TSC Mentorship Programme For Teachers
TSC Mentorship Programme For Teachers. An approach where a supervisor supports an individual or team by building their skills, competencies and attitudes through guidance and instruction to learn specific skills (current skills or acquire new skills) or work towards a set goal. The purpose of coaching is to improve an individual’s performance at work under Teachers Service Commission (TSC)
Mentorship
A structured, sustainable process to enable an individual to gain more knowledge and skills to help them develop professional and personal skills and/or leadership skills for more effective service delivery, work performance and career management.
Mentee
A person who is guided and supported by a more experienced individual in an area of interest and area of competence building to support continuous personal development and realization of their full potential.
Teacher
A specialist and experienced person seeking to impart skills, expertise and knowledge to a less experienced teacher to support their career and personal development. A mentor leads by example through expertise or success.
ROLE OF MENTORS/COACHES
Roles and responsibilities of mentors/coaches will include;
(i) Developing a mentoring/coaching plan with the mentee based on identified needs.
(ii) Scheduling mentoring/coaching sessions with mentee.
(iii) Providing support by helping to clarify performance goals and development needs.
(iv) Mentoring/coaching, guiding and advising mentees.
(v) Assisting the mentee/to achieve the stated objectives of the mentoring and coaching program and providing feedback as needed.
(vi) Inspire mentees to action by encouraging their initiative and creativity.
(vii) Acting as a role model that requires mentors to transmit desirable values and actions to mentees about professional behavior and performance.
(viii) Facilitating the development of managerial and technical skills, pointing out specific areas of improvement in mentees’ behavior where appropriate.
(ix) Providing mentoring support activities primarily at institutional level as well as participating in zone/cluster group interactions to share ideas and innovations.
(x) Maintain confidentiality at all times.
(xi) Any other relevant responsibilities assigned from time to time.
ROLES OF PARTICIPANTS
During the mentoring and coaching process, the mentee will need to:
(i) Identify areas for improvement
(ii) Take responsibility for your own development
(iii) Be clear about the mentoring/coaching goals you want to learn and achieve
(iv) Be proactive in contacting the mentor using the various existing communication methods
(v) Be willing to listen and learn
(vi) Ask for feedback and provide feedback as needed
(vii) Prepare for meetings in advance
(viii) Always be punctual
Upon successful completion of the program
programs as mentees:
(i) Newly recruited teachers, including those on probation
(ii) newly appointed teachers in administrative positions;
(iii) teachers who have performance problems;
(iv) Teacher engaging in professional conduct
(v) Teachers selected as mentors.
LENGTH OF THE MENTORSHIP PROGRAM
Mentoring will be over a period of time while coaching will be continuous as needed. The mentoring period lasts for at least one (1) year, subject to satisfactory performance by the mentee. However, the relationship between mentor and mentee may continue beyond the mentorship period.
CONFLICT SOLVING
The resolution of disputes, if they arise between mentors and mentees, will be handled in the following ways; –
1. Discipline.
Where mentors/coaches/mentees commit misconduct, disciplinary action will be taken in accordance with CORT and/or the laws of Kenya.
2. Complaints
If mentees or mentors feel aggrieved by any matter arising from their working conditions, they can file a complaint with their direct supervisor and/or according to the Commission’s procedure.
EFFECTIVENESS OF THE POLICY
Newly hired teachers, in-service teachers, newly appointed administrators will be introduced, guided and supported through the program.
OBJECTIVES OF MENTORSHIP AND COACHING
1. The program focuses on building teacher competencies and skills, as well as knowledge of the laws, regulations, policies, procedures, values and standards that govern the teaching profession.
2. The program will focus on onboarding newly recruited teachers, building the capacity of newly appointed school administrators and in-service teachers who wish to develop as mentors, as well as providing professional support to teachers who face challenges in professional behavior and performance.
3. TIMEC aims to achieve the following short and long term goals; –
i) Institutionalization and implementation of the program in all public institutions of basic education
ii) Credentialed institutional administrators leading to well-run institutions.
iii) Teachers with performance gaps supported and developed, leading to better performance and thus job satisfaction and improved self-esteem.
iv) Teachers with professional misconduct supported through appropriate professional development procedures that lead to retention of the teacher in teaching service.
v) Competent and empowered teachers supporting the academic and psychosocial needs of students, thereby better curriculum implementation, a safe and harmonized school environment.
vi) Empowerment of students who are mentored, guided and guided on career choices, moral, psychosocial and emotional issues.
vii) Rooted continuous professional development of teachers and lifelong learning
viii) Teachers adhere to the provisions of the Code of Regulations for Teachers (CORT) and the Code of Conduct and Ethics (COCE), thereby improving the professional conduct and performance of teachers.
Mentors/coaches work with mentees to identify performance gaps, set goals and map out strategic interventions. The findings will provide information on appropriate intervention plans/modules to support the professional, performance and development needs of the teacher(s).
The Head of Institution / Supervisor will be responsible for ensuring that the program is institutionalized and that mentors are identified and managed to support mentees appropriately.