Discover Riara University’s Entry Requirements Before Applying

Introduction/Rationale

Welcome to the Teachers’ Professional Development modular study. This programme will provide you with an opportunity to enhance understanding and practice high-quality teacher/instructional leadership to create a fulfilling learning experience for learners, colleagues and self. The content of each chapter in every module is based on current knowledge and research applicable to the practical needs of a Kenyan classroom teacher and instructional leader. The content and activities are applicable to the real-life situation of a practicing teacher/Instructional leader, are self-directed and experiential. They reflect a diversity of perspectives and address the knowledge, skills and attitudes required of teachers and Instructional leaders. The learning activities in the module are informed by the desire to assist teachers and instructional leader gain mastery of Kenya Professional Teaching Standards (KePTS). KePTS is a set of standards that explicitly state what the Kenyan teacher/Instructional leader ought to know and be able to do in order to grow professionally and also improve learner outcomes. The TPD programme will place a Kenyan teacher to international standards like their counterparts in UK, USA, Europe, etc. In Africa, South Africa and Ghana, are among the countries that have adopted this model. The programme will also equip practicing teachers with 21^st Century core professional competencies and skills to enable them to meet the needs of the 21^st Century learner. The course is divided into two categories; KePTS for Teachers and Instructional leaders

 Kenya Professional Teaching Standards

Teachers

Instructional Leaders(Principals; Head/Senior Teachers)

Promotes professionalism throughout his/her career Has Pedagogical content knowledge and understanding of CBC and how to implement (All CBCs Competencies will be practiced) Knows how to conduct assessment and reporting Knows how to create and support inclusive and collaborative education practices Knows and promotes comprehensive school health and safety Knows and promotes instructional leadership and administration Has knowledge on financial literacy skills

Takes lead in promoting professionalism throughout his/her career Takes lead in developing school vision focused on high-quality instruction and learning rooted on Competency-Based Curriculum Takes lead in creating an environment that promotes innovative assessment and reporting Takes lead in developing a collaborative professional learning community Takes lead in promoting comprehensive school health and safety Takes lead in building a positive inclusive learning environment Takes lead in financial literacy

Overall Expected Outcomes of TPD

1. Demonstrate understanding of the concept of Teacher Professional Development and its application,
2. Enhance knowledge and skills in Pedagogical Content Knowledge and Instructional Strategies
3. Enhance knowledge and skills in Competency-Based Curriculum and Core competencies of basic education
4. Enhance awareness of inclusive practices
5. Enhance knowledge and skills in designing of Formative and Summative Assessment
6. Develop skills and competence in comprehensive school health and safety
7. Enhance knowledge and skills in instructional leadership
8. Enhance knowledge and skills in Financial Literacy

 

Aims of the Standards

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The main purpose of the Standards is to set out the characteristics that teachers and school leaders need to deliver curriculum programmes effectively. The Standards provide a benchmark of what Kenya’s education considers to be a teacher and school leader of quality. They can be used by teachers and leaders to identify what they are doing well in practice and what they can improve through professional development. Teachers aspiring to develop their career prospects will find the Standards a helpful guide to define areas for their professional development. The Standards provide a common language and framework of expectations that will help the whole community within a school to reflect on the effectiveness of its teaching and leadership. We recognize that classroom teaching has a substantial impact on the quality of educational outcomes (Rowe et al, 2012, Sanders & Rivers, 1996, Wiliam, 2018). It is what teachers know and do that makes the difference in improving student learning outcomes – their knowledge, pedagogical practices and relationships with students (Coe et al, 2014, Hattie 2009). We also recognize that teachers cannot sustain high-quality outcomes for all students without effective leadership (Menter et al, 2010, Rowe et al 2012). The Standards are designed to be applicable internationally, so they do not refer to specific curricula, teaching strategies or programmes. Instead, the seven Standards draw on international best practice in teaching and leadership at a generic level. As the Standards are provided as a resource for ongoing teacher and leader improvement, rather than accountability (OECD 2009), a single level is provided for each Standard. They focus on supporting all aspects of a leader’s or teacher’s professional learning and development, recognizing the demands and complexity of their role and the dynamic reforms in education globally.

Course Details

Course Duration: One year during the school holidays.
Module of Study in Year1: Introductory Module:
Expected Outcome: Demonstrate understanding of the concept of Teacher Professional Development and its application.
Cost: Ksh. 6, 000 per year ( 4 installments of Ksh 1,500 ).
Payment options: Flexible and friendly to your needs.
Target group: All teachers registered by the TSC (Public and Private).
Mode of study: Blended. Teachers will study at the comfort of their seats (Online) and face-to-face, Riara University has established centers in the 290 Sub-Counties across the country. No travel costs or stress of accommodation. You will form focus groups in which learning will occur through sharing experiences besides onsite practice within your schools in real-time practice. Participants will engage in various activities at the flexi of their working. Participants will also access the content any time anywhere.
Methodology: Experiential with a modest K.W.L model; case studies; practitioner’s philosophy and creed
Assessment: Innovative assessment methods-Rubrics; Portfolios; Reflective Journals; Final Synthesis. TPD model encourages Community of Practice. There is no written exams, no lecturing but learning experientially.
Award: TPD points, Transcript and Certificate of Completion.

Riara University as your service Provider:

We nurture innovators and joining Riara University will expose you not only to international standards but offer you a great opportunity to great networks in education and other disciplines. You will be privileged to meet high-quality facilitators during the study. Our Learner Management Service (LMS) is user friendly and you will have a chance to access highly interactive content.

Our Capacity:

1. Robust Learner Management System
2. Highly qualified and talented facilitators
3. Ability to access all teachers wherever they are
4. Have identified and partnered with learning Centers in the 290 sub-counties
5. Call/Career center to respond to all inquiries and training needs
6. All faculty have been trained to effectively facilitate TPD.
7. Learner support mechanisms in place
8. Assurance to trainees of 100% completion

Journey to Accreditation as TPD Service Providers.

Riara University went through a very competitive bid to be accredited as service providers. We had the ability to satisfy TSC through the entire process, right from the expression of interest to accreditation. In this regard, we wish to assure our clients that Riara University has the capacity to deliver on all your training needs.

The University wishes to assure all teachers and stakeholders that the Riara quality of training will be deployed fully within the TPD programme, including flexible payment options. You will definitely enjoy engaging experientially with high-level quality facilitators.