LEADING AND MANAGING LEADING AND MANAGING TEACHER DEVELOPMENTTEACHER DEVELOPMENT

LET’S KISS AND MAKE LET’S KISS AND MAKE UPUP

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South Africa’s Crisis in Education & the CausesSouth Africa’s Crisis in Education & the Causes The National Education Evaluation and The National Education Evaluation and

DevelopmentDevelopment Unit (NEEDU) Unit (NEEDU) The Teacher The Teacher DevelopmentDevelopment Summit Summit The New, Strengthened, Integrated Plan for The New, Strengthened, Integrated Plan for

Teacher Teacher DevelopmentDevelopment Continuing Professional Teacher Continuing Professional Teacher DevelopmentDevelopment

(CPTD)(CPTD) A Critique of the ProposalsA Critique of the Proposals An Alternative ModelAn Alternative Model ConclusionConclusion Questions and discussionQuestions and discussion

1 in 10 white pupils achieves an A aggregate in the 1 in 10 white pupils achieves an A aggregate in the senior certificate examinations compared with only 1 in senior certificate examinations compared with only 1 in 1000 black pupils;1000 black pupils;

Only 30% of pupils who start Grade 1 obtain a senior Only 30% of pupils who start Grade 1 obtain a senior certificate, but only 1 in 29 of these is a black pupil;certificate, but only 1 in 29 of these is a black pupil;

Only 5% of those who start Grade 1 enter higher Only 5% of those who start Grade 1 enter higher education;education;

South Africa is ranked 137South Africa is ranked 137thth out of 139 countries based out of 139 countries based on the quality of mathematics and science education;on the quality of mathematics and science education;

South Africa is ranked 125South Africa is ranked 125thth out of 139 countries based out of 139 countries based on the quality of primary school education;on the quality of primary school education;

Roughly 75% of SA’s unemployed are blacks under the Roughly 75% of SA’s unemployed are blacks under the age of 35, and most of these are unemployable, except age of 35, and most of these are unemployable, except as unskilled labourers.as unskilled labourers.

South Africa’s Education South Africa’s Education CrisisCrisis

Causes of the CrisisCauses of the Crisis

Too little teaching taking place;Too little teaching taking place; Teachers lack subject knowledge;Teachers lack subject knowledge; Teachers lack pedagogical skills;Teachers lack pedagogical skills; Principals neglect instructional leadership;Principals neglect instructional leadership; Parents neglect their responsibilities;Parents neglect their responsibilities; Schools lack basic resources;Schools lack basic resources; External stakeholders are not used External stakeholders are not used

optimally. optimally.

The Major Cause of the The Major Cause of the CrisisCrisis

““Poor quality teachingPoor quality teaching is the key reason why the is the key reason why the education system is failing.” (education system is failing.” (Financial MailFinancial Mail, 8 Sept, , 8 Sept, 2006)2006)

““Underachievement can be ascribed to Underachievement can be ascribed to the lower the lower quality of teachersquality of teachers in the mainly black townships.” in the mainly black townships.” (Prof. Servaas van der Berg, (Prof. Servaas van der Berg, Cape ArgusCape Argus, 12 May, , 12 May, 2008)2008)

““The greatest obstacle to transforming the education The greatest obstacle to transforming the education system is system is the lack of accountability for teachersthe lack of accountability for teachers.” .” (Prof. Jonathan Jansen, (Prof. Jonathan Jansen, The TimesThe Times, 13 Sept, 2007), 13 Sept, 2007)

““Our main problem is Our main problem is the thousands of teachers in the thousands of teachers in the system for whom we have absolutely no the system for whom we have absolutely no evidence of their competence to teachevidence of their competence to teach.” (Prof. .” (Prof. Jonathan Jansen, Jonathan Jansen, Financial MailFinancial Mail, 8 Sept, 2006), 8 Sept, 2006)

NEEDUNEEDU In 2008 the then Minister of Education, Ms Naledi In 2008 the then Minister of Education, Ms Naledi

Pandor, established a Ministerial Committee Pandor, established a Ministerial Committee (chaired by Prof. Jonathan Jansen) to advise her on (chaired by Prof. Jonathan Jansen) to advise her on the establishment of a the establishment of a National Education National Education Evaluation and Development Unit (NEEDU)Evaluation and Development Unit (NEEDU)..

The committee presented its findings on 17 April The committee presented its findings on 17 April 2009. It listed 14 key findings, 2009. It listed 14 key findings, inter aliainter alia:: There is broad recognition of the crisis in education and There is broad recognition of the crisis in education and

the limitations of existing evaluation instruments to, in the limitations of existing evaluation instruments to, in themselves, remedy the situation;themselves, remedy the situation;

There is widespread consensus on the need for stronger There is widespread consensus on the need for stronger accountability measures alongside developmental accountability measures alongside developmental support to be introduced into the school system;support to be introduced into the school system;

The existing system for evaluation and appraisal faces a The existing system for evaluation and appraisal faces a growing credibility crisis because of the functional growing credibility crisis because of the functional breakdown between school/teacher evaluation and breakdown between school/teacher evaluation and developmental follow-through actions to effectively developmental follow-through actions to effectively address problems identified.address problems identified.

The Teacher Development The Teacher Development SummitSummit

June-July 2009June-July 2009 It identified the following challenges, It identified the following challenges, inter inter

aliaalia:: The system is unable to meaningfully identify The system is unable to meaningfully identify

and address teacher development needs;and address teacher development needs; Teachers lack access to meaningful, quality, Teachers lack access to meaningful, quality,

relevant education and development relevant education and development opportunities;opportunities;

There is an unco-ordinated approach to There is an unco-ordinated approach to teacher development;teacher development;

Funding mechanisms for teacher development Funding mechanisms for teacher development are inefficient.are inefficient.

““The New, Strengthened, The New, Strengthened, Integrated Plan for Teacher Integrated Plan for Teacher

Development”Development” The Draft Plan (dated 9 July 2010) The Draft Plan (dated 9 July 2010)

envisages the gradual establishment of a 3-envisages the gradual establishment of a 3-tiered, co-ordinated Teacher Education and tiered, co-ordinated Teacher Education and Development (TED) system, which will look Development (TED) system, which will look something like this:something like this:

The Professor’s invention for peeling potatoesThe Professor’s invention for peeling potatoes

Professional Learning Communities Professional Learning Communities (PLCs)(PLCs)

Besides all of the above structures, the Plan Besides all of the above structures, the Plan also envisages the formation of Professional also envisages the formation of Professional Learning Communities (PLCs) comprising Learning Communities (PLCs) comprising two two or more teachers from a single school or a or more teachers from a single school or a cluster of schools who will meet regularly to cluster of schools who will meet regularly to participate in a variety of professional participate in a variety of professional development activitiesdevelopment activities, including:, including: Learning to engage with evidence-based Learning to engage with evidence-based

assessments;assessments; Participating in curriculum orientation activities;Participating in curriculum orientation activities; Learning to use curriculum support materials;Learning to use curriculum support materials; Learning from video recordings and training Learning from video recordings and training

materials.materials.

SACE’s CPTDSACE’s CPTD The Plan is aligned with the The Plan is aligned with the Continuing Continuing

Professional Teacher Development Professional Teacher Development systemsystem (CPTD) (CPTD) currently being piloted by currently being piloted by the South African Council of Educators the South African Council of Educators (SACE).(SACE).

Once CPTD is approved, every teacher in Once CPTD is approved, every teacher in SA will have to participate in this system SA will have to participate in this system in order to remain registered with SACE.in order to remain registered with SACE.

A teacher has to be registered with SACE A teacher has to be registered with SACE in order to teach in SA.in order to teach in SA.

CPTD in a (Large) NutshellCPTD in a (Large) Nutshell

Each teacher will compile a Each teacher will compile a Professional Professional Development Portfolio (PDP)Development Portfolio (PDP) according to according to SACE guidelines.SACE guidelines.

Each teacher will sign up with SACE and Each teacher will sign up with SACE and will be provided with will be provided with a personal PD points a personal PD points scorecardscorecard that will be kept by SACE. that will be kept by SACE.

SACE will allocate SACE will allocate professional professional development (PD) pointsdevelopment (PD) points for each for each recognised PD activity according to an recognised PD activity according to an approved schedule of points.approved schedule of points.

Each teacher will be expected to Each teacher will be expected to achieve achieve 150 PD points on the 150 PD points on the scorecard in every three-year cycle.scorecard in every three-year cycle.

SACE will issue SACE will issue a Certificate of a Certificate of AchievementAchievement to each teacher who to each teacher who achieves the target number of PD achieves the target number of PD points within the three years.points within the three years.

External service providersExternal service providers will have to will have to apply to SACE to be officially approved apply to SACE to be officially approved and to have their courses, workshops, and to have their courses, workshops, etc. etc. officially endorsedofficially endorsed..

3 Types of PD Activity3 Types of PD Activity

Type 1: Type 1: Activities Activities initiated by the teacherinitiated by the teacherReported to SACE by the teacherReported to SACE by the teacher

Type 2: Type 2: Activities Activities initiated by the schoolinitiated by the school Reported to SACE by the principalReported to SACE by the principal

Type 3: Type 3: Activities Activities initiated externallyinitiated externally Reported to SACE by the provider Reported to SACE by the provider

Teachers will have to accumulate points for Teachers will have to accumulate points for

all three types of activity and will record the all three types of activity and will record the points in their PDPs.points in their PDPs.

Critique of the Proposals: Critique of the Proposals: PositivesPositives

ConsultationConsultation with a wide variety of role with a wide variety of role players about current problems;players about current problems;

A renewed commitmentA renewed commitment to teacher to teacher development by major education role development by major education role players; players;

The intention to establish The intention to establish Professional Professional Learning Communities (PLCs)Learning Communities (PLCs);;

SACE’s compulsory CPTD systemSACE’s compulsory CPTD system, which , which (although flawed) will at least force (although flawed) will at least force teachers to take professional development teachers to take professional development more seriously.more seriously.

Critique of the Proposals: Critique of the Proposals: NegativesNegatives

Instead of heeding teachers’ calls for a more streamlined Instead of heeding teachers’ calls for a more streamlined system, the working groups and task teams have system, the working groups and task teams have designed a designed a system that is generally far more complexsystem that is generally far more complex;;

““The New, Strengthened, Integrated Plan for Teacher The New, Strengthened, Integrated Plan for Teacher Development” proposes Development” proposes a top-heavy, three-tiered a top-heavy, three-tiered bureaucratic structurebureaucratic structure to manage teacher development; to manage teacher development;

SACE’s CPTD-MS proposes SACE’s CPTD-MS proposes a highly complicated points a highly complicated points systemsystem, to be centrally managed on-line by SACE; , to be centrally managed on-line by SACE;

SACE’s CPTD-MS will require SACE’s CPTD-MS will require service providers to be service providers to be approvedapproved and to have each of their PD activities and to have each of their PD activities endorsedendorsed, which is an onerous requirement, likely to , which is an onerous requirement, likely to cause great resentment;cause great resentment;

A wonderful opportunity to introduce a more effective A wonderful opportunity to introduce a more effective model for managing teacher development could be lost.model for managing teacher development could be lost.

A Simpler, Decentralised A Simpler, Decentralised ModelModel

The model that I propose makes the teacher, The model that I propose makes the teacher, his/her immediate senior and the principal his/her immediate senior and the principal accountable for managing professional accountable for managing professional development.development.

It entrusts district officials with monitoring and It entrusts district officials with monitoring and evaluating each school’s management of PD. evaluating each school’s management of PD.

It should make it easier for teachers to identify It should make it easier for teachers to identify their professional development needs.their professional development needs.

It makes classroom practice the major focus for It makes classroom practice the major focus for Post Level 1 teachers. Post Level 1 teachers.

This simple, decentralised model is far less This simple, decentralised model is far less complex and cumbersome than the centralised complex and cumbersome than the centralised model currently being piloted.model currently being piloted.

TEACHER PERFORMANCE APPRAISAL TEACHER PERFORMANCE APPRAISAL (TPA)(TPA)

PS 1: TEACHING ABILITYPS 1: TEACHING ABILITY Subject knowledgeSubject knowledge Use of resourcesUse of resources Presentation skillsPresentation skills Learner engagement and behaviourLearner engagement and behaviour

PS 2: ADMINISTRATIONPS 2: ADMINISTRATION Lesson planningLesson planning Time managementTime management File managementFile management Routine administrative dutiesRoutine administrative duties

PS 3: ASSESSMENTPS 3: ASSESSMENT Quality of assessmentsQuality of assessments Variety of assessmentsVariety of assessments Feedback to learnersFeedback to learners Record keepingRecord keeping

PS 4: INVOLVEMENT OUTSIDE THE CLASSROOMPS 4: INVOLVEMENT OUTSIDE THE CLASSROOM Extra-curricular and co-curricular activitiesExtra-curricular and co-curricular activities Pastoral carePastoral care Human relationsHuman relations Professional developmentProfessional development

POST LEVEL 2 ONLYPOST LEVEL 2 ONLY

PS 5: PERSONNEL MANAGEMENT & LEADERSHIPPS 5: PERSONNEL MANAGEMENT & LEADERSHIP Motivation and team buildingMotivation and team building CommunicationCommunication Monitoring and evaluationMonitoring and evaluation Provision of professional developmentProvision of professional development

PS 6: ORGANISATIONAL EFFICIENCY & PS 6: ORGANISATIONAL EFFICIENCY & EFFECTIVENESSEFFECTIVENESS Accountability/responsibilityAccountability/responsibility Resource management and utilisationResource management and utilisation Record keepingRecord keeping InitiativeInitiative

The Challenge Facing Those Tasked The Challenge Facing Those Tasked with Leading and Managing Teacher with Leading and Managing Teacher

DevelopmentDevelopment ““Education is about relationships. And Education is about relationships. And

aspirations. We understand the difference aspirations. We understand the difference education can make, and have hopes for how education can make, and have hopes for how education can transform society, create good education can transform society, create good citizens, raise levels of skill, ensure citizens, raise levels of skill, ensure opportunities, employment and advance for opportunities, employment and advance for individuals and society as a whole.”individuals and society as a whole.”

““We all know the difference that a single good We all know the difference that a single good teacher can make… The classroom, and the teacher can make… The classroom, and the magic that happens at that coalface of magic that happens at that coalface of interaction between pupil and teacher, is the interaction between pupil and teacher, is the starting point for all else in education.”starting point for all else in education.”

““If we don’t get it right – in the If we don’t get it right – in the classrooms, with teachers – what we are classrooms, with teachers – what we are doing is reinforcing inequalities, and doing is reinforcing inequalities, and smashing the hopes and dreams of the smashing the hopes and dreams of the post-democratic generation. We cannot post-democratic generation. We cannot continue betraying generation after continue betraying generation after generation of young people.” generation of young people.”

- Graeme Bloch, author of - Graeme Bloch, author of The Toxic MixThe Toxic Mix, , in an article entitled in an article entitled How Does SA become How Does SA become a Learning Nation?a Learning Nation? ( (Cape TimesCape Times, 16 March, , 16 March, 2009)2009)

The EndThe End

Thank YouThank You