“Mini-MBA” in School Management is an initiative of the SAOU emanating from the number of court cases, disciplinary hearings and conflict between principals and SGBs. The purpose is to provide in-depth “street-wise” knowledge.
The 5 focus areas presented by a range of experts are as follows:
- General Executive Management
- Financial Management
- Curriculum Management
- Human resource Management
- The relationship between the principal and the SGB.
- The general legal framework that applies to education
- School safety with reference to access control, drugs and marijuana
- The school as an extension of the community
- Constitutional Court judgements with reference to the Ermelo, Rivonia and Pillay cases
- School Policies: Language, Religion, Admission
- How is the school’s capacity determined?
- HS Overvaal: The essentials of the judgement and the implications for other schools
- Discipline: The distinction between general school discipline and the discipline in the individual educator’s class
- The management of relationships with –
- Departmental district office
- Members of the SGB
- Learners (including participation in decision making)
- School marketing:
- Open days
- The ethical recruitement of –
- Social Media
- POPI and PAIA: What does it mean and what are the implications for schools?
- Blackboard lessons
- The critical interpretation of a school’s financial statements
- When is a forensic investigation justified and what is the extent thereof?
- King IV: The application of corporate governance on public schools
- The essential criteria for a school budget
- School fees, how is it defined?
- The Section 38A approval process
A justifiable procurement policy for the school
The correct approach to the approval of expenditures
The “safe” management of cash
Bursaries for learners: Is it allowed?
Managing relationships and personalities in the Finance Committee
- Exemption from the payment of school fees
- The utilisation of school property/assets
- The daily management of the school’s finance department/staff
- Finances and Potholes: Lessons learnt
- Cultural sensitivity and political intelligence
- NCATT process: Amendments to Chapter 4 of CAPS and the envisaged national assessment framework
Three Stream Model: What does it imply for schools?
GE Certificate (NQF 1) (Gr 9)): What is the status and the time frame?
Policy: Promotion / Progression / Condonation
- How to divide learners into classes: What works?
- The X-factor in schools
- Inclusion in education and the implications of the SIAS Document
- Subjects and Grades: The fair allocation of staff in the Primary and Secondary school
- Extracurricular activities: The motivation of staff and a fair allocation of responsibilities
- Curriculum management in:
Curriculum coverage and assessment tracking monitoring tool
- Mentorship for principals
- Dereliction of duty / misconduct
- Managing leave
- Formal disputes
- Grievance procedures; Sick leave vs temporary disability; Retirement on medical grounds; Injury on duty
- Internal disciplining of staff
- The filling of vacancies (advertising / short listing / interviewing / recommendations): How can the process be optimized to appoint the best candidate?
- Promotion of staff: a fair and transparent approach
- Succession planning: a fair and transparent approach
- The annual determination of post provisioning norms: What must schools know?
PAM as amended 2016
Post Establishment: CS Educators
Post Establishment for Institution
The identification of excess educators and their possible transfer
- The criteria for the composition of an ideal SMT
- Generation gaps in the staffroom
- Why is the continuous professional development of staff so important?
- The daily management of the complex relationship by and between the principal and the SGB with reference to –
- The person in the middle: The complexity of the relationship of the principal with the Department and the SGB
- Closing: “Go and make it practice”