QUESTION1
Instilling Accountability & Professionalism. a principal, you are advised to develop a
strategy to instil values of accountability
and professionalism in the teachers at your school.
Use the following guidelines when writing your essay:
1.Provide a heading for your essay. (3)
2.Writ...
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QUESTION1
Instilling Accountability & Professionalism. a principal, you are advised to develop a
strategy to instil values of accountability
and professionalism in the teachers at your school.
Use the following guidelines when writing your essay:
1.Provide a heading for your essay. (3)
2.Write an introduction. (5)
3.Discuss the different types of unprofessional behaviour experienced in schools. (5)
4.Lay out your strategy to help teachers be accountable and act professionally. (10)
5.Conclusion (5).
6.Bibliography.
Introduction:
Instilling values of accountability and professionalism in teachers is essential for creating a
conducive learning environment and promoting student success. As a principal, it is crucial
to develop a comprehensive strategy that addresses the various types of unprofessional
behavior experienced in schools. This essay outlines a strategy to help teachers be
accountable and act professionally, ultimately benefiting both the teachers and the
students they serve.
Types of Unprofessional Behavior Experienced in Schools:
Lack of punctuality: Some teachers may consistently arrive late to classes or meetings,
demonstrating a lack of respect for time and professionalism.
Inadequate preparation: Teachers who fail to prepare adequately for their lessons and
neglect to plan engaging activities may not effectively meet the learning needs of their
students.
Lack of collaboration: Teachers who are unwilling to collaborate with colleagues or
actively participate in professional development activities may hinder growth and progress
within the school community.
Unprofessional communication: Inappropriate language, disrespectful behavior towards
colleagues or students, and failure to maintain confidentiality can create a negative
atmosphere within the school.
Failure to meet responsibilities: Teachers who neglect their administrative duties, such as
grading assignments on time or providing timely feedback, may hinder student progress
and demonstrate a lack of accountability.
Strategy to Foster Accountability and Professionalism in Teachers:
Clear expectations: Establish clear guidelines and expectations for teachers regarding
punctuality, lesson planning, collaboration, communication, and administrative
responsibilities. Clearly communicate these expectations through written policies, staff
meetings, and individual conversations.
Professional development: Provide regular professional development opportunities for
teachers to enhance their skills, stay updated with educational practices, and promote a
culture of continuous learning. Encourage participation in workshops, conferences, and
seminars relevant to their subject areas and teaching methodologies.
Mentoring and coaching: Pair new or struggling teachers with experienced educators who
can provide guidance, support, and help develop their professionalism. Mentoring
programs can assist teachers in understanding their responsibilities and holding
themselves accountable.
Peer observations and feedback: Encourage teachers to engage in peer observations and
feedback sessions to promote professional growth and accountability. Encourage
constructive feedback that focuses on areas of improvement and acknowledges strengths.
,Performance evaluation and feedback: Conduct regular performance evaluations that
assess teachers' adherence to professional standards. Provide feedback based on these
evaluations, highlighting areas for improvement and recognizing exemplary performance.
Celebrating professionalism: Recognize and celebrate teachers who consistently
demonstrate professionalism and accountability. Acknowledge their efforts publicly
through newsletters, staff meetings, or appreciation events. This fosters a positive
environment and encourages others to follow suit.
Conclusion:
By implementing a comprehensive strategy that includes clear expectations, professional
development, mentoring, peer observations, performance evaluations, and recognition,
principals can effectively instill values of accountability and professionalism in their
teachers. Such an approach will contribute to a positive school culture, enhance teaching
effectiveness, and ultimately benefit the students by providing them with a high-quality
education.
Bibliography:
Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to
designing college courses. John Wiley & Sons.
Goodwin, B., & Hubbell, E. (2013). The 12 touchstones of good teaching: A checklist for
staying focused every day. ASCD.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.
Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for
effective instruction. ASCD.
Sergiovanni, T. J. (1992). Moral leadership: Getting to the heart of school improvement.
Jossey-Bass.
Question 2
The education system changed after the demise of the apartheid regime. The South
African Constitution places education among the basic human rights.
Write an essay responding to the following question:What are your views on education in
the democratic era in terms of quality, accessibility, equality and affordability?Consult
Balfour, 2016. Education in a new South Africa. You can also consult other sources.
Remember to acknowledge all sources to avoid Title: Education in the Democratic Era in
South Africa: A Paradigm of Quality, Accessibility, Equality, and Affordability
Introduction:
Since the end of the apartheid regime, South Africa has made significant strides in
transforming its education system to align with democratic principles. The South African
Constitution recognizes education as a fundamental human right, emphasizing the need
for quality, accessibility, equality, and affordability. In this essay, we will explore the
current state of education in the democratic era, drawing on the insights of Balfour (2016)
and other relevant sources.
Quality of Education:
In the democratic era, South Africa has made notable efforts to enhance the quality of
education across the country. Various policies, such as the Curriculum and Assessment
, Policy Statement (CAPS), have been implemented to ensure a standardized curriculum that
meets national educational goals. Additionally, teacher training and professional
development programs have been initiated to enhance the competence and skills of
educators. However, challenges remain in providing quality education uniformly
throughout the nation, particularly in historically disadvantaged communities. Disparities
in resource allocation, infrastructure, and teacher qualifications continue to impede the
achievement of universally high-quality education.
Accessibility to Education:
One of the key tenets of the democratic era is the increased accessibility of education in
South Africa. Efforts have been made to eradicate discriminatory practices and provide
equal opportunities for all learners. The introduction of no-fee schools and the National
School Nutrition Program has helped to remove financial barriers and improve attendance
rates, particularly among disadvantaged students. Furthermore, the expansion of early
childhood development programs has aimed to ensure that every child has a strong
foundation for learning. While progress has been made, challenges such as geographical
barriers, lack of transportation, and inadequate infrastructure persist, hindering the full
realization of educational accessibility.
Equality in Education:
Promoting equality in education has been a fundamental objective in the democratic era
of South Africa. In pursuit of this goal, measures have been implemented to address
historical injustices and bridge the educational divide between different racial and
socioeconomic groups. The introduction of affirmative action policies, such as the Black
Economic Empowerment (BEE) framework, has sought to redress past imbalances and
create opportunities for previously marginalized individuals. Scholarships, bursaries, and
financial aid programs have also been established to promote equal access to higher
education. While progress has been made in improving educational equality, persistent
socioeconomic disparities and the legacy of apartheid continue to pose challenges that
require ongoing attention and intervention.
Affordability of Education:
Recognizing the financial constraints faced by many South African families, the democratic
era has endeavored to make education more affordable. The government has
implemented policies to subsidize school fees and provide financial assistance to families
in need. The National Student Financial Aid Scheme (NSFAS) offers loans and bursaries to
students pursuing tertiary education, reducing the burden of tuition fees. However, there
are still concerns about the overall affordability of education, particularly in higher
education institutions where tuition fees have risen significantly in recent years. The
sustainability of funding models and the availability of financial support for all deserving
students remain areas that require attention.
Conclusion:
Education in the democratic era of South Africa has seen commendable progress in terms
of quality, accessibility, equality, and affordability. Efforts to improve the quality of
education, ensure broader accessibility, promote equality, and alleviate financial burdens
have been undertaken. However, challenges persist, and further interventions are required
to address disparities in resource allocation, infrastructure, and teacher qualifications.
Continued commitment from the government, collaboration among stakeholders, and
targeted interventions are necessary to realize the full potential of education as a
fundamental human right in South Africa.
References:
Balfour, R. (2016). Education in a new South Africa. In M. Young (Ed.), The Palgrave
Handbook of Global Citizenship and Education (pp. 1-18). Pal
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