REQUIREMENTS OF TEACHERS IN THEIR PORTFOLIO BUILDING TO RENEW THEIR LICENSE AS PROFESSIONAL TEACHERS.
All narratives (except where indicated otherwise) should be between 200 – 300 words
Your teaching philosophy is a self-reflective statement of your beliefs about teaching and learning. It’s a one to the two-page narrative that conveys your core ideas about being an effective teacher in the context of your discipline. It develops these ideas with specific, concrete examples of what the teacher and learners will do to achieve those goals. Importantly, your teaching philosophy statement also explains why you choose these options.
Guidelines for writing Statements of Teaching Philosophy
What got you interested in your discipline?
What does your discipline mean to you?
What do you most hope students will appreciate about your discipline?
What knowledge, skills, and attitudes are important for student success in your discipline?
How are these disciplinary knowledge, skills, and attitudes related to student’s academic, personal, and professional success?
What do you see as the relationship between the student and the teacher?
What do you see are the respective responsibilities of the student and the teacher?
How are these relationships and responsibilities reflected in your teaching methods?
How do these methods contribute to your learning goals for students?
Why are these teaching methods appropriate for use in your discipline?
How are your teaching methods attentive to student expectations and needs?
How do your personal characteristics and values impact your choice and implementation of your teaching methods?
Assessment of student learning:
How do you know your learning goals are being achieved using your teaching methods?
What sorts of learning assessment tools do you use (e.g. tests, papers, portfolios, journals) and why?
What do the learning assessments say about your teaching?
WHAT TO DO: USE THE GUIDELINES ABOVE AND WRITE YOUR TEACHING PHILOSOPHY.
SCHEME OF LEARNING
The scheme of learning/work is usually an interpretation of a specification or syllabus and can be used as a guide throughout the course to monitor progress against the original plan.
Alignment of indicators to the curricular indicators. (YEARLY SCHEME OF LEARNING)
All stated indicators are aligned with the curricular indicators for the grade level.
Alignment of Core Competences to curricular content. (TERMLY SCHEME OF LEARNING)
Though the scheme targets all core competences in the curriculum it highlights on both resource and strategies to develop and enhance their use.
WHAT TO DO: YOU ARE TO UPLOAD COPIES OF SCHEME OF LEARNING ( A scanned document)
EVIDENCE OF TEACHING
Sample Learner’s Exercises You Have Marked and Graded. Examples of learners work: Exercise, Assignment, Examination, Quizzes
WHAT TO DO: Forty-five(45) samples of learners’ work you have marked and graded, showing your comments. 15 samples per term. You should scan and upload them.
Summarised Weekly Monitoring Tool For 3 Years.
WHAT TO DO: You are to summarise your attendance for the 3 years. You can write and also it must be stamped by your head teacher for evidence sake.
A learning plan is a description of how you intend to achieve your desired outcomes in learning. A learning/lesson plan is a teacher’s detailed description of the course of instruction. A daily learning/lesson plan is developed by a teacher to guide class learning.
WHAT TO DO: You are to attach Fifteen (15) Learning plans of lessons you have taught for each term so making Forty-five (45) for the year. You should scan and upload them.
PARTICIPATING IN CO-CURRICULAR ACTIVITIES
Co-curricular activities are activities that take place outside of the classroom but are still tied to the classroom curriculum in some way. Examples of Co-curricular Activities are Sports, Music and Dance, Drama, Debate and discussion, Story writing competition, Essay writing competition, Organisation exhibitions, Celebration of festival, Spelling Bees.
WHAT TO DO: You are to write a brief report covering at least 2 co-curricular activities you have taken part in within the term. You can attach pictures to it if any.
EVIDENCE OF PARTICIPATION IN SCHOOL BASED ACTIVITIES
Evidence of In-service Training workshop/CPD.
WHAT TO DO: You are to provide evidence on at least five In service training workshop/CPD participated (Certificates/ photographs). In-service training/CPD must be recorded in the teacher training logbook.
Report on Core Competencies from the Mentors.
WHAT TO DO. Your mentor is to write a brief report indicating at least five (5) core competences used in your lessons and those that needed support to be used in subsequent lessons.
Minutes of Formal Meetings attended.
WHAT TO DO: You are to upload minutes of at least 5 formal meetings (e.g. meetings with mentor or lead mentor or any other education officer, Head of schools, SISO etc) You can contact the school’s secretary or headteacher for the minutes of the various meetings.
Head Teachers’ Recommendation.
WHAT TO DO: Your are to upload your head teacher’s recommendation letter (it must be stamped and signed) indicating at least 4 co-curricular activities supported by the teacher in addition to 4 general functions consistently performed in the learning environment.
WHAT TO DO: You are to upload your Mentor’s comments showing satisfactory conduct, performance and willingness of the teacher to learn and lend support to peers and learners. Your mentor must sign and stamp.
EVIDENCE OF PROFESSIONAL DEVELOPMENTS.
Professional development is learning to earn or maintain professional credentials such as academic degrees to formal coursework attending lifelong learning, conferences, CPD and informal learning opportunities situated in practice.
AREAS OF PROFESSIONAL DEVELOPMENT:
WRITE UP ON COLLABORATION
WHAT TO DO: A write-up in 400 words indicating evidence of willingness to collaborate with colleagues demonstrated with more than two (2) evidence of participation.
RECORDS OF TRAININGS ATTENDED.
WHAT TO DO: You are to upload documents on 6 or more varied training attended (i.e a brief document including a summary report of the training you attended, images, certified recordings in your NTC teacher logbook and Certificates(Both SERVICE PROVIDER CERTIFICATE AND NTC CERTIFICATE ON THE TRAINING)
RECOMMENDATIONS FOR TRAINING.
WHAT TO DO: You are to make recommendations for sustenance and enhancement of competencies already acquired.
USE OF TECHNOLOGY.
WHAT TO DO: You are to upload evidence in the form of videos with dates on regular use of appropriate technology within learning environment to support learning.
A REPORT ON CORE COMPETENCIES.
WHAT TO DO: You are to write a brief report on any of the core competences that you can use/have used in your lessons and those that you need support to help you to use in subsequent lessons. The report should adequately describes the various methods used to support learners to develop their core competencies and dates quoted in the report on the use of the identified core competencies reflect dates in the learning plan when they were used.
The Curriculum Framework identifies six core competences and these have been used to guide the development of the Assessment Framework. The six competencies are:
● Critical thinking and problem solving
● Creativity and innovation
● Communication and collaboration
● Cultural identity and global citizenship
● Personal development and citizen leadership
● Digital literacy
Reflective practice is the ability to reflect on one’s actions so as to take a critical stance or attitude towards one’s own practice and that of one’s peers, engaging in a process of continuous adaptation and learning.
Guidelines on what you are to write about.
Alignment of assessment with indicators.
Identify areas of improvement.
Sample of learners work you have marked and graded.
WHAT TO DO: A summary of the above.
IDENTIFICATION STRATEGIES AND INTERVENTION PROCESS (ACTION RESEARCH)
Action research refers to a wide variety of evaluative, investigative, and analytical research methods designed to diagnose problems or weaknesses of a learner and help develop a practical solutions to address them quickly and efficiently. The general goal is to create a simple, practical, repeatable process of iterative learning, evaluation, and improvement that leads to increasingly better results for the learner. A simple illustrative example:
▪️Identify a problem to be studied
▪️Collect data on the problem
▪️Organise, analyse, and interpret the data
▪️Develop a plan to address the problem
▪️Implement the plan
▪️Evaluate the results of the actions taken.
WHAT TO DO: You are to describe how you identified the learning needs of a learner in your class explain how you addressed the learning needs (Action Research) 600 words.
SOURCES: NTC TPG, NTC Portfolio Guidelines, The Curriculum Framework, Google.
COPIES OF WHATEVER DOCUMENT YOU UPLOAD ON THE NTC TEACHER PORTAL GHANA SHOULD BE MADE AND BE PRESENTED TO THE PORTFOLIO ASSESSORS WHEN THEY VISIT YOUR DISTRICT .
THERE WILL BE AN UPDATE AS SOON AS POSSIBLE SHOULD THERE BE ANY UPDATE ON THE REQUIREMENTS FOR BUILDING THE PORTFOLIO ON THE TEACHER PORTAL GHANA WEBSITE.
Thank You and Good luck.
Prepared By NTCGOLD13 Administrators.
Honourable Michael (0548324953)
Mr Afodour Yaw (0243819591)
Published By : Informationed Teachers Network