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
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

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:
2013/14
Principals and Deputy Principals – CPTD Orientation and Sign-up in preparation for the 1st three year CPTD cycle starting from January 2014 onwards
2014/15
Principals / Deputy Principals – 1st three year cycle starts ( )
HODs - CPTD Orientation and Sign-up in preparation for the 1st three year CPTD cycle starting January 2015
2015/16
HODs -1st three year cycle starts (2015 – 2017)
PL1 Teachers - CPTD Orientation and Sign-up in preparation for the 1st three year CPTD cycle starting January 2016

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 (
Mobisite (
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
Total
Target
Variance GP
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%
27419
34764
7345

22. AGE OF PRINCIPALS AND DEPUTIES

23. FOREIGN TEACHERS – PRINCIPALS AND DEPUTY PRINCIPALS
Province
Congo
Cameroo n
Uganda
India
Nigeria
Tunisia
USA
Zambia
Zimbabw e
Blank
Total GP 1 6 43 2 53 NW 3 LP 10 EC WC MP 4
KZN 7 FS NC 64 81

24. RACE

25. Current HOD Sign-Ups Province Total Target Variance GP 2754 8610 5856GP
2754
8610
5856
31.99%
-68.01% NW
1187
2937
1750
40.42%
-59.58% LP
2173
5863
3690
37.06%
-62.94% EC
194
5690
5496
3.41%
-96.59% WC
1301
5000
3699
26.02%
-73.98% MP
2412
4039
1627
59.72%
-40.28%
KZN
9112
10950
1838
83.21%
-16.79% FS
604
2720
2116
22.21%
-77.79% NC
151
979
828
15.42%
-84.58%
19888
46788
26900

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
Type 1 PD Activity
Pre-determined PD Points
8 Educational Meetings (per annum)
4 x Principals Meetings by the District
2 x Union Principals / Deputies Meetings / Forum
1 x SAPA Breakfast Session
2 x Local Schools Principals / Deputies Network or Committee Meetings
10 Points (all together)
Conferences / Symposium
Union/PEDs Leadership Conference/Seminar
SAPA/EMASA/AMESA National Conference
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 / Books
The Teacher Newspaper / Periodicals / Journals
SUB-TOTAL FOR Type 1 (YEAR 1 of the Three Year Cycle)
5 Points 40

29. 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

30. 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
GRAND TOTAL Type 1, 2, 3 for year 1 of the 1st three year cycle.
131 / 101/ 126

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
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
KZN
Financial Management
Providing Leadership, Monitoring, Support
Policy Development and Implementation
Managing quality of teaching and Learning
Managing information and Keeping Records
Computer Literacy FS
Providing leadership, mentoring, support
Policy development and implementation;
Managing quality of teaching and learning
Managing IQMS and SPMDS MP
Providing Leadership, mentoring, support
Policy development and implementation
Managing Information and keeping records

33. Principals and Deputy Principals Needs AnalysisWC
Providing Leadership, Mentoring , Support;
Financial Management;
Policy Development and Implementation;
Managing Quality of teaching and learning;
School Discipline;
Training in Changes in Legislation EC
Providing Leadership, Mentoring, Support
Financial Management
Computer Literacy
Policy development and implementation;
Managing IQMS and SPMDS LP
Providing Leadership, Mentoring, Support;
Financial management;
Managing quality of teaching and learning
Managing information and keeping records
Knowledge of subjects taught by you

34. Principals and Deputy Principals Needs Analysis
Financial management;
Providing Leadership;
Policy development and implementation;
Computer Literacy GP
Providing Leadership etc;
Managing IQMS and SPMDS;
Policy Development and Implementation NW
Providing leadership etc;
Computer Literacy.

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