Basic Teaching Functions

The teaching functions are structured into three primary domains: Professional Values and
Attitudes, Professional Knowledge, and Professional Practice. These domains collectively
represent the knowledge, behaviors, and skills expected of qualified teachers ( NTC, 2017).

1. Professional Values and Attitudes

This domain highlights the ethical foundations and collaborative expectations for teachers.

Professional Development

Teachers are expected to engage in critical reflection, improve their teaching through
continuous professional development (CPD), and take initiative in demonstrating leadership
within and outside the classroom.

Community of Practice

Teachers must adhere to ethical and legal codes, build positive relationships with learners,
colleagues, and the wider community, and serve as role models and agents of change.

2. Professional Knowledge

This domain emphasizes the teacher’s command of curriculum content and learner-centered
approaches.

Knowledge of Educational Frameworks and Curriculum

Teachers must understand the national education system, demonstrate secure subject matter
and pedagogical knowledge, and use this knowledge to deliver content effectively.

Knowledge of Learners

Teachers are required to be aware of how children develop and learn in diverse contexts, and to
adapt their instruction to learners' cultural, linguistic, and socio-economic backgrounds.

3. Professional Practice

This domain addresses practical classroom application and instructional skills.

Managing the Learning Environment

Effective teachers plan and deliver engaging lessons, maintain a safe and inclusive classroom,
and engage in action research to improve instructional practices.
Teaching and Learning

Teachers are expected to employ diverse instructional strategies that promote active
participation and critical thinking. Attention must be paid to the needs of all learners, especially
those with special educational needs or from underrepresented groups.

Assessment

Teachers integrate various forms of assessment into their teaching, provide timely and
constructive feedback, and maintain accurate records of learners’ progress. These assessments
inform instructional planning and learner support.

National Teaching Council. (2017). National teachers’ standards for Ghana: Guidelines. Ministry
of Education, Republic of Ghana. [Link]

Some Considerations for Program Planning in Mathematics

(Ontario Ministry of Education (2020)).

Teachers consider many factors when planning a mathematics program that cultivates the best
possible environment in which all students can maximize their mathematical learning. This
section highlights the key strategies and approaches that teachers and school leaders should
consider as they plan effective and inclusive mathematics programs.

Instructional Approaches in Mathematics

Instruction in mathematics should support all students in acquiring the knowledge, skills, and
habits of mind they need in order to achieve the curriculum expectations and be able to enjoy
and participate in mathematics learning for years to come.

Effective math instruction begins with knowing the identity and profile of the students, having
high expectations for and of all students, and believing that all students can learn and do
mathematics. It uses culturally relevant and responsive practices and differentiated learning
experiences to meet individual students' learning strengths and needs. It focuses on the
development of conceptual understanding and procedural fluency, skill development,
communication, and problem-solving skills. It takes place in a safe, positive, and inclusive
learning environment, where all students feel valued, empowered, engaged, and able to take
risks and approach the learning of mathematics in a confident manner. Instruction that is
student-centred and that builds on students’ strengths is effective as it motivates and engages
students meaningfully and instils positive habits of mind, such as curiosity and open-
mindedness; a willingness to think, to question, to challenge and be challenged; and an
awareness of the value of listening intently, reading thoughtfully, and communicating with clarity.
High-Impact Practices in planning mathematics instructions*
1. Learning Goals, Success Criteria, and Descriptive Feedback.
2. Direct Instruction

3. Problem-Solving Tasks and Experiences.

4. Teaching about Problem Solving.
5. Tools and Representations.
6. Math Conversations
7. Small-Group Instruction.
8. Deliberate Practice
9. Flexible Groupings

Planning Mathematics Programs for Students with Special Education Needs

Classroom teachers are the key educators of students with special education needs. They have
a responsibility to support all students in their learning, and they work collaboratively with
special education teachers, where appropriate, to achieve this goal. Classroom teachers commit
to assisting every student to prepare for living with the highest degree of independence
possible.

Principles for Supporting Students with Special Education Needs

The following principles guide teachers in effectively planning and teaching mathematics
programs to students with special education needs, and also benefit all students:

The teacher plays a critical role in student success in mathematics.

It is important for teachers to develop an understanding of the general principles of how
students learn mathematics.
The learning expectations outline developmentally appropriate key concepts and skills of
mathematics across all of the strands that are interconnected and foundational.
There is an important connection between procedural knowledge and conceptual understanding
of mathematics.

The use of concrete representations and tools is fundamental to learning mathematics in all
grades and provides a way of representing both concepts and student understanding.

The teaching and learning process involves ongoing assessment. Students with special
education needs should be provided with various opportunities to demonstrate their learning
and thinking in multiple ways.

Human Rights, Equity, and Inclusive Education in Mathematics Research indicates that there
are groups of students who continue to experience systemic barriers to learning mathematics.
Systemic barriers can result in inequitable outcomes, such as chronic underachievement and
low confidence in mathematics. Achieving equitable outcomes in mathematics for all students
requires educators to pay attention to these barriers and to how they can overlap and intersect.
Ontario Ministry of Education. (2020). Some considerations for program planning in
mathematics. [Link]
some-considerations-for-program-planning-in-mathematics