Competency Framework for Primary School Teachers in Kenya

Transcription

1 Competency Framework for Primary School Teachers in Kenya Introduction This competency framework is produced by a team of 14 educators to guide the development of knowledge, skills and attitudes needed by teachers to teach in primary schools within Kenya. It is anticipated that the framework should help in the following ways: To enable teachers to know the standards expected of them and allow for professional growth throughout their careers To inform quality control mechanisms and procedures. To harmonize curricula both across pre- and in-service as well as within in-service To enable both pre and in-service training providers to gear their training to help teachers to meet the competence To enable the Ministry of Education to identify gaps and duplications in teacher training To show parents and other stakeholders that their children are being taught by teachers who meet minimum standards of competency. To assist teachers to take charge of their own professional growth. The competency framework has been drafted based on: Consideration of already existing policies, procedures and documents in Kenya A review of what it means to be a good teacher in the Kenyan context A review of teacher competency frameworks from a number of other countries. It should be noted that this version of the framework represents an initial draft. The intention is to gather the views of all key institutions as well as over 300 educators in the field. The intention is that their views should inform the competences at an early stage of their development. The competences themselves are organized under four domains: Knowledge Teaching Skills Assessment and Evaluation Professional Values and Behaviour

2 Knowledge Knowledge refers to the content knowledge, professional knowledge, emerging and contemporary knowledge and the practical understanding that a teacher needs in order to perform his or her duties. 1. has a thorough knowledge and understanding of the curriculum and applies this effectively in teaching, making connections across subject matters where applicable. 2. has a sound command of the subject content taught. 3. has knowledge of the sociology, philosophy and management of education. 4. has basic knowledge of child development / psychology including psychosocial issues and applies these in teaching. 5. knows and applies the rules and policies of the Ministry of Education. 6. has knowledge and appreciation of approaches to teaching and learning and related methodologies and applies these in the classroom appropriately. 7. has a sound knowledge of the instructional language in spoken and written forms and is able to transfer that knowledge to learners. 8. has knowledge of the heritage, values, customs and traditions of Kenyan society and how these affect individual learners 9. is aware of the legal requirements (statutory framework) relating to teachers responsibilities and children s rights and works within them. 10. has knowledge of a wide range of strategies to enhance access and retention of learners in school, particularly vulnerable children and girls. 11. understands the importance of inclusive education and is able to assist learners with special needs.

3 Teaching Skills Teaching Skills refers to the instructional processes, strategies and classroom management techniques that a teacher uses to enhance learning. 1. interprets syllabus content and prepares both schemes of work and daily lesson plans with clear achievable objectives. 2. selects from a variety of teaching methods according to the purpose making maximum use of a variety of learner-centred methodologies appropriate to the age and developmental level of the child. 3. develops relevant and appropriate teaching / learning materials using locally available materials as applicable. 4. is able to adapt the curriculum, and make learning relevant to all learners including those who are special or disadvantaged. 5. uses available modern technology to enhance learning. 6. is conscious of the differences in learners and teaches each individual learner in the class, taking into account differences in learning styles, abilities, gender, ages, needs, skills, activities, prior knowledge, psychosocial needs and behaviour. 7. possesses good communication skills, both verbal and non-verbal and presents new material clearly, gives clear instructions and checks for understanding and output. 8. creates a positive atmosphere in the classroom conducive to learning and motivates learners through appropriate supportive actions. 9. modifies his or her language according to the level of the learners taking into consideration their stage of development and mental age, and uses both verbal and non-verbal means to aid understanding and enhance learning. 10. Is able to manage large, mixed ability and multi-level classes effectively. 11. makes sure that maximum time is spent on learning by getting and keeping learners attention and by establishing routines to manage activities. 12. promotes accelerated learning through group work and team teaching. 13. is able to use a range of behaviour management strategies to minimize disruptions and enhance learning.

4 Assessment and Evaluation Assessment and Evaluation refers to the process of collecting, analysing, interpreting and communicating information about learners performance using a range of tools to indicate levels of achievement and give feedback of effectiveness of instruction designs appropriate, valid and reliable assessment tools 2. uses feedback from assessment tools to plan and organise for remedial work 3. provides learners with informative feedback so that they are clear on what has been achieved and what they can do to improve or develop. 4. keeps accurate progress records that help in guidance and counselling and decision-making in terms of planning, promotion. 5. keeps accurate records on learners health. 6. uses appropriate assessment criteria to make formative and summative judgements about attainment. 7. reflects on his / her own teaching in order to continue improving the quality of the learning experience of students. 8. monitors learners progress during and after the lesson through quizzes, assignments, class participation and tests (written or oral). 9. uses assessment tools to identify learners challenges, potentials or talents. 10. applies ethical assessment practices and ensures confidentiality of information,

5 Professional Values and Behaviour Professional Values refers to the teachers mode of conduct, ethics, high standards of commitment towards their professional role and promotion of good citizenship. 1. is a role model within the school and in society, both through behaviour and appearance. 2. is a good citizen and develops a positive attitude of citizenship, patriotism, nationalism and international awareness in the learner and self. 3. plans his / her lessons, prepares teaching methods and is conscious of learners academic growth. 4. establishes and maintains effective collaboration between and among fellow teachers, learners, parents and all other stakeholders in education. 5. addresses emerging and contemporary issues in the performance of his / her responsibilities using guidance and counselling to address issues such as HIV/AIDS. 6. articulates and generates enthusiasm for learning, modelling the skills of a life long learner and works towards personal educational development 7. works in partnership with stakeholders showing awareness of their rights and interests. 8. values respect, discipline and esteem for self, learners and others and values and responds positively to diversity and promotes equity 9. values time management in terms of punctuality, instruction and attendance to duty 10. fosters social, spiritual, moral, emotional and physical development of the learners and self. 11. creates a safe, healthy, supportive and stimulating learning environment 12. Knows how to identify, assess, screen and support learners whose progress, development or well being is affected by changes or difficulties in their circumstances and where to refer them for specialist support. (Adapted)