Chapter 5 - The Educator as Leader.
Long term leadership task:
1. Envisioning
2. Communication of the vision
3. Value management
4. Development and empowerment of learners
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,Long term leadership task:
Create a vision, effectively communicate the vision, create a desired value climate to contribute to
the achievement of the vision, train and develop learners, empower learners.
1. Envisioning
Vision building process:
Step 1. Identify the core function of the school and class.
Realise why they are at school and why it is important to make the best of their school career.
Step 2. Understanding the contextual factors that affect the school and the class.
Implies that learners have a basic understanding of the obstacles and challenges that face
them, as well as the factors they can capitalise on.
The need to realise that reaching their vision would need resolve.
Step 3. Formulating a class and individual vision of the learning that the class and the individual
learners wish to accomplish with the educator.
Prescribed curriculum is the point of departure, but it is essential for the learners to find some
meaning in what they are going to do. They need a clear idea of the outcomes towards which
they are striving.
Each learner needs to know where he fits into the class vision, should formulate his own vision
for the subject.
Step 4. Indicating clearly how the class intends reaching the vision.
Formulate a clear plan.
Why learners should be part of the vision formulating process:
● They will own the vision and feel part of it. Otherwise they might be poor supporters at
the implementation level.
● If not, they may not abandon negative ideas and attitudes about school work, which
will weaken momentum towards reaching the vision.
● To obtain the benefit of everyone's creative input, motivating fellow learners.
● Give each learner the opportunity, to ensure none is left out.
2. Communication of the vision
Prerequisite for learners aligning around the class vision is communication of the vision.
Communicated in such a way that they feel inspired and willing to align themselves with it.
Should be communicated verbally and in writing, in a clear, regular, systematic, convincing
way.
3. Value management
Identify, nurture, model worthwhile values.
This will build a healthy classroom climate and in turn help to realise the vision.
Educational values:
● Enhance the quality of the learning experience for the learners.
● Promoting academic excellence.
● Educating learners to the best of their ability.
● Preparing learners for life after school.
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, Values to instil in learners:
● Respect
● Caring and mutual assistance
● Dedication
● Perseverance.
The educator should take deliberate measures to cultivate them as part of the normal
functioning of the class.
Model and apply in a just, consistent and fair manner.
4. Development and empowerment of learners
Develop learners' potential in cooperation with them,
utilise the curriculum, relevant teaching methods and techniques, teaching media, as
effectively as possible.
To develop the learner, the educator must have a good understanding of the role of the
educator and the learner.
There must be role clarity.
Distinct authority and responsibilities. Division of power according to office.
Freedom means mutual interdependence on the effective exercise of authority according to
the division of offices.
Educators should work to develop and empower themselves, better able to equip learners to
fulfil their roles as learners.
Learners with behavioural problems should be guided in the appropriate way to take
responsibility of their roles as learners.
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Long term leadership task:
1. Envisioning
2. Communication of the vision
3. Value management
4. Development and empowerment of learners
1/27
,Long term leadership task:
Create a vision, effectively communicate the vision, create a desired value climate to contribute to
the achievement of the vision, train and develop learners, empower learners.
1. Envisioning
Vision building process:
Step 1. Identify the core function of the school and class.
Realise why they are at school and why it is important to make the best of their school career.
Step 2. Understanding the contextual factors that affect the school and the class.
Implies that learners have a basic understanding of the obstacles and challenges that face
them, as well as the factors they can capitalise on.
The need to realise that reaching their vision would need resolve.
Step 3. Formulating a class and individual vision of the learning that the class and the individual
learners wish to accomplish with the educator.
Prescribed curriculum is the point of departure, but it is essential for the learners to find some
meaning in what they are going to do. They need a clear idea of the outcomes towards which
they are striving.
Each learner needs to know where he fits into the class vision, should formulate his own vision
for the subject.
Step 4. Indicating clearly how the class intends reaching the vision.
Formulate a clear plan.
Why learners should be part of the vision formulating process:
● They will own the vision and feel part of it. Otherwise they might be poor supporters at
the implementation level.
● If not, they may not abandon negative ideas and attitudes about school work, which
will weaken momentum towards reaching the vision.
● To obtain the benefit of everyone's creative input, motivating fellow learners.
● Give each learner the opportunity, to ensure none is left out.
2. Communication of the vision
Prerequisite for learners aligning around the class vision is communication of the vision.
Communicated in such a way that they feel inspired and willing to align themselves with it.
Should be communicated verbally and in writing, in a clear, regular, systematic, convincing
way.
3. Value management
Identify, nurture, model worthwhile values.
This will build a healthy classroom climate and in turn help to realise the vision.
Educational values:
● Enhance the quality of the learning experience for the learners.
● Promoting academic excellence.
● Educating learners to the best of their ability.
● Preparing learners for life after school.
2/27
, Values to instil in learners:
● Respect
● Caring and mutual assistance
● Dedication
● Perseverance.
The educator should take deliberate measures to cultivate them as part of the normal
functioning of the class.
Model and apply in a just, consistent and fair manner.
4. Development and empowerment of learners
Develop learners' potential in cooperation with them,
utilise the curriculum, relevant teaching methods and techniques, teaching media, as
effectively as possible.
To develop the learner, the educator must have a good understanding of the role of the
educator and the learner.
There must be role clarity.
Distinct authority and responsibilities. Division of power according to office.
Freedom means mutual interdependence on the effective exercise of authority according to
the division of offices.
Educators should work to develop and empower themselves, better able to equip learners to
fulfil their roles as learners.
Learners with behavioural problems should be guided in the appropriate way to take
responsibility of their roles as learners.
3/27
