STS HANDBOOK - Year 1

PROFESSIONAL DEVELOPMENT PROGRAMME Year One
Four-Year Bachelor
of Education Degree
Supported Teaching in School
School Placement Handbook
Transforming Teacher Education and Learning

Four-Year Bachelor of Education Degree
School Placement Handbook

Year One
The Government of Ghana
T-TEL Professional Development Programme. Four-Year Bachelor of Education Degree

Supported Teaching in School (School Placement Handbook). Published by the Ministry of
Education; Ghana, under Creative Commons Attribution-ShareAlike 4.0 International License.
Version 1, December 2018.
TABLE OF CONTENTS
1. Vision for the Bachelor of Education (B.Ed.).................................................................................1
2. The Purpose of this Handbook................................................................................................................1
3. About Supported Teaching in School ............................................................................................... 3
4. Key content and concepts student teachers will develop over

four years................................................................................................................................................................. 5
5. Outcomes of STS: progress for student teachers through the

four years of the B.Ed. .................................................................................................................................... 7
6. STS in Year One Course Outline............................................................................................................ 11
7. Directed Supported Tasks for Students........................................................................................ 21
TOPIC 7.1 Familiarisation with school environment and document/records................... 21
TOPIC 7.2: Discussion of Basic school curriculum materials with Mentors during
Observation............................................................................................................................................................. 25
TOPIC 7.3: Observation of classroom lesson presentation, management, and

assessment............................................................................................................................................................... 28
TOPIC 7.4: Observation of traits of teacher professionalism..................................................... 34
TOPIC 7.5: Undertaking Child Study focussing on Children’s Learning and Progress....... 38
TOPIC 7.6: Discussion of Teaching Philosophy and Building Portfolio.................................. 41
8. SUPPORTING TASKS FOR TUTORS................................................................................................................. 43
TOPIC 8.1: Familiarisation with school environment and document/records.................. 43
TOPIC 8.2: Discussion of basic school curriculum materials with Mentors during
Observation............................................................................................................................................................. 46
TOPIC 8.3: Student teacher observation of classroom lesson presentation,

management and assessment........................................................................................................................ 49
TOPIC 8.5: Undertaking Child Study focussing on children’s learning and progress....... 58
TOPIC 8.6: Discussion of Teaching Philosophy and Building Portfolio.................................. 62
9. Supporting Tasks for Mentors............................................................................................................. 65
TOPIC 9.1: Familiarisation with school environment and document/records.................. 65
TOPIC 9.2: Discussion of basic school curriculum materials with Mentors during
Observation............................................................................................................................................................. 69
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TOPIC 9.3: Student teacher observation of classroom lesson presentation,

management and assessment........................................................................................................................ 72
TOPIC 9.5: Undertaking Child Study focussing on Children’s learning
and progress.......................................................................................................................................................... 81
TOPIC 9.6: Discussion of teaching philosophy and building portfolio.................................. 84
10. Student Reflective Journal................................................................................................................ 87
11. STS in Semester Break................................................................................................................................ 97
12. Guidelines for Circuit Supervisors ............................................................................................... 99
prelude....................................................................................................................................................................... 99
12.1 Purpose of the Guidelines.................................................................................................................... 99
12.2 General roles/Actions........................................................................................................................... 99
13. Assessment of Year One STS ..............................................................................................................103
14. Using the National Teachers’ Standards-based Assessment Grid -

An example ..........................................................................................................................................................105
15. Assessment Grid ........................................................................................................................................107
16. Instructional Resources, Readings and Materials for STS.........................................115
17. ANNEXES ...........................................................................................................................................................117
ANNEX 1: ROLES OF OTHER STAKEHOLDERS ..................................................................................................117
ANNEX 2: ABBREVIATIONS ...................................................................................................................................118
18: ACKNOWLEDGEMENTS.................................................................................................................................119
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Vision and Purpose
1. Vision for the Bachelor of Education
(B.Ed.)
The vision for the B.Ed. curriculum is to transform initial teacher education and secure the training
of highly qualified, motivated new teachers who are able to inspire their learners to achieve better
outcomes in basic education.
The B.Ed. aims to prepare new teachers who are effective, engaging, and fully prepared to teach the
basic school curriculum and so improve the learning outcomes and life chances of all learners they
teach as set out in the National Teachers’ Standards (NTS).
The B.Ed. curriculum will instil in new teachers the nation’s core values of honesty, integrity,
creativity and responsible citizenship and to achieve inclusive, equitable, high quality education for
all learners.
2. The Purpose of this Handbook

This Handbook has been written to support student teachers, their tutors, link tutors, mentors, and
District Officers in understanding the requirements for, and their roles related to, Supported Teaching
in School, the school placement pillar of the Four-Year B.Ed.
In order for all those involved with the training of new teachers to gain a shared understanding of
what is required during STS, it was decided to create one handbook. Sections 7-10 of the handbook
provide details of the activities designed to enable various stakeholders to support student teachers
to deliver the STS programme successfully.
Part Two of the Handbook will be published prior to the rollout of Year Two of the B.Ed. and similarly
for each of the four years. Based on experience and feedback from Year One, this handbook will
be reviewed.
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About Supported Teaching
3. About Supported Teaching in School
Teacher education should be viewed as an applied professional qualification that requires student
teachers to apply the concepts and strategies they are simultaneously learning about in their
coursework within practical settings. (International Task Force on Teachers for Education (TTF, 2017)
Supported Teaching in School (STS) lies at the heart of the B.Ed., as Figure 1 below shows. It is
through STS that the student teachers apply and develop the skills, knowledge and understanding
acquired in their college-based training in schools, and with the support of mentors and link
tutors. STS is integrated into training across the four years.
Key Adviser, Tutor Professional Development & School Partnerships.
Figure 1 Role of Supported Teaching in School within the National

Teacher Education Curriculum Framework
Teachers’ Standards. School Curriculum. Honesty Integrity and Citizenry.

Inclusive, Equitable, High Quality Education, Life Long Learning
Opportunities, Increased Numbers of Effective Engaging Inspirational
Teachers for All pupils
Equity and inclusivity | Professional values | Assessment strategies: trainees and pupils
| Core and transferable skills | ICT | SEND
Subject and Curriculum

Pedagogic Knowledge
Knowledge
Literacy Studies:
Ghanaian Languages and
English
Effective Engaging Inspirational New Teachers
Enhanced learning outcomes and opportunities for pupils
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STS is one of the four pillars of the curriculum. The pillars set out the knowledge, skills and
understanding necessary for effective teaching; they are: Subject and Curriculum Knowledge;
Literacy Studies: Ghanaian Languages and English; Pedagogic Knowledge; and Supported Teaching in
School.
A key point of emphasis in the B.Ed. Curriculum is student teachers being well supported during the
school-based components in each year of their training. This requires that there are trained mentors
in all partnership schools who are able to support and assess student teachers’ progress to meeting
the NTS. The Curriculum also emphasises the importance of college tutors preparing student teachers
for their placements and integrating their school-based learning into the overall training.
The Curriculum stresses the importance of assessed, supported placements being used to develop
student teachers over time:
• In the first year there is a greater focus on school-based, organised, and directed learning
experiences in school where students reflect on teachers’ teaching and children’s learning.
• Subsequently, there is a greater focus on school-focused training where the student teacher,
with the support of the mentor, takes increasing amounts of responsibility for planning teaching
and assessing the children or young people in their care alongside classroom enquiry and action
research.
During the four years the student teacher will have the opportunity to teach and observe teaching in
a range of schools enabling them to understand how children develop and learn in diverse contexts.
For early grade and primary, this must include the opportunity to teach and gain understanding of the
curriculum for multi-grade teaching.
STS is represented by extended periods of school-based placements across the four years of training.
Student teachers will spend 30% of their training in the field. For the KG-P3 and P4-6 specialisms this
training period will be spent in schools with the support of mentors. For TVET this part of the training
will be divided between TVET schools and industry.
Mentors with tutors will assess student teachers on the development of competencies and skills
set out in the National Teachers’ Standards and support them in making progress towards achieving
the Standards. Supported teaching carries the same weighting on each programme, regardless of
specialism.
Credit weighting for STS across the four years
Semester 1 2 3 4 5 6 7 8
Credits 3 3 3 6 3 9 18 3 Total 48
Pattern of STS in Year One

• Twelve (12) weeks visit in school in Year 1 (one day per week in school to observe). The ITE
institution organises school visits as follows:
ºº Semester One for 6 weeks
ºº Semester Two for 6 weeks
• . our (4) weeks in school working with and teaching small groups during College vacation in the
F
inter-semester break. The ITE institution supports the student in organising/selecting the school.
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Key content and concepts
4. Key content and concepts student
teachers will develop over four years
Understanding and demonstrating the qualities of a good teacher as represented through the
domains of the NTS, through:
1. Planning for Teaching and Learning: Planning to teach the basic school curriculum, teaching the
curriculum, and demonstrating differentiated instruction strategies for diversity and inclusivity.
Showing support for children’s learning and progress. This will include preparation of TLM and
appropriate educational materials.
2. Assessment for pupils’ progress: Undertaking assessment for, of and as learning; addressing
common issues of misunderstanding/misconceptions in assessment; understanding pupils’
progress.
3. Teaching for inclusion and equity for all children whatever their background, age, aptitude, and
ability, and supporting transitions to subsequent grades.
4. Classroom Enquiry and Reflective Practice: Engaging in critical reflection on practice as

individuals and with colleagues; conducting structured observation, collecting data, analysing
and producing reports; undertaking child studies.
5. Action research: Conducting action research into teaching and learning, as well as wider aspects
of the school and its community, to support children’s learning and develop their own teaching
practice.
6. Professional Portfolio building: Building a professional teaching portfolio as evidence of

student teachers’ progress towards being a teacher as a starting point for continuous professional
development (CPD), including their student reflective journal (SRJ) with evaluations of their
teaching and target setting for personal and professional development.
7. Professional values: Demonstrating the professional values and conduct expected of a teacher
at all times, adhering to the legal and ethical codes of conduct of the profession.
8. Management and leadership qualities: Developing leadership in the classroom and in the wider
school community, including morning assemblies; school and cluster-based in-service training;
staff, Parent-Teacher Association (PTA) and School Management Committee (SMC) meetings; and
wider community activities (e.g. forums/durbars).
9. Core and transferable skills: Applying essential skills such as critical thinking, problem solving,
creativity, innovation, collaboration and ICT/media to support learning.
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Outcomes of STS
5. Outcomes of STS: progress for student
teachers through the four years of
the B.Ed.
Each year of the curriculum builds on the outcomes of the previous year, progressively developing
student teachers’ skills, knowledge, and understanding of being an effective teacher. This progress
is achieved through both college-based training and school-based experience and training; through
coursework, practical work, work-based learning, and independent study.
Overall progress through the B.Ed. is as follows:

•• Year One: Beginning teaching – Provides support for the transition from school to college and
recognises that many student teachers will have come from school level education and from
a wide range of backgrounds and experience. It introduces: the nature and core knowledge of
subjects; supported teaching in school experiences; cross-cutting issues such as inclusion and
equity in education; the school curriculum and approaches to teaching and learning, and the
expectations for the learning and progress of learners in different subjects. Year One enables
student teachers to be able to see their specialism within the wider curriculum.
•• Year Two: Developing teaching – Student teachers select one of the three specialism programmes
but key features from Year One continue to be developed as relevant to each specialism. The
second year prepares student teachers to identify and assess weaknesses and barriers to learning
for learners and carry out small-scale classroom enquiry under the guidance of mentors.
•• Year Three: Embedding teaching – student teachers will continue to build skills, knowledge, and
understanding in their chosen specialism. They will co-plan and co-teach groups of learners and
whole classes, carry out small-scale classroom enquiries, and provide evidence of working towards
meeting the NTS. Year Three includes preparation for Year Four, semester one: final supported
teaching in school (internship), and for significant classroom-based enquiry and action research
projects.
•• Year Four: Extending Teaching - Following a supported teaching in school internship in semester
one, during semester two students will return to school to complete some courses. By the end
of the fourth year, student teachers will: plan, teach, and assess their learners independently and
with increasing consistency; exhibit the ethical codes of conduct, values, and attitudes expected
of a teacher; carry out extensive action research projects; and provide evidence of meeting the
National Teachers’ Standards in full.
STS has a central role in ensuring that student teachers are able to make the necessary progress. The
outcomes for student teachers across the four years are as follows.
Year One
By the end of the beginning placement student teachers will be able to, under the close
guidance of a mentor:
1. Work collaboratively, with 2-4 student teachers per class, to plan for and work with a small group
or individual pupils, beginning to acquire the ability to consider children’s learning, backgrounds
and experience.
2. Discuss features of the school curriculum, specifically focussing on English (literacy),
mathematics, and science.
3. Undertake child studies focussed on children’s learning and progress.
4. Begin to identify the traits of the profession and qualities of a good teacher.
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5. Reflect on and record their experiences in their professional portfolios – through this, student
teachers will begin working towards meeting the NTS.
6. May work towards 10-15% of class responsibility with a small group.
Duration 32 days: 12-day visit and 4-week placement, in vacation, across 2 semesters.
Year Two
By the end of the developing placement, the student teacher will be able to, under the close
guidance of a mentor:
1. Teach, motivate, support, and manage (working individually and in pairs) the learning of small
groups of pupils in the core subjects of English (literacy), mathematics, and science, and other
subjects as appropriate to their specialism.
2. Begin to identify, assess, and analyse the needs of children, taking into account any issues of
background and experience.
3. Discuss key features of the school curriculum, including issues of continuity and progression
both within their specialism and across all the subjects they will teach.
4. Undertake small scale classroom enquiry focussed on children’s learning and progress,
demonstrating an emerging ability to reflect on their developing understanding of teaching,
learning, and assessment.
5. Demonstrate a high standard of professional conduct and positive professional values at all
times and act as a good role model for pupils.
6. Those preparing for early grade or primary specialisms will have begun to develop knowledge
of teaching the speaking, listening, reading, and writing of one Ghanaian language.
7. Demonstrate a growing understanding of the requirements of the NTS in terms of professional
practice, knowledge, values and attitudes, in particular their professional role as a teacher, and
be able to reflect on, record, and discuss evidence of their progress towards meeting the NTS.
8. May be working towards 30% of class responsibility with the small groups they are planning for
and teaching.
Duration 60 days: including day visits and across 2 semesters and in vacation.
Year Three
By the end of the embedding placement the student teacher will be able to, with mentor
guidance and support:
1. Teach, motivate, manage, and extend the learning of classes with increasing consistency and
independence, whatever their socio-cultural and linguistic background and regardless of age,
aptitude, and ability. This will involve co-planning, co-teaching, and co-assessment with mentors
and their ongoing presence in the classroom.
2. Plan for and teach sequences of lessons across all required subjects with regard for cross-
cutting skills and issues of equity and inclusivity.
3. Undertake small-scale action research, evaluate, and reflect on their teaching and on pupils’
learning to support students in improving their teaching and assessment.
4. Demonstrate emerging leadership qualities in the classroom and to contribute to wider school
life, being guided by the legal and ethical codes of conduct required by a professional teacher.
5. Provide evidence and discuss how, with support from their mentor, they are able to meet the
Teachers’ Standards through much of their teaching and all of their professional conduct. They
will be able to agree and act on targets to further improve their teaching.
6. May work towards 50-60% of class responsibility with agreed classes and periods in accordance
with agreed placement requirements.
Duration 60 days: across 2 semesters.
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Outcomes of STS
Year Four
By the end of the extending placement the student teacher will be able to, with mentor
guidance:
1. Consistently and independently plan for teaching, and motivate and extend the learning of all
children whatever their socio-cultural and linguistic background and regardless of age, aptitude,
and ability.
2. Provide evidence in their planning and teaching of a comprehensive understanding of the school
curriculum and of the age-related expectations before, during, and after their specialism.
3. Undertake an action research project to improve the learning opportunities of an agreed group
of pupils to promote greater inclusion; and through this develop their teaching, classroom
management, and organisation strategies.
4. Demonstrate effective, growing leadership qualities in the classroom and in the wider school
community and be guided by the legal and ethical codes of conduct required by a professional
teacher.
5. Reflect on, discuss, and provide evidence of how they meet the NTS in full and identify targets
for further development.
6. They will have the qualities and attributes expected of a good teacher and fully meet the NTS.
7. May work towards 80% of class teaching responsibility with agreed classes and periods in
accordance with agreed placement requirements.
Duration 60 days: these can be either residential or non-residential.
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STS in Year One Course Outline
6. STS in Year One Course Outline
The course outlines below set out what needs to be covered through STS in Year One Semesters
One and Two.
Course STS: Beginning Teaching 1, Semester 1. Three Credits

Preparation for STS takes place in Pedagogic Studies and also through each area
of subject and curriculum studies
Course STS: Beginning Teaching (1) is the practical school-based component of
Description the teacher education programme, designed to give Student Teachers the
opportunity to observe, plan, and work collaboratively with peers and mentors in
schools to understand the approaches to teaching and learning of children with
diverse socio-cultural and linguistic backgrounds.
The main aim of the course is to expose student teachers to school life and
its environment and to enable them to develop skills in observation and track
progress of children’s learning.
Additionally, it is to help them acquire skills in purposeful reflection and keep
a reflective journal to improve their practice. They will also begin to identify
positive teacher traits and professionalism in school.
Other components of the course include student teachers’ ability to develop and
keep a personal professional portfolio and write a teaching philosophy statement.
Furthermore, the course is to enable student teachers to analyse and understand
key features of the basic education curriculum (NTS, 1f; 2b; and 3f).
Assessment on the course will be by evaluation of the personal professional
portfolio and its contents, and reports on the student teachers’ professional
conduct and practice.
The course duration is:
•• Six weeks of visits in School 1 (one day per week in school to observe) across
semesters one and two
•• Four weeks in school teaching small groups between semesters, during
college vacation.
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Course OUTCOMES INDICATORS

Learning Upon completion of the course,
Outcomes: student-teachers will be able to:
CLO
CLO 1. Demonstrate knowledge and •• Produce well-prepared induction
skills of observation and reporting schedule and procedures
on class teaching and wider school •• Provide records of group work
activities (in School 1) activities and/or cooperative
(College & School induction by tutors, learning for student teachers during
school heads, lead mentors and mentors) observations
•• Make oral presentations of
knowledge gained during induction
and observation by student
teachers in their groups.
•• Show records of specific
observations from wider school
environment and induction
CLO 2. Demonstrate skills of working •• Show records of collaborative work
collaboratively to support the learning with others, e.g. meet obligations
of small groups of children, under the and expectations of mentors, tutors,
guidance of mentors, regardless of and peers
children’s socio-cultural and linguistic •• Show records of discussions on the
backgrounds/experiences (NTS, 1e) learning of children they worked
with identifying differences in their
learning
CLO 3. Demonstrate knowledge and •• Report on small group discussions

understanding of the key features of with mentors and peers on the key
the basic school curriculum (BSC); and features of the official basic school
specifically focussing on core subjects curriculum
and their associated expected learning •• List identified key features in the
outcomes (NTS, 2a). BSC
CLO 4. Demonstrate knowledge and •• Use appropriate ICT tools to

skills in critical reflection on class record teacher-pupils’ classroom
teaching and wider school observations interactions and wider school
and record in student reflective journal activities in SRJs
(SRJ) (NTS, 1a)
CLO 5. Demonstrate skills in preparing •• Provide a write-up of the beginning

and writing a personal teaching teacher’s self-awareness, beliefs,
philosophy statement (NTS, 1f) and values of teaching and learning
(personal teaching philosophy)
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CLO
CLO 6. Demonstrate knowledge and •• Use appropriate ICT tools
skills in developing a professional (audio, braille, embossers) to
portfolio with evidence from compile artefacts and reports
observations (NTS, 1a, e, & f) from observations and other
achievements as contents in a
professional portfolio and also
showing creativity in design
CLO 7. Demonstrate skills in •• Provide SRJ recordings of
identifying traits of professionalism in demonstrated professional values
school (NTS, 1d, 1f, 1g, & 2a) and attitudes during engagements
with people including pupils,
mentors, tutors, and peers
Course Units Topics: Sub-topics Teaching and Learning Activities

Content (if any): (strategies) to achieve learning
outcomes:
1 Induction Orientation •• Use audio-visual (PowerPoint
in School 1 by College presentation etc.)/tactile analysis/
tutor on STS video observation of past school
orientations and YouTube videos as
part of induction activities to sensitise
student teachers (NTS. 3j)
•• Observation of a class or simulation
of a class with a checklist/taking field
notes (braille and tactile; REF. SEN)
Orientation •• Mentors and student-teachers discuss
to school items listed on orientation/induction
culture, key schedule
education •• Use audio-visual/tactile analysis/video
policies, etc. observation of archival materials
by head of such as videos of past speech days,
school, lead other school activities, etc. followed
mentor, and by discussions as part of induction/
mentor sensitisation
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outcomes:
2 Observation Class •• Observe class teaching and learning;
teaching and teacher-pupil/pupil-pupil interactions
learning •• Observe and record good practices in
whole class and small group teaching
and learning
Wider school •• Observe and record peers carrying out
life collaboratively planned activities with
their group or an individual, and how
feedback is given on the learning
•• Observe and record wider school life:
staff meetings, assemblies and pupils’
play/lunch time activities, teaching
and non-teaching staff attitudes and
behaviours in school (NTS. 1e)
(Use checklist of items to be observed
and recorded, or field notes recording
strategies (ensure creativity in recordings))
3 Basic school Key elements •• Engage student teachers in group
curriculum of the BSC discussions with their mentors on the
(BSC) BSC
•• Identify and compile list of key
features of the BSC (NTS. 2b)
4 Student Template of •• Use small groups/individual discussions

Reflective a reflective to analyse and evaluate sampled
Journal journal reflective journals which includes
(SRJ) with key elements of inclusion and diversity.
items (pay •• Assist student teachers to acquire and
attention to develop reflective practice skills
inclusion and
•• Use ICT tools and given template to
diversity)
develop a personal reflective journal
(NTS 1a)
5 Personal Items in a •• Analyse and evaluate sampled teaching
Teaching teaching philosophy statements of teachers
philosophy philosophy working in pairs
statement •• List key elements in a teaching
philosophy statement
•• Write a draft report of a personal
teaching philosophy statement
reflecting your own awareness of your
transition from SHS to College (NTS. 1f)
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outcomes:
6 Develop Template •• Analyse and evaluate contents in

professional for a sampled professional portfolios using
portfolio professional group work activities
portfolio •• Design an outline of a professional
portfolio
•• Develop professional portfolio skills
•• Use ICT tools to collect and compile
artefacts in personal professional
portfolio (NTS. 2a)
7 Traits of pro- Professional- •• Discuss in groups, positive behaviours,

fessionalism ism traits attitudes, and values of both teaching
in school and non-teaching staff in the school
(NTS 1e, 1f)
Note: All reports should consider braille and large font size prints (on request)
Course STS: Beginning Teaching 2, Semester 2, 3 Credits
Course STS: Beginning Teaching (2) is the practical school-based component of the
Description teacher education programme designed to give student teachers the opportunity
to observe, plan, and work collaboratively with peers and mentors in schools to
understand the approaches to teaching and learning of children with diverse
socio-cultural and linguistic backgrounds.
The main aim of the course is to enable student teachers to develop skills in
conducting classroom enquiry, (e.g. child study), to track progress of children’s
learning outcomes, acquire skills in purposeful reflection to improve their
practice, and also continue to identify positive teacher traits and professionalism
in school.
Other components of the course include student teachers’ ability to develop
and keep a personal professional portfolio, continue to keep a student reflective
journal (SRJ), and write a teaching philosophy statement. In addition, the course is
to enable student teachers to continue to analyse and understand key features of
the basic education curriculum.
Assessment of the course will be by evaluation of the personal professional
portfolio and its contents, child study report (NTS, 1f; 2b; & 3f), and reports on
the student teachers’ professional conduct and practice.
The course duration is:
•• Six weeks of visits in School 1 (one day per week in school to observe) across
semesters one and two
•• Four weeks in school teaching small groups during between semesters,
during college vacation.
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CLO 1. Demonstrate knowledge and •• Show records of cooperative

skills of observation and reporting learning and/or group work
on class teaching and wider school activities among peers during
activities (in School 1) observations
•• Make oral presentations of
knowledge gained during
observation by groups
•• Provide records and reflections on
specific observations from wider
school environment and class
teaching
CLO 2. Demonstrate skills of working •• Provide records of collaborative
collaboratively to support the learning work with others, e.g. meet the
of small groups of children, under the obligations and expectations of
guidance of mentors, regardless of others: mentors and peers
children’s socio-cultural and linguistic •• Show records of discussions on the
backgrounds/experiences (NTS, 1e) learning of children they worked
with identifying differences in their
learning
CLO 3. Demonstrate knowledge and •• Show report on small group

understanding of the key features of discussions with mentors and peers
the basic school curriculum (BSC); and on the key features of the official
specifically focusing on core subjects basic school curriculum
and their associated expected learning •• List identified key features in the
outcomes (NTS, 2a). BSC
CLO 4. Demonstrate knowledge and •• Draw an activity plan of work with

skills in carrying out child studies four identified children based on
focused on children’s learning and gender balance (if applicable) and
progress as classroom enquiry (NTS, diversity, and tracking of learning
3b) and teaching approaches as well as
progress in pupils’ learning
•• Collect and analyse data on the
identified children
CLO 5. Demonstrate knowledge and •• Provide records of teacher-pupil

skills in critical reflection on class classroom interactions and wider
teaching and wider school observations school activities in SRJ using
and record in student reflective journal appropriate ICT tools
(SRJ) (NTS, 1a)
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CLO 6. Demonstrate skills in •• Provide a write up of the beginning

preparing and writing a STS: Beginning teacher’s self-awareness, beliefs,
Teaching philosophy statement (NTS, and values of teaching and learning
1f)
CLO 7. Demonstrate knowledge and •• Use appropriate ICT tools to

skills in developing a professional compile artefacts and reports
portfolio with evidence from from observations and other
observations and other achievements achievements as contents in a
(NTS, 1a, e, f) professional portfolio, showing
creativity in design
CLO 8. Demonstrate skills in •• Provide SRJ recordings of

identifying traits of professionalism in demonstrated professional values
school (NTS, 1d, 1f, 1g, & 2a) and attitudes during engagements
with people including pupils,
mentors, tutors, and peers

outcomes:
1 Observation Class •• Observation of a class with a checklist
teaching and or taking field notes with particular
learning attention to learners with difficulties
•• Observe class teaching and learning;
teacher-pupil/pupil-pupil interactions
•• Observe and record good practices in
whole class and small group teaching
and learning
•• Observe and record peers carrying out
collaboratively-planned activity with
their group or an individual, and how
feedback is given on the learning
Wider school •• Observe and record wider school

activities activities: staff meetings, assemblies
and pupils’ play/lunch time activities,
attitudes and behaviours of teaching
and non-teaching staff in school
(Use checklist of items to be observed
and recorded, or field notes recording
strategies (ensure creativity in recordings)
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outcomes:
2 Mentor/Stu- Work plan •• Discuss work plan of mentor/student

dent teacher of mentor teacher indicating obligations and
work collab- and student expectations
oratively teacher •• Discuss learning of children they
worked with identifying differences in
their learning
•• List findings from discussions
3 Basic school Key elements •• Engage student teachers in group
curriculum of the BSC discussions with their mentors on BSC
(BSC) •• Identify and compile list of key
features of BSC
4 Child Study Items to be •• Select one or two children to be

(Classroom observed studied (consider gender balance)
enquiry) during child •• Identify children’s behaviours and
studies cultural, linguistic, socio-economic, and
educational backgrounds
•• Consult appropriate resources to guide
observations and to aid identification
of learning and teaching approaches in
children
•• Collect and manage data on one or
two children’s behaviour, learning
style, progress of learning, and other
characteristics.
•• Write report on the child studied
5 Student Template of •• Use small groups/individual to analyse

Reflective a reflective and evaluate sampled reflective
Journal journal with journals that includes elements of
(SRJ) key items inclusion and diversity
(pay •• Assist student teacher to acquire and
attention to improve reflective practice skills
inclusion and •• Use ICT tools and given template to
diversity) develop SRJ
18
outcomes:
6 Personal List items in •• Analyse and evaluate sampled teaching

teaching a teaching philosophy statements of teachers
philosophy philosophy using pair work
statement •• List key elements in a typical teaching
philosophy statement
•• Write a draft report of a personal
teaching philosophy statement
reflecting your own awareness of your
transition from SHS to College
7 Develop Template •• Analyse and evaluate contents in
professional for a sampled professional portfolios using
portfolio professional group work
portfolio •• Design an outline of a professional
portfolio
•• Continue to develop skills in
professional portfolio building
•• Use ICT tools to collect and compile
artefacts in personal professional
portfolio
8 Traits of pro- Professional- •• Discuss in groups: positive behaviours,

fessionalism ism traits attitudes, and values of both teaching
in school and non-teaching staff in the school
19
6
20
Directed Supported Tasks for Students
7. Directed Supported Tasks for
Students
TOPIC 7.1 Familiarisation with school environment and
document/records (Begin keeping records in SRJ)
TOPIC 7.1 Familiarisation with school environment Purpose: In this topic, you will be familiar
and document/records (Begin keeping records in with the way a school is organised.
SRJ)
Activity 7.1.1 Making a checklist of basic information about the school (NTS 1d: Guided by legal
and ethical teacher codes of conduct in their development as a professional teacher)
Activity 7.1.2 Observing at least three routines and how they are managed
(NTS1e: Engages positively with colleagues, students, parents, SMC, PTA, and wider public as part of a
community of practice)
Activity 7.1.3 Finding out about classroom rules and other school rules (NTS 2a: Demonstrate
familiarity with the education system and the key policies guiding it)
Learning outcomes: When you have completed the Indicators

following STS activities, you will:
Demonstrate knowledge and skills of observation 1. Prepare a checklist of basic information
and reporting on class teaching and wider school available in the school
activities. 2. Write notes on at least three routines
and how they are managed
3. Identify classroom rules
Activity 7.1.1 Making a checklist of basic information about the school.
PLAN TOGETHER
With your mentor and STS partner, discuss the kind of information you need to collect about the
school and who you need to contact. Take note of inclusivity and equity issues.
DO
With your mentor and STS partner use the ideas that came out of the discussion at the planning stage
to prepare a table as shown below. You could add to the observation guide below and record in your
SRJ.
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Observation guide for school information
Items Responses
1 Number of boys
2 Number of girls
3 Number of female teachers
4 Number of male teachers
5 Non-teaching staff if any (male)
6 Non-teaching staff if any (female)
7 Date of establishment
8 Number of classrooms
9 Awards won
10 Management Unit.
11 Reporting Time
12 Closing Time
13 Available facilities for inclusivity and equity
14 Code of Conduct for Teachers
15
16
17
Let your mentor guide you to prepare a check list as indicated below. Tick ( ) to indicate available
and cross (X) to indicate not available. Add as many items as possible.
Items Available Not available
Mentor’s lesson plan
Gender responsive
score card
Attendance register
Sexual harassment
policy
School rules and
regulations
School timetable
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REFLECT TOGETHER
Did you get all the information you required from the mentor and lead mentor? Share your experiences
with your STS partner
Record in your SRJ at least two key features of the school that make it different
from other schools you know
Activity 7.1.2 Observing at least three routines and how they are
managed.
PLAN TOGETHER
In college you and your tutor would have discussed some school routines. Discuss with your mentor
and STS partner and identify routines in the school and the duration of each routine, for example:
•• Cleaning the compound

•• Cleaning the classrooms/office
•• Conducting morning assembly
•• Closing assembly
•• Marking the register
•• Classroom teaching
•• Co-curricular
•• Other social activities
With your mentor and STS partner identify and discuss leadership roles played by learners and
teachers.
DO
Observe as many school routine activities as possible, record in your SRJ, and make notes on how they
are organised. Write in your SRJ the leadership roles played by prefects and teachers. Compare your
notes with your STS partners’ notes.
REFLECT TOGETHER
Discuss with your mentor and STS partner any differences and similarities in the information you have
recorded.
Record in your SRJ at least two similarities and two differences you share with
your STS partner
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Activity 7.1.3 Finding out about classroom rules and other school rules.
PLAN TOGETHER
Request from the mentor and lead mentor information about classroom rules and other school rules.
Discuss with your STS partner the rules you think are most important and how they support teaching
and learning and other school rules. Find out how the rules are communicated to the learners.
DO
Observe learners and teachers throughout the day and record in your SRJ the rules you see used
in the classroom or in the playground. Observe and record as in the table below how the rules are
enforced and the consequences for learners if they break the rules
Classroom rule and Why this rule is How this rule is Consequences if the
other school rule important enforced rule is broken
1
REFLECT TOGETHER
Reflect together with your mentor and STS partner checking which rules were effectively used in the
classroom and the school as a whole.
Record in your SRJ the rules that were effectively used
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TOPIC 7.2: Discussion of Basic school curriculum materials
with Mentors during Observation
Topic 7.2 Discussion of Basic school curriculum Purpose: In this topic, you will be familiar
materials with Mentors during Observation with the basic school curriculum materials
and identify their key features
Activity 7.2.1 Discussion of the basic school curriculum materials for Early Grade, Upper Primary,
and Junior High School (NTS 2d: At pre-primary and primary, the teacher knows the curriculum for
years appropriate to multi-grade classes; has good knowledge of how to teach beginning reading
and numeracy, and speaking, listening, reading and writing of at least one Ghanaian language for
instruction)
Activity 7.2.2 Identification of key features of the basic school curriculum (NTS 2b: Has
comprehensive knowledge of the official school curriculum, including learning outcomes) (NTS 2d:
refer to Activity 7.2.1)
Activity 7.2.3 Interaction with mentors on how scheme of work is developed from the syllabus
(NTS 2b, 2d: refer to Activity 7.2.1 and 7.2.2)
Learning outcomes: When you have completed Indicators

Topic 7.1 STS activities in your observation school
you will:
Demonstrate knowledge and understanding of the 1. Record discussions with lead mentors/
key features of the basic school curriculum, specially mentors and peers on the materials of
focusing on core subjects and their associated basic school curriculum with emphasis
learning outcomes on literacy, numeracy, and science
2. List key features of the basic school
curriculum
3. Identify other supporting or relevant
materials for teaching
4. Develop a prototype scheme of work
from the syllabus
NB: Core subjects at the JHS level comprise English, Mathematics, and Science.
Activity 7.2.1 Discussion of the basic school curriculum materials for

early grade, upper primary and junior high school
PLAN TOGETHER
In this activity, you, your STS Partner, and your mentor will look at the basic school curriculum with
emphasis on literacy, numeracy, and science. The basic school curriculum materials should include:
•• Syllabus
•• Teachers’ manual or guide
•• Pupils’ textbooks
•• Pupils’ workbooks
Your Tutor has shown you examples of basic school curriculum materials for early grade, upper
primary and junior high school at college. Plan with your STS partner how you will compare the basic
school curriculum materials your tutor discussed with you in college and those that your mentor will
discuss with you in your partner school.
25
7
DO
Your mentor will take you through some of the basic school curriculum materials, especially those on
literacy, numeracy, and science. Use the table below to record the materials identified in your partner
school.
Subject Materials discussed in Partner School

Literacy Indicators
Numeracy
Science
REFLECT TOGETHER
Ask your mentor to show you how they select curriculum materials when preparing their lessons in
literacy, numeracy, and science. Let them show you how they incorporate literacy and numeracy in all
their lessons.
Write down at least two basic school curriculum materials you found in the
school and compare with those you discussed at college. Make notes in your SRJ.
Activity 7.2.2 Identification of key features of the basic school curriculum
PLAN TOGETHER
In this activity you and your STS partner will discuss with your mentor the key features of the basic
school curriculum, including the relevance of standards, learning outcomes, indicators and assessment,
as well as the emphasis it puts on literacy, numeracy, and science.
You will also identify and note the key elements in the curriculum, including inclusivity and equity
issues.
DO
Choose any two of the early grade, upper primary, and junior high school syllabuses of the basic school
curriculum. Study the relationships between the standards (2b and 2d) in the curriculum, the learning
outcomes, indicators, and how the indicators are assessed. Discuss the relationships with your mentor
and let your mentor show you how these features help them to plan their lessons.
REFLECT TOGETHER
Share with your STS partner your understanding of the relevance of the features discussed with your
mentor. Did you have the same ideas about the key features as your STS partner?
Record in your SRJ at least two key similarities and differences between your
ideas and your STS partner’s ideas about the relevance of standards, learning
outcomes and their indicators in the Basic school curriculum and how the
indicators are assessed.
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Activity 7.2.3 Interaction with mentors on how the scheme of work is
developed from the subject syllabus
PLAN TOGETHER
Brainstorm with your STS partner and mentor on the kind of information you want to know about the
scheme of work.
Look at the sample scheme of work you prepared with your tutor at college and compare the
information in the sample with what you brainstormed.
DO
Your mentor will take you through how they develop their scheme of work from a subject-specific
syllabus. Complete the table below using the ideas you got from your mentor to plan a prototype
scheme of work in one of the following subjects: literacy, numeracy, or science.
Table 7.2.1: Sample Scheme of Work

Week Topic/unit Expected Indicators Teaching Assessment
Learning outcome Learning
Activities
1
2
3
REFLECT TOGETHER
Share with your STS partner your understanding of how a scheme of work is developed from a syllabus.
Did you have the same ideas about the relationship between a scheme of work and a syllabus? Discuss
any differences with your mentor for clarification.
Record in your SRJ at least two key similarities of your ideas about the
relationship between a scheme of work and a syllabus and those of your STS
partner.
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TOPIC 7.3: Observation of classroom lesson presentation,

management, and assessment
Topic 7.3 Observation of classroom lesson Purpose: In this topic, you will become
presentation, management and assessment familiar with lesson presentation sequence,
classroom management strategies and
modes of assessing pupils.
Activity 7.3.1 Student teacher observation of lesson introduction (NTS 1a: Critically and collective
reflects to improve teaching and learning)
Activity 7.3.2 Student teacher observation of lesson development and classroom management
(NTS 1a: see Activity 7.3.1)
Activity 7.3.3 Student teacher observation of lesson closure and assessment (NTS 1a: see Activity
7.3.1)
Learning outcomes: When you have completed Year Indicators
1 Topic 3 STS activities in your observation school
you will:
Demonstrate knowledge and skills in critical 1. Checklist of observed lesson
observation and reflection on class teaching and introduction, lesson development,
record in Student Reflective Journal (SRJ) assessment and closure
2. Recordings in SRJ of lesson
introduction, development,
interactions, assessment and closure
3. Recordings of class interactions using
appropriate ICT tools e.g. photos,
videos, audio materials
Activity 7.3.1 Student teacher observation of lesson Introduction
PLAN TOGETHER
During the pre-observation orientation, your tutor guided you to make a checklist of things to look
for in the lesson introduction. Plan together with your mentor and STS partner on what to look out
for during lesson introduction. These may include what the mentor does at the start of the lesson
such as getting the pupils seated and their attention; reviewing what the pupils already know about
the new topic; linking relevant previous knowledge (RPK) to the new task; or using songs, games,
stories, question and answers to make lesson introduction captivating. Refer to Table 3.1 for a sample
checklist.
Think about how you will keep a record of your observations in your Student Reflective Journal to
describe what happens at the start of the lesson.
DO
Observe the introduction of the lesson using the checklist your tutor guided you and your STS partner
to develop. Put a tick ( ) against any items on the checklist the mentor covers at the start of the
lesson or a cross (X) if the mentor has not covered it. Record any activity that the mentor engages in
which is not on your checklist in your SRJ.
28
Make a note of any critical incidents during the lesson introduction which you did
not expect to happen.
REFLECT TOGETHER
Compare your ticked and crossed checklist with your STS partner’s checklist. Try to look at the
following:
•• Are there any differences in the specific checklist?
•• Did you and/or your STS partner observe and record any critical incidents at the start of the lesson?
•• What new things have you learned about what the teacher should or shouldn’t do during lesson
introduction?
Discuss anything you did not capture in your college with your STS partner and add to the checklist
you have developed for observing the start of the lesson. Refer to NTS (3a, c, d-g, 2e) for more ideas
during your discussions.
Record in your SRJ at least two key things you have learned about the start of a
lesson. Refer to this during your pedagogy lessons.
Activity 7.3.2 Student Teacher Observation of Lesson Development and

Classroom Management
PLAN TOGETHER
In college, your tutor would have helped you to develop a checklist of things to look out for in a
lesson development and classroom management strategies. Plan together with your mentor and STS
partner on what to look out for during lesson development and classroom management. These may
include the logical sequence of lesson stages; teaching-learning activities; how the mentor organises
the class and supports the pupils; the movement of the mentor and position when teaching; how
the mentor involves pupils, both boys and girls, including those with special needs; what the pupils
do during the lesson; how the chalk board is used; seating arrangements; use of teaching-learning
materials; how interactive the lesson is; how pupils’ behaviour is managed; and the use of rewards
and punishments. Your mentor will help you feel free in the observation class and also support you
to position yourself well during the observation without distracting pupils’ attention. Refer to Table
3.1 for sample checklist.
DO

Observe the lesson using the checklist you and your STS partner have developed. Put a tick ( ) against
any of the items on the checklist the mentor covers during the development of the lesson and a cross
(X) against those that have not been covered by mentor. Record any activity the mentor engages in
which is not on the checklist you are using in your SRJ. You can ask the mentor for clarification on
what you think is not on your checklist. Interact with at least two pupils (boy and girl) during the
lesson and observe how they are participating in the lesson.
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NOTE: It would be helpful to include a pupil with special needs if you have one in the class.
Make a particular note of these teacher activities and later record in your SRJ
what you have observed about them. This will be useful to you in your pedagogy
lessons.
•• The mentor’s position in the classroom when teaching

•• The use of teaching-learning materials and questions
•• The mentor’s handling of pupils’ responses
•• How the mentor manages pupils’ positive or negative behaviours
•• How the mentor encourages girls and those with disability (if any) participation in the lesson
•• How the mentor arranges seating in the classroom
•• How the teacher disciplines pupils in class
REFLECT TOGETHER
Comparing your ticked and crossed checklist with your STS partner’s checklist, reflect on the following:
•• What management strategies did the teacher use?
•• Why are classroom management strategies important?
•• How did the mentor arrange the seating in the classroom?
•• How did the mentor encourage the vulnerable, especially the girls and those with disability to
participate in the lesson?
•• How did the mentor respond to pupils’ answers and questions?
Discuss any new things you did not capture in college with your STS partner and
add to the checklist you developed for observing the lesson.
Activity 7.3.3 Student Teacher Observation of Lesson closure and

Assessment
PLAN TOGETHER
Your tutor would have helped you to make a checklist of things to look for at the end of the lesson
and how to assess pupils’ learning. Plan together with your mentor and STS partner on what to look
out for during lesson closure and modes of assessing pupils. Things to look for during lesson closure
may include how the lesson is ended; how the mentor collects and marks pupils’ exercises; how the
mentor summarises the lesson; and how they tidy up the classroom and dismiss the pupils at the end
of the lesson. Other things to look for include the modes of assessment such as how the mentor asks
questions and listens to pupils’ answers; how the mentor uses formative and summative methods to
assess pupils’ learning; how pupils’ written work is marked; how feedback is given; and use of rewards.
Refer to Table 3.1 for a sample checklist.
DO
Observe the mentor’s lesson using the checklist you and your STS partner have developed. Put a
tick ( ) against any item on the checklist that the mentor covers and a cross (X) against what has not
been covered by the mentor. Record any relevant activity that the teacher engages in which is not on
the checklist you are using. Make a note of any critical incidents at the end of the lesson you did not
expect to happen.
30
Note and record in your SRJ two formative (oral and/or written questions used for diagnostic
purposes, observations etc.) and two summative (written tests, short quizzes etc.) assessment modes
you observed the teacher use to assess the learners’ understanding of concepts. Make sure you
observe one boy and one girl in the class. List one response (if any) from each of them that show their
level of understanding of the relevant concepts.
PLAN TOGETHER
Compare your ticked and crossed checklist with your STS partner’s ticked checklist.
•• Are there any differences in the specific checklist ticked or crossed by either of you as covered or
not by the mentor?
•• Did you and/or your STS partner record any critical incidents at the end of the lesson?
•• What new things you have learned regarding how pupils’ understanding of concepts is assessed?
Discuss any new things you had not captured in college with your STS partner and add to the checklist
you have developed for observing End of Lesson and Assessment.
Record in your SRJ at least two key points (one each from End of Lesson and
one on Assessment) you have learned on Activity 3.3 and make use of it in your
pedagogy lessons.
NOTE: PLEASE BE AWARE THAT CLASSROOM MANAGEMENT AND ASSESSMENT RUN THROUGH
ALL THE STAGES OF THE LESSON DELIVERY (THAT IS LESSON INTRODUCTION, DEVELOPMENT
AND PRESENTATION AND CLOSURE)
Table 7.2.1: Checklist for observing lesson sequence, classroom

management strategies and assessment
Lesson introduction
Item: the mentor... Observable evidence: Remarks

Present ( ) or None (X)
Reviews pupils RPK
Links RPK to new topic
Shares learning objective with
learners
Asks pupils questions about the
new topic
Asks learners about previous
lesson
Makes introduction captivating
…Mentee can add any other item

that has not been covered in this
list
Lesson development
Item – the mentor… Observable evidence: Remarks
Ensures TLAs are sequential and
logical
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Ensures TLAs are sequential and

logical
Uses varied methods or
pedagogical skills, e.g. at
least one of these: whole
class dialogue, small group
discussion, games
Pays attention to learners (boys,
girls, learners with special
needs)
Explains concepts clearly
Produces and uses varied

teaching and learning resources
(TLRs), including ICT, in lesson
•• Mentee can add any other
item that has not been
covered in this list
Classroom management
Item: the mentor … Observable evidence: Remarks

Establishes a good learning
environment
Manages the BB and other
learning resources effectively
Manages seating arrangements
Considers individuality
Deals with pupils’ misbehaviour
Use of rewards

Assessment

Uses variety of assessment
modes
Allows wait time for learners to
respond to questions
Gives constructive feedback to
learners
Distributes questions evenly in
class
Uses techniques of assessment
that are both formative and
summative
32
Lesson closure

Draws learners’ attention to end
of lesson
Summarises key points of lesson
along instructional outcomes
Uses question and answer
sessions
Tidies up the lesson
Collects learners’ exercises
Use of rewards

Note: Tick ( ) or cross (X) as appropriate
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TOPIC 7.4: Observation of traits of teacher professionalism
Topics 7.4 Observation of traits of teacher Purpose: In this topic you will become
professionalism familiar with traits of professionalism in
teaching
Activity 7.4.1 Observation of staff members’ behaviour and attitudes towards work (NTS 1d:
Guided by legal and ethical teacher codes of conduct in their development as a professional teacher)
Activity 7.4.2 Observation of staff members’ relationship with pupils, school authorities,
colleagues and parents. (NTS 1e: Engages positively with colleagues, learners, parents, SMCs, PTAs
and wider public as part of a community of practice)
Activity 7.4.3 Observation of record keeping by the mentor (NTS 1f: Develops a positive teacher
identity and acts as a good role model for students)
Topic 7.4 STS activities on the professional traits of
the teacher, you will:
Demonstrate skills in identifying traits of 1. Completed checklist of observed staff
professionalism in school members’ behaviour and attitudes
towards work
2. Recorded in SRJ teachers’ relationship
with pupils, colleague teachers and
other stakeholders in education
3. Recorded in SRJ mentor’s record
keeping
Activity 7.4.1 Observation of staff members’ behaviour and attitudes

towards work.
PLAN TOGETHER
In your college, your tutor might have guided you to plan what to look for when observing teacher
behaviour. With the support of the mentor and your STS partner discuss the following traits of a
professional role model of a teacher:
•• Punctuality
•• Dress code
•• Tolerance
•• Friendliness
•• Passion for work
Prepare a checklist with the traits above.

You can also look for ways in which teachers demonstrate positive attitudes towards pupils with
special educational needs, and ways in which they encourage girls and ensure their protection.
NOTE: Take care not to criticise the teacher you are observing. This activity is not intended to be an
‘inspection’ of the teacher you observe but a learning process.
34
DO
Use the checklist below to observe a teacher.
Table 7.4.1 Teacher behaviour

Behaviour / A teacher who is a good role A teacher who is a poor role model:
attitudes model:
Punctuality •• always arrives on time. •• arrives late and is not well
organised.
Appearance •• dresses decently and •• wears clothes that are indecent.
appropriately at all times.
Tolerance •• accommodates views of others. •• impervious/resistant to others’
views.
Enthusiasm •• shows passion for teaching. •• shows no passion for teaching.
Commitment •• shows dedication to pupils’ •• shows no dedication to pupils’
success. success.
Time and Time •• spends extra/quality time with •• has little time for pupils.
Management pupils. •• fails to achieve tasks on time.
•• ensures that the school
timetable guides their
classroom and school activities.
List and discuss any other professional traits you might have observed with your STS parner.
REFLECT TOGETHER
Your mentor will meet with you to reflect on the following questions:
•• What ideas do you have in common regarding the role of positive teacher behaviour?
•• How can the teacher be friendly with pupils and maintain discipline without being overly strict?
Compare your findings and discuss your differences and similarities.

Record them in your SRJ.
Activity 7.4.2 Observation of staff members’ relationship with pupils,

school authorities, colleagues, and parents
PLAN TOGETHER
Before embarking on your school visits, your tutor would have guided you to prepare a checklist
on how staff members build relationships with pupils, school authorities, colleagues, and parents.
Discuss your planned checklist with your mentor and record in your SRJ.
DO
Make a checklist in your SRJ as shown in the example below and use it during the school observation
to determine relationships amongst staff and other stakeholders.
As in Activity 4.1 this is not an inspection of the schools or the class teacher but a way to help you
think about how to establish good relationships.
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Example: Complete all sections of the checklist by ticking ( ) in the space provided.
Table 7.4.2 Teacher’s relationships with others

Mentor’s A teacher who has established A teacher who has poor
relationship with: good relationships: relationships:
Pupils •• calls pupils by their names •• shows little interest in the pupils
during classes and has some and knows a few by name.
information about their family •• uses unkind words to pupils and
background. uses sarcasm in addressing them.
•• gives pupils support and
encouragement according to
their individual needs.
•• encourages girls and boys in the
classroom.
Other teachers •• plans together with other •• does not collaborate much with
teachers. other teachers.
•• very supportive, collaborative,
and is a team player.
Head teacher •• cooperates, respects, accepts •• does not respect the authority of
new roles and responsibility the head teacher.
assigned them.
Parents
Girls’ Education
Officer
Circuit Supervisor
REFLECT TOGETHER
Compare your findings with that of your STS partner. Discuss with your STS partner and agree on the
importance of relationships you will need during your Year 2, Year 3 and Year 4 STS.
Record points discussed in your SRJ.
Activity 7.4.3 Record keeping
PLAN TOGETHER
In this activity you will need to ask your observed mentor and lead mentor for permission to look at
their class records including the teacher’s lesson plans, admission register, punishment book, staff
record book, staff attendance book, staff meeting minutes book, log book, visitors’ book, and record
of pupils’ achievement. In the pre-STS session at your college, your tutor would have told you about
which documents you should request from your mentor and how to study the teachers’ records. You
will need to discuss with your STS partner what you will record in your SRJ.
36
DO
Make a list of the documents that your mentor and lead mentor shared with you. Record them in your
SRJ as below. Tick ( ) for available records and (X) for non-available records and, for each one, write
in your SRJ the main purpose of that document.
Table 7.4.3 School records
S/N RECORD AVAILABILITY PURPOSE
1 Staff Attendance book

2 Class Register
3 Admission Register
4 Permission book
5 Staff Record book
6 Staff Minutes book
7 Lesson Notebook
8 Class Exercise books
9 Cumulative Records book
10 Students’ Report cards
11 Farm Records book
12 Pupils’ Examination broad sheet

Make notes of any record that the mentor keeps which you had not thought about with your mentor
and STS partner during the pre-STS discussion.
REFLECT TOGETHER
Your mentor will meet with you to share your findings. You will discuss what you learnt from the
record keeping. Discuss what items were not found in your checklists that your mentor kept.
Record points discussed in your SRJ.
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TOPIC 7.5: Undertaking Child Study focussing on Children’s

Learning and Progress
Topic 7.5. Undertaking Child Study focussing on Purpose: In this topic, you will become
Children’s Learning and Progress familiar with both the way children learn
in the classroom and the socio-economic,
cultural, and linguistic backgrounds that
have influences on their learning.
Activity 7.5.1 Observation of how socio-economic, cultural and linguistic backgrounds influence
the way learners’ (a boy and a girl) learn.
(NTS 2f: Takes account of respects learners’ cultural, linguistic socio-economic and educational
backgrounds in planning and teaching)
Activity 7.5.2 Observation of how the mentor plans lessons to support learning needs of learners (a
boy and a girl). (NTS 2e: understands how children develop and learn in diverse contexts and applies
this in their teaching)
Activity 7.5.3 Observation of the performance and progress of learners (a boy and a girl) (NTS 2e
and 2f: refer to Activity 5.1 and 5.2)
Learning outcomes: When you have completed Year Indicators
1 Topic 7.5 STS activities in your observation school
you will:
1. Demonstrate skills of working collaboratively to 1.1 SRJ recordings of mentor-student
support the learning of small groups of children, discussions on learners’ (a boy and
under the guidance of mentors, regardless a girl) socio-economic, cultural, and
of children’s socio-cultural and linguistic linguistic background differences and
backgrounds/experiences. how they influence pupil’ learning
2. Demonstrate knowledge and skills in carrying 1.2 Photos/videos/audio of working
out child studies focussed on children’s learning collaboratively
and progress as classroom enquiry.
2.1 Action Plan on work with the two
identified children
2.2 Report on the children studied
Activity 7.5.1 Observation of how socio-economic, cultural and linguistic

backgrounds influence the way learners (a boy and a girl) learn.
PLAN TOGETHER
In your Child Study lectures at college, you learned how learners’ socio-economic, cultural, and
linguistic backgrounds influence learning in the classroom. Before you observe your mentor’s lesson,
let him help you to identify two learners (a boy and a girl) with different socio-economic, cultural, and
linguistic backgrounds, based on the occupation of their parents, the language they speak, and where
they live. With the help of your mentor, you and your STS partner will prepare a guide for gathering
information on learners’ background. Your mentor can help you to find out the specific needs of the
two learners.
DO
With the help of your mentor and STS partner, gather information on learners’ background focussing
on the two learners. You will use the table below to gather the information. Add on to the following
items as necessary.
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Table 7.5.1 Background information of learners
Items Names of Learners
Learner 1: Learner 2:
Age
Occupation of parents
Language spoken
Where pupil lives
Learning style
Strengths of the learner
Interests
Response to teaching
approaches
Learning challenges
N.B: Consider any special needs
REFLECT TOGETHER
Share ideas with your STS partner and mentor on how the information gathered could affect learners’
learning. Share also any new information you would consider when observing the learners in a lesson.
You can also share how your own socio-economic, cultural and linguistic backgrounds have influenced
the way you learned as well as any special experiences you may have
Record in your SRJ at least two key factors that in your opinion can affect the
way learners learn in the classroom. This information will make you appreciate
the diversities learners come to school with and the responsibility it places on
the teacher to help all learners. Include what you learned in this activity in your
report.
Activity 7.5.2 Observation of how the mentor plans lessons to support

the diverse needs of boys and girls.
PLAN TOGETHER
In your Child Study course at college, you learned how the teacher uses various activities to address
the diverse needs of learners in the classroom. With your STS partner and mentor, prepare a guide for
gathering information on learners’ backgrounds. This may include how the mentor involves the two
learners in classroom activities, how the mentor attends to their learning needs (e.g. by giving them
different task and further explanations), how the mentor manages their exercise books, and how the
mentor stimulates and sustains their interest during the lesson.
39
7
DO
Observe the lesson using the guide you prepared with the support of your mentor. Put a tick against
any item that the teacher covers during the lesson. Record any activity that the teacher gets the two
learners to engage in that is not on your checklist. Below is the checklist:
•• Involves pupils in lesson from the beginning to the end of

lesson
•• Stimulates and sustains pupils’ interest during the lesson
•• Evaluates pupils’ progress at different stages of the lesson
•• Gives appropriate feedback to pupils’ answers
•• Uses questions to lead pupils to appropriate answers
•• Marks pupils’ exercises promptly and discusses pupils’
answers with them
REFLECT TOGETHER
Share with your STS partner what each of you observed the mentor do to support the two learners.
Ask the mentor to explain specific activities they used that you did not understand. Ask the mentor to
tell you other activities they could have used to support the learners to learn even better.
Record in your SRJ what you will do differently to help learners if you had the
opportunity to teach them.
Activity 7.5.3 Observation of the performance and progress of boys and

girls
PLAN TOGETHER
Discuss with your STS partner and your mentor some of the ways in which learners’ progress can
be monitored in a lesson. They may include: the use of questions at all stages of the lesson, letting
children talk about what the lesson was about, summarising the lesson, writing exercises based on
the lesson, and giving constructive feedback.
DO
Observe how the mentor monitors the progress of the two learners and answer the questions based
on the mentors’ activities in the lesson.
•• Does the mentor involve them at the beginning of the lesson to link their previous knowledge to
the new lesson?
•• Does the mentor find out what the learners have learned at different stages of the lesson?
•• What does the mentor do when they find out that the learners do not understand something?
•• How does the mentor deal with learners’ answers?
In addition to these questions, you should find out if the mentor marks the learners’ exercises
promptly and gives them feedback.
40
REFLECT TOGETHER
Answer the following questions with your STS partner and your mentor.
•• Which two things did the mentor do in the lesson which in your view helped the two learners
most?
•• Which two things did your mentor do in the lesson which in your view helped the two learners
least?
•• Share your answers to the above questions with your STS partner and your mentor.
Record in your SRJ, at least, two key things you have learned.
Use the information gathered to write a report.
TOPIC 7.6: Discussion of Teaching Philosophy and Building

Portfolio (Begin keeping portfolio evidence in SRJ)
Topic 7.6 Discussion of Teaching Philosophy and Purpose: In this topic you will begin to
Building Portfolio write a teaching philosophy statement and
learn how to build a personal professional
portfolio with evidence from observations.
Activity 7.6.1 Discussion of individual’s beliefs and values of teaching and learning (NTS 1f:
Develops a positive teacher identity and acts as a good role model for learners).
Activity 7.6.2 Collection of artefacts, including the use of ICT tools for building a professional
portfolio (NTS1f: Develops a positive teacher identity and acts as a good role model for learners).

the teacher, you will:
1. Demonstrate skills in preparing and beginning to 1.1 A list of self-evaluation attributes
write a personal teaching philosophy statement 1.2 A write-up of their personal beliefs and
2. Demonstrate knowledge and skills in developing values of teaching and learning
a professional portfolio with evidence from
2.1 Collected artefacts to begin building a
observations
professional portfolio
2.2 The portfolio
Activity 7.6.1 Discussion of individual’s beliefs and values of teaching and

learning
PLAN TOGETHER
In your pedagogic studies in college, your tutors would have explained to you how to write a teaching
philosophy statement. In this activity, your mentor will share with you and your STS partner the
mentor’s beliefs and values regarding teaching and learning.
41
7
DO
Discuss with your mentor and STS partner, the mentor’s beliefs and values with respect to teaching
and learning. Ask your mentor to explain how they developed the beliefs and values. Find out from
your mentor if their beliefs and values have changed over time and ask the mentor for the reasons of
the change. Share your own beliefs and values of teaching and learning with both your STS partner
and your mentor.
REFLECT TOGETHER
Compare your listed beliefs and values in teaching and learning with those of your STS partner. Discuss
any similarities and differences between your beliefs and values and those of your STS partner with
your mentor and explore the reasons for the differences.
Write in your SRJ what you have learnt from the sharing of beliefs and values of
teaching and learning.
Your mentor will assist you to use your beliefs and values to begin to write your
teaching philosophy statement.
Activity 7.6.2 Collection of artefacts, including the use of ICT tools for
building a professional portfolio.
PLAN TOGETHER
At your college, your tutors would have explained to you how to begin building a professional
portfolio. In this activity, discuss with your STS partner and mentor some of the artefacts for building
a professional portfolio.
DO
List with your STS partner the artefacts you learned about at your college. Discuss the list with your
mentor and find out how these can be collected from the school. Start collecting the artefacts and
begin to build your professional portfolio. Compare the portfolios you have built.
Note: You can use ICT tools (e.g. cameras, audio recorders, phones, computers etc.) to collect
your artefacts for referencing, assessment, and safe keeping.
REFLECT TOGETHER
Are there any similarities and differences in the two portfolios? Discuss any differences and give
reasons why you selected the artefacts.
Record in your SRJ the relevance of the artefacts collected from the school.
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SUPPORTING TASKS FOR TUTORS
8. SUPPORTING TASKS FOR TUTORS
TOPIC 8.1: Familiarisation with school environment and docu-
ment/records (Begin keeping records in SRJ)
TOPIC 8.1 Familiarisation with school environment Purpose: In this topic you are asked to
and document/records (Student teacher begins to support the student teacher to be familiar
keep records in SRJ) with the way a school is organised.
Activity 8.1.1 Making a checklist of basic information about the school (NTS 1d: Guided by legal
and ethical teacher codes of conduct in their development as a professional teacher)
Activity 8.1.2 Observing at least three routines and how they are managed.
(NTS1e: Engages positively with colleagues, students, parents, SMC, PTA and wider public as part of a
Activity 8.1.3 Finding out about classroom rules and other school rules. (NTS 2a: Demonstrate
Learning outcomes: When student teachers have Indicators

completed the following STS activities, they will:
Demonstrate knowledge and skills of observation •• Prepare checklist of basic information
and reporting on class teaching and wider school available in the school
activities •• Write notes on at least three routines
and how they are managed
•• Identify classroom rules
Activity 8.1.1 Tutor support for student teacher to make a checklist of

basic information about the school.
PLAN TOGETHER
Discuss with your student teachers the kind of information you want them to collect from their STS
partner school and who they must contact.
DO
Guide the student teachers to use the ideas that were generated during the discussion at the planning
stage to prepare a table as shown below.
Table 8.1.1.1: Observation guide for school information

SN Items Responces
1 Number of boys
2 Number of girls
43
8
9 Awards won
10 Management Unit.
11 Reporting Time
12 Closing Time
13
14
15
Support your student teachers to prepare a check list as indicated in Table 8.1.2 below. Tick ( ) to
indicate available and cross (X) to indicate not available. Add as many items as possible.
Table 8.1.1.2 Proforma for school records

Gender responsive
score card
Attendance
register
Sexual harassment
policy
School rules and
regulations
School timetable
REFLECT TOGETHER
Remind student teachers to share their experiences from the information gathered with their mentors
and lead mentor and record in their SRJ.
Activity 8.1.2 Tutor support for student teachers to observe school

routines and how they are managed.
PLAN TOGETHER
You would have discussed some school routines with student teachers. Remind them to discuss with
their mentor and lead mentor the school routines and the duration of each of them, for example:
•• Cleaning the compound
•• Conducting morning assembly
•• Marking the register
44
•• Classroom teaching
•• Co-curricular activities
•• Other social activities
Guide them to identify and discuss leadership roles played by prefects and mentors.
DO
You would have discussed with student teachers during orientation in college school routines and how
they are organised. Remind them to write in their SRJ as many school routine activities as possible
and the leadership roles played by prefects and teachers.
REFLECT TOGETHER
Let student teachers tell you why it is important to involve learners in school administration. Let
student teachers discuss why the need to be familiar with school routines.
Let them record in their SRJ the routines that were effectively managed.
PLAN TOGETHER
Support student teachers to find out from the mentor and lead mentor information about classroom
rules and other school rules. Discuss with student teachers the rules you think are most important
and how they support teaching and learning. Let them find out how the rules are communicated to
the learners.
DO
Remind student teacher to observe learners and teachers throughout the day, ask school authorities
about rules and regulations, and record in their SRJ the rules being used in the classroom or on
the playground. Let them observe and record as in the table below how the rules are enforced and
the consequences for learners if they break the rules.
Table 8.1.3 School rules

Classroom Why this rule is How this rule is enforced Consequences if the
rule and other important rule is broken
school rule
1
2
3
4
5
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REFLECT TOGETHER
Support student teachers to reflect together with their mentor checking which rules were effectively
used in the classroom and the school as a whole.
Let them record in their SRJ the rules that were effectively used.
TOPIC 8.2: Discussion of basic school curriculum materials

Topic 8.2 Discussion of basic school curriculum Purpose: In this topic you are asked to
materials with Mentors during Observation support the student teacher to be familiar
with the key features of the basic school
curriculum and materials associated with it.
Activity 8.2.1 Discussion of the basic school curriculum materials for Early Grade, Upper Primary
and numeracy, and speaking, listening, reading, and writing of at least one Ghanaian language for
instruction)
Learning outcomes: When student teachers Indicators

have completed Topic 8.2 STS activities in your
observation school they will:
Demonstrate knowledge and understanding of •• Record discussions with lead mentors/
the key features of the basic school curriculum mentors and peers on the materials
and specially focusing on core subjects and their of the basic school curriculum with
associated learning outcomes. emphasis on literacy, numeracy, and
science
•• List key features of the basic school
curriculum
•• Identify other supporting or relevant
materials for teaching
•• Develop a prototype scheme of work
from the syllabus
NB: Core subjects at the JHS level comprise English, Mathematics, and Science
46
Activity 8.2.1 Tutor Student teachers’ discussion of the basic school
curriculum materials for early grade, upper primary and junior high
school
PLAN TOGETHER
Guide student teachers to look at the basic school curriculum with emphasis on core subjects. Instruct
them to search for examples of materials such as:
•• The syllabus
•• Pupils’ textbooks
•• Pupils’ workbooks
Show student teachers examples of basic school curriculum materials for early grade, upper primary
and Junior High School at college.
DO
Take student teachers through some of the basic school curriculum materials especially that
of Literacy, Numeracy and Science. Guide student teachers to use the table below to record the
materials identified in the STS partner school.
Table 8.2.1 Material on core subjects

Literacy
Numeracy
Science
REFLECT TOGETHER
Let student teachers share their experiences on the basic school curriculum materials especially those
of literacy, numeracy and science on their return to college as recorded in their SRJ.
Activity 8.2.2 Tutor assists student teacher to identify key features of

the basic school curriculum
PLAN TOGETHER
Guide student teachers in a discussion to help them identify and note the key features of the basic
school curriculum. Help them to look for the relevance of standards, learning outcomes, indicators
and assessment as well as the emphasis it puts on literacy, numeracy and science. Lead them to see
the alignment in the syllabus. Guide them to identify and note the key elements in the curriculum.
DO
Let student teachers to choose any two of the early grade/upper primary/JHS syllabuses on one of
these subjects (literacy, numeracy, and science). Assist them to identify the relationship between the
standards in the curriculum, the learning outcome, indicators and how the indicators are assessed.
Encourage student teachers while in practicing school to discuss the relationships with their mentors
and enquire from the mentors how these features help them to plan their lessons.
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8
REFLECT TOGETHER
When student teachers have come from their observation schools, ask them to identify two
relationships between the standards in the curriculum, the learning outcomes and its indicators (for
the grade and subject syllabus selected).
Ensure that student teachers record in their SRJ two key similarities and
differences they identified between the syllabus and the scheme of work in their
school of observation.
Activity 8.2.3 Tutor interacts with student teachers on how scheme of

work is developed from the syllabus
PLAN TOGETHER
Discuss with student teachers the kind of information they need to know about preparation of scheme
of work. Guide student teachers on how to prepare scheme of work from the syllabus.
DO
Let student teachers prepare a scheme of work from the overall syllabus using the sample scheme of
work format below.

Week Topic/unit Expected Indicators Teaching Teaching Assessment
Learning Learning Learning
outcome Materials Activities
1
2
3
REFLECT TOGETHER
Let student teachers share with you their understanding of how the scheme of work is developed
from a syllabus when they have returned from their STS partner schools.
•• Do they have the same ideas about the relationship between a scheme of work and a syllabus?
•• Discuss any differences the student teachers have in their ideas on scheme of work.
Remind student teachers to record in their SRJ at least two key similarities and
differences in their ideas about the relationship between a scheme of work and a
syllabus during STS observation.
48
TOPIC 8.3: Student teacher observation of classroom lesson
presentation, management and assessment
Topic 8.3 Student teacher observation of Purpose: In this topic, you are asked to
classroom lesson presentation, management and help student teachers to become familiar
assessment with lesson presentation sequence,
7.3.1)

have completed Topic 8.3 STS activities in their
observation schools they will:
Demonstrate knowledge and skills in critical •• Checklist of observed lesson
record in Student Reflective Journal (SRJ) assessment, and closure
•• Recordings in their SRJ of lesson
interactions, assessment, and closure.
•• 3 Recordings of class interactions using
appropriate ICT tools e.g. photos,
videos, audio
Activity 8.3.1 Tutor support for student teachers’ observation of lesson

Introduction
PLAN TOGETHER
During the pre-observation orientation, you will guide student teachers to make a checklist of things
to look for at the start of a lesson. Remind them to plan together with the mentor other things that
might not have been covered in the checklist. Refer to Table 3.1 for the sample checklist. As their
tutor, guide them on how to keep a record of their observations in the SRJ to describe what happens
during lesson introduction.
DO
During the orientation session before student teachers go to their STS partner schools, guide them
to develop a checklist (taking note of gender, equity, and inclusivity) which they will use to observe
their mentor’s lesson introduction. Discuss with student teachers how to position themselves in the
classroom in order to capture the activities without distracting the pupils
49
8
Advise the student teachers to make a note of any critical/unexpected incidents

that they might have encountered during the lesson introduction in their SRJ.
REFLECT TOGETHER
When student teachers return to college, let them describe any critical incident they recorded in their
SRJs. Let them compare notes with their STS partners. They should consider the following questions:
• Are there any differences in the specific items of the checklist you and your STS partner recorded
in your SRJ?
• What new things have you learned about what a teacher should or shouldn’t do at the beginning
of the lesson?
Remind the student teachers to record in their SRJ any two things they have
learned about lesson introduction that they will use in future.

development and classroom management
PLAN TOGETHER
Guide student teachers to make a checklist of things to look for in a lesson development and classroom
management strategies. These include how the mentor organises the class and supports the pupils;
the movement of the mentor and position when teaching; how the mentor involves learners, both
boys and girls, including those with Special Education Needs and Disability (SEND); what the learners
do during the lesson; how the chalk board is used; seating arrangement: use of teaching and learning
materials (TLMs); how interactive the lesson is; how learners’ behaviour is managed; and the use of
rewards. Refer to Table 3.1 for sample checklists.
DO
Before student teachers go to their STS partner schools for observation, guide them to develop a
checklist for observing (considering gender, equity and inclusivity) the lesson development and
classroom management procedures. Remind them to tick ( ) against any of the items on the checklist
the mentor will cover and a cross (X) on what the mentor does not during the development of the
lesson. Refer to Table 3.1 for sample checklist. Remind them to record in their SRJ any activity the
mentor engages in which is not on the checklist. They should interact with at least two learners (boy
and girl) during the lesson and observe how they are participating in the lesson. They should observe
mentor’s management of learning environment using the checklist.
NOTE: Let them know how great it would be if they included a learner with special education
needs and disability, if there is one in the class.
50
Remind student teachers to make a particular note of the teacher activities in the checklist and later
record in their SRJ at least any two points that they have observed about their mentor using the list
below as a guide:
• How the mentor positions themselves in the classroom when teaching

• How the mentor uses TLMs and questions
• How the mentor pays attention to pupils’ responses
• How the teacher manages pupils’ positive or negative behaviours
• How the teacher encourages learners with diverse needs especially girls and boys.
• How the teacher arranges seating in the classroom
• How the teacher disciplines pupils in class
REFLECT TOGETHER
Remind the student teachers that when they return to college after the observation, they will be
required to compare their ticked and crossed checklist with their STS partner’s checklist, and reflect
on the following:
• How did the mentor link the previous/old lessons to the new lesson?
• What management strategies did the teacher use?
• Why classroom management strategies are important?
• How did the mentor teacher arrange the seating in the classroom?
• How the mentor practised inclusion (e.g. encouraging girls and those with disability to participate
in the lesson)?
• How the mentor did react to learners’ questions or answers?
Let student teachers discuss any new things they did not capture in college with their STS partner
and add those new things to the checklist they developed for observing the lesson.

closure and assessment
PLAN TOGETHER
During orientation, guide your student teachers to make a checklist of things to look for at the ending
of lessons and the modes of assessing learners’ work. What they should look for in lesson closure will
include:
• How the lesson is ended
• How the mentor collects and marks learners’ exercises
• How the mentor summarises the lesson
• How they tidy up the classroom and dismiss the learners at the end of the lesson. Things to look
for in the assessment of learners’ learning output are the modes of assessment which include:
ºº How the mentor uses questions and answers to elicit information and judge understanding,
the attention given to pupils’ responses by the mentor
ºº How the mentor uses formative and summative methods to assess learners’ learning output
ºº How learners’ written work is marked
ºº How feedback is given
DO
Remind the student teacher to observe the lesson using the checklist you will guide them and their
STS partners to develop. They should put a tick ( ) against any item on the checklist that the mentor
will cover. They should record any relevant activity that the teacher engages in which is not on the
checklist they will be using. Let them refer to Table 8.3.1 for sample checklists.
51
8
Let student teachers note and record in their SRJ two formative assessment modes (oral questions,
observations etc.) and two summative assessments modes (written questions, short quizzes etc.) they
observed the mentor use to assess the learners’ understanding of concepts after the observation.
Remind them to observe one boy and one girl in the class and state one response from each of them
that showed their level of understanding of the lesson/concepts.
REFLECT TOGETHER
During the post observation activities in the college, let student teachers compare their findings by
discussing the following questions:
• Are there any differences in the specific checklist ticked by either of you as covered by the teacher?
• What critical incidents did you and your STS partner record at the closure of the lesson?
• What new things have you learned regarding how pupils’ understanding of concepts is assessed?
Let them discuss any new things that were not captured in your checklist developed at college with
their STS partner but were exhibited by their mentor, and write how useful it is to lesson closure and
learners’ assessment.
Remind student teachers to record in their SRJ any two points (one on End of
Lesson and the other on Assessment) they have learned on Topic 8.3 Activity
8.3.3 for discussion in college during post observation activities
NOTE: Classroom management and assessment run through all the stages of lesson delivery
(that is lesson introduction, development or presentation and closure). Remember to let the
student teachers note this before they leave for the observation.
Table 8.3.1 Sample checklist for observing lesson sequence, classroom

management strategies and learners’ assessment
Lesson introduction
Item: the mentor: NTS Observable Remarks
evidence: Observed
( ) Not observed
(X)
Reviews learners’ RPK 3a
Links RPK to new topic 3a
Shares learning objective with 3a
learners
Asks learners questions about the 3a
new topic
Makes introduction captivating 3a
Mentee can add any other item that has
not been covered in this list
52
Lesson introduction
evidence: Observed
( ) Not observed
(X)
Ensures TLAs are sequential and 3a
logical
Uses varied methods or pedagogical 3e
skills (e.g. at least one of these: whole
class dialogue, small group discussion,
games)
Pays attention to learners (boys, girls, 2f and 3f
learners with special needs)
Explains concepts clearly 3i
Produces and uses varied TLMs 3j
including ICT in lesson
evidence: Observed
( ) Not observed
(X)
Establishes a good learning 3c
environment
Manages the Black Board (BB) and 3j
other learning resources effectively
Manages seating arrangements 3f
Considers individual learners’ social 2f
and learning needs/abilities
Handles learners’ behaviour 2d
appropriately
Uses rewards appropriately 2c
Mentees can add any other item that
has not been covered in this list
Assessment
Item: the teacher: NTS Observable Remarks
evidence: Observed
( ) Not observed
(X)
Uses a variety of assessment modes 3k
Allows wait time for learners to 3l
Gives constructive feedback to 3l
learners
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8
Distributes questions evenly and fairly 3k

in class
Uses techniques of assessment that 3k
are formative and summative
Lesson closure
evidence: Observed
( ) Not observed
(X)
Draws learners’ attention to end of 3a
lesson
Summarises key points of lesson along 3a
instructional outcomes
Uses question and answer strategies 3a
to end the lesson
Collects learners’ exercises 3n
Topics 8.4 Observation of traits of teacher Purpose: In this topic you are asked to
professionalism support student teachers to become
familiar with traits of professionalism in
teaching.
Learning outcomes: When students have completed Indicators
the teacher, they will:
Demonstrate skills in identifying traits of 1. Checklist of observed staff members’
professionalism in school. behaviour and attitudes towards work.
2. SRJ recordings of observed teachers’
relationship with pupils, colleague
teachers and other stakeholders in
education.
3. SRJ recordings on observed mentor’s
records keeping.
54
8.4.1 Tutor support for student teachers’ observation of teachers’ behav-
iour and attitudes towards work.
PLAN TOGETHER
During the pre-observation orientation guide, student teachers plan what to look for when observing
teacher behaviour. With the support of their mentor, they will discuss the following traits of a teacher:
•• Punctuality
•• Appearance
•• Tolerance
•• Friendliness
They will be supported by their mentor to prepare a checklist with the traits above.

Assist student teachers to explore ways in which teachers demonstrate positive attitudes towards
pupils with special educational needs and ways in which they encourage girls and ensure their
protection.
NOTE: Advise student teachers to take care not to criticize the teacher they are observing. Let
them be aware that this activity is not intended to be an assessment of the teacher, but rather,
an observation for learning.
DO
During the orientation session before student teachers visit their STS partner schools, discuss with
them various characteristics of teacher behaviour in the checklist below, and others they may discuss
with their mentors. They will use the information to make notes during the observation.
Encourage student teachers to record their reflections in their SRJ
Behaviour / A teacher who is a good role model: A teacher who is a poor role model:
attitudes
Punctuality •• always arrives on time •• arrives late and is not well organized
Appearance •• dresses decently and •• wears clothes that are indecent
Tolerance •• accommodates views of others •• impervious / resistant to others’
views
Enthusiasm •• shows passion for teaching •• shows no passion for teaching
success success
Time and time •• spends extra/quality time with •• has little time for pupils
management pupils. •• fails to achieve tasks on time
•• ensures that the school time table
guides his/her classroom and
school activities
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8
Let student teachers mention and discuss any other professional traits besides those above they
might observe.
REFLECT TOGETHER
During post-observation session, discuss with student teachers their reflections in the STS school on
the following questions:
•• what ideas do you have in common regarding the role of positive teacher behaviour?
•• how can the teacher be friendly with learners and maintain discipline without being overly strict?
Activity 8.4.2 Tutor support for student teachers’ observation of staff

members’ relationship with pupils, school authorities, colleagues and
parents.
PLAN TOGETHER
Before embarking on their school visits, guide student teachers to prepare a checklist on teachers’
relationships with pupils, school authorities, colleagues and parents. Lead them to brainstorm on
ideas they will be discussing with their mentors on the planned checklist to record in their SRJs.
DO
Support student teachers to make a checklist in their SR Journals as shown in the example below.
Make them aware they will be using the information during the school observation to determine
relationships amongst staff and other stakeholders. Discuss with them the content of the checklist
and guide them to be able to complete all sections of the checklist.
This activity is a way to help student teachers think about how to establish good relationships:
Relationship with…. A teacher who has established good A teacher who has poor
relationships: relationships:
Pupils •• calls pupils by their names during •• shows little interest in the
classes and has some information pupils and knows a few by
about their family background. name.
•• gives pupils support and •• uses unkind words to
encouragement according to their pupils and uses sarcasm in
individual needs. addressing them.
classroom.
Other teachers •• plans together with other •• does not collaborate much
teachers. Very supportive, team with other teachers
player, collaborative
Head teacher •• cooperates, respects, accepts new •• does not respect the
roles and responsibilities assigned authority of the head teacher
him.
Parents •• welcomes warmly and pays •• is snobbish and uncouth.
due courtesy. Answers parents Turns away visitors with
questions to lay off speculations behaviour.
inimical to learners progress.
Girls Education •• collaborates earnestly to improve •• does not have patience and is
Officer learning and girl issues gender insensitive
Circuit Supervisor •• cooperates and accepts support to •• frowns on the presence of
improve learning in general the CS in the school.
56
REFLECT TOGETHER
Back at college, let student teachers share their findings on relationships. Lead them to discuss and
agree on types of relationships they found useful.
Activity 8.4.3 Tutor support for student teacher’s observation of record

keeping
PLAN TOGETHER
In this activity student teachers will need to ask their observed mentors and lead mentors for
permission to look at their class records including the teacher’s lesson plans, admission register,
punishment book, staff record book, staff attendance book, staff meeting minutes book, log book,
visitors’ book and record of pupils’ achievement. In the pre - STS session at college, discuss with them
which documents they would request for from their mentors/lead mentors and how to study the
records.
Remind them to discuss with their STS partners what they will record in their SR Journals.
DO
Guide student teachers to make a list of documents their mentors and lead mentors are expected to
produce for observation. Let them record as in the table below. Enter a tick ( ) for available records
and (X) for non-available records. For each one, discuss with them the main purpose.


2 Class Register
4 Permission book
5 Staff Record book
7 Lesson Notebook
Inform student teachers that they will be expected to make notes of any records that the mentor
keeps which they had not thought of with you during the pre-STS discussion at college.
REFLECT TOGETHER
Let student teachers share their findings. Ask them questions about what they expect to learn from
the record keeping. Discuss with them, what records were not found on their checklists that their
mentors kept and vice versa. Further reflect with them on if the records that were not found have any
impact on learners
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TOPIC 8.5: Undertaking Child Study focussing on children’s

learning and progress
Topic 8.5 Undertaking Child Study focussing on Purpose: In this topic, you are asked to
children’s learning and progress support student teachers to become
familiar with both the way children learn
cultural and linguistic backgrounds that
have influences their learning.
the way learners’ (boys and girls) learn.
(NTS 2f: Takes account and respects learners’ cultural, linguistic socio-economic and educational
Activity 8.5.2 Observation of how the mentor plans lessons to support learning needs of learners
(a boy and a girl). (NTS 2e: understands how children develop and learn in diverse contexts and
applies this in their teaching)
and 2f: refer to Activity 8.5.1 and 8.5.2)

1. Demonstrate skills of working collaboratively to 1.1 Record in SRJ mentor-student
support the learning of small groups of children, discussions on learners’ (boys and girls)
under the guidance of mentors, whatever their socio-economic, cultural and linguistic
socio-cultural and linguistic backgrounds and background differences and how they
experiences. influence learners’ learning.
2. Demonstrate knowledge and skills in carrying 1.2 Provide photos/videos/audios of
out child studies focussed on children’s learning working collaboratively.
and progress as classroom enquiry.
2.1 Prepare an action plan on work with
the two identified children.
2.2 Write a report on the children studied.
PLAN TOGETHER
In your *Child Study* course, the student will have identified factors that influence children’s learning
in the classroom and how information could be gathered on learners’ background using a table like
the one below
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Age
Language spoken
Where pupil lives
Learning style
Interests
approaches
Learning challenges
N.B: Consider any special needs
DO
Let the student teachers use the guide (Table 5.1) to gather information on learners’ background,
paying attention to the two learners (a girl and a boy), with the help of the mentor during observation.
REFLECT TOGETHER
Back at the college let student teachers write some of the factors that affect learners’ learning
output for discussion when they return to college. Let them add any other relevant factor(s) they
learned from their mentors. In the post observation activities, let them share their experiences with
the larger student teacher group by using the following questions:
•• What are the major socio-economic and cultural background that influenced children’s learning?
•• How did these factors play a major role in the children’s learning?
Guide student teachers to discuss what they recorded in their SRJ, on, at least, two factors that affect
the way learners learn in the classroom.

the diverse needs of boys and girls.
PLAN TOGETHER
In their Child Study course at college, student teachers learned how the teachers use various activities
to address the diverse needs of learners in the classroom. As a tutor, support them to prepare a guide
for gathering information on the learners’ background. This may include how the mentor involves the
two learners in classroom activities, how the mentor attends to their learning needs (e.g. by giving
them different task and further explanations), how the mentor manages their exercise books and
how the mentor stimulates and sustains their interest during the lesson.
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8
DO
Guide student teachers on how to observe the lesson using the guide they prepare with the support
of their mentor. Let them record any activity the teacher gets the two learners to engage in using the
checklist below.

lesson
answers with them
REFLECT TOGETHER
Let the student teacher share with you what the mentor did to support the two learners.
Let them also share with you what they will do differently to help learners if they had the opportunity
to teach them and why.
Activity 8.5.3 Tutor support for student teacher to monitor the

performance and progress of learners.
PLAN TOGETHER
You would have discussed with student teachers how learners’ progress is assessed in a lesson. You
would have also taught student teachers that all lessons are delivered through different stages, so it is
important to assess pupils as they are taken through different stages of the lesson. In your classroom
discussion before they go out to observe, let them discuss among themselves some of the ways in
which learners’ progress can be monitored in a lesson. These may include: the use of questions at all
stages of the lesson, letting learners talk about what the lesson was about, summarizing the lesson,
and writing exercises based on the lesson.
Let student teachers think about at least two things they will record in their SRJ.
DO
Guide the student teachers to complete the table 1.3 below with a tick ( ), as appropriate, during
observation
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Table 8.5.2 Mentor’s engagement in class to assess learners’ progress
Mentor’s engagement in class to assess Observed Not observed

learners’ progress in learning
Does the mentor find out what learners have
learnt at different stages of the lesson?
Does the mentor provide support when they find
out that the learners do not understand the topic
of the lesson?
Does the mentor deal with learners’ answers to
questions appropriately?
Does the mentor appreciate learners’ efforts to
answer or ask questions?
Does the mentor mark learners’ exercises
promptly and discusses the answers with them?
REFLECT TOGETHER
Let student teachers discuss the questions below with their STS partners.
•• Does the mentor find out what learners have learnt at different stages of the lesson?
•• What does the mentor do when they find out that the learners do not understand something?
•• How do they deal with learners’ answers?
•• How does the mentor appreciate learners’ efforts?
In addition to these questions, student teachers should also find out if the mentor;
•• marks learners’ exercises promptly and
•• discusses the answers with them.
Let student teachers take note of anything the learner did that they had not thought of and record
it in their SRJ. Remind them to record in their SRJ at least two factors on the importance of Child
Study knowledge to the teacher.
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TOPIC 8.6: Discussion of Teaching Philosophy and Building

Portfolio (Begin keeping portfolio evidence in SRJ)
Topic 8.6 Discussion of teaching philosophy and Purpose: In this topic you are asked
building portfolio to support the writing of a teaching
philosophy statement and learn how to
build a personal professional portfolio with
evidence from observations.
Develops a positive teacher identity and acts as a good role model for learners.).
Activity 8.6.2 Collection of artefacts, including the use of ICT tools for building a professional
portfolio (NTS1f: Develops a positive teacher identity and acts as a good role model for learners).
Learning outcomes: When students have completed Indicators

the teacher, they will:
1. Demonstrate skills in preparing and beginning to 1.1 Make a list of self-evaluation attributes
write a personal teaching philosophy statement 1.2 Complete a write-up of their personal
2. Demonstrate knowledge and skills in developing beliefs and values of teaching and
a professional portfolio with evidence from learning
observations
2.1 Collect artefacts to begin building a
professional portfolio
2.2 Collect artefacts for building a
portfolio
Activity 8.6.1 Tutor and student teachers discussion of individual’s beliefs

and values of teaching and learning.
PLAN TOGETHER
In pedagogic studies and pre-observation orientation in college, you would have guided the student
teachers to write a teaching philosophy statement beginning with beliefs and values of teaching and
learning. In this activity, share with student teachers, your beliefs and values regarding teaching and
learning. Therefore, in preparing student teachers, guide them to articulate their beliefs and values
so that they can share with their mentors.
DO
Discuss with student teachers how beliefs and values in respect of teaching and learning influence
learners’ learning outcome. Also discuss with them how beliefs and values are developed. Share with
them why there could be changes in the beliefs and values (including gender) over time and clarify
the reasons for the change.
Share your own beliefs and values of teaching and learning with student teachers so they can do same
with their mentors and STS partners. Let them draft and share their own teaching philosophy with
you.
REFLECT TOGETHER
Let student teachers compare their beliefs and values in teaching and learning with yours and discuss
any similarities and differences.
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Activity 8.6.2 Tutor and student teachers’ discussions on collection of
artefacts, including the use of ICT tools for building a professional
portfolio.
PLAN TOGETHER
At college, you would have explained to student teachers how to begin building a professional
portfolio. In this activity, guide student teachers to build a professional portfolio from various
artefacts.
DO
Guide student teachers to find out how the artefacts can be collected from their schools of practice.
Discuss with them the types of artefacts they should collect from their schools and how their mentors
can assist them. Encourage student teachers to compare their portfolios with their STS partners’.
Discuss with them how and where they can get some of the artefacts and use ICT to begin to build
their professional portfolio. Let them build and compare their portfolios with STS partners’.
Note: Guide student teachers to use ICT tools (e.g. cameras, audio recorders, phones, computers
etc.) to collect their artefacts for referencing, assessment and safe keeping.
REFLECT TOGETHER
Lead student teachers to discuss if there are similarities and differences in their portfolios. They
should discuss any differences and give reasons why they selected those artefacts.
Check what has been recorded in their SRJ and the relevance of the artefacts
collected for teaching and learning.
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8
64
Supporting Tasks for Mentors
9. Supporting Tasks for Mentors
TOPIC 9.1: Familiarisation with school environment and
document/records
TOPIC 9.1 Familiarisation with school environment Purpose: In this topic you are asked to
and document/records (Student teacher begins to support the student teacher to be familiar
keep records in SRJ) with the way a school is organised.
Activity 9.1.1 Make a checklist of basic information about the school (NTS 1d: Guided by legal and
ethical teacher codes of conduct in their development as a professional teacher)
Activity 9.1.2 Observe at least three routines and how they are managed.
(NTS1e: Engages positively with colleagues, students, parents, SMC, PTA and wider public as part of a
Activity 9.1.3 Find out about classroom rules and other school rules. (NTS 2a: Demonstrate
Learning outcomes: When student teachers have Indicators

completed the following STS activities, they will:
Demonstrate knowledge and skills of observation 1. Prepare a checklist of basic information

and reporting on class teaching and wider school available in the school.
activities. 2. Write notes on at least three routines
and how they are managed.
3. Identify classroom rules.
Activity 9.1.1 Mentor support for student teachers to make a checklist of

basic information about the school.
PLAN TOGETHER
During the pre-observation orientation at college, student teachers would have gathered the
information they need about the school and who they need to contact. In this activity, you and student
teachers will discuss the kind of information they need to collect and who they need to contact for
such information.
DO
Guide and support student teachers with the ideas that came out of the discussion at the planning
stage to prepare a table as shown below, Table 9.1.1
Let student teachers add to the observation guide below and record in their SRJ.
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Table 9.1.1 Observation guide for school information
SN Items Responces
1 Number of boys
2 Number of girls
9 Awards won
10 Management Unit.
11 Reporting Time
12 Closing Time
13
14
15
Guide student teachers to prepare a check list as indicated below, Table 9.1.2. They should tick ( )
to indicate available and cross (X) to indicate not available. Let them add as many items as possible.
Table 9.1.2 Proforma for school records
Gender responsive
score card
Attendance
register
Sexual harassment
policy
School rules and
regulations
School timetable
REFLECT TOGETHER
Review the checklist with the student teachers and ask them if they got the required information
from the school. Encourage them to share their experiences.
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Activity 9.1.2 Mentor support for student teachers to observe school
routines and how they are managed.
PLAN TOGETHER
At the pedagogic studies in college and during pre-orientation, student teachers would have
familiarized themselves with school routines and how they are managed. Let them share with you
their ideas about the school routines. Discuss with them some notable school routines, how to identify
those routines in the school and the duration of each routine. e.g.:
•• Cleaning the compound,
•• Conducting morning assembly,
•• Marking the register,
•• Classroom teaching,
•• Co-curricular,
•• Other social activities,
Assist them to identify and discuss some leadership roles played by prefects and teachers in the
school.
DO
In the school as well as the classroom, remind them to observe as many school routine activities as
possible. Let them record in their SRJ and make notes on how they are organised. Encourage them to
write in their SRJ the leadership roles played by prefects and teachers as observed and compare their
notes with STS partners’ notes.
REFLECT TOGETHER
Discuss with them any differences and similarities in the information they have recorded, and
experiences gained.
Activity 9.1.3 Mentor support for student teachers to find out about
classroom rules and other school rules.
Provide student teachers with information about classroom rules and other school rules. Discuss with
them the classroom rules and wider school rules you think are most important and how they support
teaching and learning. Share with them how the rules are communicated to the learners.
DO
Encourage student teachers to observe learners and teachers throughout the day and record in their
SRJ the rules effectively used in the classroom or on the playground. Remind them to be guided by
the Table 9.1.3 below. Let them record how rules are enforced and the consequences for learners if
they break the rules.
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Table 9.1.3 School rules
Classroom Why this rule is How this rule is enforced Consequences if the
rule and other important rule is broken
school rule
1
2
3
4
5
REFLECT TOGETHER
Reflect together with student teachers, the effectiveness of classroom rules and let them share with
you which rules were effectively used in the classroom and the school as a whole.
Remind them to record in their SRJ the rules that were effectively used
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TOPIC 9.2: Discussion of basic school curriculum materials
Topic 9.2 Discussion of Basic School Curriculum Purpose: In this topic you are asked to
materials with Mentors during Observation support the student teacher to be familiar
with the key features of the basic school
curriculum and materials associated with it
Activity 9.2.1 Discussion of the basic school curriculum materials for Early Grade, Upper Primary
and numeracy, and speaking, listening, reading and writing of at least one Ghanaian language for
instruction)

have completed Topic 9.2 STS activities in your
Demonstrate knowledge and understanding of 1. Record discussions with lead mentors/
the key features of the basic school curriculum mentors and peers on the materials of
and specially focusing on core subjects and their basic school curriculum with emphasis
associated learning outcomes. on literacy, numeracy and science
2. List key features of the basic school
curriculum
3. Identify other supporting or relevant
materials for teaching.
4. Develop a prototype scheme of work
from the syllabus.
NB: Core subjects at the JHS level comprise English, Mathematics and Science
Activity 9.2.1 Mentor-Student teacher discussion of the Basic School Cur-

riculum materials for early grade, upper primary and junior high school
PLAN TOGETHER
In this activity, you as a mentor will assist student teachers to look critically at the basic school
curriculum materials with emphasis on literacy, numeracy and science. The basic school curriculum
materials should include;
•• The syllabus
•• Pupil’s textbooks
•• Pupil’s workbooks
Note that their tutors at college may have already shown them examples of basic school curriculum
materials for early grade, upper primary and junior high school.
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9
DO
Take the student teachers through some of the basic school curriculum materials especially that
of literacy, numeracy and science. Encourage them to use the table below to record the materials
identified in your school.

Literacy
Numeracy
Science
REFLECT TOGETHER
Share with student teachers how you incorporate literacy and numeracy in all your lessons. Remember
to encourage the student teachers to ask any questions that still bother them.
Activity 9.2.2 Mentor assists student teacher to identify key features of

the basic school curriculum
PLAN TOGETHER
As a mentor, you will lead student teachers in a discussion to help them identify and note the key
features of the basic school curriculum. Help them to look for the relevance of standards, learning
outcomes, indicators and assessment as well as the emphasis it puts on literacy, numeracy and science.
Let them to see the alignment in the syllabus.
You will also help them to identify and note the key elements in the curriculum.
DO
As a mentor you will assist student teachers to choose any two of the early grade, upper primary
and junior high school syllabuses of the basic school curriculum. Guide them to find the relationships
between the standards (2b and 2d) in the curriculum, the learning outcomes, indicators and how the
indicators are assessed. Discuss these relationships with your student teachers and show them how
these features help you to plan your lessons.
REFLECT TOGETHER
Arrange for student teachers to share their findings on the relevance of the features of the basic
school curriculum with you as their mentor. Do they have the same ideas about the key features?
Ensure that student teachers record in their SRJ two key similarities and
differences they identified between the syllabus and the scheme of work in their
school of observation.
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Activity 9.2.3 Mentor interaction with student teachers on how scheme
of work is developed from the syllabus
PLAN TOGETHER
Review with your student teachers the kind of information they need to know about the scheme of
work based on your own scheme of work. Let student teachers look at the sample scheme of work
they made with their tutors at college and compare with what you reviewed with them.
DO
Take student teachers through how the scheme of work is developed from a subject specific syllabus.
Show student teachers samples of your own scheme of work. Guide student teachers to complete the
table below using the ideas they obtained from you to plan a scheme of work in one of the following
subjects - literacy, numeracy and science.
Table 9.2.2 Sample Scheme of Work
Week Topic/unit Expected Indicators Teaching Teaching Assessment

Learning Learning Learning
outcome Materials Activities
1
2
3
REFLECT TOGETHER
Let student teachers share with you their understanding of how the scheme of work is developed
from a syllabus. Do they have the same ideas about the relationship between a scheme of work and a
syllabus? Discuss any differences the students have in their ideas on scheme of work for clarification.
What have you learnt about the scheme of work?
Remind student teachers to record in their SRJ at least two key similarities and
differences in their ideas about the relationship between a scheme of work
and a syllabus.
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TOPIC 9.3: Student teacher observation of classroom lesson

presentation, management and assessment
Topic 9.3 Student teacher observation of Purpose: In this topic, you are asked to
classroom lesson presentation, management and help student teachers to become familiar
assessment with lesson presentation sequence,
9.3.1)

observation schools they will:
Demonstrate knowledge and skills in critical 1. Create checklist of observed lesson
record in SRJ. assessment and closure.
2. Record in their SRJ of lesson
interactions, assessment, and closure.
3. Recordings of class interactions
4. Using appropriate ICT tools, e.g.
photos, videos, audios.
Activity 9.3.1 Mentor support for student teachers’ observation of lesson

Introduction
PLAN TOGETHER
The student teachers will observe you introduce a lesson, using a check list they developed in college.
Discuss with them the lesson you are going to teach and the key things they should note in the lesson
introduction which might not have been captured in their checklist. Let them position themselves
well in the classroom so they do not distract the pupils.
As a mentor, discuss with them on how they will keep a record of their observations in their SRJ, to
describe what happens during lesson introduction.
DO
Introduce the lesson for the student teachers to observe. Using the checklist they developed in
college, they will look for a list of things you demonstrate during the lesson introduction. These may
include how the pupils come into the classroom, what you do to introduce the lesson such as: getting
the pupils seated and holding their attention; asking learners to sing a song to start the lesson; review
of what the pupils already know about the new topic; linking RPK to the new task; using songs, games,
stories, question and answers, etc to make lesson introduction captivating.
72
Encourage them to take notes and record in their SRJs for use in their pedagogy
lessons.
REFLECT TOGETHER
After your lesson, you and the student teachers will discuss strategies you used to introduce the
lesson. Guide them to compare notes and clarify any emerging issues.
Let them discuss anything new they did not capture in college with their STS partners and add to
the checklist they have developed for observing the introduction of a lesson.
Guide them to record in their SRJs at least two key things they have learned
about the introduction of a lesson. Make use of this in your pedagogy lessons.

development and classroom management
PLAN TOGETHER
In college, tutors would have helped the student teachers to make a checklist of things to look for in
lesson development and classroom management strategies. Discuss with them the components of
your lesson and its logical sequence. Prepare them to feel free to share in class and also to position
themselves well in the class for observation without distracting pupil’s attention.
DO
Deliver the lesson sequentially for the student teachers to observe ensuring that you demonstrate the
right classroom management strategies. These may include how pupils are organised and supported
in class, your movement and position when teaching, how the teacher involves pupils, both boys
and girls, including those with special needs and disability (SEND) and what the pupils do during the
lesson, how you use the chalk board, seating arrangement, use of TLMs, how interactive the lesson is,
how pupils’ behaviour is managed, use of rewards. Make sure they feel free and are well positioned
to do the observation.
Encourage student teachers to observe both girls and boys including pupils with
special education needs and disability (SEND) (if any) in your class.
REFLECT TOGETHER
Organize a meeting for you and the student teachers to reflect on the following questions.
• What management strategies did you observe in my lesson?
• Why do you think classroom management strategies are important?
• How did you see the seating arrangement in the classroom?
• How did I encourage girls and those with special needs (SEND) to participate in the lesson?
• How did the mentor respond to pupils’ answers and questions?
Encourage the student teachers to mention any new thing you did that were not captured in college
with their STS partner and add to their checklist from college.
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9

closure and assessment
PLAN TOGETHER
In Activities 9.3.1 & 9.3.2, the student teachers would have observed you introduce a lesson, develop
the lesson and demonstrate some classroom management strategies. In this activity, they will observe
you close the lesson and how you assess pupils learning.
Discuss with the student teachers what goes into the closure of a lesson and the strategies used to
assess pupils understanding of concepts.
For things to look for at the end of a lesson and in modes of assessment refer to Refer to Table 9.3.1
for sample checklist.
DO
As in Activity 9.3.1 and 9.3.2, deliver the lesson demonstrating the standards you discussed with the
student teachers during the planning stage. They will observe your lesson using a checklist they have
developed. The student teachers will also make a note of any critical incident at the end of the lesson.
Advise them to record in their SRJs at least two formative (oral questions, observation, etc.) and
two summative (written questions, short quizzes, etc.) ways of assessment you used to assess the
learners’ understanding of concepts. Encourage and guide them to select and observe one boy and
one girl in the class, listing one response from each that shows their level of understanding of the
concepts
REFLECT TOGETHER
Organize a meeting for you and the student teachers to reflect on the following areas of the lesson.
• What are some of the strategies of closing a lesson as observed today?
• What are the two main forms of assessment?
• What are some of the practical ways of assessing pupils’ understanding of concepts?
Guide them to record in their SRJs at least two key points (one on the end of
lesson and one on assessment) they have learned on 9.3.3.
NOTE: Classroom management and assessment run through all the stages of lesson delivery
(that is lesson introduction, development or presentation and closure). Remember to let the
student teachers note this before they leave for the observation.
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Table 9.3.1 Sample checklist for observing lesson sequence, classroom
Lesson introduction
evidence: Observed
( ) Not observed
(X)
Reviews learners’ RPK 3a
Links RPK to new topic 3a
Shares learning objective with 3a
learners
Asks learners questions about the 3a
new topic
Makes introduction captivating 3a
Mentee can add any other item that has 3a
Lesson introduction
evidence: Observed
( ) Not observed
(X)
Ensures TLAs are sequential and 3a
logical
Uses varied methods or pedagogical 3e
skills (e.g. at least one of these: whole
class dialogue, small group discussion,
games)
Pays attention to learners (boys, girls, 2f and 3f
learners with special needs)
Explains concepts clearly 3i
Produces and uses varied TLMs 3j
evidence: Observed
( ) Not observed
(X)
Establishes a good learning 3c
environment
Manages the Black Board (BB) and 3j
other learning resources effectively
Manages seating arrangements 3f
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Considers individual learners’ social 2f

and learning needs/abilities
Handles learners’ behaviour 2d
appropriately
Uses rewards appropriately 2c
Mentees can add any other item that
has not been covered in this list
Assessment
evidence: Observed
( ) Not observed
(X)
Uses a variety of assessment modes 3k
Allows wait time for learners to 3l
Gives constructive feedback to 3l
learners
Distributes questions evenly and fairly 3k
in class
Uses techniques of assessment that 3k
are formative and summative
Lesson closure
evidence: Observed
( ) Not observed
(X)
Draws learners’ attention to end of 3a
lesson
Summarises key points of lesson along 3a
Uses question and answer strategies 3a
to end the lesson
Collects learners’ exercises 3n
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Topics 9.4 Observation of traits of teacher Purpose: In this topic you are asked to
professionalism support student teachers to become
familiar with traits of professionalism in
teaching

have completed Topic 9.4 STS activities on the
professional traits of the teacher, they will:
Demonstrate skills in identifying traits of 1. Checklist of observed staff members’
professionalism in school. behaviour and attitudes towards work.
2. SRJ recordings of observed teachers’
relationship with pupils, colleague
teachers and other stakeholders in
education.
3. SRJ recordings on observed mentor’s
records keeping.
Activity 9.4.1 Mentor support for student teachers’ observation of

teachers’ behaviour and attitudes towards work.
PLAN TOGETHER
In the College of Education, tutors would have guided student teachers to plan what to look for when
observing teacher behaviour. As a mentor, you will support your student teachers to discuss the
following traits of a teacher as a professional role model:
•• Punctuality
•• Openness
•• Appearance
•• Tolerance
•• Friendliness
Support student teachers to prepare a checklist with the traits above using the sample in Table 9.4.1.
Further support the student teachers to brainstorm ways in which teachers demonstrate positive
attitudes towards pupils with special educational needs, including ways in which they encourage girls
and ensure their protection.
NOTE: Advise student teachers not to criticize the teacher they are observing but use the activity
as a learning process.
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9
DO
Support student teachers to use the checklist below to observe teachers.
Behaviour / A teacher who is a good role model: A teacher who is a poor role model:
attitudes
Punctuality •• always arrives on time •• arrives late and is not well organized
Appearance •• dresses decently and •• wears clothes that are indecent
Tolerance •• accommodates views of others •• impervious / resistant to others’
views
Enthusiasm •• shows passion for teaching •• shows no passion for teaching
success success
Time and time •• spends extra/quality time with •• has little time for pupils
management pupils. •• fails to achieve tasks on time
•• ensures that the school time table
guides his/her classroom and
school activities
Let student teachers list any other professional traits they would have observed for discussion.
REFLECT TOGETHER
Hold a meeting with student teachers to reflect on their completed checklists.
•• What ideas do they have in common regarding the role of positive teacher behaviour?
•• How can the teacher be friendly with pupils and maintain discipline without being overly strict?
Let them record their findings in their SRJ.
Activity 9.4.2 Mentor support for student teachers’ observation of staff

members’ relationship with pupils, school authorities, colleagues and
parents
PLAN TOGETHER
Discuss with student teachers the checklist they would have prepared with their tutors in college
before embarking on their school visits. Ensure they contain common traits like; openness, punctuality,
appearance, tolerance, friendliness and passion for work.
DO
Assist student teachers make a checklist in their SR Journal as shown in the example below and use
it during observation to determine relationships amongst staff and other stake holders. Let them
complete all sections of the checklist.
NOTE: Advise student teachers not to criticize the teacher they are observing but use the activity
as a learning process.
Support student teachers to use the checklist below to observe teachers
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Table 9.4.2 Teacher’s relationship with others
Relationship with…. A teacher who has established good A teacher who has poor
relationships: relationships:
Pupils •• calls pupils by their names during •• shows little interest in the
classes and has some information pupils and knows a few by
about their family background. name.
•• gives pupils support and •• uses unkind words to
encouragement according to their pupils and uses sarcasm in
individual needs. addressing them.
classroom.
Other teachers •• plans together with other •• does not collaborate much
teachers. Very supportive, team with other teachers
player, collaborative
Head teacher •• cooperates, respects, accepts new •• does not respect the
roles and responsibilities assigned authority of the head teacher
him.
Parents •• welcomes warmly and pays •• is snobbish and uncouth.
due courtesy. Answers parents Turns away visitors with
questions to lay off speculations behaviour.
inimical to learners progress.
Girls Education •• collaborates earnestly to improve •• does not have patience and is
Officer learning and girl issues gender insensitive
Circuit Supervisor •• cooperates and accepts support to •• frowns on the presence of
improve learning in general the CS in the school.
REFLECT TOGETHER
Back at college, let student teachers share their findings on relationships. Lead them to discuss and
agree on types of relationships they found useful.
Activity 9.4.3 Mentor support for student teachers’ observation of record

keeping
PLAN TOGETHER
In this activity student teachers will need to ask you and lead mentors for permission to look at your
class records including the teacher’s lesson plans, admission register, punishment book, staff record
book, staff attendance book, staff meeting minutes book, log book, visitors’ book and record of
pupils’ achievement. You are asked to discuss with them which documents they can request from
you/lead mentors and how to study the records.
DO
Guide student teachers to make a list of documents you and lead mentors can make available to them
for observation. Let them record as in the table below. Let them tick ( ) for available records and (X)
for non-available records. For each one, discuss with them the main purpose.
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2 Class Register
4 Permission book
5 Staff Record book
7 Lesson Notebook
Inform student teachers that they will be expected to make notes of any records that you keep which
they had not thought of with you during the pre-STS discussion at college.
REFLECT TOGETHER
Arrange a meeting with student teachers to discuss the relevance of the documents they have been
given access to.
Let them record any points made in their SRJ.
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TOPIC 9.5: Undertaking Child Study focussing on Children’s
learning and progress
Topic 9.5 Undertaking Child Study focussing on Purpose: In this topic, you are asked to
children’s learning and progress support student teachers to become
familiar with both the way children learn
cultural and linguistic backgrounds that
have influences on their learning.
the way learners’ (a boy and a girl) learn.
(NTS 2f: Takes account and respects learners’ cultural, linguistic socio-economic and educational
Activity 9.5.2 Observation of how the mentor plans lessons to support learning needs of learners
(a boy and a girl). (NTS 2e: understands how children develop and learn in diverse contexts and
applies this in their teaching)
and 2f: refer to Activity 9.5.1 and 9.5.2)

1. Demonstrate skills of working collaboratively to 1.1 Record in SRJ mentor-student
support the learning of small groups of children, discussions on learners’ (a boy and
under the guidance of mentors, whatever their a girl) socio-economic, cultural and
socio-cultural and linguistic background. linguistic background differences and
2. Demonstrate knowledge and skills in carrying how they influence learners’ learning.
out child studies focussed on children’s learning 1.2 Provide photos/videos/audios of
and progress as classroom enquiry. working collaboratively.
2.1 Prepare an action plan on work with

the two identified children.
2.2 Write a report on the children studied.
PLAN TOGETHER
You will help your student teachers to identify two learners (a boy and a girl) with different socio-
economic, cultural and linguistic background based on the occupation of their parents, the language
they speak and where they live. You will also help the student teacher to find out learning needs of
the two learners.
DO
With your help, student teachers will gather information on the learners’ using Table 9.5.1 below.
They can add any other information that is relevant
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Age
Language spoken
Where pupil lives
Learning style
Interests
approaches
Learning challenges
Others
N.B: Consider any special needs available
DO
Let the student teachers use the guide (Table 9.5.1) to gather information on learners’ background,
paying attention to the two learners (a girl and a boy), with the help of the mentor during observation.
REFLECT TOGETHER
Share ideas with your student teachers on how the information gathered could affect the way learners
learn in the classroom. Share also any new information you would consider when observing the two
learners in a lesson. Let the student teachers tell you how their own socio-economic, cultural and
linguistic backgrounds have influenced the way they learn. Let the student teachers share with you
any special experiences they may have.

the diverse needs of learners
PLAN TOGETHER
Let student teachers share with you what they learned in their Child Study course on how the teacher
uses various activities to address the diverse needs of learners in the classroom. Together with your
student teachers, prepare a checklist they will use to observe how you address learners’ needs. This
may include how you involve the two learners in classroom activities, how you attend to their specific
learning needs (e.g. by giving them different tasks and further explanations), how you manage their
exercise books and how you stimulate and sustain their interest during the lesson.
DO
Support the student teachers to use the checklist in Table 9.5.2 below to observe the lesson focussing
on the two learners.
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Let them put a tick against any item that you will cover during the lesson.
Table 9.5.2 Checklist for recording learner’s participation in lessons

lesson
answers with them
REFLECT TOGETHER
Let the student teachers share with you what each of them observed during the lesson. Find out from
them any specific activities that focussed on the two learners that were not clear to them.
Remind student teachers to record in their SRJ at least three key things they
have learned from the lesson.
Activity 9.5.3 Mentor support for student teacher to monitor the

performance and progress of learners.
PLAN TOGETHER
Discuss with your student teachers some of the ways in which progress of the two learners can be
monitored in a lesson. They may include: the use of questions at all stages of the lesson, letting
children talk about what the lesson was about, summarizing the lesson, and writing exercises based
on the lesson and giving constructive feedback.
DO
Support the student teachers to observe how you monitor the progress of the two learners by
consciously involving them in the lesson to address their learning needs. For example,
•• Involve them at the beginning of the lesson to link their previous knowledge to the new lesson
•• Find out what the two learners have learned at different stages of the lesson
•• Give appropriate feedback to the two learners’ answers
In addition to the activities above, make sure you mark the learners’ exercises promptly and give them
feedback.
REFLECT TOGETHER
•• Mention two things you did that in their opinion, helped the two learners most.
•• Mention two things you did that in their opinion helped the two learners least.
Remind student teachers to record in their SRJ at least two things they have learned. Support them
to use the information gathered to write their Child Study report.
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9
TOPIC 9.6: Discussion of teaching philosophy and building

portfolio (Begin keeping portfolio evidence in SRJ)
Topic 9.6 Discussion of teaching philosophy and Purpose: In this topic you are asked
building portfolio to support begin to write a teaching
philosophy statement and learn how to
build a personal professional portfolio with
evidence from observations.
Develops a positive teacher identity and acts as a good role model for learners.).
Activity 9.6.2 Collection of artefacts, including the use of ICT tools for building a
professional portfolio (NTS1f: Develops a positive teacher identity and acts as a good role
model for learners).
have completed Topic 9.6 STS activities on the
professional traits of the teacher, they will:
1. Demonstrate skills in preparing and beginning to 1.1 Make a list of self-evaluation
write a personal teaching philosophy statement. attributes.
2. Demonstrate knowledge and skills in developing 1.2 Create a write-up of their personal
a professional portfolio with evidence from beliefs and values of teaching and
observations. learning.
2.1 Collect artefacts to begin building a
professional portfolio.
Activity 9.6.1 Mentor and student teachers discussion of individual’s

beliefs and values of teaching and learning.
PLAN TOGETHER
In pedagogic studies in college, the student teachers would have been taught by tutors how to write a
teaching philosophy statement. In this activity, you as a mentor will share with them your beliefs and
values regarding teaching and learning.
DO
Discuss with the student teachers your beliefs and values in respect of teaching and learning. Explain
to the student teachers how you developed your beliefs and values. Share with them if your beliefs
and values have changed over time and clarify the reasons for the change.
Let them share with you their own beliefs and values of teaching and learning.
REFLECT TOGETHER
Guide the student teachers to compare their listed beliefs and values in teaching and learning. Discuss
with them any similarities and differences between your beliefs and values and theirs. Together with
them explore the reasons for the differences, if any.
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Guide the student teachers to write in their SRJ what they have learnt from the
sharing of beliefs and values of teaching and learning.
Assist the student teachers to use their beliefs and values to begin to write their
teaching philosophy statement.
Activity 9.6.2 Mentor and student teachers’ discussions on collection of

artefacts, including the use of ICT tools for building a professional
portfolio.
PLAN TOGETHER
At college, tutors would have explained to student teachers how to begin building a professional
portfolio. In this activity, discuss with them some of the list of artefacts learnt at college for building
a professional portfolio.
DO
Guide the student teachers to find out how the artefacts can be collected from your school. Assist
them to begin collecting the artefacts to build their professional portfolio. Encourage them to
compare their portfolios.
Note: Guide the student teachers to use ICT tools (e.g. cameras, audio recorders, phones,
computers etc.) to collect their artefacts for referencing, assessment and safe keeping.
REFLECT TOGETHER
Are there any similarities and differences in their portfolios? Discuss with them any differences and
let them give reasons why they selected those artefacts.
Remind the student teachers to record in their SRJ the relevance of the artefacts
collected. Check what has been recorded in their SRJ and the relevance of the
artefacts collected for teaching and learning.
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9
86
Student Reflective Journal
10. Student Reflective Journal
STUDENTS’ REFLECTIVE JOURNAL
YEAR ONE SCHOOL OBSERVATION
TOPIC 10.1:
Familiarization with STS school

Name of school______________________________________________________________________________
Day of visit__________________________________________________________________________________
Date of visit_________________________________________________________________________________
Name of lead mentor_________________________________________________________________________
Name of mentor_____________________________________________________________________________
Number/names of other staff members ________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Enrolment by class and gender:

Class Boys Girls Total Disabilities
SCHOOL PROFILE
SCHOOL FACILITIES (e.g. football field, toilet, office space, tennis court, buildings etc.)
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
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BRIEF HISTORY OF THE SCHOOL

____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Stakeholders collaborating with the school

____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Classroom rule Why this rule is How the rule is Consequences if

important enforced broken
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TOPIC 10.2:
Discussion of basic school curriculum and related materials
Day of visit__________________________________________________________________________________
Date of visit_________________________________________________________________________________
Activity 10.2.1
SRJ task: Discussion of the basic school curriculum and related materials:
List the curriculum materials you discussed at college with your tutor
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Write down the curriculum materials you found in the STS school.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Activity 10.2.2 Identification of key features of the basic school

curriculum
Record two key similarities and differences between your ideas and your STS partner’s ideas about
the relevance of standards, learning outcomes and their indicators in the basic school curriculum and
how the indicators are assessed
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Activity 10.2.3
Record two key similarities in your ideas about the relationship between a scheme of work and a
syllabus and those of your STS partner.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
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TOPIC 10.3:
Observation of classroom lesson presentation, management and assessment
Day of visit__________________________________________________________________________________
Date of visit_________________________________________________________________________________
Activity 10.3.1
SRJ task: Lesson introduction
After the use of the checklist to observe lesson introduction, record any activity that the mentor
engaged in, which is not in your checklist
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Record any ‘critical’ incident you might have observed during the lesson introduction
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Activity 10.3.2
SRJ task: Lesson development and classroom management
Record your answers to the following questions
•• What management strategies did the teacher use?
•• Why are classroom management strategies important?
•• How did the mentor arrange the seating in the classroom?
•• How did the mentor encourage the vulnerable, especially the girls and those with disability to
participate in the lesson?
•• How did the mentor respond to pupils’ answers and questions?
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
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Record any ‘critical’ incident you might have observed during the lesson presentation
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Activity 10. 3.3 Lesson Closure and Assessment

Record two key points (one each from end of lesson and one on assessment) you have learned on
activity 3.3 and make use of it in your pedagogy lessons.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Record any ‘critical’ incident you might have observed during lesson closure and assessment
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
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TOPIC 10.4:
Observation of traits of teacher professionalism
Day of visit__________________________________________________________________________________
Date of visit_________________________________________________________________________________
Activity 10.4.1
SRJ task: Observation of teachers’ behaviour and attitude towards work.
After the use of the checklist to observe teacher behaviour and attitude towards work, record the list
of professional traits you might have observed that are not found in your checklist.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Record the differences and similarities between you and your STS partner, new professional traits you
have both listed
Traits Similarities Differences
Activity 10.4.2
SRJ task: Observation of teachers’ relationship with learners, school authorities, other teachers and
parents.
After the use of the checklist to observe relationships among teachers and other stakeholders, record
the kind of relationships you might have observed that are not found in your checklist
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
List and compare with your STS partner, new relationships you might have observed that are not
found on your checklist
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
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What have you learned from your STS partner?
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Activity 10.4.3
SRJ task: Observation of record keeping by the mentor
After the use of the checklist to observe record keeping by the mentor, list the documents you might
have observed that are not found in your checklist
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
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TOPIC 10.5:
Undertaking child study, focusing on children’s learning and progress
Day of visit__________________________________________________________________________________
Date of visit_________________________________________________________________________________
Activity 10.5.1
SRJ Task: Observation of how socio-economic, cultural and linguistic backgrounds influence the way
learners (a boy and a girl) learn.
Name the two children (a boy and a girl) you have identified indicating the following information
clearly
Name of learner Occupation of Language spoken Where parents live

parents
Indicate any learning needs identified

____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
How do these learning needs affect the way they learn?

____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Activity 10.5.2
SRJ Task: Observation of how the mentor delivers lessons to support the diverse needs of learners.
Record three strategies your mentor adopted to support diverse learners in class.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Record what you will do differently to help diverse learners if you had the opportunity to teach them.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
94
Activity 10. 5.3
SRJ Task: Observation of the performance and progress of learners
State two things you observed your mentor do that helped the two learners most
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
If you were the mentor, what else would you have done to help the two identified learners participate
fully in the learning activities?
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
* What would you do differently if given the chance to play the role of your mentor?
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
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TOPIC 10.5:
Discussion of teaching philosophy and building portfolio
Day of visit__________________________________________________________________________________
Date of visit_________________________________________________________________________________
Activity 10.6.1
SRJ Task: Discussion of individual’s beliefs and values of teaching and learning.
Record what you have learnt from the sharing of beliefs and values of teaching and learning.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Record your first philosophy statement taking a cue from the discussions you have had with your
mentor and STS partner on beliefs and values in teaching and learning.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Activity 10.6.2
SRJ Task: Collection of artefacts, including the use of ICT tools for building a professional portfolio.
Make a list of artefacts that can be used to build a teaching portfolio.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Record the relevance of the artefacts collected from the STS school to teaching and learning.
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
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STS in Semester Break
11. STS in Semester Break
Activity Responsible person
1 a. Familiarisation with school organization: Headteacher/Class
•• Assist the student teacher to become familiar with the teacher
School organisation: For example – the timetable for
the school day; map of the school; school routines that
pupils do each day such as cleaning the compound and
attending school assembly; classroom arrangements and
school rules, dress code for teachers and pupils, school
discipline, etc.
•• Encourage the student teacher to record relevant issues
and activities in their SRJ
b. Classroom observation: Assist student teacher to gain

access to the following to enable them to consolidate their
knowledge of relevant school documents:
•• Sample scheme of work
•• Sample lesson plan
•• Sample TLMs
•• Assessment tools
•• Teaching strategies (group work, roleplay, pair work,
brainstorming etc)
•• Seating arrangement
c. Observe class teaching: Provide opportunities for student

teachers to observe the following in lessons:
•• Teaching strategies (group work, role play, pair work,
brainstorming, gender responsive, inclusivity etc.)
•• Lesson introduction
•• Classroom management
•• Lesson development
•• Assessment
•• Use of TLM/ICT tools
•• Lesson closure
d. Observing Professional Traits: Provide opportunities for

student teacher to observe teacher professional traits
(punctuality, regularity, punctuality, dress code, tolerance,
friendliness, passion for work, etc.)
e. Working collaboratively: With class teacher to support Class teacher and

learners. Assist student teachers to identify learners they can student teacher
support in class.
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11
Activity Responsible person

2 a. Co-planning/preparation for support teaching small groups of Class teacher and
learners based on the class teacher’s lesson plan student teacher
b. Collecting artefacts for building portfolio
Student teacher
c. Observing professional traits of teachers
Student teacher
d. Collect data on the four learners progress
Student teacher
Student teacher

learners based on the class teacher’s lesson plan
Student teacher
c. Observing professional traits of teachers Student teacher
d. Collect data on the four learners progress Student teacher
Student teacher
Student teacher

learners based on the class teacher’s lesson plan student teacher
Student teacher
c. Observing professional traits of teachers
d. Collect data on the four learners progress Student teacher
Student teacher
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Guidelines for Circuit Supervisors
12. Guidelines for Circuit Supervisors
prelude
These guidelines for Circuit Supervisors (CS) will help you in your role of supporting student teachers
during their Supported Teaching in School (STS). The guidelines align with the student teacher
handbook, tutor handbook and mentor handbook which you should become familiar with.
Your role as a Circuit Supervisor requires you to work closely with other colleagues to share
responsibilities and where necessary to support lead mentors, mentors and student teachers to
improve STS (NTS 1c, 1e). As a professional educator you will also have certain key attributes which
will help you in your roles and responsibilities (NTS 1f, 1g). These include the following exemplars:
• Empathy
• Showing respect for colleagues and learners (NTS 1f)
• Negotiating and developing team building skills-(NTS 3h)
• Listening to learners and subordinates and gives constructive feedback (NTS 3l)
• Able to understand the needs of student teachers in particular
• Affable
• Knowledgeable and understanding of adult learning (NTS 2c)
• Good communication skills and a role model (NTS1f)
• Very tolerant
• Facilitator and mediator of learning
• Able to make fair judgments
• Gender responsive and inclusive (NTS 3f)
12.1 Purpose of the Guidelines

The purpose of the guidelines is to clarify the circuit supervisor’s roles and responsibilities in
supporting student teachers before, during and after their STS, and helping them improve their STS
at partner schools in line with NTS.
12.2 General roles/Actions

Below are the general actions/roles to be undertaken by circuit supervisors with support from RDEs
and DDEs (See Annexe 1).
Attend an orientation meeting organised by the College (TPCs/SPAs) on new approaches to STS.
The STS programme is a transformational one. There is, therefore, the need for all key stakeholders
to go through orientation in order to be acquainted with the set goals that are to be achieved. As a
circuit supervisor your orientation will include your responsibilities towards implementation of the
programme.
Before School Visits: Prepare an itinerary for monitoring and supporting STS schools & seek DDE
approval.
Ideally every official visit you make to partner Schools must be discussed with your DDE/MDE.
Therefore, it will be necessary to prepare an itinerary, which you will discuss for approval and support
before you implement your school support visits.
Visit each school at least twice during the STS.

The circuit supervisors’ routine is visiting schools in a circuit and supporting Teaching/Learning. The
STS approach is transformative and will link you better with the college of education tutors who work
with mentors whom you will support through monitoring.
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12
During School Visits

One of the key functions of a circuit supervisor is to help improve classroom teaching by encouraging
learner-centred approaches in teaching, using a variety of teaching and learning strategies and
appropriate technology. While in the school, show keen interest in what student teachers are doing
and how the school is supporting them. For example, where appropriate observe lessons with the
mentor, participate in post-lesson discussions and reflections, give feedback, and share your findings
with the lead mentor. In order for the District Director to give feedback on your visit to the college of
education, you are required to report your findings to them after every visit.
As a guide, some of the strategies the CS is required to look for in a lesson are provided below: (Refer
to Table 12.1 and assessment grid in Section 15).
Arrange for the replacement of relevant resource materials such as syllabuses, textbooks or
TLMs if possible, where there might be shortages
Sometimes relevant resource materials go scarce in certain schools. As a circuit supervisor, one of
your responsibilities will be to ensure that learners are given the right content for learning. The
district stores, invariably, keep some books as buffer stock. You as a circuit supervisor can recommend,
through the District Director, to get replacements to learners wherever available.
Ensure cooperation among the Lead Mentor, Mentor and Student Teachers
In order for a student teacher’s observation/ practice experience to be a positive one, it is necessary
for those who support them to work in a collaborative and cooperative manner. As a circuit supervisor
one of the key responsibilities will be to ensure that the collaboration and cooperation occur and have
a positive impact on the observation/practice experience.
Ensure punctuality and regular attendance of mentors in STS partner schools

Absenteeism and lateness have been reported as one of the key issues for the ineffectiveness of
the STS experience. As circuit supervisor, another responsibility will be to ensure that those who
support student teachers understand their roles and responsibilities and that they attend regularly,
are punctual and supportive.
TABLE 12.1: Sample checklist for observing lesson sequence, classroom

SN Item NTS Exceeded Met Partially met Not met
expectation expectation expectation
4 3 2 1
Lesson planning
1 Learning outcomes 2b
2 Pedagogical content knowledge 2c
3 Teaching and Learning 3e
strategies
4 Resources including ICT 3j
5 Assessment strategies in plan 2e,

3k,
3m,
Lesson planning
6 Reviews learners’ RPK 3a
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Guidelines for Circuit Supervisors
7 Links RPK to new topic 3a
8 Shares learning 3a
objective with learners
9 Makes Introduction 3a
captivating
Lesson planning
10 Ensures TLAs are 3a
sequential and logical
11 Uses varied methods or 3e
pedagogical skills, e.g.
at least one of these:
whole class dialogue,
small group discussion,
games.
12 Pays attention to 2f, 3f
learners (boys, girls,
learners with special
needs)
13 Explains concepts 3i
clearly
14 Uses varied TLMs 3j
15 Establishes a good 3c
learning environment
16 Manages seating 3f
arrangements
17 Considers individual 2f
learner’s social and
learning needs/abilities
18 Handles learners’ 2d
behaviour
appropriately
Assessment
19 Uses variety of 3k
assessment modes
20 Allows wait time for 3l
learners to respond to
questions
21 Gives constructive 3l
feedback to learners
22 Distributes questions 3k, 3p
evenly and fairly in
class
23 Uses techniques of 3k
assessment that are
formative, summative
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12
Lesson planning
24 Summarises key 3a
points of lesson along
25 Uses question and 3a
answer strategies to
end the lesson.
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Assessment of Year One STS
13. Assessment of Year One STS
Prelude
All assessments in the B.Ed. are designed to provide evidence of a student teacher’s progress against
the NTS and to contribute to their development as a teacher. Essential to this is the production of a
professional teaching portfolio, which is begun in Year One.
Guidance for assessing student teachers

• Student teachers must be assessed against the National Teachers’ Standards in a way that has a
positive impact on their progress towards being good teachers.
• Student teachers must be realistically and fairly assessed against the standards in accordance
with what can be reasonably expected of teachers still learning to teach.
• Student teachers’ skills will need to be assessed as appropriate to the specific context and
circumstances they are in and for the level of learners they are to teach, for example, for very
young children in pre-school, or for young people needing specialist knowledge at Senior High
School.
• Those assessing student teachers must know the NTS and use them to exemplify what a ‘good
teacher’ is.
• Those assessing student teachers, college principals, tutors, head teachers and mentors in schools,
as well as student teachers and teachers themselves, must use the NTS as the key reference point
in their assessment.
• Feedback from assessments must provide information to student teachers on how they can
improve and identify targets for improvement.
• All assessments must be informed by an awareness of equity and inclusivity of opportunity, both in
relation to student teachers’ own learning experience and to the experience of their learners.
The assessment components in Year One, Semester One and Two are designed to enable the student
teachers to achieve the outcomes associated with beginning teaching and to prepare them for Year
Two and Developing Teaching through their specialisms.
Assessment Components Year One Semester One

Component 1: Professional learning portfolio (NTS, 1a, e, & f)
Summary of assessment method: Well organised, structured, reflective, representative, selective,
and creatively presented.
Contents include: Personal teaching philosophy, photographs/other artefacts, SRJ, Reports from
observations and induction, etc.
This is assessment of learning, assessment as learning.
Weighting: 60%
Assesses learning outcomes: Develop a professional portfolio with evidence from student-
teacher’s observations and other achievements (CLO, 1, 2, 3).
Component 2: Mentors/Lead mentors and tutors evaluation of student-teacher behaviour
(values & attitudes) in School (NTS, 1d, e, f, g)
Summary of assessment method: Reports from mentors indicating student-teachers’ punctuality,
regularity, discipline, respect for authority, human relation skills (e.g. interaction with pupils & other
teachers), participation in co-curricular activities, etc.; Tutors’ feedback reports on student-teachers’
presentations and any other assignments.
This is assessment of learning, assessment for learning, and assessment as learning.
Weighting: 40 %
Assesses learning outcomes: Identify traits of professionalism in school, Observation, Other tasks
(CLO, 1, 2, 3 & 5).
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13
Assessment Components Year One Semester Two:

Component 1: Further development of the professional learning portfolio (NTS, 1a, e, & f)
Summary of assessment method: Well organised, structured, reflective, representative, selective
and creatively presented. Contents include: Personal teaching philosophy, students’ reflections
in SRJ, photographs/other artefacts, from observations and induction, post observation seminar
presentations).
This is assessment of learning and assessment as learning.
Weighting: 50 %
Assesses learning outcomes: Develop a professional portfolio with evidence from student-
teacher’s observations and other achievements (CLO, 1, 2, 3).
Component 2: Mentors/Lead mentors and tutors further evaluation of student-teacher

behaviour (values & attitudes) in school (NTS, 1d, e, f, & g)
Summary of assessment method: Reports from mentors indicating student-teachers’ punctuality,
regularity, discipline, respect for authority, human relation skills (e.g. interaction with pupils & other
teachers), participation in co-curricular activities, etc.; Tutors’ feedback reports on student-teacher.
This is assessment of, for and as learning .
Weighting: 30 %
Assesses learning outcomes: Identify traits of professionalism in school (CLO, 1, 2, 3 & 5).
Component 3: Child Study Report (NTS, 3b)

Summary of assessment method: Rubrics for assessment [Child profile, behaviour, strengths & areas
for improvement, learning style, child’s response to teaching approaches and recommendations
and add-ons (Minimum of 3,000 words)].
This is assessment of learning and assessment as learning.
Weighting: 20 %
Assesses learning outcome: Undertake child studies focused on children’s learning and progress
as classroom enquiry (CLO, 4).
104
USING THE GRID
14. Using the National Teachers’
Standards-based Assessment Grid - An
example
Student teachers’ level of achievement against nts: professional practice
domain
LEVEL OF Achievement
Expectation Expectation met Below Inadequate
exceeded expectation
Much of the Student teachers
Much of the quality of student The quality of fail to meet the
quality of student teachers’ teaching student teachers’ Minimum level of
STANDARD
teachers’ teaching over time is good; teaching over practice.
over time is some is very good. time requires
very good and improvement as it
never less than is not yet good.
consistently good.
Pays attention Consistently and Much of the time Has a clear Does not
to all learners, effectively evaluates understanding of have a clear
especially girls evaluates and and adapts the needs of all understanding of
and learners adapts teaching to pupils, including the needs of
with Special teaching to meet support all pupils, those with special all pupils,
Educational the needs of all including those educational including those
Needs, ensuring pupils, including with special needs; those of with special
their progress those with special educational high ability; and educational needs;
educational needs, high ability is not able to those of high
needs, high ability (including Gifted use and evaluate ability; and is
(included Gifted and distinctive not able to use
and Talented). Talented) teaching and evaluate
approaches to distinctive
engage and teaching
support them. approaches to
engage and
support them.
Develops a Consistently and Consistently Is able to Is unable to

positive effectively demonstrates demonstrate demonstrate
teacher identity demonstrates and models the consistently the consistently the
and acts and models the positive attitudes, positive attitudes, positive attitudes,
as a good role positive attitudes, values and values and values and
model for values and behaviour which behaviour which behaviour which
learners behaviour which are expected of are expected of are expected of
are expected of pupils. pupils. pupils.
pupils.
105
14
Integrates Consistently and Much of the time Is able to make Is unable to make
a variety of effectively uses formative, use of formative use of formative
assessment uses formative, continuous and summative and summative
modes into continuous assessment and assessment to assessment to
teaching to assessment and summative tests to secure pupils’ secure pupils’
support summative secure progress progress. progress
learning tests to great through a
effect to secure sequence of
progress for all lessons over time
pupils, through
a sequence of
lessons over time.
At pre-primary Student teacher Student teacher Is able to, if Is unable to, if

and can teach primary can teach primary teaching early teaching primary
primary the mathematics mathematics and mathematics Mathematics
teacher knows and reading reading with and reading, and reading,
the curriculum confidently and increasing demonstrate demonstrate a
for the years competently so confidence and a clear clear
appropriate that pupils make competence so understanding of understanding
to multigrade good or better that pupils make at appropriate of appropriate
classes; than expected least the expected teaching teaching
has good progress. progress. strategies. strategies.
knowledge of
how to teach
beginning
reading and
numeracy,
and speaking,
listening,
reading and
writing of
at least one
Ghanaian
language for
instruction.
106
Assessment Grid
15. Assessment Grid
4 3 2 1
Scheme of work
1 Appropriate 2b, Scheme of work is Scheme of Scheme of work Scheme of
scheme of 2d linked to syllabus, work is linked is appropriate work is not
work up-to-date and to syllabus, for the class appropriate
appropriate appropriate but does not for the class
for the class, for the class set out clearly
clearly sets and clearly sets the criteria to
out the criteria out the criteria be covered and
to be covered to be covered achieved in each
and achieved and achieved lesson
in each lesson in each lesson
and provides but no explicit
inclusive learning provision made
opportunities for for inclusive
all learners learning
2 Lesson 2b, Lesson plan is Lesson is linked Lesson is linked Lesson is
linked to 2d up-to-date, linked to the scheme to the scheme of not linked to
scheme of to scheme of of work and work but it is not the scheme
work work and states is based on the right topic to of work or
specific, relevant, appropriate be taught at that based on any
measurable, topic in the present time appropriate
achievable and scheme of work relevant
time bound previous
learning outcomes lesson(s) in
the scheme of
work
Lesson Planning
3 Learning 2b States specific, States specific, States specific, Does not
outcomes relevant, relevant, relevant and state specific
measurable, measurable measurable but or relevant or
achievable and and achievable not achievable measurable
time bound learning learning learning
for significant outcomes outcomes . outcomes
learning outcomes
4 Pedagogical 2c Demonstrates Demonstrates Demonstrates Does not
content excellent subject good integrated good subject demonstrate
knowledge knowledge that subject knowledge and good subject
is integated knowledge and pedagogical knowledge
with excellent pedagogical knowledge but or good
pedagogical knowledge fails to integrate pedagogical
knowledge in a linked to these in a logical knowledge
seamless, logical learning manner
manner and outcomes
linked to learning
outcomes
107
15

4 3 2 1
5 Resources 3j States appropriate States States Does not
including ICT and varied TLMs appropriate appropriate state any
and indicates TLMs and TLMs but fails to appropriate
when and how indicate when indicate when TLMs in the
they will be used and how they or how they will lesson plan
in the lesson will be used in be used in the
the lesson lesson
6 Assessment 3k, Plans for the use Plans for the Plans for the Does not plan
strategies in 3m, of a variety of use of a variety use of only one for the use of
plan 2e appropriate and of assessment assessment any assess-
timely assessment techniques method or ment method
techniques to determine tool to check or tool to
to determine misconceptions understanding check under-
misconceptions as well as check of concepts/ standing of
as well as understanding contents concepts/con-
understanding of of concepts/ tents
concepts/contents contents
Lesson Introduction
7 Reviews 3a Reviews learners’ Reviews Reviews Does not
learners’ RPK, stimulates learners’ RPK learners’ RPK review
relevant learners’ interest, and links these but does not link learners’ RPK
previous and links these to to the new this to the new
knowledge the new lesson lesson lesson
(RPK)
And links it
to new topic
8 Shares 3a Writes topic for Writes topic for Writes topic for Does not
learning learners to see, learners to see, learners to see write lesson
outcomes explains topic and explains topic but does not topic and its
with explicitly shares and implicitly share lesson outcomes for
learners learning outcomes share lesson outcomes with learners to
with learners outcomes with learners see
learners.
9 Makes 3a Uses story, game Uses appropriate Introduces Begins lesson
introduction or song in a novel strategies lesson without without
captivating way to stimulate to stimulate any strategies introduction
learners’ interest learners’ to stimulate
interest interest
Lesson development
10 Ensures 3e Organises Organises Organises Teaching
varied appropriate, varied teaching teaching and learning
teaching/ varied teaching and learning and learning activities are
learning and learning activities activities organized but
activities activities logically, logically, logically but not sequential
embeds integrating integrating fails to integrate and no
subject subject knowledge subject and subject and integration of
knowledge and pedagogy pedagogical pedagogical subject and
and seamlessly knowledge knowledge pedagogical
pedagogy reasonably coherently knowledge
logically coherently done
108
Assessment Grid
4 3 2 1
11 Explains 3i, Uses diverse Uses diverse Uses a strategy Does not
concepts 3e strategies - e.g. strategies - that does not use any
clearly drawing, diagrams, e.g. drawing, reflect learner’s appropriate
demonstration, diagrams, previous strategy or
appropriate demonstration knowledge to resources
resources and appropriate explain concepts to explain
and examples and resources concepts
reflecting learners’ to explain
background to concepts
explain concepts
12 Makes 2b, Makes challenging Makes Makes Does not
connections 2c, connections connections connections make any
between 3a between different between between connections
different subject areas of different areas different areas between dif-
areas of the the curriculum of the subject of the subject ferent areas
curriculum that are related that are related that are related of the subject
that are to the topic to the topic to the topic or different
relevant to and encourages and encourages but does not areas of the
the topic learners to justify learners to encourage curriculum
or challenge the justify or learners to that are
connections challenge the justify or related to the
connections challenge the topic
connections
13 Uses varied 3j Integrates the use Uses appropriate Uses appropriate Does not use
teaching/ of appropriate and varied TLMs but does TLMs or any
learning and varied TLMs TLMs including not use ICT ICT tool in
materi- including ICT tools ICT tools in the effectively in the the lesson
als (TLMs) in lesson lesson lesson
including
information
and com-
munications
technology
(ICT) in les-
son
14 Applies 2e, Moves between Moves between Provides Does not
concepts 3i theory and theory and examples link theory
in real life practice practice of real-life to practice
situations throughout occasionally situations in the lesson
the lesson and and encourages related to the and does
encourages learners to topic but does not encour-
learners to provide provide real life not encourage age learners
and evaluate real examples of learners to to provided
life examples of concepts provide real life examples of
concepts examples of real-life situa-
concepts tions related
to the topic
109
15

4 3 2 1
15 Establishes 3c Teacher is warm, Teacher is Teacher is warm Teacher is
a good friendly and firm. warm, friendly and friendly not warm
learning Uses strategies and firm. Uses but not firm. or friendly
environment to engage and strategies to Does not use or firm and
motivate both motivate and strategies to but fails
boys and girls engage both engage both to use any
in the lesson. boys and girls boys and girls appropriate
Creates conducive in the lesson in the lesson strategies to
environment for consistently consistently engage both
learners to ask boys and girls
questions in the lesson
consistently
16 Handles 3m Accepts and Accepts and Exposes learner Exposes
learner exposes learner’s exposes misconceptions learner mis-
contribu- misconceptions learner’s and mistakes in conceptions
tions in a and mistakes in misconceptions a nonoffending and mistakes
professional a non-offending and mistakes in manner but in an offend-
manner manner; provides a non-offending does not provide ing manner
opportunities manner; opportunities and does
for learners to provides for learners not provide
address their opportunities to address opportunities
own mistakes and for learners their own for learners
misconceptions; to address mistakes and to address
acknowledges their own misconceptions; their own
learner mistakes and acknowledges mistakes
contributions; misconceptions; learner and miscon-
and encourages acknowledges contributions, ceptions;
learners to learner does not refer acknowl-
volunteer contributions; learner with edges learner
contributions/ does not refer difficulties for contribu-
refers learner learner with further support tions/does
with difficulties difficulties for from a specialist not refer
to specialist for further support learner with
further support difficulties
for further
support from
a specialist
17 Encourages 3e, Lets learners work Lets learners Letx learners Lets learners
learner- 3h in pairs and groups work in pairs work in pairs work inde-
learner as appropriate and groups as and groups as pendently all
interaction on purposeful appropriate appropriate on the time.
tasks, share on purposeful purposeful tasks
work with other tasks and share but do not share
pairs or groups work with other work with other
appropriately and pairs or groups pairs or groups
receive feedback appropriately appropriately
from other groups
110
Assessment Grid
4 3 2 1
18 Manages 3f Arranges classroom Arranges Arranges Arranges
seating seating to cater for classroom classroom classroom
arrange- learner’s diverse seating to cater seating to cater without
ments needs, mixes for learner’s for learner’s taking into
girls and boys diverse needs diverse needs consideration
throughout the and alters but does not learners’
lesson and alters seating to alter seating diverse needs.
seating to cater cater for to cater for
for varied learning varied learning learning
activities activities activities
19 Considers 2f, Shows evidence Shows Shows Does not
individual 3f of understanding evidence of evidence of show evi-
learner’s learner’s understanding understanding dence of un-
social and background, learner’s learner’s derstanding
learning identifies gaps background, background learner’s back-
needs in their RPK and identifies and but does not ground, does
guides learners to addresses gaps identify or not identify
address these gaps in their RPK addresses gaps or addresses
in their RPK gaps in their
RPK
20 Handles 2d, Establishes clear Establishes clear Establishes clear Does not
learners’ 3d parameters for parameters parameters establish clear
behaviour learners’ conduct, for learners’ for learners’ parameters
appropri- encourages good conduct, conduct, for learners’
ately behaviour, develops develops develops conduct, does
appropriate appropriate appropriate not develop
strategies for strategies for strategies for appropriate
preventing preventing preventing strategies for
problems and problems problems but preventing
deals with learners’ and deals does not deals problems,
misbehaviour with learners’ with learners’ does not
promptly in a fair misbehaviour misbehaviour deal with
and firm manner. promptly. promptly. misbehaviour
promptly.
Assessment
21 Uses vari- 3k Uses questions Uses questions Uses questions Does not use
ety of as- to check learners’ to check to check questions to
sessment understanding learners’ learners’ check learn-
modes and provide understanding understanding ers’ under-
and gives feedback; uses and provide and provide standing nor
appropri- self-assessment and feedback; uses feedback but uses self-
ate feed- peer-assessment self-assessment does not use assessment
back techniques as well and peer- self-assessment or peer-
as assignments/ assessment or peer- assessment
home work to techniques assessment techniques or
assess learners’ as well as techniques or assignments/
understanding assignments/ assignments/ home work to
of lesson; and home work to home work to assess learn-
encourages learners assess learners’ assess learners’ ers’ under-
to pose and answer understanding understanding standing
relevant questions.
111
15

4 3 2 1
22 Allows 3l Directs questions Directs Directs Directs questions
wait time to all learners questions to all questions to all to individual
for learn- in the class, learners in the learners in the learners, calling
ers to gives them time class, gives them class but does out their names
respond equitably to roughly the not give them before the
to ques- organize their same amount enough time to question is asked
tions thoughts before of time to organize their and gives them
responding to organize their thoughts before no wait time to
questions thoughts before responding to organise their
responding to questions thoughts before
questions responding to
questions
23 Demon- 3o Compares Compares Compares Does not com-
strates learners’ learners’ learners’ pare learners’
aware- performance performance performance performance
ness of with appropriate with appropriate with with any local or
national local and national local assessment inappropriate/ national assess-
and school assessment outcomes other ment outcomes
levels of outcomes (e,g, (previous assessment
attain- Early Grade performance outcomes
ment by Mathematics/ of learners in and not local
learners Reading tests, same class or or national
Basic Education performance expected
Certificate of other local learning
Examination) cohorts) and outcomes
not national
expected
outcomes
24 Demon- 3o Compares Compares Compares Does not com-
strates learners’ learners’ learners’ pare learners’
aware- performance performance performance performance
ness of with appropriate with appropriate with with any local or
national local and national local assessment inappropriate/ national assess-
and school assessment outcomes other ment outcomes
levels of outcomes (e,g, (previous assessment
attain- Early Grade performance outcomes
ment by Mathematics/ of learners in and not local
learners Reading tests, same class or or national
Basic Education performance expected
Certificate of other local learning
Examination) cohorts) and outcomes
not national
expected
outcomes
112
Assessment Grid
4 3 2 1
Lesson closure
25 Summa- 3a Clarifies core Clarifies core Clarifies core Does not clarify
rises key points of points of points of core points, does
points and lessons focusing lessons focusing lessons focusing not summarise
evaluate on learning on learning on learning or evaluate les-
lesson outcomes; outcomes; outcomes; son
guides learners summarises and summarises
to summarise evaluates the but does not
and evaluate the lesson. evaluate the
lesson. lesson
SUPPORTED TEACHING ASSESSMENT GRID
113
15
114
Instructional Resources
16. Instructional Resources, Readings
and Materials for STS
Instructional •• Videos/audio visual/tactile analysis of mentoring and coaching
Resources •• Videos/audio visual/tactile of classroom teaching & learning
•• Samples of classroom observation checklists (braille and written)
•• Samples of professional teaching portfolios
•• Samples of reflective log
•• Teaching Practice Handbooks from Universities and Colleges of Education
•• T-TEL materials from www.t-tel.org
•• TESSA materials from www.tessafrica.org
•• Teaching practice handbook
Core texts Cohen, L.; Manion, L. Morrison, K., & Wyse, D. (2010). A Guide to Teaching Practice
(5th ed.). New York: Routledge.
Westbrook, J., Durrani, N., Brown, R., Orr, D., Pryor, J., Boddy, J., & Salvi,
F. (2013). Pedagogy, curriculum, teaching practices and teacher education
in developing countries. Education rigorous literature review. Department for
International Development.
Additional Vavrus, F., & Bartlett, L. (2013). ‘Testing and teaching.’ In F. Vavrus & L. Bartlett
Reading List (Eds.), Teaching in tension: International pedagogies, policies, and teachers’
practices in Tanzania (93-114). Rotterdam: Sense.
Cook, M. Tankersley, & T. J. Landrum (Ed.) Classroom Behavior, Contexts, and
Interventions. Advances in Learning and Behavioral Disabilities, 25. pp. 95-129.
Conn, K. (2014). Identifying Effective Education Interventions in Sub-Saharan Africa:
A meta-analysis of rigorous impact
evaluations (Unpublished doctoral dissertation, Columbia)
Ormrod, J.E. (2014). Educational psychology – Developing learners.Pearson:
Boston.University).
115
16
116
ANNEXES
17. ANNEXES
ANNEXE 1: ROLES OF OTHER STAKEHOLDERS
Regional Director of Education (RDE)
RDEs ensure the efficient delivery of educational services to meet the needs within their regions in
accordance with Ghana’s education policy.
The RDE shall:
1. Prepare District Directors of Education (DDEs), District Officers (DO) and Circuit Supervisors (CS)
to undertake their roles regarding monitoring and evaluating the work of mentors and student
teachers.
2. Collaborate with DDEs to ensure that schools have the relevant human and material resources
necessary for supported teaching.
3. Collaborate with teacher education institutions (TEIs) to train CS to support student teachers to
improve their practice.
4. Collaborate with MMDEs to monitor, evaluate and review the work of CS, mentors, tutors and link
tutors (LT) and identify training needs.
Metropolitan, Municipal and District Directors of Education (MMDEs)
MMDEs ensure the efficient delivery of educational services to meet the needs within their area of
authority in accordance with Ghana’s education policy.
The MMDEs shall:
1. Ensure that CS are familiar with the NTS and the National School Partnerships policy,
2. Ensure regular collaboration amongst all stakeholders with respect to supported teaching in
schools,
3. Ensure the provision of infrastructure for the Partner Schools (PS),
4. .Ensure that the CS reports to the DDE on developments in the STS programme to enable the DDE
provide feedback to the TEI.
5. Support the CS with required logistics to facilitate the supervision of the partnership program.
6. Ensure dissemination of information amongst all stakeholders through the organisation of
durbars/town hall meetings, review meetings either quarterly or yearly.
7. Organize yearly school partnership summits.
8. Provide relevant curriculum material to the Partner School (PS).
9. Assist in providing accommodation for student teachers.
10. Ensure good relationship between the community and the PS.
117
17
ANNEXE 2: ABBREVIATIONS
CoE Colleges of Education

CPD Continuous Professional Development
CS Circuit Supervisor
DD District Director
DDE District Director of Education
DEO District Education Office
DO District Office
GEO Girls Education Officer
GES Ghana Education Service
ICT Information and Communications Technology
ITE: Initial Teacher Education
JHS Junior High School
KG Kindergarten
EG Early Grade
LT Link Tutor
MDE Metropolitan/Municipal Director of Education
MMDA Metropolitan, Municipal and District Assembly
MMDEO Metropolitan, Municipal and District Education Office
MOE Ministry of Education
NSP National School Partnerships
NTECF National Teacher Education Curriculum Framework
NTS National Teachers’ Standards
PS Partner Schools
PCK Pedagogical Content Knowledge
PDR Plan-Do-Reflect
PDS Professional Development Session
PTA Parent Teacher Association
RDE Regional Director of Education
RPK Relevant Previous Knowledge
SEND Special Education Needs and Disability
SMC School Management Committee
SP School Partnership
SPA School Partnership Adviser
SRJ Student Reflective Journal
STS Supported Teaching in School
STC Supported Teaching Coordinator
TLM Teaching Learning Materials
TP Teaching Practice
TPC Teaching Practice Coordinator
T-TEL Transforming Teacher Education and Learning
118
Acknowledgements
18. Acknowledgements
Licence and Sources
This book, except for the proprietary third party materials listed below, the content of the
book is made available under a Creative Commons AttributionShareAlike licence (CC BY-SA 4.0,
http://creativecommons.org/licenses/bysa/4.0/). Please reference this book as shown on the inside
cover.
Creative Commons AttributionShareAlike 4.0 International

You are free to:
•• Share - copy and redistribute the material in any medium or format

•• Adapt - remix, transform, and build upon the material for any purpose, even commercially.
The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
•• Attribution - You must give appropriate credit, provide a link to the license, and indicate
if changes were made. You may do so in any reasonable manner, but not in any way that
suggests the licensor endorses you or your use.
•• ShareAlike - If you remix, transform, or build upon the material, you must distribute your
contributions under the same license as the original.
•• No additional restrictions - You may not apply legal terms or technological measures that
legally restrict others from doing anything the license permits.
Notices:
•• You do not have to comply with the license for elements of the material in the public
domain or where your use is permitted by an applicable exception or limitation.
•• No warranties are given. The license may not give you all of the permissions necessary for your
intended use. For example, other rights such as publicity, privacy, or moral rights may limit
how you use the material. For further details, please see http://creativecommons.org/licenses/
bysa/4.0.
Proprietary Third-party Materials
The material acknowledged in this section is proprietary and used under licence for this book, and
not subject to the Creative Commons Licence. This means that this material may only be used
unadapted within the T-TEL project and not in any subsequent OER versions.
•• The Government of Ghana logo is copyright the Government of Ghana.

•• The UKAID logo is copyright Her Majesty’s Government of the United Kingdom of Great Britain
and Northern Ireland.
119
A
Creative Commons Licensed Content
Creative Commons licensed content used in these documents is available for re-use under the
respective licenses. If you re-use these documents (or sections of them), you need to retain the
Creative Commons acknowledgements below. For the parts that you re-use, you also need to retain
the acknowledgements provided under the “Sources” section in whatever documents you draw on.
Artwork Used on Front Cover
Kente Cloth in Market – Kumasi – Ghana

https://www.flickr.com/photos/adam_jones/4755541241
by Adam Jones
CC By-SA, https://creativecommons.org/licenses/by-sa/2.0
Icons Used on Front Cover
The following image is from West African Wisdom: Pempamsie – symbol or readiness, steadfast-
ness and hardiness (the importance of being prepared). It is available under http://www.adinkra.org/
htmls/adinkra_index.htm. Unless otherwise indicated.
West African Wisdom: Adinkra Symbols & Meanings
Icons Used
The following image is from the Noun Project (https://thenounproject.com/) are used as our icon.
It is available under https://creativecommons.org/licenses/by/3.0/us/ unless otherwise indicated.
Library, by Vicons Design

https://thenounproject.com/term/people/79163 (CC BY 3.0 US)
Past Experience, by Leonard Ellom Quist

https://thenounproject.com/term/people/26358 (CC BY 3.0 US)
Education, by Pete Fecteau

https://thenounproject.com/term/all/13647 (Public Domain)
Collaboration, by Krisada
https://thenounproject.com/term/all/28324 (CC BY 3.0 US)
Speech bubbles, by T-TEL Project

Write, by Creative Stall

Graphic Design
Graphic design is by Deborah Da Silva at Amici Design (www.amicidesign.com)
120
Acknowledgements
Production Team
Colleagues who contributed to the writing of the Teaching Practice Handbook
Prof. Jonathan Fletcher T-TEL Key Adviser, Tutor Professional Development and
School Partnerships
Prof. Jophus Anamuah-Mensah T-TEL Key Adviser, Curriculum Reform

Dr. Sam Awuku T-TEL Key Adviser, Policy, Leadership and Institutional
Development
Beatrice Noble-Rogers T-TEL Consultant
Dr. Eric Daniel Ananga T-TEL Consultant
Prof. Sally Essuman University of Education, Winneba
Beryl Opong-Agyei T-TEL National Teacher Education Coordinator
Emma Murumbe Fynn T-TEL Education Adviser

Issahaku Abudulai T-TEL Education Adviser
Mary Afua Ackummey T-TEL Education Adviser
Dr. Samuel Agyemang T-TEL Education Adviser
Daniel Amofa T-TEL Education Adviser
Augustus Asah-Awuku T-TEL Education Adviser
Seth Odame Baiden T-TEL Education Adviser
Doris Konadu Boateng T-TEL Education Adviser
Marjorie Naa Afi Tackie T-TEL Gender Officer
Ayishetu Mikey T-TEL Key Adviser, Gender and Inclusion
Eve Hadshar T-TEL Results Delivery Manager
Bans Frempong Komenda College of Education
Charles Arthur Presby College of Education, Akropong
Fadilata Seidu Nusarat Jahan Ahmadiya College of Education
Henry Kwao Ayitey Kibi College of Education
James Adefrah St. Joseph’s College of Education
Joseph Atakora Agogo Presbyterian College of Education,
Ambrose Abgetorwoka Akatsi college of education
Raymond Adda Bakete St. John Bosco’s College of Education
Solomon Appiah Enchi College of Education
Wilberforce Oyiti Jasikan College of Education
121
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What is supported teaching in school?

What is supported teaching in school?

PROFESSIONAL DEVELOPMENT PROGRAMME Year One

School Placement Handbook

Transforming Teacher Education and Learning

School Placement Handbook

The Government of Ghana

T-TEL Professional Development Programme. Four-Year Bachelor of Education Degree

2. The Purpose of this Handbook................................................................................................................1

3. About Supported Teaching in School ............................................................................................... 3

4. Key content and concepts student teachers will develop over

5. Outcomes of STS: progress for student teachers through the

6. STS in Year One Course Outline............................................................................................................ 11

7. Directed Supported Tasks for Students........................................................................................ 21

TOPIC 7.1 Familiarisation with school environment and document/records................... 21

TOPIC 7.3: Observation of classroom lesson presentation, management, and

TOPIC 7.4: Observation of traits of teacher professionalism..................................................... 34

TOPIC 7.6: Discussion of Teaching Philosophy and Building Portfolio.................................. 41

8. SUPPORTING TASKS FOR TUTORS................................................................................................................. 43

TOPIC 8.1: Familiarisation with school environment and document/records.................. 43

TOPIC 8.3: Student teacher observation of classroom lesson presentation,

TOPIC 8.4: Observation of traits of teacher professionalism..................................................... 54

TOPIC 8.6: Discussion of Teaching Philosophy and Building Portfolio.................................. 62

9. Supporting Tasks for Mentors............................................................................................................. 65

TOPIC 9.1: Familiarisation with school environment and document/records.................. 65

TOPIC 9.3: Student teacher observation of classroom lesson presentation,

TOPIC 9.4: Observation of traits of teacher professionalism..................................................... 77

TOPIC 9.5: Undertaking Child Study focussing on Children’s learning

TOPIC 9.6: Discussion of teaching philosophy and building portfolio.................................. 84

10. Student Reflective Journal................................................................................................................ 87

11. STS in Semester Break................................................................................................................................ 97

12. Guidelines for Circuit Supervisors ............................................................................................... 99

12.1 Purpose of the Guidelines.................................................................................................................... 99

12.2 General roles/Actions........................................................................................................................... 99

13. Assessment of Year One STS ..............................................................................................................103

14. Using the National Teachers’ Standards-based Assessment Grid -

15. Assessment Grid ........................................................................................................................................107

16. Instructional Resources, Readings and Materials for STS.........................................115

17. ANNEXES ...........................................................................................................................................................117

ANNEX 1: ROLES OF OTHER STAKEHOLDERS ..................................................................................................117

ANNEX 2: ABBREVIATIONS ...................................................................................................................................118

2. The Purpose of this Handbook

Key Adviser, Tutor Professional Development & School Partnerships.

Figure 1 Role of Supported Teaching in School within the National

Teachers’ Standards. School Curriculum. Honesty Integrity and Citizenry.

Subject and Curriculum

Supported Teaching in School

Effective Engaging Inspirational New Teachers

Enhanced learning outcomes and opportunities for pupils

Credit weighting for STS across the four years

Pattern of STS in Year One

4. Classroom Enquiry and Reflective Practice: Engaging in critical reflection on practice as

6. Professional Portfolio building: Building a professional teaching portfolio as evidence of

Overall progress through the B.Ed. is as follows:

Course STS: Beginning Teaching 1, Semester 1. Three Credits

Course OUTCOMES INDICATORS

CLO 3. Demonstrate knowledge and •• Report on small group discussions

CLO 4. Demonstrate knowledge and •• Use appropriate ICT tools to