In my fifties, what began as a gentle glide into semi-retirement transformed into a profound metamorphosis as I stepped fully into the vibrant, unpredictable world of a kindergarten classroom in a foreign country. The journey has not been without 
its challenges—the cultural adjustments, language barriers, and the emotional weight of being far from home tested my limits. Yet, through it all, my resilience became my compass, my zest for life my fuel, and my deep passion for nurturing young minds my guiding light. In the laughter, questions, and wonder of the children I teach, I found a renewed sense of purpose—one that breathed new life into my story. This unexpected chapter, rich with both trials and triumphs, is not just a personal reinvention but a legacy in motion—an enduring narrative I hope will inspire both the ancestors who dreamed me into being and the descendants who will carry my spirit forward.
Thursday, 29 May 2025
Metamorphosis
Saturday, 7 October 2023
Back to Basics
1 September 2023 will go down in the annals of my professional journey as the start of the final chapter of my teaching career.
I took a leap of faith and agreed to a teaching offer in Abu Dhabi, UAE as English Language Arts high school teacher. My first experience in the classroom in five years!
The first month was smooth sailing and I now seem to have found my rhythm in this unfamiliar context of the Canadian Alberta curriculum. The UAE in itself is unfamiliar terrain, but how I enjoy being back in a classroom of vibrant, enthusiastic and at times challenging adolescents.
Watch this space as this journey unfolds...
Thursday, 15 October 2020
Untitled
They do not know how strong we've become!
Our resilience built through ancestors they sent running, crawling, chasing them down...As if hunting, their favourite game!
Is it strange that this is a pass time most enjoyed?
Wonder what evil drives such hatred? What vile thoughts and feelings conspired centuries passed and still rife to this day, to shatter millions of lives and dreams and everything else now perceived as never to be!
Yet... no single valid explanation other than an innate, vicious barbarism they cannot shake!
Perhaps a generational curse?
In which case, oh the shame, they're the ones to be tamed.
Their captivity, more devastating - the ones they most fear to gain are the ones most likely to cut their chains!
They don't know how strong we've become!
Verna Stuurman
2 September 2020
Wednesday, 30 September 2020
Monday, 16 March 2020
Women in Leadership:
Challenges or Opportunities, our choice!
When I stepped into my first teaching post as a young, qualified educator in the early 90s, I did so with cautious optimism. I was accutely aware of the fact that very little newly appointed teachers have the privilege to be appointed directly into a post due to the process of rationalization in education. To put it simply, thousands of educator posts at what was viewed the more privileged schools, were abolished in order to ensure equality across all education departments. Most new posts were filled in a temporary capacity and it cost hard work to stand out above thousands of other competitors. The fact that men were deemed the breadwinners of their households caused many women to be disregarded during recruitment processes.
In my experience over the past close to thirty years in education, in different roles and at times seriously disillusioning, was the unfair prejudice of men for especially promotion posts. Women had to prove themselves 300% more before being considered for promotion, despite qualifications, successes in the classroom and contribution over the entire spectrum of school activities. Notwithstanding many challenges, my enthusiasm to live my purpose in education was not tarnished. With every unsuccessful application, I worked harder, ensured that I attended as many courses possible to not only expand and improve my subject knowledge, but also to sharpen my soft skills continuously. I also viewed post-graduate studies key in improving my marketability and to elevate me above fellow applicants.
At the age of twenty eight I was appointed Deputy Principal at a secondary school after being frequently overlooked for promotion posts. This however did not mean an end to the extra hours and sacrifices, in fact, the pressure was unbearable at times.
Sometimes it's incredible to believe that I endured this for more than thirteen years even after acting intermittently as Principal for more than three years, but overlooked yet again when the permanent appointment was made. The prejudiced panel naturally found me too light and thought a bigger, heavier man is more suitable for the job. In 2005 I finally came to the decision to move on because I've reached my ceiling in the school environment and for my own sanity I needed to try something new.
Strangely, I was found capable enough as Circuit Manager of twenty six schools in our local district a mere three years after. Yet, even after this, there were those who questioned my appointment, including female colleagues, but what they were unaware of is that they drove me to aim higher. Unknowingly they actually became my greatest cheer leaders and I deemed it my duty to use every possible oppotunity to inspire
women to strive for their unique purpose despite many attacks.
I've experienced that the workplace can turn into a very toxic environment, very quickly, if you as strong, competent woman arrive on the scene. Often it is exactly those appointments made due to prejudice, that feel threatened and resort to intimidation, victimization and straightforward "bullying". Sometimes things get so bad it turns into character assasination, false complaints, unfair disciplinary action, which may lead to unfair dismissal. I've experienced all of these and lately I talk about this without holding back anything. In this way I motivate many other women to share their stories fearlessly. Unfortunately this particular aspect is the reason why many women rather still prefer the classroom above the office or the position at the head of the boardroom table. My advice to those prepared for the many challenges, if you are convinced that it is your calling and you are determined to live your purpose, do not allow anything to prevent you.
Now, allow me to speak to my sisters in leadership. Your position provides infinite opportunities for the development of our youth and women specifically. Your legacy lies in the upliftment of many more in your immediate and extended sphere of influence. If you should walk into a position with the attitude that you are important and may abuse your power solely to your own benefit and that you can walk over others, belittle or break them, you will expose yourself very quickly as a disappointment for the struggle for the empowerment of women. People remember how we make them feel, let us use these opportunities to improve the capacity of our communities and to develop women. I believe that the development of women contributes positively to the upliftment of comminities. Our current social-welfare issues can only be reduced if we attend to this important aspect of the empowerment of women. I've experienced that trust, confidence, determination, assertiveness, courage and resilience are cultivated through empowerment.
In conclusion...a woman that knows her worth is a force to be reckoned with, she is capable of anything she puts her mind to.
Challenges or Opportunities, our choice!
When I stepped into my first teaching post as a young, qualified educator in the early 90s, I did so with cautious optimism. I was accutely aware of the fact that very little newly appointed teachers have the privilege to be appointed directly into a post due to the process of rationalization in education. To put it simply, thousands of educator posts at what was viewed the more privileged schools, were abolished in order to ensure equality across all education departments. Most new posts were filled in a temporary capacity and it cost hard work to stand out above thousands of other competitors. The fact that men were deemed the breadwinners of their households caused many women to be disregarded during recruitment processes.
In my experience over the past close to thirty years in education, in different roles and at times seriously disillusioning, was the unfair prejudice of men for especially promotion posts. Women had to prove themselves 300% more before being considered for promotion, despite qualifications, successes in the classroom and contribution over the entire spectrum of school activities. Notwithstanding many challenges, my enthusiasm to live my purpose in education was not tarnished. With every unsuccessful application, I worked harder, ensured that I attended as many courses possible to not only expand and improve my subject knowledge, but also to sharpen my soft skills continuously. I also viewed post-graduate studies key in improving my marketability and to elevate me above fellow applicants.
At the age of twenty eight I was appointed Deputy Principal at a secondary school after being frequently overlooked for promotion posts. This however did not mean an end to the extra hours and sacrifices, in fact, the pressure was unbearable at times.
Sometimes it's incredible to believe that I endured this for more than thirteen years even after acting intermittently as Principal for more than three years, but overlooked yet again when the permanent appointment was made. The prejudiced panel naturally found me too light and thought a bigger, heavier man is more suitable for the job. In 2005 I finally came to the decision to move on because I've reached my ceiling in the school environment and for my own sanity I needed to try something new.
Strangely, I was found capable enough as Circuit Manager of twenty six schools in our local district a mere three years after. Yet, even after this, there were those who questioned my appointment, including female colleagues, but what they were unaware of is that they drove me to aim higher. Unknowingly they actually became my greatest cheer leaders and I deemed it my duty to use every possible oppotunity to inspire
women to strive for their unique purpose despite many attacks.
I've experienced that the workplace can turn into a very toxic environment, very quickly, if you as strong, competent woman arrive on the scene. Often it is exactly those appointments made due to prejudice, that feel threatened and resort to intimidation, victimization and straightforward "bullying". Sometimes things get so bad it turns into character assasination, false complaints, unfair disciplinary action, which may lead to unfair dismissal. I've experienced all of these and lately I talk about this without holding back anything. In this way I motivate many other women to share their stories fearlessly. Unfortunately this particular aspect is the reason why many women rather still prefer the classroom above the office or the position at the head of the boardroom table. My advice to those prepared for the many challenges, if you are convinced that it is your calling and you are determined to live your purpose, do not allow anything to prevent you.
Now, allow me to speak to my sisters in leadership. Your position provides infinite opportunities for the development of our youth and women specifically. Your legacy lies in the upliftment of many more in your immediate and extended sphere of influence. If you should walk into a position with the attitude that you are important and may abuse your power solely to your own benefit and that you can walk over others, belittle or break them, you will expose yourself very quickly as a disappointment for the struggle for the empowerment of women. People remember how we make them feel, let us use these opportunities to improve the capacity of our communities and to develop women. I believe that the development of women contributes positively to the upliftment of comminities. Our current social-welfare issues can only be reduced if we attend to this important aspect of the empowerment of women. I've experienced that trust, confidence, determination, assertiveness, courage and resilience are cultivated through empowerment.
In conclusion...a woman that knows her worth is a force to be reckoned with, she is capable of anything she puts her mind to.
Tuesday, 17 December 2019
'Wakanda' need not remain but a dream!
In my opinion, Africa has the potential to be trans- formed into the magical 'Wakanda' the day talented individuals change their predominantly archaic and destructive, competitive mindset of arrogant entitlement, abusive exploitation driven and sustained by selfish, greedy capitalism and a desire to ensure that the balance of scale is always set on owning, not sharing the excessive resources available to all who dwell this planet and specifically this continent and each citizen in each country it hosts.
Thursday, 5 December 2019
We reap what we sow!
I can hardly believe it's been two years since my last post!
I've been out of education for a full year in April this year. It's been a rough ride, this 2019 journey - after literally almost loosing my mind due to a deliberate character assassination attempt and endured intimidation and bullying in the work place, I had to make a difficult decision regarding my professional career and vowed never to allow anyone to get away with such a vile attack, despite deliberate warnings of the perpetrator's supposed "political connectedness".
It's mind boggling how many ballsless, spineless individuals are found in top management and executive positions, in this country due mostly to their "political, union or other positions or affiliations' - positions or affiliations misused either to get top jobs or to fulfil their career and lifestyle aspirations. Once in the position though, they realise their incompetence and serious shortcomings compared to those they must manage. This is when the B-monster raises its ugly head .
To all the bullies out there - acquaint yourself with the expectations before you pursue career glory! Oh, and if you attempt to sink someone just because you recognise in them what you so desperately lack, rather opt to learn from them instead of conjuring up stories to justify getting rid of them. By doing so, you ignore Karma and the fact that nothing passes her. No matter how long it takes, she'll pop around to settle the score.
Friday, 27 October 2017
My Epiphany
An epiphany of something significantly magnificent!
The time is now,
The time is now!
Written on the clouds!
The words faintly visible from afar;
Then blown closer, clearer still,
The harmony in unison,
Accompanied by the wistling wind:
The time is now,
The time is now!
Why the poignant pause?
The birthing imminent!
The heart, the being replete, teeming, fraught, charged;
Abounding in pregnant professions!
The time is now,
The time is now!
Verna Stuurman 28/10/2017
The time is now,
The time is now!
Written on the clouds!
The words faintly visible from afar;
Then blown closer, clearer still,
The harmony in unison,
Accompanied by the wistling wind:
The time is now,
The time is now!
Why the poignant pause?
The birthing imminent!
The heart, the being replete, teeming, fraught, charged;
Abounding in pregnant professions!
The time is now,
The time is now!
Verna Stuurman 28/10/2017
Saturday, 4 March 2017
Education Management: Mentoring and coaching, tools for Whole-school Improvement
I'm two months into the third year of my 'new' role as Curator/Acting/Mentor Principal for the Western Cape Education Department. A role that in every sense has been exciting and rewarding, yet extremely disillusioning at times.
One thing that definitely stands out for me during my pursuit for improvement, which is in essence a fact finding mission, is the power of familiarising oneself with the contextual nuances at play within the organisation, before attempting to change anything. The biggest mistake, I've discovered on this journey, is to make assumptions based on other's perceptions of what is wrong or right within the organisation or what was visible on the surface, either good or bad. In time and with the patience required, the heart of the organisation is exposed. Importantly, if positive change is to be affected, one has to first allow a proper evaluation over time, space and by observing the different roleplayers in action, in order to discover the realities in the life of the organisation.
One doesn't need too much time to identify physical needs or challenges, as a checklist can develop at first glance when it comes to the physical observed in a moment. My personal experience however taught me that this, the observable within the life of the organisation, though important, is a far cry from ensuring an effective and maintainable turn-around. It is that which lies hidden, beneath the surface that need to be discovered first before enduring and effective, corrective measures will bear reward. This discovery sounds far easier on paper than it is in reality. Learning orgaisations are dynamic and each come with a set of immensely challenging characteristics. For one, it involves people of varying levels of diversity, expertise, experiences, knowledge, values, soco-economic realities, commitment, passions, willingness to contribute and maybe most importantly, admitting the need for a positive turn-around and the acceptance of each individual's role in the process.
The characteristics of a team to facilitate this process with maximum results include passion, commitment, tenacity, resillience, goal-drivenness, healthy work ethic, diligence, selflessness and team spirit. In the absence of one or more of these character traits in the majority of the working team, no intervention, no matter how smart will have the desired effect towards a sustainable turn-around.
"Valuable beyond measure are the team players who are willing to have a look within in order to change that which is evident outside as the destructive forces of the
organisation. There's nothing more powerful than a synchronized,
needs-based and goal ditected team effort.'
One thing that definitely stands out for me during my pursuit for improvement, which is in essence a fact finding mission, is the power of familiarising oneself with the contextual nuances at play within the organisation, before attempting to change anything. The biggest mistake, I've discovered on this journey, is to make assumptions based on other's perceptions of what is wrong or right within the organisation or what was visible on the surface, either good or bad. In time and with the patience required, the heart of the organisation is exposed. Importantly, if positive change is to be affected, one has to first allow a proper evaluation over time, space and by observing the different roleplayers in action, in order to discover the realities in the life of the organisation.
One doesn't need too much time to identify physical needs or challenges, as a checklist can develop at first glance when it comes to the physical observed in a moment. My personal experience however taught me that this, the observable within the life of the organisation, though important, is a far cry from ensuring an effective and maintainable turn-around. It is that which lies hidden, beneath the surface that need to be discovered first before enduring and effective, corrective measures will bear reward. This discovery sounds far easier on paper than it is in reality. Learning orgaisations are dynamic and each come with a set of immensely challenging characteristics. For one, it involves people of varying levels of diversity, expertise, experiences, knowledge, values, soco-economic realities, commitment, passions, willingness to contribute and maybe most importantly, admitting the need for a positive turn-around and the acceptance of each individual's role in the process.
The characteristics of a team to facilitate this process with maximum results include passion, commitment, tenacity, resillience, goal-drivenness, healthy work ethic, diligence, selflessness and team spirit. In the absence of one or more of these character traits in the majority of the working team, no intervention, no matter how smart will have the desired effect towards a sustainable turn-around.
"Valuable beyond measure are the team players who are willing to have a look within in order to change that which is evident outside as the destructive forces of the
organisation. There's nothing more powerful than a synchronized,
needs-based and goal ditected team effort.'
Theater for Life
This insightful production addresses relevant, contemporary issues like that our youth grapple with in their every day lives both at home and at school. The fact that all of these actors are youngsters, more or less their own age, makes the production so much more real for them. Issues like prejudice, favouritism, sexual abuse, sexuality, peer pressure, parent pressure, etc are some of the themes highlighted in the play.
What struck me was how learners of the four grades (Gr 8, 9, 10 and 12) represented responded to the question and answer session after the play. In fact, it was shocking that only two learners out of a group of 100 could find the courage to respond to the actors' questions after the play. It seems non of them felt confident enough to either ask a question or comment on what they experienced during the play. As I stood there confused and rather disappointed, realising that this was not due to a lack of interest, but much more possibly due to the fear of being made fun of by their peers for attempting to answer in English, although they were encouraged to answer in the language of their choice, or general lack of confidence, mostly due to too little opportunities like these created for them to speak or do this more often.
As I witnessed this, one thought came to my mind, create more opportunities for these young leaders to be exposed to and to portray what they ate capable of if given more opportunities to do so.
Friday, 14 October 2016
Final lap 2016
My prayer is that on the eve of the most important exam of their life, they will be awakened by a much deeper sense of reality, knowing that they need to draw on every bit of strength within to resiliently rise above every circumstance posing a challenge to realising their short term goals of obtaining their senior certificates and in so doing unlocking the chances of a better life, beyond the restrictive boundaries of a life prone to all sorts of abuses, poverty, gangsterism, crime and all evils associated with these crippling realities. So help them God!
Sunday, 12 June 2016
Tracking progress on my journey towards whole-school improvement
As I reflect on the past 18 months on this new journey on which I've been called to serve in specific schools at risk, I'm filled with immense gratitude for the opportunity to contribute in a way that is so incredibly fulfilling and provides so much joy and contentment in serving my divine purpose.
An incredible sense of belonging fills one that moment you sense "this is it", I am where I'm intended to be. Nothing beats the feeling, the energy it ignites is simply indescribable. The closest description that comes to my mind is the immense sense of comfort when I get into my preheated bed at the end of a very cold, Winter's day or the taste of English toffee frozen yoghurt on a warm, Summer's day.
That's how I've been feeling this past year and a half. Each day has provided the most incredible opportunities, whether spontaneous or planned. With every new day's challenges, I gained physical and mental strength through collaborative interventions, sourcing expertise, inviting synergised inputs, inspiring hope in what seemed hopeless situations and ultimately implementing action plans which in many cases, though not all, provided the desired outcomes. The collective experiences gained, was shaped towards enlightened perspectives of self and others, our joint fears, our joint moments of confusion, helplessness and frustration and then the adrenalin rush when that 'aha' moment arrives, the moment of enlightenment, followed by hope and faith when the possible solution is formulated and articulated.
As we navigated the ship through each of these various tides of school life, a growing awareness took shape: 'I am, because of you!' The wonderfully, divine orchestration of cause and effect, finding a common vision, joining in collaborative action in the subsequent pursuit towards understanding in times of confusion, answers to the many questions, a solution to the many challenges, and in every moment of achievement, collective celebration of courageous efforts! We are because of us!
An incredible sense of belonging fills one that moment you sense "this is it", I am where I'm intended to be. Nothing beats the feeling, the energy it ignites is simply indescribable. The closest description that comes to my mind is the immense sense of comfort when I get into my preheated bed at the end of a very cold, Winter's day or the taste of English toffee frozen yoghurt on a warm, Summer's day.
That's how I've been feeling this past year and a half. Each day has provided the most incredible opportunities, whether spontaneous or planned. With every new day's challenges, I gained physical and mental strength through collaborative interventions, sourcing expertise, inviting synergised inputs, inspiring hope in what seemed hopeless situations and ultimately implementing action plans which in many cases, though not all, provided the desired outcomes. The collective experiences gained, was shaped towards enlightened perspectives of self and others, our joint fears, our joint moments of confusion, helplessness and frustration and then the adrenalin rush when that 'aha' moment arrives, the moment of enlightenment, followed by hope and faith when the possible solution is formulated and articulated.
As we navigated the ship through each of these various tides of school life, a growing awareness took shape: 'I am, because of you!' The wonderfully, divine orchestration of cause and effect, finding a common vision, joining in collaborative action in the subsequent pursuit towards understanding in times of confusion, answers to the many questions, a solution to the many challenges, and in every moment of achievement, collective celebration of courageous efforts! We are because of us!
Friday, 7 August 2015
Inspiring excellence
Amanda Gudwa 
Bottom: with Mr Qali (History teacher)and Mr Solly Mqoqi (History Subject Adviser)
Amanda Gudwa, a Gr. 11 learner at Esangweni Secondary school is the only entrant this year in the Albert Luthuli Young Historian Awards from Metropole East Education District. She selected a local resident of Khayelitsha who dedicates his life to empowering young people from his neighbourhood to become achievers in life. We are exceptionally proud of this young lady and wish her all the best on this exciting journey. A word of gratitude to her educator, Mr Qali for his encouragement and for identifying the potential in his learners.
I salute all educators who are willing to go that extra mile to unlock opportunities like these for their learners.
Thursday, 6 August 2015
I'm in the business of inspiring legacies worth sharing
No, this is no competition aimed at a grand prize, this is merely the desire of winning more opportunities for our youth in pursuit of their destiny, a life so rewarding and fulfilling, it will unlock a treasure chest of legacies far beyond the authors' wildest imagination!
Oh my, how this thought fills me with exhilirating visions of young men and women living exemplary, fulfilling and purpose-driven lives. I want so much to be part of this 'fairy tale' for as many of our princesses and princes as I possibly can.
So, here's to the next phase in my pursuit to living a purposeful life! Here's to building those awesome legacies worth sharing!
Oh my, how this thought fills me with exhilirating visions of young men and women living exemplary, fulfilling and purpose-driven lives. I want so much to be part of this 'fairy tale' for as many of our princesses and princes as I possibly can.
So, here's to the next phase in my pursuit to living a purposeful life! Here's to building those awesome legacies worth sharing!
Masters of their own destiny
Thursday, 5 February 2015
For every season there's a reason
For every season there's a reason
Sounds a little cliché at first glance, but an amazingly affirmative from where I'm standing.
You see, frankly, for the past three years I've merely been "surviving", having to constantly push myself each day of every year to boldly put up the front of a 'successful', enthusiastic professional ready to take on every challenge in improving the educational outcomes of the institutions that I serve. Some challenges, I'm pleased to say, were resolved, but some sadly still hang over my head like a dark cloud, hauntingly, feeding on the energy created by crippling, fear provoking social contexts that compares with the many horror movies created as fictitious tales to entertain.
The encounters I've had left me at a loss for words at times, at best I walked into some situations with barely my faith in a Divine God with a sweet promise of never forsaking us, for there was no manual, no guideline document, no precidence in possible appropriate practice. For the most part it had much to do with creating the appropriate response and accompanying action in the moment. Yep, building the bridge over the troubled water with each progressing step towards the opposite side. To be continued ...
Sounds a little cliché at first glance, but an amazingly affirmative from where I'm standing.
You see, frankly, for the past three years I've merely been "surviving", having to constantly push myself each day of every year to boldly put up the front of a 'successful', enthusiastic professional ready to take on every challenge in improving the educational outcomes of the institutions that I serve. Some challenges, I'm pleased to say, were resolved, but some sadly still hang over my head like a dark cloud, hauntingly, feeding on the energy created by crippling, fear provoking social contexts that compares with the many horror movies created as fictitious tales to entertain.
The encounters I've had left me at a loss for words at times, at best I walked into some situations with barely my faith in a Divine God with a sweet promise of never forsaking us, for there was no manual, no guideline document, no precidence in possible appropriate practice. For the most part it had much to do with creating the appropriate response and accompanying action in the moment. Yep, building the bridge over the troubled water with each progressing step towards the opposite side. To be continued ...
Tuesday, 19 November 2013
a road less travelled
At the closing stages of another academic year, I reflect on a year which started on a high with an overall improvement in annual national assessments and systemic tests as well as improved matric results in the eight high schools in my circuit. The positive outcomes of the hard work of school managers and educators alike set the scene for the road ahead.
At Metropole East, 2013 introduced a new model for circuit and component operations aimed at strengthening service delivery to all our schools. This new endeavour brings me to my topic, 'the road leas travelled'. I had no illusions about the demands posed by this new model of operations with regard to my role as Circuit Manager.Essentially it meant that I would be directly involved in supporting schools on management and governance issues as well as sourcing specialist support from the Curriculum, Special Needs Education, Corporate Services and Institutional Management Governance components. All circuit team members were re-allocated to the components of their specialism under the supervision of the respective Deputy Chief Education Specialists and Component Heads. The Circuit Manager (CM) was left with an Office Assistant shared between two Circuit Managers. The six initial circuits were halfed and a thirteenth created for special schools. On average, each subsection of these six circuits consists of a managable amount of 13 schools.
A flatter circuit management structure was created that intentionally aimed to ensure shorter turn-over rates in addressing schools' needs and specific challenges schools face. As school visits for CMs increased, time spent at the office was minimised, which might have created pressure with regard to administrative duties in the absence good time management practices. New duties for CMs include support and monitoring visits to schools, Performance Management of Principals, Recruitment and Selection processes of Principal and Deputy Principal posts, training of management and School Governing Bodies among others.
In essence, change management involves taking risks. It's about being bold enough to admit when a system has shortcomings and opting for strategic alternatives to address these, is what shapes successful organisations. Looking back on 'the road less travelled', I acknowledge all who have contributed to making this experience a much less stressful one than anticipated and much more rewarding than I've experienced over the last five years in this post. I look ahead to a new year with many more rewarding experiences as we continue our pursuit for educational excellence.
At Metropole East, 2013 introduced a new model for circuit and component operations aimed at strengthening service delivery to all our schools. This new endeavour brings me to my topic, 'the road leas travelled'. I had no illusions about the demands posed by this new model of operations with regard to my role as Circuit Manager.Essentially it meant that I would be directly involved in supporting schools on management and governance issues as well as sourcing specialist support from the Curriculum, Special Needs Education, Corporate Services and Institutional Management Governance components. All circuit team members were re-allocated to the components of their specialism under the supervision of the respective Deputy Chief Education Specialists and Component Heads. The Circuit Manager (CM) was left with an Office Assistant shared between two Circuit Managers. The six initial circuits were halfed and a thirteenth created for special schools. On average, each subsection of these six circuits consists of a managable amount of 13 schools.
A flatter circuit management structure was created that intentionally aimed to ensure shorter turn-over rates in addressing schools' needs and specific challenges schools face. As school visits for CMs increased, time spent at the office was minimised, which might have created pressure with regard to administrative duties in the absence good time management practices. New duties for CMs include support and monitoring visits to schools, Performance Management of Principals, Recruitment and Selection processes of Principal and Deputy Principal posts, training of management and School Governing Bodies among others.
In essence, change management involves taking risks. It's about being bold enough to admit when a system has shortcomings and opting for strategic alternatives to address these, is what shapes successful organisations. Looking back on 'the road less travelled', I acknowledge all who have contributed to making this experience a much less stressful one than anticipated and much more rewarding than I've experienced over the last five years in this post. I look ahead to a new year with many more rewarding experiences as we continue our pursuit for educational excellence.
Friday, 8 June 2012
Friday, 11 November 2011
MEED Circuit 5 Excellence Awards
On 17 November, Circuit 5 will be hosting their annual excellence awards to acknowledge the great efforts of educators and school management teams in ensuring quality teaching and learning.
Categories: Excellence in Foundation Phase, Intermediate, Senior and Further Education and Training teaching, HOD of the Year, Deputy Principal of the Year, Principal of the Year.
Watch this space for more!
Categories: Excellence in Foundation Phase, Intermediate, Senior and Further Education and Training teaching, HOD of the Year, Deputy Principal of the Year, Principal of the Year.
Watch this space for more!
Saturday, 29 October 2011
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