Continuous professional development of teachers plays an integral role in improving learning outcomes in schools. Teachers’ continuing professional development (CPD) has become a major focus within the school reform and school improvement literature because of the belief that student learning and success are due, in large part, to the effectiveness of teachers (OECD, 2009).
Continuous teacher professional development, CPD
In 2005, MOE/GES with support from JICA set the pace to operationalize CPD at the basic education level with series of engagements leading to a nationwide INSET programme from 2009 through 2012 before the policy was eventually enacted.
Though, the impact haven’t been phenomenal, the new wave of reforms, noticeably Teacher Education and Curriculum reforms have illuminated and solidified the significance of CPD among teachers with its solidification effectively evidenced by the on-going NTC registration and licensing as well as clause 16 of the collective Bargaining Agreement (CBA)
In furtherance, clause 24 of the CBA sanctions GES to “organize systematic in-service programmes as a
means of improving the efficiency and effectiveness of employees”.
It also adds that the “Service shall award certificates free of charge to all attendees and be responsible for the provision of all logistics during
EFFORTS TO INSTITUTIONALIZE CPD
Knowledge is evolving continually thus, the need for teachers to upgrade and hone their skills. According to GES (2013) the aim of the national CPD is to establish an institutionalised
structure for continuous professional development of basic school teachers.
The released of GH¢354 million in November 2020 as CPDA to 279,546 professional and 22,071 non-professional teachers under Ghana Education clearly testifies to the commitment to prioritize CPD within GES.
Also, the granting of functional licenses to CPD service providers like GSET, EDMAT, Exams Ethics, Sabre Education etc , and the establishment of a National Teachers’ Standard as well as Teacher portfolios etc settle as manifestation of the CPD institutionalization agenda.
As we journey towards the final stages of the registration and licensing process , there will be a new phase for teachers to new undergo CPD, build portfolio,
adhere to prescribed standards and professional ethics and to renew license.
What Is Teachers’ Continuous Professional Development (TCPD)
Broadly, Teachers’ Continuous Professional Development (TCPD) is a systematic and sustained process by which a teacher not only maintains but also improves and expands his/her professional knowledge, values and skills. The Teachers’ Continuous Professional Development Framework (‘TCPD Framework’) is designed by the National Teaching Council (NTC) of Ghana and formalizes a teacher’s
responsibility and commitment to being a professionally competent and relevant practitioner.
Teachers’ Continuous Professional Development (TCPD) And Stakeholder institutions
These are Institutions that provide similar regulatory framework for professionals. A brief synopsis of such institutions provides foundational information to both teachers and TCPD providers on the need to comply with this regulatory framework.
In Ghana, the Nursing and Midwifery Council, Dental and Medical Council as well as Ghana Legal Council have similar frameworks that guide the professional growth of their practitioners.
Again, tutors in Colleges of Education in Ghana have since 2013 been attending TCPD programmes, once every week. This has enriched the professional competencies of tutors in Ghanaian Colleges of Education and has translated in their professional routines.
In addition, all member countries of Africa Federation of Teaching Regulatory Authorities such as Zambian Teaching Council, Teacher Registration Council of Nigeria (TRCN) and South African Council for Educators are all operating under similar regulatory framework.
It is, therefore, not limited to Ghanaian Teachers alone, as a result, stakeholders are encouraged to embrace this framework and support its implementation to improve the academic achievements of the Ghanaian child who is the ultimate beneficiary of this framework. It is believed that the future of the young generation and our country depends on a well-equipped and skillful teacher who is abreast of the
modern trends of teaching and learning.
This framework has therefore been designed as the operational document of the National Teachers’ Standards with the surety that teachers will build their competencies, enhance their professional values, practices and knowledge as they access the relevant TCPD activities specified in this document.
To achieve the purpose of this framework, NTC will enforce the implementation process which is the responsibility of the employer and other accredited TCPD Service Providers. In addition, National Inspectorate Board shall support the DPDT and license departments of NTC to monitor teachers’ training records and license.
Teachers’ Continuous Professional Development Framework (TCPD) And NTC Licensing
The framework provides formulas for calculating TCPD points at their respective ranks. TCPD activities are documented in Teachers’ Logbook as backup records which are transposed to the teacher’s online account. Names of certified activities are saved in the portal for CPD providers to select and award points to teachers who may attend that programme.
This point you accumulate would come handy when your time is up to renew your license. You are expected to meet a target umber of 37 points in a three years cycle.
Teachers are expected to acquire new skills, and reinforce existing skills to improve the quality of teaching..
The developed professional portfolio evaluation rubrics is indicative of the structure and competencies that will be used to evaluate the performance of teachers to justify their professional development.
The nature of assessment and expectations include.
- mandatory programmes ( essential training that every teacher is expected to attend through Professional Learning Community (PLC) programmes such as SBI, CBI, DBI),
- Rank-based programmes (training programmes expected to be attended by teachers in specific ranks, classes, subjects or positions to deal with specific issues in relation to their assigned roles.
- Recommended programmes(training which are recommended by NTC based on needs assessment
- Portfolio building (detailed record of training programmes and activities attended by a teacher within a specified period, that is, between the issuance of the license to its renewal)
~ The license is renewable every three,years on condition that
- the teacher has lived within the confines of the code of ethics and professional
- standards, met the required CPD points at the current rank within the 3year
- Teachers Continues Professional Development, TCPD cycle and passed the portfolio assessment At levels, where the academic calendar runs on three terms, a minimum of 9 supply driven trainings ( 3 per term) is required.
- For a two term semester academic calendar, a minimum of 12 supply driven CPDs (6 per semester) is expected.
~Registered teachers have two
(2) years to earn the minimum credit points stipulated for their ranks.
Senior Supt II
(Rank 1) , Senior Supt I (Rank 2), Principal Supt
(Rank 3 ), Assistant Director II( Rank 4) Assistant Director I ( Rank 5 ) , and Deputy Director ( Rank 6) will be required to have a TCPD points of 70, 75, 80, 85, 90, 95, 100 respectively.
~ There are suggested activities and programmes labeled from A to G that each teacher ( based on the rank) is expected to undertake in order to earn TCPD points. Whereas activities under Categories A, B, C, D, E fetch TCPD points of 1, 2, 3, 4, and 5 respectively, programmes relating to Category F reward a point of 10 and that of Category F generate 20 points.
~ The mandatory courses to enhance TCPD growth include
National Policy on Education, History of Education in Ghana, Teacher Education in Ghana: Past, Present and Future, Sociology of Education, Professionalisation of Teaching in Ghana
Citizenship Education, Education Law (Act), Educational Psychology, Guidance and Counselling, Curriculum Development, Instructional Methods,. Information and Communication Technology, Instructional Communication, Language and Communication Skills, Classroom Based Assessment, Action Research, and Reflective Practice, Educational Leadership and Management,. Professional Ethics, Education of Persons with Special Needs/inclusive education, Subject Content and Methodology (e.g. challenging topics), Micro Teaching/Teaching Practicum/mentoring practices, and Social Dialog
Teachers who fail to obtain the minimum TCPD points on the third year of the current rank shall not be recommended to renew the teacher license and would therefore not be recognized as a teacher of good professional standing
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