INTRODUCTION: THE KENYA PROFESSIONAL TEACHING STANDARDS(KePTs)-TPD
In its endeavour to maintain the teaching standards of all registered teachers in
Kenya, the Teachers Service Commission has produced specific Professional
Teaching Standards ( KePTS ) and Competency Indicators to measure teachers’ performance.
.The standards define the work of Kenyan teachers in the context of the 21 st century learning, by setting high quality
and effective teaching expectations that are meant to improve overall learners’achievement.
.KePTS are meant to provide a consistent
and supportive framework for measuring the effectiveness of Teachers and Instructional leaders against specific competency indicators.
.The Kenya Professional Teaching Standards for teachers and Instructional Leaders recognize the key role played by the two categories in implementing education policy and making quality
learning a reality.
.They express the expectations of an individual who is entrusted with the task of supporting learners’ learning in all
primary and post primary learning institutions.
Note
TPD training content is based on the Seven (7) Kenya Professional Teaching
Standards ( KePTS
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.
Standard 2: Teacher has pedagogical Content Knowledge and understanding of Competency 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 and Administration.
Standard 1: Teacher Promotes Professionalism throughout his/her career.
The competency indicators for this standard include:
●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 therecording, 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 theconstitution 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 enga geand support all learners in classroom activities
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 learner
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.
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
