NTC calls for Applications for the 2023 Ghana Teacher Prize – APPLY HERE

NTC calls for Applications for the 2023 Ghana Teacher Prize - APPLY HERE
NTC calls for Applications for the 2023 Ghana Teacher Prize - APPLY HERE

Ferdinand | EducationGhana | March 10 |NTC calls for Applications for the 2023 Ghana Teacher Prize – APPLY HERE

The National Teaching Council (NTC) has opened the application portal for the 2023 Ghana Teacher Prize formally known as the National Best Teachers Awards.
The award is meant to honor the hardworking staff of the Ghana Education Service who are in active Service.

SELECTION CRITERIA AND ELIGIBILITY FOR GHANA TEACHER PRIZE 2023

(TEACHING CATEGORY)

Eligibility

The Prize is open to all professionally trained and licensed teachers currently working at the pre-tertiary education space (both public and private) and has been teaching for not less than five (5) years.

Selection Criteria

Applications for the Ghana Teacher Prize will be judged based on a rigorous set of criteria to select a teacher who has made an outstanding contribution to the profession. The final judging committee will look for evidence of:

1. Recognition of a teacher’s achievements in the classroom and beyond from learners, colleagues, heads of schools or members of the wider community.
For example, through local/national awards and certificates.

 

2. Employ innovative and effective instructional practices that are replicable and scalable. For example, through the innovative use of technology or non-typical instructional techniques that can be replicated in other classrooms.

 

3. Achieving demonstrable student learning outcomes in the classroom. For example, through the improvement of student grades, and student attendance/behavior; students become achievers in the world of work.

 

4. Ensuring learners receive value-based education that promotes global citizenship (different religions, cultures, and nationalities, linking up with schools in other parts of the community/ country, promoting exchange programs, excursion)

 

5. Achievements in the community beyond the classroom that provide unique and distinguished models of excellence for the teaching profession and others.
For example, recognition through the media, community awards, talks, seminars and membership of local organizations. How do you bring the community into your classroom?

 

6. Contribution to teaching and the teaching profession: Public debates, research activities, writing articles, blogs, media participation, social media campaigns, events or conferences.

 

7. Professional Competence: This category of assessment includes academic/professional qualifications, workshops and seminars, provision of in-service training, and evidence of quality delivery of service. The staff should be well informed, especially about educational policies and issues.

 

8. Personality Factors: This includes the social, moral and emotional, positive manifestations and role modeling to staff, students, and community.

 

9. Innovations and creativity: This includes new ways and methods of teaching and the use of technology and coping with work in an era of a pandemic. The teacher sets realistic expectations and demonstrates problem-solving abilities.
Nomination

 

Based on the above criteria, the nomination of teachers is as follows:

i. Self-nomination
ii. Staff nomination
iii. PTA of School nomination
iv. Community nomination (students, alumni, traditional/religious leaders
v. Union nomination

 

SELECTION CRITERIA AND ELIGIBILITY FOR GHANA TEACHER PRIZE 2023

(NON-TEACHING CATEGORY)

Eligibility

The Prize is open to all non-teaching staff currently working at pre-tertiary education institutions (both public and private) and have been working for not less than five (5) years.

Selection Criteria

The criteria for selecting the most outstanding non-teaching staff who made the most significant contribution towards education delivery are as follows:

1. Achieving demonstrable performance indicators in the area of operation of the individual staff. These include:

a. Works to job specification/job description.
b. Submission of timely reports of institutions and other offices.
c. Evidence of cost-saving activities and prudent use of resources.
d. Punctuality, regularity, and comportment.
e. Efficiency and effectiveness in the institution.

2. Recognition of the Staff’s achievements in the institution or office (for example unique performances or an output that enables the institution to impact positively on the learners).

3. Helping the department in which the staff works to achieve its targets (for example timely filing of documents in registries, procurement documentation, stores management, etc.).

4. Commitment: Staff, who are committed to working, personal development, and positive behavior for the benefit of self and education in Ghana.

5. Achievements in the community beyond the institution or office that provide unique and distinguished models of excellence for the work the applicant does.

(Recognition through community awards, talks, seminars, membership of local organizations, and contributions in the media, with a focus on bringing the community into the school environment).

OTHER FACTORS FOR CONSIDERATION

1. Professional Competence

This category of assessment includes academic/professional qualifications, workshops, seminars, provision of in-service training, and evidence of quality delivery of service. The staff should be well informed, especially about educational policies and issues.

2. Personality Factors

This includes social, moral, emotional, and emotional intelligence, and role modeling to staff, students, and the community.

3. Contribution to the Community

This takes into account, the staff’s participation in the socioeconomic development of the community. Work experience in rural/urban settings, as well as support for the vulnerable, is an added advantage.

4. Innovations and creativity

This includes new ways or approaches to work and the use of technology. The staff sets realistic expectations and demonstrates problem-solving abilities.

Nomination

Based on the above criteria, the nomination of non-teaching staff is as follows:
i. Self-nomination
ii. Staff nomination
iii. PTA of School nomination
iv. Community nomination (students, alumni, traditional/religious leaders)
v. Union nomination

SELECTION CRITERIA AND ELIGIBILITY FOR GHANA TEACHER PRIZE 2023

(TEACHER IN LEADERSHIP AND ADMINISTRATION CATEGORY)

Eligibility

The Prize is open to professionally trained and licensed teachers currently working at the pre-tertiary education space (both public and private) and who have been working as an administrator for not less than five (5) years.

These may include but are not limited to Directors of Education, Managers of Educational Units, School Improvement Support Officers (SISOs), Heads of schools, etc.

Selection Criteria

An applicant is qualified for selection based on the following criteria:

1. Achieving demonstrable performance in the area of operation of the individual staff. For example, meeting deadlines with assignments to meet the expectation of the institution or office in the area where the staff operates. These include:

a. Having a clear vision and mission statement.
b. Submission of timely reports of institutions and other offices.
c. Evidence of financial stewardship and accountability.
d. Punctuality and comportment.

e. Efficiency and effectiveness in the institution.
f. Effective use of management systems.
g. Evidence of teamwork.

 

2. Recognition of the staff’s achievements in the institution or office, for example, unique performances or output that enables the institution to impact positively on the students/ teachers/staff.

3. Helping the department in which the staff works to achieve its targets (for example improved learning outcomes, etc.).

4. Commitment: staff who are committed to working, personal development and the projection of the image of the profession.

5. Community service in the areas of role modeling, mentorship, outreach, etc.
(Recognition through community awards, talks, seminars, membership of local organizations, and contributions in media).

6. Contribution to teaching and the teaching profession: Public debates, research activities, writing articles, blogs, media participation, social media campaigns, events or conferences.

 

OTHER FACTORS FOR CONSIDERATION

1. Professional Competence

This category of assessment includes academic/professional qualifications, workshops, seminars, In-Service training, and evidence of quality delivery of service. The staff should be well informed, especially about educational policies and issues.

2. Personality Factors

This includes social, emotional, moral, emotional intelligence, role modeling to staff, students, and the community.

3. Contribution to the Community

This takes into account, the staff’s participation in the socio-economic development of the community, provision of In-Service training, work experience in rural/urban settings, as well as support for the vulnerable is an added advantage.

4. Innovations and creativity

This includes new ways or approaches to work and the use of technology. The staff sets realistic expectations and demonstrates problem-solving abilities.

Nomination

Based on the above criteria, the nomination of teachers in administration is as follows:
i. Self-nomination
ii. Staff nomination
iii. PTA of School nomination
iv. Community nomination (students, alumni, traditional/religious leaders).
v. Union nomination

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SELECTION CRITERIA AND ELIGIBILITY FOR GHANA TEACHER PRIZE 2023

(COLLEGE TUTOR CATEGORY)

Eligibility

The Prize is open to all professionally trained tutorscurrently working at the colleges of education (both public and private) and who have been teaching in a College of Education for at least five (5) years.

Selection Criteria

Applications for the Ghana Teacher Prize (College Tutor Category) will be judged based on a rigorous set of criteria to select a tutor who has made outstanding contributions to the profession. The final judging committee will look for evidence of:

1. Recognition of a tutor’s achievements in the classroom and beyond from learners’/students’ appraisals, colleagues, principals, heads of departments, head teachers of partner schools (teaching practice schools) or members of the wider community. For example, through local/national awards and certificates.

2. Employ effective instructional practices that are replicable and scalable. For example, through the innovative use of technology or non-typical instructional techniques that can be replicated in other classrooms.

3. Achieving demonstrable student learning outcomes in the classroom/course. For example, through the improvement of students’ grades, students attendance/behavior in college, Supported Teaching in Schools (STS), and community of practice; students become achievers in the world of work.

4. Ensuring learners receive value-based education that promotes global citizenship (different religions, gender, cultural diversity and nationalities, linking up with teacher education institutions/schools in other parts of the community/country/international, promoting exchange programs, excursions).

5. Achievements in the community beyond the classroom that provide unique and distinguished models of excellence for the teaching profession and others.

For example, recognition through the media (e.g. contribute to debates or talk-shows), partner schools, community/religious activities, roles or awards, talks (e.g. speech days, open days, durbars, etc.), seminars; membership of local organizations. How do you bring the community into your classroom?

6. Contribution to teaching and the teaching profession: Public debates, research activities, writing articles/publications, blogs, media participation, social media campaigns, events, seminars or conferences.

7. Professional Competence: This category of assessment includes academic/professional qualifications (i.e., M. Ed; preferably M. Phil and beyond in the relevant subject area/course with at least a diploma in education or Post Graduate Diploma in Education), participation in workshops and seminars, provision of in-service training and evidence of quality delivery of service (e.g. attendance at Professional Development Sessions (PDS), certificates of participation, invitation letters, etc.).

8. Knowledge: This includes knowledge about educational policies and reforms, curricula, National Teachers’ Standards (NTS), demonstration of subject knowledge/mastery, etc.

9. Personal Factors: This includes the social, moral and emotional, positive manifestations and role modelling (e.g. staff, students and community can attest to the tutor’s personal life as positive).

10. Innovations and creativity: These include new ways and methods of teaching, use of technology, problem-solving abilities, and coping with work in a challenging environment, (e.g. a pandemic, resource constraints, etc.).

11. A teaching portfolio (e.g. Letters of recommendation, CPD certificates, invitation letters for In-Service training, verifiable students’ appraisals, promotion letters, products/artifacts/ inventions, etc.)

Nomination

Based on the above criteria, the nomination of tutors can be as follows:
i. Self-nomination
ii. Staff nomination
iii. Community nomination (students, alumni, traditional/religious leaders
iv. Union nomination (e.g. Local/National level)

 

TEACHER IN LEADERSHIP AND ADMINISTRATION CATEGORY

 

Eligibility
The Prize is open to professionally trained and licensed teachers currently working at the pre-tertiary education space (both public and private) and have been working as an administrator for not less than five (5) years.

These may include but not limited to Directors of Education, Managers of Educational Units, School Improvement Support Officers (SISOs), Heads of schools etc.

Selection Criteria
An applicant is qualified for selection based on the following criteria:

1. Achieving demonstrable performance in the area of operation of the individual staff. For example, meeting deadlines with assignments to meet the expectation of the institution or office in the area where the staff operates.

These include:
a. Having a clear vision and mission statement.
b. Submission of timely reports of institutions and other offices.
c. Evidence of financial stewardship and accountability.
d. Punctuality and comportment.
e. Efficiency and effectiveness in the institution.
f. Effective use of management systems.
g. Evidence of teamwork.

2. Recognition of the staff’s achievements in the institution or office, for example unique performances or an output that enables the institution to impact positively on the students/ teachers/staff.

3. Helping the department in which the staff works to achieve its targets (for example improved learning outcomes, etc.).

4. Commitment: staff who are committed to working, personal development and the projection of the image of the profession.

5. Community service in the areas of role modelling, mentorship, outreach, etc.
(Recognition through community awards, talks, seminars, membership of local organizations, and contributions in media).

6. Contribution to teaching and the teaching profession: Public debates, research activities, writing articles, blogs, media participation, social media campaigns, events or conferences.

 

OTHER FACTORS FOR CONSIDERATION

1. Professional Competence
This category of assessment includes academic/professional qualifications, workshops, seminars, In-Service training, and evidence of quality delivery of service. The staff should be well informed, especially about educational policies and issues.

2. Personality Factors
This includes social, emotional, moral, emotional intelligence, role modeling to staff, students and the community.

3. Contribution to the Community
This takes into account, the staff’s participation in the socio-economic development of the community, provision of In-Service training, work experience in rural/urban settings, as well as support for the vulnerable is an added advantage.

4. Innovations and creativity
This includes new ways or approaches to work and the use of technology. The staff sets realistic expectations and demonstrates problem-solving abilities.

Nomination

Based on the above criteria, the nomination of teachers in administration is as follows:
i. Self-nomination
ii. Staff nomination
iii. PTA of School nomination
iv. Community nomination (students, alumni, traditional/religious leaders).
v. Union nomination

 

CRITERIA FOR SELECTION OF AWARD WINNERS

Applicants for the Ghana Teacher Prize will be judged on a rigorous set of criteria to identify an extraordinary teacher who has made an outstanding contribution to the profession as follows:

1. Achieving demonstrable student learning outcomes in the classroom. (For example, through the improvement of student grades, student attendance/behavior; students becoming high achievers in further education or in the world of work;

and enabling students to have as many options as possible to fulfill their potential) Employing innovative and effective instructional practices that are replicable and scalable to influence the quality of education globally. (For example, through innovative use of technology or non-typical instructional techniques that can be replicated in other classrooms within the same context)

2. Recognition of a teacher’s achievements in the classroom and beyond from pupils, colleagues, head teachers or members of the wider community. (For example, through local/ national teaching awards; recognition in local/national press or academic publications; references or testimonials from high achieving students, peers, or principals;

active senior level member of an external organization or board that furthers an element of education) Helping children become global citizens by providing them with a value-based education, which equips young people with life and work skills and prepares them for a world where they will encounter people from many different nationalities, cultures,

and religions. (Examples may include arranging work placements or other introductions to the world of work; linking up with schools in other parts of the world; and promoting student exchange programs)

3. Achievements in the community beyond the classroom that provide unique and distinguished models of excellence for the teaching profession and others. (Recognition through community awards, talks, seminars; membership of local organizations, written contributions in media,

with a focus on bringing the community into your classroom to widen students’ experiences) Encouraging teachers to stay in the profession and develop their skills as well as encouraging others to join the teaching profession.

(For example, through the teaching of mentoring teachers at your school or teacher training college; contributing to public debates on the teaching profession, whether through speaking engagements, writing articles, blogs, media participation, social media campaigns, events or conferences; or other examples of practice that have been elevated the status of teaching in your country).

 

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Check Also:

How to write and Address a Letter of Sponsorship as a School in the GES HERE

How to write and address any form of Letter to the Ghana Education Service HERE

How to write and Address an Application for Car Maintenance Allowance as a Teacher HERE

How to write and Address an Application for Responsibility Allowance as a Teacher HERE

Check This Out: Top 10 Steps to Register and write Exams in KATon Computing Training Workshop

 

Check the SHS Grading System HERE

 

Download the 2022 basic and shs Academic Calendar HERE

Check This Out: JUST IN: Coalition of Concerned Teachers sacks acting President King Ali Awudu

Prospective Students can also check out the Admission Deadlines for Tertiary Institutions in Ghana as well as their Entry Requirements before Applying.

They can also check the institutions’ cut off pointsandHow to Applyto the various Tertiary Institutions in Ghana as well as the institutions’ Fees Schedulesfor any particular Semester or Year.

NTC calls for Applications for the 2023 Ghana Teacher Prize - APPLY HERE | 1

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