General
1: Giving voice to values, ethics, diversity and inclusion
Introduction
Values are those things that are considered to be important at an individual, organisational and societal level. Values set the standard for ways of behaving and if real transformation is to take place, values should also influence our way of thinking. Teachers and leaders need to know what their personal values are and how these relate to the values and ethos of the school.
Schools need effective leaders to establish a set of values and an ethos that must be reinforced regularly in the school community. It is important these become integrated across the policies, curriculum and other aspects of the school activities creating a condition for them to show total commitment and a sense of belonging to the school thereby giving a voice to learners and teachers to enact these effectively in their behaviour to promote fundamental Constitutional values as enshrined in Chapter 10 of the Republic of South African Constitution, 1996.
Learning outcomes
By the end of this unit of study, participants will:
- Acknowledge the transition from being a deputy to being the principal of the school; accepting the personal change and the challenges this brings about
- Understand the principles underpinning values based school strategies
- Commit themselves to the values underlying the SACE Code of Ethics and lead by example in their school.
- Acknowledge the transition from being a deputy to being the principal of the school; accepting the personal change and the challenges this brings about
Let's start!
- Watch the video below titled "Science of persuasion"
- Read the course content below titled: 'What is giving voice to values?' (this content is on page 10 of your module guide).
Activity 1Complete activity 1 using the forum tool below.
Use the forum tool below to discuss the following (in your groups):
a) From the list of values shown in the table above (both work and personal), in your groups select TEN values that apply to education. Share your values with the other participants and identify the commonalities with what the Constitution requires of a public servant.
b) Values are at the centre of the transformation of education and the South African government has formulated them in many laws and policies. In your group, identify and briefly discuss the values enshrined in the pieces of legislation and documents listed, using the values table provided:
- Bill of Rights (Section 29)
- National Education Policy Act of 1996
- South African Schools Act of 1996 (as amended)
- Employment of Educators Act
- National Qualifications Framework (NQF)
- Curriculum Assessment and Policy Statement (CAPS)
- South African Council of Educators
- The Education Labour Relations council (ELRC).
Activity 2Complete the reflection questions by accessing the questionnaire tool below.
Activity 3: Case study on professional ethicsThe prevalence of the use of social media has greatly impacted the educational community – including teachers, administrators, learners and their families. A new generation is growing up with social networks as an integral part of life. Personal information that was once considered private is increasingly being shared online. In the same way that email and texting communications between educators and learners may result in the crossing of the bounds of appropriate relationships, educators must also understand the dangers of social network sites in contributing to this as well. The public sharing of information obscures the normal boundaries between teacher and learner and teacher and colleagues.
Access the forum tool below to discuss the case study on professional ethics.
Tackle the transition!Congratulations on getting promoted to the position of principal! Now let's get back to work!
As the new principal you need to:
- Build an inclusive school
- Establish a viable organisational culture and identity.
1) Build an inclusive school
Access to public schools is a central concept in the context of an inclusive school. The ultimate goal is to contribute towards the development of an inclusive society where all members of the society are able to fulfil their potential and participate optimally. (Nieuwenhuis, 2016: 159).
Respecting diversity among the learner population means:
- Developing respect for all people – a core value of the Constitution (Section 10)
- Combating prejudice and discriminatory practices (Anti-bias strategies)
- Acknowledging and supporting the rights of all learners and other stakeholders to full participation in the teaching and learning process (Think of concessions, counselling by SBST, etc.) Consult Sect 15, 30 and 31 of CRSA and SASA Sect 6 and 7
- Developing a flexible curriculum that meets diverse needs (Einstein: Everyone is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.)
2) Establish a viable organisational culture and identity
The organisational culture of a school refers to “the distinct pattern of collectively shared beliefs, norms and values that people in the school express through symbols, rituals, behaviour, thinking, talking practices and the way they relate among themselves and towards others.†(Marishane & Botha, 2011:76). All of this whilst you exercise a duty of care as a responsible parent (pater familias) in a safe and secure environment (CRSA Sect 24 and SASA Sect 10A).
Activity 4: Tackling the transition
Mr Taylor was one of the deputy principals at Model High School. He and the other deputy principal as well as one HoD were shortlisted for the post of principal. The principal had retired 6 months earlier. Both deputies had turns acting in the position while the post was being advertised. Mr Taylor was successful in the interview and was appointed as principal.
Mr Taylor thought the first few months went well as he was so busy settling into his position. He did not notice that the staff were divided. As the June exams were approaching, Mr Taylor noticed that some members of the SMT were not responding in the meetings, looked sullen and non-committed, especially the deputy principal. The work for exams however was divided among the SMT and report backs were expected the following week. The deputy principal was expected to draw up the examination timetable. However, at the next meeting, the work was not forthcoming.
Some of the Heads of Department responded and they completed the work for the exams. The principal had to do a lot of the work himself. It was at this time he realised that the staff members are also divided into two camps; one camp supported the deputy principal and the other supported him.
In your groups discuss the questions using the forum tool below.
Continue with reading the course content on pages 16 - 18 or just click on the link below to read this online.
Activity 5Individually reflect on the following and indicate how the Batho Pele principles are applied in context. Record your thoughts using the tool below.
How do you integrate Batho Pele principles into your value system without compromising the legislative framework?