T-TEL Inception Report

InceptionReportApril 2015

Table ofContents1 Introduction 2 Progress against indicators 3 Sub component summaries 1 Programme management and planning 2 Institutional reform 3 Leadership and management of colleges 4 Tutor professional development 5 Curriculum and assessment 6 School partnerships 7 Gender 8 Communications 9 Results and learning 10 Challenge fund and payment by results fund 4 Volumes

Programme at a glance ANCDURARSICSUESLSUMMENTRE IFNOSSRTIUMTPPUTOIROTNTAOL MotENABLING ENVIRONMENTCOACHING COLLEGE LEADERSHIP onal SPCAHROTNOELRSHIPS COLLEGE TUTORS MAANNADGLEEMADENERTSHIP TRAINEE TEACHERS BETTER LEARNING OUTCOMES IN SCHOOLS ivated and professi Prepared and supported Prepared and supported Coordinated and supportive

1Introduction

introductionTransforming Teacher Education and Learning (T-TEL) Ghana is a four-year Government ofGhana Programme to support the implementation of the new policy framework for Pre-TertiaryTeacher Professional Development and Management. The project, which started in November2014, is funded by the UK Department for International Development (DFID) as part of its GirlsParticipatory Approaches to Students Success (G-PASS) Programme. T-TEL seeks to transformthe delivery of pre-service teacher education in Ghana by improving the quality of teachingand learning through support to relevant national bodies and institutions and all 38 Collegesof Education. The programme is being managed by Cambridge Education in association withthe Open University UK.T-TEL will work closely with the Ministry of Education (MoE) and the Ghana Education Service (GES) in consultation with national-level institutions such as the National Teaching Council (NTC), the National Council for Tertiary Education (NCTE), the NationalAccreditation Board (NAB), the National Inspectorate Board (NIB), the Universities of Cape Coast (UCC) and Winneba (UEW) andall 38 Colleges of Education (CoEs). Two committees – a Steering Committee and a Technical Advisory Committee – have beenconstituted to provide overall strategic direction and technical oversight respectively.Elements of the programme will include:• Training and coaching for CoE tutors in Mathematics, English and Science, and eventually generic materials for all tutors;• Support to the management of CoEs and training of their management teams;• Support to reform the DBE curriculum;• Support to develop more effective student practicums and school partnerships;• Work with MoE and regulatory bodies on the implementation of existing policies for teacher education;• A Challenge Fund to which CoEs and their partner districts and schools will be able to apply to carry out innovative initiatives;• A Payment by Results Fund to incentivize each college to improve their management and training delivery.The inception report is comprised of this document and Volumes 1-10 which can be found in attachment.

2 Progress againstindicators

Progress so farWorkshop on content for Agreement to a curriculumSchool Partnerships reviewNine units of classroom Agreement to support thematerials framed and ready development of teacherfor development competencies with NTCCollaborative working on University of Legon have nowmaterials for coaching and created a teacher trainingtutor training development module, following T-TEL engagement Broad consensus on the need for a vision for teacher education and a roadmap for Colleges to become tertiary institutionsAssessments undertaken of six Classroom, tutor and coachingColleges of Education materials framedAgreement to support thedevelopment of teacher Leadership and managementcomptencies with NCTE materials framed and definedFour Policy Briefs produced School Partnerships materials180 College of Education discussed with stakeholdersstakeholders consulted38 College Principalsparticipated in the Principals’ForumOne National Policy Dialogueevent ENGAGING THE SECTOR PROGRAMME SET UP MATERIALS DEVELOPMENT ANALYSIS AND PLANNING BUILDING MOMENTUM

Progress against indicators BL - Baseline MS - Milestones H - Half YearOUTPUT 1Improved management of Colleges of Education% of College senior leadership team members BL H1 MS H2 MS H3 MS H4 MSapplying lessons learnt from a professionaldevelopment programmeNumber/% Colleges meeting annual targets within BL H1 MS H2 MS H3 MS H4 MSCollege Development PlanNumber/% Colleges satisfactorily completing self– BL H1 MS H2 MS H3 MS H4 MSassessments and submitting report to NCTE.OUTPUT 2Improved quality of pre-service trainingNumber/% of English, Maths, and Science tutors BL H1 MS H2 MS H3 MS H4 MSdemonstrating student-focused instructionalmethodsDBE Curriculum reviewed, refined, and BL H1 MS H2 MS H3 MS H4 MSimplemented in CoEsNumber/% of units of teaching and learning BL H1 MS H2 MS H3 MS H4 MSmaterials produced and disseminatedNumber/% of Colleges demonstrating innovative BL H1 MS H2 MS H3 MS H4 MSapproaches to mentoring and practicums.OUTPUT 3National Policy for pre-service teacher education operationalisedNCTE Roadmap for transition of CoEs toautonomous tertiary institutions developed and BL H1 MS H2 MS H3 MS H4 MSimplementedRoles and responsibilities of national institutions BL H1 MS H2 MS H3 MS H4 MSaligned with national policy and appliedNumber/% colleges meeting institutional BL H1 MS H2 MS H3 MS H4 MSaccreditation criteria defined by NABOUTPUT 4Evidence to drive improvement in teacher education produced and disseminatedNumber of research studies completed and BL H1 MS H2 MS H3 MS H4 MSdisseminated% of research, scholarship, and research-related BL H1 MS H2 MS H3 MS H4 MSgrant funds disbursedNumber of communication and dissemination BL H1 MS H2 MS H3 MS H4 MSactivities completed.Progress key Key Not Achieved BL Baseline Partially Achieved H1 Half year Achieved MS Milestone

3Sub Component Summaries

1. ProgrammeManagement and Planning Progress to date • Inception deliverables completed on time • Weekly, quarterly and annual work planning underway • Programme office fully operational and staffed, with all finance, HR, and management systems running smoothly • Broad consultation with all possible stakeholders has resulted in strong support and early plaudits issues • Final decision of establishment of a single northern hub or five zonal hubs • Process and timeframe for extension of contract so as not to lose momentum • Meetings of Steering and technical advisory committee cannot be delayed • Next 6-monthly planning workshop to produce medium term plan to be held in April Key strategies • Coherent training development strategy across sub-components • Coherent materials development strategy across sub-components • Ensure robust monitoring and evaluation of activities with clear and timely reporting • Prioritise use of local resources always ensuring value for money • Publicise headline targets and celebrate successes • Regular, inclusive planning sessions • Seek regular feedback from DFID and partners on performance and ways to improve Key outputs at a glance • Annual Logframe targets achieved • Value for money in procurement and operations achieved • Short medium and long term plans publishedindicators MILESTONES• 6 monthly client satisfaction survey Baseline H1 MS 2015 H3 MS 2016 H5 MS 2017 H7 MS 2018 Progress key Not Achieved Partially Achieved Achieved

2. InstitutionalReform Progress to date • Document analysis and interview of key personnel on College of Education institutional framework • Submission of interim report • National policy dialogue • Broad agreement with stakeholders reached on key issues facing colleges issues • Lack of clarity about the responsibilities of GES and NCTE in the area of financing and staff appointment. • A perception of inadequate capacity of NCTE to support the transition to tertiary status. • College councils have little influence and require training Key strategies • Support NCTE to craft a comprehensive roadmap to include all relevant stakeholders • Support for the transition of responsibilities and functions within the institutional framework • Support for organizational development of NCTE • Development of a national vision for teacher education • Operationalisation of legislation regarding teacher education • Transforming Colleges of Education to gradually become more autonomous Key outputs at a glance • A comprehensive roadmap developed • GES shifts responsibilities for funding and staffing to NCTE • NCTE adequately resourced to support transformation of Colleges of Education • NCTE staffed with qualified staff • A national vision for teacher education developed • Teacher education document given legal backing • Principals and Heads receive professional development programme • Staff trained in quality assurance • Staff equipped with assessment skills • Staff equipped with research skills.indicators MILESTONES• N CTE Roadmap for transition of Colleges of Education to autonomous Baseline H1 MS 2015 H3 MS 2016 H5 MS 2017 H7 MS 2018 tertiary institutions developed and implemented• Roles and responsibilities of national institutions aligned with national policy and applied• N umber/% Colleges of Education meeting institutional accreditation criteria defined by NABProgress key Not Achieved Partially Achieved Achieved

3. Leadership andManagement of Colleges Progress to date • Exploratory visits to six Colleges of Education to gather information about current practices • Two principals’ forums to validate findings from exploratory study and to gather more data about challenges and key issues in pre-service teacher education • Framing workshop to develop a Quality Assurance (QA) framework and strategy to support professional development of leadership teams in Colleges • National policy dialogue day to share findings from our work during the inception phase and discuss ways to improve the quality of pre-service teacher education. The minister of education, representatives from teacher education institutions, representatives from Colleges of Education (COE), development partners and civil society organisations. issues • Colleges lack systematic processes for quality assurance • There is a lack of self-evaluation and college performance review system that can drive improvement plans • Staff appraisal does not facilitate professional development • Some colleges are particularly constrained by lack of resources • More work is needed to ensure diversity Key strategies • Assistance in development of quality assurance systems • Support for college self-assessments and the development of improvement plans • Professional development programme and coaching for college leaders • Training for College governing councils Key outputs at a glance • QA framework and accompanying guidance manuals • College self-assessment tool kit with templates and documentation to support the College improvement planning process • Teaching and learning materials to support the leadership development programmeindicators MILESTONES• % of College of Education senior leadership team members applying lessons learnt Baseline H1 MS 2015 H3 MS 2016 H5 MS 2017 H7 MS 2018 from a professional development programme• Number/% Colleges of Education meeting annual targets within College Development Plan• N umber/% Colleges of Education satisfactorily completing self–assessments and submitting report to NCTE Progress key Not Achieved Partially Achieved Achieved

4. Tutor ProfessionalDevelopment Progress to date• Agreement among stakeholders about the advantages of a better balance between knowledge and pedagogy in the DBE curriculum, and the links between a professional development programme for tutors and improved quality of teaching and learning in the CoEs• Educators from UCC, UEW, UG and the Colleges of Education (with support from T-TEL) produce a framework of practical pedagogies to underpin teacher education and teaching• Educators from UCC, UEW, UG and the Colleges of Education (with support from T-TEL) produce a framework for relevant Primary/JHS classroom teaching materials to use in tutoring in the Colleges of Education issues• Tutors lack experience and expertise in the teaching of practical, subject-specific classroom teaching skills• T utors lack the means to train teachers effectively to teach at Primary and JHS level because of the disconnect between the DBE curriculum and the Primary and JHS curricula• Little current opportunity for tutors to use effective, engaging and student-focused instruction-methods. • Tutors have few opportunities for professional development - no opportunities or resources for tutors to develop their tutoring skills• Little current opportunity for the development of subject-based communities of practice within Departments in the Colleges of Education Key strategies• Developing a 3 year coaching programme for the all tutors in the colleges, with a particular focus on the tutoring of maths, English and science in order to improve the quality of teaching in the colleges• The production of a large ‘toolkit’ of primary and JHS classroom teaching materials - alongside activity-based tutor guides and coaching guides - to support both the tutors and their trainee teachers in the colleges• Development of communities of practice in the Colleges via the coaching programme• Trainee teachers take the ‘toolkit’ of primary and JHS classroom teaching materials into the schools for improved teaching practice • Materials produced across a wide a variety of platforms and media• Publication as Open Educational Resources of all materials produced to ensure dissemination and widespread use post-project Key outputs at a glance• 3 year coaching programme for all tutors in all the Colleges of Education, with 8-24 coaching sessions each year for tutors in each college• Intensive coaching programme for maths, English and science CoE tutors, with 2 workshops a year for 3 years, and 8 in- college subject-specialist coaching days a year for 3 years• Training for the coaches, with 2 training workshops a year for 3 years• Primary/JHS classroom teaching ‘toolkit’ for CoE tutors and student teachers, with units of English, maths, science• ‘Toolkit’ packaged for teaching practice into sets (English maths, science) specific to P1, 15 units specific to JHS3 etc• 4 versions of the Tutor Guide (maths, English, science, generic) each with 6 units, 1 for each semester to cover the 3 years of the coaching programme• 3 versions of the coaching guide (maths, English, science)• All materials published on T-TEL project websites as Open Educational Resourcesindicators MILESTONES Baseline H1 MS 2015 H3 MS 2016 H5 MS 2017 H7 MS 2018 Progress key Not Achieved Partially Achieved Achieved

5. Curriculumand Assessment Progress to date • Wide consultation on issues with pre-service DBE curriculum and assessment model • NTC agree to develop and finalise Teacher Competencies framework • UCC agree to review pre-service DBE issues • Support for NTC to consult widely, to develop and to operationalise the Teacher Competencies framework within the PF- PTTPDM • Support for UCC in review, revision, reform of the pre-service DBE curriculum • Consultation with NCTE, GES and the CoEs embedded into the process of DBE review • Support for the Colleges of Education in the introduction of a new DBE curriculum Key strategies • Support for NTC to consult widely, to develop and to operationalise the Teacher Competencies framework within the PF- PTTPDM • Support for UCC in review, revision, reform of the pre-service DBE curriculum • Consultation with NCTE, GES and the CoEs embedded into the process of DBE review • Support for the Colleges of Education in the introduction of a new DBE curriculum Key outputs at a glance Teacher Competencies • 3 NTC/T-TEL support planning workshops • 2 major stakeholder events with up to 50 participants in each • 10-15 person working group working for 4 months • Teacher Competencies framework finalised December 2015 DBE curriculum • 10-15 person UCC core curriculum group working for 12 months • 6 UCC subject-based curriculum groups working for 6 months • 2 curriculum development workshops • 3 major stakeholder events • Revised DBE curriculum introduced into CoEs October 2016indicators MILESTONES• D BE Curriculum reviewed, refined, and implemented in Colleges Baseline H1 MS 2015 H3 MS 2016 H5 MS 2017 H7 MS 2018 of Educations• N umber/% of units of teaching and learning materials produced and disseminated.Progress key Not Achieved Partially Achieved Achieved

6. SchoolPartnerships Progress to date1. In Quarter 1: Comprehensive assessments of 6 Colleges, 2 Principals Forums, Meetings with National Stakeholders. InQuarter 2: In addition, a commissioned literature review, National Policy Dialogue, Ongoing Discussion with UCC2. A Practicums and Model Schools Workshop with Teaching Practice Coordinators, National Institutions, and nationaleducation experts to:- Identify the major challenges which face the current practicums and mentoring system- Share and discuss findings from research and College of Education audits undertaken by T-TEL team into the current arrangements for practicum and mentoring;- Identify options for supporting improved mentoring and practicums;- Discuss the content, shape and direction of support materials and activities. issues• There are insufficient opportunities to practice teaching from early enough into the DBE programme• Trainees have limited learning materials for on and off-campus practicums with which to reflect and learn about the practice of teaching• There is limited formal mentoring of trainees in schools, and frequently weak partnerships between Colleges and schools Key strategies1. Development of a Trainee handbook, a Mentor Handbook, and Mentor Manager Handbook2. Employment and training of five schools partnership coaches and VSO volunteers to act as a zonal resource to all 38 Collegesof Education3. A programme of support to mentoring in order to support Teaching practice coordinators to reinvigorate mentoring trainingfor mentors, districts and partner schools4. Using the T-TEL Challenge Fund to provide trainees with authentic teaching experience as early into their DBE programme aspossible5. Support across T-TEL including a review of the DBE curriculum and assessment criteria for practicums, targeted support toGirls Education Officers, research into what works in teaching practice in Ghana by our learning team, and broader supportquality assurance of practicums by College principals through our leadership and management coaching programme. Key outputs at a glance5 School Partnerships Coaches employed and trained5 VSO College Support Advisers engaged and trained3 handbooks developed: A Trainee Handbook, A Mentor Handbook, A Mentor Manager’s Handbook11400 Trainee Handbooks printed and distributed to Colleges; 11400 Mentor Handbook Printed and distributed to Colleges;500 Mentor Manager’s Handbooks printed and distributed to Colleges and national institutions; Online .pdf versions of allmaterials available1140 School Principals, 38 Circuit Supervisors, 38 Girls Education Officers, 38 Teaching Practice Coordinators trained by SchoolPartnerships Coaches on an annual basis for three yearsUp to 12,000 Mentors trained by School PrincipalsBi-monthly visits to Colleges by School Partnerships Coaches and VSOs resulting in over 1000 days hands-on support to CollegesSmall medium and Large grants available as incentives to pilot new practicums modelsCross-Cutting interaction and support from Learning Coaches, Leadership and Management Coaches, and the Gender,Communications, and Monitoring and Evaluation technical advisers.indicators MILESTONES• N umber/% of Colleges demonstrating innovative approaches to mentoring Baseline H1 MS 2015 H3 MS 2016 H5 MS 2017 H7 MS 2018 and practicumsProgress key Not Achieved Partially Achieved Achieved

7. Gender Progress to date • Gender Scoping Note was produced exploring how to integrate gender across all T-TEL sub components • Gender assessments of six Colleges of Education completed • Gender Audit Report produced • Detailed discussions were held on gender at Principals’ Forum • Meetings conducted with GEU and discussions with CAMFED issues • Gender disparities exist in most of the Colleges of Education • There is a need for gender review of the DBE curriculum • Information and evidence on gender and teacher education in Ghana is lacking Key strategies • Integration of gender in all programme activities, including communications and M&E • Gender review and materials to be developed for curriculum review and Leadership and Management training for Colleges of Education • Capacity building in gender and teacher education for key stakeholders • Research into gender issues in Leadership and Management of Colleges of Education to be commissioned • Support provided to the Girls Education Unit and other institutions with capacity building and policy support to ensure gender is integrated in CoEs Key outputs at a glance • Guidelines for integration of Gender and Inclusion in curriculum development • Gender Scorecard for Colleges of Education self-assessment of girl-friendliness • Checklists for integrating Gender in various training materials • Gender-focused Policy for Colleges of Education • National Gender and Inclusion framework for Colleges of Education • Gender guidelines and statement as part of Colleges’ Standards and Norms produced • National Sexual Harassment Policy for Colleges of Education.indicators MILESTONES• % of Colleges demonstrating compliance to a national gender policy and Baseline H1 MS 2015 H3 MS 2016 H5 MS 2017 H7 MS 2018 social inclusion framework for Colleges of Education.Progress key Not Achieved Partially Achieved Achieved

8. Communications Progress to date • Four Policy Briefs produced on critical issues for teacher education • Conference report from National Policy Dialogue produced and disseminated • Social media accounts set up • Learning and communications scoping report produced issues • Communications has a key role to play in sector clarity and coherence • Positive policy context provides significant opportunities for consensus and outreach • A key communications challenge is translating policy into practice • Communications must highlight and provide focus on the constraints to and opportunities for reform. Key strategies Learning and communications will support articulate routes for change, support skills transfer, and role model best and innovative practices to: • Articulate and generate consensus on a shared vision for teacher education in Ghana • Disseminate analysis, data and evidence for improved policy coherence and decision making • Communicate the performance of the teacher education sector for greater accountability • Promote skills transfer to improve instruction and performance at CoE level • Advocate adoption of proven practices and provide access to learning for sustainability. Key outputs at a glance • A dynamic web-based platform for interaction and compelling resources, leaving a legacy of learning with government and institutions • 10 Policy Briefs a year, guides and tools describing routes to reform and advocating change • A series of powerful case studies of trainees, tutors, principals and governors telling stories of change on film and audio • High impact infographics and visual College Report Cards increasing transparency and shining a spotlight on performance • Four e-newsletters a year profiling progress, perspectives linked to social media and the website • From year two, a national government-led teacher education campaign using a range platforms to make a clear case for better trained teachers • Media development and orientation through workshops, field visits and awards for quality reporting • Three landmark Annual Reports summarising progress and rewarding success, driving further change in the sector • Twice a year, innovating programme reporting to maintain momentum and motivate key stakeholders.indicators MILESTONES• Number of communication and dissemination activities completed Baseline H1 MS 2015 H3 MS 2016 H5 MS 2017 H7 MS 2018• N umber of research studies completed and disseminatedProgress key Not Achieved Partially Achieved Achieved

9. Resultsand Learning Progress to date • Facilitated a College assessment survey carried out by the T-TEL team • Developed the project’s M&E framework including the logframe • In the process of selecting a contractor to carry-out a baseline survey issues • Inadequate data management systems of colleges of education • No action research studies at college level to inform teaching and learning • Findings or reports of teaching practice carried out by student-teachers during their vacation are not fed into teaching in the colleges Key strategies • Conduct a Baseline Survey to underpin programme M&E • Setting baseline figures and milestone targets for the project • Monitoring leadership and development, coaching and mentoring training/workshops • Evaluating outcomes of each component activities against logframe indicators • Feeding back findings of research into project implementation to inform strategy Key outputs at a glance • Baseline figures and milestone targets for indicators • Final approved M&E framework • Final approved Project Logframe • Project monitoring templatesindicators MILESTONES Baseline H1 MS 2015 H3 MS 2016 H5 MS 2017 H7 MS 2018 Progress key Not Achieved Partially Achieved Achieved

10. Challenge Fund andPayment by Results Fund Description • Challenge Fund : Promoting innovation in pre-service teacher education, especially for girls • Payments by Results : Incentivising CoEs to improve performance Key strategies • Promote (publicity, outreach, call for proposals) • Screen (Collect and review proposals) • Select (Evaluate the proposals after delivering capacity development) • Award (Disburse grants after due diligence) • Monitor (build the evidence base and facilitate critical reflection) • Learn (Share the evidence and promote) Deliverables • 5 landmark reports on innovation and progress • 3 high quality videos on innovation case studies • 1 award ceremony for innovation in teacher education, maximising the potential for shared learning • 3 key reports charting the disbursement-linked improvements in College managementindicators MILESTONES Baseline H1 MS 2015 H3 MS 2016 H5 MS 2017 H7 MS 2018 Progress key Not Achieved Partially Achieved Achieved



volumes1 Programme management and planning2 Institutional reform strategy3 Leadership and management of college strategy4 Tutor professional development strategy5 Curriculum and assessment strategy6 School partnerships strategy7 Gender strategy8 Communications strategy9 Results and learning strategy10 Challenge fund and PBR Fund proposal