TSC Rolls Out Term One TPAD For Teachers, Introduces New Changes

The Teachers Service Commission (TSC) has officially activated the First Term teacher appraisals under the Teacher Performance Appraisal and Development (TPAD) system, marking the beginning of a critical evaluation period for teachers across the country.

Following the activation, all teachers are required to log into the TPAD portal, create their First Term appraisal, and commence the appraisal process in line with the prescribed TPAD calendar.

At the same time, school heads are expected to complete and submit their termly Performance Contracts (PCs) to the respective TSC Sub-County Directors within the stipulated timelines.

The TPAD tool, which was introduced a decade ago, remains a key mechanism through which the Commission monitors teacher performance. The appraisal system plays a central role in informing administrative decisions, including promotions, professional development, and overall accountability within the teaching profession.

However, TSC has once again cautioned teachers against rushing to fill in TPAD forms without adhering to the official TPAD calendar of activities. The Commission has emphasized that the calendar provides comprehensive guidelines on when and how each stage of the appraisal should be undertaken to ensure accuracy, fairness, and credibility of the process.

As part of ongoing improvements, the Commission has introduced slight amendments to the appraisal process. Teachers are now required to provide performance scores for specific learning areas rather than submitting a single composite score.

For instance, a teacher handling Creative Arts and Sports will now be required to submit separate scores for Art and Craft, Music, and Physical Education (PE), a move aimed at ensuring more detailed and accurate assessment of teacher performance.

In addition, TSC has revealed plans to comprehensively review and upgrade its Teacher Evaluation Tools to align them with emerging education reforms and advancements in technology. The tools targeted for review include the Teacher Performance Appraisal and Development (TPAD), Performance Contracting (PC), and the Lesson Observation Tool.

Over a year ago, the Commission identified nine counties, Nairobi, Mombasa, Kisumu, Nyeri, Meru, Baringo, Kajiado, Garissa, and Vihiga, for piloting the proposed revisions and system upgrades.

In September 2024, a technical team drawn from TSC headquarters visited the pilot counties to collect data from teachers, deputy heads, and heads of institutions. The data focused on TPAD teaching standards, performance contracting criteria, and lesson observation standards.

Following the data collection exercise, the Commission refined the proposed changes and subjected them to real classroom and school environment trials conducted between March 17 and March 21, 2025. These trials helped validate the effectiveness and practicality of the proposed revisions.

The upgraded system, now referred to as TPAD 3, is an improvement from TPAD 2 and incorporates several changes designed to enhance monitoring, accountability, and teacher performance.

Under TPAD 3, the teaching standards have been reduced from five to four. Additionally, the TPAD access link will change from tpad2.tsc.ke to portal.tsc.go.ke once the new system is fully activated.

Although TPAD 3 is yet to be officially rolled out, TSC has already outlined the four new teaching standards that will guide teacher appraisal. These include effective curriculum delivery, comprehensive learner-centred environment, integration of technology in teaching and learning, and teacher professional growth and development.

Under the teacher professional growth and development standard, teachers will be required to meet specific targets, including maintaining appropriate grooming within the learning environment, an area that will attract a maximum of four points.

Meanwhile, under the comprehensive learner-centred environment standard, teachers will be assessed on their ability to facilitate games, sports, and creative arts activities.

The Commission has also introduced two Teacher Professional Development (TPD) modules, one to be funded by the employer (TSC) and the other by the teacher. The two modules will contribute differently towards promotion, further underscoring the importance of continuous professional development.

TPAD remains an open appraisal system that allows teachers in both primary and secondary schools to actively participate in evaluating their own performance while identifying areas for professional growth. Through this system, TSC seeks to empower teachers, restore the dignity of the teaching profession, and rebuild public confidence and trust.

Importantly, TPAD continues to play a crucial role in teacher promotions. During promotion interviews, teachers are required to download and present evidence of compliance with TPAD requirements for a period of three consecutive years before they can be considered for advancement.

Through the continued strengthening and upgrading of TPAD, the Teachers Service Commission aims to ensure quality teaching, accountability, and sustained professional excellence in Kenya’s education sector.

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