Capacity building programme for Curriculum Implementers to Mentor and Coach

Terms of reference (ToR) Statement

The development of a capacity building programme for Curriculum Implementers to Mentor and Coach.

Background to C.L.A.S.S. Consulting

C.L.A.S.S. Consulting is an agency servicing the DBE and provincial Departments of Education. In the course of its operations it provides products and services for the DBE since 1998 to narrow the gap between curriculum policy and practice at schools. These services and products are procured in accordance with DBE procurement policy, framework and PFMA (Public Finance Management Act).

C.L.A.S.S. Consulting facilitates the roll out of the Teacher Development Strategy and conducts capacity building programs. One of the programs is on the development of a capacity building program for Curriculum Implementers to Mentor and Coach.

C.L.A.S.S. Consulting facilitates Educator Leadership in DBE as part of its teacher development strategy. C.L.A.S.S. Consulting is interested in creating alignment in its Educator leadership intervention programs and projects to ensure a holistic and integrated approach to improving learner results and teaching.

Benefits of the Project

Implementation of Curriculum Reform is an arm of the broader Teacher Development strategy developed to ensure that the educators and managers are developed to enhance their roles in school improvement.

Curriculum reform is a significant process for Curriculum Implementers especially in the light of the new Curriculum Assessment and Policy Statement introduced in the foundation and intermediate Phase as well as in the senior and FET phase.

The role of the Curriculum Implementers is currently rearticulated as outlined by the Gazette No.35107 3 of May 2012. Capacity building for Curriculum Implementers to be able to support and develop educators at schools needs to be clearly defined and articulated so that the objectives and goals of the Department of Education is realized through the improvement of schools and the results of the learners especially in respect to literacy and numeracy and quality of matriculation passes.

Curriculum Implementers must also work in transversal teams. Data collection and Data driven decision making will be critical for analysis and interventions to be considered and implemented.


The main objective is to develop a process for capacity building that will enable the Curriculum Implementers to implement curriculum reform in all schools.

The Framework must take cognizance of the contextual needs as well as the developmental need to propel the province and country forward.

  • Develop a mentoring model for Curriculum Implementers (Accredited)
  • Develop a coaching model for Curriculum Implementers (Accredited)
  • Train Curriculum Implementers on mentoring and coaching.
  • Certify Curriculum Implementers on the accreditation.
  • New and innovative strategies for capacity building must be considered.
  • Support and development of educators must be the key objective in the different outputs of the capacity building processes.
  • Contextual realities that Curriculum Implementers work under must be mediated.
  • Roles and responsibilities must be clearly defined for the implementation of the mentoring process.
  • The use of technology must also feature in the Process.
  • Data Driven Decision making must be key to the process of coaching and mentoring.

Scope of Project

The development of a broad capacity building process must take the following processes into account:

  • Develop a Mentoring and Coaching model for an accredited course.
  • Train the Curriculum Implementers on the model for mentoring and coaching (Accredited)
  • Support sessions for the PoE should be established.
  • Certification of the course.
  • The framework must also consider the draft National Planning Committees (NPC) recommendations.
  • Consider the new Gazette on roles and responsibilities.
  • Suggest technological processes such as virtual platforms, leadership lounges, chat places, pod casts etc.
  • Develop a common Monitoring and Evaluation approach and indicators for Curriculum Implementers


C.L.A.S.S. Consulting will not dictate a particular methodology. Whatever approach is used must consist of various strategies that also exploit the technological platforms available to allow for large scale application. Practice based experiential action learning work based models of facilitation will also be used. Most importantly the focus should be on “transference of skills” to the client base to avoid dysfunctional rescuing where the client remains dependent on the service provider.

Competencies and expertise

  • C.L.A.S.S. Consulting has a module based development focus for skills and  qualifications.
  • C.L.A.S.S. Consulting has experience in training accredited programmes.
  • C.L.A.S.S. Consulting has skills in PoE development for the accreditation.
  • C.L.A.S.S. Consulting has experience of the terrain for district development.
  • Creative and innovative skills and leadership knowledge and experience will be essential.
  • Technological insight
  • Consultation and networking skills

Outputs and Deliverables

C.L.A.S.S. Consulting will deliver:

  • Mentoring and Coaching model and modules developed.
  • Curriculum Implementers trained on the module
  • Curriculum Implementers accredited on the module.
  • Certification in the course
  • Needs analysis in respect to Curriculum Implementers in respect to Mentoring and Coaching.
  • The following outputs are indicated as:
    • Orientation for all Curriculum Implementers
    • Lesson management
    • CAPS content
    • Pedagogy
    • Assessment
    • Reflective practice as in community of practice (COPS)
    • Mentoring and Coaching.
  • Monitoring and Evaluation framework with indicators.
  • Identify systems and practices to standardize practices.
  • The project must be completed in six months with support year long

Cost includes

Accreditation on the two unit standards of coaching and mentoring and including a full turnkey solution for the Department of Education which includes printing of materials, DVD’s, videos and PowerPoints, E-learning, readings, and face to face training and coaching of Curriculum Implementers and monitoring and support of roll-out.