curriculum management for senior management teams in south africa

1

Curriculum Management bySchool Management Team

Presenter: Dr Muavia Gallie (PhD)18 & 19 March 2011

KwamahlangaMpumalanga

Programme

Summary, Way forward and Conclusion12h45 - 13h00

Learning Process - Evaluation andFeedback on Curriculum Managementmatters.

Session 411h00 - 12h45

Tea10h45 - 11h00

Classroom - How do we monitor andsupport Curriculum Management?


Day 2

School and Community - How ready arewe to manage and implement thecurriculum effectively in our school?


Tea14h30 - 14h45

System - What do we currently know aboutCurriculum Management in South Africa?


Day 1

Focus of the Workshop

Know JobKnow School

Know Self

Know System

KnowContext

2

Successful Change Strategy

Successful Change!!

Yes

Engage in coalition buildingNoCritical mass of support forimplementation?

Support

Yes

Engage in planningNoDetailed plan for implementation?Plan

Yes

Engage in strategising andvisioning

NoSolid new organising model?Vision

Yes

Engage in root causediagnosis

NoThorough diagnosis of problemsand/or opportunities?

Diagnosis

Yes

Raise awareness andovercome denial

NoSufficient awareness of the needfor change?

Awareness

Session 1What do we know about

Education (Teachingand Learning) success

in South Africa?

Success-rate of Education

8%Leave Gr 12

withsomethingworthy oftrading

3

Cone of Learning

Figure 4: Proportion of schools reporting a teacher absenteeism problem, by school SES

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Quintile 1 Quintile 2 Quintile 3 Quintile 4 Quintile 5

School SES quintileSource: SACMEQII, 2000

Teacher Absenteeism

1. First five to eight years (as teachers);2. Second phase [nine to twelve years] as teacher;3. First five to eight years (as senior teachers/mentor);4. Second phase [nine to twelve years] as mentor;5. First three to five years (as Head of Department);6. First three to five years (as Deputy Principal);7. First three to five years (as Principal);8. Second phase [six to ten years] as Principal;9. Third phase [eleven to twenty years +] as Principal;10. Etc.

4yrs4yrs4yrs4yrs4yrs4yrs4yrs4yrs4yrs4yrs

59-6255-5851-5447-5043-4639-4235-3831-3427-3022-26

DP5-8DP5-8DP1-4ST9-12ST5-8ST1-4

Pr13Pr9-12Pr5-8Pr1-4HoD9-12HoD5-8HoD1-4T9-12T5-8BT1-4

Teacher Professional Path

4

Defining Teaching QualityThree related schools of thought - Good teaching is defined by (a) whatthe teacher brings into the classroom - that is, TEACHERCHARACTERISTICS, (b) what teachers do while they are in theclassroom - TEACHING PRACTICES, and © what learners take out of theclassroom - LEARNERS LEARNING GAINS;

A. Focusing on TEACHER CHARACTERISTICS note that standards (e.g.obtaining a degree/diploma, passing a professional examination) are setto ensure a degree of quality. The logic here is that it is difficult tomeasure 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 commonpedagogical principles, namely: 1. Building on learners’ prior knowledge;2. Linking goals, assessment and instruction; 3. Teaching content andcritical thinking; 4. Developing language skills; and 5. Creating a culture oflearning;

C. There are those who reject measuring “inputs” (teacher characteristics) or“processes” (teaching practices) and argue that only outcomes matter. Inthis case, defining teaching quality is about HIGH LEARNERPERFORMANCE.

Time-on-Task 2

Teaching40%

100%90%80%70%60%50%40%30%20%10%10%20%30%

Current Academic YearPrevious Year

Learning50%H

FSLF

SN

FS

Teaching30%

Teaching20%

Learning20%

Learn-ing

10%

90%

50%

30%

4.5 days p.w.

2.5 days p.w.

1.67 days p.w.

Current educational Intelligences for School Success

OrganisationalLogical5.

AnalyticalConceptual4.

CommunicativeVerbal3.

QuantitativeMathematical2.

AssociativeRecall1.

Good with …IntelligencesNo

5

Ignored Intelligences for Life Success

CaringAttentiveness10.

RelationsSocial9.

Observational(see)

Visual8.

CreativeImaginative7.

Sensory (touch)Tactile6.

PsychicIntuitive5.

SystemicStrategic4.

OperationalFunctional3.

Auditory (listen)Musical2.

AnticipatoryVisionary1.

Good with …IntelligencesNo

ExpressiveRepresentational20.

AltruisticSelfless19.

DiagnosticInterpretive18.

Olfactory(smell)

Gastronomic17.

ReceptivityOpenness16.

NoveltyHumour15.

RelationalSpatial14.

SupportiveEmpathetic13.

Mechanical(feel)

Technical12.

PhysicalKinesthetic11.

% Different Types of schools in SA

30%

20%

10%

Under-Performing

High-Performing

DysfunctionalAnti-Functional

-20%

-10%

0%

40%

50%

60%

70%

80%

90%

100%

Qua

ntity

of P

ass

Quality of Pass (Grades)

20%50%

20%10%

Logistics of Teaching and Learning

School ReadinessComponents

30%

Teaching40%

100%90%80%70%60%50%40%30%20%10%10%20%30%


Learning50%

Assess-ment10%H

FSLF

SN

FS


30%


30%

Teaching30%

Teaching20%

Disrup-tions10%

Assessment20%

Learning for Assessment

20%

Learning20%

Disruptions& Chaos

20%

Learn-ing

10%

90%

50%

30%Time-on-Task

6

SchoolReadiness

Comp. - 20%

Teaching40%

Learning50%

Disruptions 10%

Assessment 10%

HFS LFS

Teaching30%

Learning20%

Assessment20%

SRC - 30% SRC - 10%

SchoolReadiness

Components30%

Disruptions 20%

DFS

Teaching20%

Learning 10%

Assessment 20%

SRC - 0%

DFS are ‘Full’

Teaching40%

Learning50%

Assessment 10%

HFS LFS

Teaching30%

Learning20%

Assessment20%

SRC - 30% SRC - 30%

DFS

Teaching20%

Learning 10%

Assessment 20%

SRC - 30%

Get rid of ‘waste’

Teaching40%

Learning50%

Assessment 10%

HFS LFS

Teaching30%

Learning20%

Assessment20%

SRC - 30% SRC - 30%

DFS

Teaching20%

Learning 10%

Assessment 20%

SRC - 30%

Teac

hing

and

Lear

ning

Teach

ing and

Learning

Fill up with T&L

7

Activity 1• Is your school Dysfunctional?

• Ten critical questions for every school leader1. Does every teacher teach everyday in every class for 198 school days in the year? [10]2. Do you as school leader regularly observe teachers teaching in their classrooms? [10]3. Do you spend at least 70% of your time in school on matters of teaching and learning?

[10]4. Do you regularly visit parents of learners in their homes? [10]5. Is your school consistently clean, ordered and well-decorated in ways that convey

positive sentiments about the learning environment? [10]6. Do more than 95% of learners pass the highest grade in the school every year for the

past five years? [10]7. Do more than 98% of learners enrolled attend school everyday? [10]8. Does every learner have a textbook in every subject? [10]9. Does your school bring in at least R100,000 every year in external (private) funds e.g.

the business community? [10]10. In the case of High Schools, do at least 80% of your learners go on to

university/university of technology? In the case of Primary Schools, do all yourlearners go on to high school?

Prof. Jonathan Jansen (Executive Leadership Programme 2008)

Functionality Scorefor your school

A School?20

A Seriously Dysfunctional School40

A Marginally functional School60

A Moderately Functional School80

A Functional School100

School Readiness Components 8


30%

100%90%80%70%60%50%40%30%20%10%10%20%30%


HFS

LFS

NFS


30%


30%8. Learner and Teacher

support materials

7. Organogram

6. Quarterly Teachingschedules

5. Implementable andflexible timetable

5. Unclear academic standards

4. Annual Planning4. High level of disruption and violence

3. Learner Information3.1 Low learner performance3.2 High dropout rates of learners

2. Teacher Information2.1 High rate of staff turnover2.2 Negative school atmosphere

1. Teacher and LearnerAttendance

1.1 High rate of staff absenteeism1.2 High rate of learner absenteeism

SRC ComponentIndicators of NFS

8 School Readiness Components

8

External and internal difference

SRC Full

Activity 2: Self-Assessment

9

Principles Issues1. Understanding the Psyche of Dysfunctionality and

Change;2. Dysfunctionality by Design;3. Data/information/knowledge/intelligent decision

making;4. Champion/ leader driven;5. Eight school readiness components (SRC);6. Whole school development/ school improvement plan;7. School level support;8. Networking/ partnering systems;9. Compliance/ governance/ operational management/

leadership systems;10. Accountability commitments;11. Aligning the curriculum, instruction, teaching, learning,

assessment systems;12. Professional development of teachers - closing the

attitude, believes, thinking and skills gaps;13. Expert and mentor support;14. Time on task;15. Managing what you know (ICT);16. Focus on the core - student achievements.

391011

141528164

1312765

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Heart (Believes)Head (Systems)Hands (Action)Purpose (Vision)

Session 2

How does the districtensure Curriculum

Management atschool level?

What is a Curriculum?

Curriculum is a design PLAN forlearning that requires the purposefuland proactive organisation, sequencing,and management of the interactionsamong the teacher, the learners, andthe content knowledge we want learnersto acquire.

10

Curriculum Alignment Model

Written

Taught

Tested

Curriculum Development Cycle

CurriculumManagement

Plan

InstructionalManagement

Plan

AssessmentManagement

Plan

HoDDistrictProvincialM&ETeacherSchoolDistrictDo

School Profile - Baseline Assessment

1. Transition to post-secondary institutions

2. Integration oflearners into thelabour market

3. Employer opinions ofgraduates ofvocational educationprogrammes

4. Scholarships andawards

5. Changes in learnerpromotion/ retentionrates

6. Changes in learnerperformance in keytests and exams

1. Learner graduationrates by gender, age,length of time tocomplete

2. Parent satisfaction3. Learner satisfaction

4. Learner performancein key tests andexams

1. Learner educatorratio

2. Class sizedistribution

3. Learner promotion/retention rates

4. Learner mobilityrates

5. Subject offerings6. Instructional

approaches andresources

7. Participation inextra-curriculumactivities

8. School safety9. Community-school

relationships10. Early school

leavers11. Teacher retention

rates

1. Learner participationrates

2. Learner enrolments3. Average funding per

learner4. Proportion of

learners with specialneeds

5. Learner attendancerates

6. Number of teachingpersonnel

7. Number of supportpersonnel

8. Number of teacherassistance

9. School-based fundraising

10. Parent involvement

1. Socio-economicstatus of community

2. Proportion of singleparent families

3. Employment rate ofcommunity

4. Social factors5. Ethnic and language

distribution

OutcomesOutputsProcessesInputsContext

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Activity 3: Accountability vs Support & Development

Learners

P1 Teacher

Head ofDepartment

Deputy Principal

Principal

District Officials

Support andDevelopment

Accountability

What is a Curriculum Model?A model is a format forcurriculum designdeveloped to meet uniqueneeds, contexts, and/orpurposes. In order toaddress these goals,curriculum developersdesign, reconfigure, orrearrange one or morekey curriculumcomponents.

Reasons and Rationalefor a Curriculum ModelBased on LearnerDifferences

• Why should we differentiate our curriculumand instructional strategies?

• What kinds of learner differences should weaddress?

• How will we develop or revise curriculum andinstruction to address these differences?

• What should we expect from differentiation?

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Ladder of participationCollectiveAction orCo-Learning

Decidedbyothers

Decidedbyourselves

Co-operation

Consultation

Compliance

Co-optionCoercionConsumption

Action ON beingmanipulated: noreal input or power

Action FOR being informed ofset tasks: others set theagenda and direct the process

Action BY beingin control: inviteopinion of others

Action WITH partners: workingwith others to set priorities andcourse of action

Action FOR/ WITH beingconsulted: others analyse anddecide course of action

Activity 4: Direction finder

Looking outwards -Managing the parents,learners, stakeholders toensure the learnerachievements meet theirexpectations

Looking upwards -Managing the departmentin order to achieveorganisational commitmentand goals

Looking forwards -Planning in order to ensurethat the team sets realistictargets, and obtainsappropriate resources toachieve those targets

Looking downwards -Managing the staff in orderto maximise theirperformance both asindividuals and collectively

Looking inwards -Managing yourself byreviewing yourperformance to ensure thatyour leadership makes apositive contribution to thegoals

Looking backwards -Monitoring progress withappropriate controlsystems, to ensure thegoals are met and that theteam learns from itsmistakes

Role ofthe

Principal

Origin of the CurriculumManagement Model

• Has its origin in the challenges faced by ourdysfunctional (below 30%) and under-performing (below 60%) schools;

• From research, the real problem is ‘aboutplanning and implementing’ in a systematicway, based on information/ data (we can’tmanagement what we don’t know);

• Was never intended for schools who arealready doing well and those who do havesystems in place.

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Intention of the CMM• To clarify the roles and responsibilities of all

the different levels of education;• To ensure there is ‘accountability’ as well as

‘support and development’;• Having a system that is pro-active - will

highlight success and challenges as early aspossible (early warning signs);

• Systematise the work of all roleplayers;• Breaking up our work in ‘chunk size’

throughout the year;• Having a strong Monitoring and Evaluation

system around Curriculum Management.

Curriculum Management ModelLearners

Educators

Head of Dept.

Deputy Principal

Principal

District Officials

District Director

• Monitoring• Support• Development• Control• Compliance

Main purpose of Schooling• To promote learning and teaching• All to give high priority to management of

teaching and learning (MTL);• Essential tools of MTL are:

- Modelling;- Monitoring;- Evaluation

• Three important aspects of focus:- Learning Programmes (Syllabus completion);- School based assessment completion;- Attendance of educators and learner.

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Need for Evidence on the Focus• Some schools will have evidence (results of

learners);• Focus on learners;• Visible during meetings with principals;• How do we know that statistics supplied to district

is true?• Discrepancies between ‘reported’ information and

‘reality’ (syllabus completion);• Seniors dependent of juniors to supply

information;• How do seniors verify the authenticity of

information supplied by juniors?

Need for a Systems approach• Curriculum management system will

provide true information;• Responsibility of SMT to put system in

place;• Not just the job of HoDs, but whole

SMT;• Model must include all elements of the

curriculum;• Refers to accountability and support of

all members of the SMT.

School Curriculum Management Model• In 4th term, schools must submit their CMM;• Will prevent you for picking up problems later in the year;• For example, if school only discovers in June that there is a

10% syllabus completion in Mathematics, the focus will notbe on the individual educator, but rather the SMT;

• SMTs must take ownership of the goals and objectives ofthe district;

• There will be assessments for grade3, 6 and 12.• External tests will be done and results communicated to all

stakeholders;• Principals must account for all the results and their

interventions.

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Curriculum Management Framework

Cycle TwoCycle One

Nov - DecOct - NovTerm Four

Aug - SeptJul - AugTerm Three

May - JuneApr - MayTerm Two

Feb - MarJan - FebTerm One

Reporting per Cycle (6 weeks)• Educators give a report to HoD on syllabus

completion and school based assessment;• Pre-agreed dates of report to HoD (on

Department or Phase), from HoD to Deputy(on whole school), from Deputy toPrincipal;

• 24 dates plotted and communicated tostakeholders - district to monitor;

• Clear plans on syllabus delivery andcompletion.

What is the benefit of this approach?• Whole school assessment plan;• Avoid different departments doing things differently;• Easy for principal to write an authentic monthly report according

to Circular 38/2007;• HoD, despite being a specialist, will overcome lack of confidence

regarding unfamiliar subject areas;• Deputy will focus on managerial role;• Educators and HoDs will reclaim their content specialist areas;• Early detection of problem areas;• Logical break-down of work per cycle;• You ‘manage what you know’;• You see the ‘whole’ with the parts.

16

Role of the HoD

Lear

ners

Educator B

Educator C

Educator D

Educator E

Educator A

Educator F

HoD

HoD

Verify informationsubmitted byteacher throughsample oflearners’ books.Look at context.

Examine educators’portfolio andworkbooks, as well aschecking learners’work against learneroutcomes.

Role of the Deputy Principal

Lear

ners

Educator B

Educator C

Educator D

Educator E

Educator A

Educator F

HoD

HoD

Sample one educator.Select learner books.Verify informationsubmitted with work inlearners’ books.

If you pick updiscrepancies, workwith HoD, and noteducator directly. HoDwill work with educator.Encourage support anddevelopment ofeducators

DeputyPrincipal

Role of the Principal

Lear

ners

Educator B

Educator C

Educator D

Educator E

Educator A

Educator F

HoD

HoD

Sample one HoD and oneeducator, by consulting theteacher attendanceregister. Select learnerbooks. Use data analysisto guide learner selection.Verify informationsubmitted with work inlearners’ books.

Identify weakness andaddress them. Makestrategic rather thanoperational decisions. Alsocheck the educator files ofindividual teachers. Checksupport and developmentfrom HoDs and deputy, toeducators who struggle.

Dep

uty

Prin

cipa

l

Prin

cipa

l

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Subsequent Cycles• Follow same pattern, but change the

focus of educator, HoD as well as thesubject area;

• Cross-reference the curriculum successand/or challenges with teacher andlearner attendance;

• In 4th cycle, focus on educators whoare doing well, in order to affirm thosewho are doing good work.

Role of the School Governing Body

Lear

ners

Educator B

Educator C

Educator D

Educator E

Educator A

Educator F

HoD

HoD

Ensure that planning,monitoring and evaluationtools within the process ofMTL are in place at thebeginning of every year.Ensure that the governancefocus and resource utilisationare on enhancing the MTLprocess, and ultimatelylearner achievements.

Ensuring that feedback onteaching and learning ishappening between learnersand parents.Use and implement ideas fedby parents that will enhanceteaching and learning.

Dep

uty

Prin

cipa

l

Prin

cipa

l

Parents School Governing Body

Role of the District Officials

Lear

ners

Educator B

Educator C

Educator D

Educator E

Educator A

Educator F

HoD Institutional and otherssupport DOs will identifythose factors that contributenegatively to the curriculummanagement process, andimprove them.

Curriculum/ Subject/Learning area DOs willmonitor and evaluate theMTL by the principal,Deputy and HoD. Willonly render support onrequest by school (specificindividuals, but respectingthe supervisory linefunctions).

Dep

uty

Prin

cipa

l

Prin

cipa

l

HoD

DistrictOfficials

(DOs)• Curriculum;•Institutional;• Etc.

18

Role of the District Director

Lear

ners

Educator B

Educator C

Educator D

Educator E

Educator A

Educator F

HoD Work with all stakeholder structures inensuring that their demands andexpectations are responded to, withreference to MTL. Cross-referencinginformation received from district officialsand/or schools with that of the otherstakeholders, i.e. governing bodies &district E&T council members.

Ensure that the focus of all districtofficials is on MTL. All support anddevelopment are focused on improvinglearner achievement in the district.Ensure the eradication of dysfunctionalschools. Raise the level of expectationand success among all district officials,teachers, parents and learners.

Dep

uty

Prin

cipa

l

Prin

cipa

l

HoD

DistrictOfficials

(DOs)• Curriculum;•Institutional;• Etc.

DistrictDirector

• with thesupport fromthe DEMTand DETMC

• National and Provincial Teaching and LearningManagement Plan (NPTLMP) will feed into:

• District Curriculum Management Plan (DCMP) willfeed into:

• School Instructional Management Plan (SIMP), whichwill feed into;

• Teacher Assessment Management Plan (TAMP).

Learner achievement will be improved iflearners are more successful in the assessment

processes (tasks, tests and examinations) - this iswhere they get their results from. It is thereforeimportant that the management processes and

plans are clear up to the learner assessment level.

Activity 5:Do you have a CurriculumManagement Model (CMM)

currently at your school?• If yes, please explain to use your

CMM;• If no, what is your opinion about

the CMM presented to you?

19

There is nomanagement

withoutmonitoring

and evaluation

Monitor

Evaluate

20

Activity 6:Do you know what is going on at

your school?• If yes, how do you know (give us

evidence on your methods ofknowing)?;

• If no, what prevents you fromknowing what is going on at yourschool?

Monitoring is the systematic, regular collection and occasionalanalysis of information to identify and possibly measurechanges over a period of time.Evaluation is the analysis of the effectiveness and direction ofan activity and involves making a judgment about progress andimpact.The main differences between monitoring and evaluation arethe timing and frequency of observations and the types ofquestions asked. However, when monitoring and evaluationare integrated, the line between the two becomes ratherblurred.Participatory monitoring and evaluation (PM&E) is the jointeffort or partnership of two or more stakeholders to monitor andevaluate, systematically, one or more research or developmentactivities (Vernooy et al., 2003).

What is Monitoring and Evaluation?

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Why should we M&E?In general, the purpose of monitoring & evaluation can be:

• To assess results - to find out if and how objectives are being met and are resulting indesired changes.

• To improve management and process planning - to better adapt to contextual and riskfactors such as social and power dynamics that affect the research process.

• To promote learning - to identify lessons of general applicability, to learn how differentapproaches to participation affect outcomes, impact, and reach, to learn what works andwhat does not, and to identify what contextual factors enable or constrain theparticipatory research.

• To understand different stakeholders' perspectives - to allow, through directparticipation in the monitoring and evaluation process, the various people involved in theorganisation to better understand each others views and values and to design ways toresolve competing or conflicting views and interests.

• To ensure accountability - to assess whether the organisation is effectively,appropriately, and efficiently executed to be accountable to they key agencies(Estrella and Gaventa, 1998).

Methods and Techniques ofMethods and Techniques ofMonitoringMonitoring

Programmes even with a good planning, adequateorganisational machinery and sufficient flow of resourcescannot automatically achieve the desired result.

• There must be some warning mechanism, which canalert the organisation about its possible success andfailures, off and on.

• Constant watching not only saves wastage of scarceresources but also ensure speedy execution of theprogrammes.

• Thus monitoring enables a continuing critique of theprogramme implementation.

Defining MonitoringMonitoring means keeping a track of implementation process.• Monitoring involves watching the progress of a project

against time, resources and performance schedules duringthe execution of the project and identifying lagging areasrequiring timely attention and action.

• Monitoring is defined as a management function to guidein the intended direction and to check performance againstpre – determined plans.

• Monitoring means periodic checking of progress of worksagainst the targets laid down in order to ensure timelycompletion of the programme.

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Reasons for MonitoringEfficiency refers to the amount of time and resources put into theprogramme relative to the outputs and outcomes. A programmeevaluation may be designed to find out if there was a less expensive,more appropriate, less time-consuming approach for reaching the sameobjectives.•Effectiveness describes whether or not the organisational processwas useful in reaching programme goals and objectives, or resulted inpositive outcomes.•Relevance or appropriateness describes the usefulness, ethics, andflexibility of a programme within the particular context.Reasons for monitoringCombined, these criteria enable judgment about whether the outputsand outcomes of the programme are worth the costs of the inputs.Effectiveness, efficiency and appropriateness can be considered for thedifferent methods, tools and approaches rather than questioning thevalue of the approach as a whole.

Purpose of MonitoringProgramme monitoring helps to provideconstructive suggestions like.•Re-scheduling the programme (if theprogramme run behind the schedule)•Re-budgeting the programme (appropriatingfunds from one head to another; avoiding expensesunder unnecessary heading).•Re–assigning the staff (shifting the staff fromone area to other; recruiting temporary staff tomeet the time schedule).

What to MonitorUnderstanding the conditions before the programme wasinitiated is useful in order to provide a point of comparisonfor monitor and evaluating changes that occur during theprogramme.•Baseline survey conducted at the beginning of theprogramme can provide a point of reference forcomparison and for understanding changes.•It is useful to distinguish between the different kinds ofresults generated from the programme: outputs,processes, outcomes, impact and reach.

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Different kinds of Results inMonitoring

These can be briefly defined as follows:•Outputs describe the concrete and tangible products of theorganisation as well as the occurrence of the activitiesthemselves.•Processes describe the methods and approaches used for theprogramme.•Outcomes describe the changes that occur that can beattributed, at least in part, to the programme process andoutputs.•Impact describes overall changes that occur which theprogramme is one of many contributing factors.•Reach describes who is influenced by the programme and whoacts because of this influence.

Steps in MonitoringIdentifying the different units involved in planning &

implementation• Identifying items on which feedback is required.• Developing pro-forma for reporting.• Determining the periodicity of reporting.• Fixing the responsibility of reporting at different

levels.• Processing and analysing the reports.• Identifying the critical / unreliable areas in

implementation.• Providing feedback to corrective measures.

Meaning of EvaluationEvaluation has its origin in the Latin word “Valupure” which

means the value of a particular thing, idea or action.Evaluation, thus, helps us to understand the worth, quality,significance amount, degree or condition of anyintervention desired to tackle a social problem.

Meaning of evaluation• Finding out the value of something.• The procedures of fact finding• Assessments whether or not certain activities, treatment and interventions

are in conformity with generally accepted professional standards.• Is any information obtained by any means on either the conduct or the

outcome of interventions, treatment or of social change programme.• To provide systematic, reliable and valid information on the conduct,

impact and effectiveness of the projects.• The study and review of past operating experience.

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Purpose of Evaluation1. From an accountability perspective:• To make the best possible use of funds by the programme managers who

are accountable for the worth of their programmes.• Measuring accomplishment in order to avoid weaknesses and future

mistakes.-Observing the efficiency of the techniques and skills employed-Scope for modification and improvement.-Verifying whether the benefits reached the people for whom theprogramme was meant.

2. From a knowledge perspective:• To establish new knowledge about social problems and the effectiveness

of policies/programmes designed to alleviate them.• Understanding people’s participation & reasons for the same.• Evaluation helps to make plans for future work.

Money taken by Administration

Principles of Evaluation1. Evaluation is a continuous process (continuity).2. Evaluation should involve minimum possible costs

(inexpensive).3. Evaluation should be done without prejudice to day to day work

(minimum hindrance to day to day work).4. Evaluation must be done on a co-operative basis in which the

entire staff and the board members should participate (totalparticipation).

5. As far as possible, the organisation should evaluate itsprogramme but occasionally outside evaluation machineryshould also be made use of (external evaluation).

6. Total overall examination of the organisation will reveal strengthand weaknesses (organisation/programme totality).

7. The result of evaluation should be shared with all in theorganisation (sharing).

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Criteria for Developing Evaluation Assistance

Steps in Evaluation1. Learning about the programme;2. Creating an evaluation plan and indicators;3. Brief the concerned people about the

evaluation plan and indicators;4. Revising and elaborating on the evaluation

plan;5. Initiating evaluation, and;6. Utilising/ sharing the information.

Phases in Evaluation

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Types of Evaluation (1)1. By timing (when to evaluate?)

Formative evaluation• Done during the programme (development stages)

Summative evaluation• Done at the end of the programme (assessment)2. By organization (who is evaluating?)

Internal evaluation• It is a process/impact, done by management

External evaluation• Unbiased,objective detailed assessment by outsider3. By stage (how frequent?)

On going (during the implementation)Terminal (at the end of or immediately after completion)Ex-post (after a time lag from completion)

Types of Evaluation (2)

Views about EvaluationEvaluation primarily perceived from three perspectives.1. Evaluation as an analysis - determining the merits or

deficiencies of a programme, methods and process.2. Evaluation as an audit - systematic and continuous enquiry to

measure the efficiency of means to reach their particularpreconceived ends.

3. Evaluation as administration - appraisal or judgement of theworth and effectiveness of all the processes (e.g. planning,organising, staffing, etc.) designed to ensure that theorganisation accomplishes its objectives.

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Areas of EvaluationPurpose:• The review the objectives of the organisation/programme and how far these are being

fulfilled.Programmes:• Aspects like number of beneficiaries, nature of services rendered to them, their reaction to

the services, effectiveness and adequacy of services, etc. may be evaluated.Staff:• The success of any programme depends upon the type of the staff an organisation

employs. Their attitude, qualifications, recruitment policy, pay and other benefits andorganisational environment. These are the areas which help to understand theeffectiveness of the organization/programme.

Financial Administration:• The flow of resources and its consumption is a crucial factor in any organisation. Whether

the money is rightly consumed, any over spending in some headings, appropriation andmisappropriation. These are some of the indicators that reveal the reasons for the successor failures of organisations.

General:• Factors like public relations strategies employed by the organisation, the constitution of the

organisation or governing body and their contribution to future plans of the organisation areimportant to understand the success or failures of an organisation.

Evaluation ...

Session 3How does the principal

ensures qualityInstructional

Management at schoollevel?

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What do we know about ourteachers and/or officials?

Teaching(Information Sharing)

Learning(Taking ownership of Information)

Remembering Understanding

Teaching(Information Sharing)

Remembering

Types of Teaching - Learning

TeachingLearning

Teaching andLearning

Teaching and LearningTeaching forLearning

Teaching Learning Teaching Learning Teaching LearningTeaching Learning Teaching Learning Teaching LearningTeaching Learning Teaching Learning Teaching Learning

Teaching asLearning

None or to Little time and support for Learning

Plenty of time and support for Learning

All the time and support are for Learning

The Effective Teaching FrameworkInput or Contextvariables

• Teachercharacteristics• Learnercharacteristics• Classcharacteristics• Subjectcharacteristics• Schoolcharacteristics• Communitycharacteristics• Occasioncharacteristics

Process variablesTeacherperceptions,strategies andbehaviour

Learnerperceptions,

strategies andbehaviour

Characteristics ofthe learning task

and activities

Outcome or Product variables•Short and/or Long-term;•Knowledge, skills and behaviour educationaloutcomes e.g. change in attitudes of learnerstowards school or subject; gains on attainment tests;increased level of self-concept; success in nationalexaminations; greater learner autonomy; etc.

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B. Models for Thinking aboutEffective Teaching

1. A surface level of analysis;

2. A psychological level of analysis;

3. A pedagogical level of analysis

1. Surface level of analysis

Teaching

MaximisingActive

LearningTime (ALT)

and theQuality ofInstruction

(QI)

LearnerLearning

2. Psychological level of analysis

Teaching

Psychologicalconcepts,

principles andprocesses -e.g. attention,

memory,transfer,

reinforcement,expectations,motivation,information

processing, etc.

LearnerLearning

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3. Pedagogical level of analysis

TeachingGeneral

teaching skills(e.g. being

audible,managing

learners andactivities)--------------Contentspecific

teaching skills(appropriatelysound contentand structure)

LearnerLearning

Presentation,content,

structure,monitoring,

evaluation oflesson andactivities

Teacherperceptions,strategies

andbehaviour

Learnerperceptions,strategies

andbehaviour

Characteristics ofthe learning task

and activities

C. Nature of Learner LearningFour major questions:1. What mental processes are involved

when a learner is engaged in learning?2. What changes occur in the learners’

cognitive structure which themselvesconstitute learner learning?

3. Which psychological factors (concepts,principles and processes) facilitatelearner learning?

4. What are the main types of learnerlearning?

Gagne - Five main types oflearner learning

1. Verbal information e.g. facts, names, principles andgeneralisations;

2. Intellectual skills - ‘knowing how’ rather than ‘knowingthat’ e.g. concepts, rules, application;

3. Cognitive strategies - ability to control and managemental processes e.g. thinking and memorising, problemsolving, etc.;

4. Attitudes - feelings, emotions and behaviour;5. Motor skills e.g. playing a musical instrument, typing,

playing sports, etc.

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Types of Learning - Ausubel

Meaningful Learning- essential characteristic of thelearning is that it can be related in ameaningful, non-arbitrary way towhat the learner already knows

Rote Learning- what is learned ischaracterised by arbitraryassociations with the learner’sprevious knowledge

2.21Reception

Learning- entire content is

presented to learner inits final form

32.1DiscoveryLearning

- content has to bediscovered by learner

through some learningactivity

Information Processingduring Learning

Reception ofSensoryInformation

• Attention• Selective

perception

Long-termMemory

• Cognitivestructure

• Storage• Retrieval

Short-termMemory

• ‘Working’memory

• Cognitiveprocessing

• Consciousthinking

F. Key Classroom TeachingQualities and Tasks

• Ten characteristics having a strongassociation with success;

• Six qualities of high ‘performance’teachers;

• Five qualities of classroomteaching;

• Teaching Assessment RatingScales.

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Ten characteristics having astrong association with success

1. Explains points clearly and at learners’ level;2. Conveys an enthusiasm for the subject of learners;3. Has a genuine interest in the subject;4. Pays attention to assessment techniques;5. Tries to make lessons interesting wherever possible;6. Conveys high expectations for work learners produce;7. Teaches for understanding rather than reproduction of

learned material;8. Is confident and at ease with teaching;9. Stimulates learners to think for themselves;10. Is constructive and helpful in criticism of learners.

Six qualities of high ‘performance’teachers

• Beginning the lesson - learners come quickly toattention;

• Clarity of presentation - content is understandableto learners;

• Pacing of the lesson - movement from one part oflesson to next - ‘teacher stays with class’;

• Learner participation and attention - class isattentive;

• Ending the lesson - lesson is ended when learnershave achieved the aims of instruction;

• Teacher-learner rapport - personal relationshipbetween learners and teacher are harmonious.

Five qualities of classroomteaching

1. Quality of teacher-learnerrelationships and class management;

2. Quality of planning and preparation ofwork;

3. Quality of teaching process and matchof work to learners;

4. Quality of language used in theclassroom;

5. Quality of questioning techniques.

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Teaching Assessment Rating Scales(Kyriacou and McKelvey 1985)

1. Preparedness;2. Pace and Flow;3. Transition;4. Cognitive Matching;5. Clarity;6. Business-like;7. Withitness;8. Encouragingness.

Activity 7:

4

8

4

7

4Ave.4HistoryT64Bus.Ec.T53Life Or.T45ScienceT35MathsT2

4443553EnglishT1

Ave.654321SubjectName ofTeacher

Total divide by 8

Total divide by number of Teachers

Teaching Competence

Three main elements:• Subject knowledge;• Interest in and enthusiasm for the

subject; and• Ability to set up effective learning

experiences.

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Activity 8:

4Ave.4HistoryT64Bus.Ec.T53Life Or.T45ScienceT35MathsT2

4553EnglishT1

Ave.Set uplearningexperience

Interest insubject

SubjectKnowledge

SubjectName ofTeacher

Total divide by 3

Total divide by number of Teachers

New Teaching and Learning Process

Model of the Teaching-Learning Process

35

Learning orientated Teaching (LoT) -Ten Cate et al 2004

The main characteristics of the model are:1.(1) The components of learning:•cognition (what to learn),•affect (why learn), and•Meta-cognition (how to learn); and•(2) The amount of guidance learners need.2.If education aims at fostering one's ability to function independently insociety, an important general objective should be that one learns how tofully and independently regulate his or her own learning; i.e., the ability topursue one's professional life independently.3.This implies a transition from external guidance (from the teacher)through shared guidance (by the learner together with the teacher) tointernal guidance (by the learner alone).4.This transition pertains not only to the cognitive component of learning(content) but also to the affective component (motives) and the meta-cognitive component (learning strategies).

Features of the Teaching and Learning Cycle

The main purpose is learner learning.

1. Expectations for learning change from the “most capablelearners” to “all learners.”

2. The pace of instruction is determined by learner learning.

3. The process begins with assessment rather than ending with it.

4. Assessment data is used to inform instruction instead of only forgrading.

5. Learner progress toward learning targets is continuouslymonitored and documented.

6. Differentiated instruction based on flexible grouping replaceswhole class instruction.

Teaching-Learning Cycle

1 2

36

Improving Classroom Effectiveness

Models of Teaching and Learning

1. Proctor Model

37

2. Cruickshank Model

3. Gage and Berliner Model

4. Huitt Model (1)

38

5. Huitt Model (2)

6. Slavin QAIT Model of Instruction

7. Transactional Model

39

Activity 9:

Did you know before, the differentModels of teaching and

learning?;• If yes, share with us where you

were exposed to it.• If no, what is your opinion about

the usefulness of these models?

DoE Six-step process of Timetabling(DoE MTL Module 2 of ACE School Leadership, pp.167-177)

1. Determine the timetable allocation per subject in theGrades;

2. Determine the number of periods per subject per week inthe school timetable;

3. Study the Learning Fields offered by the school anddetermine which of the subjects are core subjects in yourschool to allocate their periods in the timetable;

4. Draw up the class timetable together with the teachertimetable. Start with the highest grade, and work down tolowest grade;

5. Follow same process for all grades;6. Plan all grades, and remember that the learning areas differ

in different phases.

Activity 10:1. Who designed the timetable?2. Who was consulted?3. Who, in the school community, was not consulted?4. When was it devised?5. Who are groups formed? Allocated? Chosen? Age? Sex? Attainment?6. Do all groups study the same subjects?7. If not, when do differences begin?8. What three subjects are most frequently timetabled?9. Which three subjects are least frequently timetabled?10. Which subjects are absent from the timetable?11. Does the frequency of subject timetabling vary with groups?12. How long are the periods allocated?13. What subjects are given double periods?14. Are the timetables of boys and girls the same?15. If they differ, give details.16. How does the school timetable compare with:

- An evening institute programme:- A youth club programme;- A technical college timetable?

17. Why was the timetable devised in this particular way?

40

Session 4

How do we managethe learning and

assessment of alllearners?

Some of the Components of aComprehensive Learning Unit• Content

• Assessment

• Introduction/Closure

• Teaching Strategies

• Learning Activities

Grouping and Pacing

Products

Resources

Extension Activities

Differentiation

Activity 11:

What is your learning style,and those of your learners?

• If you know, where were youexposed to this?

• If you don’t know, why is itimportant?

41

What is a “learning style”?• “The way that he or she concentrates on,

processes, internalizes, and remembersnew and difficult information or skills”.

– Dr. Rita Dunn, St. John’s University

• “Characteristic cognitive, affective, andphysiological behaviors that serve asrelatively stable indicators of how learnersperceive, interact with, and respond to thelearning environment”.

– James W. Keefe

Learning Style - In SimpleTerms

ConceptualUnderstanding

• Children learnthrough acombination ofthese elements:–Physiological–Cognitive–Affective

Thoughts on Learning …

42

Your brain learn by …

How do you learn?

Or like this?

Like this?

What are we learning?Old view!

The key skill was …

43

New view of learning …

But watch out …

The key skills are …

44

And remember …

Level 1 - Facts• The first level of learning deals with

facts-details or data which result fromdirect observation and research.

• Facts make up the most basic level oflearning.

• Taken on their own at this level, factshave no direct application.

• But without facts, you cannot move onto the other levels of learning.

Level 2 - Information• The second level of learning deals with

information-observational data in ausable form.

• The descriptions that informationconsists of tell who, what, when, where,and how many.

• With information, you can begin tomake use of facts.

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Level 3 - Know-how• Know-how is the focus of the third

level of learning.

• Know-how consists of a collection ofdescriptions in the form of instructions.

• Know-how is about having theinstructions you need to make use ofthe information you have.

• With know-how, you derive knowledgefrom experience.

Level 4 - Comprehension• The fourth level of learning deals with

comprehension.

• Comprehension answers the question"Why?"

• At the comprehension level, learning iscomposed of explanations.

• When you understand why, you arebetter able to use the knowledge andknow-how you already have.

Level 5 - Wisdom• Wisdom is the focus of the fifth and final

level of learning.

• Wisdom is the ability to evaluate, and itincorporates values.

• It is essential for development.

• Using know-how and comprehensionwithout wisdom can result in actionsthat don't work for the overall mission ofthe learning process.

46

Learning: From Past to Future

Activity 12:

Which level oflearning is

facilitated in yourschool?

5 Levels of Learning

Wisdom1755Comprehension1404Know-How1053Information702Facts351

Type ofTeaching

TeachingDays

Level

47

Bloom’s Level of learning andThinking

1. Know - Define, match, repeat, memorise, label, outline, record,recognise, state, sort, list

2. Understand - Restate, show, illustrate, summarise, predict, locate,paraphrase, describe, explain

3. Apply - Demonstrate, solve, test, use, manipulate, organise

4. Analyse - Examine, debate/defend, compare/contrast, refute, relate,generalise, classify, research

5. Synthesise - Propose, design, construct, invent, formulate, plan,imagine

6. Evaluate - Judge, recommend, critique/criticise, justify, choose

Levels of Time

School Academic YearAttendance for the Year

School Day LengthAllocated Time

Instructional TimeEngaged Time

AcademicLearning

Time

Activity 13: Do the Maths!

Summary

48

Learning is our Business

We want to ensure and increase student learning andachievement.

Learning begins with attention to students’ prior knowledge,motivation, attention, effort, and perception.

Different learners have different levels of prior knowledge,motivations, effort, and learning styles.

If we attend to learner differences we can make our curriculummore efficient.

Efficiency, effectiveness, and planning increases the quality ofcurriculum.

Focus on Teaching

Misguided Indicators

49

Focus on Learning

Learning system

Learning Signature (Business Lab, 2002)

Attribute:•is taking place;•is unused orunconsidered;•has a barrier.

Activity 14:

50

Levels of Time