ESSENTIAL PROFESSIONAL SKILLS

CONTENT AND ITEM SPECIFICATION FOR 40 ITEMS

Content

Domains and sub-domains Indicators

Professional values and

attitudes

Professional development

a Importance

b Activities that constitute professional development

c Reflective practice

d Concepts associated with professional learning

e Leadership role of the teacher and how the teacher develops

leadership skills in learners, etc.

Community of practice

a Concepts that relate to community of practice

b Role modelling: What constitutes role modelling and how to

be a good role model

c Agent of change and how one can be an agent of change

d Collaborating and engaging with larger community and other

stakeholders

e What constitutes ethical conduct/misconduct; examples of

ethical conduct/misconduct

Professional knowledge

1
a. Knowledge of • e.g., Free SHS
educational system, • School feeding/capitation grant
policies/reforms • National Teachers’ Standards
• Ghana Library Authority
• National School Inspectorate Authority (NaSIA)
• National Teaching Council (NTC)
• Ghana Tertiary Education Commission (GTEC), etc.
b. Knowledge of curriculum • e.g., New primary curriculum
framework and curriculum • New TED curriculum, etc.
materials/resources • Key areas/ 4Rs of the new primary school curriculum
• Main curriculum materials e.g. textbooks, syllabus,
scheme of work, etc.
c. Knowledge of theoretical
concepts/theories of
learning

d. Knowledge of students’/ • learners’ growth and development;

child development and • learners’ different abilities and how it informs the
learning teacher’s choice of teaching and learning activities and
resources, assessment modes, etc.
• different learners’ socio-economic, socio-cultural, and
linguistic backgrounds (e.g. ethnicity, religion,
language, etc.).
• students’ learning needs and determination of
appropriate remediation/referral

e. Role of teachers in the

implementation of
educational reforms

Professional practice

Managing the learning

environment

a Managing small and large classes

b Appropriate social/linguistic environment for teaching and

learning

c Appropriate psychological/emotional environment for

teaching and learning

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 d Safe classroom environment/Physical classroom environment
for teaching and learning/seating children with special needs,
e. g. sight and hearing impairment, etc.

e Inclusion/grouping

f Managing classroom issues, e.g., indiscipline

g Developing and sustaining students’ attention and interest

Teaching and learning

a Lesson plans: components, principles, theoretical concepts

and rationale

b Appropriate teaching and learning materials and usage

c Appropriate resources/activities/strategies for teaching

different categories of children/inclusive teaching and
learning/remediation

d Activities/strategies for capturing and sustaining students’

interest and attention

e Activities/strategies for making students participate in lessons

f Activities/strategies for developing critical thinking and

transferrable skills/independent learning

g Using illustrations, demonstrations, real life situations, etc. to

explain concepts/promote learning

h Research on class and school issues to improve teaching and

learning

i Encouraging team work/cooperative learning

j Demonstrating mastery of subject matter/content

k Theoretical concepts/principles/rationales for using lesson

delivery strategies

Assessment

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a Knowledge and application of assessment principles

b Appropriate interactive activities: constructive feedback;

justification for their use

c Use of appropriate questioning

d Assessment concepts, e. g. norm, criterion, validity, reliability,

etc. and their application

e Using assessment strategies to identify students’ talents,

abilities, high/low achievements and nurturing them to realise
their potentials

f Understanding and application of assessment modes/tools,

e.g., checklist, observation, portfolio, tests, event sampling,
work sample analysis, etc.

4
 Item Specification for EPS domains

Component/Sub-component No. of items

Professional Values and Attitudes 9 (23%)

Professional development 5

Community of practice 4

Professional Knowledge 11 (27%)

Knowledge of educational policies 3

Knowledge of frameworks and curriculum 4

Knowledge of students 4

Professional Practice 20 (50%)

Managing the learning environment 5

Teaching and Learning 10

Assessment 5

Total 40

TABLE OF SPECIFICATION FOR ESSENTIAL PROFESSIONAL SKILLS

CONTENTS/TOPICS LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 TOTAL
Professional values and
attitudes

5
 a. Professional
Development
1 1 2 1 5
b. Community of practice
1 1 1 1 4
Professional knowledge

a. Policies: 1 1 1 3

b. Curriculum
1 1 1 1 4

c. Knowledge of student:
1 2 1 4
Professional practice

a. Managing the learning 1 1 2 1 5

environment

b. Teaching and learning 2 3 3 2 10

c. Assessment
1 1 2 1 5
8 (20%) 10(25%) 14 (35%) 8 (20%) 40

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 CONTENT FOR THE LITERACY GTLE

CONTENTS/TOPICS COMPETENCIES
Arrangement of Adjectives Correct sequence of adjectives when more than one
modify a noun

Concord A. Correct agreement between a subject and its

verb.
B. Correct agreement between a pronoun and its
antecedent
Direct/Indirect Speech Changing a direct speech to an indirect speech and vice
versa

Synonyms/Antonyms Identifying words or expressions having similar meaning

or having opposite meaning
Voice Ability to change sentences from active voice to passive
voice

Ability to change sentences from passive voice to active

voice
Identifying errors Identifying different kinds of errors in a given passage
Sequence of tense Correct use of tense types in sentences

Conditional Sentence Appropriate use of the three types of conditional

sentences

Idiomatic Expression Identifying the correct meaning of idiomatic expressions

Tag Questions Correct use of question and answer tags
Relative Pronouns Appropriate use of relative pronouns
Preposition Appropriate use of prepositions
Conjunction Appropriate use of different types of conjunctions
Phrasal verbs Identifying the meaning of phrasal verbs

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TABLE OF SPECIFICATION
CONTENTS/TOPICS LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 TOTAL
Arrangement of 2 2
Adjectives
Concord 2 2
Direct/Indirect Speech 4 4
Synonyms/Antonyms 2 2
Voice 4 4
Identifying errors 4 4
Sequence of tenses 2 2
Conditional Sentence 2 2
Idiomatic Expression 2 2
Tag Questions 2 2
Relative Pronouns 2 2
Preposition 2 2
Conjunction 2 2
Phrasal verbs 2 2
8 (20%) 8 (25%) 10 (35%) 8 (20%) 34
Note: Select any 3 from Idioms to Phrasal Verbs for a Set of Questions

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 CONTENT FOR THE NUMERACY GTLE

APPENDIX A NUMERACY COMPETENCIES

Domain Subdomain Competencies

N 1. Place value, relative 1. Demonstrate conceptual understanding of
(Number) magnitude of numbers place value of base ten numbers (including
including decimals and decimals and integers) and the relative
integers magnitude of numbers.
2. Four basic operations with 2. Demonstrate conceptual understanding of
multi-step problems the four basic operations involving whole
numbers and apply these in solving multi-
step problems involving two or more of the
operations.
3. Sets of numbers – factors, 3. Express given numbers in multiple ways
multiples, primes, exponents, (e.g., decimals, fractions, percentages,
scientific notation ratios) including the use of exponents and
scientific notation
4. Fractions, equivalent forms 4. Demonstrate an understanding of fractions,
(decimals, percentages, and the ability to express them in
ratios, and proportions), equivalent forms (decimals, percentages,
comparing, ordering, ratios, and proportions), and use it to solve
applying four basic multi-step problems including comparing
operations and ordering
5. Ratios, and proportions 5. Demonstrate an understanding of ratios,
and proportions and multi-step problems
involving ratios, and proportions.
A 1. Simplify and evaluate 1. Simplify and evaluate algebraic
(Algebra) algebraic expressions expressions
2. Identify and justify observed 2. Identify and justify observed patterns; and
patterns, generate patterns generate patterns for given relationships
and vice versa
3. Linear equations and 3. Solve word problems involving linear
inequalities in one variable equations and inequalities in one variable
word problems
4. Graph and to solve related 4. Graph ordered pairs or relationships and to
problems solve related problems

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Domain Subdomain Competencies
5. Representation of given 5. Identify the linear equation that best
mapping or set of order pairs represents a given mapping or set of order
pairs

M 1. Measurement units (i.e., for 1. Demonstrate a conceptual understanding of

(Measurement length, mass, capacity, time, the basic standard units of measurement (or
and etc.,) arbitrary/referents and referents such as feet, inches, metres,
Geometry) standard units kilometres, kilogrammes, etc.)
2. Measurement of time, 2. Solve problems involving measurement of
money, length, capacity and time, money, length, capacity and mass.
mass
3. Construction/measurement 3. Construct/measure shapes; solve problems
of lines, angles, shapes; involving lines, angles, shapes - symmetry,
symmetry, congruence, congruence, similarity, enlargement
similarity, enlargement
4. Triangles, quadrilaterals, 4. Analyse fundamental properties of
Pythagorean theorem and triangles, quadrilaterals, and circles; solve
circle real-world problems involving these basic
geometric concepts
5. Side of shapes, perimeter and 5. Solve problems involving length of side,
surface area of shapes; perimeter and surface area of shapes;
volume of rectangular solids volume of rectangular solids and cylinders
and cylinders
Statistics and 1. Data collection and 1. Determine appropriate ways to collect
Probability representation (survey, measurement, observation, etc.,)
and to represent (graphical and/or tabular)
data
2. Data presentation including 2. Read, analyse and interpret data presented
spurious graphs and their in tables and graphs (e.g., single or double
interpretations frequency tables, scatter plots, pictographs,
bar graphs, histograms, pie charts) and
draw valid conclusions
3. Measures of central tendency 3. Identify the most suitable measure of
- mean, mode and median – central tendency (mean, median and mode)
effect of outliers and missing to represent a given data and compute and
data interpret the mean, median, and mode of
data
4. Range and standard 4. Demonstrate knowledge of the concepts of
deviation - effect of outliers range and standard deviation; demonstrate

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Domain Subdomain Competencies
and missing data knowledge of the effect of an outlier or
missing data point on the measures of
central tendency
5. Probability of events 5. Demonstrate an understanding of the
concept of probability and use if to
determine the probability of an event

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 Table 1 GTLE 2-Dimensional Assessment
Depth of Knowledge (DoK) Framework for Numeracy
Mathematics Content Domains Depth of Knowledge
number properties and number operations: whole Levels 1 and 2 (Recall;
numbers; fractions and decimals; integers; ratio, Skill/Concept): recall; recognize;
proportion, and per cent. compute; use tools; classify;
represent; formulate; distinguish.
fundamental principles of algebra: patterns; algebraic Level 3 (Strategic Thinking): select;
expressions; equations and formulas; relationships. model; interpret; apply;
verify/check.
Geometry: lines and angles; 2- and 3-dimensional Level 4 (Extended Thinking):
shapes; congruence and similarity; symmetry, hypothesize/predict; analyze;
geometric measurements, location and movement. evaluate; generalize; connect;
synthesize; solve non-routine
Data and chance: data collection and organisation; problems; justify/prove.
representation; uncertainty and probability.

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Table 4 Items Specification Table

Total Items
Weighing
domains

Level 1

Level 2

Level 3

Level 4
Total
Sub-

(%)
Number
properties
and
number
operations:
whole 3
numbers;
40.0
Number fractions 4 3 2 12
%
and
decimals;
integers;
Content Domain

ratio,
proportion,
and per
cent.
Fundament
al
principles
of algebra:
patterns;
13.3
Algebra algebraic 1 2 1 1 5
%
expressions;
equations
and
formulas;
relationship
13
 s.
Geometry:
lines and
angles; 2-
and 3- 3
dimensional
shapes;
congruence
Measurement 26.7
and
and geometry % 2 1 1 7
similarity;
symmetry,
geometric
measureme
nts, location
and
movement.
Data and
chance:
data
collection
and
Probability and organisation 20.0
2 3 1 6
statistics ; %
representati
on;
uncertainty
and
probability.
Total Items 9 11 6 4 30

WEIGHTING 100
30.0 36.7 20.0 13.3 30
Level 1 (Recall)
Cognitive
Domain

Level 2 (
Skill/Concept)
Level 3
14
(Strategic
Thinking)
Level 4
(Extended
Thinking)
WEIGHTING

15
16
COMPOSITE TOS FOR THE THREE AREAS
The General Knowledge Paper comprises three areas namely, Essential Professional Skills (EPS), Literacy
and Numeracy
The structure of the paper comprises 100 items composed as follows: EPS ( 40 items), Literacy (30 items)
and Numeracy (30%).
Components Number Level 1 Level 2 Level 3 Level 4 Total
of Items (Recall) (Skill/Concept) (Strategic (Extended
(%) Thinking) Thinking)
EPS

Professional Values and

Attitudes
Professional 1 1 2 1 5

development
1 1 1 1 4
Community of Practice
Professional Knowledge
1 1 1 3
Policies:
Curri:
1 1 1 1 4
Knowl of stud:
1 2 1 4

Professional Practice
1 1 2 1 5
Managing the learning
environment
Teaching and Learning 2 3 3 2 10

Assessment 1 1 2 1 5

8 (20%) 10(25%) 14 (35%) 8 (20%) 40

Literacy
Arrangement of 2 2
Adjectives
Concord 2 2

Direct/Indirect Speech 4 4

Synonyms/Antonyms 2 2

Voice 4 4
Identifying errors 4 4

Sequence of tense 2 2

Conditional Sentence 2 2

Idiomatic Expression 2 2

Tag Questions 2 2

Relative Pronouns 2 2

Preposition 2 2

Conjunction 2 2

Phrasal verbs 2 2

8 (20%) 8 (25%) 10 (35%) 8 (20%) 30

Numeracy
Number 2 3 4 2 12

Algebra 1 2 1 1 5

Measurement and 1
1 2 1 6
geometry
Probability and statistics 2 2 3 2 6
6 (20.0%) 8 (25%) 10 (35%) 6 (20%) 30