• verification of the procedure in terms of Circular 0117/2002 (see attached flow-chart)

• approval by the relevant chief directors, i.e. Chief Director: Metropole and Chief Director: Rural

• receipt of a letter of appointment from the Director: Personnel (Educators)

• sufficient proof of the bad management of an institution

• sufficient proof that other interventions to correct the situation have failed.

The following steps must be taken when appointing a mentor:

• First attempt to choose a suitable mentor from among the principals in the same circuit or EMDC district.

• Alternatively, choose a mentor from an institution in another EMDC district, subject to the approval of release of the director of that EMDC.

• If the above-mentioned alternatives fail, the EMDC concerned can request the Directorate: Labour Relations at Head Office to find a suitable mentor on its database.

• Mentorship should not have any financial implications for the Western Cape Education Department (WCED).

NB: Mentorship becomes an option only when interventions by the Circuit Manager and the Multi-Functional Team of the EMDC have failed.

• To set objectives based on the needs of the school collectively (i.e. with the school management team)

• To hold regular meetings and provide feedback to all stakeholders in the school (i.e. staff, school governing body and representative council of learners)

• To recognise the authority of the principal, to consult with him/her on a regular basis and to serve as his/her adviser

• To co-operate with members of the school staff and the school governing body and to maintain a school which is run efficiently

• To create a school climate of effective teamwork and creativity

• To instil the mission and vision of the school into the minds of staff and learners

• To use the EMDC’s multi-functional team to promote a conducive learning environment within the school

• To provide the EMDC with regular reports on progress at the school

The WCED envisages that the appointment of a mentor will be beneficial to the principal concerned in the following ways:

• The acquisition of knowledge and skills

• Psychological development

• The acquisition of a personal ethic

• The opportunity to observe the mentor at work

• The opportunity to reflect on own performance

• Professional growth

• Feeling more at home (less isolated) within an established staff

• Having someone to talk to

• Development of leadership skills

• Increased enthusiasm, motivation and energy for the professional management of the school

• The opportunity to become well trained and well adjusted

• The likelihood of attracting educators to the school and retaining those at the school

The responsibilities of a curator are practically identical to those of a mentor, the only difference being that the curator basically takes over the entire running of the institution, reporting to the relevant circuit manager and assuming full responsibility and accountability for the professional management of the institution. This option can be considered only as a last resort after the mentoring programme has run its full course.

The principal of the school under curatorship will be on special leave. During this period of special leave he/she will undergo training or attend development sessions at the EMDC, or other institutions, such as the Cape Teaching Institute.

• Attempt to choose a retired principal or circuit manager with the necessary expertise and skills.

• A curator is appointed from outside the WCED and must therefore be remunerated.

• The remuneration of the curator must be determined by the Director: Personnel Management (CS educators).

Mentors and curators must

• keep detailed minutes of all meetings between the principal and the multi-functional team.

• submit weekly written progress reports to the circuit manager.

A principal may not refuse to participate in any process of capacity building, including mentorship or curatorship, after the reasons for these interventions have been provided. Failing to participate in any of the above-mentioned processes may lead to disciplinary measures being set in motion.

• Mentors are not empire builders. Mentoring requires a commitment to exert a positive influence on the professional development of a principal. A climate of collaboration should result in a culture of teaching and learning in the school.

• Curatorship should only be considered as a last resort after every effort made to address areas of poor performance through mentoring has been fruitless.