up lbl session 3

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MEd Module:Leadership and Management of

Learning in Education

LBL - Session 3Presenter: 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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1. Introduction

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Activity 1 - 10 minutesDefine 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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2. HomeworkReflection

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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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3.2 Homework Task 2.2

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3.Curriculum

Management

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Origin of the NewCurriculum 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 MATCHeach other. This is an important part of OBE and improves thefocus, consistency and effectiveness of instruction.

• Assessment - The process that educators use to gatherinformation about learner learning and performance. It mayinvolve familiar methods like paper/pencil testing, or includeother kinds of ‘alternative’ approaches that more directly tapparticular kinds of learning. For example, driving a care safelyor operating a computer efficiently and accurately. Havinglearners carry out actions that demonstrate what they can dowith information is becoming widely used as a better indicatorof performance ability and competence than paper/penciltesting alone.

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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 toclearly define what they want successful learning results looklike and to focus and organise everything they and the learnersdo on that desired result.

• Context - The actual physical setting, situation,circumstances, or conditions in which learning and itssuccessful demonstration are to take place.

• Criterion - An essential part or condition that must be presentin a successful demonstration of learner learning. If thatessential component is missing or inadequate, thedemonstration is judged to be incomplete. For example, ifcorrect spelling is a criterion for publishing an article, thearticle cannot be published if it has any misspelled words.

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• Critical Outcomes - Usually a set of learningdemonstrations expected of all students in an OBEmodel. These outcomes establish the focus andpriorities for all of the curriculum, instruction andassessments.

• Designing Back - This is another of the four keyprinciples that define and guide OBE implementation.It is the process of designing and organising curriculumand instruction back from the intended outcome, orlearning result. The phrase commonly used is: “Designdown from where you want the learners to successfullyend up.”

3. Here are some special terms used with OBE

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• Expanded Opportunity - This is another of the fourkey principles that define and guide OBEimplementation. It means giving learners more than oneroutine, uniform chance and way to learn somethingwell, recognising that complex abilities require years ofpractice to master.

• High Expectations - This is another of the four keyprinciples that define and guide OBE implementation. Itmeans that staff will consistently: 1) insist on qualitywork from learners before accepting it as completed, and2) assure that all learners are continuously given high-quality learning experiences that really challenge them.


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• Outcome - A learning result that is clearlydemonstrated by a learner. Outcomes can takemany form, ranging from the demonstration ofvery particular skills and pieces of information tocomplex performance abilities needed in careerand life success.

• Success for All - The philosophy andcommitment of OBE staff to create the conditionsand support in their schools that enable virtuallyall of their learners to experience genuine successin what they learn.


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A. Curriculum DesignReview current curriculum,

develop learning programmesand learning activities whichalign with Critical Outcomes

1. OBE Systems Design

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2. OBE Systems DesignB. Teaching Practices1. In OBE, time is no longer the principal factor which

controls access to learning. At every level, staff memberswill develop ways to reallocate the time available toexpand opportunities for learning.

2. Teachers will make decisions which will help learnersaccomplish COs. Clarify learning activities, usingappropriate assessments, preparing activities which focuson Outcomes, and providing expanded opportunities forsuccess.

3. Several initiatives could supply a basis for supportingimproved teaching practice. They include ClassroomFacilitation, Inclusive Education Strategies, CooperativeGroup Strategies, etc.

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C.Assessment1. Assessment will be used to validate

accomplishment of Outcomes. This process willeventually replace grades, which are designed tocompare and rank learners. While some outcomesmay be assessed through testing, others will beassessed by observing learners perform tasks whichare evaluated according to pre-set criteria.

2. Use of criterion-referenced reports will becomeincreasingly useful in planning teaching andreporting to learners and parents.


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D. Placement of LearnersLearners progress through an OBE system

by accomplishing Critical Outcomesaccording to identified standards. Learners

should have more opportunities to selectlearning fields for which they are prepared

to learn, regardless of their age. Techniquesfor placing learners in individual learningplans must be used and must be expanded.


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E. Organisation of the SchoolTraditional organisation of the

school day, the allocation of staff,the use of technology, and thelength of the school year areissues which need to be re-

examined.


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4.InstructionalManagement

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8 School Readiness Components Dysfunctional <------------------------------------ > Functional 1 2 3 4 5

1. Attendance • Teacher s

• Tick name • Sign name • Time in and out • Principal monitor dai ly

• Absence submitted and process e d

• Learners • Learner attendance end of week

• Learner attendance per day

• Learner attendance per period

• Learner attendance per subject

• Learner engagement in classroom per subject

2. Teacher Information • Biographical information

• Personal information • Academic information

• Professional information

• Performance information

3. Learner Information • Biographical information

• Personal information • Socio-economical information

• Achievement information

• Expectation and Aspiration information

4. Annual Planning • Compliance planning • Compliance, and Administrative Planning

• Compliance, Administrative, and Professional Planning

• Compliance, Administrative, Professional and Ethical Planning

• Planning with requests from District officials

5. Time-Tabling • Compliance time-tabling (2 timetables)

• Implementing timetable submitted (40%)

• Implementing timetable using best combinations (60%)

• Implementing timetable with agreements (80%)

• Using the best teacher, for best class and learners, optimally and efficiently (100%)

6, Quarterly Teaching Schedules

• National department curriculum planning

• Work-schedules per themes and topic (Quarterly )

• Work-schedule per month

• Work-schedule per week

• QTS with per day task, homework, notes, worksheets, etc.

7, Organo-gram • No clear accountability and support & development agreements

• Only accountability requirements are known

• Accountability linked to positions on ly

• Accountability linked to positions and functions

• Clear Accountability and Support & Development at all levels

8. Teacher and Learner Support Materials

• TLSM to teacher on ly • TLSM to teacher and selective learners

• TLSM to all for use in classroom on ly

• TLSM to all on first day of school for their use

• TLSM issued to all gets returned every year (at least 80%)

<----------------- Manual Systems ------------------->

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1.1 Teacher Attendance1. 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 allowschools to calculate the hours of productive time spent at school (assuming teachers arebusy/engaging during their time at school).

4. When the principal actively monitors the attendance of teachers. The teacher attendancebook 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 thatthose teachers who arrive after the starting time, that they write in the time as indicated bythe principal. Teachers therefore qualify to write in their own time of arrival before the bellrings, 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 leaveform within 24 hours without any one needing to remind them about it, as well as teachersknowing that the leave forms will be forwarded to the relevant level in the district and thatthey are all treated the same (no cliques where some are treated better than others).

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1.2 Learner Attendance1. 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 tobe 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 forwardedto the office within the first 15 minutes of the day so that a dedicated member of the personnel can contact allthose who did not forward notices in advance to the school. Although this could be seen as costly, a dedicatedmonth can yield great benefits for the subsequent months, and therefore rendered the cost to be negligent. Butthis 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 thementioned list. This will ensure that learners are in their class during every period. This process will eliminatethose 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 whodon’t submit homework, don’t’ engage in discussions, etc. will be recorded. Equally the measure of activeteaching and learning will be recorded. This process connects with the detailed teaching schedules that mustbe completed by the teachers. This measure of attendance is not just about those who are present in aclassroom, but rather the activeness of both the teacher and the learners in the classroom. Where learners areexperiencing challenges with specific sections of the work, or even challenges from outside which are affectingtheir learning, these are noted on a daily basis within specific subject periods.

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2. Teacher Information1. 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,

while5. Have performance information. The last one involves

schools having data on the percentage of learners whopassed under the teaching of a specific teacher, atdifferent grades, during a specific period of time (saythe last five years).

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3. Learner Information1. Only the biographical information of learners, but2. Will add personal information,3. Add socio-economic information of the learner and thus

understands that ‘child headed’ learners must beaccommodated differently than their fellow classmateswithout those challenges,

4. Will track the learner achievements over a particularperiod (normally academic information will be linkedwith 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 dowhen they leave schools, and therefore don’t organise theschool based on the capacity of the teachers (subjectchoices) but rather the needs of the learners.

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4. Annual Planning1. 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 and5. Will be planning based on the needs of the school, by

incorporating the support and development services ofthe district officials. The last type of planning includea process where the school will submit a request to thedistrict (for both the district director and districtsubject support personnel) to assist during specificdates and times during particular quarters in the year.

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5. Timetabling1. When the school has two timetables, one for the district and the

other for usage during the year. Normally the timetablesubmitted to the district will include the workload allocation asrequired by the ELRC agreements, while the second will notcomply with the agreements.

2. When the school implements just one timetable, but only valuesticking to the timetable about 40% during the year. Havingsorter 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, while5. Will value it 100% of the time. At a level five, all teachers

regard the timetable as the ‘heart’ around which every activitywill be structured. They don’t sacrifice teaching and learningtime as organised within the timetable.

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6. Teaching Schedules1. 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, while5. Will have work schedules per day, indicating

every task, homework, notes, worksheets, etc.in advance. If teachers are absent, theircolleagues will know what to teach during suchperiods, and not just ‘baby sit’ the class.

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7. Organogram1. 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 bystaff, and

5. Includes both the accountability of staff as well as thesupport and development available from seniors

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8. Teaching and LearningSupport 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, and5. When the school has a central management

system of issueing and collecting TLSM, andwill have a return of TLSM of at least 80%.

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5.Conclusion

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Average SRC of 21 Schools

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Average Improvement per SRC

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Recommendations from the study

• Maturity of principals;

• Monitoring and evaluation ofcurriculum;

• Infrastructure;

• Strategic planning.

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‘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);

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Homework 3.1• Record the ‘curriculum choices’ at

your school;• Indicate why these curriculum

choices were made to be part of yourschool (is it based on teacher orlearner needs?);

• If your had YOUR OWN CHOICE,would it be different. If yes, indicateyour choice, and why. If no, indicatewhy, and motivate your reason(s).

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Homework 3.2• Collect a set of all the national

curriculum statements that areapplicable to your school.

• By working with your Maths HoDand teachers at your school,compare our Maths NCS with thatof the Illinois Maths assessmentframework. Write an A4 report onit.

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Assignment 3Saturday 27 March 2010

VENUE: Room L1

09:00 to 12:00

Break: 12:00 to 13:00

13:00 to 15:00

Managing the Curriculum in South Africa, from

national to school level

• What is the current focus of our curriculum in South Africa? What type of proof is available?

• What is the current curriculum management

framework? At what level is this function performed, by whom, and when?

• What is the current teaching (instructional) management framework? At what level is this function performed, by whom, and when?

• What is the current learning management framework? At what level is this function performed, by whom, and when?

Write an essay on one of the

three frameworks needed in

the process of managing

curriculum in South Africa.

You should use the data that

you collected from your case

school to mot ivate and/or

support your arguments. The

essay mus t include

references of a t least 10

articles recent (not old er that

5 years) within the field of

focus.

Due date: 8 May 2 0 1 0

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Quote of the Day!

You can call adonkey a horse 100

times; it will stillnot make the

donkey a horse.

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Contact details:• E-mail: [email protected];

• Fax: 0866720520

• Cell: 0828229494 (only emergencies)

• Powerpoint website: www.slideshare.net

Thank You!