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How Do Principals Manage Schools

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					                      COURSE OUTLINE FOR
ADVANCED CERTIFICATE: EDUCATION (School Management and Leadership)
            Based on NQF ID 48878 at Level 6, 120 credits

      EDUCATION MANAGEMENT AND LEADERSHIP DEVELOPMENT




                               2008
             Contents


1.       Institution ............................................................................................................................................................................................................................... 3
2.       Name of programme ............................................................................................................................................................................................................... 3
3.       Vision ..................................................................................................................................................................................................................................... 3
4.       Purpose ................................................................................................................................................................................................................................... 3
5.       Aims ....................................................................................................................................................................................................................................... 3
6.       Rationale ................................................................................................................................................................................................................................ 4
7.       Target ..................................................................................................................................................................................................................................... 4
8.       Learning principles ................................................................................................................................................................................................................. 4
9.       Credits .................................................................................................................................................................................................................................... 5
10.      Duration.................................................................................................................................................................................................................................. 5
11.      Assessment ............................................................................................................................................................................................................................. 5
12.      Recognition of prior learning (RPL) ...................................................................................................................................................................................... 6
13.      Access .................................................................................................................................................................................................................................... 7
14.      Articulation ............................................................................................................................................................................................................................ 7
15.      Curriculum details .................................................................................................................................................................................................................. 8
15.1     Curriculum overview .............................................................................................................................................................................................................. 8
15.2     Detailed module outlines ........................................................................................................................................................................................................ 9
   15.2.1     Develop a portfolio to demonstrate school management and leadership competence ........................................................................................................9
   15.2.2     Leading and managing effective use of ICT in South African Schools ............................................................................................................................ 11
   15.2.3     Understand school leadership and management in the South African context ................................................................................................................. 16
   15.2.4     Language in leadership and management ......................................................................................................................................................................... 19
   15.2.5     Manage policy, planning, school development and governance ....................................................................................................................................... 20
   15.2.6     Lead and manage people................................................................................................................................................................................................... 26
   15.2.7     Manage organisational systems, physical and financial resources.................................................................................................................................... 32
   15.2.8     Manage teaching and learning .......................................................................................................................................................................................... 38
   15.2.9     Lead and manage a subject, learning area or phase .......................................................................................................................................................... 44
   15.2.10 Mentor school managers and manage mentoring programmes in schools ........................................................................................................................ 45
   15.2.11 Plan and conduct assessment ............................................................................................................................................................................................ 50
   15.2.12 Moderate assessment ........................................................................................................................................................................................................ 57
16.      Illustrative portfolio assessment matrix ................................................................................................................................................................................ 62




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        1.      Institution

                Higher Education Institutions (Respective Names)

        2.      Name of programme

                Advanced Certificate: Education (School Management and Leadership).
                It is based on NQF ID 48878, at NQF level 6, with some additions to reflect the needs of the target candidates.

        3.      Vision

                To provide structured learning opportunities that, while recognizing the diverse contexts in which schools operate, promote quality
                education in South African schools through the development of a corps of education leaders who apply critical understanding,
                values, knowledge and skills to school leadership and management in line with the vision of democratic transformation.

        4.      Purpose

                To empower/enable these educators to develop the skills, knowledge, and values needed to lead and manage schools effectively
                and to contribute to improving the delivery of education across the school system taking into account the diversity of school types
                and contexts.

        5.      Aims

                The programme aims to achieve the following:
                   Provide leadership and management to enable schools to give every learner quality education taking due cognisance of the
                    nature of the school and its context.
                   Provide professional leadership and management of the curriculum and therefore ensure that schools provide quality teaching,
                    learning and resources for improved standards of achievement for all learners working in diverse contexts.
                   Strengthen the professional role of principalship.
                   Develop aspirant principals who are able to engage critically and be self-reflective practitioners.



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                   Enable aspirant principals to manage their organisations as learning organisations and instill values supporting transformation in
                    the local and South African context.

        6.      Rationale

                The rationale for the development and implementation of the programme is to:
                   Develop a programme, which provides an entry criterion to principalship
                   Provide aspirant principals with a professional qualification, which is career related
                   Provide a formal professional qualification, which is consistent with the Job Profile of school principals.

        7.      Target

                The programme seeks to target School Management Team members at Post Level 2 or above who aspire to principalship, with the
                caveat that educators at post level 1 who are involved in the management of small schools may also be considered.

        8.      Learning principles

                The following learning principles underpin the teaching and assessment of the programme work:
                   Directed and self-directed learning in teams and clusters
                   Site-based learning (dependent on the content)
                   Variety of learning strategies i.e. lectures, practice and research portfolios amongst others
                   Parallel use throughout of individual and group contexts of learning
                   Collaborative learning through interactive group activities, e.g. simulations, debates
                   Problem-focused deliberation and debate in group context
                   Critical reflection on group processes and group effectiveness
                   Critical reflection and reporting on personal growth and insights developed
                   Research and experimentation.




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        9.      Credits

                The ACE is a 120-credit qualification, divided as follows:

                 Fundamental module                 Core modules                  Elective modules
                 10 Credits                         96 Credits                    A minimum of 14 Credits
                 NQF Level 5                        NQF Level 5/6                 NQF Level 5/6


        10.     Duration

                The total duration of the programme is 24 months on a part-time basis.

        11.     Assessment


                The assessment is focused on applied competence.
                The primary assessment strategy for this programme rests on successful completion of two self-, school- and mentor-assessed
                school-based projects.
                The first project should arise from the institutional audit task included in the learning materials for the unit standard Understand
                school leadership and management in the South African context. The way in which the project is conceptualized, implemented and
                evaluated as documented and as reported by the school should provide evidence of competence related to the learning outcomes
                and assessment criteria for the core components of the programme. Assessment of this first project will be formative in nature and
                will provide guidance on areas in which evidence of competence has not yet been adequately established. This project should be
                completed in the last quarter of the first year of study.
                The second project should arise from feedback on the first project and completion of the learning and teaching associated with the
                core programme. The way in which the second project is conceptualized, implemented and evaluated as documented and as
                reported by the school should provide evidence of competence related to the learning outcomes and assessment criteria for the
                core components of the programme, particularly addressing weaknesses or gaps noted in the assessment of the first project.



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                Assessment of this second project will be summative in nature and will be a determining factor in whether or not the requirements of
                the qualification have been met.
                As support for successful completion of these two projects HEIs and their students may agree on a range of smaller formatively
                assessed tasks. It is suggested that the two projects and the assessment thereof, as well as any interim formatively assessed tasks
                that students considered particularly useful should be included in a portfolio of evidence for the programme. Hence the
                development of a portfolio is a fundamental module for this programme. Section 16 contains a possible portfolio assessment matrix.


                Overall the assessment evidence should include:
                   Assignments and/or examinations, providing evidence of the ability to apply knowledge to practice. This is subject to the caveat
                    that not all formative assessment tasks need be reflected in the portfolio and that the content thereof will be constantly revised
                    and updated to provide evidence of the growing competence of the candidate – this suggests that some earlier material may be
                    replaced by later material that more accurately reflects the current competence of the candidate.
                   Oral Presentations, which should be observed in context to assess ability to communicate with comprehension as well as a
                    reflective journal.
                   Evidence of self-, peer-, and tutor assessment as well as on-site verification of leadership and management competence.



        12.     Recognition of prior learning (RPL)


                Due to the integrated nature of the programme, only elective modules may be credited by means of RPL. Candidates will be
                required to provide appropriate evidence of their competence in relation to the exit level outcomes for modules/unit standards for
                which RPL is granted. HEIs granting RPL will need to retain assessed evidence for which RPL has been granted for a suitable
                period of time to allow for such verification processes as may be deemed necessary.




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        13.     Access

                Criteria for access to the ACE programme will be as follows:
                   Priority will be given to aspirant principals who meet the criteria below.
                   Candidates should have a formal professional teacher qualification at REQV level 13 or above.
                   Candidates should have at least 3 years teaching experience.
                   Candidates should normally be employed at Post Level 2 and above.
                   Preferably, the principal and/or school governing body should endorse all applications. Post Level 1 educators at P1 and P2
                    schools who are performing management tasks may be considered.
                   In order to meet the systemic objective of 50% of school principals being female, at least 50% of candidates for the ACE
                    programme should be female.
                   If the applicant’s immediate accounting officer refuses to endorse the application, the applicant has the right to appeal such
                    refusal with the appropriate/relevant accounting officer in the system.

        14.     Articulation

                This programme is a professional programme.          The Higher Education Institutions can determine with which academic programme
                this programme articulates within their respective institutions subject to the provisions of policy. Currently the Norms and Standards
                for Educators policy document of 2000 is the guiding policy document for such articulation. It is expected that this policy document
                will be superceded during the course of 2009 by a new version that will have been aligned to the revised Higher Education
                Qualifications Framework of 2007.




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15.     Curriculum details

15.1    Curriculum overview

Fundamental           Develop a portfolio to demonstrate school leadership and management      Based on SAQA ID 115438: 10 credits at level
                                                                                               5
Additional            Leading and managing effective use of ICTs in South African Schools      Unit standard unique to this programme (but
module                                                                                         subsuming SAQA ID 115433): 10 credits at
                                                                                               level 5
Core                  Understand school leadership and management in the South African         Based on SAQA ID 115441: 10 credits at level
                      context                                                                  6
                      Language in leadership and management                                    Based on SAQA ID 115440: 6 credits at level 5
                      Manage policy, planning, school development and governance               Based on SAQA ID 115439: 20 credits at level
                                                                                               6
                      Lead and manage people                                                   Based on SAQA ID 115437: 20 credits at level
                                                                                               6
                      Manage organizational systems, physical and financial resources          Based on SAQA ID 115434: 20 credits at level
                                                                                               6
                      Manage teaching and learning                                             Based on SAQA ID 115436: 20 credits at level
                                                                                               6
Elective              HEI’s may supplement the fundamental and core modules with one or
                      more elective modules that respond to particular national/
                      provincial/regional needs for example HIV/Aids, Gender.
                      The following electives have been developed as part of the national
                      programme.
                      Lead and manage a subject, learning area or phase                        Based on SAQA ID 115435: 12 credits at level
                                                                                               6
                      Mentor school managers and manage mentoring programmes in schools        Based on SAQA ID 115432: 12 credits at level
                                                                                               6
                      Plan and conduct assessment (pre-requisite for Moderate assessment but   Based on SAQA ID 115753: 15 credits at level
                      RPL can be obtained for this module)                                     6
                      Moderate assessment                                                      Based on SAQA ID 7977: 10 credits at level 6




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15.2     Detailed module outlines

15.2.1 Develop a portfolio to demonstrate school management and leadership competence

Fundamental module: 10 credits NQF level 5 (115438)



 SPECIFIC OUTCOMES                     CURRICULUM OUTLINE                           ASSESSMENT CRITERIA                         POSSIBLE ASSESSMENT
                                                                                                                                        ACTIVITIES
Demonstrate understanding        The portfolio as an assessment instrument     Locate the portfolio requirements of       The portfolio is evidence of a “learning
of the portfolio as a flexible   - rationale, purpose, requirements, format,   this qualification in the broader          journey”, which shows progress and
assessment instrument in         content, technical aspects.                   assessment framework for outcomes-         development of the candidate‟s
SA.                                                                            based education in SA.                     competence.
                                 The professional development and
                                 developmental appraisal strategy for          Describe potential roles of professional   The following assessment instruments
                                 educators.                                    development portfolios in the emerging     could be included in the portfolio:
                                                                               professional development and                Reasoned questions
                                 Summative and formative assessment.           developmental appraisal strategy for
                                                                                                                           Oral tests
                                                                               educators.
                                                                                                                           Case studies
                                                                               Explain the link between purpose,           Journals
                                                                               format, content, and processes for          Selection of evidence
                                                                               development of a portfolio.                 Projects
                                                                                                                           Practical exercises
                                                                                                                           Demonstrations
                                                                                                                           Checklists
                                                                                                                           Simulation
                                                                                                                           Examinations
                                                                                                                           Assignments
                                                                                                                           Role play
                                                                                                                           Diagrams /organograms.




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 SPECIFIC OUTCOMES                  CURRICULUM OUTLINE                          ASSESSMENT CRITERIA                          POSSIBLE ASSESSMENT
                                                                                                                                      ACTIVITIES
Plan and prepare for the      Evidence of collection techniques/           Demonstrate understanding of the exit      Planning of the portfolio activities.
development of a portfolio    processes i.e. CV, SWOT analysis,            level outcomes for the ACE in the          Develop a plan of action with the
to reflect own management.    historical content, self-reflective diary,   context of current understanding of        following:
                              and samples of programme activities,         management and leadership.                  Knowledge, skills and practice
                              interviews, observations, reports and                                                        required
                              situation analysis.                          Conceptualize the differences in
                                                                                                                       When it will be compiled into the
                                                                           evidence that will be required to
                                                                                                                           portfolio
                              Planning strategies for the collection of    demonstrate not only knowledge and
                              evidence, and how this will be reflected     practical skill for school management       How it will be compiled into the
                              in the portfolio.                            and leadership, but also personal               portfolio
                                                                           qualities.                                  The timeframes for compiling such
                                                                                                                           evidence
                                                                           Develop a plan for the collection of        Instrument indicating (in graphic
                                                                           relevant evidence for the portfolio from        form) progress
                                                                           a variety of sources.                       Index of different modules and
                                                                                                                           activities against these.

Compile a portfolio to        Collecting and linking evidence with the     Collect evidence for the portfolio, and
reflect own management        relevant exit level outcomes.                show the link between the evidence and
and leadership competence.                                                 the relevant exit level outcomes.
                              Organising a portfolio of evidence
                              characterized by linking, explanatory and    Organize the content of the portfolio in
                              reflective commentary.                       a user-friendly way with relevant
                                                                           linking, explanatory, and reflective
                              Critically analyse and reflect on learning   commentary.
                              achievements and the development of a
                              personal and organisational growth plan.     Reflect on the learning achievement
                                                                           demonstrated by the portfolio, and
                                                                           decide on further necessary work.




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15.2.2 Leading and managing effective use of ICT in South African Schools

Additional module: 10 credits NQF level 5 (subsumes SAQA ID 115433)



 SPECIFIC OUTCOMES                  CURRICULUM OUTLINE                            ASSESSMENT CRITERIA                         POSSIBLE ASSESSMENT
                                                                                                                                      ACTIVITIES
Demonstrate understanding      Understanding the importance of             Develop a plan of action to evaluate and     Initiate the development of a school
of key issues regarding the    information literacy in the 21st century.   develop school stakeholder information       ICT policy in a collaborative endeavour
management of ICTs in                                                      literacy.                                    with other school stakeholders.
South African Schools          Controlling access to ICT facilities.
                                                                           Draft an ICT facilities access procedure/    OR
                               Ensuring appropriate and effective use      critique an existing procedure
                               of ICT facilities.                          Develop an instrument to evaluate            Critique an existing school ICT policy.
                                                                           appropriate and/or effective use of ICTs.
                               Evaluating school ICT readiness.
                                                                           Conduct an ICT readiness evaluation using
                               Developing a school ICT policy.             a given tool.

Identify, implement and        Identifying stages of development in        Complete a staff and school ICT readiness    Working as a member of a school team,
evaluate a variety of roles    ICT readiness.                              assessment using given templates.            develop a funding proposal for a school
that can be played in                                                                                                   project using MSWord, with a budget
supporting learners,                                                       Develop a staff-/school- development plan    in Excel and a funding presentation in
educators and                  Identifying ways in which staff and         to enhance ICT competence – linked with      PowerPoint.
administrators in their        learners can be supported to develop        SDP and IQMS.
effective use of ICTs in the   their ICT competencies.                                                                  Search on-line for relevant curriculum
school                                                                     Lead by example. Demonstrate personal        resources. Adapt these resources for
                               Supporting staff and learners in the        effective use of ICTs for a variety of       relevant classroom use in the form of a
                               effective use of ICTs in the school.        administrative and curriculum purposes.      worksheet in MSWord.

Evaluate and update as         Using word processing, spreadsheet          Evaluate and develop ability to:             See above
necessary own ICT skills       and presentation software to                 Write a report using word processing
for effective daily            accomplish school tasks effectively.
                                                                            Draw up a budget using a spreadsheet
functioning as an education
                                                                            Create a chart and import it into a word

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manager                                                                      processed document
                                                                            Create a presentation
                                                                            Search online and use the Education
                                                                             Portal, Thutong
                                                                            Send and receive email.

                               Achievement of the above specific outcomes assumes the basic ICT competencies outlined below.
                               The module makes provision to develop these competencies if candidates do not yet possess them.


    SPECIFIC OUTCOMES               CURRICULUM OUTLINE                          ASSESSMENT CRITERIA                         POSSIBLE ASSESSMENT
                                                                                                                                     ACTIVITIES
The following outcomes are                                                  Properly boot/logon the operating        The assessment activities should be
addressed in an integrated     Unit 1: Operating System                      environment                              integrated across the module‟s contents
way:                                                                                                                  and should require:
                               This unit covers the basic features of       Properly logoff and exit the operating
                               the MS Windows operating system,              environment                               Evidence of completion of day-to-
    Demonstrate               enabling the learner to use the MS           Navigate and/or access the file
                                                                                                                           day tasks best undertaken using a
     competence in the use     Windows interface to execute routine                                                        computer e.g. updating learner
                                                                             structure of the computer
     of information and        tasks.                                                                                      information, writing up minutes of
     communication                                                          Use the Help contents                         meetings.
     technology                                                             Create, move, copy, group, and delete     Use of the computer to generate
    Demonstrate                                                             icons                                         information required in digital
     competence in using a                                                  Set keyboard, mouse, and printer              format by the Department e.g.
     computer for effective                                                  properties                                    assessment data, enrolment
     school management                                                      Copy, move, rename, delete, and               statistics.
    Demonstrate                                                             retrieve files
     knowledge of skills and                                                Create, copy, rename, move, and delete
     appropriate attitude in                                                 folders.
     using tools.
                               Unit 2: Word processing                      Use word function
                                Introduction to Microsoft Word             Control the word display
                                Using Microsoft Word Function              Understand editing and formatting
                                Controlling the Microsoft Word              techniques
                                   display                                  Set up a table and formatting.



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                                 Editing and formatting techniques
                                 Header & Footer
                                 Automating Content Creation.

                              Unit 3: Spreadsheet                        Start Excel, create, save, and print a
                              Demonstrate the ability to use              worksheet, and quit Excel
                              computer spreadsheet technology.
                                                                         Select and copy a cell or range of cells
                                                                         Use the Name Box to select a cell
                                                                         Enter text and numbers
                                                                         Use AutoSum to sum a range of cells
                                                                         Apply font changes (appearance, size,
                                                                          and colour)
                                                                         Centre cell contents across a series of
                                                                          columns
                                                                         Apply AutoFormat to format a range
                                                                         Identify arithmetic operators +,-,*,/,%
                                                                         Apply the AVERAGE, MAX, and MIN
                                                                          functions
                                                                         Determine a percentage
                                                                         Color the background of a cell
                                                                         Add borders to a range; format
                                                                          numbers; add conditional formatting to
                                                                          a range
                                                                         Align text within a cell and change the
                                                                          width of a column and the height of a
                                                                          row
                                                                         Check spelling, use print preview, and
                                                                          distinguish between portrait and
                                                                          landscape orientation in a spreadsheet
                                                                         Print a partial or complete worksheet
                                                                          also, learn to use Print to Fit
                                                                         Rename sheets


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                                                                           E-Mail active workbook from within
                                                                            Excel
                                                                           Use Format Painter to format cells,
                                                                            copy and paste, insert and delete cells
                                                                           Freeze titles, display and format the
                                                                            system date
                                                                           Create a 3-D Pie chart based on a
                                                                            worksheet
                                                                           Rearrange sheets in a workbook.

                              Unit 4a: Internet                         Demonstrate applied competence in the
                               Use of search engines and               following areas:
                                  navigating the Internet to find and    Explaining the nature of the Internet
                                  view the information needed.           Internet Service Providers
                                                                         Web Addresses
                                 Send and receive emails to/from
                                                                         Links
                                  other Internet users.
                                                                         Search Engines
                                 Give a broad understanding of the      Portal Websites
                                  World Wide Web.                        Home Page
                                                                         Favourites
                                                                         Understanding E-Commerce
                                                                         Secure Servers
                                                                         Work Offline
                                                                         Child Protection
                                                                         Email
                                                                         Send A Message
                                                                         Reply and Forward
                                                                         Attach Files to Messages
                                                                         Address Book
                                                                         Signatures
                                                                         Email Tips.


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                              Unit 4b: Email                             Demonstrate understanding of the basic
                              Management and effective use of email       functions of email management - send,
                              technology.                                 receive, file and store, retrieve
                                                                         Know the basic principles of designing
                                                                          an effective Email activity
                                                                         Create Email activities of individual
                                                                          work and group collaboration
                                                                         Be able to use a World Wide Web
                                                                          browser (preferably Netscape
                                                                          Navigator) to access the World Wide
                                                                          Web for "surfing" and research
                                                                          activities
                                                                         Have used email on a regular, day-to-
                                                                          day basis
                                                                         Be able to use one or more search
                                                                          engines to find specific information on
                                                                          the World Wide Web.




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15.2.3 Understand school leadership and management in the South African context

Core module: 10 credits NQF level 5 (115441)
Essentially this module provides an overview of the programme and a map into the details of the rest of the programme modules.


  SPECIFIC OUTCOMES                    CURRICULUM CONTENT                         ASSESSMENT CRITERIA                       POSSIBLE ASSESSMENT
                                                                                                                                   ACTIVITIES
Demonstrate a basic             A critical understanding of why the concept    Demonstrate understanding of the        Each school is unique. How would
understanding of what is        of „context‟ is necessary as a departure       principles and values informing         you describe your school? Give a
involved in school              point for understanding school leadership      educational transformation in South     comprehensive description, as
management and leadership       and management.                                Africa and how these create             honestly and accurately as possible.
in South Africa.                                                               challenges for the management,          This will enable you, by the end of the
                                Highlight contextual tensions,                 leadership and governance of            programme, to have the satisfaction of
                                contradictions and harmonies, which are        schools.                                reviewing your own development
                                inherent in management.                                                                journey and assessing your influence
                                                                               Demonstrate a basic understanding of    on progress of the school.
                                How the SA Constitution foregrounds the        the nature and purpose of educational
                                values and practices that should underpin      management, leadership and                 In your description you could use,
                                school culture and policies.                   governance both generally and in the        among other aspects, the
                                                                               context of a changing South Africa.         following ideas:
                                The legislative and policy frameworks                                                        Values and norms
                                affecting schools.                                                                              (commitment, loyalty, ethos,
                                                                                                                                punctuality, human rights
                                Analysis of principalship in the South                                                          and inclusivity)
                                African context and the role of school                                                       Practices and traditions
                                managers and leaders as agents of change.                                                       (symbols, artefacts, school
                                                                                                                                routines and behaviour)
                                Understand the concept of school culture                                                     Teaching and learning
                                and the role of the school manager                                                           Physical condition and
                                especially in relation to social justice and                                                    appearance
                                Child Rights.                                                                                People (languages, gender,
                                                                                                                                school community)
                                Accountability as part of the democratic                                                     Organisation (school times,


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  SPECIFIC OUTCOMES                   CURRICULUM CONTENT                      ASSESSMENT CRITERIA       POSSIBLE ASSESSMENT
                                                                                                                 ACTIVITIES
                                transformation linked to the use of                                           hierarchy, planning, routines,
                                prevailing quality management systems in                                      day-to-day running, change
                                the South African context e.g. Integrated                                     initiatives), and
                                Quality Management System (IQMS), as                                      Socio-economic context.
                                drivers of school quality control and                                  How do you/could you manage all
                                development                                                             of the above?

                                Identification of different organisational                          Considering the principles and values
                                models; ability to highlight generic                                informing educational transformation
                                leadership and management principles with                           in South Africa.:
                                regard to planning, organizing, governance,
                                                                                                     Describe how you have attempted
                                evaluation and control and how this
                                                                                                         to manage and lead your school
                                conceptual understanding is applicable to
                                                                                                         community to accommodate the
                                managing and leading people; teaching and
                                                                                                         transformation agenda in SA.
                                learning, physical facilities, external
                                relations, learner affairs, administrative                           Describe the demands on
                                information systems and financial affairs                                education managers and leaders in
                                within a school.                                                         South Africa today.
                                                                                                     What changes and demands does
                                                                                                         this make on your school
                                                                                                         leadership?




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  SPECIFIC OUTCOMES                    CURRICULUM CONTENT                         ASSESSMENT CRITERIA                    POSSIBLE ASSESSMENT
                                                                                                                                ACTIVITIES
Make an assessment of own        Knowledge and methodology of reflective      Describe own current school           Provide a written account of the
abilities in management and      practice, including aspects such as:         management and leadership practices   following using a journal:
leadership in terms of current    Analyse personal and situational: self-    in terms of a transformative and       Your personal experience of
notions of competence and            evaluation and educational life story.   contextualised understanding of            educational development
relevance in South Africa in                                                  management, leadership and
                                  Document personal experience of                                                       including achievements and
relation to management and                                                    governance.                                challenges.
                                     education change.
leadership.
                                  Journal personal development: develop                                             Given the above, develop your
                                                                              Evaluate own management and
                                     a vision, set goals for own                                                         own goals for personal and
                                                                              leadership practices against given
                                     development, identify multiple roles,                                               organisational development.
                                                                              criteria.
                                     and practise self-evaluation.                                                   Reflect on what this tells you
                                                                              Reflect on evaluation results and          about the way you deal with
                                                                              decide on areas in which further           power, power-relations and being
                                                                              development is necessary.                  a change-agent.




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15.2.4 Language in leadership and management

Fundamental module: 6 credits NQF level 5 (115440)



 SPECIFIC OUTCOMES                  CURRICULUM OUTLINE                           ASSESSMENT CRITERIA                         POSSIBLE ASSESSMENT
                                                                                                                                     ACTIVITIES
Demonstrate competence in     Choose a relevant education aspect            Be conversant with education-related      Do research on an educational issue that
reading, writing, listening   (choose it on the basis of the needs of the   matters in the media and be able to use   has recently been given media coverage:
and speaking skills           learners e.g. admission, HIV/AIDS,            this information in the management of      Read and interpret the actual
appropriate for school        feeding scheme, school fees etc).             the school.                                    education policies underpinning the
leadership and management                                                                                                  issues.
                              Learners are required to:                     Read and interpret departmental
                                                                                                                       Write an analysis of the issues in
                               Read to gain information about the          circulars, policies and procedures.
                                                                                                                           relation to amongst other the policy,
                                  aspect                                                                                   and clearly state the impact of this
                                                                            Coordinate the writing of clear,
                               Comprehend the policy                                                                      policy on management of schools.
                                                                            accurate and informed policies and
                               Interpret the policy                        procedures for the management of           Set up a parent-teacher meeting and
                               Determine the impact of the issue on        school affairs.                                or discussion with relevant
                                  the school                                                                               stakeholders to discuss the impact of
                                                                                                                           the policy.
                               Write an analysis of the policy –           Write effective and accurate official
                                  giving their views and opinions           letters, memoranda and reports.            Draw up an agenda for the meeting/
                                                                                                                           discussion.
                               Debate these different views with
                                  others.                                   Make presentations on education            Set out the meeting procedure.
                                                                            related issues to different audiences.     Collect and collate relevant
                                                                                                                           documentation for the meeting.
                                                                            Chair meetings and manage the
                                                                            necessary documentation related to         Write and present the opening
                                                                            meetings, including the preparation and        statement that you will address the
                                                                            use of minutes.                                audience with, on your chosen topic.
                                                                                                                       Record the minutes of the meeting.
                                                                                                                       Write a comment about the school
                                                                                                                           community‟s views on the issues,
                                                                                                                           addressed to the Head of Department.


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15.2.5 Manage policy, planning, school development and governance

Core module: 20 credits NQF level 6 (115439)

  SPECIFIC OUTCOMES                   CURRICULUM CONTENT                        ASSESSMENT CRITERIA                        POSSIBLE ASSESSMENT
                                                                                                                                   ACTIVITIES
Demonstrate the personal        Origin of policy.                         The candidate leads by example, and is a     Map the overall contemporary policy
qualities necessary for         The leverage points for the module are:   model of the values and vision of the        context applicable to schools in South
effective management of          South African Constitution              school.                                      Africa and use this to review your
policy, planning, school                                                                                               school‟s policy base. (See Context
                                 Foreground the Bill of Rights
development and governance.                                               The candidate is able to think               module.)
                                 The distinction between policy and      strategically.
                                    legislation                                                                        Choose ONE key national or
                                 Highlight the relationship between      The candidate is committed to following      provincial policy:
                                    the above and SASA and other          through the vision and mission in detailed    Analyse the policy.
                                    education specific policies.          planning for the day- to - day life of the
                                                                                                                        Investigate and describe the
                                                                          school and its future direction.
                                                                                                                           impact of this policy on your
                                Orientation.
                                                                                                                           individual school.
                                Basic principles:                         The candidate is able to motivate and
                                 Policy as a form of distributing        empower others to participate in the          Identify and describe the
                                                                          development of vision, school policies           leadership and management
                                    authority within a democratic
                                                                          and plans, and carry these forward.              qualities required to advocate and
                                    context
                                                                                                                           implement this policy.
                                 Taking and sharing ownership and
                                    responsibility
                                                                                                                        Describe the respective roles of
                                                                          The candidate is committed to                    management and governance in
                                 Acceptance of differences and           cooperative governance of the school and         the implementation of this policy.
                                    contestation                          involvement of parents and the                Devise and describe a strategy to
                                 Critical enquiry, research and          community.                                       mobilise the SGB and all
                                    reflective practice.                                                                   stakeholders in their roles in
                                                                                                                           formulation and implementation
                                Key concepts within the context of                                                         of this policy.
                                schooling:
                                                                                                                        Develop a systematic
                                 Administration                                                                           implementation plan with time


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  SPECIFIC OUTCOMES                    CURRICULUM CONTENT                           ASSESSMENT CRITERIA                       POSSIBLE ASSESSMENT
                                                                                                                                      ACTIVITIES
                                     Management and leadership                                                               frames and required action, to
                                                                                                                              implement the policy, for your
                                     Governance
                                                                                                                              school.
                                     Power
                                     Organisation                                                                        Review your school‟s development
                                     Stakeholder.                                                                        plan, with full participation of
                                                                                                                          relevant stakeholders and show how
                                                                                                                          the policy identified previously was
                                  Schools as Transforming Communities:                                                    accommodated. Document and report
                                  Contexts and dimensions:                                                                on the process. (This should be
                                   Systemic view                                                                         linked to the IQMS being done in
                                   Democratisation                                                                       Lead and Manage People.)
                                   Transformation.
                                  Interdependence of Structure, Agency
                                  and Support
                                   National Department
                                   Provincial Department
                                   Districts
                                   School
                                   Individual roles.

Develop and communicate           Establish the links between values,         Manage a process for the participative
school values, vision, mission,   vision, mission, policy, planning and the   development of a school development
policies and plans in a           role of leadership and management in        plan with vision, mission and values
collaborative way and secure      relation to these.                          based on context and needs analysis.
commitment to these.
                                  Formulation of a description (definition)   Develop and maintain structures and
                                  of policy. View policy holistically, in     processes that support a consultative and
                                  relation to multiple contexts:              participatory approach to decision making
                                                                              and planning.



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  SPECIFIC OUTCOMES                   CURRICULUM CONTENT                            ASSESSMENT CRITERIA                    POSSIBLE ASSESSMENT
                                                                                                                                ACTIVITIES
                                    Policy as part of a process – focus on   Develop school policies (including those
                                     questions of why, how, when and          required by the South African Schools
                                     who.                                     Act) in collaboration with stakeholders.
                                    Legislation as related to policy
                                                                              Work within the school community to
                                     (basis of authority).
                                                                              translate the vision and policies into
                                    Changing policy: What roles do           agreed operational plans that will achieve
                                     principals and SGBs play in policy       sustained school improvement.
                                     formulation and implementation?
                                    Policy as action plans.                  Oversee the implementation of the vision,
                                                                              policies and plans and initiate corrective
                                Policy process.                               action as required.

                                Policy mediation from planning to             Ensure that those involved in school
                                action:                                       remain committed to the school‟s
                                                                              values, vision, mission, policies and
                                    Origins                                  plans.
                                    Purpose and intentions
                                    Participation and contestation           Evaluate and improve the effectiveness of
                                    Development and formulation              the school‟s policies and plans.
                                    Text
                                    Implementation
                                    Practice
                                    Evaluation (review and research).

                                Legal and Policy Context:
                                 Mapping policies and legislative
                                    frameworks
                                 Specific policies and legislation
                                 SA Constitution
                                 South African Schools Act


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  SPECIFIC OUTCOMES                   CURRICULUM CONTENT                          ASSESSMENT CRITERIA                   POSSIBLE ASSESSMENT
                                                                                                                             ACTIVITIES
                                    National Curriculum Statement
                                    Labour Relations
                                    Employment of Educators Act
                                    South African Council of Educators.

                                 How to make policy:
                                 Developing a practical framework for
                                 formulating, implementing and
                                 evaluating policy in the school context.

                                 Case study:
                                 Work through a case study about the
                                 development of a relevant recent
                                 education policy in the South African
                                 context.

Develop and maintain sound       Cooperative governance.                    Understand and apply cooperative
working relationships with the                                              governance in the school by making sure
School Governing Body as         Departure points:                          that the School Governing Body is legally
well as parents, learners, the    SASA                                     constituted and fully functional.
community and the
                                  Governance as partnership
department.                                                                 Negotiate with the School Governing
                                  Stakeholders and interests               Body to define clearly the governance
                                  Difference between governance and        and professional roles of the School
                                    professional management,                Governing Body and the School
                                  Strengthening partnership and            Management Team.
                                    building community,
                                  Shared vision as departure point for     Through the establishment of legally
                                    school development.                     constituted and supported Representative
                                                                            Council of Learners, involve learners in
                                 Challenges and problems dealing with       the co-operative governance of the
                                 conflict over policy.                      school.



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  SPECIFIC OUTCOMES                   CURRICULUM CONTENT                   ASSESSMENT CRITERIA                      POSSIBLE ASSESSMENT
                                                                                                                         ACTIVITIES
                                                                     Build relationships and partnerships with
                                                                     the community through efficient
                                                                     communication, marketing of the school
                                                                     and the involvement of parents/guardians
                                                                     and others.

                                                                     Find and use appropriate ways to
                                                                     communicate with parents/guardians (for
                                                                     example, meetings and/or newsletters
                                                                     and/or personal letters, telephone calls) so
                                                                     that they understand school matters
                                                                     clearly and are motivated to be partners in
                                                                     the education of their children.

                                                                     Communicate regularly in both formal
                                                                     and informal ways with the department in
                                                                     order to manage the school responsively.

Understand and be able to       Planning for school development.     Understand, and apply in a reflective
apply relevant content                                               way, developmental and operational
knowledge in leading and        Different Approaches:                planning.
managing policy, planning,       School effectiveness
school development and                                               Understand, and apply in a reflective
                                 School improvement
governance.                                                          way, the development of school policies
                                 Whole School Evaluation.           in terms of the South African Schools Act
                                                                     and other relevant legislation.
                                School Audit.
                                                                     Understand, and apply in a reflective
                                School Development Plan.             way, school development and
                                                                     improvement.
                                Strategic Planning.
                                                                     Understand and apply in reflective way
                                Situational Analysis.                participatory approaches to decision -
                                                                     making, communication and the role of


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  SPECIFIC OUTCOMES                   CURRICULUM CONTENT                       ASSESSMENT CRITERIA                  POSSIBLE ASSESSMENT
                                                                                                                         ACTIVITIES
                                Application of co-operative governance   consultation in planning.
                                for planning.
                                                                         Understand, and apply in a reflective
                                                                         way, strategies, which encourage parents
                                                                         to support their children‟s learning.




Advanced Certificate: Education (School Management and Leadership)                                                                        25
Course Outline v6
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15.2.6 Lead and manage people

Core module 20 credits NQF level 6 (115437) (with some elements of 115432 Mentoring)


  SPECIFIC OUTCOMES                  CURRICULUM OUTLINE                     ASSESSMENT CRITERIA                  POSSIBLE ASSESSMENT ACTIVITIES

Demonstrate the personal        Qualities of transformational           Treats people fairly, equitably and      Bring to class life-stories of inspiring people
qualities necessary for         leadership:                             with dignity and respect to create and   who made a difference in society. (Try not
effective leadership and                                                maintain a positive school culture.      to use only our own national heroes/leaders).
management of people.              Transformational leadership and
                                    positive approach to change and     Is able to challenge, influence and         In groups, discuss these stories and
                                    transformation                      motivate others to achieve high              identify leadership qualities, which
                                                                        goals.
                                   Qualities of transformational                                                    inspire and support change beyond
                                    leadership                                                                       one‟s own boundaries.
                                                                        Is committed to democratic
                                   Alignment of leadership with the                                                Discuss in groups/debate and give
                                                                        leadership and effective teamwork.
                                    values entrenched in the Bill of                                                 feedback on your own experiences of
                                    Rights                                                                           change and transformation.
                                                                        Is committed to continuous
                                   Attitudinal change                  professional development for self and       In what instances in your school have
                                                                                                                     you played a leading and managing role
                                   Invitational Theory                 all others within the school.
                                                                                                                     in bringing about change?
                                   Create a positive attitude to
                                    democratic values through
                                                                                                                    Reflect on instances where you could
                                                                                                                     have played a transformational
                                    involvement in teamwork, and
                                                                                                                     leadership role, but did not. What
                                    establish a readiness for change.
                                                                                                                     restrained you? Discuss how these
                                                                                                                     restraints might be reduced or removed.




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  SPECIFIC OUTCOMES                  CURRICULUM OUTLINE                       ASSESSMENT CRITERIA                  POSSIBLE ASSESSMENT ACTIVITIES

Plan, allocate, support and     Human resource management.                Deploy staff effectively:                Develop a detailed scenario of the staffing
evaluate work undertaken by                                                Calculate staff complement.            situation at your school. Your scenario
groups, teams and individuals   Compiling of work plan and applying                                                could include the following pointers:
                                                                           Analyse the staffing
ensuring clear delegation of    effective deployment procedures with
                                                                             requirements to implement the          Analyse the staffing requirements.
tasks and devolution of         regard to:
                                                                             school plan and the routine            Assess the particular qualities,
responsibilities.                Staff and post analysis                    functioning of the school, and             capabilities and potential of existing
                                 Assessment, professional and               communicate needs to the SGB.              staff to deploy them effectively -
                                     personal development and              Assess the particular qualities             brainstorm a strategy to plan, allocate,
                                     empowerment (staff & self)              and capabilities and potential of          support and evaluate work: (vide
                                 Recruitment, sifting, short listing,       existing staff to deploy them              assessment criteria) – all the activities
                                     interviewing and appointment            effectively.                               that need to take place, such as the
                                                                                                                        teaching, administration, extra murals
                                 Orientation and induction of newly       Identify particular areas of                etc. This exercise can be done by
                                     appointed teachers                      weakness across the staff
                                                                                                                        drawing on the IQMS outcomes.
                                 Mentoring of teachers                      complement and develop
                                                                             strategies to ensure that these do     Taking the staffing requirements into
                                 A human resource development                                                          account (including issues of equity –
                                                                             not impact negatively on overall
                                     programme (potential assessment,                                                   race, gender, disability), develop a set
                                                                             output.
                                     post enrichment, team based work)                                                  of criteria that you would use in your
                                 Staff disciplinary procedures,           Identify the need for and draw              recruitment strategy for additional staff
                                                                             on external expertise where and
                                     policies and processes                                                             members.
                                                                             when necessary.
                                 Manage the impact of HIV and                                                      Write a motivation to the DoE
                                     Aids and other illnesses in the      Plan, allocate, support and evaluate          requesting the allocation of one of these
                                     school community with the            work:                                         posts.
                                     necessary respect and sensitivity.
                                                                           Initiate structures and processes       Write an advertisement to be placed in
                                                                              that share leadership and help            the newspaper or government gazette to
                                                                              staff work collegially in teams to        advertise the post.
                                                                              meet the mission and goals of         Design the procedure for sifting, short
                                                                              the school.                               listing, interviewing, selecting and
                                                                           Create, maintain and enhance                appointing. Ensure issues of equity are
                                                                              effective and harmonious                  included.
                                                                              working relationships with and        Develop a work plan for deployment,


Advanced Certificate: Education (School Management and Leadership)                                                                                             27
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  SPECIFIC OUTCOMES                   CURRICULUM OUTLINE                    ASSESSMENT CRITERIA                  POSSIBLE ASSESSMENT ACTIVITIES

                                                                            between staff.                           orientation and induction, mentoring,
                                                                           Manage own workload and that             work redesign and professional
                                                                            of others to ensure a work/life          development of the new staff member.
                                                                            balance - stress management.
                                                                           Acknowledge and celebrate the
                                                                            responsibilities and
                                                                            achievements of individuals and
                                                                            teams.
                                                                           Develop and maintain a culture
                                                                            of high expectations for self and
                                                                            for others and take appropriate
                                                                            action when performance is
                                                                            unsatisfactory.
                                                                           Understand the potential impact
                                                                            of HIV and Aids and other
                                                                            illnesses on individuals and the
                                                                            school community and be able to
                                                                            manage affected staff and
                                                                            learners sensitively and fairly.

Develop the professional skills   Professional leadership and           Create an environment conducive to       Conduct a small-scale research project on
of self, groups and individuals   management skills development.        professional reflection and learning.    the performance and well-being of people at
to enhance their performance                                                                                     your school. Include aspects such as:
and that of the school.           Candidates should have an in-depth    Establish a staff development team        Absenteeism (staff & learners)
                                  understanding of leadership:          that ensures that planned activities
                                                                                                                  Stress and time management
                                   Styles                              are implemented within the legal
                                                                                                                  Support needs
                                                                        requirements.
                                   Theory                                                                        Socio-economic well-being
                                   Transformational Leadership         Monitor the implementation of staff       Communication
                                   Motivation                          development plans and activities and      Other aspects of interpersonal and
                                   Communication (presentation –       ensure that there is feedback to share        professional relations.
                                      public speaking – facilitation)   learning with the school as a whole.
                                                                                                                  (The IQMS could be drawn upon.)
                                   Teamwork

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  SPECIFIC OUTCOMES                  CURRICULUM OUTLINE                       ASSESSMENT CRITERIA                 POSSIBLE ASSESSMENT ACTIVITIES

                                   Creating a learning organisation.     Develop and maintain effective          Describe strategies to incorporate your
                                                                          strategies and procedures for quality   findings in the School Improvement
                                Management:                               assurance and evaluation of staff for   Plan/School Development Plan. Take, inter
                                                                          improvement purposes.                   alia, the following into account:
                                 Planning
                                 Policy                                                                           SACE Code of Conduct
                                                                          Develop and maintain effective
                                 Work-life management                                                             SASA
                                                                          strategies for the induction and
                                 Managing change                         mentoring of staff, and, where           Employment of Educators Act
                                 Negotiating                             appropriate, for the management of       Employment Equity Act
                                 Collective bargaining
                                                                          learnerships.                            Labour Law
                                 Work-load management                                                             Other relevant legislation and policies.
                                                                          Regularly review own practice, set
                                 Problem solving                         personal targets and take
                                 Decision making                         responsibility for personal
                                                                          development.
                                 Goal setting/planning,
                                 Strategising.
                                Quality assurance: prevailing quality
                                management systems.

                                Personal development.

                                Mentoring as a value driven part of the
                                school as a learning community            Demonstrate a basic knowledge
                                Mentoring as a value driven part of the   about the nature, purpose and models
                                school as a learning community.           of mentoring.

Create an environment           Managing the external environment.        Demonstrate an understanding of and
conducive to collective         This could include areas such as:         ability to manage diversity in school
bargaining, collaboration and    Socio-economic environment              communities.
negotiation (and conflict
                                 South African labour legislation
resolution).                                                              Interpret and implement
                                 Department of Education and             departmental conditions of service


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  SPECIFIC OUTCOMES                  CURRICULUM OUTLINE                      ASSESSMENT CRITERIA                    POSSIBLE ASSESSMENT ACTIVITIES

                                    Labour Unions                        sensitively and fairly.
                                   Parent and community
                                    involvement                          Demonstrate an understanding of,
                                                                         and ability to interpret and act on, the
                                   Collaboration, negotiation and
                                                                         relevant labour relations laws
                                    conflict resolution skills
                                                                         pertinent to schools.
                                   Cross cultural management
                                   Networking with other schools,       Demonstrate awareness of the socio-
                                    Higher Education Institutions,       political environment and its
                                    clinics and business.                potential impact on schools.

                                                                         Create an environment within the
                                                                         school in which conflict can be
                                                                         managed creatively.

                                                                         Analyse and effect change in the
                                                                         organisational culture of a school – to
                                                                         what effect?

                                                                         Understand schools as communities.

                                                                         Promote mutually beneficial
                                                                         community relations.

Understand and be able to       Related national legislation and         Understand, and apply in a reflective
apply relevant content          policies. (SACE, SASA, Labour Law,       way, departmental conditions of
knowledge in leading and        Employment of Educators Act,             service, as well as relevant aspects of
managing people.                Employment Equity Act, Integrated        the Labour Relations Act and the
                                Quality Management System, etc.)         South African Schools Act.

                                Develop school policies and understand   Understand, and apply in a reflective
                                Conditions of Service.                   way, the SACE Code of Conduct.

                                                                         Understand, and apply in a reflective


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  SPECIFIC OUTCOMES                  CURRICULUM OUTLINE                       ASSESSMENT CRITERIA                 POSSIBLE ASSESSMENT ACTIVITIES

                                Learners must be able to identify parts   way, processes for developmental
                                of legislation applicable to the SA       appraisal and performance review.
                                school context.                           Understand, and apply in a reflective
                                                                          way, strategies to manage diversity.

                                                                          Understand, and apply in a reflective
                                                                          way, the actual/potential impact of
                                                                          HIV and Aids on individuals and the
                                                                          school community.

                                                                          Understand, and apply in a reflective
                                                                          way, time and work management.

                                                                          Understand, and apply in a reflective
                                                                          way, strategies for building sound
                                                                          working relationships and
                                                                          communication.

                                                                          Understand, and apply in a reflective
                                                                          way, strategies to promote self and
                                                                          team development.

                                                                          Understand, and apply in a reflective
                                                                          way, strategies for building and
                                                                          sustaining a learning community –
                                                                          Organisation Development
                                                                          processes.

                                                                          Understand, and apply in a reflective
                                                                          way, Departmental requirements for
                                                                          the continuing professional
                                                                          development of staff.




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15.2.7 Manage organisational systems, physical and financial resources


Core module: 20 credits NQF level 6 (115434) (with elements of 115438 regarding school safety)



   SPECIFIC OUTCOMES                    CURRICULUM OUTLINE                    ASSESSMENT CRITERIA                POSSIBLE ASSESSMENT ACTIVITIES

Demonstrate the personal and        Knowledge of relevant policies,       Demonstrates the ability to obtain     Investigate and explain the management of
professional qualities and skills   regulations, applicable legislation   and apply information to guide         organisational systems, physical and
necessary for effective             and other applicable data.            judgment, decision-making and          financial resources at your school. Take into
management of organisational                                              conduct. (Continuous evidence in all   account:
systems and financial and           Practising participatory management   organisational systems and              Communication systems
physical resources.                 skills.                               processes.)
                                                                                                                  Information systems (record-keeping,
                                                                                                                      data-collection and analyses)
                                    Consulting with all relevant role     Demonstrates integrity and fairness
                                    players/ stakeholders and promoting   in managing resources.                  Financial systems (Budget, income and
                                    teamwork.                                                                         expenditure, banking and auditing)
                                                                          Demonstrates a systematic yet           Asset management
                                    Knowledge of the qualities of an      flexible approach to running an         Timeframes
                                    effective school.                     organisation.                           Legislative framework and policy
                                    Knowledge of Constitutional values    Demonstrates the ability to think       Skills available (SMT, SGB, broader
                                    such as efficiency, accountability,   creatively to anticipate and solve          staff and community).
                                    transparency, fairness, building      problems.
                                    financial responsibility and                                                 OR
                                    punctuality.                          Demonstrates an awareness of the
                                                                          critical importance of informal and    Present a concise report/account about the
                                    Knowledge of problem-solving          formal means of communication in       interpretation and implementation of the
                                    techniques, innovation and creative   the running of an organisation.        departmental requirements in your school
                                    thinking skills.                                                             with regard to the management of the
                                                                                                                 physical and financial resources.
                                    Using appropriate communication       Demonstrates an awareness of, and
                                    strategies.                           ability to implement, the Integrated
                                                                          Quality Management System.




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   SPECIFIC OUTCOMES                  CURRICULUM OUTLINE                     ASSESSMENT CRITERIA                  POSSIBLE ASSESSMENT ACTIVITIES

Set up, implement, maintain       Communication media, technology         The learner is able to set up,          Design a comprehensive schematic
and evaluate organisational       and systems.                            implement, maintain and evaluate the    organisational structure and draw up
systems for the school where                                              systems for communication with and      guidelines that include processes, tasks,
possible making use of            Understands information                 between management, learners, staff,    responsibilities to develop and implement
appropriate information and       management systems in schools.          parents, the school governing body,     the following systems in your school:
communication technology ICT.                                             the department, and the community.
                                  Grasps school administration – the                                                 Communication:
                                  setting up of a school administrative   The learner is able to set up,                Staff
                                  office, setting up and maintaining      implement, maintain and evaluate the          Parents
                                  school resource management systems      information management systems to             Learners
                                  (The school administrative system is    facilitate the use of information for         DoE
                                  consistent with the requirements of     the purposes of monitoring                    Broader school community.
                                  SASA).                                  performance and planning - with
                                                                                                                     Finances:
                                                                          elements such as:
                                                                                                                        Procedures for drawing up the
                                  Understands departmental guidelines      Learner profiles                               school‟s budget;
                                  on managing physical resources.
                                                                           Records of learner progress                 How the budget links up with the
                                  Understands the relationship between     Staff profiles                                 school‟s development plan;
                                                                                                                        Process of bookkeeping in the
                                  good communication systems and           Stock and asset registers                      school – receiving, spending,
                                  school effectiveness and                 Financial records.                             statements, control;
                                  improvement.
                                                                                                                        Procedures for auditing and
                                                                          The learner is able to set up,                   reporting;
                                                                          implement, maintain and evaluate the          Generating additional funds.
                                                                          administrative systems and structures
                                                                          in the school to carry out
                                                                                                                     Assets:
                                                                                                                        Stock control
                                                                          departmental requirements and
                                                                                                                        Maintenance
                                                                          school policies such as:
                                                                                                                        Procurement
                                                                           Admissions                                  Allocation.
                                                                           Collection of school fees                Curriculum management systems:
                                                                           School safety and security.                 Resource allocation and
                                                                                                                           management
                                                                          The learner is able to set up,                Curriculum meeting schedules
                                                                          implement, maintain and evaluate the          Curriculum management


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                                                                           systems for managing the physical                timetables.
                                                                           resources of the school to ensure a
                                                                           safe and healthy environment that is       Identify appropriate ways to utilise IT
                                                                           conducive to teaching and learning          and other resources to support the
                                                                           such as:                                    management of the above systems.
                                                                            School buildings and grounds
                                                                            Equipment
                                                                            School transport
                                                                            Textbooks and learner support
                                                                                materials.

Manage the financial              Theory, policy and guidelines on         Develop a financial policy for the      Develop or review and refine a financial
resources of the school in a      school financial management – make       school that is aligned with the legal   policy for your school.
transparent and accountable       visible the institutional context as     framework for financial school
way.                              well as the broader structure in which   management (including the Norms
                                  the school operates.                     and Standards for School Funding)
                                                                           and ensure that these policies are
                                  Integrating the school budget with       adhered to.
                                  the school development plan,
                                  relevant sections of SASA and theory     Ability to coordinate the preparation
                                  of budgeting.                            and approval of a budget that
                                                                           supports the implementation of
                                  School financial budgeting within        school goals, policies and plans.
                                  policy parameters.
                                                                           Ability to set up a system of
                                  Prescriptions and guidelines for         accountability for the management of
                                  financial monitoring and controlling.    the financial system in terms of the
                                                                           Public Financial Management Act
                                  Procurement procedures.                  and Generally Accepted Accounting
                                                                           Principles, including:
                                  Basic accounting theory and skill.        Monitoring and controlling
                                                                                spending in terms of the budget
                                  Financial controlling measures.


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                                                                              Ensuring that resources are used
                                  Relevant sections of the Public              in an efficient manner
                                  Financial Management Act.
                                                                              Developing a sound procurement
                                                                               policy.
                                  The interpretation of financial
                                  records.
                                                                           Ensure that a financial statement is
                                                                           drawn up at the end of the school
                                  Fundraising strategies and
                                                                           year.
                                  mechanisms i.e. entrepreneurship.
                                                                           Develop opportunities for generating
                                  Preparing a business plan for schools.
                                                                           additional funds for the school.
                                  Marketing of schools.

Understand and be able to         Departmental and other useable           Understand, (supervise, interpret,
apply relevant content            guidelines and information.              analyse) and manage in a reflective
knowledge and skills in the                                                way financial accounting principles
management of organisational      Relevant information about the           and skills such as:
systems, and physical and         norms and standards of funding for        Identifying various source
financial resources.              schools in the SA education system.          documents used in financial
                                                                               accounting
                                  Relevant information about basic
                                                                            Entering basic transactions from
                                  financial management.
                                                                               source documents into relevant
                                                                               journals
                                  Relevant information about the
                                  principles of information                 Doing reconciliations
                                  management.                               Drafting receipts and payment
                                                                               statements
                                  Departmental guidelines for               Reading income statements and
                                  management of financial and                  balance sheets
                                  physical resources.                       Comparing and interpreting
                                                                               differences between actual
                                  Understand policy related to Section         income and expenditure with
                                  20 and 21 schools and their different


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                                  financial requirements.                     budgets (control)
                                                                             Writing of financial reports.

                                                                          Understand, and apply in a reflective
                                                                          way, norms and standards for school
                                                                          funding.

                                                                          Understand, and apply in a reflective
                                                                          way, basic financial management.

                                                                          Understand and apply in reflective
                                                                          way, principles of financial
                                                                          information management.

                                                                          Understand, and apply in a reflective
                                                                          way, departmental requirements for
                                                                          management of financial and
                                                                          physical resources including asset
                                                                          management, management of school
                                                                          facilities and grounds, collection of
                                                                          school fees.

Create, manage and sustain a      Understanding the principles and        Ensure safety, security and welfare     Explore the concept: What is a safe school?
safe, caring and disciplined      practices of the health promoting       of learners and educators in the         Describe a vision of a learning
environment.                      school underpinned by Section 22 of     school based on sound policies.             environment in which all learners feel
                                  the South African Constitution.                                                     secure, safe and accepted.
                                                                          Ensure that systems are in place to
                                                                                                                   In your school‟s operational plans,
                                  Understanding the principles and        identify and address the pastoral
                                                                                                                      include the aspects that specifically
                                  practices of safe schools.              needs of the individual learner and
                                                                                                                      focus and contribute towards the
                                                                          groups of learners. This should
                                                                                                                      vision that you described.
                                  Ascertain the needs of your school in   include provision for learners
                                  relation to this specific outcome.      affected by particular challenges        Undertake a gap analysis of what is
                                                                          such as HIV and Aids, safety, social        missing from your operational plan to
                                                                                                                      achieve the vision, based on research in


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                                  Use of data and research findings to   problems, health, and learning            your school.
                                  plan improved safety conditions.       disabilities.

                                                                         Understand, and apply in a reflective
                                                                         way, school safety policy.

                                                                         Understand, and apply in a reflective
                                                                         way, pastoral care in the running of
                                                                         the school.




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15.2.8 Manage teaching and learning

Core module: 20 credits NQF level 6 (115438) (with elements of 115753 and 7977 relating to conducting and moderating assessment)



 SPECIFIC OUTCOMES               CURRICULUM OUTLINE                        ASSESSMENT CRITERIA                       POSSIBLE ASSESSMENT ACTIVITIES

Demonstrate the personal     Personal and professional orientation   Demonstrate a passionate interest in            Observe the teaching and learning activities
and professional qualities   to teaching and learning.               teaching and learning and an ability to         at your school, and:
necessary for effective                                              encourage this in both staff and learners.       Consult with the staff members
management of teaching       In order to understand how to                                                                responsible for the phases/grades and let
and learning.                influence the curriculum and its        The ability to model good teaching and               them explain how the teaching and
                             management one needs to have a          learning and lead by example, e.g.                   learning programme is organised within
                             sound theoretical and applied           understanding curriculum requirements.               each phase.
                             understanding of curriculum
                                                                                                                      Observe and reflect on the teaching and
                             management.                             High expectations for achievement and
                                                                                                                          learning of at least one classroom lesson
                                                                     the ability to set stretching targets for the
                                                                                                                          in each phase of your school.
                             Theories of learning:                   whole school community.
                             How children learn: behaviourist,                                                        From your observations, identify the
                             phenomenological, cognitive and         A commitment to enabling all learners                predominant teaching and learning
                             humanistic views on learning.           to reach their full potential.                       methodologies applied in your school.

                             Interrogate and debate the concept of                                                   Reflect on the culture of teaching and
                             “quality” in teaching and learning.                                                     learning by:
                                                                                                                      Describing your understanding of what
                             Explore the personal and professional                                                        constitutes a culture of learning
                             qualities that are necessary for                                                         Discussing the theoretical framework in
                             effective management of teaching and                                                         which your understanding is located
                             learning.                                                                                Describing conditions that enable
                                                                                                                          optimal teaching and learning
                             Understand the culture of your school
                             as it relates to curriculum delivery.                                                    Identifying the barriers to optimal
                                                                                                                          teaching and learning at your school.
                              Understanding of the issues faced by


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                              teachers in the classroom across all
                              communities in South Africa.

                              Understanding of the role of the
                              principal within the management and
                              leadership of teaching and learning.

Manage the planning and       Leading learning through the            Manage a process for planning teaching       Develop strategies to overcome any barriers
implementation and            curriculum.                             and learning that promotes responsive,       to learning identified. Critically analyse your
monitoring/ evaluation of                                             effective and creative approaches and is     school‟s curriculum planning against your
teaching to ensure quality    The concept „curriculum‟ for this       in line with national policy.                understanding of the culture of learning and
learning for all in the       programme is underpinned by the                                                      identify barriers, gaps and areas for
context of national,          understanding that curriculum           Ability to deploy staff for effective        improvement of the teaching and learning at
provincial and school         implementation is the core business     teaching based on sound pedagogical and      your school. You could focus on:
policy.                       of the school and is not fixed. It      human resource principles.
                              needs to be revised and adapted to                                                      Timetable
                              suit changing needs.                    Manage and participate in the
                                                                                                                      Data collection/research reports
                                                                      development of a school timetable that
                              Define what curriculum is and the       ensures effective use of time and supports      Staff deployment schedule linked to
                              implications of the defined             the goals of the curriculum.                     timetable
                              understanding.                                                                          Learner record pro-forma
                                                                      Manage learner assessment ethically and         School curriculum management
                              Develop a vision of teaching and        fairly and in a manner that links                document
                              learning in the school based on sound   curriculum and assessment policies              Personal learner support material
                              pedagogical principles.                 effectively.                                     retrieval system
                              Develop HR principles and policies      Ensure that detailed records of learners‟       Lesson observation records
                              based on sound human resource           work and performance are maintained,            Other teaching aids or documentation.
                              principles                              analysed and used for planning, problem
                                                                      solving and development.
                              Undertake a review of learner
                              assessment types and procedures.

                              Understand what records of learner      Develop and manage strategies to ensure


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                              work need to be kept and how to use     that all learners (whatever their
                              them.                                   background or barriers/special needs) are
                                                                      supported to achieve their full potential.
                              Plan, conduct and moderate              This should include strategies to
                              assessment appropriately.               challenge high achievers as well as
                                                                      strategies to help under-achievers.
                              Discuss reasons why the curriculum
                              needs to be managed, who should         Manage co- and extra- curricular
                              manage it and the key elements          activities in ways that involve and
                              related to its management.              motivate staff and ensure that learners
                                                                      receive a rounded educational experience.
                              How do we decide what goes into the
                              curriculum?                             Prioritize, implement and monitor the
                                                                      deployment of physical and financial
                              Data collection and management.         resources for the delivery of teaching and
                                                                      learning based on agreed principles. This
                              Employ the following strategies for     should include:
                              data collection:                         An effective system for issuing and
                               Benchmarking                               retrieval of school books and other
                               Candidate records                          learner support materials
                               Other sources.                         Planning for the use of a variety of
                                                                           technologies for the support of
                              Analyse and interpret data, e.g.             teaching and learning
                              analyse teaching and learning            Support continuous improvement in
                              material that you use in your school.        teaching and learning by, for
                              Focus on elements such as:                   example:
                               Methodologies                                Ensuring that the school
                                                                                 development plans are first and
                               Competencies of educators                        foremost directed to the
                               School context.                                  improvement of teaching and
                                                                                 learning
                              Understand the process of developing
                              and setting up of curriculum                    Ensuring that educators have
                              management systems.


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                                                                                access to learner support
                              Discuss reasons why the curriculum                material and other resources to
                              needs to be managed, who should                   assist them
                              manage it and the key elements                   Engaging teachers in
                              related to its management.                        professional conversations
                                                                                focusing on teaching, learning
                              How do we decide what goes into the               and assessment
                              curriculum?                                      Initiating specific events and
                                                                                processes to promote teaching
                              Data collection and management                    and learning and reward
                              Employ the following strategies for               achievement.
                              data collection:
                               Benchmarking                           Monitor classroom practice by observing
                                                                       lessons and providing advice and
                               Candidate records                      feedback that is both constructive and
                               Other sources.                         supportive.
                              Analyse and interpret data, e.g.        Evaluate the implementation of
                              analyse teaching and learning           curriculum change and transformation
                              material that you use in your school.   initiatives in the school and monitor their
                              Focus on elements such as:              impact.
                               Methodologies
                               Competencies of educators
                               School context.
                              Understand the process of developing
                              and setting up of curriculum
                              management systems.

Understand and be able to     Schools as learning organisations       Understand, and apply in a reflective         Evaluate the implementation of curriculum
apply relevant content                                                way, strategies for ensuring that learners    change and transformation initiatives in the
knowledge in the design,      Moving from data to action.             reach their full potential.                   school.
implementation and



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evaluation of teaching and    Understanding teaching and learning     Understand, and apply in a reflective       Select one of the identified areas of
learning and the              as an interactive process within a      way, methods of creating and sustaining     improvement and develop a detailed
organisation of the school    planned organisational context.         a learning culture within the school.       operational plan of how you will address this
environment.                                                                                                      area. The activity should be based on a
                              Curriculum is not only what is          Understand, and apply in a reflective       thorough mini research project of the chosen
                              prescribed in the National              way, adult-learning principles.             area.
                              Curriculum Statement. It is what
                              happens in your classrooms and          Understand, and apply in a reflective
                              school grounds and is informed by       way, principles of effective teaching for
                              the context within which you and        learning.
                              your learners engage with teaching
                              and learning.                           Understand, and apply in a reflective
                                                                      way, assessment as an integral part of
                              Intervening on the basis of evidence:   teaching and learning.
                               Modelling
                                                                      Understand, and apply in a reflective
                               Accessing support systems             way, national and provincial curriculum
                               Policy review                         and assessment policies and how to use
                               Organisation                          them to plan teaching and learning
                               Applying data to bring about          activities in the school.
                                   informed action.

                              Establishing a learning culture:
                               What is a learning culture?
                               Who is responsible for creating a
                                  learning culture in a school?



                              Role of the principal in helping
                              educators to develop innovative
                              teaching methodologies.




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                              Role of principal in facilitating
                              access to necessary resources.

                              Role of principal in encouraging the
                              development of a critical, innovative
                              and resourceful teaching corps and
                              body of learners.

Create, manage and sustain    Understanding the principles and        Ensure that systems are in place to          Explore the concept: What is an inclusive,
a caring and disciplined      practices of inclusive education        identify and address the pastoral needs of   positively disciplined school?
environment and show                                                  the individual learner and groups of          Describe a vision of a learning
commitment to following       Ascertain the needs of your school in   learners. This should include curriculum         environment in which all learners feel
this through in the way in    relation to this specific outcome.      provision for learners affected by               secure, safe and accepted.
                                                                      particular challenges such as HIV and
which teaching and
                                                                                                                    In your school‟s curriculum plans,
learning is organised.        Use of data and research findings to    Aids, safety, social problems, health, and
                                                                                                                       include the aspects that specifically
                              plan improved safety conditions.        learning disabilities.
                                                                                                                       focus and contribute towards the
                                                                                                                       vision that you described.
                                                                      Understand, and apply in a reflective
                                                                      way, pastoral care in the running of the      Undertake a gap analysis of what is
                                                                      school.                                          missing from your curriculum plan to
                                                                                                                       achieve the vision, based on research in
                                                                      Understand, and apply in a reflective            your school.
                                                                      way, approaches to discipline and
                                                                      behaviour management.

                                                                      Understand and apply in reflective way
                                                                      strategies for ensuring inclusion,
                                                                      diversity and access including relevant
                                                                      national policies.

                                                                      Manage the development and
                                                                      implementation of systems for co-
                                                                      operative disciplining of learners that
                                                                      will result in their growth/development.


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15.2.9 Lead and manage a subject, learning area or phase


Elective module: 12 credits NQF level 6 (115435)

  SPECIFIC OUTCOMES                  CURRICULUM OUTLINE                       ASSESSMENT CRITERIA                          POSSIBLE ASSESSMENT
                                                                                                                                  ACTIVITIES
Lead and manage the               Curriculum management.                Develop policies, plans and targets, in      Develop a vision for the subject/learning
planning, implementation and                                            ways that establish shared vision and        area/phase within the context of:
monitoring/ evaluation of         Contextualise the management of       direction for the subject/learning            School development plan
                                  grades/learning area/phase on the     area/phase in the context of the school
teaching and learning to
                                                                                                                      Departmental policies
ensure quality learning for all   continuum of curriculum               development plan.
in the particular subject/        management.                                                                         Contextual reality of the school.
learning area/phase.                                                    Be able to interpret and apply national
                                  Develop and discuss how a focused     curriculum requirements for the particular   Draw up a curriculum plan (schedule for
                                  vision for the subject learning       subject/learning area or phase, and ensure   each grade and learning area) for the
                                  area/phase should be formulated:      that subject/learning area/phase staff is    cycle, taking into account:
                                   Curriculum plan                     able to do this as well.                      Policy documents
                                   Classroom management                                                              Targets
                                   Learning area/grade/phase
                                                                        Ensure curriculum coverage, continuity        Progression and continuity
                                                                        and progression in the subject/learning
                                       meetings                         area/phase for all learners.                  Assessment and evaluation
                                   Teaching and learning                                                             Availability and allocation of
                                       innovations/programmes           Provide guidance on the design of                resources
                                   Staff development                   learning programmes and teaching,             Context.
                                   Organisational (school) structure   learning and assessment methods to meet
                                       supporting the above.            the needs of the subject and of different    Organise & implement initiatives and
                                                                        learners (accounting for gender, race,       interventions from learning/phase/grade
                                  Skills Development should focus on:   ability and disability).                     learning networks.
                                   Change facilitation
                                   Policy development
                                   Policy mediation and
                                       implementation
                                   Implementing change and             Together with other teachers in the
                                       development initiatives          subject/learning area/phase, develop,
                                                                        implement and evaluate assessment


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                                                                                                                                  ACTIVITIES
                                   Data collection and analysis and    policies and practices appropriate to the
                                    application to improve delivery     subject/learning area and phase.
                                   Evaluate teaching in the relevant
                                                                        Set expectations and targets for staff and
                                    learning area and implement
                                                                        learners in relation to standards of learner
                                    improvements.
                                                                        achievement, and evaluate progress and
                                                                        achievement in the subject/learning
                                                                        area/phase by all learners.

                                                                        Evaluate the teaching of the
                                                                        subject/learning area/phase in the school;
                                                                        use this analysis to identify effective
                                                                        practice and areas for improvement, and
                                                                        take action to improve further the quality
                                                                        of teaching.



15.2.10 Mentor school managers and manage mentoring programmes in schools


Elective module: 12 credits NQF level 6 (115432)



 SPECIFIC OUTCOMES                  CURRICULUM OUTLINE                         ASSESSMENT CRITERIA                           POSSIBLE ASSESSMENT
                                                                                                                                    ACTIVITIES
Demonstrate the skills and    Mentoring as a value driven part of the     Demonstrate a basic knowledge about          Reflect on your own growth as an
personal qualities for        school as a learning community              the nature, purpose and models of            educator and school manager:
successful mentoring.                                                     mentoring.                                    Identify people that formally and
                              Philosophical, moral, educational and                                                        informally contributed to your
                              practical reasons for a well developed      Establish and maintain a relationship            growth.
                              mentoring programme:                        with the school manager/mentor that is
                                                                                                                        Identify qualities in these individuals
                               Conceptualise mentoring and               conducive to learning; i.e. a
                                                                                                                           that made you accept their support,
                                                                          relationship of trust, that is non-


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                                                                                                                                    ACTIVITIES
                                  coaching (rationale, nature, purpose)   judgmental and supportive, but also             live up to their expectations and trust
                                 Mentoring as part of life-long          challenging, and that instils confidence        them.
                                  learning and human development          and the desire to succeed.                     Identify stages in your career when a
                                 Relevant literature on mentoring                                                        mentor could have helped you.
                                                                          Demonstrate ability to listen to and
                                 Define roles of mentor and mentee.                                                     Identify personal skills and qualities
                                                                          empathise with the school
                                                                                                                          that you would look for when
                                                                          manager/management.
                              Mentoring in SA context:                                                                    assigning a person to be a mentor for
                                                                                                                          somebody at your school.
                               Values entrenched in the Bill of          Demonstrate understanding of the
                                 Rights                                   mentee‟s context (particularly if very
                                                                                                                      OR
                               Building relationships for effective      different from that of the mentor), and
                                                                                                                      Assess the potential of your school for the
                                 mentoring                                the implications of these differences for
                                                                                                                      implementation of a mentoring
                               Models in SA context.                     the nature of the management guidance
                                                                                                                      programme. Summarise your findings by
                                                                          offered.
                                                                                                                      inter alia reporting on the following:
                              Profiles of personal and professional
                                                                          Analyse accurately and clearly the           A needs assessment (be as specific
                              qualities of effective mentors                                                               and detailed as possible)
                              No stereotype or standard profile;          school management issues raised by the
                              mentoring based on integrity and            mentee.                                      Identification of potential mentors
                                                                                                                           and assessment of how they could be
                              authentic educative relationships.
                                                                                                                           used
                              Value-directed behaviour towards            In cooperation with the mentee,              The possible training/ capacity
                              building the capacity of others.            develop appropriate activities and               building needs of mentors
                                                                          approaches that will address the             Particular challenges or difficulties
                              The ability to help mentees to connect      management issues raised.                        that need to be addressed
                              personal development and professional
                                                                          Regularly evaluate the relationship and      Possible resources and support
                              fulfilment with institutional vision and                                                     structures required.
                              quality.                                    progress on activities undertaken with
                                                                          the mentee and identify areas for
                                                                          improvement.                                In consultation with your SMT and the
                              Communication and facilitation skills                                                   educators involved, choose two
                              aimed at building trust and supportive                                                  colleagues that you regard as needing
                              professional relationships.                                                             mentoring (e.g. novice teachers or
                                                                                                                      teachers with specific needs). From
                              Understanding of and positive                                                           among your colleagues, select a suitable
                              engagement with diversity in the SA


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                                                                                                                ACTIVITIES
                              context.                                                             mentor for each of the mentees.

                              Consultation and problem-solving skills.                             Document fully how you implement a
                                                                                                   mentoring programme for the two
                              Sensitivity and response to developmental                            mentees over a period of three months.
                              needs in the organisation and to the                                 Include the following:
                              potential agency of every individual.                                 A mentoring plan drawn up in
                                                                                                        conjunction with all stakeholders
                              Openness and capacity to negotiate
                                                                                                    Reasons for choosing the mentees
                              procedures that will lead to cooperative
                                                                                                        and mentors
                              programmes of mentoring in the school as
                              part of the wider culture of learning in the                          The training and support given to the
                              institution.                                                              mentors
                                                                                                    A timeline used to record the
                              Ability to identify areas where mentoring                                 progress of the mentoring over the
                              is needed and develop appropriate plans                                   three-month period
                              and strategies to implement mentoring                                 An explanation of how you
                              programmes.                                                               monitored the process throughout the
                                                                                                        period

                              Ability to maintain and sustain mentoring                               An explanation of how you set about
                              relationships.                                                           reviewing the success or effects of
                                                                                                       the mentoring, e.g. what steps you
                              Methods of evaluation, e.g. reflection,                                  took to assess the experiences of (a)
                              observation, scrutinising records, and                                   the mentors and (b) the mentees
                              reporting.
                                                                                                      A comparison between the relative
                                                                                                       success of the mentoring of each of
                                                                                                       the two mentees
                                                                                                      Involving all stakeholders, review of
                                                                                                       the successes and weaknesses of the
                                                                                                       programme as well as mentoring as a
                                                                                                       developmental step towards
                                                                                                       professional autonomy of mentees


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 SPECIFIC OUTCOMES                  CURRICULUM OUTLINE                         ASSESSMENT CRITERIA                         POSSIBLE ASSESSMENT
                                                                                                                                   ACTIVITIES
                                                                                                                        Provide suggestions of lessons learnt
                                                                                                                         and improvements/ approaches for
                                                                                                                         the future.
Manage the establishment,     Rationale for continuing professional       Promote an understanding of the
monitoring and evaluation     development.                                importance and potential benefits of
of a mentoring and                                                        mentoring and coaching in continuing
coaching programme.           Establish a value system conducive to       professional development.
                              implementing a mentoring programme.
                                                                          Facilitate the establishment of
                              Encourage participative process of          appropriate organisational
                              designing and implementing mentoring        arrangements of support for mentoring
                              programmes.                                 and coaching and a culture of
                                                                          collegiality.
                              Develop a culture of mentoring in the
                              school including the promotion of           Determine mentoring and coaching
                              Management Without Executive                needs and establish criteria for the
                              Authority.                                  selection and identification of mentors.



                              Design a mentoring programme for a          Oversee and monitor appropriate
                              specific target group: district, circuit,   matching of mentors and mentees,
                              school, grade and learning area.            being sensitive among other things, to
                                                                          cross cultural and gender
                              Identify mentors within and outside the     considerations.
                              school context.
                                                                          Organise for appropriate training of
                              Training of mentors.                        mentors.

                              Practical guidelines for mentoring          Provide ongoing support to mentors
                              .                                           and mentees.

                                                                          Identify and respond to challenges and
                                                                          obstacles within the mentoring and


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 SPECIFIC OUTCOMES                  CURRICULUM OUTLINE                      ASSESSMENT CRITERIA                      POSSIBLE ASSESSMENT
                                                                                                                          ACTIVITIES
                                                                       coaching programme.

                                                                       Evaluate, document and report on the
                                                                       mentoring and coaching processes and
                                                                       programme.

Understand and be able to     Relevant sections from applicable        Understand, and apply in a reflective
apply relevant content        legislation.                             way, concepts of mentoring and
knowledge in mentoring (as                                             coaching.
well as in managing a         Departmental policies and guidelines.
mentoring/coaching                                                     Understand, and apply in a reflective
programme as part of the      Establishing mentoring within a          way, current legislative and policy
school development plan).     framework of whole school development,   context that underpins mentoring and
                              quality assurance, accountability and    coaching.
                              assessment.
                                                                       Understand, and apply in a reflective
                              Establishing mentoring within a          way, the importance and benefits of
                              framework of human development and       mentoring and coaching.
                              lifelong learning.
                              Mentoring as part of the IQMS.           Understand and apply in reflective way
                                                                       roles, responsibilities, skills, values and
                              Mentoring as a developmental step        attitudes required.
                              towards professional autonomy of
                              mentees and the mentoring of others.     Understand, and apply in a reflective
                                                                       way, management processes for setting
                                                                       up and maintaining a mentoring and
                                                                       coaching programme.




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15.2.11 Plan and conduct assessment

Elective module: 15 credits NQF level 5 (115753)


 SPECIFIC OUTCOMES                  CURRICULUM OUTLINE                         ASSESSMENT CRITERIA                        POSSIBLE ASSESSMENT
                                                                                                                                 ACTIVITIES
Demonstrate understanding     Key principles of assessment in practical   Comparisons between outcomes-based        Write a review on assessment procedures
of outcomes-based             situations.                                 and another form of assessment of         at your school. You should inter alia
assessment.                                                               learning highlight key differences in     include:
                              Understanding of the National               terms of the underlying philosophies       Different approaches to assessment
                              Assessment Protocol in relation to NCS      and approaches to assessment,
                                                                                                                     Philosophies
                              in terms of its objectives and functions.   including an outline of advantages and
                                                                          disadvantages.                             Advantages
                              Comparison between outcomes based and                                                  Disadvantages.
                              other forms of learning.                    RPL is explained in terms of its
                                                                          purpose, processes and related benefits   Review your school‟s assessment policy
                              Explanation of RPL in terms of its          and challenges. Explanations highlight    and practises. Pay special attention to:
                              purpose, process and related benefits and   the potential impact of RPL on             Principles
                              challenges.                                 individuals, learning organisations and    Methods
                                                                          the workplace.
                              Different methods of assessment and how                                                Instruments used different situations
                              they could be applied in different          A variety of assessment methods are           at your school
                              situations in relation to IQMS and WSE.     described and compared in terms of         Assessment resource requirements
                                                                          how they could be used when                Logistics arrangement
                                                                          conducting assessments in different        Assessment documentation
                                                                          situations.
                                                                                                                     Progression and feedback and
                                                                          The description of methods should             remedial strategies
                                                                          cover situations for gathering evidence    Assessment contingency plans
                                                                          of:                                        .Resistance to assessment.
                                                                           Problem solving ability
                                                                           Knowledge and understanding                Ensuring fairness and safety of the
                                                                                                                        assessment processes.



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                                                                                                                                 ACTIVITIES
                                                                              Practical and technical skills
                                                                                                                       Write a comprehensive report and make
                                                                              Attitudinal skills and values.
                                                                                                                       recommendations on how policies,
                                                                                                                       practises and procedures should be
                                                                           Key principles of assessment are
                                                                                                                       improved.
                                                                           described and illustrated in practical
                                                                           situations. The descriptions highlight
                                                                           the importance of applying the
                                                                           principles in terms of the possible
                                                                           effect on the assessment process and
                                                                           results.

                                                                           The approach to giving feedback on
                                                                           assessment results is described in terms
                                                                           of the possible impact on candidates
                                                                           and further learning and assessment.

Prepare for assessments.      How do we prepare assessment resources,      Preparation of assessment resources,
                              make logistical arrangements, prepare        logistics, documentation and
                              documentation and an environment that        environment meets the requirements of
                              meet the requirements of the assessment      the assessment at hand and ensures
                              at hand and ensures fairness and safety of   fairness and safety of assessment.
                              assessment? The assessor should know
                              and have access to:                          Parties involved in the assessment are
                               Assessment and moderation policies         notified in good time. Checks are
                                   and procedures                          carried out to ensure parties involved in
                                                                           the assessment are ready and available
                               Assessment guides and instruments          to meet required schedules. (Parties
                                   for the assessment process, including
                                                                           include assessment candidates and
                                   relevant outcomes and criteria.
                                                                           moderators, and may include
                                                                           assessment facilitators and/or
                                                                           assistants, teachers, trainers,
                                                                           invigilators and safety personnel.)




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                                                                                                                    ACTIVITIES
                                                                     All pre-assessment moderation
                                                                     requirements are carried out in
                                                                     accordance with relevant assessment
                                                                     policies, moderation plans and ETQA
                                                                     requirements.

                                                                     Assessment details are explained to
                                                                     candidates clearly and constructively.
                                                                     Opportunities for clarification are
                                                                     provided and responses promote
                                                                     understanding of the requirements
                                                                     (Assessment details cover the specific
                                                                     purpose, process, expectations, roles,
                                                                     responsibilities and appeals procedures
                                                                     related to the assessment at hand, as
                                                                     well as the general context of
                                                                     assessment in terms of the principles
                                                                     and mechanisms of the NQF, as
                                                                     applicable to the situation and
                                                                     assessment context).

                                                                     Inputs are sought from candidates
                                                                     regarding special needs and possible
                                                                     sources of evidence that could
                                                                     contribute to valid assessment,
                                                                     including RPL opportunities.
                                                                     Modifications made to the assessment
                                                                     approach on the basis of the inputs do
                                                                     not affect the validity of the
                                                                     assessment.




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 SPECIFIC OUTCOMES                  CURRICULUM OUTLINE                         ASSESSMENT CRITERIA                  POSSIBLE ASSESSMENT
                                                                                                                         ACTIVITIES
                                                                          Candidate readiness for assessment is
                                                                          confirmed. In cases where candidates
                                                                          are not yet ready, actions taken are in
                                                                          line with assessment policies.

Conduct assessments.          The assessment process:                     Assessment practices promote
                               How to involve all parties concerned      effective, manageable, fair and safe
                                  in the different phases of assessment   assessment. Assessment practices are in
                                                                          line with quality assurance
                               Assessment processes, from pre-           requirements, recognised codes of
                                  assessment until moderation
                                                                          practice and learning-site or work-site
                                  requirements in accordance with
                                                                          standard operating procedures where
                                  policies, moderation plans and
                                                                          applicable.
                                  ETQA requirements.
                                                                          The assessment is carried out according
                                                                          to the assessment design and in line
                                                                          with the assessment plan. Adjustments
                                                                          are justified by the situation, and
                                                                          unforeseen events and special needs of
                                                                          candidates are addressed without
                                                                          compromising the validity or fairness
                                                                          of the assessment.

                                                                          Questioning techniques are appropriate
                                                                          and have the potential to successfully
                                                                          elicit appropriate responses.

                                                                          Communication with candidates is non-
                                                                          leading, and is appropriate to the
                                                                          assessment at hand and the language
                                                                          ability of the candidate.




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                                                                                                                          ACTIVITIES
                                                                          Sufficient evidence is gathered,
                                                                          including evidence generated over
                                                                          time, to enable valid, consistent,
                                                                          reliable and fair assessment judgements
                                                                          to be made.

                                                                          Assessment judgements are consistent
                                                                          with judgements made on similar
                                                                          evidence and are justified by the
                                                                          authenticity, validity, sufficiency and
                                                                          currency of the evidence.

                                                                          Records of the assessment are in line
                                                                          with the requirements of the
                                                                          organisation`s quality assurance
                                                                          system. Records meet requirements for
                                                                          making assessment judgements, giving
                                                                          meaningful feedback, supporting
                                                                          internal and external moderation, and
                                                                          addressing possible appeals.

Provide feedback on           Assessor has the ability to explain         Feedback is given to relevant parties in
assessments.                  assessment details clearly and              accordance with confidentiality
                              constructively and allows opportunity for   requirements, in an appropriate
                              clarification and responses that promote    sequence and within agreed
                              critical reflection and development.        timeframes.

                                                                          Feedback is clear and confined to
                                                                          strengths and weaknesses in
                                                                          performance and/or requirements for
                                                                          further evidence in relation to the
                                                                          outcome/s at hand.




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 SPECIFIC OUTCOMES                  CURRICULUM OUTLINE                        ASSESSMENT CRITERIA                  POSSIBLE ASSESSMENT
                                                                                                                        ACTIVITIES
                                                                         Agreements reached and key elements
                                                                         of the feedback are recorded in line
                                                                         with the requirements of the
                                                                         organisation`s quality assurance
                                                                         system.

                                                                         The type and manner of feedback is
                                                                         constructive, culturally sensitive and
                                                                         related to the relevant parties‟ needs.

                                                                         Sufficient information is provided to
                                                                         enable the purpose of the assessment to
                                                                         be met, and to enable parties to make
                                                                         further decisions. (Further decisions
                                                                         include awarding of credit, redirecting
                                                                         candidates to further learning or
                                                                         guiding candidates to further
                                                                         application or re-assessment.)

                                                                         Feedback on the assessment process is
                                                                         obtained from the candidate and
                                                                         opportunities are provided for
                                                                         clarification and explanations
                                                                         concerning the entire assessment.

                                                                         Disputes and/or appeals that arise are
                                                                         dealt with according to the assessment
                                                                         policy.

Review assessments.           How to determine the quality of the        The review identifies strengths and
                              instruments and develop them to align      weaknesses in the instruments and
                              with the anticipated outcomes.             process, and records these for
                                                                         incorporation in assessment redesign.
                              Understand the assessment guidelines and   Feedback from relevant parties is


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 SPECIFIC OUTCOMES                  CURRICULUM OUTLINE                         ASSESSMENT CRITERIA                   POSSIBLE ASSESSMENT
                                                                                                                          ACTIVITIES
                              the supporting documentation.               analysed and used to influence future
                                                                          assessments positively.
                              The critical questions/criteria to review
                              the process, the conditions and             Weaknesses in the assessment design
                              instruments.                                and process that could have
                                                                          compromised the fairness of
                                                                          assessment are identified and dealt with
                                                                          according to the organisation`s
                                                                          assessment policy.

                                                                          Weaknesses in the assessment arising
                                                                          from poorly defined outcomes and
                                                                          criteria are identified, and effective
                                                                          steps are taken to inform relevant
                                                                          bodies.




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15.2.12 Moderate assessment

Elective module 10 credits NQF level 6 (7977)


 SPECIFIC OUTCOMES                  CURRICULUM OUTLINE                       ASSESSMENT CRITERIA                         POSSIBLE ASSESSMENT
                                                                                                                                ACTIVITIES
Demonstrate understanding     Comprehensive knowledge of the school     Moderation is explained in terms of its   Prepare a presentation to the staff for a
of moderation within the      and departmental assessment and           contribution to quality assured           staff meeting about the moderation
context of an outcomes-       moderation policies.                      assessment and recognition systems        process review focussing on the
based assessment system.                                                within the context of principles and      following:
                              Identify, explain, evaluate and           regulations concerning the NQF.            Relevant official documents
                              communicate key elements, and concepts
                                                                                                                   Communication during the
                              relevant to assessment moderation.        A variety of moderation methods are
                                                                                                                       moderation process
                                                                        described and compared in terms of
                              Recognition of prior knowledge – how to   strengths, weaknesses and applications.    Moderation implementation plan
                              critique own knowledge and assumptions    The descriptions show how moderation       Ethics and confidentiality
                              with regard to assessment.                is intended to uphold the need for         The role of the SMT
                                                                        manageable, credible and reliable          The role of peer assessment
                              Societal pressures on assessment.         assessments.
                                                                                                                   Evidence required during the
                                                                        Key principles of assessment are               moderation process
                                                                        described in terms of their importance     Identification of support requirement
                                                                        and effect on the assessment and the       The strengths and the weaknesses of
                                                                        application of the assessment results.         the moderation process.
                                                                        Examples are provided to show how
                                                                        moderation may be effective in            Make and implement recommendations
                                                                        ensuring the principles of assessment     for improving the moderation process.
                                                                        are upheld.

                                                                        Examples are provided to show how
                                                                        moderation activities could verify the
                                                                        fairness and appropriateness of
                                                                        assessment methods and activities used
                                                                        by assessors in different assessment


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 SPECIFIC OUTCOMES                  CURRICULUM OUTLINE                     ASSESSMENT CRITERIA                  POSSIBLE ASSESSMENT
                                                                                                                     ACTIVITIES
                                                                      situations.

Plan and prepare for          Role and function of moderation as an   Planning and preparation activities are
moderation.                   integral quality assurance process.     aligned with moderation system
                                                                      requirements.
                              Framework of policy, planning,
                              communication, methodology,             The scope of the moderation is
                              timeframes and logistical elements      confirmed with relevant parties.
                              governing moderation.
                                                                      Planning of the extent of moderation
                                                                      and methods of moderation ensures
                                                                      manageability of the process. Planning
                                                                      makes provision for sufficient
                                                                      moderation evidence to enable a
                                                                      reliable judgement to be passed on the
                                                                      assessments under review.

                                                                      The contexts of the assessments under
                                                                      review are clarified with the assessors
                                                                      or assessment agency, and special
                                                                      needs are taken into consideration in
                                                                      the moderation planning.

                                                                      Moderation methods and processes are
                                                                      sufficient to deal with all common
                                                                      forms of evidence for the assessments
                                                                      to be moderated, including evidence
                                                                      gathered for recognition of prior
                                                                      learning.


                                                                      The documentation is prepared in line
                                                                      with the moderation system
                                                                      requirements and in such a way as to


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 SPECIFIC OUTCOMES                  CURRICULUM OUTLINE                        ASSESSMENT CRITERIA                  POSSIBLE ASSESSMENT
                                                                                                                        ACTIVITIES
                                                                         ensure moderation decisions are clearly
                                                                         documented.

                                                                         Required physical and human resources
                                                                         are ready and available for use.

                                                                         Logical arrangements are confirmed
                                                                         with relevant role-players prior to the
                                                                         moderation.

Conduct moderation.           Does the instrument assess the outcomes?   The moderation is conducted in
                                                                         accordance with the moderation plan.
                              How the assessment processes promote
                              the learning culture in the school         Unforeseen events are handled without
                                                                         compromising the validity of the
                              Recognise reliable and trustworthy         moderation.
                              evidence of assessment.
                                                                         The assessment instruments and
                                                                         process are checked and judged in
                                                                         terms of the extent to which the
                                                                         principles of good assessment are
                                                                         upheld.

                                                                         Moderation confirms that special needs
                                                                         of candidates have been provided for
                                                                         but without compromising the
                                                                         requirements specified in the relevant
                                                                         outcome statements.


                                                                         The proportion of assessments selected
                                                                         for checking meets the quality
                                                                         assurance body‟s requirements for
                                                                         consistency and reliability. The use of


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 SPECIFIC OUTCOMES                  CURRICULUM OUTLINE                         ASSESSMENT CRITERIA                  POSSIBLE ASSESSMENT
                                                                                                                         ACTIVITIES
                                                                          time and resources is justified by the
                                                                          assessment history or record of the
                                                                          assessors and/or assessment agency
                                                                          under consideration.

                                                                          Appeals against assessment decisions
                                                                          are handled in accordance with
                                                                          organisational appeal procedures.

                                                                          The moderation decision is consistent
                                                                          with the quality assurance body‟s
                                                                          requirements for fairness, validity and
                                                                          reliability of assessments to be
                                                                          achieved.

Advise and support            Reflective practices – being able to        The nature and quality of advice
assessors                     analyse the results of the moderation       facilitates a common understanding of
                              process, the feedback thereof and develop   the relevant outcomes and criteria, and
                              constructive and timely remedial            issues related to their assessment by
                              response.                                   assessors.

                                                                          The nature and quality of advice
                                                                          promotes assessment in accordance
                                                                          with good assessment principles and
                                                                          enhances the development and
                                                                          maintenance of quality management
                                                                          systems in line with ETQA
                                                                          requirements.

                                                                          Support contributes towards the further
                                                                          development of assessors as needed.

                                                                          All communications are conducted in
                                                                          accordance with relevant


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                                                                                                                                ACTIVITIES
                                                                          confidentiality requirements.

Report, record and            Knowledge of participative strategies of    Moderation findings are reported to
administer moderation.        management and leadership to promote a      designated role-players within agreed
                              collaborative approach to assessment.       time frames and according to the
                                                                          quality assurance body‟s requirements
                              Knowledge of appropriate administrative     for format and content.
                              procedures, e.g. recording, reporting and
                              confidentiality.                            Records are maintained in accordance
                                                                          with organisational quality assurance
                              Knowledge of assessment and moderation      and ETQA requirements.
                              of assessment instruments.
                                                                          Confidentiality of information relating
                                                                          to candidates and assessors is preserved
                                                                          in accordance with organisational
                                                                          quality assurance and ETQA
                                                                          requirements.

Review moderation systems     Developing a school wide moderation         Strengths and weaknesses of                Reflect on assessment moderation
and processes.                policy and the systems required for its     moderation systems and processes are       practices in our school. Aspects that must
                              implementation.                             identified in terms of their               be addressed are:
                                                                          manageability and effectiveness in          Standard
                                                                          facilitating judgements on the quality
                                                                                                                      Areas for improvement
                                                                          and validity of assessment decisions.
                                                                                                                      Benchmarks
                                                                          Recommendations contribute towards          Manageability
                                                                          the improvement of moderation               Overall effectiveness of
                                                                          systems and processes in line with             implementation.
                                                                          ETQA requirements and overall
                                                                          manageability.

                                                                          The review enhances the credibility and
                                                                          integrity of the recognition system.



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16.     Illustrative portfolio assessment matrix


The portfolio brings together the two site-based projects and any additional information that students may wish to offer regarding their
competence as school leaders and managers.
The following matrix identifies the core learning outcomes of the programme for which evidence of competence needs to be supplied.

Learning outcome                        Evidence from Project 1        Verified   Evidence from         Verified   Other evidence   Verified
                                                                       by:        Project 2             by:        in portfolio     by:
                                        (to be completed by student)              (to be completed by              (to be
                                                                                  student)                         completed by
                                                                                                                   student)
Demonstrate a basic
understanding of what is involved
in school management and
leadership in South Africa
Make an assessment of own
abilities in management and
leadership in terms of current
notions of competence and
relevance in South Africa in relation
to management and leadership
Demonstrate competence in
reading, writing, listening and
speaking skills appropriate for
school leadership and
management
Demonstrate the personal qualities
necessary for effective
management of policy, planning,
school development and
governance.
Develop and communicate school
values, vision, mission, policies


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Learning outcome                      Evidence from Project 1        Verified   Evidence from   Verified   Other evidence   Verified
                                                                     by:        Project 2       by:        in portfolio     by:
and plans in a collaborative way
and secure commitment to these.
Develop and maintain sound
working relationships with the
School Governing Body as well as
parents, learners, the community
and the department.

Understand and be able to apply
relevant content knowledge in
leading and managing policy,
planning, school development and
governance.

Demonstrate the personal qualities
necessary for effective leadership
and management of people.

Plan, allocate, support and
evaluate work undertaken by
groups, teams and individuals
ensuring clear delegation of tasks
and devolution of responsibilities.

Develop the professional skills of
self, groups and individuals to
enhance their performance and
that of the school.

Create an environment conducive
to collective bargaining,
collaboration and negotiation (and
conflict resolution).

Understand and be able to apply


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Learning outcome                       Evidence from Project 1       Verified   Evidence from   Verified   Other evidence   Verified
                                                                     by:        Project 2       by:        in portfolio     by:
relevant content knowledge in
leading and managing people.

Demonstrate the personal and
professional qualities and skills
necessary for effective
management of organisational
systems and financial and physical
resources.

Set up, implement, maintain and
evaluate organisational systems for
the school where possible making
use of appropriate information and
communication technology ICT.

Manage the financial resources
of the school in a transparent and
accountable way.

Understand and be able to apply
relevant content knowledge and
skills in the management of
organisational systems, and
physical and financial resources.

Create, manage and sustain a safe,
caring and disciplined environment.

Demonstrate the personal and
professional qualities necessary for
effective management of teaching
and learning.
Manage the planning and
implementation and monitoring/


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Learning outcome                          Evidence from Project 1     Verified   Evidence from   Verified   Other evidence   Verified
                                                                      by:        Project 2       by:        in portfolio     by:
evaluation of teaching to ensure
quality learning for all in the context
of national, provincial and school
policy.
Understand and be able to apply
relevant content knowledge in the
design, implementation and
evaluation of teaching and learning
and the organisation of the school
environment.
Create, manage and sustain a
caring and disciplined environment
and show commitment to following
this through in the way in which
teaching and learning is organised.

Assessor verification ratings: NYC = Not yet competent; C = Competent; E = Exemplary




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