1. MEd Module:
Leadership and Management of
Learning in Education
LBL - Session 3
Presenter: Dr Muavia Gallie (PhD)
27 March 2010
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Content
1. Introduction;
2. Homework reflection;
3. Curriculum Management;
4. Instructional Management
5. Conclusion.
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2. 1. Introduction
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Activity 1 - 10 minutes
Define the role of the following persons in the
process of teaching and learning:
• National department officials;
• Provincial department officials;
• District officials:
- Institutional Development Officials;
- Curriculum Officials;
• Schools:
- Principal and Deputy principal;
- Heads of Department;
- Teachers.
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3. 2. Homework
Reflection
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3.1 Homework Task 2.1
What is the difference between:
• Systems thinking;
• Systemic thinking, and;
• Systematic thinking.
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4. 3.2 Homework Task 2.2
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3.
Curriculum
Management
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5. Origin of the New
Curriculum in South
Africa
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1. Here are some special terms used with OBE
• Alignment - The process that educators use to get all parts of
the teaching and learning process to DIRECTLY MATCH
each other. This is an important part of OBE and improves the
focus, consistency and effectiveness of instruction.
• Assessment - The process that educators use to gather
information about learner learning and performance. It may
involve familiar methods like paper/pencil testing, or include
other kinds of ‘alternative’ approaches that more directly tap
particular kinds of learning. For example, driving a care safely
or operating a computer efficiently and accurately. Having
learners carry out actions that demonstrate what they can do
with information is becoming widely used as a better indicator
of performance ability and competence than paper/pencil
testing alone. 10
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6. 2. Here are some special terms used with OBE
• Clarity of focus - This is one of the key principles that define
and guide Outcome-Based models. It requires teachers to
clearly define what they want successful learning results look
like and to focus and organise everything they and the learners
do on that desired result.
• Context - The actual physical setting, situation,
circumstances, or conditions in which learning and its
successful demonstration are to take place.
• Criterion - An essential part or condition that must be present
in a successful demonstration of learner learning. If that
essential component is missing or inadequate, the
demonstration is judged to be incomplete. For example, if
correct spelling is a criterion for publishing an article, the
article cannot be published if it has any misspelled words. 11
3. Here are some special terms used with OBE
• Critical Outcomes - Usually a set of learning
demonstrations expected of all students in an OBE
model. These outcomes establish the focus and
priorities for all of the curriculum, instruction and
assessments.
• Designing Back - This is another of the four key
principles that define and guide OBE implementation.
It is the process of designing and organising curriculum
and instruction back from the intended outcome, or
learning result. The phrase commonly used is: “Design
down from where you want the learners to successfully
end up.”
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7. 4. Here are some special terms used with OBE
• Expanded Opportunity - This is another of the four
key principles that define and guide OBE
implementation. It means giving learners more than one
routine, uniform chance and way to learn something
well, recognising that complex abilities require years of
practice to master.
• High Expectations - This is another of the four key
principles that define and guide OBE implementation. It
means that staff will consistently: 1) insist on quality
work from learners before accepting it as completed, and
2) assure that all learners are continuously given high-
quality learning experiences that really challenge them.
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5. Here are some special terms used with OBE
• Outcome - A learning result that is clearly
demonstrated by a learner. Outcomes can take
many form, ranging from the demonstration of
very particular skills and pieces of information to
complex performance abilities needed in career
and life success.
• Success for All - The philosophy and
commitment of OBE staff to create the conditions
and support in their schools that enable virtually
all of their learners to experience genuine success
in what they learn.
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8. 1. OBE Systems Design
A. Curriculum Design
Review current curriculum,
develop learning programmes
and learning activities which
align with Critical Outcomes
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2. OBE Systems Design
B. Teaching Practices
1. In OBE, time is no longer the principal factor which
controls access to learning. At every level, staff members
will develop ways to reallocate the time available to
expand opportunities for learning.
2. Teachers will make decisions which will help learners
accomplish COs. Clarify learning activities, using
appropriate assessments, preparing activities which focus
on Outcomes, and providing expanded opportunities for
success.
3. Several initiatives could supply a basis for supporting
improved teaching practice. They include Classroom
Facilitation, Inclusive Education Strategies, Cooperative
Group Strategies, etc.
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9. 3. OBE Systems Design
C.Assessment
1. Assessment will be used to validate
accomplishment of Outcomes. This process will
eventually replace grades, which are designed to
compare and rank learners. While some outcomes
may be assessed through testing, others will be
assessed by observing learners perform tasks which
are evaluated according to pre-set criteria.
2. Use of criterion-referenced reports will become
increasingly useful in planning teaching and
reporting to learners and parents.
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4. OBE Systems Design
D. Placement of Learners
Learners progress through an OBE system
by accomplishing Critical Outcomes
according to identified standards. Learners
should have more opportunities to select
learning fields for which they are prepared
to learn, regardless of their age. Techniques
for placing learners in individual learning
plans must be used and must be expanded.
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10. 5. OBE Systems Design
E. Organisation of the School
Traditional organisation of the
school day, the allocation of staff,
the use of technology, and the
length of the school year are
issues which need to be re-
examined.
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4.
Instructional
Management
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11. 8 School Readiness Components
Dysfunctional <------------------------------------ > Functional
1 2 3 4 5
1. Attendance • Tick name • Sign name • Time in and out • Principal monitor • Absence submitted
• Teacher s daily and process e d
• Learners • Learner attendance • Learner attendance • Learner attendance • Learner attendance • Learner engagement
end of week per day per period per subject in classroom per
subject
2. Teacher Information • Biographical • Personal information • Academic • Professional • Performance
information information information information
3. Learner Information • Biographical • Personal information • Socio-economical • Achievement • Expectation and
information information information Aspiration information
4. Annual Planning • Compliance planning • Compliance, and • Compliance, • Compliance, • Planning with
Administrative Administrative, and Administrative, requests from District
Planning Professional Professional and officials
Planning Ethical Planning
5. Time-Tabling • Compliance time- • Implementing • Implementing • Implementing • Using the best
tabling (2 timetables) timetable submitted timetable using best timetable with teacher, for best
(40%) combinations (60%) agreements (80%) class and learners,
optimally and
efficiently (100%)
6, Quarterly Teaching • National department • Work-schedules per • Work-schedule per • Work-schedule per • QTS with per day
Schedules curriculum planning themes and topic month week task, homework,
(Quarterly ) notes, worksheets,
etc.
7, Organo-gram • No clear accountability • Only accountability • Accountability • Accountability • Clear Accountability
and support & requirements are linked to positions linked to positions and Support &
development known only and functions Development at all
agreements levels
8. Teacher and Learner • TLSM to teacher o n l y • TLSM to teacher and • TLSM to all for use • TLSM to all on first • TLSM issued to all
Support Materials selective learners in classroom o n l y day of school for gets returned every
their use year (at least 80%)
<----------------- Manual Systems ------------------->
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1.1 Teacher Attendance
1. When teachers are only ticking off their names on a teachers’ list. This obviously allows for
the possibility of individuals ticking off names of other colleagues.
2. When teachers sign next to their names. It makes it slightly more difficult to sign for others,
but not impossible.
3. When teachers sign their name as well as indicating when they entered and left the school.
This gives a more detail account of the time spent at school, and therefore should allow
schools to calculate the hours of productive time spent at school (assuming teachers are
busy/engaging during their time at school).
4. When the principal actively monitors the attendance of teachers. The teacher attendance
book will therefore be available in the reception to those who arrive before the bell rings.
Once the bell has rung, the book will move to the office of the principal, to ensure that
those teachers who arrive after the starting time, that they write in the time as indicated by
the principal. Teachers therefore qualify to write in their own time of arrival before the bell
rings, as well as after the bell rang for closing. In between these two times (school time),
the attendance book must be completed in the office of the principal.
5. When there is a culture at school that all teachers who were absent, will submit their leave
form within 24 hours without any one needing to remind them about it, as well as teachers
knowing that the leave forms will be forwarded to the relevant level in the district and that
they are all treated the same (no cliques where some are treated better than others). 22
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12. 1.2 Learner Attendance
1. Only complete their learner attendance register at the end of the week, normally on Friday. Teachers often
have to reflect back in order to remember who were absent during the week. This will also not allow schools to
be proactive in intervening or assisting a learner having some problems during the early days of the week –
they will only discover this at the end of the week.
2. When schools monitor and evaluate learner attendance on a daily basis. Names of learners will be forwarded
to the office within the first 15 minutes of the day so that a dedicated member of the personnel can contact all
those who did not forward notices in advance to the school. Although this could be seen as costly, a dedicated
month can yield great benefits for the subsequent months, and therefore rendered the cost to be negligent. But
this does not solve the problem of learners only attending part of the day – they will still be marked as present.
3. When learner attendance is recorded per period, and teachers and class representatives complete the
mentioned list. This will ensure that learners are in their class during every period. This process will eliminate
those learners ‘bunking’ classes.
4. When monitoring is per subject, since subjects are allocated a particular amount of teaching and learning time.
This highlights incidents of learners staying absent from particular subjects.
5. When the engagement of the learners is recorded as a measure of their learning in the classroom. Those who
don’t submit homework, don’t’ engage in discussions, etc. will be recorded. Equally the measure of active
teaching and learning will be recorded. This process connects with the detailed teaching schedules that must
be completed by the teachers. This measure of attendance is not just about those who are present in a
classroom, but rather the activeness of both the teacher and the learners in the classroom. Where learners are
experiencing challenges with specific sections of the work, or even challenges from outside which are affecting
their learning, these are noted on a daily basis within specific subject periods.
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2. Teacher Information
1. Only having biographical information of teachers,
2. Have biographical and personal information,
3. Have biographical, personal and academic information,
4. Have additional professional information on teachers,
while
5. Have performance information. The last one involves
schools having data on the percentage of learners who
passed under the teaching of a specific teacher, at
different grades, during a specific period of time (say
the last five years).
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13. 3. Learner Information
1. Only the biographical information of learners, but
2. Will add personal information,
3. Add socio-economic information of the learner and thus
understands that ‘child headed’ learners must be
accommodated differently than their fellow classmates
without those challenges,
4. Will track the learner achievements over a particular
period (normally academic information will be linked
with academic years, and not with specific learners), and
5. Will add the expectations and aspirations of learners,
meaning that they will know what learners want to do
when they leave schools, and therefore don’t organise the
school based on the capacity of the teachers (subject
choices) but rather the needs of the learners. 25
4. Annual Planning
1. A planning process that is aimed at satisfying the
minimum requirement as stipulated by the districts,
2. Will include planning both compliance wise and
administrative needs,
3. Will include professional planning,
4. Will incude ethical planning and
5. Will be planning based on the needs of the school, by
incorporating the support and development services of
the district officials. The last type of planning include
a process where the school will submit a request to the
district (for both the district director and district
subject support personnel) to assist during specific
dates and times during particular quarters in the year.26
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14. 5. Timetabling
1. When the school has two timetables, one for the district and the
other for usage during the year. Normally the timetable
submitted to the district will include the workload allocation as
required by the ELRC agreements, while the second will not
comply with the agreements.
2. When the school implements just one timetable, but only value
sticking to the timetable about 40% during the year. Having
sorter days and periods is at the order of the day.
3. Will value the implementation of the timetable time about 60%,
4. Will value it 80% of the time, while
5. Will value it 100% of the time. At a level five, all teachers
regard the timetable as the ‘heart’ around which every activity
will be structured. They don’t sacrifice teaching and learning
time as organised within the timetable.
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6. Teaching Schedules
1. When schools use the national department
curriculum planning for themselves,
2. Will have work schedules per theme and/or
topic for every quarter,
3. Will have work schedules per month,
4. Will have work schedules per week, while
5. Will have work schedules per day, indicating
every task, homework, notes, worksheets, etc.
in advance. If teachers are absent, their
colleagues will know what to teach during such
periods, and not just ‘baby sit’ the class.
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15. 7. Organogram
1. A positional organogram, indicating the appointment
positions of staff and others,
2. Only indicates the accountability of subordinates
towards their immediate seniors,
3. Indicates accountability linked to the positions of staff
(beyond their immediate senior),
4. When the accountability is linked to the position as
well as the functions that need to be performed by
staff, and
5. Includes both the accountability of staff as well as the
support and development available from seniors
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8. Teaching and Learning
Support Materials
1. When teacher is the only one with TLSM,
2. When the teacher and a selective number of
learners will have TLSM,
3. When all have TLSM, but the learners can’t
take the books home,
4. When all the TLSM are issued on the first day
of school, for use during the year, and
5. When the school has a central management
system of issueing and collecting TLSM, and
will have a return of TLSM of at least 80%. 30
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16. 5.
Conclusion
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Average SRC of 21 Schools
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17. Average Improvement per SRC
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Recommendations from the study
• Maturity of principals;
• Monitoring and evaluation of
curriculum;
• Infrastructure;
• Strategic planning.
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18. ‘Helicoper view’ of CM days
• 195 schools days (39 weeks);
• 32 weeks of Teaching and
learning;
• 64 days of Teaching (sharing
facts and information);
• 96 days of ‘Facilitation of
Learning’ (know-how,
comprehension and wisdom); 35
Homework 3.1
• Record the ‘curriculum choices’ at
your school;
• Indicate why these curriculum
choices were made to be part of your
school (is it based on teacher or
learner needs?);
• If your had YOUR OWN CHOICE,
would it be different. If yes, indicate
your choice, and why. If no, indicate
why, and motivate your reason(s).
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19. Homework 3.2
• Collect a set of all the national
curriculum statements that are
applicable to your school.
• By working with your Maths HoD
and teachers at your school,
compare our Maths NCS with that
of the Illinois Maths assessment
framework. Write an A4 report on
it.
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Assignment 3
Saturday 27 March 2010 Managing the Curriculum in South Africa, from Write an essay on one of the
national to school level three frameworks needed in
VENUE: Room L1 the process of managing
09:00 to 12:00 • What is the current focus of our curriculum in curriculum in South Africa.
Break: 12:00 to 13:00 South Africa? What type of proof is available? You should use the data that
13:00 to 15:00 • What is the current curriculum management you collected from your case
framework? At what level is this function school to mot ivate and/or
performed, by whom, and when? support your arguments. The
• What is the current teaching (instructional)
essay mus t include
management framework? At what level is this
function performed, by whom, and when? references of a t least 10
• What is the current learning management articles recent (not old er that
framework? At what level is this function 5 years) within the field of
performed, by whom, and when?
focus.
Due date: 8 May 2 0 1 0
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20. Quote of the Day!
You can call a
donkey a horse 100
times; it will still
not make the
donkey a horse. 39
Contact details:
• E-mail: muavia@mweb.co.za;
• Fax: 0866720520
• Cell: 0828229494 (only emergencies)
• Powerpoint website: www.slideshare.net
Thank You! 40
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