TSC rolls out comprehensive TPAD training program for Teachers

Introduction

In a groundbreaking initiative set to reshape the landscape of education in Kenya, the Teachers Service Commission (TSC) has announced a comprehensive training program aimed at enhancing teacher performance and integrating remote learning methodologies.

Scheduled for March 2025, this ambitious project will pilot revised Teacher Performance Appraisal and Development (TPAD) tools across nine counties, marking a significant step towards aligning educational standards with contemporary technological advancements.

The Vision Behind the Initiative

The TSC’s initiative is driven by the need to adapt to the rapidly evolving educational environment, where traditional teaching methods are increasingly supplemented by digital tools and remote learning platforms.

By revising and upgrading the TPAD, Performance Contracting (PC), and Lesson Observation Tools, the Commission aims to ensure that teachers are well-equipped to meet the demands of modern education.

Pilot Counties and Data Collection

The pilot phase will be conducted in nine strategically selected counties: Nairobi, Mombasa, Kisumu, Nyeri, Meru, Baringo, Kajiado, Garissa, and Vihiga. These regions were chosen based on their diverse educational landscapes, providing a robust testing ground for the proposed revisions.

In September 2024, a technical team from the TSC Headquarters visited these counties to gather data from teachers, deputy heads, and heads of institutions. This data collection phase was crucial in identifying the strengths and weaknesses of the current TPAD teaching standards, PC criteria, and Lesson Observation Standards.

Training Objectives and Methodology

The primary objective of the training program is to equip 556 Trainer of Trainers (ToTs) or Champions in each of the nine counties with the necessary skills and knowledge to implement the revised TPAD standards and remote learning methodologies.

The training will focus on four key areas:

Proposed TPAD Teaching Standards:

This module will introduce the revised standards for teacher performance appraisal, emphasizing the integration of technology and innovative teaching practices.

TPAD 3.0 Dummy System:

Participants will be trained on a simulated version of the TPAD system, allowing them to familiarize themselves with the new tools and processes before full implementation.

Lesson Observation Standards, Tool, and Rating:

This component will provide teachers with a comprehensive understanding of the revised lesson observation criteria and how to effectively use the associated tools.

Use of Remote Learning Methodologies:

With the increasing importance of digital education, this module will focus on strategies for delivering effective remote learning experiences.

Training Structure and Schedule

The training will be conducted over two days in two separate cohorts, ensuring that all participants receive personalized attention and hands-on experience.

Each cohort will consist of 139 teachers, divided into four groups based on their subject areas and school levels.

The training will take place in centrally located venues with adequate facilities, including a main hall for opening sessions and separate rooms for group discussions.

Cohort 1: March 18-20, 2025

Day 1 (March 18):

Training on TPAD Teaching Standards at the County Venue.

Day 2 (March 19):

Lesson Observation Practicum at school-based locations.

Day 3 (March 20):

Remote Learning Methodologies at the County Venue.

Management in 2025

Cohort 2: March 19-21, 2025

Day 1 (March 19):

Training on TPAD Teaching Standards at the County Venue.

Day 2 (March 20):

Lesson Observation Practicum at school-based locations.

Day 3 (March 21):

Remote Learning Methodologies at the County Venue.
Ensuring Quality and Active Participation

To guarantee the effectiveness of the training, the TSC has outlined several measures:

Venue Selection:

Counties are required to identify two centrally located venues with adequate facilities to accommodate the training sessions.

Class Sizes: Teachers will be divided into four groups based on their subject areas and school levels, ensuring focused and interactive sessions.

Practicum Sessions:

Teachers will conduct lesson observations and TPAD dummy trials in their schools, allowing them to apply their newly acquired skills in real-world settings.

Target Audience and Learning Areas

The training program targets teachers from various levels of public learning institutions, including primary, junior, secondary, and Teacher Training Colleges (TTCs). The learning areas covered in the training include English, Kiswahili, Creative Arts, Social Sciences, Mathematics, Sciences, and Technical Subjects.

The detailed breakdown of the number of teachers to be invited from each learning area is provided in Table 4 of the memo.

Support and Implementation

The TSC has called for the support of regional and county directors to ensure the successful implementation of the training program. Key actions include:

Completion of Forms: Directors are required to complete and submit Forms A, B (1-4), and C (1-2) by March 7, 2025.

Virtual Debriefing: A virtual debriefing session is scheduled for February 24, 2025, to provide additional guidance and address any queries.

Field Officers: Each county is to identify four field officers to support the training sessions at the county level.

Facilitators: Four teachers from each cohort will be mentored to serve as facilitators during the training.

Conclusion

The TSC’s initiative to revise and upgrade the TPAD tools and integrate remote learning methodologies represents a significant leap forward in Kenya’s educational landscape.

By equipping teachers with the necessary skills and knowledge, the Commission aims to enhance the quality of education and ensure that students are prepared for the challenges of the 21st century.

As the pilot program unfolds in March 2025, it will be closely monitored to assess its effectiveness and inform future implementations across the country.

Final Thoughts

This comprehensive training program underscores the importance of continuous professional development for teachers in an era of rapid technological change.

By embracing innovation and adapting to new educational paradigms, Kenya is setting a precedent for other nations to follow.

The success of this initiative will not only benefit teachers and students but also contribute to the overall development of the country’s education system.

Call to Action

Educators, policymakers, and stakeholders are encouraged to support this transformative initiative by actively participating in the training sessions and providing feedback to further refine the TPAD tools.

Together, we can build a brighter future for Kenya’s education system and ensure that every student has access to quality education.