1. Critical analysis of the appropriateness of
the ACE School Leadership programme for
the training and development of practicing
principals in South Africa
Presenter: Muavia Gallie
President of EMASA
@
National Quality Education Summit
Gallagher Convention Centre
25 February 2010, 08h40 - 09h30
Introduction
Leadership is a
decision, not a
position or set
of skills.
1
5. Different Modules on Offer
1. Understanding 2. Managing 3. Lead and 4. Manage
school leadership Teaching and manage people organisational
and management Learning systems, physical
in South Africa and financial
resources
5. Manage policy, 6. Lead and manage 7. Mentor school 8. Conduct
planning, school subject/ learning managers and outcomes-based
development and areas/ phase manage assessment
governance mentoring
programmes in
schools
9. Moderate 10. Develop a 11. Demonstrate 12. Basic
assessment portfolio to effective language computer literacy
demonstrate school skills in school for school
management and management and management
leadership leadership
competencies
Importance of the Module
1. Understanding 3. Lead and 4. Manage 5. Manage policy,
school leadership manage organisational planning, school
and management in people systems, physical and development and
South Africa financial resources governance
6. Lead and manage 7. Mentor school
subject/ learning managers and manage
areas/ phase 2. Managing mentoring programmes in
schools
Teaching
8. Conduct 9. Moderate assessment
outcomes-based and Learning
assessment
10. Develop a portfolio to 11. Demonstrate effective 12. Basic computer
demonstrate school language skills in school literacy for school
management and leadership management and leadership management
competencies
5
6. Having a System to know
What is going on!
“Helicopter view” of Educational Life
Education Ministry
Technology
School Competitors
Strategy
•Vision
•Goals
Helicopter view of educational
Customers
Teachers
Purpose
Unions
life
Culture
Empower-
ment
Learners
Physical Motivation
Structure
Political •Values •People
•Work Mental Emotional •Capacity NGOs and
parties
ethics Relation- •Power Civil
•Commit- ships society
ment Spiritual Recognition structures
Flexibility Openness
Government
Economy
Systems
•Finance
•Information
Globalisation •Communication Way of living
‘Religions’
Regional and
international
organisations
6
7. Success rate = 8,1%
•Success-rate of the system = 8,1%
•Of every 12 learners starting Grade
One, only 1 learner attains what the
system is promising them - data 2005!
Dysfunctionality vis-à-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% – +20% 21% - 60% 61% - 100%
Gallie 2006
7
8. Two types of policies in Education
Ch.8
p.169
Learner Enrolment
HSRC 2006, p.27
8
9. Different Perspectives
Understanding the situation well
Conditions required to implement
9
10. External and internal differences
Foci 1 2 3 4
A. Capability (B+D+K) A1 - Self A2 - Team A3 - A4 - Global
• .. Organisation Context
• ..
• ..
WHO?
• ..
B. Characteristics
Different foci
(Believing – Attitudes and B1 B2 B3 B4
values)
C. Competency (Doing -
Skills) - What you are/have C1 C2 C3 C4
done in a particular
WHAT?
situation.
D. Content (Knowing –
Content neede d ) D1 D2 D3 D4
10
11. Organisation processes
Other Process
Input
foci Output Impact
Developmental stages Beginners Freshmen Consolidating Excelling
(pre-service) Junior Senior
Performance levels Dys-functional Low- Average- High
functional functional functional
Domains Rules & Relation- Systems
regulations ships
Leadership level s Administration Management Leadership
There is no
management
without
monitoring
and evaluation
11
14. Motivational Learning
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
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