Transcript ZENEX ACE: SCHOOL LEADERSHIP RESEARCH: INTERIM …

ZENEX ACE: SCHOOL
LEADERSHIP RESEARCH:
INTERIM FINDINGS
TONY BUSH, NTOMBOZUKO DUKU, EDITH
KIGGUNDU, SORAYA KOLA, VUYISILE
MSILA AND PONTSO MOOROSI
Introduction
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SA is one of many countries seeking to improve
school leadership effectiveness
A national ACE qualification for aspiring
principals is being piloted: 2007-2010
This two-year programme includes lectures,
mentoring, networking, and site-based assessment
The national ACE is delivered by universities
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The ACE may become mandatory for new principals
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Zenex ACE Research
The research, funded by Zenex and the
DoE, is a longitudinal study of the first
ACE cohort:
 Literature review
 Documentary analysis of ACE materials
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Baseline study (survey, interviews, case studies)
Mid-term evaluation (interviews, case studies)
Impact study (survey, interviews, case studies)
ACE Rationale and Overview
Many courses make little impact on school
leadership and management practice
 This ACE is intended to be different
 The modules represent the ‘content’ while
mentoring & networks are ‘process’
 Portfolios and site-based assessment are
radical features of the programme
 The pilot materials have some strengths but
also significant limitations
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Progress report
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Baseline study completed in August 2007
First interim report: November 2007
DA recommendations informed a review of the
materials, leading to revisions
Mid-term evaluation completed: draft report ready
Minister to decide whether the ACE should be
mandatory for newly appointed principals
Impact study scheduled for Nov. 2008-May 2009
Baseline study – key findings
Context affects learner outcomes and
poverty, unemployment, HIV/AIDS, and
teenage pregnancy are serious problems
 Most participants are highly motivated
 43% of survey respondents point to
problems – SMT, SGB and/or community.
 Most lecturers and mentors are highly
motivated and confident about ‘readiness’.
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Mid-term evaluation – Findings 1
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Contact sessions involve large groups with
limited interaction – knowledge ‘delivery’.
Smaller group sessions used to promote
participation, but with mixed results.
Materials are too long, ‘too dense’ and with
inappropriate content (MGSLG different).
Mentors are usually experienced former
principals but may not ‘match’ with mentees.
Mentoring often with groups, not one-to-one.
Mid-term evaluation – Findings 2
Networking not well developed – meet
rarely and focus on preparing assignments
 Assessment includes assignments, a sitebased research project and a portfolio.
 The ACE is ‘over-assessed’ and feedback is slow,
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limited and not developmental.
Candidates focus on assessment, not on improving
management practice and learner outcomes.
Mid-term evaluation – Findings 3
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Candidates claim improved management
practice but only limited evidence of this
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Lecturers value the ‘unique experience’ of the
ACE
Candidates want shorter modules, fewer
assignments, more feedback and more mentoring
Almost all lecturers, mentors and candidates
support mandatory status for the ACE
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Interim Recommendations 1
Teaching should be in smaller groups.
 Group sessions should focus on learning,
not administration.
 The materials should be shorter, more
practice-based and relevant to SA schools.
 Mentoring should be more individual and
be reshaped to avoid a ‘dependency’ model.
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Interim Recommendations 2
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Sustainable networking requires the active
support of provinces and districts.
Assessment should be reduced and be
supported by timely, formative feedback.
The ACE should be made mandatory but:
Other qualifications need consideration.
Support from principals is essential.
Conclusion
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The research is incomplete so all comments are
provisional.
The challenge of developing a successful national
programme is enormous.
Successful schools require trained principals but
the ACE is not a panacea and cannot deal with all
the social and educational problems facing SA.
Thanks to ZENEX, the DoE, the five universities
and the ACE candidates for their support.