CPTD MANAGEMENT SYSTEM IMPLEMENTATION

1. CPTD MANAGEMENT SYSTEM IMPLEMENTATION Presentation to the Basic Education Portfolio Committee 26 August 2014

2. Legislation and Policy Context

3. Legislation and Policy Environment • SACE Act no.31 of 2000 as amended by the BELA Act no.65 of 2011 • National Policy Framework on Teacher Education and Development (NPFTED) in South Africa, April 2007 • Departments of Basic Education and Higher Education and Training’s Integrated Strategic Planning Framework for Teacher Education and Development in South Africa, 2011 – 2025 • National Development Plan: Vision 2030 released in August 2012. • The Plan acknowledges SACE as key role player in continuing professional development of teachers and the promotion of professional standards

4. What is the CPTD Management System? • The CPTD Management System is a system of recognising all useful professional development by: • Approving quality and credible professional development providers • Endorsing relevant and good professional development quality activities and programme • Allocating professional development (PD) points to such activities • Crediting each teacher’s CPTD account / record with the PD points they have earned

5. The Basic Structure of the CPTD System • Target Audience : School-based teachers • Educators engage in three kinds of SACE Endorsed Professional Development (PD) activities / programmes: • Teacher initiated activities (Personal) • School initiated activities (School) • Externally initiated (offered largely by the SACE approved providers) • Educators have to earn their Professional Development Points from each of the three types of Professional Development Activities • Record and reflect on their participation in professional development through the Professional Development Portfolio (Guidelines and Templates)

6. The Basic Structure of the CPTD System • 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 twice a year – May to June and October to November • 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: • 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

7. Role of the DBE • DBE has a responsibility to ensure that there are systems in place to: • Identify teacher needs • Have quality teacher development programmes available to respond to such needs • Time is set aside for teachers to participate in such programmes • Have funding available to ensure effective professional teacher development programmes • Have processes in place to coordinate, monitor and report on programmes • Funding provided to SACE to manage the CPTD Management Information System • Teachers funded for training through the Skills Development levy • Funding also provided to teacher unions through the Teacher Union Collaboration.

8. Educator participation in developmental programmes from 2009/10 to 2012/13

9. WSP budget estimates for 2013/14 as provided in the provincial MTEF

10. Limitations • Systems for teachers needs identification not strong enough • Participation levels of teachers in development programmes are insufficient • There are still issues around quality and relevance of programmes • Departments still not submitting enough programmes to SACE for endorsement • Departments still exposing teachers to programmes that are not SACE endorsed and providers that are not SACE accredited • Planning and reporting on programmes need to improve • Spending on the skills levy needs to improve in some provinces

11. CPTD MANAGEMENT SYSTEM IMPLMENTATION

12. Introduction and Background • SACE is currently phasing-in the implementation of the CPTD Management System in all the provinces in line with the approved implementation plan by HEDCOM and SACE Council in 2012. • The implementation process focuses on: • Orientating and Signing up educators to participate in the CPTD management system and earn 150 points in 3 year cycles. • Approval of Service Providers and Endorsement of all PD programmes that are presented to teachers • Ongoing Advocacy and Communication of the policy • Ongoing Monitoring and Evaluation • CPTD Implementation Cohorts: • First cohort: Principals and Deputy principals from 2014 onwards • Second cohort: Heads of Departments (HODs) – from 2015 onwards • Third Cohorts: PL 1 Teachers – from 2016 onwards

13. Current Implementation Process The CPTD Management system is being phased-in as follows:

14. PRINCIPALS AND DEPUTY PRINCIPALS ORIENTATION AND SIGN-UPS • Every cohort must go through the CPTD orientation and sign-up process, a year before they commence with their first three year cycle. • Focus of the Orientation and Sign-Up Sessions: • Unpacking the Teacher Education and Development Legislation and Policies within the broader context of the CPTD Management System • Overview of the CPTD Management System • The Relationship between the CPTD Management System and DBE’s IQMS (including the independent schools systems) • Professional Development Portfolio – planning, recording, reflecting and reporting participation in the three year CPTD cycle • Administering the Principals and Deputies needs identification questionnaire • Manual or electronic sign-up for the CPTD system through the CPTD Self-Service Portal

15. PRINCIPALS AND DEPUTY PRINCIPALS ORIENTATION AND SIGN-UPS • The purpose of signing-up for the CPTD Management System is to: • Create a clean and updated database of educators and schools with relevant information / fields / variables for teacher education and development planning and decision making purposes (link ups with SA SAMS, EMIS, SACE Registration) • Create individual CPTD Accounts / Records of educators/schools for participation in the CPTD System and professional development uptake • Provide educators with login details (username and password) through an sms so that they can access the CPTD self-service portal to: • Update their personal details on a regular basis; • Upload and track their own participation in professional development activities / programmes and points earned • Access database of the SACE Approved Providers and SACE Endorsed PD activities / programmes • Work on the online professional development portfolio • Log and track a query /report and track a problem reported to SACE

16. PRINCIPALS AND DEPUTY PRINCIPALS ORIENTATION AND SIGN-UPS • Sign-ups done: • manually (filling-in the forms) • electronically through the CPTD Self-Service Portal accessed through the: • SACE Website (www.sace.org.za) • Mobisite (www.sace.cptd.gov.za) • CPTD Self-Service Walk-in Centre • Cellphone App (being developed)

17. Some Observations and Reflections Orientation and Sign-Up Sessions For Principals and Deputy Principals • Trend of principals/deputies sending representatives (PL1 teachers/HODs) to the orientation and sign-up sessions (knowledge gap, variance on the number of sign-ups) • ICT Related Issues • Purpose of Username and Password - the majority of principals and deputies sign-up and forget to log-in for purposes of updating their records and familiarising themselves with the CPTD self-service portal • Challenges around Computer Language • Very low levels of Computer Literacy (Need) • 85% signed-up manually • Provinces investing in ICT in teaching and learning and managing the schools (WC, GP, NC) • Aging Management and Leadership in Schools: the majority of our principals and deputy principals are aging. Because of this, some of them did not value participation in the CPTD system because they argued that they are nearing retirement age. This is likely to impact on the level of professional development uptake by this cohort. Impacting on the sign-up variance as well.

18. Some Observations and Reflections …. • Information and Knowledge Gap: • A trend of information gap was picked up on policies, legislation, new educational initiatives, CAPS related matters, and the role that they are suppose to play in developing and support teachers. • This trend, starts to explain why some of the School Management Teams lack authority and are unable to manage their schools. • It also explains, to a certain extent, some of the misconduct cases that are referred to SACE daily instead of SMTs resolving them at school level • Culture of continuing professional development • Linkages between PD and Monetary Rewards • Knowledge of the CPTD System by Principals and Deputy Principals: • 4 out of 10 principals and deputy principals heard of the CPTD system before. • This confirmed the information gap existing amongst some of the principals and deputy principals and that the previous CPTD advocacy and communication efforts focused largely on the PL1 educators and less on principals and deputy principals. • It is good that the CPTD system implementation process started with principals and deputy principals. this calls for an improved CPTD advocacy and communication strategy and plan for all the cohorts and teaching profession as whole.

19. Some Observations and Reflections … • Mis-information and Confusion around the CPTD System and IQMS: • Most of the participants in the orientation and sign-up sessions were confusing the CPTD Management System with IQMS. • Others thought the CPTD Management System was replacing IQMS. • Because of this confusion, SACE worked with the Department of Basic Education (DBE) in developing a pamphlet that explains the relationship between the CPTD Management System and IQMS. • The pamphlet is being distributed to Schools through the Provincial Education Departments and stakeholders

20. Emerging Statistics from the Sign-Ups

21. PRINCIPALS AND DEPUTY PRINCIPALS SIGN-UPS PER PROVINCE

22. AGE OF PRINCIPALS AND DEPUTIES

23. FOREIGN TEACHERS – PRINCIPALS AND DEPUTY PRINCIPALS

24. RACE

25. Current HOD Sign-Ups

26. PARTICIPATION IN 1ST THREE YEAR CPTD CYCLE • Principals and Deputy Principals started participating in a three year CPTD cycle (January 2014 – December 2016) • Participate in three types of PD activities (teacher, school, externally initiated) and earn 150 points over a three year cycle • Recording Participation - Professional Development Portfolio Template (Online and Offline Versions) • Reporting participation in PD Activities and Points earned to SACE twice a year (May/June and October November) • 1st Reporting Period – emphasis on type 1 and type 2. PD activities not informed by the needs, financial implications for type 3, Limited uptake on Instructional Leadership programmes / activities • Ongoing Monitoring and Evaluation - PD provisioning , PD uptake, and participation in the CPTD system (School visits, Portfolio, CPTD-IS, Stakeholder gatherings). • External evaluation/Impact study at the end of the three year cycle

27. HOW TO PARTICIPATE IN A THREE YEAR CYCLE – PRINCIPALS AND DEPUTIES • PROCESS • Needs Identification Process (IQMS/ANA and NSC Diagnostic Reports/Self Reflection/Misconduct Cases) • Develop Professional Growth Plan / SIP / DIP / PIP / NIP ADDRESSING THE IDENTIFIED NEEDS • PGP: Type 1 Activities with Predetermined PD Points (Points schedule in the CPTD Educators’ Guide) • SIP: Type 2 Activities with Predetermined PD Points Points Schedule in the CPTD Educators’ Guide) • DIP/PIP/NIP: Type 3 Activities with PD Points (SACE Catalogues/database of endorsed PD activities

28. January – December 2014 Typical PD Activities Type 1

29. January – December 2014 Typical PD Activities Type 2

30. January – December 2014 Typical PD Activities Type 3

31. Principals and Deputy Principals Needs Analysis • Administering needs identification questionnaire to principals and deputy principals during the CPTD orientation and sign-up sessions to inform: • development of professional development programmes by the providers • professional development provisioning by employers • 12 433 questionnaires administered nationally • Analysis – national, provincial, district levels • Report / Seminar (Key needs identification and analysis bodies – DBE, ETDP SETA, SACE) • Preliminary Findings

32. Principals and Deputy Principals Needs Analysis

33. Principals and Deputy Principals Needs Analysis

34. Principals and Deputy Principals Needs Analysis

35. LP/GREATER SEKHUKHUNE DISTRICT CASE

36. Have you Engaged in PD Activities/Programmes in Previous 12 months?

37. Rate your Experience in PD Activity/ies Undertaken

38. PROVIDERS AND PD ACTIVITIES / PROGRAMMES

39. Provider Approval • Provider must be SACE approved to offer SACE endorsed PD activities • Provider forums – NW, EC, FS, GP, LP, KZN. MP and WC to follow by end 20l4 • Received 205 provider approval application and 178 have been approved by SACE and they are from the following sectors: • Private providers • HEIs • Teacher Unions (4) • Schools (Independent) • PED’s (FS, KZN, Gauteng and WC underway) • NGO’s

40. Provider and Endorsement • Application • Internal Screening • Evaluation (54 evaluator and additional 7 from the Special education needs sector) • Endorsement (9 Endorsement Committee Members) • Final Ratification (Professional Endorsement Committee – Delegated Authority) • Feedback to Providers with Endorsement Certificate / Provider Support for Re-Submission where necessary

41. PD Activity / Programme Endorsement • To date 550 PD programmes / activities have been endorsed. • Endorsed activities/programmes cover a wide range of topics and areas, amongst which are the following: • ICT • Leadership and Management • Communications • Mathematics • Physical science • Special education needs • School Discipline • Policy development and implementation • Analysis – utilisation/uptake of the endorsed PD programmes/activities • Catalogues • Collaboration – Quality Councils, HPCSA

42. Refocusing the CPTD Mandate to Prioritise Key Strategic Areas • CEM Lekgotla took a decision on refocusing the mandate of the SACE’s CPTD programme to prioritise key strategic areas such as Mathematics, Science, Technology and Languages, CAPS, SBAs and ICT, among others. • In responding to the CEM Lekgotla, the DBE and SACE had some discussion on the implementation process as follows:

43. Refocusing the CPTD Mandate to Prioritise Key Strategic Areas Phase 1 Endorsement of PD Activities in the Identified Priority Areas (October 2014 – March 2015) Phase 2 Advocacy and communication of the endorsed PD programmes catalogues (addressing the needs in the priority areas) to the HODs (January – June 2015) Phase 3 Participation in the SACE Endorsed PD Programmes by the HODs and PL1 Teachers (Priority Areas: From April 2015 onwards)

44. Advocacy and Communication • Advocacy material (Posters, pamphlets/ brochures, CPTD Handbook distributed to all the schools with the support of PRDs and district offices) • CPTD Self-Service Portal DVD distributed to all schools • Two months radio campaign – adverts, slots and interview (10 SABC radio stations) • Provider Forums • SACE Website • CPTD Newsletter (1st edition in September 2014 • Advertorial in teacher union publications • CPTD Presentation Slots in various teacher unions / SAPA / PEDs educational gatherings such as meetings, workshops, conferences • CPTD launch • Print Media • Provincial Visits (SGs and stakeholders) • Bilaterials (Teacher Unions, SAPA, HESA EDF, HPCSA, Quality Councils, DBE)

45. THANK YOU