up ace mtl unit 1 session 1
TRANSCRIPT
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Module 2:Managing Teaching and
Learning
Unit 1: Leading and Managing a School as a Learning Organisation
Presenter: Dr Muavia Gallie (PhD)28 February 2009
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Content
1. Introduction;
2. Preparing yourself as a curriculum leader;
3. The context for school leadership;
4. Distributed leadership for effective teaching and learning;
5. Establishing a learning culture;
6. Developing plans to manage and lead;
7. Conclusion
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Introduction• Teaching and learning is the core activity or
focus of any school;• There is clearly a different between ‘teaching’
and ‘learning’;• There is a ‘client’, a ‘service provider’ and a
‘product/service’ in any transaction (where people are getting paid to render the product/service.
• Service provider should render the product/service as required by the client.
• “The quality of your product/service is an Attitude.”
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Dysfunctionality vis-à-vis Under-performanceFigure 10: Three levels of school functionality in relation to the support needed by
schools
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% -10% -20%
Non -Fu nct ion ing -20% – +20%
Lo w -Fu nct ion ing 21% - 60%
H igh -Fun ction ing 61% - 100%
Basics
Gallie 2006
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External and internal difference
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Activity 1 (in class)1. Mentors must identify themselves;2. Mentors must identify a row they want to sit in
(position yourself on the right hand corner);3. Participants must join their mentor in the
particular row;4. Participants must arrange themselves (closest to
the mentor), from ‘dysfunctional’ [-20%-20%], to ‘low functioning’ [21%-60%], to ‘high functioning’ [61%-100%] school they manage;
5. Primary schools must organise them based on the Matric results of their secondary schools (to which your are a feeder school).
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Activity 2 (in class)
1. Clearly define and explain the meaning of “Teaching” and “Learning”;
2. Define what the difference is between these two activities;
3. Define the ‘inter-connectedness’ of these terms; and
4. Define which one comes first, if any.
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Different Perspectives
Understanding the situation wellQuickTime™ and a
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QuestionnaireWhat makes a
school successful?Characteristics of
successful schools
Factors that support change in different schools Successful stories
Practical recommendations
Contextual elements
Conditions elements
The Learning school
1 School ethosClear and shared
focus [2] Vision [2] Teacher attitude [7]Dynamic leadership
[3 + 4]Mission and vision
statement [2] Leadership [3 + 4]Clear
purpose [1] Identity [1]
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Vision, Aims and Strategic Planning
High standards and expectations [1] Leadership [3 + 4]
Clarity of innovation [2]
Make structures more flexible [5]
Core values, principles and goals
[1]Political stability [5’ 6
+ 7]Inspiring vision [2] Strategy [2]
3 The PrincipalEffective school
leadership [3 + 4]High Academic Standards [2] Teacher training [7]
Allocate resources to support educators [6
+ 7]Administrative support [3 + 4]
Levels of cooperation [7]
Strong ownership [6]
Structures and
procedures [5]
4Principal and
SMT
High levels of collaboration and
Communication [6]Standards of the
heart [1]
Communication and support
implementation [6]Create a discourse of
possibility [10]Develop governance
structures [9]Knowledge of reform
[10]Broad
capacity [5]Technical support [5]
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Structures, Roles and
Responsibilities
Curriculum, Instruction and
Assessment aligned with standards [2]
Family-school-community
partnerships [8]
Make contingencies compatible with classroom [10]
Set up broad advisory board [8]
Understanding processes and
relationships [5, 6 + 7]
Tangible organisational support [6]
Human resources [3
+ 4]
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Decision making and
Communication
Frequent monitoring of teaching and
learning [5]Professional
development [7]Develop evaluation
plan [5]
Ability and willingness to support
change [3 + 4]
Leadership and
management [3, 4 + 9]
7Professional
work relationshipFocused professional
development [7]Evidence of success
[10]
Development standards and
assessment plan [6]Administrative capacity [3 + 4]
The context [6, 7, 8 + 9]
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Links with parents and community
Supportive learning environment [5]
Get internal and external support [8 +
9]Fiscal capacity [3 +
4]
9 SGB and DoE
High levels of communicty and
parental involvement [8 + 9]
Involve stakeholders in all processes [8 +
9]
10Managing Change
Origin of School Functionality Questionnaire Components
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A. School Ethos Responses
Questions Yes No I don’t know
1. Are attendance, discipline and vandalism by learners major problems in school?
B. Vision, Aims and Strategic Planning Responses
1. Do the principal and you, as staff member share a common vision about the school’s future development?
C. The Principal Responses
1. Does the principal provide strong leadership and a definite sense of direction through a clear vision based beliefs and values?
D. The Principal and the Senior Management Team Responses
1. Are they working well together as a team through clearly defined roles and responsibilities known to staff?
E. Structures, Roles and Responsibilities Responses
1. Is there a clear organisational structure that is appropriate for meeting the school’s aims?
F. Decision Making and Communication Responses
1. Are staff meetings used for the discussion of major policy issues?
G. Professional Working Relationships Responses
1. Is there a good team spirit?
H. Links with Parents and the Community Responses
1. Are teachers working to build and maintain good relations with parents?
I. The Governing Body and Department of Education Responses
1. Are the staff and governing body enjoying a positive and harmonious relationship?
J. Managing Change Responses
1. Is the school receptive to innovation and change?
Questionnaire on School Functionality (SFI)
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Y = Preferred response (both Yes and No)
SummaryResponses
PercentageY=n A. School Ethos Pos
Y=p QuestionsYes No Don’t
knowDiff. %
Yes NoDon't know
n1.1 Are attendance, discipline and vandalism by learners major problems in school?
23 1 02 4 96% 4% 0%
p1.2 Are most of the parents proud that their children are attending this school?
4 4 162 17 17% 17% 67%
p1.3 Is there a general concern through the teaching and learning process to provide quality education?
19 3 22 79 79% 13% 8%
n
1.4 Is a questioning, critical attitude actively encouraged, and a complacency attitude actively discouraged among staff?
11 10 3
2 46 46% 42% 13%
p1.5 Is there a continual striving for improvement and growth among teachers?
10 9 52 42 42% 38% 21%
p
1.6 Are teachers holding high expectations of learner behaviour and achievements through displaying confidence in them?
4 15 4
3 17 17% 65% 17%
p 1.7 Is there an open atmosphere for change in the school? 8 9 6 3 35 35% 39% 26%
p 1.8 Are teachers talking freely about professional matters? 16 6 2 2 67 67% 25% 8%
p1.9 Are learners and teachers feeling safe and secure at school?
4 17 23 17 17% 74% 9%
p1.10 Are teachers working in a stimulating, enjoyable and satisfying atmosphere?
1 21 22 4 4% 88% 8%
Summary of Analysis of Questionnaire responses
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Entire summary
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Graph 9 - School Ethos
417 79
46
42
1735
67
17 4
0
20
40
60
80
100
1
2
3
4
5
6
7
8
9
10
Results 1 Graph 10 - Vision, Aims and Strategic Planning
8 13 38
25
38
5452
1313
21
0
20
40
60
80
1001
2
3
4
5
6
7
8
9
10
Results 2
Graph 11 - The Principal
2117
42
39
38
63
3042
42
50
0
20
40
60
80
1001
2
3
4
5
6
7
8
9
10
Results 3 Graph 12 - The Principal and SMT
25
63
43
25
3842
46
33
33
29
0
20
40
60
80
1001
2
3
4
5
6
7
8
9
10
Results 4
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Graph 13 - Structures, Roles and Responsibilities
33 39
39
35
262638
67
25 80
20
40
60
80
1001
2
3
4
5
6
7
8
9
10
Results 5
Graph 14 - Decision Making and Communication
96
54
78
61
523354
58
92
67
0
20
40
60
80
1001
2
3
4
5
6
7
8
9
10
Results 6
Graph 15 - Professional Working Relationships
3829
67
42
46
70
35
54
4217
0
20
40
60
80
1001
2
3
4
5
6
7
8
9
10
Results 7
Graph 16 - Links with Parents and Community
50
2967
74
75
4021
38 80
2040
60
80
1001
2
3
4
5
6
7
8
9
10
Results 8
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Graph 17 - The SGB and DoE
8
50
54
21004250
43
0
20
40
60
80
1001
2
3
4
5
6
7
8
9
10
Results 9
Graph 18 - Managing Reform
54
1733
214
2113
1421
17
0
20
40
60
80
1001
2
3
4
5
6
7
8
9
10
Results 10
A. School Ethos 32.8
B. Vision, Aims and Strategic Planning 27.5
C. The Principal 38.4
D. The Principal and the Senior Management Team 37.7
E. Structures, Roles and Responsibilities 33.6
F. Decision Making and Communication 64.5
G. Professional Working Relationships 44.0
H. Links with Parents and the Community 36.6
I. The Governing Body and Department of Education 20.5
J. Managing Change 21.5
Average 35.7
Graph 19 - Level of school Functionality A
0102030405060708090
100School Ethos
Vision, Aims and Strategic Planning
The Principal
The Principal and SMT
Structures, Roles and ResponsibilitiesDecision making and Communication
Professional Work Relationships
Links with Parents and Community
SGB and DoE
Managing Change
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Graph 20 - Level of School Functionality B
0
10
20
30
40
50
60
70
80
90
100
1 2 3 4 5 6 7 8 9 10
School Ethos
Vision, Aims and Strategic
Planning
The Principal
The Principal and SMT
Structures, Roles and
Responsibilities
Decision Making and
Communication
Professional Work
Relationships
Links with Parents and
Community
SGB and DoE
Managing Change
Level of School Functionality (SFI)
Requests for use of the SFI - [email protected]
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Defining Dysfunctional schools• Schools who continue to function, but do not accomplish the purpose
for which they were created;• Schools exist to help each child realise his or her fullest potential as a
human being;• Schools become dysfunctional when they stop serving the needs of the
individuals with them;• School can take on a life of their own where their main objective
becomes self-preservation;• One of the key indicators that a school has become dysfunctional is the
‘no talk rule’. Those within the school are not permitted, and do not permit themselves, to speak (or even think) critically about the school
• Critical thinking begins with the question “why?” Why are we doing this? Why are things arranged this way? Why do we do it this way and not that way? These kinds of questions are not allowed in a dysfunctional group;
• The other indicator is the evolution of a priestly caste whose allegiance is more strongly tied to the school than it is to the learners the school is meant to serve - this means the teachers and administrators within the school
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Non-Functioning Schools (NFS)
Low Functioning Schools (LFS)
High Functioning Schools (HFS)
Leadership Level 1
Management Level 2
Administration Level 3
Conceptual Argument -Types of Functionalities (relating to the Core Purpose)
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10 Different mentalities
1. Definition of Teacher Quality;2. Subject and/or learning area choices;3. Time tabling;4. Measuring productivity systems;5. Quality Assurance systems;6. Learner Expectation (success);7. Data, Information, Knowledge, Intelligence Systems;8. Multiple Opportunities; and9. Time Utilisation; and10.Difference between Home-work and School-work.
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1. Defining Teaching Quality• Three related schools of thought - Good teaching is defined by (a) what the
teacher brings into the classroom - that is, TEACHER CHARACTERISTICS, (b) what teachers do while they are in the classroom - TEACHING PRACTICES, and © what learners take out of the classroom - LEARNERS LEARNING GAINS;
• A. Focusing on TEACHER CHARACTERISTICS note that standards (e.g. obtaining a degree/diploma, passing a professional examination) are set to ensure a degree of quality. The logic here is that it is difficult to measure teaching quality directly, so indirect measures should be used;
• B. Others argue for a more direct measure of what teachers actually do. Those who focus on TEACHING PRACTICE argue for five common pedagogical principles, namely: 1. Building on learners’prior knowledge; 2. Linking goals, assessment and instruction; 3. Teaching content and critical thinking; 4. Developing language skills; and 5. Creating a culture of learning;
• C. There are those who reject measuring “inputs” (teacher characteristics) or “processes” (teaching practices) and argue that only outcomes matter. In this case, defining teaching quality is about HIGH LEARNER PERFORMANCE.
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2. Subject Choices AvailableNo. Low-functioning School High-functioning School
1 Language 1st Language 1st
2 Language 2nd Language 2nd
3 Maths or Maths Lit Maths or Maths Lit
4 History or Science History
5 CAT or Accounting Science
6 Life Orientation CAT
7 Business Economics Accounting
8 Life Orientation
9 Business Economics
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3. Organising of Time table1 2 3 4 5 6 7 8 9
Mon 1
H
2
I
3
G
4
H
5 6 7 8 9
Tues 1 2 3 4 5 6 7 8 8
Wed 1 2 3 4 5 6 6 7 7
Thurs 1
L
2
O
3
W
4 4 5 5 6 6
Fri
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Non-Functioning Schools (NFS)
Low Functioning Schools (LFS)
High Functioning Schools (HFS)
Performance Management and Reward Systems
Evaluation and Appraisal Systems
Supervisory and Accountability
systems
4. Measuring Teaching Quality i.r.t. different school functionalities
The Judgement of Quality is dependent on the Quality of the Judgement.
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Non-Functioning Schools (NFS)
Low Functioning Schools (LFS)
High Functioning Schools (HFS)
Getting them to perform ‘optimally’
Performance Management and Reward Systems
Getting them ‘to do something extra’
Evaluation and Appraisal Systems
Getting them ‘to do their job’
Supervisory and Accountability
systems
5. Focus of the measuring tool ..
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Non-Functioning Schools (NFS)
Low Functioning Schools (LFS)
High Functioning Schools (HFS)
Getting the OUTCOMES right
Performance Management and Reward Systems
Getting the PROCESS right
Evaluation and Appraisal Systems
Getting the INPUT right
Supervisory and Accountability
systems
5. Keeping their ‘eye’ on achieving …
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6. In relation to Matric ResultsFigure 10: Three levels of school functionality in relation to the support needed by
schools
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% -10% -20%
Non -Fu nct ion ing -20% – +20%
Lo w -Fu nct ion ing 21% - 60%
H igh -Fun ction ing 61% - 100%
Average (50%) in Matric Results
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7. Data, Information, Knowledge, Intelligence Systems
Data - what was (NFS);
Information - what is (LFS);
Knowledge - what could be (HFS);
Intelligence - what should be (HFS).
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7. SASAMS System1.
Knowing2.
Under-standing
3.Teaching
4. Another
Teaching
7. Another Learning
6. Learning
5. Support
8. Assessment
9. Support
10. Evaluation
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8. Multiple Opportunities
Low-functioning SchoolQuarter 1
TeachTest or Exam
Quarter 2 Teach
Test or Exam
Quarter 3 Teach
Test or Exam
Quarter 4 Teach
Test or Exam
High-functioning SchoolQuarter 1
TeachTest or Exam
Quarter 2 Teach
Test or Exam
Quarter 3 Teach
Test or Exam
Support and
Support
Test or Exam
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9. Time Utilisation
Low-functioning School High-functioning School
20% Teaching 20% Teaching
20% Teaching 20% Learning
20% Teaching 20% Learning
20% Teaching 20% Learning
20% Learning 20% Learning
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9. What do we know about our teachers and/or officials?
Teaching(Information Sharing)
Learning(Taking ownership of Information)
Remembering Understanding
Teaching(Information Sharing)
Remembering
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9. Types of Teaching - Learning
Teaching Learning
Teaching and Learning
Teaching and LearningTeaching for Learning
Teaching Learning Teaching Learning Teaching Learning Teaching Learning Teaching Learning Teaching Learning Teaching Learning Teaching Learning Teaching Learning
Teaching as Learning
None or to Little time and support for Learning
Plenty of time and support for Learning
All the time and support are for Learning
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10. Homework vis-à-vis Schoolwork vis-à-vis Busywork vis-à-vis Parent’s work
• Learning takes place throughout the day, whether ‘in school’ or ‘out of school’;
• They can be categorised as ‘different’ types of learning;
• Given different situations and circumstances, the one becomes more important than the other;
• We need all of them in our lives.
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Conclusion - You Taught Me• You taught me the names of cities in the world, but;• I don’t know how to survive the streets in my own city;• You taught me the minerals that are in the earth, but;• I do not know what to do to prevent my world’s destruction;• You taught me how to speak and write in three languages,
but;• I do no know how to say what I feel in my heart;• You taught me all about reproduction in rats, but;• I don’t know how to avoid pregnancy;• You taught me how to solve maths problems, but;• I still can’t solve my own problems;• Yes, you taught me many facts, and thank you, I am now
quite clever, but;• Why is it that I feel I know nothing? Why do I feel I have to
leave school to go and learn about coping with life?
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Essence of being a TeacherQuickTime™ and a
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Homework Task 1.1• Calculate the amount of learners who entered
(Gr.1 or Gr.8) your school over the last five years (2004 - 2008);
• Calculate the amount of learners who successfully left your school at your highest exit grade (Gr.7 or Gr.12) during the last five years;- those who are all passing;- those who achieve a 60% and more.
• Based on the above-mentioned figures, calculate the ‘Success-rate’ of your school.
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Success rate = 8,1%
QuickTime™ and aTIFF (Uncompressed) decompressor
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•Success-rate of the system = 8,1%•Of every 12 learners starting Grade One, only 1 learner attains what the system is promising them - data 2005!
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Homework Task 1.2• Bring along a list of all your teachers with the following information:
- their age;- their qualifications (professional and academic); - their trained specialisation(s);- their teaching experiences in the different grades and subjects;- their % of success in these grades and subjects;- their current teaching load in % (grade and subject).
• Bring along a summary of your learners, stating the following;- different grades and subjects within these grades;- the % passes in these grades and subjects;- link the teachers in first list to the grades and subjects.
• Bring along 5 photos that represent the ‘true’ image of your school.
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Quote of the Day!
You can’t dothings differently
until you seethings differently.
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Contact details:
• E-mail: [email protected];
• Fax: 0866720520
• Cell: 0828229494 (only emergencies)
• Powerpoint website: www.slideshare.net