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TPD TRAINING NOTES, MANUALS, HAND OUTS

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KENYA EDUCATION MANAGEMENT INSTITUTE TEACHER PROFESSIONAL DEVELOPMENT (TPD) PROGRAM

INTRODUCTORY MODULE

KePTS COMPETENCE INDICATORS FOR TEACHERS

Kenya Professional Teaching Standards (KePTS) have competency Indicators that guide the intended learner’s outcomes.

Standard 1: Teacher Promotes Professionalism throughout his/her career

The competency indicators for this standard include:

The Teacher:

  • Demonstrate professionalism when engaging and communicating with learners, parents, colleagues and the community
  • Models high standards of teaching as prescribed by legal and professional documents
  • Contributes to collaborative, inclusive, and friendly school through participation in activities and partnerships with communities
  • Creates inclusive classroom environment that supports the social, physical, intellectual, mental, cultural and emotional development of learners
  • Takes part in lifelong learning and continually engages in selfreflection, professional inquiry and professional learning in subject – area content
  • Stays current in educational theories and innovations in classroom management and their application
  • Demonstrate understanding of the provision of education in the Constitution of Kenya
  • Demonstrates of the establishment of TSC, legal and professional documents that TSC operations are anchored on. (E.g. the TSC Act, 2021, Code of Regulations for Teachers(CORT), 2015 and Code of Code of Conduct and Ethics (COCE), 2015
  • Observes confidentiality associated with their work, including the recording, storing, access, release and handling of confidential information (as specified in (vii) above.
  • Has understanding of the roles and structures of basic education institutions such as County Governments, County Education Boards, Boards of Management, Kenya National Examination Council, Kenya Institute of Curriculum Development and other legal entities
  • Has understanding of the Rights of learners as provided for in the constitution of Kenya, 2010. Various charters, Basic Education Act, 2013, and other legal documents,
  • Demonstrate understanding in Trends and Reforms in Education since
    independence

Standard No. 2: Teacher has pedagogical Content Knowledge and understanding of Competency Based Curriculum and how to implement it

Competency Indicators for this standard include:
The teacher:

i. Demonstrates understanding of the broad 21st century learners’
outcomes and support systems
ii. Demonstrates understanding of a competency- based education and
how it works
iii. Demonstrates knowledge of Basic Curriculum Reforms (BECR) i.e. the
seven core curriculum competencies
iv. Demonstrates ability to plan teaching with the end in mind using a
backward Instructional Design Model
v. Demonstrates understanding of major concepts and processes of
inquiry, central to the content area he/ she teaches
vi. Demonstrates ability to organize the content into an effective learning
and teaching progression
vii. Designs and implements instruction that integrates the seven BEC
cross curricular competencies and higher order skills that ensure
learning experiences reflect accurate and current content
viii. Applies knowledge and understanding of how learners learn in order to
plan a variety of instructional strategies and resources that respond to
learners’ diverse needs
ix. Demonstrates knowledge and skills to integrate the pedagogy of
community-service learning in the teaching/ learning area/ subject
x. Creates trustful and respectful climate by valuing learners experiences
xi. Infuses entrepreneurial and financial literacy across the curriculum
xii. Integrates literacy and numeracy skills across the teaching subject
area
xiii. Evaluates and modifies learning resources to support the teaching of a
content area
xiv. Assesses bias in learning resources to counter misinformation and
stereotyping
xv. Provides learners with a variety of information resources as well as
the technological tools to mediate learning
xvi. Knows how to use information technology resources to enhance
learner engagement

Standard 3: teacher has knowledge on assessment and reporting

Competency indicators for this standard include:

The teacher:

i. Designs assessment FOR, AS and OF learning
ii. Engages learners actively in assessment process, in order to develop their
capacity to co-construct criteria for success, self-monitor progress, and
provide prompt, descriptive and specific feedback to learners
iii. Uses information from assessment for learning to organize instruction and
learning resources, and to provide feedback to learners to help improve
and advance their learning
iv. Uses information to determine not only what learners know but also if
they apply what they know
v. Designs assessment of learning to confirm what learners know and can do
and to demonstrate if the learners have achieved curriculum outcomes
vi. Embeds assessment in all levels of lesson planning to meet the basic
education curriculum outcomes
vii. Designs assessment activities, tasks and strategies, for example:
performance tasks, anecdotal records, reflective journals, portfolios, peer
assessment, dramatization, projects, interviews, surveys, assessments,
observations, rubrics, rating scales, etc.
viii. Demonstrates understanding of a range of strategies for reporting
learners’ achievements and develops accurate records to inform and
communicate learner progress in timely and respectable manner to
learners and parents

Standard 4: Teacher Knows how to Create and Support Inclusive Education
Practices

Competencies Indicators for this standard include:

The Teacher:
i. Designs a teaching and learning environment that is responsive to the
physical, cultural, emotional and learning needs of all learners
ii. Involves learners in establishing and maintaining classroom procedures
and routines, and ensures discipline issues are addressed promptly, fairly
and respectfully
iii. Designs a learning environment where learners have access to both
material and human resources to promote their learning
iv. Creates inclusive classroom where learners with special needs have
opportunities to demonstrate their learning in their own way, using
appropriate resource support, both human and material including assistive
technology that accommodates their needs, and enables them to learn at
their own pace.
v. Creates a learning environment that ensures success of all learners
vi. Demonstrates understanding of learners as individuals with distinct
personal and diverse skills, abilities, talents and interests
vii. Establishes and implements inclusive and positive interactions to engage
and support all learners in classroom activities
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viii. Integrates strategies that ensure safe, responsible and ethical use if
technology in learning and teaching
ix. Develops enriching experiences to support the gifted and talented
learners

Standard 5: Teacher knows and promotes comprehensive School Health and
safety

Competency indicators for this standard include:

The teacher:

i. Demonstrates understanding of the concept of health literacy skills, social
determinants of health and comprehensive school health
ii. Demonstrates understanding of infectious diseases and their sources with
a view to reducing learners’ exposure to these health conditions through
education
iii. Demonstrates understanding of emotional health and stressors and uses
stress reduction strategies to support learners
iv. Demonstrates understanding if sexuality, health education and HIV, and is
able to teach learners about risky sexual behaviour including HIV
infection
v. Demonstrates understanding of drug use, drug addiction, and educates
learners on the potential harm to their health and well being
vi. Demonstrates understanding of nutrition and healthy eating and educates
learners on health risks associated with consumption of unhealthy foods
such as diabetes, cancer, heart conditions.
vii. Demonstrates knowledge on effects of bullying on learners and educates
learners to build caring and respectful healthy relationships
viii. Demonstrates basic skills to handle life saving measures e.g. breathing
emergencies, resuscitation and cardiopulmonary techniques, bleeding and
shock management, splinting, burns and scalds, first aid equipment etc.
ix. Demonstrates appropriate skills to manage fire equipment and handle fire
disasters.
6

Standard 6: The Teacher has Knowledge of Financial Literacy Skills

Competency Indicators for this standard include:

Teacher:

i. Demonstrates understanding on financial matters including financial
management, terminologies, concepts and principles
ii. Applies various financial planning techniques such as budgeting, cash-flow
projections and cost benefit analysis, variance analysis and cost
management
iii. Analyses and interprets financial sheets, income and expenditure
statements and assets register
iv. Demonstrates understanding of procurement and disposal of goods and
services as required by the Public Procurement and Asset Disposal Act,
2015 and the Public Procurement Manual for Schools and Colleges, 2009
and the Public Audit Act, 2003 which governs the audit of school books
v. Demonstrate understanding of stores management and accounting
procedures that ensure proper stock control systems are established and
maintained in the school for the purpose of accountability

Standard 7: The Teacher Knows and Promotes Instructional Leadership and
Administration

Competency Indicators for this standard include:

The teacher:

i. Leads in developing and implementing a shared vision for the school and
instruction that supports all learners
ii. Leads and manages change
iii. Leads in building a collaborative school culture for professional learning
community and instructional improvements.
iv. Leads implementing high quality instructional practices
v. Leads high quality school-based professional; development that is linked
to instruction and learners; achievement
vi. Leads in using assessment data to improve teaching and learning
vii. Leads in building a positive inclusive learning environment
viii. Leads and practices distributed leadership
7

KePTS COMPETENCY INDICATORS FOR INSTRUCTIONAL LEADERS

The Code of Regulations for Teachers (2015), describes the Head of Institution as a
lead educator and a quality assurance officer within the institution.

Standards for instructional leaders and competency indicators have been developed to serve as guidelines and benchmarks for the assessment of their work. The Seven (7)
Standards and competency indicators for instructional leaders are as enumerated
below: –

Standard 1: Takes Lead in Promoting Professionalism throughout the teaching
Career

Competency Indicators

The Instructional Leader:

1.1. Leads in Demonstrating professionalism when engaging and communicating
with learners, parents, colleagues, community and models high standards of
teaching characterized by collegiality, honesty, integrity, fairness, and
accountability.
1.2. Leads in Contributing to collaborative, inclusive, and friendly school through
participation in activities and partnerships with communities.
1.3. Leads in creating inclusive classroom environment that supports the social,
physical, intellectual, mental, cultural, and emotional development of
learners.
1.4. Undertakes lifelong learning and continually engages in self-reflection,
professional inquiry, and professional learning in subject-area content,
pedagogy, assessment, technology, health and well-being and cultural
responsiveness.
1.5. Leads in accessing broad range of professional learning opportunities from
multiple sources including coaches, mentors, and colleagues.
1.6. Is up to date on current educational theories, innovations in instruction,
assessment, program planning, classroom management and their application
in the classroom.
1.7. Leads in demonstrating understanding of Teachers Service Commission Act
of 2012, the Rights and Obligations of teachers as provided for in the Code of
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Regulations for Teachers and the Ethical issues regarding teaching as provided
for in the Code of Conduct and Ethics.
1.8. Leads in conforming to professional expectations through appropriate
dressing, punctuality, communication, and conduct in school, community,
and on-line environments.
1.9. Leads in observing confidentiality requirements associated with their work,
including the recording, storing, access, release, and handling of confidential
information.
1.10. Leads in demonstrating understanding of the governance structures of basic
education institutions (Role of County Education Boards, Boards of
Management, Education Standards and Quality Assurance Council, Kenya
National Examinations Council, Kenya Institute of Curriculum
Development) and their legal acts.
1.11. Demonstrates understanding of the Rights of learners as provided for in the
Constitution of Kenya 2010, various charters, Basic Education Act 2013, and
other legal documents.
1.12. Leads in demonstrating understanding of Trends and Reforms in Education
since Independence.
1.13. Leads in demonstrating understanding of key provisions of Teachers Service
Commission Act 2012 (the Mandate of the Commission, Registration and
Discipline of teachers, compliance with Teaching Standards and the role of
Boards of Management as agents of the Teachers Service Commission).
1.14. Leads in demonstrating understanding of the legal relationship between the
Teachers service Commission and County Governments in regard to
employment and management of Early Childhood Development and
Education (ECDE) teachers and management of Legal proceedings against
government institutions.
9

Standard No.2: Takes lead in pedagogical content Knowledge and understanding
of Competency-Based Curriculum and how to implement it.

Competency Indicators

Instructional Leader:

2.1. Leads in demonstrating understanding of subject content knowledge and
research based instructional practices that engage learners’ learning activities.
2.2. Leads in understanding of how learners learn and ensures teachers use
appropriate pedagogies and resources to respond to learners’ diverse abilities.
2.3. Leads in demonstrating skills that support teachers in integrating the
pedagogy of community service learning in their teaching.
2.4. Leads in supporting teacher infused entrepreneurial and financial literacy
skills across the curriculum.
2.5. Leads in supporting teachers to integrate literacy and numeracy skills across
the curriculum.
2.6. Leads in demonstrating understanding of the broad 21st century learners’
outcomes and support systems.
2.7. Leads in demonstrating sound understanding of competency-based
curriculum and its implementation process.
2.8. Leads in demonstrating understanding of Basic Education Curriculum
Reform (BECR) i.e. the core curriculum competencies, competency indicators
and how to integrate them within the teaching subject and across grade levels.
2.9. Leads in demonstrating capability of how to plan teaching with the end in
mind using Backward Instructional Design Model in implementing a
competency-based curriculum.

Standard 3: Takes Lead in creating an Environment that Promotes Assessment
and reporting.

Competency Indicators

The Instructional Leader:

3.1. Leads in designing assessment For, As and Of learning.
3.2. Leads in using information from assessment on learners’ performance to
modify and differentiate teaching and learning activities.
10
3.3. Leads in engaging learners actively in assessment process, in order to develop
their capacity to co-construct criteria for success, self-monitor progress, and
provides prompt, descriptive and specific feedback to learners.
3.4. Leads in the use of information to determine not only what learners know but
also if they apply what they know.
3.5. Leads in facilitating assessment as learning through helping learners develop
skills for knowing about, reflecting on, and monitoring their own learning.
3.6. Leads in designing assessment of learning to confirm what learners know and
can do, to demonstrate if they have achieved curriculum outcomes.
3.7. Leads in embedding assessment in all levels of lesson planning to meet basic
education curriculum outcomes.
3.8. Leads in designing assessment activities, tasks and strategies, for example:
performance tasks, anecdotal records, reflective journals, portfolios, peer
assessments, dramatizations, projects, interviews, surveys, self-assessments,
observations, rubrics, rating scales, etc.
3.9. Leads in Demonstrating understanding of a range of strategies for reporting
learners’ achievements and develops accurate records to inform and
communicate learner progress in timely and respectable manner to learners
and parents.

Standard 4: Takes Lead in Creating and Supporting Inclusive Education Practices
Competency Indicators

The Instructional Leader:

4.1 Leads in designing a teaching and learning environment that is responsive
to the physical, social, cultural, emotional and learning needs of all
learners.
4.2 Leads in involving learners in establishing and maintaining classroom
procedures, routines, and ensures discipline issues are addressed promptly,
fairly and respectfully.
4.3 Leads in designing a learning environment where learners have access to
both material and human resources to promote their learning.
4.4 Leads in creating inclusive classroom where learners with special needs
have opportunities to demonstrate their learning in their own way, using
11
appropriate resource support, both human and material including assistive
technology that accommodates their needs, and enables them to learn at
their own pace.
4.5 Leads in demonstrating understanding of learners as individuals with
distinct personal and diverse skills, abilities, talents and interests.
4.6 Leads in establishing and implementing inclusive and positive interactions
to engage and support all learners in classroom activities.
4.7 Leads in integrating strategies that ensure a safe, responsible and ethical
use of technology in learning and teaching.
4.8 Leads in developing enriching experiences to support the gifted and
talented learners.

Standard 5: Takes Lead in Promoting a Comprehensive School Health and Safety
Competency Indicators

The Instructional Leader:

5.1 Leads in Demonstrating professionalism when engaging and
communicating with learners, parents, colleagues and community.
5.2 Leads in modelling high standards of teaching characterized by collegiality,
honesty, integrity, fairness, and accountability.
5.3 Leads in understanding of the concept of health literacy skills, social
determinants of health, and comprehensive school health.
5.4 Leads in demonstrating understanding of infectious diseases and their
sources to reduce learners’ exposure to these health conditions through
education.
5.5 Leads in demonstrating understanding of emotional health and stressors
and uses stress reduction strategies to support learners.
12
5.6 Leads in understanding of sexuality, health education and HIV, and
educates learners on risky sexual behaviour including HIV infection.
5.7 Leads in demonstrating understanding of drug use, drug addiction, and
educates learners on the potential harm to their health and well-being.
5.8 Leads in demonstrating understanding of environmental health, and
educates learners to keep healthy environment including proper garbage
and recyclable disposal and staying green.
5.9 Leads in demonstrating understanding on personal health hygiene and
medical conditions associated with unhygienic conditions.
5.10 Leads in demonstrating understanding on nutrition and healthy eating
and educates learners on health risks associated with consumption of
unhealthy foods such as diabetes, cancer, obesity, heart conditions.
5.11 Leads in demonstrating understanding on effects of bullying on learners
and educates learners to build caring and respectful healthy relationships.
5.12 Leads in demonstrating basic skills to handle life saving measures e.g.
breathing emergencies, resuscitation and cardiopulmonary techniques,
bleeding and shock management, splinting, burns and scalds, first aid
equipment etc.
5.13 Leads in demonstrating appropriate skills to manage fire equipment and
handle fire disasters.

Standard 6: Takes Lead in Knowledge and application of Financial Literacy skills
Competency Indicators

The Instructional Leader:

6.1 Leads in demonstrating literacy on financial matters; including financial
management, terminologies, concepts and principles.
6.2 Leads in applying various financial planning techniques such as budgeting,
cash-flow projections, and cost benefit analysis, variance analysis and cost
management.
6.3 Leads in analysing and interpreting financial management statements and
reports such as the balance sheets, income and expenditure statements and
assets register.
13
6.4 Leads in demonstrating understanding of procurement and disposal of
goods and services as required by the Public Procurement and Disposal
Act (2015) and Public Procurement Manual for Schools and Colleges (July
2009) and the Public Audit Act (2003) which govern the audit of school
books.
6.5 Leads in demonstrating understanding of stores management and
accounting procedures that ensure proper stock control systems are
established and maintained in the school for the purposes of
accountability.
6.6 Leads in infusing financial literacy across the teaching subject areas.
6.7 Leads in demonstrating understanding of the concepts on
entrepreneurship education and how to design learning experiences
including school based activities, community-based learning, and
mentoring that enhance entrepreneurial spirit and initiative among the
learners.

Standard 7: Takes lead in Developing a Collaborative Professional Learning
Culture

Competency Indicators

The Instructional Leader:

7.1 Leads and models lifelong learning.
7.2 Leads in Developing and implementing a shared vision for instruction that
supports all learners.
7.3 Leads in Promoting capacity building of all staff.
7.4 Leads in Building a professional learning community.
7.5 Leads in Practicing distributed leadership that creates opportunities for
teachers to serve as instructional leaders.
7.6 Leads in Using educational research and reflection to inform approaches to
professional learning and school improvement.
7.7 Leads in mentoring and coaching of teachers.

TSC News Portal

Teacher Professional Development (TPD) Course (Requirements, how to apply, fees)

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Teacher Professional Development (TPD) Course At Mount Kenya University (MKU).

Mount Kenya University, MKU, is an accredited service provider by the Teachers Service Commission (TSC) to implement the TPD programme in compliance with the Teacher Professional Development programme guidelines. MKU shall offer continuous training of the programme to the teachers and instructional leaders.

The Rationale and legal Frame work of TPD

The Teachers Service Commission (TSC) has a statutory mandate through the enactment of TSC Act Cap 212 section 11 (e) to facilitate professional development of teachers. The Commission, in its endeavor to achieve this objective, has developed a comprehensive Teacher Development Policy framework that spells out the seven (7) Kenya Professional Teaching Standards (KePTS) for both teachers and instructional leaders.

Target of the programme

The TPD program is designed to cover the primary and secondary school teachers and Instructional leaders in both public and private primary and secondary schools and teachers in colleges. Teacher Professional Development provides opportunities for teachers to explore new roles, develop new instructional and leadership techniques, refine their practice and broaden their outlook as educators and as individuals.

TPD Course Structure

1.0 Introductory module

This program will introduce teachers to Teacher Professional Development and to the Seven (7) Kenya Professional Teaching Standards (KePTS). The introductory module has five (5) chapters, which are expected to be completed within one year.

The content of each chapter is based on current knowledge and research applicable to the practical needs of a Kenyan classroom teacher. The content and activities are applicable to real-life situation of a practicing teacher, are self-directed and experiential.

They reflect a diversity of perspectives and address the knowledge, skills and attitudes required of a teacher in line with the TPD Policy Framework.

2.0 Six modules (Level 1-6)

After the introductory module, the teachers and the instructional leaders will then proceed to the level one module. There will be two different modules: One for the Teachers and the one for Instructional Leaders. Level One module will have 5 chapters. A teacher or an instructional leader will take one chapter per year for a period of 5 years but to a maximum of 7 years.

Level two to Level six modules will each take 5 years.

Also read; TSC Set to roll out Teacher Professional Development, TPD, modules: Details

Mode of delivery

Blended mode consisting of face-to-face (On site) shall be done during school holidays and online learning where the teachers and instructional leaders shall access the online content any time anywhere via modern technologies.

Training design

MKU will use a combination of various interactive learning platforms that are technology-driven to deliver an awesome learner experience through self- paced learning. The University will use Microsoft teams for interactive video sessions, Question and answer sessions, breakout sessions, and short-recorded videos amongst other platforms on certain topics to guide the learner. 

Support to Learners

  1. Training manuals
  2. Short and Personalized Videos
  3. Online training through Teams
  4. Online Ticketing and helpdesk
  5. Knowledge-based database,
  6. E-resources and library access.

MKU Mobile App

The APP will  allow for easy application procedure  and students onboarding process with the following features;

  1. Pay bill integration for easy application
  2. Registration process
  3. Integration with Sakai to allow access to resources
  4. Communication, Feedback and progress monitoring.

Assessment

The assessment will be in the form of authentic assessment that will include self-assessment, portfolio, and journals among others.  This will involve Preparation of Reflective Learning Journal, Organizing a final Synthesis Seminar and Preparation of Professional Teaching Portfolio. The 3 assignments will account for 60 per cent of a teacher’s annual TPD score. The rest 40 per cent will be obtained through TPAD process.

Certification

  • Digital transcripts to be issued to students upon completion of a chapter and the same share with the Teachers Service Commission
  • Certificates will be issued upon completion of a module.

Fees

The Teachers and the Instructional leaders shall invest an annual training fee of Kshs. Six thousand (6000) only.

Equity Bank- A/C no. 1550281262747

Account name: Mount Kenya University Teacher Professional Development.

MKU Contacts

Mount Kenya University
Centre for Professional Development
Tel: 0709153194 /0709153195
Email: tpd@mku.ac.ke

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TSC final guidelines on TPD for teachers

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The Teachers Service Commission, TSC, has released guidelines on the implementation and structure of the Teacher Professional Development (TPD) modules. Read all the details below.

Introduction to TPD

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.

Teachers in Kenya have been involved in TPD for many years. But the TPD programmes had some shortcomings.

Common short-comings with existing TPD Programmes (2016)

  • The programs do not address individual teacher’s performance gaps.
  • The programs do not provide equal opportunity to all teachers
  • The programs are not compulsory nor continuous
  • The programs do not offer any motivation for continuous learning

Reasons for introducing TPD Modules

21st century demand:

Learners in the 21st 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.

 Global trend :

Most European countries, America , Australia and some African countries have developed comprehensive TPD programme.

What is contained in the new TPD Modules

  • Development of a Teachers Professional
  • Development policy Framework
  • Making TPD compulsory to all teachers
  • Making TPD activities a life long learning
  • programs carried out in 6 levels
  • Introduction of Kenya Professional Teaching Standards
  • Use of accredited TPD Service Providers

Related News;

TSC finally rolls out Teacher Professional Development, TPD, modules: Details

TPD Modules Advert for teachers (Requirements, how to apply, intakes)

Teacher Professional Development, TPD, Course Modules- TSC latest news

TSC Teacher Professional Development, TPD, modules at MKU (Course details, fees, requirements, how to apply)

TSC Teacher Professional Development, TPD, Program 2021-2022 at KEMI (Requirements, How to Apply, Intakes)

Concept of TPD in Kenya

Teachers just like with other professionals, participate in professional development to learn and apply new knowledge and skills that will improve their competence and leadership capacity through structured programmes developed by a regulator.

TPD in Kenya is established as a coordinated and structured professional development by TSC.

All TPD programmes organized by the Commission or by accredited service providers will be based on the Kenya Professional Teaching Standards (KePTS), a set of competency standards that describe what a Kenyan teacher should know and be able to do for improved learning outcomes.

Learning activities in TPD will be delivered through prescribed modules developed by the commission.

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
  • Standard 5:Teacher knows and promotes comprehensive school health and safety
  • Standard 6: Teacher has knowledge of financial literacy skills
  • Standard 7: Teacher knows and practices instructional leadership.

DESIGN AND STRUCTURE OF TPD

The TPD program is structured into six (6) sequential levels corresponding to competency level of the teachers. TPD Service providers will deliver each module on behalf of TSC.

Each level has a corresponding TPD Module

It will take a teacher 5 years to complete one module for a
particular level.

A module is organized in 5 chapters and covers all the the seven KePTS standards

Teachers are expected to enroll and undertake a TPD programme on face to face session once a year during a school holiday.

During the other two school holidays, teachers will undertake TPD through online.

TPD Competence levels ( 6)

There are six (6) Competence Levels as shown in the table below;

TPD competence levels

Assessment of TPD

TPD activities will be evaluated based on authentic assessment which will include :

  • Reflective journal
  • Participant led final synthesis
  • Individual Professional Portfolio development and Presentation

Incentives for TPD

  • Earning of TPD points
  • Renewal of Teaching Certificate.

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 completion.

Upon commencement of the TPD Programme;

  • All serving teachers will be required to acquire Teaching Certificate renewable every 5 years,
  • while the subsequent applicants for Certificate of Registration will be issued with both certificates.

Accreditation of TPD Service Providers

TPD service providers must be recognized and registered with the Commission to offer services which must address the 7 KePTS.

The Commission will accredited various categories of TPD service providers as follows:

Category 1:Government institutions mandated to capacity teachers: Will align to at least one of the seven KePTS

Category 2:Non government organizations in partnership with the Commission. Will align to at least one of the seven KePTS

Category 3: Organizations selected through competitive tendering system. Will use the Commission’s prescribed modules with all the seven standards.

Funding of TPD programmes based on the prescribed modules.

Direct costs :

Individual teachers will pay the service providers a capacity building fee.

Indirect costs:

The Commission will meet the indirect costs like monitoring of the programme.

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.

READINESS FOR THE ROLL OUT OF TPD.

The following activities have been carried out in preparation for the national roll-out;

  • Four TPD service providers have been identified and accredited
  • At least 30 facilitators from each of the TPD service providers have been trained on how to facilitate sessions based on prescribed modules.
  • Online delivery of TPD introductory module was piloted in June, 2020
  • The Commission has signed contracts with the TPD service providers

WHAT NEXT?

  • Offer refresher capacity building of the TPD service providers facilitators ( this was executed on Monday, 20th September, 2021)Publicity of TPD programme
  • Enrollment for TPD
  • Monitoring the implementation once rolled out.
TSC News Portal

TPD MODULES SIMPLIFIED REGISTRATION PROCEDURE

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The Kenya Institute of Education Management (KEMI) is still carrying out the registration of teachers for the Teachers Service Commission (TSC) Teacher Professional Development (TPD) programme. KEMI has released induction and registration dates and locations per county.

Admission and Registration for Teacher Professional Development (TPD) Program

Kenya Institute of Education Management (KEMI) is a management development institution that acts as a capacity building agency of the Ministry of Education.

KEMI is empowered to conduct leadership and management training, research and consultancy in the education sector under Legal Notice No. 19/2010.

The Teachers Service Commission has recognized KEMI for providing Teacher Professional Development (TPD) programs to registered teachers in public and private primary and secondary schools, trainers in tertiary institutions as well as instructional leaders in public and private institutions.

The overall objective of the TPD program is to professionalize teaching by continuously developing and improving the skills, competencies and knowledge of teachers in line with the core competencies of the 21st century with the aim of enhancing the provision of quality education.

How to Easily Register for TPD Modules

To register, pay a registration fee of Ksh. 1,000 (which is part of the Ksh. 6,000 fee) through:

Pay Bill Number 971900, Account: TPD1-County Code-Your TSC Number (for example for a participant in Nairobi it would be: TPD1-047-Your TSC Number).

Get all the details here; TSC Teacher Professional Development, TPD, modules at MKU (Course details, fees, requirements, how to apply)