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Presenter: Dr Muavia Gallie (PhD)

12 March 2012 muavia@mweb.co.za

Tshwane  University  of  Technology  Faculty  of  Humani8es  

Department  of  Educa8on  Studies  Educa8on  Management  4  

 Assignment 1 – Delegation of

Curriculum Management�

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Assignment 1

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Identify a school in your community. Write a two page introductory report on the history, location, etc. of the school. Collect documentary proof on their current practice as to the delegation of curriculum management duties, with particular focus as to whether they have an established curriculum management delegation framework operating at the school. Interview the principal on the current processes, if any, the current practices/procedures how the management of the curriculum is performed, and the possible need for a curriculum management framework. Reflect critically on these practices/procedures, and then draft the curriculum framework, taking into account their current practice and the need for an informed delegation process. Share the curriculum management framework with the principal, the deputy principal (if any), a Head of Department, and a post level 1 teacher. After a day or two, go and interview then on what they think about your framework. Write a two page report on your interview process and findings. Make recommendations on your findings to the principal of the school. Your assignment therefore has to contain the following: 1. An introduction to the name of the assignment and problem; 2. Your first interview with the principal of the school, as well as the current documentation available that relates to the task; 3. Your critical reflection on the current practices/procedures in the school; 4. How you when about drafting your curriculum management delegation framework; 5. Feedback for the principal, deputy principal, head of department and post level 1 teacher on your curriculum management delegation framework; 6. Your interview report, findings and recommendations.

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Domains of Change

3

Pla

nnin

g (S

choo

l Rea

dine

ss)

Curriculum Management Framework

(Education, Curriculum, Instruction, Teaching,

Learning, Assessment, Expectations)

Educator BEAR (Beliefs, Expectations,

Attitudes & Relationships)

Sustainability S

trategy (Learners, P

arents, Educators,

SM

T, Principal, S

GB

, C

omm

unity, Business, D

istrict, P

rovince) Ow

ners

hip

(Tak

ing

Res

pons

ibili

ty)

1. 2.

3.

4. 5.

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Origin  of  the  Curriculum  Management  Framework  

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

•  From  research,  the  real  problem  is  ‘about  planning  and  implemenAng’  in  a  systemaAc  way,  based  on  informaAon/  data  (we  can’t  management  what  we  don’t  know);  

•  Was  never  intended  for  schools  who  are  already  doing  well  and  those  who  do  have  systems  in  place.  

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Curriculum  Management  Framework  Learners  

Educators  

Head  of  Dept.  

Deputy  Principal  

Principal  

District  Officials  

District  Director  

•   Monitoring  •   Support  •   Development  •   Control  •   Compliance  

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Role  of  the  HoD  

Learne

rs  

Educator  B  

Educator  C  

Educator  D  

Educator  E  

Educator  A  

Educator  F  

HoD  

HoD  

Verify information submitted by teacher through sample of learners’ books. Look at context.

Examine educators’ portfolio and workbooks, as well as checking learners’ work against learner outcomes.

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Role  of  the  Deputy  Principal  Learne

rs  

Educator  B  

Educator  C  

Educator  D  

Educator  E  

Educator  A  

Educator  F  

HoD  

HoD  

Sample one educator. Select learner books. Verify information submitted with work in learners’ books.

If you pick up discrepancies, work with HoD, and not educator directly. HoD will work with educator. Encourage support and development of educators

Deputy  Principal  

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Role  of  the  Principal  

Learne

rs  

Educator B

Educator C

Educator D

Educator E

Educator A

Educator F

HoD  

HoD  

Sample one HoD and one educator, by consulting the teacher attendance register. Select learner books. Use data analysis to guide learner selection. Verify information submitted with work in learners’ books.

Identify weakness and address them. Make strategic rather than operational decisions. Also check the educator files of individual teachers. Check support and development from HoDs and deputy, to educators who struggle.

Depu

ty  Prin

cipal  

Principal  

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Role of the School Governing Body Learne

rs  

Educator B

Educator C

Educator D

Educator E

Educator A

Educator F

HoD  

HoD  

Ensure that planning, monitoring and evaluation tools within the process of MTL are in place at the beginning of every year. Ensure that the governance focus and resource utilisation are on enhancing the MTL process, and ultimately learner achievements.

Ensuring that feedback on teaching and learning is happening between learners and parents. Use and implement ideas fed by parents that will enhance teaching and learning.

Depu

ty  Prin

cipal  

Principal  

Parents School Governing Body

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Role  of  the  District  Officials  

Learne

rs  

Educator B

Educator C

Educator D

Educator E

Educator A

Educator F

HoD Institutional and others support DOs will identify those factors that contribute negatively to the curriculum management process, and improve them.

Curriculum/ Subject/ Learning area DOs will monitor and evaluate the MTL by the principal, Deputy and HoD. Will only render support on request by school (specific individuals, but respecting the supervisory line functions).

Depu

ty  Prin

cipal  

Principal  

HoD

District Officials

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

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Role  of  the  District  Director  Learne

rs  

Educator B

Educator C

Educator D

Educator E

Educator A

Educator F

HoD Work with all stakeholder structures in ensuring that their demands and expectations are responded to, with reference to MTL. Cross-referencing information received from district officials and/or schools with that of the other stakeholders, i.e. governing bodies & district E&T council members.

Ensure that the focus of all district officials is on MTL. All support and development are focused on improving learner achievement in the district. Ensure the eradication of dysfunctional schools. Raise the level of expectation and success among all district officials, teachers, parents and learners.

Depu

ty  Prin

cipal  

Principal  

HoD

District Officials

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

District Director

•  with the support from the DEMT and DETMC

ACCOUNTABILITY SCALE 25%: 50%: 25%

Compliance  towards  Seniors   50%  

25%    

Job  Descrip8on  -­‐  Salary   25%  

 

50%  Support  and  

Development  -­‐  Juniors  

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Conclusion    Learner  achievement  will  be  improved  if  learners  are  more  successful  in  the  assessment  processes  (tasks,  tests  and  

examinaAons)  -­‐  this  is  where  they  get  their  results  from.    It  is  therefore  important  that  the  management  processes  and  

plans  are  clear  up  to  the  learner  assessment  level.    

•  Na8onal  and  Provincial  EducaAon  Management  Plan  (EMP)  will  feed  into:  

•  District  Curriculum  Management  Plan  (CMP)  will  feed  into:  •  School  InstrucAonal  Management  Plan  (IMP),  which  will  feed  into;  

•  Subject/Learning  Area/Phase  Teaching  and  Learning  Management  Plan  (TLMP);  

•  Teacher  Assessment  Management  Plan  (LAMP);  •  Learner  ExpectaAon  and  Achievement  Plan  (EAP).