UP LBL 880 - Session 1
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Transcript of UP LBL 880 - Session 1
MEd Module:Leadership and Management of
Learning in Education
LBL - Session 1Presenter: Dr Muavia Gallie (PhD)
6 February 2010
Content1. Introduction (10h00 - 10h15);
2. Homework reflection (10h20 - 11h20);
3. Teaching and Learning (11h25 - 13h25);
4. Administration, Management andLeadership (13h30 - 14h30);
5. New Tasks (14h35 - 14h50)
6. Conclusion (14h55 - 15h00)
1. Introduction
1.1 StudyGuide
2. HomeworkReflection
2.1 Homework Task 1.1• All our work is going to cover Knowledge, Skills
and Dispositions, and we will attempt to connectTheory and Practice;
• Therefore, you have to identify yourself a school (acase study) that you will work with;
• If you are the principal or an SMT member of yourschool, you must get permission in writing from theSGB to use your school as a case study;
• If you don’t or can’t use your own school, identifyan accessible school, and get permission in writingfrom the SGB to use their school as a case study.
• Please note that the school can remainanonymous, if they prefer it.
2.2 Homework Task 1.2 & 1.31. 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; and4. 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; and4. 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.
3. Teachingand
Learning
3.1 Success rate = 8,1%
•Success-rate of the system = 8,1%•Of every 12 learners starting GradeOne, only 1 learner attains what thesystem is promising them - data 2005!
3.2 Dysfunctionality vis-à-vis Under-performanceFigure 10: Three levels 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% – +20%
Low-Functioning 21% - 60%
High-Functioning 61% - 100%
Basics
Gallie 2006
3.3 External and internaldifference
3.4 Activity 11. Participants must identify whether they are
part of a:- Dysfunctional School;- Low functioning school;- High functioning school.
Primary school participants must judgethemselves based on the success of their‘feeder school’.
3.5 Defining Dysfunctional schools• Schools who continue to function, but do not accomplish the purpose
for which they were created;• Schools exist to help each child realise his or her fullest potential as a
human being;• Schools become dysfunctional when they stop serving the needs of the
individuals with them;• School can take on a life of their own where their main objective
becomes self-preservation;• One of the key indicators that a school has become dysfunctional is the
‘no talk rule’. Those within the school are not permitted, and do notpermit themselves, to speak (or even think) critically about the school
• Critical thinking begins with the question “why?” Why are we doing this?Why are things arranged this way? Why do we do it this way and not thatway? These kinds of questions are not allowed in a dysfunctional group;
• The other indicator is the evolution of a priestly caste whose allegianceis more strongly tied to the school than it is to the learners the school ismeant to serve - this means the teachers and administrators within theschool
3.6 Activity 2• Is your school Dysfunctional?
• Ten critical questions for every school leader1. Does every teacher teach everyday in every class for 196 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 yourlearners go on to high school?
Prof. Jonathan Jansen (Executive Leadership Programme 2008)
3.7 FunctionalityScore for your school
A School?20
A Seriously Dysfunctional School40
A Marginally functional School60
A Moderately Functional School80
A Functional School100
3.8 Video - DifferentPerspectives - 2 min
Understanding the situation well
3.9 - Ten Different mentalities
1. Definition of Teacher Quality;2. Subject and/or learning area choices;3. Time tabling;4. Measuring productivity systems;5. Quality Assurance systems;6. Learner Expectation (success);7. Data, Information, Knowledge, Intelligence Systems;8. Multiple Opportunities; and9. Time Utilisation; and10.Difference between Home-work and School-work.
3.9.1 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 - TEACHINGPRACTICES, and © what learners take out of the classroom - LEARNERSLEARNING GAINS;
• A. Focusing on TEACHER CHARACTERISTICS note that standards (e.g.obtaining a degree/diploma, passing a professional examination) are set toensure a degree of quality. The logic here is that it is difficult to measureteaching 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 commonpedagogical principles, namely: 1. Building on learners’prior knowledge; 2.Linking goals, assessment and instruction; 3. Teaching content and criticalthinking; 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. Inthis case, defining teaching quality is about HIGH LEARNERPERFORMANCE.
3.9.2 Subject Choices Available
Business Economics9Life Orientation8AccountingBusiness Economics7CATLife Orientation6ScienceCAT or Accounting5HistoryHistory or Science4Maths or Maths LitMaths or Maths Lit3Language 2ndLanguage 2nd2Language 1stLanguage 1st1High-functioning SchoolLow-functioning SchoolNo.
3.9.3 Organising of Time table
Fri
6655443W
2O
1L
Thurs
776654321Wed
887654321Tues
987654H
3G
2I
1H
Mon
987654321
Supervisory andAccountability
systems
Evaluation andAppraisalSystems
PerformanceManagement andReward Systems
High FunctioningSchools (HFS)
Low FunctioningSchools (LFS)
Non-FunctioningSchools (NFS)
3.9.4 Measuring Teaching Quality i.r.t.different school functionalities
The Judgement of Quality is dependent on the Quality of the Judgement.
Supervisory andAccountability
systems
Getting them‘to do theirjob’
Evaluation andAppraisalSystems
Getting them‘to dosomethingextra’
PerformanceManagement andReward Systems
Getting themto perform‘optimally’
High FunctioningSchools (HFS)
Low FunctioningSchools (LFS)
Non-FunctioningSchools (NFS)
3.9.5.1 Focus of the measuring tool ..
Supervisory andAccountability
systems
Getting theINPUT right
Evaluation andAppraisalSystems
Getting thePROCESSright
PerformanceManagement andReward Systems
Getting theOUTCOMESright
High FunctioningSchools (HFS)
Low FunctioningSchools (LFS)
Non-FunctioningSchools (NFS)
3.9.5.2 Keeping their ‘eye’ on achieving…
3.9.6 In relation to Matric ResultsFigure 10: Three levels 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% – +20%
Low-Functioning 21% - 60%
High-Functioning 61% - 100%
Average (50%) in Matric Results
3.9.7.1 Data, Information, Knowledge,Intelligence Systems
Data - what was (NFS);
Information - what is (LFS);
Knowledge - what could be (HFS);
Intelligence - what should be (HFS).
3.9.7.2 SASAMS System
10.
Evaluation
9.
Support
8.
Assessment
5.
Support
6.
Learning
7.
AnotherLearning
4.
AnotherTeaching
3.
Teaching
2.
Under-standing
1.
Knowing
3.9.8 Multiple Opportunities
Test orExam
Quarter 4Teach
Test orExam
Quarter 3Teach
Test orExam
Quarter 2Teach
Test orExam
Quarter 1Teach
Low-functioning School
Test orExam
Supportand
Support
Test orExam
Quarter 3Teach
Test orExam
Quarter 2Teach
Test orExam
Quarter 1Teach
High-functioning School
3.9.9.1 Time Utilisation
20% Learning20% Learning
20% Learning20% Teaching
20% Learning20% Teaching
20% Learning20% Teaching
20% Teaching20% Teaching
High-functioning SchoolLow-functioning School
3.9.9.2 What do we know aboutour teachers and/or officials?
Teaching(Information Sharing)
Learning(Taking ownership of Information)
Remembering Understanding
Teaching(Information Sharing)
Remembering
3.9.9.3 Types of Teaching -Learning
TeachingLearning
Teaching andLearning
Teaching and LearningTeaching forLearning
Teaching Learning Teaching Learning Teaching LearningTeaching Learning Teaching Learning Teaching LearningTeaching Learning Teaching Learning Teaching Learning
Teaching asLearning
None or to Little time and support for Learning
Plenty of time and support for Learning
All the time and support are for Learning
3.9.9.4 Activity 3
3.9.10 Homework vis-à-vis Schoolwork vis-à-visBusywork vis-à-vis Parent’s work
• Learning takes place throughout the day,whether ‘in school’ or ‘out of school’;
• They can be categorised as ‘different’types of learning;
• Given different situations andcircumstances, the one becomes moreimportant than the other;
• We need all of them in our lives.
3.10 Five Levels of Learning
Wisdom1755Comprehension1404Know-How1053Information702Facts351
Type ofTeaching
TeachingDays
Level
3.11 Bloom’s Level of learningand 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
3.12 Learning: From Past to Future
3.13 You Taught Me• You taught me the names of cities in the world, but;• I don’t know how to survive the streets in my own city;• You taught me the minerals that are in the earth, but;• I do not know what to do to prevent my world’s destruction;• You taught me how to speak and write in three languages,
but;• I do no know how to say what I feel in my heart;• You taught me all about reproduction in rats, but;• I don’t know how to avoid pregnancy;• You taught me how to solve maths problems, but;• I still can’t solve my own problems;• Yes, you taught me many facts, and thank you, I am now
quite clever, but;• Why is it that I feel I know nothing? Why do I feel I have to
leave school to go and learn about coping with life?
3.14 Video - Essence of beinga Teacher - 6 min
4.Administration,
Managementand
Leadership
4.1 Management vs Leadership -2.10 min
4.2 Leadership Criteria - 9.31min
4.3 Quest for Success - 2.05min
Level 3Administration
Level 2Management
Level 1Leadership
HighFunctioningSchools(HFS)
LowFunctioningSchools(LFS)
Non-FunctioningSchools(NFS)
4.4 Conceptual Argument -Types of Functionalities (relating to the Core Purpose)
4.5 There is nomanagement
withoutmonitoring and
evaluation
4.6 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 areresulting in desired changes.
• To improve management and process planning - to better adapt tocontextual and risk factors such as social and power dynamics that affect theresearch process.
• To promote learning - to identify lessons of general applicability, to learn howdifferent approaches to participation affect outcomes, impact, and reach, tolearn what works and what does not, and to identify what contextual factorsenable or constrain the participatory research.
• To understand different stakeholders' perspectives - to allow, throughdirect participation in the monitoring and evaluation process, the various peopleinvolved in the organisation to better understand each others views and valuesand 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 keyagencies (Estrella and Gaventa, 1998).
What?, When? How?, Who?
4.7 Money taken by Administration
4.8 Two parts of anyorganisational process
Hard part•Processes•Procedures•Metrics•Structures•Tools•Etc.
Soft part•Ideas•Fears•Excitement•Resistance•Attitudes•Buy-in of people whodo the Hard Part
4.9 Which is more challenging,the Hard part or Soft part?
• Soft part;• Hard part we have learned;• Management - is about control;• The soft part is about leadership;• Both of these are important within an
organisation - Balance;• Work is Logical, but People are
Psychological.
4.10 Leadership Qualities
4.11 Eight School Readiness Components
1.1 Teacher Attendance1.2 Learner Attendance
2. Teacher Information
3. Learner Information
4. Annual Planning 5. Timetabling
6. TeachingSchedules
7. Organogram8. Teaching and Learning
Support Materials
Homework 1.1
• Collect enough evidence on each of thementioned eight school readinesscomponents;
• On a scale of 1 - 5, ask the principal toindicate the school readiness of his/herschool on each of the eightcomponents;
• On a scale of 1 - 5, you have to giveyour rating of your school, on each ofthe eight school readiness components.
4.12 PPS Project
Gauteng Schools with challengesProject Manager Schools DivisionNo Name of School Project
ManagerDistrict Location Grade 12 Results
20082009
Variance Up Down Same1 Boikgethelo 35 49 14 12 Bona Comprehensive Nombulelo JHB North JHB 50 53 3 13 Ed Mashabane Sec Nombulelo Sedibeng West Evaton 24 26 2 14 Fontanus 27 34 7 15 Ibhongo 47 46 -1 16 Ikusasa Comprehensive Nombulelo Ekurhuleni North Tembisa 46 73 27 17 Illinge Sec Deon Ekhuruleni South Vosloorus 26 46 20 18 Itirele-Zenzele Comp Nombulelo JHB North Diepsloot 29 38 9 19 Jet Nteo 38 39 1 110 Katlehong Sec Deon Ekhuruleni South Katlehong 48 38 -10 111 Kgokare 29 46 17 112 Kwa Bhekilanga 28 28 113 Lobone 39 22 -17 114 Mamellong Comp Conrad Gauteng East Tsakane 48 66 18 115 Meadowlands 29 52 23 116 Memezelo Sec Conrad Tswane North Soshanguve 33 68 35 117 Minerva 30 65 35 118 Modiri Technical Conrad Tswane West Tswane West 12 30 18 119 Moqhaka 27 39 12 120 Mphumelomuhle Sec Conrad Gauteng North Bronkhorspruit 30 16 -14 121 Mpilisweni Sec Deon Ekhuruleni South Katlehong 42 38 -4 122 Nghunghunyane 51 46 -5 123 Ramolelle 40 96 56 124 Ramosukula 42 46 4 125 Rivoni High Conrad Gauteng East Daveyton 026 Sebokeng Tech 45 63 18 127 Senthibele Senior Sec Conrad Tswane North Soshanguve 48 85 37 128 Thoko-Thaba Sec Conrad Ekhuruleni South Thokoza 55 54 -1 129 Thutopele High Deon Ekhuruleni South Katlehong 55 51 -4 1
30 Vosloorus Comprehensive Deon Ekhuruleni South Vosloorus 66 66 0 131 Westbury Secondary Nombulelo JHB North JHB 56 48 -8 1
Ave. 10.9 20 9 162.5% 28.1% 3.1%
Ave. 19.2 -7.1
4.13 Curriculum Development Cycle
CurriculumManagement
Plan
InstructionalManagement
Plan
AssessmentManagement
Plan
HoDSMTDistrictProvincialTeacherHoDSchoolDistrict
LearningManagement
Plan
Homework 1.2• Bring along evidence of the existence of a
curriculum management planning tool in yourdistrict;
• Bring along evidence of the existence of aninstructional management planning tool inyour school;
• Bring along evidence of the existence of alearning management planning tool in yourdepartment (school);
• Bring along evidence of the existence of anassessment management planning tool inyour class (school).
5.Conclusion
5.1 Three Steps approach to QE
5.2 Graphical display of 3 steps QE
DysfunctionalSchools
Low FunctioningSchools
Rights-based Education*Availability *Accessibility * Acceptability * Adaptability
Basic Education
Quality Education
1. First five to eight years (as teachers); (BT)2. Second phase [nine to twelve years] as teacher; (T)3. First five to eight years (as senior teachers/mentor); (ST)4. Second phase [nine to twelve years] as mentor; (HoD)5. First three to five years (as Head of Department); (HoD)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.
4yrs4yrs4yrs4yrs4yrs4yrs4yrs4yrs4yrs4yrs
59-6255-5851-5447-5043-4639-4235-3831-3427-3022-26
DP5-8DP5-8DP1-4ST9-12ST5-8ST1-4
Pr13Pr9-12Pr5-8Pr1-4HoD9-12HoD5-8HoD1-4T9-12T5-8BT1-4
5.3 Teacher Professional Path
5.4.1 Ten Untruths in UPS
1. Democratic decision making in schoolscreate a conducive school tone or culture;
2. Parent involvement is crucial;3. OBE approach is resource intensive;4. Resources (computers and libraries) will
make all the difference;5. The Dept. is not supporting teachers and
therefore they are de-motivated;
5.4.2 Ten Untruths in UPS
6. Lack of learning is caused by the ill-discipline oflearners;
7. Our classrooms are overcrowded - smallclasses will make the difference;
8. It is difficult to achieve learner success inpoverty stricken communities;
9. Learners are not at the level they should bewhen they get to our schools (no pre- or nurseryschool; can’t read and write)
10. Teacher development will solve most of ourperformance problems.
5.5 Five Basic Assumptions ofEffective Schools
1. The central purpose of a school is to teach;2. The school is responsible for providing the overall
environment;3. Schools must be treated holistically in terms of
instruction (unity);4. The most crucial characteristics of a school are the
attitudes and behaviours of the teachers and staff;5. The school accepts responsibility for the success
and failure of the academic performance of learners- all learners are capable of learning.
Video - Brave decision bydeputy principal
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 schoolin 2002, six months after the school was opened, a thedeputy principal of the school. Edith joined the school in2006, as an HoD. In 2007, the principal retired, and Godfreyacted 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, whatlead to it, and what should be done to stabilise the educationsystem.
Assignment 1THEMES TOPICS
Knowing and understanding the difference between Leading,
Managing, Administring, Teaching and Learning
1 Defining teaching and learning. 2 What is the difference? 3 How do they inter-connect? 4 W h ich one comes first?
5 Defining leadership, management and administration. 6 What is the difference? 7 How do they inter-connect? 8 What is the logical order?
9 What should be the core job of principals? 10 During training, should we focus on knowledge, skills or disposition of
principals, or a combination of them?
Write an essay, focusing on a combination of the con cepts covered during session 1. The ess ay must include references of at least 1 0 articles recent (not older that 5 years) within the field of focus. Due date: 27 February 2010
5.6 Quote of the Day!
You can’t dothings differently
until you seethings differently.
Contact details:• E-mail: [email protected];
• Fax: 0866720520
• Cell: 0828229494 (only emergencies)
• Powerpoint website: www.slideshare.net
Thank You!