Concept of Teacher Leadership and School Leaders

Inspire and influence

students through expert

and referent power but

never coercive power

Empower students and

get them to do things of

which they did not think

they were capable

Engage in

administrative duties

related to teaching and

learning

Disseminator of

knowledge and skills

Role model to the

students

Upholds moral

values and

humanitarian

principles

Concept

Set of skills demonstrated by

teachers who continue to teach

students but also have an

influence that extends beyond

their own classrooms to others

within their own school and

elsewhere.

Roles

Personalities

Knows his students well

Kind and respectful

Has high standards and

expectations coexisting

with encouragement,

support and flexibility

Encourages

diversity and

individuality in

students.

Innovator, creative,

resourceful

Teacher

Leadership

Running co-curricular

activities

Attending/facilitating

professional

development

activities

Concept of Teacher Leadership and School Leaders

Roles of Teacher

Leadership

Resource

Provider

Instructional

Specialist

Curriculum

Specialist

Classroom

Supporter Learning

Facilitator

Mentor

School

Leader

Data

Coach

Catalyst for

Change

Learner

Helps colleagues by

sharing instructional resources

Helps colleagues implement

effective teaching strategies

Agree on standards, follow the adopted curriculum, use common pacing charts, and

develop shared assessments.

Works inside classrooms to help teachers implement

new ideas

Facilitates professional learning opportunities among

staff members

Serves as role models; acclimate new teachers to a new school; and advise new

teachers about instruction, curriculum, procedure, practices, and politics.

Shares the vision of the school, aligns his or her professional goals with

school and district & shares responsibility for the success

of the school as a whole.

Leads conversations that engage peers in analyzing and using data to strengthen instruction

Visionaries who are never content with the status quo but rather always

looking for a better way

Models continual improvement &

demonstrate lifelong learning

Concept of Teacher Leadership and School Leaders

School Leaders Concept

Personalities

Roles Great determination

Provide instructional

leadership

Principals are more than just

administrative leaders. They are

instructional leaders who focus

on improving the quality of

teaching and learning in their

schools.

Drive overall school

performance

Split time fairly evenly

across instructional

and administrative

activities

Lead the schools and

students towards

success.

Have great vision

Improve instruction to

enable teachers to

teach at their best and

students to learn to

their utmost.

Manage people, data

and processes to

foster school

improvement

Cultivating

leadership in others

Establish a schoolwide

vision of commitment to

high standards and the

success of all students.

Create a climate

hospitable to

education

Great judgment

Optimistic and resilient

Confident communicators

Concept of Teacher Leadership and School Leaders

5 Key Functions of School Leaders

Shaping a vision of

academic success for all

students

Creating a climate

hospitable to education

Cultivating leadership in

others

Improving instruction

Managing people and data to foster

school improvement

Establish a schoolwide

vision of commitment to

high standards and

success of all students

Ensure that schools allow both adults

and children to put learning at the

center of their daily activities

Emphasise research-based

strategies to improve teaching &

learning and initiate discussions

about instructional approaches

Encourage the

development of leadership

across the organisation

Nurture and support

staff members

People

Data a means not to pinpoint

problems but to

understand their nature

& causes

Steps taken by the

Ministry of

Education to make

teaching as a first

choice profession

Introduce a new Teacher Career Package

Reason

To change the way teachers

are selected, developed and

rewarded throughout their

entire careers.

Measures taken

Raising and enforcing entry standards into

teacher training programmes

Improving the effectiveness of pre-service

and continuous professional development

Developing exciting new career pathways that support fast-tracking based on

performance and competencies, along with opportunities for redeployment for consistent

underperformers

Focus on raising

professional standards,

improving support systems

and working environments

Wave 1 (2013 - 2015): Improving

standards and support systems

Raising entry

standards for

teacher trainees

and new intakes

Strengthening the

link between

performance and

competencies

Improving working

conditions for

teachers

Emphasising

continuous

professional

development

Wave 2 (2016 - 2020): Enhancing

career pathways and progression

Further developing of pre-service training

and recruitment systems

Enhancing career

pathways

Revamping career

progression

Wave 3 (2021 - 2025): Creating a peer-led culture of professional

excellence

The Roadmap:

Transforming the

teaching profession

into a profession of

choice

Redeployment options for

consistently underperforming

teachers.

Focus on raising standards by

improving the quality of pre-

service training programmes

and ensuring that only the best

graduates are recruited into the

teaching profession

4 Measures taken

See the roll-out of enhanced

career pathways that offer

different specialties for teachers

and faster progression for high

performing teachers

3 Measures taken

Focus on ensuring that all teachers fully utilise the flexibilities accorded to them in prior Waves over

professional issues related to curriculum timetabling and lesson organisation, pedagogical approaches and school-based assessment.

Wave 1 (2013 - 2015): Improving standards and support systems

Raising entry standards

for teacher trainees and

new intakes

Strengthening the link

between performance

and competencies

Emphasising continuous

professional

development

Improving working

conditions for

teachers

Only select teacher trainees from the top 30% of any graduating class.

Reduce size of intake if fewer qualified candidates.

ensure that comparable entry standards are set.

Put in place more stringent standards for graduation.

Gradually scaling back the annual intake of

approximately 15,000 teachers by up to 50%

over the next five years.

Improve quality of teachers with a clear articulation of

what excellence in the teaching profession looks like

Identify which areas teachers need support in and provide

targeted support

Develop a single instrument that clearly articulates the competencies expected of teachers of different tenure levels across 4 dimensions:

Teaching & Learning

Professional Values

Non-classroom Activities

Professional Values

Build up portfolio of training programmes

Some modules cover fundamental competencies

Ex: Pedagogy to support students HOT

Focus more on school-based learning programmes

2 initiatives launched in January 2013

e-Guru video library of exemplary teaching

School Improvement Specialist Coaches

(SISC+)

Undertake 2 main actions

Streamlining existing data collection & management systems to eliminate duplication of data requests

3 databases

SAPS

SPPBS

SIS

Explore ways of addressing the issue of overcrowding in schools with average class sizes

that are larger than 35 students.

Wave 2 (2016 - 2020): Enhancing career pathways

and progression

Further Developing of

Pre-service Training

and Recruitment

Systems

Revamping Career

Progression

Enhancing Career

Pathways

Review the pre-service teacher training curriculum in IPGs to

ensure that teachers are being adequately prepared to teach the

21st Century Skills

Improve the consistency and quality of teachers practicum

experience

In terms of

Increasing time spent on practicum

training

Engaging experienced teachers with

strong mentoring skills to supervise trainees.

Formalising 3 different tracks

A teaching track for teachers who wish to stay focused on teaching students

Leadership and management track for teachers who wish to take up leadership positions, whether at the

school, district, state or federal levels

a subject matter expert track for teachers who wish to become teacher coaches and trainers, IPG and

IAB lecturers, or curriculum and assessment developers

High-performing teachers are expected to progress from DG41 to DG54 within a

much shorter time frame compared to the current 25 years

Extra credit will be given to teachers who successfully complete short, three-to-five year deployments in rural and/or under-

performing schools

Launch a transition scheme for teachers who perform poorly for three consecutive years despite the provision of intensive

support

Redeploy teachers to other functions within the school such as

administration, discipline management, or co-curricular

management

Explore different retraining options to ensure that teachers are set up

for success in their new chosen role

Wave 3 (2021 - 2025):

Creating a peer-led

culture of

professional

excellence

By 2021, all elements of the new

Teacher Career Package are

expected to be in place

Focus on ensuring that all teachers fully

utilise the flexibilities accorded to them in

prior Waves over professional issues

Related to

Curriculum timetabling

Lesson organisation

Pedagogical approaches

School-based assessment

Consider setting up a certification

scheme that is linked to the mastery

of the teacher competencies set out

in Wave 1

To create a peer-led culture of professional excellence

Wherein teachers

Mentor and inspire one another

Share best practices

Hold their peers accountable for meeting professional

standards

Aspiration