cwed - roles and responsibilities of heads of department in curriculum management
TRANSCRIPT
CWED%Role%and%
Responsibility%of%Heads%of%Department%
in%Curriculum%Management
Presenters:%Dr%Muavia%Gallie%Mr%Eugene%Daniels%
School Turnaround
Content%Saturday%30%January%and%6,%13%&%20%February%2016!
Curriculum!Management!Policy!!
09h00!–!09h30!–!Expecta:ons!for!the!session!!09h30!–!10h30!–!1.!Understanding!your!‘Job!Descrip:on’!10h30%–%10h45%–%Tea%10h45!–!13h00!–!2.!Implemen:ng!the!15!Teaching,!Learning!
and!Assessment!Schedules!(TLAS)!13h00%–%13h45%,%Lunch%13h45!–!15h00!–!3.!Monitoring!and!Evalua:on!of!Curriculum!
Management!15h00!–!15h45!–!Focusing!on!2016!and!Beyond!15h45!–!16h00!–!Closure,!Tea!and!Departure!
Your%ExpectaKons%for%the%Session%
1. .!2. .!3. .!4. .!5. .!6. .!7. .!8. .!9. .!10. .!
PracKcal%M%1%
10!Things!Teachers!can!do!to!support!Poor!and!Marginalised!children!learn!
1. Mediate,!mediate,!mediate!(explain!not!only!WHAT!they!need!to!do,!but!also!WHY!and!HOW!to!do!it);!
2. Build!a!rela:onship!of!mutual!respect!with!each!learner;!3. Communicate!to!parents!the!need!to!talk!to!their!children;!4. Connect!lessons!to!learner’s!lives!and!interests;!5. Help!learners!reflect!on!the!future;!6. Explain!that!we!were!not!born!with!a!set!amount!of!
intelligence.!!Our!brains!grow!every!:me!we!use!them;!7. Make!learners!aware!of!their!own,!personal!growth.!!Point!
out!to!them!what!they!can!do!now!that!they!couldn’t!do!a!week!(month,!etc.)!ago;!
8. Focus!frequently!on!the!beauty!and!power!of!words;!9. As!o`en!as!possible,!give!learners!choices;!10. Teach!processes.!
10%AcKons%to%Educate%Learners%No Actions Why? 1. Build relationships of mutual respect. Motivation for learning. 2. Teach learners the hidden rules of school. Hidden rules break relationships, and without relationships
learning is decreased. 3. Analyse the resources of your learners, and
make interventions based on resources the learners have access to.
Interventions do not work if they are based on resources that are not available.
4. Teach formal register, the language of school and work.
To understand written text, which is essential for success at school and work.
5. Teach abstract processes. All learning involves what, why and how. The how piece must be direct-taught for tasks to be done.
6. Teach mental models. Mental models translate between the abstract representational world and the sensory concrete world.
7. Teach learners how to plan. To control impulsivity for task completion. 8. Use the adult voice and reframing the change
behaviours. To maintain relationship and get the appropriate behaviour.
9. Understand the family resources and dynamics. To better understand the resources the child has access to and better select interventions.
10. Teach how to ask questions. So they can get inside their head and know what they know and what they don’t know.
CWED%Understanding%
your%Job%DescripKon
Presenters:%Dr%Muavia%Gallie%Mr%Eugene%Daniels%
School Turnaround
1. Deep%Change;!2. Ins:tu:onalising!the!50!School!Opera:onal!
Systems!(SOS)!at!school;!3. Mentoring!other!teachers;!4. Strengthening!the!roles!and!responsibili:es!of!
teachers;!5. Interac:ng!with!the!job!descrip:ons!of!other!
colleagues;!6. Effec:ve!u:lisa:on!of!the!1800!hours!prescribed!
by!the!PAM!for!teachers;!7. Respect!and!integrity!i.t.o.!their!roles!as!subject!
teaching,!learning!and!assessment!managers.!
“Its%all%about%their%dreams%…%%We%need%to%give%our%all%and%we%are%giving%the%best%years%of%our%lives….%
FOR%WHAT%?%%WHY%?%%WHO%CARES%?%
Let’s!move!beyond!!doing!more!of!the!same!
Let’s!move!beyond!doing!things!beder!
Let’s%do%things%differently…%And%ensure%that%every%learner%
succeeds%
If%you%don’t%like%what%you%ge\ng,%
Change%what%you%are%doing!%
Becoming!an!ac:ve!ci:zen!…!
Connected!vs!Disconnectedness!from!Learners!
14
I%see,%know,%
understand%and%care%about%them!%
I%see,%know%and%
understand%them!%
I%see%and%know%them!%
I%see%them!%
My!journey!towards!DEEP!CHANGE!SPIRITUAL%BEINGS%
HAVING%A%HUMAN%
EXPERIENCE%
INDEPENDENCE%DEPENDENCE% INTERDEPENDENCE%
HUMAN%BEINGS%
HAVING%A%SPIRITUAL%EXPERIENCE%
DIVIDE%
MINUS% ADD%
MULTIPLY%
FROM!CRADLE!TO!CAREER!TO!CITIZENSHIP!
From%being%ApatheKc,%Voiceless%Subjects%
To%being%AcKve,%Courageous,%
Enterprising%and%Involved%CiKzens%
What%should%we%do%in%
EducaKon?%
Go%for%Deep%Change%
Vulnerability%
Urgency% Uncertainty%
10%Elements%of%Deep%Change%1. Driven!by!a!desire!to!Enact%our%Vision%2. Starts!with!Personal%transformaKon%%3. !See,%feel,%&%think%differently%4. RelaKonships%of%trust!!5. Striving!for!Excellence%6. Being!comfortable!with!being%Uncomfortable%7. Venture!into!uncertainty!–!calculated%Risk%Taking%8. Being!fully!challenged!k!Vulnerability%9. Focus!on!Solving%Problems%with!and!through!others!10. Learn!together!in!Networks%of%Equality!
Distrac:on!!• An!atheist!was!seated!next!to!a!lidle!girl!on!an!airplane!and!he!turned!to!
her!and!said,!"Do!you!want!to!talk?!Flights!go!quicker!if!you!strike!up!a!conversa:on!with!your!fellow!passenger."!
• The!lidle!girl,!who!had!just!started!to!read!her!book,!replied!to!the!total!stranger,!"What!would!you!want!to!talk!about?"!
• "Oh,!I!don't!know,"!said!the!atheist.!"How!about!why!there!is!no!God,!or!no!Heaven!or!Hell,!or!no!life!a`er!death?"!as!he!smiled!smugly.!
• "Okay,"!she!said.!"Those!could!be!interes:ng!topics!but!let!me!ask!you!a!ques:on!first.!A!horse,!a!cow,!and!a!deer!all!eat!the!same!stuff!k!grass.!Yet!a!deer!excretes!lidle!pellets,!while!a!cow!turns!out!a!flat!pady,!but!a!horse!produces!clumps.!Why!do!you!suppose!that!is?"!
• The!atheist,!visibly!surprised!by!the!lidle!girl's!intelligence,!thinks!about!it!and!says,!"Hmmm,!I!have!no!idea."!!
• To!which!the!lidle!girl!replies,!"Do!you!really!feel!qualified!to!discuss!God,!Heaven!and!Hell,!or!life!a`er!death,!when!you!don't!know!shit?"!
• And!then!she!went!back!to!reading!her!book.!
TIMSS 2003 - Applying Maths
2003%
Current%‘throughMput’%in%EducaKon%Comparing Grades 1-12 from 1999 to 2015 Gap Now %Learner
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Gr1 & 12 Retained
1999 1 318 932 1 223 529 1 194 425 1 167 683 1 087 829 998 705 937 741 1 043 067 917 239 840 803 738 220 571 848 747 084 43%
2000 1 055 397 1 090 765 1 178 712 1 167 949 1 088 836 1 009 782 936 454 1 039 547 922 566 836 962 724 192 549 203 506 194 52%
2001 1 150 637 944 961 1 087 675 1 175 860 1 098 863 1 023 269 932 151 1 068 479 916 280 846 655 709 508 488 352 662 285 42%
2002 1 286 591 1 012 892 949 721 1 076 107 1 142 806 1 038 679 958 932 936 392 1 089 404 876 175 719 952 486 786 799 805 38%
2003 1 277 499 1 111 858 1 003 331 952 465 1 035 707 1 101 740 987 876 976 750 902 129 1 096 214 736 720 475 069 802 430 37%
2004 1 303 016 1 109 201 1 081 956 985 139 916 911 997 365 1 050 554 1 010 710 914 729 1 057 935 829 137 505 392 797 624 39%
2005 1 233 581 1 118 690 1 078 001 1 061 770 951 372 898 493 972 542 1 052 499 930 797 1 069 494 839 009 538 909 694 672 44%
2006 1 185 198 1 081 652 1 099 319 1 072 780 1 026 031 919 487 872 051 1 020 734 970 946 1 093 297 890 564 568 664 616 534 48%
2007 1 171 323 1 050 103 1 066 796 1 090 762 1 035 449 1 001 687 896 138 930 019 957 450 1 115 961 920 102 625 809 545 514 53%
2008 1 122 114 1 031 821 1 017 656 1 050 860 1 043 012 1 001 852 964 345 926 603 902 656 1 076 527 902 752 595 216 526 898 53%
2009 1 106 827 1 004 311 1 004 585 1 019 886 1 009 370 1 012 619 970 902 991 093 926 531 1 017 341 881 661 602 278 504 549 54%
2010 1 116 899 994 410 972 668 1 002 645 978 983 978 016 980 747 1 001 180 1 009 327 1 039 762 841 815 579 384 537 515 52%
2011 1 177 089 1 003 353 957 209 974 860 957 203 946 427 941 291 1 008 110 1 049 904 1 049 189 847 738 534 498 642 591 45%
2012 1 208 973 1 074 788 967 373 966 349 939 025 935 446 912 528 971 509 1 096 113 1 103 495 874 331 551 837 657 136 46%
2013 1 222 851 1 116 427 1 025 185 964 630 923 562 909 095 902 099 942 345 1 073 060 1 146 285 834 611 597 196 625 655 49%
2014 1 235 901 1 149 894 1 073 447 1 036 378 929 735 894 517 875 311 935 624 1 048 823 1 139 872 897 342 571 819 664 082 46%
2015 1 244 208 1 164 050 1 106 895 1 088 804 979 360 899 799 884 994 931 766 950 512 1 112 604 928 983 687 230 556 978 55%
Ave. 1 201 002 1 075 453 1 050 880 1 050 290 1 008 474 974 528 939 803 987 437 975 204 1 030 504 830 390 560 558 Diff
EffecKve%and%Efficiecy%of%SA%EducaKon%
Source:%Ministry%of%EducaKon%–%South%Africa%
100%Learners%Enter%School%
40%Make%it%Through%to%Matric%Year%
20%Pass%and%Matriculate%
4%Students%Enter%%Higher%EducaKon%
1%Graduates%
One%in%every%Hundred%students%who%go%to%school%will%complete%
terKary%educaKon.%
Sources%of%Curriculum%Management%According!to!You,!which!sources!guide!you!in!your!work!to!support!Curriculum!&!Subject!Management?!1. .!2. .!3. .!4. .!5. .!6. .!7. .!8. .!
DIRE
CTIO
N FO
R LE
ARNI
NG
Principles%
South African Education System
Scho
ol%Curric
ulum
%Man
agem
ent%
GUID
ANCE
Purpose & Scope
School Instruction: Design & Review
Values%
Key%Competencies%
Learning%Areas%
Effective Pedagogy
Vision
%Why?!What?When?!
EffecKve%Pedagogy%TeacherMCentred%
Methods%%LearnerMCentred%
Methods%%
Lecture
Tell a Story
Demonstration
Whole-Class Discussion
Video Show
Role Play
Small Group Discussion
Visit
Project Work
Library Search
Investigation
Practical Work
Self-Study
Right-Answer
Questions
Simulation
Distrac:on!!
20!Big!Frameworks!
Difference!between!School!Improvement!and!School!Turnaround!
RedefiniKon%The!creaKon%of%new%approaches,!goals,!processes!and!
tasks,!previously!inconceivable.!
ModificaKon%Significant%redesign!of!approaches,!goals,!processes,!and!
tasks.!
AugmentaKon%SubsKtuKon!of!current!approaches,!goals,!processes!and!
tasks,!with%funcKonal%improvement.!
SubsKtuKon%SubsKtuKon!of!current!approaches,!goals,!processes!and!
tasks,!with%no%funcKonal%change.!Improvem
ent%
Turnaround%
5!Successful!Change!Steps!
29!6!
Awareness Sufficient awareness of the need for change?
No Raise awareness and overcome denial
Yes
Diagnosis Thorough diagnosis of problems and/or opportunities
No Engage in root cause diagnosis
Yes
Vision Solid new organising model? No Engage in strategising and visioning
Yes
Plan Detailed plan for implementation? No Engage in planning
Yes
Support Critical mass of support for implementation?
No Engage in stakeholder building
Yes
Successful Change!!
School Turnaround
Look!at!How!we!can!make!SYSTEMS!of!schools!
What%are%the%Challenges%in%the%Academic%Se\ng?%
Limited!Resources!
Lack!of!Talk!about!Learner!Dreams!in!schools!
Change!the!Culture!of!
Low!Expecta:on!
Success!needs!good!learner!and!
teacher!Rela:onship!
Every!school!need!a!principal!that!Loves!all!Learners!
Reten:on!and!Issues!of!Equality!vs!Equity!
What%are%ways%we%can%overcome%the%Challenges%of%Culture%and%Resources?%
Autonomy!to!the!school!to!do!what!is!needed!
Build!!Culture!of!High!Expecta:ons!
Focus!on!Learner!needs!
Support!Learner!and!Teacher!Needs!
Use!the!Whole!Community!as!a!support!group!for!school!
Look!at!Policies!and!ensure!to!support!Arts!&!Culture!and!Quality,!Rigorous!classes!
What%are%some%Examples%of%Success?%
Paderns!and!Rou:nes!create!Certainty!among!
Vulnerable!Learners!
Place!more!Importance!on!Career!Guidance!
To!turnaround!schools,!you!
need!Ownership!
Mentoring!&!encouragement!
of!Dreams!inspired!Hope!
Partners!make!success!possible!when!focusing!on!Learner!Dreams!
Understand!the!Developmental!
Assets!of!Learners!
What%is%the%Work%looking%Forward?%
Empower!Principals!to!Reclaim!their!role!in!Schools!
Principal!should!focus!75%!on!
Teaching,!Learning!&!Assessment!
Belief!All!Learners!can!and!should!be!Successful!
Influence!will!yield!more!
las:ng!success!than!Control!
Any%pa
ss%other%th
an%a%Bache
lor%h
as%
limite
d%to%no%value%to%poverty%children%
Principles!of!School!Turnaround!Strategy!1. All%learners%were%created%to%be%SUCCESSFUL,!and!
therefore!no!learner!should!fail;!2. The!academic%ability%of%learners%is!not!linked!to!their!
economic,!social!and!cultural!status!in!society!(poor!learners!can!perform!at!same!level!as!middlekclass!and!rich!learners);!
3. The!biggest!challenges!in!School!Turnaround!require!Adults%to%Change%(Thinking!and!Doing)!–!reconnect!them!with!the!dreams!of!learners;!
4. Move!away!for!the!Deficit%Thinking%Model,!and!the!VicKm%Mentality%Approach;!
5. Restructuring!the!current!educa:on!models!that!are!resul:ng!in!DysfuncKonalMbyMdesign%and!Successklinkedktoksocialkstatus!(unk!and!underkqualified!and!poorly!performing!teachers!are!teaching!in!these!schools).!
31!8!
8 School Readiness Components Under-performance Functionality
1 2 3 4 5 1.1 Attendance -
Teachers Tick name Sign name Time in and out Principal monitor
daily Absence submitted and
processed
1.2 Attendance – Learners
Record end of the week Record daily Record per period Record per subject Record 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-economic information
Achievement information
Expectations and aspirations information
4. Annual Planning
Compliance planning Administrative planning
Professional planning
Ethical planning School Improvement Planning
5. Timetabling Compliance timetabling Implement 40% Implement 60% Implement 80% Optimal, efficient 100%
6. Teaching Schedules
CAPS planning Schedules per quarter
Schedules per month
Schedules per week Schedules per day (task, homework, etc.)
7. Organogram No clear accountability, support & development
agreement
Accountability requirements are
known
Accountability linked to positions
only
Accountability linked to positions and
functions
Clear accountability, support & development
at all levels
8. TL Support Materials
TLSM to teacher only TLSM to teacher and selective
learners
TLSM to all for use in classroom only
TLSM to all on first day of school for use
beyond classroom
TLSM issued to all, get returned very year (more than 90%)
Manual System 32!14!
Job%DescripKon%–%Educator%(PAM%p.11)!
33!
Teachers 30 General/Administrative Activities Coordinate and control academic activities in subject 1 Manage academic activities related to assigned subjects Coordinate and control stock and equipment 2 Manage stock and equipment in classroom Perform or assist in non-teaching duties * secretary to meetings 3 Assist in keeping record of subject meetings * fire drill and first aid 4 Assist in safety of learners (fire drll, first aid) * timetabling 5 Assist in timetable process management * collecting fees and other monies 6 Assist in fees and other money collection * staff welfare 7 Assist in staff welfare * accidents 8 Assist in accidents and incidents Personnel Participate appraisal processes of educs and school (stakeh) 9 Assist in appraisal process of teachers Teaching Engage in class teaching 10 Teaching * Prepare lessons 11 Ensure daily/weekly lesson planning/preparation Be class teacher if required 12 Class teacher * Take leadership of subject 13 Lead in subjects assigned * Plan, coordinate, control, administer, evaluate and report on learners' academic progress 14 * Plan, coordinate, control, administer, evaluate and report on learners' academic progress * Use variety of strategies to meet outcomes of curriculum 15 Use variety of methods to meet curriculum outcomes * Establish classroom environment that advance positive learning and active engagement of learners 16 Classroom physical and emotional environment to enhance learning and active engagement Extra- and Co-curricular Play active role in promoting extra- and co-curricular activities 17 Promote actively extra- and co-curricular activities * Use learners' experience as fundation & valuable resource 18 Know learners' abilities, to construct lesson planning, preparation and delivery Assist HoD to identify special attention and addressing them 19 Assist HoD with learners needed special attention Cater for educational and general learner welfare 20 Cater for general and educational welfare of learners Overseeing learner counselling and guidance, discipline and learner welfare 21 Oversee learner counselling, guidance, discipline and welfare Interaction with Stakeholders PD of colleagues by sharing knowledge, ideas and resources 22 Share knowledge, ideas and resources with colleagues for their development Informed of current developments in educational thinking and curriculum development 23 Be informed of current developments in educational thinking and curriculum management Participate in SGB, if elected 24 Participate in SGB, if elected Communication Meet parents concerning learner progress and conduct 25 Meet parents concerning learner progress and conduct Maintain good teaching standard and progress among learners, efficient administrtive system 26 Keep administrative system in place to manage good teaching standare and learners progress Collaborate with education in organising and conducting extra- and curricular activities 27 Organise and conduct extra- and co-curricular activities Participate in departmental and professional committees and PD 28 Participat in dept and prof committees and PD Maintain contact with sport, cultural and community orgs 29 Maintain contact with sport, cultural and community organisations Contact with public on behalf of principal 30 Keep contact with public (parents) on behalf of principal
Job%DescripKon%–%Heads%of%Dept%(PAM%p.9)!
34!
Head of Department 48 General/Administrative Activities Planning and management of: * school stock * budget for dept. 1 Subject stock management 4 Construct and management subject budget * textbooks * subject work schemes 2 Subject textbook & other LASM management 5 Management daily and weekly lesson plans * equipment 3 Equipment management Perform and assist with non-teaching * secretary to staff meetings * staff welfare 6 Keep record of staff meetings 10 Assist with staff welface * fire drill and first aid * accidents 7 Facilitate fire drill (safety) and first aid 11 Assist with accidents and incidents * timetabling Deputise for principal and deputy 8 Assist with timetable construction and implementation 12 Deputise for principal and/or deputy * collect fees and other monies 9 Assist with fees and other money collection Personnel advise on division of labour among staff 13 Advise on division of labour among staff in department Participate in appraisal processes of educators and school 14 Assist in appraisal process of teacher in department Use appraisals to review profl practcie for improve 15 Use appraise to review professional practice for improvement in dept Teaching Assess and record attainment of learners taught Engage in class teaching 16 Assess and record learning attainment in department 18 Teaching In charge of subject, LA or phase Be class teacher if required 17 Heading the subject, LA or phase department 19 Class teacher Extra- and Co-curricular Play active role in promoting extra- and co-curricular activities 20 Promote extra- and co-curricular activities in department Develop policy for department 21 Develop policy for the department Coordinate evaluation/assessment, homework, assignments 22 Coordinate assessment, homework, assignments Provide and coordinate guidance * subject approaches * schemes of work 23 Guide subject approaches in department 29 Manage daily and weekly lesson plans * methods * homework 24 Guide the teaching methods in department 30 Guide/manage homework process/evaluation * techniques * practical work 25 Guide the teaching techniques 31 Guide and manage practical work in department * evaluation * remedial work 26 Guide evaluation of teachers' work 32 Guide and manage remedial work * aids * inexperienced staff 27 Manage the educational aids in department 33 Guide, support and develop inexperienced staff * syllabus * educational welfare of learners 28 Manage curriculum implementation 34 Guide/manage educational welfare of all learners Communication Meet parents on learner progress and conduct 35 Meet parents on learner progress and conduct in dept Participate in departmental and professional committees and PD 36 Participate in departmental and professional committees and PD Maintain contact with sport, cultural and community organisations 37 Maintain contact with sport, cultural and community organisations To control * work of educators and learners 38 Manage work of educators and learners in dept * report to principal 39 Facilitate report to principal regarding work of T & L * mark sheets 40 Manage subject mark sheets * test and examination papers and memos 41 Manage test and examination papers and memos * administrative responsibilities of staff 42 Manage administrative responsibilities with staff in dept Cooperate with colleagues to maintain * good teaching standards 43 Manage good teaching standards in dept * progress among learners 44 Manage progress among learners * foster efficiency with dept and school 45 Manage the efficiency in dept and school Collaborate with educators of other schools 46 Collaborate with educators of other schools Conducting extra-curricular activities 47 Participate in extra- and co-curricular activities
Participate in dept and professional committees, seminar, courses 48 Partake in subject committees, seminars, courses, etc.
Tick!(x)!how!many!of!these!ac:vi:es!(on!the!right)!you!are!
currently!performing.!
PracKcal%M%2%
Job%DescripKon%–%Heads%of%Dept%(PAM%p.9)!
35!
48 Activities General/Administrative Teaching Extra- and Co-curricular
1 Subject stock management 16 Assess and record learning attainment in department 34
Promote extra- and co-curricular activities in department
2 Subject textbook & other LASM management 17 Heading the subject, LA or phase department 35 Develop policy for the department
3 Equipment management 18 Teaching 36 Coordinate assessment, homework, assignments
4 Construct and management subject budget 19 Class teacher 37 Guide subject approaches in department 5 Management daily and weekly lesson plans Communication 38 Guide the teaching methods in department 6 Keep record of staff meetings 20 Meet parents on learner progress & conduct in dept 39 Guide the teaching techniques
7 Facilitate fire drill (safety) and first aid 21 Participate in departmental and professional committees and PD 40 Guide evaluation of teachers' work
8 Assist with timetable construction and implementation 22
Maintain contact with sport, cultural and community organisations 41 Manage the educational aids in department
9 Assist with fees and other money collection 23 Manage work of educators and learners in dept 42 Manage curriculum implementation 10 Assist with staff welface 24 Facilitate report to principal regarding work of T & L 43 Manage daily and weekly lesson plans 11 Assist with accidents and incidents 25 Manage subject mark sheets 44 Guide/manage homework process/evaluation 12 Deputise for principal and/or deputy 26 Manage test and examination papers and memos 45 Guide and manage practical work in dept
Personnel 27 Manage administrative responsibilities with staff in dept 46 Guide and manage remedial work
13 Advise on division of labour among staff in department 28 Manage good teaching standards in dept 47 Guide, support and develop inexperienced staff
14 Assist in appraisal process of teachers in department 29 Manage progress among learners 48
Guide/manage educational welfare of all learners
15 Use appraise to review professional practice for improvement in dept 30 Manage the efficiency in dept and school
31 Collaborate with educators of other schools 32 Participate in extra- and co-curricular activities 33 Partake in subject committees, seminars, courses,
Job%DescripKon%–%Deputy%Prin.%(PAM%p.9)!
36!
Deputy Principal 34 General/Administrative Deputise in principal's absence 1 Deputise in managing professional/ academic activities duty roster 2 Construct and manage duty roster substitution 3 Constuct and manage teacher subsitution internal and external evalaution and assessment 4 internal and external evalaution and assessment school calendar 5 School calender management admission of new learners 6 Learner admission class streaming 7 Class subject streaming school functions 8 Manage school functions Planning and control of expenditure 9 Plan and control expediture Allocation of funds/resources 10 Allocation of Funds/resources General cleanliness of school 11 General cleanliness of school supervising annula stock-taking excercises 12 Supervise annula stock-taking Personnel Professional advice on work and performance to all staff 13 Advice on work & performance of staff Report on teaching, support, non-teaching of staff 14 Report on teaching, support and no-teaching Participate in appraisal processes of educators and school 15 Assist in appraisal process of teacher and school Use appraisals to review professional practcie for improvement 16 Use appraise to review professional practice for improvement Teaching Engage in class teaching 17 Teaching Assess and record attainment of learners taught 18 Assess and record learner attainment in school Extra- and Co-curricular School curriculum and pedagogy * choice of textbooks 19 Choose textbooks based on pedagogy * coordinating work of subject committees 20 Coordinate subject committee work * arranging teaching practice 21 Arrange teaching practice * counselling 22 Counsel teachers and learners * guidance 23 Provide guidance to teachers and learners * careers 24 Gude learners and teachers in their careers * discipline 25 Ensure and manage discipline * attendance 26 Manage attendance Play active role in promoting extra- and co-curricular activities 27 Promote extra- and co-curricular activities in school Assist in overseeing learner welfare 28 Oversee learner welfare Interaction with Stakeholders Supervise RCL 29 Supervise RCLs Communication Liaise with relevant structures regarding school cirricula and curriculum development 30 Liaise on school curricula and curriculum development Meet parents concerning learner progress and conduct 31 Meet parents on learner progress and conduct Liaise with all relevant government departments 32 Liaise with relevant government departments Participate in departmental and professional committees and PD (extra ad co-curricular) 33 Participate in departmental and professional committees and PD (extra ad co-curricular) Maintain contact with sport, cultural and community organisations 34 Maintain contact with sport, cultural and community organisations
Job%DescripKon%–%Principal%(PAM%p.8)!
37!
Principal Duties 43 General/Administrative Activities Professionally manage school 1 Manage professional/academic activities Instruct and guide timetabling 2 Timetable construction Instruct and guide learner placement 3 Learner admission Keep proper accounts and records of funds 4 Financial bookkeeping Make best use of funds for learner benefits 5 Funds allocation Consult appropriate structures during decision make 6 Democratic decision-making process Keep school journal with important events 7 School Calendar/actitiies management Make regular inspections of the school 8 Inspection of school Ensure premises and equipment are properly used 9 Property and asset management Ensure good discipline is being maintained 10 Discipline management Manage hostels and related activities 11 Hostel management Share Departmental and other information with staff 12 Document sharing with staff Store DBE and other information in accessible space 13 Document management/safe keeping Handle all correspondence received 14 Correspondence management Personnel Provide professional leadership 15 Professional mentoring Professional advice on work and performance to all staff 16 Teacher coaching Report on teaching, support, non-teaching of staff 17 Teacher performance management Equitable distribution of workloads among staff 18 Workloa allocation and management Development of staff training programmes 19 PD programme development Assist educators (new and inexperienced) 20 Inducting teachers Participate in appraisal processes of educs & school 21 Appraising teaching, assets and property Use appraisals to review practice for improvement 22 Data analysis for improvement Proper organisation regarding evaluation/forms of assessment 23 Assessment management Teaching Engage in class teaching 24 Teaching Be class teacher if required 25 Class teacher Assess and record attainment of learners taught 26 Assessment recording and reporting Extra- and Co-curricular Serve on recruitment, promotion, advisory and other committees 27 Teacher recruitment, selection and appointment Play active role in promoting extra- and co-curricular activities 28 Extra- & Co-curricular management Plan major school functions 29 Annual planning Encourage learners' voluntary participation in activities 30 Volunteerism management Interaction with Stakeholders Serve on SGB 31 Professional guidance to SGB Render assistance to SGB to ensure functionality 32 Ensure functionality of SGB Participate in educational and community building activities in community 33 Engage in community/educational activities Communication Maintaining smooth running of school through cooperation with staff and SGB 34 Maintain cooperation with staff and SGB Liaise with circuit/district and related sections concerning school matters 35 Liaise with circuit/district on school matters Liaise with relevant structures regarding school cirricula and curriculum development 36 Liaise with structures on curricula matters Meet parents on learner progress and conduct 37 Manage learner progress and conduct with parents Cooperate with SGB 38 Cooperate positively with SGB Liaise with all relevant government departments 39 Liaise with relevant government departments Cooperate with HEIs and agencies regard learners 40 Cooperate with HEIs/ Agencies on learner matters Cooperate with INSET and agencies regard develop 41 Cooperate with INSET/Agencies on PD Participate in departmental and professional committees and PD 42 Partake in PD, DBE and CoPs matters Maintain contact with sport, cultural and community organisations 43 Partake in sport, cultural and community organisations - co-curricular activities
38!
T1 Manage academic activities related to assigned subjects T2 Manage stock and equipment in classroom T3 Assist in keeping record of subject meetings T4 Assist in safety of learners (fire drll, first aid) T5 Assist in timetable process management T6 Assist in fees and other money collection T7 Assist in staff welfare T8 Assist in accidents and incidents T9 Assist in appraisal process of teachers T10 Teaching T11 Ensure daily/weekly lesson planning/preparation T12 Class teacher T13 Lead in subjects assigned T14 Plan, coordinate, control, administer, evaluate and report on learners' academic progress T15 Use variety of methods to meet curriculum outcomes T16 Classroom physical/emotional environment to enhance learning and active engagement T17 Promote actively extra- and co-curricular activities T18 Know learners' abilities, to construct lesson planning, preparation and delivery T19 Assist HoD with learners needed special attention T20 Cater for general and educational welfare of learners T21 Oversee learner counselling, guidance, discipline and welfare T22 Share knowledge, ideas and resources with colleagues for their development T23 Be informed of current developments in educational thinking and curriculum management T24 Participate in SGB, if elected T25 Meet parents concerning learner progress and conduct T26 Administrative system in place to manage good teaching standare and learners progress T27 Organise and conduct extra- and co-curricular activities T28 Participat in dept and prof committees and PD T29 Maintain contact with sport, cultural and community organisations T30 Keep contact with public (parents) on behalf of principal H1 Subject stock management H2 Subject textbook & other LASM management H3 Equipment management H4 Construct and management subject budget H5 Management daily and weekly lesson plans H6 Keep record of staff meetings H7 Facilitate fire drill (safety) and first aid H8 Assist with timetable construction and implementation H9 Assist with fees and other money collection H10 Assist with staff welface H11 Assist with accidents and incidents H12 Deputise for principal and/or deputy H13 Advise on division of labour among staff in department H14 Assist in appraisal process of teacher in department H15 Use appraise to review professional practice for improvement in dept H16 Teaching H17 Class teacher H18 Assess and record learning attainment in department H19 Heading the subject, LA or phase department H20 Promote extra- and co-curricular activities in department H21 Develop policy for the department H22 Coordinate assessment, homework, assignments
H23 Guide subject approaches in department H24 Guide the teaching methods in department H25 Guide the teaching techniques H26 Guide evaluation of teachers' work H27 Manage the educational aids in department H28 Manage curriculum implementation H29 Manage daily and weekly lesson plans H30 Guide and manage homework process and evaluation H31 Guide and manage practical work in department H32 Guide and manage remedial work H33 Guide, support and develop inexperienced staff (specialism) H34 Guide and manage educational welfare of all learners H35 Meet parents on learner progress and conduct in dept H36 Participate in departmental and professional committees and PD H37 Maintain contact with sport, cultural and community organisations H38 Manage work of educators and learners in dept H39 Facilitate report to principal regarding work of T & L H40 Manage subject mark sheets H41 Manage test and examination papers and memos H42 Manage administrative responsibilities with staff in dept H43 Manage good teaching standards in dept H44 Manage progress among learners H45 Manage the efficiency in dept and school H46 Collaborate with educators of other schools H47 Participate in extra- and co-curricular activities H48 Partake in subject committees, seminars, courses, etc. D1 Deputise in managing professional/ academic activities D2 Construct and manage duty roster D3 Constuct and manage teacher subsitution D4 internal and external evalaution and assessment D5 School calender management D6 Learner admission D7 Class subject streaming D8 Manage school functions D9 Plan and control expediture D10 Allocation of Funds/resources D11 General cleanliness of school D12 Supervise annula stock-taking D13 Advice on work & performance of staff D14 Report on teaching, support and no-teaching D15 Assist in appraisal process of teacher and school D16 Use appraise to review professional practice for improvement D17 Teaching D18 Assess and record learner attainment in school D19 Choose textbooks based on pedagogy D20 Coordinate subject committee work D21 Arrange teaching practice D22 Counsel teachers and learners D23 Provide guidance to teachers and learners D24 Gude learners and teachers in their careers D25 Ensure and manage discipline D26 Manage attendance
D27 Promote extra- and co-curricular activities in school D28 Oversee learner welfare D29 Supervise RCLs D30 Liaise on school curricula and curriculum development D31 Meet parents on learner progress and conduct D32 Liaise with relevant government departments D33 Participate in DBE and professional committees and PD D34 Maintain contact with sport, cultural, community organisations P1 Manage professional/academic activities P2 Timetable construction P3 Learner admission P4 Financial bookkeeping P5 Funds allocation P6 Democratic decision-making process P7 School Calendar/actitiies management P8 Inspection of school P9 Property and asset management P10 Discipline management P11 Hostel management P12 Document sharing with staff P13 Document management/safe keeping P14 Correspondence management P15 Professional mentoring P16 Teacher coaching P17 Teacher performance management P18 Workloa allocation and management P19 PD programme development P20 Inducting teachers P21 Appraising teaching, assets and property P22 Data analysis for improvement P23 Assessment management P24 Teaching P25 Class teacher P26 Assessment recording and reporting P27 Teacher recruitment, selection and appointment P28 Extra- & Co-curricular management P29 Annual planning P30 Volunteerism management P31 Professional guidance to SGB P32 Ensure functionality of SGB P33 Engage in community/educational activities P34 Maintain cooperation with staff and SGB P35 Liaise with circuit/district on school matters P36 Liaise with structures on curricula matters P37 Manage learner progress and conduct with parents P38 Cooperate positively with SGB P39 Liaise with relevant government departments P40 Cooperate with HEIs/ Agencies on learner matters P41 Cooperate with INSET/Agencies on PD P42 Partake in PD, DBE and CoPs matters P43 Partake in sport, cultural and community organisations
39!
50 School Operational Systems Academic (11); Administration (14); Communication (6); ICT (7); Pastoral Care (12)
1. Teaching 2. Learning Support 3. School Image 4. Principal's Office 5. Finance and ICT 1.1 Teacher Substitute
Management 2.1 Co-Curricular
Management 3.1 Admissions
Management 4.1 External Doc Supply
to Agents Management
5.1 Funds Management
1.2 External Exams Management
2.2 Discipline Management
3.2 Calendar Management
4.2 Human Resources Management
5.2 Finance Management
1.3 Internal Exams Management
2.3 Exclusion Management
3.3 Daily Bulletin Management
4.3 Inventory Management
5.3 Fin Accountability Management
1.4 Assessment Process Management
2.4 Learning Info Management
3.4 Good News Management
4.4 Human Relations Management
5.4 Data Management
1.5 Teaching Info Management
2.5 Learner Attendance Management
3.5 Parent Info Management
4.5 Teachers and Learners Risk Management
5.5 Digital Management
1.6 External Reporting Management
2.6 Rewards and Conduct Management
3.6 Communication (SMS) Management
4.6 Learner Profile Management
5.6 Network Management
1.7 Teaching Process Management
2.7 Physical and Mental Health Management
3.7 Feeder Schools Management
4.7 Return on Investment Management
5.7 Publishing Management
1.8 Timetable Process Management
2.8 Gifted and Talent Management
3.8 Other Schools Management
4.8 Class groups and Subjects Management
5.8 Document Management
1.9 Learner Performance Tracking Management
2.9 Special Needs Management
3.9 Enrichment Management
4.9 Literacy Management
5.9 Website Management
1.10 Second Opportunity Management
2.10 Social Support Management
3.10 Volunteerism Management
4.10 School Workplace/ HEI Management
5.10 ICT Integration Management
40!
60 School Quality Systems 1. Leadership 2. Strategic
Planning 3. Human Resource
4. Learning and Teaching
5. Assessment and Feedback
6. Data Monitoring and Evaluation
1.1 Leadership Process
2.1 Development Process
3.1 Work Allocation and Management
4.1 Learner Care Management
5.1 Core Competencies Determination
6.1 Info and Knowledge Design
1.2 Communication Effectiveness
2.2 Action Plan Formulation
3.2 Recruit, Hire, Place and Retain
4.2 Learner Knowledge Determination
5.2 Key Process Determination
6.2 Info and Knowledge Management Process
1.3 Governance Process
2.3 Resource Allocation
3.3 Professional Knowledge, Skills & App.
4.3 Learner Diversity Segmentation
5.3 Process Design and Development
6.3 Info and Knowledge Sharing
1.4 Governance Management
2.4 Resource Redirection
3.4 Professional Ethics, Values and Attributes
4.4 Learner Context Segmentation
5.4 Process Requirements Determination
6.4 Performance & Knowl. Measures & Analysis
1.5 Succession Planning
2.5 Sourcing Process
3.5 Professional Learning
4.5 Teaching Features Determination
5.5 Implementation Management
6.5 Performance and Knowledge Selection and Use
1.6 Performance Process
2.6 Assumption Development
3.6 Career Progression
4.6 Learner and Teacher Relationship
5.6 Assessment Preparation
6.6 Data and Knowledge Analysis
1.7 Financial Accountability
2.7 Risk Assessment
3.7 Performance Management
4.7 Learner Complaints
5.7 Second Chance System
6.6 Data and Knowledge Evaluation
1.8 Financial Transparency
2.8 Resource Commitment
3.8 Performance Review
4.8 Teacher Complaints
5.8 Learner Feed-back Process
6.8 Target Setting Management
1.9 Priority Determination
2.9 Redeployment Management
3.9 School Climate Assessment
4.9 Learner Satisfaction Determination
5.9 Teacher Feedback Process
6.9 Success Indicators and Comparison Building
1.10 Priority Decision Making
2.10 Assessment Management
3.10 School Environment Improvement
4.10 Learner Expectation & Achievement
5.10 Parent Involvement Management
6.10 Data, Info and Knowledge Reliability
Scho
ol%
Deep%Change,%Principles,%SRCs%&%TLAS%
OperaKonal%Scho
ol%
Quality%
Systems%
Systems%
CWED%ImplemenKng%the%%
15%TLAS%%(Teaching,%Learning%and%Assessment%
Schedules) Presenters:%
Dr%Muavia%Gallie%Mr%Eugene%Daniels%
School Turnaround
1. Understanding!the!3!domains!of!TLAS;!
2. Different!ways!of!construc:ng!lesson!plans;!
3. Facilita:ng!teachers!on!construc:ng!lesson!plans;!
DistracKon!%• Things!you!should!never,!ever!say!to!teachers:!1. “We’ve!all!been!to!primary!school,!so!aren’t!we!all!
kind!of!experts!on!it?”!– Umm,!no.!!You’ve!been!sick!before!–!does!that!make!you!
a!doctor?!2. “When!I!re:re,!I!s:ll!want!to!do!something,!so!I!think!
I!might!take!up!teaching.”!– Teaching!is!not!a!hobby,!like!gardening!or!sailing.!!
Teaching!will!likely!make!your!old!job!feel!like!a!vaca:on.!3. “Have!you!ever!thought!about!making!your!class!
more!fun?”!– No,!I!do!my!best!to!make!it!as!boring!as!I!can.!
4. “If!you!really!cared!about!kids,!you!wouldn’t!worry!about!salary.”!
– I!love!my!learners.!!I!love!teaching.!!I!also!love!being!able!to!support!my!family!and!feed!my!kids.!
5!School!Turnaround!Principles!
16!Educa:onal!Principles!
8!School!Readiness!
Components!
15!Teaching,!Learning!and!Assessment!Schedules!
50!School!Opera:onal!Systems!
60!School!Quality!Systems!
16!School!Turnaround!Deliverables!
Ownership% Planning% Curriculum%Management%
Sustainability%Culture,%Climate,%RelaKonship%
3!
From!Underperformance!to!Excellence!
1.!UnderkPerforming!Schools!
2.!High!Func:oning!Schools!
3.!School!of!Excellence!
8%School%Readiness%Components%(Planning)%Adendance! Teacher!
Informa:on!Learner!
Informa:on!Annual!Planning!
TimekTabling!
Teaching,!Learning,!Assessment!Schedule!
Organogram! TLSM!
Ownership!
50%School%OperaKonal%Systems%Academic!(11)! Administra:on!(14)! Communica:on!(6)! ICT!(7)! Pastoral!Care!(12)!
Planning! Planning!
CM!k!Monitoring!and!Evalua:on!
CCR!k!Support!and!Development!
60%School%Quality%Systems%Leadership!
(10)!Strategic!
Planning!(10)!Human!
Resources!(10)!Learning!and!Teaching!(10)!
Assessment!and!Feedback!(10)!
Monitoring!and!Evalua:on!(10)!
CCR!k!Support!and!Development!
CM!k!Monitoring!and!Evalua:on!
Ownership!
Sustain!k!Ins:tu:onalisa:on! Sustain!k!Ins:tu:onalisa:on!
Scho
ol%Turna
roun
d%Strategy%(5
%Pha
ses)%–%3M5%Years%
Sustaina
bility%
3%–%6%Mon
ths%
Cultu
re,%Clim
ate,%
RelaKo
nships%
6%M%9
%Mon
ths%
Curriculum
%Man
agem
ent%
1.5%–%2.5%Ye
ars%
Plan
ning%
6%–%9%Mon
ths%
Owne
rship%
3%–%6%Mon
ths%
46!10!
UnderMPerforming%Schools%
HighMPerforming%Schools%
Schools%of%Excellence%
Teaching%Schedule%What%will%the%teacher%be%doing?%
Learning%Schedule%What%do%we%want%the%learner%to%do?%
Assessment%Schedule%What%do%we%want%the%learner%to%know%and%understand?%
1. Curriculum Alignment
6. Classroom Management
11. Classroom Assessment
2. Planning Practice and Interaction
7. Physical Environment
12. Test and Examination Preparation
3. Direction and Instruction
8. Questioning Techniques
13. Second Chance Opportunity
4. General Techniques 9. From Interaction to Engagement
14. Final Expectation
5. Teaching and Learning Tools
10. Classroom Leadership
15. Grades, Marks, Targets, etc.
48!
Teaching%Schedule%
1. Curriculum Alignment
2. Pl
anni
ng, P
ract
ice an
d In
tera
ctio
n
3. Di
rect
ion
and
Inst
ruct
ion
4. Ge
nera
l Tec
hniq
ues
5. Te
achi
ng an
d Le
arni
ng To
ols
• Mapping%the%chunks!within!the!different!weeks!
• Ensure!Unique%chunkMdescripKons%per%week!are!the!same!(all!the!chunks!must!be!unique!for!others)!
• Do!Cross%linking%of%chucks,!both!at!horizontal!and!ver:cal!level!
• Make!clear!dis:nc:on!between!chunks%which%start!at!the!level,!and!those%conKnuing!from!previous!grades.!!
49!
Teaching%Schedule%1.
Curri
culum
Alig
nmen
t 2. Planning, Practice and Interaction
3. Di
recti
on an
d Ins
tructi
on
4. Ge
nera
l Tec
hniqu
es
5. Te
achin
g and
Lear
ning T
ools
• Describe the Content to be taught • Indicate the Source where information came from • Identify Other sources where content can be sought from, and consider sources presenting
alternative perspectives, methods, approaches, etc. on the same content • Indicate the Scope, Depth and Breath of the content to be covered (indicate how long
teaching will take, of the period time) • Indicate whether Pre-knowledge is necessary • Indicate whether Pre-engagement from learners is necessary • Identify the Teaching method [13] (teacher and/or learners centred) to be followed (lecture,
demonstration, tell a story, whole-class discussion, visual display, role play, small group discussion, visit, project work, library search investigation, practical work, self-study)
• Identify the particular practice of skill to be followed such as Homework – indicate to learners what the approximate length of time they should take to complete task (ensure a consistent space where homework assignment is noted in writing). Consider a ‘homework Roster’ for the class, grade or school. Types of homework (preparation tasks – learners gaining background information; practice exercises – to apply, review, revise and reinforce new knowledge; creative homework – learners integrate multiple concepts and develop critical thinking and problem solving skills, which is open-ended questions and long-term projects with choice for learners; extension assignments – learners to pursue knowledge individually and imaginatively, which allows for class work and real world to connect)
• Identify Length of teaching, learning, and formative assessment per lesson and/or per week • Identify Practical examples, simulations, symbolism, etc. that will be utilised (connect
theory and practice – real life experiences) 50!
Teaching%Schedule%1.
Curri
culum
Alig
nmen
t
2. Pl
annin
g, Pr
actic
e and
Inter
actio
n 3. Direction and Instruction
4. Ge
nera
l Tec
hniqu
es
5. Te
achin
g and
Lear
ning T
ools
• Role%of%the%Teacher!–!Facilitator,!Orchestrator,!Passive,!Authoritarian!
• Levels%of%Learning!(Blooms’!Levels!of!Learning!–!Facts,!Informa:on,!Knowkhow,!Comprehension!and!Wisdom)!
• InstrucKon%Signs%(Listen,!look!at!me,!be!quiet,!sit!down,!stand!up,!line!up,!take!out!your!homework,!get!your!pencil/pen,!etc.)!
• Develop%Maps%for%different%direcKons!(What!to!do!when:!k!I!don’t!understand!what!the!teacher!said;!I!don’t!understand!the!lesson;!I!don’t!know!how!to!tackle!the!work;!I!am!finished!with!my!work;!I!want!to!help!another!learner;!I!need!to!go!to!the!bathroom;!etc.)!
• How%to%give%your%direcKons%(speak!up!and!say!exactly!what!you!need;!iden:fy!a!‘silly!word’!to!get!their!aden:on;!ensure!to!let!learners!repeat!your!direc:ons;!write!important!informa:on!in!a!special!place!on!the!board;!use!a!:meframe!to!ensure!you!want!things!to!be!done!within!a!certain!:me;!ensure!learners!know!the!importance!of!the!direc:ons;!constantly!‘police’!the!task!un:l!learners!demonstrated!they!can!be!le`!alone;!encourage!learners!to!seek!clarify!from!other!learners!too;!now!reduce!the!talking!and!focus!on!the!doing)!! 51!
Teaching%Schedule%1.
Curri
culum
Alig
nmen
t 2.
Plan
ning,
Prac
tice a
nd In
terac
tion
3. Di
recti
on an
d Ins
tructi
on
4. General Techniques
5. Te
achin
g and
Lear
ning T
ools
• Setting the atmosphere/tone in your classroom (build rapport by creating trust and relationship; create peaceful pace through your own calm voice, expect excellence through routine and consistency; use story telling to create higher order thinking and imagining, indicate expected behaviour and consequences, get-down-to-it learning approach, balance hard work with camaraderie, friendship and joy)
• Important techniques: • Display important concepts on walls; • Test equipment before using them; • Ensure clean and neat classroom area; • Music can be used effectively where appropriate; • Consistently greeting all learners when they enter; • Personal stories and humour assist connection; • Emphasis things which are important; • Use your voice tone to set the correct atmosphere; • Ensure proper lighting; • Spend time building up relationships; • Use colour patterns to distinguish different things; • Utilise visual tools to ensure holding their attention; • Avoid ‘incorrect spelling’ on the board; • Professionally dress at least 1 step above all/most
learners; • Ensure seating choices given; • Ensure time management as a principle; • Encourage learner socialization;
• Ensure permission is requested when leaving the classroom; • Ask questions that promote thinking; • Dignify all responses and contributions; • Utilise humour to increase retention; • Put effort in to ensure connection of concepts with ‘outside
school experiences’; • Ask for volunteers before identifying; • Teachers must move around to classroom for attention; • Manage learner movement for oxygen; • Start your lesson on time; • Ensure some feedback loop after every 10 minutes; • Create the freedom of learners to opt out; • Keep water in class available for learners; • Use multiple senses to stimulate all learning styles; • Reduce distractions to the minimum; • Emphasise Safety in the classroom; • Emphasise Success of All in the classroom; • Emphasise the importance of Love; • Emphasise the importance of Belonging;
• Display Constantly incorporate the dreams of learners into the learning conversations to ensure connection 52!
Teaching%Schedule%1.
Curri
culum
Alig
nmen
t 2.
Plan
ning,
Prac
tice a
nd In
terac
tion
3. Di
recti
on an
d Ins
tructi
on
4. Ge
nera
l Tec
hniqu
es
5. Teaching and Learning Tools • DifferenKate%InstrucKon!by:!designing!the!lessons!to!meet!the!needs!of!all!learners;!onkgoing,!everkchanging!flexible!groupings;!responding!to!different!readiness,!interest!and!learning!profile;!onkgoing!assessment;!addressing!essen:al!principles,!concepts!and!skills;!careful!planning;!an!effec:ve!philosophy!that!allows!all!learners!to!feel!successful!
• MulKple%Intelligences:!1.!Verbal/Linguis:c!(wri:ng,!journal,!poem,!TV!ads,!reading!stories,!concept!mapping,!crossword!puzzle);!2.!Logical/Mathema:cal!(:me!line,!compare!and!contrast!ideas,!visual!diagrams,!comic!strips,!survey!results);!3.!Interpersonal!(tell!stories,!coopera:ve!games,!role!play,!discuss!and!come!to!conclusion,!interviews);!4.!Body!Kinesthe:c!(coopera:ve!games,!physical!exercises,!handskon!experiments,!model!or!representa:on);!5.!Musical!Rhythmic!(rapping,!musical!instruments,!music!wri:ng,!dance!steps,!make!up!sounds!and!sound!effects,!jingle,!rhymes);!6.!Naturalist!(collect!and!categorise!data,!materials,!or!ideas;!discover!or!experiment;!take!field!trips;!case!study;!adapt!materials!to!a!new!use,!label!and!classify);!7.!Interpersonal!(personal!journal;!write!about!personal!experiences;!think!about!and!plan;!review!or!visualise;!expressing!of!feelings;!imagine!and!write!about!the!future)!! 53!
Learning%Schedule%6. Classroom Management
7. Ph
ysica
l Env
ironm
ent
8. Qu
estio
ning
Tech
niqu
es
9. Fr
om In
tera
ctio
n to
Eng
agem
ent
10. C
lassr
oom
Lea
ders
hip
• Tips%for%Teachers!(start!the!first!day!of!the!year!with!clear!expecta:ons!and!a!plan;!be!fair!to!all!learners!and!apply!consistently;!be!prepared!for!some!disrup:ons,!and!therefore!don’t!let!it!phase!you;!ins:l!high!expecta:ons!consistently!and!prevent!sliding!during!‘off’!days;!incen:vise!good!behaviour!through!affirma:on!and!rewards;!rather!overkplan!to!ensure!that!your!are!not!caught!out!‘idling’!our!without!ideas!and!ac:vi:es;!if!you!have!clear!rules,!you!must!display!them!but!limit!them;!ensure!that!you!build!rela:onships!and!ensure!that!they!know!you!care!about!them!even!when!you!don’t!like!what!they!do;!praise!in!public!and!reprimand!in!private;!ensure!to!prevent!emo:onal!outbursts!that!could!lead!to!confronta:on!and!humilia:on;!be!pa:ent!and!keep!prac:cing!and!don’t!sweat!the!small!stuff!unless!it!has!the!poten:al!to!be!come!‘big!stuff’)!
• Establish%RouKne!(model!how!to!by!yourself!through!simple!and!straighzorward!displays;!model!how!not!to!and!exaggerate!consequences!in!example;!have!a!learner!model!it!from!start!to!finish;!have!a!group!of!4k5!learners!to!model!it;!prac:ce!with!the!whole!class!un:l!they!get!it!right;!go!live!to!ensure!‘feeling!of!success’!or!‘doing!things!the!right!way’)!
• Have%rules%for%both%yourself%(teacher)%and%learners%(Teacher!–!I!will:!k!treat!each!learner!with!respect;!cri:cize!in!private!and!praise!in!public!and!make!every!effort!not!to!embarrass!you!in!front!of!your!peers;!maintain!a!sense!of!humour!since!laughter!is!important;!remember!you!may!have!other!issues!going!on!and!therefore!give!you!some!‘space’!when!needed;!let!you!know!when!I!don’t!feel!to!good;!try!to!never!yell/scream;!focus!on!your!learner!as!both!a!process!and!product;!incorporate!the!building!of!character!in!my!classroom;!not!allow!you!to!talk!bad!about!other!learners!and!teachers;!allow!you!to!vent!if!you!need!to;!take!care!of!problems!myself!without!sending!it!to!the!principal;!make!no!judgement!about!you!based!on!your!prior!ac:on;!always!forgive;!need!your!assistance!and!help!at!various!stages!during!the!year!and!therefore!you!are!invited!to!extend!your!hand!where!you!can!help;!Learners’!code!of!conduct!–!I!will:!be!polite!at!all!:mes;!work!quietly!and!not!disturb!others;!listen!respeczully!when!others!are!talking;!be!friendly!to!fellow!classmates;!be!honest!and!trustworthy;!respect!my!teacher!and!other!adults!and!learners;!be!prepared!for!class!every!day;!arrive!to!class!in!:me;!cooperate!with!others;!always!do!my!best)!! 54!
Learning%Schedule%
6. Cl
assro
om M
anag
emen
t 7. Physical Environment
8. Qu
estio
ning T
echn
iques
9.
From
Inter
actio
n to E
ngag
emen
t 10
. Clas
sroom
Lead
ersh
ip
• How can we establish and maintain an effective physical environment? • Aesthetics; • Content on the walls; • Lighting; • Storage space; • Teacher workspace;
• Example: Create a space where learners can find help, be supportive, etc.
55!
Learning%Schedule%6.
Clas
sroom
Man
agem
ent
7. Ph
ysica
l Env
ironm
ent
8. Questioning Techniques
9. Fr
om In
terac
tion t
o Eng
agem
ent
10. C
lassro
om Le
ader
ship
• Learning requires processing; • Questions direct instruction; • ‘Safe’ to be incorrect, making mistakes, …; • When struggling learners have to expose
their weakness to get information they need, they won’t do it!;
• 9 Critical questioning tools: • deflected questions; • deflected responses; • open-ended questions; • total responses questions; • response journals or boards; • interactive notes; • mutually assured correct responses; • whole group questions, share, compare, repair in
small groups; • every point processing. 56!
Learning%Schedule%6.
Clas
sroom
Man
agem
ent
7. Ph
ysica
l Env
ironm
ent
8. Qu
estio
ning T
echn
iques
9. From Interaction to Engagement
10. C
lassro
om Le
ader
ship
• How can learners be engaged meaningfully and effectively beyond active participation and time-on-task? • Learners learn better when engaged (shifting
meaning – “sit still and listen”); • Engage is the extent to which learners are
cognitively, physically and emotionally connected with what they are doing;
• Level of learner engagement is impacted by the design and execution of the teaching and learning activities, strategies and methods;
• From minimum compliance to total engagement.
57!
Learning%Schedule%6.
Clas
sroom
7.
Phys
ical E
nviro
nmen
t 8.
Ques
tionin
g Tec
hniqu
es
9. Fr
om In
terac
tion t
o Eng
agem
ent
10. Classroom Leadership • How can teachers function as truly inspirational
leaders in their classrooms with their learners and learner learning? • Inspire learners to action, to results, to achieve; • Learning with hope, inspire them to belief in their ability to
turn dreams into reality; • Speak of possibility; • Give of themselves, but also take care of themselves; • Are in tune with the classroom – operate with empathy
and compassion – create joy, fun and sense of belonging with boundaries and limits;
• Healthy relationship between teacher and learners – genuine caring and high expectations – won’t let them ‘off the hook’ – balance between pressure and nurture;
• Best relationships: celebrate achievements; maintain standards; expect success; demand excellence; coach to excellence; empower; meet needs; support individually.
58!
Assessment%Schedule%11. Classroom Assessment
12. T
est a
nd E
xam
inat
ion
Prep
arat
ion
13. S
econ
d Ch
ance
Opp
ortu
nity
14
. Fin
al Ex
pect
atio
n 15
. Gra
des,
Mark
s, Ta
rget
s, et
c.
• How are on-going, classroom formative and summative assessment, evaluation, accountability and documentation developed, maintained and effectively executed to ensure maximum learner success with meaningful and challenging targets? • Concept of assessment might be the most misunderstood concept
in schooling – it is assessment when the marks are changeable! • Has shifted from a ‘teaching tool’ to a ‘documentation
tool’ (evaluation); • We can’t fatten cows by weighing them. But we should weigh
them to assess and adjust how we are feeding them until they meet the ‘fat’ standard.
• Effective teachers use assessment to gather information in order to determine what next steps are necessary to ensure the learners meet the desired standards and outcomes;
• Teaching process: explain what is to be learned; explain why success in learning is important; model what is to be learned; ask a friend to see how well the learning is happening; provide additional modeling; one more time see how well you can do it; repeat last two steps until satisfied and then get tested! 59!
Assessment%Schedule%11
. Clas
sroom
Ass
essm
ent
12. Test and Examination Preparation
13. S
econ
d Cha
nce O
ppor
tunity
14
. Fina
l Exp
ectat
ion
15. G
rade
s, Ma
rks, T
arge
ts, et
c.
• How can we effectively prepare learners to succeed in the tests and/or examinations? • Most teachers focus on teaching the curriculum rather than
ensuring that learners learn well; • Written, Taught and Assessed curriculum; • Test scores are actually a reflection on us more than the
learners; • Only a portion of content we teach is likely to be of long-term
importance; • What learners know is more important than How much they
know; • Choose how much of time is used for teaching; • Choose how much emphasis – push heavily and gloss over; • Different assessment methods in terms of the levels of Bloom; • When using multiple choice, true-false and matching
assessment methods, ensure that learners are not ‘guessing’ correctly/wrongly – ensure sound argument supporting their determination, as well as why each distractor is incorrect;
60!
Assessment%Schedule%11
. Clas
sroom
Ass
essm
ent
12. T
est a
nd E
xami
natio
n Pre
para
tion
13. Second Chance Opportunity
14. F
inal E
xpec
tation
s
15. G
rade
s, Ma
rks, T
arge
ts, et
c.
• How do we ensure that we teach real life lessons to learners, that they might not get it right the first time, but mastery is important? • In the real world, almost every activity, apart from life-
threatening events, allow for a second chance – drivers license (How many of you have failed your drivers license test? How many times? Are those people who got their license first, better drivers than you?);
• Second chance opportunities are invested with real learning; • But second chance opportunities must make a difference; • Should be the ownership of the learner, not the teacher; • Technology gives us the opportunity to generate second
chance opportunities; • It has to be built into the learning system of the school; • The worry that SCO will be used and abused by learners is
unfounded, although any new system will go through challenges during introduction phase.!
61!
Assessment%Schedule%11
. Clas
sroom
Ass
essm
ent
12. T
est a
nd E
xami
natio
n Pre
para
tion
13. S
econ
d Cha
nce O
ppor
tunity
14. Final Expectation
15. G
rade
s, Ma
rks, T
arge
ts, et
c.
• Four Expectations: • Learner DAT cognitive ability; • School Targets; • Learner’s current performance; • Learner Expectations in relation to
Achieving their Dreams; • How many learners failed last year
‘because of us (teachers)’ – we failed them?
62!
Assessment%Schedule%11
. Clas
sroom
Ass
essm
ent
12. T
est a
nd E
xami
natio
n Pre
para
tion
13. S
econ
d Cha
nce O
ppor
tunity
14
. Fina
l Exp
ectat
ion
15. Grades, Marks, Targets, etc. • Track the progress of the learners on a regular
basis; • Must attach a verbal explanation to grades –
Learner Feedback Sheet (to learners) and Teacher Feedback Sheet (to HoDs);
• Ensure that ‘grading’ means something between different teachers, and subjects;
• Grades must be ‘tools for learners’ and not for teachers;
• Work on a “value added” approach to grading (AYP);
• Ensure an efficient and effective Recording Keeping system;
• Grades are ‘a moments reflection’ of what a learner knew, at a particular time, given a particular test – it does not represent the ‘worth’ of the learners. 63!
ConstrucKon%of%Lesson%Plans%Ques3on:%1. Iden:fy!the!processes!(during,!before!and!
a`er),!in!chronological!order,!that!lead!to!the!construc:on!of!Lesson!Plans!in!your!schools;!
2. One!school!will!volunteer!to!report!back!to!the!group!their!individual!school’s!processes;!
3. As!we!go!along,!the!other!schools!will!check!whether!some!of!the!processes!are!‘missing’!!
Process%of%Lesson%Plan%ConstrucKon%1. IdenKfy%days%available%for%Teaching%
and%Learning;%2. Chunking%curriculum%into%relevant%
weeks/days;%3. IdenKfy%themes%and%subMthemes%in%
subject(s)%–%helicopter%view;%4. Work%and%Subject%AllocaKon%–%
Timetabling;%5. IdenKfy%the%CAPS%requirements%of%
SummaKve%Assessments;%6. IdenKfy%the%Mark%DistribuKon%
during%final%examinaKon;%7. IdenKfy%the%School%requirements%of%
FormaKve%Assessments;%8. IdenKfy%the%Framework%of%your%
Daily%Lesson%Plan:%! Planning,!prac:ce!and!interac:on;!
! Direc:on!and!instruc:on;!! General!techniques;!! Teaching!and!learning!tools;!! Classroom!management;!! Physical!environment;!! Ques:oning!techniques;!! From!interac:on!to!engagement;!! Classroom!leadership;!! Lesson!Flow:!! Classroom!Assessment!as!per!
Subject;!! Test!and!examina:on!prepara:on;!! Second!chance!opportunity;!! Final!expecta:ons;!! Grades,!marks,!targets,!etc.;!
9. Indicate%compleKon%of%themes;%10. Indicate%compleKon%of%curriculum.%
Curriculum!Management! Subject!Management!
Key%QuesKons%during%Engagements%
1. When,!during!the!year,!should!you!(the!school)!iden:fy!the!process!step(s)?!(when!should!it!happen);!and!
2. Who!should!be!involved!when!you!make!the!decisions?!
Modules%InterMlinking%
7.%School%requirements%of%FormaKve%Assessments%(Q);%
1.%IdenKfy%days%available%for%Teaching%and%Learning%(Y);%2.%Chunking%curriculum%into%relevant%weeks/days%(Y);%3.%IdenKfy%themes%and%subMthemes%in%subject(s)%–%
helicopter%view%%(Y);%
8.%IdenKfy%the%Framework%of%your%Daily%Lesson%Plan%(Y):%
4.%Work%and%Subject%AllocaKon%–%Timetabling%%(Y);%
9.%Indicate%compleKon%of%themes%(W);%10.%Indicate%compleKon%of%curriculum%(M).%
Timetable%Module%
Assessment%Module%5.%CAPS%requirements%of%SummaKve%Assessments%(Y);%6.%Mark%DistribuKon%during%final%examinaKon%(Y);%
1.%%IdenKfy%days%available%for%Teaching%and%Learning%
Importance%of%the%170/180/190%days:%%1. Interest!of!Learners:!
– Engaging!– Strategic!compliance!– Ritual!compliance!– Retreater!– Rebel!
2. Interest!of!Teachers:!– Mediocre!–!tells!–!graduate;!– Good!–!explains!–!proficient;!– Superior!–!demonstrates!–!experienced;!– Great!–!inspires!–!professionally!excellent;!
DifferenKaKon%due%to%Learner%needs%
170%days%
150%days%
130%days%
110days%
90%days%
Challenges%in%‘protecKng’%170%days%1. Historical!legacy!of!‘black!schools’!and!lack!of!
awareness!around!the!number!of!170;!2. Lack!of!awareness!at!circuit/district!level!…!them!
o`en!‘causing!disrup:on!and!chaos’!in!schools;!3. Paderns!and!prac:ces!that!have!become!‘part!of!
the!culture’!of!the!school!…!with!the!related!‘benefits!for!people’;!
4. Knowledge!of!the!policy!documents!…!‘culture!of!referencing!without!knowing’;!
5. Confusion!between!‘curriculum!management’!and!‘subject!management’!…!principal!and!circuit!manager!vs!HoD!and!subject!advisors!k!silos;!
Lets plan for 2016: What do we need to do?
1. Map the school days; 2. Identify the holidays;
3. Identify a maximum of 29 days that could be utilised for ‘administrative’
and/or examination days; 4. Be the guardian of the 170 days
for teaching and learning. 72
1.1%
73
1.2%Name of School: ______________________________________ 199%
Name of Principal: ____________________________________
!! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !!
!! Jan-16 Feb-16 Mar-16 !! !! Apr-16 May-16 Jun-16 !!
!! S M T W T F S S M T W T F S S M T W T F S !! !! S M T W T F S S M T W T F S S M T W T F S !!
!! 1 2 1 2 3 4 5 6 1 2 3 4 5 !! !! 1 2 1 2 3 4 5 6 7 1 2 3 4 !!
!! 1 1 1 1 1 1 1 1 1 !! !! 1 1 1 1 1 1 1 !!
!! 3 4 5 6 7 8 9 7 8 9 10 11 12 13 6 7 8 9 10 11 12 !! !! 3 4 5 6 7 8 9 8 9 10 11 12 13 14 5 6 7 8 9 10 11 !!
!! 1 1 1 1 1 1 1 1 1 1 !! !! 1 1 1 1 1 1 1 1 1 1 1 1 1 1 !!
!! 10 11 12 13 14 15 16 14 15 16 17 18 19 20 13 14 15 16 17 18 19 !! !! 10 11 12 13 14 15 16 15 16 17 18 19 20 21 12 13 14 15 16 17 18 !!
!! 1 1 1 1 1 1 1 1 1 1 1 1 1 !! !! 1 1 1 1 1 1 1 1 1 1 1 1 1 !!
!! 17 18 19 20 21 22 23 21 22 23 24 25 26 27 20 21 22 23 24 25 26 !! !! 17 18 19 20 21 22 23 22 23 24 25 26 27 28 19 20 21 22 23 24 25 !!
!! 1 1 1 1 1 1 1 1 1 1 !! !! 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 !!
!! 24 25 26 27 28 29 30 28 29 27 28 29 30 31 !! !! 24 25 26 27 28 29 30 29 30 31 26 27 28 29 30 !!
!! 1 1 1 1 1 1 !! !! 1 1 1 1 1 1 !!
!! 31 !! !! !!
!! !! !! !!
!! TERM 1 48 Days !! TERM 2 55 Days !!
!! !! !!
!! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !!
!! Jul-16 Aug-16 Sep-16 !! !! Oct-16 Nov-16 Dec-16 !!
!! S M T W T F S S M T W T F S S M T W T F S !! !! S M T W T F S S M T W T F S S M T W T F S !!
!! 1 2 1 2 3 4 5 6 1 2 3 !! !! 1 1 2 3 4 5 1 2 3 !!
!! 1 1 1 1 1 1 1 !! !! 1 1 1 1 1 1 !!
!! 3 4 5 6 7 8 9 7 8 9 10 11 12 13 4 5 6 7 8 9 10 !! !! 2 3 4 5 6 7 8 6 7 8 9 10 11 12 4 5 6 7 8 9 10 !!
!! 1 1 1 1 1 1 1 1 !! !! 1 1 1 1 1 1 1 1 !!
!! 10 11 12 13 14 15 16 14 15 16 17 18 19 20 11 12 13 14 15 16 17 !! !! 9 10 11 12 13 14 15 13 14 15 16 17 18 19 11 12 13 14 15 16 17 !!
!! 1 1 1 1 1 1 1 1 1 1 !! !! 1 1 1 1 1 1 1 1 1 1 !!
!! 17 18 19 20 21 22 23 21 22 23 24 25 26 27 18 19 20 21 22 23 24 !! !! 16 17 18 19 20 21 22 20 21 22 23 24 25 26 18 19 20 21 22 23 24 !!
!! 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 !! !! 1 1 1 1 1 1 1 1 1 1 !!
!! 24 25 26 27 28 29 30 28 29 30 31 25 26 27 28 29 30 !! !! 23 24 25 26 27 28 29 27 28 29 30 25 26 27 28 29 30 31 !!
!! 1 1 1 1 1 1 1 1 1 1 1 1 1 !! !! 1 1 1 1 1 1 1 1 !!
!! 31 !! !! 30 31 !!
!! !! !! 1 !!
!! TERM 3 53 Days !! !! TERM 4 43 Days !!
!! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !! !!
Total!Days!for!Teaching!and!Learning!
Public!Holidays!
Teacher!Days!
School!Days!
Term!Days!
Group work: • A file will be given to each group,
on which you need to work; • Now, reduce the 199 days for
‘schooling’ to 170 days for ‘teaching and learning’;
• If you can’t get to 170 days, identify the activities that prevent you from ‘securing’ 170 days.
74
1.3%
PracKcal%M%3%
2.%%Chunking%
curriculum%into%relevant%Weeks/
Days%
Weeks%9%
2%
Weeks%10%
Weeks%9%Weeks%6%
%2%%
%
2%%
%2%%
2%
2%
2%
2%
2%
2%
2%
2%
%2%%
%3%%
%3%%
2%
FA!Grade%6% Days! Hours! Lessons! Weeks! AfL!
%% T1% T2% T3% T4% %% !! !! 30!min! !! !!Mental%MathemaKcs% 8! 7! 8! 7! 30! !! !! !! !! !!Whole!numbers! 9! 14! 9! 13! 45! 36,4! 36! 72! !! !!Common!frac:ons! 10! !! !! 5! 15! 12,1! 12! 24! !! !!Decimal!frac:ons! !! 10! !! !! 10! 8,1! 8! 16! 9! 19!Numeric!paderns! 4! !! 5! !! 9! 7,3! 7! 14! !! !!Geometric!paderns! !! 6! !! !! 6! 4,9! 5! 10! !! !!Number!sentences! 3! !! !! 3! 6! 4,9! 5! 10! 3! 6!Proper:es!of!2D!shapes! 8! !! 4! !! 12! 9,7! 10! 20! !! !!Proper:es!of!3D!objects! !! 5! !! 5! 10! 8,1! 8! 16! !! !!Symmetry! !! 2! !! !! 2! 1,6! 2! 4! !! !!Transforma:on! !! !! 3! 3! 6! 4,9! 5! 10! !! !!Viewing!of!objects! !! !! 3! !! 3! 2,4! 2! 4! !! !!Posi:on!and!movement! !! !! !! 2! 2! 1,6! 2! 4! 5! 10!Time! 4! !! !! !! 4! 3,2! 3! 6! !! !!Length! !! !! 5! !! 5! 4,0! 4! 8! !! !!Mass! !! !! 5! !! 5! 4,0! 4! 8! !! !!Capacity/Volume! !! 5! !! !! 5! 4,0! 4! 8! !! !!Temperature! !! !! 1! !! 1! 0,8! 1! 2! !! !!Perimeter,!surface!area!and!volume! !! !! 5! 7! 12! 9,7! 10! 20! !! !!History!of!measurement! !! !! !! 1! 1! 0,8! 1! 2! 5! 9!Collec:ng!data! 10! !! 9! !! 19! 15,4! 15! 30! !! !!Organising!data! !! !! !! !! 0! 0,0! !! 0! !! !!Represen:ng!data! !! !! !! !! 0! 0,0! !! 0! !! !!Analysing!data! !! !! !! !! 0! 0,0! !! 0! !! !!Interpre:ng!data! !! !! !! !! 0! 0,0! !! 0! !! !!Repor:ng!data! !! !! !! !! 0! 0,0! !! 0! !! !!Probability! !! !! !! 2! 2! 1,6! 2! 4! 3! 6!!! !! !! !! !! 0! 0,0! !! 0! !! !!Revision% 4! 5! 3! 6! 18! 14,6! 15! 30! !! !!ExaminaKon% !! 6! !! 6! 12! 9,7! !! 0! !! !!
60! 60! 60! 60! 240! 170! 161! 322! 24! 49!
Hours%
Consequence%of%Chunking%
170!days!=!1!piece!of!work!per!day!Teaching% FacilitaKng%of%Learning% Assessment%
50%% 30%% 20%%
85!days!=!2!pieces!of!work!per!day!Teaching%
50%%
Teaching%
50%%
• No!Facilita:on!of!Learning;!• No!Class!work,!rather!Home!Work!
3.%IdenKfy%themes%and%
subMthemes%in%Subject(s)%–%
Helicopter%view%
Helicopter%View%M%MathemaKcs%
Field%of%
Maths%
4.%Work%and%Subject%
AllocaKon%M%Timetabling%
Timetabling%%!of!Specialism%allocaKon%to!teachers!who!have!done!‘methods’!in!the!subject(s)!
Alloca:ng!subjects!that!contribute!to!the!achievement!
of!Learner%DREAMS%
Length%of%Period,!in!order!to!u:lising!the!full!27,5!hours!(1650!minutes)!per!week.!!!
Cater!for!‘transi:on’!:me!and!eliminate!‘concer:na’!days!through!‘:metable!process!
management’.!
5.%IdenKfy%the%CAPS%requirements%of%SummaKve%Assessment%
Grade%12%
Forms%of%Assessment%Minimum%requirements%per%
term%Number%of%Tasks%per%year%
WeighKng%Term%1% Term%2% Term%3% Term%4%
School!Based!
Assessment!
Test! 1! 1! 1! !! 3!
25%!
Assignment! 1! !! !! !! 1!
Assignment/!Test! !! !! !! !! 0!
Project/!Inves:ga:on! 1! !! !! !! 1!
Mid!Exam! !! 1! !! !! !!Trial!Exam! !! !! 1! !! 1!
Total% 3% 2% 2% 0% 6%End!of!year!Examina:on! !! !! !! !! !! 1! 75%!
Test! 10%!
Project/Inves:ga:on! 20%!Mid!Exam! 15%!
Trial!Exam! 25%!
ASSESSMENT'TASKS'&'WEIGHTINGPaper'1 T1 T2 T3 T4 Tot T1 T2 T3 T4 Tot T1 T2 T3 T4 Tot
DescriptionGr'10 Gr'11 Gr'12
1.#Functions#and#Graphs 4 4 25% 30 4 4 25% 38% 45 4 1 5 33% 50% 352.#Patterns#and#Sequences 1 1 6% 10 2 2 13% 19% 25 3 3 20% 30% 253.#Finance#and#Growth 2 2 13% 15 0 0% 0% 0 0% 0%3.#Finance,#Growth#and#Decay 0 0% 2 2 13% 19% 15 2 2 13% 20% 154.#Algebra#and#Equations#(and#inequalities) 7 7 44% 30 6 6 38% 56% 45 0 0% 0% 255.#Differential#Calculus 0 0% 0 0% 0% 3 3 20% 30% 356.#Probability 2 2 13% 15 2 2 13% 19% 20 2 2 13% 20% 15Total 8 4 2 2 16 100 8 4 4 0 16 100% 150% 150 9 4 2 0 15 100% 150% 150
100 150 150Paper'2
DescriptionGr'10 Gr'11 Gr'12
7.#Euclidean#Geometry#and#Measurement 3 2 5 33% 30 4 4 25% 38% 50 0 0% 0% 508.#Analytical#Geometry 2 2 13% 15 3 3 19% 28% 30 2 2 4 40% 60% 409.#Trigonometry 3 1 2 6 40% 40 4 2 6 38% 56% 50 2 2 4 40% 60% 4010.#Statistics#&#Regression 2 2 13% 15 3 3 19% 28% 20 2 2 20% 30% 20Total 3 4 8 0 15 100 3 4 6 3 16 100% 150% 150 2 4 4 0 10 100% 150% 150Revision 4 3 2 3
11 8 10 6 31 11 8 10 6 32 11 8 8 3 2535 35 30
T1 T2 T3 T4 Tot T1 T2 T3 T4 Tot T1 T2 T3 T4 TotTest#1 10 10 10 40 10 10 10 10 40 10 10 10 30Test#2 10Project/Investigation 20 20 20 20 20 20Assignment 0 0 10 10Assignment/Test 10 10 10 10 0Mid#or#Trial#Exam 30 30 30 30 15 25 40
30 40 20 10 100 30 40 20 10 100 40 25 35 0 100
6.%IdenKfy%the%Mark%DistribuKon%during%Final%ExaminaKon%
Mark%DistribuKon%for%MathemaKcs%M%Grade%10%M%12%
Paper%1%DescripKon% Grade%10% Grade%11% Grade%12%Algebra!and!Equa:ons!(and!inequali:es)! 30! 45! 25!Paderns!and!Sequences! 10! 25! 25!Finance!and!Growth! 15! !! !!Finance,!Growth!and!Decay! 15! 15!Func:ons!and!Graphs! 30! 45! 35!Differen:al!Calculus! !! !! 35!Probability! 15! 20! 15!Total% 100% 150% 150%
Paper%2%DescripKon% Grade%10% Grade%11% Grade%12%Sta:s:cs!&!Regression! 15! 20! 20!Analy:cal!Geometry! 15! 30! 40!Trigonometry! 40! 50! 40!Euclidean!Geometry!and!Measurement! 30! 50! 50!Total% 100% 150% 150%
ASSESSMENT'TASKS'&'WEIGHTINGPaper'1 T1 T2 T3 T4 Tot T1 T2 T3 T4 Tot T1 T2 T3 T4 Tot
DescriptionGr'10 Gr'11 Gr'12
1.#Functions#and#Graphs 4 4 25% 30 4 4 25% 38% 45 4 1 5 33% 50% 352.#Patterns#and#Sequences 1 1 6% 10 2 2 13% 19% 25 3 3 20% 30% 253.#Finance#and#Growth 2 2 13% 15 0 0% 0% 0 0% 0%3.#Finance,#Growth#and#Decay 0 0% 2 2 13% 19% 15 2 2 13% 20% 154.#Algebra#and#Equations#(and#inequalities) 7 7 44% 30 6 6 38% 56% 45 0 0% 0% 255.#Differential#Calculus 0 0% 0 0% 0% 3 3 20% 30% 356.#Probability 2 2 13% 15 2 2 13% 19% 20 2 2 13% 20% 15Total 8 4 2 2 16 100 8 4 4 0 16 100% 150% 150 9 4 2 0 15 100% 150% 150
100 150 150Paper'2
DescriptionGr'10 Gr'11 Gr'12
7.#Euclidean#Geometry#and#Measurement 3 2 5 33% 30 4 4 25% 38% 50 0 0% 0% 508.#Analytical#Geometry 2 2 13% 15 3 3 19% 28% 30 2 2 4 40% 60% 409.#Trigonometry 3 1 2 6 40% 40 4 2 6 38% 56% 50 2 2 4 40% 60% 4010.#Statistics#&#Regression 2 2 13% 15 3 3 19% 28% 20 2 2 20% 30% 20Total 3 4 8 0 15 100 3 4 6 3 16 100% 150% 150 2 4 4 0 10 100% 150% 150Revision 4 3 2 3
11 8 10 6 31 11 8 10 6 32 11 8 8 3 2535 35 30
T1 T2 T3 T4 Tot T1 T2 T3 T4 Tot T1 T2 T3 T4 TotTest#1 10 10 10 40 10 10 10 10 40 10 10 10 30Test#2 10Project/Investigation 20 20 20 20 20 20Assignment 0 0 10 10Assignment/Test 10 10 10 10 0Mid#or#Trial#Exam 30 30 30 30 15 25 40
30 40 20 10 100 30 40 20 10 100 40 25 35 0 100
7.%IdenKfy%the%School%requirements%of%
FormaKve%Assessments%
1+3%Levels%of%Assessment%
1. Common!Examina:ons!(organised!by!the!circuit/district/province);!
2. School!Assessment;!3. Subject!Department!Assessment;!4. Classroom!based!Teacher!Assessment.!
Assessment%for%Learning%M%AfL%(formaKve)% Examples!
1.!Just!ask,!then!dig!deeper! 1.1!"Does!this!make!sense?"!1.2!"Did!you!all!get!that?"!1.3!"Is!this!clear?"!
2.!One!minute!paper:!Ques:on! 2.1!Most!important!thing!today?!2.2!Most!important!ques:on!unanswered?!2.3!Why!is!this!important?!
3.!Toughest!point! 3.1!What!was!the!'toughest'!point!about!the!lesson?!3.2!What!are!you!having!trouble!with?!
4.!One!sentence!summary! 4.1!How!well!can!you!summarise!the!important!points?!4.2!Give!one!'long'!sentence!on!what!was!taught.!
5.Applica:on!cards!5.1!Write!one!realkworld!applica:on!of!the!major!concept.!5.2!Index!cards,!with!threaded!discussions.!
6.!Mind!map! 6.1!Draw!a!conceptual!outline!of!the!lesson.!6.2!Indicate!the!link!between!the!components!
7.!Start/Stop/Con:nue! Learners!evaluate!teaching!of!teachers!by!answering:!7.1!What!should!the!teacher!start!doing?!7.2!What!should!the!teacher!stop!doing?!7.3!What!should!the!teacher!conKnue!doing?!
8.%IdenKfy%the%Framework%of%your%Daily%Lesson%Plan%
1. Planning,%pracKce%and%interacKon;%
• Define!subject,!phase,!term,!week,!day;!• CAPS!references!such!as!content!area,!topic,!source,!scope,!concepts,!prekknowledge!&!engagement,!teaching!method,!length!of!period,!prac:cal!examples;!
2. DirecKon%and%instrucKon;%3. General%techniques;%4. Teaching%and%learning%tools;%5. Classroom%management;%6. Physical%environment;%7. QuesKoning%techniques;%8. From%interacKon%to%engagement;%
9. Classroom%leadership;%10. Lesson%Flow:%
• Introduc:on;!• Concept!development;!• Classwork!in!wri:ng!book;!• Problem!solving/!crea:vity;!• Extra!ac:vi:es;!• Consolida:on!
11. Classroom%Assessment%as%per%Subject;%
12. Test%and%examinaKon%preparaKon;%
13. Second%chance%opportunity;%14. Final%expectaKons;%15. Grades,%marks,%targets,%etc.;%
Teaching%and%Learning%Methods%
InteracKve%InstrucKon%
Direct%InstrucKon%
Indirect%InstrucKon%
ExperienKal%Learning%
Independent%Study%
Direct%InstrucKon%Structured%Overview%
Explicit%Teaching%Mastery%Lecture%
Drill%and%PracKce%
Compare%and%Contrast%DidacKc%QuesKons%
DemonstraKons%Guides%for%Reading,%Listening,%Viewing%
Indirect%InstrucKon%Problem%IdenKficaKon%
Case%Studies%Inquiry%
Reading%for%Meaning%ReflecKve%Discussion%
Concept%FormaKon%Concept%Mapping%
Concept%Awainment%Cloze%Procedure%
InteracKve%InstrucKon%Debates% Role%Playing%Panels%
Brainstorming%Peer%PracKce% Discussion%
Laboratory%Groups%
CooperaKve%Learning%Groups%Problem%Solving%
Circle%of%Knowledge%
Tutorial%Groups%Interviewing%
ExperienKal%Learning%Field%trips%
ConducKng%Experiments%
Games%SimulaKons%
Focused%Imaging%Field%ObservaKons%
ImitaKon% SynecKcs%
Model%Building% Surveys%
Independent%Study%Essays%
Computer%Assisted%InstrucKon%
Learning%AcKvity%Package%Reports%
Correspondence%Lessons%Discovery%work%
Research%Projects%Assigned%QuesKons%
ExploraKon%work% Learning%Centres%
Teaching%and%Learning%Methods%No Direct Instruction
Indirect Instruction
Interactive Instruction
Experiential Learning Independent Study
1 Explicit teaching 9 Case studies 19 Debates 31 Field trips 41 Essays
2 Structured overview 10 Problem identification 20 Panels 32
Conducting experiments 42
Computer assisted instruction
3 Mastery lecture 11 Inquiry 21 Role playing 33 Simulations 43 Reports
4 Drill and practice 12 Reading for meaning 22 Peer practice 34 Games 44
Learning activity package
5 Compare and contrast 13
Reflective discussion 23 Discussion 35 Focused imaging 45
Correspondence lessons
6 Didactic questions 14 Concept formation 24 Brainstorming 36 Observation 46 Discovery work
7 Demonstrations 15 Concept mapping 25 Laboratory groups 37 Imitation 47 Research projects
8 Guides of reading, listening, viewing 16
Concept attainment 26 Circle of knowledge 38 Synectics 48 Assigned questions
17 Cloze procedure 27
Cooperative learning groups 39 Model building 49 Exploration work
18 Consolidation 28 Problem Solving 40 Surveys 50 Learning Centres 29 Interviewing 30 Tutorial groups
Resources%• hdp://www.pinterest.com!• hdp://www.teacherspayteachers.com!• hdp://www.khanacademy.org!• hdp://www.worksheetcloud.com!• hdp://www.youtube.com!• hdp://www.daydreameduca:on.co.uk!• hdp://www.themeasuredmon.com!!
Levels%of%Complexity%QuesKons%
• Formulate!at!least!12%QuesKons%per%‘lesson’,!meaning!you!will!build!up!a%‘data%bank’%of%quesKon%of%over%1700%quesKons;!
• Ensure!that!you!have!at!least!3%QuesKon%per%level%(low,!middle,!high).!
Low%QuesKons% Middle%QuesKons% High%QuesKons%
9.%Indicate%
compleKon%of%Themes%
Grade%8%M%Science%
Natural Sciences concepts, content and time allocation. Each term focuses on one Natural Sciences knowledge strand and the strands are organised to show clear progression across the Grades and in the
phase. However, in order to complete the content, it is necessary to start some topics in the previous term.
GR
AD
E
TERM 1: Life & Living +
Start Matter & Materials
TERM 2: Matter & Materials +
Start Energy & Change
TERM 3: Energy & Change +
Start Planet Earth & Beyond
TERM 4: Planet Earth & Beyond
TO
TA
L
TOPIC WKS TOPIC WKS TOPIC WKS TOPIC WKS
8
Photosynthesis & respiration -Photosynthesis -Respiration
2 Atoms -Elements -Compounds -Mixtures of elements & compounds
1 Energy transfer in electrical systems -Components of a circuit -Effects of an electric current
2 The solar system -Earth’s position in the solar system
1.5
34 wks
Interactions & Interdependence within the environment -Introduction to ecology -Ecosystems -Feeding and relationships -Energy flow: food chains and food webs
4 Particle model of matter -Concept of particle model -Change of state -Density, mass & volume -Expansion & contraction of materials -Pressure
5 Series and parallel circuits -Series circuits -Parallel circuits -Other output devices
2 Beyond the solar system -The Milky Way Galaxy -Our nearest star -Light years, light hours and light minutes -Beyond the Milky Way Galaxy
3
Balance in an ecosystem -Adaptations -Conservation of the ecosystem
2 Chemical reactions -Reactants and products
1 Visible light -Radiation of light -Spectrum of light -Opaque & transparent -Absorption, reflection, seeing & refraction of light
3 Looking into space -Early viewing of space -Telescope
1.5
Start Matter & Materials Start Energy & Change Start Planet Earth & Beyond Atoms -Atoms – building blocks of matter -Sub-atomic particles -Pure substances
2 Static electricity -Friction and static electricity Energy transfer in electrical systems -Circuits and current electricity
2 The solar system -The sun -Objects around the sun
2
10 wks 9 wks 9 wks 6 wks
10.%Indicate%
compleKon%of%Curriculum%
Grade%8%M%Science%
Natural Sciences concepts, content and time allocation. Each term focuses on one Natural Sciences knowledge strand and the strands are organised to show clear progression across the Grades and in the
phase. However, in order to complete the content, it is necessary to start some topics in the previous term.
GR
AD
E
TERM 1: Life & Living +
Start Matter & Materials
TERM 2: Matter & Materials +
Start Energy & Change
TERM 3: Energy & Change +
Start Planet Earth & Beyond
TERM 4: Planet Earth & Beyond
TO
TA
L
TOPIC WKS TOPIC WKS TOPIC WKS TOPIC WKS
8
Photosynthesis & respiration -Photosynthesis -Respiration
2 Atoms -Elements -Compounds -Mixtures of elements & compounds
1 Energy transfer in electrical systems -Components of a circuit -Effects of an electric current
2 The solar system -Earth’s position in the solar system
1.5
34 wks
Interactions & Interdependence within the environment -Introduction to ecology -Ecosystems -Feeding and relationships -Energy flow: food chains and food webs
4 Particle model of matter -Concept of particle model -Change of state -Density, mass & volume -Expansion & contraction of materials -Pressure
5 Series and parallel circuits -Series circuits -Parallel circuits -Other output devices
2 Beyond the solar system -The Milky Way Galaxy -Our nearest star -Light years, light hours and light minutes -Beyond the Milky Way Galaxy
3
Balance in an ecosystem -Adaptations -Conservation of the ecosystem
2 Chemical reactions -Reactants and products
1 Visible light -Radiation of light -Spectrum of light -Opaque & transparent -Absorption, reflection, seeing & refraction of light
3 Looking into space -Early viewing of space -Telescope
1.5
Start Matter & Materials Start Energy & Change Start Planet Earth & Beyond Atoms -Atoms – building blocks of matter -Sub-atomic particles -Pure substances
2 Static electricity -Friction and static electricity Energy transfer in electrical systems -Circuits and current electricity
2 The solar system -The sun -Objects around the sun
2
10 wks 9 wks 9 wks 6 wks
Weekly%Curriculum%CompleKon%
Per!Subject,!Per!Teacher,!Per!Class!group:!• On!par;!• Ahead;!• Behind.!
DistracKon!%
!!!
You!this!read!wrong!!
Exercise: Please read this!
CWED%Monitoring%and%EvaluaKon%of%Curriculum%Management
Presenters:%Dr%Muavia%Gallie%Mr%Eugene%Daniels%
School Turnaround
1. Management!of!the!legisla:ve!expecta:on!of!effec:ve!:metabling;!
2. Ensuring!at!least!170!days!of!effec:ve!teaching,!learning!and!assessment!in!schools;!
3. Providing!interven:on!strategies!for!loss!of!:me!at!school.!
Evaluate the Timetable 1. Legislative - Time allocation
requirements; 2. Conditions of Service – Work allocation
requirements; 3. Technical – Timetable constructions
requirements; 4. Procedural – Timetable process
management requirements.
Q1: Determine the ‘Type of School’
1.!Legisla:ve!Requirements!Grade% Hours%Grade!1!and!2! 23!hours!Grade!3! 25!hours!Grade!4!to!6! 27.5!hours!Grade!7!to!9! 27.5!hours!Grade!10!to!12! 27.5!hours!FET!Colleges! 29.5!hours!
Q2: Determine the ‘Grades & Subjects’
Q3: Determine the ‘T&L Time’
Q4: Determine the ‘Time Allocation’ of All Subjects
Q5: Determine the ‘Subject Groups’ of Teacher 3
Q6: Determine the ‘Specialisation’
Grade%8%• Eng!(8)!• NS!(6)!• SS!(6)!• CA!(AC)%%Grade%9%• Math!(10)!• Eng(7)!
Q7: Determine the ‘Workload’
9
9
8
6
9 41/55
Q8: Determine the ‘% Workload’
41/55 = 75%
Q9: Determine the ‘Load of Marking’
• 40 Learners in school • 2 Grades • Ave. 20 Learners per class
Q10: Determine the ‘Timetable Construction Benefits’
1. Principal - first period ‘non-teaching’
2. Phase rather than Grade teaching
Monday% Tuesday% Wednesday% Thursday% Friday%
Periods! Day%Times% Day%Times% Day%Times% Day%Times% Day%Times% ExtrakMural!
Assembly! Grade!8!k!9! Grade!10k12!Social!Support!
Registra:on! 07h45 - 08h00 07h45 - 08h00 07h45 - 08h00 07h45 - 08h00 07h45 - 08h00 1! 08h05 - 08h45 08h05 - 08h45 08h05 - 08h45 08h05 - 08h45 08h05 - 08h45 1!2! 08h50 - 09h30 08h50 - 09h30 08h50 - 09h30 08h50 - 09h30 08h50 - 09h30 2!3! 09h35 - 10h15 09h35 - 10h15 09h35 - 10h15 09h35 - 10h15 09h35 - 10h15 3!4! 10h20 - 11h00 10h20 - 11h00 10h20 - 11h00 10h20 - 11h00 10h20 - 11h00 4!
Break!1! 11h00 - 11h20 11h00 - 11h20 11h00 - 11h20 11h00 - 11h20 11h00 - 11h20 Break!1!5! 11h20 - 12h00 11h20 - 12h00 11h20 - 12h00 11h20 - 12h00 11h20 - 12h00 5!6! 12h05 - 12h45 12h05 - 12h45 12h05 - 12h45 12h05 - 12h45 12h05 - 12h45 6!7! 12h50 - 13h30 12h50 - 13h30 12h50 - 13h30 12h50 - 13h30 12h50 - 13h30 7!
Break!2! 13h30 - 13h50 13h30 - 13h50 13h30 - 13h50 13h30 - 13h50 13h35 - 14h15 8!8! 13h50 - 14h30 13h50 - 14h30 13h50 - 14h30 13h50 - 14h30 9! 14h35 - 15h15 14h35 - 15h15 14h35 - 15h15 14h35 - 15h15 10! 15h20 - 16h00 15h20 - 16h00 15h20 - 16h00 15h20 - 16h00
Spot the 5 Differences!
130 PracKcal%M%4%
The!Role!of!the!Lesson%Plan%
• Allows!teachers!to!target%specific%objecKves,!lesson!by!lesson!as!well!as!over!the!course!of!a!unit!or!a!semester.!
• Allows!teachers!to!plan!for!and!provide!targeted%differenKaKon.!
• Allows!teachers!to!set!clear%expectaKons%for%learners.!
• Allows!teachers!to!ensure!a%clear%link%between%instrucKon%and%learner%outcome/assessments.!
Unpacking%CAPS%Document%–%Math%Gr8%1. SecKon%1:%IntroducKon%and%
Background%– Background!(p.3)!– Overview!(p.3)!– General!aims!of!the!South!African!curriculum!(p.4)!
– Time!alloca:on!(senior!phase!p.7)!
2. SecKon%2:%DefiniKon,%aims,%skills%and%content%
– Introduc:on!(p.8)!– What!is!Mathema:cs!(p.8)!– Specific!aims!(p.8)!– Specific!skills!(p.8)!– Focus!of!content!areas!(p.9)!– Weigh:ng!of!content!areas!(p.11)!– Specifica:on!of!content!(p.11)!
– Specifica:on!of!content!(p.11)!• Numbers,%operaKons%and%relaKonships%(p.12)%• Pawerns,%funcKons%and%algebra%(p.21)%• Space%and%shape%(geometry)%(p.27)%• Measurement%(p.31)%• Data%handling%(p.33)%
3.%%%SecKon%3:%ClarificaKon%of%content%– Introduc:on!(p.37)!– Alloca:on!of!teaching!:me!(p.37)!– Clarifing!notes!with!teaching!guidelines!(p.38)!
• Grade%8%(term%1%to%4)%(p.75%to%118)%
4.%%%SecKon%4:%Assessment%– Introduc:on!(p.154)!– Types!of!assessment!(p.155)!– Informal!or!daily!assessment!(p.155)!– Formal!assessment!(p.155)!– Recording!and!repor:ng!(p.157)!– Modera:on!of!assessment!(p.158)!
Lets!look!at!the!Interkrela:onships:!
1. Instruc:onal!:me!(p.7);!2. Mathema:cs!content!knowledge!(p.10);!3. Weigh:ng!of!content!areas!(p.11);!4. Time!alloca:on!per!term!(grade!8)!(p.74);!5. Types!of!assessment!(p.154);!6. Formal!assessment!(SBAs)!(p.155);!7. Cogni:ve!levels!(p.157);!
Lets%look%at:%1. Weigh:ng!of!content!areas!(p.11);!2. Time!alloca:on!per!term!(grade!8)!(p.74);!3. Formal!assessment!(SBAs)!(p.155);!!Now,!look!at!the!integra:on:!4. Time!alloca:on!and!Weigh:ng;!5. Time!alloca:on!and!SBAs;!
Time%Allocation%per%term%/%Mathematics%grade%830 min 30 min 30 min 30 min
Topic Time Lessons Days Weeks Topic Time Lessons Days Weeks Topic Time Lessons Days Weeks Topic Time Lessons Days WeeksWhole numbers 6 12 6,7 1,3 Algebraic expressions 9 18 10,0 2,0 Common fractions 7 14 7,8 1,6 Functions and relationships 6 12 6,7 1,3Integers 9 18 10,0 2,0 Algebraic equations 3 6 3,3 0,7 Decimal fractions 6 12 6,7 1,3 Algebraic equations 3 6 3,3 0,7Exponents 9 18 10,0 2,0 Construction of Geometic figures 8 16 8,9 1,8 Theorem of Pythagoras 5 10 5,6 1,1 Graphs 9 18 10,0 2,0Numberic & Geometric patterns 4,5 9 5,0 1,0 Geometry of 2D shapes 8 16 8,9 1,8 Area & Parimeters of 2D shapes 5 10 5,6 1,1 Transformation Geometry 6 12 6,7 1,3Functions and relationships 3 6 3,3 0,7 Geometry of straight lines 9 18 10,0 2,0 Surface area & Volume of 3D objects 5 10 5,6 1,1 Geometry of 3D objects 7 14 7,8 1,6Algebraic expressions 4,5 9 5,0 1,0 Collect, organize & summarize data 4 8 4,4 0,9 Probability 4,5 9 5,0 1,0Algebraic equations 3 6 3,3 0,7 Represent data 3 6 3,3 0,7
Interpret, analyze & report data 3,5 7 3,9 0,8Revisions/Assessment 6 12 6,7 1,3 Revision/Assessment 8 16 8,9 1,8 Revision/Assessment 6,5 13 7,2 1,4 Revision/Assessment 9,5 19 10,6 2,1Total hours 45 90 50 10 Total hours 45 90 50 10 Total hours 45 90 50 10 Total hours 45 90 50 10
Weighting%of%Content%AreasContent&Areas Time % 30%Min%Lessons 35 40 45 50 55%Min%Lessons 60 16,7
Number, Operations and Relations 37 25% 74 63 56 49 44 40 37Patterns, Functions and Algebra 45 30% 90 77 68 60 54 49 45Space and Shape (Geometry) 38 25% 76 65 57 51 46 41 38Measurement 15 10% 30 26 23 20 18 16 15Data Handling 15 10% 30 26 23 20 18 16 15Revision/Assessment 30 60 51 45 40 36 33 30
Total 180 100% 360 309 270 240 216 196 180Hours
30%25%10%10%
100%
Term 1 Term 2 Term 3 Term 4
Weighting25%
This!is!how!far!the!Curriculum%Management%process!will!go.!!It!is!now!up!to!the!HoD!and!the!subject!
teachers,!to!subkdivide!the!work!into!either!(i)!daily!lesson!plans,!or!(ii)!period!lesson!plans,!as!part!of!the!
Subject%Management%process.!
Daily%and%Period%Lesson%Plan%dilemma!%
Time%Allocation%per%term%/%Mathematics%grade%830 min 30 min 30 min 30 min
Topic Time Lessons Days Weeks Topic Time Lessons Days Weeks Topic Time Lessons Days Weeks Topic Time Lessons Days WeeksWhole numbers 6 12 6,7 1,3 Algebraic expressions 9 18 10,0 2,0 Common fractions 7 14 7,8 1,6 Functions and relationships 6 12 6,7 1,3Integers 9 18 10,0 2,0 Algebraic equations 3 6 3,3 0,7 Decimal fractions 6 12 6,7 1,3 Algebraic equations 3 6 3,3 0,7Exponents 9 18 10,0 2,0 Construction of Geometic figures 8 16 8,9 1,8 Theorem of Pythagoras 5 10 5,6 1,1 Graphs 9 18 10,0 2,0Numberic & Geometric patterns 4,5 9 5,0 1,0 Geometry of 2D shapes 8 16 8,9 1,8 Area & Parimeters of 2D shapes 5 10 5,6 1,1 Transformation Geometry 6 12 6,7 1,3Functions and relationships 3 6 3,3 0,7 Geometry of straight lines 9 18 10,0 2,0 Surface area & Volume of 3D objects 5 10 5,6 1,1 Geometry of 3D objects 7 14 7,8 1,6Algebraic expressions 4,5 9 5,0 1,0 Collect, organize & summarize data 4 8 4,4 0,9 Probability 4,5 9 5,0 1,0Algebraic equations 3 6 3,3 0,7 Represent data 3 6 3,3 0,7
Interpret, analyze & report data 3,5 7 3,9 0,8Revisions/Assessment 6 12 6,7 1,3 Revision/Assessment 8 16 8,9 1,8 Revision/Assessment 6,5 13 7,2 1,4 Revision/Assessment 9,5 19 10,6 2,1Total hours 45 90 50 10 Total hours 45 90 50 10 Total hours 45 90 50 10 Total hours 45 90 50 10
Weighting%of%Content%AreasContent&Areas Time % 30%Min%Lessons 35 40 45 50 55%Min%Lessons 60 16,7
Number, Operations and Relations 37 25% 74 63 56 49 44 40 37Patterns, Functions and Algebra 45 30% 90 77 68 60 54 49 45Space and Shape (Geometry) 38 25% 76 65 57 51 46 41 38Measurement 15 10% 30 26 23 20 18 16 15Data Handling 15 10% 30 26 23 20 18 16 15Revision/Assessment 30 60 51 45 40 36 33 30
Total 180 100% 360 309 270 240 216 196 180Hours
30%25%10%10%
100%
Term 1 Term 2 Term 3 Term 4
Weighting25%
Grade&R Grade&4&)&6 Grade&7&)&9No. Themes&(Content&Area) Sub)themes&(Topic) No.
1 Counting 1 Whole-numbers 1 Whole-numbers2 Number-Recognition 2 Common-fractions 2 Exponents3 Identify-whole-numbers 3 Decimal-fractions 3 Common-fractions4 Describe-whole-numbers 4 Decimal-fractions5 Number-sense 5 Integers6 Solving-problems1 Copy-patterns 1 Numberic-patterns 1 Functions-and-relationships2 Extend-patterns 2 Geometric-patterns 2 Numeric-and-geometric-patters3 Create-own-patterns 3 Number-sentences 3 Algebraic-expressions
4 Algebraic-equations5 Graphs
1 Recognise-2JD-shapes/pictures 1 Properties-of-2D-shapes 1 Construction-of-geometiric-figures2 Identify-2JD-shapes/pictures 2 Properties-of-3D-objects 2 Geometry-of-2D-shapes3 Name-2JD-shapes/pictures 3 Symmetry 3 Geometry-of-straight-lines4 Geometic-shapes 4 Transformation 4 Transformation-geometry5 Build-3JD-objects-using-concrete-materials 5 Viewing-of-objects 5 Geometry-of-3D-objects6 Spatial-relations 6 Position-and-movement7 Directionality1 Time 1 Time 1 Area-and-perimeter-of-2D-shapes2 Length 2 Length 2 Surface-area-and-volume-of-3D-objects3 Mass 3 Mass4 Capacity 4 Capacity/Volume
5 Temperature6 Perimeter,-surface-area-and-volume7 History-of-measurement
1 Collecting-data 1 Collecting-data 1 Collecting-data2 Sorting-data 2 Organising-data 2 Organising-data3 Drawing-data 3 Representing-data 3 Summarising-data4 Reading-data 4 Analysing-data 4 Representing-data5 Representing-data 5 Interpreting-data 5 Analysing-data
6 Reporting-data 6 Interpreting-data7 Probability 7 Reporting-data
8 Probability
4 Measurement
5 Data-Handling
1 Numbers,-Operations-and-Relationships
2 Patterns,-Functions-and-Algebra
3 Space-and-Shape-(Geometry)
Working%out%the%Chunking%process%
Grade&R Grade&4&)&6 Grade&7&)&9No. Themes&(Content&Area) Sub)themes&(Topic) No.
1 Counting 1 Whole-numbers 1 Whole-numbers2 Number-Recognition 2 Common-fractions 2 Exponents3 Identify-whole-numbers 3 Decimal-fractions 3 Common-fractions4 Describe-whole-numbers 4 Decimal-fractions5 Number-sense 5 Integers6 Solving-problems1 Copy-patterns 1 Numberic-patterns 1 Functions-and-relationships2 Extend-patterns 2 Geometric-patterns 2 Numeric-and-geometric-patters3 Create-own-patterns 3 Number-sentences 3 Algebraic-expressions
4 Algebraic-equations5 Graphs
1 Recognise-2JD-shapes/pictures 1 Properties-of-2D-shapes 1 Construction-of-geometiric-figures2 Identify-2JD-shapes/pictures 2 Properties-of-3D-objects 2 Geometry-of-2D-shapes3 Name-2JD-shapes/pictures 3 Symmetry 3 Geometry-of-straight-lines4 Geometic-shapes 4 Transformation 4 Transformation-geometry5 Build-3JD-objects-using-concrete-materials 5 Viewing-of-objects 5 Geometry-of-3D-objects6 Spatial-relations 6 Position-and-movement7 Directionality1 Time 1 Time 1 Area-and-perimeter-of-2D-shapes2 Length 2 Length 2 Surface-area-and-volume-of-3D-objects3 Mass 3 Mass4 Capacity 4 Capacity/Volume
5 Temperature6 Perimeter,-surface-area-and-volume7 History-of-measurement
1 Collecting-data 1 Collecting-data 1 Collecting-data2 Sorting-data 2 Organising-data 2 Organising-data3 Drawing-data 3 Representing-data 3 Summarising-data4 Reading-data 4 Analysing-data 4 Representing-data5 Representing-data 5 Interpreting-data 5 Analysing-data
6 Reporting-data 6 Interpreting-data7 Probability 7 Reporting-data
8 Probability
4 Measurement
5 Data-Handling
1 Numbers,-Operations-and-Relationships
2 Patterns,-Functions-and-Algebra
3 Space-and-Shape-(Geometry)
1 Whole'numbers1.1 Mental)calculations1.2 Number)range)of)counting)of)digits1.3 Number)range)for)ordering)of)digits1.4 Number)range)for)comparing)of)digits1.5 Number)range)of)representing)of)digits1.6 Number)range)of)place)value)of)digits1.7 Number)range)for)calculations1.8 Calculation)techniques1.9 Number)range)for)multiples)and)factors1.10 Properties)of)whole)numbers1.11 Solving)problems
• No%2%weeks%lesson%plan%• Rather,%Lesson%plan%per%day%
Formal%Assessment%Planning%Time%Allocation%per%term%/%Mathematics%grade%8
30 min 30 min 30 min 30 minTopic Time Lessons Days Weeks Topic Time Lessons Days Weeks Topic Time Lessons Days Weeks Topic Time Lessons Days WeeksWhole numbers 6 12 6,7 1,3 Algebraic expressions 9 18 10,0 2,0 Common fractions 7 14 7,8 1,6 Functions and relationships 6 12 6,7 1,3Integers 9 18 10,0 2,0 Algebraic equations 3 6 3,3 0,7 Decimal fractions 6 12 6,7 1,3 Algebraic equations 3 6 3,3 0,7Exponents 9 18 10,0 2,0 Construction of Geometic figures 8 16 8,9 1,8 Theorem of Pythagoras 5 10 5,6 1,1 Graphs 9 18 10,0 2,0Numberic & Geometric patterns 4,5 9 5,0 1,0 Geometry of 2D shapes 8 16 8,9 1,8 Area & Parimeters of 2D shapes 5 10 5,6 1,1 Transformation Geometry 6 12 6,7 1,3Functions and relationships 3 6 3,3 0,7 Geometry of straight lines 9 18 10,0 2,0 Surface area & Volume of 3D objects 5 10 5,6 1,1 Geometry of 3D objects 7 14 7,8 1,6Algebraic expressions 4,5 9 5,0 1,0 Collect, organize & summarize data 4 8 4,4 0,9 Probability 4,5 9 5,0 1,0Algebraic equations 3 6 3,3 0,7 Represent data 3 6 3,3 0,7
Interpret, analyze & report data 3,5 7 3,9 0,8Revisions/Assessment 6 12 6,7 1,3 Revision/Assessment 8 16 8,9 1,8 Revision/Assessment 6,5 13 7,2 1,4 Revision/Assessment 9,5 19 10,6 2,1Total hours 45 90 50 10 Total hours 45 90 50 10 Total hours 45 90 50 10 Total hours 45 90 50 10
School%Based%Assessment
Term%1 Term%2 Term%3 Term%4Test 1 1 1 3
Assignment 1 1 1 3Investigation 1 1 2
Project 1 1Mid9Exam 1 1
Total 2 3 3 2 10End%of%year%Exam 1 60%
SBAs 40%
Forms%of%Assessment
Minimum%Requirements%per%Term Number%of%Tasks%
Weighting
Term 1 Term 2 Term 3 Term 4
Target%Se\ng%
PracKcal%M%7%
Realising!Expecta:ons!
Grade%7%Assessment%Plan%HL1% Target% 50%%
%% TERM%1% %% %% %%!! !! Mark% Target% Weight%FAT!1! Oral! 15! 8! 30%!!! *!Story! !! !! !!!! *!Poem! !! !! !!!! *!Dialogue! !! !! !!!! *!Discussion! !! !! !!FAT!2.1! Wri:ng! 25! 13! 20%!!! *!Descrip:ve! !! !! !!!! *!Narra:ve! !! !! !!!! *!Essay! !! !! !!FAT!2.2! Wri:ng! 15! 8! 10%!!! *!Informal!Leder! !! !! !!!! *!Review! !! !! !!!! *!Dialogue! !! !! !!FAT!3.1! Test! 20! 10! 20%!
!! *!Comprehension! !! !! !!FAT!3.2! Test! 30! 15! 20%!!! *!Language!Use! !! !! !!!! 105% 53% 100%%
Grade%7%Assessment%Plan%HL1% Target% 50%%
%% TERM%2% %% %% %%%% %% Mark% Target% Weight%FAT!4! Oral! 15! 8! 30%!!! *!Listening! !! !! !!!! *!Debates! !! !! !!!! *!Conversa:on! !! !! !!!! *!Speech! !! !! !!!! *!Discussion! !! !! !!FAT!5! Test! 20! 10! 30%!!! *!Literature! !! !! !!FAT!6! P1kOral! 30! 15! 12%!MidkYear! *!Term!1! !! !! !!Examina:on! *!Term!2! !! !! !!!! P2kExam! 40! 20! 16%!!! *!Comprehension! !! !! !!!! *!Language!Use! !! !! !!!! *!Literature! !! !! !!!! P3kExam! 30! 15! 12%!!! *!Essay! !! !! !!!! *!Transla:ng!Text! !! !! !!!! !! 135% 68% 100%%
Grade%7%Assessment%Plan%HL1% Target% 50%%
%% TERM%3% %% %% %%%% %% Mark% Target% Weight%FAT!7! Oral! 15! 8! 30%!!! *!Role!play! !!!! *!Reading! !!!! *!Giving!direc:on! !!!! *!Discussion! !!FAT!8.1! Wri:ng! 20! 10! 20%!!! *!Descrip:ve! !!!! *!Narra:ve! !!!! *!Essay! !! !! !!FAT!8.2! Wri:ng! 15! 8! 10%!!! *!Agenda! !!!! *!Minutes! !! !! !!FAT!9! Test! 50! 25! 40%!!! *!Comprehension! !!!! *!Language!use! !!!! *!Literature! !! !! !!!! !! 100% 50% 100%%
Grade%7%Assessment%Plan%HL1% Target% 50%%
%% TERM%4% %% %% %%%% %% Mark% Target% Weight%FAT!10! Oral! 15! 8! 100%!!! *!Reading! !! !! !!!! *!Discussion! !! !! !!!! *!Speech! !! !! !!FAT!11! P1kOral! 60! 30! 30%!Final!Exam! *!Term!1! !! !! !!!! *!Term!2! !! !! !!!! *!Term!3! !! !! !!!! *!Term!4! !! !! !!!! P2kExam! 40! 20! 40%!!! *!Comprehension! !! !! !!!! *!Language!Use! !! !! !!!! *!Literature! !! !! !!!! P3kExam! 30! 15! 30%!!! *!Essay! !! !! !!!! *!Transla:ng!Text! !! !! !!!! !! 130% 65% 100%%
Assessment%Plan%
Content%(What?)%
Purpose%(Why?)%
Process%(When?,%How?)%
Purpose%(Why?)%
Learner%Control%
School%Control%
Content%(What?)%
Content%(What?)%
Teacher%Control%
MOTIVATION%
Degree%of%Learner%Cho
ice%
0%%
50%%
100%%
Content%(What?)%
Purpose%(Why?)%
Process%(When?,%How?)%
Purpose%(Why?)%
Learner%Control%
School%Control%
Content%(What?)%
Content%(What?)%
Teacher%Control%
MOTIVATION%
Degree%of%Learner%Cho
ice%
Learners%walk%into%the%class,%without%knowing%what%the%
teacher%will%cover%during%the%period%M%%
“The%Curriculum%will%be%
covered!”%
Learners%know%what%will%be%covered%during%period%M%%
“Teacher%is%Teaching%the%Lesson%Plan”%
Learners%prepare%
themselves%for%the%lesson%M%%“Learners%Engage%in%Learning”%
0%%
50%%
100%%
Example%
Example%
Teacher%Assessment%Plan%
• Iden:fy!the!‘topics’!that!will!be!covered!by!the!TEST;!• THEN!iden:fy!(i)!the!test!date;!(ii)!when!the!marks!will!be!submided,!and!(iii)!
when!feedback!will!be!given!to!learners;!• Iden:fy!the!‘topics’!that!will!be!covered!by!the!ASSIGNMENT;!• THEN!iden:fy!(i)!the!announcement!date;!(ii)!the!‘first!adempt’!date!(for!
second!chance!opportunity);!(iii)!the!final!submission!date;!(iv)!when!the!marks!will!be!submided,!and!(v)!when!feedback!will!be!given!to!learners;!
• REPEAT%THESE%STEPS%FOR%EVERY%TERM’S%SBAs.%
• Supply!learners!with!a!‘subject!assessment!plan’!for!every!subject!they!are!doing;!
• Map!their!‘subject!target’!as!the!default!for!every!subject!they!do;!
• Give!learners!a!‘demonstra:on’!of!the!impact!and!implica:on!of!different!‘performance!levels’!(other!than!the!default!target),!on!the!‘end!of!year’!performance!mark;!
• When!learners!don’t!achieve!at!or!above!their!‘subject!target’,!allow!them!a!‘second!chance!opportunity;!
• THIS%WILL%ALLOW%LEARNERS%TO%MANAGE%THEIR%OWN%PERFORMANCE!%
Learner%Assessment%Plan%
HoDs%Assessment%Plans%
Example%
Example%
Example%
Example%
Monitor%and%Evaluate%
Methods!
CWED%Focusing
on 2016 and Beyond!
Presenters:%Dr%Muavia%Gallie%Mr%Eugene%Daniels%
School Turnaround
1. What%can%be%done?%–%IdenKfy%1%things:%– On!Monday;!– In!a!month’s!:me;!– Next!quarter;!– Next!year;!
2. How%are%we%going%to%assess%whether%the%outcomes%have%been%achieves?%
– What!are!the!indicators?!– Are!they!measurable?!
3. How%do%we%implement%the%SiSopen%(school%intelligent%system)?%
– Uploading!the!ini:al!data;!– Consistent!recording!of!data;!– Preven:ng!the!duplica:on!of!data!across!systems.!
PracKcal%M%5%
What!Colour!is!Your!Elephant?!“Elephant in the room” is an English metaphorical idiom for an obvious truth that is either being ignored or going unaddressed. The
idiomatic expression also applies to an obvious problem or risk no one wants to discuss.”
1. I%don’t%even%know%I%don’t%know%it.%%Completely!unconscious.!Issue!is!completely!outside!my!awareness;!
2. I%am%aware%it%is%true,%but%I%minimise%its%importance.%%“It’s!not!a!big!deal.”!!“It!could!be!worse.”!
3. I%know%it%is%true%but%I%refuse%to%admit%it.%%“I!won’t!think!about!it.”!“I!don’t!want!to!talk!about!it.”;!
4. There’s%a%good%reason%for%this%problem,%so%I%don’t%have%to%deal%with%it.%!Ra:onalisa:on;!
5. I%know%there%is%an%issue,%but%I%blame%other%for%it%and%don’t%change%what%I%can%change;!
6. Retreat%into%VicKmhood,%Helplessness%or%Hopelessness.%%“Poor!me.”!“I!can’t!possibly!…”;!
7. Avoid%responsibility%for%change%by%comparing%to%others.%%“It’s!not!or!I!am!not!as!bad!as!x,!y,!z”;!
8. Deny!responsibility.!!I’m!aware!of!an!issue!but!don’t!act!because!“It’s!not!my!fault”;!
9. Claim%uniqueness.%%“My!situa:on!is!different.”!“My!history!is!worse!or!harder!than!yours.”!
Increasing!Level!of!Engagement!Inform% Consult% Involve% Collaborate% CoMLead%
ObjecKve%of%the%Approach%
Examples%
• Provide balanced and objective information to assist them understanding the problem, alternatives or solutions
• Gather feedback from targeted stakeholders on the goals, processes, shared metrics, or strategies for change
• Email newsletters
• Sending press releases announcing progress milestones
• Invite to join an advisory body for the initiative
• Partner in policy advocacy
• Work directly with stakeholders continuously to ensure that concerns are consistently understood and considered
• Invite to join an advisory body for the initiative
• Partner in policy advocacy
• Partner with stakeholders in each aspect of the decision including the development of alternatives and priorities
• Appoint to a leadership role on a Working Group to help shape strategies
• Place final decision-making in the hands of stakeholders so that they drive decisions and implementation of the work
• Invite to join the Steering Committee and/or similar body with decision making power in the initiative
Influence%Responsibility%of%Principals%District%Director%
Deputy%Director%
Circuit%Manager%
Subject%Advisor%
Learner/%Teacher%Welfare%
Principal%&%
DepuKes%Learners%
Parents/%Family%
School%Governing%
Body%
Teacher%Unions%
Learner%Achievement%%
&%Dream
s%Heads%of%Dept.% Teachers%
Educ
atio
n Po
licies
Com
plian
ce Learner/Family%RelaKons%
Classroo
m%Con
diKo
ns%
Scho
ol%Con
diKo
ns%
Working%CondiKons%
Senior%Teachers%
hwp://www.sisopen.co.za%%
Why%a%School%Intelligent%System?%
Data!
Data%is%an%item%or%event%out%of%context%with%no%relaKon%to%other%data%
Informa:on!
Knowledge!
Intelligence!
UNDERSTANDING%RELATIONS%
Context!Independent!
Deeper!Understanding!
!!
UNDERSTANDING%PATTERNS%
UNDERSTANDING%PRINCIPLES%
InformaKon%M%relaKonships%between%data%and%possibly%other%informaKon%
Knowledge%M%pawerns%among%data,%informaKon%and%possible%other%knowledge%
Intelligence%M%recogniKon%that%knowledge%pawerns%arise%from%fundamental%principles%
1.!Target!Se}ng!
ProMacKve%Management%of%Learner%Learning%
5.!Levels!of!Mastery!
4.!Levels!of!Improvement!
2.!Levels!of!Performance!
3.!Levels!of!Learning!
6.!Learner!Leadership!
20!
School%Intelligent%System%
13%Different%levels%of%Portals%1. District!Director!2. District!Coordinator!3. Circuit!Manager!4. Circuit!Coordinator!5. Subject!Advisor!6. Teacher/Learner!
Welfare!7. Principal!8. Deputy!Principal!9. Head!of!Department!10. Senior!Teacher!11. Teacher!12. Learner!13. Parent!
• Each!user!will!have!access!to!data!relevant!to!that!par:cular!(i)!func:on,!and!(ii)!the!role!and!responsibility!of!the!person!at!that!level;!
• Edi:ng!func:ons!will!only!be!open!to!the!provider!of!the!data,!and!the!supervisor!of!the!provider!of!data;!
• Higher!levels!will!have!‘viewing!rights’,!and;!
• The!ability!to!dig!deeper!in!the!data.!
Learner!Portal!
Learner%InformaKon%M%Biographical%
Learner%InformaKon%M%Biographical%
Learner%InformaKon%M%Personal%
Learner%InformaKon%M%Personal%
Learner%InformaKon%–%Socio/EconMCult%
Learner%InformaKon%M%Academic%
Learner%InformaKon%M%Academic%
Learner%InformaKon%M%Performance%
Learner%InformaKon%M%Performance%
Version%1.0%–%1.1%(i)%
Do%Targets%M%Version%1.0%–%1.1%(ii)%
Version%1.0%–%1.1%(iii)%
Version%1.0%–%1.1%(iv)%
Version%1.0%–%1.2%(i)%
Version%1.0%–%1.2%(ii)%
Version%1.0%–%1.2%(iii)%
Version%1.0%–%1.3%(i)%
Version%1.0%–%1.3%(ii)%
Version%1.0%–%1.3%(iii)%
Version%1.0%–%1.4%(i)%
Version%1.0%–%1.4%(ii)%
Principal!Portal!
Thank!You!!