This document provides an overview of a module on managing teaching and learning. It includes: 1) Specific outcomes and objectives for the module focused on demonstrating leadership qualities, managing curriculum, understanding learning theories, and creating a safe learning environment. 2) A presentation on orientation to the module highlighting the importance of understanding school leadership, managing people and resources, and leading curriculum delivery. 3) Results from a questionnaire on school functionality analyzing responses related to school ethos, vision/planning, leadership, roles/responsibilities, and links to community. Most schools reported positively in establishing a clear vision and strong leadership.

1. 3/8/2010
Module 2:
Managing Teaching and
Learning
MTL - Orientation
Presenter: Dr Muavia Gallie (PhD)
27 February 2010
1
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
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2. 3/8/2010
Specific Outcomes 1
Demonstrate the personal and professional qualities
necessary for effective management of T&L
1. Personal and professional orientation to teaching and learning;
2. Understand how to influence the curriculum and its management -
sound theoretical and applied understanding of curriculum
management;
3. Theories of learning - How children learn (behaviourist,
phenomenological, cognitive and humanistic views of learning);
4. Interrogate and debate the concept of „quality‟ in T&L;
5. Explore the personal and professional qualities that are necessary
for effective management of T&L;
6. Understand the culture of your school as it relates to curriculum
delivery;
7. Understanding the issues faced by teachers in the classroom
across all communities in South Africa;
8. Understanding the role of the principal within the management and
leadership of T&L. 3
Specific Outcomes 2
Manage the planning, implementation and monitoring/ evaluation of
teaching to ensure quality learning for all in the context of national,
provincial and school policy
1. Leading learning through the curriculum;
2. Understanding that curriculum implementation is the core business of the school and is
not fixed. It needs to be revised and adapted to suit changing needs;
3. Define what curriculum is and the implications of the defined understanding;
4. Develop a vision of T&L in the school based on sound pedagogical principles;
5. Develop HR principles and policies based on sound human resource principles;
6. Undertake a review of learner assessment types and procedures;
7. Understand what records of learners work need to be kept and how to use them;
8. Discuss reasons why the curriculum needs to be managed, who should manage it and the
key elements related to its management;
9. How do we decide what goes into the curriculum?;
10. Data collection and management;
11. Strategies for data collection (benchmarking, etc.);
12. Analyse and interpret data;
13. Understand the process of developing and setting up of curriculum management systems.
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3. 3/8/2010
Specific Outcomes 3
Understand and be able to apply relevant content knowledge in
the design, implementation and evaluation of T&L and the
organisation of the school environment
1. Schools as learning organisations;
2. Moving from data to action;
3. Understanding T&L as an interactive process within a planned
organisational context;
4. Nature of the curriculum - NCS, happenings in classrooms and
school grounds, context of engagement between teachers and
learners;
5. Interventions based on evidence;
6. Establishing a learning culture;
7. Role of the principal in helping teachers to develop innovative
teaching methodologies;
8. Role of principal in facilitating access to necessary resources;
9. Role of principal in encouraging the development of a critical,
innovative and resourceful teaching corps and body of learners.
5
Specific Outcomes 4
Create, manage and sustain a safe, caring and
disciplined environment and show commitment to
following this through in the way in which T&L is
organised.
1. Understanding the principles and practices of the
health promoting school underpinned by Section 22 of
the South African Constitution;
2. Understanding the principles and practices of safe
schools;
3. Ascertain the needs of your school in relation to this
specific outcome;
4. Use data and research findings to plan improved safety
conditions.
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4. 3/8/2010
Summary of the MTL
Know
Yourself
Know Know
your Job your School
Know
your Context
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Quote of the Day!
“The core purpose of principalship is to
provide leadership and management in
all areas of the school to enable the
creation and support of conditions under
which high quality teaching and learning
take place and which promote the
highest standards of learner
achievement.”
(South African Standard for School Leadership)
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5. 3/8/2010
Module 2:
Managing Teaching and
Learning
Unit 1: Leading and Managing a School as a Learning Organisation
Presenter: Dr Muavia Gallie (PhD)
13 February 2010
9
Content
1. Introduction;
2. Preparing yourself as a curriculum
leader;
3. The context for school leadership;
4. Distributed leadership for effective
teaching and learning;
5. Establishing a learning culture;
6. Developing plans to manage and lead;
7. Conclusion
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6. 3/8/2010
Introduction
• Teaching and learning is the core activity or
focus of any school;
• There is clearly a different between „teaching‟
and „learning‟;
• There is a „client‟, a „service provider‟ and a
„product/service‟ in any transaction (where
people are getting paid to render the
product/service.
• Service provider should render the
product/service as required by the client.
• “The quality of your product/service is an
Attitude.”
11
Dysfunctionality vis-à-vis Under-performance
Figure 10: Three leve ls 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% Š +20% 21% - 60% 61% - 100%
12
Gallie 2006
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7. 3/8/2010
External and internal difference
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Activity 1 (in class)
1. Mentors must identify themselves;
2. Mentors must identify a row they want to sit in
(position yourself on the right hand corner);
3. Participants must join their mentor in the
particular row;
4. Participants must arrange themselves (closest to
the mentor), from „dysfunctional‟ [-20%-20%], to
„low functioning‟ [21%-60%], to „high functioning‟
[61%-100%] school they manage;
5. Primary schools must organise them based on
the Matric results of their secondary schools (to
which your are a majority feeder school).
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8. 3/8/2010
Activity 2 (in class)
1. Clearly define and explain the
meaning of “Teaching” and
“Learning”;
2. Define what the difference is
between these two activities;
3. Define the „inter-connectedness‟
of these terms; and
4. Define which one comes first, if
any.
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Different Perspectives
Understanding the situation well
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9. 3/8/2010
Origin of School Functionality Questionnaire
Components Factors that The
What makes a Characteristics of support change in Practical Contextual Conditions Learning
Questionnaire school successful? successful schools different schools Successful stories recommendations elements elements school
Clear and shared Dynamic leadership Mission and vision Clear
1 School ethos focus [2] Vision [2] Teacher attitude [7] [3 + 4] statement [2] Leadership [3 + 4] purpose [1] Identity [1]
Vision, Aims and Core values,
Strategic High standards and Clarity of innovation Make structures principles and goals Political stability [5’ 6 Inspiring
2 Planning expectations [1] Leadership [3 + 4] [2] more flexible [5] [1] + 7] vision [2] Strategy [2]
Structures
Allocate resources to and
Effective school High Academic support educators [6 Administrative Levels of Strong procedures
3 The Principal leadership [3 + 4] Standards [2] Teacher training [7] + 7] support [3 + 4] cooperation [7] ownership [6] [5]
High levels of Communication and
Principal and collaboration and Standards of the support Create a discourse Develop governance Knowledge of reform Broad Technical
4 SMT Communication [6] heart [1] implementation [6] of possibility [10] structures [9] [10] capacity [5] support [5]
Curriculum, Understanding
Structures, Instruction and Family-school- Make contingencies processes and Tangible Human
Roles and Assessment aligned community compatible with Set up broad relationships [5, 6 + organisationa resources [3
5 Responsibilities with standards [2] partnerships [8] classroom [10] advisory board [8] 7] l support [6] + 4]
Ability and Leadership
Decision making Frequent monitoring willingness to and
and of teaching and Professional Develop evaluation support change [3 + managemen
6 Communication learning [5] development [7] plan [5] 4] t [3, 4 + 9]
Professional Focused Development
work professional Evidence of success standards and Administrative The context
7 relationship development [7] [10] assessment plan [6] capacity [3 + 4] [6, 7, 8 + 9]
Links with Get internal and
parents and Supportive learning external support [8 + Fiscal capacity [3 +
8 community environment [5] 9] 4]
High levels of
communicty and Involve stakeholders
parental involvement in all processes [8 +
9 SGB and DoE [8 + 9] 9]
Managing 17
10 Change
Questionnaire on School Functionality (SFI)
A. School Ethos Responses
Questions Yes No I don‟t know
1. Are attendance, discipline and vandalism by learners major problems in school?
B. Vision, Aims and Strategic Planning Responses
1. Do the principal and you, as staff member share a common vision about the school‟s future development?
C. The Principal Responses
1. Does the principal provide strong leadership and a definite sense of direction through a clear vision based beliefs and values?
D. The Principal and the Senior Management Team Responses
1. Are they working well together as a team through clearly defined roles and responsibilities known to staff?
E. Structures, Roles and Responsibilities Responses
1. Is there a clear organisational structure that is appropriate for meeting the school‟s aims?
F. Decision Making and Communication Responses
1. Are staff meetings used for the discussion of major policy issues?
G. Professional Working Relationships Responses
1. Is there a good team spirit?
H. Links with Parents and the Community Responses
1. Are teachers working to build and maintain good relations with parents?
I. The Governing Body and Department of Education Responses
1. Are the staff and governing body enjoying a positive and harmonious relationship?
J. Managing Change Responses 18
1. Is the school receptive to innovation and change?
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10. 3/8/2010
Summary of Analysis of Questionnaire responses
Y = Preferred response (both Yes and No)
Summary
Y=n A. School Ethos Responses Pos Percentage
Yes No Don’t Diff. % Don't
Y=p Questions know Yes No know
1.1 Are attendance, discipline and vandalism by learners 23 1 0
n major problems in school? 2 4 96% 4% 0%
1.2 Are most of the parents proud that their children are 4 4 16
p attending this school? 2 17 17% 17% 67%
1.3 Is there a general concern through the teaching and 19 3 2
p learning process to provide quality education? 2 79 79% 13% 8%
1.4 Is a questioning, critical attitude actively encouraged, 11 10 3
and a complacency attitude actively discouraged among
n staff? 2 46 46% 42% 13%
1.5 Is there a continual striving for improvement and growth 10 9 5
p among teachers? 2 42 42% 38% 21%
1.6 Are teachers holding high expectations of learner 4 15 4
behaviour and achievements through displaying confidence
p in them? 3 17 17% 65% 17%
p 1.7 Is there an open atmosphere for change in the school? 8 9 6 3 35 35% 39% 26%
p 1.8 Are teachers talking freely about professional matters? 16 6 2 2 67 67% 25% 8%
1.9 Are learners and teachers feeling safe and secure at 4 17 2
p school? 3 17 17% 74% 9%
1.10 Are teachers working in a stimulating, enjoyable and 1 21 2
p satisfying atmosphere? 2 4 4% 19
88% 8%
Entire summary
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11. 3/8/2010
Results 1 Graph 9 - School Ethos Graph 10 - Vision, Aims and Strategic Planning
1
100
1
100
10 2
80 10 80 2
60 60
40 40
9
17 793 9 21 20 3
20 4
4
8 13 38
17
0
13 0
13 25
46
67
8 17 4 8 4
35
42
38
52
54
7 5 7 5
6 6 Results 2
Graph 11 - The Principal Results 3 Graph 12 - The Principal and SMT
1 1
100 100
10 2 10 80 2
80
60 60 63
50
40 21 4025
9 3 9 29 3
20 17 33 20 43
42 42
0 0
33 25
42 39
8 4
8 30 4 38
38 46
42
63 7 5
7 5 21
6
6 Results 4
Graph 13 - Structures, Roles and Responsibilities Graph 14 - Decision Making and Communication
1 1
100 100
96
10 80 2 10 80 2
60 67 60
54
40 33 39 40
9 3 9 3
20 78
25 8 20 39 92
0 0
35 58 61
67 8 4
8 26 4
38 26 33
54 52
7 5
7 5
6 Results 5 6
Results 6
Graph 16 - Links with Parents and Community
Graph 15 - Professional Working Relationships
1
1
100
100
10 2 10 80 2
80
60 50
60
38 40
40 9 29 3
9 29 3 20 67
17
20 67 38 8
42
0 0
21 0 4
54 42 74
8 4 8 4
35
46
75
7 70 5 7 5
22
Results 7 6 6 Results 8
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12. 3/8/2010
Graph 17 - The SGB and DoE Graph 18 - Managing Reform
1 1
100 100
10 80 2 10 80 2
60 54
60
43 50
40 40
9 3 9 3
20 8 54 17 20 17
00 21 33
0
25 4 0 0 21 14 4 21
13
8 4 8 21 4
7 5
7 5
6 Results 9 6 Results 10
A. School Ethos 32.8 Graph 19 - Level of school Functionality A
B. Vision, Aims and Strategic Planning 27.5
C. The Principal 38.4 School Ethos
Managing Change 100
D. The Principal and the Senior Management Team 37.7 90
80 Vision, Aims and Strategic Planning
70
E. Structures, Roles and Responsibilities 33.6 SGB and DoE
60
50
40
F. Decision Making and Communication 64.5 30 The Principal
20
10
G. Professional Working Relationships 44.0 0
Links with Parents and Community
H. Links with Parents and the Community 36.6
The Principal and SMT
I. The Governing Body and Department of Education 20.5
J. Managing Change 21.5 Professional Work Relationships
Structures, Roles and Responsibilities
Decision making and Communication
23
Average 35.7
Graph 20 - Level of School Functionality B
100 School Ethos
90 Vision, Aims and Strategic
Planning
80 The Principal
70 The Principal and SMT
60 Structures, Roles and
Responsibilities
50 Decision Making and
Communication
40 Professional Work
Relationships
30 Links with Parents and
Community
SGB and DoE
20
Managing Change
10
0
1 2 3 4 5 6 7 8 9 10
Level of School Functionality (SFI)
Requests for use of the SFI - eduquest@movingup.co.za 24
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13. 3/8/2010
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
‘no talk rule’. 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 “why?” 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 25
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
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14. 3/8/2010
10 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.
27
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 © 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 learners‟prior 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 “inputs” (teacher characteristics)
or “processes” (teaching practices) and argue that only outcomes matter. In
this case, defining teaching quality is about HIGH LEARNER
PERFORMANCE. 28
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15. 3/8/2010
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 Economics29
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
30
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16. 3/8/2010
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
31
The Judgement of Quality is dependent on the Quality of the Judgement.
5. Focus of the measuring tool ..
Non-Functioning Low Functioning High Functioning
Schools (NFS) Schools (LFS) Schools (HFS)
Getting them Performance
to perform Management and
‘optimally’ Reward Systems
Getting them Evaluation and
‘to do Appraisal
something Systems
extra’
Getting them Supervisory and
‘to do their Accountability
job’ systems
32
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17. 3/8/2010
5. Keeping their ‘eye’ on achieving …
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
33
6. In relation to Matric Results
Figure 10: Three leve ls 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% Š +20% 21% - 60% 61% - 100%
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18. 3/8/2010
7. Data, Information, Knowledge,
Intelligence Systems
Data - what was (NFS);
Information - what is (LFS);
Knowledge - what could be (HFS);
Intelligence - what should be (HFS). 35
7. 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
36
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19. 3/8/2010
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
37
9. 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
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20. 3/8/2010
9. What do we know about our
teachers and/or officials?
Remembering
Teaching
(Information Sharing)
Remembering Understanding
Teaching Learning
(Information Sharing) (Taking ownership of Information)
39
9. 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
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21. 3/8/2010
10. Homework vis-à-vis Schoolwork vis-à-
vis Busywork vis-à-vis Parent‟s work
• Learning takes place throughout the day,
whether „in school‟ or „out of school‟;
• They can be categorised as „different‟
types of learning;
• Given different situations and
circumstances, the one becomes more
important than the other;
• We need all of them in our lives. 41
Conclusion - You Taught Me
• You taught me the names of cities in the world, but;
• I don‟t 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 world‟s 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 don‟t know how to avoid pregnancy;
• You taught me how to solve maths problems, but;
• I still can‟t 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?
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22. 3/8/2010
Homework Task 1.1
On an A4, do the following work:
1. Clearly define and explain the
meaning of “Teaching” and
“Learning”;
2. Define what the difference is
between these two activities;
3. Define the „inter-connectedness‟
of these terms; and
4. Define which one comes first, if
43
any.
Essence of being a Teacher
44
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23. 3/8/2010
Homework Task 1.2
• Calculate the amount of learners who entered
(Gr.1 or Gr.8) your school over the last five
years (2005 - 2009);
• Calculate the amount of learners who
successfully left your school at your highest
exit grade (Gr.7 or Gr.12) during the last five
years;
- those who are all passing;
- those who achieve a 60% and more.
• Based on the above-mentioned figures,
calculate the „Success-rate‟ of your school.
45
Success rate = 8,1%
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24. 3/8/2010
Homework Task 1.3
• Bring along a list of all your teachers with the following information:
- their age;
- their qualifications (professional and academic);
- their trained specialisation(s);
- their teaching experiences in the different grades and subjects;
- their % of success in these grades and subjects;
- their current teaching load in % (grade and subject).
• Bring along a summary of your learners, stating the following;
- different grades and subjects within these grades;
- the % passes in these grades and subjects;
- link the teachers in first list to the grades and subjects.
• Bring along 5 photos that represent the ‘true’ image of your school.
47
Quote of the Day!
You can’t do
things differently
until you see
things differently.
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25. 3/8/2010
Contact details:
• E-mail: muavia@mweb.co.za;
• Fax: 0866720520
• Cell: 0828229494 (only emergencies)
• Powerpoint website: www.slideshare.net
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