THE HOD AS AFFECTIVE CURRICULUM MANAGER

SAOU: Gee die pas aan / Setting the pace

THE HOD AS EFFECTIVE CURRICULUM MANAGER:

PRIMARY SCHOOLS

SESSION 2

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FOCUS AREAS

LEADERSHIP

1. ORGANISATION

2. RESPONSIBILITIES OF THE HOD

3. COMMUNICATION

4. MANAGEMENT

5. CONTROL

6. ASSESSMENT

7. THE HOD AND CPTD

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ORGANISATIONAL STEPS

1.What has to be done? Responsibilities

2. Who is going to do it? Relationships

3. Allocation of authority? Structures

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HOD MANAGEMENT PLAN

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ORGANISING AND ACCOUNTABILITY

Definition of accountability:

1. To accept responsibility for your actions.2. To be accountable for your results.3. To take ownership of your mistakes.4. To be entrusted with important jobs.5. To have your work finished on time.

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RESPONSIBILITIES OF THE HOD

1. Engage in class teaching: 85% - 90%;2. Be responsible for the effective functioning of the

subject(s) or phase; 3. Have a Management Plan; 4. Do class visits; 5. Do pre- and post moderation of all formal assessment

tasks; 6. Control files of educators / books of learners.7. Meetings (Minutes of meetings)

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RESPONSIBILITIES OF THE HOD

8. Provide and coordinate guidance:

o On curriculum.o To inexperienced staff members – use buddy approach,

mentorship and introduce Induction Programme.o Manage IQMS (QMS) process.o Meet parents concerning learners’ progress and conduct.

(Intervention)o Advise the principal regarding the division of work among

the staff in the department. o Responsible for managing the budget in phase.

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RESPONSIBILITIES OF THE HOD

Good curriculum management is characterised by:

1. Effective policies and programmes;2. Good time management; 3. Effective communication;4. Diagnostic analysis; 5. Relationships and Fostering professional development

among teachers. (NEEDU, 2013: 52) – Professional Learning Committee

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LINE OF COMMUNICATION

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Teacher

Head of Grade

HOD

Deputy Principal

Principal

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COMMUNICATION

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Communication towards parents:

1. Professionalism and social media2. Contact details of educators3. Availability4. Guidance regarding parents evenings, news

letters, intervention and interviews.

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CONDITIONS AND PRINCIPLES OF COMMUNICATION

1. Speak with authority.2. Make eye contact and give your undivided attention.3. Be honest. 4. Respect colleagues.5. Build relationships. People who only communicate

when they have problems usually do not communicate very well.

6. Be positive in your feedback.

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HANDLING OF CONFLICT

1. Be aware and respectful of differences.2. Improve your non-verbal communication skills.3. Pick your battles – sometimes you have to loose a battle to

win a war.4. Know when to let something go.5. Deal with only one issue at a time.6. Avoid accusations.7. Don't generalize. Avoid words like "never" or "always”.

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MANAGING THE CURRICULUM

HOD: Where do you start?

1. Know your policies: it covers your back.2. Start at the formulation and implementation of a school

policy.3. Curriculum – work document.4. Procuring and managing LTSM.5. Moderation of assessment – Monitoring tools.6. Analysis of test results and improvement plans.7. Teacher Development – knowledge of subject and

curriculum.

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POLICIES

o National Protocol for Assessmento National Policy Pertaining to the Programme and Promotion

Requirements of the National Curriculum Statement Gr R-12o Curriculum and Assessment

Policy Statement (CAPS)o School policyo Subject policieso LTSM policyo Assessment policyo Intervention policyo Other policies

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CONTROL

o Control is about setting standards.o Educators should know what you expect from them and how

you will evaluate their work.o Control gives you the opportunity to make decisions and

decide what should happen.o Regular communication is necessary.

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CONTROL: HOW TO RAISE THE BAR

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1. Colleagues in your phase need to be properly empowered /

informed.

2. Check weekly planning.

3. Do class visits - Regularly, especially new educators.

4. Moderate assessment.

5. Control learners’ books.

6. Back to basics – Grade R.

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APPROPRIATE ACTION

Two types of action:

1. encouraging action2. corrective action – as soon as possible;– report problem and action to the principal; – problems left will influence learners, parents, the teacher and

eventually the school, negatively.

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ASSESSMENT

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School Assessment Plan:

o Remember: not everything that is taught need to be assessed formally and not everything that is assessed informally need to be recorded.

o According to The National Protocol for Assessment Grades R – 12 (page 4, nr 8), the teacher must submit the annual formal Programme of Assessment to the HOD (SMT) before the start of the school year.

o This will be used to compile a School Assessment Plan. The School Assessment Plan must be provided to learners and parents during the first week of the first term.

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TEN SLOTTE Gr R - geen formele onderrig nie. Graad R se doelwit is NIE om ‘n kind te

leer en skryf nie. Korrekte kwalifikasies. Vakspesialiste vanaf Gr 4 is noodsaaklik – die invloed van gebrekkige

vakkennis is bepalend Foutiewe gebruik van Wiskunde terminologie en eie ‘resepte’ verwar

leerders en inhibeer trajek van leer Werk word slegs oorsigtelik gedoen, aftik van wat gedoen is en te min

vaslegging – ‘curriculum hopping’ Hoofbron: DBO se werkboek of kurrikulumdokument? Spesiale aandag aan oorgang van Gr 3 na Gr 4 Gebrek aan leesonderrig (veral vanaf Graad 4) en remediërende lees het

langtermyn gevolge Prof. Servaas van der Berg: Die fokus moet na VKO skuif. As jou kind teen

Gr. 4 nie op standaard kan lees, skryf en somme maak nie, is die kansbitter skraal dat hy/sy universiteit gaan haal.

Vaslegging van wiskundige beginsels voor IF (Starting behind, staying behind).

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“Quitting is leading too.” – Nelson Mandela

o Influence people, value teamwork.o Strive towards commitment and building relationships.o Accountability will be your final and most valuable reward.

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