The document discusses curriculum management frameworks and school readiness. It provides information on several topics: 1. Domains of challenges in curriculum management including planning, ownership, and sustainability strategies. 2. School readiness components that must be in place including attendance tracking, teacher and learner information, and timetabling. 3. Models and theories for strategic planning, conceptualizing adversity, and driving organizational turnaround. The document presents frameworks, concepts, and strategies to improve curriculum management and school readiness.

1. 16/03/2012
Instructional Leadership
Workshop
Curriculum Management Framework
& School Readiness Components
Presenter: Dr Muavia Gallie (PhD)
1
Domains of Challenges
3.
Curriculum
(Learners, Parents, Educators,
Community, Business, District,
Management
(School Readiness)
(Taking Responsibility)
Framework
Sustainability Strategy
SMT, Principal, SGB,
(Education, Curriculum,
Ownership
Planning
Instruction, Teaching,
Province)
Learning, Assessment,
Expectations)
Educator BEAR
(Beliefs, Expectations,
Attitudes & Relationships
1. 2. 4. 5. 2
1

2. 16/03/2012
Curriculum
Management
Framework
Educa;on
Philosophy
Curriculum
Implementa;on
an
Instruc;onal
Org
Bureaucra-cs
&
Policy
Maker
TT
T-­‐AI
T-­‐Info
APlan
Teaching
and
Learning
TLSM
L-­‐Info
T-­‐Info
Principal
&
SMT
Learning
and
Assessment
TL
Sch
L-­‐Info
IMD
&
CMD
Teachers
Expecta;on
and
Learners
T-­‐Info
L-­‐Info
HoDs
Achievement
Learning
Space
Classroom
Faculty
School
District
and
Circuit
Na-onal
and
Provincial
School
Readiness
Components
Components
Timeframe
Fields
AIendance
(T&L)
Teacher
Infro
Learner
Info
Annual
Plan
Timetabling
TL
Schedule
Organogram
TLSM
2

3. 16/03/2012
Con;nuum
of
Success
%
School
leaving
Cer8ficate
Diploma
Bachelor
90-­‐100
80-­‐90
70-­‐80
60-­‐70
50-­‐60
40-­‐50
30-­‐40
20-­‐30
10-­‐20
0-­‐10
Strategic
Planning
Model
+
Where
we
Results
want
to
go
Compe;;on
and
Environmental
factors
The
Gap
Today
Future
Time
Posi;oning,
strategies
and
tac;cal
ac;ons
Where
we
-­‐
are
going
3

4. 16/03/2012
2.2.1
Tradi;onal
Conceptualisa;on
Adversity
Level
of
Func;onality
Resilience
Survival
Surrender
Normal
Learner
level
of
func;oning
Reorienta;on
Time
2.2.2
Re-­‐conceptual
Framework
Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
Impressive
Adversity
Gap
Thriving
Level
of
Func;onality
Resilience
A
Survival
B
Surrender
Normal
learner s
level
Real
learner s
level
of
func;oning
of
func;oning
Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
Reorienta;on
Time
4

5. 16/03/2012
2.3
Turn-­‐around
Theory
Common Characteristics If
you
can t
Think
it,
1. Constant crisis (Think); You
can t
Do
it!
2. Organisational insanity
Process
(Think); Think Do Feel
(Planning) (Implementing) (Monitoring and Evaluating)
3. Cluelessness (Think);
4. Relative Success (Think);
Function Ownership Tools
8 SRC PD Accountability
5. Sub-Optimisation (Think);
6. Indirect Causes (Think); Principal All (Principal, Teachers,
7. Sorry is Okay mentality & SMT Teachers SGB & District)
(Think);
8. Segmented morals -
School Teaching Governance
situational ethics (Feel);
Readiness & Learning & Support
9. Multiple clicks/ groups (Do);
10. Broken behaviour-
consequence chain (Do).
5.1
Commonali;es
-­‐
2
schools
1. Principals and teachers care deeply about education;
2. The school is about teaching and learning , and not just a place
where teacher are employed;
3. They take challenges as opportunities (no excuses);
4. They have a purpose - and it is not about them (the teachers);
5. They are humane individuals, but … don t mess with the
education of the children;
6. Education is more than just schooling ;
7. They see their situation as complete / whole and therefore don t
expect hand-outs from others;
8. They work hard (2700 hours per year) - don t take short-cuts ;
9. They know what they want - and they get it!
10. Look at their attitude - you see Quality.
5

6. 16/03/2012
7.I.1
Recogni;on
of
High
Risk
7.I.2
Thinking
differently
about
Challenges
6

7. 16/03/2012
7.I.3
Define
and
redefine
normal
and
reality
7.I.4 Knowing, Understanding and Serving
Young People , and not Adults
7

8. 16/03/2012
7.R.1 Utilise Organisational Strength
7.R.2.1 High Commitment and Expectation to Succeed
Success
Ac;ons
Commitment
Conversa;ons
Rela;onships
8

9. 16/03/2012
7.R.2.2
High
Commitment
and
Expecta;ons
to
Success
High
level
engagement
Highly
mo;vated
Theorising
academic
learners
Applying
Rela;ng
2
4
Explaining
Describing
1
3
Note-­‐taking
Less
mo;vated
and/or
Memorising
less
academic
learners
Passive
Learner
ac-vity
required
Ac8ve
(e.g.
standard
lecture)
(e.g.
problem-­‐based
learning)
Low
level
engagement
(Biggs,
1999)
7.R.3
Recognise
the
Ability
to
Transform
and
Change
Where
1
you
are!
3
2
4
9
7
5
8
6
Where
you
want
to
be!
9

10. 16/03/2012
7.R.4 Teachers Care deeply about Learners
7.C.1
Bring
it
On!
Actude
10

11. 16/03/2012
7.C.2
Adults
Model
what
they
Value
Seeing
is
Understanding!
7.C.3 They ‘do’ and don’t sweat the small stuff
Urgent Not Urgent
Important
Not
Important
11

12. 16/03/2012
7.C.4
They
Know
what
it
takes
to
be
successful
Building
a
performance
culture!!
People Performance Result
Setting Providing Achieving
people up for
success
X
tools and
techniques
=
sustainable
results
7.S.1
Being
Ready
(Proac;ve)
12

13. 16/03/2012
7.S.2 Always focus on Key Deliverables
7.S.3
Data
driven
decision-­‐making
Monitor
Change
in
indicators
Data
Organise
Analyse
and
forecast
integrate
Impact
Pathway
Informa;on
for
Package
Implement
the
Plan
Evidence-­‐
Informa;on
based
Ac;on
Planning
Evidence
Influence
Package
and
Communicate
to
the
Plan
Knowledge
stakeholders
13

14. 16/03/2012
7.S.4
They
have
Clear
and
Implementable
Rules
14