Assessment of Needs and Capacity of District Office Professional Staff

More documents

Recommendations

Info

JOB REQUIREMENTS • Provide effective and efficient classroom teaching and learning support to teachers • Develop an effective and efficient communication with schools within District and with the community • Develop year/action plans and budgets in accordance with the PMDS • Establish and maintain functional curriculum structures • Collect and maintain databases for learning areas / subjects within their Districts • Monitor and evaluate curriculum programmes • Provide pastoral support (guidance & counselling) to learners whenever requested by institutions • Support initiatives to improve numeracy, literacy and IT as well as access to the wider curriculum • Facilitate curriculum development at Institution / District / Provincial / National level • Promote National Campaign of Culture of Teaching, Learning and Service (COLTS) • Assess professional development needs by using questionnaires, informal methods and development appraisals • Support / plan staff development activities based on needs and which are congruent with principles and values of the applicable policy frameworks and plans • Other job requirements in the performance area LOW HIGH IMPORTANCE 77 FREQUENCY OF APPLICATION LOW HIGH NR 1&2 3 4 &5 % NR 1&2 3 4 &5 % 47 62 86 493 77% 69 122 141 356 58% 47 62 92 487 76% 73 115 167 333 54% 84 75 102 427 71% 115 128 180 265 46% 49 58 108 475 74% 68 112 229 281 45% 59 70 136 425 67% 92 167 183 248 41% 43 66 112 469 72% 65 122 180 323 52% 110 157 105 314 55% 133 253 138 162 29% 78 125 124 361 59% 91 219 173 207 35% 39 62 122 467 72% 60 141 178 311 49% 49 23 108 510 80% 87 71 174 358 59% 68 71 159 388 63% 102 188 210 186 32% 82 45 120 441 73% 118 134 212 224 39% 146 59 188 293 54% 174 98 226 190 37%
The table shows job requirements by importance and frequency of application. The most important job requirements are those that are of high importance (checked 4 or 5) and are frequently applied (checked 4 or 5). The percentages provided in the table reflect the percentage of 4s and 5s that were checked as a proportion of the total number of responses to that specific item. This is intended to provide a quick view of the items that were considered important and those that were considered as less important. Generally, all the responsibilities noted were considered to be important. Those responsibilities that were considered by the overall sample as least important, however, were: � Coordination of distribution of stock to schools � Providing professional support to learners when requested and support initiatives for numeracy The responsibilities that were considered to be of critical importance were: � Providing guidance and assistance in learner assessment � Providing guidance and support in learning area � Providing effective classroom teaching and learning support � Developing effective communication with schools � Promotion of the COLT campaign Most respondents agreed that promoting the National campaign of culture of teaching, learning and service is of the highest priority. The responses have distinguished between Subject Advisors and EDOs. More evidence in this regard is presented. Table 26 notes the assessment of responsibilities for each job class – CES, EDO, Subject Advisor and Lecturer. Although there is overall agreement that all job requirements are generally important, there are differences in perceptions between the groups or job classes. Subject Advisors have naturally chosen curriculum related job requirements as more critical, while EDOs have chosen the management related responsibilities as most essential. As a result, there is some differentiation of job requirements where EDOs have given more importance to effective communication with schools and assisting principals with the equitable deployment of staff. Subject Advisors, on the other hand, have given priority to assisting principals with the organization of exams, providing guidance and support on learning area and subject content and facilitating curriculum development. The pattern of responses has indicated that there is a general lack of clarity on job requirements. As will be noted in Table 24, many of the staff, both EDOs and Subject Advisors, identified a few job responsibilities that are generally perceived to be critical, as less important. 78
Page 1 and 2:
Province of the EASTERN CAPE DEPART
Page 4:
TABLE OF CONTENTS LIST OF TABLES
Page 7 and 8:
Table 43: Training Options : Budget
Page 10 and 11:
1. INTRODUCTION BACKGROUND The Depa
Page 12 and 13:
7. To provide an opportunity for di
Page 14 and 15:
d) Capacity in Budget & Finance Man
Page 16 and 17:
o) Capacity in Organizational Devel
Page 18 and 19:
2. THE CONTEXT OF PROFESSIONAL DEVE
Page 20 and 21:
Fragmentation of Responsibilities i
Page 22 and 23:
3. STAFFING PROFILES This section o
Page 24 and 25:
JOB TITLE OR POSITION Table 2: Job
Page 26 and 27:
The data presented in Table 9 summa
Page 28 and 29: DISTRICT Grahamstown King William
Page 30 and 31: Table 7: Overall Qualification by C
Page 32 and 33: DISTRICT District Not Available A2
Page 34 and 35: # District 1 Bizana 2 Butterworth 3
Page 36 and 37: 4. ROLES & RESPONSIBILITIES OF STAF
Page 38 and 39: The comments are insightful. They r
Page 40 and 41: CATEGORIES DISCIPLINE ASSESSMENT AN
Page 42 and 43: CATEGORIES CAPACITY BUILDING ROLES
Page 44 and 45: CATEGORIES FINANCIAL MANAGEMENT CAP
Page 46 and 47: CATEGO RIES STAFFING CONDITIONS OF
Page 48 and 49: CATEGO RIES PLANNING AN ANALYSIS OF
Page 50 and 51: CATEGO RIES AN ANALYSIS OF ISSUES A
Page 52 and 53: CATEGO RIES SERVICE DELIVERY AN ANA
Page 54 and 55: CATEGO RIES CURRICULUM AN ANALYSIS
Page 56 and 57: Table 18: Comments from Community I
Page 58 and 59: CATEGORIES POLICY PROCEDURES AND PR
Page 60 and 61: CATEGORIES LEARNER TEACHER SUPPORT
Page 62 and 63: CATEGORIES POLICY FINANCIAL RECORDS
Page 64 and 65: PERSONAL DEVELOPMENT ROLES & RESPON
Page 66 and 67: CATEGORIES CURRICULUM COMMUNICATION
Page 68 and 69: CATEGORIES COMMUNIC ATION STAFF CAP
Page 70 and 71: Table 24: Gaps & Issues in the Supp
Page 72 and 73: COMPONENT OF WHOLENESS IN SCHOOL OP
Page 74 and 75: 5. A FRAMEWORK OF RESPONSIBILITIES
Page 76 and 77: AREA OF CAPACITY FOR UNDERTAKING RE
Page 80 and 81: JOB REQUIREMENTS • Assist princip
Page 82 and 83: JOB REQUIREMENTS • Support initia
Page 84 and 85: AREA OF FOCUS • Assist principal
Page 86 and 87: 5b. LEADERSHIP AND MANAGEMENT DEVEL
Page 88 and 89: Table 32: Capacity: Leadership & Ma
Page 90 and 91: 5c. PLANNING INTERVENTIONS JOB REQU
Page 92 and 93: Table 38: Self Assessment by Staff
Page 94 and 95: When one examines job requirements
Page 96 and 97: JOB REQUIREMENTS • Assist schools
Page 98 and 99: Table 43: Training Options: Budget
Page 100 and 101: Table 46: Job Requirements by Staff
Page 102 and 103: JOB REQUIREMENTS • Monitor, evalu
Page 104 and 105: JOB REQUIREMENTS • Able to integr
Page 106 and 107: Training Options Table 53 and Table
Page 108 and 109: Table 54: Job Requirements: Program
Page 110 and 111: Personal Capacity As noted in Table
Page 112 and 113: Table 59: Training Options by Staff
Page 114 and 115: JOB REQUIREMENTS • Understands De
Page 116 and 117: experiential, and participants shou
Page 118 and 119: Table 65: Job Requirements by Staff
Page 120 and 121: • Customer Care Training Options
Page 122 and 123: JOB REQUIREMENTS • Create and mon
Page 124 and 125: 5k. CAPACITY TO COMMUNICATE Communi
Page 126 and 127: � Liaising with stakeholders insi
Page 128 and 129:
JOB REQUIREMENTS • Communicate bo
Page 130 and 131:
OPTIONS FOR TRAINING • Effective
Page 132 and 133:
6. PRIORITY AREAS FOR TRAINING The
Page 134 and 135:
CATEGORIES DISCIPLINE ASSESSMENT AN
Page 136 and 137:
AREA OF ANALYSIS OF JOB REQUIREMENT
Page 138 and 139:
CORE CONTENT MANAGEMENT & LEADERSHI
Page 140 and 141:
INFORMATION AND COMMUNICATION TECHN
Page 142 and 143:
MANAGEMENT AND LEADERSHIP Values &
Page 144 and 145:
COMMUNICATION AND INTERPERSONAL SKI
Page 146 and 147:
Pre-Course Processes Figure 4. Stru
Page 148 and 149:
7. PROGRAMMING IMPLICATIONS FOR THE
Page 150 and 151:
terms of physical space, but also i
Page 152 and 153:
Mobilization Strategy The Institute
Page 154 and 155:
8. CONCLUSION AND RECOMMENDATIONS T
Page 156:
APPENDIX 1 NEEDS & CAPACITY ASSESSM
Page 160:
APPENDIX 3 COURSES FOR CONSIDERATIO
Page 164 and 165:
BACKGROUND, PURPOSE AND STRUCTURE O
Page 166:
In sum, the questionnaire seeks to
Page 169 and 170:
7. Job related Problems and Challen
Page 171 and 172:
TITLE CORE JOB CONTENT REQUIREMENTS
Page 173 and 174:
TITLE BUDGET AND FINANCE MANAGEMENT
Page 175 and 176:
TITLE CLIENT ORIENTATION, CUSTOMER
Page 177 and 178:
TITLE PEOPLE MANAGEMENT &EMPOWERMEN
Page 179 and 180:
ADDITIONAL EDUCATION AND TRAINING C
Page 181 and 182:
SELF ASSESSMENT OF PERSONAL CAPACIT
Page 183 and 184:
Page 185 and 186:
Page 187 and 188:
Page 189 and 190:
Page 191 and 192:
Page 193 and 194:
RELATIONAL NETWORK OR THE INDIVIDUA
Page 195 and 196:
Training Options • Managing Chang
Page 197 and 198:
EXPLORING OPTIONS FOR TRAINING cont
Page 199 and 200:
Most Convenient Period of Training
Page 201 and 202:
What percentage of time on a monthl
Page 203 and 204:
DEPARTMENT OF EDUCATION Province of
Page 205 and 206:
BACKGROUND INTRODUCTION The Departm
Page 207 and 208:
APPROACH 1. Use of a whole school e
Page 209 and 210:
Res ou rce Manage ment Physical Spa
Page 211 and 212:
AWARENESS OF THE CONTEXT ENVIRONMEN
Page 213 and 214:
SCHOOL GOVERNANCE 11
Page 215 and 216:
CHALLENGES & ISSUES IN TERMS OF GOV
Page 217 and 218:
EFFECTIVE LEADERSHIP AND MANAGEMENT
Page 219 and 220:
SCHOOL ADMINISTRATION 17
Page 221 and 222:
EFFECTIVE SCHOOL ADMINISTRATION CHA
Page 223 and 224:
MANAGEMENT OF SCHOOL RESOURCES : FI
Page 225 and 226:
MANAGEMENT OF SCHOOL RESOURCES : HU
Page 227 and 228:
MANAGEMENT OF SCHOOL RESOURCES : PH
Page 229 and 230:
LEARNER WELFARE 27
Page 231 and 232:
CHALLENGES & ISSUES MANAGING LEARNE
Page 233 and 234:
MANAGING EDUCATOR WELFARE CRITICAL
Page 235 and 236:
CURRICULUM MANAGEMENT 33
Page 237 and 238:
CHALLENGES & ISSUES CURRICULUM MANA
Page 239 and 240:
COMMUNITY INVOLVEMENT CRITICAL ACTI
Page 241 and 242:
QUALITY ASSURANCE 39
Page 243 and 244:
CHALLENGES & ISSUES QUALITY ASSURAN
Page 245 and 246:
COURSES FOR CONSIDERATION IN CAPACI
Page 247 and 248:
CURRICULUM MANAGEMENT • Implement
show all

Assessment of Needs and Capacity of District Office Professional Staff

Create successful ePaper yourself

Delete template?

Save as template?