Teacher Centre Managers’ Course

10 – 15 August 2014

Day 3

Day 3: Optimal use of centres

By the end of this session you will be able to:

• Differentiate between qualities of a leader and a manager• Know how to lead and manage your Teacher Centre so that it is

used optimally • Describe activities that build leadership qualities relevant to

teacher Centres• Summarise the key points of Integrated Strategic Framework

for Teacher Education and Development

Activity 1: Leadership for Change

Manager Leader Controls and monitors Seeks collective input

Maintains the status quo Sets new direction

Checks that all is running smoothly

Grows leadership capacity in others

Tries to avoid problems Adapts to challenges

One person – or small elite group

Depends on collective (stakeholders)

Activity 1: continued

Task 1: Pair reflection • complete table• report back

Task 2: Self reflection on successful leaders

• complete table• report back

Activity 2: Jigsaw on ISPFTED

Participants become familiar with the Integrated Strategic Framework for Teacher Education and Development – answering questions around 4 topics within the framework.

Jigsaw questions

1. How to inform teachers about curriculum content that is available to them

2. How to inform teachers of training events and short courses taking place at the centres that can improve their performance

3. How to grow PLCs and motivate teachers when morale is low

4. How to encourage and influence subject advisers to utilise your Teachers Centre effectively.

Activity 2: ISPFTED continued

Activity 3: Challenges at Centres

Activity 3: evaluation of role play

Rate the role play in your files – criteria:

• Was the challenge made clear? • Was the correct tone and volume used?

• Was audience interest captured and maintained?

• Did the role play demonstrate a moral purpose, positive attitude or tolerance, etc. ?

• Did the role players solve their challenge and end with a workable solution and way forward?

Scenarios for role play – solving challenges

We are always being told that our centre should facilitate subject adviser meetings and we wish to do this. However these do not happen because there is no cooperation from the district office

The group plans the role play to solve the problem – one person is the District Manager and the other is someone from the Centre.

I would like to be an efficient dedicated centre manager who works full time at the centre but unfortunately I already have another post in the district office. I don’t know how my manager expects me to do two jobs.

The group plans the role play to solve the problem – one person is the Centre Manager and the other is their immediate manager

Continued - scenariosRelations at our centre are not good and it affects the smooth running of the centre. Our Centre manager is domineering and decides things on his own. He never delegates and never asks any other stakeholders to be involved.

The group plans the role play to solve the problem – one person is the Centre Manager and the other person is a representative from the centre staff.

There is insufficient infrastructure at my centre; we have very few resources and are understaffed and yet my provincial line manager expects me to deliver.

The group plans the role play to solve the problem – one person is the Centre Manager and the other is their immediate manager.

Website: www.education.gov.zaCall Centre: 0800 202 933 | callcentre@dbe.gov.za

Twitter: @DBE_SA | Facebook: DBE SA

Congratulations!

You have completed DAY 3 of the Centre Managers’ course