Teacher Education and Development - ETDP SETA

ENHANCING THE PROFESSIONALISATION OF THE TEACHING PROFESSION

30 November 2020

Teacher Education and DevelopmentRoundtable Discussion

Presenter: SACE CEO

Ella Mokgalane

PROFESSIONALISING THE TEACHING PROFESSION

Enhancing the status and standing of the teaching profession and its internal quality across the

teacher education and development continuum

Teacher Education and Development Roundtable Discussion

30 November 2020Legislative and Policy Imperatives for SACE

SACE Focus Area Legislation / Policy

Set, Protect and Maintain Professional Standards NPD Vision 2020, SACE Act 2000, ISPFTED (2011)

• Management and Implementation of the CPTD System• Quality Management Role in supporting the system for identifying and

addressing teacher development needs – Provider approval, PD Activities Endorsement and allocation of Points, Earning of PD Points by Teachers

NDP Vision 2030, SACE Act 2000 As amended, NPFTED (2017), ISPFTED

Advisory role on Educational Matters and more specifically on the following:

• minimum requirements for entry to all the levels of the profession;• the standards of programmes of pre- service and in-service educator education;• the requirements for promotion within the education system;• educator professionalism

SACE Act, 2000 As amended

Professional Certification and Re-Certification / Determining Registration Period NDP / Implied in the SACE Act

• Recognition of SACE as a Professional Body by SAQA in line with its policy and criteria for recognising a professional bodies and

• Registration of professional designation/s for the purposes of the NQF Act.

NQF Act (2019)Revised SAQA Policy and Criteria for Recognition of Professional Bodies (Oct 2020)


30 November 2020 REGIONAL /INTERNATIONAL ALIGNMNET

AFRICA Agenda 2063

Sustainable Development Goal no.4 - Ensure Inclusive and Equitable quality education and promote life-long opportunities for all

Continental Education Strategy for Africa (2016-2025) - Revitalise the teaching profession to ensure quality and relevance at all levels of education.

Education International and UNESCO Framework for Professional Teaching Standards

Standards Framework for Teachers and School Leaders;

SADC and Continental Framework of Standards and Competences for the Teaching Profession;

Commonwealth Standards Framework for Teachers and Leaders

Continental Teacher Qualification Framework;

Teacher Support and Motivation Framework for Africa;

Continental Teacher Mobility Protocol and others.

4

The debate on professionalisation and

professional standards is no longer driven

by country-based issues and needs alone,

but rather by global organisations and

structures – Gallie and Keevey.


30 November 2020

SACE RESEARCH ON TEACHER PROFESSIONALISATION

• 2016 SACE Commissioned Teacher Professionalisation Research involving all education stakeholder, resulting in: • the need to develop Professional Teaching Standards for the South

African teaching profession,

• the proposed Teacher Professionalisation Path for consultative purposes; and others.


30 November 2020

INITIAL COUNCIL - APPROVED TEACHER PROFESSIONALISATION PATH 2019 FOR CONSULTATION PURPOSES

PD

P –

Pro

fess

ion

al D

eve

lop

me

nt

Po

rtfo

lio

Minimum Requirements for Entry into ITE

Defining the kind of a teacher to be produced by HEIs – Task Team

Balancing quality and quantity in terms of the relative demand (TSD)

ITE ProgrammesProgramme Eval (DHET), Accreditation (CHE),

Registration against NQF (SAQA)Requirements for provisional registration from year 1

of study (student teachers)Orientation into the profession

Tracking students and informing the profession

Submission of Electronic NQT PDP

Addressing professional teaching standards

CPTD (3-year cycle)

Addressing Professional Standards

Newly Qualified Teacher

(12 months mandatory induction programme)

Review of Electronic NQT PDP

Review of Electronic NQT PDPagainst professional standards –

Final Year BEd/PGCE Graduate with Provisional

registration - NQTs

Periodic renewal of registration

Full SACE Re-certification status RETAINED

Certified Teacher with full Registration Status

Professional Designation

1

3 4

5

6 7

8

9

2

NQ

T –

Ne

wly

Qu

alifi

ed

Te

ac

he

rs


30 November 2020

VALUES OF THE TEACHING PROFESSION – Professional Commitment

Service –Oriented

Quality Dignity Respect

Tolerance Accountability Integrity Responsibility

Transparency

7

Possible inclusion in the Revised MRTEQ, through the DHET, as part of teacher preparation in the ITE


30 November 2020

VISION 2025

Inspiring a Credible Teaching Profession


30 November 2020

TEACHER PROFESSIONALISATION PILLARS ACROSS THE TED CONTINUUM

SACE TP Pillars Progress

Professional Teaching Standards Professional standards developed – See later slides

Influencing and Informing the Higher Education Sector –

• Defining the kind of Teacher to be produces, • Collaborating with DHET on Programme Eval, CHE on

Programme Accreditation, SAQA on Registration of Programmes Against the NQF

• Professional Registration and Orientation of Student Teachers

• SACE Strategic Plan 2020 – 2025 defining the goals and outcomes on ITE• Professional Registration of final year students • Ongoing updates to and engagements with the Education Deans Forum • Consultative sessions on the professionalisation of the teaching

profession across the public and private Higher Education Institutions • The 2020 Online Teaching Practice Module based on one of the SACE

Professional Standards • SACE participation in the DHET TED Programme Evaluation Processes• Values of the profession and SACE Professional Teaching Standards – to

form part of Policy on Minimum Requirements • Orientation of student teachers on the code of professional ethics• Draft Code of Professional Ethics for student teachers• Programme to engage student teachers / student chapters / youth

brigades on the teacher professionalisation issues, including, the code of professional ethics for student teachers.

Induction and Mentorship through teacher employers - NQT, New Positions, Foreign Nationals

DBE working on the Induction and Mentorship Programme – aligned with the Professional Teaching Standards


30 November 2020TEACHER PROFESSIONALISATION PILLARS

SACE Focus Area Progress

Recognition by SAQA and Professional Designating of Teachers - Lessons from Nursing, Pharmacy, and Social Workers’ Professional Councils

• Process of application to SAQA in progress but slow• Ongoing SACE application support from SAQA• Sticky issues that need collective engagements and buy-in

(Professional Designating – what is it in for me, Maintenance and retention of the professional registration status through periodic re-certification)

• The SAQA policy and criteria does not differentiate between professional bodies in the private and public sector, as well as, small and big professional bodies in terms of numbers of professionally registered professionals – implications for meeting some of the recognition criteria.

Continuing Professional Teacher Development (CPTD) Management System

See later slides

Retention of Professional Certification / Designation Status – Periodic Re-certification.

• Consultative process underway


30 November 2020CLARIFYING CONCEPTS

PROFESSIONAL REGISTRATION

Issuance of a certificate to a professionally suitable applicant on the basis of screening against

police clearance, NCPR, NROS and verifying qualifications

Keeping a Register of people meeting a specified criteria

To Identify to the public, parents, prospective employers, and the profession who is professionally

suitable to teach

PROFESSIONAL CERTIFICATION

Issuance of certification status to a professionally suitable applicant on

the basis of:

screening against police clearance, NCPR,

Verified qualifications

One Year Mandatory Induction

Review of Professional Development Portfolio against the

SACE Professional Teaching Standards

Being issued with a “Certified Teacher” Professional Designation

Status

Protection of the profession, enhancement of the status, respect and

standing of the profession

PROFESSIONAL

DESIGNATION

a title or professional status conferred by a professional body in recognition of a person’s expertise

and the right to practice in an occupational field;

•The designation must be developed, conferred and revoked in terms of the professional body's own rules,

legislation or any international conventions applicable (SAQA)

•co-operation between SACE, SAQA and the quality councils therefore, need to be articulated in a CPTD

Management System policy –Retention of the Professional

Designation Status


30 November 2020

SAQA

SITA

ELRC

Parents

Communities

Public

Learners

DHET

DBE

CHE

Umalusi

Teacher Employers –

PEDs, SGB Associations, Independent

Schools

Schools

Teachers

Colleges

Sister Professional

Councils

Teacher Unions

NAISA

SAPA

DOH

DSD

DoJC

SAPS

Higher Education Institutions

EDF

Student Teachers

12

SACE

INSTITUTIONAL ARRANGEMENTS / NETWROKS FOR COLLECTIVE PROFESSIONALISATION OF THE

TEACHING PROFESSION – Design, Policy Alignment, Advocacy, Operationalisation, and Monitoring and Evaluation Levels.


30 November 2020

ISSUES FOR CONSIDERATION GOING FORWARD• Reviewing the teacher professionalisation path in line with the comments and inputs from the SACE

stakeholders and constituencies;

• Multi-stakeholder process for the design, operationalisation and monitoring and evaluation for the teacher professionalisation path and pillars;

• Alignment and coordination of different legislation, policies, regulations, collective agreements and institutions where necessary;

• Delineate professional matters from the labour ones;

• SACE internal capacity and state of readiness;

• Enhance democratic professionalism as opposed to managerialism;

• Change management strategy;


30 November 2020

ISSUES FOR CONSIDERATION GOING FORWARD• Policy direction and strategic plans on Professionalising the teaching profession in:

• An enabling non-violent, non-threatening and decent environment for professionalising the teaching profession and recognising teachers as professionals; and

• A complex, uncertain, intractable and unpredictable environment

• SACE Teachers’ Rights, Responsibilities and Safety informed extensively by the voice of the teaching profession is being finalised with the support of the VVOB


30 November 2020

Need for Collaborative Process for Professionalising the ECD Sector

SACEMinimum

Professional Registration

Requirements Professionalisation

Path

Professional Standards

ELRC Conditions of

Service

Remuneration

SAQAQualification articulation

process

DHET

Qualification Framework

DBE

Migration

Policy Imperatives

Providers

Quality Provisioning

ETDP-SETAFunding

Professional Teaching StandardsDRAFT FOR CONSULTATION WITH TEACHERS

& SUBJECT AND PHASE SPECIALISTS

SECTION 5 (b) OF THE SACE ACT REQUIRES THAT COUNCIL MUST ADVICE THE MINISTER OF THE STANDARDS OF PROGRAMMES OF PRE-SERVICE AND INSERVICE TEACHER EDUCATION


30 November 2020

Professional Teaching Standards for the Teaching Profession


30 November 2020

Professional Teaching Standards

•The SACE professional standards are generic in terms of being a broad set of descriptors that the teacher education and development continuum and teachers in particular should aspire to achieve, and

•Other specific standards are more explicit – focus on various aspects.

Broad Metrics

Professional Practice Standards

Competence/ Content/ Subject

Standards Min

imu

m

Req

uir

eme

nts

for

Emp

loym

ent

Performance Standards

Nested Model of Standards was Followed

SDGsNDPMTSFCESA

SACE operates here

DHET & DBE • MRTEQ : guide the design and development of teacher education qualification

programmes. The policy describes standards at a generic level that should be met by all teacher education qualification programmes

• National Education Policy on Recognition and Evaluation of Qualifications for Employment in Education (2016)

DHET & EDF: Content Standards (PRIMTED)

QMS Performance StandardsStandard for Principalship


30 November 2020

IMPLEMENTATION GAINS AND CHALLENGES

PROFESSIONAL STANDARDS

GAINS CHALLENGES

• Launch of the Professional Teaching Standards Development Process by the Minister of Basic Education;

• CDE Research on Towards Teacher Professional Knowledge and Practice Standards in South Africa, including international experiences based on case studies in 9 countries;

• Benchmarking with regional and international Professional Standards Frameworks – Standards for the South African Context;

• Writing of the Professional Teaching Standards by the Multi-stakeholder Standards Development Working Group;

• Multi-stakeholder Professional Standards National Advisory Group• Just like the ethical standards expressed through the Code of Professional

Ethics, the Professional Teaching Standards will not go through the gazetting process;

• Inadequate Communication and Advocacy to the teacher at the coal face of the teaching profession – What do they mean for me as a teacher at school level?

• Lack of coordinated process to align the generic SACE Professional Teaching Standards and other national specific Standards.


30 November 2020

IMPLEMENTATION GAINS AND CHALLENGES

PROFESSIONAL STANDARDS

GAINS…. CHALLENGES

• In-principle approval by SACE Council, HEDCOM and noting by CEM;• Post-Doctoral Research Fellow based at Wits University funded by the Zenex

Foundation – Research and Documentation of the Professional Teaching Standards Development Process;

• Possible inclusion in the Revised MRTEQ along the competencies of a Beginner teacher;

• The HEIs Teacher Choices Teaching Practice Module draws from the SACE Professional Teaching Standard number 7 that recognises that teachers “make thoughtful choices about their teaching that lead to meaningful learning for all learners”; and

• Envisaged collective phased-in implementation through the reviewed and refined teacher professionalisation path and multi-stakeholder process.


30 November 2020

ISSUES FOR CONSIDERATION GOING FORWARD

• Standards clean-up process

• Broader multi-stakeholder implementation / operationalisation plan with implications for various stakeholders, institutions and policy environment

• Advocacy and communication

• Implementation bi-laterals and tri-laterals across the teacher education and development continuum.


30 November 2020

CPTD MANAGEMENT SYSTEM


30 November 2020PD UPTAKE AND REPORTING TO SACE

RECORDING AND REPORTING PARTICIPATION TO SACE

RECORDING PARTICIPATION IN THE PROFESSIONAL DEVELOPMENT PORTFOLIO as part of professional development journey, reflective and

interrogative practice and evidence-based reporting.

Also serves as a tool for formative monitoring

SAME INFO and Evidence could be used for IQMS/QMS, NTAs, Promotional Posts and others

REPORTING PD UPTAKE TO SACE

Teacher Initiated by the Teacher

School Initiated by School Delegated or SASMS/ SEMIS Person

Externally Initiated by Employers / Providers -

RESPONDING TO THE IDENTIFIED PD NEEDS THROUGH PARTICIPATION IN THE SACE ENDORSED PD ACTIVITIES AND PD ACTIVITIES WITH THE SACE PRE-DETERMINED POINTS

Teacher Initiated, School-Initiated Activities

(Excluding employers’ PD activities)

Externally Initiated by the SACE Approved Providers and Employers

NEEDS IDENTIFICATION (Individual, School, System) – Responsive, Context Specific, Demand and Supply Driven

IQMS/QMS, SDA, Reflective and Interrogative Practice

Diagnostic Reports (national, provincial, district, school, phase/department, individual)

24

Self-Development, Collaboration, Resourcefulness, Collegiality, communities of

practice, School-embedded / focused PD

Demand/Supply, Addressing national priorities . System needs

Limitations in terms of availability and accessibility


30 November 2020


30 November 2020

30.20% Profiles of Educators indicate

Reported Professional Development Uptake


30 November 2020


CPTD Management System Activities Progress and Comments

Sign-up for participation in the CPTD Management System since 2014 according to the three cohorts

468 154 educators in public and independent schools across the three cohorts

School Sign-up for reporting purposes by Schools 25 914 public and independent schools

Monitoring of SACE Endorsed Professional Development Uptake through reporting to SACE by:• Teachers• Schools• Employers / Providers

• 30.20% (141 428) Teacher profiles / accounts • Reporting professional development uptake remains a

challenge across the three groupings• Reporting seen as an administrative burden, especially

from teacher and school perspective;• Internal capacity – delays in capturing manually reported

activities• CPTD Self-service portal unstable – functionality

perspective• Is the reporting expectation by schools and individual

teachers realistic / feasible? • Review of the Design and Assumptions made then /

Unintended policy implementation consequences.


30 November 2020



• Glaring inequalities and equity issues.• Lessons from other national and international

professional bodies with CPD systems – no reporting / periodic

• CPTD system viewed as an add-on responsibility at various levels

Approved Professional Development Providers 248 Approved active providersImbalances in terms of coverage across the country

Endorsed Professional Development Activities • 4101 Endorsed Active Professional Development Activities

• Fitness-for purpose, Quality, Relevance Criteria• Intense capacity building sessions to the providers • Undertaking research on the extent of uptake on the

SACE endorsed professional development activities.


30 November 2020



CPTD System Funding • Enhanced and stable funding from fiscus – through the DBE line item.

Developed CPTD-Information System (CPTD-IS) with Business Intelligence Tool

- Unstable functionality - May be viewed as deterrence in reporting - Undertaking of Systems audit to inform enhancement


30 November 2020

WHAT ASSUMED CHANGE DID WE WANT TO BRING IN THE PROFESSION WITH THE IMPLEMENTATION OF THE CPTD SYSTEM

• CPTD System Situational Analysis, Problem Identification processes done during the NPFTED Agenda Setting, Policy Formulation stages and the ISPFTED

• Goals and Purpose of the CPTD System were clarified through the NPFTED, ISPFTED and SACE Act – Improved professional competence through fit-for-purpose Professional Development Programmes/Activities

• MISSING LINK: Logic Framework that articulates the causal relationship between the Goal/Impact that we want to achieve/make, and the outcomes, outputs, activities, and Inputs we want to deliver

• How that assumed change (from the CPTD Management System) will occur on Individual Teachers, Professional Development Institutes, Professional Development Providers, Teacher Employers, DBE/PEDs/SACE Officials and Stakeholders.


30 November 2020

LEARNING FROM FAILURE, SUCCESS AND PARTIAL SUCCESS

• To what an extent have we achieved the intended CPTD outcome

• If the intended outcome is not achieved are we able to go back to the logic framework chain and check were it has broken down

• If for example, • Orientation of teachers took place but was poor, or it did not take place, or the message was not well

understood then you have IMPLEMENTATION FAILURE

• If the CPTD system is available but there was no uptake, then our theory of engaging people in changing their behaviour seems not to work

• If the intended benefits in participating in the CPTD system are not seen there is a problem with the orientation and change culture

• If the funds were available, orientation took place, teachers participate in PD activities and there is no improvement on the learning outcomes, then there is challenge with the theory of change that underpins the CPTD system or the level and quality of PD programmes endorsed for teacher provisioning.

Teacher Education and DevelopmentRoundtable Discussion

Thank you30 November 2020

Presenter: SACE CEO

Ella Mokgalane

Documents

Teacher Education and Development - ETDP SETA