Advanced Diploma in School Leadership and Management

Purpose

The Advanced Diploma in School Leadership and Management empowers and enables school leaders to develop the skills, knowledge and values to lead and manage schools effectively and efficiently. School leaders will thus be able to work together in communities of practice and to contribute to improving the quality of delivery of education across the school system. The qualification also strengthens, enhances and develops knowledge and skills of school leaders to support their new roles or practice. Thus, school leaders will be able to support teaching and learning in a school or education more broadly. The qualification offers intellectual enrichment and intensive, focused and applied specialisation study in school leadership and management. Advanced Diploma in School Leadership and Management exposes them to current research, practice, theory and methodology in the area of specialisation.

The qualification will also equip them with the knowledge and competences to manage and lead their schools effectively and in alignment with national goals.

Rationale

The qualification will provide a structured professional learning pathway for current and aspirant school principals. The qualification was developed to respond to a request from the Department of Basic Education and the Department of Higher Education and Training for a national qualification to provide a structured professional learning pathway for current and aspirant school principals. The qualification aims to equip them with the knowledge and competencies to manage and lead their schools effectively, and in alignment with the national goals.

This process was undertaken by the Department of Higher Education and Training in accordance with the national policy on the Minimum Requirements for Teacher Education Qualifications.

The qualification is targeted at members of the School Management Teams, who have experience and who are current or are aspirant school principals.

The qualification will benefit the learners, society and economy in the following ways

• improved collaborative and critical leadership and management of the curriculum
• evidence and action research-based decision making in schools
• making optimal use of ICT
• schools are run as effective and efficient 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 systems.

Recognition of Prior Learning (RPL)

The RPL Policy indicates the principles that apply to the implementation of RPL within the institution

• Through the recognition of prior learning, the University will consider all relevant learning, irrespective of mode or place of learning.
• RPL recognises learning which has normally occurred before admission to the entry level to a qualification or to the relevant level or stage of a qualification.
• In seeking recognition under RPL, relevant prior learning must be demonstrated via various documented means - i.e. through the submission of a portfolio demonstrating clear outcomes relevant to the qualification concerned or through the taking of an appropriate examination or assessment. An assessment for the purposes of admission or partial credit towards a deemed qualification will be administered by the University.
• The focus of the University's RPL process will be on the demonstration of learning and not merely the exposure to learning opportunities. This will also have to take into account the applicant's chances of succeeding in the qualification for which the applicant wishes to register.

Exemptions or credits for prior experiential (non-certified) learning may be awarded on the basis of demonstrated learning which shows that a candidate has achieved specified learning outcomes for the qualification. In accordance with the rules of the University there are limits on the amount of exemption or credit that may be granted.

Entry Requirements

The minimum entry requirement for this qualification is

• A former Advanced Certificate in Education, NQF Level 6.

Or

• A former Further Diploma in Education, NQF Level 6.

Or

• A former four-year Higher Diploma in Education, NQF Level 7.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 7 totalling 120 Credits.

Compulsory Modules, 120 Credits

• Working Within and for the School System, 30 Credits.
• Leading and Managing People and Change, 30 Credits.
• Leading and Managing the School as an Organisation, 30 Credits.
• Leading and Managing Teaching and Learning, 30 Credits.

1. Apply knowledge, skills, values, principles, methods and procedures relevant to leadership and management of schools in South Africa.
2. Understand and apply reflectively the development of school practices and for development and improvement.
3. Understand principles underlying curriculum and curriculum change and how this impacts upon their leadership of teaching and learning.
4. See links between theory and practice and use theory as a tool to understand and engage with the problems and issues in their school and within broader educational and community contexts.
5. Engage in school-based research in leadership and management practices and skills for the benefit of improving the teaching and learning process in their context.

Associated Assessment Criteria for Exit Level Outcome 1

• Demonstrate the ability to lead by example and model the vision and values of the school.
• Demonstrate an understanding of the South African Schools Act and all policy/legal requirements.
• Demonstrate strategic thinking and problem-solving.

Associated Assessment Criteria for Exit Level Outcome 2

• Understand and apply reflectively the development of school practices and for development and improvement.

Associated Assessment Criteria for Exit Level Outcome 3

• Demonstrate a passionate and knowledgeable interest in teaching and learning.
• Encourage this in both staff and learners.
• Model good teaching and lead by example, e.g. understanding curriculum requirements.

Associated Assessment Criteria for Exit Level Outcome 4

• Demonstrate an understanding of the use of participatory approaches to decision making, communication and the role of consultation in school planning.

Associated Assessment Criteria Associated Assessment Criteria 5

• Create an environment conducive to professional reflection and learning.
• Obtain and apply information/data to guide good practice.

Integrated Assessment

The assessment focuses on applied competence.

• Formative assignments and summative assessment for each module are scenario-, case study- and practice-based.
• The development of a reflective portfolio drawn from across the qualification in an integrated way as evidence of applied competence.
• The assessment strategy will include a workplace project to be completed during the qualification and aimed at identifying and then addressing a contextual challenge within the school.