STUDY NOTES
This is my summary of Teacher Empowerment for
Section A of the examination. Focused on what was
highlighted in previous examinations here and there
and I used a lot of the notes and summaries shared
Figuring it out in the public domain.
HBEDTL6
Teacher Empowerment
,Contents
Chapter 1 - Empowerment of teacher as curriculum agent. ........................................................................................... 3
1.1 Introduction .................................................................................................................................................... 3
1.2 Notional and concept statement. ................................................................................................................... 3
1.3 Manifestations of empowerment: ........................................................................................................................ 4
1.4 Conditions &supporting factors: ........................................................................................................................... 5
1.5 Role of leadership in Empowerment process: ...................................................................................................... 5
1.6 The empowered teacher: a synthesis: .................................................................................................................. 7
OBE vs. CAPS ............................................................................................................................................................... 8
Chapter 2 - Curriculum studies as a field of study .......................................................................................................... 9
2.1 Necessity of relevant Curriculum Development for developing SA. ..................................................................... 9
2.2 Curriculum studies (CS) as field of study: .............................................................................................................. 9
Chapter 3 - The Process of Curriculum Development ................................................................................................... 13
3.1 Possible Interpretations ...................................................................................................................................... 13
3.2 Approaches and paradigms to Curriculum Development and inquiry ................................................................ 14
3.2 Orientations in respect of curriculum development. ......................................................................................... 14
3.4 Manifestation of curriculum ............................................................................................................................... 15
3.5 Principles of Curriculum Development. .............................................................................................................. 15
Chapter 4: Effective Curriculum Design for Dynamic Curriculum Development ........................................................... 16
4.1 Introduction .................................................................................................................................................. 16
4.2 Clarification of the concept: the interdisciplinary nature of curriculum design ................................................ 16
4.3 Levels on which curriculum design may take place ........................................................................................ 17
4.4 The process of curriculum design ....................................................................................................................... 17
4.5 Components of curriculum design for micro curriculum development. ............................................................. 18
Chapter 5, Curriculum Dissemination is a Critical Phase within Dynamic Curriculum Development ............................ 24
5.1 Dissemination as a phase ............................................................................................................................... 24
5.2 Dissemination and the involvement of all role-players ................................................................................. 24
5.3 Curriculum dissemination as social structure .................................................................................................. 26
5.4 Aims of curriculum dissemination ................................................................................................................ 26
5.5. Strategies and procedures for curriculum dissemination ............................................................................. 27
5.6 Procedures for curriculum dissemination. .................................................................................................... 27
5.7 Models of Curriculum dissemination. ........................................................................................................... 28
5.8 Logistical Aspects ................................................................................................................................................ 29
5.9 Communication within curriculum dissemination ........................................................................................ 30
Chapter 6 - Successful Curriculum Implementation ..................................................................................................... 31
6.1 Introduction .................................................................................................................................................. 31
1
, 6.2 Determination factors for successful implementation........................................................................................ 31
6.3. Levels of Implementation ............................................................................................................................. 32
6.4. Implementation Strategies........................................................................................................................... 32
Chapter 7: Comprehensive Curriculum Evaluation ....................................................................................................... 34
7.1 Introduction .................................................................................................................................................. 34
7.2 Evaluation of the curriculum: A field description ................................................................................................ 34
7.3 Models of curriculum evaluation ........................................................................................................................ 35
7.4 Forms of curriculum evaluation .................................................................................................................... 36
7.6 Evaluation of a curriculum with the aid of a checklist ................................................................................... 37
Chapter 8. The Operations of the Curriculum ............................................................................................................... 38
8.1 Introduction ................................................................................................................................................. 38
8.2 Situation analysis of the community ............................................................................................................. 38
8.3 Situation analysis of a school ........................................................................................................................ 38
8.4 Vision and mission formulation for a school ................................................................................................. 39
8.5 Educational, teaching and school goals ........................................................................................................ 39
8.6 Subject curriculum development .................................................................................................................. 39
Chapter 9. The Responsivity of the Empowered Teacher with regards to Curriculum Development. .......................... 40
9.1 Introductory orientation .............................................................................................................................. 40
9.2 The teacher’s curriculum function in the respective curriculum fields/sectors. ........................................... 40
9.3 The role of training and other factors in the process of empowerment. ...................................................... 42
2
, Empowerment Of Teacher
As Curriculum Agent 1
Chapter 1 - Empowerment of teacher as curriculum agent.
1.1 Introduction
(pg. 1 in Text Book)
Teachers must be systematically empowered in curriculum development to optimize teaching/learning
events in classroom.
Curriculum development, contributes to develop learner's potential optimally.
Teacher's adaptation & style determine the quality of classroom activities.
Learners can also develop a feeling of interdependence in the class.
Empowered teacher not regard the syllabus as a recipe, but opportunities to experiment & make it relevant
& meaningful (& it requires specific knowledge, skills, proficiency).
Teacher act as facilitator & make children realize they have a share in own learning.
Teacher is not only a receiver of curricula, but developer of curricula! - Curriculum agents
Teacher accepts responsibility that they are adequately empowered - self- empowerment NB.
Curriculum development must not be a domain of specialists and "those who know" (outside class!!!)
1.2 Notional and concept statement.
(pg. 3 in Text Book)
Empowerment
Process of development & growth through which person goes which enables him to make independent decisions &
act autonomously & independently makes a contribution towards development of his particular environment.
Why is it important to empower teachers in Curriculum development?
I. Process of growth and development - enable teacher to not only optimize teaching-learning situation but
also own potential as educator.
II. Teachers has a right to be involved – professionals – decide what and how taught!
III. Allow participation & give equal right to decision-making, e.g. content-related discussions
IV. Respect as professional especially in classroom and subject decision making.
V. Growth & development – in ongoing training.
VI. Exposition to formal and informal curriculum discussions with fellow teachers
VII. Growth in professionalism as teachers make decisions & take responsibility.
Factors that hinder empowerment in specific situations.
1. Being excluded form Curriculum development
2. Being deprived from relevant information
3. Curriculum decisions being imposed on teachers
4. Lack of necessary resources
5. Lack of support from seniors and curriculum specialist.
3
,Give teachers more individual autonomy, discretion, control in conducting work - encourages greater sense
of ownership & responsibility for quality student learning
Community in which Empowerment can thrive:
Shared norms & values Reflective dialogue
Collective focus on student learning Collaboration
Teacher decision maker & not empowered by others.
Empowerment strengthens teacher and learner motivation.
Empowerment takes place through process & is not without structure.
Key to empowerment – teacher involvement.
Conditions for teacher empowerment have to be created in a school setting:
Fostering of caring relationships
Build structure & social support
Identification of shared instructional strengths.
Benefits of teacher Empowerment: Profile of an empowered teacher
Teacher job performance increase improved teacher morale
Teacher knowledge of subject matter increase higher learner motivation & achievement
Clear about the curriculum that he/she teaches
Takes decisions that he can back up
Has good report with all stakeholders
Takes part in professional development initiative.
1.3 Manifestations of empowerment:
(pg. 7 in Text Book)
A situational analysis of empowerment:
1. Teacher’s empowerment = greater professionalization with more authority, status and individual growth.
2. Although teachers have greater control, it is monitored during a weekly meeting with the principal.
3. The culture and needs of the children are taking into consideration to have learning that is more effective.
4. Teaching methods are refined based on the knowledge received during curriculum development.
5. As teachers are part of the curriculum development they acquire specific visions that lead to learning that is
more effective.
6. The fact the teachers take part in the curriculum development builds their confidence and promotes social
interaction.
7. They are part of the development of the curriculum and therefore they follow clear objectives and maintain
healthy working relationships with the learners and other staff.
I. Professionalisation
Development of greater professionalisation with granting of more authority, status and individual growth.
Also teamwork and acknowledging of work by colleagues.
No risk attached to give teachers greater control of Curriculum development but MONITORED.
II. Liberal Humanism
Strong emphasis is placed on freedom and emancipation meaning - Persons right to design curricula & child
studies are accentuated.
Specific institutional structures not always taken into account – can be limiting
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,III. Critical theory
Purpose of critical theory – to address &rectify situation in which people suffers & lives are regulated.
Empowerment manifested in three areas:
Field of status,
Knowledge,
Being able to make decisions for oneself.
*Empowerment manifests in different ways and different meaning for everyone.
1.4 Conditions &supporting factors:
(pg. 9 in Text Book)
• Democratic climate conductive to stimulation of Empowerment.
• Culture of school key to greater effectiveness.
• Culture in school asks questions & influences teacher’s commitment to & assumption of values, loyalty
to school and productivity.
• Principle of empowerment must already begin during initial training.
• School’s organization must promote Empowerment.
• Principals must realize teachers able to determine own requirements & able to grow within this
development if scope to do so is allowed.
• Support, time & scope allowed for above.
Prevent empowerment of teachers
1. Not enough time and scope allowed to teachers
2. Principal holds authority of syllabus – not democratic climate
3. Teachers do not have sufficient training or experience.
4. Teachers do not have clarity on what empowerment means.
5. Conflict between role players
1.5 Role of leadership in Empowerment process:
(pg. 10 in Text Book)
• Clear connection between standard of leadership and standard of empowerment.
• Principal will have to make conscious commitment in regards to empowerment of staff.
• Principals must go through process of Empowerment self.
• Leadership required facilitating empowerment.
• Teachers put at centre of reform and used as catalysts for change & renewal.
• School principals have NB role in teacher Empowerment (not mean lose authority/disempowered)!
• Particular leadership style & management style other that traditional required.
• Principal’s role – facilitator & empowered.
• Particular vision (as to what must be achieved) & joint effort must be present!
• Purpose: Prepare learners more effectively for society within which they will live.
5
,How would you empower your teachers regarding Curriculum development?
Describe the steps that you would take to empower your teachers with regard to curriculum development.
Large measure of success depends on standard of interaction between school principals & staff!
1. Building up confidence. 4. Maintain good communication
2. Promoting social interaction. 5. Carrying out effective conflict resolution.
3. Maintain and promote good personnel 6. Drawing and following up clear objectives.
relationships. 7. Maintain healthy working relationships.
Terry: Outstanding principals go beyond merely involving teachers in decision making….3 steps:
1. Provide supportive environment
2. Facilitate reflective practices (evaluate)
3. Make possible for teachers to implement ideas & programs
*Educational leaders should maintain good human relations, identify potential, maintain good interpersonal
communication & must show teachers they have enough confidence to give them freedom to plan professional
programs & make independent decisions.
Promote teacher participation in decision-making (4 Phases)
Preparedness.
Belief in participating in decision-making Begin on small scale
Evaluate staff – how receptive the are Build knowledge to take informed decisions
Show confidence & support Develop personnel’s expertise
Be patient & realistic Develop good communication channels
Experimentation
Rounding off & refinement
Institutionalize
What should teachers be empowered for?
Development of curriculum Selection of instructional material
Evaluation of students Personnel development programs
*Determination of instructional styles
Sergiovanni’s ‘value-oriented-leadership’:
Two types of Leadership:
Transactional (value):
Bartering: Negotiation takes place between leader & follower
Value added:
Characterised by 3 phases
Phase 1: Support phase characterized by uncertainty because the potential to be identified,
Phase 2: So-called Bonding: Specific value system begun developing – persons identify with it Leader
& follower ‘bonded’ together.
Phase 3: Banking: Principle remain facilitator but Teachers are now ALL LEADERS
Above confirmed MODUS OPERANDI (Reep & Grier) – stresses willingness to TAKE RISKS if you are dedicated to risk-
taking efforts, you must provide a safety net for those testing the new waters and communicate to your staff that
failure is acceptable.
6
,1.6 The empowered teacher: a synthesis:
(pg. 15 in Text Book)
As an empowered teacher, I should take the following responsibilities:
• Teachers must have at their disposal specific curriculum skills & knowledge to be effectively involved in
& outside classroom
• Teachers must be able to do microcirculation inside class BUT ALSO curriculum development activities
outside class.
• Process of teacher empowerment includes:
Involvement of syllabus development;
School curriculum development;
Fuller subject knowledge;
Broad curriculum
• To keep up to date with all latest developments in the community and the working world
• I would communicate all queries/problems/input to the relevant authorities for clarity, advice
• I would be actively involved in curriculum activities – I was an examiner for this subject for many years
• Be involved in subject related committees – e.g. we had subject committees across the various
campuses.
• To be involved in this way it requires certain aptitude, knowledge, skills. Since it will be manifested in
different ways.
• Teacher is not only the implementer, but also a development agent – develop & apply relevant curricula
dynamically & creatively.
• Teacher can contribute to development & change of environment.
• Self-empowered process
• Not only affected by outside agents – self be an agent for change.
• Teacher required having broad knowledge & understanding of educational views, A knowledge of
children,
• Positive teaching aptitude and educational relationships,
• Knowledge & expertise in general & particular curriculum studies.
• Teacher – subject specialist, consider & be involved in general curriculum aspects.
• Creative thinking essential for curriculum.
• Teachers will begin to have a say in decision-making.
• Begin to function as researchers, no longer civil slaves! Rather ‘empowered practitioners’.
• Beginner teachers not only trained to teach well, but also bring about change if needed.
• Teachers will always remain ‘students’ & active learners.
7
, Paper: June 2015
Question 2.4
OBE vs. CAPS
OBE advantages:
i. Teachers could plan their own lessons according to the level of their children.
ii. Teachers had more freedom in curriculum development and could use material that
would interest their learners on a cultural level.
iii. Learners had to explore the world and resource learning areas on their own, leading to
an expansion of their world and knowledge.
iv. Learners worked in groups at their own level and received lessons that they could
master.
OBE disadvantages:
i. Poorly resourced learners i.e. little or no access to library, books, magazines, newspapers
ii. The demands on educators to plan OBE lessons is excessive and unrealistic
iii. Failure by the DoE to present educators with a sample set of lesson plans per subject
which can be implemented immediately and which can allow educators to improve
upon.
iv. Failure to consider that large class sizes are not suitable to OBE.
CAPS advantages:
i. Lessons are worked out per term and per week.
ii. Workbooks supplied by DoE for children to work in
iii. Learners must achieve 50% for Home language, 40% for FAL and Math to pass.
iv. The whole country on the same level and page at a time and moving to another province
is not a problem.
v. DoE has Roadshows and Workshops on a regular basis.
CAPS disadvantages:
i. Large class sizes and learners on so many levels in one class makes it difficult to keep up
to date with planned schedule.
ii. Some schools do not use just DoE Textbooks and Workbooks and are on a higher level
than other schools.
iii. Some schools force children of 5 to go to Gr.1 and others tell them to wait until the child
is 6 before he goes to Gr.1. Thus children differ more than a year in one class and is not
on the same emotional level.
iv. CAPS does not make provision for Special Needs children that cannot keep up with the
pace of CAPS.
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