HIGHLIGHTS FROM THE INTEGRATED STRATEGIC PLANNING FRAMEWORK
HIGHLIGHTS FROM THE INTEGRATED STRATEGIC PLANNING FRAMEWORK
ners and Foundation Phase and Special Needs teachers. Existing universities will be strengthened; in addition, and as part of the response to the call to reopen colleges of education, new, dedicated institutions will be established where needed and appro- priate. TED programmes will be enhanced by the development of teacher knowledge and practice standards, which will inform curriculum and programme design, and the establishment of Teaching Schools (TSs) and Professional Practice Schools (PPSs) to ensure meaningful Work Integrated Learn- ing (WIL).
Activity 4.1
Develop teacher knowledge and practice standards. The Policy on the Minimum Re- quirements for Teacher Education Qualifi- cations has been developed to guide the design and development of teacher educa- tion qualification programmes. The policy describes standards at a generic level that should be met by all teacher education qualification programmes, regardless of their level, purpose or target group.
Teacher knowledge and practice standards are statements that describe what a teach- er needs to know and be able to do to carry out their core function professionally and effectively. The statements are specific to a subject area and school phase or to a specific extended role, for example, school leadership.
The standards are not tied to a particular school curriculum statement. They relate more to the academic and practical knowl- edge required to teach a particular subject or discipline well and, if met by teachers, will allow them to deliver the curriculum that is in place at a specific time, and to adapt effectively when the curriculum changes. There is a need to develop more specific teacher knowledge and practice standards for each subject area or area of teacher expertise, in order to guide pro- gramme design at this level.
Activity 4.2
Optimise, extend and expand the capacity of Teacher Education Institutions (TEIs)
Activity 4.3
Establish Provincial Teacher Education Committees (PTECs) to inform enrol- ment planning at public TEIs, to match evidence-based TED targets. Provincial Teacher Education Committees (PTECs) are committees comprising high-level na- tional education department representa- tives, provincial education department representatives, and representatives of uni- versities that operate in the province.
Activity 4.4
Strengthen Foundation Phase teacher provisioning
Activity 4.5
Strengthen the teaching practice/ school experience component of teacher edu- cation programmes through the devel- opment of Teaching Schools (TSs) and Professional Practice Schools (PPSs). TSs are ‘teaching laboratories’, where student teachers can engage in learning-from-prac- tice, such as by observing best practice, participating in micro-teaching exercises and taking subject methodology courses.
PPSs are sites at which student teachers are placed for the actual practical components of their programmes (including school ob- servation visits and WIL experiences). Stu- dent teachers will spend extended periods of time at the schools.
ENABLING THE IMPLEMENTATION OF THE PLAN
There are at least four essential require- ments for the plan to succeed:
n enhanced collaboration among role- players;
n a coordinated national system for teach- er education and development;
n adequate time for quality teacher edu- cation and development;
n and sufficient funding for quality teacher education and development.
COLLABORATION AND COHERENCE IN TEACHER EDUCATION AND DE- VELOPMENT
The successful implementation of this Plan is dependent on continued collaboration on the part of all the stakeholders that con- tributed to its development.
This becomes even more important in the light of two national education depart- ments having being set up, and teacher ed- ucation and development issues straddling both departments.
n A National Teacher Education and De- velopment Committee (NTEDC) will be established.
n The NTEDC will comprise the DBE, DHET, PEDs and all national role-play- ers, including SACE, the ETDP SETA, the HESA-EDF, the ELRC, and all the relevant unions: the South African Democratic Teachers’ Union (SADTU), the National Professional Teachers’ Or- ganisation of South Africa (NAPTOSA), the Suid-Afrikaanse Onderwysersunie/ South African Teachers’ Union (SAOU/ SATU), the Professional Educators Union (PEU) and the National Teach- ers’ Union (NATU).
n The NTEDC will advise on, and monitor the implementation of, the Plan across the system, and assist in the periodic review of the Plan to ensure that TED needs are addressed in a dynamic and coherent manner.
District level n The Council of Education Ministers (CEM) and the Heads of Education De- FIGURE 4: A coordinated, coherent national system for teacher education and development. CEM DBE HEDCOM NICPD National level PEDs PTDIs Provincial level PLC PLC PLC DTDCs PLC PLC PTECs NTEDC TSs TEls PPSs DHET HEDCOM
partments Committee (HEDCOM) for the DBE and the DHET will continue to be the primary vehicles through which teacher education and development is steered at the national, provincial and district levels.
A COORDINATED NATIONAL SYSTEM FOR TEACHER EDUCATION AND DE- VELOPMENT
This Plan proposes a single outcome for teacher education and development in the country, reflected through four outputs, and achievable through 15 activities.
n It is vital that the processes and struc- tures put forward in the activities make up a single, coordinated system in which multiple role-players contribute, rather than a scenario comprising disparate entities in which various agencies work
in isolation from, and perhaps in conflict with, one another.
n Figure 9 illustrates how the various as- pects of the Plan that will be built up over time create a single, coordinated TED system, which brings together op- erations at the different levels of the na- tional system.
ADEQUATE TIME FOR QUALITY TEACHER EDUCATION AND DEVEL- OPMENT
Adequate time must be made available for teacher development activities and fund- ing mechanisms must be strengthened and rendered more effective.
In order to ensure that time is available for teacher development a number of strate- gies could be followed:
n Time for teachers to participate in pro- fessional learning communities and en- gage in quality school based teacher de- velopment could be scheduled into the school year. Specifically, scheduled time for teacher development could:
– Utilise the immediate pre- and post- term periods, so as to minimise loss of teaching time; and/or
– Be integrated into the school time- table through adjustment of the schooling week.
n Time for teachers to engage in pedagog- ically deep and content-rich CPD short
Teacher unions
SACE
ETDP SETA
HESA- EDF
CEM
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CHAPTER 7 | THE TEACHER AND THE TEACHING CAREER
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CHAPTER 7 | THE TEACHER AND THE TEACHING CAREER
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