Teacher Professional Development
Introdution
Teacher Professional Development is at the core of Ghana’s educational reform. The Ghana Education Service (GES), working with the National Teaching Council (NTC) and the National Council for Curriculum and Assessment (NaCCA), is leading efforts to strengthen teacher professional development across secondary education in Ghana.
T‑TEL supports this work by helping to embed sustainable approaches to continuous teacher learning. This ensures that teachers are equipped to deliver quality teaching and support improved learning outcomes.
Structure
Professional Learning Community
Government, through the Ministry of Education is embedding continuous professional development within the school system through regular, structured learning opportunities.
At the centre of this approach are weekly Professional Learning Community (PLC) sessions, combined with regular lesson observation, where teachers support each other to effectively deliver the curriculum by developing activities that align with the curriculum and enhance student understanding. During PLC sessions teachers:
- work together to plan lessons aligned with the curriculum
- reflect on their teaching practice
- share experiences and solutions to classroom challenges
- strengthen their understanding of curriculum content and standards
These sessions are guided by structured handbooks and led by trained coordinators within schools. Professional Learning Communities are now a core part of school practice, particularly in Senior High Schools.
Since PLC sessions were introduced by GES in June 2023, attendance has climbed steadily, reaching 87% in 2025/26, the highest level recorded so far. Since the start of the academic year in October 2025 alone, teachers have taken part in 10,009 weekly school-based PLC sessions across 717 SHSs and SHTSs, a cumulative total of 1,225,500 hours of Continuing Professional Development. T-TEL also supported NaCCA and GES to ensure all 68,000 SHS teachers have copies of the Year One and Year Two Teacher Manuals and their accompanying PLC Handbooks.
This investment in CPD is producing a measurable shift in classroom practice. The proportion of teachers meeting the National Teachers’ Standards in their lessons has risen to 46.4%, up from 37.8% in 2024 and just 3.3% at baseline in 2022.
Subject specific Apps
T-TEL also worked with GES, the Ghana EdTech Alliance, Ghana NLP and Playlab to develop an AI-enabled Digital PLC Assistant, giving teachers subject-specific, multilingual guidance during their sessions.
The Subject-Specific app, built on Ghana’s own secondary curriculum materials, is designed to help teachers plan lessons, design assessments and differentiate learning for every subject.
Goal:
Teacher Professional Development contributes to a stronger education system where teachers are confident, skilled, and continuously improving and teaching is aligned with national standards and curriculum goals.