– Proprietress 

Typed Interviews, (Most recent on top)

A few interviews are yet to be typed. Will be added soon.

Mr. Kobina Cato. Director of operations,  Little Flower Montessori 

Question number 1 answer typically when common themes show up in terms of deficiencies across multiple teachers number two professionalism and how they relate to students and parents the escalating conflict. With corporal punishment being taken away no caning or weeding, they have had to adapt to how the manage behaviour issues. 
Number 3 They looked for training twice a year with the things highlighted, looked for trainings that had practical applications like role-playing and case studies to demonstrate their new roles. He sometimes provided it himself and other times he found it outside. Sometimes they hear things better from outsiders.  What he didn’t like was training with too much theory that didn’t get to the root of the values underlying the behaviour.  Training that got to the root and was more practical was tough to find. Noted that one-off trainings didn’t help. 
Number 4 the most important Factor is looking at where the teachers were coming from and trying to relate it to their limited experience. This director recognise that he had more diverse experience from other cultures and wanted to be able to bring that to the teachers and have them appreciate it even within their limited Ghanaian experience.
 Number 5 frustration difficulty with their unwillingness to embrace something different. Lots of them have self-esteem issues because they defaulted to teacher training and are now power playing to feel a bit more powerful. They don’t admit weakness or willingness to grow but only openly admit good things about themselves. He’s worried about sending good money after bad at times when they refuse to change. Another challenge is that they can be so busy during the year and it is hard to maintain training consistency and finding the time.

CEO and head masters are involved in training decisions.

 

 

Elisabeth Armah

Principal and owner – Little Treasures Montessori preschool

LCMS plus Elementary school 

Qu. 1 after classroom observations allows and unannounced they are first classroom layout ambience rapport with students, are they inclusive. How they ask questions etc.  And these questions informed training needs holistically. 
2) What challenges were you looking to solve. Examples from the last few times.
 –  social emotional learning and 
– having teachers be more compassionate. They train teachers and assistants using games as training
3. In terms of training providers they look for practical training providers with at least decent handwriting as for their goals what do they want out of the training delivery and Lincoln has a teacher network, every year they hold a day of training which they attend. There is also a network of schools which has training for 10 teachers free annually and they have training on responsible global citizenry through this network.
4) Also look for readiness on the part of the training effect between training and training training that will spur transformation.
5) She believes in Training and Development postcode we’re looking at more application
6) The headmistress the teachers and principal teachers make recommendation as to what to do for training. They like to use external expertise but sometimes the teachers just won’t hear it until someone else or someone from the outside says it

 

 

Mrs. Modupe Adeyinka-Oni

Proprietress i-Africa school

  1. Over summer vacation training and upskilling and most times the head teaxcher comes up with areas she feels they are lacking the second time is during the term, maybe from an interesting advertisement or the teachers recommend something and offer the training.
  2. Handwriting, reading, word problems in mathematics, how to break it down so children get it. Some STEM type issues. Mostly upskilling on global teaching practice, like engagement, learner-centricity BIG challenge, discipline etc., post covid using technology for online lessons etc. Upskilling for technology. Necessary skills/challenges up to the standards we set like briticsh schools
  3. Teachers prefer physical training to online training. And online meetings have issues with engagement. Constantly policing them.
  4. Most important factor. Unique about the school is she trains young energetic willing to learn teacher trainees and she trains them. She trains well as part of her business model. Looks for the scope of training, like for it to be practical, applied and applicable.  Want to see practical examples in a way a lay person can understand it. Not just lecture/theory. Prefers engaging and interactive training, favors ones with stories and examples etc. People that are real and talk freely.  Not trainings with expatriates, because they don’t understand them.
  5. You’ve been hiring different external trainers based on the criteria. And will only stop when feedback is not positive or if they don’t understand the expats
  6. The head teacher is involved in making these decisions. But anyone can see something interesting and suggest it. The head teacher is supported by two deputy heads and three of them make the decisions on what training teachers perform.

Scfl – Dr. Bimbo Ogundere. Look at her model as an example. Ogundare?

Bimbo Ogundere

Arguments against learner centered teaching is learning for the exams. That they don’t have time for learner-centered teaching. Go to your market, go in there and study.

 

Dr. Maurice Gorleku

College VP -Klintaps college health and allied sciences

1) Annual training and anytime there is new staff. Or upon th establishment of new units. Workshops for teaching staff. Contract trainers form other places and internal capacity building workshops (internal guys do the teaching).

2) Make processes and lectures more ffiicient and effective. For teaching efficiency time and resource efficiency.

3) Frustrations because sometimes outside trainers reschedule.And absentees mess things up

4) The right value (needs to achieve a goal e.g. setting examination questions, or how to develop outputs), accessibility (everyone can go/come to it), find ways to reduce cost, feeding etc.

5) Found trainers by recommendations, affiliated institutions.

6) Decision makers: President, VP, Director of Academic Affairs (teaching Staff).”

 

 

Ayeshat Addison

IB coordinator at SOS Hermann-Gmeiner International College

Ibdpcoordinator@soshgic.edu.gh

 

 

Ridge Church School – Headmistress Nana Ama Badasu

Mobile 024 452 7445

Home 020 311 6517

 

Jane’s Montessori School – Headmistress – Esme Maame Nancy Quagraine Winful

+233 20 854 0874‎

+233 55 290 5545 

 

 

 Essie Puplampu – Proprietress Ofankor Christian Academy

+233 20 831 0000

 

 

Jamalya Jackson:  Hillsborough County schools

Professional development executive director 

jamalya.jackson @hcps.net

813-840-7358