LO6 Discuss How The Findings of Quality Assurance Can Be Implement

Learning Unit 4
Assessing performance of
the school environment
Theme 2: Designing and Implementing
effective quality assurance measures
LO6: Discuss how the findings of quality

assurance can be implemented
within the school
PRESCRIBED MATERIAL
CHAPTER 5
Leading and Managing Teaching and Learning in Schools
PERSONAL GROWTH PLAN (PGP)
Teacher draw up
the PGPs after
the first round
of IQMS – the
DA
Teacher draw up
the PGPs after
the first round
of IQMS – the
DA
PGPs are drawn

up by indication
the teacher’s
strengths and
areas that need
development
The teacher will
Teacher draw up
also need to
the PGPs after
indicate who or
the first round
where will the
of IQMS – the
support come
DA
from…
PGPs are drawn

up by indication
the teacher’s
strengths and
areas that need
development
The teacher will
Teacher draw up
also need to
the PGPs after
indicate who or
the first round
where will the
of IQMS – the
support come
DA
from…
PGPs are drawn

Support could
up by indication
be provided by a
the teacher’s
peer, HoD,
strengths and
Principal, SGB
areas that need
or District office
development
The teacher will
Teacher draw up
also need to All PGPs are
the PGPs after
indicate who or collated by the
the first round
where will the SDT to inform
of IQMS – the
support come the SIP
DA
from…
PGPs are drawn

Support could
up by indication
be provided by a
the teacher’s
peer, HoD,
strengths and
Principal, SGB
areas that need
or District office
development
The teacher will
Teacher draw up
also need to All PGPs are
the PGPs after
indicate who or collated by the
the first round
where will the SDT to inform
of IQMS – the
support come the SIP
DA
from…
PGPs are drawn The SIP will

Support could
up by indication need to include
be provided by a
the teacher’s the areas of
peer, HoD,
strengths and development
Principal, SGB
areas that need mentioned in
or District office
development teachers PGPs
The SIP will
The teacher will need to
Teacher draw up
also need to All PGPs are prioritise the
the PGPs after
indicate who or collated by the various needs,
the first round
where will the SDT to inform add a timeline,
of IQMS – the
support come the SIP make budget
DA
from… adjustments to
meet needs.
PGPs are drawn The SIP will
Support could
up by indication need to include
be provided by a
the teacher’s the areas of
peer, HoD,
strengths and development
Principal, SGB
areas that need mentioned in
or District office
development teachers PGPs
Managing the curriculum (teaching and
learning)
Joubert, R., Mosoge, M., Naidu, A. (20190530). Education Management and Leadership: A South African Perspective. [[VitalSource Bookshelf version]]. Retrieved from
vbk://9780190418434 (2018:79)
learning)
A striking feature of successful schools is the way principals and
their staff gather, analyse and use data.
vbk://9780190418434 (2018:79)
learning)
They make systematic use of a wide array of data or evidence to

inform the crafting of goals and strategic plans.
vbk://9780190418434 (2018:79)
learning)

Wilcox (2011) identified four fundamental aspects of this practice,

namely
vbk://9780190418434 (2018:79)
learning)


namely
• embracing data;
vbk://9780190418434 (2018:79)
learning)
A striking feature of successful schools is the way principals and their
staff gather, analyse and use data.
They make systematic use of a wide array of data or evidence to inform

the crafting of goals and strategic plans.

namely
• embracing data;
• redefining evidence of success;
vbk://9780190418434 (2018:79)
learning)
A striking feature of successful schools is the way principals and their staff gather,
analyse and use data.
They make systematic use of a wide array of data or evidence to inform the
crafting of goals and strategic plans.
Wilcox (2011) identified four fundamental aspects of this practice, namely

• embracing data;
• analysing, interpreting, and sharing various data; and
vbk://9780190418434 (2018:79)
learning)
A striking feature of successful schools is the way principals and their staff gather,
analyse and use data.
They make systematic use of a wide array of data or evidence to inform the crafting of
goals and strategic plans.
Wilcox (2011) identified four fundamental aspects of this practice, namely

• embracing data;
• analysing, interpreting, and sharing various data; and
• using evidence in planning and goal setting.
vbk://9780190418434 (2018:79)
Data Driven Decision-Making (DDDM)
vbk://9780190418434 (2018:79)
A plethora of unprocessed raw

data may be available to a
manager, but if it is not
processed into information it
cannot really aid effective
decision-making.
vbk://9780190418434 (2018:79)

data may be available to a The rise of electronic, digital
manager, but if it is not and computer technology has
processed into information it created a wealth of data in
cannot really aid effective modern organisations.
decision-making.
vbk://9780190418434 (2018:79)
Data Driven Decision-Making

(DDDM) is a purposeful
data may be available to a The rise of electronic, digital
process of selecting, gathering,
manager, but if it is not and computer technology has
and analysing relevant data to
processed into information it created a wealth of data in
address school improvement
cannot really aid effective modern organisations.
or student achievement issues,
decision-making.
and acting on those findings.
vbk://9780190418434 (2018:79)
The process of DDDM
is an interactive process
where schools use data
to target and support
continuous
improvement in their
own contexts.
vbk://9780190418434 (2018:79)
Turning data into
information may be
The process of DDDM is
described as a process
an interactive process
consisting of several
where schools use data to
steps – collecting, storing
target and support
and processing data, and
continuous improvement
then providing
in their own contexts.
information based on the
data.
vbk://9780190418434 (2018:79)
Effective curriculum management processes are cyclical and continuous, with no clear beginning or end.
vbk://9780190418434 (2018:79)
Data is key to continuous improvement.
vbk://9780190418434 (2018:79)
When you plan to solve problems, you must use data to provide insight and focus on your
goals.
vbk://9780190418434 (2018:79)
goals.
Data patterns reveal strengths and weaknesses and provide excellent direction.
vbk://9780190418434 (2018:79)
goals.
Learner achievement data is the most important data to focus on.
vbk://9780190418434 (2018:79)
goals.
Educators should understand that achievement data does not only come in the form of standardised
test and examination data.
vbk://9780190418434 (2018:79)
goals.
Educators should understand that achievement data does not only come in the form of standardised
test and examination data.
Periodic assessments provide immediate data relating to learner performance in a context-area (subject)
and grade level.
vbk://9780190418434 (2018:79)
THE
END

LO6 Discuss How The Findings of Quality Assurance Can Be Implement

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Learning Unit 4

LO6: Discuss how the findings of quality

PGPs are drawn

PGPs are drawn

PGPs are drawn

PGPs are drawn

PGPs are drawn The SIP will

They make systematic use of a wide array of data or evidence to

They make systematic use of a wide array of data or evidence to

Wilcox (2011) identified four fundamental aspects of this practice,

They make systematic use of a wide array of data or evidence to

Wilcox (2011) identified four fundamental aspects of this practice,

They make systematic use of a wide array of data or evidence to inform

Wilcox (2011) identified four fundamental aspects of this practice,

Wilcox (2011) identified four fundamental aspects of this practice, namely

Wilcox (2011) identified four fundamental aspects of this practice, namely

A plethora of unprocessed raw

A plethora of unprocessed raw

Data Driven Decision-Making

Data is key to continuous improvement.

Data is key to continuous improvement.

Data is key to continuous improvement.

Data is key to continuous improvement.

Learner achievement data is the most important data to focus on.

Data is key to continuous improvement.

Learner achievement data is the most important data to focus on.

Data is key to continuous improvement.

Learner achievement data is the most important data to focus on.

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