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The Fate of Teacher Professional Development (TPD) Program rollout faces uncertainity after several issues were raised by Stakeholders. This is after the Teacher service Commission (TSC) organized a one day stakeholders meeting with the main aim of getting feedbacks on TPD.

After lengthy deliberations, The Findings on Challenges which cut across all regions of the nation included

1. High Cost of Training

Teachers and unions highlighted that the cost of TPD modules (often borne by teachers) is unaffordable.
County governments and religious groups also noted that many rural and low-income areas are disproportionately affected.

Also read: TSC to engage Teachers, Stakeholders on TPD Program ahead of rollout

2. Lack of Inclusive Planning

Teachers, unions, and school heads expressed dissatisfaction with limited consultation before the rollout of TPD.
Some universities and teacher colleges echoed this concern, noting they were involved late or minimally in the content development phase.

3. Content Relevance and Delivery

Teachers, heads associations (KPSHA, KSSHA), and universities criticized the modules for being overly academic and not directly addressing classroom challenges.
Delivery through mainly online platforms posed challenges, especially in remote areas with poor connectivity.

4. Time Constraints and Work-Life Balance

Teachers found it difficult to attend training without interfering with teaching schedules.
School heads raised concerns about managing both teaching duties and professional development simultaneously.

Continue reading: Teacher Professional Development, TPD, Course at KEMI

A section of Stakeholders who attended the Nyanza Teacher Professional Development Course (TPD) forum on May 6, 2025 at Kisumu Girls High School. Photo/ Courtesy

5. Unclear Impact on Career Progression

Teachers and unions requested clarity on how TPD certification would affect promotions or performance evaluations.
Many expressed concern that effort and cost were not matched by tangible career benefits.

Also read: TSC- HOW TO REGISTER FOR TPD TRAINING FOR TEACHERS

Recommendations from Stakeholders.

On the other hand, the following Recommendations came from Stakeholders:

1. Government and TSC Sponsorship

Most stakeholders urged the TSC to fully or partially finance TPD to ease the financial burden on teachers.

2. Collaborative Design and Review

Teachers’ unions, universities, and teacher colleges recommended a multi-stakeholder curriculum review team to improve content relevance and delivery methods.
Religious sponsors and county governments requested contextual adaptation of the modules.

3. Practical and Differentiated Training

Universities and school heads called for more practical, hands-on modules and differentiated learning based on subjects, teaching levels, and school types

4. Flexible Learning Models

KPSHA and KSSHA advocated for blended training (in-person and online) and flexible scheduling (e.g., during school holidays).

5. Infrastructure Support

County governments emphasized the need to improve ICT infrastructure in rural schools to support online training.

6. Clear Policy and Career Path Linkage

Teachers and unions requested a transparent policy showing how TPD impacts career progression, promotions, and appraisal systems.

7. Monitoring and Evaluation

All stakeholders supported the establishment of regular feedback and monitoring systems to assess the impact and relevance of TPD programs over time

Stakeholders.

The meetings, that were held across the eight regions, attracted key stakeholders included: Teachers (in both Primary and Secondary schools) and the Teachers’ Unions; The Kenya Union of Post -Primary Education Teachers (Kuppet) and The Kenya National Union of Teachers (KNUT).

Others were: representatives from the Universities and Teacher Training Colleges, the Kenya Primary School Heads Association (KPSHA) and the Kenya Secondary School Heads Association (KSSHA).

Religious Organizations (faith-based education sponsors), County Governments, TSC Officials and Ministry of Education Representatives also attended the meeting.

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TSC News Portal

TPD Modules- TSC latest guidelines

January 11, 2026 Hillary Kangwana Leave a comment

OVERVIEW OF TEACHER PROFESSIONAL DEVELOPMENT (TPD) IN KENYA- TSC GUIDELINES

BACKGROUND

Research has proved that pre-service training alone do not equip teachers with all the necessary knowledge, skills , values and attitudes for effective teaching. Hence the need of continuous professional development of teachers to bridge the gap.
Teacher Professional development are either formal or informal activities that registered teachers undertake in order to continuously improve their pedagogical skills, management skills and learner outcomes.

RATIONALE FOR TPD IN KENYA

Constitution of Kenya- Education is human right
Vision 2030: Under social pillar, Kenya aspire to be a Knowledge base economy country
Basic Education Act: Free and compulsory basic education to all learners
Global trend : It is the best practice for professional growth
SDG 4 : Access to quality education through quality teaching
21st century demand: these 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.

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

The Legal Framework for Teacher Professional Development

The Constitution of Kenya (2010) established the Teachers Service Commission as a constitutional Commission through Article 237 (1) with an exclusive mandate on teacher management.
Further, the Commission has a statutory mandate through the TSC Act, 212 sections 11(e) to facilitate professional development for teachers.
The mandate is also amplified in Section 35(2) (a) and (b) of the Act, and Regulations 48 &49 of CORT.

Conceptualization of TPD in Kenya

TPD is focused on:

classroom teaching and learning in context,

2. student needs,

3. supporting teacher development and

4. addressing the systemic needs of teachers, schools, and sub counties

The backbone of the TPD is the Kenya Professional Teaching Standards (KePTS), which require the teacher to acquire competencies that will enhance 21st Century learning outcomes in Kenya

Kenya Professional Teaching Standards

Standard 1: Teacher Promotes Professionalism throughout their Career
Standard 2: Teacher has PedagogicalContent Knowledgeand understanding of competence 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: The Teacher has Knowledge of Financial Literacy Skills
Standard 7:The Teacher Knows and Promotes Instructional Leadership

Delivery of TPD

TPD will be delivered by registered TPD Service providers using prescribed modules.
All Teachers are expected to enroll for a TPD module relevant to the teachers experience and professional growth.
There shall be face to face session once a year during the school holiday and online sessions throughout the year.

Assessment of TPD

TPD will be evaluated based on authentic assessment which will include :
Reflective journal
Participant led final synthesis
Individual Professional Portfolio development and Presentation

Accreditation of TPD Service Providers

The Commission is in the process of signing contracts with reputable organizations selected competitively to offer prescribed Teacher Professional Development programmes on behalf of the Commission.
Teachers are expected to register with a provider of their choice .
TPD programme will be funded by: Government, Teachers and both local and international partners

RENEWAL OF TEACHING CERTIFICATE

Upon commencement of the TPD Programme, all serving teachers will be required to acquire Teaching Certificate renewable every 5years, while the subsequent applicants for Certificate of Registration will be issued with both certificates.

TSC News Portal

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

January 9, 2026 Hillary Kangwana Leave a comment

TEACHER PERFORMANCE APPRAISAL AND DEVELOPMENT (TPAD2).

TERM……….. YEAR……………

PRIMARY SCHOOLS – FOR INTERNAL USE ONLY

TSC NO
NAME
DESIGNATION
SCHOOL
ZONE
SUB-COUNTY
COUNTY
PHONE NO:

PERIOD OF APPRAISAL: ………………….

Teaching standards

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)

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

…………………………………………………………………………………………………………………………….…………………………………………

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

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)

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

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

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

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

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

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

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

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

Comprehensive Learning

Environment

Does Appraisee

have gaps for

this target ?

Gap Category For This

Target

Gap Sub Category For This Target

Comments

(Appraisee

/Appraiser)

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

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

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

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

Teacher Professional Development

Does Appraisee

have gaps for

this target ?

Gap Category For

This Target

Gap Sub Category For This Target

Comments

(Appraisee

/Appraiser)

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

Identification of professional

gaps(Wt-3)

 Yes

 No

 Professional

development

 Others

 Inadequate understanding of professional

development concept

 Others

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

Teacher Conduct &

Professionalism

Does

Appraisee

have gaps for

this target ?

Gap Category For This

Target

Gap Sub Category For This Target

Comments

(Appraisee

/Appraiser)

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

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

Comply with the professional

requirements in teaching and

learning (Wt-6).

 Yes

 No

 Maintenance of the

teaching standards

 Others

 Inadequate professional knowledge

 Others

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

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)

Join Professional Learning

Community(PLC) (Wt-5)

 Yes

 No

 Membership to

professional learning

community

 Others

 Lack of knowledge in

professional learning

community

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

Collaborate with parents/guardians

and other stakeholders (Wt-5)

 Yes

 No

 Collaboration with

key stakeholders

 Others

 Personality traits

 Inadequate communication

skills

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

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……………………………………………………………………………………..

TSC News Portal

TSC TPAD PORTAL LOGIN, GUIDES

January 8, 2026 Hillary Kangwana Leave a comment

The TSC TPAD Portal enables you to create your appraisal account and upload data, online. To access your TPAD portal, click here.

Do not forget to get all the latest TPAD guides here.

TEACHER PERFORMANCE APPRAISAL AND DEVELOPMENT

TPAD Enhances Professional Growth and Learning Outcomes

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M	T	W	T	F	S	S
				1	2	3
4	5	6	7	8	9	10
11	12	13	14	15	16	17
18	19	20	21	22	23	24
25	26	27	28	29	30	31

1. High Cost of Training

2. Lack of Inclusive Planning

3. Content Relevance and Delivery

4. Time Constraints and Work-Life Balance

5. Unclear Impact on Career Progression

Recommendations from Stakeholders.

1. Government and TSC Sponsorship

2. Collaborative Design and Review

3. Practical and Differentiated Training

4. Flexible Learning Models

5. Infrastructure Support

6. Clear Policy and Career Path Linkage

7. Monitoring and Evaluation

Stakeholders.

OVERVIEW OF TEACHER PROFESSIONAL DEVELOPMENT (TPD) IN KENYA- TSC GUIDELINES

BACKGROUND

RATIONALE FOR TPD IN KENYA

Related news;

The Legal Framework for Teacher Professional Development

Conceptualization of TPD in Kenya

Kenya Professional Teaching Standards

Delivery of TPD

Assessment of TPD

Accreditation of TPD Service Providers

RENEWAL OF TEACHING CERTIFICATE

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

TPAD Enhances Professional Growth and Learning Outcomes

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