Francisca Grows from Teaching with Passion to Teaching with Purpose Through the Teacher Mentor Professional Development Program in Ghana
For Francisca, teaching has always been more than just a job; it is a calling that began when she first served as a Sunday school teacher. Driven by a passion to educate and inspire young people, she began her professional teaching career at Holy Covenant School in Suhum, in Ghana's Eastern Region, after completing senior high school in 2024. Her lack of formal teacher training, however, made it very challenging until she joined Teacher Mentor Professional Development (TMPD) workshops, a component of Opportunity International EduFinance’s EduQuality program.
“I had the passion to teach, but because I haven’t been to teacher training college, I didn’t know how to go about doing a lot of things. Like lesson planning, how to manage the learners well and ways to keep learners engaged”, Francisca mentioned.
Like many teachers entering the profession without a background in education, Francisca relied on instinct and personal experience to guide her teaching. Six months into her teaching career, the director of Holy Covenant School, Mr. Adesu, introduced her to TMPD workshops. Francisca joined to improve her classroom activities, a decision that transformed both her teaching practices and her learners' classroom experience.
“At first, I didn't know many ways to teach that help children learn well. When a child makes a mistake, I correct them in front of the whole class because I thought that was the right thing to do and also for his/her friends to learn from it. I didn't know it could make them feel shy or afraid to answer questions. I also didn't prepare my lessons. I sometimes just go into the classroom and start teaching without lesson notes or a lesson plan. I also wasn’t using activities like poems and rhymes to get their attention before I start teaching”, Francisca mentioned.
Through the Teacher Mentorship Professional Development Program, Francisca learned practical strategies that helped her become more intentional and learner-centred in her approach. She discovered the importance of creating a safe and supportive classroom environment where mistakes are viewed as opportunities for growth rather than occasions for embarrassment.
“Now, when a learner makes a mistake, I talk to him or her personally or direct the child that what you did last time was wrong, so next time don't do it like that again. It has made the student participate more in class. They now answer questions and ask questions without fear”, Francisca added.
The mentorship program also strengthened her lesson preparation skills. Francisca now develops lesson plans and lesson notes before every class and reviews her content carefully to ensure it meets expected teaching standards. She begins lessons with rhymes, poems, and other engaging activities to help learners focus and prepare their minds for learning.
"Before every class, I get my learners to recite rhymes”, Francisca shared. “Now my classroom is more active, and my learners are more engaged than before."
Today, she has 44 learners, up from 21 before she enrolled in the Teacher Mentorship Professional Development Program.
I have this student in my class”, Francisca said. “At first, he wasn’t able to write; he wasn’t confident at all to even answer questions and participate in class. But, through the training I received from the Teacher Mentorship Professional Development Program, he’s now improving with the other students”.
Francisca's growth has extended beyond her own classroom. Having benefited from the mentorship program, she has become a mentor to others within her school, sharing the knowledge and skills she has gained with fellow teachers. By encouraging her colleagues to adopt improved teaching practices, she is helping to create a stronger culture of quality teaching throughout Holy Covenant School.
Francisca's story demonstrates how targeted mentorship and professional development can equip teachers with the skills, confidence, and mindset needed to transform children’s learning experiences. What began as a passion for teaching has evolved into a commitment to continuous improvement, benefiting not only Francisca but also her learners and fellow educators.