TSC TEACHER PERFORMANCE APPRAISAL AND DEVELOPMENT (TPAD2) FORM- LATEST

Once you log in, you will be directed to the details Dashboard. First create your Appraisal term. Once successful, you will be taken to the following domains as shown below and allow you to do your self-assessment.

1	Professional Knowledge and Practice	Performance Indicators	Verifiable Evidence	Appraisee Rating 0.1 -3	Appraiser Rating 0.1 -3	Agreed Rating 0.1 -3
a)	Demonstrate mastery of the subject content and use appropriate instructional methods (Wt-3)	 Pedagogical Content Knowledge (PCK) demonstrated by use of different instructional methods during lesson delivery.	 Different instructional methods/ resources used  Lesson plans  Lesson observation records
b)	Undertake lesson observation at least once a term (Wt-3)	 Professional gaps identified, teaching methods used, lessons observation undertaken.	 Records of lesson observation  Lesson Observation notes  Record of recommended support and professional development activities
c)	Utilize teaching/ learning resources effectively(Wt-3)	 Teaching/ learning resources; improvised or procured	 Availability of improvised/procured teaching/learning resources/aids
d)	Prepare professional documents based on the current syllabus/designs (Wt-3)	 Schemes of work, lesson plans, records of work and teacher’s lesson notes.	 Availability of updated schemes of work, lesson plans and notes, record of work, and learner assessment record
e)	Ability to identify learners’ capability and learning styles (Wt-3)	 Learner study records/Individualized Education Programs (IEP) based on different capabilities and learning styles	 Availability of learners study and IEPs records
f)	Ability to identify and nurture learners’ talents(Wt-3)	 Talents identified and nurtured among learners	 Record of talent development  Certificates/Awards
g)	Ability to access, retrieve and integrate ICT in teaching and learning(Wt-3)	 ICT digital content developed or downloaded from the internet for teaching and learning.	 Availability of digital content/ free online educational resources links  ICT integrated lesson plans/record of work covered/ learners’ notebooks  Printed content ( photos, print outs)

h) Ability to carry out learner assessment,

feedback and reporting on learners’

learning (Wt-3)

 Analyzed learner progress,

provision of timely and

appropriate feedback to learners

about their achievement in

learning, strategies put in place to

improve learner performance

 Learner assessment reports

 List of strategies to improve learner

performance

 Letter communicating feedback

Appraiser’s comments: Minimum 10 Characters/words, Maximum 100 characters/ words)

………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………

2	Comprehensive Learning Environment	Performance Indicators	Verifiable Evidence	Appraisee Rating 0.1 -3	Appraiser Rating 0.1 -3	Agreed Rating 0.1 -3
a)	Ability to create child friendly school/class environment through planned activities to demonstrate respect, equity, inclusion and moral values(Wt-3)	 Environment that is clean, physically safe, emotionally secure and psychologically enabling.	 Clean environment  Records of sensitization  Records of learner participation in Programmes/ clubs/ societies promoting friendly environment  Open channels of communication/Class Baraza/ student council
b)	Ability to create a stimulating classroom environment(Wt-3)	 Enriched and inviting classroom	 Classroom with talking walls, nature corner, shop, models, learners’ work displayed on the wall among others.  Classroom with talking walls, nature corner, shop, models, learners’ work displayed on the wall among others.
c)	Ability to ensure safety of learners (Wt-3)	 Compliance with the regulations on child protection; safety, health, rights and security	 Records of sensitization (MOE Guidelines on safety)  Records on safety drills
d)	Ability to manage learners conduct and behavior(Wt-3)	 Management of learners with challenging behavior and parental involvement	 Well displayed school /class rules and regulations governing learners conduct and behaviour  Guidance and counselling records  Records of learners challenging behavior and corrective measures taken

 Records of parental involvement

Appraiser’s comments: Minimum 10 Characters/words, Maximum 100 characters/ words)

3	Teacher Professional Development	Performance Indicators	Verifiable Evidence	Appraisee Rating 0.1 – 3	Appraiser Rating 0.1 -3	Agreed Rating 0.1 -3
	a) Prepare Self Professional Development Support Plan (Wt-3)	 Self-Professional Development Support Plan prepared.	 Updated TPD support plan indicating the time frame for various activities during the term
	b) Identification of professional gaps(Wt- 3)	 Professional gaps identified.  Record of professional gaps.	–
c)	Engage in continuous and relevant career growth and development activities(Wt-3)	 TPD activities/programme/ course undertaken.	 Records of Teacher initiated and school based TPD activities  TSC prescribed TPD modules (transcripts/ reflective journals

Appraiser’s comments: Minimum 10 Characters/words, Maximum 100 characters/ words)

Teacher Conduct & Professionalism

Performance Indicators

Verifiable Evidence

Appraisee

Rating

0.1 -6

Appraiser

Rating

0.1 -6

Agreed

Rating

0.1 -6

Ability to act in the best interest of the

learner and maintain high standards of

ethics and professional requirements

within and outside the institution (Wt-6)

 Compliance with the requirements

of Chapter two (Article 10) on

national values and principles of

governance; and Chapter six

(Leadership & Integrity) of the

Constitution of Kenya 2010 and

other laws

 Records of teacher’s conduct

and behavior

 Records of teacher performance

 Records of participation in

sensitization on relevant legal

provisions.

Demonstrate knowledge on the legal

requirements in education (Wt-6).

 Compliance with legal provisions

governing education

 Policy documents available and

in use in schools

Comply with the professional

requirements in teaching and learning

(Wt-6).

 Adherence to policies and

regulations governing the teaching

service.

 Compliance with the policies

and regulations in teaching and

learning

 Records of teachers conduct and

performance/teachers personal

files

Ability to observe punctuality in lesson

attendance, performance of duty and

preparation of professional

documents(Wt-6)

 Punctuality in attendance of

lessons as per the school timetable,

professional documents prepared,

submitted and approved on time

 Updated daily attendance

 Updated and analyzed lesson

attendance register

 Record of submission of

professional documents

Timely syllabus coverage and meeting

of deadlines(Wt-6

 Syllabus covered within the

stipulated time and compliance

with set deadlines

 Display of syllabus coverage

Teacher’s lesson notes based on

current syllabus

 Checked learners exercise books

Appraiser’s comments: Minimum 10 Characters/words, Maximum 100 characters/ words)

5	Participation in Professional Learning Community	Performance Indicators	Verifiable Evidence	Appraisee Rating 0.1 -5	Appraiser Rating 0.1 -5	Agreed Rating 0.1 -5
a)	Join Professional Learning Community(PLC) (Wt-5)	 Membership to a professional learning community/cluster/group/associ ations/ virtual peer learning	 Records of membership in professional learning community/ cluster/ groups (Certificates, minutes, attendance lists etc.)
b)	Collaborate with colleagues and the broader professional learning community to support teaching and learning (Wt-5)	 Teacher initiated PLC activities in his/her school and joint activities beyond the school	 Records of participation in professional learning communities within and beyond the school  Initiatives being implemented in collaboration with learning communities
c)	Collaborate with	 Parents/guardians involvement in the learning of their children	 Records of parents’/guardians

parents/guardians and other

stakeholders (Wt-5)

involvement

 Records of learner participation/

involvement in community service

 Records of joint activities with

stakeholders/parents/ guardians

Establish linkages with the

community (Wt-5)

 Involvement of learners in

community service, joint

activities with stakeholders

 Invitation letters

 Attendance lists

 Activity reports

Participate in programs

organized in collaboration with

other educational bodies:

KNEC, MOE, KICD etc. (Wt-

 Involvement in collaborative

programs with educational

bodies

 Invitation letters

 Programme/project reports

Appraiser’s comments: Minimum 10 Characters/words, Maximum 100 characters/ words)

……………………………………………………………………………………………………………………………………………………………………………

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Learner progress

It leads you to a page where you choose the type of school you work in (Primary or Secondary) and the kind of learners you teach. These include:
 Regular learners’ progress

 CBC learners’ progress

 Special Needs learners (HI, VI,PH)
 SNE (MH+BB) learners’ progress

From here, you will be directed to set your subject/Learning area targets. Choose the classes you teach from the drop down menu and insert your target mean-score for that subject in that class in the same term as was done in the previous TPAD. In summary by the end of the year, it will show the Annual Learners’ Progress
Record for all Subjects

TEACHING SUBJECTS – CLASSES 6 -8

	SUBJECT	CLASS	ANNUAL TARGET	TERM 1 MEAN-SCORE	TERM 2 MEAN-SCORE	TERM 3 MEAN-SCORE	DEVIATION (If any)
1.
2.
3.
4.
5.

LEARNING AREAS – CBC CLASSES – GRADE 5

	LEARNING AREA	GRADE	STRAND (Last taught and learners tested)
1.
2.
3.
4.
5.
6.

COMPETENCY LEVELS OF LEARNING AREAS IN GRADE 5

In this part, take one learning area you teach in grade 5. Show the distribution of learners in the 4 levels of rubrics performance after the last testing Learning area: ………………………………………………………….. No. of learners in the class: ……………….

Ability	Number	Your recommendation on how to improve their performance next term
Exceeding Expectations
Meeting Expectations
Approaching Expectations
Below Expectation
Total

LEARNING AREAS – CBC CLASSES – GRADE 4

	LEARNING AREA	GRADE	STRAND (Last taught and learners tested)
1.
2.
3.
4.
5.
6.

COMPETENCY LEVELS OF LEARNING AREAS IN GRADE 4

In this part, take one/two learning area (s) you teach in grade 4. Show the distribution of learners in the 4 levels of rubrics performance after the last testing Learning area: ………………………………………………………….. No. of learners in the class: ……………….

Ability	Number	Your recommendation on how to improve their performance next term
Exceeding Expectations
Meeting Expectations
Approaching Expectations
Below Expectation
Total

LEARNING AREAS – CBC CLASSES -GRADE 1-3

	LEARNING AREA	GRADE	STRAND (Last taught and learners tested)
1
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.

COMPETENCY LEVELS IN LEARNING AREAS

In this part, take learning areas you teach in grades 1- 3 above. Show the distribution of learners in the 4 levels of rubrics performance after the last testing

Example:

Learning area: ………………………………………………………….. No. of learners in the class: ……………….

Ability	Number	Your recommendation on how to improve their performance next term
Exceeding Expectations
Meeting Expectations
Approaching Expectations
Below Expectation
Total

Lesson Attendance – This part represents your subjects allocation in one week only – Number of lessons to be taught by you

This part shows the Teacher’s Lesson Attendance Records in one week in all the term. Just fill a sample for one week

It shows the week and date, no. of lessons to be taught, (…….) No. actually taught, (…….) lessons missed (…….) lessons recovered (…….) and lessons NOT recovered (…….) in one week in the term.

FOR OFFICIAL USE:

(A) Appraisee/ Teacher)

Lesson observation date: ……………. Subject/Learning area: ………………………………… Class/grade: ……………….Observer name: ……………………. Appraisee and Appraiser one on one meeting date for Appraiser and agreed ratings: …………………….

Appraisee Appraisal completion date: …………………….. Appraisee Appraisal online submission completion date: …………………………….

(B) Appraiser/DHT/HT/CSO

Appraiser appraisal completion date: ………………………… Name of Appraiser: …………………………………….Designation: ………………… Online Appraisal Meeting Date: ……………………….. Online Appraisal Meeting completion Date: ……………………………
Appraiser’s closing comments:

……………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………

Countersigning date: …………………. Officers name: ……………………………………………….. Designation: ……………………

Countersigning comments:

………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………

Choose closing remark below:

 Promotion

 Further Re-tooling  Sanction

Official rubberstamp and date ………………Signature …………………….

TPAD 2 PERFORMANCE GAPS

Find below an offline copy of the performance gaps each teacher is supposed to choose from while doing the APPRAISEE Appraisal.

This makes it easier for you and your APPRAISER to do their work online after declaring your information on this area. Whenever your weight rating is any value below the maximum in that area, tick ‘YES’ under column two below (Appraisee gap in the target).

If you ignore it, your Appraisal becomes
incomplete even if it shows 100% and will still submit to your appraiser. Write at least a remark under comments in the last column

Teaching standards

1	Professional Knowledge and Practice	Does Appraisee have gaps for this target ?	Gap Category For This Target	Gap Sub Category For This Target	Comments (Appraisee /Appraiser)
i)	Demonstrate mastery of the subject content and use appropriate instructional methods (Wt-3)	 Yes  No	 Subject Mastery and teaching methods  Others	 Inadequate mastery of subject content  Limited number of appropriate teaching methods  Others
j)	Undertake lesson observation at least once a term (Wt-3)	 Yes  No	 Lesson delivery  Others	 Difficulties in classroom management  Inability to adequately deliver a lesson within the stipulated period  Lack of confidence to be observed by Supervisors  Others
k)	Utilize teaching/ learning resources effectively(Wt-3)	 Yes  No	 Inability to develop and use learning resources  Others	 Inability to identify appropriate learning resources  Inability to use local resources to develop learning aids  Others
l)	Prepare professional documents based on the current syllabus/designs (Wt-3)	 Yes  No	 Knowledge and skills in preparation of professional documents  Others	 Inability to prepare lesson plans, schemes of work and record of work  Inability to interpret the syllabus to manageable teachable units  Others
m)	Ability to identify learners’ capability and learning styles (Wt-3)	 Yes  No	 Knowledge in theories of learning to help understand	 Inadequate knowledge in identification of learning styles  Inadequate child Psychology

			how learners learn  Others	 Others
n)	Ability to identify and nurture learners’ talents(Wt-3)	 Yes  No	 Knowledge in talent identification and nurturing  Others	 Inadequate child Psychology  Lack of skills in nurturing learners talents  Others
o)	Ability to access, retrieve and integrate ICT in teaching and learning(Wt-3)	 Yes  No	 ICT integration and learning  Others	 Lack of ICT skills  Technophobia  Others
p)	Ability to carry out learner assessment, feedback and reporting on learners’ learning (Wt-3)	 Yes  No	 Competency in Assessment  Others	 Inadequate learner assessment skills  Limited use of assessment feedback  Others

2	Comprehensive Learning Environment	Does Appraisee have gaps for this target ?	Gap Category For This Target	Gap Sub Category For This Target	Comments (Appraisee /Appraiser)
e)	Ability to create child friendly school/class environment through planned activities to demonstrate respect, equity, inclusion and moral values(Wt-3)	 Yes  No	 Managing classroom environment  Others	 Lack of innovativeness and creativity  Others
f)	Ability to create a stimulating classroom environment(Wt-3)	 Yes  No	 Principle of Inclusivity and Diversity  Others	 Lack of knowledge on requirement of child friendly environment  Insensitivity in values and principles of equity, inclusion and diversity  Others
g)	Ability to ensure safety of learners (Wt-3)	 Yes  No	 Learners safety and protection  Others	 Lack of awareness in child protection and safety measures  Others
h)	Ability to manage learners conduct and behavior(Wt-3)	 Yes  No	 Managing learners with challenging behaviours  Others	 Lack of skills in handling learners indiscipline  Inadequate knowledge in guidance and counseling  Others

3	Teacher Professional Development	Does Appraisee have gaps for this target ?	Gap Category For This Target	Gap Sub Category For This Target	Comments (Appraisee /Appraiser)
d)	Prepare Self Professional Development Support Plan (Wt-3)	 Yes  No	 Professional Development support plan  Others	 Inadequate understanding of professional development concept  Inability to identify professional development activities  Others
e)	Identification of professional gaps(Wt-3)	 Yes  No	 Professional development  Others	 Inadequate understanding of professional development concept  Others
f)	Engage in continuous and relevant career growth and development activities(Wt-3)	 Yes  No	 Professional development  Others	 Inability to take up professional and managerial responsibilities  Limited knowledge in career growth and development requirements  Inadequate involvement in professional development networks

4	Teacher Conduct & Professionalism	Does Appraisee have gaps for this target ?	Gap Category For This Target	Gap Sub Category For This Target	Comments (Appraisee /Appraiser)
f)	Ability to act in the best interest of the learner and maintain high standards of ethics and professional requirements within and outside the institution (Wt-6)	 Yes  No	 Professional ethics and conduct  Others	 Limited knowledge in teacher code of conduct and ethics  Lack of knowledge on children rights  Inadequate knowledge on professional expectations
g)	Demonstrate knowledge on the legal requirements in education (Wt-6).	 Yes  No	 Knowledge on education legal framework  Others	 Inadequate knowledge on the provision of laws, acts and regulations governing education in Kenya
h)	Comply with the professional requirements in teaching and learning (Wt-6).	 Yes  No	 Maintenance of the teaching standards  Others	 Inadequate professional knowledge  Others
i)	Ability to observe punctuality in lesson attendance, performance of	 Yes  No	 Attendance to duties  Others	 Failure to undertake assignments

duty and preparation of

professional documents(Wt-6)

Timely syllabus coverage and

meeting of deadlines(Wt-6

 Yes

 No

 Meeting deadlines

 Others

 Inadequate coverage of the syllabus

 Inability to meet specified timelines

 Others

5	Participation in Professional Learning Community	Does Appraisee have gaps for this target ?	Gap Category For This Target	Gap Sub Category For This Target	Comments (Appraisee /Appraiser)
f)	Join Professional Learning Community(PLC) (Wt-5)	 Yes  No	 Membership to professional learning community  Others	 Lack of knowledge in professional learning community
g)	Collaborate with colleagues and the broader professional learning community to support teaching and learning (Wt-5)	 Yes  No	 Establishing professional networks  Others	 Lack of interest in joining professional learning community  Inadequate understanding of the needs of professional learning community
h)	Collaborate with parents/guardians and other stakeholders (Wt-5)	 Yes  No	 Collaboration with key stakeholders  Others	 Personality traits  Inadequate communication skills
i)	Establish linkages with the community (Wt-5)	 Yes  No	 Community involvement  Others	 Inability to identify areas of community linkages  Inability to establish working community relations
j)	Participate in programs organized in collaboration with other educational bodies: KNEC, MOE, KICD etc. (Wt-5)	 Yes  No	 Involvement in professional educational bodies  Others	 Lack of information and knowledge of the existing opportunities in educational sector  Inadequate involvement educational programmes

Lesson Attendance- This part shows the Teacher’s Lesson Attendance Records.

APPRAISER’S AND APPRAISEE’S LESSON OBSERVATION FORM AND DATA CAPTURE SHEET

BIO-DATA	APPRAISEE(TEACHER)	HIS/HER APPRAISER/OBSERVER	DATE	SIGNATURE
TEACHER’S NAME
TSC NO
ID NO.
PHONE NUMBER
TPAD PASSWORD (optional)		#################	######	##########

Class/Grade: ………… No. of learners present in class this day: ……. Subject/Learning area: …………………………………………… Topic/Strand: ..………………….…………………………………………………………………………………………………………..Date: …………….. Lesson sub-topic/ Sub-Strand: ………………………………………………………………………..………………………………….
Lesson Observation Areas

Introduction and Lesson Organisation

	Performance Indicators	Max Score	Observer’s Score e.g. 0.5, 0.6,0.7 etc.	Observer’s Comment
a)	Review of the previous lesson/content related to the current lesson	1
b)	State the objective of the current lesson	1
c)	Link the previous lesson to the current lesson	1
d)	Quality of introduction: captivating/capture learners interest	1

Content Delivery

	Performance Indicators	Max Score	Observer’s Score e.g. 0.5, 0.6,0.7 etc.	Observer’s Comment
a)	summarized the lesson by highlighting the key points	1
b)	Teaching with lesson notes and lesson plan	1
c)	Mastery of content in line with the syllabus	1
d)	Answering of students questions accurately	1
e)	Covering the lesson within the stipulated time (Started on time and ended on time) .	1

Teaching Methods/ Techniques

	Performance Indicators	Max Score	Observer’s Score e.g. 0.5, 0.6,0.7 etc.	Observer’s Comment
a)	Use of appropriate teaching methods (Question and answer, Demonstration, experimentation, Discussion/Group work, Field work)	1
b)	Use of appropriate teaching/learning aids	1
c)	Use of varied teaching methods	1
d)	Demonstrate innovation and creativity in teaching	1
e)	Ability to simulate learners	1

Learner Involvement and Communication

	Performance Indicators	Max Score	Observer’s Score e.g. 0.5, 0.6,0.7 etc.	Observer’s Comment
a)	Answering and asking question	1
b)	Observation	1
c)	discussion and presentation	1
d)	Experimentation / Demonstration / Discussion / Discovery / Question and answer	1
e)	Field work/presentation	1
f)	Discovery/presentation	1

Classroom Management

	Performance Indicators	Max Score	Observer’s Score e.g. 0.5, 0.6,0.7 etc.	Observer’s Comment
a)	Cleanliness of the classroom	1
b)	Arrangement of desks to enable a teacher to reach an individual student	1
c)	Moving in class to observe students work	1
d)	Marking/checking students in class	1
e)	No chorus answers/knowing learners by name	1

Observer’s Summary Report
Observer’s Recommendation……………………………………………………………………………………..

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TEACHER PERFORMANCE APPRAISAL AND DEVELOPMENT (TPAD2).

Related documents;

Teaching standards

Learner progress

TEACHING SUBJECTS – CLASSES 6 -8

LEARNING AREAS – CBC CLASSES – GRADE 5

COMPETENCY LEVELS OF LEARNING AREAS IN GRADE 5

LEARNING AREAS – CBC CLASSES – GRADE 4

COMPETENCY LEVELS OF LEARNING AREAS IN GRADE 4

LEARNING AREAS – CBC CLASSES -GRADE 1-3

COMPETENCY LEVELS IN LEARNING AREAS

FOR OFFICIAL USE:

TPAD 2 PERFORMANCE GAPS

Teaching standards

APPRAISER’S AND APPRAISEE’S LESSON OBSERVATION FORM AND DATA CAPTURE SHEET

Content Delivery

Teaching Methods/ Techniques

Learner Involvement and Communication

Classroom Management

Observer’s Summary Report

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