The document outlines an assignment for a curriculum management framework for a school. It includes:
1) An introduction assigning students to interview a school principal about their curriculum management practices and create a framework.
2) Details of the current curriculum management roles of heads of department, deputy principals, principals, district officials, and district directors at schools.
3) Examples of a proposed curriculum management framework detailing the roles and responsibilities of educators, learners, heads of department, and other parties.
4) Conclusion emphasizing the importance of clear management plans and processes to improve learner assessment and achievement.
How to Add a New Field in Existing Kanban View in Odoo 17
TUT EDU420 Assignment 1 - Delegation of curriculum management
1. 12/03/2012
Tshwane
University
of
Technology
Faculty
of
Humani8es
Department
of
Educa8on
Studies
Educa8on
Management
4
Assignment 1 – Delegation of
Curriculum Management
Presenter:
Dr Muavia Gallie (PhD)
12 March 2012
muavia@mweb.co.za 1
Assignment 1
Identify a school in your community. Write a two page introductory report on the history, location,
etc. of the school. Collect documentary proof on their current practice as to the delegation of
curriculum management duties, with particular focus as to whether they have an established
curriculum management delegation framework operating at the school. Interview the principal
on the current processes, if any, the current practices/procedures how the management of the
curriculum is performed, and the possible need for a curriculum management framework. Reflect
critically on these practices/procedures, and then draft the curriculum framework, taking into
account their current practice and the need for an informed delegation process. Share the
curriculum management framework with the principal, the deputy principal (if any), a Head of
Department, and a post level 1 teacher. After a day or two, go and interview then on what they
think about your framework. Write a two page report on your interview process and findings.
Make recommendations on your findings to the principal of the school.
Your assignment therefore has to contain the following:
1. An introduction to the name of the assignment and problem;
2. Your first interview with the principal of the school, as well as the current documentation
available that relates to the task;
3. Your critical reflection on the current practices/procedures in the school;
4. How you when about drafting your curriculum management delegation framework;
5. Feedback for the principal, deputy principal, head of department and post level 1 teacher on
your curriculum management delegation framework;
6. Your interview report, findings and recommendations. 2
1
2. 12/03/2012
Domains of Change
3.
Curriculum
(Learners, Parents, Educators,
Community, Business, District,
(School Readiness) Management
(Taking Responsibility)
Framework
Sustainability Strategy
SMT, Principal, SGB,
(Education, Curriculum,
Ownership
Planning
Instruction, Teaching,
Province)
Learning, Assessment,
Expectations)
Educator BEAR
(Beliefs, Expectations,
Attitudes & Relationships)
1. 2. 4. 5. 3
Origin
of
the
Curriculum
Management
Framework
• Has
its
origin
in
the
challenges
faced
by
our
dysfuncAonal
(below
30%)
and
under-‐performing
(below
60%)
schools;
• From
research,
the
real
problem
is
about
planning
and
implemenAng
in
a
systemaAc
way,
based
on
informaAon/
data
(we
can t
management
what
we
don t
know);
• Was
never
intended
for
schools
who
are
already
doing
well
and
those
who
do
have
systems
in
place.
4
2
3. 12/03/2012
Curriculum
Management
Framework
Learners
Educators
Head
of
Dept.
•
Monitoring
•
Support
•
Development
Deputy
Principal
•
Control
•
Compliance
Principal
District
Officials
District
Director
5
Role
of
the
HoD
Educator
A
Verify information
submitted by
teacher through
Educator
B
HoD
sample of
learners books.
Look at context.
Educator
C
Learners
Educator
D
Examine educators
portfolio and
Educator
E
workbooks, as well as
HoD
checking learners
work against learner
Educator
F
outcomes.
6
3
4. 12/03/2012
Role
of
the
Deputy
Principal
Educator
A
Sample one educator.
Select learner books.
Verify information
Educator
B
HoD
submitted with work in
learners books.
Educator
C
Deputy
Learners
Principal
Educator
D
If you pick up
discrepancies, work with
HoD, and not educator
Educator
E
HoD
directly. HoD will work
with educator.
Encourage support and
Educator
F
development of
educators
7
Role
of
the
Principal
Educator A Sample one HoD and one
educator, by consulting the
teacher attendance register.
Educator B Select learner books. Use
HoD
data analysis to guide
learner selection. Verify
Deputy
Principal
Educator C information submitted with
Learners
work in learners books.
Principal
Educator D
Identify weakness and
address them. Make
strategic rather than
Educator E HoD
operational decisions. Also
check the educator files of
individual teachers. Check
Educator F support and development
from HoDs and deputy, to
educators who struggle. 8
4
5. 12/03/2012
Role of the School Governing Body
Parents School Governing Body Ensuring that feedback on
teaching and learning is
happening between learners
Educator A and parents.
Use and implement ideas fed
by parents that will enhance
Educator B teaching and learning.
HoD
Ensure that planning,
Deputy
Principal
Educator C monitoring and evaluation
Learners
Principal
tools within the process of
MTL are in place at the
Educator D beginning of every year.
Ensure that the governance
focus and resource utilisation
Educator E HoD
are on enhancing the MTL
process, and ultimately learner
achievements.
Educator F
9
Role
of
the
District
Officials
Curriculum/ Subject/
Educator A Learning area DOs will
monitor and evaluate the
MTL by the principal,
Educator B HoD Deputy and HoD. Will
only render support on
request by school (specific
Deputy
Principal
Educator C District
Learners
individuals, but respecting
Officials
Principal
the supervisory line
(DOs)
functions).
Educator D • Curriculum;
• Institutional;
• Etc.
Educator E HoD Institutional and others
support DOs will identify
those factors that contribute
Educator F negatively to the curriculum
management process, and
improve them.
10
5
6. 12/03/2012
Role
of
the
District
Director
Ensure that the focus of all district
officials is on MTL. All support and
development are focused on improving
Educator A
learner achievement in the district.
Ensure the eradication of dysfunctional
schools. Raise the level of expectation
and success among all district officials,
Educator B HoD teachers, parents and learners.
Deputy
Principal
Educator C District District
Learners
Officials Director
Principal
(DOs) • with the
Educator D • Curriculum; support from
• Institutional; the DEMT and
• Etc. DETMC
Educator E HoD Work with all stakeholder structures in
ensuring that their demands and
expectations are responded to, with
reference to MTL. Cross-referencing
Educator F information received from district officials
and/or schools with that of the other
stakeholders, i.e. governing bodies &
district E&T council members. 11
ACCOUNTABILITY SCALE
25%: 50%: 25%
Compliance
towards
Seniors
50%
Job
Descrip8on
25%
-‐
Salary
25%
Support
and
50%
Development
-‐
Juniors
6
7. 12/03/2012
Conclusion
Learner
achievement
will
be
improved
if
learners
are
more
successful
in
the
assessment
processes
(tasks,
tests
and
examinaAons)
-‐
this
is
where
they
get
their
results
from.
It
is
therefore
important
that
the
management
processes
and
plans
are
clear
up
to
the
learner
assessment
level.
• Na8onal
and
Provincial
EducaAon
Management
Plan
(EMP)
will
feed
into:
• District
Curriculum
Management
Plan
(CMP)
will
feed
into:
• School
InstrucAonal
Management
Plan
(IMP),
which
will
feed
into;
• Subject/Learning
Area/Phase
Teaching
and
Learning
Management
Plan
(TLMP);
• Teacher
Assessment
Management
Plan
(LAMP);
• Learner
ExpectaAon
and
Achievement
Plan
(EAP).
13
7