SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Develop a portfolio to demonstrate school management and leadership competence 
SAQA US ID UNIT STANDARD TITLE
115438  Develop a portfolio to demonstrate school management and leadership competence 
ORIGINATOR
SGB Education Management and Leadership 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Schooling 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 6  Level TBA: Pre-2009 was L6  10 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
This is a core unit standard at Level 6, which can be credited to the Advanced Certificate in Education (School Management and Leadership) at Level 6.

The unit standard is suitable for those in school management and leadership positions, for office-based educators supporting school managers, for aspirant school managers, and for those responsible for subject/learning area/phase leadership in schools.

Qualifying learners are able to develop a reflective portfolio to present evidence of school management and leadership for assessment on completion of the learning programme leading the ACE. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
This unit standard assumes that the learner
  • is competent in the language of instruction of the provider
  • has knowledge and skills of teaching, learning and assessment in schoolshas some knowledge and practical experience of schools, the school system and the broader profession. 
    		•

    UNIT STANDARD RANGE 
    Learners are required to compile a portfolio providing evidence of applied competence in terms of the core exit level outcomes of the ACE in School Management and Leadership:

    Manage teaching and learning
    1. Demonstrate the following personal qualities:
  • A passionate interest in teaching and learning and an ability to encourage this in both staff and learners.
  • An ability to model good teaching and learning and lead by example.
  • High expectations for achievement and the ability to set stretching targets for the whole school community.
  • A commitment to enabling all learners to reach their full potential

    2. Manage the planning, implementation and monitoring/evaluation of teaching and learning to ensure quality learning for all in the context of national, provincial and school policy.

    3. Create, manage and sustain a safe, caring and disciplined environment and show commitment to following this through in the way in which teaching and learning is organized.

    4. Understand and be able to apply relevant content knowledge reflectively in the design, implementation and evaluation of teaching and learning and the organization of the school environment.Manage policy, planning, and school developmen

    5. Demonstrate the following personal qualities/abilities:
  • Ability to lead by example, and be a model of the values and vision of the school
  • An ability to think strategically
  • A commitment to following through the vision and mission in detailed planning for the day to day life of the school and its future direction
  • An ability to motivate and empower others to participate in the development of vision, school policies and plans, and carry these forward.
  • Commitment to cooperative governance of the school and involvement of parents and the community

    6. Develop and communicate school values, vision, mission, policies and plans in a collaborative way and secure commitment to these.

    7. Develop and maintain sound working relationships with the SGB, as well as parents, learners, the community and the department.

    8. Understand and be able to apply reflectively relevant content knowledge in policy, planning, school development and governance.Lead and manage people

    9. Demonstrate the following personal qualities:
  • Treats people fairly, equitably and with dignity and respect to create and maintain a positive school culture
  • Ability to challenge, influence and motivate others to achieve high goals
  • Commitment to democratic leadership and effective teamwork
  • Commitment to continuous professional development for self and all others within the school.

    10. Plan, allocate, support and evaluate work undertaken by groups, teams and individuals ensuring clear delegation of tasks and devolution of responsibilities.

    11. Develop the professional skills of groups and individuals to enhance their performance and that of the school.

    12. Create an environment conducive to collective bargaining, collaboration, negotiation and conflict resolution.

    13. Understand and be able to apply reflectively relevant content knowledge in leading and managing people.Manage organizational systems and physical and financial resources

    14. Demonstrate the following personal qualities/abilities:
  • Ability to seek and use information to guide judgement and decision-making
  • Integrity and fairness in managing resources
  • A systematic yet flexible approach to running an organization
  • Ability to think creatively to anticipate and solve problems
  • Awareness of the critical importance of informal and formal means of communication in the running of an organization.

    15. Set up, implement, maintain and evaluate organizational systems for the management of the school, where possible making use of appropriate information and communication technology.

    16. Manage the financial resources of the school in a transparent and accountable way.

    17. Understand and be able to apply reflectively relevant content knowledge and skills in the management of organizational systems, and physical and financial resources.For subject/phase/learning area leaders:

    18. Lead and manage the planning, implementation and monitoring/ evaluation of teaching and learning to ensure quality learning for all in the particular subject/learning area/phase.
    Learners demonstrate the ability to compile a well-organised portfolio demonstrating the above personal qualities as well as knowledge and practical competence with at least the following:
  • List of contents;
  • Personal details, including a CV with details of work history and a description of current work;
  • Course activities/assignments/projects and written feedback received;
  • Learning products (e.g. resources made, records, minutes of meetings), descriptions and reflections presented as evidence of the learning outcomes;
  • Reports by others (e.g. supervisor, colleagues, parents, members of the community) to support learning achievements;
  • Self-evaluation and reflections on own practice. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate understanding of the portfolio as a flexible assessment instrument in South Africa. 
    OUTCOME NOTES 
    Demonstrate understanding of the portfolio as a flexible assessment instrument in the South African context. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Locate the portfolio requirements of this qualification in the broader assessment framework for outcomes based education in South Africa. 

    ASSESSMENT CRITERION 2 
    Describe potential roles for professional development portfolios in the emerging professional development and developmental appraisal strategy for educators. 

    ASSESSMENT CRITERION 3 
    Explain the link between purpose, format, content, and processes for development of a portfolio. 

    SPECIFIC OUTCOME 2 
    Plan and prepare for the development of portfolio to reflect own management. 
    OUTCOME NOTES 
    Plan and prepare for the development of portfolio to reflect own management and leadership competence in terms of the exit level outcomes of the ACE (School Management and Leadership). 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Demonstrate understanding of the exit level outcomes for the ACE (School Management Leadership) in the context of current understanding of management and leadership. 

    ASSESSMENT CRITERION 2 
    Conceptualise the differences in evidence that will be required to demonstrate not only knowledge and practical skills for school management and leadership, but also personal qualities. 

    ASSESSMENT CRITERION 3 
    Develop a plan for the collection of relevant evidence for the portfolio from a variety of sources 

    SPECIFIC OUTCOME 3 
    Compile a portfolio to reflect own management and leadership competence. 
    OUTCOME NOTES 
    Compile a portfolio to reflect own management and leadership competence in terms of the exit level outcomes of the ACE (School Management and Leadership). 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Collect evidence for the portfolio, and show the link between the evidence and the relevant exit level outcome/s. 

    ASSESSMENT CRITERION 2 
    Organize the content of the portfolio in a user friendly way with relevant linking, explanatory, and reflective commentary. 

    ASSESSMENT CRITERION 3 
    Reflect on the learning achievement demonstrated by the portfolio, and decide on further necessary work. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Since this is a core unit standard in the ACE in School Management and Leadership, it should follow the accreditation and moderation options as described in the ACE. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • Assessment for outcomes based education
  • The portfolio as a flexible assessment tool for educators
  • Exit level outcomes of the ACE (School management and leadership). 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made

    Refer to Specific Outcome and its Assessment Criterion:
  • Plan and prepare for the development of portfolio to reflect own management and leadership competence in terms of the exit level outcomes of the ACE (School Management and Leadership). 
    		•

    UNIT STANDARD CCFO WORKING 
    Working effectively with others as a member of a team, group, organisation, community.

    Refer to Specific Outcome and its Assessment Criterion:
  • Compile a portfolio to reflect own management and leadership competence in terms of the exit level outcomes of the ACE (School Management and Leadership). 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organising and managing oneself and one's activities responsibly and effectively.

    Refer to Specific Outcome and its Assessment Criterion:
  • Plan and prepare for the development of portfolio to reflect own management and leadership competence in terms of the exit level outcomes of the ACE (School Management and Leadership).
  • Compile a portfolio to reflect own management and leadership competence in terms of the exit level outcomes of the ACE (School Management and Leadership). 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collecting, analysing, organising and critically evaluating information.

    Refer to Specific Outcome and its Assessment Criterion:
  • Plan and prepare for the development of portfolio to reflect own management and leadership competence in terms of the exit level outcomes of the ACE (School Management and Leadership).
  • Compile a portfolio to reflect own management and leadership competence in terms of the exit level outcomes of the ACE (School Management and Leadership). 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion.

    Refer to Specific Outcome and its Assessment Criterion:
  • Plan and prepare for the development of portfolio to reflect own management and leadership competence in terms of the exit level outcomes of the ACE (School Management and Leadership).
  • Compile a portfolio to reflect own management and leadership competence in terms of the exit level outcomes of the ACE (School Management and Leadership). 
    		•

    UNIT STANDARD CCFO SCIENCE 
    Using science and technology effectively and critically, showing responsibility towards the environment and health of others. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Contributing to the full personal development of each learner and the social and economic development of the society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:
    i. Reflecting on and exploring a variety of strategies to learn more effectively;
    Refer to Specific Outcome and its Assessment Criterion:
  • Plan and prepare for the development of portfolio to reflect own management and leadership competence in terms of the exit level outcomes of the ACE (School Management and Leadership).
  • Compile a portfolio to reflect own management and leadership competence in terms of the exit level outcomes of the ACE (School Management and Leadership).
    ii. Participating as responsible citizens in the life of local, national and global communities.
    iii. Being culturally and aesthetically sensitive across a range of social contexts.
    iv. Exploring education and career opportunities; and
    v. Developing entrepreneurial opportunities.
    Refer to Specific Outcome and its Assessment Criterion:
  • Plan and prepare for the development of portfolio to reflect own management and leadership competence in terms of the exit level outcomes of the ACE (School Management and Leadership).
  • Compile a portfolio to reflect own management and leadership competence in terms of the exit level outcomes of the ACE (School Management and Leadership). 
    		•

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Fundamental  73529   Advanced Certificate: Education: School Management and Leadership  Level 6  NQF Level 06  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    2. Enjo Consultants (Pty) Ltd 
    3. Pitt Institute T/A Imithombo Institute 
    4. THE MATTHEW GONIWE SCHOOL OF LEADERSHIP AND GOVERNANCE 
    5. VUWA PROJECTS 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.