1. Curriculum Management by
School Management Team
Presenter: Dr Muavia Gallie (PhD)
18 & 19 March 2011
Kwamahlanga
Mpumalanga
Programme
Day 1
13h00 - 14h30 Session 1 System - What do we currently know about
Curriculum Management in South Africa?
14h30 - 14h45 Tea
14h45 - 16h00 Session 2 School and Community - How ready are
we to manage and implement the
curriculum effectively in our school?
Day 2
09h00 - 10h45 Session 3 Classroom - How do we monitor and
support Curriculum Management?
10h45 - 11h00 Tea
11h00 - 12h45 Session 4 Learning Process - Evaluation and
Feedback on Curriculum Management
matters.
12h45 - 13h00 Summary, Way forward and Conclusion
Focus of the Workshop
Know System
Know School
Know Job
Know Self
Know
Context
1

2. Successful Change Strategy
Awareness Sufficient awareness of the need No Raise awareness and
for change? overcome denial
Yes
Diagnosis Thorough diagnosis of problems No Engage in root cause
and/or opportunities? diagnosis
Yes
Vision Solid new organising model? No Engage in strategising and
visioning
Yes
Plan Detailed plan for implementation? No Engage in planning
Yes
Support Critical mass of support for No Engage in coalition building
implementation?
Yes
Successful Change!!
Session 1
What do we know about
Education (Teaching
and Learning) success
in South Africa?
Success-rate of Education
8%
Leave Gr 12
with
something
worthy of
trading
2

3. Cone of Learning
Teacher Absenteeism
Figure 4: Proportion of schools reporting a teacher absenteeism problem,
by school SES
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Quintile 1 Quintile 2 Quintile 3 Quintile 4 Quintile 5
Source: SACMEQII, 2000
School SES quintile
Teacher Professional Path
1. First five to eight years (as teachers);
2. Second phase [nine to twelve years] as teacher;
3. First five to eight years (as senior teachers/mentor);
4. Second phase [nine to twelve years] as mentor;
5. First three to five years (as Head of Department);
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 Pr13
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
3

4. 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.
Time-on-Task 2
Previous Year Current Academic Year
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
HFS
Teaching
40% 90% Learning
50%
4.5 days p.w.
LFS
Teaching Learning
30% 50% 20%
2.5 days p.w.
Learn-
NFS
Teaching
20% 30%ing
10%
1.67 days p.w.
Current educational Intelligences for School Success
No Intelligences Good with …
1. Recall Associative
2. Mathematical Quantitative
3. Verbal Communicative
4. Conceptual Analytical
5. Logical Organisational
4

5. Ignored Intelligences for Life Success
No Intelligences Good with …
1. Visionary Anticipatory 11. Kinesthetic Physical
2. Musical Auditory (listen) 12. Technical Mechanical
3. Functional Operational (feel)
4. Strategic Systemic 13. Empathetic Supportive
5. Intuitive Psychic 14. Spatial Relational
6. Tactile Sensory (touch) 15. Humour Novelty
7. Imaginative Creative 16. Openness Receptivity
8. Visual Observational 17. Gastronomic Olfactory
(see) (smell)
9. Social Relations 18. Interpretive Diagnostic
10. Attentiveness Caring 19. Selfless Altruistic
20. Representational Expressive
% Different Types of schools in SA
Quality of Pass (Grades)
100%
90%
80%
70%
Quantity of Pass
60%
50%
40% 20%
30%
20% 50%
10%
0% 20%
-10%
-20%
10%
Anti- Dysfunctional Under- High-
Functional Performing Performing
Logistics of Teaching and Learning
Previous Year Current Academic Year
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
School Readiness Assess-
HFS
Components
30%
Teaching
40% 90% Learning
50%
ment
10%
School Readiness Disrup-
LFS
Teaching Learning
50% 20%
Assessment
Components tions 20%
30%
30% 10%
School Readiness Learn- Disruptions Learning for
NFS
Teaching
Components
30%
20% 30%ing
10%
& Chaos
20%
Assessment
20%
Time-on-Task
5

6. DFS are ‘Full’
HFS LFS DFS
Teaching
Teaching 20%
Teaching 30%
40%
Learning 10%
Learning
Assessment 20%
20%
Assessment
Learning Disruptions 20%
20%
50%
Disruptions 10% School
Readiness
School
Components
Readiness
Assessment 10% 30%
Comp. - 20%
SRC - 30% SRC - 10% SRC - 0%
Get rid of ‘waste’
HFS LFS DFS
Teaching
Teaching 20%
Teaching 30%
40%
Learning 10%
Learning
Assessment 20%
20%
Assessment
Learning 20%
50%
Assessment 10%
SRC - 30% SRC - 30% SRC - 30%
Fill up with T&L
HFS LFS DFS
Teaching
Teaching 20%
Teaching 30%
40%
Learning 10%
Learning Assessment 20%
20%
in g d
Assessment
Learning
a rn a n
20%
50%
L e in g
d
an
h
g
ac
in ing
ch rn
Te
a a
Te Le
Assessment 10%
SRC - 30% SRC - 30% SRC - 30%
6

7. Activity 1
• Is your school Dysfunctional?
• Ten critical questions for every school leader
1. Does every teacher teach everyday in every class for 198 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)
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?
School Readiness Components 8
Previous Year Current Academic Year
30% 20% 10% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
School Readiness 8 School Readiness Components
HFS
Components Indicators of NFS SRC Component
30% 1.1 High rate of staff absenteeism 1. Teacher and Learner
1.2 High rate of learner absenteeism Attendance
2.1 High rate of staff turnover 2. Teacher Information
2.2 Negative school atmosphere
School Readiness 3.1 Low learner performance 3. Learner Information
LFS
Components 3.2 High dropout rates of learners
30% 4. High level of disruption and violence 4. Annual Planning
5. Unclear academic standards 5. Implementable and
flexible timetable
6. Quarterly Teaching
School Readiness schedules
NFS
Components 7. Organogram
30%
8. Learner and Teacher
support materials
7

8. External and internal difference
SRC Full
Activity 2: Self-Assessment
8

9. Principles Issues
1. Understanding the Psyche of Dysfunctionality and
Change; 1
2. Dysfunctionality by Design;
3. Data/information/knowledge/intelligent decision
5 6 7
making;
4. Champion/ leader driven;
12 13
5. Eight school readiness components (SRC); 4 16 8 2
6. Whole school development/ school improvement plan;
7. School level support; 15 14
8. Networking/ partnering systems;
9. Compliance/ governance/ operational management/ 11 10 9
leadership systems;
10. Accountability commitments; 3
11. Aligning the curriculum, instruction, teaching, learning,
assessment systems;
12. Professional development of teachers - closing the Purpose (Vision)
attitude, believes, thinking and skills gaps;
13. Expert and mentor support; Hands (Action)
14. Time on task; Head (Systems)
15. Managing what you know (ICT);
16. Focus on the core - student achievements. Heart (Believes)
Session 2
How does the district
ensure Curriculum
Management at
school level?
What is a Curriculum?
Curriculum is a design PLAN for
learning that requires the purposeful
and proactive organisation, sequencing,
and management of the interactions
among the teacher, the learners, and
the content knowledge we want learners
to acquire.
9

10. Curriculum Alignment Model
Taught
Written
Tested
Curriculum Development Cycle
Curriculum Instructional Assessment
Management Management Management
Plan Plan Plan
Do District School Teacher
M&E Provincial District HoD
School Profile - Baseline Assessment
Context Inputs Processes Outputs Outcomes
1. Socio-economic 1. Learner participation 1. Learner educator 1. Learner graduation 1. Transition to post-
status of community rates ratio rates by gender, age, secondary institutions
2. Proportion of single 2. Learner enrolments 2. Class size length of time to 2. Integration of
parent families 3. Average funding per distribution complete learners into the
3. Employment rate of learner 3. Learner promotion/ 2. Parent satisfaction labour market
community 4. Proportion of retention rates 3. Learner satisfaction 3. Employer opinions of
4. Social factors learners with special 4. Learner mobility 4. Learner performance graduates of
5. Ethnic and language needs rates in key tests and vocational education
distribution 5. Learner attendance 5. Subject offerings exams programmes
rates 6. Instructional 4. Scholarships and
6. Number of teaching approaches and awards
personnel resources 5. Changes in learner
7. Number of support 7. Participation in promotion/ retention
personnel extra-curriculum rates
8. Number of teacher activities 6. Changes in learner
performance in key
assistance 8. School safety
tests and exams
9. School-based fund 9. Community-school
raising relationships
10. Parent involvement 10. Early school
leavers
11. Teacher retention
rates
10

11. Activity 3: Accountability vs Support & Development
Accountability Support and
Development
District Officials
Principal
Deputy Principal
Head of
Department
P1 Teacher
Learners
What is a Curriculum Model?
A model is a format for
curriculum design
developed to meet unique
needs, contexts, and/or
purposes. In order to
address these goals,
curriculum developers
design, reconfigure, or
rearrange one or more
key curriculum
components.
Reasons and Rationale
for a Curriculum Model
Based on Learner
Differences
• Why should we differentiate our curriculum
and instructional strategies?
• What kinds of learner differences should we
address?
• How will we develop or revise curriculum and
instruction to address these differences?
• What should we expect from differentiation?
11

12. Ladder of participation
Action BY being Collective Decided
in control: invite Action or by
opinion of others Co-Learning ourselves
Action WITH partners: working
with others to set priorities and Co-operation
course of action
Action FOR/ WITH being
consulted: others analyse and Consultation
decide course of action
Action FOR being informed of
set tasks: others set the Compliance
agenda and direct the process
Action ON being Co-option Decided
manipulated: no Coercion by
real input or power Consumption others
Activity 4: Direction finder
Looking downwards - Looking upwards -
Managing the staff in order Managing the department
to maximise their in order to achieve
performance both as organisational commitment
individuals and collectively and goals
Looking backwards - Looking inwards -
Monitoring progress with Role of Managing yourself by
appropriate control reviewing your
systems, to ensure the the performance to ensure that
goals are met and that the
team learns from its
Principal your leadership makes a
positive contribution to the
mistakes goals
Looking outwards - Looking forwards -
Managing the parents, Planning in order to ensure
learners, stakeholders to that the team sets realistic
ensure the learner targets, and obtains
achievements meet their appropriate resources to
expectations achieve those targets
Origin of the Curriculum
Management Model
• Has its origin in the challenges faced by our
dysfunctional (below 30%) and under-
performing (below 60%) schools;
• From research, the real problem is ‘about
planning and implementing’ in a systematic
way, based on information/ 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.
12

13. Intention of the CMM
• To clarify the roles and responsibilities of all
the different levels of education;
• To ensure there is ‘accountability’ as well as
‘support and development’;
• Having a system that is pro-active - will
highlight success and challenges as early as
possible (early warning signs);
• Systematise the work of all roleplayers;
• Breaking up our work in ‘chunk size’
throughout the year;
• Having a strong Monitoring and Evaluation
system around Curriculum Management.
Curriculum Management Model
Learners
Educators
Head of Dept. • Monitoring
• Support
Deputy Principal • Development
• Control
• Compliance
Principal
District Officials
District Director
Main purpose of Schooling
• To promote learning and teaching
• All to give high priority to management of
teaching and learning (MTL);
• Essential tools of MTL are:
- Modelling;
- Monitoring;
- Evaluation
• Three important aspects of focus:
- Learning Programmes (Syllabus completion);
- School based assessment completion;
- Attendance of educators and learner.
13

14. Need for Evidence on the Focus
• Some schools will have evidence (results of
learners);
• Focus on learners;
• Visible during meetings with principals;
• How do we know that statistics supplied to district
is true?
• Discrepancies between ‘reported’ information and
‘reality’ (syllabus completion);
• Seniors dependent of juniors to supply
information;
• How do seniors verify the authenticity of
information supplied by juniors?
Need for a Systems approach
• Curriculum management system will
provide true information;
• Responsibility of SMT to put system in
place;
• Not just the job of HoDs, but whole
SMT;
• Model must include all elements of the
curriculum;
• Refers to accountability and support of
all members of the SMT.
School Curriculum Management Model
• In 4th term, schools must submit their CMM;
• Will prevent you for picking up problems later in the year;
• For example, if school only discovers in June that there is a
10% syllabus completion in Mathematics, the focus will not
be on the individual educator, but rather the SMT;
• SMTs must take ownership of the goals and objectives of
the district;
• There will be assessments for grade3, 6 and 12.
• External tests will be done and results communicated to all
stakeholders;
• Principals must account for all the results and their
interventions.
14

15. Curriculum Management Framework
Cycle One Cycle Two
Term One Jan - Feb Feb - Mar
Term Two Apr - May May - June
Term Three Jul - Aug Aug - Sept
Term Four Oct - Nov Nov - Dec
Reporting per Cycle (6 weeks)
• Educators give a report to HoD on syllabus
completion and school based assessment;
• Pre-agreed dates of report to HoD (on
Department or Phase), from HoD to Deputy
(on whole school), from Deputy to
Principal;
• 24 dates plotted and communicated to
stakeholders - district to monitor;
• Clear plans on syllabus delivery and
completion.
What is the benefit of this approach?
• Whole school assessment plan;
• Avoid different departments doing things differently;
• Easy for principal to write an authentic monthly report according
to Circular 38/2007;
• HoD, despite being a specialist, will overcome lack of confidence
regarding unfamiliar subject areas;
• Deputy will focus on managerial role;
• Educators and HoDs will reclaim their content specialist areas;
• Early detection of problem areas;
• Logical break-down of work per cycle;
• You ‘manage what you know’;
• You see the ‘whole’ with the parts.
15

16. Role of the HoD
Educator A Verify information
submitted by
teacher through
Educator B HoD sample of
learners’ books.
Look at context.
Learners
Educator C
Educator D
Examine educators’
portfolio and
Educator E workbooks, as well as
HoD checking learners’
work against learner
Educator F outcomes.
Role of the Deputy Principal
Educator A Sample one educator.
Select learner books.
Verify information
Educator B HoD submitted with work in
learners’ books.
Learners
Educator C Deputy
Principal
Educator D If you pick up
discrepancies, work
with HoD, and not
Educator E HoD educator directly. HoD
will work with educator.
Encourage support and
Educator F development of
educators
Role of the Principal
Educator A Sample one HoD and one
educator, by consulting the
teacher attendance
Educator B register. Select learner
HoD books. Use data analysis
Deputy Principal
to guide learner selection.
Verify information
Learners
Educator C
Principal
submitted with work in
learners’ books.
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.
16

17. Subsequent Cycles
• Follow same pattern, but change the
focus of educator, HoD as well as the
subject area;
• Cross-reference the curriculum success
and/or challenges with teacher and
learner attendance;
• In 4th cycle, focus on educators who
are doing well, in order to affirm those
who are doing good work.
Role of the School Governing Body
Parents School Governing Body Ensuring that feedback on
teaching and learning is
happening between learners
and parents.
Educator A Use and implement ideas fed
by parents that will enhance
teaching and learning.
Educator B HoD
Deputy Principal
Ensure that planning,
Learners
Educator C monitoring and evaluation
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 are on enhancing the MTL
HoD process, and ultimately
learner achievements.
Educator F
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.
17

18. 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
• Etc. and 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.
Learner achievement will be improved if
learners are more successful in the assessment
processes (tasks, tests and examinations) - 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.
• National and Provincial Teaching and Learning
Management Plan (NPTLMP) will feed into:
• District Curriculum Management Plan (DCMP) will
feed into:
• School Instructional Management Plan (SIMP), which
will feed into;
• Teacher Assessment Management Plan (TAMP).
Activity 5:
Do you have a Curriculum
Management Model (CMM)
currently at your school?
• If yes, please explain to use your
CMM;
• If no, what is your opinion about
the CMM presented to you?
18

19. There is no
management
without
monitoring
and evaluation
Monitor
Evaluate
19

20. Activity 6:
Do you know what is going on at
your school?
• If yes, how do you know (give us
evidence on your methods of
knowing)?;
• If no, what prevents you from
knowing what is going on at your
school?
What is Monitoring and Evaluation?
Monitoring is the systematic, regular collection and occasional
analysis of information to identify and possibly measure
changes over a period of time.
Evaluation is the analysis of the effectiveness and direction of
an activity and involves making a judgment about progress and
impact.
The main differences between monitoring and evaluation are
the timing and frequency of observations and the types of
questions asked. However, when monitoring and evaluation
are integrated, the line between the two becomes rather
blurred.
Participatory monitoring and evaluation (PM&E) is the joint
effort or partnership of two or more stakeholders to monitor and
evaluate, systematically, one or more research or development
activities (Vernooy et al., 2003).
20

21. 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).
Methods and Techniques of
Monitoring
Programmes even with a good planning, adequate
organisational machinery and sufficient flow of resources
cannot automatically achieve the desired result.
• There must be some warning mechanism, which can
alert the organisation about its possible success and
failures, off and on.
• Constant watching not only saves wastage of scarce
resources but also ensure speedy execution of the
programmes.
• Thus monitoring enables a continuing critique of the
programme implementation.
Defining Monitoring
Monitoring means keeping a track of implementation process.
• Monitoring involves watching the progress of a project
against time, resources and performance schedules during
the execution of the project and identifying lagging areas
requiring timely attention and action.
• Monitoring is defined as a management function to guide
in the intended direction and to check performance against
pre – determined plans.
• Monitoring means periodic checking of progress of works
against the targets laid down in order to ensure timely
completion of the programme.
21

22. Reasons for Monitoring
Efficiency refers to the amount of time and resources put into the
programme relative to the outputs and outcomes. A programme
evaluation may be designed to find out if there was a less expensive,
more appropriate, less time-consuming approach for reaching the same
objectives.
•Effectiveness describes whether or not the organisational process
was useful in reaching programme goals and objectives, or resulted in
positive outcomes.
•Relevance or appropriateness describes the usefulness, ethics, and
flexibility of a programme within the particular context.
Reasons for monitoring
Combined, these criteria enable judgment about whether the outputs
and outcomes of the programme are worth the costs of the inputs.
Effectiveness, efficiency and appropriateness can be considered for the
different methods, tools and approaches rather than questioning the
value of the approach as a whole.
Purpose of Monitoring
Programme monitoring helps to provide
constructive suggestions like.
•Re-scheduling the programme (if the
programme run behind the schedule)
•Re-budgeting the programme (appropriating
funds from one head to another; avoiding expenses
under unnecessary heading).
•Re–assigning the staff (shifting the staff from
one area to other; recruiting temporary staff to
meet the time schedule).
What to Monitor
Understanding the conditions before the programme was
initiated is useful in order to provide a point of comparison
for monitor and evaluating changes that occur during the
programme.
•Baseline survey conducted at the beginning of the
programme can provide a point of reference for
comparison and for understanding changes.
•It is useful to distinguish between the different kinds of
results generated from the programme: outputs,
processes, outcomes, impact and reach.
22

23. Different kinds of Results in
Monitoring
These can be briefly defined as follows:
•Outputs describe the concrete and tangible products of the
organisation as well as the occurrence of the activities
themselves.
•Processes describe the methods and approaches used for the
programme.
•Outcomes describe the changes that occur that can be
attributed, at least in part, to the programme process and
outputs.
•Impact describes overall changes that occur which the
programme is one of many contributing factors.
•Reach describes who is influenced by the programme and who
acts because of this influence.
Steps in Monitoring
Identifying the different units involved in planning &
implementation
• Identifying items on which feedback is required.
• Developing pro-forma for reporting.
• Determining the periodicity of reporting.
• Fixing the responsibility of reporting at different
levels.
• Processing and analysing the reports.
• Identifying the critical / unreliable areas in
implementation.
• Providing feedback to corrective measures.
Meaning of Evaluation
Evaluation has its origin in the Latin word “Valupure” which
means the value of a particular thing, idea or action.
Evaluation, thus, helps us to understand the worth, quality,
significance amount, degree or condition of any
intervention desired to tackle a social problem.
Meaning of evaluation
• Finding out the value of something.
• The procedures of fact finding
• Assessments whether or not certain activities, treatment and interventions
are in conformity with generally accepted professional standards.
• Is any information obtained by any means on either the conduct or the
outcome of interventions, treatment or of social change programme.
• To provide systematic, reliable and valid information on the conduct,
impact and effectiveness of the projects.
• The study and review of past operating experience.
23

24. Purpose of Evaluation
1. From an accountability perspective:
• To make the best possible use of funds by the programme managers who
are accountable for the worth of their programmes.
• Measuring accomplishment in order to avoid weaknesses and future
mistakes.
-Observing the efficiency of the techniques and skills employed
-Scope for modification and improvement.
-Verifying whether the benefits reached the people for whom the
programme was meant.
2. From a knowledge perspective:
• To establish new knowledge about social problems and the effectiveness
of policies/programmes designed to alleviate them.
• Understanding people’s participation & reasons for the same.
• Evaluation helps to make plans for future work.
Money taken by Administration
Principles of Evaluation
1. Evaluation is a continuous process (continuity).
2. Evaluation should involve minimum possible costs
(inexpensive).
3. Evaluation should be done without prejudice to day to day work
(minimum hindrance to day to day work).
4. Evaluation must be done on a co-operative basis in which the
entire staff and the board members should participate (total
participation).
5. As far as possible, the organisation should evaluate its
programme but occasionally outside evaluation machinery
should also be made use of (external evaluation).
6. Total overall examination of the organisation will reveal strength
and weaknesses (organisation/programme totality).
7. The result of evaluation should be shared with all in the
organisation (sharing).
24

25. Criteria for Developing Evaluation Assistance
Steps in Evaluation
1. Learning about the programme;
2. Creating an evaluation plan and indicators;
3. Brief the concerned people about the
evaluation plan and indicators;
4. Revising and elaborating on the evaluation
plan;
5. Initiating evaluation, and;
6. Utilising/ sharing the information.
Phases in Evaluation
25

26. Types of Evaluation (1)
1. By timing (when to evaluate?)
Formative evaluation
• Done during the programme (development stages)
Summative evaluation
• Done at the end of the programme (assessment)
2. By organization (who is evaluating?)
Internal evaluation
• It is a process/impact, done by management
External evaluation
• Unbiased,objective detailed assessment by outsider
3. By stage (how frequent?)
On going (during the implementation)
Terminal (at the end of or immediately after completion)
Ex-post (after a time lag from completion)
Types of Evaluation (2)
Views about Evaluation
Evaluation primarily perceived from three perspectives.
1. Evaluation as an analysis - determining the merits or
deficiencies of a programme, methods and process.
2. Evaluation as an audit - systematic and continuous enquiry to
measure the efficiency of means to reach their particular
preconceived ends.
3. Evaluation as administration - appraisal or judgement of the
worth and effectiveness of all the processes (e.g. planning,
organising, staffing, etc.) designed to ensure that the
organisation accomplishes its objectives.
26

27. Areas of Evaluation
Purpose:
• The review the objectives of the organisation/programme and how far these are being
fulfilled.
Programmes:
• Aspects like number of beneficiaries, nature of services rendered to them, their reaction to
the services, effectiveness and adequacy of services, etc. may be evaluated.
Staff:
• The success of any programme depends upon the type of the staff an organisation
employs. Their attitude, qualifications, recruitment policy, pay and other benefits and
organisational environment. These are the areas which help to understand the
effectiveness of the organization/programme.
Financial Administration:
• The flow of resources and its consumption is a crucial factor in any organisation. Whether
the money is rightly consumed, any over spending in some headings, appropriation and
misappropriation. These are some of the indicators that reveal the reasons for the success
or failures of organisations.
General:
• Factors like public relations strategies employed by the organisation, the constitution of the
organisation or governing body and their contribution to future plans of the organisation are
important to understand the success or failures of an organisation.
Evaluation ...
Session 3
How does the principal
ensures quality
Instructional
Management at school
level?
27

28. What do we know about our
teachers and/or officials?
Remembering
Teaching
(Information Sharing)
Remembering Understanding
Teaching Learning
(Information Sharing) (Taking ownership of Information)
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
The Effective Teaching Framework
Input or Context Process variables
variables Teacher Learner
perceptions, perceptions,
• Teacher strategies and strategies and
characteristics behaviour behaviour
• Learner
Characteristics of
characteristics
the learning task
• Class and activities
characteristics
• Subject
characteristics Outcome or Product variables
• School •Short and/or Long-term;
characteristics •Knowledge, skills and behaviour educational
• Community outcomes e.g. change in attitudes of learners
characteristics towards school or subject; gains on attainment tests;
• Occasion increased level of self-concept; success in national
characteristics examinations; greater learner autonomy; etc.
28

29. B. Models for Thinking about
Effective Teaching
1. A surface level of analysis;
2. A psychological level of analysis;
3. A pedagogical level of analysis
1. Surface level of analysis
Maximising
Active
Learning Learner
Teaching Time (ALT) Learning
and the
Quality of
Instruction
(QI)
2. Psychological level of analysis
Psychological
concepts,
principles and
processes - Learner
Teaching e.g. attention,
memory, Learning
transfer,
reinforcement,
expectations,
motivation,
information
processing, etc.
29

30. 3. Pedagogical level of analysis
Teacher Learner
General perceptions, perceptions,
Teaching teaching skills strategies strategies
and and
(e.g. being behaviour behaviour
audible,
Characteristics of
managing the learning task
learners and and activities
activities)
Presentation, --------------
content, Content
structure,
specific Learner
monitoring,
evaluation of teaching skills Learning
lesson and (appropriately
activities sound content
and structure)
C. Nature of Learner Learning
Four major questions:
1. What mental processes are involved
when a learner is engaged in learning?
2. What changes occur in the learners’
cognitive structure which themselves
constitute learner learning?
3. Which psychological factors (concepts,
principles and processes) facilitate
learner learning?
4. What are the main types of learner
learning?
Gagne - Five main types of
learner learning
1. Verbal information e.g. facts, names, principles and
generalisations;
2. Intellectual skills - ‘knowing how’ rather than ‘knowing
that’ e.g. concepts, rules, application;
3. Cognitive strategies - ability to control and manage
mental processes e.g. thinking and memorising, problem
solving, etc.;
4. Attitudes - feelings, emotions and behaviour;
5. Motor skills e.g. playing a musical instrument, typing,
playing sports, etc.
30

31. Types of Learning - Ausubel
Discovery
Learning
- content has to be
discovered by learner
2.1 3
through some learning
activity
Reception
Learning
- entire content is
presented to learner in
1 2.2
its final form
Rote Learning Meaningful Learning
- what is learned is - essential characteristic of the
characterised by arbitrary learning is that it can be related in a
associations with the learner’s meaningful, non-arbitrary way to
previous knowledge what the learner already knows
Information Processing
during Learning
Short-term
Reception of Memory Long-term
Sensory • ‘Working’ Memory
Information memory • Cognitive
• Attention • Cognitive structure
• Selective processing • Storage
perception • Conscious • Retrieval
thinking
F. Key Classroom Teaching
Qualities and Tasks
• Ten characteristics having a strong
association with success;
• Six qualities of high ‘performance’
teachers;
• Five qualities of classroom
teaching;
• Teaching Assessment Rating
Scales.
31

32. Ten characteristics having a
strong association with success
1. Explains points clearly and at learners’ level;
2. Conveys an enthusiasm for the subject of learners;
3. Has a genuine interest in the subject;
4. Pays attention to assessment techniques;
5. Tries to make lessons interesting wherever possible;
6. Conveys high expectations for work learners produce;
7. Teaches for understanding rather than reproduction of
learned material;
8. Is confident and at ease with teaching;
9. Stimulates learners to think for themselves;
10. Is constructive and helpful in criticism of learners.
Six qualities of high ‘performance’
teachers
• Beginning the lesson - learners come quickly to
attention;
• Clarity of presentation - content is understandable
to learners;
• Pacing of the lesson - movement from one part of
lesson to next - ‘teacher stays with class’;
• Learner participation and attention - class is
attentive;
• Ending the lesson - lesson is ended when learners
have achieved the aims of instruction;
• Teacher-learner rapport - personal relationship
between learners and teacher are harmonious.
Five qualities of classroom
teaching
1. Quality of teacher-learner
relationships and class management;
2. Quality of planning and preparation of
work;
3. Quality of teaching process and match
of work to learners;
4. Quality of language used in the
classroom;
5. Quality of questioning techniques.
32

33. Teaching Assessment Rating Scales
(Kyriacou and McKelvey 1985)
1. Preparedness;
2. Pace and Flow;
3. Transition;
4. Cognitive Matching;
5. Clarity;
6. Business-like;
7. Withitness;
8. Encouragingness.
Activity 7: Total divide by 8
Name of Subject 1 2 3 4 5 6 7 8 Ave.
Teacher
T1 English 3 5 5 3 4 4 4 4 4
T2 Maths 5
T3 Science 5
T4 Life Or. 3
T5 Bus.Ec. 4
T6 History 4
Ave. 4
Total divide by number of Teachers
Teaching Competence
Three main elements:
• Subject knowledge;
• Interest in and enthusiasm for the
subject; and
• Ability to set up effective learning
experiences.
33

34. Activity 8: Total divide by 3
Name of Subject Subject Interest in Set up Ave.
Knowledge subject learning
Teacher experience
T1 English 3 5 5 4
T2 Maths 5
T3 Science 5
T4 Life Or. 3
T5 Bus.Ec. 4
T6 History 4
Ave. 4
Total divide by number of Teachers
New Teaching and Learning Process
Model of the Teaching-Learning Process
34

35. Learning orientated Teaching (LoT) -
Ten Cate et al 2004
The main characteristics of the model are:
1.(1) The components of learning:
•cognition (what to learn),
•affect (why learn), and
•Meta-cognition (how to learn); and
•(2) The amount of guidance learners need.
2.If education aims at fostering one's ability to function independently in
society, an important general objective should be that one learns how to
fully and independently regulate his or her own learning; i.e., the ability to
pursue one's professional life independently.
3.This implies a transition from external guidance (from the teacher)
through shared guidance (by the learner together with the teacher) to
internal guidance (by the learner alone).
4.This transition pertains not only to the cognitive component of learning
(content) but also to the affective component (motives) and the meta-
cognitive component (learning strategies).
Features of the Teaching and Learning Cycle
The main purpose is learner learning.
1. Expectations for learning change from the “most capable
learners” to “all learners.”
2. The pace of instruction is determined by learner learning.
3. The process begins with assessment rather than ending with it.
4. Assessment data is used to inform instruction instead of only for
grading.
5. Learner progress toward learning targets is continuously
monitored and documented.
6. Differentiated instruction based on flexible grouping replaces
whole class instruction.
Teaching-Learning Cycle
1 2
35

36. Improving Classroom Effectiveness
Models of Teaching and Learning
1. Proctor Model
36

37. 2. Cruickshank Model
3. Gage and Berliner Model
4. Huitt Model (1)
37

38. 5. Huitt Model (2)
6. Slavin QAIT Model of Instruction
7. Transactional Model
38

39. Activity 9:
Did you know before, the different
Models of teaching and
learning?;
• If yes, share with us where you
were exposed to it.
• If no, what is your opinion about
the usefulness of these models?
DoE Six-step process of Timetabling
(DoE MTL Module 2 of ACE School Leadership, pp.167-177)
1. Determine the timetable allocation per subject in the
Grades;
2. Determine the number of periods per subject per week in
the school timetable;
3. Study the Learning Fields offered by the school and
determine which of the subjects are core subjects in your
school to allocate their periods in the timetable;
4. Draw up the class timetable together with the teacher
timetable. Start with the highest grade, and work down to
lowest grade;
5. Follow same process for all grades;
6. Plan all grades, and remember that the learning areas differ
in different phases.
Activity 10:
1. Who designed the timetable?
2. Who was consulted?
3. Who, in the school community, was not consulted?
4. When was it devised?
5. Who are groups formed? Allocated? Chosen? Age? Sex? Attainment?
6. Do all groups study the same subjects?
7. If not, when do differences begin?
8. What three subjects are most frequently timetabled?
9. Which three subjects are least frequently timetabled?
10. Which subjects are absent from the timetable?
11. Does the frequency of subject timetabling vary with groups?
12. How long are the periods allocated?
13. What subjects are given double periods?
14. Are the timetables of boys and girls the same?
15. If they differ, give details.
16. How does the school timetable compare with:
- An evening institute programme:
- A youth club programme;
- A technical college timetable?
17. Why was the timetable devised in this particular way?
39

40. Session 4
How do we manage
the learning and
assessment of all
learners?
Some of the Components of a
Comprehensive Learning Unit
• Content  Grouping and Pacing
• Assessment  Products
• Introduction/Closure  Resources
• Teaching Strategies  Extension Activities
• Learning Activities  Differentiation
Activity 11:
What is your learning style,
and those of your learners?
• If you know, where were you
exposed to this?
• If you don’t know, why is it
important?
40

41. What is a “learning style”?
• “The way that he or she concentrates on,
processes, internalizes, and remembers
new and difficult information or skills”.
– Dr. Rita Dunn, St. John’s University
• “Characteristic cognitive, affective, and
physiological behaviors that serve as
relatively stable indicators of how learners
perceive, interact with, and respond to the
learning environment”.
– James W. Keefe
Learning Style - In Simple
Terms
• Children learn
through a
combination of
these elements:
–Physiological Conceptual
Understanding
–Cognitive
–Affective
Thoughts on Learning …
41

42. Your brain learn by …
How do you learn?
Like this?
Or like this?
What are we learning?
Old view!
The key skill was …
42

43. New view of learning …
But watch out …
The key skills are …
43

44. And remember …
Level 1 - Facts
• The first level of learning deals with
facts-details or data which result from
direct observation and research.
• Facts make up the most basic level of
learning.
• Taken on their own at this level, facts
have no direct application.
• But without facts, you cannot move on
to the other levels of learning.
Level 2 - Information
• The second level of learning deals with
information-observational data in a
usable form.
• The descriptions that information
consists of tell who, what, when, where,
and how many.
• With information, you can begin to
make use of facts.
44

45. Level 3 - Know-how
• Know-how is the focus of the third
level of learning.
• Know-how consists of a collection of
descriptions in the form of instructions.
• Know-how is about having the
instructions you need to make use of
the information you have.
• With know-how, you derive knowledge
from experience.
Level 4 - Comprehension
• The fourth level of learning deals with
comprehension.
• Comprehension answers the question
"Why?"
• At the comprehension level, learning is
composed of explanations.
• When you understand why, you are
better able to use the knowledge and
know-how you already have.
Level 5 - Wisdom
• Wisdom is the focus of the fifth and final
level of learning.
• Wisdom is the ability to evaluate, and it
incorporates values.
• It is essential for development.
• Using know-how and comprehension
without wisdom can result in actions
that don't work for the overall mission of
the learning process.
45

46. Learning: From Past to Future
Activity 12:
Which level of
learning is
facilitated in your
school?
5 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
46

47. Bloom’s Level of learning and
Thinking
1. Know - Define, match, repeat, memorise, label, outline, record,
recognise, state, sort, list
2. Understand - Restate, show, illustrate, summarise, predict, locate,
paraphrase, describe, explain
3. Apply - Demonstrate, solve, test, use, manipulate, organise
4. Analyse - Examine, debate/defend, compare/contrast, refute, relate,
generalise, classify, research
5. Synthesise - Propose, design, construct, invent, formulate, plan,
imagine
6. Evaluate - Judge, recommend, critique/criticise, justify, choose
Levels of Time
Academic
Learning
Time
Engaged Time
Instructional Time
Allocated Time
School Day Length
Attendance for the Year
School Academic Year
Activity 13: Do the Maths!
Summary
47

48. Learning is our Business
 We want to ensure and increase student learning and
achievement.
 Learning begins with attention to students’ prior knowledge,
motivation, attention, effort, and perception.
 Different learners have different levels of prior knowledge,
motivations, effort, and learning styles.
 If we attend to learner differences we can make our curriculum
more efficient.
 Efficiency, effectiveness, and planning increases the quality of
curriculum.
Focus on Teaching
Misguided Indicators
48

49. Focus on Learning
Learning system
Learning Signature (Business Lab, 2002)
Attribute:
•is taking place;
•is unused or
unconsidered;
•has a barrier.
Activity 14:
49

50. Levels of Time
50