OVERVIEW OF TPD

IN KENYA
TEACHERS SERVICE COMMISSION
ARC, EGERTON
O
Quotation
“Anyone who stops learning is old,
whether at 20 or 80 . Anyone who keeps
learning stays young.”
-Henry Ford- Founder of Ford
Motors
BACKGROUND
• Research has proved that pre service training alone
do not equip teachers with all the necessary
knowledge, skills , values and attitudes for effective
teaching. Hence the need of continuous professional
development of teachers to bridge the gap.
• Teacher Professional development are either formal
or informal activities that registered teachers
undertake in order to continuously improve their
pedagogical skills, management skills and learner
outcomes.
 RATIONALE FOR TPD IN KENYA
• Constitution of Kenya- Education is human right
• Vision 2030: Under social pillar, Kenya aspire to be a
Knowledge base economy country
• Basic Education Act: Free and compulsory basic education
to all learners
• Global trend : Most European countries, America ,
Australia and some African countries have developed
comprehensive TPD programme
 RATIONALE Cont
• 21st century demand: these Learners in the 21 st century are
confronted with increasingly complex social cultural,
economic, technological, and global challenges; teachers
therefore must prepare learners who possess sophisticated,
diversified, and complementary competencies that will
enable them to navigate through these challenges .
Findings on the nature of TPD practice in Kenya
(2016)

The practice are not need-based i.e. They do not

address any specific performance gap of teachers
The practice do not provide equal opportunity to
all teachers.
They are not compulsory nor continuous
They do not offer any motivation for continuous
learning since they are not linked to career
progression of teachers
The Legal Framework for
Teacher Professional
Development
• The Constitution of Kenya (2010) established the Teachers
Service Commission as a constitutional Commission through
Article 237 (1) with an exclusive mandate on teacher
management.
• Further, the Commission has a statutory mandate through the
TSC Act, 212 sections 11(e) to facilitate professional
development for teachers.
• The mandate is also amplified in Section 35(2) (a) and (b) of
the Act, and Regulations 48 &49 of CORT.
Conceptualization of TPD in Kenya
• Teachers and people in a wide variety of professions
participate in professional development to learn and apply
new knowledge and skills that will improve their
competence and leadership capacity. Many fields require
members to participate in ongoing learning approved by the
profession, as a requirement of professional practice
• TPD is established as a coordinated and structured
professional development and informs teacher career
progression and renewal of teaching license.
• The backbone of the TPD is the Kenya Professional
Teaching Standards (KePTS), which require the teacher to
acquire competencies that will enhance 21st Century learning
outcomes in Kenya
QUOTATION
• “If a child can't learn the way we teach, maybe we
should teach the way they learn.”

― Ignacio Estrada
Kenya Professional Teaching
Standards
• Standard 1: Teacher Promotes Professionalism
throughout their Career
• Standard 2: Teacher has Pedagogical Content
Knowledge and understanding of competency-
based Curriculum and how to implement it.
• Standard 3: Teacher has knowledge on assessment
and reporting
• Standard 4: Teacher Knows how to Create and
Support Inclusive Education Practices
KePTS
• Standard 5: Teacher Knows and Promotes
Comprehensive School Health and Safety
• Standard 6: The Teacher has Knowledge of
Financial Literacy Skills
• Standard 7:The Teacher Knows and Promotes
Instructional Leadership
DESIGN AND STRUCTURE OF TPD

• The TPD program is structured into six (6) sequential

levels that enable a teacher to undertake TPD programme
at different times during his/her entire teaching career that
spans 25 to 30 years.
• Each level will be offered as per the specific module of the
level. Each module is designed to add value and improve
teachers’ competences and learner outcomes. TPD Service
providers will deliver each module on behalf of TSC
• Teachers are expected to enroll and undertake a TPD
programme on face to face session once a year during the
school holiday while the online session will go on
throughout the year.
QUOTATION
• “ When the cook tastes the soup, that's formative.
When the guests taste the soup, that's summative.”
Robert Stake
Assessment of TPD
• TPD will be evaluated based on authentic
assessment which will include :
• Reflective journal
• Participant led final synthesis
• Individual Professional Portfolio
development and Presentation
Accreditation of TPD Service
Providers
• The Commission is in the process of signing contracts
with reputable organizations selected competitively to
offer prescribed Teacher Professional Development
programmes on behalf of the Commission.
• Teachers are expected to register with a provider of
their choice and pay a certain training fee to the
service providers
 MONITORING, EVALUATION AND
REPORTING OF TEACHER
PROFESSIONAL DEVELOPMENT
• The Commission shall undertake continuous
monitoring and evaluation of TPD programme to
quality assure, offer professional support and
give feedback on the training programmes
RENEWAL OF TEACHING CERTIFICATE

• For renewal of the teaching certificate, a teacher must

have completed 5 chapters of a module and provide
documentary evidence of having successfully taken
the 5 chapters of a module in 5 years.
• Upon commencement of the TPD Programme, all
serving teachers will be required to acquire Teaching
Certificate renewable every 5years, while the
subsequent applicants for Certificate of Registration
will be issued with both certificates.
• “ Kama kuoga ni usafi mbona toweli ikawa chafu”
THANK YOU