1 Presenter: Dr Muavia Gallie (PhD) Education Moving Up Cc. [email protected]http://muavia-gallie.blogspot.com http://iwanttoturnaroundmyschool.blogspot.com South African Democratic Teachers’ Union Management and Governance 24 March 2012 - The role of Institutional Management and Governance during an era of ‘Education Crisis’ - Content 1. Awareness: We don’t know what we don’t know – State of Education in SA (4-17); 2. Proposition 1 – Human capital at layers beyond the schools; 3. Proposition 2 – Education is a ‘people’ intensive activity; 4. Proposition 3 – The biggest Untruth about Education in SA; 5. Proposition 4 – Compliance is a 25% level of Performance; 6. Proposition 5 – Difference between Institutional Management and Governance www.slideshare.net Search “SADTU Institutional Management and Governance”
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• Qualification as a Teacher in subject (whether he/she has the subject expertise);
• Registered with SACE (professionally and ethically accountable);
------------------------------------ • Whether he/she can teach the subject
(pedagogical skills); • History of success in teaching the subject
and particular grades, etc.
Proposition 5
Difference between Institutional
Management and Governance
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Curriculum Management Framework
Education Philosophy
Curriculum Implementation Instructional
Teaching and Learning Learning and Assessment
Expectation and Achievement
Learning Space
National and Provincial
District and Circuit School Faculty
Classroom
AP
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T-In
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T-In
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Lear
ners
L-In
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L-In
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L-In
fo
T-In
fo
T-A
tt TT
TLS
M
TL S
ch
Teac
hers
HoD
s
Prin
cipa
l & S
MT
IMD
& C
MD
Bur
eauc
ratic
s &
Pol
icy
Mak
er
Organ
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Curriculum Development Cycle
Curriculum Plan
Instructional Plan
Assessment Plan
Do District School Teacher M&E Provincial District HoD
Teaching Plan
Education Plan
Expectation Plan
Achievement Plan
Learning Plan
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Instructional Leadership • The administrative, management and
leadership guidance by principal in the process or act of teaching, in order to ensure education delivery;
• Legislative imperative = 27,5 hours of teaching and learning;
• Current research is indicating on 41% of focus;
• No advert is including ‘having been a good teacher’ as a criteria/requirement.
History of Parental Involvement • Parent-Teacher (Student) Associations -
PTSAs and PTAs; • Management Committees; • School Boards; • School Governing Councils
• School Governing Bodies.
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16 Policies (duties and functions) of
SGBs
1. Drafting of a Constitution (definition of concepts; name and objectives; member categories; office-bearers; filling vacancies; resignations; committees; expulsion; functions; meetings [once per term; annual general meeting; record minutes; inspect minutes; report per term]; dissolution; amendments to constitution);
2. Mission Statement (rationale; target group; service provided; orientation i.t.o. survival and growth; management philosophy; responding to school community needs; public business image of school);
3. Language policy (LoL, LoT, LoA);
4. Religious policy (attendance on free and voluntary basis);
5. Code of Conduct for learners (Model C school examples);
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6. Suspension of learners (fair hearing; 1 week; more, by SGB);
7. Admission policy (no test; not discriminate; no refusal [fees; mission; indemnity agreement]; age requirements);
8. Supporting the staff (verbal to physical assault; intimidation; harassment; insult);
9. School hours; 10. Financial matters (school fund; banking
account; pay money into account; secure and protect assets; purposeful use of funds);
11. Movable and immovable property; 12. Service to the school (volunteerism);
13. Recommendations for appointment of educators (appointment, promotion or transfer only on recommendation of SGB to HoD; HoD can decline based on 'procedure', 'non-compliance', 'not registered', 'proof of undue influence', 'undermine democratic values and principles'); • Correct procedure to be followed (advertise, apply, elect
interview committee, interview [+ observers], shortlist of 3, send recommendation to HoD, HoD appoints);
• Correct criteria for refusal of recommendation (affirmative action appointment vs best interest of children; equality and equity during interviews by SGB; transfer of excess educators; appointment or replacement of temporary educators);
14. Educators employed by the school (working time; leave, remuneration; termination);
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15. Financial management (estimate needs, obtain funds, administer finance) - adhere to general legal requirements and educational legislation (financial discipline, involve all in planning budget, share budget, evaluate budget regularly, adhere to budget planning);
16. Additional Functions (maintain and improvements of property, extra-mural activities, selection of subjects, paying service providers, others);
17. Closure of school (SGB must know, enough time, submit petition, consider petition);
18. Non-Functioning of SGB (HoD appoints persons to exercise these functions; 3 months, not longer than 1 year).
Final Points: • Appoint people who can do the job, not people who
belong to a group; because they are connected; etc.; • As a principal – if you don’t care about every learner in
your school as much as you care about your own child, then you are in the wrong job …;
• As an official, if you don’t know, can’t do (display), or is not better than those whom you need to manage, guide, etc., they will never TRUST what you say;
• In a functional system, you can get away with people managing “generally”, but in a dysfunctional system, you have to have the specific (technical) capacity and skills to manage and lead – ability to show them how to do things – WALK THE TALK!