The Level 400 internship, also known as Extending Teaching I, is an important part of teacher education in Ghana. It provides student-teachers with the opportunity to apply the theoretical knowledge, practical skills and professional values acquired in college in a real school environment.

An important requirement of the extending teaching experience is the Student Reflective Journal (SRJ). The SRJ enables student-teachers to document their teaching experiences, challenges, observations, reflections and professional development.

DOWNLOAD THE FULL DOCUMENTS HERE 

This document provides a well-organised guide to completing the SRJ activities under the relevant topics.

10.7.0 PREPARING FOR EXTENDING TEACHING

10.7.0.1 Preparing for College-Based Orientation

Topic 10.7.0.1: Preparing for Extending Teaching — College-Based Orientation

Record your notes taken on:

1. What are the salient issues/main content to take note of as I start my extending teaching?

The important issues I need to take note of as I begin my extending teaching include:

a. Teaching: This includes preparation of lesson plans, preparation of Teaching and Learning Resources (TLRs), instructional delivery, assessment and motivation of learners.

b. Understanding the school curriculum: I need to demonstrate a good understanding of the school curriculum and its components.

c. Action Research: I need to identify learning challenges and use appropriate research methods to address them.

d. Classroom Management and Organisation: I need to develop effective strategies for managing and organising the classroom.

e. Effective Leadership: I need to demonstrate effective leadership qualities in classroom activities and the wider school environment.

f. Student Reflective Journal (SRJ): I need to regularly record my experiences, observations and reflections in the SRJ.

g. Professional Teaching Portfolio: I need to develop and maintain an appropriate professional teaching portfolio.

h. Lifelong Learning: I need to set personal and professional targets for continuous learning and development.

 

2. What are the likely challenges I will face during my practice at the partner school?

The likely challenges include:

a. Difficulties in lesson planning and delivery.

b. Difficulties in selecting and using appropriate teaching methods and strategies.

c. Difficulties in assessing learners effectively.

d. Difficulties in managing and organising a large classroom.

e. Lack of electricity in the school.

f. Inadequate ICT tools such as laptops, projectors, audio and audio-visual materials.

3. How do I intend to overcome/manage the challenges envisaged?

I intend to manage the anticipated challenges in the following ways:

a. I will seek help from my mentor in preparing and delivering lessons effectively.

b. I will seek guidance from my mentor on appropriate assessment strategies.

c. I will establish classroom rules and regulations to help manage learners’ behaviour.

d. I will use my laptop to show educational videos where necessary.

e. I will develop and use appropriate teaching methods and strategies based on the needs of the learners.

4. Who are the stakeholders to support my professional development during the period?

The stakeholders who will support my professional development include:

a. Lead Mentor

b. Mentor

c. Co-mentees

d. Supervisor

5. How useful is the orientation for my professional development during extending teaching?

The orientation is useful for my professional development because:

a. It helps me to develop skills in conducting action research as part of my professional project work.

b. It helps me to develop skills in preparing and maintaining a professional teaching portfolio.

c. It helps me to develop skills in critically reflecting on classroom teaching, wider school activities and observations and recording them in the SRJ.

d. It helps me to develop knowledge and skills in planning, teaching, motivating and assessing learners while taking into consideration their socio-cultural and linguistic backgrounds, age, aptitude and abilities.

e. It helps me to develop and maintain positive working relationships with teachers, school personnel, learners and the wider community.

10.7.0.2 PREPARING FOR SCHOOL-BASED ORIENTATION

Topic 10.7.0.2: Preparation to Teach in School — Induction

Period of Recording: 23rd January 2023 – 27th January 2023

Record your notes taken on:

A. SCHOOL PROFILE

1. School and Staffing Details

Item	Information
Name of School	______________________________
Name of Lead Mentor	______________________________
Name of Mentor	______________________________
Number/Names of Other Staff Members	______________________________

2. Enrolment by Class and Sex

Class	Boys	Girls	Total	Number with Disabilities
Form 1
Form 2
Form 3
Total

3. School Facilities

The school facilities include facilities such as the football field, toilets, office spaces, classrooms, buildings and other relevant facilities available in the school.

4. Brief History of the School

The brief history of the school should include information about its establishment, development, location, major achievements and other relevant historical information.

5. Stakeholders Collaborating with the School

The major stakeholders collaborating with the school include parents, the Parent-Teacher Association (PTA), School Management Committee (SMC), Ghana Education Service (GES), community members, teachers, learners and other relevant educational stakeholders.

B. OTHER EDUCATIONAL ISSUES

1. School Culture

I observed the values, traditions, behaviours, relationships and practices that guide teaching, learning and interaction within the school.

2. Key Education Policies

I took note of the relevant educational policies that guide the activities of the school, teachers and learners.

3. Wider School Life

I observed activities beyond classroom teaching, including assemblies, meetings, sports, co-curricular activities and other school programmes.

4. GESI Issues

I observed how gender equality and social inclusion were considered in classroom activities, leadership, teaching and learning and other school activities.

5. Availability of ICT Tools

I observed the availability and use of ICT tools such as laptops, mobile phones, projectors and other digital resources in the school.

DOWNLOAD THE FULL DOCUMENTS HERE 

10.7.1 DIRECTED TASKS FOR STUDENT-TEACHERS

TOPIC 10.7.1.1: PLANNING, TEACHING, MOTIVATING, ASSESSING AND EXTENDING LEARNING

Activity 10.7.1.1.1: Planning Lessons That Align Content with Appropriate Pedagogical and Assessment Strategies

1. How did my teaching plan and teaching conform to the basic features (strands, sub-strands, content standards and indicators) in the Basic School Curriculum?

a. I considered appropriate pedagogical strategies, such as interactive learning, and assessment strategies, such as class exercises and tests, to meet the needs of all learners.

b. I also considered the cultural, linguistic, socio-economic and educational backgrounds of the learners.

2. What appropriate pedagogical strategies did I use during my lesson delivery? How did I use them?

The appropriate pedagogical strategies I used included interactive learning and peer learning.

a. I used interactive learning by engaging learners in discussions, encouraging them to share ideas and allowing them to answer questions.

b. I used peer learning by encouraging fast learners to assist learners who needed additional support.

3. Which appropriate assessment strategies, in line with NTEAP, did I use during lesson delivery, and how did they help teaching and learning?

The assessment strategies I used included:

a. Assessment as Learning (AaL): For example, project work. Project work helped learners to gain an in-depth understanding of the lesson or sub-strand being taught.

b. Assessment for Learning (AfL): For example, class exercises and tests. These helped me to determine what learners had understood and identify areas that needed further explanation.

4. What practical support did I give all groups of learners, including slow and fast learners, girls, boys and SEN learners?

a. I assigned different tasks to fast learners to keep them engaged and encouraged them to assist learners who needed additional support.

b. I paid attention to all learners, especially girls and learners with Special Educational Needs (SEN).

 

 

Activity 10.7.1.1.2: Using a Variety of Appropriate Instructional Resources

1. Which meaningful TLRs did I use to encourage learner collaboration? How did they lead to purposeful learning?

a. Laptop: I used a laptop to attract the attention of learners and show educational videos as a starter activity.

b. Charts: I used charts to display diagrams during the main teaching and learning activities.

c. Curriculum Pack: I used the curriculum pack to prepare my lesson plans.

d. Textbooks: Textbooks helped learners to read before lessons and prepare for subsequent lessons. I also used textbooks when preparing my lesson plans.

e. Tactile Materials: I used tactile materials where necessary to enable learners to interact physically with learning concepts.

2. How learner-friendly were my Teaching and Learning Resources?

a. The resources were not biased and therefore supported all learners regardless of their age, background, expectations, aptitude and ability.

b. They also facilitated effective lesson delivery and learner participation.

3. In what ways did the TLRs I used in my teaching encourage learner participation and critical thinking?

a. The TLRs supported easy understanding of the lesson by learners from different backgrounds.

b. The resources were gender-responsive and encouraged both boys and girls to participate.

c. The resources encouraged learners to observe, discuss, interact and think critically about the concepts being taught.

4. How effectively did my use of TLRs influence mixed-ability, multilingual and multi-age learners?

My use of TLRs effectively supported mixed-ability, multilingual and multi-age learners because:

a. The resources were not gender-biased and therefore supported both boys and girls.

b. They provided support for learners regardless of their backgrounds.

c. They were relevant to the topics being taught and were large enough to be seen and interacted with by learners.

5. How did I ensure that the teaching and learning resources aroused and sustained the interest of all learners, especially girls and learners with SEN?

I ensured that the TLRs aroused and sustained learners’ interest by:

a. Making sure that the TLRs served a useful purpose appropriate to the cognitive level of the learners.

b. Designing the TLRs in a way that served the interests and learning needs of the learners.

c. Ensuring that the TLRs were gender-responsive and inclusive.

 

Activity 10.7.1.1.3: Keeping Records of Lessons Taught and Assessed

1. How did I keep records on the “pre”, “during” and “post” stages of lessons taught?

I kept records on the pre-, during- and post-teaching stages by:

a. Designing a checklist to collect information from relevant documents.

b. Analysing learners’ performance scores from marked exercises and class tests using a laptop.

2. How did I ensure that learners were not afraid or intimidated by my assessment strategies?

I ensured that learners were comfortable with my assessment strategies by:

a. Giving them practice questions based on previous lessons.

b. Informing learners in advance about upcoming class tests.

c. Informing learners when project work would be conducted and giving them adequate time to complete it.

d. Giving them simple and understandable questions to attempt while teaching and learning were ongoing.

3. What specifically did I do to ensure that my assessment strategies were helpful to all learners?

I gave learners simple and understandable class exercises, project work and class tests to gradually build their confidence and interest in the lessons.

4. Which two examples of assessment strategies I used were in line with the Basic School Curriculum Assessment Scheme?

a. Assessment as Learning: Project work.

b. Assessment for Learning: Class tests and exercises.

5. What ICT tools did I use in keeping assessment records of my learners?

a. Laptop

b. Mobile phone

Activity 10.7.1.1.4: Establishing Criteria for Assessment of Learners’ Needs

1. How did my assessment criteria help in supporting learners’ learning needs?

My assessment criteria helped me to:

a. Identify areas where learners were performing well or experiencing difficulties.

b. Vary my teaching strategies when necessary.

c. Determine where to begin my teaching, moving from less difficult concepts to more difficult ones.

2. In what ways did the Basic School Curriculum and SBA help me establish assessment criteria?

The Basic School Curriculum and SBA helped me to:

a. Direct my teaching.

b. Identify appropriate assessment strategies to use at different stages of teaching and learning.

3. What varied strategies were used to meet learners’ needs?

The varied strategies included:

a. Group work.

b. Peer learning.

c. Individual support.

d. Questioning and probing.

e. Use of appropriate Teaching and Learning Resources.

f. Use of the Ghanaian language where necessary to support understanding.

g. Differentiated tasks for learners with different abilities.

4. How did I ascertain the effectiveness of the criteria in measuring standards of learners’ learning?

I ascertained the effectiveness of the criteria by:

a. Observing improvements in learners’ academic performance.

b. Observing learners’ ability to learn and work with their colleagues through group discussions.

c. Observing learners’ participation in think-pair-share activities.

Activity 10.7.1.1.5: Writing Reports of Small-Group Discussions Between Mentors and Peers

1. What salient issues on learners’ needs emanating from the small-group discussions does my report capture?

The major issues identified included:

a. Difficulty in understanding place values of numbers.

b. Difficulty in oral expression.

c. Difficulty in working with numbers and calculations.

2. What issues could I have:

a. Added?

I could have added issues such as difficulty in concentration, problem-solving and completing assigned tasks.

b. Omitted?

I could have omitted issues that were not directly related to the main learning needs identified during the discussions.

3. What motivational strategies did I use to help learners develop interest in the lesson? How did I use them?

a. Clapping: Learners received applause as a reward when they answered questions correctly.

b. Awarding marks: I awarded marks to learners who answered questions correctly during lessons.

4. What can I do to improve upon the key findings identified in my report?

a. Conduct further research to support my findings.

b. Seek support from my mentor.

c. Seek support from my lead mentor.

d. Seek assistance from other mentees.

TOPIC 10.7.1.2: DEMONSTRATING UNDERSTANDING OF THE BASIC SCHOOL CURRICULUM

Activity 10.7.1.2.1: Preparing Learner Plans Aligned with the Key Components of the Basic School Curriculum

1. What were my experiences during the preparation of the lesson plan?

a. I co-planned lessons with my mentor.

b. My mentor helped me prepare lesson plans aligned with key components of the Basic School Curriculum, including class, strand, sub-strand, content standard and indicators.

c. I learnt how to prepare a scheme of learning.

d. I learnt how to prepare lesson plans based on the scheme of learning.

e. My mentor helped me prepare Teaching and Learning Materials such as Dienes/Multi-base blocks, place-value charts and multiplication charts.

2. What new things have I learnt?

a. I learnt more about co-planning lessons.

b. I learnt that TLRs should provide equal opportunities for boys, girls and learners with SEN.

c. I learnt that after preparing a lesson plan, it should be submitted to the mentor for vetting and, where required, to the lead mentor for endorsement.

d. I learnt that TLMs should be used at the appropriate phase of the lesson.

Activity 10.7.1.2.2: Planning Lessons That Reflect Diversity

1. How did I effectively involve learners of mixed ability, multilingual and multi-age groups, girls, boys and SEN learners?

a. I considered the medium of instruction, including the Ghanaian Language (L1), to cater for learner diversity.

b. I placed learners into mixed groups, ensuring that the groups included boys and girls, fast and slow learners and learners with SEN.

2. How did I create a conducive and enabling environment for all learners?

a. I explained concepts clearly and used the Ghanaian Language (L1) where necessary.

b. I used probing questions to guide learners who needed additional support.

c. I used varied motivational strategies, such as clapping, to cater for learner diversity.

3. Which aspects of my lessons did not adequately cater for learner diversity?

a. Using monetary tokens such as GH¢20, GH¢50, GH¢100 and GH¢200 to model given amounts up to one billion.

b. Teaching rounding of whole numbers beyond one billion to the nearest tenths, hundredths, thousandths, ten-thousandths and hundred-thousandths without providing sufficient differentiated examples for all learners.

4. How do I intend to overcome this in my subsequent lessons?

a. I will ensure that every learner is included irrespective of their background or ability.

b. I will pay particular attention to girls and learners with SEN.

c. I will spend more time explaining concepts that learners did not understand.

d. I will ensure that I use appropriate TLMs at the relevant stages of lessons.

Activity 10.7.1.2.3: Delivering Lessons That Align with the Components of the Lesson Plan, Taking GESI into Consideration

1. In what ways did I consider GESI in assigning leadership roles to learners?

a. I assigned leadership roles to both boys and girls.

b. I ensured that my TLMs were not gender-biased.

c. I used mixed-group arrangements during lesson delivery.

d. I did not assign leadership roles based strictly on gender. For example, I did not assume that the class prefect should always be a boy or that certain duties should always be assigned to girls.

2. How did I take GESI-related issues, including the choice and use of TLRs, into account during my lessons?

a. I ensured that my TLMs were gender-friendly.

b. I ensured that the TLMs were not gender-biased.

c. I ensured that the TLMs were relevant to the strand being taught.

d. I ensured that the TLMs were large enough to be seen and interacted with by all learners.

e. I ensured that the TLMs were meaningful and appropriate to the cognitive level of the learners.

3. Which areas of GESI-related issues do I hope to improve on in my subsequent lessons?

a. Grouping learners during lessons.

b. Distribution of TLMs during lessons.

c. Distribution of questions to boys, girls, fast learners, slow learners and learners with SEN.

d. Paying attention to all learners, especially girls and learners with SEN.

TOPIC 10.7.1.3: ACTION RESEARCH TO SUPPORT LEARNERS’ LEARNING

Activity 10.7.1.3.1: Identifying Learning Needs and Collecting Baseline Data

1. What are the key learning needs I identified in my classroom of practice?

a. Difficulty in oral expression.

b. Difficulty in working with numbers.

c. Difficulty in concentrating on tasks.

d. Difficulty in solving problems.

e. Difficulty in completing assigned tasks.

2. Which of the identified learning needs were GESI-related?

a. Difficulty in working with numbers.

b. Difficulty in oral expression.

3. How did I identify the learning needs that were GESI-related?

a. I identified some learning needs through learners’ oral participation because some learners were shy to express themselves.

b. I also identified the needs through learners’ performance in exercises and marked classwork.

Activity 10.7.1.3.2: Reviewing Literature Based on the Identified Problem and Possible Interventions

1. What themes relating directly to the research problem being studied did I state for the literature review?

The themes included:

a. Causes of learners’ inability to work effectively with numbers.

b. Possible solutions to the identified learning difficulties.

2. How did I organise the literature review around themes relating directly to the research problem?

I organised the literature review according to the major themes related to the research problem. I reviewed relevant materials under each theme and compared the ideas presented by different authors.

3. How has the literature review helped me to synthesise results into a summary of what is known and what is not yet known?

The literature review has helped me to:

a. Paraphrase information appropriately.

b. Read articles carefully and construct relevant ideas.

c. Read through materials thoroughly during my searches.

d. Improve my summary and synthesis skills.

4. How has the literature review helped me identify areas of controversy in the literature?

It has helped me to:

a. Develop critical-thinking skills.

b. Improve my digital literacy skills.

c. Become more creative when constructing ideas.

d. Improve my comprehension skills.

e. Develop and improve my research skills.

5. How adequately have I cited studies that are relevant, including those that are contrary to my perspective?

I have cited relevant studies that relate to the research problem and have tried to consider different perspectives. I also recognise the need to ensure that all sources used in the research are properly acknowledged and referenced.

Activity 10.7.1.3.3: Proposing Appropriate Intervention Based on Problems Identified

1. How well does the intervention fit within my classroom?

The intervention fits well within my classroom because it is based on the specific learning needs identified among the learners. It can be implemented using available resources and appropriate teaching strategies.

2. What challenges do I anticipate in the implementation?

The anticipated challenges include:

a. Limited ICT resources.

b. Limited access to electricity.

c. Differences in learners’ abilities.

d. Limited time for implementing the intervention.

3. How do I intend to address the anticipated challenges?

I intend to address these challenges by consulting my mentor for guidance.

a. My mentor helped by providing access to a laptop.

b. My mentor also helped me to improve my teaching methodology and use remedial teaching strategies.

Activity 10.7.1.3.4: Designing Appropriate Research Instruments for Data Collection

1. What experiences did I gain in designing the instruments I planned to use for data collection?

The experiences I gained include:

a. Learning how to obtain reliable and accurate information about learners.

b. Learning how to design appropriate research instruments, such as questionnaires.

c. Becoming more focused when designing instruments for data collection.

d. Learning how to plan, organise, present and interpret collected data.

e. Learning how to use ICT tools such as spreadsheets to prepare charts for data presentation.

Activity 10.7.1.3.5: Carrying Out Interventions and Collecting Data

1. In carrying out interventions and collecting data, what new experiences have I learnt from this semester’s activities compared with Year 3 Semester 2?

The new experiences I gained include:

a. I learnt that permission should be sought from the appropriate authorities, such as the headteacher, mentor and participants, before collecting data.

b. I learnt that challenges may arise during the data-collection process.

c. I learnt that a relevant intervention should be proposed to address the identified problem.

2. What challenges did I encounter in carrying out interventions and collecting data?

a. Some participants were unwilling to provide the required information because of privacy concerns.

b. I experienced difficulty in presenting and interpreting the data collected.

c. I experienced difficulty in designing appropriate instruments for data collection.

3. How did I address the challenges I encountered in carrying out interventions and collecting data?

I addressed the challenges by:

a. Consulting my mentor for guidance.

b. Explaining the purpose of the research to participants.

c. Respecting the privacy and confidentiality of participants.

d. Reviewing my research instruments and making the necessary improvements.

e. Seeking guidance on how to analyse, present and interpret the data collected.

TOPIC 10.7.1.4: EXHIBITING CLASSROOM MANAGEMENT AND ORGANISATION STRATEGIES

Period of Recording: 20th February 2023 – 24th February 2023

Activity 10.7.1.4.1: Setting and Displaying Agreed Classroom Management Rules and Regulations

1. What gap did I identify when reviewing the existing classroom management rules and regulations?

a. The existing classroom management rules and regulations needed improvement.

b. The rules needed to be discussed with learners before being implemented.

c. Learners needed to participate in developing and endorsing the rules.

d. The rules needed to be reinforced regularly.

2. What additional classroom management rules and regulations did I introduce with learners?

a. Do not insult your classmates.

b. Do not steal from your classmates.

c. Do not curse your classmates.

d. Pay attention to the teacher who enters the classroom.

e. Do not talk when the teacher is teaching unless given permission.

3. What challenges did I face when displaying the rules and regulations in the classroom?

a. Financial difficulties associated with designing flyers, posters and wall hangings.

b. Challenges in using ICT tools such as videos to support the presentation of classroom management rules.

c. Difficulty in reviewing and improving the existing classroom rules and regulations.

4. How did I manage the challenges I faced?

a. I consulted my mentor for support in designing flyers and posters.

b. I consulted my mentor to review the existing classroom management rules and regulations.

c. I involved learners in setting the rules and regulations through the class prefects.

Activity 10.7.1.4.2: Discussing and Adhering to Established Classroom Rules

1. Which classroom management rules and regulations did the learners and I find most comfortable adhering to?

a. Respect your classmates.

b. Do not talk in class unless given the opportunity.

c. Keep the classroom clean.

d. Do not steal from your classmates.

e. Do not fight in class.

2. How did I encourage learners to adhere to the classroom management rules and regulations?

a. I served as a role model.

b. I explained that obeying the rules would help prevent disorder and conflict in the classroom.

c. I encouraged learners to love and respect one another.

d. I encouraged learners to be friends with one another.

e. I encouraged learners to see each other as brothers and sisters.

3. How did the strategies work and why?

The strategies worked because I regularly reinforced positive behaviour. I also praised the whole class by telling them that they were exceptional and among the best. Whenever learners were about to engage in behaviour that contradicted the rules, they remembered the agreed rules and corrected their behaviour.

4. What other ways can I encourage learners to adhere to classroom management rules?

a. Rewarding learners who demonstrate exemplary behaviour through applause and thumbs-up gestures.

b. Mentioning the name of a learner and the exemplary behaviour demonstrated in the presence of peers.

c. Giving stars to learners who consistently obey the rules and regulations.

Activity 10.7.1.4.3: Exhibiting Innovative Ways of Rewarding Exemplary Behaviour

1. How easy or difficult was it for me to match exemplary behaviour with a reward, and why?

It was relatively easy to match exemplary behaviours with rewards because I first identified the behaviours I considered exemplary and then selected appropriate rewards.

Exemplary Behaviour	Reward
Punctuality	Applause
Regular attendance	Applause
Good comportment	Thumbs up
Decent dressing	Applause
Obeying classroom rules	Thumbs up
Willingness to assist others	Applause

2. How else could I have identified exemplary behaviour and what reward could I have provided?

a. Friendliness: I could display an outstanding exercise or project at a prominent place in the classroom.

b. Respect for teachers: I could award a star to a learner who consistently demonstrates respect.

3. How did I use ICT tools in rewarding exemplary behaviours?

I used ICT tools by showing educational videos to learners who demonstrated exemplary behaviour, while ensuring that the rewards were provided fairly and without gender bias.

4. In what ways did I incorporate GESI issues in rewarding exemplary behaviours?

I incorporated GESI issues by ensuring that rewards were distributed equally and fairly to all learners, especially girls and learners with SEN.

TOPIC 10.7.1.5: EFFECTIVE LEADERSHIP QUALITIES IN THE CLASSROOM AND WIDER SCHOOL LIFE

Activity 10.7.1.5.1: Accessing, Reviewing and Working with School Plans, Policies, Documentation and Resources

1. Which school plans, policies, documentation and resources did I review?

I reviewed:

a. Duty roster.

b. School timetable.

c. Mission, vision statement and core values.

d. Mentees’ attendance book.

e. Staff attendance book.

f. Learners’ resources and teachers’ resource packs.

g. Scheme of learning.

h. Basic School Curriculum.

2. How did the reviewed plans, policies and resources inform me about GESI issues?

They helped me understand:

a. The importance of team teaching.

b. The importance of including ICT tools such as laptops and mobile phones in teaching and learning where appropriate.

c. The need to plan lessons while taking learners’ gender into consideration.

d. The need to include every learner, especially girls and learners with SEN.

3. How will the reviewed plans, policies and resources enhance my professional practice?

They will enhance my professional practice by:

a. Helping me to co-plan and co-teach lessons.

b. Helping me to understand how to integrate ICT tools into teaching.

c. Helping me to prepare and develop TLMs.

d. Helping me to design schemes of learning.

e. Helping me to understand the Basic School Curriculum better.

f. Guiding my behaviour and adherence to professional conduct during teaching practice.

Activity 10.7.1.5.2: Attending, Participating and Taking Field Notes, Minutes and Artefacts of CPD

1. What emerging issues from the CPD meeting did I take note of?

a. Discussion of the new curriculum.

b. Planning of schemes of learning and lesson plans.

c. Discussion of how to assess learners at the end of the term.

2. How were GESI and ICT integrated into the CPD meeting?

a. The CPD meeting allowed teachers to share ideas while taking gender into consideration.

b. The meeting allowed mentees to participate.

c. ICT tools such as mobile phones were used to take photographs and videos of activities.

3. What were some of the leadership qualities I observed during the CPD meeting?

The leadership qualities I observed included:

a. Good communication skills.

b. Teamwork.

c. Active listening.

d. Decision-making.

e. Respect for the opinions of others.

f. Collaboration.

g. Responsibility.

4. How did the CPD meeting enhance my professional practice?

The CPD meeting enhanced my professional practice by helping me to:

a. Take effective notes during meetings.

b. Write minutes of meetings.

c. Make appropriate recordings of relevant activities.

d. Take photographs of important activities as evidence.

e. Learn from the experiences and ideas of other teachers.

Activity 10.7.1.5.3: Attending, Participating and Taking Field Notes and Minutes of PTA, SMC and Staff Meetings

1. What were the key issues discussed at the PTA, SMC and staff meetings I participated in?

The key issues discussed included matters relating to learner performance, school development, discipline, parental involvement, teaching and learning and other issues affecting the school community.

2. How were GESI and ICT integrated into the meetings?

GESI and ICT were integrated into the meetings in the following ways:

a. The PTA board paid attention to contributions made by parents and considered their suggestions.

b. The PTA board listened to the concerns and complaints of parents.

c. The PTA board explained issues clearly to parents when clarification was needed.

d. The board allowed mentees to participate in the meetings.

e. ICT tools such as mobile phones were used to take photographs of the events as evidence.

3. What were some of the leadership qualities exhibited during the meetings?

Some of the leadership qualities exhibited included:

a. Effective communication.

b. Active listening.

c. Teamwork.

d. Respect for others’ opinions.

e. Problem-solving.

f. Decision-making.

g. Consultation.

4. What new things did I learn from the PTA, SMC and staff meetings, and how can they enhance my professional practice?

I learnt the importance of:

a. Comportment: Maintaining appropriate professional behaviour.

b. Good communication skills: Communicating clearly and respectfully.

c. Collaborative skills: Working effectively with other teachers and stakeholders.

d. Consultation skills: Seeking the views of relevant people before making decisions.

e. Attentiveness: Listening carefully during meetings and discussions.

Activity 10.7.1.5.4: Exhibiting Effective Leadership Qualities in the Classroom

1. How did I exhibit leadership qualities in solving difficult situations in the classroom?

a. I consulted the class teacher.

b. I consulted the headteacher when necessary.

c. I consulted my co-partners.

d. I investigated the cause of the problem before deciding on an appropriate solution.

2. What challenges related to gender and social inclusion in the selection of leaders for activities did I face?

a. Some learners were shy.

b. Some learners were afraid of being selected to lead their peers.

3. How did I handle challenges related to the selection of leaders based on gender and social inclusion?

There were no major challenges in selecting leaders based on gender and social inclusion. I ensured that both boys and girls had equal opportunities to participate in leadership activities.

TOPIC 10.7.1.6: DEVELOPING A PROFESSIONAL TEACHING PORTFOLIO

Activity 10.7.1.6.1: Examining the Contents of Professional Teaching Portfolios

1. What were the differences and similarities between the contents of the professional teaching portfolio as per NTEAP and what I have in my PTP?

The STS portfolio is prepared by the student-teacher as evidence of professional development during STS observation and teaching practice.

The STS portfolio includes:

a. Student Reflective Journal (SRJ).

b. Teaching philosophy.

c. Pictures.

d. Videos.

e. Audio recordings.

f. Reports.

g. Curriculum Vitae (CV).

The Professional Teaching Portfolio (PTP) is prepared by a professional teacher as evidence of professional teaching practice.

The PTP may include:

a. Personal profile and data.

b. Career goals and objectives.

c. Student Reflective Journal.

d. Teaching philosophy, including personal beliefs and values about teaching.

e. Reports on classroom enquiry.

2. In my estimation, what might have accounted for the similarities and differences in the PTP?

Similarities

Both the STS portfolio and PTP may contain:

a. SRJ.

b. CV.

c. Teaching philosophy.

d. Wider-school artefacts such as photographs, videos of co-curricular activities, certificates and awards.

Differences

The PTP may further include:

a. Career goals and objectives.

b. Educational qualifications.

c. Reports on classroom enquiry.

d. Prepared lesson plans/notes.

e. TLRs developed.

f. Technical competencies.

g. Samples of exercises, tests and examinations prepared with marking schemes.

h. Samples of marked exercises, tests and examinations.

3. What progression have I seen in building my portfolio from Level 100 to date?

I have developed a better understanding of how to build and maintain my professional teaching portfolio. I now know the important items that should be included, such as:

a. Personal profile and data.

b. Career goals and objectives.

c. SRJ.

d. Teaching philosophy, including personal beliefs and values about teaching.

e. Reports on classroom enquiry.

4. What do I need to do to meet the standard of the Professional Teaching Portfolio in the NTEAP?

I need to:

a. Maintain my personal profile and professional data.

b. Include my career goals and objectives.

c. Maintain my SRJ.

d. Develop and document my teaching philosophy.

e. Include reports on classroom enquiry.

f. Include relevant evidence of my teaching experiences and professional development.

Activity 10.7.1.6.2: Continuing to Improve and Build Upon Portfolio/E-Portfolio

1. How satisfied am I with the number of items in my portfolio, including those in my e-portfolio, and why?

I am satisfied with the number of items in my portfolio because I have been able to develop and improve my portfolio-building skills. I have also learnt about the different items that should be included in my portfolio from Level 100 to Level 400.

2. What do I need to do to improve the content of my portfolio?

I need to include and regularly update:

a. Personal profile and data.

b. Career goals and objectives.

c. SRJ.

d. Teaching philosophy, including personal beliefs and values about teaching.

e. Reports on classroom enquiry.

f. Lesson plans and teaching materials.

g. Evidence of professional development.

h. Relevant photographs, videos, certificates and other school artefacts.

3. Which content of the PTP will I need to convert into an e-portfolio and how will I do that?

I will convert relevant digital materials, including videos, photographs and audio-visual recordings of wider-school activities such as sports and co-curricular activities, as well as certificates and awards, into my e-portfolio.

I will upload and organise these materials using digital storage platforms such as Google Drive with a laptop or mobile phone.

TOPIC 10.7.1.7: REFLECTION AND RECORDING IN THE STUDENT REFLECTIVE JOURNAL

Activity 10.7.1.7.1: Reflecting to Improve Classroom Practices

1. What classroom practices have I identified and recorded?

I identified and recorded the following classroom practices:

a. The use of both the Ghanaian language and English during lessons.

b. Gender-responsive pedagogies, such as assigning responsibilities to both boys and girls.

c. The use of Teaching and Learning Materials.

d. Classroom interactions, including teacher-learner and learner-learner interactions.

e. Teacher professionalism, including decency, time management, friendliness and appropriate conduct.

2. What innovative ways to improve how I reflect on classroom practices have I identified?

a. Taking photographs of classroom practices I have identified.

b. Using video recordings to document relevant classroom practices where appropriate.

Activity 10.7.1.7.2: Reflecting to Improve on Wider School Observation

3. What wider school-life activities have I identified and recorded?

a. PTA meetings.

b. Morning and closing assemblies.

c. Co-curricular activities such as sports.

d. Other relevant school activities.

4. What innovative ways to improve how I reflect on wider school-life activities have I identified?

a. Taking photographs of relevant activities.

b. Using ICT tools such as video recorders to document appropriate activities.

c. Keeping accurate notes and reflections after participating in school activities.

Activity 10.7.1.7.3: Reflecting to Improve on Personal and Professional Development for Lifelong Learning

5. How are my experiences in classroom practices and wider school-life activities helping me to plan for my future personal and professional development?

My experiences are helping me to:

a. Assess my beliefs and values about teaching.

b. Assess my assumptions and perspectives about teaching.

c. Improve my personal and professional development for lifelong learning.

d. Gain an in-depth understanding of the National Teachers’ Standards (NTS) domains.

e. Develop plans to achieve the professional standards expected of me as a teacher.

f. Identify areas where I need further professional development.

6. What developmental plan for lifelong learning have I made?

I have made the following developmental plans for lifelong learning:

a. I will continue to improve my teaching knowledge and skills through regular reading, research and participation in professional development activities.

b. I will attend workshops, seminars, Continuous Professional Development (CPD) programmes and other relevant training opportunities.

c. I will make effective use of ICT tools and digital resources to improve teaching and learning.

d. I will regularly reflect on my teaching practices and identify areas that need improvement.

e. I will seek guidance and constructive feedback from experienced teachers, mentors, supervisors and colleagues.

f. I will continue to develop my communication, classroom management, assessment and lesson-planning skills.

g. I will keep myself updated on changes in the curriculum, educational policies and modern teaching methods.

h. I will engage in educational and action research to identify and address learning challenges in my classroom.

i. I will develop the habit of reading educational materials, journals, books and other relevant resources to broaden my knowledge.

j. I will regularly update my professional teaching portfolio as evidence of my professional growth.

k. I will set personal and professional goals and review my progress regularly.

l. I will learn from my experiences, colleagues and learners and use the knowledge gained to improve my teaching practice.

DOWNLOAD THE FULL DOCUMENTS HERE 

 

OVERALL REFLECTION ON EXTENDING TEACHING

The Level 400 Extending Teaching experience has provided me with valuable opportunities to connect the knowledge and skills acquired in college with real classroom practice. Through lesson planning, teaching, assessment, classroom management, action research, school activities and reflection, I have developed a better understanding of the responsibilities of a professional teacher.

The experience has helped me to appreciate the importance of learner-centred teaching, effective classroom management, assessment, GESI, ICT integration, teamwork, communication and continuous professional development.

I have also identified several challenges during my teaching practice, including limited ICT resources, difficulties in managing different learner abilities, challenges in assessment and limited access to electricity. However, with the support of my mentor, lead mentor, supervisor, colleagues and other stakeholders, I have been able to develop strategies to manage these challenges.

The experience has further helped me to understand the importance of reflection in improving teaching practice. By recording my experiences in the Student Reflective Journal, I have been able to identify my strengths, weaknesses and areas that require further development.

Going forward, I will continue to improve my teaching practices, develop my professional portfolio, use ICT appropriately, conduct relevant research and participate in professional development activities. I will also continue to promote an inclusive classroom where every learner, regardless of gender, ability, background or special educational needs, is given an equal opportunity to participate and learn.

My ultimate goal is to become an effective, responsible, reflective and professional teacher who contributes positively to the development of learners, the school and the wider community.

END OF STUDENT REFLECTIVE JOURNAL