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How to Be Appointed As a Curriculum Support Officer (CSO)

In this article, we provide the career progression guidelines for Curriculum Support Officers (CSOs). The career progression guidelines show the pathway and the professional criteria for curriculum support officers’ career advancement. Professional conduct is an important aspect of this professional venture. Teachers Advisory Centres (TACs) were started in Kenya in the year 1963 in order to provide courses within the service to help teachers improve on a professional level ad help to develop curriculum and using new instructional materials. TAC tutors ran the centers. The Teachers Service Commission (TSC) in the year 2015 decided to change the designation and renamed it Curriculum Support Officers (CSOs). The purpose of the “strategy based on careers” is to utilize the principles of performance management that incorporates a performance appraisal system with the career path of an officer. The guidelines show the pathway for career progression for curriculum support officers. The career progression guidelines provide the minimum entry requirements if you are a serving teacher and you wish to pursue a career as a CSO. It is important to note it is up to a serving teacher to take personal responsibility for their professional/career development.

1.1 Rationale for the Career Guidelines

In 2015 the Teachers Service Commission established a cadre of curriculum support officers. The following designations were declared obsolete:
  • TAC tutors
  • Dicece lecturers
  • 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 there is not needed for career guidelines to guide their recruitment and progression.

1.2 Aims of Career Progressions Guidelines

  • 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 of knowledge, competence, merit, experience, and ability as reflected in work performance and results; and
  • A mechanism for monitoring and evaluating career progression.
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;

1.4 Administration and Training Scope

(a) Responsibility for Administration

These 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 a conducive environment to enable staff to advance their career. 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.

1.5 Provision of Posts

These Career Progression Guidelines do not constitute authority for the 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.

1.6 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 required 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/r experience required for appointment to the grades.

1.7 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:-
  • Existence of a vacancy in the approved establishment;
  • Merit and ability as reflected in work performance and results; and
  • The approval by the commission

1.8 Recognized qualifications

Recognized qualifications as spelled out in this Career Progression Guidelines will be those attained from recognized institutions, colleges, and Government approved Examination bodies. These will include among others:-
  • Recognized universities and institutions;
  • Kenya National Examination Council (KNEC);
  • Approved institutions for TPD;
  • Kenya School of Government;
  • Any other accredited institutions by the Council for University Education (CUE) or the relevant Government Departments as examining bodies.

1.9 Implementation of the Career Guidelines

The Career Implementation Guidelines will become operational with effect from 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 of 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 collect 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

(a)  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.
  • Carrying out regular visits to schools, observe teaching techniques, give demonstration lessons, and advising teachers on methods and resources needed for effective teaching and learning.
  • Collecting, collating, and submitting data on school enrolment, establishment, staffing, and other related information.
  • Participating in the organization and management of co-curriculum activities.
  • Identifying the training needs of teachers and heads of institutions and advice the Commission accordingly.
  • Providing support services to teachers and advice on curriculum implementation, supervision, and evaluation.
  • Organizing and conducting courses on curriculum delivery and implementation through seminars, workshops, retreats, and in-service programs in conjunction with the sub-county director.
  • Assisting in the identification and acquisition of appropriate teaching and learning resources.
  • Assisting teachers to develop teaching aids and other reference materials.
  • Updating teachers on curriculum changes, pedagogy, content coverage, and other emerging issues in the teaching service.
  • Developing work programs and prepare progress reports for the teachers’ advisory center.
  • Working with the quality assurance officer to improve teaching and learning.
  • Assisting in teacher Performance Appraisal and Development.
  • Identifying and assess children with special needs and recommend them for appropriate placement in SNE institutions.
  • Advising the Commission on the staffing needs of special schools and career progression and professional development of SNE teachers.
  • Providing support services to teachers in special schools and advice on curriculum implementation, supervision, and evaluation.
  • Assisting SNE teachers to develop/acquire teaching and learning materials.
  • Monitoring and ensure compliance with special needs education delivery standards.
  • Monitoring the conduct of special needs education teachers in the management of special learners.
  • Coordinating Teacher Performance Appraisal and Development.
  • Organizing and conducting courses, seminars, workshops, and retreats, and in-service programs for SNE teachers on matters related to SNE learners.
  • Collecting and maintaining data in SNE schools and learners.
  • Participating in the organization and management of co-curriculum activities for SNE schools.
  • Mentoring and coaching teachers.

(b) Requirements for Appointment

In order to be appointed to this position, a teacher must have:
  1. Served as a teacher for a cumulative period of not less than six (6) years;
  2. A Bachelor’s degree in Education from a recognized institution; OR a Bachelor’s degree plus a Post Graduate Diploma in Education from a recognized institution;
  3. Certificate in computer applications.
  4. Demonstrated merit and ability as reflected in work performance and results; and
  5. Meets the requirements of chapter 6 of the Constitution.

II. Curriculum Support Officers – TSC Scale 11

(a) Duties and Responsibilities

Duties and responsibilities at this level will entail:
  • Carrying out regular visits to schools, observe teaching techniques, give demonstration lessons, and advice teachers on methods and resources needed for effective teaching and learning;
  • Collecting collating and submitting data on school enrolment, establishment, staffing, and other related information;
  • Participating in the organization and management of co-curriculum activities;
  • Identifying the training needs of teachers and heads of institutions and advise the Commission accordingly;
  • Providing support services to teachers and advise on curriculum implementation, supervision and evaluation;
  • Organizing and conducting courses on curriculum delivery and implementation through seminars, workshops, retreats, and in-service programs in conjunction with the sub-county director;
  • Assisting in identification and acquisition of appropriate teaching and learning resources;
  • Assisting teachers to develop teaching aids and other reference materials;
  • Updating teachers on curriculum changes, pedagogy, content coverage, and other emerging issues in the teaching service;
  • Developing work programs and prepare progress reports for the teachers advisory center;
  • Working with the quality assurance officer to improve teaching and learning;
  • Assisting in teacher Performance Appraisal and Development;
  • Identifying and assessing children with special needs and recommend them for appropriate placement in SNE institutions;
  • Advising the Commission on the staffing needs of special schools and career progression and professional development of SNE teachers;
  • Providing support services to teachers in special schools and advice on curriculum implementation, supervision, and evaluation;
  • Assisting SNE teachers to develop/acquire teaching and learning materials;
  • Monitoring and ensuring compliance with special needs education delivery standards;
  • Monitoring the conduct of special needs education teachers in the management of special needs learners;
  • Assisting in teacher Performance Appraisal and Development;
  • Organizing and conducting courses, seminars, workshops, retreats, and in-service programs for SNE teachers on matters related to SNE learners; and
  • Participating in the organization and management of co-curriculum activities in SNE schools.
  • Mentoring and coaching teachers.

(b) Requirements for Appointment

To be appointed to this position, you must have:
  • Served as a teacher for a minimum period of 10 years;
  • Bachelor’s degree in education from a recognized institution; OR a Bachelor’s degree plus s Post Graduate Diploma in Education from a recognized institution;
  • Master’s Degree in Education/special education from a recognized institution;
  • Certificate in computer application skills;
  • Demonstrated merit and ability as reflected in work performance and results;
  • Meet the requirements of Chapter 6 of the Constitution.
  • Attended a Management Course lasting for not less than 2 weeks;

III. Senior Curriculum Support Officer – TSC Scale 12

(a) Duties and Responsibilities

Duties and responsibilities for this position entail:
  • Carrying out regular visits to schools, observe teaching techniques, give demonstration lessons, and advise teachers on methods and resources needed for effective teaching and learning;
  • Coordinating the collection, collation, and submission of data on school enrolment, establishment, staffing and other related information;
  • Coordinating training needs of teachers and heads of institutions and advise the Commission accordingly;
  • Organizing and conducting courses on curriculum delivery and implementation through seminars, workshops, retreats, and in-service programs in conjunction with the sub-county director;
  • Organizing and conducting courses on the curriculum delivery and implementation through seminars, workshops, retreats, and in-service programs in conjunction with the sub-county director;
  • Coordinating the identification and acquisition of appropriate teaching and learning resources;
  • Ensuring teachers develop teaching aids and other reference materials;
  • Ensuring teachers are updated on curriculum changes, pedagogy, content coverage, and other emerging issues in the teaching service;
  • Working with the quality assurance officer to improve teaching and learning;
  • Carry out Performance Appraisal of staff below them;
  • Coordination identification, assessment, and placement of children with special needs in SNE institutions;
  • Advising the Commission on the staffing needs of special schools and career progression and professional development of SNE teachers;
  • Monitoring and ensuring compliance with special needs education delivery standards;
  • Monitoring the conduct of special needs education teachers in the management of special needs learners; and
  • Maintaining data on SNE schools and learners;
  • Mentoring and coaching teachers.

(b) Requirements for Appointment

To be appointed to this position, one must have:
  • Served as a teacher for a minimum period of 12 years;
  • Bachelor’s degree in Education from a recognized institution; OR a Bachelor’s degree plus a Post Graduate Diploma in Education from a recognized institution;
  • Master’s degree in Education/special education from a recognized institution;
  • Certificate in computer applications skills;
  • Demonstrated merit and ability as reflected in work performance and results;
  • Meet the requirements of chapter 6 of the Constitution; and
  • Attended a management course lasting not less than 2 weeks.

IV. Chief Curriculum Officer – TSC Scale 13

(a) Duties and Responsibilities

Duties and responsibilities for this position are:
  • Carrying out regular visits to schools, observe teaching techniques, give demonstration lessons, and advise teachers on methods and resources needed for effective teaching and learning;
  • Coordinating the collection, collation, and submission of data on school enrolment, establishment, staffing and other related information;
  • Coordinating the organization and management of co-curricular activities;
  • Coordinating training needs of teachers and heads of institutions and advise the Commission accordingly;
  • Organizing and conducting courses on curriculum delivery and implementation through seminars, workshops, retreats, and in-service programs in conjunction with the sub-county director;
  • Coordinating the identification and acquisition of appropriate teaching and learning resources;
  • Ensuring teachers develop teaching aids and other reference materials;
  • Ensuring teachers are updated on curriculum changes, pedagogy, content coverage, and other emerging issues in the teaching service;
  • Working with the quality assurance officer to improve teaching and learning;
  • Carry out Performance Appraisal of staff below them;
  • Coordinating identification, assessment, and placement of children with special needs in SNE institutions;
  • Advising the Commission on the staffing needs of special schools and career progression and professional development of SNE teachers;
  • Monitoring and ensure compliance with special needs of special schools and career progression and professional development of SNE teachers;
  • Monitoring the conduct of special needs education teachers in the management of special needs learners; and
  • Maintaining data on SNE schools and learners.

(b) Requirements for appointment

To be appointed to this position, one must have:
  • Served as a teacher for a minimum of 15 years;
  • Bachelor’s degree in Education from a recognized institution; OR a Bachelor’s degree in plus a Post-Graduate Diploma in Education from a recognized institution.
  • Master’s degree in Education/special education from a recognized institution;
  • Certificate in computer applications skills;
  • Demonstrated merit and ability as reflected in work performance and results;
  • Meet the requirements of chapter 6 of the constitution; and
  • Management course for not less than 2 weeks.

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