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An Overview of the Continuing Professional Teacher Development (CPTD) System in South Africa

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Title: An Overview of the Continuing Professional Teacher Development (CPTD) System in South Africa


1
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...
  • SACEs 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 Trainings 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
    SACEs 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 governments 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 teachers 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 SACEs 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 SACEs 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 SACEs 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 SACEs quality criteria

28
What is SACEs Role in Continuing Professional
Development
  • Evaluate activities submitted to SACE by external
    providers and endorse those that meet SACEs
    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 SACEs criteria for approval of providers
  • has signed up to SACEs 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..
  • SACEs Endorsement Sub-committee will certify
    that the activity meets each of the SACE criteria
    at a satisfactory level
  • SACEs 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 / providers mission, goals, and
    activities are responsive to national priorities,
    agenda, and needs
  • Addresses the needs of the system / profession
    through the organisations 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 programmes 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
  • 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
PROVINCE No. Schools No. Educators
GAUTENG 21 719
LIMPOPO 20 542
EASTERN CAPE 20 520
NORTHERN CAPE 12 428
FREE STATE 12 421
KWAZULU-NATAL 24 394
NORTHWEST 12 376
MPUMALANGA 12 252
WESTERN CAPE 12 311
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
Thank You
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