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    TDP TRAINING HANDOUTS – NOTES, MANUALS, GUIDES

    Hillary KangwanaBy Hillary KangwanaMay 31, 2025

    KENYA EDUCATION MANAGEMENT INSTITUTE TEACHER PROFESSIONAL DEVELOPMENT (TPD) PROGRAM

    INTRODUCTORY MODULE

    KePTS COMPETENCE INDICATORS FOR TEACHERS

    Kenya Professional Teaching Standards (KePTS) have competency Indicators that guide the intended learner’s outcomes.

    Standard 1: Teacher Promotes Professionalism throughout his/her career

    The competency indicators for this standard include:

    The Teacher:

    • Demonstrate professionalism when engaging and communicating with learners, parents, colleagues and the community
    • Models high standards of teaching as prescribed by legal and professional documents
    • Contributes to collaborative, inclusive, and friendly school through participation in activities and partnerships with communities
    • Creates inclusive classroom environment that supports the social, physical, intellectual, mental, cultural and emotional development of learners
    • Takes part in lifelong learning and continually engages in selfreflection, professional inquiry and professional learning in subject – area content
    • Stays current in educational theories and innovations in classroom management and their application
    • Demonstrate understanding of the provision of education in the Constitution of Kenya
    • Demonstrates of the establishment of TSC, legal and professional documents that TSC operations are anchored on. (E.g. the TSC Act, 2021, Code of Regulations for Teachers(CORT), 2015 and Code of Code of Conduct and Ethics (COCE), 2015
    • Observes confidentiality associated with their work, including the recording, storing, access, release and handling of confidential information (as specified in (vii) above.
    • Has understanding of the roles and structures of basic education institutions such as County Governments, County Education Boards, Boards of Management, Kenya National Examination Council, Kenya Institute of Curriculum Development and other legal entities
    • Has understanding of the Rights of learners as provided for in the constitution of Kenya, 2010. Various charters, Basic Education Act, 2013, and other legal documents,
    • Demonstrate understanding in Trends and Reforms in Education since
      independence

    Standard No. 2: Teacher has pedagogical Content Knowledge and understanding of Competency Based Curriculum and how to implement it

    Competency Indicators for this standard include:
    The teacher:

    i. Demonstrates understanding of the broad 21st century learners’
    outcomes and support systems
    ii. Demonstrates understanding of a competency- based education and
    how it works
    iii. Demonstrates knowledge of Basic Curriculum Reforms (BECR) i.e. the
    seven core curriculum competencies
    iv. Demonstrates ability to plan teaching with the end in mind using a
    backward Instructional Design Model
    v. Demonstrates understanding of major concepts and processes of
    inquiry, central to the content area he/ she teaches
    vi. Demonstrates ability to organize the content into an effective learning
    and teaching progression
    vii. Designs and implements instruction that integrates the seven BEC
    cross curricular competencies and higher order skills that ensure
    learning experiences reflect accurate and current content
    viii. Applies knowledge and understanding of how learners learn in order to
    plan a variety of instructional strategies and resources that respond to
    learners’ diverse needs
    ix. Demonstrates knowledge and skills to integrate the pedagogy of
    community-service learning in the teaching/ learning area/ subject
    x. Creates trustful and respectful climate by valuing learners experiences
    xi. Infuses entrepreneurial and financial literacy across the curriculum
    xii. Integrates literacy and numeracy skills across the teaching subject
    area
    xiii. Evaluates and modifies learning resources to support the teaching of a
    content area
    xiv. Assesses bias in learning resources to counter misinformation and
    stereotyping
    xv. Provides learners with a variety of information resources as well as
    the technological tools to mediate learning
    xvi. Knows how to use information technology resources to enhance
    learner engagement

    Standard 3: teacher has knowledge on assessment and reporting

    Competency indicators for this standard include:

    The teacher:

    i. Designs assessment FOR, AS and OF learning
    ii. Engages learners actively in assessment process, in order to develop their
    capacity to co-construct criteria for success, self-monitor progress, and
    provide prompt, descriptive and specific feedback to learners
    iii. Uses information from assessment for learning to organize instruction and
    learning resources, and to provide feedback to learners to help improve
    and advance their learning
    iv. Uses information to determine not only what learners know but also if
    they apply what they know
    v. Designs assessment of learning to confirm what learners know and can do
    and to demonstrate if the learners have achieved curriculum outcomes
    vi. Embeds assessment in all levels of lesson planning to meet the basic
    education curriculum outcomes
    vii. Designs assessment activities, tasks and strategies, for example:
    performance tasks, anecdotal records, reflective journals, portfolios, peer
    assessment, dramatization, projects, interviews, surveys, assessments,
    observations, rubrics, rating scales, etc.
    viii. Demonstrates understanding of a range of strategies for reporting
    learners’ achievements and develops accurate records to inform and
    communicate learner progress in timely and respectable manner to
    learners and parents

    Standard 4: Teacher Knows how to Create and Support Inclusive Education
    Practices

    Competencies Indicators for this standard include:

    The Teacher:
    i. Designs a teaching and learning environment that is responsive to the
    physical, cultural, emotional and learning needs of all learners
    ii. Involves learners in establishing and maintaining classroom procedures
    and routines, and ensures discipline issues are addressed promptly, fairly
    and respectfully
    iii. Designs a learning environment where learners have access to both
    material and human resources to promote their learning
    iv. Creates inclusive classroom where learners with special needs have
    opportunities to demonstrate their learning in their own way, using
    appropriate resource support, both human and material including assistive
    technology that accommodates their needs, and enables them to learn at
    their own pace.
    v. Creates a learning environment that ensures success of all learners
    vi. Demonstrates understanding of learners as individuals with distinct
    personal and diverse skills, abilities, talents and interests
    vii. Establishes and implements inclusive and positive interactions to engage
    and support all learners in classroom activities
    5
    viii. Integrates strategies that ensure safe, responsible and ethical use if
    technology in learning and teaching
    ix. Develops enriching experiences to support the gifted and talented
    learners

    Standard 5: Teacher knows and promotes comprehensive School Health and
    safety

    Competency indicators for this standard include:

    The teacher:

    i. Demonstrates understanding of the concept of health literacy skills, social
    determinants of health and comprehensive school health
    ii. Demonstrates understanding of infectious diseases and their sources with
    a view to reducing learners’ exposure to these health conditions through
    education
    iii. Demonstrates understanding of emotional health and stressors and uses
    stress reduction strategies to support learners
    iv. Demonstrates understanding if sexuality, health education and HIV, and is
    able to teach learners about risky sexual behaviour including HIV
    infection
    v. Demonstrates understanding of drug use, drug addiction, and educates
    learners on the potential harm to their health and well being
    vi. Demonstrates understanding of nutrition and healthy eating and educates
    learners on health risks associated with consumption of unhealthy foods
    such as diabetes, cancer, heart conditions.
    vii. Demonstrates knowledge on effects of bullying on learners and educates
    learners to build caring and respectful healthy relationships
    viii. Demonstrates basic skills to handle life saving measures e.g. breathing
    emergencies, resuscitation and cardiopulmonary techniques, bleeding and
    shock management, splinting, burns and scalds, first aid equipment etc.
    ix. Demonstrates appropriate skills to manage fire equipment and handle fire
    disasters.
    6

    Standard 6: The Teacher has Knowledge of Financial Literacy Skills

    Competency Indicators for this standard include:

    Teacher:

    i. Demonstrates understanding on financial matters including financial
    management, terminologies, concepts and principles
    ii. Applies various financial planning techniques such as budgeting, cash-flow
    projections and cost benefit analysis, variance analysis and cost
    management
    iii. Analyses and interprets financial sheets, income and expenditure
    statements and assets register
    iv. Demonstrates understanding of procurement and disposal of goods and
    services as required by the Public Procurement and Asset Disposal Act,
    2015 and the Public Procurement Manual for Schools and Colleges, 2009
    and the Public Audit Act, 2003 which governs the audit of school books
    v. Demonstrate understanding of stores management and accounting
    procedures that ensure proper stock control systems are established and
    maintained in the school for the purpose of accountability

    Standard 7: The Teacher Knows and Promotes Instructional Leadership and
    Administration

    Competency Indicators for this standard include:

    The teacher:

    i. Leads in developing and implementing a shared vision for the school and
    instruction that supports all learners
    ii. Leads and manages change
    iii. Leads in building a collaborative school culture for professional learning
    community and instructional improvements.
    iv. Leads implementing high quality instructional practices
    v. Leads high quality school-based professional; development that is linked
    to instruction and learners; achievement
    vi. Leads in using assessment data to improve teaching and learning
    vii. Leads in building a positive inclusive learning environment
    viii. Leads and practices distributed leadership
    7

    KePTS COMPETENCY INDICATORS FOR INSTRUCTIONAL LEADERS

    The Code of Regulations for Teachers (2015), describes the Head of Institution as a
    lead educator and a quality assurance officer within the institution.

    Standards for instructional leaders and competency indicators have been developed to serve as guidelines and benchmarks for the assessment of their work. The Seven (7)
    Standards and competency indicators for instructional leaders are as enumerated
    below: –

    Standard 1: Takes Lead in Promoting Professionalism throughout the teaching
    Career

    Competency Indicators

    The Instructional Leader:

    1.1. Leads in Demonstrating professionalism when engaging and communicating
    with learners, parents, colleagues, community and models high standards of
    teaching characterized by collegiality, honesty, integrity, fairness, and
    accountability.
    1.2. Leads in Contributing to collaborative, inclusive, and friendly school through
    participation in activities and partnerships with communities.
    1.3. Leads in creating inclusive classroom environment that supports the social,
    physical, intellectual, mental, cultural, and emotional development of
    learners.
    1.4. Undertakes lifelong learning and continually engages in self-reflection,
    professional inquiry, and professional learning in subject-area content,
    pedagogy, assessment, technology, health and well-being and cultural
    responsiveness.
    1.5. Leads in accessing broad range of professional learning opportunities from
    multiple sources including coaches, mentors, and colleagues.
    1.6. Is up to date on current educational theories, innovations in instruction,
    assessment, program planning, classroom management and their application
    in the classroom.
    1.7. Leads in demonstrating understanding of Teachers Service Commission Act
    of 2012, the Rights and Obligations of teachers as provided for in the Code of
    8
    Regulations for Teachers and the Ethical issues regarding teaching as provided
    for in the Code of Conduct and Ethics.
    1.8. Leads in conforming to professional expectations through appropriate
    dressing, punctuality, communication, and conduct in school, community,
    and on-line environments.
    1.9. Leads in observing confidentiality requirements associated with their work,
    including the recording, storing, access, release, and handling of confidential
    information.
    1.10. Leads in demonstrating understanding of the governance structures of basic
    education institutions (Role of County Education Boards, Boards of
    Management, Education Standards and Quality Assurance Council, Kenya
    National Examinations Council, Kenya Institute of Curriculum
    Development) and their legal acts.
    1.11. Demonstrates understanding of the Rights of learners as provided for in the
    Constitution of Kenya 2010, various charters, Basic Education Act 2013, and
    other legal documents.
    1.12. Leads in demonstrating understanding of Trends and Reforms in Education
    since Independence.
    1.13. Leads in demonstrating understanding of key provisions of Teachers Service
    Commission Act 2012 (the Mandate of the Commission, Registration and
    Discipline of teachers, compliance with Teaching Standards and the role of
    Boards of Management as agents of the Teachers Service Commission).
    1.14. Leads in demonstrating understanding of the legal relationship between the
    Teachers service Commission and County Governments in regard to
    employment and management of Early Childhood Development and
    Education (ECDE) teachers and management of Legal proceedings against
    government institutions.
    9

    Standard No.2: Takes lead in pedagogical content Knowledge and understanding
    of Competency-Based Curriculum and how to implement it.

    Competency Indicators

    Instructional Leader:

    2.1. Leads in demonstrating understanding of subject content knowledge and
    research based instructional practices that engage learners’ learning activities.
    2.2. Leads in understanding of how learners learn and ensures teachers use
    appropriate pedagogies and resources to respond to learners’ diverse abilities.
    2.3. Leads in demonstrating skills that support teachers in integrating the
    pedagogy of community service learning in their teaching.
    2.4. Leads in supporting teacher infused entrepreneurial and financial literacy
    skills across the curriculum.
    2.5. Leads in supporting teachers to integrate literacy and numeracy skills across
    the curriculum.
    2.6. Leads in demonstrating understanding of the broad 21st century learners’
    outcomes and support systems.
    2.7. Leads in demonstrating sound understanding of competency-based
    curriculum and its implementation process.
    2.8. Leads in demonstrating understanding of Basic Education Curriculum
    Reform (BECR) i.e. the core curriculum competencies, competency indicators
    and how to integrate them within the teaching subject and across grade levels.
    2.9. Leads in demonstrating capability of how to plan teaching with the end in
    mind using Backward Instructional Design Model in implementing a
    competency-based curriculum.

    Standard 3: Takes Lead in creating an Environment that Promotes Assessment
    and reporting.

    Competency Indicators

    The Instructional Leader:

    3.1. Leads in designing assessment For, As and Of learning.
    3.2. Leads in using information from assessment on learners’ performance to
    modify and differentiate teaching and learning activities.
    10
    3.3. Leads in engaging learners actively in assessment process, in order to develop
    their capacity to co-construct criteria for success, self-monitor progress, and
    provides prompt, descriptive and specific feedback to learners.
    3.4. Leads in the use of information to determine not only what learners know but
    also if they apply what they know.
    3.5. Leads in facilitating assessment as learning through helping learners develop
    skills for knowing about, reflecting on, and monitoring their own learning.
    3.6. Leads in designing assessment of learning to confirm what learners know and
    can do, to demonstrate if they have achieved curriculum outcomes.
    3.7. Leads in embedding assessment in all levels of lesson planning to meet basic
    education curriculum outcomes.
    3.8. Leads in designing assessment activities, tasks and strategies, for example:
    performance tasks, anecdotal records, reflective journals, portfolios, peer
    assessments, dramatizations, projects, interviews, surveys, self-assessments,
    observations, rubrics, rating scales, etc.
    3.9. Leads in Demonstrating understanding of a range of strategies for reporting
    learners’ achievements and develops accurate records to inform and
    communicate learner progress in timely and respectable manner to learners
    and parents.

    Standard 4: Takes Lead in Creating and Supporting Inclusive Education Practices
    Competency Indicators

    The Instructional Leader:

    4.1 Leads in designing a teaching and learning environment that is responsive
    to the physical, social, cultural, emotional and learning needs of all
    learners.
    4.2 Leads in involving learners in establishing and maintaining classroom
    procedures, routines, and ensures discipline issues are addressed promptly,
    fairly and respectfully.
    4.3 Leads in designing a learning environment where learners have access to
    both material and human resources to promote their learning.
    4.4 Leads in creating inclusive classroom where learners with special needs
    have opportunities to demonstrate their learning in their own way, using
    11
    appropriate resource support, both human and material including assistive
    technology that accommodates their needs, and enables them to learn at
    their own pace.
    4.5 Leads in demonstrating understanding of learners as individuals with
    distinct personal and diverse skills, abilities, talents and interests.
    4.6 Leads in establishing and implementing inclusive and positive interactions
    to engage and support all learners in classroom activities.
    4.7 Leads in integrating strategies that ensure a safe, responsible and ethical
    use of technology in learning and teaching.
    4.8 Leads in developing enriching experiences to support the gifted and
    talented learners.

    Standard 5: Takes Lead in Promoting a Comprehensive School Health and Safety
    Competency Indicators

    The Instructional Leader:

    5.1 Leads in Demonstrating professionalism when engaging and
    communicating with learners, parents, colleagues and community.
    5.2 Leads in modelling high standards of teaching characterized by collegiality,
    honesty, integrity, fairness, and accountability.
    5.3 Leads in understanding of the concept of health literacy skills, social
    determinants of health, and comprehensive school health.
    5.4 Leads in demonstrating understanding of infectious diseases and their
    sources to reduce learners’ exposure to these health conditions through
    education.
    5.5 Leads in demonstrating understanding of emotional health and stressors
    and uses stress reduction strategies to support learners.
    12
    5.6 Leads in understanding of sexuality, health education and HIV, and
    educates learners on risky sexual behaviour including HIV infection.
    5.7 Leads in demonstrating understanding of drug use, drug addiction, and
    educates learners on the potential harm to their health and well-being.
    5.8 Leads in demonstrating understanding of environmental health, and
    educates learners to keep healthy environment including proper garbage
    and recyclable disposal and staying green.
    5.9 Leads in demonstrating understanding on personal health hygiene and
    medical conditions associated with unhygienic conditions.
    5.10 Leads in demonstrating understanding on nutrition and healthy eating
    and educates learners on health risks associated with consumption of
    unhealthy foods such as diabetes, cancer, obesity, heart conditions.
    5.11 Leads in demonstrating understanding on effects of bullying on learners
    and educates learners to build caring and respectful healthy relationships.
    5.12 Leads in demonstrating basic skills to handle life saving measures e.g.
    breathing emergencies, resuscitation and cardiopulmonary techniques,
    bleeding and shock management, splinting, burns and scalds, first aid
    equipment etc.
    5.13 Leads in demonstrating appropriate skills to manage fire equipment and
    handle fire disasters.

    Standard 6: Takes Lead in Knowledge and application of Financial Literacy skills
    Competency Indicators

    The Instructional Leader:

    6.1 Leads in demonstrating literacy on financial matters; including financial
    management, terminologies, concepts and principles.
    6.2 Leads in applying various financial planning techniques such as budgeting,
    cash-flow projections, and cost benefit analysis, variance analysis and cost
    management.
    6.3 Leads in analysing and interpreting financial management statements and
    reports such as the balance sheets, income and expenditure statements and
    assets register.
    13
    6.4 Leads in demonstrating understanding of procurement and disposal of
    goods and services as required by the Public Procurement and Disposal
    Act (2015) and Public Procurement Manual for Schools and Colleges (July
    2009) and the Public Audit Act (2003) which govern the audit of school
    books.
    6.5 Leads in demonstrating understanding of stores management and
    accounting procedures that ensure proper stock control systems are
    established and maintained in the school for the purposes of
    accountability.
    6.6 Leads in infusing financial literacy across the teaching subject areas.
    6.7 Leads in demonstrating understanding of the concepts on
    entrepreneurship education and how to design learning experiences
    including school based activities, community-based learning, and
    mentoring that enhance entrepreneurial spirit and initiative among the
    learners.

    Standard 7: Takes lead in Developing a Collaborative Professional Learning
    Culture

    Competency Indicators

    The Instructional Leader:

    7.1 Leads and models lifelong learning.
    7.2 Leads in Developing and implementing a shared vision for instruction that
    supports all learners.
    7.3 Leads in Promoting capacity building of all staff.
    7.4 Leads in Building a professional learning community.
    7.5 Leads in Practicing distributed leadership that creates opportunities for
    teachers to serve as instructional leaders.
    7.6 Leads in Using educational research and reflection to inform approaches to
    professional learning and school improvement.
    7.7 Leads in mentoring and coaching of teachers.

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