Navigating TSC’s TPD Dispute: Uncovering Effects on Educator Advancement
Navigating TSC’s TPD Dispute: Uncovering Effects on Educator Advancement. In this year’s teacher promotion interviews, the Teachers Service Commission (TSC) is facing criticism for excluding Teacher Professional Development (TPD) credentials. Despite TSC’s assurance of considering TPD completion for promotion in its Career Progression Guidelines (CPG), instructors completing TPD modules feel deceived, claiming the program wastes time and money.
Moreover, TSC, in December and January score sheets, does not recognize TPD certification for elementary and post-primary institution instructors. Launched two years ago, TPD faced initial protests, starting with the introductory module in September 2021. The program was provided by selected institutions such as Mt Kenya University, Kenyatta University, Riara University, and the Kenya Education Management Institute.
TSC CEO Nancy Macharia, aiming to expand TPD, emphasized the importance of professional development for effective teaching. However, economic challenges are preventing many teachers from joining the crucial six-module course for promotion.
Despite the dynamic teaching environment, which Macharia highlighted in May when appearing before the Parliamentary Education Committee, professional teacher development is essential. TPD involves continuous processes and related systems and policies designed to enable educators to acquire, broaden, and deepen their knowledge, skills, and competencies for effective teaching.
This controversy raises concerns about the legitimacy of TPD’s role in teacher promotion and employment. It prompts a closer examination of the program’s impact and the challenges teachers face in participating due to economic constraints.
Navigating TSC’s TPD Dispute: Uncovering Effects on Educator Advancement.