| # | Date | No. | Type | Starting | Ending | Days | Status | Edit/Withdraw | Attachments |
|---|
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
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
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.
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.
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
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
On the other hand, the following Recommendations came from Stakeholders:
Most stakeholders urged the TSC to fully or partially finance TPD to ease the financial burden on teachers.
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.
Universities and school heads called for more practical, hands-on modules and differentiated learning based on subjects, teaching levels, and school types
KPSHA and KSSHA advocated for blended training (in-person and online) and flexible scheduling (e.g., during school holidays).
County governments emphasized the need to improve ICT infrastructure in rural schools to support online training.
Teachers and unions requested a transparent policy showing how TPD impacts career progression, promotions, and appraisal systems.
All stakeholders supported the establishment of regular feedback and monitoring systems to assess the impact and relevance of TPD programs over time
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.
TERM……….. YEAR……………
PRIMARY SCHOOLS – FOR INTERNAL USE ONLY
| TSC NO | |
| NAME | |
| DESIGNATION | |
| SCHOOL | |
| ZONE | |
| SUB-COUNTY | |
| COUNTY | |
| PHONE NO: | |
PERIOD OF APPRAISAL: ………………….
How to carry out appraisal on the new TSC TPAD 2 system: TPAD 2 manual for all teachers
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)
………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………
| 4 | Teacher Conduct & Professionalism | Performance Indicators | Verifiable Evidence | Appraisee
Rating 0.1 -6 |
Appraiser
Rating 0.1 -6 |
Agreed
Rating 0.1 -6 |
| a) | 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. |
|||
| b) | Demonstrate knowledge on the legal
requirements in education (Wt-6). |
Compliance with legal provisions
governing education |
Policy documents available and
in use in schools |
| c) | 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 |
|||
| d) | 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
register (clocking in and out) Updated and analyzed lesson attendance register Record of submission of professional documents |
|||
| e) | 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 |
|||||
| d) | Establish linkages with the
community (Wt-5) |
Involvement of learners in
community service, joint activities with stakeholders |
Invitation letters
Attendance lists Activity reports |
|||
| e) | Participate in programs
organized in collaboration with other educational bodies: KNEC, MOE, KICD etc. (Wt- 5) |
Involvement in collaborative
programs with educational bodies |
Invitation letters
Programme/project reports |
Appraiser’s comments: Minimum 10 Characters/words, Maximum 100 characters/ words)
……………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………….…………………………………………
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
| SUBJECT | CLASS | ANNUAL
TARGET |
TERM 1
MEAN-SCORE |
TERM 2
MEAN-SCORE |
TERM 3
MEAN-SCORE |
DEVIATION
(If any) |
|
| 1. | |||||||
| 2. | |||||||
| 3. | |||||||
| 4. | |||||||
| 5. |
| 6. |
| LEARNING AREA | GRADE | STRAND (Last taught and learners tested) | |
| 1. | |||
| 2. | |||
| 3. | |||
| 4. | |||
| 5. | |||
| 6. |
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 AREA | GRADE | STRAND (Last taught and learners tested) | |
| 1. | |||
| 2. | |||
| 3. | |||
| 4. | |||
| 5. | |||
| 6. |
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 AREA | GRADE | STRAND (Last taught and learners tested) | |
| 1 | |||
| 2. | |||
| 3. | |||
| 4. | |||
| 5. | |||
| 6. | |||
| 7. | |||
| 8. | |||
| 9. | |||
| 10. | |||
| 11. | |||
| 12. |
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.
(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:
……………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………
(C) Countersigning officer/HT/CSO/SCDE
Countersigning date: …………………. Officers name: ……………………………………………….. Designation: ……………………
Countersigning comments:
………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………
Choose closing remark below:
Promotion
Further Re-tooling Sanction
Official rubberstamp and date ………………Signature …………………….
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
| 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) |
|||||
| j) | 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.
| 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
| 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 |
| 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 |
| 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 |
| 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 |
| 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 |
During the TSC teacher appraisal process, in the new TSC TPAD2 system, both the appraiser and appraisee are supposed to reach an agreement on the marks awarded for each standard. If you are the appraisee, then you will hold a meeting with your appraiser to discuss the marks awarded for each standard.
The marks awarded by the appraiser will be able to be accessed by the appraisee since the appraisal process has now been made open.
To ensure fairness and openness of the appraisal process therefore, after the completion of the appraisee self-assessment and the appraiser’s assessment, both the appraiser and appraise will hold a meeting to review their joint rating and then reach an agreed rating.
During the appraisal meeting the appraisee and appraiser can either agree or disagree on the ratings. In case the two agree, the appraiser will submit the ratings and await counter signing.
When the appraisee and appraiser disagree on the ratings, the appraisal moves to arbitration.
Where both the appraisee and appraiser agree on the rating awarded by the appraiser. The appraiser will follow the following steps in the system:
Where there is a discrepancy between the appraisee and appraiser ratings, both will discuss and re-look at the evidence provided and agree on a joint rating. The appraiser can then capture the jointly agreed rate by clicking the update rating button.
On choosing update weight, the following pop up window will be provided for the appraiser to key in the agreed weight. The appraiser should finish this process by clicking on Submit Rating button where a pop up window will show that the process was successful for the appraiser to click on the ok tab. The interface color code will now turn green.
The appraisee and appraiser may disagree on the ratings. This is done by clicking on the disagree button by the appraiser. When both appraisee and appraiser disagree up to seventy five percent (75%) of the ratings, the appraisal automatically goes to arbitration level.
Where the appraisee is not satisfied with the appraisal, then the appraisee may make a request for arbitration from the Teacher Portal Landing page. The appraisee should ensure that the appraisal status is completed during the appraisal meeting before requesting for arbitration.
The arbitrator will click on the schedule meeting to set the time and date for the meeting between the appraisee and the appraiser and notifications will be sent to both of them. On scheduling, the arbitration meeting, the appraisal moves to scheduled arbitrations.
The arbitrator can view appraisee self-assessment ratings and appraiser ratings and edit the agreed ratings for each standard by clicking update button.
Once the appraisee and appraiser jointly agree on all ratings, the appraiser will have to click on the Finish Appraisal Meeting tab and the appraisal moves to appraisal awaiting counter-signing status.
At the counter signing level, the counter signing officer will be able to view all teachers appraisals that are waiting to be countersigned by clicking on Appraisals tab, Institution Appraisals tab then on Countersigning tab.
The countersigning officer will click on the countersign tab against a teachers appraisal .The countersigning officer should then click on Countersign tab. This will prompt a pop up window for the officer to give their comments and a declaration statement that the
appraisal was based on evidence provided then submit.
On successful submission, the appraisal status will be Complete. Both the appraisee and appraiser will be notified that the appraisal is complete.
