National Teachers' Standards for Ghana GUIDELINES PDF

NATIONAL TEACHING COUNCIL EACHING LT CO NA UN...

NATIONAL TEACHING COUNCIL EACHING LT CO NA UN IO NAT CIL NATIONAL TEACHERS’ R aisin NTC e enc STANDARDS FOR GHANA gT fi d on ea hi c ng C g Sta di n n d a rd s, B u il GUIDELINES Ministry of Education REPUBLIC OF GHANA The National Teachers’ Standards for Ghana Guidelines document provides the standards for both pre-service and in-service teachers. The pre-service Standards approved by the Cabinet of the Republic of Ghana on 28th September 2017, informed the development of the standards for in-service teachers. 1 NATIONAL TEACHERS’ STANDARDS FOR GHANA: GUIDELINES  For the development of in-service Standards The National Teaching Council (NTC) would like to express its appreciation to those who contributed towards the writing of this guidelines. The NTC would also like to thank the Japan International Cooperation Agency (JICA), and PTPDM Project for supporting this effort. The following is the list of persons who contributed to this document. Prof. Eric Nyarko-Sampson Council Chair, NTC (2017) Dr. Evelyn Oduro Ag. Executive Secretary, NTC (2016) Prof. Kwame Akyeampong University of Sussex Mr. Gideon Ahoholu Coordinator, National INSET Unit, NTC Ms. Grace Agyeman Duah NTC Lawrence Sarpong Ag. Director Professional Operations, NTC Emmanuel Aboagye Tawiah Deputy Executive Secretary, NTC (2016) Prof. Paul Buatsi Senior Consultant, JICA PTPDM Project NATIONAL TEACHERS’ STANDARDS FOR GHANA: GUIDELINES Prof. Jonathan Fletcher University of Ghana Prof. George Kankam University of Education 2 FOREWORD The National Teachers’ Standards represents the first ever collectively agreed standards to guide teacher preparation and practice in the country. The Standards have been developed as a professional tool to guide teacher educators, teachers, student teachers and other stakeholders in education to identify in clear and precise terms what teachers are expected to know and be able to do, qualities they are expected to possess and some behaviour they are supposed to exhibit. The Standards set a clear baseline of expectations for the professional knowledge, practice, conduct, attitude, rights and obligations expected of teachers working in schools at the pre-tertiary level. All teachers completing their initial teacher training will be assessed against the National Teachers’ Standards. It is noteworthy that the National Teachers’ Standards replaces the diversity of standards being used in the various institutions offering initial teacher education and/or providing continuing professional development with a consolidated set of national standards to ensure that student teachers’ training and development is guided by the same set of standards. These Standards are designed to improve the quality of teachers’ delivery and students’ performance and should therefore be used as a reference tool for student teachers, teacher educators, in-service teachers, head teachers, mentors, school NATIONAL TEACHERS’ STANDARDS FOR GHANA: GUIDELINES inspectors and all who are working at training student teachers. The Standards will also enable teacher educators and others to direct their efforts appropriately to the areas student teachers need most support. The development of these standards is consistent with discussions on both pre- tertiary curriculum and teacher education reforms occurring nationally and led by the Ministry of Education, about the most successful processes for assuring teacher quality and students’ learning outcomes. I recognise that intensive professional development workshops will be required to prepare teacher educators to effectively prepare student teachers to deliver on the standards, but it is my strong belief that with dedication and commitment the quality of teaching and student learning outcomes will improve markedly. In this regard, I wish to call on all stakeholders in pre-tertiary education to embrace the National Teachers’ Standards and employ it effectively as a tool to bring about improved learning outcomes in our education system. To God be the Glory. Hon.Dr. Matthew Opoku Prempeh Minister for Education 3  CONTENTS WHAT ARE THE STANDARDS FOR? 6 WHO ARE THE STANDARDS FOR? 8 HOW WERE THE STANDARDS DEVELOPED? 8 WHAT IS THE LEGAL STATUS OF THE TEACHERS’ STANDARDS? 10 WHAT PHILOSOPHY UNDERPINS THE STANDARDS? 10 HOW ARE THE TEACHERS’ STANDARDS ORGANISED? 12 THE TEACHERS’ STANDARDS 13 1. Professional Values and Attitudes 13 2. Professional Knowledge 14 3. Professional Practice 15 HOW ARE THE STANDARDS TO BE USED? 16 WHAT ARE THE ROLES OF TEACHER EDUCATION INSTITUTIONS? 17 SECTION 1: FORMAT OF THE STANDARDS 18 National Teachers’ Standards for Ghana: Exemplars for use by Student Teachers, Teachers, Tutors, Head Teachers and Mentors SECTION 2: FORMAT OF THE STANDARDS 33 NATIONAL TEACHERS’ STANDARDS FOR GHANA: GUIDELINES WHAT IS THE RATIONALE FOR THE STANDARDS? 34 EVIDENCE CRITERIA 34 BIBLIOGRAPHY 44 APPENDIX 47 GLOSSARY 51 4 ACRONYMS BECE Basic Education Certificate Examination CPD Continuous Professional Development CRDD Curriculum Research Development Division GES Ghana Education Service ICT Information and Communication Technologies JHS Junior High School KG Kindergarten MoE Ministry of Education NAB National Accreditation Board NaCCA National Council for Curriculum and Assessment NEA National Education Assessment NIB National Inspectorate Board NTC National Teaching Council NCTE National Council for Tertiary Education PRINCOF National Conference of Principals of Colleges of Education NATIONAL TEACHERS’ STANDARDS FOR GHANA: GUIDELINES PTA Parent Teacher Association SHS Senior High School SMC School Management Committee TED Teacher Education Division UCC University of Cape Coast UEW University of Education, Winneba WASSCE African Senior School Certificate Examination 5  WHAT ARE THE STANDARDS FOR? For Pre-service and In-service Teachers Teachers play such a critical role in inspiring and challenging students to achieve their potential that their preparation and subsequent development require the highest possible standards in knowledge, conduct and practice in their workplace. These Standards are concise written statements of what teachers are expected to know and be able to do. T he National Teachers’ Standards set out the minimum levels of practice that all trained teachers must reach by the end of their pre-service teacher education course in order to play such a critical role. T hese Standards also inform teachers’ development while in their first year as Beginning Teachers on their induction course in schools prior to licensing as professional teachers by the National Teaching Council (NTC) and provide the NATIONAL TEACHERS’ STANDARDS FOR GHANA: GUIDELINES framework for future professional and career development for all teachers. T he Standards should be seen as one common core set of standards that apply to all teachers at all levels. The exemplar that accompany the Standards at the end of these guidelines give specific exemplars of the Standards in action at the kindergarten, primary, junior high school and senior high school levels to give further support for those using them. The indicators provide evidence of attainment of the Standards. 6 For In-Service Teachers Specific to in-service teachers, the Pre-tertiary Teachers’ Standards for Ghana (PTTSG) are concise statements of what teachers are expected to know, understand and be able to do as teachers to ensure they continually improve their own learning as well as those they teach. (1) T he Standards aim at ensuring that as teachers move up from one rank to the other in their career; they are empowered to engender effective learning among those they are expected to teach. (2) A  t each stage of their journey to become accomplished teachers, the Standards expect teacher to: demonstrate good knowledge in the relevant subject(s) and curriculum areas; have a sound knowledge of learners’ different ways of organising their learning; NATIONAL TEACHERS’ STANDARDS FOR GHANA: GUIDELINES d  emonstrate knowledge and understanding of how different learning styles impact on teaching; reflect thoroughly on the effectiveness of teaching approaches; d  emonstrate good knowledge and understanding of how to use assessment to support learning; and identify their own training needs and take responsibility for addressing them through lifelong learning. 7  WHO ARE THE STANDARDS FOR? The Standards apply to: S tudent Teachers on pre-service teacher training courses working towards meeting the Standards by the end of their course. All beginning teachers in their Induction Year in schools. A  ll in-service teachers in schools, who are covered by the 2016 new NTC frameworks for career progression and promotion. The Standards serve as a point of reference for all standards and competencies. T he National Teaching Council (NTC) will use the Teachers’ Standards in assessing cases of any misconduct by any member of the teaching profession. NATIONAL TEACHERS’ STANDARDS FOR GHANA: GUIDELINES The National Teaching Council (NTC) for the licensing of teachers after induction T he NTC will use the Teachers’ Standards as a benchmark for the renewal of teachers’ license A  ll those institutions involved in the training and development of teachers, including universities and colleges both public and private, vocational/technical and academic. T eacher educators will use it as a guide in the preparation of curricula and courses for teacher training. D  istrict education directors, circuit supervisors, teacher unions, head teachers and mentors in schools will also need to use the Teachers’ Standards as a guide to inform their work – serve as a common point of reference. 8  HOW WERE THE STANDARDS DEVELOPED? The development of the Standards arose from the need to consolidate the different standards being used in institutions offering initial teacher training and those who provide continuing professional development into a national standard to ensure that the development of student teachers is guided by the same set of standards. The Standards were developed from a number of sources, including: A  ssessment tools used by the University of Cape Coast (UCC) and University of Education, Winneba (UEW) for assessing student teachers during on-campus teaching and practicum Handbook for Principal Teacher Aspirants by the Ghana Education Service Manual for Student teachers on School Attachment Handbook on Mentorship and the Student Teacher Competence Matrix Survey of national teaching standards in more than eight countries NATIONAL TEACHERS’ STANDARDS FOR GHANA: GUIDELINES Involvement of practitioners across all sectors and other key stakeholders including the National Teaching Council (NTC), National Council for Tertiary Education (NCTE), National Accreditation Board (NAB), Ghana Education Service (GES), National Council for Curriculum and Assessment (NaCCA), National Inspectorate Board (NIB), Principals of Colleges of Education, Teacher Unions and Teacher Education Universities (UCC and UEW). An ad hoc vetting committee on Teachers’ Standards made up of members from the above regulatory bodies reviewed the draft standards prior to full validation on December 7, 2015. The stakeholders worked to ensure that the standards are embedded in the Ghanaian context, are realistic and achievable by the majority of Ghanaian teachers, if not all. For In-Service Teachers Specific to the in-service teachers, a pilot study was also conducted in five districts (Shai Osudoku, Ajumako Enyan Essiam, Upper Manya Krobo, Savelugu Nanton, and Kasena Nankana Municipal) to obtain evidence-based data as to how the career progression standards would help in promoting CPD of teachers. 9   HAT IS THE LEGAL STATUS OF THE W TEACHERS’ STANDARDS? The 2008 Education Act (Act 778) established the National Teaching Council and it is responsible for establishing frameworks around teachers’ employment, continuous professional development (CPD) and periodic review of professional practice and ethical standards. The NTC has overall responsibility to license teachers by law. These Standards define the minimum levels of practice expected of student teachers and teachers in order to be licensed. It must be noted that during the training and the period of induction, the Standards continue to define the level of practice at which all qualified teachers are expected to perform. Universities and Colleges of Education must ensure that the design and content of their pre-service programmes and their delivery allow student teachers to be successfully assessed against the Standards by the end of their period of training. This will particularly be relevant for the school practicum components that must provide extended and guided periods of teaching in classrooms. Opportunities must be given to those already teaching in schools to apply their NATIONAL TEACHERS’ STANDARDS FOR GHANA: GUIDELINES practice to the Teachers’ Standards over a given period of time. Student teachers must be realistically and fairly assessed against the Standards in accordance with what can be reasonably expected of teachers still learning to teach. Student teachers’ creative and innovative skills will need to be assessed as appropriate to the specific context and circumstances they are in and for the level of learners they are to teach, for example, for very young children in pre-school, or for young people needing specialist knowledge at senior high school. For In-service Teachers Specifically, to in-service teachers - those on induction as well as other un-licensed teachers must be realistically and fairly assessed against the Standards in accordance with what is expected of them. Teachers’ creative and innovative skills should also be assessed as appropriate to the specific context and circumstances they are in and for the level of learners they teach. 10   HAT PHILOSOPHY UNDERPINS THE W STANDARDS? Teacher education in Ghana aims to prepare teachers imbued with professional skills, attitudes and values as well as the spirit of inquiry, innovation and creativity that will enable them to adapt to changing conditions, use inclusive strategies and engage in lifelong learning. The teachers are required to have a passion for teaching and leadership, engage with members not only in the school community but also in the wider community and act as agents of change. Over the years Ghana has reformed and restructured its teacher education system in response to demands of new vision and mission for education to meet the demands of a knowledge society in which the teacher is an agent of change. What has been missing in this entire process is a set of professional standards for teachers that provide a strong definition of and a key reference point for the work of teachers towards achieving the learning and social outcomes articulated in the 2008 Education Act. The Standards are, therefore, designed to codify what a ‘good teacher’ looks like for Ghana, recognising the urgent need to improve the quality of the school experience and learning outcomes for all learners and to raise the status of teachers in their communities and country. The Standards are aspirational in their NATIONAL TEACHERS’ STANDARDS FOR GHANA: GUIDELINES vision, positively embracing the promises and challenges of the 21st century for Ghana. More importantly, they support Ghana in meeting Goal 4 of the Sustainable Development Goals for 2030 to ‘ensure inclusive and equitable quality education and promote life-long learning opportunities for all’. In contributing towards this goal, the Standards are also realistic and relatively few in number so as to be achievable and user-friendly. The development of the Standards was also informed by a review of international teaching standards whereby what is deemed most important is that teachers apply their content knowledge in the classroom, thereby demonstrating sound pedagogical content knowledge. Correspondingly, the practicum within teacher education programmes can take up to 25 per cent of the course. Taking both the existing Ghanaian standards, aims for teacher education, context, and the international standards into account, these new Standards for Ghana emphasise the applied practical work of a teacher as a valued professional in a community of practice and envisage a warm and friendly teacher who has secure curricular, subject and pedagogical content knowledge, who plans for and uses different interactive instructional strategies and resources and so engages their learners, who achieves higher learning outcomes for all, particularly learners who are more vulnerable, those with disabilities, girls and those who need cognitive challenge, and who uses assessment productively in achieving those outcomes. 11   OW ARE THE TEACHERS’ STANDARDS H ORGANISED? The Standards are divided into three main domains, each with its own sub-divisions: Professional Values and Attitudes Professional Development Community of Practice Professional Knowledge Knowledge of Educational Frameworks and Curriculum Knowledge of Learners Professional Practice Managing the Learning Environment Teaching and Learning Assessment These three domains and aspects encompass what teachers should value, know NATIONAL TEACHERS’ STANDARDS FOR GHANA: GUIDELINES and do, and intersect with one another to develop a teacher competent enough to teach at the end of their four-year initial teacher training, as illustrated in the Venn diagram where the synthesis of the three domains represents this competence. 1 Professional Values and Attitudes 2 3 Professional Professional Knowledge Practice 12 THE TEACHERS’ STANDARDS 1 Professional Values and Attitudes Professional Development The Teacher(s): a) Critically and collectively reflects to improve teaching and learning. b) Improves personal and professional development through lifelong learning and Continuous Professional Development. c) Demonstrates effective growing leadership qualities in the classroom and wider school. Community of Practice The Teacher: d) Is guided by legal and ethical teacher codes of conduct in his or her development as a professional teacher. NATIONAL TEACHERS’ STANDARDS FOR GHANA: GUIDELINES e) E ngages positively with colleagues, learners, parents, School Management Committees, Parent-Teacher Associations and wider public as part of a community of practice. f) Develops a positive teacher identity and acts as a good role model for students g) Sees his or her role as a potential agent of change in the school, community and country. 13  2 Professional Knowledge Knowledge of educational frameworks and curriculum The Teacher: a) Demonstrates familiarity with the education system and key policies guiding it. b) Has comprehensive knowledge of the official school curriculum, including learning outcomes. c) H  as secure content knowledge, pedagogical knowledge and pedagogical content knowledge for the school and grade they teach in. d) At pre-primary and primary the teacher knows the curriculum for the years appropriate to multigrade classes; has good knowledge of how to teach beginning reading and numeracy and speaking, listening, reading and writing, and to use at least one Ghanaian language as a medium of instruction. Knowledge of students The Teacher: e) U nderstands how children develop and learn in diverse contexts and applies this NATIONAL TEACHERS’ STANDARDS FOR GHANA: GUIDELINES in his or her teaching. f) Takes accounts of and respects learners’ cultural, linguistic, socio-economic and educational backgrounds in planning and teaching. 14  3 Professional Practice Managing the learning environment The Teacher: a) Plans and delivers varied and challenging lessons, showing a clear grasp of the intended outcomes of their teaching. b) Carries out small-scale action research to improve practice. c) Creates a safe, encouraging learning environment. d) Manages behaviour and learning with small and large classes. Teaching and Learning The Teacher: e) E mploys a variety of instructional strategies that encourages student participation and critical thinking. f) Pays attention to all learners, especially girls and students with Special Educational Needs, ensuring their progress. g) Employs instructional strategies appropriate for mixed ability, multilingual and NATIONAL TEACHERS’ STANDARDS FOR GHANA: GUIDELINES multi-age classes. h) Sets meaningful tasks that encourages learner collaboration and leads to purposeful learning. i) Explains concepts clearly using examples familiar to students. j) Produces and uses a variety of teaching and learning resources including ICT, to enhance learning. Assessment The Teacher: k) Integrates a variety of assessment modes into teaching to support learning. l) Listens to learners and gives constructive feedback. m) Identifies and remediates learners’ difficulties or misconceptions, referring learners whose needs lie outside the competency of the teacher. n) Keeps meaningful records of every learner and communicates progress clearly to parents and learners. o) Demonstrates awareness of national and school learning outcomes of learners. p) Uses objective criterion referencing to assess learners. 15  HOW ARE THE STANDARDS TO BE USED? Standards are clear expectations of skills that teachers should be able to demonstrate. They may be used in training institutions, schools, inspectorate bodies, continuous professional development at an individual, school or cluster-based level, training, induction, and self-development. College principals, tutors, headteachers and mentors in schools, as well as student teachers and teachers themselves, will use the Standards as the key reference point in their assessment – licensing and renewing teachers’ license in Ghana and as a reference point for considering teachers’ application for promotion. Evidence that a student teacher or teacher can meet all of the Standards must be in the form of a professional portfolio organised according to the three domains. Evidence from college-based learning will be in the form of assignments, examination results and lecture notes. Evidence from in-school learning will be in the form of lesson plans, study notes, resources, assessment records, learner exercise books, photographs, lesson evaluations from tutors and mentors, testimonials, minutes of meetings and any notes from CPD courses, evidence NATIONAL TEACHERS’ STANDARDS FOR GHANA: GUIDELINES collected by the student teacher or teacher over time. As a critically reflective practitioner, the professional portfolio provides the starting point for the continued development of the teacher in their induction year and for subsequent years. For In-service Teachers Specific to in-service teachers, the Standards can also be used by the relevant authorities in education to support career progression in the teaching profession by ensuring that teachers and leaders occupying various positions in the profession have met all the criteria imposed by the Standards. In their career progression, teachers and leaders should be required to meet their training needs for a specific role before they assume that role. That way, teacher career progression would be seamless, and this will provide the motivation teachers and leaders need in order to ensure that learning outcomes are maximised. 16   HAT ARE THE ROLES OF TEACHER W EDUCATION INSTITUTIONS? It will be important for teacher education institutions (lecturers and tutors) to come to a shared understanding of what each Standard means as a community of education professionals, but also in partnership with headteachers, mentors and experienced teachers in local schools. Heads of teacher education institutions must ensure that the design and delivery of their pre-service curriculum support student teachers in developing and reaching the Standards. Links with early-learning centres and schools on the university/ college campus and in surrounding areas (or in partnership schools) may need to be further developed to give student teachers sufficient school and teaching experience to meet the new Standards. Lecturers/Tutors may need recent and relevant school experience, particularly if they have not been teachers themselves at the level at which they are training student teachers to work in. Lecturers/Tutors will also need professional NATIONAL TEACHERS’ STANDARDS FOR GHANA: GUIDELINES development to understand the Standards and to redesign their teaching to support this, in both content and the pedagogy they use. They will need to support student teachers to reflect back on their various school experiences and to make sense of what they have learnt. Universities/Colleges with schools on campus provide ideal opportunities for lecturers/tutors to observe classes with their student teachers, to model exemplary teaching themselves and to work alongside teachers in guiding and assessing student teachers. Tutors will also need training and opportunities to work more closely with mentors and supervisors in schools. Schools/Headteachers will need to work in partnership with universities/colleges in accommodating student teachers so that they can fully experience what it means to be a teacher, particularly for Professional Values and Attitudes. Mentors and supervisors will need to work with their student teachers carrying out joint planning sessions with them and allowing student teachers to work with a particular child or group of children, accompany their mentor to staff and parent-teacher meetings, team-teach and then in the final practicum take on the responsibility of several classes. Mentors will also have to undertake regular meetings with their student teachers to discuss progress against meeting the Standards, taking action where there are gaps in what the student teachers know can do or have not yet had an opportunity to experience. 17  NATIONAL TEACHERS’ STANDARDS FOR GHANA: GUIDELINES 18 SECTION 1: FORMAT OF THE STANDARDS FORMAT OF THE STANDARDS The format for the presentation of the pre-service standards and the exemplars are presented in table 1 below. Using a three (3) column format, the standards are presented to encourage the user to think about examples of each particular standard and the means of verification (indicator) of that standard. National Teachers’ Standards for Ghana: Exemplars for use by Student Teachers, Teachers, Tutors, Head Teachers and Mentors Examples of some Standard Examples of the Standards in action indicators of teacher’s performance These apply to all teachers across kindergarten, primary, junior high school and senior high school Specific examples that are more appropriate for Junior and Senior High School are put into italics 1. Professional Values and Attitudes Professional development: a. Critically and Critiques own practice (keeping in Lesson notes and NATIONAL TEACHERS’ STANDARDS FOR GHANA: GUIDELINES collectively reflects mind gender responsive practice) and evaluations, Reflective to improve teaching shows agency in improving learning, logs, journals or portfolios and learning. sometimes with a peer, mentor, or written while in training or with a group of student teachers at on practicum (Gender college or colleagues at school. Responsive Scorecard can be used to do a self-assessment and prompt reflection on gender responsive practice). b. Improves their Identifies gaps in knowledge, goes Study notes, lesson personal and beyond the textbook, carries out notes, portfolios professional self-directed study through accessing Certificate of development libraries, the internet, experienced attendance on CPD through lifelong colleagues; applies new learning from courses Improved learning learning and CPD in their practice. outcomes of learners, continuous Gender Responsive professional Scorecard for Teachers, development. National Gender Handbook. 19  National Teachers’ Standards for Ghana: Exemplars for use by Student Teachers, Teachers, Tutors, Head Teachers and Mentors Examples of some Standard Examples of the Standards in action indicators of teacher’s performance c. Demonstrates Delegates roles to females and Tutors’ report, journal effective growing males equally, such as classroom, of activities, mentor or leadership qualities book or board monitor in their headteacher reports in the classroom and classroom; volunteers to work on wider school. student leadership, running the library; speaks up in school meetings; supports peers and colleagues in school. Does not delegate roles based on gender roles and stereotypes. Community of Practice: d. Is guided by legal Shows high levels of attendance and Teacher attendance and ethical teacher punctuality Has a high regard for records codes of conduct in policies of MoE/GES and those of the their development school in which they teach; acts Headteacher or mentor as a professional within policies that defines reference letter teacher. their professional duties and responsibilities; has high respect for Headteachers’ and female and males’ dignity, well- mentors’ reports being and rights; avoids exploiting Teacher’s study and NATIONAL TEACHERS’ STANDARDS FOR GHANA: GUIDELINES the vulnerability of learners (especially with regard to females). lesson notes Has copies of Demonstrates knowledge of MoE/ GES/ MoES policies on GES ethical codes, (Gender Teacher Ethics, Gender, and Sexual Harassment policy) and and Sexual harassment lives according to their remit. e. Engages positively Attends and contributes to Headteacher records with colleagues, school meetings, parent-teacher Minutes of meetings students, parents, consultations, SMC and PTA SMC, PTA and wider meetings as appropriate (keeping in Teacher’s notes and public as part of a mind the need to sensitise about the journals community of importance of educating girls); knows practice. about the local area where they are practicing, is aware of their learners’ backgrounds, and are seen to engage in school and local events, festivals, faith activities. Encourages parents to support their children in their education. 20  National Teachers’ Standards for Ghana: Exemplars for use by Student Teachers, Teachers, Tutors, Head Teachers and Mentors Examples of some Standard Examples of the Standards in action indicators of teacher’s performance f. Develops a positive Expresses their own philosophy of Teacher’s notes and teacher identity and what it means to be a teacher; shows reflections acts as a good role pride in their profession; learners like model for learners. and respect their teacher; learners Mentor reference; see their teacher as a role model for females and males regardless of the Teacher portfolio, Gender teachers’ gender. Responsive Scorecard for Teachers g. Sees his or her Understands the role that education Student teacher notes or role plays in the lives of the local portfolio as potential agent of community: promotes inclusion and Photographs of local change in the school, tolerance of all learners, actively materials made or community and preventing intolerance, challenges improvements carried out country. traditional gender roles and in classroom or school promoting gender equity issues. Engages in initiatives that bring about Gender/vulnerability changes or improvements in the analysis of students school such as innovative use NATIONAL TEACHERS’ STANDARDS FOR GHANA: GUIDELINES of local materials or facilitating access and social inclusion by learners with disabilities or improving access to water or clean latrines; supports parents to help with their children’s homework; follows up learners who are absent from school. At junior and secondary high school, the teacher actively encourages and facilitates girls and learners from more vulnerable groups to study, and to remain in education. Teachers can/ should do a gender analysis of their students to determine vulnerability and provide support. 21  National Teachers’ Standards for Ghana: Exemplars for use by Student Teachers, Teachers, Tutors, Head Teachers and Mentors Examples of some Standard Examples of the Standards in action indicators of teacher’s performance 2. Professional Knowledge Knowledge of educational frameworks and curriculum: a. Demonstrates Articulates knowledge in discussions: Copies of key policies familiarity with the articulates knowledge in portfolio in folder (including education system write-up. gender and sexual and the key policies harassment policies) guiding it. Portfolio citing policies b. Has References curriculum in planning; Has a copy of the comprehensive knows what learners should have curriculum and knowledge of the learnt in the previous year and the benchmarks in folder Long official school next, and across the curriculum; and short- term plans curriculum, including discusses issues in implementing and including scheme of work learning outcomes. covering the curriculum, particularly reference curriculum or for more vulnerable groups and examination frameworks; considers how to support learners to assessments of learners attain expected curricular outcomes. indicate recognition of how Understands how gender inequality near or far they are from can affect learner outcomes. At junior curriculum benchmarks or NATIONAL TEACHERS’ STANDARDS FOR GHANA: GUIDELINES and secondary high school level the examination grades teacher draws on the primary curriculum for learners who need Mentor’s evaluation report to catch up on the basics; they refer to examination frameworks and National Gender Handbook specifications in their planning and teaching; they know what learners need to work at to achieve the highest examination grades but does not ‘teach strictly to the test’. 22  National Teachers’ Standards for Ghana: Exemplars for use by Student Teachers, Teachers, Tutors, Head Teachers and Mentors Examples of some Standard Examples of the Standards in action indicators of teacher’s performance Knowledge of educational frameworks and curriculum: c. Has secure The teacher’s subject knowledge goes Study and lesson notes content knowledge, beyond what is contained within the pedagogical curriculum & textbook; identifies Evaluations of lessons by knowledge and and addresses gaps in their subject peers, tutors and mentors pedagogical content knowledge through self-study; knowledge. articulates high standards of literacy Learners’ verbal and and correct use of oral written responses and written language. The teacher has good grasp of Teacher portfolio knowledge of the primary curriculum and understanding of JHS National Gender Handbook, Gender content and is able to relate to both. Responsive Scorecard for At junior and senior secondary high Teachers school level the teacher demonstrates intellectual curiosity: they have a good understanding of developments in their subject through self-study and wider NATIONAL TEACHERS’ STANDARDS FOR GHANA: GUIDELINES reading: they attend CPD courses that update them on subject skills; they draw on rich and varied sources well beyond the textbook. They have a developed understanding of how to use ICT in their practice. The teacher knows a wide variety of ways of organizing learning, and recognizes the advantages and disadvantages of teacher and learner- centred and gender responsive pedagogies: the teacher is creative in their pedagogy, using environments other than the classroom as appropriate, drawing on other adults, nature, the local community. All teachers have good technological pedagogical knowledge, knowing how to incorporate ICT into their practice to support learning. Table continues overleaf 23  National Teachers’ Standards for Ghana: Exemplars for use by Student Teachers, Teachers, Tutors, Head Teachers and Mentors Examples of some Standard Examples of the Standards in action indicators of teacher’s performance Continuation of ‘c.’ Teacher’s explanations, strategies and from previous page resources demonstrate they know how to apply content knowledge imaginatively; learners are cognitively challenged and stimulated; teacher asks probing questions to both females and males, and responds knowledgeably to learners’ own questions and difficulties around specific topics. Teachers know learners’ common misconceptions in a subject. Knowledge of educational frameworks and curriculum: d. At pre-primary Planning and teaching are well Lesson notes, evaluations, and primary the differentiated and targeted to portfolio teacher knows the different age and ability groups; curriculum for the teacher displays good knowledge of Evaluations of lessons by years appropriate to phonology, letter names and sounds, peers, tutors and mentors multigrade classes; syllables, whole words, teaching of NATIONAL TEACHERS’ STANDARDS FOR GHANA: GUIDELINES has good knowledge extended text (stories, poems, songs) Learners’ responses and of how to teach in local language and English and exercise books beginning reading the differences between the two and numeracy, and orthographies: learners confidently speaking, listening, add, subtract, multiply and divide reading and writing using manipulatives. of at least one Ghanaian language for instruction. Knowledge of learners: e. Understands how Lesson notes and plans show a Study notes Lesson notes children develop variety of teaching and learning and plans and learn in diverse strategies appropriate to learners at contexts and applies their different developmental stages Mentor evaluation Gender this in their teaching. and ensures the equal participation of females and males. Responsive Scorecard for Teachers 24  National Teachers’ Standards for Ghana: Exemplars for use by Student Teachers, Teachers, Tutors, Head Teachers and Mentors Examples of some Standard Examples of the Standards in action indicators of teacher’s performance f. Takes account of Teacher investigates and takes Lesson plans indicate and respects notes of each learner’s background, use of examples familiar to learners’ cultural, acknowledging where they may learners in class linguistic socio- have gaps in their education, extra economic and domestic work (especially for Lesson notes and educational females), be vulnerable to early drop evaluations backgrounds in their out and act on this to overcome planning and disadvantage; they know why Seating plans teaching. some learners may have irregular attendance and seek to improve Evaluations of lessons this; they code-switch as appropriate by peers, tutors and to ensure all can understand lesson mentors content; seat learners carefully to support one another; talks with respect about all learners; draws sensitively on learners’ backgrounds in their teaching. 3. Professional Practice Managing the learning environment: NATIONAL TEACHERS’ STANDARDS FOR GHANA: GUIDELINES a. Plans and delivers The teacher has long-term (weekly, Long-term and short- varied and termly) objectives of what and term (termly, weekly, challenging how learners should learn; lesson daily) plans show lessons, showing a objectives are clear to learners at clear understanding clear grasp of the beginning of lessons and their of how learners intended outcomes progress towards these is monitored; are to progress, of their teaching. lesson structures and tasks vary, with reference to target females and males equally and the curriculum and are pitched just beyond what learners learning outcomes already know to stretch and inspire, expected using whole class, group, pair, individual work and ICT to expand or Lesson evaluations. consolidate learning; the teacher recognises when some, most or all Reflections in portfolio learners do not understand a concept or do not achieve the intended Lesson evaluations by learning outcomes, and addresses learners this as soon as possible through individual teaching, re-teaching content or setting homework. The teacher makes learning relevant to their learners. 25  National Teachers’ Standards for Ghana: Exemplars for use by Student Teachers, Teachers, Tutors, Head Teachers and Mentors Examples of some Standard Examples of the Standards in action indicators of teacher’s performance b. Carries out small- The teacher identifies one area to Coursework/assignment on scale action research improve on each term (e.g. use of action research to improve practice. open questions, how to include a visually impaired child, how to Lesson evaluations by improve gender responsive pedagogy, teacher Lesson evaluations how to encourage purposeful group of learners by learners talk, how to make better use of limited numbers of textbooks); Reflections in portfolio takes part in critical reflection and Completed class discussions with peers and mentors. assignments National Gender Handbook Gender Responsive Scorecard for Teachers c. Creates a safe, TThe teacher is warm, friendly, and Evaluation of lessons encouraging learning fair, offers praise and encouragement by mentors, head environment. (particularly for females in teachers, peers NATIONAL TEACHERS’ STANDARDS FOR GHANA: GUIDELINES mathematics and science subjects), and withholds any form of corporal Video clips of practice punishment or threatening behaviour. Learners’ evaluation of Learners laugh, smile, and learn. teacher Learners are not afraid to answer or ask questions and are not publicly Gender Responsive or privately reprimanded for wrong Scorecard for Teachers answers. The teacher preempts any bullying or teasing. The teacher encourages good hygiene e.g. handwashing, ensure their learners get access to water, food and latrines in order to learn. Their classroom is neatly organised, clean, with displays to encourage learning. 26  National Teachers’ Standards for Ghana: Exemplars for use by Student Teachers, Teachers, Tutors, Head Teachers and Mentors Examples of some Standard Examples of the Standards in action indicators of teacher’s performance Teaching and Learning: d. Manages The teacher maintains friendly but Photographs of classrooms behaviour and firm discipline; Photographs of learning with small Evaluation of lessons by and large classes. uses group and pair work to mentors, head teachers overcome challenges of large and peers, Student voice classrooms; alters seating plans so that females and males are mixed Gender Responsive and that all learners get to the front; Scorecard for Teachers manages resources so all learners (especially girls) get access to resources including one book or set of manipulatives per child; involves learners as monitors, uses peer teaching to support learning. Teaching and Learning: NATIONAL TEACHERS’ STANDARDS FOR GHANA: GUIDELINES e. Employs a variety The teacher uses whole-class Evaluations of lessons by of instructional dialogue, questioning, group/ teacher, mentor, learners strategies that peer work (collaborative learning), encourage learner demonstrations, explanations, Mentor evaluation portfolio participation and experimentation, project/enquiry- critical thinking. based learning, different learner Gender Responsive groupings, peer teaching/ support, Scorecard for Teachers manipulatives/modeling, field trips, games, role play, songs, story-telling and ICT in their lessons. Learners are active, challenged to think hard, share, talk and feel able to ask questions of the teacher and one another. The teacher also ensures that females and males participate equally in lesson activities and that activities do not reinforce traditional gender roles. 27  National Teachers’ Standards for Ghana: Exemplars for use by Student Teachers, Teachers, Tutors, Head Teachers and Mentors Examples of some Standard Examples of the Standards in action indicators of teacher’s performance f. Pays attention The teacher ensures that quiet or Evaluations of lessons to all learners, non-participating learners contribute by mentor, tutors especially girls and and learn, differentiating questions Physical layout of learners with Special or work accordingly; ensures full room and teaching Educational Needs participation by girls; seats learners and learning materials (SEN), ensuring their with disabilities near to front to see used in learning, Advice progress. or hear better; provides resources appropriate to their needs such as sought from plates to teach geometry to visually experienced teachers impaired learners, or Braille, or and SEN specialists adapts ICT accordingly; notices when Gender Responsive learners are absent, not engaged or Scorecard for Teachers paying attention and alters strategies accordingly. Teaching and Learning: g. Employs Instructional strategies are Termly, and weekly instructional differentiated to target different lesson plans Learner strategies grades learning within the one records of progress appropriate classroom, organising the classroom Resources Lesson for mixed ability, to support multigrade learning evaluations by mentors and NATIONAL TEACHERS’ STANDARDS FOR GHANA: GUIDELINES multilingual and through seating, same or mixed grade peers multi- groups, individual self-directed age classes. work, and equally displays and assigns females and males as monitors. The teacher draws on and integrates the curriculum appropriately to tailor learning for different grades using concept grids, for example, in their planning. Overage learners are acknowledged and instructional strategies and tasks differentiated to take into account widely differing levels of maturation. The teacher acknowledges the different languages that learners know and use, code mixing and switching as appropriate to ensure understanding of lesson content, using bilingual texts, diagrams or displays to support this. 28  National Teachers’ Standards for Ghana: Exemplars for use by Student Teachers, Teachers, Tutors, Head Teachers and Mentors Examples of some Standard Examples of the Standards in action indicators of teacher’s performance h. Sets meaningful Learners work together purposefully Lesson plans focus on tasks that encourage on carefully designed tasks that learners learning with learner collaboration require them to share, talk and imaginative tasks set and leads to debate; teacher observes groups/ Learner’s progress is purposeful learning. pairs, assigns leadership roles to monitored through females and males equally, intervenes record keeping, skillfully to push or expand learning. exercise books The teacher alters grouping according Gender Responsive to what is to be learned: mixed/same Scorecard for Teachers ability; genders; interest; language. i. Explains concepts The teacher imaginatively uses Lesson notes clearly using drawings, diagrams, demonstrations, examples familiar to teaching and learning resources, Evaluations learners. ICT, analogy, metaphor and representation to get new concepts Learners’ verbal across in a variety of ways so that responses or exercise learners understand. They use books examples familiar to learners from their backgrounds and experiences Photos of board or NATIONAL TEACHERS’ STANDARDS FOR GHANA: GUIDELINES without reinforcing traditional gender materials used roles. Teacher also recognises how to re-present a concept if some learners do 29  National Teachers’ Standards for Ghana: Exemplars for use by Student Teachers, Teachers, Tutors, Head Teachers and Mentors Examples of some Standard Examples of the Standards in action indicators of teacher’s performance Teaching and Learning: j. Produces and uses Resources are made from local Physical resources a variety of teaching materials where possible and in produced by teacher and learning sufficient numbers for all learners resources that to handle such as charts, simple Photographs of their use, enhance learning, story books, flash cards; bottle tops, and of classroom including ICT. stones, sticks, pens. Resources are integral to the teaching of new Lesson notes Evaluations concepts or their consolidation, supplement and go beyond the textbook; learners also make resources as part of their learning such as clay letters and numbers, story books, displays. Secure storage ensures sustainable use of resources. ICT is used to support learning in a multitude of ways a hands-on approach for learners. Commercially produced resources such as science NATIONAL TEACHERS’ STANDARDS FOR GHANA: GUIDELINES equipment, ICT, charts, maps, images and anthologies of stories, are carefully selected and used well. k. Integrates Assessment modes are integrated Learners’ exercise a variety of into daily practice and include books Chalk board work assessment modes learners’ verbal responses and into teaching to written responses such as drawings, Teacher notes Teacher’s support learning. maps, diagrams, stories, descriptions, records of learners’ accounts, experiments, local progress Gender research, handicrafts. Learners are also set small tests, quizzes Responsive Scorecard for and homework that are regularly Teachers assessed and also sets higher stakes examinations as needed. The teacher takes note of gaps in learning (paying attention to gaps between females and males) and uses this in their planning and delivery of the next lesson or even within the same lesson. At KG/Primary, teacher uses more qualitative techniques in assessing learners. 30  National Teachers’ Standards for Ghana: Exemplars for use by Student Teachers, Teachers, Tutors, Head Teachers and Mentors Examples of some Standard Examples of the Standards in action indicators of teacher’s performance l. Listens to learners The teacher gives formative feedback Evaluations of lessons and gives to individual female and male by mentors constructive learners. Learners are encouraged to feedback. talk or respond without interruption, Teacher reflective in extended speech modes in whole notes class or group scenarios; the teacher listens hard, assesses their Gender Responsive understanding, asks for expansion, Scorecard for Teachers alternative interpretations or clarification from the same learner or others, and gives constructive feedback to ensure or enhance understanding. Assessment: m. Identifies and Learners’ misconceptions about Learners’ exercise remediates learners’ e.g. mathematics(such as fractions), books difficulties or or spelling of difficultwords, or misconceptions, scientific concepts or use of literary Lesson evaluations by referring learners terminology are identified by the teacher and mentor NATIONAL TEACHERS’ STANDARDS FOR GHANA: GUIDELINES whose needs teacher and different strategies used lie outside the to re-teach the learning (keeping in Lesson notes competency of the mind strategies to support females teacher. in maths and science). Learners’ exercise books have careful explanations to support learning. Where particular learners are unable to learn, the teacher turns to specialist advice to support them. 31  National Teachers’ Standards for Ghana: Exemplars for use by Student Teachers, Teachers, Tutors, Head Teachers and Mentors Examples of some Standard Examples of the Standards in action indicators of teacher’s performance n. Keeps meaningful The teacher keeps regular, detailed Records of learners’ records and and legible records of learners’ work communicates assessment, both ongoing, student formative and summative Head teacher records progress regularly to assessment, analyses any disparities of teacher attendance at learners and between females and males, and parent-teacher parents. uses these to inform planning and consultations teaching on a daily basis. Learners are aware of the progress they are Written records of making, and how to improve, as are learners’ progress for their parents, through written and parents verbal means of communication. Learners’ exercise books Report of School-based assessment, project work, problem based assessment NATIONAL TEACHERS’ STANDARDS FOR GHANA: GUIDELINES Gender Responsive Scorecard for Teachers o. Demonstrates The teacher maintains high Printouts of national awareness of expectations for all learners, levels of performance national acknowledging gaps between from GES and NEA and school levels of expectations of learners from the data; study of school attainment of curriculum and the reality of low performance over the learners. levels of learning outcomes for years. Lesson notes, many learners. Notes school portfolio performance over the years and works with colleagues to improve levels of attainment. p. Uses objective Teachers assess fairly, using pre- Learners’ attainment criterion referencing determined records and exercise to criteria and do not compare learner books assess learners. with learner. Marking schemes At Junior and Senior High School Sample questions teachers use published mark schemes for ‘BECE’ and ‘WASSCE’ Level. 32 SECTION 2 FORMAT FOR THE STANDARDS The format for the presentation of the in-service standards, the rationale, the exemplars and means of verification are presented in this section. NATIONAL TEACHERS’ STANDARDS FOR GHANA: GUIDELINES 33   HAT IS THE RATIONALE FOR THE W STANDARDS? Teacher education in Ghana aims at producing teachers imbued with professional skills, attitudes and values as well as the spirit of inquiry, innovation and creativity that will enable them to adapt changing conditions, use inclusive strategies and engage in lifelong learning. Teachers are required to have a passion for teaching and leadership, engage with members not only in the school community but also in the wider community, and act as potential agents of change. Over the years, Ghana has reformed and restructured its teacher education system in response to demands of a new vision and mission for education to m