What Are The Challenges Faced By SMT Views And Experiences In Implementing Caps?

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1.5 THE RESEARCH QUESTIONS

What are the challenges faced by SMTs in managing and implementing CAPS and how can teaching and learning improve through the implementation of CAPS in South African schools?

1.6 THE SUB-QUESTIONS

The five sub questions to complement the main research question are as follows:
• What is Curriculum and Assessment Policy Statement (CAPS)?
• What are the SMTs ' views and experiences in managing and implementing CAPS?
• What role can be played by SMTs in managing and implementing CAPS successfully and efficiently?
• Which monitoring, evaluation and assessment tools are in place for the management and implementation of CAPS in schools?
• How can SMTs use a model in the management and implementation of CAPS in schools
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McEwan (2000:2) also highlights McEwan‘s steps to effective instructional leadership as follows:
• Establish clear instructional goals;
• Be there for your staff;
• Create a school culture and climate conducive to learning
• Communicate the vision and mission of the school;
• Set high expectations for staff;
• Develop teacher leaders; and
• Maintain positive attitudes towards students, staff and parents.

Meander‘s (2012: 1) views about effective leadership definitely concur with those of McEwan. When he (Meander) defines an effective instructional leader in his view he
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In their Newsletter for first programme, Officials in the US Department of Education (2005:1) regard instructional leadership as the answer to all issues related to curriculum implementation in schools. Their mission is always to make sure that teaching and learning are always at the top of the priority list on a consistent basis. They also put more focus on alignment of curriculum, instruction, and assessment. Blase and Blase (2010) are also some of the authors who are passionate about instructional leadership. They emphasise teaching and learning as the core business of the school. They highlight strategies employed by instructional leaders to enhance teachers’ instructional classroom improvement as follows: Talking openly and frequently with teachers about instruction; developing cooperative, non-threatening teacher-supervisor partnership; supporting the development of coaching skills; acknowledging the difficulties of growing and changing; promoting a positive school climate and group development. In their study, Blase and Blase (2010:263) further reckon that instructional leadership can be shared with teachers where by schools can become centres of shared inquiry and decision making, creating a situation where administrators and teachers work as a community of learners engaged in professional and moral service to the

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