TSC Career Progression Guidelines For Curriculum Support Officers

TSC CAREER PROGRESSION GUIDELINES FOR CURRICULUM SUPPORT OFFICERS (CSOs).The following document shows the career guidelines for CSOs as of SEPTEMBER 2019.
TSC has extended the application for JSS deployment.

Table of Contents
FOREWORD…………………………………………………………………………………………………………… 3
PREFACE……………………………………………………………………………………………………………… 4
SECTION ONE: CAREER GUIDELINES FOR CURRICULUM SUPPORT OFFICERS (CSOs)..5
INTRODUCTION AND BACKGROUND…………………………………………………………………… 5

RATIONALE FOR THE CAREER GUIDELINES…………………………………………………………… 5

AIMS OF CAREER PROGRESSION GUIDELINES……………………………………………………… 5

SCOPE OF THE CAREER PROGRESSION GUIDELINES……………………………………………… 6

ADMINISTRATION AND TRAINING SCOPE…………………………………………………………. 6
PROVISION OF POSTS…………………………………………………………………………………………. 7

SERVING OFFICERS…………………………………………………………………………………………….. 7

ADVANCEMENT WITHIN THE CAREER PROGRESSION GUIDELINES……………………….. 7

RECOGNIZED QUALIFICATIONS…………………………………………………………………………… 8
IMPLEMENTATION OF THE CAREER GUIDELINES…………………………………………………… 8
SECTION TWO: JOB CLASSIFICATION AND GRADING STRUCTURE………………… 9
GRADING STRUCTURE AND SCOPE………………………………………………………………………….. 9
SECTION THREE: JOB DESCRIPTIONS AND SPECIFICATIONS……………………………………. 9

FOREWORD
The Teachers Service Commission is one of the constitutional commissions created under the Constitution of Kenya, 2010. Under
this constitutional framework, the Commission is expected to deploy teachers to implement the National Basic Education Curriculum.

Employees require continuous professional support to perform assigned responsibilities .Its out of this need that the
commission has resolved to appoint and deploy curriculum support officers to be at the lowest administrative zone.

The curriculum support officers duties entails assessment of teachers needs training them ,providing professional guidance and
assessing learning outcomes among other responsibilities.

In 2015 the Commission re-designated serving Teachers advisory center tutors (TAC) to curriculum support officers .The
objective of these appointment was improve supervision of teachers, build their capacity and provide a leaner span of control for management purposes.

This being a new Adminstrative cadre,the commission has now established a career path that a teacher can choose.
These Career Progression Guidelines are therefore designed to provide for the recruitment of these officers and a structured
career growth.

DR. LYDIA N. NZOMO, OGW, CBS COMMISSION CHAIRPERSON

PREFACE
Following the establishment of the Commission as a constitutional Commission in 2010 with its expanded mandate, it became necessary for the Commission to restructure its operational structures.

The commission had been providing support to Teachers Advisory Centres (TACs) through deployment of teachers to the centers as TAC Tutors. However, following the deployment of county and sub-county directors the commission decided consolidate the supervision of
employees in its payroll and resolved to phase out TAC Tutors.

Subsequently the Commission re-designated Tac Tutors as Curriculum Support Officers and deployed them to the zones/wards.
Their role is geared towards improvement of curriculum delivery, in-service training and maintenance of up- to-date school data
on teachers and student’s enrollment.

Consequently, the new cadre of administrators requires a structured approach for their recruitment hence the development of
this Career Progression Guideline to facilitate a structured process for their selections and appointment to ensure that those
appointed have the requisite competencies to drive the Commission’s Agenda in the schools.

DR. NANCY NJERI MACHARIA, CBS COMMISSION SECRETARY/CEO, https://tsc.go.ke/nancy macharia

These Career Progression Guidelines outline the academic and professional criteria for curriculum support officers career
advancement. The guidelines link an officer’s career progression, to his/her performance and professional conduct.

Teachers Advisory Centers (TACs) were established in Kenya 1963 to provide Inservice courses to help teachers improve
professionally and to offer aid in developing curriculum and using new instructional materials. The centers were manned by Tac tutors.

In 2015 the commission decided to change the designation to curriculum support officers and deployed them to zones with an expanded mandate . Consequently, it become necessary provide for substantive appointment of the cadre and develop a career progression guideline for curriculum support officers .

This “career based strategy” is aimed at embracing the principles of performance management that integrate performance appraisal system with an officer’s career path. The guidelines set out career progression for curriculum support officers. They provide minimum entry required if a serving teacher wishes to pursue a career as a curriculum support officer.

Henceforth, teachers employed by the Teachers Service Commission will take personal responsibility for their professional/career development.

In 2015 the Teachers Service Commission establish a cadre of curriculum support officers. The following designations were
declared absolute, Tac Tutors, Diocese lectures and Special Education Assessors.

• The commission adopted curriculum support officers as the new designation for this cadre of staff whose critical mandate is to support curriculum implementation in schools. The positions are to be filled competitively hence the need for career guidelines to guide their recruitment and progression.
• To provide for minimum requirements for recruitment;
• To provide for a well-defined career structure that will attract, motivate and facilitate retention of suitably qualified and
• competent staff;
• To provide for Clearly defined job descriptions and specifications with clear duties and responsibilities at all levels within the
• career structure, which will ensure proper deployment, advancement and utilization of personnel;
• Incorporation of human resource planning principles to address career progression and succession management;
• Provision of minimum qualifications for career advancement;
• To establish standards for recruitment, training and development, and advancement within the career structure on the basis

SCOPE OF THE CAREER PROGRESSION GUIDELINES

The Career Guidelines provide for entry requirements for Curriculum Support Officers (CSOs) their promotion and capacity
building. These Guidelines are applicable to:- Curriculum Support Officers;
ADMINISTRATION AND TRAINING SCOPE

(a) Responsibility for Administration
This Career Progression Guidelines will be administered by the Commission Secretary/Chief Executive Officer, in consultation with
the Commission. In implementing the Guidelines, the Commission Secretary will ensure that the provisions of the guidelines are
strictly observed for fair and equitable treatment of officers.

(b) Training Scope
In administering the Career Progression Guidelines, the Commission will provide conducive environment to enable staff advance
their careers. The officers should also be encouraged to undertake training privately for self-development.

(C) Professional Development
Officers will be expected to undergo Teachers continuous professional development .

PROVISION OF POSTS
These Career Progression Guidelines do not constitute authority for creation of posts. Any additional post(s) required under the new grading structure provided in the Career Progression Guidelines must be included in the staff establishment proposals for
consideration and approval by the Commission.

SERVING OFFICERS
Serving officers will adopt and convert as appropriate to the new grading structure and designations though they may not be in
possession of the requisite minimum qualifications and/or experience prescribed in the Career Progression Guidelines. However,
for advancement to higher grades, officers must possess the prescribed minimum qualifications and/or experience required for
appointment to the grades.

1.1.8 ADVANCEMENT WITHIN THE CAREER PROGRESSION
GUIDELINES

These Career Progression Guidelines sets out the minimum qualifications and/or experience required for advancement from one

grade to another. It is emphasized, however, that these are the minimum requirements entitling an officer/teacher to be

considered for appointment or promotion to the next grade. In addition, advancement from one grade to another will depend on: –

RECOGNIZED QUALIFICATIONS

Recognized qualification as spelt out in this Career Progression Guidelines will be those attained from recognized institutions,

colleges, and the Government approved Examination Bodies. These will include among others:-

IMPLEMENTATION OF THE CAREER GUIDELINES

The Career Progression Guidelines will become operational with effect from t 11th September 2019 and supersedes the

existing Schemes of Service . All serving curriculum officers will automatically become members of the Career Progression Guidelines.

SECTION TWO: JOB CLASSIFICATION AND GRADING STRUCTURE

The Curriculum Support Officers are charged with the responsibility assessing teachers needs ,training them ,providing

professional guidance and assessing learning outcomes among other responsibilities.

They also ensure that teachers comply with the set teaching standards, advise on career progression and professional development for teachers, monitoring the conduct and performance of teachers and collection and maintenance of teacher management data.

GRADING STRUCTURE AND SCOPE
The Career Progression Guidelines establishes four (4) grades of Curriculum Support Officers, who will be designated and graded
as follows:
Designation Teacher Scale Length of Service
Curriculum Support Officer (11) 10 9
Curriculum Support Officer (1) 11 10
Senior Curriculum Support Officer 12 12
Chief Curriculum Support officer 13 15

SECTION THREE: JOB DESCRIPTIONS AND SPECIFICATIONS

I. CURRICULUM SUPPORT OFFICERS (11) – Tsc Scale 10

Duties and Responsibilities
This is the entry grade for curriculum support officers. An Officer appointed to this grade may be assigned any of the following
duties and responsibilities.