Table of Contents

Introduction 2

Opening ceremony 2 3

Presentation of National Referential Competency for

Basic Education Teachers 4

Group work 4

Closing Ceremony 5

Technical Working Group 6

Appendix 1: List of participants/institutions and

contact e-mails 6 9

Appendix 2: The programme agenda of the workshop .... 10

Appendix 3: Welcome Remarks by the Secretary General,

The Gambia National Commission for UNESCO 11 12

Appendix 4: Guidelines for the Group Work 13

Appendix 5: Final National Competency Referential for Basic

Education Teachers in The Gambia 14 32

Appendix 6: Newspaper report and picture highlights 33 - 35

1
2
Introduction

The two-day consultative workshop was organised by the Gambia National

Commission for UNESCO in collaboration with the Ministry of Basic and Secondary

Education and was held at the Regional Education Directorate, Kanifing, from 23

24 April 2015. It was attended by 25 participants from Education Ministries and

partner institutions, including UNICEF, Action Aid The Gambia, Education For All

Network. Gambia College, the University of The Gambia and Gambia Teachers

Union. Appendix 1 shows the list of participants and their particulars. The

programme/Agenda of the workshop is presented in Appendix 2.

This report presents the proceedings of the workshop, starting with the opening

ceremony, followed by the presentations then the group work and planetary

sessions. Furthermore, the report highlights the initiatives of the organisers to

engage a technical team on synthesising and refining the outputs of the various

groups which was held on Saturday, 25th April 2015. The product of the consultative

workshop is attached as the final national competency referential for basic education

teachers in The Gambia.

Opening Ceremony

The activity started with the Opening Ceremony Chaired by the Director of

Curriculum Research, Evaluation and Development Directorate, Ministry of Basic

and Secondary Education, Dr. Burama L. J. Jammeh who welcomed the participants

and asked the participants to pray silently in their religion of faith.

After the prayers, the Chairperson introduced the members the high table as

follows:

3
 Mr. Momodou Sanneh, Secretary General of The Gambia National

Commission for UNESCO

Mr. Omar Jatta, Director of Human Resources of the ministry of Basic and

Secondary Education, representing the Permanent Secretary, Ministry of

Basic and Secondary Education

Mr. Musa I Touray, Director of Tertiary and Higher Education of the Ministry of

Higher Education, Research, Science and Technology

He also recognised the presence of other dignitary, expressed the importance of the

workshop, requested the participants to be highly committed to the task and to do

their best in the finalisation of the document before inviting the Secretary General to

present his welcome remarks.

In his Welcome Remarks, the Secretary General of The Gambia National

Commission for UNESCO, Mr. Monodou Sanneh thanked the participants for

responding to their invitation. He explained the purpose of the workshop which was

to finalise the National Competency Referential for Basic Education Teachers in

support of the EFA agenda to improve quality of teachers. Mr. Sanneh highlighted

the genesis for establishing as well as the deliverables of a UNESCO led Joint

Platform for National and Regional Qualifications Framework for Teachers. The full

text of the remarks is presented in Appendix 3. However, it is worthy of mentioning

that out of nine ECOWAS countries identified for the pilot, the experiences of The

Gambia and Nigeria has been prominent at the Regional Workshop held in Dakar,

Senegal. He reiterated the need to work diligently in validating and finalizing the draft

National Competency Referential for Basic Education Teachers.

On his part, the representative of the Permanent Secretary, Ministry of Basic and

Secondary Education, Mr. Omar Jatta noted that the development of Competency

Referential for Basic Education Teachers is leading to internationalisation of the

4
teaching profession as well as improving the quality of life of people through

education. He said with the competency referential, teachers can smoothly move

and operate from one country to another.

The representative of the Permanent Secretary, Ministry of Higher Education,

Research, Science and Technology, Mr. Musa Touray expressed the importance his

Ministry attached to teacher education, especially at the level of Basic and

Secondary Education. He considered teacher education as an area where the

interests and efforts of the two ministries significantly coverage.

Presentation of the National Competency Referential for Basic Education Teachers

The resource persons led the presentation, starting with Madam Isatou Ndow who

represented The Gambia at the 2014 Regional Workshop in Dakar. Madam Ndow

stimulates the participants appreciation of the task by highlighting the steps taken at

the international and regional levels towards the professionalization of teaching

profession. She recalled efforts put in place to organise an introductory workshop in

June 2012 in which training was held on the development of a qualification

framework for teachers. This was followed by a round table in the year 2012,

marking the development of the matrix. However, Gambia was not represented at

that forum. Madam Ndow continued to explain that In November 2014, a workshop

was held involving eight countries where the products of all the countries were

looked at and those of The Gambia and Nigeria have been very prominent in the

process. In this regard, the Gambia is considered as a pace setter of the pilot

countries.

5
Mr. Ousman Senghore, the second facilitator led the presentation of National

Competency Referential for Basic Education Teachers, starting with the instructions

developed by the International Task Force on Teachers for EFA. He took the

participants through the draft matrix and explained the tasks, using the circulated

guidelines (See Appendix 4). The presentation was followed by discussions,

questions, answers and clarifications made by the workshop facilitators before the

participants were divided into groups.

Group Work

The participants were divided into three groups on the following tasks:

All the groups were assigned to complete Focal Area 1: Course/Lesson

Preparation. In addition:

Group 1 was assigned to work on Focal Area 2: Course/Subject Teaching

Group 2 was tasked to work on Focal Area 3: Learning Assessment

Group 3 worked on Focal Area 4: After-School and Out-of-School

Activities/Extracurricular Activities

The groups worked on the matrix while the facilitators, including Mr. Lamin Jarjou

were going round supporting the groups for the rest of Day 1 and continued in Day 2

of the workshop. In the afternoon of Day 2, the groups presented their work and

comments were made by the participants and facilitators. The works of the three

groups were to be synthesised but this could not be accomplished in the two days.

6
Closing Ceremony

At the closing ceremony, a female teacher participant, Madam Nyima Jallow gave

the vote of thanks. She first recognised the efforts of, and thanked the UNESCO

Regional Office in Dakar for financing the workshop. She expressed gratitude to the

organisers for the preparations and the manner in which the workshop was

conducted. She extended her sincere gratitude to the facilitators for their guidance

throughout the workshop, the caterer for the delicious food eaten at the workshop

and the participants for their commitment, dedication and hard work.

The workshop was officially closed by the representative of the Permanent Secretary

who is also the Director of Human Resources Directorate of the Ministry of Basic and

Secondary Education. He expressed delight over the product of the workshop and

reiterated his earlier point at the opening ceremony relating to internationalisation of

the teaching profession.

Technical Working Group

Before the closing ceremony, a technical working group was constituted comprising
the Secretary General of NATCOM, the facilitators, the representatives of Gambia
Teachers Union, Action Aid and the Directorate of Curriculum Research, Evaluation
and Development, Ministry of Basic and Secondary Education. The group worked
the whole of Saturday 25th April 2015 to synthesis, edit and produced the matrix in
relation to the final National Competency Referential for Basic Education Teachers in

7
The Gambia which is attached as Appendix 5 of this report. Appendix 1: List of
participants

Outcomes

A competency profile matrix was realized at the end of the meeting

The meeting has been able to galvanized a common front shared by all

stakeholders on teacher professional competence

The matrix will serve as a benchmark to measure the competences of

teachers vis-a-vis teacher continuous professional development

The policy informs and is also informed by other policy documents of MoBSE.

Appendix 1: List of Institutions/Directorate/Organizations and

e_mail list of Participants

1. Basic and Secondary Education Directorate

a. The Director
b. ECD Unit
c. Non-formal Unit
d. Monitoring and Evaluation Unit
e. Special Need Unit
f. Head of Madrassa Unit
2. University of the Gambia School of Education
3. The Gambia College School of Education
a. Lecturers
b. Heads of Department
4. Planning Directorate, Ministry of Basic and Secondary Education

8
 5. Standard and Quality Assurance Directorate, Ministry of Basic and Secondary
Education
6. Curriculum Research Evaluation Development Directorate, Ministry of Basic
and Secondary Education
7. Performance Monitoring Unit, Ministry of Basic and Secondary Education
8. In-Service Training Unit
9. Gambia Teachers Union
10. School Principals
11. The Gambia National Commission for UNESCO
12. Teachers
13. UNICEF Education Specialist
14. Veteran and retired teachers
15. Regional Education Directorate ( Kanifing & Brikama)
16. EFAnet The Gambia
17. Action Aid the Gambia

Email list of Participants

NO. NAME Designation Institution E-MAIL ADDRESSES

Principal MoBSE

1 Nyima A. Jallow pangsi68@yahoo.com

General Gambia

Secretary Teachers
2 Essa Sowe soweessa@gmailcom
Union

Senior Gambia
Lecturer College
Momodou A.

9
3 Jallow (H.o.D) mamadujallo3@gmail.com

Principal MoBSE

Education
4 Ida Njie aida2_ray@yahoo.com
Officer

Principal MoBSE
Education
5 Bakary Ceesay bakaryceesay67@gmail.com
Officer

Director MoBSE

6 Buramma L.J bjammeh47@gmail.com

Jammeh

Senior MoBSE

Education
7 Awa Saho sahojallowawa@gmail.com
Officer
Jallow

Programme ActionAid
Specialist, International
8 Kadijatou kadijatoubaldeh@actionaid.org
Education &
Jallow Youth

Principal MoBSE

Education
9 Lamin Fatajo lkmfatajo1@gmail.com
Officer

Head of University of
Department The Gambia
10 Ousainou S. ousloum@utg.edu.gm
Loum

Retired MoBSE

Educationist
11 Ibrahim S. Ibrahimsorie_touray@yahoo.com

10
 Touray

Senior MoBSE

Education
12 Saikou ekwesoks@yahoo.com
Officer
Sanyang

Rep. of Gambia

President Teachers
13 Yankuba B. yanks2bk@yahoo.co.uk
Union
Kongira

Director Ministry of

Higher
14 Musa I. Touray musa_touray@yahoo.com
Education

Senior Ministry of

Education Higher
15 Lamin Kenjo kenjocham@gmail.com
Officer Education
Cham

Senior University of

Lecturer The Gambia

16 Dr. Kenneeth kennetok@gmail.com

Igharo

Principal MoBSE

Education
17 Lamin S. Sonko denianko248@yahoo.com
Officer

Director MoBSE

18 Omar Jatta aojatta@yahoo.com

Commented [N1]:

11
12
Appendix 2: The programme/Agenda of the workshop

National workshop to finalize the National Competency referential

for Basic Education Teachers
Day 1:

08:30 09:00 Registration of participants

09:00 09:10 Prayers and welcoming statement by the Secretary General

NATCOM

09:10 09:20 Opening statement the Permanent Secretary Ministry of Higher

Education Research Science and Technology

09:20 10:00 Presentation of the National Competency referential for Basic

Education Teachers by the National Focal Person in collaboration with
the resource persons

10:00 10:20 Questions and Answers session

10:20 10:40 Breakfast

10:40 13:30 Group work: technical thematic review of the draft document
coordinators by facilitators

13:30 14:30 Lunch and prayers

14:30 16:30 Group work continues: technical thematic review of the draft document
coordinators by facilitators

Day 2:

09:00 10:20 Plenary: Presentation of group works

10:20 10:40 Questions and Answers session

10:40 11:20 Breakfast

11:20 13:30 Closed technical review: Finalization of draft document by

facilitators and selected participants

13
13:30 14:30 Lunch and prayers

14:30 15:30 Plenary: Presentation of Final document and comments and

suggestions

15:30 16:00 Incorporation of comments

16:00 16:30 Closing

14
Appendix 3: Welcome Remarks by the Secretary General, The Gambia National

Commission for UNESCO, Mr. Momodou Sanneh

WELCOME REMARKS BY THE SECRETARY GENERAL, THE GAMBIA

NATIONAL COMMISSION FOR UNESCO AT THE TWO-DAY CONSULTATIVE

WORKSHOP TO FINALIZE NATIONAL COMPETENCY REFERENTIAL FOR

BASIC EDUCATION TEACHERS HELD AT THE REGIONAL EDUCATION

DIRECTORATE, KANIFING, 23 24 APRIL 2015.

Mr. Chairman,

The Director, Human Resources Director, MoBSE,

Staff of MoBSE, MoHERST, NATCOM & Tertiary & Higher Education Institutions

Workshop Coordinator & Resource Persons

Workshop Participants

The Members of the Press

Distinguished Ladies and Gentlemen

The rest of the protocols duly and respectfully observed

I am delighted to welcome you all to this two-day consultative workshop to finalize

the National Competency Referential for Basic Education Teachers. This workshop

fulfills UNESCOs main line of action in support of EFA in the improvement of the

quality of teachers through a Joint Platform for National & Regional Qualifications

Framework for Teachers.

15
This Joint Platform which is led by UNESCO in close partnership with an

International Taskforce on Teachers for EFA, has been tasked to meet the following

deliverables:

1. Identification of nine countries in the ECOWAS Region as pilot for the

development of Regional and National Qualifications frameworks for basic

education school teachers;

2. Development of a tool to analyze activities or intervention areas that reflect

the work of school teachers and the competencies required for each of these

activities;

3. Development of competency profiles of basic education school teachers of the

9 ECOWAS pilot countries and definition of the outline of an assessment

referential for these competencies.

4. Drafting of a referential of qualifications for basic education teachers which

will be valid for all the nine ECOWAS countries.

It should be happily acknowledged that the experience of The Gambia and Nigeria in

this process has been extremely prominent, particularly at the Regional Workshop in

Dakar where the country was ably represented by Madam Isatou Ndow of The

Gambia College.

Following the outcomes of this Regional Workshop, The Gambia alongside eight

countries within the ECOWAS region now have a responsibility to finalize the draft

National Competency Referential for Basic Education Teachers.

You have therefore been invited to validate the draft framework bearing in mind the

need to complete work on the area of professional competencies within the

framework.
16
To this end, you will be guided by the facilitators and resource persons so that the

product that emerges from this exercise will meet the expectations of UNESCO and

the Task Team.

On this note, I wish to welcome you once again to this two-day National Workshop

aimed at finalizing the National Qualifications Framework for Basic Teachers.

I thank you all for your kind attention.

17
Appendix 4: Guidelines for the Group Work

Items Area of Activity per area of Required common Area of Professional Performance Performance
intervention/Focus intervention (Key competences competences Criteria/benchmarks Indicators
area activity)

Definitions/ There are four main These are the key activities These are the required A competence is This is to identify These are observable
instructions intervention areas for to be conducted for each competences that the subdivided into a series of evaluation criteria that evidences that the
teachers activity : competence area e.g.: teacher needs to have for objectives to attain it. allows to appreciate the teacher needs to show
Lesson planning, Lesson each of the identified acquisition of a to enable the assessor
1. Lesson Preparation, note on the pedagogical activities. E.g. How to This means how to competence by the teacher make a judgement or
2. Subject teaching, procedure in relation to the plan a course per organise/describe the of student eacher. E.g. these also can mean to
3. Assessment required professional
teaching/learning year/term/month/week demonstrate by doing/
objectives, designing a Prepare a lesson note per competence in terms of . the lesson plan developed action e.g.
formative subject, highlighting the knowledge, pedagogical by the teacher is in
4. After-school/Out-of-
school/extra- evaluation,/constructing a methodologies, the skills and attitudes in conformity with the . The development of
curricular activity summative evaluation/ resources to be used and relation to the human instructions and the official lesson notes for
evaluation for certification the planned intervention and the social school calendar defined by different subject that
assessments., Develop task of the teacher the regulatory text for the specify the learning
formative assessment course concerned in terms objectives, the
activities in relation to the E.g. of level of content of the methodology, the
lesson note, apply the subject matter and the teaching /learning aid
. Good mastery of the lesson progression is and the evaluation
assessment technique to
subject content within the required time activities
assess a competency .
knowledge frame
. Discussion with the
. Demonstrate classroom . The assessment tools teacher in order to
management skills developed by the teacher explain to him the
are coherent with the choice of activities
. Treat students fairly
object and content of the within the overall class
.Teacher is very punctual evaluation progression

18
 .Appendix 5: Final National Competency Referential for Basic Education Teachers in The Gambia
Focal Area 1: Course/Lesson Preparation
Required Common
Key Activities
competences
(1) Research Search relevant information
on/Mastery of from various reference
the subject materials including internet.
area
Breakdown the scheme of
work and sequence topics of
a subject, taking into account
learners previous experience
Demonstrate knowledge of
research methods
Area of professional
competencies
Ability to demonstrate
knowledge of school
curriculum and guidelines
Skills in the use of computer
and other sources to do
research
The mastery of the subject
Show aptitude in research
methods
Performance
Performance indicators
criteria/benchmarks
Research log available
Research activities carried
out by the teacher adhere
to action research
Accurate and relevant
processes.
information available
A breakdown of the
area must be in conformity
scheme of work with
with the prescribed
logical sequence of topics
minimum standards by the
of a subject is available
MoBSE
19
 Show interest for innovations
in the subject matter
Share knowledge, information
resources

Exhibit mastery of subject

matter

Ability to share knowledge,

information and resources

(2) Designing Setting up operational
of lesson plan objectives (State SMART
objectivities)
Organise and logically
sequence the activities of a
Show awareness of elements
in a lesson plan
Ability to match the activities
with the content.
The planned lesson
content, materials,
teaching technique and
duration of lesson meet the
prescriptions of the Ministry
of Basic and Secondary
Education (MoBSE)
Scheme of Work, syllabus,
core textbooks school
Availability of an up-to-
date lesson plan
Key elements of the
lesson plan visible
Activities arranged in
sequence and organised
accordingly

20
lesson.
Align content and activity
Describe the necessary
teaching//learning and
assessment strategies
Identify teaching and learning
materials
Match topics with other
relevant subjects/disciplines
and emerging issues.
record of work; school time
table and assessment
Availability of
protocol
differentiated activities for
Ability to organize and
the lesson.
sequence the elements of a
lesson plan
Ability to use the relationship Suitable activities matched
that exists between to contents.
knowledge in a given domain
and among different
knowledge domains
Demonstrate knowledge of
the characteristics of learners,
interpersonal skills
21
 Show knowledge of Sociology
and Psychology, identify and
address learning difficulties,
demonstrate awareness and
respect of each students
background, experience and
culture

3) Gathering Identify and select material Show appreciation of Variety of relevant

of instructional appropriate for each topic, for available resources and instructional materials
materials each class level. professional aids, stakeholder available
needed for the involvement
subject
Create resource banks and
improvise where necessary Ability to use resources
efficiently and ability to work
with others,

Improvise instructional
Ability to review and evaluate

22
 materials where there is none instructional effectiveness in
order to improve selection of
materials
Produce and use local
Ability to identity and produce
instructional materials.
local instructional materials

4) Keeping Keep and retrieve records of Ability to demonstrate record Availability of record of
record of lesson plans for reference. keeping skills, organizational previous lesson plans and
previous skills, planning and reviewing evidence of their reflection
lesson plans in current lesson planning.
and making Monitor progression of
reference to lesson objectives
them

5)Formulation/ Identify learners Ability to appraise learners Comprehensive

anticipation of characteristics to the nature background, experience and articulation of seating
seating of the topics culture, positions and relevant
arrangements/ environmental factors;
Suggest how to position Ability to employ appropriate
ideal lesson atmosphere
23
environment learners in relation to the classroom management in the lesson plan
activities techniques and behavioural
characteristics of learners,

6) Making Use assessment protocols. Ability to interpret the The use of assessment
reference to classroom-based assessment protocols is reflected in
classroom- protocol the lesson designed
based
Show appreciation of the
assessment
classroom-based assessment
protocol
protocol

Focal Area 2: Course/Subject Teaching

Area of professional Performance

Key Activities Required competences Performance indicators
competences criteria/benchmarks

1) Time Allocate appropriate time to Show recognition of the Recording of Time on task- Teachers attendance
Management each segment of the lesson. value of punctuality and in line with classroom recorded in the School

24

Reflect on the lesson plan
and respect time allocated
to activities
regularity observation tools and time book
Minimum Standards
prescribed by MoBSE
Exhibit efficient time Details of time
management skills management recorded in
the lesson observation
tool

2) Keeping of Maintain record of students Ability to develop class rules Regular attendance in line Availability of up-to-date
regular attendance with Quality assurance attendance register.
attendance of framework
Formulate class rules and
students Ability to serve as a role
procedure in a participatory
during lessons model
manner

3) Ensuring Facilitate students interaction Ability to vary methods of More than 80 % of

active in a lesson instructions( demonstrations, Students participation in students participate in a
students role play) to satisfy different accordance with the lesson
participation learning needs and to Minimum standards
encourage students prescribed by MoBSE

25
 participation

4) Considering Treat students according to Ability to recognise individual Differentiate teaching

individual their individual abilities and differences approaches is evident in
differences characteristics. lesson delivery
Awareness and appreciation
during lessons
of differentiated teaching
methods

Skills in using inclusive

teaching strategies

Show empathy

5) Lesson Introduce lesson effectively Show ability to demonstrate a Use of lesson plans and
delivery such as lesson review and variety of instructional records is evident.
brainstorming methods or strategies

Variety of activities used in

Present the topic Ability to demonstrate the lesson.
comprehensively mastery of content knowledge
Delivery in line with lesson

26

Use appropriate teaching and
learning resources
Employ interactive teaching
techniques ( Initiate and
encourage discussions)
Expose learners to various
point of view on the topic
Communicate clearly
(verbally and non-verbally)
Use positive language, child-
observation tool and Variety of views and
minimum standards for proposed activities
Have good command of the
basic education reflected in classroom
language of instruction (
interaction and in the
including National
Observance of teacher lesson.
languages)
professional code of
conduct and ethics
Lesson delivery reflects
the level of students
Demonstrate knowledge of understanding of topic as
theories of learning and new evident in their work
and innovative teaching
practices
Active student
participation; appropriate
Ability to provide opportunities responses to student
and stimulus for critical questions
thinking
Instructions and
Samples of practical
announcement are presented
27
friendly terms
Apply appropriate learner-
centred strategies
Encourage and respond to
students
questions adequately
Handle and protect furniture,
instructional materials and
equipment properly during
lesson
Make reference to lesson
plan and records during
clearly projects; ability of students
to demonstrate practical
knowledge.
Ability to establish
relationship between topics,
subjects and disciplines. Good classroom
atmosphere.
Show respect and
commitment
Ability to appreciate and
promote acceptable
behaviour ( Respect, peace
and sustainable development)
28
 lessons (Adhere to lesson
plan)

Conduct adequate and

relevant practical activities

6. Classroom Apply appropriate classroom Have knowledge of Class is managed in line Use of the guidelines for
management management style management techniques with the School Code of handling furniture, etc;
Conduct/ safety in class.

behaviour policy; and class

Appear neat and tidy Ability to identity, address and
rules and regulations
manage learning difficulties Good class atmosphere.

Establish professional
relationship with students Ability to manage, promote
behaviour

29
 Encourage students through Ability to interpret and
a variety of reward strategies. manage cultural differences

Recognise and support Ability to identify hazards,

students with special needs assess risk and take
appropriate actions

Recognise and reward

students efforts Show positive student/teacher
relationship

Show Integrity, honesty,

respect and commitment

7. Assessment Construct assessment tools Demonstrate knowledge of Marked exercises and

various assessment methods scripts available

30
 Assign, supervise and
monitor tasks to students
Comprehension of lesson;
during lesson
correction of errors
Keep record of student associated with past
assessment results for assignments.
improved pedagogy

Focal Area 3: Learning Assessment

Area of professional Performance

Key Activities Required competences Performance indicators
competences criteria/benchmarks

31
1) Give regular assignments to Ability to design and Regular assignment is
Administration students administer assignment evident in students work
of assignment book

Assignment given in line

Provide sufficient time for
students assignments and
practicals
Ability to link assignment to
lesson objective, topic and
students ability
with school policy and
assessment protocol Completion of assignment
and practicals by students.
The assignments given,
marking techniques and

Mark assignements
Provide feedback
Ability to develop criteria for
assessing performance
consistently
related matters are in line
with the Ministry of Basic
and Secondary Education
(MoBSE) Scheme of Work,
syllabus, core textbooks
Marked assignments;
record of result and
marking scheme.

Ability to communicate school record of work; Availability of reports,

regularly with parents and
community,
Provide clear instructions for
assignments
Professional and effective
school time table, marking confidential cards, etc;
scheme, and best practices awareness of students,
and parents; giving
students their marked
assignment scripts.

32
 Communicate with students communication skills, non-
and relevant stakeholders on judgmental and affective
students performance listener

2) Compilation Keep records of students Ability to grade and record Grading system and the Availability of records of
of data on performance and progress. students progress practice of keeping records students performance and
students are in line with the MoBSE progress.
progress Assessment Policy and
Minimum Standards

3) Preparation Design and utilise class- Demonstrate awareness of Assessment tool is in line Availability of test
of a test different learning domains with the MoBSE
33
blueprint for based test blueprint. (knowledge, skills and Assessment Protocol and blueprint;
regular class attitude) Minimum Standards
assessment
Ability to construct a test
Develop assessment tools Assessment tools evident
blueprint and assessment
tools

Show appreciation of
assessment protocol and
other administrative systems

4) Regular Conduct regular and Show respect and Records of continuous

class continuous assessments commitment, provide assessments; sample of
assessments opportunities and stimulus for test items.
students for critical thinking,
The tests follow the School
Use variety of assessment
Assessment Policy.
strategies and types Variety of assessment
Abilty to use variety of strategies/types is
methods, knowledge of eveindent in teachers and
provide opportunities for learning theories, project-

34
 critical thinking based learning, identify and students work
address learning skills

5) Preparation Prepare and use marking Knowledge of administrative Marking schemes are as Availability of marking
and use of schemes /grading system system and protocol, prescribed in the schemes/grading system.
marking assessment protocol
schemes/gradi
ng system

6) Analysing Review students Show Analytical and The analysis reflects Intervention in students
results of performance and progress. presentation skills School Master Mark Sheet; performance gaps is
students and school test items. evident
performance
The remedial work is Record of extra classes;
Identify performance gaps Ability to identify performance
based on information or record of students
from results gap
facts contained in the attendance in extra
Share and encourage Students Individual classes; ability of students
reflection on assessment Confidential Record Cards to catch up.
Ability to develop adequate
results
pedagogical strategies to
Formulate strategies to address students learning

35
 address gaps and provide needs
remedial work for slow
learners

Conduct analyses and

reporting,

7) Self- Assess self-using various Develop self-assessment tool Rapport with students;
assessment strategies ( peer review, accessible to students student and peer
by the teacher questionnaire, ) feedback.

Show integrity and honesty,

Focal Area 4: After-School and Out-of-School Activities/Extracurricular Activities

Required common Area of professional Performance

Key Activities Performance indicators
competences competencies criteria/benchmarks

36
1) Coordination Organise and involve in Demonstrate communication The coordination and Records of students
and games and sports skills, leadership skills (roles supervision of after-school participation in variety of
organization of allocations, knowledge of activities and related sports and games
games and behavioural characteristics of matters comply with the available
sports within Identify the type of students, presentation of clear Ministry of Basic and
Calendar of events
the school and competition instructions and Secondary Education
available
between announcements) (MoBSE) Scheme of Work;
schools syllabus, school time table; Trophies and prizes;
Organise school school extra-curricular certificates of participation;
competitions Show positive student-teacher policy. displayed
relationship

Organise school Reports on learning

visits/excursions/field activities, MOUs /
trips/exchange programmes Administrative
correspondance,
photographs and
documentaries filed

37
2) Supervision Provide leadership and Exhibit effective Activity reports available
of school clubs guidance to school clubs communication and leadership
during and skills,
after school Programme guide and
hours Develop and monitor calendar of activities
activities of school clubs Demonstrate commitment to
work during and after school
hours Profile of clubs available
compiled and presented

Show awareness and

appreciation of each students
background and culture,

Ability to manage behavior

3) Participation Take part in professional Demonstrate awareness of Compliance to safety Certificates of participation
in professional development and union professional organisation standards and official in
development activities. guidelines
professional development

38
and union activities
activities
Manifest interest in
professional development
activities

4) Engagement Participate in school- Knowledge of cultural sittings Good school-community

in school- community relations and in the Gambia, learning relations; enhanced
community development environment, community support to
relations and school; PTA records,
Communicate in a Demonstrate appreciation and
development record of community
professional manner with tolerance of other peoples
School community projects.
colleagues, parents and culture
relationship is in line with
community members
the provision of MoBSE
School Management
5) Participation Desire to Participate in Ability to share knowledge and Attendance records;
Manual
in School school meetings/ resources, minutes of meeting; peer
meetings/team activity reports
Desire to work as a team Skills in taking good care of
building
resources,
Communicate in a
professional manner with Show respect and
colleagues, parents and demonstrate commitment to
39
 community members, working with others

6) Supervise, organize farms Ability to manage students Compliance with the Availability of farms
Management of and garden activities. activities in school farms and Minimum Standards in activity reports; farm
student gardens relation to School farm and produce and other
Maintain farm tools and
activities in garden products;
equipment.
school farms
tools and equipment,
gardens and Use school farm and garden Ability to use school farms and
enterpreneursh as learning environment garden as a learning resource
ip
Take good care of
resources,

7) Provision of Provide guidance and Ability to guide and counsel The counseling follows the Availability of counseling
guidance and counseling to students students MoBSE Policy in Guidance centre; reports.
counseling based on individual needs and Counseling
Students record files

Ability to organize career skills

Organize career talks

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Appendix 5: Picture highlights and Newspaper report of the activity

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