CONTINUING PROFESSIONAL TEACHER DEVELOPMENT OVERVIEW

(1)

CONTINUING PROFESSIONAL TEACHER

DEVELOPMENT OVERVIEW

Presented by : Thwala Richard

Manager: Professional Development

Professional Teaching in Our Hands

DATE PROVINCE

Thursday 04 March 2021 All provinces

(2)

POLICY ENVIRONMENT

(3)

Professional Teaching Standards - DRAFT FOR CONSULTATION WITH TEACHERS & SUBJECT AND PHASE SPECIALISTS

SA NATIONAL DEVELOPMENT PLAN: VISION 2030

PROFESSIONAL STANDARDS AND QUALITY CPD PROVISIONING

• “Attention should be given to the Continuing Professional Development of teachers and

promotion of Professional Standards. Bodies such as the South African Council for Educators and

specialist subject associations need to play a greater role in this”.

• Quality Assurance of PD Programmes and Providers, and ensuring that teachers earn PD Points from

these programmes

• Monitoring and Evaluation: Quality and Relevance of PD provisioning, uptake by educators, and

“impact / effect” in the system

PROFESSIONAL CERTIFICATION / RE-CERTIFICATION

• “Investigate introducing professional certification. Newly qualified teachers would need to demonstrate certain competencies before they are employed in schools, and after that they would be offered

preliminary or probationary certification, to be finalised based on demonstrated competence”.

• “The professional certification of all teachers would need to be renewed periodically (for example, every five years), serving as an incentive for teachers to undertake Continuous Professional Development”.

(4)

SA NATIONAL DEVELOPMENT PLAN: VISION 2030

• The Plan 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.

(5)

SACE ACT no 31 of 2000 as amended

Professional Registration of Teachers Management of the Continuing Professional Teacher Development System Setting and Maintaining Ethical Standards Setting and Maintaining Professional Standards 5

(6)

SACE ACT no 31 of 2000 as amended

Section 5 (b)

MANDATORY

FUNCTIONS

• Manage a system for continuing professional development

of all educators in schools

• (aa) the minimum requirements for entry to all the levels of

the profession;

• (bb) the standards of programmes of pre- service and

in-service educator education;

• (cc) the requirements for promotion within the education system; and

• (dd) educator professionalism;

(7)

3

7

1. It addresses the career of a teacher through a number of phases from recruitment through to retirement:

• Recruitment of potential teachers. • Preparation of new teachers.

• Induction into the world of work.

• Career-long (continuing) professional learning and

development.

2. 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; • 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

3. Development of the teacher knowledge and practice standards

The primary outcome of the Plan is to improve the quality of teacher education and

development in order to improve the quality of teachers and teaching.

(8)

NQF ACT and NPFTED

NPFTED (2007)

• Section 53: “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 Framework for Teacher Education and Development

(NPFTED)

• Section 61:

• the CPTD system is essentially a collaborative undertaking linking a number

of subsystems.

• Provincial education departments, district offices, school management

teams and educators’ unions will play an indispensable role in the

encouraging educators’ participation in CPTD activities.

(9)

SOME REFLECTIONS

The road travelled so far...

(10)

THE PAST 10 YEARS

2008 - 2010 Research study on Continuing Professional Teacher Development Practices in schools (WC, FS, KZN) Teacher Development Summit and Declaration CPTD System Pilot in 9 Provinces, 13 Districts

2011 - 2012

SACE Act no.31 of 2000 amended by the BELA Act (2011),

ISPFTED (2011) CPTD Pilot Report (May 2012) CPTD Implementation Plan Approved (November 2012) NDP (2012) 2013 - 2016 1st_Cohort: Principals and Deputy Principals Sign-Ups and participation in the 1st_{year of the}

three year cycle

2nd_Cohort:

Departmental Heads Sign-Up and participation in the 1st_{year of the}

three year cycle

3rd Cohort: PL1

Sign-Ups and participation in the 1st_{year of the}

three year cycle

10

2007

NPFTED (2007)

SACE/DBE Initial Task Team CPTD System Design Document Version 13A Draft CPTD Implementation Protocol 2017 1st_Cohort: Principals and Deputy Principals Sign-Ups Certificates Issued and New Cycle Starts CPTD Conference – Take Stock, Review, Some Options

(11)

Observations and Reflections on the

implementation of the system

Computer Literacy and Language, Paper-Based System / Under-utilisation of the CPTD-IS

Almost all of the educators have signed-up, but are not re-visiting their CPTD accounts for updating info, uploading participation and points

Aging educators – PD Attitude / Value

Information and Knowledge Gap / Culture of PD in schools / Confusion between the CPTD system and IQMS

Level of Understanding the CPTD Management System is generally low – Bearing on school-based support and leading the

implementation of the CPTD system

NEED FURTHER AND DEDICATED ONGOING

(12)

PROFESIONAL DEVELOPMENT:

FICTION OR FACT

(13)

Why Professional/ Teacher Development

?

13

All workers, including professionals ,

e.g. teachers, doctors, etc. must

engage in lifelong learning to

improve:

• their knowledge; • Skills;

• Stay current (keep up to date with

new research)

Continuing Professional

Development of Teachers

Professional Development (Reasoning)

Better equipped teachers will

impact on learner performance

(14)

NPFTED – Purpose of the CPTD MS

Improve the quality of teaching and learning outcomes

Professional development of teachers Current initiatives devoted PD of teachers contribute more effectively and

directly to... Protect teachers from fraudulant providers ... Provide clear guidance about PD activities.... Emphasise and reinforce the professional status of teaching... 1 2 3 4 14 Expand range of PD activities that contribute to.... 5

(15)

What is the CPTD MS (Overview)…?

Approving

quality and credible professional development providers;

Endorsing

relevant and good professional development quality activities and programmes

Allocating

professional development (PD) points to such activities;

Crediting

each teacher’s CPTD account/record with the PD points they have earned.

Note:

(i) SACE is not a provider of professional development activities /

programmes;

(ii) The CPTD Management System will not provide professional development activities to teachers.

•It is a system for recognizing all useful teacher development

activities by:

(16)

What will SACE Do?

• SACE will, through the CPTD Management

System, encourage and recognise:

– what educators do on their own to develop themselves and improve learning,

– what educators do as part of the school collective to develop themselves and improve teaching, learning, assessment and service to the community and

– what educators do to develop themselves and improve teaching, learning, assessment and service to the

community by taking advantage of good quality services provided by employers, unions, professional associations, HEIs and others

(17)

Types of Professional Development Activities

Header Header

Type 1

Type 2

Type 3

Teacher Initiated

❑Pre-Determined PD Points Allocated by the teacher on his/her own in line with the SACE PD Points

Schedule

School Initiated

❑Pre-Determined PD Points Allocated by the school on its own in line with the PD Points Schedule from SACE

Externally initiated

Approval of provider Endorsement of activity

PEDs, Unions, NGO’s, Private providers, Higher Education Institutions, Professional Associations

SACE Catalogue / Database of approved Providers and Endorsed Activities (SACE Website / Disk Format)

Educators Engage in Three Kinds of SACE Endorsed

Professional Development (PD) Activities / Programmes

(18)

How CPTD MS relates to QMS?

(19)

ANALYSIS OF THE CPTD

SYSTEM

IMPLEMENTATION

PROCESS - THE PROBLEM

TREE

(20)

20

Root Cause

INADEQUATE CPTD MANAGEMENT SYSTEM IMPLEMENTATION, AND

LOW LEVELS OF PARTICIPATION

CONSEQUENCES / EFFECTS

Competence in Professional practice affected

Teaching and learning not improving accordingly

Equating CPTD system with sign-ups

Breaking the CPTD system chain

Low levels of Reporting

Inadequate M&E

PDPs not being compiled Unreliable and Invalid

Needs Identification system CPTD System viewed as a SACE thing Capacity/Will Levels of CPTD-IS functionality and usability Inadequate PD Provisioning Decreased learner attainment

Low quality PD activities

Decreased Professionalism Reduced Results / Performance Culture FOCAL PROBLEM Lack of Consequences for non-participation Change Management Decreased job-satisfaction and professional fulfilment

Orientation – not singing from the same song sheet Reduced Lifelong

Learning culture

What is it in it for me / Seen as add-on

SMTs not clear on their Roles and Responsibilities

(21)

IT ALSO HAS TO DO WITH SHIFTING

MINDSET WITHIN PERSONAL AND

PROFESSIONAL SPACE

My Personal Vision

Understanding my Roles and Responsibility Accepting my Gaps/Needs

Doing Something about my Identified Gaps/Needs Stepping out of the Box and

Understanding what Constitutes

Continuing Professional Development and

the Benefits Thereof

(22)

CPTD MS CHAIN – IMPLEMENT IT

FULLY

(23)

23 Teacher-Initiated • Self-development • Self-chosen • Personal Growth • Taking responsibility for my own PD School-Initiated

• Learning on-the job • Professional collaboration • Collegiality • Resourcefulness • Communities of practice / PLCs • Culture of School-focused / based PD

Record and Evidence of Participation

Reflective Practice

Sign-up is a once-off

technical process. However, you must

Update info Regularly Monitoring CPD (Individual, School, SACE, Employer) Teacher • Teacher Initiated Principal / Delegate • School-Initiated

Employers and Providers

• Externally Initiated Externally – Initiated • Providers • Employers • Credit bearing • Non credit bearing • Short/long • 2hrs – 5 days • 6 days+ SACE Endorsed and by Approved Provider

(24)