The Teaching Profession: Empowering Teachers for Purposeful Progression
Delve into the essence of the teaching profession as it empowers educators to go beyond routine tasks and embrace a revolutionary approach anchored in vision and passion. Explore how teachers can connect with learners, drive curriculum delivery, and foster purposeful progression in learning, all while keeping the focus on excellence and influence within the educational landscape.
- Teaching Profession
- Teacher Development
- Classroom Practice
- Educational Empowerment
- Curriculum Management
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The Teaching Profession in the Hands of the Teacher Curriculum & Classroom Practice The Centrality of the Teacher Mr. Khomo S. S, Mr. Khomo S. S, Umlazi District Chief Education Specialist , TD Umlazi District Chief Education Specialist , TD
The Teaching Profession in the Hands of the Teacher I have deliberately paraphrased the THEME Logical Question : What Teacher is the teaching profession in the hands of? [ The Character / DNA ] The THEME is about a teacher ( all levels ) whose performance mandate is anchored in Vision & Revolution, NOT on routine & compensation.
The Teaching Profession in the Hands of the Teacher The THEME is about teachers who interrogate their daily classroom interactions with learners with these questions: 1. Am I appointed to 1. Am I appointed to PERFORM 2. Whose subject am I teaching in the classroom? 2. Whose subject am I teaching in the classroom? 3. Are my clients ( learners ) in my Class / my school 3. Are my clients ( learners ) in my Class / my school because I am the BEST option or the ONLY option? because I am the BEST option or the ONLY option? 4. Do I ( my school ) exist in the profession for statistical 4. Do I ( my school ) exist in the profession for statistical reasons or for revolutionary cause? [ reasons or for revolutionary cause? [ Living beyond Existence PERFORM or is performance a or is performance a CHOICE? CHOICE? Living beyond Existence ] ]
The Teaching Profession in the Hands of the Teacher Staffroom Keeping the IC in our line of sight - building a capable classroom SMT Classroom Focus : T-L-C Instructional Core Connections that Matters : Connections that Matters : 1) How am I connecting with the TLC in the critical unit of curriculum delivery?[ Classroom] 2) How am I connecting as an INFLUENCER with the machinery of curriculum management? 3) How am I connecting with the village hopes & scaffolding the aspirations to reality?
The Teaching Profession in the Hands of the Teacher THE TEACHER AT THE CENTRE OF THE CONNECTIONS Common Cause Common Cause : PAM: JD for Teachers: : PAM: JD for Teachers: Paragraph 3.1.1 To engage in classroom teaching To engage in classroom teaching which will foster which will foster purposeful progression in learning progression in learning No Ambiguity Paragraph 3.1.1 : : purposeful No Ambiguity What does Purposeful Progression mean? What does Purposeful Progression mean? It must be defined through the organisational ( personal ) vision & It must be defined through the organisational ( personal ) vision & organisational ( personal ) revolution organisational ( personal ) revolution -- -- ( Revolution : A turn around in the way of thinking & doing things ) ( Revolution : A turn around in the way of thinking & doing things )
The Teaching Profession in the Hands of the Teacher WHAT DOES INSTRUCTIONAL CORE LOOK LIKE TO THE TEACHER IN WHOSE HANDS THE TEACHING PROFESSION IS? 1. It is a practice of Intentional rather that routine classroom interaction 1. It is a practice of Intentional rather that routine classroom interaction 2. It is about reinforcing concept understanding for learners rather than 2. It is about reinforcing concept understanding for learners rather than ensuring alignment with the ATP ensuring alignment with the ATP tick box exercise [ [ Curriculum coverage is NOT about the teacher but the learner ] Curriculum coverage is NOT about the teacher but the learner ] tick box exercise 3. 3. It is about conducting MORE assessments FOR learning rather that It is about conducting MORE assessments FOR learning rather that assessment of learning assessment of learning [ Spend time on informal to master the formal ] [ Spend time on informal to master the formal ] 4. It about being TRUE to the teaching cycle of 4. It about being TRUE to the teaching cycle of Teach Teach- -Assess Assess- -Analyze Analyze- -Remediate Remediate
The Teaching Profession in the Hands of the Teacher The 2022 International Teachers Day Theme : Transformation of Education begins with the Teacher What is the relevance of this theme to the THEME for this Conference and the Sub-theme for this parallel Session : Curriculum & Classroom Practice Unless the Education Sector is intentional in investing in the Unless the Education Sector is intentional in investing in the Teacher as the centre piece for Curriculum Delivery, the rest Teacher as the centre piece for Curriculum Delivery, the rest is all but a pipe dream. is all but a pipe dream.
The Teaching Profession in the Hands of the Teacher In an attempt to prepare Teachers ( All levels ) for the changing environments, the Minister of Education stated : Speech by Minister, 20 Jan. 2022 : we are increasingly prioritising interventions, improvement programmes, and policies that target improved quality of learning and teaching; and implementing accountability systems to ensure that quality outcomes are achieved right through the basic education system. [ Your school incl. ] Given South Africa s divided past, and the continued negative impact of socio-economic realities on learning outcomes, the interventions and improvement programmes we continuously introduce, are an attempt to counteract the unintended negative impact and learning deficits on learner attainment.
The Teaching Profession in the Hands of the Teacher CURRICULUM TAKE CURRICULUM TAKE- -AWAYS AWAYS Curriculum is to be viewed as a continuum & as such the GET /FET Curriculum is to be viewed as a continuum & as such the GET /FET mentality needs interrogation mentality needs interrogation --- --- the lopsided investment regime # Purposive Interventions # Purposive Interventions : : Are the interventions that teachers make Are the interventions that teachers make intentional or interventions for the sake of intervention intentional or interventions for the sake of intervention # Myths & Misconceptions # Myths & Misconceptions : : a) Matric results are made in Grade 12 a) Matric results are made in Grade 12 b) Learners in lower grades still have enough time to learn and catch up b) Learners in lower grades still have enough time to learn and catch up c) Results will come whether we intervene or not c) Results will come whether we intervene or not The the lopsided investment regime The system is in place system is in place # Disjuncture # Disjuncture : Teachers teach at one level and assess at another level : Teachers teach at one level and assess at another level QUESTION QUESTION : : HOW ARE TEACHERS FACTORING THESE MATTERS INTO THEIR PLANNING HOW ARE TEACHERS FACTORING THESE MATTERS INTO THEIR PLANNING
CRITICAL PRONOUNCEMENTS CRITICAL PRONOUNCEMENTS ARGUMENTS RAISED : ARGUMENTS RAISED : CD, Dr. Dr. Makhathini Makhathini : Curriculum is to be viewed as a continuum & : Curriculum is to be viewed as a continuum & as such the GET /FET mentality needs as such the GET /FET mentality needs interrogation interrogation --- # Purposive Interventions # Purposive Interventions : : Are the interventions that districts Are the interventions that districts intentional or interventions for the sake of intervention intentional or interventions for the sake of intervention # Myths & Misconceptions # Myths & Misconceptions : : a) Matric results are made in Grade 12 a) Matric results are made in Grade 12 b) Learners in lower grades still have enough time to and catch up b) Learners in lower grades still have enough time to and catch up c) Results will come whether we intervene or not c) Results will come whether we intervene or not system in place # Disjuncture # Disjuncture : Teachers teach at one level and assess at another level : Teachers teach at one level and assess at another level CD, --- the lopsided funding regime the lopsided funding regime system in place QUESTION QUESTION : : HOW ARE DISTRICTS FACTORING THESE MATTERS INTO THEIR PLANNING HOW ARE DISTRICTS FACTORING THESE MATTERS INTO THEIR PLANNING
The Teaching Profession in the Hands of the Teacher
The Teaching Profession in the Hands of the Teacher If Not Us then Who? If Not Now then When? Malcom X The Teaching Profession is in the Hands of Teachers
