INTED delivers high quality innovatively designed programmes at low cost to the benefit of all schools, irrespective of affordability. INTED’s work is distinguished by a support network of active and experienced teacher and heads, who have used the module strategies themselves successfully to address learning challenges, are equipped to spearhead the implementation and monitoring of the new teaching strategies, and propagate professional development across schools.
Our programmes are very intensive with interactive instruction, practice and feedback sessions, and action plans that guide implementation and inform programme improvement. Finally, driven by the results from their classrooms and career progress, alumni teachers from our programmes are incentivized to continue their professional development with INTED, resulting in staff of multiple schools completing additional modules with INTED.
   
INTED’s Theory of change, that improvement in student learning and achievement requires deliberate teaching and leadership interventions can be acquired through professional development, is supported by robust research – a few of which we share here. Research shows that ‘Teachers who received substantial professional development – 49 hours per year – boosted their students’ achievement by about 21%’ (Yoon, Duncan, et al, US Dept. of Ed. Research, 2007). Further research by Marzano (2004) shows ‘27%-34% gain on tests when students are actively engaged in their learning’. Richard Dufuor (2009) adds that ‘promoting teacher learning in collaborative teams, a principal is far more likely to improve student achievement than by focusing on formal teacher evaluation.’  
 
INTED’s programmes are structured to provide continuous professional development opportunities for schools across three (3) tiers of pedagogy and leadership curricula. Tier I focuses on Core Teaching Practice and Instructional Leadership; Tier II on Intermediate Teaching and Leadership, and Subject Specific Pedagogy; Tier III on Advanced Teaching and Leadership.
There are over 30 modules and growing, and each unit module is delivered per day. Each tier determines the minimum number of modules required to complete and earn a certificate for a programme, and can be as few as two modules; however, in full formats, programmes can be as long as 4-, 5-, and 10-days. Each programme provides ample opportunity to share feedback in the spirit of continuous improvement.  
 
The duration of the basic unit module of INTED’s programmes is the work day, and our typical training day spans 8am through 4pm. However, all programmes and tiers require a minimum number of modules components to earn a certificate. Each module covers about 10 – 15 strategies that are delivered in an interactive lecture method in the morning with team practice and feedback sessions in the afternoon.
The tone for each INTED training is set each morning with team building and other introductory activities that instill a collaborative spirit, and prepare trainees to be active participants. The various sessions work together to introduce the module and provide ample opportunity for practice ahead of classroom delivery. The leadership sessions typically include action plans on new ways of working that are formed and practiced with colleague teachers during the training.  
 
INTED training locations are programme specific, and usually held away from our administrative office in Ga-West, Accra. In the case of a School Specific Programme, trainings occur within the comfort of the school, whereas in the cases of Master Fellows and Fellows Programmes, trainings are in residential settings that are pre-arranged by INTED. Seminars are usually arranged in easily accessibly public or commercial training halls or conference centres.  
 
INTED’s trainers, who are referred to as INTED Master Fellows, are usually experienced teachers who either received their initial training directly from the training curricula designers, or from completing our periodic “Train-the-Trainer” programmes. Thirty-five (35) Master Fellows have been trained to deliver all our Tiers I, II, and III programmes, with the exception of a few Tier III modules that are led by INTED’s management or in collaboration with other partner organizations. Master Fellows are usually supported by admin and volunteer facilitators who together form the core of the training team.  
 
Different programmes have different cost components, but all programme pricings are tailored to fit the specific needs of our client school or teacher. Usually our unit participant cost will cover facilitation and instruction, activity and training materials, practice and feedback, and certificates. Please contact our office to discuss your needs or arrange for needs assessment to inform the kind of programme and appropriate proforma invoice.  
 
In general, cost components depend on the programme of choice. INTED’s School Specific Programme is held at the premises of the school being trained, therefore participants only pay for the module delivery, which typically includes facilitation and instruction, activity and training materials, practice and feedback, and certificates. Per INTED’s other programmes that are residential or include room and board, provisions are generally made to share, lower, or sponsor total costs associated with the programme.  
 
At the basic service level, there are administrative as well as programmatic costs associated with delivering high quality programmes, which are not fully funded by donors for the pro bono enjoyment of beneficiaries. More so, it is always in the best interest of beneficiaries to have “skin in the game” and share in covering the cost of any programme.
That said, INTED works hard to deliver its programmes at the least cost possible to ensure affordability by all teachers and heads across the country. In this vein, INTED regularly makes discounts available to ensure that programmes are affordable and accessible to all interested clients.  
 
INTED has trained over 2,200 teachers and heads of over 60 schools, and the candid feedback received about participant experiences have been generally positive or constructive. This is because we employ an approach that optimizes for active trainee participation through interactive demonstrative instruction and practice-based design studios in department or subject groups.
INTED’s programmes are very intensive with lots of practice and feedback, and critically, opportunities to respond during the programme to assure quality and value for money. Our training curricula is designed by professionally trained and accredited global consultants, our trainers are extensively experienced, and INTED’s programme certificates are recognised by Ghana Education Service.  
 
Most of our programmes are for in-service teachers and heads as they respond to on-the-job experiences. Beyond that qualification, school heads usually work with their staff to pre-identify their priority modules. However, there are no additional criteria for selection of schools to undertake INTED’s School Specific Programme or Seminars.
Our “Train-the-trainer” programmes for those who want to become professional development leaders or trainers for INTED do involve other pre-qualification criteria, and we invite you to learn more by expressing your interest to us. We usually recommend, however, that client teachers and heads progress through our tiered modules starting from Tier 1.  
 
INTED’s training programmes are designed for practising teachers and leaders of private and public schools at the basic level (1st cycle, or primary and middle school or junior high) and secondary level (2nd cycle, high school or senior high). Most of our programmes are for in-service teachers and heads as they respond to on-the-job experiences. Our programmes do not qualify you to be a teacher, but can further build up the capacity of teachers that are in or have completed accredited pre-service institutions.  
 
All of INTED’s programmes work together to build a professional learning community, one that has a laser focus on improving student learning. One of the basic skills INTED training focuses on building is the transformation from teacher-to-student centeredness, and building up the supportive leadership actions to achieve this. It is also important to recognize that our work spans both core teaching practice as well as subject-specific improvement. However, INTED is not a degree-conferring institution, and can only grant participation certificates for those who complete our programmes.  
 
By collaboratively working with heads of school, INTED’s School Specific Programmes are organised at a time most convenient to the client school’s academic schedules. Where the client defers timing decision to INTED, we generally recommend just before the start of an academic term to give participants the maximum classroom opportunity to use strategies practised during the training. Seminar Programmes are organized periodically and our Master Fellows and Fellows Programmes every few years.  
   
Across Tiers I, II, and III, modules that focus on improving teaching practices include Lesson Design, Active Student Engagement, Critical Thinking Skills, Creative Teaching and Problem Solving, Design Thinking for Educators, Differentiated Instruction, etc. Please check out the full list on the Programme Curricula section.  
 
Instructional Leadership is a set of training modules for heads of departments and leaders of schools to learn and practice building a collaborative environment that best supports their colleague teachers in the usage of improved teaching strategies. Instructional leaders collectively identify goals, plan actions and work towards building a professional learning community for the entire school. This programme is complementary to its Teaching Practice counterpart and will usually be designed and delivered together.  
 
The Instructional Leadership sessions are designed for academic heads, including heads of departments and subject leaders to best support their colleague teachers towards achieving identified goals. The nature of the training benefits those teachers who want to find improved ways of working with their colleagues, which although is not strictly limited to, is usually more useful and better suited for those already in leadership positions. The Instructional Leader, after partaking in all the requisite tier modules also qualifies to apply for the Master Fellows Programme.  
 
The Instructional Leadership is priced separately from the Teaching Practice modules because it has its own materials, training team, curricula content, and certification, which are separate from those for the Teaching Practice module.  
 
INTED is an independent pedagogy and leadership professional development service provider that has collaborated with the Ministry of Education in Ghana since 2011 to deliver in-service trainings to pre-tertiary schools. Although it maintains proper registration and authorization from the relevant ministries in Ghana, it is not a government institution or under any of its ministries.  
 
You may visit the About Us section of this website to learn more about INTED. To get updates on INTED programmes, kindly like our page INTED Africa on Facebook and Twitter, and subscribe to our YouTube Channel.  
 
You may contact us online, or reach us on phone and WhatsApp via 0200119616, or 0553337219 (phone only), or email us at info@intedafrica.org.