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.
62. Homework 1.3
⢠Download for www.slideshare.net the video called LBL -
Brave decision by the deputy principal;
⢠Introduction - This is a conversation with the current principal
and deputy principal of the school. Godfrey joined the school
in 2002, six months after the school was opened, a the
deputy principal of the school. Edith joined the school in
2006, as an HoD. In 2007, the principal retired, and Godfrey
acted as principal until 2008, when the post was advertised.
By then, Edith was the second deputy principal of the school.
Both of them applied for the post. Now view the video;
⢠Write a critical analysis of the challenges in the video, what
lead to it, and what should be done to stabilise the education
system.
63. Assignment 1
THEMES TOPICS
Knowing and understanding the difference between Leading, Write an essay, focusing on a
Managing, Administring, Teaching and Learning combination of the con cepts covered
during session 1. The ess ay must
include references of at least 1 0
1 Defining teaching and learning.
2 What is the difference?
articles recent (not older that 5 years)
3 How do they inter-connect? within the field of focus.
4 W h ich one comes first?
Due date:
5 Defining leadership, management and administration. 27 February 2010
6 What is the difference?
7 How do they inter-connect?
8 What is the logical order?
9 What should be the core job of principals?
10 During training, should we focus on knowledge, skills or disposition of
principals, or a combination of them?
64. 5.6 Quote of the Day!
You canât do
things differently
until you see
things differently.