Review of the teachers’ service commisssion pilot project on teacher appraisal and development: implications for teacher education

Abstract

In Kenya, the Teachers Service Commission (TSC) currently established under Article 273 (1) of the Constitution of Kenya remains the sole employer and quasi professional body for teachers. Under the constitution, the commission is mandated to review the standard of education and training of persons entering the teaching service. In addition, the TSC ACT (2012) has further mandated TSC to formulate policies to achieve its mandate and facilitate career progression and professional development for teachers. In this regard, the TSC has put in place policies and operational structures to enable it to realize the goals and objectives as a constitutional commission. The commission recently rolled out a Teacher Appraisal and Development programme (TAD) which is being piloted in selected secondary schools. It is against this background that this paper highlights the need for institutions that have the mandate to prepare teachers to re-conceptualize teacher education so that their products who are potential employees of TSC exhibit professional performance standards expected of them and the competencies they need to fully meet the expectations of TSC. This paper suggests that the education and professional development of every teacher needs to be seen as a lifelong task, and be structured and resourced accordingly. It is necessary to have both quality initial teacher education and a coherent process of continuous professional development to keep teachers up to date with the skills required in a knowledge based society.