1. Presentation to the Basic Education Portfolio Committee
An Overview of the Continuing Professional Teacher Development (CPTD) System in South Africa
Presentation to the Basic Education Portfolio Committee
21st February 2012

2. Focus of the Presentation
Overview of the CPTD system
The CPTD System Pilot

3. National Policy and Legislative Context

4. National Policy and Legislative Context
SACE is a professional council established in terms of the SACE Act no. 31 (2000)
The Act mandate SACE to:
Register all public and independent school educators, ABET practitioners (?), and FET college Lectures (?) (BELA Act No.15 of 2011, ECD Sector – Council Resolution);
Promote the development of educators; and
Ensure educators’ adherence to the Code of Professional Ethics

5. 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”

6. 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

7. National Policy and Legislative Context...
SACE has an important quality management role to play in promoting and supporting the system for identifying and addressing teacher development needs.
SACE responsibilities in this regard include ensuring that:
the providers of teacher development programmes are fully approved by SACE,
and the professional development courses available for teachers are endorsed by SACE;
and can lead to the accrual of Professional Development (PD) points on successful completion.

8. National Policy and Legislative Context…
Recently, the Basic Education Laws Amendment (BELA) Act, September 2011 provided official and specific powers to SACE in terms of managing the CPTD System by amending section 5(b)(iv) of the SACE Act
Section 19 of the BELA Act no.15 of 2011 provides that SACE
“must manage a system for promotion of the Continuing Professional Development of all teachers”.

9. National Policy and Legislative Context…
This amendment implies, amongst other things, the following:
The legislation has given SACE direct powers to manage a system for the continuing professional development called – the Continuing Professional Teacher Development (CPTD) Management System
The CPTD Management System is now part of the SACE programmes fully and fits neatly into the Professional Development Division of SACE.

10. National Policy and Legislative Context…
In fact, section 5(b) of the SACE Act, as amended by the BELA Act, locates CPTD directly under SACE’s Professional Development role, scope and functions
This calls for the reconceptualisation of the Professional Development Division within a broader context of the SACE Act as amended, and the entire organisation (SACE)

11. National Policy and Legislative Context…
SACE working on various proposals to be finalised in March / April 2012 with full staffing and financial implications for the organisation
The proposals will be informed by the pilot report and the implementation plan.

12. National Policy and Legislative Context…
Section 91 of the NPFTED says:
“the Department of Education will ensure that SACE has the necessary resources to undertake its CPTD development and management roles”

13. National Policy and Legislative Context
This has been interpreted as the Department of Education (now DBE) availing the physical, financial, and human resources for the processes of developing and managing the CPTD System
Secondly, the DoE (Legal Section) has been arguing that the SACE Act is silent on SACE receiving any direct funding from National treasury
It further argues that SACE should have a section, in the SACE Act, that will make it easy for it to receive ongoing funding from DoE (now DBE) without any hassles

14. National Policy and Legislative Context…
Subsequently, Section 19 of the SACE Act has been amended by an insertion of a new clause under subsection 1 as follows:
“ money appropriated by Parliament ”
The appropriation of money by Parliament to various government departments is done through the Financial Appropriation Act.

15. National Policy and Legislative Context…
The amended section 19 of the SACE Act
now reads as follows:
“The funds of the council consists of-
 (A) money appropriated by parliament
(a) compulsory fees
(b) money received from donations, interests or fines; and
(c) other money received by the council from any other source”

16. National Policy and Legislative Context…
It is very important to note that SACE could be funded from four different sources.
Section 19 of the SACE Act, as amended, implies that SACE may, in addition to other sources of funding, be funded by the fiscus in respect of any of its statutory functions.

17. National Policy and Legislative Context…
This will be done in terms of processes of applying for funds to National treasury in terms of government’s Medium Term Expenditure Framework.
Any funding of SACE in terms of this provision will be made to National Treasury via the DBE budget and bidding processes

18. The CPTD Management System

19. Introduction
The Teacher Development Summit in June-July 2009 laid the basis for a new, strengthened, integrated national plan for teacher development
CPTD is an important part of that plan
The South African Council for Educators (SACE) and the Department of Basic Education (DBE) are working together to bring CPTD to all teachers

20. 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

21. 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

22. 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;

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

24. 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

25. 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”
Employers of educators – Provincial Departments of Education, SGBs, and Independent Schools / Boards – have, amongst other things, the responsibility to provide CPD to educators as their employees

26. What is SACE’s Role in Continuing Professional Development
The Integrated Strategic Planning Framework for Teacher Education and Development in South Africa, 2011 – 2025 provides some guidelines and priorities with regard to the provisioning of the CPD for educators
SACE has the responsibility to develop the entire profession and part of this involves:
Promoting teaching as a profession;
Developing standards of entry into the profession;
Promoting the image and status of the teaching profession;
managing a system for promotion of the Continuing Professional Development of all teachers .

27. What is SACE’s Role in CPTD
In managing the CPTD System, SACE must:
Provide all teachers with information on how to develop themselves professionally
Keep a record of teachers’ professional development and points earned on its CPTD Information System (CPTD-IS)
Keep a record of approved providers and endorsed activities manually and electronically on the CPTD-IS
Screen external providers of professional development activities and approve those that meet SACE’s quality criteria

28. What is SACE’s Role in Continuing Professional Development…
Evaluate activities submitted to SACE by external providers and endorse those that meet SACE’s criteria of relevance, effectiveness and quality
Monitor and evaluate the CPTD Management System in order to ensure that it helps improve teachers’ professionalism and the quality of teaching and learning in schools

29. The Basic Structure of the CPTD System
Teachers engage in three kinds of SACE Endorsed Professional Development (PD) activities / programmes
Personal (Teacher priority)
School organised (School priority)
Externally organised (Profession priority)
Endorsed PD activities have points value
Pre-determined points and points allocated through endorsement process

30. The Basic Structure of the CPTD System..
Target: Teachers to earn 150 PD points every three years
Teachers are awarded Certificate of Achievement on completion of each cycle target
Teachers maintain a personal PD portfolio
Rewards / Sanctions
Section 60 of the NPFTED
Council Resolution

31. CPTD System Quality Management and Assurance Processes

32. CPTD System Quality Management and Assurance Processes
Purpose
Establishment of quality culture
Promote quality assurance in the teaching profession
Improvement in provider and programme quality
Protect teachers against fraudulant providers and poor quality programmes

33. CPTD System Quality Management and Assurance Processes
QCs - HEQC
SACE
QA Terms
Accreditation (Programmes)
Provider Approval (No)
Credits (Permanent)
Evaluators (1500)
Accreditation Committee
Accreditation of HEI programmes
QA Terms
Approval (Providers)
Endorsement (Activities / Programmes
Points (shelf life)
Evaluators (6)
Endorsement Committee
Endorsement of all Programmes / Activities including Accredited Ones. Accredited-endorsed programmes – credits/points

34. CPTD System Quality Management and Assurance Processes...
Three Quality Councils (NQF Act no.67 of 2008) mandated to perform quality assurance functions – HEQC, QCTO, UMALUSI
SACE joined the QA terrain BUT it is not a QC
Demarcations, Overlaps, possible contestations
Questions raised about duplication of QA functions by SACE
Collaborations, Partnerships, MoUs, Sharing Resources and best practices

35. 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

36. 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

37. 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

38. Provider Approval What Does Provider Approval Status Mean?
has met SACE’s criteria for approval of providers
has signed up to SACE’s Code of Practice for providers
is fit to offer professional development activities endorsed by SACE

39. Provider Approval
agrees to offer only activities that are endorsed by SACE
will provide SACE with lists of successful teacher participants in endorsed activities
agrees to feedback from participants and monitoring by SACE
Provider Approval Status lasts for a period of three years

40. Provider Approval… Providers fall into two categories
Category A: Accredited by one of the three Quality Councils
Category B: Not accredited by any of the three Quality Councils
Category A providers: approval is in principle automatic, but they must still be approved to offer X and Y activities

41. Provider Approval… Category B providers are likely to comprise
Professional associations
Unions
National and provincial DoEs
NGOs
They must apply for SACE approval only if they intend to provide activities themselves

42. Provider Approval…
SACE must apply an appropriate set of criteria similar to accreditation
Provider/Endorsement Unit screens for formal compliance
SACE Evaluators Panel screens provider for approval to offer X and Y activities
Evaluators make site visits and interview providers’ presenters
Evaluators report and recommend

43. Provider Approval Criteria
Purpose statement
Financial viability
Tax clearance certificate
Physical resources
Facilities for delivery of activity
Staff expertise, qualifications, experience
Track record/evaluations/references
Any other information required by SACE

44. Endorsement of Activities / Programmes

45. 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

46. Endorsement Process Process Application (manual to SACE)
Check Listing and Screening for completeness and requirements (Endorsement Unit Staff, prepare documents and assign Evaluators)
Evaluation (Evaluators, Reports and Recommendations to Endorsement Sub-Committee)
Endorsement (Endorsement Committee, Scrutinise Reports and Recommendations from the Evaluators and make Final Recommendation to Council)
Council through PRODCO (delegated authority

47. 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

48. 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

49. Endorsement Criteria Fitness of Purpose Relevance and Appropriateness
The extent at which the institution / organisation / provider’s mission, goals, and activities are responsive to national priorities, agenda, and needs
Addresses the needs of the system / profession through the organisation’s mission and goals

50. Endorsement Criteria Fitness of Purpose (Criteria)
Aligns with identified system needs
Strengthens subject competence
Strengthens professional practice
Promotes professional commitment, responsibility
Promotes system transformation

51. Endorsement Criteria Fitness For Purpose
Assess the Effectiveness of an Activity / Programme
Assess an Activity / programme against its stated outcomes / purpose
Each activity or programme’s outcomes / purpose should be clearly defined
Purpose and Outcomes to be informed by the needs of the system, profession, schools, and teachers

52. Endorsement Criteria... Fitness for Purpose (Effectiveness)
Addresses identified needs of target learning area/subject/phase/social or institutional conditions
Addresses identified needs of target audience (admission requirements may be specified)
Proposes appropriate assessment procedures for content/method/target audience, including demonstrated professional learning where appropriate

53. Endorsement Criteria... Quality Teaching/learning strategies are
Related to content and outcomes
(Wherever possible) participatory
Related to teaching/learning situation of target audience
Learning materials/resources are suitable to audience and outcomes, user-friendly
Presenters/facilitators are well qualified, experienced, knowledgeable about teaching/learning conditions of target audience

54. Endorsement Criteria... Rating Endorsement Decision Good or Poor
No Scores
Professional Judgement
Endorsement Decision
Endorsed or Not Endorsed

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

56. CPTD Information System CPTD - IS

57. CPTD - IS
The CPTD System will include an electronic management information and communication infrastructure with the capacity to support the efficient operation of the CPTD system.
This ICT system is called the CPTD Information System (CPTD-IS), and
It is the primary administrative tool of the CPTD system
Concept informed by UFR, USR documents
It has two sub-systems:
SACE CRM System
SACE Self-Service Web Portal

58. Two Components of the CPTD-IS
CRM System
Office / internal use by SACE CPTD Unit staff only
Manual data processing
Educator Data Migration from Registration Division
School data from EMIS
Different Security Levels

59. Two Components of the CPTD-IS
Self-service Portal
For external users (Teachers, Schools, Providers, and Evaluators)
Accessed through the SACE website
Sign-up processes, Log-in, and Password
Demo

60. CPTD System PILOT
2008 Research Study on Professional Development Practices in Schools
2009 Pilot study
13 Pilot Districts
144 schools across the 9 provinces
3963 educators
March 2012 Pilot Report

61. 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

62. Where is the Pilot Happening and Who are the Implementers?
National Level
Largely at SACE (directly through CPTD Unit, Implementation Team, and Task Team)
DBE (indirectly, through Implementation Team and Task Team)
Provincial Level
Provincial Departments of Education (HRD/Teacher Development Units)
9 Provincial Coordinators
9 Provincial Pilot Coordinating Committees
36 Resource Persons

63. Where is the Pilot Happening and Who are the Implementers?
School Level
144 Principal
288 Lead Participants
3963 Educators

64. WHAT IS THE PILOT TESTING?
The Pilot is testing the readiness of the CPTD system to be rolled out to all SACE registered school-based educators
THE PILOT IS TESTING THE MANAGEMENT OF THE CPTD SYSTEM AND NOT THE ACTUAL PROVISIONING OF PROFESSIONAL DEVELOPMENT
SACE IS RESPONSIBLE FOR THE DEVELOPMENT, IMPLEMENTATION AND
MANAGEMENT OF THE CPTD SYSTEM ONLY

65. WHAT IS THE PILOT TESTING
Endorsement Processes (SACE)
Functionality of the Endorsement Interim Committee (EIC)
Functionality of the Endorsement Unit
Provisions of the CPTD System Handbook on Endorsement Matters
Endorsement of Provider and non-provider activities and points allocation processes
Availability of endorsed PD activities / programmes from which teachers will choose

66. WHAT IS THE PILOT TESTING
Endorsement Processes (School Level)
Questionnaire assisting educators in identifying PD activities they are/have been involved in and who has been providing them
Submission to SACE
Providers contacted (by PSU) to submit the identified activities to SACE for Endorsement
Activities endorsed and loaded on the CPTD-IS as part of the Dbase of Endorsed activities
educators earning points from them

67. Initial Findings on Endorsement Processes
Reconceptualise and reconstitute the Endorsement Committee
Remuneration of Evaluators and Endorsement Committee
Collaborations with other institutions dealing with similar provider approval / accreditation processes be forged in terms of their register of private providers, and database of accredited providers and evaluators

68. Initial Results… Formal provider approval not taking place
systems, procedures and processes to be put in place to ensure approval takes place
More work be done on the implications for the site visit and possibility of charging an application fee
Establishment of the Endorsement Unit
Inadequate data / register of providers
establish a credible register of approved providers and publish it accordingly

69. Initial Results …
Improvement of the electronic register / database of endorsed activities on the CPTD-IS
300 activities endorsed
Teachers’ participation in professional development activities

70. WHAT IS THE PILOT TESTING
Provider Capacity
The functionality of the Provider Support Unit
Provider Register (Pilot Districts / Schools)
Analysis of Available Providers
Provisioning Scope
Areas of Specialisation
Places of delivery
Mode of delivery

71. Initial Findings 56 Providers in the database
Provider Support Unit need to be established
Provider Forums to be established in all the nine provinces
Provider analysis needs to be done to understand the scope, locations, areas of specialisation

72. WHAT IS THE PILOT TESTING
CPTD-IS (CRM from SACE)
Functionality of the system as a whole
Data capturing processes and volumes at SACE level
Dbase of pilot educators
Dbase of endorsed activities
Register of providers
Accessing Educator Records of Points
Management Reports
Tracking System (Queries, Evaluators’ work, provider applications, endorsed activities, and others)
Reconciling Self-Service portal with SACE CRM

73. WHAT IS THE PILOT TESTING
CPTD-IS (Schools)
Access to the Web Self-Service Portal by schools and educators
Educator / School Sign-Up process for accessing the CPTD System
Updating information
Educators / Schools accessing information on:
Points earned
Endorsed CPTD activities
Available Providers
Recording of Points

74. WHAT IS THE PILOT TESTING
CPTD-IS (Providers and Evaluators)
On-line Applications for Endorsement
Tracking Endorsement Process
Feedback on Endorsement Outcomes
Database of Endorsed Activities
Communication and Feedback on Evaluation Process between Endorsement Unit and Evaluators

75. Initial Findings
Challenges with Functionality of the system – mini project underway to address those challenges
Access to the CPTD-IS a challenge to most of the teachers and as result most opt for manual options
Need for testing the system on a bigger and wider scale

76. WHAT IS THE PILOT TESTING
Management, administrative and support capacity
SACE systems and personnel
DoE/PDE/district systems and personnel
School systems, personnel

77. WHAT IS THE PILOT TESTING
Advocacy and Communication
Test levels of buy-in, awareness, understanding of CPTD policy and implementation implications, at/amongst:
School ( management; teachers, SGBs)
District ( management; core units, other units)
PDE- (management, core and other related units)
Stakeholders at National and Provincial Levels
CPTD pilot structures

78. WHAT IS THE PILOT TESTING
Advocacy and Communication
Testing the effectiveness of tools and strategies used to communicate CPTD messages
How messages were communicated

79. Data Collection Through the following methods:
Questionnaires / Surveys
Interviews (principals, teachers, SACE, DoE, PDoEs, Stakeholders, Districts, Pilot Structures, Resource Persons)
Document Analysis
Observations

80. Pilot Data Two Types of Data
Fed into the CPTD-IS manually (by CPTD data capturers) and electronically (by educators, providers, evaluators) through the self-service portal
Collected through the four research methods or even research instruments
Data Collection
Capturing / Recording
Analysis
Report Writing

81. Management of the CPTD System Pilot
National Level
SACE - management role with the support of the Department of Education
DBE-SACE CPTD Task Team - oversight role
CPTD Reference Group – Advisory structure
Independent Service Provider – Ongoing Pilot Monitoring and Evaluation

82. Provincial Level Provincial Pilot Coordinating Committee (PPCC)
Consist of the following:
Provincial Department of Education Officials;
Teacher Unions at provincial level;
SGB Formations;
Independent School Associations;
SACE; and
Other relevant stakeholders

83. Provincial Level Provincial Pilot Coordinating Committee (PPCC)
Consist of the following:
Provincial Department of Education Officials;
Teacher Unions at provincial level;
SGB Formations;
Independent School Associations;
SACE; and
Other relevant stakeholders

84. Milestones Reached... Establishment of the CPTD Unit at SACE
Development of the CPTD Design Document – Version 13A (approved by the SACE Council and the Council of Education Ministers)
Development of the CPTD Information System (CPTD-IS), an ICT system managed by SACE that serves as the administrative and information hub of the CPTD Management System

85. Milestones Reached...
Research Study on Teacher Development Practices in 36 schools in Free State, KwaZulu-Natal, and Western Cape (undertaken by CEPD for the Task Team)
The study had to address the following issues:
The state of professional development in the schooling system.
The levels of readiness for the introduction of the CPTD points system.
The design and management of the system; and

86. Milestones Reached...
The challenges related to introduction of the CPTD points system and its management
CPTD Pilot in 13 districts and 145 schools in all 9 provinces - a work in progress supported by all Provincial Education Departments
Pilot endorsement of providers’ professional development activities – in progress
Finalising the CPTD System Pilot Report

87. Milestones Reached...
Information Pack on the CPTD Research Study as advocacy material
Draft CPTD Endorsement Handbook (approved by the SACE Council)
CPTD System Handbook (simplifying and replacing the design elements of Version 13A) (approved by the SACE Council)
Incorporation of the CPTD Management System as an integral element in the Integrated Strategic Planning Framework for Teacher Education

88. Milestones Reached...
Evaluation and endorsement of 300 professional development activities from various providers

89. Broader Challenges Teacher understanding and buy-in (communication)
Working conditions of teachers, time availability and resources
Ensuring relevance of programmes to teacher needs and system needs
Funding SACE / PD Programmes
Maintaining good relationships with teacher unions

90. Broader Challenges
Availability, quality and specialisation of providers
Capacity of SACE to manage the system
Capacity of the national and provincial Education Departments to support and monitor PD activities

91. Implementation
Phase 1: Research study on Continuing Professional Teacher Development Practices in schools (2008)
Phase 2: Pilot study to test the design and management systems, Approval by SACE Council, HEDCOM, and the Minister of Basic education (August 2009 – March 2012).

92. Implementation Post Pilot Phase (1st April 2012 – 31st March 2013)
Approval of the Pilot Report and Implementation Plan
CPTD-IS bigger scale testing
SACE and DoE to make changes to the CPTD system and IS after the pilot
When the changes have been made the system will be ready for launching
Advocacy
Phased-in implementation

93. Implementation
Phase 3: A phased-in (slow approach) implementation over a 3 year period (2013 – 2015)
Phase 4: Full implementation and expansion of the system from 2016

94. ME-Policy and Research
Thank You
ME-Policy and Research