up lbl880 session 2 presentation
TRANSCRIPT
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Module LBL880
Leadership and Management
of Learning
The state of education in South AfricaPresenter: Dr Muavia Gallie (PhD)
27 February 2010
1.1 Time Utilisation
1. Introduction (09h00 – 09h05);
2. Homework Reflection and 10 x 5 min
Presentations (09h05 – 10h00);
3. Jim Spinks (10h00 – 12h00);
4. Lunch (12h00 – 13h00);
5. What is the state of Education in South
Africa? (13h00 – 14h30);
6. New Tasks (14h30 – 14h50);
7. Conclusion (14h50 – 15h00).2
Introduction
Leadership is a decision, not a position or set
of skills.
Quality is
an
Attitude.
2.
Homework
Reflection5
Homework Task 0.1• All our work is going to cover Knowledge, Skills
and Dispositions, and we will attempt to connect Theory and Practice;
• Therefore, you have to identify yourself a school (a case study) that you will work with;
• If you are the principal or an SMT member of your school, you must get permission in writing from the SGB to use your school as a case study;
• If you don‟t or can‟t use your own school, identify an accessible school, and get permission in writing from the SGB to use their school as a case study.
• Please note that the school can remain anonymous, if they prefer it.
Homework Task 0.2 & 0.31. Clearly define and explain the meaning of “Teaching” and “Learning”;
2. Define what the difference is between these two concepts;
3. Define the „inter-connectedness‟ of these concepts, if any; and
4. Define which one comes first, if any.
In all of the above, you should motivate your argument.
Each of the above should be submitted on an A4 page. You will each be given 5
minutes during Session 1 (6 Feb) to present your arguments.
1. Clearly define and explain the meaning of “Leadership”, “Management”, and “Administration”;
2. Define what the difference is between these three concepts;
3. Define the „inter-connectedness‟ of these concepts; and
4. Identify the logical order of these concepts, if any.
In all of the above, you should motivate your argument.
Each of the above should be explained on an A4 page. You will each be given 5 minutes during Session 1 (6 Feb) to present your arguments.
Homework 1.1
• Collect enough evidence on each of the mentioned eight school readiness components;
• On a scale of 1 - 5, ask the principal to indicate the school readiness of his/her school on each of the eight components;
• On a scale of 1 - 5, you have to give your rating of your school, on each of the eight school readiness components.
Homework 1.2
• Bring along evidence of the existence of a curriculum management planning tool in your district;
• Bring along evidence of the existence of an instructional management planning tool in your school;
• Bring along evidence of the existence of a learning management planning tool in your department (school);
• Bring along evidence of the existence of an assessment management planning tool in your class (school).
Homework 1.3
• Download for www.slideshare.net the video called LBL -Brave decision by the deputy principal;
• Introduction - This is a conversation with the current principal and deputy principal of the school. Godfrey joined the school in 2002, six months after the school was opened, a the deputy principal of the school. Edith joined the school in 2006, as an HoD. In 2007, the principal retired, and Godfrey acted as principal until 2008, when the post was advertised. By then, Edith was the second deputy principal of the school. Both of them applied for the post. Now view the video;
• Write a critical analysis of the challenges in the video, what lead to it, and what should be done to stabilise the education system.
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Homework 2.1
• Go onto the internet - to www.google.co.za;
• In the search block, type in “learning styles questionnaire”;
• On the list, look for the following = Learning Styles Questionnaire (www.vark-learn.com/english/page.asp?p=questionnaire);
• Go into this website - You are now in the VARK website;
• On the left side, you will see “Questionnaire” (click on it);
• The VARK Questionnaire will appear - you now need to complete the questionnaire (answers all the questions as honestly as possible);
• At the bottom (when finished), press “Ok”;
• Your score (learning style) will be analysed by the system;
• Make a printout of your results.
• Write a one-page analysis of what you see in your score, and whether that information is useful to you!!
3. Jim Spinks
1210h00 – 12h00
4. Lunch12h00 – 12h45
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5. What is the
current state of
Education in
South Africa?14
Having a System to know
What is going on!
Helicopter view of educational
life
“Helicopter view” of Educational Life
SchoolStrategy
•Vision•Goals
Education Ministry
Teachers
Purpose
LearnersPhysical
TechnologyCompetitors
Unions
NGOs and
Civil
society
structures
Economy
Way of living
„Religions‟Regional and
international
organisations
Globalisation
Government
Political
parties
Customers
Empower-
ment
Relation-
ships
Flexibility Openness
Recognition
MotivationCulture•Values
•Work
ethics
•Commit-
ment
Systems•Finance
•Information
•Communication
Structure•People
•Capacity
•Power
Mental Emotional
Spiritual
Success rate = 8,1%
SACMEQ 2 – 2000 Reading Gr 6
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SACMEQ 2 – 2000 Maths Gr 6
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SACMEQ mean maths score by quintile vd Berg & Louw, 2006
Quintile 1 2 3 4 5 Mean
Botswana 491 499 510 508 557 513
Kenya 540 545 555 565 611 563
Lesotho 443 448 448 445 452 447
Malawi 422 427 435 433 447 433
Mauritius 519 564 587 620 640 584
Mozambique 526 525 531 530 538 530
Namibia 403 402 411 425 513 431
Seychelles 520 541 555 576 579 544
South Africa 442 445 454 491 597 486
Swaziland 506 511 511 513 541 517
Tanzania 484 511 529 528 560 522
Uganda 484 497 498 509 543 506
Zambia 414 425 436 434 466 435
Zanzibar 478 472 478 479 484 478
Mean 468 480 485 492 560 468
Map of SA schools High Schools: SC HG math (2007)
No. schools
% Total % HG Math
Top 414 7 66
Moderate 827 14 19
Poor 4877 79 15
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%
Non-Functioning -20% Š +20%
Low-Functioning 21% - 60%
High-Functioning 61% - 100%
Basics
Gallie 2006
Two types of policies in Education
Ch.8
p.169
Learner Enrolment
HSRC 2006, p.27
Conditions required to implement
External and internal differences
Different foci
Foci 1 2 3 4
A. Capability (B+D+ K) A1 - Self
..
..
..
..
A2 - Team A3 -
Organisation
A4 - Global
Context
WH
O?
B. Characteristics
(Believ ing – Attitudes and
values)
B1
B2
B3
B4
C. Competency (Doing -
Skills) - What you are/have
done in a p articular
situation.
C1
C2
C3
C4
WH
AT
?
D. Content (Knowing –
Content nee ded)
D1
D2
D3
D4
Other foci
What do we know about our
teachers and/or officials?
Teaching
(Information Sharing)
Learning
(Taking ownership of Information)
Remembering Understanding
Teaching
(Information Sharing)
Remembering
Types of Teaching - Learning
Teaching
Learning
Teaching and
Learning
Teaching and LearningTeaching for
Learning
Teaching Learning Teaching Learning Teaching Learning
Teaching Learning Teaching Learning Teaching Learning
Teaching Learning Teaching Learning Teaching Learning
Teaching as
Learning
None or to Little time and support for Learning
Plenty of time and support for Learning
All the time and support are for Learning
Levels of Time
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There is no
management
without
monitoring
and evaluation
Monitor
Evaluate
Iceberg diagram
Homework 2.1
What is the difference between:
• Systems Thinking;
• Systemic Thinking; and
• Systematic Thinking.
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Blooms‟ Five Levels of Learning
Level Teaching
Days
Type of
Teaching
1 35 Facts
2 70 Information
3 105 Know-How
4 140 Comprehension
5 175 Wisdom
Homework 2.21. What is the percentage of attendance of teachers at your case study
school?
2. What is the percentage of learner attendance at your school?
3. Does your school have data on teacher performance for the past 5
years?
4. Does your school have data on the future career expectations of every
learner?
5. For how many teaching and learning days is the annual planning
catering?
6. How often do you renege on the school timetable?
7. How do you share responsibilities other than teaching among the staff?
8. What percentage of learners had all their textbook on the first day of the
school (13 January 2010)?39
3.11 Bloom‟s Level of learning
and Thinking1. 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
Adult Learning --
Facts
Information
Motivational Learning
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Why do people not share
what they know?Causes Cultural Reward
Knowledge hoarding is considered a source of job security
Fear of not getting credit and suspicion
Loss of ownership of expertise
Fear of making mistakes
Lack of comprehension of value of possessed knowledge
Lack of time to share insights, knowledge, “war stories” and
experiences
Lack of knowledge sharing mechanisms
Unwillingness to use existing technology to share knowledge
Assignment 2
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Redeemer
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