Topic 28: Diagnostic Domain 1: Teaching for Learning ?
This domain covers the Area of (i) Curriculum i.e. curriculum alignment, and curriculum provisions, (ii) Instruction i.e. instructional planning, and learning facilitation, and (iii) Assessment i.e. learner assessment, and communicate results. For the sake of this discussion, we will only cover one of the Indicators of Focus ‘learning facilitation’, by highlighting “(18) Teaching is planned for 170 days of teaching and learning, to ensure sufficient depth and breath.”
In our methodology we utilise the following diagnostic tools:
- Our principals mapped their 170 days on the school calendar for the following year, during September/October prior to the school calendar under discussion, meaning that they did the mapping of 2016 during September/October 2015. This activity will assist them, and their supervisors to know which of the days must be protected on a daily basis;
- Once the school has constructed their timetable, to ensure the delivery of the curriculum, instruction, teaching, learning and assessment. The principal has to put a monitoring process in place that will ensure that he/she records that every period is delivered to each grade. For example, if a teacher is absent, he/she must indicate that the learners of that particular class, during the specific period has not received their ‘teaching and learning’, and therefore the ‘owed’ amount of time will be equal to the time (minutes) of the length of the period. Principals will therefore know that, despite the school not being disrupted by the lack of teaching and learning for the day, that particular class deficit of teaching and learning time;
- The same way a class can build up deficit teaching and learning time, due to the absence of a teacher, a learner will also build up the deficit when absent from the school and/or class. When the learner is absent, it is not the class that is building up the deficit, but the learner deficit of teaching and learning time will be displayed;
- The teacher and learner must make up these deficits, as soon as they are back at the school, by organizing teaching and learning catch up sessions that will ensure that the teacher and learner ‘catch up’ with the ‘missed’ work. All of these ‘catch ups’ must take place AFTER normal teaching time. The principle of this approach is, when you ‘missed the time’, it is important that you ‘give back the time’, rather than the current ‘making up time during planned teaching and learning time’.
All of these instruments are components included in SiSopen, which is an intelligence IT tool that will capture teaching time and deficits.