Teacher Professional Development

• Teacher Attendance Monitoring Systems (Free/Low-cost): To tackle teacher absenteeism, first ensure you are accurately tracking it. A simple teacher attendance log book in the office where staff sign in daily (with time) is a start. For more rigorous tracking, some schools use a biometric fingerprint scanner or a mobile app where teachers “check in.” 

  • One free approach is using Open Data Kit (ODK) forms on an Android device – a form that the headteacher submits each day listing which teachers are present. This creates a timestamped record. 

  • Another option is a WhatsApp group where teachers must post a selfie in class by a certain time as proof of presence (a bit informal but some schools find it effective peer accountability). The key is to have data – e.g., “Teacher X has missed 5 of 20 days this month” – and then follow up. Set a policy (e.g., any absence must be reported in advance or explained). 

  • Some ICT tools, like TSC’s Teacher App (for public teachers), aren’t directly open to private schools, but private school associations are piloting similar apps. Even simple SMS alerts can be automated: one headteacher scripted an SMS to the proprietor if a teacher hadn’t signed in by 8:00am. Use what fits your context and budget. (Languages: tools in English; can be used by Kiswahili-speaking staff with minimal text; cost: mostly free, biometric devices cost ~$200 if used.)

“TEACH” Classroom Observation Tool (Free; English): Beyond just attendance, improving teacher effectiveness requires observing and mentoring in the classroom. The World Bank’s TEACH tool is an open-resource classroom observation framework that principals or instructional coaches can use to assess teacher practices (like time on task, lesson facilitation, student engagement). It comes with a scoring sheet and manual (English) and helps identify areas for teacher improvement. By regularly observing classes – even just 20 minutes per teacher per week – and using a tool like TEACH or a simpler checklist (e.g., “Was the teacher prepared? Using learning aids? Engaging all pupils?”), school leaders can give constructive feedback and set targets. This not only helps teachers grow, it can indirectly reduce absenteeism: teachers who know they will be observed tend to show up and be prepared. The TEACH toolkit is free to download and has been used in Kenya; it aligns with new competency-based curriculum practices, focusing on student-centered methods. (Language: English, but observation notes can be in local language; cost: free). TEACH tool by World Bank

• Continuous Professional Development Guides (Free/Open; English & some Kiswahili): Teachers in LFPS often lack formal training, but there are many open educational resources for self-study and workshop-based training. 

  • One is TESSA (Teacher Education in Sub-Saharan Africa) – a collection of free modular course materials for primary teachers on various topics (classroom management, active learning, literacy teaching, etc.). TESSA modules are available in English and some in Kiswahili, and can be used by school leaders to run in-house trainings or study circles. For example, a headteacher might organize a weekly CPD session using a TESSA module on “Using group work in large classes.” TESSA

  • Another resource is the Kenya Institute of Curriculum Development (KICD) Teacher Support portal, which offers guides on implementing the competency-based curriculum (CBC). These guides (English) cover how to prepare schemes of work, how to incorporate new learning areas, and so forth. KICD 

  • Additionally, the Teachers Service Commission (TSC) has published some of its teacher professional development content openly – such as manuals on pedagogical skills and subject content – which private school teachers can equally benefit from. By leveraging these guides, an LFPS can provide ongoing training without needing expensive external workshops. (Languages: English mainly; some Kiswahili translations in TESSA; cost: free).

A no-cost, high-impact way to build teacher capacity is establishing peer support. If your IFL data or classroom observations show certain teachers struggling (say with teaching reading or with classroom management), consider pairing them with a stronger teacher as a mentor. 

• • Peer Learning Circles involve teachers meeting (perhaps monthly) to share challenges and solutions – for example, all early grade teachers across nearby schools could meet to discuss how to better teach phonics. Some NGOs facilitate these circles, but a school leader can start one informally. You might invite teachers from a neighbouring public school who have Kenya Teachers College training to join and share techniques. 

  • Lesson study is another peer approach: two or three teachers plan a lesson together, one teaches while others observe, then they all discuss and refine the lesson. This kind of collaborative professional development builds skills and morale – which in turn can reduce absenteeism (teachers feel more confident and supported, so they’re less likely to skip).
    Encouraging a culture where teachers learn from each other and take pride in improving practice is perhaps the most sustainable “framework” for teacher development. (Languages: use English for professional dialogue or Kiswahili if all are comfortable; cost: free aside from maybe tea/snacks at meetings.)

In addressing absenteeism, sometimes carrot works better than stick. Consider implementing modest incentives for good attendance or performance. For example, a small bonus or gift at term-end for any teacher with 100% attendance, or an “Outstanding Teacher” award (even if just a certificate and recognition at assembly). Some schools use student test performance to award teachers, but that can encourage teaching to the test; focusing on effort (attendance, preparation, involvement in school activities) might be healthier. One notable study in Kenya found that teacher incentive programs tied to student scores did raise test performance, but you should design incentives carefully to promote genuine effort rather than just exam drilling. Non-monetary rewards – like extra paid leave days for consistently present teachers, or funding a top teacher to attend an external workshop – can motivate staff. Under IFL, since improved student outcomes benefit the school financially, it could be worth sharing that benefit: e.g., commit that if the school earns an interest rate reduction due to hitting learning targets, a portion of the saved funds will go into a teacher welfare or training fund. Aligning teachers’ interests with the school’s IFL goals can reduce absenteeism and increase buy-in. (Language: –; cost: varies by incentive.)

Dignitas is a Nairobi-based organization that specializes in training and coaching educators in marginalized schools. Through programs like Ustadi and Stawisha (Instructional Leadership), Dignitas works directly with school leaders and teachers to improve classroom practice and school culture. Notably, Dignitas is partnering with IDP Foundation and Premier Credit on the Ongoza Program, which supports low-fee private schools with training aligned to Kenya’s curriculum reforms. Dignitas coaches provide ongoing mentorship on lesson planning, interactive teaching methods, and creating a positive school climate. They also cover areas like child protection and socio-emotional learning as part of teacher development.

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Even though LFPS teachers are usually not employed by TSC, the TSC county offices and KICD sometimes extend invitations to private schools for certain trainings, especially with the new Competency-Based Curriculum. Engaging with TSC’s Sub-County Director or Curriculum Support Officers can open opportunities for your teachers to attend national teacher professional development (TPD) sessions (which as of recent policy, all practicing teachers are encouraged to do). These cover modern pedagogical skills and subject content updates. There may be a fee for the formal TPD certification, but occasionally county education boards run subsidized workshops. Similarly, KICD runs induction trainings on CBC that private school teachers can pay to attend.

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In some regions, there are Teacher Advisory Centers (TACs) from earlier programs, often led by experienced “TAC tutors.” They traditionally supported public schools, but a friendly TAC tutor might be willing to include private school teachers in demonstration lessons or subject panels. These individuals often have a wealth of knowledge on learner-centered methods, low-cost teaching aids, and so forth. Building a relationship can informally benefit your teachers. For example, a TAC tutor could help run a workshop on making and using teaching aids in math (important if EGMA scores are low).

Teach United works globally to build educator and leadership capacity within schools. Their programs have helped over 1 million children receive a higher quality education across the globe. Jackfruit partners with Teach United to increase education capacity within Jackfruit schools.

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Partners with the Ministry of Education and institutions like KEMI, KICD, and CEMASTEA to design and deliver TPD programmes that strengthen teacher skills and leadership.

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Ubuntu Education is home to the teacher-centered professional learning platform – the Ubuntu Hub – a vibrant community where educators, including teachers and school leaders across Africa, connect, grow, and shape the future of education. 

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They work with 50 rural primary schools and early learning centres currently, equipping teachers and school leaders with the skills to improve learning outcomes and transform schools into nurturing and joyful places of learning. ​

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They offer professional development sessions tailored to your needs, leveraging the METIS Way curriculum to equip participants with the skills and mindsets to innovate. They support organizations to host a design showcase, and ignite the creative leadership within every teacher to create more joyful and just schools.

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Kenya Connect provides vital teacher development in rural Kenya, focusing on technology integration, digital literacy (coding, AI), and modern pedagogy for pre-primary to secondary teachers, empowering educators to enhance engagement and effective content delivery through workshops, a Learning Resource Center, and awards for innovation, bridging the digital divide in areas like Machakos. 

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