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Instructional Leadership Workshop

Curriculum Management Framework & School Readiness Components

Presenter: Dr Muavia Gallie (PhD)

Domains of Challenges

2

Pla

nnin

g (S

choo

l Rea

dine

ss)

Curriculum Management Framework

(Education, Curriculum, Instruction, Teaching,

Learning, Assessment, Expectations)

Educator BEAR (Beliefs, Expectations,

Attitudes & Relationships

Sustainability S

trategy (Learners, P

arents, Educators,

SM

T, Principal, S

GB

, C

omm

unity, Business, D

istrict, P

rovince) Ow

ners

hip

(Tak

ing

Res

pons

ibili

ty)

1. 2.

3.

4. 5.

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Curriculum  Management  Framework  Educa;on  Philosophy  

Curriculum  Implementa;on  Instruc;onal  

Teaching  and  Learning  Learning  and  Assessment  

Expecta;on  and    Achievement  Learning  Space  

Na-onal  and  Provincial  District  and  Circuit  

School  Faculty  

Classroom  

APlan  

T-­‐Info  

T-­‐Info  

Learners  

L-­‐Info  

L-­‐Info  

L-­‐Info  

T-­‐Info  

T-­‐AI

 TT   TL

SM  

TL  Sch  

Teachers  

HoDs  

Principa

l  &  SMT  

IMD  &  CMD  

Bureau

cra-

cs  &  Policy  Maker  

Organ  

School  Readiness  Components  Components   Timeframe   Fields  

AIendance  (T&L)  

Teacher  Infro  

Learner  Info  

Annual  Plan  

Timetabling  

TL  Schedule  

Organogram  

TLSM  

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Con;nuum  of  Success  %   School  leaving   Cer8ficate   Diploma   Bachelor  

90-­‐100  

80-­‐90  

70-­‐80  

60-­‐70  

50-­‐60  

40-­‐50  

30-­‐40  

20-­‐30  

10-­‐20  

0-­‐10  

Strategic  Planning  Model  

Today   Future  

Results  

Time  

The  Gap  

Where  we  want  to  go  

Where  we  are  going  

Compe;;on  and  Environmental  factors  

Posi;oning,  strategies  and  tac;cal  ac;ons  

+  

-­‐  

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2.2.1  Tradi;onal  Conceptualisa;on  

Normal  Learner  level  of  func;oning  

Survival  

Surrender  

Resilience  

Adversity  

Reorienta;on  Time  

Level  of  Fun

c;on

ality

 

2.2.2  Re-­‐conceptual  Framework  

Normal  learner’s  level  of  func;oning  

Survival  

Surrender  

Resilience  

Thriving  

Impressive  

Adversity  Gap  

Reorienta;on  Time  

Level  of  Fun

c;on

ality

 

Real  learner’s  level  of  func;oning  

A  

B  

Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

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2.3  Turn-­‐around  Theory   Common Characteristics

1.  Constant crisis (Think);

2.  Organisational insanity (Think);

3.  Cluelessness (Think);

4.  Relative Success (Think);

5.  Sub-Optimisation (Think);

6.  Indirect Causes (Think);

7.  ‘Sorry is Okay’ mentality (Think);

8.  Segmented morals - situational ethics (Feel);

9.  Multiple clicks/ groups (Do);

10. Broken behaviour-consequence chain (Do).

If  you  can’t  Think  it,  You  can’t  Do  it!  

Think (Planning)

Do (Implementing)

8 SRC

Proc

ess

Tools

PD

Feel (Monitoring and Evaluating)

Accountability

Owne

rship

Principal & SMT

All Teachers

(Principal, Teachers, SGB & District)

Func

tion

School Readiness

Teaching & Learning

Governance & Support

5.1  Commonali;es  -­‐  2  schools    1.  Principals and teachers care deeply about education; 2.  The school is about ‘teaching and learning’, and not just a place

where teacher are employed; 3.  They take challenges as opportunities (no excuses); 4.  They have a purpose - and it is not about ‘them’ (the teachers); 5.  They are ‘humane’ individuals, but … don’t mess with the

education of the children; 6.  Education is more than just ‘schooling’; 7.  They see their situation as ‘complete’/’whole’ and therefore don’t

expect ‘hand-outs’ from others; 8.  They work hard (2700 hours per year) - don’t take ‘short-cuts’; 9.  They know what they want - and they get it! 10.  Look at their attitude - you see Quality.

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7.I.1  Recogni;on  of  High  Risk  

7.I.2  Thinking  differently  about  

Challenges  

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7.I.3  Define  and  redefine  ‘normal’  and  ‘reality’  

7.I.4 Knowing, Understanding and Serving ‘Young People’, and not ‘Adults’

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7.R.1 Utilise Organisational Strength

7.R.2.1 High Commitment and Expectation to Succeed

Success  

Ac;ons  

Commitment  

Conversa;ons  

Rela;onships  

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Less  mo;vated  and/or  less  academic  learners  

Highly  mo;vated  academic  learners  

Low  level  engagement  

High  level  engagement  

Theorising  

Applying  

Rela;ng  

Explaining  

Describing  

Note-­‐taking  

Memorising  

Learner  ac-vity  required  Passive   Ac8ve  (e.g.  standard  lecture)   (e.g.  problem-­‐based  learning)  

(Biggs,  1999)  

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7.R.2.2  High  Commitment  and  Expecta;ons  to  Success  

7.R.3  Recognise  the  Ability  to  Transform  and  Change  

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Where  you  are!  

Where  you  want  to  be!  

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7.R.4 Teachers Care deeply about Learners

7.C.1  ‘Bring  it  On!’  Actude  

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7.C.2  Adults  Model  what  they  Value  

Seeing  is  Understanding!  

7.C.3 They ‘do’ and‘don’t sweat the small stuff’ Urgent Not Urgent

Important

Not Important

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7.C.4  They  Know  ‘what  it  takes’  to  be  successful  

Building  a  performance  culture!!  

People Setting

people up for success

Performance Providing tools and

techniques

Result Achieving

sustainable results X   =  

7.S.1  Being  Ready  (Proac;ve)  

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7.S.2 Always focus on ‘Key Deliverables’

7.S.3  Data  driven  decision-­‐making  Data  

Informa;on  

Evidence  

Knowledge  

Ac;on  

Impact  

Organise  Analyse  integrate  

Package  Informa;on  

Package  and    Communicate  to    stakeholders  

Influence  the  Plan  

Implement  the  Plan  

Monitor  Change  in  indicators  and  forecast  

Pathway  for  

Evidence-­‐  based  

Planning  

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7.S.4  They  have  Clear  and  Implementable  Rules