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The draft outlines aims aligned with SACE’s mandate under Act 31 of 2000, describes standards development through a multi-stakeholder working group, and defines key concepts such as professional engagement, knowledge, practice, feedback, and Professional Learning Communities 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(PTSs)  \nContents  \nACRONYMS ............................................................................................................................................. 3  \nDEFINITION OF TERMS ............................................................................................................................ 4  \nINTRODUCTION: PROFESSIONAL TEACHING STANDARDS FOR SOUTH AFRICA .....................................5  \nPURPOSE OF THE DRAFT PTSs................................................................................................................. 6  \nTHE STANDARDS DEVELOPMENT PROCESS ............................................................................................ 7  \nTHE GAZETTING PROCESS ....................................................................................................................... 8  \nPROFESSIONAL TEACHING STANDARDS ................................................................................................. 8  \nACRONYMS  \nCPTD MS  \nDBE ITE  \nDHET  \nELRC  \nETDP-SETA-  \nHEIs  \nNAPTOSA  \nNAISA  \nNATU  \nPEU  \nPTSs  \nSACE  \nSADTU  \nSAOU  \nSAPA  \nSDWG  \nSGBs  \nSMTs-  \nContinuing Professional Teacher Development Management System Department of Basic Education Initial Teacher Education Directorate Department of Higher Education and Training  \nEducator Labour Relations Council  \nEducation, Training and Development Practices Sector Education and Training Authority  \nHigher Education Institutions  \nNational Professional Teachers Organisation of South Africa National Alliance of Independent Schools Association  \nNational Teachers Union  \nProfessional Educators Union  \nProfessional Teaching Standards  \nSouth African Council for Educators South African Democratic Teachers Union South African Teachers Union  \nSouth African Principals Association Standards Development Working Group School Governing Bodies  \nSchool Management Teams  \nDEFINITION OF TERMS  \nProfessional Engagement involves educators demonstrating caring, respect and professionalism in all their interactions with learners, colleagues, parents/carers and the community, and maintaining positive, collaborative relationships. Educators need to be sensitive to the needs of all learners and committed to ensuring their best interests are served. They reflect on their practice and expand their professional learning, both alongside colleagues and individually.  \nProfessional Knowledge refers to a body of professional knowledge educators draw on to respond to the needs of their learners within their educational contexts.  \nProfessional Practice involves educators acquiring and using a range of effective teaching strategies to implement well-designed learning opportunities that support learning gains for all learners.  \nConstructive feedback is based on something that learners have already done, when it is given it should encourage learners to reflect. Most importantly feedback should supply nourishment for learners’ minds so that with new understandings they are able to progress in their learning.  \nCharacteristics of a Professional  \nA registered member that has an underlying professional education qualification; upholds a code of professional ethics and professional standards; accepts accountability for the professional autonomous judgments; participates in continuous professional development; and makes the annual membership fee payments.  \nProfessional Learning Communities (PLCs)  \nPLCs are communities that provide the setting and necessary support for groups of classroom teachers, school managers and subject advisors to participate collectively in determining their own developmental trajectories, and to set up activities that will drive their development.(ISPFTED, p. 14)  \nINTRODUCTION: PROFESSIONAL TEACHING STANDARDS FOR SOUTH AFRICA  \n(DRAFT 21, 28 August 2018)  \nIn this document, the South African Council for Educators (SACE) presents a draft set of national Professional Teaching St","cbCaiqNZEsQ3ho22","https://ap.wps.com/l/cbCaiqNZEsQ3ho22","pdf",978178,12,"English","# Contents\n## ACRONYMS\n## DEFINITION OF TERMS\n## INTRODUCTION: PROFESSIONAL TEACHING STANDARDS FOR SOUTH AFRICA\n## Purpose of the Draft PTSs\n## The Standards Development Process\n## The Gazetting Process\n## PROFESSIONAL TEACHING STANDARDS","[{\"question\":\"What is the purpose of the SACE draft Professional Teaching Standards (PTSs)?\",\"answer\":\"The draft aims to promote professional teaching practice and embed a strong professional teaching culture in South Africa.\"},{\"question\":\"Why does the document say professional teaching standards are needed in South Africa?\",\"answer\":\"It points to ongoing education changes, persistent inequality, high learner dropout rates, and variable teaching quality, requiring a common understanding of professional practice.\"},{\"question\":\"How were the Professional Teaching Standards (PTSs) developed?\",\"answer\":\"SACE established a Standards Development Working Group with representatives from education departments, statutory bodies, teacher unions and associations, independent schools, teacher educators, academics, educators, and researchers to develop the standards.\"}]","SACE Draft Professional Teaching Standards (PTSs) - Introduction - Professional Teaching Standards for South Africa | PDF",1792379338]