| Leader,
Administrator and Manager |
| |
|
Mediator
/ Curriculum Interpreter /
Administrator / Scholar
/ Pastoral /
Assessor / Learning Area Specialist
| Practical competence
- Where the learner demonstrates the ability, in an authentic
context, to consider a range of possibilities for action, make
considered decisions about which possibility to follow, and
to perform the chosen action.) |
| Managing classroom teaching
of various kinds (individualised, small group etc.) in different
educational contexts and particularly with large and diverse
groups. |
| Constructing a classroom atmosphere
which is democratic but disciplined, and which is sensitive
to culture, race and gender differences as well as to disabilities. |
| Resolving conflict situations
within classrooms in an ethical sensitive manner. |
| Promoting the values and principles
of the constitution particularly those related to human rights
and the environment. |
| Maintaining efficient financial
controls. |
| Working with other practitioners
in team-teaching and participative decision making. |
| Accessing and working in partnership
with professional services and other resources in order to provide
support for learners. |
| Respecting the role of parents
and the community and assisting in building structures to facilitate
this. |
| Foundational competence
(where the learner demonstrates an understanding of the knowledge
and thinking which underpins the actions taken.) |
| Understanding approaches to
problem-solving, conflict resolution and group dynamics within
a country and developing world context characterised by
diversity. |
| Understanding various approaches
to the organisation of integrated teaching
programmed and team teaching. |
| Understanding various approaches
to the management of classrooms, with particulary emphasis on
large, under-resourced and diverse classrooms. |
| Knowledge of available professional
and community support services and strategies for using their
expertise. |
| Understanding current legislation
on the management of learners and schools. |
| Knowledge of
educators’ unions and/or other relevant professional bodies. |
| Understanding constitutional
commitment to human rights and the environment. |
| Reflexive competence
- (where the learner demonstrates the
ability to integrate or connect performances and decision making
with understanding and with the ability to adapt to change and
unforeseen circumstances and explain the reasons behind these
actions.) |
Reflecting on strategies to
assist educators working on integrated teaching
programmed and in team teaching. |
| Critically examining a variety
of management options, making choices based on
existing and potential conditions, and defending these choices. |
| Adapting systems, procedures
and actions according to circumstances. |
Mediator / Curriculum
Interpreter / Administrator /
Scholar / Pastoral
/
Assessor / Learning Area Specialist
|
|