Topic 31: Diagnostic domain 4: Instructional Leadership

This domain covers the Area of (i) School Environment i.e. assessment expectations, multiple types of sources of data, different developmental stages to support learners, adult learning theory in staff engagement and champions of improved learner results, and (ii) High Expectations i.e. regular monitoring, facilitating best practice, evaluating the work of staff, communicating expectations, and providing engagement and collaboration opportunities.

In our methodology we utilise the following diagnostic tools:

  • We generate a target for every teacher in the subjects re: his/her workload. These targets for each teacher are linked to the targets of learners;
  • Multiple data sources are utilised, such as lesson plans, attendance registers, engagement levels of learners, developmental assets of youth, etc. to ensure positive learning climate;
  • Understanding the different complexity levels of Bloom, and the developmental needs of each learner, this data is utilised to give relevant and appropriate support to individual learners;
  • The awareness of Andragogy and the understanding that adults need to be engaged very differently from learners, i.e. create a respectful and dignified atmosphere conducive for adult learning
  • All staff members, including the non-teaching staff, become champions of improved learners results, by sharing, acknowledging and affirming/ celebrating success in the lives of learners and teachers;
    Regular monitoring and evaluation tools are utilized daily to reflect on teaching, learning and assessment, and potential intervention where necessary;
  • Constantly looking for ‘new ways of doing things’ to ensure that best/promising practices are utilised and making these practices known to the school and staff and to reinforce innovation and new ideas that excite staff members;
  • The systems ensure accountability at all levels, without having to ‘seek information’, especially amongst those who are accountable to each other – senior staff are invited by teachers to attend and/or observe their instruction processes;
  • Expectations of different role-players are displayed and shared in a transparent way, creating an openness to give and seek support to achieve targets;
  • Create a culture that nurtures creativity, engagement and collaboration naturally and spontaneously.

We work towards senior leadership and management teams being aware that the success of the school, and in particular the success of every learner in the school is deeply rooted in the positive atmosphere, environment and relationships that are created and nurtured by the SLT and SMT. We work towards a culture where we never ‘give up’ on anyone, be it learner and/or teacher.

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