Mrs.Leoni Topka Principal (Ret.) Education Mgmt. Consultant.
Mrs. L. Topka Principal Dirkie Uys Primary Bluff 2015
Mrs. L. Topka Principal Dirkie Uys Primary Bluff 2015 News
The KwaZulu Natal Dept of Education-New Dispensation Winning School PSDU 2015
The Dirkie Uys Primary School is situated in Bluff, Durban which is constantly striving to achieve quality education for all.
The following are the objectives of the Dirkie Uys Primary School:
- Towards accountability and control of education.
- Managing the transition towards an inclusive education.
Challenges can be overcome, to a significant extent, in South African schools through energetic, compassionate, innovative and empowering leadership. The key ingredients of school success appear to be the principal's passion for upliftment, the teachers' commitment and care, the parents' involvement and the learners' positive life-view and happiness.
Mrs. L.Topka - Principal Dirkie Uys Primary - 2015
HOD at Addington Primary - Ushaka
HOD at Briardale Primary - Newlands West
HOD at Dirkie Uys Primary - Bluff
Special Education Specialist
Leoni Topka - Graduate of:
Henley Management College (UK)(SA)
and holder of:
The GIMT Post-Graduate Diploma in School Management
The Graduate Institute of Management and Technology (GIMT)
Planning and Budgeting: creating systems for operational efficiency;
Organising and staffing: making sure that everyone knows what is expected;
Controlling and problem-solving: making it happen;
Predictability and order: stability from everything working well so that
teaching and learning happens with maximum impact! Home
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Ten Common Principles
The school should focus on helping young people develop the habit of using their minds well. Schools should not attempt to be comprehensive if such a claim is made at the expense of the school's central intellectual purpose. Schools should be learner centered, addressing students' social and emotional development, as well as their academic progress. The school's academic goal should be simple: that each student master a limited number of essential skills and areas of knowledge. The aphorism "Less Is More" should dominate. Curricular decisions should be guided by student interest, developmentally appropriate practice, and the aim of thorough student mastery and achievement. Students of all ages should have many opportunities to discover and construct meaning from their own experiences. The school's goals should apply to all students, while the means to these goals will vary as those students themselves vary. Teachers who know their students well can individualize instruction, without limiting their expectations of any students. Strong habits of mind are necessary for all. Teaching and learning should be personalized to the maximum feasible extent. To capitalize on this personalization, decisions about the details of the course of study, the use of students' and teachers' time and the choice of teaching materials and specific pedagogies must be unreservedly placed in the hands of the principal and staff. The governing practical metaphor of the school should be student-as-worker, rather than the more familiar metaphor of teacher-as-deliverer-of-instructional-services. Accordingly, a prominent pedagogy will be coaching and guiding, to enable students to understand how they learn and thus to teach themselves and each other as members of a community of learners. Teaching and learning should be documented and assessed with tools based on student performance of real tasks. Multiple forms of evidence, ranging from ongoing observation of the learner to completion of specific projects, should be used to better understand the learner's strengths and needs, and to plan for further assistance. Students should have opportunities to exhibit their expertise before family and community. The final diploma should be awarded upon a successful final demonstration of mastery for graduation-an "Exhibition." As the diploma is awarded when earned, the school's program proceeds with no strict age grading and with no system of credits earned" by "time spent" in class. The emphasis is on the students' demonstration that they can do important things. Families should be vital members of the school community. Close collaboration between home and school yields respect and understanding. Correspondingly, the tone of the school should explicitly and self-consciously stress values of unanxious expectation ("I won't threaten you and I expect much of you") of trust (until abused) and of decency (the values of fairness, generosity and tolerance). The principal and teachers should perceive themselves as generalists first (teachers and scholars in general education) and specialists second (experts in but one particular discipline). Staff should expect multiple obligations (teacher-counselor-manager) and a sense of commitment to the entire school. Ultimate administrative and budget targets should include substantial time for collective planning by teachers, competitive salaries for staff and an ultimate per pupil cost not to exceed that at traditional schools by more than 10 percent. To accomplish this, administrative plans may have to show the phased reduction or elimination of some services now provided to students in many traditional schools. The school should demonstrate non-discriminatory and inclusive policies, practices, and pedagogies. It should model democratic practices that involve all who are directly affected by the school. The school should honor diversity and build on the strengths of its communities, deliberately and explicitly challenging all forms of inequity. Home
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