EPM112 Introduction to Teacher Professional Development ([Link]. 1.

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Topic 1: Teaching as a Profession

1.1. Definition of key concepts

1.1.1. Teaching
[Link]. Teaching is the specialized and complex application of knowledge, skills and
attributes for the educational needs of the individual and of society.
[Link]. In the traditional concept, teaching is the act of imparting instructions to the
learners in the classroom situation.
[Link]. But in the modern concept, teaching is to cause the pupil to learn and acquire the
desired knowledge, skills and also desirable ways of living in society.
[Link]. It is a process in which the learner, teacher, curriculum and other variables are
organized in a systematic and psychological way to attain some predetermined goals.

1.1.2. Profession
[Link]. A profession is characterized by knowledge and expertise, often needing special
training and skilling at a high level of education

1.1.3. Professional development

[Link]. Professional development is a planned, continuous and lifelong process where
teachers develop their personal and professional qualities to improve their knowledge,
skills and practice.

1.2. Characteristics of a profession: Generally accepted criteria used to define a profession.

1.2.1. Its members have an organized body of knowledge that separates the group from all others.
[Link]. Teachers are equipped with such a body of knowledge, having an extensive
background in the world and its culture and a set of teaching methods experientially
derived through continuous research in all parts of the world.
1.2.2. It serves a great social purpose.
[Link]. Teachers carry responsibilities weighted with social purpose. Through a rigid and
self-imposed adherence to the Code of Professional Conduct, which sets out their duties
and responsibilities, teachers pass on their accumulated culture and assist each student
under their care in achieving self-realization.
1.2.3. There is cooperation achieved through a professional organization
[Link]. Cooperation plays an important role in the development of the teaching profession
because it represents a banding together to achieve commonly desired purposes. The
teaching profession has won its well-deserved place in the social order through
continuous cooperation in research, professional preparation and strict adherence to the
Code of Professional Conduct, which obligates every teacher to treat each student within
a sacred trust. Teachers have control or influence over their own governance,
socialization into teaching and research connected with their profession
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 1.2.4. There is a formal period of preparation and a requirement for continuous growth and
development (“long” period of specialized training)
[Link]. Teachers are required to complete a defined teacher preparation program followed
by a period of induction or internship prior to being granted permanent certification. This
period includes support for the formative growth of teachers and judgments about their
competence. Teachers are devoted to continuous development of their ability to deliver
their service.
1.2.5. There is a degree of autonomy accorded the professional (which comes with acceptance
personal responsibilities for judgment made and acts performed within the scope of
professional autonomy)
[Link]. Teachers have opportunities to make decisions about important aspects of their
work. Teachers apply reasoned judgment and professional decision making daily in
diagnosing educational needs, prescribing and implementing instructional programs, and
evaluating the progress of students. Teacher judgment unleashes learning and creates
the basis for experience.
1.2.6. The profession has control or influence over education standards, admissions, licensing,
professional development, ethical (code of ethics) and performance.
[Link]. As professionals, teachers are governed in their professional relationships with
other members, school boards, students and the general public by rules of conduct set
out in the code of conduct and ethics for teachers, the TSC Act 2012, and numerous
policy documents on specifics such as integrity. These stipulate minimum standards of
professional conduct for teachers, but it is not an exhaustive list of such standards.
Unless exempted by legislation, any member who is alleged to have violated the
standards of the profession, including the provisions of the code, may be subject to a
charge of unprofessional conduct under the discipline rules of the TSC.
1.2.7. It has unique definitive and essential social service
1.2.8. Emphasis is laid upon intellectual techniques in performing its services
1.2.9. Emphasis on the service to be rendered rather than the economic gain
1.2.10. A comprehensive self-governing organization of practitioners

1.3. Assumptions of teaching as a profession

1.3.1. Professional assumptions
[Link]. Teaching is a highly complex endeavor which involves techniques and knowledge
of the highest order
[Link]. Teaching requires continuous education relevant to the needs of the teacher and
the students
[Link]. Teaching assumes that the vital point is what takes place between the teacher and
the student
[Link]. Teaching assumes a good relationship between the conditions under which the
students learn and the competence of the teacher

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 [Link]. Teaching assumes the importance of involving teachers in establishing their own
patterns of self improvement and professional development

1.3.2. Moral/Ethical Assumptions

[Link]. The school is an organization of values. The outcome of the value judgment of staff
translates in the values of the school’s corporate image
[Link]. The climate of the school depends on the nature of personal relationship that should
be founded on self respect as well as the respect between principal and staff
[Link]. Teachers of a school must operate as a team with a common purpose and common
principles
[Link]. Authority in the school should be known to exist as a source of security, stability and
motivation and not a source of resentment and strife
[Link]. Teachers should be interested in the means by which their students get results as
in the results themselves

1.4. Misconceptions of teaching as a profession

1.4.1. Professional teachers will offer pro-bono service
1.4.2. You can never get rich
1.4.3. Society will always make you the villain
1.4.4. It should be the last option after other career paths have failed
1.4.5. You can be trapped there for the rest of your life
1.4.6. You live a life of bookish boredom
1.4.7. Teachers never earn credit for their work.

1.5. Characteristics of a semi profession

1.5.1. Shorter training period compared to other professions.
1.5.2. There is less specialized and less highly developed professional culture needed for
professional practice.
1.5.3. They identify more with the employment agency than with their professional organization.
1.5.4. Members are more subject to administrative supervision and control than professionals.
1.5.5. Members are more accountable to their administrative superiors in terms of their duties than
they are to their professional organizations.
1.5.6. Lack a well defined code of ethics which serves as a basis for guiding professional behaviour
and practice.
1.5.7. It is lower in occupational status.

Debate: Based on what you now know, is teaching globally considered a profession? How about locally?

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 Topic 2: Professional Teaching Standards
2.1 Definition of Concepts
2.1.1 Teaching standards
[Link] Teaching standards refer to acceptable evidence of teacher actions/behaviours that
demonstrate practical abilities to improve learning in real classroom context e.g. standards
that require teachers to demonstrate knowledge and understanding of how students learn
and the ability to use this to improve learning
2.2.1 Teacher competencies
[Link] The combination of knowledge, skills, attitudes, values, and personal
characteristics, enabling the teacher to act professionally and appropriately in a situation.
2.3.1 The Teachers Service Commission (TSC) has developed Professional Teaching Standards
(KePTS ) and Competency Indicators to measure teachers’ performance in its endeavour to
maintain the teaching standards of all registered teachers in Kenya.
2.4.1 The standards define the work of Kenyan teachers by setting high quality and effective
teaching expectations that are meant to improve the overall learners’ achievement.
2.5.1 The KePTS are meant to provide a consistent and supportive framework for measuring the
effectiveness of Teachers and Instructional leaders against specific competency indicators.

2.2 The Seven Kenya Professional Teaching Standards and Respective Competency Indicators

2.1.1 Standard 1: Teacher Promotes Professionalism throughout his/her career.

The competency indicators for this standard include:

[Link] Demonstrate professionalism when engaging and communicating with learners,

parents, colleagues and the community
[Link] Models high standards of teaching as prescribed by legal and professional
documents.
[Link] Contributes to collaborative, inclusive, and friendly school through participation in
activities and partnerships with communities
[Link] Creates inclusive classroom environment that supports the social, physical,
intellectual, mental, cultural and emotional development of learners
[Link] Takes part in lifelong learning and continually engages in self reflection,
professional inquiry and professional learning in subject –area content
[Link] Stays current in educational theories and innovations in classroom management
and their application
[Link] Demonstrate understanding of the provision of education in the Constitution of
Kenya
[Link] Demonstrates understanding of the establishment of TSC, legal and professional
documents that TSC operations are anchored on. (E.g. the TSC Act, 2021, Code of

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 Regulations for Teachers (CORT), 2015 and Code of Code of Conduct and Ethics (COCE),
2015
[Link] Observes confidentiality associated with their work, including the recording, storing,
access, release and handling of confidential information (as specified in (vii) above.
[Link] Has understanding of the roles and structures of basic education institutions such
as County Governments, County Education Boards, Boards of Management, Kenya
National Examination Council, Kenya Institute of Curriculum Development and other legal
entities
[Link] Has understanding of the Rights of learners as provided for in the constitution of
Kenya, 2010. Various charters, Basic Education Act, 2013, and other legal documents,
[Link] Demonstrate understanding in Trends and Reforms in Education since
independence

2.2.1 Standard 2: Teacher has pedagogical Content Knowledge and understanding of

Competency Based Curriculum and how to implement it.
Competency Indicators for this standard include: The teacher,

[Link] Demonstrates understanding of the broad 21st century learners’ outcomes and
support systems
[Link] Demonstrates understanding of a competency- based education and how it works
[Link] Demonstrates knowledge of Basic Curriculum Reforms (BECR) i.e. the seven core
curriculum competencies
[Link] Demonstrates ability to plan teaching with the end in mind using a backward
Instructional Design Model
[Link] Demonstrates understanding of major concepts and processes of inquiry, central to
the content area he/ she teaches
[Link] Demonstrates ability to organize the content into an effective learning and teaching
progression
[Link] Designs and implements instruction that integrates the seven BEC cross curricular
competencies and higher order skills that ensure learning experiences reflect accurate and
current content
[Link] Applies knowledge and understanding of how learners learn in order to plan a
variety of instructional strategies and resources that respond to learners’ diverse needs
[Link] Demonstrates knowledge and skills to integrate the pedagogy of community-service
learning in the teaching/ learning area/ subject
[Link] Creates trustful and respectful climate by valuing learners experiences
[Link] Infuses entrepreneurial and financial literacy across the curriculum
[Link] Integrates literacy and numeracy skills across the teaching subject area
[Link] Evaluates and modifies learning resources to support the teaching of a content area
[Link] Assesses bias in learning resources to counter misinformation and stereotyping

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 [Link] Provides learners with a variety of information resources as well as the technological
tools to mediate learning
[Link] Knows how to use information technology resources to enhance learner
engagement

2.3.1 Standard 3: Teacher has knowledge on assessment and reporting.

Competency indicators for this standard include: The teacher,

[Link] Designs assessment for learning

[Link] Engages learners actively in assessment process, in order to develop their capacity
to co-construct criteria for success, self-monitor progress, and provide prompt, descriptive
and specific feedback to learners
[Link] Uses information from assessment for learning to organize instruction and learning
resources, and to provide feedback to learners to help improve and advance their learning
[Link] Uses information to determine not only what learners know but also if they apply
what they know
[Link] Designs assessment of learning to confirm what learners know and can do and to
demonstrate if the learners have achieved curriculum outcomes
[Link] Embeds assessment in all levels of lesson planning to meet the basic education
curriculum outcomes
[Link] Designs assessment activities, tasks and strategies, for example: performance
tasks, anecdotal records, reflective journals, portfolios, peer assessment, dramatization,
projects, interviews, surveys, assessments, observations, rubrics, rating scales, etc.
[Link] Demonstrates understanding of a range of strategies for reporting learners’
achievements and develops accurate records to inform and communicate learner progress
in timely and respectable manner to learners and parents

2.4.1 Standard 4: Teacher Knows how to Create and Support Inclusive Education Practices.
Competencies Indicators for this standard include: The teacher,

[Link] Designs a teaching and learning environment that is responsive to the physical,
cultural, emotional and learning needs of all learners
[Link] Involves learners in establishing and maintaining classroom procedures and
routines, and ensures discipline issues are addressed promptly, fairly and respectfully
[Link] Designs a learning environment where learners have access to both material and
human resources to promote their learning
[Link] Creates inclusive classroom where learners with special needs have opportunities
to demonstrate their learning in their own way, using appropriate resource support, both
human and material including assistive technology that accommodates their needs, and
enables them to learn at their own pace.
[Link] Creates a learning environment that ensures success of all learners
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 [Link] Demonstrates understanding of learners as individuals with distinct personal and
diverse skills, abilities, talents and interests
[Link] Establishes and implements inclusive and positive interactions to enga geand
support all learners in classroom activities
[Link] Integrates strategies that ensure safe, responsible and ethical use if technology in
learning and teaching
[Link] Develops enriching experiences to support the gifted and talented learner

2.5.1 Standard 5: Teacher knows and promotes comprehensive School Health and Safety.
Competencies Indicators for this standard include: The teacher,

[Link] Demonstrates understanding of the concept of health literacy skills, social

determinants of health and comprehensive school health
[Link] Demonstrates understanding of infectious diseases and their sources with a view to
reducing learners’ exposure to these health conditions through education
[Link] Demonstrates understanding of emotional health and stressors and uses stress
reduction strategies to support learners
[Link] Demonstrates understanding if sexuality, health education and HIV, and is able to
teach learners about risky sexual behaviour including HIV infection
[Link] Demonstrates understanding of drug use, drug addiction, and educates learners on
the potential harm to their health and well being
[Link] Demonstrates understanding of nutrition and healthy eating and educates learners
on health risks associated with consumption of unhealthy foods such as diabetes, cancer,
heart conditions.
[Link] Demonstrates knowledge on effects of bullying on learners and educates learners
to build caring and respectful healthy relationships
[Link] Demonstrates basic skills to handle life saving measures e.g. breathing
emergencies, resuscitation and cardiopulmonary techniques, bleeding and shock
management, splinting, burns and scalds, first aid equipment etc.
[Link] Demonstrates appropriate skills to manage fire equipment and handle fire disasters.

2.6.1 Standard 6: The Teacher has Knowledge of Financial Literacy Skills.

Competencies Indicators for this standard include: The teacher,

[Link] Demonstrates understanding on financial matters including financial management,

terminologies, concepts and principles
[Link] Applies various financial planning techniques such as budgeting, cash-flow
projections and cost benefit analysis, variance analysis and cost management
[Link] Analyses and interprets financial sheets, income and expenditure statements and
assets register

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 [Link] Demonstrates understanding of procurement and disposal of goods and services
as required by the Public Procurement and Asset Disposal Act, 2015 and the Public
Procurement Manual for Schools and Colleges, 2009 and the Public Audit Act, 2003 which
governs the audit of school books
[Link] Demonstrate understanding of stores management and accounting procedures that
ensure proper stock control systems are established and maintained in the school for the
purpose of accountability

2.7.1 Standard 7: The Teacher Knows and Promotes Instructional Leadership and
Administration.
Competency Indicators for this standard include: The teacher,
[Link] Leads in developing and implementing a shared vision for the school and instruction
that supports all learners
[Link] Leads and manages change
[Link] Leads in building a collaborative school culture for professional learning community
and instructional improvements.
[Link] Leads implementing high quality instructional practices
[Link] Leads high quality school-based professional; development that is linked to
instruction and learners; achievement
[Link] Leads in using assessment data to improve teaching and learning
[Link] Leads in building a positive inclusive learning environment
[Link] Leads and practices distributed leadership

1.6. Regional and International Comparisons

1.6.1. The Teaching and Learning International Survey (TALIS) is an international comparative study
of teachers, their working conditions, and the learning environment in schools.
1.6.2. TALIS is organized by the Organization for Economic Cooperation and Development (OECD)
and aims to provide internationally comparable data on teaching and learning environments
around the world, with the goal of informing education policy.
1.6.3. The survey collects data through its teacher and principal questionnaires which ask questions
on a wide range of topics, including school leadership; appraisal and feedback; professional
development; school climate; teaching practices; and job satisfaction.
1.6.4. Key findings from TALIS 2008 included the following:
[Link]. According to school leaders in approximately one third of the participating schools,
a shortage of qualified, well-performing teachers hindered the schools’ capacity to
provide quality instruction.
[Link]. Teacher induction programmes were not available in all participating schools.
[Link]. Teachers indicated they needed more training in information and communication
technology (ICT), special needs education, and teaching in diverse settings.
[Link]. School leaders regarded resources, regulatory frameworks, and school
environments as critical factors with respect to effective school management.
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 [Link]. Experienced teachers were, on average, confident in their teaching ability but had
lower levels of job satisfaction than teachers in the early stages of their careers.
[Link]. Teachers’ self-efficacy and job satisfaction were associated with opportunities to
participate in school decisions and collaborative learning.
[Link]. The teachers most likely to have lower levels of self-efficacy and job satisfaction
were those working in challenging classroom environments.
1.6.5. TALIS 2013 also generated an array of policy-relevant findings. Some concerned
[Link]. Initial teacher education and continuing professional learning.
[Link]. Although the majority of teachers had completed university (or equivalent) education
and a programme of initial teacher education, those whose formal training included the
content, pedagogy, and classroom practice of the subjects they were teaching felt better
prepared for teaching.
[Link]. In addition, participation in formal induction programmes appeared to be associated
with participation in professional development in later years.
[Link]. Other findings from TALIS 2013 concerned the extent to which school climates
encouraged work-focused connections and collaborations with colleagues and school
leaders.
[Link]. The study indicated that most teachers were teaching largely in isolation from their
colleagues.
[Link]. More than half of the teachers surveyed rarely team-taught with colleagues, and
two-thirds rarely observed their colleagues teach.
[Link]. Teachers who frequently worked with their colleagues or participated relatively often
in collaborative professional learning had a stronger belief in their ability to teach than
those who rarely or never worked in this way.
[Link]. In addition, those teachers who said appraisal and feedback on their work focused
on how they could improve their teaching practice reported greater job satisfaction and
thought that teaching was valued in their society (even though less than one third of
teachers thought that teaching was a valued profession in their country).
[Link]. However, almost half of the teachers surveyed considered that the reason for
appraisal and feedback was mainly to fulfil administrative requirements (e.g., compliance
and accountability). These teachers reported lower levels of job satisfaction

1.6.6. Similarities between countries

[Link]. Teacher education is widely criticized for not providing the professional training
required by present-day society
[Link]. There is a growing shortage of teachers across the globe
[Link]. There is a strong tendency towards greater autonomy of schools. The degrees of
freedom that schools have in selecting their staff varies but increasingly the appointment
of teachers has become the responsibility of the schools

1.6.7. Substantial variation between countries on

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 [Link]. Matters of integration between the institution and the school,
[Link]. the emphasis on academic or practical training,
[Link]. embedding of teacher education
[Link]. Duration of teacher education.
[Link]. Remuneration
[Link]. The demography of teachers is now a major concern with much older teachers in
the developed world and much younger ones in the developing world.

1.7. Global Trends in the Teaching Profession.

1.7.1. Online Learning

[Link]. Covid-19 opened up online learning since teachers and learners were not able to
attend face-to-face classes. Many traditional classes transform into online classes. And
online learning seems to be the most productive way to remain and ensure educational
quality. Distant and working learners have also popularized this mode

1.7.2. Distance Learning

[Link]. With remote learning, learners can get a course in the absence of in-person
interactions. This proves that education can be carried on from distances, no matter
where we are.

1.7.3. Blended Learning

[Link]. With this method, you can make use of both face-to-face and eLearning training
methods.
[Link]. Learners become the center of learning while teachers play the role of mentors to
orient learners.
[Link]. This modern trend not only boosts learners’ learning experiences but also wakes
their learning motivation up.

1.7.4. Social-emotional Learning (SEL)

[Link]. Happy schools, happy teachers, happy learners… The more learners are happy,
the more prosperous society becomes.
[Link]. However, the fact indicates many mental health issues that learners have to deal
with in modern life.
[Link]. Promotes learners’ social interaction, healthy relationships, and well-informed
decisions promoted.

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1.7.5. Home-schooling

[Link]. Means home education. In other words, parents educate their children at home
rather than sending them to a public or private school.
[Link]. In this education style, parents now also become teachers. They can create unique
curricula as well as suitable methods for their children.

1.7.6. Mobile Learning (m-Learning)

[Link]. M-learning is an ideal way to help people keep up with the ever-changing education
landscape using smartphones, tablets etc.

1.7.7. Personalized Learning

[Link]. As the name suggests, this is a student-centered education. Personalized learning

gives learners chances to raise their voices and choices.
[Link]. That is, they can enjoy learning at their own pace.
[Link]. People love this learning style since it respects individual differences.

1.7.8. Project-based Learning (PBL)

[Link]. This is also known as experiential learning.

[Link]. “Knowledge is a consequence of experience” and people cannot only depend on
the grasp in textbooks.
[Link]. Global citizens have to experience real things in real life. Thanks to that process,
they sharpen their skills better in integrating with society.

1.7.9. Gamification

[Link]. Basically, gamification refers to applying the mechanics and theory of games to non-
game contexts.
[Link]. When combining gamification in teaching and learning, learners will be inspired and
motivated to complete their tasks.

1.7.10. Bite-sized Learning (Microlearning)

[Link]. This learning style answers the concern of short-term attention.

[Link]. It is said that the average student’s attention span is between 10 and 15 minutes.
But it seems to shorten for small children.
[Link]. So, bite-sized learning was born to offer clear and concise content to learners., as
a result, learners may remain 100% attentive during every learning session.

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