The SACE Professional Framework: The Code of Professional Ethics and the Continuing Professional Teacher Development (CPTD) Points System

Rationale

This course is essential because the SACE Act 31 of 2000 and the SACE Code of Professional Ethics mandate that every registered educator in South Africa participate in the Continuing Professional Teacher Development (CPTD) system. Teachers must earn at least 150 Professional Development points on their Personal Professional Development Points Account (PPDPA) every three-year cycle, with points allocated across Type 1, Type 2, and Type 3 activities. The course directly addresses the professional obligation to 'keep abreast of educational trends and developments' and to 'promote the on-going development of teaching as a profession' as stated in the CPTD Handbook. By learning to classify activities, plan a balanced point pathway, and maintain a Professional Development Portfolio aligned with the Quality Management System (QMS), educators ensure compliance and demonstrate ethical professional conduct.

Part I: Foundations (Lessons 1-4)

Lesson 1. The Legal Frame: SACE Act 31 of 2000 and the Code of Professional Ethics

Participants explain the CPTD system and professional obligations grounded in the SACE Act 31 of 2000 and the SACE Code of Professional Ethics. They classify development activities, plan a balanced three-year point pathway, maintain a professional development portfolio, and learn to report and evidence learning ethically.

Lesson 2. The CPTD Management System at a Glance: 150 Points, Three-Year Cycles, and Certificates

Participants explain the CPTD system's structure, including the requirement of 150 PD points per three-year cycle and the role of the Personal Professional Development Points Account (PPDPA). They classify activities, plan a pathway, maintain a portfolio, and report ethically.

Lesson 3. The Three Activity Types: Type 1, Type 2, and Type 3 Defined

Participants learn to distinguish between Type 1 (teacher-initiated), Type 2 (school-initiated), and Type 3 (externally initiated) activities. They classify activities accurately, plan a balanced point pathway, maintain a portfolio, and report ethically.

Lesson 4. Identifying Your Development Needs: QMS, Diagnostic Reports, and Self-Assessment

Participants use Quality Management System (QMS) processes, diagnostic reports, and self-assessment to identify development needs. They plan a balanced three-year point pathway, maintain a portfolio, and report ethically.

Part II: Core Practice (Lessons 5-10)

Lesson 5. Type 1 Activities in Depth: What Counts, Point Values, and Honest Self-Reporting

Participants explore Type 1 activities in detail, including what counts, point values, and the importance of honest self-reporting. They classify activities, plan a pathway, maintain a portfolio, and report ethically.

Lesson 6. Type 2 Activities: The School's Reporting Duty, SIP/APIP Linkage, and Submission Windows

Participants learn about Type 2 activities, the school's reporting duty, linkage to the School Improvement Plan (SIP) or Annual Performance Improvement Plan (APIP), and submission windows. They classify activities, plan a pathway, maintain a portfolio, and report ethically.

Lesson 7. Type 3 Activities: Endorsed Providers, the SACE Catalogue, and Checking Endorsement Certificates

Participants examine Type 3 activities offered by SACE-endorsed providers, how to use the SACE Catalogue, and how to verify endorsement certificates. They classify activities, plan a pathway, maintain a portfolio, and report ethically.

Lesson 8. Writing a Usable Personal Growth Plan and Mapping It to Point-Bearing Activities

Participants write a Personal Growth Plan (PGP) that bridges needs identified through the QMS appraisal process and point-bearing activities. They plan a balanced three-year point pathway, maintain a portfolio, and report ethically.

Lesson 9. Building the Professional Development Portfolio: Structure, Evidence, and Reflection Standards

Participants build a Professional Development Portfolio with structured evidence and reflection aligned to the CPTD system. They maintain the portfolio, classify activities, plan a pathway, and report ethically.

Lesson 10. Reporting to SACE: The Self-Service Portal, June and November Cycles, and Common Errors

Participants learn to report PD points through the CPTD self-service portal, focusing on the June and November submission cycles and common errors. They classify activities, plan a pathway, maintain a portfolio, and report ethically.

Part III: Application and Mastery (Lessons 11-15)

Lesson 11. The School's Compliance Picture: What Principals and SMTs Must Monitor and Evidence

Participants understand the school's compliance responsibilities, including what principals and School Management Teams (SMTs) must monitor and evidence. They classify activities, plan a pathway, maintain a portfolio, and report ethically.

Lesson 12. Ethics of Participation: Honest Reporting as Professional Conduct

Participants explore the ethical foundations of the CPTD system, emphasizing honest reporting as professional conduct under the SACE Code of Professional Ethics. They classify activities, plan a pathway, maintain a portfolio, and report ethically.

Lesson 13. Workshop: Creating Your Own Three-Year 150-Point Plan

Participants create a personalized three-year 150-point plan, applying knowledge of activity types and point requirements. They classify activities, plan a pathway, maintain a portfolio, and report ethically.

Lesson 14. Maintaining Momentum: Strategies for Sustaining PD Engagement Across the Three-Year Cycle

Participants develop strategies to sustain professional development engagement throughout the three-year cycle. They classify activities, plan a pathway, maintain a portfolio, and report ethically.

Lesson 15. Final Assessment and Portfolio Submission: Presenting Your Completed 150-Point Plan

Participants complete a final assessment and submit their Professional Development Portfolio demonstrating a completed 150-point plan. They classify activities, plan a pathway, maintain a portfolio, and report ethically.

This syllabus was designed from primary-source research of South Africa's official teacher requirements and passed independent verification. The full course, its lessons, assistant, and materials are live for enrolled educators.