TSC races to introduce AI-powered TPAD system as schools rush to submit term three appraisals

Schools across Kenya are under pressure to complete and submit their Term Three Teacher Performance Appraisal and Development (TPAD) summaries after the closure of the term, even as the Teachers Service Commission (TSC) moves to hire a consultant for artificial intelligence (AI) training and a review of its online appraisal system.

The end of term has not ended teachers' administrative duties. Headteachers and principals are expected to ensure that all teachers complete their online appraisals, that these are verified and countersigned, and that consolidated school summaries reach Sub-County Directors through zonal Curriculum Support Officers (CSOs). In many schools, ICT teachers have been assigned to compile the summaries.

In a procurement notice published on MyGov on September 29, 2026, TSC invited eligible bidders to provide consultancy services for teacher training on AI applications and for the review, development and deployment of its TPAD online systems.

The training will focus on digital capacity building, pedagogical innovation, AI applications, data ethics and practical AI tools to support the implementation of Competency-Based Education (CBE).

The notice does not explain in detail how AI will be used in TPAD. Any use of AI in the appraisal platform, such as simplifying evidence management, flagging incomplete submissions or automating parts of the school summary process, remains a possibility and not a confirmed feature.

The TPAD process has two stages. First, individual teachers complete their appraisals online by entering performance scores, professional information and supporting evidence. Schools then compile the submitted appraisals into consolidated summaries using an Excel template supplied by TSC, and forward them to Sub-County Directors through zonal CSOs.

A school cannot prepare an accurate summary when some teachers have not completed their appraisals or when entries have not been countersigned. Those compiling the reports must therefore follow up with colleagues and verify figures before submission.

The workload has grown with the requirement to capture performance scores for individual learning areas instead of broad composite assessments. A teacher handling Creative Arts and Sports, for instance, may need to provide separate evaluations for Art and Craft, Music and Physical Education. Teachers must also scan and upload supporting documents, and have lesson observation forms, professional records and class attendance registers ready where required. The result is heavier administrative work, particularly for teachers who postpone entries to the last weeks of the term.

Pressure on school heads

Headteachers and principals must supervise teachers, conduct appraisals, verify performance information and ensure the process is completed within the set timelines. They must also submit their own termly Performance Contracts to TSC Sub-County Directors.

TSC has repeatedly emphasised that administrators must not neglect their appraisal duties or unreasonably withhold countersignatures. Some teachers, however, feel pressured to complete the process mainly to satisfy reporting requirements, with little attention to discussions on classroom challenges and professional growth.

The four standards

According to the source, TPAD was initially built around seven broad standards and was reduced to five in 2020. The framework now has four performance standards, anchored in Regulation 42 of the Code of Regulations for Teachers, 2015:

1. Effective curriculum delivery: professional document preparation, mastery of subject content and learner-centred teaching approaches, including peer lesson observations at least twice every term.

2. Comprehensive learner-centred environment: identifying and nurturing talents, learner welfare, discipline and sustainable environmental practices through the 3Rs of Reduce, Reuse and Recycle.

3. Integration of technology in teaching and learning: access to digital content, use of virtual learning platforms and the use of technology in instruction.

4. Teacher professional growth and development: continuous professional development through mentorship, coaching, self-directed learning and Professional Learning Communities (PLCs).

The writer notes that the AI plan is likely to generate debate in the profession. Teachers have previously questioned low scores, appraisers' remarks and the consistency with which standards are applied. Technology cannot on its own remove bias or unfair supervisory practices, and teachers will want assurances that AI will support human judgement and not replace it. Questions about who will access appraisal records, how performance data will be stored and whether AI-generated recommendations could influence career decisions will also need clear answers.

There are also concerns about access. Some schools, particularly in remote and marginalised areas, still have unreliable internet, too few digital devices and electricity challenges. The writer says TSC must pair any training with adequate infrastructure and ensure that teachers are not penalised for limitations beyond their control.

The established TPAD calendar provides for planning meetings during the holiday, submission of professional documents in the first week of term, lesson observations in the following weeks and rating meetings towards the end of the term. The writer says adherence to this schedule would reduce the last-minute pressure.

For now, schools must complete their Term Three entries, secure countersignatures and submit consolidated summaries through zonal CSOs. For TSC, the next phase involves selecting a consultant, reviewing the platform and developing the training programme.