TSC Career Progression guidelines (CPG) for teachers – How to get a TSC promotion to the next grade

By | August 10, 2020

The Teachers Service Commission, TSC, introduced the Career Progression Guidelines (CPG) for teachers in 2017. The CPG outlines the minimum requirements for teachers’ employment and promotion. It also spells out the new grading structures for teachers and their respective salary scales.

The document replaced the scheme of service (SOS) for teachers.

FULL CONTENTS OF THE CPG FOR TEACHERS

CPG FOREWARD

These Career Progression Guidelines have been developed to guide the career growth of teachers in the employment of the Commission. They are to guide the recruitment, retention, development, training and promotion of teachers to ensure they meet the set standards.

Potential employees and teachers in service will know well in advance what they require to join the service and progress in their careers. The guidelines further outline the skills and competences necessary for advancement in the profession.

The Guidelines replace the Schemes of Service for the Teaching Service (2005). It was necessary to review the provisions of the Schemes of Service to incorporate the results of the Job Evaluation undertaken in 2016 and capture various changes brought by the policies that the Commission has put in place.

Implementation of the Guidelines is expected to improve staff motivation and retention. It will also enable the design of targeted training programmes that address competency gaps identified from the performance of teachers.

It is my sincere hope and expectation that teachers will read the Guidelines to clearly understand their career paths and take personal initiative to effectively manage them.

CPG PREFACE

The Career Progression Guidelines provide for the policies and procedures that standardize teachers’ professional development. For effective management of teachers’ professional growth and development, it was necessary for the Commission to develop these Guidelines.

In developing the Guidelines, the Commission has also been guided by the provisions of the Code of Regulations for Teachers (2015) and the Kenya National Qualifications Framework.

The Guidelines outline basic job descriptions, personal qualities and core competencies required for each job and also set out the minimum entry requirements into the teaching profession.

Under the Guidelines, the career path for school administrators has been clearly outlined.
This separates the career paths of school administrators and that of classroom teachers.
This is designed to provide clear reporting structures in institutions and eliminate overlap in the grading structure.

The deliverable expected of each cadre of teachers has also been clearly set out. This is expected to facilitate setting of performance targets and accurate measurement of performance.

Ultimately, the implementation of the Career Progression Guidelines is expected to improve the management of teachers in the employment of the Commission.

CPG CHAPTER ONE

1. INTRODUCTION AND BACKGROUND

These Career Progression Guidelines outline the academic and professional criteria for teacher career advancement. The guidelines link a teacher’s career progression, to his/her performance and professional conduct.

To this end, they establish an important strategy which incorporates best practices in teacher management.

Accordingly, the shift in policy from the “schemes of service” approach to a “career based strategy” is aimed at embracing the principles of performance management that integrate performance contracting and appraisal system with a teacher’s career path.

In a nutshell, the guidelines set out a teacher’s career progression from the point of entry, up to exit from the teaching service. Henceforth, a teacher employed by the Teachers Service Commission will take personal responsibility for his/her professional/career development.

1.1. RATIONALE FOR THE CAREER GUIDELINES

In 2016, the Teachers Service Commission together with the Salaries Remuneration Commission (SRC) undertook a Job Evaluation (JE)in the public teaching sector.

The evaluation took cognizance of the following primary factors: job content, nature of duties assigned to individual teachers, the academic and professional qualifications necessary and the decision making level expected from each job/assignment.

Other factors considered relevant, from a distinct teacher perspective were: -level of accountability, impact of the services rendered, problem solving ability, job knowledge/ expertise, managerial skills, inter-personal skills, working conditions, level of responsibility, ability to give independent judgment and the prudent management of financial resources.

The recommendations of the Job Evaluation Report, led to an inevitable paradigm shift in career progression of teachers. These include a new grading structure; substantive appointment of institutional administrators and the introduction of Teacher Professional Development (TPD).

All these initiatives aim at fully professionalizing the teaching service.
In this regard therefore, the Career Guidelines seek to facilitate the implementation of the Job Evaluation recommendations. The guidelines outline the descriptions, specifications, and competencies for each job in the sector. They also explain the professional requirements each employee is required to possess.

1.2. AIMS OF CAREER GUIDELINES

The Career Guidelines provide for:-
i. Minimum requirements for selection, appointment, recruitment, and promotion;
ii. A defined career structure that will attract, motivate, and facilitate retention of competent teachers;
iii. Clearly defined job description and specification with clear duties and responsibilities at all levels;
iv. Teacher deployment and assignment of duties;
v. Incorporation of human resource planning principles to address career progression and succession management;
vi. Alignment of work performance to career progression;
vii. Provision of minimum qualifications for career advancement and progression;
viii. A mechanism for monitoring and evaluating career progression; and
ix. Professional development of teachers through teacher professional development (TPD).

1.3. SCOPE OF THE CAREER PROGRESSION GUIDELINES

The Career Guidelines provide for entry requirements into the teaching service, promotion and capacity building of teachers.

These Guidelines are applicable to teachers serving in the following public institutions:
i. Primary schools;
ii. Secondary schools;
iii. Technical and Vocational Education and Training (TVET) institutions;
iv. Teacher Training Colleges (TTCs);
v. Kenya Institute of Special Education, (KISE);
vi. Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA); and
vii. Special Needs Institutions:- Primary, Secondary& TVET

1.4. RECOGNIZED QUALIFICATIONS

i. Recognized qualifications will be those attained from accredited institutions/colleges and from Government approved examination bodies.
ii. The Commission expects the Commission for University Education (CUE) or other relevant examining bodies to equate certificates from foreign universities and colleges in accordance with the law.
iii. The Teachers Service Commission recognizes the following minimum entry qualifications for the teaching service: –

1.4.1. PRIMARY:

i. KCSE C (Plain) and Primary Teacher Education (PTE) Certificate.
ii. Entry grades for the visually and hearing impaired for PTE is a C- (Minus)
1.4.2. SECONDARY:
i. KCSE C+ (Plus) and a Diploma in Education
ii. KCSE C+ (Plus)and a Bachelors Degree in Education.
iii. KCSE C+ (Plus)and a Bachelors Degree in any other relevant area plus a
Postgraduate Diploma in Education.
iv. KCSE C (Plain), Diploma, and Bachelors Degree in Education.
v. For visually and hearing impaired teachers, the minimum entry qualifications is a mean grade of C (Plain)and C (Plain) in the teaching subjects in the case of post primary institutions.

1.4.3. TECHNICAL:

i. KCSE C+ (Plus) and a Diploma in a relevant technical subject plus a Diploma in Technical Education.
ii. KCSE C- (Minus), Certificate, Diploma and Bachelor’s Degree in a relevant subject area plus a Diploma in Technical Education.
iii. KCSE C- (Minus), Certificate, Diploma and Higher Diploma in a relevant subject area plus a Diploma in Technical Education.
iv. KCSE C+ (Plus) and Bachelor’s Degree in Education Technology.
v. KCSE C+ (Plus) and Bachelor’s Degree/ Higher Diploma in a relevant technical subject plus a Postgraduate Diploma in Education.

1.4.4. SPECIAL NEEDS EDUCATION (SNE)

i. KCSE C+ (Plus) and Diploma in Special Needs Education.
ii. KCSE C+ (Plus)and Bachelor’s Degree in Special Needs Education

Note:

A) For post primary institutions, teachers (except visually and hearing impaired) must have attained a minimum of C+ (Plus) in the teaching subjects.

B) Candidates with one principal and two subsidiary ‘A’ – level passes in Arts or one (1) principal and one (1) subsidiary pass in science require C (plain) in KCSE as entry qualification.

C)For post primary institutions, a Special Needs Education (SNE) teacher must have two teaching subjects and have attained a minimum grade of C+ in the subjects.

1.5. ENTRY GRADES

Direct appointment to any level will be determined by the entry qualifications and competencies prescribed for each level. Direct appointment is provided for at various levels within the respective progression guidelines.

1.6. APPLICATION OF CAREER GUIDELINES TO SERVING TEACHERS
Serving teachers as at 8th November, 2017 will adopt and convert as appropriate to the new designations and grading structure provided in these Guidelines. However, to advance to higher posts, the teachers/lecturers must possess the minimum prescribed qualifications and/ or experience required in each grade.

1.7. REMUNERATION FRAMEWORK.

The guidelines will be linked to the remuneration framework that will be determined by the Commission in accordance with the law.

1.8. PROMOTION OF TEACHERS

Under these Career Guidelines, promotion of teachers/ Lecturers will be subject to the following conditions: –
i. existence of funded vacancies in the approved establishment;
ii. minimum qualifications per grade;
iii. relevant Teacher Professional Development(TPD) modules;
iv. relevant Experience; and
v. satisfactory performance.

1.9. TEACHER PROFESSIONAL DEVELOPMENT

Teachers will be required to undertake prescribed professional development programmes to facilitate their career progression as per provisions of Regulation 48 of the Code of Regulations for Teachers.

1.10. ADMINISTRATION OF THE CAREER GUIDELINES

The Commission Secretary will be responsible for the administration of these career guidelines.

1.11. IMPLEMENTATION OF THE CAREER GUIDELINES
The career guidelines will be implemented with effect from 8
th November, 2017 and will replace the existing schemes of service.

CHAPTER TWO
2. THE JOB CLASSIFICATION AND GRADING STRUCTURE
This chapter deals with the grading structure, job titles, qualifications and the requisite experience for teachers to move from one job grade to another. It also captures the job specifications and descriptions.

2.1. GRADING STRUCTURE
The Commission established a new grading structure for the teaching service, which elongated
the job scales from ten (10) to eleven (11) grades based on the relative worth of each job. The grades established for each category of institutions are as indicated below:-
i. Eight (8) grades for primary school teachers;
ii. Ten (10) grades for secondary school teachers;
iii. Six (6) grades for teachers at CEMASTEA;
iv. Eight (8) grades for teachers in TVET institution;
v. Seven (7) grades for teachers in Teacher Training Colleges (TTC)
vi. Eight (8) grades for teachers in Kenya Institute of Special Education (KISE);
vii. Special Needs Education Institutions (SNE) :-
viii. SNE Primary – five (5) grades
a. SNE Secondary – eight (8) grades
b. SNE TVET – eight (8) grades

2.2. COMMON ESTABLISHMENT GRADES;

The following grades shall form common establishment in the teaching service;
i. Primary Teacher II T-Scale 5 and Primary Teacher I T-Scale 6 for Primary Teacher Education certificate holders;
ii. Secondary Teacher III / Lecturer III T-Scale 6 and Secondary Teacher II /Lecturer II TScale 7 for Diploma holders;
iii. Secondary Teacher II/Lecturer II T-Scale 7 and Secondary Teacher I/Lecturer I T scale 8 for holders of Bachelor of Education or its equivalent.
iv. `The Job descriptions and specifications for appointment are as particularized below:

1.1.1 PRIMARY SCHOOL TEACHERS
1.1.1.1 PRIMARY TEACHER II-T SCALE 5
This is the entry grade for primary school teachers.

1.1.1.1.1 REQUIREMENTS FOR APPOINTMENT
To qualify for appointment to this grade, a teacher must:-
i. have a Certificate of Secondary Education (KCSE) minimum mean Grade C
(Plain) or other recognized equivalent qualifications;
ii. have a Primary Teacher Certificate (PTE) or its approved equivalent;
iii. have been registered as a teacher and in possession of a valid Teaching
Certificate;
iv. meet the requirements of Chapter Six (6) of the Constitution; and
v. any other requirement the Commission may deem necessary.

1.1.1.1.2 DUTIES AND RESPONSIBILITIES
This is the entry grade for primary school teachers. The duties of a teacher at this level shall be to:-
i. prepare lesson plans, lesson notes, timetables, schemes of work and maintain academic standards in the school to ensure that the syllabus is covered in time for evaluation;
ii. teach the subjects of specialization and impart knowledge, skills and attitudes to the learner;
iii. evaluate learners in subjects of specialization and prepare them for national and other examinations;
iv. introduce new ideas and programmes to ensure improvement in teaching and learning in the subjects of specialisation;
v. ensure consistency and improvement in curriculum delivery through teamwork and collaborative planning;
vi. serve as a role model and maintain learner discipline to create a conducive environment for learning;
vii. provide guidance and counselling services to learners to instil norms and values for harmonious co-existence;
viii. participate in workshops/seminars/symposiums to share ideas, and enhance knowledge in the subject areas; and
ix. organize remedial actions to support learners with performance gaps.

1.1.1.2 PRIMARY TEACHER I-T SCALE 6
This is a promotion grade for primary school teachers.

1.1.1.2.1 REQUIREMENTS FOR APPOINTMENT
To qualify for promotion to the grade of Primary Teacher I, a teacher must:-
i. have served as Primary Teacher II T-Scale 5 for a minimum period of three (3) years;
ii. have satisfactory rating in the performance appraisal process;
iii. have successfully undertaken the relevant TPD modules;
iv. have a valid Teaching Certificate;
v. have demonstrated mastery of class management;
vi. meet the requirements of Chapter Six (6) of the Constitution; and
vii. any other requirement the Commission may deem necessary.

1.1.1.2.2 DUTIES AND RESPONSIBILITIES

The duties of a teacher at this level shall be to:-
i. prepare lesson plans, lesson notes, timetables, schemes of work and maintain academic standards in the school to ensure that the syllabus is covered in time for evaluation;
ii. teach the subjects of specialization and impart knowledge, skills and attitudes to learner;
iii. evaluate the learners in subjects of specialisation and prepare learners for national and other examination;
iv. introduce new ideas and programmes for improvement in teaching and learning in subjects of specialisation;
v. ensure consistency and improvement in curriculum delivery through teamwork and collaborative planning;
vi. serve as a role model and maintain learner discipline to create a conducive environment for learning;
vii. provide guidance and counselling services to learners to instil norms and values for harmonious co-existence;
viii. participate in workshops/seminars/symposiums to share ideas, and enhance knowledge in subject areas;
ix. organize remedial actions for learners with performance gaps.

1.1.1.3 SENIOR TEACHER II T-SCALE 7
This is a promotional grade and an entry to the administrative cadre. Promotion to this grade will be competitive and subject to availability of vacancies in the establishment.

1.1.1.3.1 REQUIREMENTS FOR APPOINTMENT
To qualify for appointment to the grade of Senior Teacher II, a teacher must: –
i. have served as Primary Teacher I T-Scale 6 for a minimum period of three (3) years;
ii. have satisfactory rating in the performance appraisal process;
iii. have successfully undertaken the relevant TPD modules;
iv. demonstrate ability to supervise, mentor and provide professional support to other teachers;
v. have a valid Teaching Certificate.
vi. meet the requirements of Chapter Six (6) of the Constitution; and
vii. meet any other requirement the Commission may deem necessary.

1.1.1.3.2 DUTIES AND RESPONSIBILITIES
The duties of a teacher at this level shall be to:-
i. prepare lesson plans, lesson notes, timetables, schemes of work and maintain academic standards in the school to ensure that the syllabus is covered in time for evaluation;
ii. teach the subjects of specialization to impart knowledge and skills to the learners;
iii. evaluate the learners on subjects of specialisation and prepare them for national and other examinations;
iv. provide new ideas and programmes to ensure improvement in teaching and learning in the subjects of specialisation;
v. embrace teamwork through collaborative planning and teaching to ensure consistency and improvement in curriculum delivery;
vi. serve as a role model and maintain learner discipline to create conducive environment for learning;
vii. provide guidance and counselling services to learners to instil norms and values for harmonious co-existence;
viii. organise workshops/seminars/ symposiums to share ideas, and further knowledge in subjects areas;
ix. organize remedial actions to support learners with performance gaps.
x. collect, collate and maintain all school records such as; enrolment, teaching and learning resources, evaluation records, attendance registers;
xi. organise and coordinate school based in-service programmes to build teachers capacity for improved teaching and learning;
xii. organise school based and zonal subject panels to facilitate sharing of knowledge, innovations and new trends;
xiii. coordinate gender mainstreaming issues for teachers and learners in curricular and co-curricular activities such as sports to ensure gender equity, equitable participation and maximization of potential of teachers and learners;
xiv. ensure discipline in school and arbitrate disputes among learners;
xv. supervise cleanliness of the school compound and ensure learners are tidy; and
xvi. serve as secretary to the school disciplinary committee.

1.1.1.4 SENIOR TEACHER I T-SCALE 8
This is a promotional grade for administrators of primary institutions. Senior Teacher I will be in charge of other teachers. In the absence of the head of institution and the deputy, he/she will be in charge.

1.1.1.4.1 REQUIREMENTS FOR APPOINTMENT For appointment to the grade of Senior Teacher I, a teacher must:-
i. have served as Senior Teacher II T- Scale 7 for a minimum period of three (3) years;
ii. have satisfactory rating in the performance appraisal;
iii. have successfully undertaken the relevant TPD modules;
iv. demonstrate ability to supervise, mentor and provide professional support to other teachers;
v. have a valid Teaching Certificate; and
vi. meet the requirements of Chapter Six (6) of the Constitution; and
vii. meet any other requirement the Commission may deem necessary.

1.1.1.4.2 DUTIES AND RESPONSIBILITIES

The duties of a teacher at this level shall be to:-
i. prepare lesson plans, lesson notes, timetables, schemes of work and maintain academic standards in the school to ensure that the syllabus is covered in time for evaluation;
ii. teach subjects of specialization to impart knowledge, skills and attitudes to learners;
iii. evaluate learners in subjects of specialization and prepare them for national and other examinations;
iv. introduce new ideas and programmes for improvement in teaching and learning in subjects of specialisation;
v. collect, collate and maintain all school records such as enrolment, teaching and learning resources, evaluation records and attendance registers.
vi. organise and coordinate school based in-service programmes to upgrade teacher’s knowledge and skills for improved teaching and learning;
vii. organise school based and zonal subject panels to facilitate sharing of knowledge, innovations and new trends;
viii. coordinate gender mainstreaming issues for teachers and learners in curricular and co-curricular activities such as sports to ensure gender equity, equitable participation and maximization of potential of teachers and learners;
ix. ensure discipline in school is maintained and arbitrate any disputes;
x. supervise cleanliness of the school compound and ensure the learners are tidy;
xi. serve as secretary to the school disciplinary committee.
xii. embrace teamwork through collaborative planning and teaching to ensure consistency and improvement in curriculum delivery;
xiii. serve as a role model and maintain learner discipline to create conducive environment for learning;
xiv. provide guidance and counselling services to the learners and instil norms and values for harmonious co-existence;
xv. initiate curriculum development process, its implementation and evaluation to ensure it is relevant and achievable in schools;
xvi. interpret the curriculum in all subjects to ensure effective teaching and learning;
xvii. organise workshops/seminars/symposiums to share ideas and further knowledge in subjects areas; and
xviii. organize remedial actions to support learners with performance gaps.

1.1.1.5 DEPUTY HEAD TEACHER II T-SCALE 9

This is a promotional grade for administrators in primary schools. The Deputy Head Teacher II will be answerable to the Head Teacher for the development and implementation of the curriculum, education policies and programs. In the absence of the Head Teacher, the Deputy Head Teacher will be in-charge of the institution.

1.1.1.5.1 REQUIREMENTS FOR APPOINTMENT

To qualify for appointment to the grade of Deputy Head Teacher II, a teacher must:-
i. have served as Senior Teacher I T- Scale 8 for a minimum period of three (3) years;
ii. have satisfactory rating in the performance appraisal;
iii. have successfully undertaken the relevant TPD modules;
iv. have a valid Teaching Certificate;
v. have demonstrated ability to supervise, mentor and provide professional support to other teachers;
vi. meet the requirements of Chapter Six (6) of the Constitution; and
vii. meet any other requirement the Commission may deem necessary.

1.1.1.6 DEPUTY HEAD TEACHER I T-SCALE 10

This is a promotional position for administrators of primary institutions. The Deputy Head
Teacher I will be answerable to the Head Teacher for the development and implementation of the curriculum, educational policies, plans and programs. In the absence of the Head Teacher, the Deputy Head Teacher will be in-charge of the institution.

1.1.1.6.1 REQUIREMENTS FOR APPOINTMENT

To qualify for appointment to the grade of Deputy Head Teacher I, a teacher must:-
i. have served as Deputy Head Teacher II T-Scale 9 for a minimum period of three (3) years;
ii. have satisfactory rating in the performance appraisal process;
iii. have successfully undertaken the relevant (TPD) modules;
iv. demonstrate ability to supervise, mentor and provide professional support to other teachers;
v. have a valid Teaching Certificate;
vi. meet the requirements of Chapter Six (6) of the Constitution; and
vii. meet any other requirement the Commission may deem necessary.

1.1.1.6.2 DUTIES AND RESPONSIBILITIES OF DEPUTY HEAD TEACHER II AND I T-SCALE 9 & 10

The duties and responsibilities of Deputy Head Teacher II and I shall be to:-
i. coordinate and provide guidance and counselling services to the teachers, nonteaching staff and learners to instil norms and values for harmonious co-existence;
ii. ensure proper discipline is maintained in the school by the teachers, non-teaching staff and learners to create a conducive environment for learning;
iii. supervise the interpretation and implementation of the curriculum by ensuring schemes of work and lessons plans are done by teachers;
iv. ensure internal examinations and assessments are carried out;
v. ensure implementation of scheduled instructional programmes;
vi. ensure that the necessary instructional materials are sourced, availed and utilised by the teachers and learners to support curriculum implementation;
vii. be in charge of stores requisition and maintenance of proper inventory for accountability and optimum utilisation;
viii. supervise teaching and non-teaching staff for proper discharge of tuition programmes;
ix. organise and supervise school activities including maintenance of cleanliness and general repairs of buildings;
x. be the secretary to the staff meetings and maintain records of the proceedings;
xi. maintain staff and learners’ records such as learners’ registers, staff attendance, leave management forms and learners’ discipline cases;
xii. appraise the Senior Teacher and other teachers;
xiii. assist the head teacher in promoting harmonious relations and linkages between the school and stakeholders such as the local community, parents and private sector organisations;
xiv. ensure safety and security of learners and institutional resources;
xv. to prepare lesson plans, lesson notes, timetables, schemes of work and maintain academic standards in the school to ensure that the syllabus is covered in time for evaluation;
xvi. teach the subjects of specialization to impart knowledge, skills and attitudes to the learners;
xvii. evaluate learners in subjects of specialisation and prepare them for national and other examinations;
xviii. introduce new ideas and programmes to ensure improvement in teaching and learning in the subjects of specialisation;
xix. embrace teamwork through collaborative planning and teaching to ensure consistency and improvement in curriculum delivery;
xx. serve as a role model and maintain learner discipline to create a conducive environment for learning;
xxi. provide guidance and counselling services to the learners to instil norms and values for harmonious co-existence;
xxii. initiate curriculum development process, its implementation and evaluation to ensure the curriculum is relevant and achievable in schools;
xxiii. interpret the curriculum in all subjects to ensure effective teaching and learning;
xxiv. organize workshops/seminars/symposiums to share ideas and further knowledge in subject areas;
xxv. organize remedial actions to support learners with performance gaps.

1.1.1.7 HEAD TEACHER T-SCALE 10

This is a promotional position for administrators in primary institutions. The Head Teacher is the head of the school and the lead educator. He/she is responsible for the provision of leadership in implementation of the curriculum, educational policies and programs. He/she also leads in the development and implementation of the school’s strategy, work plans, budgets, and supervises
the operations of the school.

1.1.1.7.1 REQUIREMENTS FOR APPOINTMENT

To qualify for appointment to the grade of Head Teacher, a teacher must:-
i. have served as Deputy Head Teacher II TSC Scale 9 for a minimum period of three (3) years;
ii. be in possession of a Bachelor of Education degree in or its equivalent;
iii. have satisfactory rating in the performance appraisal;
iv. have successfully undertaken the relevant TPD modules;
v. meet the requirements of Chapter Six (6) of the Constitution;
vi. have demonstrated ability to supervise, mentor and provide professional support to other teachers;
vii. have a valid Teaching Certificate; and
viii. meet any other requirement the Commission may deem necessary.

1.1.1.8 SENIOR HEAD TEACHER T-SCALE 11

This is a promotional position for administrators in primary institutions. Senior Head Teacher is responsible for the provision of leadership in implementation of the curriculum, education policies and programs. He/she also leads in the development and implementation of the school’s strategy, work plans, budgets and supervises the operations of the school.

1.1.1.8.1 REQUIREMENTS FOR APPOINTMENT
To qualify for appointment to the grade of Head Teacher I, a teacher must:-
i. have served as Head Teacher or Deputy Head Teacher I T-Scale 10 for a
minimum period of three (3) years;
ii. be in possession of a Bachelor of Education degree in or its equivalent;
iii. have satisfactory rating in the performance appraisal or performance contracting;
iv. have successfully undertaken the relevant (TPD) modules;
v. have a valid Teaching Certificate;
vi. have demonstrated ability to supervise, mentor and provide professional support to other teachers;
vii. meet the requirements of Chapter Six (6) of the Constitution; and
viii. meet any other requirement the Commission may deem necessary.

1.1.1.8.2 DUTIES AND RESPONSIBILITIES OF HEAD TEACHER AND SENIOR HEAD TEACHER TSCALE 10 & 11

The duties and responsibilities of Head Teacher and Senior Head Teacher shall be to:-
i. prepare lesson plans, lesson notes, timetables, schemes of work and maintain academic standards in the school to ensure that the syllabus is covered in time for evaluation;
ii. teach the subjects of specialization to impart knowledge, skills and attitudes to learner;
iii. evaluate learners on subjects of specialisation and prepare learners for national and other examinations;
iv. coordinate and provide guidance and counselling services to teachers, nonteaching staff and learners and instil norms and values for harmonious coexistence;
v. ensure proper discipline is maintained in the school by teachers, non-teaching staff and learners to create a conducive environment for learning;
vi. supervise the interpretation and implementation of the curriculum, by ensuring teachers prepare schemes of work, lesson plans, lesson notes and other professional documents;
vii. ensure that the necessary instructional materials are sourced, availed and utilised by teachers and learners to support curriculum implementation;
viii. be in charge of stores, requisition and proper maintenance of inventory for accountability and optimum utilisation;
ix. promote harmonious relations and linkages between the school and stakeholders such as the local community, parents and private sector organisations;
x. ensure health, safety of learners and security of institutional resources;
xi. introduce new ideas and programmes for improvement in teaching and learning in the subjects of specialisation;
xii. embrace teamwork through collaborative planning and teaching to ensure consistency and improvement in curriculum delivery;
xiii. serve as a role model and maintain learner discipline to create a conducive environment for learning;
xiv. provide guidance and counselling services to learners so as to instil norms and values for harmonious co-existence;
xv. initiate curriculum development process, its implementation and evaluation so as to ensure that the curriculum is relevant and achievable in schools;
xvi. interpret the curriculum in all subjects to ensure effective teaching and learning;
xvii. organize workshops/seminars/symposiums to share ideas and further knowledge in subject areas;
xviii. organize remedial actions to support learners with performance gaps;
xix. ensure learners are adequately prepared, registered and presented for the National Examinations in accordance with the Kenya National Examination Council Regulations;
xx. interpret and implement policy decisions that pertain to training, recruitment and deployment of staff in compliance with relevant laws and regulations;
xxi. ensure appraisal of staff in the school;
xxii. promote the welfare of all staff and learners within the school for motivation, personal and professional growth;
xxiii. manage issues of succession in the school;
xxiv. serve as the accounting officer of the school to ensure prudent utilisation and accounting for the financial resources in the school;
xxv. manage the school’s physical facilities for proper maintenance and upgrading on a regular basis;
xxvi. oversee procurement of goods and services, maintain inventories to ensure availability of the necessary facilities and items;
xxvii. organize staff, Board of Management and parents meetings;
xxviii. serve as secretary to the Board of Management; and
xxix. facilitate access and retention of learners in the school.

1.1.2 SECONDARY TEACHERS
1.1.2.1 SECONDARY TEACHER III T- SCALE 6
This is an entry grade for secondary school teachers who are holders of Diploma in Education.

1.1.2.1.1 REQUIREMENTS FOR APPOINTMENT

To qualify for appointment to this grade, a teacher must:-
i. be in possession of Kenya Certificate of Secondary Education (KCSE) with a minimum mean grade of C+ (Plus) or its equivalent;
ii. be in possession of a Diploma in Education (with two teaching subjects) or its equivalent;
iii. have attained a minimum grade of C+ (plus) in the two teaching subjects at KCSE level;
iv. be a registered teacher with a valid Teaching Certificate;
v. meet the requirements of Chapter Six (6) of the Constitution; and
vi. meet any other requirement deemed necessary by the Commission.

1.1.2.2 SECONDARY TEACHER II T-SCALE 7

This is an entry grade for secondary school teachers who are holders of a Bachelors Degree in Education or its equivalent. It is also a promotional grade for holders of Diploma in Education.

1.1.2.2.1 REQUIREMENTS FOR APPOINTMENT

To qualify for appointment to this grade, a teacher must:-
i. be in possession of a Kenya Certificate of Secondary Education (KCSE) with a minimum mean grade of C+ or its equivalent;
ii. be in possession of a Bachelors Degree in Education with two teaching subjects; or a Bachelors Degree in a relevant area with two teaching subjects plus a Post Graduate Diploma in Education (PGDE);
iii. have attained a minimum grade of C+ (plus) in the two teaching subjects at KCSE level;
iv. have a valid Teaching Certificate;
v. meet the requirements of Chapter Six (6) of the Constitution; and
vi. meet any other requirements deemed necessary by the Commission.

1.1.2.2.2 REQUIREMENTS FOR PROMOTION
i. To qualify for promotion to this grade, a teacher must-:
ii. have served in the grade of Secondary Teacher III for a minimum period of three (3) years;
iii. have satisfactory rating in the performance appraisal;
iv. have successfully undertaken the relevant TPD modules; and
v. have a valid Teaching Certificate.

1.1.2.2.3 DUTIES AND RESPONSIBILITIES OF SECONDARY TEACHER III &II

The duties of a teacher at this level shall be to:-
i. prepare lesson plans, lesson notes, timetables, schemes of work and maintain academic standards in the school to ensure that the syllabus is covered in time for evaluation;
ii. teach the subjects of specialization to impart knowledge, skills and attitudes to learners;
iii. evaluate learners on subjects of specialisation and prepare them for national and other examinations;
iv. introduce new ideas and programmes to ensure improvement in teaching and learning in the subjects of specialisation;
v. embrace teamwork through collaborative planning and teaching to ensure consistency and improvement in curriculum delivery;
vi. serve as a role model and maintain learner discipline;
vii. provide guidance and counselling services to learners and instil norms and values for harmonious co-existence;
viii. participate in workshops/seminars/symposiums so as to share ideas and enhance knowledge in subject areas;
ix. organize remedial actions to support learners with performance gaps; and
x. engage learners in curricular and co-curricular activities so as to identify, nurture and develop talents.

1.1.2.3 SECONDARY TEACHER I T- SCALE 8

This is a promotional grade for secondary school teachers.