1. The vision of the Western Cape Education Department (WCED) of "quality education for every child in every classroom, in every school" places the focus of all activities in our schools, but especially in the classroom where most of the teaching and learning happen, on teaching methods that will enhance learning.
2. The 21st century in which our learners will have to function, demands competencies far beyond just acquiring subject content knowledge. While literacy and numeracy remain the key building blocks to understand, use and create knowledge, we are already seeing that the world today requires everyone to be competent communicators, effective collaborators, be able to solve problems and to use creative and critical thinking skills to sustain the world we live in.
3. In order to support learners to attain these competencies in the short time they spend in school, we need to focus on effective teaching that will result in the best possible learning. This becomes possible when quality teaching and quality assessment occur in supportive school/classroom environments, underpinned by a culture of reflective practice for continual improvement.
4. Most research studies indicate that sound instructional leadership and quality teaching, informed by pedagogies that have the best chance of deepening learning, is critical in realising our stated vision. Likewise, research also found that teachers, supported by expert instructional leadership from School Management Teams (SMTs), have a significant impact on helping our learners, who come from different backgrounds and have different learning needs, to maximally optimise their learning gains.
5. In an effort to support both instructional leadership and teaching for improved learning, the attached support matrix highlights the key components that we would like teachers to focus on in every classroom. For each of these components, a pedagogical question is posed to guide the thinking concerning teaching methods used. This matrix is not a replacement for the IQMS criteria nor does it have anything to do with the IQMS process. Its sole purpose is to support day-to-day quality teaching and assessment in every classroom and has nothing to do with teacher evaluation.
6. Any attempt aimed at improving teaching competence requires honest self-reflection on your current teaching practices (its successes and weaknesses) and then taking informed decisions about the next logical steps to grow as a professional. In order to help this process, the matrix also highlights typical teaching characteristics that a developing, an effective or a highly effective teacher may demonstrate. In this way, every teacher can reflect on his/her own practice and get a sense of the level at which he/she is performing in terms of each teaching component. The matrix also helps to identify what the next developmental level of competence is that the teacher can work towards.
7. Within subject context, our Subject Advisors will provide curriculum and pedagogical support to teachers around the eight teaching components to ensure improved learning.
8. Another critical dimension of this support initiative is the instructional leadership that must come from principals, departmental heads and subject heads. As curriculum leaders, the principal and his/her management team should initiate processes to ensure that learners learn in the best possible ways and that school-based assessment (formal and informal) is used to improve both teaching and learning. It is in this leadership dimension that circuit managers and other district officials will play an important role in supporting the leadership teams at schools.
9. The matrix provides us with a vocabulary to talk and think about quality teaching and to find better ways for staff to envisage how our schools can contribute more significantly to help develop and prepare learners to take up the opportunities after school and to make their contribution to society.
10. This year is declared as the Year of Values-driven Learning. Many of the elements in the support matrix are aimed at inculcating values that will help learners to build their self-esteem and mediate the challenges we face as a society. By demonstrating those values in our teaching and in how we design and use assessment, we will facilitate learners’ assimilation of those values.
11. Principals and teachers are encouraged to engage with this support matrix for quality teaching and assessment to sustain the conversation about attaining better learning outcomes for every learner. It is therefore recommended that discussions on the teaching components become part of the professional development programme at schools.
12. Our learners are our future. Let us do everything in our power to improve the quality of our teaching and what and how they learn. Be assured of the support of Head Office and district officials as we journey together to continually improve the learning experiences offered at our schools.
13. The matrix, which is available in the three official languages in the Western Cape, is attached. For the best use, it is advised that it be printed on A3-size paper.


SIGNED: BK SCHREUDER
HEAD: EDUCATION
DATE: 2018:02:26

Support matrix for quality teaching and learning  (size: 79 KB)