OVERVIEW OF THE CPTD SYSTEM AND IMPLEMENTATION PLAN Ella Mokgalane SAPA KZN CONFERENCE 23 August 2013

National Policy and Legislative Context

National Policy and Legislative Context SACE is a professional council established in terms of the SACE Act no. 31 (2000), as amended The Act mandate SACE to: Register educators; Manage a system for Continuing Professional Development of all educators; Ensure educators’ adherence to the Code of Professional Ethics

National Policy and Legislative Context... SACE’s additional mandate comes from the National Policy Framework on Teacher Education and Development (NPFTED) in South Africa, April 2007 Section 53 of the NPFTED (2007) states that “…the South African Council for Educators (SACE), as the professional body for professional educators, will have the overall responsibility for the implementation, management and quality assurance of the CPTD system. SACE will be provided with the necessary resources and support to undertake that role”

National Policy and Legislative Context... This mandate is supported and enhanced by the Departments of Basic Education and Higher Education and Training’s Integrated Strategic Planning Framework for Teacher Education and Development in South Africa, 2011 – 2025 The plan indicates the following explicitly: that it (the plan) must be considered by other planning processes such as those related to IQMS, WSE, NEEDU and the SACE CPTD Management System The TED ICT support system will be linked to the SACE CPTD Management System

Teacher Development Framework and CPTD Management System

National Policy and Legislative Context... Lastly, SACE’s role of managing the CPTD Management System has been strengthened further through National Planning Commission’s (NPC) National Development Plan released in August 2012. The Plan acknowledges SACE as key role player in continuing professional development of teachers and the promotion of professional standards.

National Policy and Legislative Context... The NPC’s National Development Plan (2012) specifically states the following:  ”Teachers must take the initiative to identify the areas in which they need further development and approach the department for assistance to access training opportunities. Courses that are in line with the requirements of the teacher’s job must be fully subsidised by the government and should take place outside term time. On completion of the course or professional development activities, teachers should earn points towards meeting the Continuing Professional Teacher Development requirements of the South African Council for Educators (pp307-308).

National Policy and Legislative Context... Secondly, with regard to providers offering professional development activities to educators, the Plan indicates that there is a need to: “Allow a wide range of training providers to offer professional development courses for teachers, subject to approval by the South African Council for Educators (pp307-308)”

National Policy and Legislative Context... Finally, it also recognises teacher unions’ role in providing professional development by indicating the need to: “Assist unions in developing the capacity to implement continuous professional development strategies for their members. Over time, accredit professional development institutes linked to unions so that they can offer continuous professional development that earns points towards meeting the Continuing Professional Teacher Development requirements of the South African Council for Educators. (p. 308)”

The CPTD Management System

Introduction…. All workers, including professionals like teachers, need lifelong learning to do their jobs better To improve their knowledge To improve their skills To keep up to date with new research To learn from colleagues Better teachers will help learners to learn better and become better citizens

What is the CPTD Management System? It is a system for recognising all useful teacher development activities By approving quality and credible professional development providers By endorsing relevant and good professional development quality activities and programmes By allocating professional development (PD) points to such activities By crediting each teacher’s CPTD account / record with the PD points they have earned

Purpose of the CPTD System Ensure that all professional development programmes contribute more effectively and directly to the improvement of teaching and learning; Emphasise and reinforce the professional status of teaching; Provide educators with clear guidance about which Professional Development (PD) activities will contribute to their professional growth;

Purpose of the CPTD System.. Protect teachers from fraudulent providers; and Expand the range of activities that contribute to the professional development of teachers

Vision of the CPTD system To support and facilitate the process of continuing professional development To give recognition to teachers who commit themselves to continuing professional development To revitalize the teaching profession

What is SACE’s Role in Continuing Professional Development It is very important to clarify the role of SACE in Continuing Professional Development (CPD) to avoid confusing it with that of the employers “SACE IS NOT A PROVIDER OF CONTINUING PROFESSIONAL DEVELOPMENT” The CPTD Management System will not provide professional development activities to teachers. It will help SACE to work with teachers and providers to improve the provision and take-up of professional development activities and manage that.

CPTD System Target Audience In terms of the NPFTED (2007) the CPTD Management System will be made available to all school-based educators (principals, deputy principals, HoDs, teachers) whether: state-employed, employed by School Governing Bodies, or employed by independent schools

The Basic Structure of the CPTD System Educators engage in three kinds of SACE Endorsed Professional Development (PD) activities / programmes: Teacher initiated activities (Personal) School initiated activities (School) Externally initiated (Providers) Externally initiated activities will be offered by: Educators’ employers (PEDs, SGBs, Independent Schools/Boards Higher Education Institutions (HEIs) Teacher Unions NGOs / CBOs / FBOs Professional Associations, Private Providers and others Educators will earn their PD Points from each of the three types of Professional Development Activities

The Basic Structure of the CPTD System SACE will allocate professional development (PD) points to educators’ professional development activities according to a schedule of points approved by SACE Each educator will be expected to achieve 150 PD points on their PD points Account in every three year cycle.  SACE will issue a Certificate of Achievement to each educator who achieves the 150 PD points within the three years as follows:

The Basic Structure of the CPTD System Bronze Certificate of Achievement to each educator who achieves 150 PD points within the three years. A Silver Certificate of Achievement to each educator who achieves 150+ to 300 PD points within the three years. A Gold Certificate of Achievement to each educator who achieves 300+ PD points within the three years.

Professional Development Portfolio Each educator will have a personal Professional Development Portfolio (PDP) developed according to SACE guidelines. The PDP will provide advice and support on professional development. It will also be a personal record of an educator’s professional development journey.

What is the Professional Development Portfolio For?... The PDP is a resource document to assist each educator’s professional growth. It will contain: Advice on understanding and analysing a teacher’s professional development needs The educator’s analysis of professional development needs and ways of addressing them Guidance on how the educator can undertake or access professional development activities information on the CPTD Management System A record and evidence of the educator’s PD activities and PD points earned

Will Educators Be Expected to Submit their PDPs to SACE? No. The PDP will be the educator’s own property, kept and signed by an educator. Educators will monitor their own participation in PD activities, guided by their personal Professional Development Portfolio (PDP). The principal and SMT in each school will use it to monitor their educators’ PD participation and discuss improvements in departmental and staff meetings or with individual educators.

Will Educators Be Expected to Submit their PDPs to SACE? SACE will monitor a representative sample of educators’ PDPs each year to see how educators are using the system, and will provide feedback on its findings to the educators and schools concerned

Who will Have Access to an Educator’s PDP? The following persons will have access to the PDP for developmental or monitoring purposes: The school principal or delegated SMT member An authorised representative of an educator’s employer An authorised SACE representative.

How will an Educator PD points be reported to SACE? An educator will record Type 1 and Type 2 PD points in the personal PDP according to the PD Points Schedule. SACE expects educator to record their points honestly. Dishonest reporting is unprofessional conduct. It may also be a breach of SACE’s Code of Professional Ethics Educators will report their participation in Professional Development twice a year manually on a form prescribed by SACE or electronically on the CPTD self-service portal – in June and November

How will a Educators’ PD Points be reported to SACE? In June and November a principal will request staff members to report their PD points for the year on a simple form supplied by SACE or electronically. Educators (individually) will report their PD points to SACE on a simple form supplied by SACE, and will send the form to SACE by: post, fax-to-email or Uploading them on the CPTD-IS through the portal

How will Educators’ PD Points be Reported to SACE? The following contact details should be used in reporting your PD activities and points earned: Manually Post: Attention: Provinces and Members Unit SACE Private Bag x 127 CENTURION, 0046 Fax-to-Email: 086 571 5260 Email Address: member@sace.org.za

How will Educators’ PD Points be Reported to SACE? ELECTRONICALLY: www.sace.org.za Choose CPTD then click on self-service portal Choose Educator Login using your username and password Choose Record Points Tab on top

Is participation in professional development compulsory? Yes. Participation in professional development is mandatory for all teachers. Professional development is part of SACE’s Code of Professional Ethics for educators. All teachers commit themselves to observe the Code, so professional development is not an option but an obligation for all teachers. Section 7 of the SACE Code of Professional Ethics states that an educators: must keep abreast with educational developments .

Is participation in professional development compulsory?... Principals, deputy principals and heads of department are required, as part of their duties and responsibilities, to help teachers develop professionally. They are also required to develop themselves So, professional development is an all-teacher and all-school affair SACE expects and encourages all teachers to sign up for the CPTD Management System as it rolls out so that they keep up to date and on their toes professionally

What Happens if Educators don’t Reach the 150 Points Target? For the first six years (starting from 2014) SACE will not impose a penalty on educators who don’t achieve the PD points target on time. After six years SACE will review the situation and make a decision about sanctions for non-compliance.

Provider Approval and Activity Endorsement

CPTD System Quality Management and Assurance Processes… SACE Quality Assurance Terms Approval of Providers, and Endorsement of PD Activities / Programmes Providers in this context refers to: Employers (9 x Provincial DoEs, SGBs, Independent Schools, and others), Other Government Departments, HEIs, Private Providers NGOs / CBOs / FBOs, Teacher Unions, Professional Associations, and Others

CPTD System Quality Management and Assurance Processes… Providers must be SACE approved to offer SACE endorsed activities for which participating teachers get PD points These are three separate operations

Provider Approval Approval is a decision by SACE that a provider meets its criteria and is fit to offer quality PD activities All providers must apply for SACE approval when they submit activities for endorsement Only “SACE Approved Providers” may provide SACE endorsed PD activities Provider Approval Status lasts for a period of three years

Endorsement of Activities / Programmes

Endorsement of Activities... Endorsement is a term introduced by the NPFTED alongside the introduction of the CPTD system Endorsement includes a process of examining the quality of an activity with respect to how it contributes to the professional development of the teacher A process of evaluating and approving professional development activities against a set of criteria and coming up with an endorsement decision Quality Councils – Accreditation and SACE - Endorsement

Endorsement of Activities.. Applicable largely to Type 3 professional development activities (Externally Initiated Activities) Only SACE Approved Providers will submit proposed teacher development activity to SACE for endorsement SACE evaluators will evaluate the activity and made a positive recommendation to the Endorsement Sub-Committee

Endorsement of Activities.. SACE’s Endorsement Sub-committee will certify that the activity meets each of the SACE criteria at a satisfactory level SACE’s Endorsement Sub-committee will endorse the proposed activity for a maximum of three years The SACE Approved Provider may offer the endorsed activity for a maximum of three years

Funding Principle Only SACE-endorsed activities offered by SACE approved providers should be funded by employers

CPTD System Implementation Plan

CPTD Implementation Plan SACE approved Implementation Plan – November 2012 Target Audience School-based educators only (NPFTED 2007) The CPTD system will be implemented for approximately 450 000 educators in the public and independent schools (including the ones on School Governing Body posts). While teachers from the public schools are in the majority, SACE is putting into place the CPTD system implementation plans, processes, and procedures that will accommodate educators in independent schools and governing body posts as well

Implementation Phases PHASE 1: (August 2009 – May 2012) 2009 Pilot study 13 Pilot Districts 145 schools across the 9 provinces 3963 educators July 2012 Pilot Report Published

CPTD PILOT TOTAL PROVINCE No. Schools No. Educators GAUTENG 21 719 LIMPOPO 20 542 EASTERN CAPE 520 NORTHERN CAPE 12 428 FREE STATE 421 KWAZULU-NATAL 24 394 NORTHWEST 376 MPUMALANGA 252 WESTERN CAPE 311 TOTAL 145 3963

Implementation Phases.... PHASE 2: (June 2012 – December 2012) Post Pilot Phase Approval of the Pilot Report and Implementation Plan by SACE and DBE Principals Address challenges raised by the CPTD Status report and follow-up on the recommendations made (develop various proposals) Finalising the CPTD Implementation Cohorts

CPTD IMPLEMENTATION COHORTS CPTD System to be implemented with three different cohorts as follows: 1st Cohort : Principals and Deputy Principals (40 474) the numbers are small as compared to the HoDs and the rest of the teachers. create a culture of ongoing development in their schools be in a strong position to support their educators from an informed position manage the implementation of the CPTD system at school level.

CPTD IMPLEMENTATION COHORTS 2nd Cohort : HOD (55 032) a better position to support their staff on the implementation of the CPTD system. 3rd Cohort : Teachers (342 680) buy-in into the CPTD system will be enhanced since their seniors would have gone through the process already

Implementation Phases.... PHASE 3: (January 2013 – December 2013) Put national and provincial CPTD structures in place – stakeholders should participate in this CPTD Orientation and Signing-Up Workshops by the 1st Cohort Needs Identification Instrument Advocacy Provider approvals Endorsement of Professional Development activities

Implementation Phases.... PHASE 4: (January 2014– December 2016) January 2014 December 2014 1st cohort starts the 1st year of the three year CPTD cycle 2nd cohort engages in the CPTD orientation and sign-up workshops January 2015 December 2015 1st cohort starts 2nd year of the three year CPTD cycle 2nd cohort starts 1st year of the three year cycle 3rd cohort engages in the CPTD orientation and sign-up workshops

Implementation Phases.... January 2016 December 2016 1st cohort starts 3rd year of the first three year CPTD cycle and earn 150 points by the end of December 2015 2nd cohort starts 2nd year of the first three year cycle 3rd cohort starts 1st year of the first three year CPTD cycle Impact study of the 1st cohort’s first three year cycle NB: In January 2017 the 1st cohort’s 150 points fall away as the cohort starts 1st year of the second three year cycle

Implementation Cycle... 2014 - 1st cohort’s year 1 of 3 year cycle _ - 2nd cohort’s orientation and sign-up _ 2015 – 1st cohort’s year 2 of the 3 year cycle - 2nd cohort’s year 1 of the 3 year cycle - 3rd cohort’s orientation and sign-up 2016 – 1st cohort’s year 3 of the 3 year cycle ends - 2nd cohort’s year 2 of the 3 year cycle - 3rd cohort’s year 1 of the 3 year cycle -

Reflections and Feedback Clarity, Questions Inputs Discussions Recommendations

WAY FORWARD CPTD System Go and share the information in your school Sign-Up for the CPTD System this year Participate in your 1st cycle of the CPTD System from January 2014 onwards CPTD System

THANK YOU Ella Mokgalane Senior Manager: Professional Development and Research 012 663 9517 / 012 679 9709 – direct 083 380 9879 ella.mokgalane@sace.org.za emokgalane@gmail.com