KONONGO ODUMASI SENIOR HIGH SCHOOL IMPROVEMENT PLAN (2025)

EMIS CODE: 2066 140003

DISTRICT: Asante Akim Central

REGION: Ashanti Region

CONTACTS:
Name of Head: Benjamin Kweku Baah (Dr)
Telephone: 0202475741
Email Address: [email protected]
Name of Chair of School Board: Maxwell Opoku Agyemang (Esq.)
Telephone Number: 0244759536
Email Address: [email protected]
 A. Overview of School
1. Background (provide a brief information about the school to enable external
stakeholders know your school and the context in which the school is operation.
This should include the vision statement, mission statement and core values of the
school)
The school was established on 23rd February, 1953
Location: KONONGO-ODUMASE
Status: Day/Boarding- Mixed school District:
Asante Akim Central Motto:
Anuanom, Baanu Y3!!

Vision Statement: Achieve academic excellence through discipline

Mission Statement: We ensure students comply with school rules and regulations
to enhance teaching and learning and make our school a citadel of academic
excellence Core Values:

• Commitment
• Accountability
• Respect
• Transparency
• Hardwork
• Leadership

[CARTH-L]

2. Programmes (what programmes and courses the school is offering)

General Arts (Economics, Geography, Asante Twi, French, History, Government, Elective
Mathematics, Music, Literature, CRS)
General Science (Physics, Chemistry, Biology, Elective Mathematics, ICT)
Agriculture Science (Physics, Chemistry, General Agriculture, Animal Husbandry)
Business (Accounting, Business Management, Elective Mathematics, Typing, COD, ICT)
Visual Arts (Textiles, Graphic Design, Picture Making, GKA, Leather Work, Sculpture, Art
and Design Foundation],
Home Economics (Biology, Foods and Nutrition, Management in Living, Clothing and
Textiles, GKA and Chemistry)

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 3. Staffing (number of teaching staff and support (non-teaching) staff by departments) Please
use table.

Department Male female

Languages 15 19

Mathematics 34 03

ICT 07 02

General Arts 36 11

Science 33 09

Business 06 03

Home Economics 00 12

Visual Arts 08 00

Agricultural science 10 00

Accounts 03 01

Kitchen 12 35

Library 01 00

Laborers 09 01

Security 08 00

Registry/administration 03 03

Store 02 02

Drivers 03 O0

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 Artisans 02 00

Laboratory technicians 01 00

a. Student Academic Performance (provide data over the last 3 years on the
performance of students) Please use table.

2021

Total No of No. of
Subjects A1 B2 B3 C4 C5 C6 Students Passes Percentage
Social 72 98 385 230 211 220 1562 1216 77.4

English 6 47 478 313 220 285 1538 1349 85.9

Core
Maths 32 390 190 164 187 389 1567 1001 63.7
Int
Science 262 291 582 162 121 90 1560 1508 96.0

2022

Total No of No. of
Subjects A1 B2 B3 C4 C5 C6 Percentage
Students Passes

English 0 14 146 152 159 298 1044 713 63.83

Core
Mathematics 146 149 321 148 88 107 1044 959 91.5

Integrated
Science 19 74 283 137 115 226 1044 854 82.0
Social
346 153 231 66 53 75 1044 924 88.2

2023
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 Total No of No. of
Subjects A1 B2 B3 C4 C5 C6 Students Passes Percentage

Social 317 188 391 140 95 147 1525 1278 83.6

English 50 204 793 217 105 110 1525 1480 96.8

Core
Mathematics143 243 584 245 133 150 1525 1498 98.8

Integrated
Science 158 245 705 224 90 88 1524 1510 98.8

4. Self-evaluation Report

Quality Indicator: Leadership and Management

Overview of Findings (provide a brief overview of the overall finding. E.g., Generally,
there are many areas of strength in the leadership and activities and practices at all
management levels of Konongo Odumasi SHS. However, we have identified few aspects of
our leadership and management practices that need improvement. We will be prioritizing
some of the areas for improvement in our 2025 school improvement plan).

4
Key Strengths:
(based on the analysis of the evaluation form, state all areas of strength you have identified.
Best practice shows that these are the areas the school scored 4 or 3. Example of strength
could be stated as: Our Vision, Mission and Value statements clearly aimed at making
Presby SHS centre of learning with a focus on improving learning outcomes for all learners)
1. School vision, mission and core values are clearly aimed at improving learning
outcomes
2. School vision, mission and core values are documented and known by at least 80% of
the school community
3. School vision, mission and core values are visibly displayed on the school premises:
on notice boards, signposts in the staff common room, library and other vantage
points in the school
4. The School has strategies to bring school vision, mission, and core values to fruition
5. The School provides evidence of clear and achievable strategies to bring the mission
vision and core values of the school to fruition
6. The School has strategies being implemented with evidence of involvement of school
community (i.e., leadership and management, teaching, non-teaching staff and
students)
7. School schedules regular meeting between leadership and teaching and non-teaching
staff, where leadership team provides evidence of discussions that address issues
affecting teaching and learning
8. School schedules regular meeting between leadership and teaching and non-teaching
staff, where leadership team provides follows up on actions or decisions followed
through and delivered to improve teaching and learning in the school
9. Leadership team priorities regular supervision of teaching and learning activities
provides clear, tangible evidence of supervision of teaching and learning activities
showing the focus of supervision (such as attendance for both learners and teachers,
punctuality, and regularity)
10. Leadership team priorities regular supervision of teaching and learning activities
provides evidence of feedback to teachers
11. Leadership team demonstrates the ability to Inspire, motivate and, encourage everyone
to aspire to excellence
12. Leadership team embarks on regular/ frequent monitoring and evaluation of teaching
and learning activities
13. Leadership team provides clear, tangible evidence of monitoring and evaluation of
teaching and learning activities showing the focus of monitoring and evaluation (such
as inspection of the scheme of learning, lesson plan, and lesson observation/ sit-in
lessons)
14. Leadership team provides evidence of frequency of monitoring and evaluation of
teaching and learning activities (more than twice or thrice) in a semester/trimester)
15. Leadership provides evidence of feedback to teachers
16. Leadership team has a plan based on the school’s data on performance and quality
teaching
17. Leadership team has a plan used for organizing in-service training (such as PLC)
18. Leadership team has evidence/records of minutes on trainings held
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19. Leadership team has evidence of improvement in teaching and learning activities
20. Leadership team monitors and evaluates all teachers through regular sit-in lesson
observation in a school year
21. Leadership team provides constructive feedback to teachers and provides the needed
remedial measures to teachers to improve their teaching
22. Leadership team demonstrates capacity to improve learning outcomes
23. Leadership team systematically tracks learner performance and has in place strategies
to improve learning outcomes
24. Leadership team strategies are shared among 80% or more of the sampled members of
the school’s community
25. Leadership team provides evidence of ongoing intervention at all levels
26. The leadership teams demonstrate the capacity to collaborate with external
stakeholders
27. The leadership teams provide evidence of the utilization of support to improve the
school. There is evidence of the improvement from the support received
28. The leadership teams encourage an active SMC/Board
29. The leadership teams ensure SMCs/Board meetings are carried out (more than twice
or thrice in a semester/ trimester in a school year).
30. The leadership teams have productive relationships with SMC/ Board
31. The leadership team provides evidence of key activities carried out through the
collaborative effort with the SMC/Board
32. The school provides evidence of a clearly documented information dissemination plan

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Areas of Improvement: (Based on the analysis of the evaluation form, state all areas of
practice you have identified that need improvement. Best practice shows that these are the
areas the school scored 2, 1 or 0. For example an area needing improvement could be
stated as Systematic tracking of learner performance and strategies to improve learning
outcomes. Next, you need to priorities areas you need to work on. Remember you are
preparing an annual school improvement plan).

1. Challenges with the roll out of the year 1 of the new Senior High School Curriculum.

2. Fostering of better school community partnership.

3. Leadership team has inadequate clear plan that shows all the key areas that need
improvements such as facilities, resources, and school- community relationships
4. Low encouragement of P.T.A. and parents to volunteer information to the school to
support learning outcomes
5. Low visit to the homes of learners facing challenges
6. Inadequate evidence of strategies on how the plan is executed. The plan and strategies
are shared with 80% or more members of the school community
7. Leadership inadequately provide information easily accessible to all authorized
stakeholders
8. There is no evidence of the utilization of support to improve the school. There is
evidence of the improvement from the support received
9. The school does not generate, receives, and disseminates information using report
cards, on students’ attendance and attainment
10. The school does not provide evidence of information received (such as volunteered
information, circulars, and cumulative records) with their purpose
11. The school does not provide evidence of a clearly documented information
dissemination plan
12. Inadequate evidence of strategies on how the plan is executed. The plan and strategies
are shared with 80% or more members of the school community
13. Inadequate evidence of safe information storage (such as ICT database/ Tool)
14. School schedules regular meeting between leadership and teaching and non-teaching
staff, where leadership team provides evidence of feedback to teachers
15. Leadership team has inadequate plan based on the school’s data on performance and
quality teaching
16. Leadership team provides inadequate evidence of ongoing intervention at all levels
17. The Leadership team demonstrate the capacity to collaborate with external
stakeholders
18. The leadership team provide evidence of collaboration with external bodies (e.g.,
MoU, letter of intent, minutes) showing the types of collaboration (such as
commercial, social, or academic)
19. The leadership team provides evidence that 80% or more of the issues identified have
been resolved because of the productive relationship

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 20. Evidence of ongoing intervention at all levels is insufficient
21. Inadequate evidence of safe information storage (such as ICT database/ Tool)
Recommendations: (provide recommended actions following the identification of priorities
areas of focus for 2025 school year).

1. School Leadership and Management should facilitate the full roll out of the year
1 of the new Senior High School Curriculum.
2. Leadership and Management should ensure a better school-community relationship
among all stakeholders

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List the areas in order of priority:
1. Challenges of the roll out the year 1 of the new Senior High School Curriculum.

2. Fostering of better school community partnership.

3. Leadership inadequately provide information easily accessible to all authorized

stakeholders
4. Leadership team has a clear plan that shows all the key areas that need improvements
such as facilities, resources, and school- community relationships
5. Low encouragement of PTA and parents to volunteer information to the school to
support learning outcomes
6. Low visit to the homes of learners facing challenges
7. Inadequate evidence of strategies on how the plan is executed. The plan and strategies
are shared with 80% or more members of the school community
8. There is no evidence of the utilization of support to improve the school. There is
evidence of the improvement from the support received
9. The school does not generate, receives, and disseminates information using report
cards, on students’ attendance and attainment
10. The school does not provide evidence of information received (such as volunteered
information, circulars, and cumulative records) with their purpose
11. The school does not provide evidence of a clearly documented information
dissemination plan
12. Inadequate evidence of strategies on how the plan is executed. The plan and strategies
are shared with 80% or more members of the school community
13. Inadequate evidence of safe information storage (such as ICT database/ Tool)
14. School schedules regular meeting between leadership and teaching and non-teaching
staff, where leadership team provides evidence of feedback to teachers
15. Leadership team has inadequate plan based on the school’s data on performance and
quality teaching
16. Leadership team provides inadequate evidence of ongoing intervention at all levels
17. The Leadership team demonstrate the capacity to collaborate with external
stakeholders
18. The leadership team provide evidence of collaboration with external bodies (e.g.,
MoU, letter of intent, minutes) showing the types of collaboration (such as
commercial, social, or academic)
19. The leadership team provides evidence that 80% or more of the issues identified have
been resolved because of the productive relationship
20. Evidence of ongoing intervention at all levels is insufficient
21. Inadequate evidence of safe information storage (such as ICT database/ Tool)

9
List the priority areas of focus for improvement planning (depending on the number of
areas needing improvement you listed above; you have to identify the ones you want to focus
on – those that when successfully implemented will make the biggest impact considering the
vision of your school)

1. Challenges with the roll out of the year 1 of the new Senior High School Curriculum.
2. Create an environment for learners to explore activities and clubs to gain leadership
experience
3. To centralize record-keeping of academic performance and character qualities by
institutionalizing student transcript system.

State Achievement Indicators: (briefly list how you will know that the priority areas are
being achieved. You may also refer to the achievement indicators as success criteria)

Fully rolling out Year 1 Curriculum

1. Subject combination metrics for first year students developed.
2. Teaching Timetable for the new SHS curriculum implemented.
3. Subject-specific PLC is fully rolled-out with at least 80% of teachers participating
4. Teaching of the New Senior High Curriculum for first year students has started, using
the curriculum microsite resources and pedagogical approaches from PLC.

Fostering a better School-Community Partnership

1. Intervention timetable, teachers’ attendance sheet for intervention.
2. Minutes of PTA meetings
3. Students register, minutes of form meetings, pictures of teachers with students and
their parents
4. Guidelines for school-community engagements documented
5. Reports on school-community engagement available
Records of implementation of decisions from school-community engagement available.

10
Quality Indicator Teaching and Learning

Overview of Findings (provide a brief overview of the overall finding. E.g., Generally,
there are more areas of strength in the leadership and activities and practices at all
management levels of Konongo Odumasi SHS. However, we have identified few aspects of
our leadership and management practices that need improvement. We will be prioritizing
some of the areas for improvement in our 2025 school improvement plan).
Key Strengths: (based on the analysis of the evaluation form, state all areas of strength you
have identified. Best practice shows that these are the areas the school scored 4 or 3.

1. The school follows the GES policy guiding teaching and learning

2. There are opportunities for CPD/PLC which is on the school’s timetable

3. Teachers in the school prepare termly scheme of work which is reviewed, updated, and
implemented

4. Schools have processes and support systems in preparing their scheme of learning for
delivery.
5. Teachers are supported by academic counsellors every semester during instructional
hours.
6. Teachers use right interactive approaches to deliver lessons in the classroom.

7. Teachers use weekly PLC sessions to reflect and improve on their professional practices
8. Teachers use departmental review meetings to assess progress against curriculum
targets.
9. Teachers use external feedback such as WAEC results to assess curriculum
implementation and institute remedial actions
10. Teachers used lesson plans that are coherent with corresponding references in the
curriculum.
11. The school has processes and systems for assessing students’ learning outcomes
12. Teachers blend appropriate interactive approaches in the teaching and learning process
and use feedback for improvement.
13. The head of school regularly ensures that teaching staff prepare and deliver lessons as
specified in the curriculum.
14. Peer mentoring and support systems are used to assist teachers not meeting the required
standards to improve.
15. The school has qualified teachers with the knowledge and experience for effective
implementation.

16. Teachers demonstrate the required professional competence

17. Teaching staff and students engage stakeholders to ensure students benefit from a good
blend between theory and real field experience.

18. Teachers use varied strategies to cater for the needs of all learners during lesson planning
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 and delivery

Areas of Improvement: (Based on the analysis of the evaluation form, state all areas of
practice you have identified that need improvement. Best practice shows that these are the
areas the school scored 2, 1 or 0. For example an area needing improvement could be
stated as Systematic tracking of learner performance and strategies to improve learning
outcomes. Next, you need to priorities areas you need to work on. Remember you are
preparing an annual school improvement plan).

1. The school has inadequate processes and support systems in preparing their scheme of
learning for delivery.
2. There is no effective use of ICT for teaching and learning through training of teaching
staff in digital literacy and ICT integration.

3. Most teachers do not use lesson plans that are coherent with corresponding references
in the curriculum.
4. Some teachers do not use lesson plans that build on prior learning of learners.
5. Inadequate peer mentoring and support systems used to assist teachers not meeting the
required standards to improve.

Recommendations: (provide recommended actions following the identification of priorities

areas of focus for 2025 school year).
1. Assistant Head Academic and HODs should ensure that teachers prepare lesson plan
for vetting and approval before teaching and ensure its usage and availability in class
2. Management should facilitate institutionalization of the use of ICT for
teaching and learning through training of teaching staff in digital literacy and ICT
integration.

List the areas in order of priority:

1. The school has inadequate processes and support systems in preparing their scheme of
learning for delivery.
2. There is no effective use of ICT for teaching and learning through training of teaching
staff in digital literacy and ICT integration.
3. Most teachers do not use lesson plans that are coherent with corresponding references
in the curriculum.
4. Some teachers do not use lesson plans that build on prior learning of learners.
5. Inadequate peer mentoring and support systems used to assist teachers not meeting the
required standards to improve.

List the priority areas of focus for improvement planning (depending on the number of
areas needing improvement you listed above; you have to identify the ones you want to focus
on – those that when successfully implemented will make the biggest impact considering the
vision of your school)

12
 1. Assistant Head Academic and HODs should ensure that teachers prepare lesson plan
for vetting and approval before teaching and ensure its usage and availability in class
2. Management should facilitate institutionalization of the use of ICT for
teaching and learning through training of teaching staff in digital literacy and ICT
integration.

State Achievement Indicators: (briefly list how you will know that the priority areas are
being achieved. You may also refer to the achievement indicators as success criteria)

1. At least 80% of teachers have been using functional laptops in their lesson delivery.

2. HoDs have been organizing meetings on how to write lesson plan.

3. PLC coordinators have been taking attendance for PLC sessions.

Quality Indicator Assessment

Overview of Findings (provide a brief overview of the overall finding. E.g., Generally,
there are many areas of strength in the leadership and activities and practices at all
management levels of Konongo Odumasi SHS. However, we have identified few aspects of
our leadership and management practices that need improvement. We will be prioritizing
some of the areas for improvement in our 2025 school improvement plan).

13
Key Strengths: (based on the analysis of the evaluation form, state all areas of strength
you have identified. Best practice shows that these are the areas the school scored 4 or 3.
Example of strength could be stated as: Our Vision, Mission and Value statements clearly
aimed at making Konongo Odumasi SHS of learning with a focus on improving learning
outcomes for all learners)

1. The school uses assessment to measure students’ progress and institute

improvement measures.

2. Teachers use feedback to support students for improvement.

3. School leaders use meeting to provide clarity to staff and students on the demands
of the curriculum

4. There are procedures to assess students’ progress for improvement.

5. The school’s assessment processes are aligned to the National Teachers’

Standards (NTS)
6. Assessment strategies of teachers provide the opportunity for students to gain the
needed 21st century skills
7. There are processes for measuring students’ progress in the core and elective
subjects with clear timelines for feedback.

8. The school has a clear guideline for formative and summative assessment during
the semester.

9. The school has processes which enable teachers and learners to reflect on their
teaching and learning

10. Teachers use encouraging statements to appreciate students’ progress during

lesson delivery to always encourage attainment

Areas of Improvement: (Based on the analysis of the evaluation form, state all areas of
practice you have identified that need improvement. Best practice shows that these are the
areas the school scored 2, 1 or 0. For example an area needing improvement could be
stated as Systematic tracking of learner performance and strategies to improve learning
outcomes. Next, you need to priorities areas you need to work on. Remember you are
preparing an annual school improvement plan).

1. There are no guidelines for determining progress made by students every term so that
those who are not meeting the required standards are supported.
.

14
Recommendations: (provide recommended actions following the identification of priorities
areas of focus for 2025 school year).

1. Management should facilitate the formulation of guidelines for determining progress

made by students every term so that those who are not meeting the required standards are
supported

List the areas in order of priority:

1. There are no guidelines for determining progress made by students every term so that those
who are not meeting the required standards are supported.
.
.
List the priority areas of focus for improvement planning (depending on the number of
areas needing improvement you listed above; you have to identify the ones you want to focus
on – those that when successfully implemented will make the biggest impact considering the
vision of your school)

To formulate guidelines for determining progress made by students every term so that those
who are not meeting the required standards are supported.
.

State Achievement Indicators: (briefly list how you will know that the priority areas are
being achieved. You may also refer to the achievement indicators as success criteria)

1. All Year 1 students are registered with their subject options

2. Students and Teachers are assigned classes

3. All scores for the modes of assessment are accurately captured onto the STP for all

students.

4. All modes of assessment are conducted in line with the national schedule

5. The school has been using intervention timetable for remedial classes

6. Teachers have been signing Intervention attendance sheet during remedial classes

7. Learners have been engaging in Peer teaching during weekly PLC sessions

15
16
1. To develop subject Assistant Head (Academics) August to October, 2024 1. Constitute a committee with a Terms of
combination Reference (ToR) to develop the subject
metrics for first combination metrics for the school.
year students 2. The Committee draft the subject combination
metrics
3. The Committee share the draft subject
combination metrics with other stakeholders
for their feedback
4. The Committee considers the feedback from
other stakeholders and revise the draft
accordingly.

5. Subject combination metrics is finalised and

approved for implementation by the
appropriate authorities.

2. To implement the Assistant Head (Academics) October 2024 1. Constitute a committee with a Terms of
teaching and Heads of Departments Reference (ToR) to develop the teaching
timetable for the timetable for the new SHS Curriculum
new SHS 2. The Committee produce a draft the
curriculum. subject combination metrics
3. The Committee share the draft subject
combination metrics with other
stakeholders for their feedback
4. The Committee considers the feedback
from other stakeholders and revise the
draft accordingly.
5. 5. Subject combination metrics is
finalised and approved for
17
 implementation by the appropriate
authorities.
3. To fully roll out Head of school, Assistant November 2024 – October 1. Identify teachers (PLC Coordinators) to
Subject-specific Head (Academics) and 2025 participate in the national level training.
PLC is with at Heads of Departments 2. PLC Coordinators prepare and submit
least 80% of training report including roll out schedule
teachers to SLT.
participating. 3. SLT share the report and schedule with all
staff at staff orientation meeting.
4. All departments start the SSPLC across the
school and evidence seen in lessons

4. To use Assistant Head (Academics) November 2024 1. Identify at least two staff to serve as ICT
the and Heads of Departments integration troubleshooters.
curriculum
2. Troubleshooters participate in an online
microsite
resources to teach national level
the new orientation on the features and use of the
curriculum and Microsite.
pedagogical 3. Troubleshooters orient staff on the features
approaches. and use of the microsite.
4. Lesson observations are undertaken and
records kept on the use of the Microsite to
include appropriate pedagogical approaches.

18
B. Implementation Monitoring Plan

19
1. To develop subject GH¢ 4200.00 August - October
combination metrics 2024
(IGF)
for first year students

ACTIVITIES:
August 2024
A. Constitute a GH¢ 800.00
committee with a (IGF)
Terms of
Reference (ToR) to
develop the subject
combination August 2024
metrics for the
school.

B. The Committee
draft the subject GH¢ 800.00
combination metrics (IGF)

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C. The Committee GH¢ 1000.00 September 2024
share the draft (IGF)
subject
combination
metrics with other
stakeholders for October 2024
their feedback

D. The October 2024

Committee GH¢ 800.00 (IGF)
considers the
feedback
from other
stakeholders and
revise the draft
accordingly

E. Subject
combination
metrics is finalised
and approved for
implementation by GH¢ 800.00
the appropriate (IGF)
authorities.

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 2. To implement the GH¢ 6800.00
teaching timetable for (IGF)
October –
the new SHS
December 2024
curriculum

ACTIVITIES:

A. Constitute a GH¢ 900.00

committee with a (IGF)
October 2024

Terms
of
Reference (ToR)
to develop the
teaching timetable GH¢ 1500.00
for the new SHS (IGF) October 2024
Curriculum

B. The Committee
produce a draft the November 2024
subject combination GH¢ 1000.00
metrics (IGF)

C. The
Committee share
the draft subject
combination metrics
22
with other
stakeholders for their
feedback

23
24
25
D. The Committee GH¢ 900.00 November 2024
considers the (IGF)
feedback from
other stakeholders
and revise the
draft accordingly.

E. Subject GH¢ 2500.00 December 2024

combination (IGF)
metrics is finalised
and approved for
implementation by
the appropriate
authorities.

November 2024 –
3. To fully roll out GH¢ 9000.00 October 2025
Subject-specific PLC (IGF)
with at least 80% of
teachers participating.

ACTIVITIES:
A. Identify teachers GH¢ 2000.00 November 2024
(PLC Coordinators) to (IGF)
participate in the
national level training.

B. PLC GH¢ 1500.00 October 2024

Coordinators prepare (IGF)
26
and submit training
report including roll out
schedule to SLT.

27
28
29
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C. SLT share the GH¢ 3000.00 January 2025
report and schedule (IGF)
with all staff at staff
orientation meeting.

D. All departments GH¢ 2500.00 March 2025

start the (IGF)
SSPLC across
the school and
evidence seen in
lessons.

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 4. To use the
curriculum microsite GH 10750.00 November -
resources to teach the (IGF) December 2024
new curriculum

ACTIVITIES:

GH 1000.00 November 2024

A. Identify at least
two staff to serve as ICT (IGF)
integration
troubleshooters.
November 2024
B. Troubleshooters GH 2000.00
participate in an online
(IGF)
national level orientation
on the features and use
of the Microsite.
December 2024
C. Troubleshooters
GH 6000.00
orient staff on the
(IGF)
features and use of the
microsite. December 2024

D. Lesson GH 1750.00
observations are
(IGF)
undertaken and records
kept on the use of the
Microsite to
include

33
appropriate pedagogical
approaches.
C. Action Plan

STAGE 1: PLANNING FOR IMPLEMENTATION

Thematic Area: 2. Assessment
Objective 2: Achievement Indicators:
To centralize record-keeping of academic 1. All Year 1 students are registered with their subject options
performance and character qualities by
institutionalizing student transcript system. 2. Students and Teachers are assigned classes
3. All modes of assessment are conducted in line with the national schedule
4. All scores for the modes of assessment are accurately captured onto the
STP for all students.
Priority Areas for Person(s) responsible Timeframe (Duration) Break down your key tasks into
Improvement When will these tasks happen? Be as achievable smaller activities
specific as possible.

34
 1. Head identify ICT expert in the
1. To register all year one school to support the AHA to set up
students with their Head of School, Assistant January to October 2025 the system.
subject options into Head Academics (AHA), 2. AHA and ICT expert to undergo a
the transcript system. national level training by WAEC
and GES
HODs
3. AHA and ICT expert lead a school
level training for key staff and
teachers on the use of the transcript
system.
4. Committee considers the inputs from
other stakeholders for the final draft

5.
The final draft is submitted to the
management and the Board for
approval
2. To assign all students Head of School, AHA, HODs November – December 2024 1. AHA engage all HoDs to agree work
and teachers to plan for class creation and allocation.
classes. 2. AHA oversee the creating of classes
and allocation of classes

3.
HoD organise departmental meetings
to dissemination class allocation
4. Disseminate class list with assigned
teachers to students

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 3. To conduct all Head of School, AHA, HODs February - December 2025 1. AHA organise orientation for
assessment modes in teachers on assessment modes
line with the national 2. Departments orient students on the
schedule assignment
3. Teachers develop assignment items in
line with WAEC guidelines.
4. Teachers conduct assessment
according to WAEC schedule
4. To accurately record Head of School, AHA, HODs March - December 2025 1. Teachers mark all the assessment
all assessment papers and provide feedback to students.
scores in the
2. Students’ scores are departmentally
transcript system.
moderated
3. AHA signed off the moderated
scores. 4. AHA and HoD oversee the
recording of the score into the system. 5.
AHA and HoDs quality assure the scores
entered for accuracy and signing off.

D. Implementation Monitoring Plan

STAGE 2: Monitoring and Reporting

Thematic Area: 2. Assessment Date:

36
Key Targets Cost Implications and Monitoring and Progress Further Action required Indicate
sources of Funding Evaluation [you could use ‘traffic how you will reactivate the tasks
Schedule lights to show levels of behind schedule
completion]

1. To register all year GH¢13300.00 January to

one students with (IGF) October 2025
their subject
options into the
transcript system.

ACTIVITIES: January 2025

A. Head identify ICT GH¢300.00

expert in the school to (IGF)
support the AHA to set up
the system.

37
B. AHA and ICT GH¢1000.00 February 2025
expert to undergo a (IGF)
national level training by
WAEC and GES

C. AHA and ICT

expert lead a school level GH¢10000.00 March 2025
training for key staff and (IGF)
teachers on the use of the
transcript system.

D. Committee
considers the inputs GH¢2000.00 June 2025
from other stakeholders (IGF)
for the final draft

38
2. To assign all students GH¢1400.00 November –
and teachers to classes. (IGF) December 2024

ACTIVITIES:

A. AHA engage all

HODs to agree work plan GH¢300.00 November 2024
for class creation and (IGF)
allocation.

B. AHA oversee November 2024

the creating of classes and GH¢200.00
allocation of classes (IGF)

C. HOD organize GH¢500.00 December 2024

departmental meetings to (IGF)
dissemination class
allocation
GH¢400.00
D. Disseminate (IGF) December 2025
class list with assigned
teachers to students

39
3. To conduct February -
all assessment GH¢19450.00 December 2025
modes in line with the (IGF)
national schedule

ACTIVITIES:

A. AHA organize February 2025

orientation for GH¢7000.00
teachers on (IGF)
assessment
modes
March 2025

B. Departments GH¢3000.00
orient students on the (IGF)
assignment
May 2025
C. Teachers develop GH¢3000.00
assignment items (IGF)
in line with
WAEC guidelines.
June 2025

E. Teachers conduct GH¢6450.00

assessment according (IGF)
to WAEC schedule

40
4. To accurately record GH¢16800.00 March -
all assessment scores in (IGF) December 2025
the transcript system.

ACTIVITIES

GH¢3500.00 March 2025

A. Teachers mark
(IGF)
all the assessment papers
and provide feedback to
students.
GH¢6000.00 May 2025
B. Students’ scores (IGF)
are departmentally
moderated

GH¢300.00 June 2025

C. AHA signed off (IGF)
the moderated scores.
June 2025
D. AHA and HODs GH¢3500.00
oversee the recording of (IGF)
the score into the
system.
July 2025
GH¢3500.00
E. AHA and HODs (IGF)
quality assure the scores
entered for accuracy
and signing off.
41
E. Action Plan

STAGE 1: PLANNING FOR IMPLEMENTATION

Thematic Area: 3. Teaching and Learning

Objective 3: To institutionalize the use of ICT for Achievement Indicators:

teaching and learning through training of 1. All teaching staff enrolled on the NTC’s digital literacy and ICT integration
teaching staff in digital literacy and ICT course
integration.
2. At least 80% of teaching staff completed the digital literacy and ICT
integration course.
3. At least 80% of teaching staff integrated ICT into their teaching

Person(s) responsible
Priority Areas for Timeframe (Duration) Break down your key tasks into
Improvement When will these tasks happen? Be as achievable smaller activities
specific as possible.

42
 1. To enrol all teaching Assistant Head November 2024 – January 2025 1. Management (AHA and
staff on the NTC’s digital Academics and HODs HoD) collate email addresses and
literacy and ICT telephone numbers of all teaching
integration course and submit the same to NTC.
2. Management and
troubleshooters participate in an
online orientation on the use of the
digital literacy platform
3. Troubleshooters support
staff to enrol on the
digital literacy and ICT integration
course.
2. To complete the digital Assistant Head Academics and December 2024 – August 2025 1. Troubleshooters orient
literacy and ICT integration HODs teaching staff on the features of the
course by at least 80% of digital learning platform.
teaching staff 2. Staff complete the digital
literacy and the ICT integration
course at their own pace.
3. Management keeps record of
rate of individual teaching staff
course completion and share same
with RMT.

43
 3. To use ICT for teaching Assistant Head Academics and January 2025 – September 2025 1. Staff prepare learning plans
and learning by at least 80% HODs that indicate what type of ICT and
of teaching staff their use and for what.
2. Staff teach lessons informed
buy the learning plan.
3. Management keeps record of
lesson observation showing the
appropriate and relevant use of ICTs.

F. Implementation Monitoring Plan

STAGE 2: Monitoring and Reporting
Thematic Area: 3. Teaching and Learning Date:

44
 Key Targets Cost Implications and Monitoring and Progress Further Action required Indicate
sources of Funding Evaluation [you could use ‘traffic how you will reactivate the tasks
Schedule lights to show levels behind schedule
of completion]

1. To enroll all teaching November 2024 –

staff on the NTC’s digital January 2025
literacy and ICT GH¢7700.00
integration course (IGF)

November 2024
ACTIVITIES:
A. Management
(AHA and HODs) collate
GH¢200.00
email addresses and
(IGF)
telephone numbers of all
teachers and submit
December 2024
the same to NTC

B. Management and
troubleshooters GH¢3000.00
participate in an online (IGF)
orientation on the use of
the digital literacy
platform

C. Troubleshooters GH¢4500.00 January 2024

45
support staff to enroll (IGF)
on the digital literacy
and ICT integration
course.

2. To complete the GH¢9450.00 December 2024 –

digital literacy and ICT (IGF) August 2025
integration course by at
least 80% of teaching
staff

ACTIVITIES:

December 2024
A. Troubleshooters GH¢2000.00
orient teaching staff on (IGF)
the features of the digital
learning platform.
February 2025
B. Staff complete the GH¢6450.00
digital literacy and the (IGF)
ICT integration course at
their own pace.
April 2025
C. Management
keeps record of rate of GH¢1000.00
individual teaching (IGF)
staff course completion
and share same with
RMT.

46
47
3. To use ICT for GH¢13400.00
teaching and learning by (IGF) January 2025 –
at least September 2025
80% of teaching staff

ACTIVITIES: A.
Staff prepare GH¢6000.00
learning plans that (IGF)
January 2025
indicate what type of
ICT and their use and for
what.
GH¢5000.00
B. Staff teach lessons (IGF) March 2025
informed by the learning
plan.

C. Management GH¢2400.00 May 2025

keeps record of lesson (IGF)
observation showing the
appropriate and relevant
use of ICTs.

48
49
G. Action Plan
STAGE 1: PLANNING FOR IMPLEMENTATION

Thematic Area:
Objective 4: To develop a clear plan and Achievement Indicators:
documentation of in – service training 1. A documented plan for in-service training for staff.
during Departmental PLC Sessions
2. Drawn periodic time table for in – service training for staff.

3. Report of the in-service training sessions for staff.

Priority Areas for Person(s) Timeframe Break down your key tasks into achievable smaller
Improvement responsible (Duration) activities
When will these
tasks happen? Be
as specific
as possible.

50
 Headmaster, January – December, a) Constitute a committee with a Terms of Reference (ToR)
1. To design a plan to develop the plan for in-service training for the school.
Improving 2025
for in-service
Teaching and
training for staff b) The Committee draft the plan for in-service training for
Learning (ITL)
committee, the school.
Assistant
Headmasters.
c) The Committee share the draft plan for in-service
training for the school. with other stakeholders for their
feedback
d) The Committee considers the feedback from other
stakeholders and revise the draft accordingly.

51
 e) Plan for in-service training for the school. is
finalised and approved for implementation by
the appropriate authorities.

52
53
H. Implementation Monitoring Plan

54
1. To design a plan for in-service
traning GH¢8300.00 January –
for staff (IGF) December, 2025

a. Constitute a committee
with a Terms of GH¢1900.00 January 2025
Reference (ToR) to (IGF)
develop the plan for in-
service training for the
school.

b. The Committee draft the March 2025

plan for inservice GH¢1200.00
training for the school. (IGF)

c. The Committee share

the draft plan for GH¢2000.00 May 2025
inservice training for the (IGF)

55
 school. with other
stakeholders for their
feedback
June 2025
d. The GH¢1200.00
Committee (IGF)
considers the
feedback from
other
stakeholders and August 2025
revise the draft
accordingly.

e. Plan for GH¢2000.00

inservice training for the (IGF)
school. is finalised and
approved for
implementation by the
appropriate authorities.

56
2. To draw periodic time table for GH¢1792.00
January –
in – service training for staff. (IGF)
December, 2025
a. Constitute a committee
with a Terms of January 2025
Reference (ToR) to
develop periodic time GH¢1120.00
table for in – service (IGF)
training for staff.

57
b.
The Committee draft the GH¢1792.00 April 2025
periodic time table for in – (IGF)
service training for staff.

July 2025
c. The
Committee
share the
draft
periodic
time table
for in –
service September 2025
training for
staff.with GH¢1120.00
other (IGF)
stakeholders
for
their feedback

d. The
committee October 2025
considers GH4000.00
the feedback (IGF)
from other
stakeholders
and
revise
the draft
accordingly
58
e. time
Periodic

59
table for in – service
training for staff. is
finalised and approved
for implementation by
the appropriate
authorities.

60
 3. Monitoring and report of the in- January –
GH4000.00
service training sessions for staff. December, 2025
(IGF)
a) Constitute a committee with a
Terms of Reference (ToR) to January 2025
GH¢1792.00
monitor and write reports on in-
service training. (IGF)

b) The Committee submits the March 2025

report to management for GH¢2000.00
appropriate action (IGF)

c) The AHA and HoDs monitor the

teachers as they implement the May 2025
training GH¢1792.00
(IGF)

I. Action Plan

STAGE 1: PLANNING FOR IMPLEMENTATION

Thematic Area:

61
Objective 5: Create an environment for learners to Achievement Indicators:
explore activities and clubs to gain leadership
1. Committee formulate to organize all clubs and societies in school
experience
2. Societies and clubs’ activities are drafted and approved by major stakeholders
3. Activities of clubs and societies are fused into extra-curricular activities
calendar or timetable

Priority Areas for Person(s) responsible Timeframe (Duration) Break down your key tasks into
Improvement When will these tasks happen? Be as achievable smaller activities
specific as possible.
1. To formulate a Sports Committee, February – December 2025 a. Constitute a committee to
committee to Guidance and Counselling reorganize all clubs and
reorganize all Team, Debate Patron, societies in the school Give
clubs and societies School Chaplain, SRC b. terms of reference and time
in the schools Patron lines to committee members
c. Committee to re-organize
clubs and societies in the
school.
d. The re-organized clubs and
societies are presented to the
major stakeholders for
vetting an approval

62
2. To ensure that Staff Secretary, School February – December 2025 A. Set up a committee to draft
clubs’ and Management, School Board, the activities of clubs and
societies’ House Parents, HODs. societies in the school. Give
activities are terms of reference and
drafted and B. timelines to committee
approved by the members Committee re-
major draft activities of the clubs
stakeholders C. and societies for approval
D. Recrafted activities are
presented to major stakeholders
/ school management for
approval E. Approved
activities are printed, pasted
and made known to
stakeholders.
3. To ensure that School Management, February – December 2025 a. Set up a committee to infuse
activities of clubs Academic Board, House into the
and societies are Parents, Guidance and extracurricular activities the
Counselling Team, Form timetable or the calendar of
infused into
activities for clubs and
extracurricular Parents
societies in the school.
activities.
b. Give terms of references and
timelines to the committee

c. Committee presents a draft of

infused calendar of clubs and
societies for approval.
d. Approved infused calendar
of activities is printed for
use

63
J. Implementation Monitoring Plan

64
1. To formulate a GH¢8220.00 February –
committee to (IGF) December 2025
reorganize all clubs
and societies in the
schools

Activities

February 2025
a. Constitute a GH¢1520.00
committee to
(IGF)
reorganize all
clubs and
societies in the
school

b. Give terms of April 2025

reference and GH¢1000.00
time lines to (IGF)
committee
members

c. Committee
to re-organize all July 2025
clubs and societies GH¢1700.00
in the school. (IGF)
August 2025
d. The reorganized
clubs and societies are
presented to the major August 2025
65
stakeholders for vetting GH¢4000.00
an approval (IGF)

e. Recrafted
activities are presented
to major stakeholder’s GH¢8220.00 November 2025
school management for (IGF)
approval

f. Approved
activities are GH¢6000.00
(IGF)
printed, pasted and
made known to
stakeholders

66
2. To ensure that clubs’
and societies’
GH¢14220.00 February –
activities are drafted
and approved by the (IGF) December 2025
major stakeholders

Activities

B. Set up a
committee to
draft the
activities of February 2025
clubs and GH¢1520.00
societies in the (IGF)
school.

C. Give terms of
reference and
timelines to April 2025
committee GH¢1000.00
members (IGF)

D. Committee re-
draft activities
of the clubs and GH¢8220.00
societies for (IGF) June 2025
approval

67
68
69
70
71
72
3. To ensure that February –
activities of clubs and December 2025
societies are infused GH¢4740.00
into extracurricular (IGF)
activities.

Activities

a. Set up a February 2025

committee to
infuse into the
extra-curricular GH¢1520.00
activities the (IGF)
timetable or the
calendar of
activities for
clubs and
societies in the
school.
April 2025
b. Give terms of
references and
timelines to the
committee GH¢1000.00
(IGF) June 2025
c. Committee
presents a draft of
infused calendar
of
GH¢1220.00
(IGF)

73
 clubs and
societies for
approval.
August 2025
d. Approved infused
calendar of activities is GH¢1000.00
printed for use (IGF)

74