Advanced Diploma in School Leadership and Management

Purpose

The purpose of the Advanced Diploma in School Leadership and Management is to empower and enable school leaders to develop the skills, knowledge, and values needed to lead and manage schools effectively and efficiently, to work together in communities of practice and to contribute to improving the quality of delivery of education across the school system.

The qualification aims are derived from this purpose

• Improved collaborative and critical leadership and management of the curriculum.
• Evidence- and action-research based decision-making in schools, making optimal use of Information and Communications Technology (ICT).
• Schools that are run as efficient and effective learning organisations.
• Schools that work with and for the community.
• Schools that build a caring and supportive school culture and community.
• Schools that contribute to continual strengthening of the school system.

Rationale

In line with the National Development Plan (NDP) vision for professional and accountable management and leadership in the public sector, this qualification provides structured learning opportunities that promote quality education in all South African school contexts through the development of a corps of education leaders who apply critical thinking and understanding in pursuit of democratic transformation. The qualification aims to provide a structured professional learning pathway for current and aspirant school principals that will equip them with the knowledge and competences to manage and lead their schools effectively and in alignment with national goals. Its aim is to empower and enable school leaders to develop the skills, knowledge, and values needed to lead and manage schools effectively and efficiently, to work together in communities of practice.

Recognition of Prior Learning (RPL)

Access to the qualification can also be provided in terms of the Recognition of Prior Learning (RPL) policy and its admission criteria stipulated by the institution. Learners have to undergo a Portfolio Development Course (PDC) to support the learner's admission. The PDC focus on written submission explaining the reasons for the candidates' interest in in the discipline as an adjunct to their existing professional competencies and indicating the nature of a possible research project.

Entry Requirements

The minimum entry requirements are

• Bachelor of Education Degree, National Qualifications Framework (NQF) Level 7, 480 Credits.

Or

• General First Degree or Diploma plus a Postgraduate Certificate in Education, NQF Level 7, 360 Credits plus Postgraduate Certificate in Education (PGCE) at 120 Credits.

Or

• Diploma in Education, NQF Level 6, 360 Credits.

This qualification consists of compulsory modules at National Qualifications Framework (NQF) Level 7 totalling 120 credits.

• Professional Portfolio and Workplace Project, 30 Credits.
• Leading and Managing Teaching and Learning in the School, 18 Credits.
• Leading and Managing People and Change, 18 Credits.
• Leading and Managing the School as an Organisation, 18 Credits.
• Working within and for the School System, 18 Credits.
• Leading and Managing Extra-Curricular and Curricular Activities, 9 Credits.
• Working with and for the Community, 9 Credits.

1. Apply theories in the various content domains with a view to evaluating different leadership and management practices.
2. Display a deep and systematic understanding of current thinking, practice, theory and methodology in an area of specialisation.
3. Produce a research project on education leadership and management that is relevant and informed by current theory.
4. Encourage school leaders to reflect on their professional and personal development; and ensure a high ethical standard in the practice of education leadership and management.
5. Apply problem-solving strategies to everyday leadership and management challenges.

Associated Assessment Criteria for Exit Level Outcome 1

• Explore and interrogate the correct educational theories that underpin curriculum leadership and management.
• Engage with a broad spectrum of educational theories relating to the field of leadership and management.
• Describe the key frameworks and models that reflect the body of knowledge in leadership.
• Explain the advantages and disadvantages of various leadership theories and determine which approach is most relevant in particular leadership situations.

Associated Assessment Criteria for Exit Level Outcome 2

• Show awareness of personal leadership strengths by highlighting areas for further development.
• Critically reflect on education leadership and management theory, concepts and ideas.
• Engage with literature and develop and utilise an appropriate theoretical framework to guide own research.
• Conduct and report on an inquiry into own professional practice.

Associated Assessment Criteria for Exit Level Outcome 3

• Conceptualise and articulate a theoretical lens to guide own research.
• Develop a coherent research proposal under supervision.
• Align research and practices with the ethical ethos of the Faculty.
• Follow the ethical procedures as articulated in the Faculty's Ethics Charter.
• Select appropriate methodologies being cognisant of the tenets in both quantitative and qualitative research.
• Follow the proposed methodology as articulated in own research proposal.
• Design and/or select research instruments taking cognisance of elements of validity and trustworthiness.
• Use various research instruments available and the associated protocols.
• Communicate research findings in a research report-taking cognisance of technical aspects.
• Submit well-written and technically sound research reports.

Associated Assessment Criteria Exit Level Outcome 4

• Explore and interrogate different essential instructional practices that facilitate leadership development.
• Strategically plan for human resources needed to meet organisational goals and objectives.
• Investigate which instructional practices are essential, and how do they facilitate leadership development.
• Develop strategic plans to determine human resource needs that will meet organisational goals.
• Plan, organise, lead and control the financial management of institutions effectively and with integrity.
• Use various management functions such as planning and control to manage institutions' functions effectively and efficiently.

Associated Assessment Criteria Exit Level Outcome 5

• Assess contentious issues presented in education leadership and management to inform own research.
• Identify and explore issues in own selected specialisations.
• Collect and manage data set using appropriate technologies, e.g. file management, document version control, cloud storage and use appropriate techniques to analyse data.
• Effectively manage, secure and analyse own data sets using modern technology applications, services and/or software.

Integrated Assessment

Assessment is focused on applied competence. Formative assignment and summative assessment for module are scenario; case-study; and/or practice based. All learners will be required to submit a reflective portfolio which draws from across the programme in an integrated way as evidence of applied competence. The assessment strategy includes a workplace project to be completed during the course of the programme and aimed at identifying and addressing a contextual challenge within the school.