Teacher professional development: Catalyst for growth, students’ success
In June 2018, as part of my role at the Ministry of Education as the Instructional Coordinator on a World Bank Project, the Secondary Education Improvement Project (SEIP) at the ministry, together with the Science Education Unit of the Ghana Education Service (GES), we organised one of the single largest training for Mathematics and Science Teachers, bringing together over 900 teachers for an intensive workshop.
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The aim of the training was to develop the competencies of teachers in difficult-to-teach topic areas in their specific subjects of expertise.
The following year, in 2019, the GES introduced the Standard Based Curriculum and established the Professional Learning Communities (PLCs).
The Standard Based Curriculum aims to equip students with the knowledge, skills and attitudes necessary for success in the 21st century.
To support the implementation of this new curriculum, the GES established the PLCs, providing teachers with opportunities to collaborate, share best practices, and address challenges.
PLCs play a crucial role in supporting teacher professional development and improving student outcomes. These initiatives underscore the critical role of teacher professional development, school leadership, and management in improving educational outcomes.
A deeper look into PLCs
The PLCs begin with a shared vision for student success. Teachers who form the core of the PLC group work together to develop a clear and inspiring vision that guides their collective efforts.
This shared vision provides a common purpose and direction for the group. PLCs also foster collaborative inquiry among teachers.
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Members of a PLC engage in systematic inquiry to analyse student data, identify areas for improvement, and develop action plans.
This collaborative process fosters a culture of inquiry and continuous learning. With the focus on continuous learning, there is also the tendency for the teachers in the PLC to also become committed to continuous improvement for themselves.
Teachers who participate in PLCs are likely to regularly reflect on their practices, experiment with new strategies, and adapt their approach based on the results. This cyclical process of improvement helps PLCs to stay relevant and effective.
Finally, because PLCs provide a supportive environment, there is clear evidence that teachers who participate in PLCs grow professionally in their practice.
Teachers tend to learn from each other, share best practices, and receive mentoring and coaching from colleagues and school leaders. This collaborative culture fosters a sense of community and belonging.
Intensifying professional development
The introduction of the Standard Based Curriculum and PLCs highlights the urgent need for intensified professional development for teachers, school leaders and educational managers.
In the roll-out of the Standard Based Curriculum, we have to operationalise a complex multi-level cascading training and development approach that delivered the new curriculum content to over 153,000 KG and primary school teachers in the public schools as well as close to 100,000 KG and primary school teachers in private schools that teach the Ghanaian Curriculum.
Additionally, the GES introduced in 2022 the Common Core Programme for junior high schools. It is also set to introduce a new and updated curriculum for senior high school in the coming academic year.
These initiatives require educators to possess a deep understanding of the curriculum, effective teaching methodologies, and the ability to adapt their instruction to meet the diverse needs of students.
A great deal of attention and investment needs to be given to teachers and their professional development to ensure that the implementation of the new curricula at all levels of the pre-tertiary education sub-sector is effective and efficient with teachers who have relevant skills and competencies.
Dr Bawumia's vision for education
Vice-President Dr Mahamadu Bawumia, who is also the flag bearer of the New Patriotic Party (NPP), has proposed a bold plan to further enhance education in Ghana with a clear focus on teacher professional development.
His proposals include the recruitment and training of 1,000 new special needs teachers, specifically for teaching students with special education needs. This will help address the unique challenges faced by students with disabilities.
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Also, his proposal calls for a focus on specialised training in areas such as behavioural and speech therapy, language and occupational therapy to equip teachers with the skills necessary to support students with a wide range of needs.
Additionally, the proposal calls for prioritising early years and primary education by ensuring that incentives and training for early years and primary education are front and centre.
Dr Bawumia aims to ensure that students receive the support they need from the earliest stages of their education.
Benefits for student learning outcomes
When consistent and high-quality teacher professional development is available, it contributes to improved teaching practices, equipping teachers with effective instructional strategies, leading to improved student engagement and learning outcomes.
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Teachers are also better trained and prepared for differentiated instruction in their classrooms, helping teachers tailor their instruction to meet the diverse needs of their students.
When these happen, it leads to positive learning environment and this can contribute to a positive and supportive learning environment where students feel valued and motivated.
Education is more than the buildings and equipment, central to education is the teacher, and it is imperative that a greater focus and attention is given to teacher professional development, ultimately leading to their professional growth and contributing to student success.
The writer is the Deputy Director-General for Quality and Access of the GES.
Contact email: drkbtandoh@gmail.com
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