Creating a supportive learning environment for the ACE school ...

Creating a supportive learning environment ACE SL University of Pretoria1
Creating a supportive learning environment for the ACE school leadership
programme at the University of Pretoria
Dr Keshni Bipath
Department of Education Management and Policy studies
(University of Pretoria)
keshni.bipath@up.ac.za

Creating a supportive learning environment ACE SL University of Pretoria2
Abstract
This paper claims that the most essential ingredients in the quest for success in
the ACE School Leadership Programme at the University of Pretoria is a product
of (ex-retired school principals + enthusiastic lecturers + motivated students ) X
(mentorship preparation + trust + stages in relationships + teamwork + school
visits + portfolios).The participants in the programme are principals (mentees)
from 50 Mpumalanga schools in their first year of study and 10 retired principals
(mentors). Respondents completed a survey which consisted of thirteen open
ended questions on their experiences of being a mentor or mentee. In addition,
respondents were asked about the extent to which the mentor interaction during
site visits improved their self development, professional development and
institutional development during informal interviews. Furthermore, 3 schools were
visited and observations were used for crystallization purposes. Results of the
study claim that the success of the ACE school Leadership programme at the
University of Pretoria was the result of blending the right people together and
multiplying them with understanding the dimensions of trust in relationship
building, acknowledging the stages of development in relationships, prepreparation
on the role and tasks of the mentors and working together with a
positive synergy towards excellence. Implications for successful practice in this
programme resulted in provincial departments providing more students for
enrolment in this fabulous programme.

Creating a supportive learning environment ACE SL University of Pretoria3
Over the past few years mentoring and coaching have become familiar buzz
words in industry. What exactly is the difference between a coach and a mentor
Everson says that coaching is a one-on-one relationship with someone who is in
your corner. They don't fix the problem or give direct advice but they can give you
a new perspective on how to look at the problem, help you see outside your box.
The role of a mentor is slightly different. "The mentor is someone who offers
direct advice and guidance because the mentee values their experience, wisdom
and life stories and many companies are seeing the value of both approaches,"
says Everson.
Browne-Ferrigno and Muth (2006, 290) claim that retired principals are better
mentors because they “are not burdened with responsibilities of school
leadership, they have more time to provide immediate advice and feedback when
needed by principals. Retired principals have completed significant service over
many years, they can provide historical perspectives and share tacit knowledge
with new entrants to the principalship, …”. Browne-Ferrigno and Muth’s study
proved that readiness to assume a principalship appears to be linked to an
individuals encouragement and support from leadership mentors, opportunities to
engage in authentic leadership activities and perceptions of personal
competence to assume school leadership responsibilities (2006, 275). The
University of Pretoria hired retired principals of excellent schools to mentor
principals for quality enhancement and problem solving skills.
However, due to the previous apartheid era, these excellent ex-principals who
were chosen to mentor were from the ex-Transvaal Education System (TED) and
the principals in the programme were from rural, disadvantaged schools. The
principals were young Black females and males and the mentors were elderly
White males. Tony Bush, in a paper delivered at the AEASA conference in
Pretoria on the 8 th August 2009 also emphasized the mismatch between the

Creating a supportive learning environment ACE SL University of Pretoria4
mentors and mentees in the ACE SL programme used by the University of
Pretoria. In a report from Zennex (2008), one of the researchers observed the
body language between the mentors and mentees on the first orientation day.
The mentees sat in the back of the lecture room, behind the mentees. A problem
was forseen but was this going to hinder the development of principal trainees
Rationale and Aim
During the 6 th International Symposium of Educational Reform (ISER) held in
Mpumalanga on the 26 th to 28 th July 2010, the top students of the first and
second cohort were acknowledged for their achievements. All of the students
showed a positive self development and professional development. Their
schools were visited by the ISER delegates to observe the relationship between
the institutional development and professional development. The observations
showed tremendous improvement in the management and leadership of schools.
Visionary leadership was observed by the constant reference to the vision and
mission statement by the leader, classrooms were well set up with charts and
learners’ outstanding work on display, learners were busy with work and had
learners’ books and textbooks on their desk, discipline was maintained although
some classes had over 70 learners seated and the pleasant surroundings and
teaching and learning climate was thrilling for me as a lecturer. Had
Mpumalanga schools been turned around due a school leadership programme
Did the leader’s transformation during the programme lead to the transformation
of the whole school One thing was clear, the rural schools in Mpumalanga were
operating like well-resourced private schools in an urban areas in Gauteng.
The aim of the paper was to explore the factors that led to the successful
creation of a learning environment for students in the ACE School Leadership
programme. The students were making a difference to their institutions.
Certainly, there was a combination of ingredients that led to the visible and
exciting changes observed.

Creating a supportive learning environment ACE SL University of Pretoria5
Research Methodology
This study used a multi-method strategy (Creswell, 2003) and drew on data
collected originally for other purposes (Kiecolt & Nathan, 1985; Tashakkori &
Teddlie, 1998). Survey research was used as a method of collecting information
by asking a set of preformulated questions in a predetermined sequence in a
structured questionnaire to a sample a sample of individuals drawn so as to be
representative of a defined population.The sample consisted of 50 participating
principals in their first year of study and their 9 mentors (retired principals). The
survey consisted of 13 questions. Member checking was carried out during the
lectures and unstructured interviews during the informal lunch 17 November
2009. A prize-giving event was arranged in Mpumalanga where the top 5
students were acknowledged. During this event, presentations were made by
top students and their schools were visited by the lecturers to observe whether
professional improvement and institutional improvement occurred.
The surveys, interviews and powerpoint presentations by top learners during the
ISER (2010) were analysed through the use of discourse analysis. Discourse
analysis is thus concerned with studying and analyzing written texts and spoken
words to reveal the discursive sources of power, dominance, inequality and bias,
and how these sources are initiated, maintained, reproduced and transformed
within specific social, economic, political and historical contexts. (Niewenhuis,
2007,102).
Participants and Setting
Participants are transported to the campus over a period of two years for 20
monthly lecture and facilitation sessions. Six hour contact time with participants
consists of 3 hours lectures and 3 hours facilitation with mentors. Lecturers
teach the theoretical aspect of school leadership and mentors are assigned to 6

Creating a supportive learning environment ACE SL University of Pretoria6
to 8 principals in order to facilitate, guide, direct and assist in the change that
needs to be implemented in institutional development (schools) and selfdevelopment
(principals). Schools were also visited by these mentors who
supported and guided students in strategies for school improvement. The
university has utilized the services of retired school principals as partners in the
mentorship of their students who are mainly newly elected principals in schools in
Mpumalanga. These mentors that were selected were ex-principals who had
good track records of being functional school principals. The mentors were
generally elderly White Afrikaner males and the mentees were young Black
males and females. A qualitative research approach was conducted whereby 50
first year students and 10 mentors were requested to complete a series of
questions examining their experiences during the mentor-mentee partnership.
Futhermore, mentees and mentors were interviewed informally on the findings of
these surveys. The top 5 students of each of the first two cohorts were
requested to present PowerPoint presentations of their experiences during the 2
years and how this has impacted on the progress of their schools.
Literature Study
Jansen (2008) states that the answer to “the restoration of productive school
cultures might lie in white Afrikaans schools. If you take a walk through a white
Afrikaans high school, you will notice that the teachers do not walk: they’re half
running, a draf-stappie in the native language. The body language of every
teacher suggests that he or she needs to be somewhere else, teaching and
taking care of children. To walk is to suggest being casual, unconcerned. It is an
inconvenient truth, not palatable to black nationalist sentiment, that the answers
to the restoration of productive school cultures might lie in these white Afrikaans
schools. South Africans are understandably cautious about the word ‘culture’. It
was, after all, a word that was substituted, all too readily, for the more

Creating a supportive learning environment ACE SL University of Pretoria7
uncomfortable word ‘race’. But schools have a culture it is a collection of
attitudes, values and behaviours that defines and distinguishes productive
schools. The reason the academic results of the Afrikaans schools are, on
average, much higher than those of their counterparts is not only because of their
relatively privileged position with respect to resource”.
Whilst the nature of the relationship is often hierarchical in that the two partners
differ in status, power, knowledge, and experience in terms of their professional
standing (Clutterbuck & Megginson, 1999), this is not always the case. Mentors
in modern organizations are increasingly likely to be equal in status to the
mentees, and ‘serve as both teachers and learners in a relationship based on
shared purpose, co-inquiry, respect and trust’ (Fritts, 1998, p. 3). Whatever the
nature of the mentor–mentee relationship, what is important is that the mentor
takes on the role of a partner who works alongside the mentee in order to foster
learning and development, and in a variety of different ways. Baird (1993)
describes this role as ‘a solid amalgam of Helper + Sharer + Carer’ (p. 55) while
Crow and Matthews (1998) view the mentee as traveller and the mentor as
guide. Because of the highly developmental and reflective emphasis of
mentoring, it is essential that it takes place in such a way that trust underpins the
relationship between mentor and mentee, and that a safe psychological and
emotional environment is provided (Carruthers, 1993; Bolam et al., 1995). As
Rymer (2002) states: ‘The core of mentoring is a close, developmental
relationship based on mutual trust’ (p. 344). If a mentee is to flourish within this
relationship, notions of confidentiality, support, openness, and collegiality must
be evident in the mentoring process. Furthermore, issues of individual position
and power differences should not enter this partnership. Rather, a mentor should
be a sensitive and trusted advisor who accepts the mentee’s stage of
development and provides a safe environment in which learning and
development may occur (Clutterbuck, 1998; Bell, 2000).

Creating a supportive learning environment ACE SL University of Pretoria8
The stages of development in relationships
UP ACE SL Roadmap
Implementation Roadmap
Year 0
Leadership
and
Management
Lead and manage
people
Year 2
Forming
Storming
Management of the
curriculum
Managing educational
resources
Education Law and
Governance
Modules taught over 2 years
Research project
Norming
Performing
Stages in partnership development
Adjourning
22

Creating a supportive learning environment ACE SL University of Pretoria9
Relationship stages
Implementation Roadmap
Year 0
Formal stage
Year 2
Forming
Cautious stage
Storming
Sharing stage
Norming
Open stage
Performing
Beyond stage
Adjourning
Relationship stages
Stages in partnership development
25
Assignment preparation and school visits
Implementation Roadmap
Year 0
Formal stage
Year 2
Orientation
Cautious stage
Facilitation
sessions
Sharing stage
School
visits
Relationship stages
Open stage
Beyond stage
Assignment
preparation
Stages in partnership development
Handing in
portfolios
26

Creating a supportive learning environment ACE SL University of Pretoria10
Trust dimensions
Integrity refers to honesty and truthfulness. Competence encompasses an
individual’s technical and interpersonal knowledge and skills. Consistency relates
to an individuals reliability, predictability and good judgment in handling
situations. Inconsistencies between words and action decrease trust. Nothing is
noticed more quickly …than a discrepancy between what executives preach and
what they expect their associates to practice. Loyalty is the willingness to protect
and save face for another person. Trust requires that you can depend on
someone not to act opportunistically. The final dimension of trust is openness.
Can you rely on the person who gave you the full truth.
Dimensions of trust
Implementation Roadmap
Year 0
Integrity
Year 2
Forming
Competence
Storming
Consistency
Norming
Loyalty
Performing
Openess
Adjourning
Dimensions of trust
Stages in partnership development
24
Pre-preparation on the role and tasks of the mentors
The role of the mentor can be described as in the table below and mentors are
trained in the beginning of the year regarding their role and tasks. The following
table describes briefly the main points covered during the training of mentors in

Creating a supportive learning environment ACE SL University of Pretoria11
order to enhance the supportive environment created for the students to perform.
Mentors faciliatated after the lecture sessions and were then required to visit the
principals in their schools to assess, guide and assist in positive institutional
development. Three two-hour visits were done per semester over the two year
visit. The findings show that perhaps this was the largest dose of ingredient that
led to the success of implementation of theory into practical action plans. The
mentors attended all lectures and together with their experience, found it
“wonderful” and “fulfilling” to assist their mentees. Furthermore, they were
astounded and horrified by the lack of resources in these schools and realized
that the task that their mentees had to accomplish were ridden with challenges.
They were prepared to face the challenges and even went to the point of writing
to the department of education and applying for sponsorships to achieve the
visions of the schools. The mentees regarded their mentors as “fathers” and this
captured the relationship that was formed.
Table: The role and tasks of mentors
A mentor is a/n…
A mentor…
Advisor
Asks questions
Catalyst/enabler
Challenges productively
Critical friend
Encourages risk-taking
Guide
Helps identify goals
Listener
Listens actively
Role model
Offers encouragement
Sounding board
Promotes independence
Strategist
Provides feedback
Supporter
Share critical knowledge
Tactician/• Teacher
Working together with a positive synergy towards excellence

Creating a supportive learning environment ACE SL University of Pretoria12
The lecturers in the programme were experienced and enthusiastic and they are
all module coordinators in the Distance Education programmes that the university
offers. This confidence that they would be able to deliver a good promme,
together with the choice of excellent mentors was the first mixture for success.
Fortunately, the participants were excited about being on a university premise for
the first time in their lives and they were eager to listen and learn. The people
worked with a positive synergy towards excellence.
Conclusion
The fact that all the top students mentioned that the programme had positively
impacted on their self, professional and institutional development was evidence
of the equation that is claimed by the paper is proved to be true. Mpumalanga
Department of education is eager to train all their principals in the ACE School
Leadership as soon as possible but due to the quality of the programme, the
university accepts 60 principals at a time for training. Mentors are assigned to 5
mentees and lectures are interactionally delivered. Students are now been
lectured to in venues in Nelspruit to avoid the long journeys and causal tiredness
and lecturers find that the students are more alert and eager to ask questions
and discuss situational issues. This recipe might not be a perfect fit for all
institutions but at the University of Pretoria, ACE School Leadership = ƒ(exretired
school principals + enthusiastic lecturers + motivated students ) X
(mentorship preparation + trust + stages in relationships + teamwork + school
visits + portfolios).
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