Tag Archives: LATEST TSC NEWS 2021

KNEC News Portal, TSC News Portal

Reprieve for Wealth declaration non-compliant teachers as TSC extends deadline

It is a reprieve for thousands of teachers who were unable to file their 2017-2019 wealth declarations by December 31, 2019. This is after the Teachers Service Commission, TSC, extended the deadline by another one week. Via an internal memo to all County Directors (dated January 7, 2020), the Commission dispatched lists of teachers who had not uploaded their details by the earlier deadline.

The data shows that 9,855 teachers did not file their returns and hence have been given an opportunity to comply.

 “Majority of employees complied within the stipulated time. However, 9,855 teachers and 120 Secretariat Staff are yet to submit their declarations, which is a contravention of the law,” reads the memo; in part.

NEW DEADLINE

Those affected will now have to utilize the chance and file their data between 8th – 14th January, 2020.

FOR A COMPLETE GUIDE TO ALL SCHOOLS IN KENYA CLICK ON THE LINK BELOW;

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The memo requires the County Directors to give a feed back on those who should have not submitted their data by end of the new deadline.

  All teachers in employment of TSC are required to declare their Income, Assets and Liabilities. These include teachers on:

  • Any kind of leave
  • Interdiction
  • Suspension
  • Sick leave

Any teacher in the TSC employment who fails to submit a declaration or gives false or misleading information is liable to a fine of Kshs 1,000,000 or be imprisoned for a term not exceeding one year or both upon conviction.

By December 30, 2019, close to 96,000 teachers were yet to declare their wealth status, online as required by law.

Also read:

SPONSORED LINKS; YOUR GUIDE TO HIGHER EDUCATION

For a complete guide to all universities and Colleges in the country (including their courses, requirements, contacts, portals, fees, admission lists and letters) visit the following, sponsored link:

TSC News Portal

TSC releases new requirements for pension processing and payments

Are you a retired TSC teacher? Are you wondering how you can have your pension paid immediately? Worry no more. The Teachers Service Commission, TSC, has made necessary adjustments to ensure quick processing of pension for retired teachers.

The mandatory retirement age is sixty (60) years. A notice will be issued two years before the date of retirement. The Commission may issue a shorter retirement notice under special circumstances.

Upon receipt of the retirement notice a teacher shall;

  1. Promptly forward all the required documents listed in the notice.
  2. Indicate full particulars of his/her bank account in the bank forms.
  3. Commute a fraction of his/her pension up to a quarter.
  4. Confirm Tax status with KRA and settle any tax liabilities.

Scenarios where one has to wait for a long time for the pension to be paid are now long gone.

Documents required by TSC to process pension for retired teachers

To ensure faster processing of pension payments, retiring teachers need to avail the following documents:

  • Duly filled TSC clearance certificate.
  • Two copies of bank plate both sides.
  • Two copies of national ID card both sides.
  • Duly completed option to commute pension form in duplicate.
  • Duly completed lump sum payment form (bank form).
  • Two copies each of all promotion letters/certificates.
  • The earliest copy of pay slip showing Women’s and Children’s Pensions Scheme (WCPS) deductions for male teachers.
  • Copies of marriage certificates/affidavits to confirm names for married teachers whose documents have different names.
  • Teachers who served as Untrained Teachers to attach NSSF statement.
  • Two copies of KRA PIN certificate

The Commission then forwards the approved pension cases to the National Treasury which effects the payments. Find full details on how pension is calculated in the link below;

Related news: TSC: Retirement Benefits/ Pension paid to teachers; when can a teacher qualify for pension and all you need to know about the current pension and the new proposed contributory pension scheme

TSC News Portal

TSC Recruitment Marking Scheme

Have you applied for the advertised 1,550 vacancies to replace teachers who exited service through natural attrition (1,119 posts for primary schools and 431 posts for secondary schools)? Well. The Teachers Service Commission, TSC, has released a marking scheme/ score sheet to be used during the recruitment.

TSC RECRUITMENT MARKING SCHEME 2021

SCORE SHEET FOR SECONDARY SCHOOLS TEACHERS RECRUITMENT

A). AWARDING OF MARKS BASED ON ACADEMIC AND PROFESSIONAL QUALIFICATIONS

Teachers are awarded marks, here, depending on the strength of their academic papers. If you have a better qualification, you will definitely score more marks, here. The maximum score for this part is 35 percent.

HOW MARKS ARE AWARDED FOR TEACHERS WITH BACHELOR OF EDUCATION (BED) DEGREE.

Scoring areas Maximum score
BED Degree First Class Honors 35
BED Degree Second Class Upper 30
BED Degree Second Class Lower 25
BED Degree Pass 20

 

HOW MARKS ARE AWARDED FOR TEACHERS WITH BACHELOR OF ARTS (BA) PLUS PGDE OR BACHELOR OF SCIENCE (BSC) PLUS PGDE.

Scoring areas Maximum score
First Class Honors 35
Second Class Upper 30
Second Class Lower 25
Pass 20

 

HOW MARKS ARE AWARDED FOR TEACHERS WITH DIPLOMA PLUS DIPLOMA IN TECHNICAL EDUCATION.

Scoring areas Maximum score
Distinction 25
Credit 20
Pass 15

HOW MARKS ARE AWARDED FOR TEACHERS WITH DIPLOMA IN EDUCATION

Scoring areas Maximum score
Distinction 25
Credit 20
Pass 15

 

Related content;

B). AWARDING OF MARKS BASED ON LENGTHY OF STAY SINCE QUALIFYING AS A TEACHER.

The marking scheme in this area favours those teachers who have stayed at home for longer periods since qualifying as a teacher. The maximum score for this area is 50 percent.

The year of completion of professional training (BED or PGDE) whose certificate is used for scoring in part A of the score sheet determines the length of stay but not the year of enhancement.

AWARDING MARKS BASED ON THE LENGTH OF STAY SINCE QUALIFYING AS A TEACHER FOR THOSE WHO HAVE NEVER BEEN EMPLOYED BY TSC

Length of Stay Maximum Score
2012 and before 50
2013 45
2014 40
2015 35
2016 30
2017 25
2018 20
2019 15
2020 and after 10
Maximum Score 50

 

AWARDING MARKS BASED ON THE LENGTH OF STAY SINCE EXISTING FROM SERVICE FOR THOSE PREVIOUSLY EMPLOYED BY TSC

Length of Stay Maximum Score
2020 and after 50
2019-2018 45
2017-2016 40
2015-2014 30
2013-2012 25
2011-2010 20
2009-2008 15
2007 and before 10
Maximum Score 50

C). AWARDING OF MARKS BASED ON COMMUNICATION AND OTHER ABILITIES

This section is very important as many candidates tie on parts A and B. This part, therefore, is used to break ties. You must be well versed with TSC and current affairs apart from having a clear understanding of your teaching areas.

You, at the same time, must have certified co-curricular certificates to ensure you scoop the maximum 5 marks in this section. Please note that no candidate should score zero in this area.

Scoring area Maximum Score
Communication skills 1
Presentation 1
Participation in Co-curricular activities while teaching 1
Students’ academic performance 1
Special talents 1
Maximum Score 5

 

E). Teachers who have served as interns, before, are awarded an extra 10 marks provided they show evidence of internship service.

THE RECRUITMENT SCORE SHEETS FOR SECONDARY SCHOOL TEACHERS ON PERMANENT AND PENSIONABLE TERMS- 2020/2021

TSC News Portal

TSC to move teachers in April

The Teachers Service Commission, TSC, is gearing up for massive teacher transfers in April this year. The Commission will be targeting Principals in County and Sub-County schools plus primary school head teachers.

Those to be moved are administrators who have overstayed in the same station for nine years and above. Also targeted are teachers working in their home counties.

The Commission’s Deputy Director in charge of staffing Dorothy Owuor through a circular dated February 26 asks all regional directors to prepare a list of school administrators who have overstayed and those working in their home counties.

“This information should reach this office on or before 4th March 2021.” She directs.

“Schools to be filled by the newly appointed Principals in Grade D3 to be left vacant.” She adds.

Those to be exempted from the transfers are teachers aged above 55 years. The delocalization exercise had been slowed down as a result of the Corona virus pandemic and prolonged closure of schools.

The Commission kicked off the delocalization exercise in January, 2018. Other massive deployments would then follow in April, August and December of the same year. Though in April, 2019 the Commission slowed down the transfers as only a few administrators were moved.

The exercise has seen the execution of transfers for thousands of long serving principals and school heads; with some supporting and others opposed to the delocalization policy. A number of school administrators moved, so far, were those serving in their homes.

Others had also served in the same stations for a long time. Targeted administrators were mostly transferred to other counties and in some instances different regions.

See also; TSC releases new procedure for appointment and deployment of head teachers, principals, deputies, senior teachers and masters

Deployment of school administrators

The Commission is currently compiling lists of successful candidates in the just concluded promotions interviews. The interviews were carried out between February 8 and 19, 2021 at designated TSC County offices countrywide. Apart from increased perks, some of the candidates will be deployed to administrative positions.

The responsibility of appointing all primary school and secondary schools’ administrators (apart from extra county and national schools) has since been decentralized to the counties and regional offices.

It is the sole responsibility of the Regional Director (RD) to select, appoint and deploy successful candidates. This shall be done in liaison with the respective county directors. A merit list and copies of appointment letters are then be sent to the head quarter (addressed to the Secretary TSC) by the RD.

It is important to note that the appointment and deployment of the principals of extra county and national secondary schools is done at the head quarter by the Director in charge of staffing.

These new changes to deployment process took effect from February 13, 2020.

TSC News Portal

New TSC Career Progression Guidelines for Curriculum Support Officers (CSOs)

TSC CAREER GUIDELINES (CPG) FOR CURRICULUM SUPPORT OFFICERS (CSOs)

1.0 INTRODUCTION AND BACKGROUND

These Career Progression Guidelines outline the academic and professional criteria for curriculum support officers career advancement. The guidelines link an officer’s career
progression, to his/her performance and professional conduct.

Teachers Advisory Centres (TACs) were established in Kenya 1963 to provide inservice
courses to help teachers improve professionally and to offer aid in developing curriculum
and using new instructional materials. The centers were manned by Tac tutors.

In 2015 the commission decided to change the designation to curriculum support officers and deployed them to zones with an expanded mandate .Consequently,it become necessary provide for substantive appointment of the cadre and develop a career progression guideline for curriculum support officers .

This “career based strategy” is aimed at embracing the principles of performance management that integrate performance appraisal system with an officer’s career path. The guidelines set out career progression for curriculum support officers.

They provide minimum entry required if a serving teacher wishes to pursue a career as a curriculum support officer. Henceforth, teachers employed by the Teachers Service Commission will take personal responsibility for their professional/career development.

1.1 RATIONALE FOR THE CAREER GUIDELINES

In 2015 the Teachers Service Commission establish a cadre of curriculum support
officers. The following designations were declared absolete, Tac Tutors,Dicece lectures and Special Education Assessors. The commission adopted curriculum support officers as the new designation for this cadre of staff whose critical mandate is to support curriculum implementation in schools.

The positions are to be filled competitively hence the need for career guidelines to guide their recruitment and progression.

Do not miss any TSC news. Click here for the latest TSC News; TSC News Portal.

1.2 AIMS OF CAREER PROGRESSION GUIDELINES

(i) To provide for minimum requirements for recruitment;
(ii) To provide for a well-defined career structure that will attract, motivate and facilitate retention of suitably qualified and competent staff;
(iii) To provide for Clearly defined job descriptions and specifications with clear duties and responsibilities at all levels within the career structure, which will ensure proper deployment, advancement and utilization of personnel;
(iv) Incorporation of human resource planning principles to address career progression and succession management;
(v) Provision of minimum qualifications for career advancement;
(vi) To establish standards for recruitment, training and development, and advancement within the career structure on the basis of knowledge, competence, merit, experience and ability as reflected in work performance and results; and
(vii) A mechanism for monitoring and evaluating career progression.

1.3 SCOPE OF THE CAREER PROGRESSION GUIDELINES

The Career Guidelines provide for entry requirements for Curriculum Support Officers (CSOs) their promotion and capacity building.

These Guidelines are applicable to:-

(i) Curriculum Support Officers;

1.4 ADMINISTRATION AND TRAINING SCOPE

(a) Responsibility for Administration

This Career Progression Guidelines will be administered by the Commission Secretary/Chief Executive Officer, in consultation with the Commission. In implementing the Guidelines, the Commission Secretary will ensure that the provisions of the guidelines are strictly observed for fair and equitable treatment of officers.

(b) Training Scope

In administering the Career Progression Guidelines, the Commission will provide conducive environment to enable staff advance their careers. The officers should also be
encouraged to undertake training privately for self-development.

(C) Professional Development

Officers will be expected to undergo Teachers continuous professional development .

1.5 PROVISION OF POSTS

These Career Progression Guidelines do not constitute authority for creation of posts. Any additional post(s) required under the new grading structure provided in the Career
Progression Guidelines must be included in the staff establishment proposals for consideration and approval by the Commission.

1.6 SERVING OFFICERS

Serving officers will adopt and convert as appropriate to the new grading structure and
designations though they may not be in possession of the requisite minimum qualifications and/or experience prescribed in the Career Progression Guidelines.

However, for advancement to higher grades, officers must possess the prescribed
minimum qualifications and/or experience required for appointment to the grades.

1.1.8 ADVANCEMENT WITHIN THE CAREER PROGRESSION GUIDELINES

These Career Progression Guidelines sets out the minimum qualifications and/or
experience required for advancement from one grade to another. It is emphasized,
however, that these are the minimum requirements entitling an officer/teacher to be
considered for appointment or promotion to the next grade.

In addition, advancement from one grade to another will depend on: –

(i) Existence of a vacancy in the approved establishment;
(ii) merit and ability as reflected in work performance and results; and
(iii) the approval by the Commission.

1.9 RECOGNIZED QUALIFICATIONS

Recognized qualification as spelt out in this Career Progression Guidelines will be those attained from recognized institutions, colleges, and the Government approved Examination Bodies.

These will include among others:-

(i) Recognized universities and institutions;.
(ii) Kenya National Examination Council (KNEC);
(iii) Approved institutions for TPD
(iv) Kenya School of Government;
(v) Any other accredited institutions by the Council for University Education (CUE) or the relevant Government Departments as examining bodies.

1.10 IMPLEMENTATION OF THE CAREER GUIDELINES

The Career Progression Guidelines will become operational with effect from t 11th September 2019 and supersedes the existing Schemes of Service . All serving curriculum officers will automatically become members of the Career Progression Guidelines.

JOB CLASSIFICATION AND GRADING STRUCTURE

The Curriculum Support Officers are charged with the responsibility assessing teachers needs ,training them ,providing professional guidance and assessing learning outcomes
among other responsibilities.They also ensure that teachers comply with the set teaching
standards, advise on career progression and professional development for teachers,
monitoring the conduct and performance of teachers and collection and maintenance of teacher management data.

GRADING STRUCTURE AND SCOPE

The Career Progression Guidelines establishes four (4) grades of Curriculum Support Officers, who will be designated and graded as follows:

S/N Designation Teacher Scale Length of Service
1 Curriculum Support Officer (11) 10 9
2 Curriculum Support Officer (1) 11 10
3 Senior Curriculum Support Officer 12 12
4 Chief Curriculum Support officer 13 15

JOB DESCRIPTIONS AND SPECIFICATIONS

I. CURRICULUM SUPPORT OFFICERS (11) – Tsc Scale 10

(a) Duties and Responsibilities

This is the entry grade for curriculum support officers. An Officer appointed to this grade may be assigned any of the following duties and responsibilities.

(i) Carrying out regular visits to schools, observe teaching techniques, give demonstration lessons and advice teachers on methods and resources needed for effective teaching and learning.
(ii) Collecting, collating and submitting data on school enrollment, establishment, staffing and other related information.
(iii) Participating in the organization and management of co-curriculum activities.
(iv) Identifying the training needs of teachers and heads of institutions and advice the Commission accordingly.
(v) Providing support services to teachers and advice on curriculum implementation, supervision and evaluation.
(vi) Organizing and conducting courses on curriculum delivery and implementation through seminars, workshops, retreats and in service programs in conjunction with the sub county director.
(vii) Assisting in identification and acquisition of appropriate teaching and learning resources.
(viii) Assisting teachers to develop teaching aids and other reference materials.
(ix) Updating teachers on curriculum changes, pedagogy, content coverage and other emerging issues in the teaching service.
(x) Developing work programs and prepare progress reports for the teachers
advisory Centre.
(xi) Working with the quality assurance officer to improve teaching and learning.
(xii) Assisting in teacher Performance Appraisal and Development.
(xiii) Identifying and assess children with special needs and recommend them for appropriate placement in SNE institutions.
(xiv) Advising the Commission on the staffing needs of special schools and career progression and professional development of SNE teachers.
(xv) Providing support services to teachers in special schools and advise on curriculum implementation, supervision and evaluation.
(xvi) Assisting SNE teachers to develop/acquire teaching and learning materials.
(xvii) Monitoring and ensure compliance with special needs education delivery standards.
(xviii) Monitoring the conduct of special needs education teachers in the management of special needs learners.
(xix) Coordinating teacher Performance Appraisal and Development.
(xx) Organizing and conducting courses, seminars, workshops, retreats and in service program s for SNE teachers on matters related to SNE learners.
(xxi) Collecting and maintaining data on SNE schools and learners.
(xxii) Participating in the organization and management of co-curriculum activities for SNE schools
(xxiii) Mentoring and coaching teachers

(b) Requirements for Appointment

For appointment to this grade, a teacher must have:

Served as a teacher for a cumulative period of not less than six (6) years;

(i) A Bachelor’s degree in Education from a recognized institution,
OR A Bachelor’s degree plus a Post Graduate Diploma in Education from a recognized institution;d
(ii) Certificate in computer applications
(iii) Demonstrated merit and ability as reflected in work performance and results; and
(iv) Meets the requirements of chapter 6 of the Constitution.’

II. CURRICULUM SUPPORT OFFICERS Tsc Scale 11

(a) Duties and Responsibilities.

Duties and responsibilities at this level will entail:

(i) Carrying out regular visits to schools, observe teaching techniques, give demonstration lessons and advice teachers on methods and resources needed for effective teaching and learning;
(ii) Collecting, collating and submitting data on school enrollment, establishment, staffing and other related information;
(iii) Participating in the organization and management of co-curriculum activities;
(iv) Identifying the training needs of teachers and heads of institutions and advise the Commission accordingly;
(v) Providing support services to teachers and advise on curriculum implementation, supervision and evaluation;
(vi) Organizing and conducting courses on curriculum delivery and implementation through seminars, workshops, retreats and in service programs in conjunction with the sub county director;
(vii) Assisting in identification and acquisition of appropriate teaching and learning resources;
(viii) Assisting teachers to develop teaching aids and other reference
materials;
(ix) Updating teachers on curriculum changes, pedagogy, content coverage and other emerging issues in the teaching service;
(x) Developing work programs and prepare progress reports for the teachers advisory Centre;
(xi) Working with the quality assurance officer to improve teaching and learning.
(xii) Assisting in teacher Performance Appraisal and Development;
(xiii) Identifying and assessing children with special needs and recommend them for appropriate placement in SNE institutions;
(xiv) Advising the Commission on the staffing needs of special schools and career progression and professional development of SNE teachers;
(xv) Providing support services to teachers in special schools and advise on curriculum implementation, supervision and evaluation;
(xvi) Assisting SNE teachers to develop/acquire teaching and learning materials;
(xvii) Monitoring and ensuring compliance with special needs education delivery standards;
(xviii) Monitoring the conduct of special needs education teachers in the management of special needs learners;
(xix) Assisting in teacher Performance Appraisal and Development;
(xx) Organizing and conducting courses, seminars, workshops, retreats and in service programs for SNE teachers on matters related to SNE learners;
(xxi) Collecting and maintaining data on SNE schools and learners; and
(xxii) Participating in the organization and management of co-curriculum activities SNE schools.
(xxiii) Mentoring and coaching teachers

(b) Requirements for Appointment

For appointment to this grade, one must have:

(i) Served as a teacher for a minimum period of 10years;
(ii) Bachelor’s degree in Education from a recognized institution; OR Bachelor’s degree plus a Post Graduate Diploma in Education from a recognized institution;
(iii) Masters degree in Education/special education from a recognized institution;
(iv) Certificate in computer applications skills;
(v) Demonstrated merit and ability as reflected in work performance and results;
(vi) Meet the requirements of chapter 6 of the Constitution.
(vii) Attended a Management course lasting for not less than 2 weeks

III. SENIOR CURRICULUM SUPPORT OFFICER, Tsc Scale 12

(a) Duties and Responsibilities

Duties and responsibilities at this level will entail:

(i) Carrying out regular visits to schools, observe teaching techniques, give demonstration lessons and advice teachers on methods and resources needed for effective teaching and learning;
(ii) Coordinating the Collection, collation and submission of data on school enrollment, establishment, staffing and other related information;
(iii) Coordinating the organization and management of co-curriculum activities;
(iv) Coordinating training needs of teachers and heads of institutions and advise the Commission accordingly;
(v) Organizing and conducting courses on curriculum delivery and implementation through seminars, workshops, retreats and in service programs in conjunction with the sub county director;
(vi) Coordinating the identification and acquisition of appropriate teaching and learning resources;
(vii) Ensuring teachers develop teaching aids and other reference materials;
(viii) Ensuring teachers are updated on curriculum changes, pedagogy, content coverage and other emerging issues in the teaching service;
(ix) Working with the quality assurance officer to improve teaching and learning.
(x) Carry out Performance Appraisal of staff below them;
(xi) Coordinating identification, assessment and placement of children with special needs in SNE institutions;
(xii) Advising the Commission on the staffing needs of special schools and career progression and professional development of SNE teachers;
(xiii) Monitoring and ensure compliance with special needs education delivery
standards;
(xiv) Monitoring the conduct of special needs education teachers in the management of special needs learners; and
(xv) Maintaining data on SNE schools and learners;
(xvi) Mentoring and coaching teachers.

(b) Requirements for Appointment

For appointment to this grade, one must have:

(i) Served as a teacher for a minimum period of 12years;
(ii) Bachelor’s degree in Education from a recognized institution; OR Bachelors degree plus a Post Graduate Diploma in Education from a recognized institution;
(iii) Masters degree in Education/special education from a recognized institution;
(iv) Certificate in computer applications skills
(v) Demonstrated merit and ability as reflected in work performance and results;
(vi) Meet the requirements of chapter 6 of the Constitution; and
(vii) Attended a Management course lasting not less than 2 weeks.

IV. CHIEF CURRICULUM SUPPORT OFFICER, Tsc Scale 13

(a) Duties and Responsibilities:

Duties and responsibilities at this level will entail:

(i) Carrying out regular visits to schools, observe teaching techniques, give demonstration lessons and advice teachers on methods and resources needed for effective teaching and learning;
(ii) Coordinating the Collection, collation and submission of data on school enrollment, establishment, staffing and other related information;
(iii) Coordinating the organization and management of co-curriculum activities;
(iv) Coordinating training needs of teachers and heads of institutions and advise the Commission accordingly;
(v) Organizing and conducting courses on curriculum delivery and implementation through seminars, workshops, retreats and in service programs in conjunction with the sub county director;
(vi) Coordinating the identification and acquisition of appropriate teaching and learning resources;
(vii) Ensuring teachers develop teaching aids and other reference materials;
(viii) Ensuring teachers are updated on curriculum changes, pedagogy, content coverage and other emerging issues in the teaching service;
(ix) Working with the quality assurance officer to improve teaching and learning.
(x) Carry out Performance Appraisal of staff below them;
(xi) Coordinating identification, assessment and placement of children with special needs in SNE institutions;
(xii) Advising the Commission on the staffing needs of special schools and career progression and professional development of SNE teachers;
(xiii) Monitoring and ensure compliance with special needs education delivery standards;
(xiv) Monitoring the conduct of special needs education teachers in the management of special needs learners; and
(xv) Maintaining data on SNE schools and learners.

(b) Requirements for Appointment

For appointment to this grade, one must have:

(i) Served as a teacher for a minimum period of 15years;
(ii) Bachelor’s degree in Education from a recognized institution; OR Bachelors degree plus a Post Graduate Diploma in Education from a recognized institution;
(iii) Masters degree in Education/special education from a recognized institution;
(iv) Certificate in computer applications skills;
(v) Demonstrated merit and ability as reflected in work performance and results;
(vi) Meet the requirements of chapter 6 of the Constitution; and
(vii) Management course for not less than 2 weeks.

TSC News Portal

TSC to transfer heads and deputies in mixed schools

TSC LATEST NEWS TODAY- The Teachers Service Commission (TSC) is planning a major shake up in schools’ administration after this year’s national examinations. This is after the Commission adopted a new policy that will govern deployment of administrators. According to the new policy, principals and deputies of mixed schools are not supposed to be of the same gender.

TSC Boss, Dr. Nancy Macharia, has directed all the TSC Regional Directors implement the policy that is aimed at fostering inclusivity in public schools. She directs regional directors are to liaise with the county directors who are to identify mixed schools that have heads and deputies of same gender and subsequently place the deputies appropriately after the national examinations.

“Identification and deployment of institutional administrators is premised on career progression guidelines and the policy on appointment and deployment of institutional administrators (2017). The process is underpinned on values and principles of governance which include but not limited to: equity, equality, inclusiveness, non-discrimination and affirmative action,” Macharia says in a circular addressed to all Regional TSC Directors.

Mixed schools with Principals who both are of the same gender will see one of them getting the marching orders. Macharia wants the list of the heads and deputies sent to her before April 30 once the placement is completed. This will lead to massive transfers of the affected administrators; mostly deputies.

See also;

Implementation of this new policy follows the commission’s research findings that showed a majority of the mixed schools in the country having heads and deputies of the same gender.

Macharia says a scenario where both heads and deputies are of the same gender leads to unprecedented gender imbalances in the learning institutions.

“The scenario neither fosters gender-inclusive learning environment nor provides a supportive atmosphere for all learners…Accordingly, to ensure a supportive learning environment for learners of both gender the commission’s policy is to appoint and deploy administrators of applicable gender to head and deputise learning institutions,” notes Dr.Macharia.

This policy will supplement the contentious delocalization exercise that has seen thousands of heads and their deputies moved away from home counties.

Related news; Massive teachers transfers, delocalization looming- TSC news

KNEC News Portal, TSC News Portal

2020 TSC Teachers Recruitment news

The Teachers Service Commission, TSC, has been asked to stop employing teachers on internship. The National Assembly Education Committee wants the Commission to put a break on the internship programme and focus on employing teachers on permanent and pensionable terms.

While appearing before the Committee on Wednesday January 19, 2020, TSC boss Dr. Nancy Macharia said the Commission is seeking to recruit an additional 10,000 teacher interns this year. Macharia was quick to defend the move saying their budgetary allocation from the National Treasury is stifled making it difficult for the Commission to employ teachers on permanent basis.

Here are links to the most important news portals:

According to Dr. Macharia, TSC has only 2 billion shillings for recruitment against a budget of 15.4bn Shillings.

Macharia said the Commission will also recruit 5,000 teachers on permanent and pensionable terms this year to close the teething staffing gaps; more in secondary schools. She said the 100% transition policy has overstretched the teaching work force in the country hence need for additional teachers. The TSC boss appeared before the Committee to present the Commission’s budget for the 2020/2021 financial year.

TSC kicked off the internship programme in 2019 with about 10,000 teachers enrolled on the program. An intern teacher in secondary school earns Sh15,000 per month while their primary schools’ counterparts pocket Sh10,000 per month.

A COLLATION OF ALL YOUR KUCCPS RELATED NEWS

KNEC News Portal, TSC News Portal

TPAD 2 Lesson Observation Form for teachers free download

All Teachers employed by the Teachers Service Commission, TSC, are required to be appraised on termly basis. The Commission has developed a new Teacher Performance Appraisal and Development (TPAD 2) system. Part of the appraisal requires that a teacher be observed atleast once in a term and a Lesson Observation Form be filled. Lesson observation portal is provided in TPAD online system.

The observer is required to enter the marks on the online lesson observation portal after observing a teacher. This is a compulsory target the online appraisal will remain incomplete to at least 97% if the marks on the duly filled lesson observation form (LOF) are not uploaded on the teacher’s online appraisal. According to TSC, there should always be a preparatory meeting before the lesson observation and a feedback session after the lesson observation.

FOR A COMPLETE GUIDE TO ALL SCHOOLS IN KENYA CLICK ON THE LINK BELOW;

Here are links to the most important news portals:

FIELDS OF THE LESSON OBSERVATION FORM

The Lesson Observation Form contains the following fields:

  1. Name of School
  2. Teacher’s details: Name and TSC Number
  3. Observer’s Name and TSC Number
  4. Class/ Form/ Grade
  5. Total Number of Learners present during the lesson
  6. Lesson Time and Date
  7. Subject/Learning Area and Topic/Strand
  8. Observation Areas and the Performance Indicators to be appraised:
  • Introduction and Lesson Organisation: Review of the previous lesson/content related to the current lesson, State the objective of the current lesson, Link the previous lesson to the current lesson, Quality of introduction and captivating/ capture learners interest.
  • Content Delivery: Mastery of content in line with the syllabus, Answering of students questions accurately, Teaching with lesson notes and lesson plan summarized the lesson by highlighting the key points, Covering the lesson within the stipulated time (Started on time and ended on time).
  • Teaching Methods/ Techniques: Use of appropriate teaching methods (Question and answer, Demonstration, experimentation, Discussion/Group work, Field work); Use of appropriate teaching/learning aids; Use of varied teaching methods; Demonstrate innovation and creativity in teaching; Ability to simulate learners.
  • Learner Involvement and Communication: Answering and asking question; Observation; discussion and presentation; experimentation; Field work/presentation; Discovery/presentation.
  • Classroom Management: Arrangement of desks to enable a teacher to reach an
    individual student; Moving in class to observe students work; Marking/checking students in class; No chorus answers/knowing learners by name; Cleanliness of the classroom.

The Total score for this form is 100%.

To access the Form and other important TSC Forms, click on the link below;

Also read:

KNEC News Portal, TSC News Portal

TSC recruitment dates and venues- Lamu county 2020

The Teachers Service Commission, TSC, has released the interview dates and venues for the September 2020 teachers’ recruitment exercise. See all the details here.

See interview dates and venues for other counties at the bottom of this page.

LAMU COUNTY TSC RECRUITMENT DATES AND VENUES- 2020

S/N DATES ACTIVITY VENUE
1 17/09/2020 Briefing of school administrators and officers Lamu Girls Secondary
2 18/09/2020 Secondary Interview- Lamu West Mpeketoni Boys Secondary
3 18/09/2020 Secondary Interview- Lamu East Lamu Boys Secondary
4 21/09/2020 Vetting of primary documents/selection- Lamu West Mahmoud Bin Fadhil Boys Primary
5 21/09/2020 Vetting of primary documents/selection- Lamu East Mahmoud Bin Fadhil Girls Primary
6 22/09/2020 Selection of primary teachers at County level TSC County Office
7 23/09/2020 TO 25/09/2020 Vetting and handling of complaints at County level TSC County Office

Read also;

TSC News Portal

TSC to establish new school for teachers

Teachers will soon have to go back to class for refresher courses as the Teachers Service Commission (TSC) plans to set up a school to train all teachers.  A recent research by the Commission shows that most teachers exhibit weaknesses in teaching strategies, preparation of professional records and poor classroom management.

Others show incompetency in handling learners with special needs and weak assessment and feedback skills.

The buck does not stop with classroom teachers only, as school administrators (Principals and Head Teachers) are not left behind, either.  According to the TSC concept paper, some school heads and principals have poor resource utilization abilities. Others are not able to analyse books of accounts, communicate effectively with teachers and parents.

It is on these findings that the Commission proposes training sessions for teachers on classroom management, effective teaching approaches and professionalism.

“The over-arching goal of the Institute will be to enhance the quality of education by providing teachers, assisted by the education partners, with a formal structure for professional support and professional development,” reads the TSC policy document; in part.

In the new teachers’ appraisal system, teachers will be expected to undergo Teacher Professional Development (TPD) by undertaking refresher courses.

Before the Covid19 pandemic broke-out, the Commission had already contracted institutions that will be offering the refresher training programme modules. The new institute will be tasked with establishing procedures and criteria for the probation and full recognition of Teacher Professional Development (TPD) service providers. It will, at the same time, come up with procedures and criteria for the probation and full recognition of Teacher Professional Development (TPD) service providers.

The teachers will be expected to meet the training costs for the modules that will be offered during school holidays. Of importance to note is the fact that the training will be mandatory for all practicing teachers. A teacher who will fail to undertake the short courses would be deemed to have violated the TSC code of regulation and may face disciplinary action from the employer.

Read also; Full details on the new teachers training institute and TPD modules.

Already, Kenyatta University, Mount Kenya University, Riara University and Kenya Education Management Institute (KEMI) had been identified to offer the Teacher Professional Development modules.

A teacher will be at liberty to choose an institution of his/ her choice where to take the TPD modules. Teacher Professional Development will continuously update teacher knowledge, skills, attitude and values encourage teachers’ learning communities.

The good news for teachers is that most of the TPD modules will be available online. “Many components of the TSC Teacher Professional Development programme will be available to teachers online and will be accessed through mobile phones,” said the the Commission, early this year.

The new institute will form strong basis for promotion of teachers through organisation of workshops and conferences and the publication of newsletters, research reports and articles on educational issues.

Other roles to be performed by the institute include to establish school-based support groups that will offer Coaching, mentoring, classroom observations, lesson study/action research, book/journal reviews and collaborative subject mastery development to teachers.

Related news; Full guide to the TSC TPAD 2 portal and how to carry out appraisals

KNEC News Portal, TSC News Portal

TSC requires 50,000 more teachers to address staffing gaps

The Teachers Service Commission, TSC, is planning to recruit an additional 5,000 teachers on permanent and pensionable terms. This is according to the commission boss Dr. Nancy Macharia. While appearing before the National Assembly’s Education Committee on Tuesday, Dr. Macharia said the teachers’ employer will require close to Sh1.2 billion in the 2020/2021 financial year to recruit the teachers so as to close the teething staff shortages experienced in public schools.

She said part of the money will be required to recruit 10,000 more teachers on internship. There are currently over 10,000 intern teachers who were recruited during the 2019/ 2020 financial year.

This comes as the commission reports that the country is facing a shortage of about 50,000 teachers. A situation that has greatly overburdened the available tutors. According to Dr. Macharia, primary schools require 48,173 more teachers to address the shortage. There are 211,046 primary school teachers currently out of the required number of 259,219.

Garissa, West Pokot, Wajir and Narok counties headline the list of counties with the highest staff shortages. A closer look at this list shows that most of these areas are largely hardship areas.

Nairobi, Kirinyaga, Laikipia, Uasin Gishu, Nyeri, Nyandarua, Murang’a, Meru, Isiolo, Elgeyo Marakwet, Embu and Kiambu counties are more comfortable in terms of meeting their staffing needs.

Also read;
TVETs require over Sh6 billion.

The commission is at the same time seeking about Sh500 million to be used by its field operations to facilitate its officers.

“Field officers play a key role in ensuring maintenance of teaching standards through regular monitoring and quality assurance at the school level,” Dr. Macharia told Legislators this past Tuesday.

On his part, Education Cabinet Secretary says the ministry is in need of Sh429 million to mitigate the effects of covid-19 in the sector. Prof. Magoha says part of the funds will be utilize in buying sanitizers, soaps, masks and carry out covid-19 tests for staff and students in the various Technical and Vocational Education and Training, TVET, institutions in the country.

The CS, while appearing before the National Assembly’s Education Committee on Tuesday, sought for an additional Sh6.6 billion shillings. Of this amount, Sh3.8 billion will be used in catering for needs of the projected 300,000 new numbers of TVET students. There are currently 173,000 students studying in the TVETS countrywide. The remaining Sh2.8 billion is to be directed towards recruitment of an additional 3,674 TVBETs tutors.

Related news:
KNEC News Portal, TSC News Portal

Interviews for Teachers’ promotions suspended by TSC