MEd Module:Leadership and Management of

Learning in Education

LBL - Session 1Presenter: Dr Muavia Gallie (PhD)

6 February 2010

Content1. Introduction (10h00 - 10h15);

2. Homework reflection (10h20 - 11h20);

3. Teaching and Learning (11h25 - 13h25);

4. Administration, Management andLeadership (13h30 - 14h30);

5. New Tasks (14h35 - 14h50)

6. Conclusion (14h55 - 15h00)

1. Introduction

1.1 StudyGuide

2. HomeworkReflection

2.1 Homework Task 1.1• All our work is going to cover Knowledge, Skills

and Dispositions, and we will attempt to connectTheory and Practice;

• Therefore, you have to identify yourself a school (acase study) that you will work with;

• If you are the principal or an SMT member of yourschool, you must get permission in writing from theSGB to use your school as a case study;

• If you don’t or can’t use your own school, identifyan accessible school, and get permission in writingfrom the SGB to use their school as a case study.

• Please note that the school can remainanonymous, if they prefer it.

2.2 Homework Task 1.2 & 1.31. Clearly define and explain the meaning of “Teaching” and “Learning”;2. Define what the difference is between these two concepts;3. Define the ‘inter-connectedness’ of these concepts, if any; and4. Define which one comes first, if any.In all of the above, you should motivate your argument.Each of the above should be submitted on an A4 page. You will each be given 5

minutes during Session 1 (6 Feb) to present your arguments.

1. Clearly define and explain the meaning of “Leadership”,“Management”, and “Administration”;

2. Define what the difference is between these three concepts;3. Define the ‘inter-connectedness’ of these concepts; and4. Identify the logical order of these concepts, if any.In all of the above, you should motivate your argument.Each of the above should be explained on an A4 page. You will each be

given 5 minutes during Session 1 (6 Feb) to present your arguments.

3. Teachingand

Learning

3.1 Success rate = 8,1%

•Success-rate of the system = 8,1%•Of every 12 learners starting GradeOne, only 1 learner attains what thesystem is promising them - data 2005!

3.2 Dysfunctionality vis-à-vis Under-performanceFigure 10: Three levels of school functionality in relation to the support needed by

schools

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

Non-Functioning -20% – +20%

Low-Functioning 21% - 60%

High-Functioning 61% - 100%

Basics

Gallie 2006

3.3 External and internaldifference

3.4 Activity 11. Participants must identify whether they are

part of a:- Dysfunctional School;- Low functioning school;- High functioning school.

Primary school participants must judgethemselves based on the success of their‘feeder school’.

3.5 Defining Dysfunctional schools• Schools who continue to function, but do not accomplish the purpose

for which they were created;• Schools exist to help each child realise his or her fullest potential as a

human being;• Schools become dysfunctional when they stop serving the needs of the

individuals with them;• School can take on a life of their own where their main objective

becomes self-preservation;• One of the key indicators that a school has become dysfunctional is the

‘no talk rule’. Those within the school are not permitted, and do notpermit themselves, to speak (or even think) critically about the school

• Critical thinking begins with the question “why?” Why are we doing this?Why are things arranged this way? Why do we do it this way and not thatway? These kinds of questions are not allowed in a dysfunctional group;

• The other indicator is the evolution of a priestly caste whose allegianceis more strongly tied to the school than it is to the learners the school ismeant to serve - this means the teachers and administrators within theschool

3.6 Activity 2• Is your school Dysfunctional?

• Ten critical questions for every school leader1. Does every teacher teach everyday in every class for 196 school days in the year? [10]2. Do you as school leader regularly observe teachers teaching in their classrooms? [10]3. Do you spend at least 70% of your time in school on matters of teaching and learning?

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

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

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

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

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

Prof. Jonathan Jansen (Executive Leadership Programme 2008)

3.7 FunctionalityScore for your school

A School?20

A Seriously Dysfunctional School40

A Marginally functional School60

A Moderately Functional School80

A Functional School100

3.8 Video - DifferentPerspectives - 2 min

Understanding the situation well

3.9 - Ten Different mentalities

1. Definition of Teacher Quality;2. Subject and/or learning area choices;3. Time tabling;4. Measuring productivity systems;5. Quality Assurance systems;6. Learner Expectation (success);7. Data, Information, Knowledge, Intelligence Systems;8. Multiple Opportunities; and9. Time Utilisation; and10.Difference between Home-work and School-work.

3.9.1 Defining Teaching Quality• Three related schools of thought - Good teaching is defined by (a) what the

teacher brings into the classroom - that is, TEACHER CHARACTERISTICS,(b) what teachers do while they are in the classroom - TEACHINGPRACTICES, and © what learners take out of the classroom - LEARNERSLEARNING GAINS;

• A. Focusing on TEACHER CHARACTERISTICS note that standards (e.g.obtaining a degree/diploma, passing a professional examination) are set toensure a degree of quality. The logic here is that it is difficult to measureteaching quality directly, so indirect measures should be used;

• B. Others argue for a more direct measure of what teachers actually do.Those who focus on TEACHING PRACTICE argue for five commonpedagogical principles, namely: 1. Building on learners’prior knowledge; 2.Linking goals, assessment and instruction; 3. Teaching content and criticalthinking; 4. Developing language skills; and 5. Creating a culture of learning;

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

3.9.2 Subject Choices Available

Business Economics9Life Orientation8AccountingBusiness Economics7CATLife Orientation6ScienceCAT or Accounting5HistoryHistory or Science4Maths or Maths LitMaths or Maths Lit3Language 2ndLanguage 2nd2Language 1stLanguage 1st1High-functioning SchoolLow-functioning SchoolNo.

3.9.3 Organising of Time table

Fri

6655443W

2O

1L

Thurs

776654321Wed

887654321Tues

987654H

3G

2I

1H

Mon

987654321

Supervisory andAccountability

systems

Evaluation andAppraisalSystems

PerformanceManagement andReward Systems

High FunctioningSchools (HFS)

Low FunctioningSchools (LFS)

Non-FunctioningSchools (NFS)

3.9.4 Measuring Teaching Quality i.r.t.different school functionalities

The Judgement of Quality is dependent on the Quality of the Judgement.

Supervisory andAccountability

systems

Getting them‘to do theirjob’

Evaluation andAppraisalSystems

Getting them‘to dosomethingextra’

PerformanceManagement andReward Systems

Getting themto perform‘optimally’

High FunctioningSchools (HFS)

Low FunctioningSchools (LFS)

Non-FunctioningSchools (NFS)

3.9.5.1 Focus of the measuring tool ..

Supervisory andAccountability

systems

Getting theINPUT right

Evaluation andAppraisalSystems

Getting thePROCESSright

PerformanceManagement andReward Systems

Getting theOUTCOMESright

High FunctioningSchools (HFS)

Low FunctioningSchools (LFS)

Non-FunctioningSchools (NFS)

3.9.5.2 Keeping their ‘eye’ on achieving…

3.9.6 In relation to Matric ResultsFigure 10: Three levels of school functionality in relation to the support needed by

schools

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

Non-Functioning -20% – +20%

Low-Functioning 21% - 60%

High-Functioning 61% - 100%

Average (50%) in Matric Results

3.9.7.1 Data, Information, Knowledge,Intelligence Systems

Data - what was (NFS);

Information - what is (LFS);

Knowledge - what could be (HFS);

Intelligence - what should be (HFS).

3.9.7.2 SASAMS System

10.

Evaluation

9.

Support

8.

Assessment

5.

Support

6.

Learning

7.

AnotherLearning

4.

AnotherTeaching

3.

Teaching

2.

Under-standing

1.

Knowing

3.9.8 Multiple Opportunities

Test orExam

Quarter 4Teach

Test orExam

Quarter 3Teach

Test orExam

Quarter 2Teach

Test orExam

Quarter 1Teach

Low-functioning School

Test orExam

Supportand

Support

Test orExam

Quarter 3Teach

Test orExam

Quarter 2Teach

Test orExam

Quarter 1Teach

High-functioning School

3.9.9.1 Time Utilisation

20% Learning20% Learning

20% Learning20% Teaching

20% Learning20% Teaching

20% Learning20% Teaching

20% Teaching20% Teaching

High-functioning SchoolLow-functioning School

3.9.9.2 What do we know aboutour teachers and/or officials?

Teaching(Information Sharing)

Learning(Taking ownership of Information)

Remembering Understanding

Teaching(Information Sharing)

Remembering

3.9.9.3 Types of Teaching -Learning

TeachingLearning

Teaching andLearning

Teaching and LearningTeaching forLearning

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

Teaching asLearning

None or to Little time and support for Learning

Plenty of time and support for Learning

All the time and support are for Learning

3.9.9.4 Activity 3

3.9.10 Homework vis-à-vis Schoolwork vis-à-visBusywork vis-à-vis Parent’s work

• Learning takes place throughout the day,whether ‘in school’ or ‘out of school’;

• They can be categorised as ‘different’types of learning;

• Given different situations andcircumstances, the one becomes moreimportant than the other;

• We need all of them in our lives.

3.10 Five Levels of Learning

Wisdom1755Comprehension1404Know-How1053Information702Facts351

Type ofTeaching

TeachingDays

Level

3.11 Bloom’s Level of learningand Thinking

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

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

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

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

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

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

3.12 Learning: From Past to Future

3.13 You Taught Me• You taught me the names of cities in the world, but;• I don’t know how to survive the streets in my own city;• You taught me the minerals that are in the earth, but;• I do not know what to do to prevent my world’s destruction;• You taught me how to speak and write in three languages,

but;• I do no know how to say what I feel in my heart;• You taught me all about reproduction in rats, but;• I don’t know how to avoid pregnancy;• You taught me how to solve maths problems, but;• I still can’t solve my own problems;• Yes, you taught me many facts, and thank you, I am now

quite clever, but;• Why is it that I feel I know nothing? Why do I feel I have to

leave school to go and learn about coping with life?

3.14 Video - Essence of beinga Teacher - 6 min

4.Administration,

Managementand

Leadership

4.1 Management vs Leadership -2.10 min

4.2 Leadership Criteria - 9.31min

4.3 Quest for Success - 2.05min

Level 3Administration

Level 2Management

Level 1Leadership

HighFunctioningSchools(HFS)

LowFunctioningSchools(LFS)

Non-FunctioningSchools(NFS)

4.4 Conceptual Argument -Types of Functionalities (relating to the Core Purpose)

4.5 There is nomanagement

withoutmonitoring and

evaluation

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

• To assess results - to find out if and how objectives are being met and areresulting in desired changes.

• To improve management and process planning - to better adapt tocontextual and risk factors such as social and power dynamics that affect theresearch process.

• To promote learning - to identify lessons of general applicability, to learn howdifferent approaches to participation affect outcomes, impact, and reach, tolearn what works and what does not, and to identify what contextual factorsenable or constrain the participatory research.

• To understand different stakeholders' perspectives - to allow, throughdirect participation in the monitoring and evaluation process, the various peopleinvolved in the organisation to better understand each others views and valuesand to design ways to resolve competing or conflicting views and interests.

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

What?, When? How?, Who?

4.7 Money taken by Administration

4.8 Two parts of anyorganisational process

Hard part•Processes•Procedures•Metrics•Structures•Tools•Etc.

Soft part•Ideas•Fears•Excitement•Resistance•Attitudes•Buy-in of people whodo the Hard Part

4.9 Which is more challenging,the Hard part or Soft part?

• Soft part;• Hard part we have learned;• Management - is about control;• The soft part is about leadership;• Both of these are important within an

organisation - Balance;• Work is Logical, but People are

Psychological.

4.10 Leadership Qualities

4.11 Eight School Readiness Components

1.1 Teacher Attendance1.2 Learner Attendance

2. Teacher Information

3. Learner Information

4. Annual Planning 5. Timetabling

6. TeachingSchedules

7. Organogram8. Teaching and Learning

Support Materials

Homework 1.1

• Collect enough evidence on each of thementioned eight school readinesscomponents;

• On a scale of 1 - 5, ask the principal toindicate the school readiness of his/herschool on each of the eightcomponents;

• On a scale of 1 - 5, you have to giveyour rating of your school, on each ofthe eight school readiness components.

4.12 PPS Project

Gauteng Schools with challengesProject Manager Schools DivisionNo Name of School Project

ManagerDistrict Location Grade 12 Results

20082009

Variance Up Down Same1 Boikgethelo 35 49 14 12 Bona Comprehensive Nombulelo JHB North JHB 50 53 3 13 Ed Mashabane Sec Nombulelo Sedibeng West Evaton 24 26 2 14 Fontanus 27 34 7 15 Ibhongo 47 46 -1 16 Ikusasa Comprehensive Nombulelo Ekurhuleni North Tembisa 46 73 27 17 Illinge Sec Deon Ekhuruleni South Vosloorus 26 46 20 18 Itirele-Zenzele Comp Nombulelo JHB North Diepsloot 29 38 9 19 Jet Nteo 38 39 1 110 Katlehong Sec Deon Ekhuruleni South Katlehong 48 38 -10 111 Kgokare 29 46 17 112 Kwa Bhekilanga 28 28 113 Lobone 39 22 -17 114 Mamellong Comp Conrad Gauteng East Tsakane 48 66 18 115 Meadowlands 29 52 23 116 Memezelo Sec Conrad Tswane North Soshanguve 33 68 35 117 Minerva 30 65 35 118 Modiri Technical Conrad Tswane West Tswane West 12 30 18 119 Moqhaka 27 39 12 120 Mphumelomuhle Sec Conrad Gauteng North Bronkhorspruit 30 16 -14 121 Mpilisweni Sec Deon Ekhuruleni South Katlehong 42 38 -4 122 Nghunghunyane 51 46 -5 123 Ramolelle 40 96 56 124 Ramosukula 42 46 4 125 Rivoni High Conrad Gauteng East Daveyton 026 Sebokeng Tech 45 63 18 127 Senthibele Senior Sec Conrad Tswane North Soshanguve 48 85 37 128 Thoko-Thaba Sec Conrad Ekhuruleni South Thokoza 55 54 -1 129 Thutopele High Deon Ekhuruleni South Katlehong 55 51 -4 1

30 Vosloorus Comprehensive Deon Ekhuruleni South Vosloorus 66 66 0 131 Westbury Secondary Nombulelo JHB North JHB 56 48 -8 1

Ave. 10.9 20 9 162.5% 28.1% 3.1%

Ave. 19.2 -7.1

4.13 Curriculum Development Cycle

CurriculumManagement

Plan

InstructionalManagement

Plan

AssessmentManagement

Plan

HoDSMTDistrictProvincialTeacherHoDSchoolDistrict

LearningManagement

Plan

Homework 1.2• Bring along evidence of the existence of a

curriculum management planning tool in yourdistrict;

• Bring along evidence of the existence of aninstructional management planning tool inyour school;

• Bring along evidence of the existence of alearning management planning tool in yourdepartment (school);

• Bring along evidence of the existence of anassessment management planning tool inyour class (school).

5.Conclusion

5.1 Three Steps approach to QE

5.2 Graphical display of 3 steps QE

DysfunctionalSchools

Low FunctioningSchools

Rights-based Education*Availability *Accessibility * Acceptability * Adaptability

Basic Education

Quality Education

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

4yrs4yrs4yrs4yrs4yrs4yrs4yrs4yrs4yrs4yrs

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

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

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

5.3 Teacher Professional Path

5.4.1 Ten Untruths in UPS

1. Democratic decision making in schoolscreate a conducive school tone or culture;

2. Parent involvement is crucial;3. OBE approach is resource intensive;4. Resources (computers and libraries) will

make all the difference;5. The Dept. is not supporting teachers and

therefore they are de-motivated;

5.4.2 Ten Untruths in UPS

6. Lack of learning is caused by the ill-discipline oflearners;

7. Our classrooms are overcrowded - smallclasses will make the difference;

8. It is difficult to achieve learner success inpoverty stricken communities;

9. Learners are not at the level they should bewhen they get to our schools (no pre- or nurseryschool; can’t read and write)

10. Teacher development will solve most of ourperformance problems.

5.5 Five Basic Assumptions ofEffective Schools

1. The central purpose of a school is to teach;2. The school is responsible for providing the overall

environment;3. Schools must be treated holistically in terms of

instruction (unity);4. The most crucial characteristics of a school are the

attitudes and behaviours of the teachers and staff;5. The school accepts responsibility for the success

and failure of the academic performance of learners- all learners are capable of learning.

Video - Brave decision bydeputy principal

Homework 1.3• Download for www.slideshare.net the video called LBL -

Brave decision by the deputy principal;• Introduction - This is a conversation with the current principal

and deputy principal of the school. Godfrey joined the schoolin 2002, six months after the school was opened, a thedeputy principal of the school. Edith joined the school in2006, as an HoD. In 2007, the principal retired, and Godfreyacted as principal until 2008, when the post was advertised.By then, Edith was the second deputy principal of the school.Both of them applied for the post. Now view the video;

• Write a critical analysis of the challenges in the video, whatlead to it, and what should be done to stabilise the educationsystem.

Assignment 1THEMES TOPICS

Knowing and understanding the difference between Leading,

Managing, Administring, Teaching and Learning

1 Defining teaching and learning. 2 What is the difference? 3 How do they inter-connect? 4 W h ich one comes first?

5 Defining leadership, management and administration. 6 What is the difference? 7 How do they inter-connect? 8 What is the logical order?

9 What should be the core job of principals? 10 During training, should we focus on knowledge, skills or disposition of

principals, or a combination of them?

Write an essay, focusing on a combination of the con cepts covered during session 1. The ess ay must include references of at least 1 0 articles recent (not older that 5 years) within the field of focus. Due date: 27 February 2010

5.6 Quote of the Day!

You can’t dothings differently

until you seethings differently.

Contact details:• E-mail: muavia@mweb.co.za;

• Fax: 0866720520

• Cell: 0828229494 (only emergencies)

• Powerpoint website: www.slideshare.net

Thank You!