CPTD MANAGEMENT SYSTEM IMPLEMENTATION

Presentation to the Basic Education Portfolio Committee

26 August 2014

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Legislation and Policy Context

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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

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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

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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:o Teacher initiated activities (Personal)o School initiated activities (School)o 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)

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

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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.

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

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

Province

*Number of staff in schools

(Educators, administrative and support)

** MTEF for Compensation of employees *

2013/2014

Allocation of 1% of personnel

budget for skills development

Division of 1% of Skills Development Budget

Administration fee payable to

ETDP SETA (10%)

Available Budget for Skills

Development (90%)

Eastern Cape 80815 R 18,742,825,000 R 187,428,250 R 18,742,825 R 168,685,425

Free State 30021 R 7,410,014,000 R 74,100,140 R 7,410,014 R 66,690,126

Gauteng 99702 R 16,927,398,000 R 169,273,980 R 16,927,398 R 152,346,582

KwaZulu-Natal 114599 R 25,304,466,000 R 253,044,660 R 25,304,466 R 227,740,194

Limpopo 69829 R 17,233,095,000 R 172,330,950 R 17,233,095 R 155,097,855

Mpumalanga 43350 R 10,708,549,000 R 107,085,490 R 10,708,549 R 96,376,941

North West 11725 R 7,563,554,000 R 75,635,540 R 7,563,554 R 68,071,986

Northern Cape 30470 R 2,963,424,000 R 29,634,240 R 2,963,424 R 26,670,816

Western Cape 47454 R 9,956,488,000 R 99,564,880 R 9,956,488 R 89,608,392

TOTAL 527965 R 116,809,813,000 R 1,168,098,130 R 116,809,813 R 1,051,288,317

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

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CPTD MANAGEMENT SYSTEM IMPLMENTATION

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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

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Current Implementation ProcessThe CPTD Management system is being phased-in as follows:

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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

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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

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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)

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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.

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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.

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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

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Emerging Statistics from the Sign-Ups

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PRINCIPALS AND DEPUTY PRINCIPALS SIGN-UPS PER PROVINCE

Province Total Target VarianceGP 3989 4679 690 85.25% -14.75%NW 1756 2447 691 71.76% -28.24%LP 3028 4971 1943 60.91% -39.09%EC 4539 6340 1801 71.59% -28.41%WC 2378 2828 450 84.09% -15.91%MP 2236 2756 520 81.13% -18.87%KZN 7307 8056 749 90.70% -9.30%FS 1654 1852 198 89.31% -10.69%NC 532 835 303 63.71% -36.29%Total 27419 34764 7345

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AGE OF PRINCIPALS AND DEPUTIES

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FOREIGN TEACHERS – PRINCIPALS AND DEPUTY PRINCIPALS

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RACE

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Current HOD Sign-Ups

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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

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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 / NIPADDRESSING 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

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January – December 2014 Typical PD Activities Type 1Type 1 PD Activity Pre-determined PD

Points

8 Educational Meetings (per annum)1.4 x Principals Meetings by the District2.2 x Union Principals / Deputies Meetings / Forum3.1 x SAPA Breakfast Session4.2 x Local Schools Principals / Deputies Network or Committee Meetings

10 Points (all together)

Conferences / Symposium1.Union/PEDs Leadership Conference/Seminar2.SAPA/EMASA/AMESA National Conference 3.Workshop Session on School as a Learning Organisation

10 Points (2 days and more)10 Points (2 days)5 points (2 – 5 hours)

Reading Educational Material (from 4 sources in a year)

Union educational publications /Pythogarus / Magazine / BooksThe Teacher Newspaper / Periodicals / JournalsSUB-TOTAL FOR Type 1 (YEAR 1 of the Three Year Cycle)

5 Points

40

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January – December 2014 Typical PD Activities Type 2

Type 2 PD Activity Pre-Determined PD Points

Staff Development (4 per annum)•Conducting / Facilitating learning area related workshop for staff at a school•Attending and participating in 2 school-based ANA/NSC PD activities / programmes•Being developed and supported on a particular teaching and learning area or management and leadership by the circuit manager/IDSO or the District

21 Points (all together)

School Projects •Implementing action research school project

20 Points

School Meetings (10 per annum)•2 x SGB Meetings•4 x SMT Meetings•3 x Professional Association Meetings•5 x Professional Learning Committee Meetings

10 Points

SUB-TOTAL 51 Points 29

January – December 2014 Typical PD Activities Type 3

Type 3 PD Activity PD Points (Endorsement Process)

•Completed ADE (Leadership and Management) OR•SAOU Principal as a Curriculum Manager OR•Matthew Goniwe – Managing Resources / HRD / HRM / Curriculum Management Support

40 Points

10 Points

5 points each (25 all in all)

SUB-TOTAL 40 Points

GRAND TOTAL Type 1, 2, 3 for year 1 of the 1st three year cycle.

131 / 101/ 126

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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

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Principals and Deputy Principals Needs Analysis

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Principals and Deputy Principals Needs Analysis

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Principals and Deputy Principals Needs Analysis

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LP/GREATER SEKHUKHUNE DISTRICT CASE

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

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Rate your Experience in PD Activity/ies Undertaken

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PROVIDERS AND PD ACTIVITIES / PROGRAMMES

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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

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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

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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

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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:

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Refocusing the CPTD Mandate to Prioritise Key Strategic Areas

Phase 1Endorsement of PD Activities in the Identified Priority

Areas (October 2014 – March 2015)

Phase 1Endorsement of PD Activities in the Identified Priority

Areas (October 2014 – March 2015)

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Phase 2Advocacy and communication of the endorsed PD

programmes catalogues (addressing the needs in the priority areas) to the HODs (January – June 2015)

Phase 2Advocacy and communication of the endorsed PD

programmes catalogues (addressing the needs in the priority areas) to the HODs (January – June 2015)

Phase 3Participation in the SACE Endorsed PD Programmes by the HODs and PL1 Teachers (Priority Areas: From April 2015

onwards)

Phase 3Participation in the SACE Endorsed PD Programmes by the HODs and PL1 Teachers (Priority Areas: From April 2015

onwards)

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)

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THANK YOU

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