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Critical analysis of the appropriateness ofthe ACE School Leadership programme forthe training and development of practicing

principals in South Africa

Presenter: Muavia Gallie

President of EMASA

@

National Quality Education Summit

Gallagher Convention Centre

25 February 2010, 08h40 - 09h30

Introduction

Leadership is adecision, not aposition or set

of skills.

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Quality isan

Attitude.

Origin of the ACE

3

Core activities

Key Functions

4

South African version 1

South African version 2

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Different Modules on Offer

12. Basiccomputer literacyfor schoolmanagement

11. Demonstrateeffective languageskills in schoolmanagement andleadership

10. Develop aportfolio todemonstrate schoolmanagement andleadershipcompetencies

9. Moderateassessment

8. Conductoutcomes-basedassessment

7. Mentor schoolmanagers andmanagementoringprogrammes inschools

6. Lead and managesubject/ learningareas/ phase

5. Manage policy,planning, schooldevelopment andgovernance

4. Manageorganisationalsystems, physicaland financialresources

3. Lead andmanage people

2. ManagingTeaching andLearning

1. Understandingschool leadershipand managementin South Africa

Importance of the Module

12. Basic computerliteracy for schoolmanagement

11. Demonstrate effectivelanguage skills in schoolmanagement and leadership

10. Develop a portfolio todemonstrate schoolmanagement and leadershipcompetencies

9. Moderate assessment8. Conductoutcomes-basedassessment

7. Mentor schoolmanagers and managementoring programmes inschools

6. Lead and managesubject/ learningareas/ phase

5. Manage policy,planning, schooldevelopment andgovernance

4. Manageorganisationalsystems, physical andfinancial resources

3. Lead andmanagepeople

1. Understandingschool leadershipand management inSouth Africa

2. ManagingTeaching

and Learning

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Having a System to knowWhat is going on!

Helicopter view of educationallife

“Helicopter view” of Educational Life

SchoolStrategy

•Vision•Goals

Education Ministry

TeachersPurpose

LearnersPhysical

TechnologyCompetitors

Unions

NGOs andCivilsocietystructures

Economy

Way of living‘Religions’

Regional andinternationalorganisations

Globalisation

Government

Politicalparties

Customers

Empower-ment

Relation-ships

Flexibility Openness

Recognition

MotivationCulture•Values•Work ethics•Commit- ment

Systems•Finance•Information•Communication

Structure•People•Capacity•Power

Mental Emotional

Spiritual

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Success rate = 8,1%

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

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

schools

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

Non-Functioning -20% – +20%

Low-Functioning 21% - 60%

High-Functioning 61% - 100%

Basics

Gallie 2006

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Two types of policies in Education

Ch.8p.169

Learner Enrolment

HSRC 2006, p.27

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Different Perspectives

Understanding the situation well

Conditions required to implement

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External and internal differences

Different foci

Foci 1 2 3 4 A. Capability (B+D+K) A1 - Self

• .. • .. • .. • . .

A2 - Team A3 -

Organisation A4 - Global

Context

WH

O?

B. Characteristics

(Believing – Attitudes and

values)

B1

B2

B3

B4

C. Competency (Doing -

Skills) - What you are/have

done in a particular

situation.

C1

C2

C3

C4

WH

AT?

D. Content (Knowing –

Content neede d )

D1

D2

D3

D4

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Other foci

Organisation processes Input Process Output Impact

Developmental stages Beginners

(pre-service) Freshmen Consolidating

Junior Excelling

Senior

Performance levels Dys-functional Low-

functional Average-

functional High

functional

Domains Rules &

regulations Relation-

ships Systems

Leadership level s Administration Management Leadership

There is nomanagement

withoutmonitoring

and evaluation

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Monitor

Evaluate

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Iceberg diagram

Adult Learning --

FactsInformation

Asso

ciat

ion Feelings

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Motivational Learning

Why do people not sharewhat they know?

Causes Cultural Reward

Knowledge hoarding is considered a source of job security

Fear of not getting credit and suspicion

Loss of ownership of expertise

Fear of making mistakes

Lack of comprehension of value of possessed knowledge

Lack of time to share insights, knowledge, “war stories” andexperiences

Lack of knowledge sharing mechanisms

Unwillingness to use existing technology to share knowledge

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Quest for Success

Contact details:• E-mail: muavia@mweb.co.za;

or muavia.gallie@up.ac.za;

• Fax: 0866720520

• Powerpoint website: www.slideshare.net

Thank You!