EDM 330 ASSIGNMENT 3 191097752

QUESTION 1
a) As an instructional leader, explain the concept of modelling in relation to professional
development.
The concept of modelling according to my understanding is to lead by example in whatever
feature, for example in terms of “instruction, dress, punctuality, ensuring that work is done
timeously and guaranteeing that the standard of work is of a high quality” so that others can
implement my practices and my styles (Sulasmi, 2021: 930).
I am the kind of teacher that others could look up to and model the practice. I have got a class
that I teach, and I try to do that with pride to provide a good role model for other teachers to
follow. If a teacher struggles with presenting a lesson, I present lessons it so as to copy.
I always want us to work as a team to tow in the same direction. I always encourage teachers
that if they are not happy, they must tell me up front. When teachers are happy, things are put
on the table and when they are involved in what is happening in school, the climate of teaching
and learning goes well.
b) How effective do you think modelling could be in developing good teaching and learning
practices in the classroom?
Modelling is an important strategy which enables all the students to observe the teachers
thought on their own manner, as they can understand it (Rexhepi, 2021:8). He further suggests
that school managers should lead teaching and learning through leading by example
(modelling), they should know what is happening in the classroom (monitoring). When teachers
explain, they also engage in the practice of modeling. Again modelling occurs when teachers
show students how to do things.
Teachers engage students who have understood a specific concepts and model the task to
others. Sometimes teachers can model the task, and then students work through the task
at their own speed. Task modelling occurs when the teacher demonstrates a task students,
which will be expected to do on their own. For example when doing physical education tasks,
and solving mathematical equations, the students can first observe what is expected of them
and so that they feel more comfortable in engaging in a new assignment (Rexhepi, 2021:13)

From modelling, teachers demonstrate different teaching tasks to their students so they can
understand them more easily. Modelling is like a connection between students and teachers
because from it all lessons become evident. Through modelling, students are actively involved in
the learning process and collaborative methods that support them to take leads. And through
modelling, improves the quality of classroom learning.

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c) An example of a model that I would use with a newly appointed or newly qualified teacher
in our school.
The model that I will use is induction, “even though, is a process that takes place over time,
even over the course of a year” Bush and Middlewood (2005: 142) state that induction has been
recognised as an important and necessary duty for school leaders. During induction, ways of
doing things are demonstrated and modelled.
The newly qualified or newly appointed teacher is supported to carry out responsibilities and
tasks well. I must assist the newly qualified or newly appointed teacher to know, understand
and understand the beliefs of the school. This goes beyond knowing the vision, mission, and
values statements of the school, to what these mean in practice. Therefore, mentoring can be
considered a part of induction. I will have a meeting with the new teacher once a month
throughout the year for more training and support. Bush and Middlewood (2005: 144) states
that the perfect result is for the new teacher to have a clear sense of what they need to do;
where things are; how things are done at the school; who they need to communicate with; who
can offer them support and what the hopes are.
A new teacher at a school can be supported by having a “teaching buddy” to help induct even
experienced teachers into a new school (Bush and Middlewood (2005: 145).
According to Bush and Middlewood (2005) it is also essential to introduce and welcome the new
teacher formally at assembly and even to their new classes.
d) What will be your goals during monitoring exercises in your school
The school management team (SMT) as instructional leaders are trusted to work together with
teachers in their effort to complete the set objectives including monitoring. The major goal
during monitoring is to evaluate whether the set objectives have been met. For example, to
regulate if the teachers give the student’s written work that is satisfactory, if teachers mark the
students work and give feedback on time, I randomly select a few learner exercise books from
each class to check the uniformity of written work given and the feedback written to learners. T
he Department of Basic Education (DBE) states that the school leadership could frequently
perform this exercise all through the year (DBE, 2011a, c). In the process, as leadership we get
an opportunity to value our strengths, identify needs and challenges for which we can develop
approaches to improve. By doing this the leaders would influence to achieve change and
improve the desired goals and teaching and learning.
The two Deputy Principals and the departmental heads meet every Tuesday to discuss the
monitoring of teaching and learning. We get reports from different departmental heads of the
performance of teachers in every subject.

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QUESTION 2
a) How do you as a leader use monitoring to effectively improve classroom practices? What
kind of monitoring strategies do I use and why?
Effective monitoring can aid in the detection of teaching and learning challenges so that they
can be tackled on time.
As a leader the monitoring strategies that we use on improving classroom practices are
assessment, feedback and monitoring instruments.
We use assessment as a strategy of monitoring teaching and learning which presents
information to leadership and other stakeholders to make informed decisions (Bush & Glover,
2012). The Department of Basic Education through the National Protocol for Assessment (DBE,
2011c) states that all classroom activities must be recorded, analysed and interpreted to assist
learners, parents and other stakeholders in making decisions about the learner’s progress (DBE,
2011c).
Positive assessment feedback is given to the students as feedback that gives approval to
performance, achievement and states what can be done to improve the work (DBE, 2011c).
When conducting assessment tasks, the task paper is first submitted to the Departmental Head
(DH) for pre-moderation for quality assurance before it is given to the learners (DBE, 2011c).
The instruments proposed for moderation of assessments are made to check the content
coverage, the level of difficulty, allocation of question type and of marks and grammar. If there
are things that need some change, I specify that to the teacher concerned.
During management of teaching and learning, monitoring instruments are also used to monitor
different activities. These include learner and/or teacher attendance, daily preparation, marking
of learner books, work completion, late arrival, or early departure. Each one of these has its
own monitoring apparatus (DBE, 2011c).
Period register is also an example of a monitoring apparatus that is used to monitor if the
teachers and learners are attending their periods of teaching and learning during the allocated
school period times. Frequently monitoring tools improve informed decision-making.
b) Explanation on how school principals can effectively manage teaching and learning, using
three examples.
Bush, T., et al., (2009) states that one of the most important activities for principals is managing
teaching and learning. This statement indicates that principals are instructional leaders and
should be involved actively in teaching and learning monitoring as part of their projects that are
important (Bush, 2013).
1. The principals directly monitored teachers’ performances through classroom observations.
Principals use the distributed method by monitoring teachers incidentally through the

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Departmental heads (DH) who are entrusted with the duty of classroom visits to check learners’
books and teachers’ assessment records. This assists the principals to have a bird’s eye view of
the instructional programme in their schools. To add on that, the principals controls the DHs
work to verify if that work is of high-quality.
2. Extra classes were introduced to extend the instructional time and further improve learner
achievement results. Remedial classes are offered in languages and mathematics to improve the
skills. By so doing the principal ensures that students attend the extra classes quickly and checks
their workbooks. The principal makes rounds during the last period when all teachers are busy
teaching in the classroom. In managing teaching and learning, principals have a responsibility to
control the curriculum across the school and to make certain that lessons take place in
classrooms.
3. We have book evaluations where we by chance review learners’ books and teachers’
programmes. Amongst the performances that principals commence to ensure quality of
teaching and learning involve the quality of assessing the performance of students through
inspection of results of examination and assessments tasks. This assists the principals to
interfere where is essential to support students and teachers to sustain extreme standards of
attainment. We check whether sufficient material is being covered. Thereafter, feedback is given
to teachers and any limitations are tackled.
QUESTION 3
a) As a school leader how would I maximise the effectiveness of our school in promoting,
developing and maintaining quality teaching? Developing Workplace Project.
1. Get people on board
 The school governing body (SGB)
 The principal and school management team (SMT)
 Teachers
 Non-educator staff
 Learners
 Parents or guardians of learners
 Relevant members of the community.
2. Assessing the current situation
I shared the findings with the SMT about the internal analysis of results as most learners
achieve their subjects on level 3. We discussed how to improve the quality of teaching for
students to pass level 5. We also discussed and investigate more results. We discovered that we
lose teaching time because the lessons always start late due to learners reporting late and this
affect negatively on promoting and maintaining quality teaching.
3. Create a plan

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The plan we created was to add up time in a week to recover the lost time and this was also
discussed with the students and other stakeholders involved for their views on how they think
should be done to maintain good teaching. We decided that to do this properly is to remind
ourselves the our mission as it states to improve the situation.
4. Test the strategies
We made an analysis on the weakness in teaching of specific maths concepts. Teachers must
attend workshops. A meeting with mathematics facilitator was arranged and conducted at
school.
Brought into line the planning in all classes of the grade to make certain that concepts are being
directed across the grades at the same time. These includes mental maths, weekly tests,
DH to do supportive class visits and check on moderation of learners’ workbooks.
Incorporate feedback from learners on their progress.
Assess assessment approaches and present data to staff to strengthen and assist learners
where necessary.
Interventions yield better results if they shift focus from learner performance only to include
the quality of teaching and learning.
Improving the learning environment, with the promotion of good relationships amongst
teachers, learners, families, school and community, is a vital component. Parental involvement
can be challenging but has been observed to be critical in promoting long-term school
improvement.
5. Keep everyone informed
Promote teacher efforts and leadership in promoting strategies to support buy-in.
Allocate leadership and responsibility to all role players.
Pilot this project with the aim of presenting it to Grades 4 and 5 to reduce challenges in Grade
6.
6. Evaluate the project
Feedback on project meetings. In monitoring we record what really happened and report on it.
Improving instructional content and practices is strengthened by mentoring teachers and
encouraging them to work collaboratively.
More grade teacher meetings to reflect on quality of teaching and learning (marking,
moderation, data analysis) and praise achievements (share these with learners).
7. Revision of the plan
An opportunity to celebrate our successes and a discussion of our concerns. To decide what we
are doing well, and where you may need some additional support.

QUESTION 4
a) What does it mean to teach?

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Amidon in Rajagopalan defined teaching as “an interactive process, primarily involving

classroom talk which takes place between teacher and pupil and happens during certain
definable activities” (2019: 5). Teaching is an action when a teacher imparts knowledge to the
students. This action is meant to inspire learning in a positive way on students.
For example, when I teach the students, I encourage and give them guidance and involve them
in different activities and discussions. When teaching, those that are slow in grasping the
content, I remediate to solve their learning problems.
b) What does it mean to learn?
To learn means to acquire skills and knowledge that are necessary in a subject through studying
or instruction and then transfer them in different contexts (Munna & Kalam, 2021). For
example, in creative arts, (performing arts), the students practice and then perform to
audiences. By so doing the students learn skills and knowledge. In sports, the students practice
their different skills and then apply them in competitions. Another example, I am grade 1
teacher and other students starts schooling not knowing how to write and they learn to write
by practicing writing. They usually learn from the teacher and the environment.
c) How would one define teaching and learning?
Munna & Kalam define “teaching and learning as a transformation process of knowledge from
teachers to students” (2021:1). Teaching and learning combine different aspects within where
the teacher identifies and establishes the learning goals and develops teaching resources and
applies the teaching and learning approach. Learning is a key element that a teacher must
consider while teaching students (Munna & Kalam 2021:1). For example, when I explain to students
a method for solving a mathematics problem to memorise the method then learning occurs through the
course of teaching. Teaching also would also occur when I set tasks such as reading a paragraph,
writing of a sentence for students to draw in for the purpose of learning.
d) What is the purpose of monitoring in the school context?
Bush and Glover (2012) define monitoring as an ongoing process undertaken to establish
whether teaching and learning are taking place as expected or not. On the other hand, Hardie
(1998) argues that monitoring is understood to answer the question; how are we doing? It
implies looking and checking without making value decisions or taking any action. Monitoring is
often conducted through assessment. In our school, we monitor by doing classroom visits and
observe teachers when teaching and give them with feedback both formally and informally.

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REFERENCES
Bush,T., Joubert.,R , Kiggundu, E. & van Rooyen,J. (2009). Managing teaching and learning in South
African schools. International Journal of Educational Development. Elsevier Ltd.

Bush, T., & Glover, T. (2012). Distributed Leadership in Action: Leading high-performing
leadership teams in English Schools. School Leadership and Management, 32(1), 21 – 36.
Bush, T. & Middlewood, D. (2005). Leading and managing people in education. London: Sage.
DBE. (2011a). Curriculum and Assessment Policy for approved subjects. Pretoria: Government
Printer.
Hardie, B. (1998). Managing Monitoring and Evaluation. In D. Middlewood and J. Lumby (eds),
Strategic Management in Schools and Colleges. London: Paul Chapman Publishers.
Munna, A.S. & Kalam, M.A. (2021). Teaching and learning process to enhance teaching
effectiveness: A literature review, International Journal of Humanities and Innovation (IJHI) Vol
4, No 1, pp 1-4.
Rajagopalan, I. (2019). Concept of teaching. International Journal of Education. Vol.7, No 2,
March 2019.
Rexhepi, B. (2021). Modelling as an instructional strategy in language teaching process: Journal
Pendas Mahakam. Vol 6 (1). 8-16. June 2021
Sulasmi, E. (2021). Effectiveness of Modeling Learning Strategies to improve Student Learning
Outcomes. Budapest International Research and Critics Institute (BIRCI-Journal) Humanities and
Social Sciences 4(1):926-936 DOI:10.33258/birci.v4i1.1694