EDMA Exam Notes PDF

lOMoARcPSD|24018195 EDMA EXAM Notes Educational Management (Varsity College) Scan to open on Studocu Studocu is not sponsored or endorsed by any college or university Downloaded by Angela Boggenpoel ([email protected]) ...

lOMoARcPSD|24018195 EDMA EXAM Notes Educational Management (Varsity College) Scan to open on Studocu Studocu is not sponsored or endorsed by any college or university Downloaded by Angela Boggenpoel ([email protected])  lOMoARcPSD|24018195 EDMA TEST NOTES GLOSSARY: NB TO REMEMBER Quintile 1-3: school fees paid (Section 20 schools) Quintile 4-5: school fees not paid (Section 21 schools) Any national or provincial policy does not have the force of law. E.g. white paper 6 = educational policy without legal force 1. Basic Education: Is a constitutional right that every child is entitled to. Refers to learning how to read and write and do simple mathematics while developing required skills. A good basic education is crucial, as it sets the foundation for all future education and career opportunities. 2. Law: A body of norms and rules that must be accepted by society as a legal system. Governs various legal relationships. Maintains order in society and restores balance. Governing various legal relationships: 1. Private law relationships – equal relationships between parties acting voluntary on equal terms. 2. Public law relationships – this is a relationship between a person and an ‘authority of state’ which is unequal as one is subordinate. 3. Statutory Law: also referred to as legislation → can be: National, Provincial or Local. 4. Common Law: a body of general rules prescribing general conduct. Human conduct; respect, fairness. Laws of conduct i.e. for job interview → dress appropriately, no slang etc. (not contained in legislation, but is recognised and applied by court. E.g. legal concepts derived from common law include reasonableness and negligence). Principal of Natural Justice and Reasonable Persons Test 5. Natural Justice: aims to allow justice to prevail between 2 legal subjects by ensuring that any action that affects person’s rights is fair and just. Persons concerned must be immediately informed of steps taken against them Person should be given opportunity and time to put forward their side of story (audi alteram partem: let the other side also be heard) When principal or SGB reach decision for discipline; reasons must be given Body/authority should not be prejudiced. Decision should devote sufficient time/ only take relevant facts 6. Case Law: Decisions from previous court cases are printed and collected and printed → then used to support own case; acts as evidence/proof. Used to determine how legal norms and standards are interpreted and applied by the courts Contain legal decisions and published in Law Reports Decisions of superior court are binding and set example for education authorities in their application of legal principles. 7. Civil Case: parties litigate in private/personal capacity, as the plaintiff and against the defendant. 8. Constitutional Law (Supreme Law): The supreme law of the republic; no law can supersede a constitutional law. Founded on fundamental values of; human dignity, equality, and advancement of human rights and freedoms. (Chpt 2 focus on Bill of Rights → comprises of management of schools, Section 29: provides the right of every person to Basic Education) 9. Negligence: behaviour of an educator who has not complied with standard of care required Use test of 10. Intent: when educators intentionally do something wrong. reasonableness (would you do same thing?) From this; From this; Supreme In forms of Acts Policies Law Bills/Notices developed developed Downloaded by Angela Boggenpoel ([email protected])  lOMoARcPSD|24018195 Theme 1: current Legislation Governing Schools LO1: Examine the relevant legislation pertaining to Basic Education. As an educator it is NB to be familiar with Education Legislation: Determines the legality of decisions Understanding processes and principles Creating a safe environment (duty of care) Looking after interests (fulfilling duties) Legal requirements Decision making framework Enhances learning and teaching To know your rights as teachers, the rights of learners and parents Principals and teachers can make safe decisions which are legally correct Administration of Education system: 2 spheres, national and provincial = interdependent and interrelated = cooperative government Competencies (powers) such as provide safe school environment Both DOE and SACE are responsible for monitoring professional conduct. Legislation: 1. Legal framework for staff (Acts): Rights and rules of educators are legislated through a combination of acts and regulations based on the constitution The constitution provides Fair Labour practices (Section 23) & Just Administration action (Section 33) 2. Legal Frameworks for learners (Regulations, bills and policies): Protecting the learners’ right to education: Section 3 of SASA Protecting the safety of learners: greatest obligation placed on educators, first imperative Liability and prevention of damages (Section 60 of schools act): legal duty to ensure learner safety → Duty of Care Negligence and intent: when legal rights of learner are interfered with OR when educators fail to carry out legal duties 3. SA Constitution: Supreme law of the republic Courts test the validity of laws in terms of their consistency with the constitution Is the supreme law of the country All laws and conduct must be consistent with the Constitution Applies to Teachers and Education officials. 4. SA Schools act: The South African Schools Act (SASA), 1996 (Act 84 of 1996) is aimed at ensuring that all learners have access to quality education without discrimination, and makes schooling compulsory for children aged seven to 15. Provides for two types of schools namely independent and public schools. 5. National Development Plan (NDP 2030): The National Development Plan (NDP) is a plan for the country to eliminate poverty and reduce inequality by 2030 through: - uniting South Africans, - unleashing the energies of its citizens, - growing an inclusive economy, - building capabilities, - enhancing the capability of the state and leaders working together to solve complex problems Downloaded by Angela Boggenpoel ([email protected])  lOMoARcPSD|24018195 Legislation Description Purpose Application To advance economic Seeks to promote: development, social justice, orderly collective bargaining labour peace and Labour Relations Act, 66 of employee participation in decision democratisation of the work 1995 making place effective resolution of labour Fundamental right to fair disputes labour practices to ensure fair labour includes hours of work, types of practices by establishing, leave, remuneration, employee Basic Conditions of enforcing and regulating discipline and termination Employment Act, 75 of 1997 variations in basic conditions applies to educators employed of employment through SGB (All schools) Legal Frameworks works with issues such as for staff (Acts) to provide guidelines for the conditions of service, discipline of Employment of Educators employment of educators by educators, retirement and Act, 76 of 1998 the state discharge not applicable to private schools to achieve equity in the workplace by eliminating equity in workplace: does not refer Employment Equity Act, 55 unfair discrimination and to every individual BUT to total no. of 1998 implementing affirmative of staff members employed by action measures each province. terms and conditions of employment for educators ensures effecting management of Personnel Administration employed by the state school in compliance with Measures of 1998 duties and responsibilities of legislation each post stipulated Legal framework for learner safety Compulsory disclosure of HIV National Policy on HIV/AIDS Developed in accordance status of educators/learners to for Learners and Education with Ed law & Const. school authorities is NOT in Public Schools, and Protects rights: advocated Students and Educators in - Privacy If is disclosed → counselling for Further Education and - Life and bodily integrity infection control measures and Training Institutions - Unfair discrimination adaptations (universally applied (Government Notice 1926 of - Basic education regardless of HIV status in 1999) schools) (Education Help and support drug Policies drafted in abusers and those affected terms of the Draft National Framework by them (learners/educators) Talks, educational pamphlets, School’s Act and Policy on Drug Use, Misuse Compliments related policies counselling, public speakers, class The National and Dependency and legislation; control and discussions, life orientation/life Education Policy (Department of Education, management of drug abuse skills Act) Legal 2002) in schools (Regulations for Frameworks for Safety Measures at public learners schools, Govt Gazette 2001) (Regulations, Bills, Refers to any act that: Policies) Endangers mental/physical States that no principal, educator health of a person or learner may allow/participate in Or seeks to undermine Regulations to Prohibit any act which involves initiations intrinsic worth of human Initiation Practices or may cause/contribute to beings by treating them as (Government Gazette 24165, humiliation/harassment/assault inferior. Notice 1589, 13 December May institute civil action against a 2002) Undermines fundamental person/group if forced to rights and values of participate in any initiation constitution. practice. Impedes the development of a truly democratic culture. Regulation for Safety Ensures Learners safety; no Public school must take measures Measures at Public Schools educator, parent, or learner to ensure safety: Downloaded by Angela Boggenpoel ([email protected])  lOMoARcPSD|24018195 (Department of Education may possess or use alcohol, - learners always under Government Notice R 1128, illegal drugs, any illegal supervision (1:20 in primary) November 2006) substance or dangerous - gender taken into account for objects during any school bathrooms & sleeping activity. arrangements After any school outing; - schools may not enforce educator must submit a indemnity forms. report on any injury, - Must have a full itinerary of trip, accident, or any act of including purpose of activity, misconduct. contact details, nature of Schools must have early transport, accommodation & release procedures in place for catering arrangements. parent/designated persons to Travelling docs & inoculation allow early collection. Must certificates. keep a written record. Amendment to Schools Act to define dangerous objects Learners may be subject to urine Education Laws Amendment & illegal drugs tests; reasonable suspicion. Bill (Government Notice 553 Adds Section 8A to Schools - Anything seized must be bagged, of 2007) Act; provides random search labelled and handed to Police. and seizure and drug testing in schools. Protects the rights of every person Chapter 2: importance for Management of schools as it to human dignity, equality and management of schools comprises the Bill of Rights freedom (all learners in school environment) State (Department): duty to SA Constitution Section 29 (of Chpt 2): right provide facilities/resources for Stipulates for the right of for every person’s basic provision of basic education (BE) every person to basic education Educators: duty to educate education (state and learners and establish a educators have duties) disciplined and safe environment for all learners The South African Schools Act (SASA), 1996 (Act 84 of 1996) is aimed at ensuring that all learners have access Section 3: every parent must to quality education without ensure child goes to school from discrimination, and makes age of 7 (Grade 1) until last day of schooling compulsory for Redress pass injustices in school age 15 (grade 9) or children aged seven to 15 educational provision by whichever occurs first. Provides for two types of providing a uniform system Section 5.5: Admission Policy for schools namely independent for the organisation, Ordinary Public Schools and public schools. governance and funding of Section 8: govt. must adopt code SA School’s Acts The provision in the Act for schools of conduct for school (learner democratic school enhancing the capability of discipline and law) governance, through school- the state and leaders Section 10: Abolition of corporal governing bodies (SGBs), working together to solve punishment (learner discipline and has been implemented in complex problems law) public schools countrywide. Section 60: Liability and The school-funding norms, Prevention outlined in SASA of 1996, prioritise redress and target poverty regarding the allocation of funds for the public-schooling system. The National Development Plan (NDP) is a plan for the National [4 Objectives in LO2] country to eliminate poverty Development Plan to frame and guide reforms [in LO2] and reduce inequality by (2030) in education 2030 through: uniting South Africans, Downloaded by Angela Boggenpoel ([email protected])  lOMoARcPSD|24018195 unleashing the energies of its citizens, growing an inclusive economy, building capabilities, LO2: Evaluate the objectives of Basic Education within the National Development Plan. The National Development Plan makes new proposals in some areas and in others it merely outlines general points of departure to frame and guide reforms in education. Some of the areas that need attention can be grouped into the following categories and discussed as objectives as follows: 1. Infrastructure and technology and communication technology (ICT). 2. Curriculum, incentives, inclusivity and language issues. 3. Sports, school health, arts and culture 4. The role of teachers, principals, other stakeholders, parents and districts. Infrastructure Schools should meet minimum standards: and technology 1. Upgrade each school’s infrastructure to meet optimum standards. and 2. Target no-fee schools when planning infrastructure to compensate for resource deficits in communities. communication 3. Well-equipped libraries, laboratories, computer and media centres technology 4. Consider learner safety (ICT). 5. High speed broadband 6. Use of technology in education 7. Explore the use of mobile devices Curriculum, 1. Avoid disruptive changes to the curriculum. incentives, 2. Introduce incentive scheme linked to the annual national assessments inclusivity and 3. Avoid entrenching historical inequalities by ensuring that the incentives reward schools according language to the rate of performance improvements. issues. 4. Provide inclusive education that enables everyone to participate effectively In order South Africa to meet its employment equity goals 5. Home language should be used as a medium of instruction 6. English introduced much earlier in the foundation phase. 7. Training and effective support materials should be available 8. Introduce career guidance at the senior phase of primary school Sports, school 1. Encourage sports and physical education. health, arts and An integral part of the holistic development of a learner. culture Schools are where talent is identified, career choices made and habits learnt. Due to obesity, the habit of leading an active life-style can be developed. Working with the Department of Sport and Recreation, the Department of Basic Education has reintroduced school sport. 2. Expose learners to history, heritage and culture. They foster social understanding and cohesion, which is important for social and economic stability and growth. The arts inspire creativity and innovation and also build social cohesion. A holistic education widens career path choices and develops audiences and consumers in different sectors of the economy. The role of The interests of all stakeholders should be aligned to: teachers, Support the common goal of achieving good educational Outcomes principals, Educational institutions should be provided with the capacity to implement policy. other Teachers should be recognised for their efforts and professionalism. stakeholders, 1. Core business of schools is learning and teaching parents and 2. Core task of principals is to ensure their school ethos is conducive to these priorities. districts 3. District offices should also ensure communication and information sharing between the education authorities and schools, and also between schools. 4. Top performing schools in the public and private sectors must be recognised as national assets. 5. Providing meaningful information to parents on their children’s performance can enable them to hold schools accountable. Performance tends to improve when parents are actively involved Downloaded by Angela Boggenpoel ([email protected])  lOMoARcPSD|24018195 LO3: Examine the Constitution in terms of Basic Education. Just refer to the best interest of the child! The Constitution enshrines a rights-based approach and envisions a prosperous, non-racial, non- sexist democracy that belongs to all its people. Healing the wounds of the past and redressing the inequities caused by centuries of racial exclusion are constitutional imperatives. Access to services has been broadened, the economy has been stabilised and a non-racial society has begun to emerge. Millions who were previously excluded have access to education, water, electricity, health care, housing and social security NDP, 2014, p.24. UNDERSTAND KEY WORDS 1. Bill of rights Chapter 2 of Const. A bill of rights, sometimes called a declaration of rights or a charter of rights, is a list of all the fundamental rights to the citizens of a country; these include the right to a basic education. The purpose is to protect those rights against infringement from public officials and private citizens. 2. Socio-Economic rights South Africa is one of the few countries in the world that guarantee ‘socio-economic’ rights in their constitutions. Socio-economic rights are entitlements to basic goods and services that are necessary for a decent standard of living. The right to a basic education is one of these socio-economic rights, alongside the rights to further education, housing, healthcare, food, water, and social security. 3. Duties For every right there is a duty: means that when a person possesses a right, then someone else is legally required to do something, or to avoid doing something. The state has extensive duties under the Constitution. The ‘state’ refers to everyone from the President to the lowest-level government employee. Government schools are ‘organs of state’, and their principals and teachers (acting in their official capacity) carry out the functions of the state. School governing bodies, although they can make some decisions independently of the government, must also carry out the functions of the state. The duty to ‘respect, protect, promote and fulfill the rights in the Bill of Rights’ includes positive and negative duties. A positive duty is a duty to do something, such as the duty to provide learners with teachers and textbooks. A negative duty is a duty not to do something, such as a teacher’s duty not to hit learners, or a school’s duty not to prevent learners from coming to school. CONSTITUTIONAL OBLIGATIONS Identify the purposes that an education should serve and consider where you as a teacher fit it. Identify learners’ basic learning needs in light of these purposes, such as literacy, numeracy and problem-solving skills. Identify the materials and resources required to meet these basic learning needs What does this mean? Section 29(1) provides: ‘Everyone has the right – (a) to a basic education, including adult basic education; and (b) to further education, which the state, through reasonable measures, must make progressively available and accessible.’ Who is everyone? Everyone’ refers to all people within South Africa’s borders. This means that the right to a basic education is not restricted to citizens. Here, the Court emphasises that everyone has a right to human dignity, citizens and non-citizens alike. Since education is essential to a life with dignity, it is also not limited to citizens. The word ‘everyone’ in Section 29 (1) confirms this wide application. Downloaded by Angela Boggenpoel ([email protected])  lOMoARcPSD|24018195 Right to education cannot be taken in isolation - Some of the constitutional rights that are often at stake in education matters: * BEST INTERESTS OF THE CHILD * EQUALITY AND THE PROHIBITION OF UNFAIR DISCRIMINATION * DIGNITY * FREEDOM AND SECURITY OF THE PERSON * PRIVACY * RELIGION * FREEDOM OF EXPRESSION LO4: Identify role players in the context of Basic Education and the function of these role players to promote quality in Higher Education (9) ROLE DESCRIPTION/FUNCTION PLAYERS Translate government education and training policies and provisions of the Constitution into a National Policy and legislative framework The DBE works closely with PED’s to ensure provincial budgets and strategies comply and Provisional support national policies Departments The National department shares a simultaneous role with PED’s for basic schooling and ECD to of Education finance and manage its schools directly District offices are PED’s main interface with schools District offices – centre of gathering information and diagnosing problems at schools CEM consists – Ministers of Basic Education, Higher Education and Training and the 9 provincial members of the executive councils of education Council of They meet regularly to discuss: Education - Promotion of National Education Policy Ministers - Share views and information on all aspects of education in South Africa - Co-ordinate action on matters of mutual interest Facilitate and develop the National Education System Heads of Education Share information and views on National Education Departments Co-ordinate administrative action on matters of mutual interest and advise the department on a Committee range of matters related to proper functioning of the National Education System (Hedcom) NEEDU – ensures evaluation of all educators, based on learner performance improvement Monitoring different levels of school support – interventions and developmental support or disciplined action National Reviewing and assessing existing monitoring, evaluation and support structures and Education instruments regularly Evaluation and Provide schools with evidence-based advice on how to improve Development Provide school improvement through dissemination of good practice identifying on a system- unit (NEEDU wide basis the critical factors that inhibit or advance school improvement and making relevant recommendation Proposing appropriate sanctions to ensure schools offer effective education for all learners The ELRC serves the public education sector nationally Education Main Purpose: Labour Maintain Labour peace within public education through process of dispute prevention and Relations resolution – includes collective bargaining between the education unions and DBE as employer Council (ELRC) Conducts workshops – to increase awareness and understanding of sound labour relation procedures Downloaded by Angela Boggenpoel ([email protected])  lOMoARcPSD|24018195 There are 6 Education unions: The National Professional Teacher’s Organisation of South Africa The National Teacher’s Union Educator The South African Teacher’s Union Unions Cape Professional Teacher’s Association The South African Democratic Teacher’s Union The Professional Educator’s Union SACE is the professional council for educators aims to enhance status of teaching profession SACE through appropriate Registration, management of Professional Development and inculcation of a Code of Ethics for all educators Equal Education is a movement of learners, parents, teachers and community members Equal Working for quality and equality in South African education Education Through analysis and activism. The Movement is part of a broader democratic struggle for a free and equal society Committed and determined to achieve better working conditions for all workers in education SADTU To enable environment for learning for the children of South Africa. Develop, evaluate qualifications and curricula – ensure standard, moderates assessments to ensure it is fair, valid and reliable UMALUSI Accredit providers of education, training and assessment Conduct research to ensure educational quality Verify the authenticity of certificates A department of the federal executive branch Department of Basic responsible for providing federal aid to educational institutions and financial aids to students Education keeping national educational records, and conducting some educational research Downloaded by Angela Boggenpoel ([email protected])  lOMoARcPSD|24018195 Learning Unit 2: Theme 1: Teacher-related Issues LO1: Evaluate the reason for the lack of teacher training. Various opinions and perspectives on the lack of teacher training; to answer this use your own understanding. NB: Lack of continuous professional development. 1.Professional development SACE regards all working as educators as professionals. SACE has a code of Professional Ethics to which all educators must commit. Talks about introducing CPTD – educators will have to commit to continuous development National Policy Framework devised for Teacher Education and Development- embraces CPTD to address current needs. These needs are: 1. Improved subject and pedagogical knowledge and teaching skills amongst a large majority of the teaching force. 2. Develop specialist skills in key areas: 3. HIV/AIDS support/ Diverse Management/ Classroom Management Discipline etc DoE has also introduced “Integrated Quality Management System (IQMS) for the development, performance measurement and valuation of all educators. Propagates professional development; to ensure quality education; Helps everyone to be effective in their jobs ; Learners learn and achieve. Promotes retention and recruitment; Contribute to a positive ethos- people feel valued; Creates Learning Community - Staff, learners & parents; Is a professional responsibility and entitlement. 2. Meaning of professional development in schools Key factors in managing development is to identify aim and purpose of the programme and its relevance to the school. 3. Types of Staff development 1. Training-: targets individuals or groups: is short term and focuses on issues identified or common concern. Last 3-4 days. 2. Staff development; targets the whole staff on issues identified- is medium term. 3. Professional Development; targets groups or individuals- is career or personally orientated and is long term. All three aims at improving teaching and learning. Three approaches to teacher development; a. Knowledge and skills development b. Self-understanding c. Ecological change 4. The Principal as lead learner When you get appointed as Principal very little time is allocated to self – development and continuous learning Rapid changes in Education require Principals to embark on self-development in order to cope with increasing demands. Principals must lead human resource development by example, encouraging both staff and learners to embrace and share knowledge creating a learning community. Being responsible for your own self-development involves the ability to: o Critically assess current skills and gaps; o Develop a personal vision and goals; o Develop a plan to address learning goals o Reflect on daily experiences (Journal); o Find a mentor if support is needed; o Become involved in professional organisations; o Read relevant literature and keep abreast with current trends in Education Policy. Downloaded by Angela Boggenpoel ([email protected])  lOMoARcPSD|24018195 5. Leading and managing other staff professional development In the past Principals did not have much responsibilities in this regard all staff were appointed centrally- jobs were guaranteed. This is changing: Schools are moving towards self-management Management (principal) must now affect effective management of human resource development. Schools are becoming competitive because parent wants best education and some schools may be closed down due to poor results. Human resources must be maintained with expertise. Some educators leave the county or move to private sector 6. Human Resource Management Refers to activities, beliefs and functions that relate to employees – concerned with people at work and their relationships. Aims to bring together and develop all staff- individuals and groups to create an effective organisation. HR Management in schools requires Principals to; a. Have relevant skills /knowledge b. Utilised to maximise skills and expertise c. Motivated, satisfied and committed d. Employs Batho Pele principles e. Work in conditions free from any discrimination and corruption. 7. Staff Development: Induction The school should have a Policy (being introduced, functions and responsibilities. and Induction programme should; orientation Meeting of staff; Provision of resources; Opportunities for observation and vice-versa; Knowledge of locality and linked schools; Knowledge of community; pastoral/ parents/ support services; Understand core values of school; Become familiar- practical arrangements for learners (Assessment/ records); Appreciation of quality of teaching (planning/preparation, /classroom management/evaluation) Mentorship Mentorship and coaching more NB to provide professional development and Powerful ways of ensuring continuous professional development (Expertise) coaching Mentorship; Experienced person guides Coaching; It is the systematically planned and and assist a less experienced person. direct guidance of an individual/group to learn to Key elements of mentoring are: develop specific skills that are applied and - Mentoring relationship is dynamic –not implemented in the workplace”. static; - Translate to clearly defined performance - It is reciprocal outcomes that are achieved over a short period - Takes place in the work environment; of time. - Mentor helps mentee develop - Therefore coaching is: - Mentee is less experienced but has - Coach provides clear and direct guidance; developmental potential; - Individuals learn and develop specific skills; - Mentors not the direct supervisor of the - Skills are applied and implemented at the mentee; workplace; - Mentee is developed in some specific - There are clear defined performance capacity. outcomes- achieved over a short period of - Should bring about transformation in a time. non-threatening way Downloaded by Angela Boggenpoel ([email protected])  lOMoARcPSD|24018195 LO3: Investigate possible solutions to the lack of teacher training and high absenteeism. High Absenteeism Lack of Teacher Training When teachers are not in their classrooms, their lessons To improve the lack of teacher training, schools, plans are often put on pause. school bodies or trainers can give teachers the Substitutes routinely do not get the respect lead classroom content through workshops via video, reading or audio and use the casual workshop as a space teachers do and they often cannot make as much progress where teachers can practice and apply that as the teacher would have. content. Using this approach will help teachers Getting a handle on teacher absenteeism is as important as develop within a particular practice. getting a handle on student absenteeism. Schools could also host workshops that take The are many aspects that may impact teacher morale place at schools where teachers teach, this will enough to contribute to high levels of absenteeism among help teachers to see that they can work in those classrooms and remove the idea of them feeling staff, that is a major leadership issue. that they cannot do certain things in their Administrators are the ones who can create positive schools working environments that inspire teachers to come to Teachers also need to understand instructions school every day. and assessments, classroom management, Still, teachers, like workers in a range of other fields, communication and facilitation techniques and deserve the sick and personal days they are entitled to. how to design engaging lessons. Schools should also require teachers to report their Teachers need to understand their students and what motivates them as well as their classroom absenteeism before the school day starts so that environment and what drives learning. arrangements can be made. Schools should also figure out ways to make substitutes more effective. LO2: Discuss possible reasons for the high absenteeism among teachers. What is Teacher Absenteeism: Absenteeism can be defined as any failure of an employee to report for or to remain at work as scheduled, regardless of the reason./ Absenteeism is a period of not attending to duty by the employees while for teacher sit is being in school Personal Factors School Factors Environmental Factors Individual characteristics School factors are institutional Environmental factors are influencing teacher characteristics and working conditions community based absenteeism that in different ways influence characteristics that in They include age and gender teachers’ absenteeism. different ways contribute to of the teacher, illness of the Lack of group accepted norms, poor teachers’ absenteeism. teacher or a family member, leadership style of the principal, lack location of the school, experience and job of effective supervision and residence of the teacher, dissatisfaction of the teacher, monitoring policies by the school remoteness of the school, seniority and the type of administration and Ministry of level of poverty of the employment for the teacher; Education, the status of the school community, assignment of qualification and lack of whether private or public, poor school non-teaching tasks to the professional competence of the infrastructure and equipment, lack of teachers, education level of teacher, compassionate leave in-service training programs among the parents, political influence and family conflicts among other motivation policies, high pupil- and weather conditions. other family responsibilities. teacher ratio and assignment of other school administrative duties. Theme 2: Learner-related issues LO4: Investigate the causes of the lack of skill sets among the learners. What are Skill Sets? A person’s range of skills and abilities Soft Skills – interpersonal or people skills. Difficult to quantify and relate to a person’s personality and ability to work with others Hard Skills – are quantifiable and teachable and includes specific knowledge and abilities Downloaded by Angela Boggenpoel ([email protected])  lOMoARcPSD|24018195 Causes for the lack of Skill Sets among learners No teachers; shortage of teachers, often subjects aren’t taught. - Rural schools lack access to qualified and experienced teachers who opt to teach in urban centres No resources; don’t have any computers or even a photocopying machine. We are a no-fee school and therefore there isn’t any money coming into the school Inadequate facilities; Few material resources, No electricity Learners have to walk a long distance to school; Social Issues Unemployment Significant difference in: - social activities and social institutions they participate in and the social services they have access to(society) - the sense of who they are what has meaning in their lives (identity and culture) - the inequalities of globalisation. 1. learner’s socio-economic status impact their ability to learn and pass at school; There is definitely a correlation between the socioeconomic situation of a child and the results of their schooling. It is much easier to get the better results from a privileged background. 2. blamed the high drop-out rate on the absence of a solid early schooling foundation 3. the need for investment in early childhood development, which they believed would help close the gap between children from affluent and impoverished households. 4. emphasised the importance of the early stages of learning, including foundation phase and primary school learning. 5. effect of a lack of access to technology; Teachers and Pupils in rural areas lack access to internet, hardware like tablets and PCs 6. Lack of access to information and communication technology is widening the divide between have’s and have nots How can enabling relationships help to solve learner-related challenges - Attributes of relationship Attitudinal attributes; positive attitude characterised by trust, respect, admiration and parties believe in each other Affective attributes; refer to emotional feelings; such as warmth and comfort. Empathy between parties = ability to understand each other’s feelings/intentions Behavioural attributes; form most outward/observable manifestations of a relationship. In positive relationships; manifestations include spending time together, sharing tasks, frequent communication. NB in work relationships= desire to support one another in times of trouble - Characteristics of relationships Openness and transparency; being honest with each other about behaviour, actions, feelings Sharing; disclosing intimate details, sharing interests etc Caring attitude; looking after each other in times of crisis Interdependency; parties are dependent without exploitation - The Democratic dispensation: brings together different stakeholders for management and governance as stipulated by SASA dealing with diversity , move towards self management - - The above, impacts on internal relationships and increases potential to disable schools from performing their core function. - SASA aims at promoting partnership between all stake holders- from State to school community. - SACE; developed a code of conduct that offers an ethical perspective on “what to do as educators in our relationships with others” - guides educators in building relationships at school. - Idea that discussions will always be calm is negated by the conflictual nature of relationships between parents, educators, management staff and learners, - Relationships therefore NB for success of teaching and learning. What role can the enabling of educator-learner relationships play in improving the learner experience. Collaborative practise; mutual trust and respect removes fear for school work. Professional and Collegial; leads to exchange of values and attitudes. (10). Sound relationships between educators and learners (close); positive influence on academic achievement, social integration, personal growth and development. Enhance learner motivation and involvement- see teachers as role models. Vital. Downloaded by Angela Boggenpoel ([email protected])  lOMoARcPSD|24018195 Workplace friendships; lead to more job satisfaction Sexual Relationships and Harassment: Denies opportunity for equal education SACE code of conduct (2006); prohibits sexual abuse and harassment: 1. With regard to educator-learner relationships; demands that educator refrain from any form of abuse, promotes gender equality and refrain from of any sexual relationship. 2. With regard to educator-educator relationships; demands that educator promotes gender quality and refrain from sexual harassment of colleagues (Employment of Educators Act of 1998) Educator-learner relationships Relationship may be the single most important factor- adaptation to school. A foundation to build satisfying learning opportunities.. “Loco Parentis”. Does not imply teacher take over parent’s responsibilities. Loco Parentis – original authority (job) and delegated authority (parents). Relationship is extension of parent-child relationship (attachment). Two theories on relationships - attachment model and social network model; Attachment Model social network model Early relations with parents Relationships consists as a number of networks. determine future relationships. Network- group of persons that are connected by virtue of Secure style: Secure individuals proximity, contact and sharing. respond appropriately and Relationships- formed as result of different social needs and sensitively. Trust. functions. Anxious-avoidant Style: Needs and functions- can be fulfilled by different figures in Demonstrate less dependence on society, at different times in the growth of an individual and relationships. Resist seeking help in different settings. from others. Anti-social Main tenets of this theory Anxious- attachment style: Different social objects (family) satisfy different social needs Insecure but maintains close functions (play). proximity and attention to persons Different social networks are formed around a specific sharing relationship. Lack function (School/State). confidence. Show undue Different social networks are independent of one another but attachment to authority figures in exercise mutual impact on each other; networks forms school. relationships with other networks. Disorganised-attachment style: The school satisfies the learners need for education and Display aggressive and disruptive relationship between learner and educator are formed behaviours. Socially unacceptable. around the satisfaction of this need. View others as potential threats. Some learners will need the educator as a important source of stability. Learners who are securely attached feel safe within the group. Strategies for educators to maintain enabling relationships; ▪ Know your learner’s names and be interested in their home background; ▪ Consistently apply that prohibits ridicule, sarcasm and bullying; ▪ Always keep your sense of humour; ▪ Give each child the opportunity to express Themselves; ▪ Use your personality to channel the relationship towards work. LO5: Discuss the impact of a lack of technology within certain schools in South Africa. - effect of a lack of access to technology; Teachers and Pupils in rural areas lack access to internet, hardware like tablets and PCs - Mobile Technology; Represents an important avenue to reduce the gap between the have’s and have nots in contemporary society. - use of mobile devices can ‘facilitate knowledge-centred learning by providing efficient and inventive methods to which students can learn with understanding Downloaded by Angela Boggenpoel ([email protected])  lOMoARcPSD|24018195 - (they can deepen their understanding of a specific subject matter than merely memorizing large amounts of information) - gaming content can be used as an educational tool; - It uses the allure of video games to help township kids gain skills in design, computer sciences, animation and programming while improving their language capabilities - Technology can not only combat the issue of lack of resources but can give students the skills to survive and adapt in the workplace - Technology improves the way students learn; Children today are quite stimulated and technology allows educators access to enhance the learner’s mental powers by stimulating different learning styles - Technology in education must be within the context of an environment where teachers are trained to use the equipment in lessons and it becomes part of the curriculum - Reason for the underutilisation of Technology in schools- lack of understanding on how Technology can be used in the classroom  A study conducted by Bitter and Legacy-showed that integration in technology increases academic performance while simultaneously raising the standard of education  Research also reveals – learners have higher comprehension scores after reading the text through an electronic device vs reading from a print  They concluded – students are more likely to retain information and will be more engaged through visuals and animations offered using technology How then is the use of technology in the classroom viable in poorer communities, considering the struggles to access basic services and resources - Learners in rural areas could turn to mobile phone facilitated learning - investigated how technology facilitates distance learning; concluded that a mobile technology is much less cost-prohibitive than other technologies like personal computer and broadband connections that are necessary for e-learning LO6: Explain how the socio-economic environment of learners can affect their ability to learn. - Education provides individual children with the knowledge and skills necessary to advance themselves and their nation economically - Socio economic factors such as family income level, parent’s level of education, race and gender affects learning Family income level Parent’s level of education Gender Downloaded by Angela Boggenpoel ([email protected])  lOMoARcPSD|24018195 - A family’s financial status can help - Parent’s education level - The educating of girls and or hinder a child’s education directly correlates to the women varies from - Wealthy families have the financial importance and influence of society to society resources to send their children to education in their children’s - Some cultures may allow the best schools, afford tutors and lives the education of girls and obtain supplemental education - Educated parents can women but limit the sources assess their child’s content of the education - In some instances children from low strengths or weaknesses to to prepare them for income families do not even attend help improve their limited number of social schools academic performance roles - Low income families are limited to - They set high expectations - In rural schools where public schools while wealthier of academic performance there is a lack of access families can afford to send their which drives their children to water and poor children to private schools forward sanitation girls sometimes - Financial stress on the family can - On the contrary educated choose not to go to school cause learners to leave school early parents who struggled to look for work in order to help academically may not think support the family highly of formalised - The worry about the financial education and can have a hardship on the family/home can negative impact on their negatively affect low income children children’s ability to learn Theme 3: School-related issues LO7: Explain how the infrastructure of the school premises can affect the learners and educators within a school. Historical background to Norms and Standards in South African schools - On 29 November 2013 – Minister of Basic Education, Angie Motshekga published legally binding Norms and Standards for School Infrastructure - For the first time ever it was law that every school must have water, electricity, internet, working toilets, safe classrooms with a maximum of 40 learners, security and thereafter libraries. Laboratories and sports facilities - Norms and Standards stipulate the basic level of infrastructure that every school must meet in order to function properly - Thousands of schools in South Africa lack the infrastructure necessary to provide learners with the quality education which they are legally entitled to receive. Norms and Standards - They are legally binding standards set for provincial education departments to work towards and to be held accountable and enable communities to hold Government officials accountable. - Norms and Sandards regulations apply to all public schools in South Africa thereby implying that all learners in South Africa regardless of race and class will be able to learn in an environment with adequate infrastructure. - Norms and Standards are therefore a mechanism for top-down and bottom-up accountability. Present situations in public schools - Thousands of schools in South Africa lack the infrastructure necessary to provide learners with quality education which they are legally entitled to. - The National Education Infrastructure Management System (NEIMS)report published in 2011 revealed that schools in Western Cape and Kwa-Zulu Natal are in the worst condition. - The problem is not exclusive to rural schools only - Equal Education Survey: Equal education’s audit report on sanitation, Gauteng, found in 11 schools surveyed: vast majority have insufficient infrastructure, or dysfunctional sanitation systems + 3 544 schools do not have electricity, while a further 804 schools have an unreliable electricity source; + 2402 schools have no water supply, while a further 2611 schools have an unreliable water supply; + 913 do not have any ablution facilities while 11 450 schools are still using pit latrine toilets; Downloaded by Angela Boggenpoel ([email protected])  lOMoARcPSD|24018195 + 22 938 schools do not have stocked libraries, while 19 541 do not even have a space for a library; + 21 021 schools do not have any laboratory facilities, while 1 231 schools have stocked laboratories; + 2 703 schools have no fencing at all; and + 19 037 schools do not have a computer centre, whilst a further 3 267 have a room designed as a computer centre but are not stocked with computers. 400 schools in Eastern Cape are regarded as “mud schools” – consisting of mud and shacks. In terms of Norms and Standards for public schools – Provincial Departments have 3 years to eradicate schools built from inappropriate materials. LO8: Discuss the influence of the unions and political climate on the running of the school. Possible Q: How does the political climate influence school environments and functionality - Circular 42/2006, 47/2007 and 55/2008 of the Gauteng Provincial Government and the Employment Equity Act 74 of 1998 (EEA) – outlines the role of Teacher Unions as observers and not participants - There has been a controversy of filling promotional posts in South Africa since the formation of the democratic government in 1994 - Expectations for promotions came about with the redeployment of past leaders of the South African Democratic Union (SADTU) since 1994. SADTU: - Has membership of 80% of teachers in South Africa and is most influential - Redeployment – term used by ruling ANC led government when placing loyal members to management and cabinet positions - EG. Mr Duncan Hindle, former SADTU president and former teacher, with Honours Degree in Education became the Director General of the Department of Education in 1994 – highest office in the Education - Many other senior positions within DOE, the District and school management positions were filled by key SADTU leaders - This resulted in teachers becoming fully involved in the Union work instead of paying more attention to teaching and thus being rewarded with promotion - Led to teachers neglecting their core responsibilities at school, hindering the learner progress - City Press 2009 reported that on 8 June 2009 SADTU which forms 96% of District 12 of GDE went on strike for two full weeks - Reason- GDE Director refused to approve appointment of 2 candidate principals who were SADTU preferred - GDE argued it was an SGB recommendation for these appointments. They still refused to teach - Strikers took to the streets leaving learners unattended - Threatened committed teachers with violence - SADTU recommendations were nepotist SASA - SASA – does not make any provision for teacher union representation at school level, management and Governance - Teachers must report to unions if they have any issues - Mandated union delegation will address the issues with the principal According to Thulani Zengele’s article on How Teacher unions have taken over SA Education System He states there is a relationship between SADTU and the ANC after the first democratic election SADTU as an affiliate of COSATU played an important role in assisting the ANC with the 1994 election The ruling part offered SADTU leadership key positions as a sign of gratitude LO9: Debate the importance of parental involvement within the school environment. Communities: - Refers to a collection of individuals who are bonded together by natural will and who are together bound to a set of ideas and ideals. Downloaded by Angela Boggenpoel ([email protected])  lOMoARcPSD|24018195 - Shared values, common interests and norms of conduct, engaging in social interaction and mutual aids to meet their needs. School Community Parent Community Social unit consisting of educators, learners, admin Relates to individuals and families that have staff, and ground staff who meet daily for the their children at that school. purpose of teaching and learning. Family members also seen as ‘parents’ by A community with members interacting with each SASA if they fulfil parental responsibilities. other, leading to a shared space, ethos, and ‘Parent’ including family members is culture. significant; adds numbers to this community includes all business, community members, and and can participate in SGB. services in the local area. Parents who live far away are part of that Over the years, relationships form and values, school community perceptions etc. are adopted. Parents accept responsibility for fostering If parents don’t accept responsibility or can’t; then cognitive, social, moral, and character community must accept responsibility of bridging development of child. gaps in broken homes ZA Collaboration - working together and sharing responsibility of results. - Rooted in an understanding of interdependence among children, youths, families, and professionals. - There is a mutual and reciprocal provision of services. - School-community collaboration; situation where school provides services to the community vice- versa. - Principles responsible; for initiating the involvement of community in school. Eg: principals encourage educators and learners during bereavement(funerals); donating money, providing work. - Eg: taking part in clean-up campaigns, helping underprivileged in community= real world learning opportunities & community benefits Cooperation - To work jointly on an activity - Needs existence of healthy relationships; underpinned by trust, empathy, and a willingness to assist. - Therefore, school management teams need to establish an atmosphere that is inviting to parents and community members to participate in school activities. Stakeholder Participation - Stakeholder participation model for organisational (school) effectiveness; focuses in which the relationships between different groups and formations within/outside of school are defined in terms of their interest in education and their involvement in school. - Each group protects its own interests and attempts to maximise their interests. - Therefore, it is the principal’s task to balance the interests of these different groups for the benefit of the school. - Stakeholder participation in disadvantage communities; emerged in SA from the battle against apartheid gov. – A new culture emerged - Allows all voices to be heard, even minority groups, emphasises the centraility of collectives over individual(Power in Unity). Partnerships - Refers to an association of two or more people undertaking risks, sharing risks and profits. - Partnerships manage joint interests, work together on an equal basis to achieve specified goals. - Partnerships report to one another. Strengthen the others’ weaknesses and vice-versa. - Parents; necessary and active partners. - [SASA 1996]: parents (together with learners and educators) are encouraged to accept responsibility for the organisation (school) governance, and funding of state(gov.) schools. Downloaded by Angela Boggenpoel ([email protected])  lOMoARcPSD|24018195 - The Act creates ample opportunity for parental involvement and gives them legal powers to be purposefully be involved in school activities (SGB). - Parent Community; can be seen as an agency that forms a partnership with the state on one hand and the school on the other hand. - In a school partnership; school seeks out and creates opportunities in a purposeful and structured way to work with/for the community. Good schools - strong parental involvement that reinforces teaching-focused leadership recommendations: 1. Strengthening School Governing Bodies (SGBs) to stimulate parental involvement and reinforce accountability; 2. Reconsidering the ‘no fee’ policy, which could be done by earmarking part of the child support grant of R350 per month per child up to the age of 18 for school fees. (This would encourage greater parental involvement in the school, while providing some income for hiring additional teachers); and 3. Resisting interference in the recommendations of SGBs by, for instance, imposing unwanted principals on schools. 4. It urges them to heed growing public anxiety about the state of education in South Africa, and to implement policies that give parents the greater control and influence over schools which, universally, have led to better results in the classroom. 5. Schools must becoming centre of cultural, artistic, and educational activities for the community. Benefits of School-Community Collaboration Challenges facing School-Community Collaboration 1. Improved learner attendance; positive 1. Low education and illetracy among community attitudes towards school, increased complete 2. Parents work for long hours h/work, improved communication etc. 3. Single parents; unable to attend activities 2. Improved financial support for school; supply 4. Uninviting school environment of resources, maintenance of buildings etc. 5. Negative attitudes of principal/teachers for parental Community= involvement in improvement involvement. projects (raffles, donations etc). 6. Some Educators; believe priority is supporting 3. Infusion of students who positively contribute teaching and learning of learners, not tackle social to economy and social welfare of community. issues (not substitutes for family/neighbourhood). 4. Provision of crucial services to community; 7. Cultural/ Lang. Barriers; Western cultural practices out-of-school-programs offered to and English as language of T&L community= reduce levels of illiteracy, 8. Parents; may suffer from substance abuse, stress, parenting workshops, decreased crime, illness, that prevent participation. develop new skills etc. Downloaded by Angela Boggenpoel ([email protected])  lOMoARcPSD|24018195 Learning Unit 3: Theme 1: The difference between school leadership and management - In the previous education system – Principals in South Africa were facilitators of the state agenda - Principals were managers in a highly regulated environment and schools were not self –managing - McLennan (1997:37) described the management of this period as authoritarian, hierarchical, non- consultative and non- participative - Transition into Democracy created a dilemma for principals – now accountable to employer and community for effective delivery of education This new role included: - Developing and sharing the school’s vision and mission - Ensuring sound governance - Democratic management of policy implementation - Human Resources development - There was a move towards international trends for leadership and management of schools in South Africa. LO1: Differentiate between the concept of management and leadership. Type Educational Management Educational Leadership Description - management is the ‘internal operations’ of a - identifies 3 dimensions of leadership; school 1.Ability to influence the actions of - It involves dealing with systems, structures individuals and groups. and culture of the school 2.Personal and professional values - for effective day-to-day operations based on the character of an individual - core business of education management is 3.To articulate the vision of the effective teaching and learning institution throughout the organisation Purpose - purpose of management in all areas to - leadership having the ability to direct ensure the creation and support of change and be future orientated conditions for quality teaching and learning - Thus leadership in an educational - Primary goal of education Management: context comprises: Managers are bound by the need to ensure 1. Ability to understand emerging effective service delivery to their clientele trends in education (learners and parents), 2. Guide a school through challenges - School Managers need to promote by achieving a vision based on ▪ High expectations of learners and shared values educators 3. To focus on improving learning ▪ Ongoing learner progress in all grades opportunities for each learner aided by appropriate monitoring and -Ability to direct change and being future assessment –oriented. ▪ Effective planning and preparation of -Understand emerging trends in lessons to enable ongoing knowledge education and guide a school through acquisition by educators various challenges by achieving a vision ▪ Effective discipline and a positive culture based on shared values. and ethos -Should also focus on service delivery ▪ Positive relationships and effective functioning Downloaded by Angela Boggenpoel ([email protected])  lOMoARcPSD|24018195 ▪ Effective management of resources, both human and physical Goal - School Management and School Leadership must be seen as ‘two sides of the same coin’ - The skills of both are essential for the effective functioning of a school - the administrator of the school has to ‘move fluidly between leadership and management - Both principal and entire staff need to be leaders and managers of learning LO2: Evaluate the provided theories and models of leadership and management. - Theories and models of educational management have been categorised by scholars. - Bush (2011, p.34-35) has categorised the models of educational management into 6 clusters: o Formal o Collegial o Political o Subjective o Ambiguity o Cultural - Formal Model of Educational Management: o Formal models - Structural, Systems, Bureaucratic, rational, hierarchical o These models assume- structure of organisation is hierarchical and predefined objectives are pursued based on a rational method o Formal models - are linked to managerial leadership style (Bush 2011, P60) o This leadership style – has assumptions such as the carrying out of actions, tasks and activities efficiently as a means of facilitation of other organizational - Political model of Educational Management Downloaded by Angela Boggenpoel ([email protected])  lOMoARcPSD|24018195 o This model assumes that educational policies and decisions stem from complicated process of bargaining and negotiation over the goals of subunits and specific policy objectives o Conflict is natural in this model - Subjective Model of Educational Management o This model stresses the aims and perceptions of individual members rather than sub groups, units or the whole organisation o Thus, the concept of organisational objectives is rejected based on this perspective - Ambiguity Model of Educational Management o This model stresses in turbulence, confusion, instability and complexity of an organisation. o Emphasis on decentralisation, lack of clarity of the organisation’s objectives, little appreciation of processes due to problematic technology used in the organisation - Cultural Model of Educational Management o Based on this model some concepts such as ideas, beliefs, norms, values, attitudes, symbols, rituals, traditions and ideologies are considered as central to the institution and members behave and asses their behaviour of others on them o Focuses on how understanding and viewpoints of members are integrated into the organisation’s decision making - Collegial Model of Management o Major assumptions are policy determination and formulation, decision making based on a process of discussions, agreements and consensus o Sharing the power among some or all of the members of the organization – common perception of the organizational objectives o Collegial models – linked to 3 leadership styles: 1. Transformational leadership: assumptions are the concentration on commitments, competences of organizational members. The higher the level the greater the productivity 2. Participative leadership 3. Distributed leadership Transformational leadership Participative leadership Distributed leadership o is based on 8 dimensions: o Described as shared, o Has been one of the most o Building school vision collaborative or collegial significant style in the past o Setting school objectives o Defined as opportunities for decade o Intellectual stimulation provision members of the organisation o This kind of leadership is o Offering individualised to engage in the decision detached from the positional patronage making process of the authority and based on the o Best practices organisation competencies and skills of o Core organisational values o members in the organisation modelling o It focuses on seeking and o High performance anticipation using of expertise wherever it display exists in the organisation o Productive culture creation in o In essence it is an approach in schools and finally encouraging which collaborative working is o participation in school decision undertaken between making by developing required individuals who trust and o it focuses on clear respecting each other’s communication, goal-setting action, accepting leadership in and employee motivation. their particular areas of expertise Alternative ways of managing and leading: 3. Solving problems through dialogue (Lekgotla vs Meetings) Lekgotla Meetings Downloaded by Angela Boggenpoel ([email protected])  lOMoARcPSD|24018195 - Participants sit in semi-circle/circle - Are structured gatherings based on set - Emphasises roles of all members of community. goals and time frames. - Led by a chief (“a chief is a chief through the - Chaired by official manager/leader people”)- sits in middle. - Plays role in organisation of school - Decisions-time frame varies depending on - Decisions made and acted upon quickly issue, but always resolved. - Not everyone is heard - Enabling shared vision, trusting people, - Attendance by invitation everyone is heard and shares truth, respect is - Fixed agenda priority. - Decision made-not always by - Aim: keep everyone together consensus(Power relations rather than - Everyone has right to attend consensus). - Decision is always made by consensus 4. Ubuntu vs Other Management Practices Theme 2: Management and leadership for school development LO3. Discuss how a manager and a leader can influence the culture of the school. DON’T GET CONFUSED: - School climate refers to the school's effects on students, including teaching practices; diversity; and the relationships among administrators, teachers, parents, and students. - Comprised of 4 dimensions: Physical facilities and building, Human factors (anything relating t people in the school), Organisational and Administrative structure, and school culture (Values, norms, beliefs, way of thinking) - School culture refers to the way teachers and other staff members work together and the set of beliefs, values, and assumptions they share. School culture: - Interaction between members of the institution eventually leads to behavioural norms that gradually become cultural features of the school - School cultures and identities lay the foundation for process of leading and managing school development Downloaded by Angela Boggenpoel ([email protected])  lOMoARcPSD|24018195 - glue → holds members together through common language, dress, food, religion, beliefs, aspirations and challenges. - The culture and identity of a school are informed by values and norms of the society within which that school exists - Culture emphasises the development of shared norms and meanings - positive attitude amongst role players and the presence of quality learning and teaching processes = positive school culture → enables effective teaching and learning - Every school – has its unique culture which has a significant effect on : 1. decision making 2. school management structures 3. group behaviour 4. work organisation and control 5. motivation and job satisfaction Positive/Productive School Culture: It is a school culture that specializes in a safe, nurturing environment not only for the students but also the educators Characterised by: - Norms and Values that emphasise inclusion and acceptance of individuals 10 values from manifesto: 1. Democracy 6. Responsibility 2. social justice and equity 7. Reconciliation 3. equality 8. Respect 4. non-racism and non-sexism 9. Rule of law 5. Human Dignity/ Ubuntu 10. Open society - Values underpin and influence the organisational behaviour of an institute. - Principals must examine each of these values and understand how they can be embraced by the culture of the school as they underpin transformation and democracy. - Acceptance of individuality as much as collectively, shared responsibility and team spirit - Searching for quality improvements and better ways of doing things - A flexible communication pattern that allows everybody to share ideas - Leadership initiatives on the basis of competency and experience, not only on the basis of formal position - Problem-solving and conflict-resolution capacities - Criticism, when voiced, is constructive and well-intentioned, not antagonistic or self-serving. - Mistakes are not punished as failures, but they are seen as opportunities to learn and grow for both students and educators. - The individual successes of teachers and students are recognized and celebrated. - Relationships and interactions are characterized by openness, trust, respect, and appreciation. Role of Managers and Leaders in School Culture: - Role of managers in all programmes of school – impacts on the tone and ethos of learning and teaching Downloaded by Angela Boggenpoel ([email protected])  lOMoARcPSD|24018195 - Most NB in improving school culture → have good teachers who are engaged with learners in a caring relationship and teach rigorous, stimulating lessons that are relevant to the life experiences of the learners - 2nd most NB in improving school culture → Good leadership → School leaders must be empowered to support teachers and create conditions for them to improve practices. - The responsibility of the principal to enhance the school’s learning and teaching activities has multifaceted roles : 1. communicating the school’s mission and vision 2. managing the curriculum 3. promoting appositive learning environment - The most essential task of curriculum managers is to influence the environment in which teaching and learning takes place; this includes: 1. Deciding what is learned and taught(content) 2. Deciding how the content is presented(form) 3. Facilitating the achievement of learning 4. Assessing how effective teaching and learning is Building schools as communities - School leaders should strive to make schools ‘communities of responsibility. - Implies creating norms for parents, teachers s and learners based of shared values , beliefs and vision. - Implies also building relationships with all stakeholders and spreading the responsibility. - School must be a source of support and encouragement to all its stakeholders. - Advocacy to return to principles that underpin a traditional village; ▪ Need to create trust vs high degree of mistrust ▪ Multiple stakeholder responsibility , vs intolerance, polarisation (split/division) ▪ Group care vs alienation of unity in diversity ▪ Loyalty vs greed and corruption. LO4. Discuss the different roles of management and leadership within the school. - While the tasks and functions of management and leadership are unique, there is a link between them. - It is clear that different problems require different solutions at different times BUT → these roles are not mutually exclusive, they are interdependent. ROLES: → role of education leaders is to create an environment that; emphasises learning and Inhibits factors that hinder learning A. The Principal - Principals must examine each of these values (manifesto) and understand how they can be embraced by the culture of the school as they underpin transformation and democracy. - There are 8 points principals need to check to determine service delivery: 5. Consultation 1. Information 6. Service Standards 2. Openness and transparency 7. Courtesy