TSC: Enrollment Of Teachers To SBTSS Training Programme Starts, Here Are The Requirements
School Based Teacher Support System (SBTSS).
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TSC: Enrollment Of Teachers To SBTSS Training Programme Starts, Here Are The Requirements
Teachers Service Commission (TSC) has announced the kickoff of the enrollment of teachers into the system for the implementation of School Based Teacher Support System (SBTSS).
Following this TSC Announcement, all the Regional and County TSC Directors have been instructed to provide details of the teachers and TSC officials in the jurisdictional areas so that they can be integrated into SBTSS.
The SBTSS program targets teachers under the Secondary Education Quality Improvement Projects (SEQIP) programme. More specifically the program is tailored to the teaching of the English language.
TSC made this announcement via a memo dated August 30, 2022 by the the TSC Director of Quality Assurance and Standards Dr. Reuben Nthamburi.
In the memo the Teachers Service Commission, TSC, stated that the information will help to facilitate the log in protocols into the learning management system developed by the University of Nairobi (UoN) in readiness for teacher training.
Part of the memo read, “The purpose of this program is to provide data on existing and trained trainers of English, list of teachers of English from sampled schools, Curriculum Support Officers (CSOs), TSC Sub-county Directors and from SEQIP target sub-counties to enable the Commission facilitate the log in protocols”.
According to TSC, the TSC county directors are to ensure that the targeted teachers of English are drawn from the same sampled schools for Mathematics and Science, more especially those who have not been trained in SBTSS.
Further the commission directed that only sub-county directors from zones with SEQIP and CSOs are to be engaged.
The aim of the SBTSS programme is to enhance the teachers’ competence in pedagogy and mastery of content in the teaching of Science, Mathematics and English.
In long term, the program is geared towards building communities of practice for peer learning and support
