(FY2023)

Funds.

%

2

100

Institutional Service Delivery Charter.

%

4

100

Complaints.

institution).

%

13

100

administrator).

%

9

100

teaching staff and non-

teaching staff.

%

8

100

the school level

%

8

100

(FY2023)

%

10

100

system in the institution.

%

10

100

in the teaching service

%

2

100

Infections

Measures

NO

Under this target, the head teacher is expected to: –

i. Prepare and obtain approval of school budget by the Board of Management.

ii. Maintain updated books of accounts.

iii. Adhere to Public Procurement and Asset Disposal Act (2015).

i Prepare books of accounts and submit for audit by 31st January 2023.

ii Prepare a report on implementation of audit recommendations of previous year audits.

The head teacher is expected to: –

i. Meet all financial obligations by paying bills (of lawful incurred expenditure) promptly to avoid unnecessary accumulation of debts.

ii. Ensure pending bills (if any) do not exceed 1% of total approved budget of the school.

i. Develop /display the school Service Delivery Charter prominently at the point of entry/service delivery points in both English and Kiswahili.

ii. Sensitize school community on the service charter.

iii. Maintain records on services delivered.

i. Digital learning process in the school by ensuring availability of digital resources for teaching and learning process.

ii. ICT integration in the school by encouraging teachers to prepare ICT integrated lesson plans.

A public complaint is an expression of dissatisfaction by one or more members of the public about an action, inaction, decision or service provided by a public officer or public institution.

The head teacher is expected to maintain records of: –

i. Complaints received in the school.

ii. Complaints that have been resolved indicating details of the resolution made.

Instructional leadership entails heads of institution focusing more on instructional roles as knowledgeable and experts who are able to lead and support the teaching and learning processes. The head of institution is required to ensure effective implementation of Curriculum by performing the role of quality assurance and standards within the institution.

The head teacher is expected to: –

i Teach.

ii Ensure only qualified and registered persons offer teaching services in the school.

iii Ensure teachers prepare, use and maintain updated professional documents.

iv Ensure that teachers attend lessons as timetabled including Physical Education.

v Ensure availability of current syllabi and adequate teaching and learning resources.

Head teacher is the lead educator and administrator in the school, this role aims at enabling the school to manage its operation and resources in an effective and accountable manner so as to raise the standards of learning and teaching and thus improve the students’ learning outcomes.

The head teacher is expected to: –

i. Ensure safe and conducive learning environment in the school.

ii. Assign teaching and other official duties to teachers.

iii. Update the Commission and other stakeholders on institutional performance.

iv. Offer technical advice to the Board of Management and other stakeholders within the institution to enable the institution meet its objectives.

v. Ensure proper management and maintenance of the institutional resources and

records.

i. Updated database on learner’s enrollment.

ii. Updated database of school staffing status as per the existing norms.

iii. Updated database for non-teaching staff.

i. Identify teachers’ professional performance gaps (challenging areas in pedagogy, subject content and learners’ management that hinder effective delivery of curriculum)

ii. Develop and implement TPD programmes at school level to mitigate teachers’ professional performance gaps.

iii. Maintain records of teachers’ involvement in professional development activities

ii. Prepare Annual PC targets achievement/M&E reports by 10th January in the prescribed formats.

i. Sensitize teachers on Performance Contracting (PC) and Teacher Performance Appraisal and Development (TPAD) performance management approaches.

ii. Ensure all teachers are appraised as required.

iii. Submit termly and annual reports to County Director.

iv. Maintain weekly analysis of institutional learner-teacher contact hours and teacher absenteeism rate.

v. Give feedback to teachers on their performance appraisal process.

The head teacher is expected to: –

i. Ensure proper management of challenging behavior; maintain records of minor and major punishment. NB: Corporal punishment is outlawed in Kenya.

ii. Ensure availability and access by teachers to legal documents governing teaching service; including: Code of Regulations for Teachers (2015), Code of Conduct and Ethics for Teachers (2015), TSC Act (2012), Basic Education Act (2013), Children Act (2012), Safety Standards manual for Schools in Kenya (MoE 2008)

i. Award at least 30% of the total value (in Kshs.) of the procurement budget for goods and services as provided in the annual procurement plan by the school to youth, women and Persons with Disability (PWDs) as individuals or in organized groups.

ii. In addition, at least 2% of the 30% of the budget for procurement of goods and

services should be reserved for PWDs.

i. Ensure 45% of school Procurement orders are given to local firms where they qualify. Goods and services will qualify as local where they are wholly produced in Kenya using local input or if the goods and services are not wholly produced in Kenya, they should have undergone at least 35% transformation in value addition.

i. Establish and maintain an inventory (record) of the school assets and properties including their status in terms of the working condition.

ii. Dispose unserviceable, obsolete and surplus assets by way of sale, transfer to other public institutions, destruction, donation or other authorized methods of disposal, and in all cases in full conformity with the existing legal requirements.

NB: such disposals should be fully accountable.

i. Maintain disaggregated data of persons with disabilities showing age, gender and forms of disability.

ii. Undertake activities and strategies for addressing diversity, especially learners/teachers from vulnerable groups and those with special needs.

iii. Sensitize learners and staff on service provision to persons with disabilities and how to cope with the challenges.

iv. Establish infrastructure to enhance access to information and services for persons with disabilities in accordance with legal provisions.

Facilitate sensitization of the school community and disseminate information on HIV/

AIDS to:

i. Learners.

ii. Teaching and non-teaching staff.

iii. Parents/ Guardians.

iv. BoMs .

i. Put in place mechanisms to mitigate against technological & environmental

hazards; terrorism & radicalization; fire, natural disasters etc.

ii. Adhere to requirements the Ministry of Education Safety Standards Manual for Schools in Kenya (2008).

i. Sensitize pupils and staff on effects/dangers of getting involved in various corrupt practices including examination malpractices and bribing for free services with a view to reducing vulnerability to fraudulent acts.

ii. Provide channels/forums to abate corruption by introducing open barazas and suggestion boxes.