TSC Training of Teachers In Various Sub-County Zones kicks off
TSC Training of Teachers In Various Sub-County Zones kicks off
TSC Training of Teachers In Various Sub-County Zones kicks off
The Teachers Service Commission (TSC) has initiated the training of educators across various regions within their respective sub-counties nationwide. TSC is conducting this training through the Teacher Induction Mentorship and Coaching (TIMEC) program. The purpose of TIMEC is to enhance the performance of teachers in their roles. Each training session requires the attendance of a school principal, their deputy, and one teacher. While some sub-counties are yet to commence the training, it is scheduled to begin this week. The names of participating teachers have been submitted to the Commission’s headquarters in Upper Hill.
Last April, TSC declared that teachers who complete the mentorship program would have an advantage in future promotional opportunities. In fact, when these teachers attend recruitment interviews, it will largely be a formality. The Commission has established a framework and policy to guide this program.
Successful participants in TIMEC will receive certificates of completion, providing an edge in promotions, appointments, or recognition rewards. Both the mentor and mentee will be awarded certificates.
Additionally, mentors and mentees will earn Teacher Professional Development (TPD) points as per the TPD policy framework and career progression guidelines. TIMEC aims to support teachers in maintaining professional conduct and performance through a structured teacher support program, focusing on preventative measures.
TSC introduced TIMEC as part of a broader strategy to enhance teachers’ professional ethics and practices, aiming to build their competencies, skills, and knowledge regarding laws, regulations, policies, procedures, values, and norms governing the teaching profession. The program’s roles include mentors, coaches, and mentees, each with specific responsibilities.
The roles of mentors and coaches encompass developing mentorship plans, scheduling meetings, providing guidance, and acting as role models, among others. Mentees are expected to identify areas for improvement, take responsibility for their development, and be proactive in the mentorship process.
Upon successful program completion, participants will receive certificates, TPD points, and an advantage in career advancement. To become mentors or coaches, individuals should possess expertise in specific areas, have good conduct and integrity, be willing to volunteer, and be respected by their peers. Factors like gender, disability, and religion will also be considered during mentor selection.
Mentors can be drawn from senior teachers, peer teachers, subject heads, administrators, and specialists. Eligible mentees include newly recruited teachers, newly appointed administrators, teachers facing performance challenges, and those selected for mentor development.
The duration of mentorship is at least one year, with coaching continuing as needed. The mentor-mentee relationship can extend beyond the initial mentorship period. Dispute resolution involves disciplinary action or lodging grievances following established procedures.
The policy’s effectiveness will support the induction of newly recruited teachers, capacity-building for school administrators, and professional development for teachers facing performance challenges. The program seeks to achieve short-term and long-term objectives, including institutionalization, empowered administrators, supported teachers, and empowered learners. This initiative ultimately aims to improve teacher professional conduct and performance in the education sector.
