NTC CPD | Courses, Requirements & Accreditation

The National Teaching Council (NTC) Continuous Professional Development (CPD) of teachers plays an integral role in improving learning outcomes in schools. Teachers’ continuing professional development (TCPD Framework) 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)

The National Teaching Council (NTC) has outlined a total of twenty-one (21) Mandatory CPD Courses for all In-Service Teachers in the Ghana Education Service (GES).

According to NTC, each course carries five (5) CPD points. Every teacher is expected to select and attend training on three of the under-listed courses within the three years CPD cycle.

The expected mode of training includes PLC (CBI or SBI) and CoP (DBI or Duty Based Training) or Demand-driven training.

Table of Contents

The 21 Mandatory CPD Courses for all in-Service Teachers

Each course carries 5 CPD points. Every teacher is expected to select and attend training on three of the under-listed courses within the three years CPD cycle.

National Policy on Education
History of Education in Ghana
Teacher Education in Ghana: Past, Present, and Future
Sociology of Education
Professionalization 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
Social Dialogue.

The expected mode of training includes PLC (CBI or SBI) and CoP (DBI or Duty Based Training) or Demand-driven training.

NTC Teacher Portfolio Assessment | 21 Items to be Submitted

Rank-based training topics for in-service teachers in Ghana

Teachers should however note that for a particular rank, all topics must be completed in a CPD cycle of 3years.

RANK 1 _ SUPERINTENDENT II

Use of reflective logs in teaching
Motivation for self-directed study and needs
Assessment for professional planning and growth
Teaching and learning strategies- creative approaches, group work, questioning, talk for learning.
ICT integration in teaching and learning.

RANK 2_ SUPERINTENDENT I

Mentoring and coaching skills
Leadership for learning skills
Demonstrating understanding of school improvement plans and budgeting.
Guidance and Counselling skills for supporting students
Report writing

RANK 3_ SENIOR SUPERINTENDENT II

Examination item writing and management
School curriculum policy development and reviews
Building partnership in community learning
Supporting the use of learning resources including emerging technologies
Supporting and engaging in collaborative learning for professional development
Team building for school improvement
School leadership qualities and skills

RANK 4 _ SENIOR SUPERINTENDENT I

Integrating ICT and other technologies in school administration and governance
Leadership for learning
Conflict resolution at school and district levels
Proposal writing for school support
Clinical supervision in schools
Promoting teacher motivation for improved quality education
Basic principles in the planning, data collection, and management
Demonstrating understanding of roles of local government policies in education

RANK 5 _ PRINCIPAL SUPERINTENDENT

Knowledge of procurement laws
Knowledge of GES and MOE organograms and working principles
EMIS data interpretation and knowledge of its implications for school improvement
Policy development and reviews at school, district, regional and national levels
Change management skills (Leadership for Change)
Team building for wider organizational development

RANK 6 _ ASSISTANT DIRECTOR II

Strategic planning and management in education
Communication skills (oral and written) for dealing with policymakers and writing policy documents and memoranda
Time management skills
Principles and practice of stakeholder partnership relationships
Demonstrating understanding of labor laws and working with trade unions
Knowledge of financial regulations
Public policy formulation and promoting social accountability in the education sector
Principles of dialogue and negotiation ix. Educational projects and programmes management
Time and stress management (balancing work and pleasure)
Planning, monitoring, and evaluation in sustainable development in education
Stakeholder analyses and roles development
Implementing Quality Assurance and Accreditation systems in education

Why do we need CPD providers

The benefits of teachers’ active participation in CPD are immense for employers as they are for the education system.

Continuous Professional Development (CPD) is the benchmark and primary condition for teachers to remain fit to discharge their duties many years after initial training. Therefore, supporting CPD for teachers implies empowering them to render unmatched services to both the organization and humanity.

On the other hand, depriving teachers of PD opportunity amounts to stifling their productivity and promoting dishonesty in the profession.

To make it easy for teachers to access professional development programmes, NTC shall certify private individuals or organizations who meet the laid down criteria of CPD service providers to send the training to the doorsteps of teachers.

How to become a certified NTC facilitator

In addition to the accredited CPD Service Providers, there shall be accredited and certified facilitators who shall register with an identified service provider or the National Teaching Council.

The duties of these facilitators shall be mainly to lead discussions as well as the transfer of skills and knowledge during CPD programmes. There shall be Category “A” facilitators (Associate facilitators AF) and Category “B” referred to as; and Independent Facilitator (IF)

Associate facilitator

An Associate facilitator is the kind of facilitator who is registered by Service Providers to solely assist such an attached accredited service provider. The A2F shall render service(s) to only the attached Service Provider that sought accreditation for the said facilitator.

Requirements:

The service provider on behalf of any person who wishes to be registered as an associate facilitator shall provide the following requirements for accreditation and certification:

Full name of the proposed facilitator
Valid address
Academic and professional qualifications
Valid certificates.
Evidence of not less than 5 years of working experience.
Evidence of Training History of training
Brief report on facilitation competencies with relevant certificates
Proficiency in Microsoft office suite.

Independent Facilitator (Autonomous Accredited Facilitator-A2F)

An Independent Facilitator is the kind of facilitator who is registered directly with the National Teaching Council (NTC) and renders services to any service provider that needs the expertise of such a facilitator.

Requirements:

Full name of the proposed facilitator
Valid address
Academic and professional qualifications
Valid certificates.
Evidence of not less than 5 years of working experience.
Evidence of Training History of training
Brief report on facilitation competencies with relevant certificates
Proficiency in Microsoft office suite

Registration Fees

Associate Facilitators (AF) ———-GH¢ 200
Accredited Autonomous Facilitators (A2F) ———GH¢ 2,000

Renewals

Facilitators will be required to pay 50% of their registration fee as an annual subscription fee to renew their status. Failure to renew the accreditation status within three months of expiration is considered as fresh registration and shall attract payment of registration fee at that time.

Training

There shall be a mandatory orientation workshop for AF and A2F every six months.
These workshops would be delivered through the interpersonal interface or virtual mode. The training contents shall base on reports compiled from monitoring and evaluation reports of accredited CPD programmes organized within a six (6) month period.
Participants will be required to register as paid participants for the training and failure to comply attracts withdrawal of accreditation.
In addition to these mandatory training, the National Teaching Council shall, from time to time advertise to the general public for interested persons to register and be trained as CPD programs facilitators.

Illegalities

It is an offense for:

An organization to engage the services of a non-accredited facilitator
An organization to engage the services of persons with an invalid facilitator status
An individual to facilitate at PD sessions without accreditation
An individual to facilitate with an invalid accreditation status

Publicity

Persons certified by NTC as accredited facilitators shall have their names published on the NTC TPG portal. Teachers who attain facilitators’ status shall have additional points recorded on the portal for any training they facilitate.

Teacher Portal Ghana

How to become an accredited NTC CPD provider

Teachers who need NTC CPD accreditation must complete the application template attached and submit the following in support of your application.

A broad outline of the curriculum for NTC CPD activities that indicate:

Target group
Competences to acquire at the end of the training and their relevance to the teacher
How much training can improve learners’ achievement score

Training manual (s)/module(s) that specify (ies):

Topics of Units and their respective Sessions
Topical and sessional objectives
Content for the teacher
Duty specific related activities preferably, in case studies and scenarios
Topical and sessional reflections for the trainees
Self-assessment questions

Profile of all facilitators.
Relevant credentials of all facilitators.
Indicate your target group (eg. Teachers in Rank 1, Rank 2, or all Ranks)
State the facilities available for the presentation of PD activities (Lecture rooms etc).
State the method of recording and keeping attendance (Teacher’s INSET Logbook is mandatory in addition to our digital register for teachers).
Attach a copy of the proposed attendance register.
Attach a copy of the attendance certificate that will be provided on completion of the activity.
State the method to be used for obtaining feedback or evaluation of the programme.
Specify the intended mechanism for monitoring attendance and active participation (per hour or session) for the duration of the activity.
State the organizations/institution’s involvement or experience in teacher professional development.
Complete the declaration template.

Declaration

I ………………………………………………………… agree to:

exercise integrity and ethical behavior in the allocation of credit points for learning activities,
record the name, professional registration number, and the credit hours for every participant at each PD activity,
validate participant’s attendance for the entire event,
provide participants with attendance certificate or evidence of completion of CPD activity,
submit an annual report on activities undertaken to NTC and GES,
Safeguard the records for at least two (2) years, be subjected to quality assurance checks as may be deemed necessary by the NTC from time to time.
Attend Annual Review Meetings with Stakeholders to ensure compliance and quality delivery.

Name: …………………………….

Sign: ……………………………….

Role in the organization: ………………………….