Advanced Diploma in School Leadership and Management

Purpose

The purpose of the Advanced Diploma in School Leadership and Management is to provide entry-level vocational and professional preparation to school leaders and principals to advance their leadership and management skills by providing an opportunity to undergo focused and applied learning in the field of school leadership and management.

The qualification forms part of continuing education for school leaders and managers, in which participants will gain extensive knowledge and understanding of the relevant theories, methods, and practices required of school leaders and managers. The qualification will enhance learners' skills to resolve complex theory- and practice-based school leadership and management problems through the application of selected methods and techniques appropriate to the problems they may encounter in the profession.

The qualification, therefore, aims to empower and enable school leaders to develop the skills, knowledge, and values necessary to lead and manage schools effectively and efficiently, to collaborate in communities of practice, and to contribute to enhancing the quality of education delivery across the school system. The qualification is designed for learners who wish to follow a path in educational leadership and management.

Upon completion of the qualification, qualifying learners will be able to

• Produce a professional portfolio and workplace project that reflects leadership and management capabilities and improvement.
• . Apply a range of methods of enquiry in educational leadership and management and their suitability to specific investigations; and the ability to select and apply a range of methods to resolve problems or introduce change within an educational environment.
• . Model and apply ethical and value-driven leadership that adheres to professional standards of governance and Codes of Conduct for educators.
• Interpret and support taken decisions and apply standards.
• . Show sound understanding of the theories and models for leading and managing self and others, as well as for effective leadership and management of extra-curricular and co-curricular activities.
• . Demonstrate the ability to manage processes in unfamiliar and variable contexts, recognising that problem-solving is context-dependent and does not happen in isolation but rather as a system that influences the whole education system.

Rationale

This qualification is designed to address the educational management needs in South Africa by responding to the National Development Plan 2030, which proposes the appointment of appropriately well-qualified and competent principals and school leaders. It also answers the need for a common understanding of what it means to be a school leader and a manager within the South African educational context. The qualification, therefore, aims to facilitate the development of learners who can think critically and possess the professional, technological, and cultural knowledge to function efficiently and effectively within the growing education leadership and management in South Africa. It aims to develop and promote the skills and knowledge that define the role of school leadership and management roles by elaborating on the key aspects of professionalism, image, and the practical, foundational, and reflexive competencies.

There is a need to develop managerial staff members who are adaptable and reflexive to the complex education context faced in South Africa, to lead and manage schools effectively, and to contribute to improving the delivery of education across the school system by considering the diversity of school types and contexts.

This qualification addresses the key areas within themes such as developing and empowering self and others, and managing quality and securing accountability, cutting across all modules. It establishes and promotes leadership based on improved learning, reflective practice, evidence-based decision-making, and the effective use of information and communication technology. The qualification will produce and develop principals into researchers, reflective practitioners, scholars, and enablers of leadership in others, as is identified in the South African Standard for Principalship (SASP) and associated with school leaders. This qualification will therefore address the need for teacher development and the improvement and transformation of education as well as the broader South Africa, through theoretical engagement, intellectual independence, and reflective practice. As such, this qualification will contribute to the development of management and leadership in the education sector i

This qualification responds to the need for formal qualifications that empower and enable school leaders to work together in communities of best practice and to contribute to improving the quality of delivery of education across the school system, making optimal use of Information and Communications Technology (ICT) to run schools as efficient and effective learning organisations. Graduates will develop evidence- and action-research-based decision-making skills, which can be applied in the educational environment. The qualification offers working education professionals an opportunity to study further school leadership and management.

Recognition of Prior Learning (RPL)

The institution applies recognition of prior learning in the scope of the SAQA policy principles as amended in 2019. The institution's RPL Policy and Process determines the criteria and methodology used to assess prior learning. The RPL process is multi-dimensional. It is a process through which non-formal, informal, and formal learning can be measured and mediated against learning outcomes for recognition within and across different contexts

• RPL offers an alternative access route into a qualification, professional designation, or recognition in the workplace for applicants who do not meet the specified qualification entry requirements. In this regard, qualifications, part-qualifications, and professional designations registered on the NQF must provide alternative entry requirements so that learners can be admitted to the qualification, part-qualification, or professional designation through RPL

RP for access

• RPL is applied for applicants who do not meet the admission criteria for any qualification.
• Applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations, should they be allowed entrance into the qualification.
• The institution does not exceed the national maximum of 10 % admissions into its qualification via the recognition of prior learning.

RPL for exemption from modules

Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credit

• Learners may also apply for RPL for credit for or towards the qualification.
• Where credit is awarded, it must be based on the assessed evidence of the knowledge and skills acquired informally and non-formally

The RPL process is multi-contextual and differs across contexts. It may be developed and implemented differently for recognition in the context of the three NQF Sub-Frameworks, professional designations, and recognition in the workplace. Furthermore, it is conducted using a variety of specialised learning interventions and/or assessment approaches through which the knowledge, skills, and values of a person are made visible, mediated, and assessed. The purposes and contexts of RPL determine the practices and outcomes of the RPL process in each case

The focus is on what has been learned, and not on the status of the institution or place where the learning was obtained. Assessment is an integral feature of all forms of RPL and exists in combination with a range of other strategies that allow for different sources of knowledge and forms of learning to be compared and judged. RPL includes diagnostic, formative, or summative assessments to create opportunities for, or towards, access and/or credit.

There must be no distinction, other than that required for data analysis, between records of learner achievements for qualifications, part-qualifications, or professional designations awarded because of RPL processes and those obtained via conventional means. The quality assurance of RPL must be undertaken with the explicit intention to protect the integrity of the processes and outcomes concerned

EEntry Requirements

The minimum entry requirement for this qualification is

• Four-year Bachelor of Education degree, NQF Level 7.

Or

• General first degree, NQF Level 7 plus a Postgraduate Certificate in Education, NQF Level 7.

Or

• Four-year Higher Diploma in Education, NQF Level 7.

Or

• Diploma, NQF Level 6, plus a Postgraduate Certificate in Education (PGCE), NQF Level 7.

Or

• Former Diploma in Education (including a National Professional Diploma in Education) plus an Advanced Certificate in Education, NQF Level 7.

Or

• An Advanced Certificate (Level 6 on the current 10-level NQF), which followed a former Diploma in Education (including a National Professional Diploma in Education), NQF Level 6.

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

Compulsory Modules, NQF Level 7, 120 Credits

• Professional Portfolio and Workplace Project I, 15 Credits.
• Professional Portfolio and Workplace Project II, 15 Credits.
• Leading and Managing Teaching and Learning in the School, 18 Credits.
• Leading and Managing People and Change, 18 Credits.
• Leading and Managing Extra-curricular and Co-Curricular Activities, 9 Credits.
• Leading and Managing the School as an Organisation, 18 Credits.
• Working within and for the School System, 18 Credits.
• Working with and for the Community, 9 Credits.
• Information and Communication Technology, 12 Credits.

1. Produce a professional portfolio and workplace project that reflects leadership and management capabilities and improvement.
2. Apply a range of methods of enquiry in educational leadership and management and their suitability to specific investigations; and the ability to select and apply a range of methods to resolve problems or introduce change within an educational environment.
3. Model and apply ethical and value-driven leadership that observes all the professional standards of governance and Codes of Conduct for educators, while offering interpretation and motivation for why certain decisions are taken, and apply standards.
4. Show sound understanding of the theories and models for leading and managing self and others, as well as for effective leadership and management of extra-curricular and co-curricular activities.
5. Demonstrate the ability to manage processes in unfamiliar and variable contexts, recognising that problem-solving is context-dependent and does not happen in isolation but rather as a system that influences the whole education system.
6. Demonstrate sound understanding of resource allocation and utilisation within an educational organisation.
7. Apply relevant technical, pedagogic content knowledge in the design, implementation, and evaluation of teaching and learning and the organisation of the school environment.
8. Understand the way schools function as communities and apply relevant content knowledge in leading and managing people both within and outside the school.

Associated Assessment Criteria for Exit Level Outcome 1

• Compile a professional portfolio and workplace project that reflects leadership and management capabilities and improvement.
• Prepare a coherent and well-thought-out research proposal, ensuring that all proposed research practices align with the ethical standards of academic educational research.
• Produce a research project based on an approved research proposal, by selecting multiple research instruments while being hyper aware of the elements of validity and trustworthiness of each.
• Use the appropriate research methodologies while being cognisant of the doctrines related to both quantitative and qualitative research and remain aware of the potential downfalls of each methodology throughout the project.
• Use the proposed methodology as articulated in the research proposal and the associated protocols.
• Present research findings in a research report that is both well researched, well-written, and technically sound.

Associated Assessment Criteria for Exit Level Outcome 2

• Apply a range of methods of enquiry in educational leadership and management and their suitability to specific investigations; and the ability to select and apply a range of methods to resolve problems or introduce change within an educational environment.
• Discuss the importance of leadership and management in the planning and implementation, and evaluation of teaching practices to ensure quality learning for all.
• Relate own beliefs about curriculum, teaching, and learning to key pedagogical approaches, and demonstrate the way these are used to solve education-related problems.
• Prepare a plan for implementing change within an education environment where the necessary standards are not being met.
• Develop a policy for staff evaluation on their practices related to curriculum teaching and learning concerning the subject matter in a specific class.
• Discuss the role of the principal or academic manager within the leadership and management of teaching and learning, offering a critical analysis of one's practice in this regard.
• Analyse and support the staff members for effective teaching based on sound pedagogical and human resource principles.

Associated Assessment Criteria for Exit Level Outcome 3

• Apply ethical leadership in schools and its alignment to the Manifesto of Values (DoE), the values entrenched in the Bill of Rights, and the SACE Code of Professional Ethics for Educators.
• Discuss the importance of ethical behaviour when assessing both educators' and learners' work, offering a discussion of the effects of management decisions on the teaching practices of educators and the implications of this on learners.
• Discuss the importance and value of modelling good classroom practice, dialogue, and feedback as a leader in an educational institute, and comment on the way behaviours are modelled by subordinates.
• Evaluate current teaching and learning practices at the school, determine the ineffective practices, and give suggestions on improvement of managing teaching and learning, highlighting the way these align with the professional standards of governance and Codes of Conduct for educators.

Associated Assessment Criteria for Exit Level Outcome 4

• Prepare a plan for the management and implementation of extra-curricular and co-curricular activities, focusing on planning, organising, leading, and evaluating activities to ensure that the activities develop multiple skills for learners.
• Evaluate the role of extra- and co-curricular activities in enhancing the development of learners as well-rounded individuals.
• Critique co- and extracurricular activities and motivate staff to ensure that learners receive a rounded educational experience.
• Discuss the importance of adequate financial planning in the budget for appropriate extra-curricular and co-curricular activities and the management of resources related to this provision.

Associated Assessment Criteria for Exit Level Outcome 5

• Demonstrate a critical understanding of 'context' as this applies to school leadership and management, explaining how this can differ from the traditional concept thereof.
• Critique the contextual tensions, contradictions, and harmonies, which are most common in the sphere of education leadership and management.
• Discuss the overall policy and legislative framework of the South African education context, explaining how problem-solving is complicated and simplified by these.
• Develop a plan to lead and manage a change of protocols within the context of national, provincial, and school policy and legislation, demonstrating the implementation, monitoring, and evaluation of teaching to ensure quality learning for all, considering the changed protocols.

Associated Assessment Criteria for Exit Level Outcome 6

• Discuss the staff requirements to implement the school plan and facilitate the routine functioning of an educational organisation.
• Communicate staff needs to the School Governing Body and comment on the capabilities of existing staff before requesting additional staff members.
• Apply theories and models for leading and managing oneself and manage conflict creatively.
• Prepare a plan to effect change as necessary in the organisational culture of the school, committed to democratic leadership and effective teamwork, highlighting how staff are treated fairly, equitably, and with dignity to create and maintain a positive school culture.

Associated Assessment Criteria for Exit Level Outcome 7

• Design and manage learner assessment in line with the curriculum and assessment policies.
• Formulate a plan and maintain accurate and detailed records of learners' work and performance, which can be used for planning, problem-solving, and development, to improve the school's suture offerings.
• Prepare and apply inclusive management strategies to accommodate all learners, including those with learning barriers or other special educational needs, who are fully supported by the teaching and managerial staff.
• Monitor classroom educational practices as used by teaching staff through the observation of lessons before providing advice and constructive and supportive feedback without being alienating.
• Interpret and implement curriculum change and transformation initiatives, as well as learning support initiatives, in the school after monitoring their impact.

Associated Assessment Criteria for Exit Level Outcome 8

• Discuss the role of an educational institute to ensure that within South African communities, commenting on how these differ based on the geographic setting of the institute.
• Create professional learning communities (PLCs) to enhance effective teaching and learning in schools, including parents as well as educational staff, thereby ensuring feedback is always an accurate reflection of the whole community.
• Prepare a plan to build relationships and partnerships with the community to benefit the community and school - focusing on the utilisation of communication, marketing, and guardian participation.
• Demonstrate a critical understanding of the potential impact of chronic and communicable illnesses such as HIV and Aids, diabetes, and respiratory illnesses on the community as a whole - referencing the effects of these on learners, educators, and caregivers (consider child-headed households).

Integrated Assessment

The assessment strategy for this qualification will be entirely based on continuous assessment. Learners will complete an assessment midway through the module/course and at the end of the module/course.

The first assessment will be knowledge and understanding-based and will be formative. The assessment will therefore not be graded as it will contribute towards the process of assessment for learning. Facilitator feedback will play a critical role in directing the learner towards adjustments to be made in the learning process.

Summative Assessment

The summative assessment will take place upon completion of the module and will be designed to assess applied and reflective competencies based on an integrated combination of the assessment criteria related to the suite of specific outcomes of the module/course. Assessment will be strictly outcomes-based.

Learners must achieve a minimum of 50 % in the summative assessment to be considered as having completed the module. Should a learner achieve between 40% and 50 % in the submission of the modular summative assessment, a second submission opportunity will be given, and similarly, the learner must achieve a minimum of 50 % to be awarded a pass on the module. The continuous assessment strategy was chosen for the future bachelor's degrees to be offered by the institution to lessen the impact of external factors on learner success.

The institution adopts a differentiated approach to assessment that allows schools to design alternative assessment strategies. This allowance is afforded to schools in response to the recognition of the differences in context of application and nature of the qualifications, such as the NQF levels and qualification types, such as certificates, diplomas, degrees, and postgraduate diplomas and degrees.

The strategies should, in all instances, align with the broad philosophy of a balanced approach to formative and summative assessment and should be well documented and communicated to learners via the relevant learner management platforms.

Academic leaders of the various schools are also to liaise closely with the information technology department to ensure that the structures are created correctly for recording and calculation of year- and final marks for progression from one academic level to the next.

One such alternative strategy, for instance, is that of assessment being entirely continuous, predominantly for undergraduate degree qualifications. Learners will complete an assessment midway (or smaller assessments) through the module/course and at the end of the module/course.

The first assessment/s will be formative and will therefore not necessarily be graded, as they will contribute towards the process of assessment for learning. If graded, it will contribute to the year mark.

The summative assessment will take place upon completion of the module, designed to assess applied and reflective competencies based on an integrated combination of the assessment criteria related to the suite of specific outcomes of the module/course. All assessments will always adhere to outcomes-based assessment principles.

Formative Assessment

Learners must achieve a minimum of 50 % in the summative assessment (or final mark if graded formative assessments form part of the year mark) to be considered as having completed the module. In all events, should a learner achieve between 40% and 50 % in the modular summative assessment (or final mark), a second submission opportunity will be given. Learners must achieve a minimum of 50 % to be awarded a pass on the module.

This strategy aligns with the broad sub-minimum approach and is seen to be part of the renewal of the assessment approach as part of its plans to mitigate risks posed by the impact of external factors on learner success.