A brief overview of the ACE - School Leadership

Module: Policy, Planning and GovernanceUnit 1 - Reflective Session

Dr Muavia Gallie (PhD)

Friday 27 February 2009

MGSLG - Benoni Office

NCS Lecturers

Content• Introduction (3)• Origin of the ACE: School Leadership (4-8);• Reasons for developing policies (9-13);• Policy-making process (14);• Types of policies (15-18);• Helicopter view of education life (19);• Dysfunctionality vis-à-vis Under-performance

(20-24);• Importance of this module! (25-27);• Essence of ‘being a teacher/principal (28).

Quality is an

Attitude.

Origin of the ACE

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

Core activities

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

Key FunctionsQuickTime™ and a

TIFF (Uncompressed) decompressorare needed to see this picture.

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

South African version 1

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

South African version 2

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

Reasons for developing Policies

1. Introduce a ‘new idea/ behaviour’;

2. Regulate the maintenance of a ‘good idea/ behaviour’; or

3. To outlaw a ‘bad idea/behaviour’.

Having a System to know What is going on!

Different Perspectives

Understanding the situation wellQuickTime™ and a

YUV420 codec decompressorare needed to see this picture.

Success rate = 8,1%

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

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

Learner Enrolment

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

HSRC 2006, p.27

Chapter 1 - p.11

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

Different Types of Policies• Regulatory or Procedural policies;

• Distributive or Redistributive policies;

• Symbolic or Idealistic policies;

• Substantive or Material policies.

….…………………………………………….

• Regulatory policies;

• Labour (conditions of service) policies;

• Professional (improving teaching and learning) policies.

Christie 2008, p.122-123

Vertical and Horizontal Dimensions of Policy

Otheragencies

Authoriseddecision-maker

Other levels of

government

Participantsoutside

government

Internationalparticipants

SubordinatesImplementing

policy

Vertical

Horizontal

Christie 2008, p.126

Two types of policies in Education

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

Ch.8p.169

Chapter 8 - p.168

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

Helicopter view of educational life

“Helicopter view” of Educational Life

SchoolStrategy

•Vision•Goals

Education Ministry

Teachers

Purpose

LearnersPhysical

TechnologyCompetitors

Unions

NGOs andCivil societystructures

Economy

Way of living‘Religions’

Regional and international organisations

Globalisation

Government

Political parties

Customers

Empower-ment

Relation-ships

Flexibility Openness

Recognition

MotivationCulture•Values•Work ethics•Commit- ment

Systems•Finance•Information•Communication

Structure•People•Capacity•Power

Mental Emotional

Spiritual

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

schools

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

Non -Fu nct ion ing -20% – +20%

Lo w -Fu nct ion ing 21% - 60%

H igh -Fun ction ing 61% - 100%

Basics

Gallie 2006

Systemic Approach

INPUT PROCESS OUTPUT IMPACTDysfunctional Schools

Low-functional Schools

High-functional Schools

Mental Models - Teaching QualityLevel 1 Qualifications If you want to know how

good I am, look at my qualifications.

Level 2 Practice If you want to know how good I am, look at my classroom practice.

Level 3 Learner Achievement

If you want to know how good I am, look at the achievements of my learners.

Chapter 5 - p.99

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

Chapter 7 - p.129

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

Importance of the Module1. Understanding school leadership and management in South Africa

3. Lead and manage people

4. Manage organisational systems, physical and financial resources

5. Manage policy, planning, school development and governance

6. Lead and manage subject/ learning areas/ phase

7. Mentor school managers and manage mentoring programmes in schools

8. Conduct outcomes-based assessment

9. Moderate assessment

10. Develop a portfolio to demonstrate school management and leadership competencies

11. Demonstrate effective language skills in school management and leadership

12. Basic computer literacy for school management

2. ManagingTeaching

and Learning

Conditions required to implement

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

External and internal differences

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

Essence of ‘being a Teacher’QuickTime™ and aYUV420 codec decompressor

are needed to see this picture.

Thank You!

You can download this presentation from www.slideshare.net - search

“Muavia Gallie”