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Chapter 12

PERSONNEL MATTERS

12.5 EDUCATORS: WORKLOAD OF EDUCATORS

12.5.1Legislative and Policy Framework

ACTS

  • The South African Schools Act, No. 84 of 1996 [SASA]
  • The National Education Policy Act, 1996 (Act No. 27 of 1996) [NEPA]
  • South African Council for Educators Act 31 of 2000 [SACE]
  • Employment of Educators Act 76 of 1998 [EEA]

 

POLICIES

  • Policy on the South African Standard for Principalship, Government Gazette No. 39827, dated 18 March 2016 [NP SASP]

 

REGULATIONS

  • Education Labour Relations Council (ELRC) – ELRC Resolution No 7 of 1998 [NR ELRC7]

 

GUIDELINES

  • Code of Professional Ethics [SACE Ethics]
  • Personnel Administration Measures [PAM]

KwaZulu-Natal

GUIDELINES

  • KZN HRM Circular 10/2010 Directives on Official Working Hours and Working Arrangements [Reference B4 10/2010]

Limpopo

GUIDELINE

  • Also see Reference B5 LIM PERFORMANCE for a possible workload and performance agreement with educators or workers

NorthWest

ACTS

  • North West Schools Education Act, Act no. 3 of 1998 [Reference B8 NW EDACT 3/1998]

 

GUIDELINES

  • North West Province: Induction Framework for School Based Teachers (2014) [Reference B8 NW FRAMEWORK]

WesternCape

POLICY

  • WCED Circular 0212/2003 Policy for the management of institution-based educators at schools [Reference B9 02012/2003]

12.5.2Framework for the Development of School Policy on Educators: Workload of Educators

(See Pam Chapter A4)

  1. The Core duties of an Educator
    During the formal school day:

    • Scheduled teaching time
    • Relief teaching
    • Extra and co-curricular duties
    • Pastoral duties (ground, detention, scholar patrol etc.).
    • Administration
    • Supervisory and management functions
    • Professional duties (meetings, workshops, seminars, conferences etc.)
    • Planning, preparation and evaluation.
      Outside the formal school day:
    • Planning, preparation and evaluation
    • Extra and co-curricular duties
    • Professional duties (meetings, workshops, seminars, conferences etc.)
    • Professional development
  2. Working hours and workload
    The expectation is that every educator must be able to account for 1800 actual working hours per annum.  If this is divided by 200 school days per annum, the educator should spend at least 9 hours on school work per day in the case of a 200 day school year.

    • Workload per educator
      • All educators should be at school during the formal school day, which should not be less than 7 hours per day, except for special reasons and with the prior permission of the Principal. The Principal will exercise his/her discretion in this regard based upon provincial policy. The 7 hour day includes the breaks and the period(s) in which the learners are not at school.
      • Scheduled teaching time during the formal school day will be specified with time allocation per post level. The allocation of subjects, timetable and resultant scheduled teaching time to be determined by the Principal in consultation with the educator staff.
      • All other duties are specified and allocated by the Principal after consultation with the educator staff. Educators will be expected to perform the core duties, as outlined in paragraph (b), both within and outside the formal school day, and with the understanding that none of these may diminish the overall amount of scheduled teaching time or negatively impact upon the curriculum.
      • All educators may be required by the employer to attend programmes for ongoing professional development, up to a maximum of 80 hours per annum. These programmes are to be conducted outside the formal school day or during the vacations. The employer shall give at least one term’s notice of programmes to be conducted during the school vacations.
    • Scheduled teaching time per post level
      • The time allocated for teaching in respect of different post levels will differ according to the size of the In smaller schools Principals and their Deputies are required to do more teaching than in large schools with bigger staff establishments. The actual hours must therefore be established in relation to the curriculum needs of the school, the timetable and the staff establishment.
      • The allocation of scheduled teaching time should be done in such a manner that it:
        • maximises the individual abilities of all educators;
        • optimises teaching and learning at the institutional level;
        • in general terms, the following may be considered as guidelines in determining the scheduled teaching time:
          PRIMARY SCHOOL
          Post Level 1 Between 85% and 92%
          Post Level 2 Between 85% and 90%
          Deputy Principal 60%
          Principal Between 10% and 92 % depending on which post level appointment to
          N.B. Principals at post level 1 are expected to teach 100% of the scheduled teaching time
        • SECONDARY SCHOOL
          Post Level 1 Between 85% and  90%
          Post Level 2 85%
          Deputy Principal 60%
          Principal Between 5% and 60% depending on which post level appointment to
  3. Duties and responsibilities of educators
    In addition to the core duties and responsibilities specified in this section, certain specialised duties and responsibilities may be allocated to staff in an equitable manner by the appropriate representative of the employer.

 

  1. PRINCIPAL (PAM chapter A, Annexure A7) JOB TITLE: Educator – public school
    See also Reference List C [PRINCIPALS]
    RANK: Principal
    POST LEVEL: 4
  2. THE AIM OF THE JOB
    1. To ensure that the school is managed satisfactorily and in compliance with applicable legislation, regulations and personnel administration measures as prescribed.
    2. To ensure that the education of the learners is promoted in a proper manner and in accordance with approved policies.
  3. CORE DUTIES AND RESPONSIBILITIES OF THE JOBThe duties and responsibilities of the job are individual and varied, depending on the approaches and needs of the particular school, and include, but are not limited to, the following:
    1. General/administrative
      1. To be responsible for the professional management of a public school as contemplated in section 16A(3) of SASA, and to carry out duties which include, but are not limited to –
        1. The implementation of all the educational programmes and curriculum activities;
        2. The management of all educators and support staff;
        3. The management of the use of learning support material and other equipment
        4. The performance of functions delegated to him of her by the HoD in terms of SASA
        5. The safekeeping of all school records; and
        6. The implementation of policy and legislation. (SASA, section 16A(2)(a)(i) (vi))
      2. To give proper instructions and guidelines for timetabling, admission and placement of learners.
      3. To have various kinds of school accounts and records properly kept and to make the best use of funds for the benefit of the learners in consultation with the appropriate structures.
      4. To ensure a school journal containing a record of all-important events connected with the school is kept.
      5. To make regular inspections of the school to ensure that the school premises and equipment are being used properly and that good discipline is being maintained.
      6. To be responsible for the hostel and all related activities including the staff and learners, if one is attached to the school.
      7. To ensure that departmental circulars and other information received which affect members of the staff are brought to their attention as soon as possible and are stored in an accessible manner.
      8. To handle all correspondence received at the school.
    2. Personnel
      1. To provide professional leadership within the school.
      2. To guide, supervise and offer professional advice on the work and performance of all staff in the school and, where necessary, to discuss and write or countersign reports on teaching, support, non-teaching and other staff.
      3. To ensure that workloads are equitably distributed among the staff.
      4. To be responsible for the development of staff training programmes, both schoolbased, school-focused and externally directed, and to assist educators, particularly new and inexperienced educators, in developing and achieving educational objectives in accordance with the needs of the school.
      5. To participate in agreed school/educator appraisal processes in order to regularly review their professional practice with the aim of improving teaching, learning and management.
      6. To ensure that all evaluation/forms of assessment conducted in the school are properly and efficiently organised.
      7. To assist the HoD in handling disciplinary matters pertaining to educators and support staff employed by the HoD. (SASA, section 16A (2) (e)).
    3. Academic performance of the school (SASA, section 16A(1) (b)(i) (iv))
      1. To prepare and submit to the HoD an annual report in respect of –
        1. The academic performance of that school in relation to minimum outcomes and standards and procedures for assessment determined by the Minister in terms of section 6A of SASA; and.
        2. The effective use of available resources.
      2. The principal of a public school identified by the HoD in terms of section 58B of SASA must annually, at the beginning of the year, prepare a plan setting out how academic performance at the school will be improved. The academic performance improvement plan must be –
        1. Presented to the HoD on a date determined by him/her; and
        2. Tabled at an SGB meeting.
      3. The HoD may approve the academic performance improvement plan or return it to the principal with such recommendations as may be necessary in the circumstances.
      4. If the HoD approves the academic performance improvement plan the principal must, by 30 June, report to the HoD and the governing body on progress made in implementing the plan. The HoD may extend the date on good cause shown.
    4. Teaching
      1. To engage in class teaching as per the workload of the relevant post level and the needs of the school.
      2. To be a class teacher if required.
      3. To assess and to record the attainment of learners taught.
    5. Extra- & co-curricular
      1. To serve on recruitment, promotion, advisory and other committees as required.
      2. To play an active role in promoting extra and co-curricular activities in the school and to plan major school functions and to encourage learners’ voluntary participation in sports, educational and cultural activities organised by community bodies.
    6. Interaction with stakeholders
      1. School governing body
        1. To serve on the governing body of the school and render all necessary assistance to the SGB in the performance of their functions in terms of SASA.
        2. To represent the HoD in the governing body when acting in an official capacity.(SASA, section 16A(1)(a)).
        3. The principal must – (SASA, section 16A(2)(b, c, d, f and (3))
          • Attend and participate in all meetings of the governing body.
          • Provide the governing body with a report about the professional management relating to the public school;
          • Assist the governing body in handling disciplinary matters pertaining to learners; and
          • Inform the governing body about policy and legislation.
          • Assist the governing body in the performance of its functions and responsibilities, but such assistance or participation may not be in conflict with –
            • Instructions of the HoD;
            • Legislation or policy;
            • An obligation that he/she has towards the HoD, the MEC or the Minister; and
            • Provisions of the EEA and the PAM, determined in terms of the EEA.
      2. To participate in community activities in connection with educational matters and community building.
    7. Communication
      1. To co-operate with members of the school staff and the school governing body in maintaining an efficient and smooth running school.
      2. To liaise with the circuit/regional office, supplies section, personnel section, finance section, etc. concerning administration, staffing, accounting, purchase of equipment, research and updating of statistics in respect of educators and learners.
      3. To liaise with relevant structures regarding school curricula and curriculum development.
      4. To meet parents concerning learners’ progress and conduct.
      5. To co-operate with the school governing body with regard to all aspects as specified in SASA.
      6. To liaise with other relevant government departments, eg. Department of Health, Public Works, etc., as required.
      7. To co-operate with universities, colleges and other agencies in relation to learners’ records and performance as well as INSET and management development programmes.
      8. To participate in departmental and professional committees, seminars and courses in order to contribute to and/or update professional views/standards.
      9. To maintain contacts with sports, social, cultural and community organisations.
  1. DEPUTY PRINCIPAL (PAM chapter A, Annexure A6)JOB TITLE: Educator – public school
    RANK: Deputy Principal
    POST LEVEL: 3
  2. THE AIM OF THE JOB
    1. To assist the principal in managing the school and promoting the education of learners in a proper manner.
    2. To maintain a total awareness of the administrative procedures across the total range of school activities and functions.
  3. CORE DUTIES AND RESPONSIBILITIES OF THE JOB
    The duties and responsibilities of the job are individual and varied, depending on the approaches and needs of the particular school, and include, but are not limited to, the following:

    1. General/administrative
      1. To assist the principal in his/her duties and to deputise for the principal during his/her absence from school.
      2. To assist the principal, or, if instructed to be responsible for:
        1. School administration e.g. duty roster, arrangements to cover absent staff, internal and external evaluation and assessment, school calendar, admission of new learners, class streaming, school functions; and/or
        2. School finance and maintenance of services and buildings e.g. planning and control of expenditure, allocation of funds/resources, the general cleanliness and state of repairs of the school and its furniture and equipment, supervising annual stock-taking exercises.
    2. Teaching
      1. To engage in class teaching as per workload of the relevant post level and needs of the school.
      2. To assess and to record the attainment of learners taught.
    3. Extra- & co-curricular
      1. To be responsible for school curriculum and pedagogy eg. choice of textbooks, coordinating the work of subject committees and groups, timetabling, “INSET” and developmental programmes, and arranging teaching practice.
      2. To assist the principal in overseeing learner counselling and guidance, careers, discipline, compulsory attendance and the general welfare of all learners.
      3. To assist the principal to play an active role in promoting extra and co-curricular activities in school and in the participation in sports and cultural activities organised by community bodies.
      4. To participate in departmental and professional committees, seminars and courses in order to contribute to and/or update one’s professional views/standards.
    4. Personnel
      1. To guide and supervise the work and performance of staff and, where necessary, discuss and write or countersign reports.
      2. To participate in agreed school/educator appraisal processes in order to regularly review their professional practice with the aim of improving teaching, learning and management.
    5. Interaction with stake-holders
      1. To supervise/advise the Representative Council of Learners.
    6. Communication
      1. To meet with parents concerning learners’ progress and conduct.
      2. To liaise on behalf of the principal with relevant government departments.
      3. To maintain contact with sporting, social, cultural and community organisations.
      4. To assist the principal in liaison work with all organisations, structures, committees, groups, etc. crucial to the school.
  1. DEPARTMENTAL HEAD (PAM chapter A, Annexure A5)JOB TITLE: Educator – public school
    RANK: Departmental Head
    POST LEVEL: 2
  2. THE AIM OF THE JOB
    To engage in class teaching, be responsible for the effective functioning of the department and to organise relevant/related extra-curricular activities so as to ensure that the subject, learning area or phase and the education of the learners is promoted in a proper manner.
  3. CORE DUTIES AND RESPONSIBILITIES OF THE JOB
    The duties and responsibilities of the job are individual and varied, depending on the approaches and needs of the particular school, and include, but are not limited to, the following:

    1. Teaching
      1. To engage in class teaching as per workload of the relevant post level and the needs of the school.
      2. To be a class teacher if required.
      3. To assess and to record the attainment of learners taught.
    2. Extra- & co-curricular
      1. To be in charge of a subject, learning area or phase.
      2. To jointly develop the policy for that department.
      3. To co-ordinate evaluation/assessment, homework, written assignments, etc. of all the subjects in that department.
      4. To provide and co-ordinate guidance:
        1. On the latest ideas on approaches to the subject, method, techniques, evaluation, aids, etc. in their field, and effectively conveying these to the staff members concerned.
        2. On syllabi, schemes of work, homework, practical work, remedial work, etc.
        3. To inexperienced staff members.
        4. On the educational welfare of learners in the department.
      5. To control:
        1. The work of educators and learners in the department.
        2. Reports submitted to the principal as require.
        3. Mark sheet.
        4. Test and examination papers as well as memoranda.
        5. The administrative responsibilities of staff members.
        6. To share in the responsibilities of organising and conducting extra and co-curricular activities.
    3. Personnel
      1. To advise the principal regarding the division of work among the staff in that department.
      2. To participate in agreed school/educator appraisal processes in order to regularly review their professional practice with the aim of improving teaching, learning and management.
    4. General/administrative
      1. To assist with the planning and management of:
        1. School stock, text books and equipment for the department.
        2. The budget for the department.
        3. Subject work schemes.
    5. To perform or assist with one or more non-teaching administrative duties, such as:
      1. Secretary to general staff meeting and/or others.
      2. Fire drill and first aid.
      3. Timetabling.
      4. Collection of fees and other monies.
      5. Staff welfare.
      6. Accidents.
    6. To act on behalf of the principal during her/his absence from school if the school does not qualify for a deputy principal or in the event both of them are absent.
  4. Communication
    1. To co-operate with colleagues in order to maintain a good teaching standard and progress among the learners and to foster administrative efficiency within the department and the school.
    2. To collaborate with educators of other schools in developing the department and conducting extra-curricular activities.
    3. To meet parents and discuss with them the progress and conduct of their children.
    4. To participate in departmental and professional committees, seminars and courses in order to contribute to and/or update one’s professional views/standards.
    5. To co-operate with further and higher education institutions in relation to learners’ records and performance and career opportunities.
    6. To maintain contact with sporting, social, cultural and community organisations.
    7. To have contacts with the public on behalf of the principal.
  1. MASTER TEACHER (ELRC Collective Agreement No. 5 of 2006) (PAM CHAPTER A, Annexure A4)
    JOB TITLE: Educator – public school
    RANK: Master Teacher
    POST LEVEL: 1 (notch code 120)
  2. THE AIM OF THE JOBTo engage in class teaching, including the academic, administrative, educational and disciplinary aspects and to organise extra and co-curricular activities so as to ensure that the education of the learners is promoted in a proper manner and act as mentor to less experienced teachers, students and intern (if and when applicable),
    to participate in and facilitate professional development activities and to provide management support to the management team of the school when and if required.
  3. CORE DUTIES AND RESPONSIBILITIES OF THE JOBThe duties and responsibilities of the job are individual and varied, depending on the approaches and needs of the particular school, and include, but are not limited to, the following:
    1. Teaching
      1. To engage in class teaching which will foster a purposeful progression in learning and which is consistent with the learning areas and programmes of subjects and grades as determined.
      2. To be a class teacher.
      3. To prepare lessons taking into account orientation, regional courses, new approaches, techniques, evaluation, aids, etc. in their field.
      4. To take on a leadership role in respect of the subject, learning area or phase, if required.
      5. To plan, co-ordinate, control, administer, evaluate and report on learners’ academic progress.
      6. To recognise that learning is an active process and be prepared to use a variety of strategies to meet the outcomes of the curriculum.
      7. To establish a classroom environment which stimulates positive learning and actively engages learners in the learning process.
      8. To consider and utilise the learners’ own experiences as a fundamental and valuable resource.
    2. Extra- & co-curricular
      1. To assist the departmental head to identify aspects which require special attention and to assist in addressing them.
      2. To cater for the educational and general welfare of all learners in his/her care.
      3. To assist the principal in overseeing learner counselling and guidance, careers, discipline and the general welfare of all learners.
      4. To share in the responsibilities of organising and conducting extra co-curricular activities.
    3. Administrative
      1. To co-ordinate and control all the academic activities of each subject taught.
      2. To control and co-ordinate stock and equipment which is used and required.
      3. To perform or assist with one or more of other non-teaching administrative duties such as:
        1. Secretary to general staff meeting and/or others.
        2. Fire drill and first aid.
        3. Timetabling.
        4. Collection of fees and other monies.
        5. Staff welfare.
        6. Accidents.
      4. To engage in management tasks in support of the school management team.
    4. Interaction with stakeholders
      1. To participate in agreed school/educator appraisal processes in order to regularly review their professional practice with the aim of improving teaching, learning and management.
      2. To contribute to the professional development of colleagues by sharing knowledge, ideas and resources.
      3. To remain informed of current developments in educational thinking and curriculum development.
      4. To participate in the school’s governing body if elected to do so.
    5. Communication
      1. To co-operate with colleagues of all grades in order to maintain a good teaching standard and progress among learners and to foster administrative efficiency within the school.
      2. To collaborate with educators of other schools in organising and conducting extra and co-curricular activities.
      3. To meet parents and discuss with them the conduct and progress of their children.
      4. To participate in departmental committees, seminars and courses in order to contribute to and/or update one’s professional views/standards.
      5. To maintain contact with sporting, social, cultural and community organisations.
      6. To have contacts with the public on behalf of the principal.
    6. Mentoring
      1. To act as mentor and coach for less experienced teachers.
      2. When, and if required, to act a head of a subject, phase or grade as support to the relevant departmental head.
      3. To collaborate with and support teachers regarding instructional procedures and personal growth.
  1. SENIOR TEACHER (ELRC Collective Agreement No. 5 of 2006) (PAM Chapter A, Annexure A3)
    JOB TITLE: Educator – public school
    RANK: Senior Teacher
    POST LEVEL: 1 (notch code 103)
  2. THE AIM OF THE JOB
    To engage in class teaching, including the academic, administrative, educational and disciplinary aspects and to organise extra and co-curricular activities so as to ensure that the education of the learners is promoted in a proper manner and act as mentor to less experienced teachers, students and intern (if and when applicable).
  3. CORE DUTIES AND RESPONSIBILITIES OF THE JOBThe duties and responsibilities of the job are individual and varied, depending on the approaches and needs of the particular school, and include, but are not limited to, the following:
    1. Teaching
      1. To engage in class teaching which will foster a purposeful progression in learning and which is consistent with the learning areas and programmes of subjects and grades as determined.
      2. To be a class teacher.
      3. To prepare lessons taking into account orientation, regional courses, new approaches, techniques, evaluation, aids, etc. in their field.
      4. To take on a leadership role in respect of the subject, learning area or phase, if required.
      5. To plan, co-ordinate, control, administer, evaluate and report on learners’ academic progress.
      6. To recognise that learning is an active process and be prepared to use a variety of strategies to meet the outcomes of the curriculum.
      7. To establish a classroom environment which stimulates positive learning and actively engages learners in the learning process.
      8. To consider and utilise the learners’ own experiences as a fundamental and valuable resource.
    2. Extra & co-curricular
      1. To assist the departmental head to identify aspects which require special attention and to assist in addressing them.
      2. To cater for the educational and general welfare of all learners in his/her care.
      3. To assist the principal in overseeing learner counselling and guidance, careers, discipline and the general welfare of all learners.
      4. To share in the responsibilities of organising and conducting extra co-curricular activities.
    3. Administrative
      1. To co-ordinate and control all the academic activities of each subject taught.
      2. To control and co-ordinate stock and equipment which is used and required.
      3. To perform or assist with one or more of other non-teaching administrative duties such as:
        1. Secretary to general staff meeting and/or others.
        2. Fire drill and first aid.
        3. Timetabling.
        4. Collection of fees and other monies.
        5. Staff welfare.
        6. Accidents.
    4. Interaction with stakeholders
      1. To participate in agreed school/educator appraisal processes in order to regularly review their professional practice with the aim of improving teaching, learning and management.
      2. To contribute to the professional development of colleagues by sharing knowledge, ideas and resources.
      3. To remain informed of current developments in educational thinking and curriculum development.
      4. To participate in the school’s governing body if elected to do so.
    5. Communication
      1. To co-operate with colleagues of all grades in order to maintain a good teaching standard and progress among learners and to foster administrative efficiency within the school.
      2. To collaborate with educators of other schools in organising and conducting extra and co-curricular activities.
      3. To meet parents and discuss with them the conduct and progress of their children.
      4. To participate in departmental committees, seminars and courses in order to contribute to and/or update one’s professional views/standards.
      5. To maintain contact with sporting, social, cultural and community organisations.
      6. To have contacts with the public on behalf of the principal.
    6. Mentoring
      1. To act as mentor and coach for less experienced teachers.
      2. When, and if required, to act a head of a subject, phase or grade as support to the relevant departmental head.
  1. TEACHER (PAM chapter A, Annexure A2)
    JOB TITLE: Educator – public school
    RANK: Teacher
    POST LEVEL: 1
  2. THE AIM OF THE JOB
    To engage in class teaching, including the academic, administrative, educational and disciplinary aspects and to organise extra and co-curricular activities so as to ensure that the education of the learners is promoted in a proper manner.
  3. CORE DUTIES AND RESPONSIBILITIES OF THE JOBThe duties and responsibilities of the job are individual and varied, depending on the approaches and needs of the particular school, and include, but are not limited to, the following:
    1. Teaching
      1. To engage in class teaching which will foster a purposeful progression in learning and which is consistent with the learning areas and programmes of subjects and grades as determined.
      2. To be a class teacher.
      3. To prepare lessons taking into account orientation, regional courses, new approaches, techniques, evaluation, aids, etc. in their field.
      4. To take on a leadership role in respect of the subject, learning area or phase, if required.
      5. To plan, co-ordinate, control, administer, evaluate and report on learners’ academic progress.
      6. To recognise that learning is an active process and be prepared to use a variety of strategies to meet the outcomes of the curriculum.
      7. To establish a classroom environment which stimulates positive learning and actively engages learners in the learning process.
      8. To consider and utilise the learners’ own experiences as a fundamental and valuable resource.
    2. Extra- & co-curricular
      1. To assist the departmental head to identify aspects which require special attention and to assist in addressing them.
      2. To cater for the educational and general welfare of all learners in his/her care.
      3. To assist the principal in overseeing learner counselling and guidance, careers, discipline and the general welfare of all learners.
    3. Administrative
      1. To co-ordinate and control all the academic activities of each subject taught.
      2. To control and co-ordinate stock and equipment which is used and required.
      3. To perform or assist with one or more of other non-teaching administrative duties such as:
        1. Secretary to general staff meeting and/or others.
        2. Fire drill and first aid.
        3. Timetabling.
        4. Collection of fees and other monies.
        5. Staff welfare.
        6. Accidents.
    4. Interaction with stakeholders
      1. To participate in agreed school/educator appraisal processes in order to regularly review their professional practice with the aim of improving teaching, learning and management.
      2. To contribute to the professional development of colleagues by sharing knowledge, ideas and resources.
      3. To remain informed of current developments in educational thinking and curriculum development.
      4. To participate in the school’s governing body if elected to do so.
    5. Communication
      1. To co-operate with colleagues of all grades in order to maintain a good teaching standard and progress among learners and to foster administrative efficiency within the school
      2. To collaborate with educators of other schools in organising and conducting extra and co-curricular activities
      3. To participate in departmental committees, seminars and courses in order to contribute to and/or update one’s professional views/standards
      4. To maintain contact with sporting, social, cultural and community organisations
      5. To have contacts with the public on behalf of the principal
  1. OFFICE-BASED EDUCATORS (PAM Chapter A, Annexure A8)
    JOB TITLE: Office-based Educator
    RANK: Education Specialist/Senior Education Specialist/Deputy Chief
    Education Specialist/Chief Education Specialist
    POST LEVEL: 2/3/5/6
  2. AIM OF THE JOBThe core process in education is curriculum delivery and the strategic levers for curriculum delivery are INSET, EMD and enabling functions. The aim of jobs at offices is to facilitate curriculum delivery through support in various ways.Offices will be managed in compliance with applicable legislation, regulations, ELRC collective agreements and personnel administration measures.
  3. THE CORE RESPONSIBILITIESIn executing tasks, educators must be mindful of their role in education transformation, redress and equity.The duties and responsibilities of the job are individual and varied, depending on the nature of the responsibilities attached to each post. These include but are not limited to subject advisory services, administration and policy development processes. It remains the responsibility of immediate supervisors to develop specific responsibilities and duties for each post on the basis of job content as may be applicable. The duties and responsibilities for incumbents of these posts include, but are not limited to, the following:
    1. 3.1 Leadership
      1. To provide an environment that creates and fosters commitment and confidence among colleagues and educators, while promoting the values of fairness and equity in the workplace.
      2. To assist educators to identify, assess and meet the needs of learners (provide professional leadership).
      3. To disseminate and encourage the application of good practices in all areas of work.
      4. To implement systems and structures and present innovative ideas that are congruent with policy frameworks and plans.
      5. To create and maintain sound human relations among colleagues and enhance the spirit of co-operation at all levels.
    2. Communication
      1. To communicate effectively, both orally and in writing, with principals, other staff, parents, SGBs, external agencies and the provincial department of education as well as to ensure timeous feedback from institutions.
      2. To consult with all stakeholders on decisions that affect them.
      3. To explain the objectives of any intervention/s to learners, educators and others.
      4. To chair workshops, case conferences and meetings when needed.
      5. To serve on recruitment, promotion, advisory and other committees as required.
      6. To assist in the development of the use of information (statistics/surveys) and communications technology as a means of gathering and disseminating information about learners.
      7. To liaise with other education offices for the purpose of co-ordination.
      8. To liaise with other relevant government departments, for example Department of Health, Public Works, etc., as required.
      9. To maintain contacts with sports, cultural and community organisations.
    3. Financial planning and management
      1. To undertake activity-based costing (ABC) for planned projects/activities.
      2. To prioritise activities in terms of costs and educational needs in preparation for strategic planning.
      3. To plan budgets in terms of a medium term expenditure framework (MTEF).
      4. To manage projects within the set budget.
      5. To advise principals and school management teams on the planning, utilisation and monitoring of budgets in order to meet school objectives.
      6. To maintain records to disseminate information for financial accountability.
    4. Strategic planning and transformation
      1. To analyse the external environment and internal work environment.
      2. To identify the needs of clients (learners, educators, others).
      3. To prepare strategic plans with the intention of achieving the goals of the department.
      4. To prepare management plans to achieve targets as well as the needs of clients (educators, learners and others).
      5. To provide guidance to institutions on strategic planning.
      6. To support and co-operate with principals, staff and SGBs in whole school development.
    5. Policy
      1. To formulate policy for operational reasons.
      2. To analyse policy.
      3. To implement policy.
      4. To monitor and evaluate policy implementation.
      5. To provide guidance to institutions on policy formulation and implementation.
    6. Research and development
      1. To keep abreast of the latest research in the field of education.
      2. To undertake small scale as well as large scale research to improve service delivery and policy formulation.
      3. To encourage and support research initiatives with universities and other agencies.
      4. To apply research findings after carefully analysing the context.
      5. To maintain a database of learners/educators’ needs e.g. professional development needs of educators.
    7. Curriculum delivery
      1. To assist in equitable deployment of staff and resources to facilitate teaching and learning.
      2. To provide pastoral support (guidance and counselling) and to learners whenever requested by institutions.
      3. To maintain effective partnerships between parents and school staff to promote effective teaching and learning.
      4. To develop systems for monitoring and recording progress made by learners towards achievement of targets set.
      5. To support initiatives to improve numeracy, literacy and information technology as well as access to the wider curriculum.
      6. To facilitate curriculum development at institution/district/provincial/national level.
      7. To provide guidance/assistance in learner assessment.