TSC reopens TPAD portal as teachers and heads race to complete pending appraisals

Thousands of teachers struggled to access the system, with complaints ranging from failed log-ins and slow-loading pages to unsuccessful document uploads and appraisal entries that disappeared before saving. The reopening is expected to give relief to teachers who had been unable to finalise their appraisals within the stipulated timelines.

Under the reopened system, teachers can access their accounts, complete outstanding appraisal sections, submit supporting evidence and forward their records for evaluation by their appraisers.

What teachers must complete

Teachers with pending TPAD requirements are expected to ensure that all sections of their appraisals are completed and submitted. These include teaching standards, learner progress records and attendance information, alongside other professional documentation required under the framework.

The revised assessment structure requires teachers to provide individual scores for different learning areas rather than a single consolidated score. Teachers handling Creative Arts and Sports, for instance, are expected to provide separate assessments for Art and Craft, Music and Physical Education. Teachers handling multiple learning areas must therefore complete each assessment field carefully to avoid leaving sections incomplete.

Supporting evidence, including lesson observation forms, class attendance registers and other relevant professional records, should be organised, scanned and uploaded.

The reopening places significant responsibility on headteachers, principals and other designated appraisers. Once teachers submit their appraisals, appraisers are expected to review the submissions, assess performance and give feedback. School heads must also ensure that teachers under their supervision are appraised within the required timelines. The process extends to the appraisal of school heads themselves, followed by the necessary countersigning.

TSC expects appraisers to exercise fairness, professionalism and objectivity. Ratings should be supported by evidence, while comments should identify areas requiring improvement and professional development. Failure by appraisers to complete their part can delay the entire process, leaving teachers' submissions pending even after they have fulfilled their obligations.

The required order of completion(Education News Kenya — https://educationnews.co.ke/news/tsc-reopens-tpad-portal-as-teachers-and-heads-race-to-complete-pending-appraisals)

To avoid confusion and delays, schools are expected to follow the established sequence. Teachers complete and submit their TPAD appraisals. Appraisers then review and assess the submissions. Headteachers and principals undergo their own appraisal, after which the relevant officers complete countersigning. Schools then compile and verify their consolidated TPAD summaries. The final summary should be prepared only after the relevant appraisal entries and countersignatures are complete.

The process does not end with teachers' online submissions. Schools must also compile consolidated performance summaries using the Excel templates provided by the Commission. Headteachers and principals are expected to submit the completed summaries to their Sub-County Directors through the zonal Curriculum Support Officers (CSOs).

In many institutions, ICT teachers or designated officers assist in compiling the information, but administrators are expected to ensure that all figures are accurate and reflect the actual submissions made by teachers. Premature compilation could result in inconsistencies, particularly where some teachers have not completed their appraisals or where countersignatures are pending.

With the portal reportedly reopened for a limited period, teachers have been encouraged to use the opportunity rather than wait until the final hours. They should log in early, confirm that their information is correctly captured and ensure that all supporting documents are available before uploading. School administrators should also communicate internal deadlines to give appraisers sufficient time to review submissions. Where technical challenges persist, affected teachers should document the problems and report them through the appropriate TSC administrative channels.

Headteachers also have additional responsibilities under the performance contracting framework, including submitting their termly performance contracts to Sub-County Directors.

The Commission's appraisal framework provides a schedule meant to ensure that assessments are conducted progressively through the school term. Planning meetings are expected by the last week of the school holiday, and professional documents are to be submitted by the end of the first week of the term. Lesson observations and the identification of professional development gaps take place between the second and tenth weeks, and rating meetings are to be completed by the end of the term. Adherence to the calendar helps prevent last-minute congestion on the online platform and ensures teachers receive timely feedback.

The reopening comes as the Commission pursues broader digital transformation initiatives to strengthen teacher management and professional development. TSC has invited bids through a MyGov notice for consultancy services involving teacher training on artificial intelligence applications and the review, development and deployment of its online TPAD systems.

The proposed training is expected to cover digital capacity building, pedagogical innovation, responsible use of artificial intelligence, data ethics and practical AI applications in Competency-Based Education (CBE). The revised appraisal framework also places greater emphasis on technology in classroom instruction, with teachers expected to demonstrate the use of digital learning resources, engagement of learners through virtual platforms and adaptive teaching approaches that respond to individual needs.

While the reopening provides temporary relief, the technical challenges of recent weeks raise questions about the reliability and efficiency of the Commission's digital infrastructure. Teachers depend on the system to fulfil mandatory professional obligations, which makes accessibility, data security and reliable submission processes essential. The planned review and deployment of improved TPAD systems give the TSC an opportunity to address recurring technical failures.