HIGHLIGHTS FROM THE INTEGRATED STRATEGIC PLANNING FRAMEWORK
HIGHLIGHTS FROM THE INTEGRATED STRATEGIC PLANNING FRAMEWORK
aspects of this Plan, in monitoring the ef- fectiveness of its implementation, and in its adaptation as needs and contexts change over time.
Teacher unions have a responsibility to:
n promote teacher professionalism through advocating, supporting and encouraging teachers to access opportunities to iden- tify and address their development needs;
n promote teacher professionalism through advocating and supporting the establish- ment of PLCs and encouraging teachers to participate actively and meaningfully in these;
n and assist in growing the profession by enhancing the status and image of teaching and teachers, and so encourag- ing new people to enter the profession.
SACE has an important quality manage- ment role to play in promoting and sup- porting the system for identifying and ad- dressing teacher development needs. This includes ensuring that: the providers of teacher development programmes are fully approved by SACE; and the professional development courses available for teachers are endorsed by SACE and can lead to the accrual of Professional Development (PD) points on successful completion.
Universities that provide teacher educa- tion programmes, supported by the DHET, have the responsibility for ensuring that:
n their programmes are accessible to teachers and aspirant teachers;
n the programmes being offered are re- sponsive to national, provincial and indi- vidual teacher priorities and needs;
n and the programmes are of high qual- ity and lead to meaningful development for teachers. Universities will need to implement innovative mechanisms to strengthen the Work Integrated Learn- ing (WIL) component of teacher educa- tion programmes, e.g. through the effec- tive use of Professional Practice Schools (PPSs) and Teaching Schools (TSs).
The ETDP SETA has the responsibility for: ensuring that its activities directed towards the support of teachers are aligned with the Plan, particularly in relation to making funds available for teachers or aspirant teachers to register for short courses or qualifica- tion programmes; supporting new teacher induction; and supporting meaningful WIL.
The sourcing of funds and the planned allo- cation of funds to enable the Plan to be fully implemented are the responsibilities of the various lead agencies, in collaboration with their partners, under the auspices of strong leadership by the Heads of Education De- partments Committee (HEDCOM) and the Council of Education Ministers (CEM). While not a formally costed plan, the Plan provides an indication of where funds may be sourced. It is essential that effective and efficient use is made of funding currently available in the system, including Medium Term Expenditure Framework (MTEF) funds and the Skills Development Budget.
The Plan adopts a 15-year timeframe and in so doing recognises the need for imme- diate, medium-term and long-term deliver- ables to ensure quality teacher education and development. It ensures that immedi- ate imperatives are addressed while putting in place processes to address medium-term and long-term imperatives.
OUTPUTS AND ACTIVITIES TO BE LED BY THE DEPARTMENT OF BASIC EDU- CATION
OUTPUT 1: INDIVIDUAL AND SYSTEMATIC TEACHER DEVELOPMENT NEEDS ARE IDENTIFIED AND ADDRESSED
A National Institute for Curriculum and Professional Development (NICPD) will be established to develop and manage a system through which the development needs of individual teachers, and the de- velopment needs of specific categories or
groups of teachers, can be identified and addressed.
Problem statement
While it must be recognised that a wide vari- ety of factors interact to impact on the qual- ity of the education system in South Africa, teachers’ poor subject matter knowledge and pedagogical content knowledge are important contributors. Teaching resources and learner support materials are important only insofar as teachers have the knowledge and compe- tence to interpret and utilise them effectively. Teacher appraisal through the IQMS does not evaluate competence sufficiently deeply to assist teachers to identify their needs; in ad- dition, by conflating developmental appraisal and performance appraisal the IQMS makes it even more difficult to identify teacher devel- opment needs transparently and accurately.
A non-punitive system for assessing teach- ers’ current competences to deliver the curriculum and supporting them to develop in areas of their individual need is vital if the problem of poor quality education in the system is to be solved. In order to address these challenges, processes are needed that:
a) Enable individual teachers to identify their own learning and professional de- velopment needs and to access oppor- tunities to address these needs; and
b) Identify system-wide priorities for teacher development that are appli- cable to groups of teachers.
Activity 1.1
Establish the National Institute for Cur- riculum and Professional Development (NICPD). The National Institute for Cur- riculum and Professional Development (NICPD) will be responsible for develop- ing and managing a system for teachers to identify their development needs and ac- cess quality development opportunities to address these needs; and for ensuring that a viable, relevant curriculum is always in place for schooling in South Africa.
2
Teachers recognise a personal need for professional development on the basis of their
learners’ performance and put themselves forward for a series of diagnostic self-assessments, which have been designed for the teacher’s particular subject/ learning area.
•These self-assessments can be taken in online and/or in paper-based form, and they provide immediate, confidential feedback to the teacher on curriculum areas that need to be developed.
1
Teachers are at the centre of the system. Teachers take responsibility
for their own professional development. The key goals of teacher development must be enhanced classroom practice and improved learning outcomes.
Activity 1.2
Develop and deliver teacher diagnos- tic self-assessments to assess curriculum competence. Diagnostic self-assessments are assessment instruments – available on- line and/or in paper-based form – which individual teachers are able to use inde- pendently, confidentially and in a safe and non-threatening environment, to test them- selves on what they need to know and do in order to carry out their core function well.
Activity 1.3
Develop and deliver high-quality, content- rich, pedagogically sound CPD courses for teachers. Content-rich, pedagogically
sound short CPD courses are courses that are strongly aligned to the content frame- works for a particular subject and phase or specialist area. Successful learning on these courses must enable the teacher to im- prove their teaching practice.
Activity 1.4
Develop and deploy a TED ICT support system. A TED ICT support system is an online system that will contain the infra- structure to enable teachers to: access di- agnostic self-assessments; identify relevant SACE-approved programmes; apply to register for the programmes; and apply for funding to pay for their studies.
Figure 8 is a diagrammatic representation of the processes described in Activities 1.2, 1.3 and 1.4. It shows how these processes work together to form an integrated sys- tem for identifying and addressing the de- velopment needs of individual teachers.
Activity 1.5
Identify and address immediate to medi- um-term systemic teacher development needs. From existing evidence linked to the review of the National Curriculum State-
Self-assessment results are used to direct the teacher to specific pedagogically sound, content-rich SACE-endorsed CPD courses/ activities which, once engaged with, will lead to development in the identified area(s) of need. The teacher will also be directed to SACE-approved providers of the appropri- ate courses through which to access learning opportuni- ties.
3
1) The teacher is able to apply for funding to register for the identified course(s).
4
A variety of modes of study and support are available to the teacher at the localised
sites like PRDIs and DTDCs to engage effectively with the course content, including independent, materials-based or online study, participation in formal or informal programmes and learning with colleagues and peers in PLCs.
SACE CPTD Management System (supports the new TED system)
• CPD short courses are endorsed by SACE.
• Providers of CPD short courses must be approved by SACE.
• SACE awards PD points for successful completion of SACE-endorsed CPD activities.
5
Success measures are: 1) Improved classroom practice and learner
mance;
2) Improved performance on diagnostic self-assessments; and
3) Increased collaborative activity through PLCs. FIGURE 3: A system for identifying and addressing teachers’ development needs. perfor-
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CHAPTER 7 | THE TEACHER AND THE TEACHING CAREER
www.ed.org.za
www.ed.org.za
CHAPTER 7 | THE TEACHER AND THE TEACHING CAREER
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