1 / 23

BECOMING A VISIBLE PRINCIPAL

BECOMING A VISIBLE PRINCIPAL. Lindiwe Tshabalala. Background. New principal Given WSE document, being told that there should be quality teaching and learning daily Bad performance in SAQMEC and Foundations for Learning

idra
Download Presentation

BECOMING A VISIBLE PRINCIPAL

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. BECOMING A VISIBLE PRINCIPAL Lindiwe Tshabalala www.educationweek.co.za

  2. Background • New principal • Given WSE document, being told that there should be quality teaching and learning daily • Bad performance in SAQMEC and Foundations for Learning • Some HOD reports not matching what is really happening in the classrooms i.e.  All is well whereas all is not well. www.educationweek.co.za

  3. Daily Challenges • High level of late coming, • High level of absenteeism, • No work in the learners' books or if it is there it has not been marked/controlled or it is of poor quality • Many late arrivals and early departures www.educationweek.co.za

  4. GDE Intervention • Was fortunate to be given an opportunity to get support and development from Matthew Goniwe and Wits university: Executive leadership in teaching and learning. • Those interventions gave me direction www.educationweek.co.za

  5. My approach after development • Started to do internal WSE annually, • Nine groups informed by nine WSE key areas were formed • Groups explored the situation, submitted and presented findings. www.educationweek.co.za

  6. Before the WSE process • Defining our company’s name • What is the product that we are selling? • Who is our client? • Do we still have clients? • Are our clients still interested in our product? • Are we certain that we still have clients who very much interested in our product? www.educationweek.co.za

  7. What makes our client to be ALWAYS interested in our product? • Each group write five things that keeps the client happy? • Each group write five things that might made our client to loose interest in our product. • What is it that we need to do as a company to ensure that the client stays interested? www.educationweek.co.za

  8. Decided to focus on curriculum related issues viz. key areas 4, 5, 6. as core business • Quality of teaching and learning, and educator development • Curriculum provision and resources • Learner achievement www.educationweek.co.za

  9. Human resource audit • Used questionnaires for learners evaluation educators • Educators evaluating themselves • Educators evaluating SMT • Parents evaluating educators • Principal and deputies conducting operation grab a bag • Did time audit i.e. after assembly, after short and long break, during change of periodsIQMS linked to daily activities www.educationweek.co.za

  10. Recommendations on human resource • Ensure that the workers know exactly what is expected from them i.e. Principal, Deputies, HODs, PL1 educators, SGB • Ensure that everyone does what is expected from him/her – i.e. Job descriptions • Ensure that systems are in place in place for effective implementation i.e. policies/legislation for quality assurance www.educationweek.co.za

  11. What kind of human resource do we have in this company? Committed and competent • Qualified and still studying – implementing what they are studying in their work • Honour their periods without being pushed • Have extra classes out of their own initiative • Come to school during holidays • Stay after school till late www.educationweek.co.za

  12. Committed and competent cont. • Do not mind to take work home • Come to school on Saturdays without being asked by the Principal • Comply with Circular 38/2007 and professional code of ethics • Never defiant regarding anything relating to their job description • Assist new colleagues without being asked • Practically show full understanding of why they are at school • Never accept/openly reject negative influence from defiant colleagues Approximately 70% www.educationweek.co.za

  13. Not committed but competent • Qualified and studying • Complain about everything • It is always a struggle before they can implement what is supposed to be implemented • Mostly pretend not to understand what is supposed to be done • Late submissions all the time • Very little work in the learners’ books, Some of the books are not monitored • Always hide behind contextual factors as an excuse not to implement • Enjoy clustering and gossiping; fail to fruitfully utilize non contact time. www.educationweek.co.za

  14. Not committed but competent • Like to involve union if/when the going gets tough • Lack of passion for their profession • High level of absenteeism, regularly requesting early departure and late arrival • Mostly do good things if they will benefit something (no consistency) • Easily influenced to be defiant (lack of backbone) • Most of the time they sit on the chair during teaching time • Neglect struggling learners, Self centred and not learner centred • Have negative attitude towards school matters and management Approximately 5% www.educationweek.co.za

  15. Not competent but committed • Sometimes they are fresh from college and university • Poor time management • Need mentoring at all times • Poor classroom management skills • Always at school and busy in class but one cannot really see the results • Still struggle with the content that needs to be taught • Very little work in learners’ exercise books Approximately: 20% (mostly new educators) www.educationweek.co.za

  16. Not committed and not competent • Mostly not studying • Sit while teaching • Cannot account for struggling learners • Late submissions • Mentoring and development have very little or no impact – undevelopable. • They are long in the field but continue to make the same mistakes • Plan to leave for greener pastures soon but never leave • Try to change for two days and the third day they go back to old habits www.educationweek.co.za

  17. Not committed and not competent • Very little work in the learners books • Some of the books are not monitored • Gossip and complain about everything • Have negative attitude towards school matters • Blame other people for everything • Hate management and are never satisfied about everything • Always telling colleagues that very soon they will leaving for greener pastures Approximately: 5% (mostly hiding behind union without understanding union’s constitution) www.educationweek.co.za

  18. Not committed but competent • Qualified and studying • Complain about everything • It is always a struggle before they can implement what is supposed to be implemented • Mostly pretend not to understand what is supposed to be done • Late submissions all the time • Very little work in the learners’ books and some of the books are not monitored • Always hide behind contextual factors as an excuse not to implement • Enjoy clustering and gossiping; fail to fruitfully utilize non contact time. www.educationweek.co.za

  19. Not committed but competent cont. • Lack of passion for their profession • High level of absenteeism, regularly requesting early departure and late arrival • Mostly do good things if they will benefit something (no consistency) • Easily influenced to be defiant (lack of backbone) • Most of the time they sit on the chair during teaching time • Neglect struggling learners, self centred and not learner centred • Have negative attitude towards school matters and management Approximately 5% www.educationweek.co.za

  20. Legislative framework to be adhered to • Circular 38/2007 – core business • Collective agreement 8/2003 – IQMS • CIRCULAR 62/2007 – Poor performance • Circular 65/2007 – misconduct • Circular 45/2008 – leave management • Code of professional ethics – SACE • Pledges www.educationweek.co.za

  21. After the interventions • Systems were in place • Reviewed and signed policies at the beginning of each year for effective implementation • Signed pledges and displayed them to be read by parents • Instructional leadership took priority: operation grab a bag was formalized. • Moved from blanket incentives to individual incentives www.educationweek.co.za

  22. After the interventions cont. • Had a lot internal workshops: performance standard 5 in IQMS • Encouraged shared leadership • Reading and writing improved • Numeracy skills improved • Parents fell in love with the schools • ANA results improved www.educationweek.co.za

  23. Ngiyabonga Ndzankhensa Thank you Ndolivhuha Ndiyabulela Baiedankie Kea leboha Kea leboga www.educationweek.co.za

More Related