Ferdinand|EducationGhana|December 05| How to access CPD Activities based on Rank, Mandatory and Recommendation
What is Teachers’ Continuous Professional Development?
Teacher Professional Development (PD) is a systematic and sustained process by which teachers maintain, improve and expand their professional knowledge, values, experiences, and skills and their application to real life.
Required activities that involve the development of teacher qualities required to carry out their professional and technical duties during their teaching career. a training and education program organized within or outside the school environment which NTC approves as being relevant to the teaching profession and meet prescribed standards.
The Continuous Professional Development Framework outlined certain activities that every teacher in the pre-tertiary schools must undertake to be able to accrue points as part of their Professional Development to be able to renew their Teaching Licenses.
The Pre-tertiary Teacher Professional Development and Management (PTPDM) policy outlines the importance of PROFESSIONAL DEVELOPMENT for teachers.
The policy emphasizes a competency-based approach that requires regular In-Service Education and Training (INSET) to develop teachers’ capacities.
According to the policy, teachers will be assessed based on defined competencies and
evidence of professional proficiency.
It is therefore the responsibility of individual teachers in Ghana to select, undertake and document relevant PD activities they partake in for the purposes of growing through the profession to maintain their professional status.
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Any PD activity undertaken that is not listed as indicated, should be referred to the Governing Board of the National Teaching Council for approval.
Teacher training logbooks have been developed to document teachers’ training records and related PD credit points.
Where the means of documenting the activities are no immediately available or there is no designated person to verify the activities, it is the responsibility of the teacher to save evidence (E.g., registration, certificate, and attendance records) of the activities for submission at the appropriate time and place as may be directed by NTC.
In addition to the PD programs attended, teachers are required to upload their portfolio records onto the PD portal for onward assessment by Portfolio Assessors.
The point-gaining activities are grouped into two broad categories of which teachers are expected to partake in both activities within three years before they can be qualified to renew their licenses.
Mode of TCPD Delivery in terms of the three categories
Teachers are not restricted to accessing training from only one source and are also not obliged to access every paid PD activity.
Payment for Demand Driven TCPD Programmes
Demand Driven Programmes are those organized by Certified Service Providers. The Service Providers are individuals or organizations whose training contents have been approved by NTC as relevant for teachers.
Teachers in most cases are required to pay for such training programs out of their
professional development allowance.
In such situations, teachers have the right to negotiate for their own payments and also decide on which one they may want to attend.
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Supply Driven TCPD
Teachers at levels where the academic calendar operates for three terms (Trimester) can have a minimum of three supply-driven pieces of training per term making a total of Nine (9) pieces of training per year and Twenty-Seven (27) per the 3-year PD cycle.
Similarly, teachers at the levels where the academic calendar operates for two terms (Semester basis) shall have a minimum of Six (6) supply-driven PDs for a semester, making a total of Twelve (12) per year and 36 per the 3-year PD cycle.
However, teachers should note that training programs must be accessed proportionally from all the training categories based on the PD point calculation, meaning, pieces of training must be accessed from all categories.
The teacher can access training from the employer through either of the following:
- Professional Learning Communities-PLC (School Based or Departmental Based )
- Cluster-Based or Community of Practice-CoP (Workshop for Heads of Institutions
- Workshop for a particular subject or for a particular class (BS3, BS1, KG2)
- Teachers who are assigned common roles and responsibilities.
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Note: Entries of two (2) SBIs and a CBI are allowed for a term. This can be done by the Director of Education or a person designated by the Director.
Office-Based Capacity Building includes
a. Intra-Departmental: DBI
b. Inter-Departmental: Cluster-Based INSET, and
c. Capacity Building for staff in an institution: SBI.
NOTE: Development Partners and NGOs working closely with the Ministry of Education are also certified to collaborate with District Education offices.
NTC will collaborate with National School Inspectorate Authority (NaSIA) to monitor such training to ensure that standards are met.
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