TSC Performance Contract with Secondary School Principals
The TSC and school administrators form performance contracts to improve accountability and effectiveness. This article investigates the content and relevance of such contracts.
The Performance Contract strives to improve educational services by promoting accountability, innovation, and adaptation in secondary schools. It acts as a foundation for ongoing improvement, addressing the demands of Kenyan citizens.
The principal is responsible for leading the establishment of plans and strategies for effective educational service delivery. They pledge to work tirelessly to meet agreed-upon performance targets.
The institution’s strategic plan outlines its vision, mission, and objectives, which serve as a blueprint for future positioning and development. Strategic objectives, typically ranging from three to six, guide the institution’s aims and actions.
The principal’s strategic intent is to support national development and connect with Kenya Vision 2030. The contract lays out specific strategic intentions to achieve the set objectives.
The Commission Secretary aims to identify, approve, and implement improvements in the teaching service. They promise to establish a conducive environment for performance enhancement and to promote the application of relevant legislation and codes.
Reporting Requirements: The principal must submit termly and annual performance reports to the Commission for monitoring and evaluation purposes. These reports help to assess progress and ensure accountability.
The performance contract runs from January 1st, 2024, to December 31st, 2024. It outlines the period for implementing and evaluating performance targets.
The principal signs the performance contract, the deputy principal witnesses it, and the TSC County Director and Sub County Director endorse it to ensure accountability at all levels of authority.
TSC Performance Contract – Secondary Principals (PDF Download)
Performance Contract Matrix
To effectively analyse the institution’s performance and assure accountability, the performance contract comprises a variety of criteria organised into sections. These criteria are compared to specific targets and assigned weight percentages to assess their overall significance. Let’s get into each section:
A. Financial responsibility and discipline.
This section focuses on the institution’s financial management and discipline, guaranteeing proper use of allocated funds and adherence to audit standards. It also emphasises the importance of paying off outstanding payments on time, which is critical for financial stability.
B. Service delivery.
The emphasis here is on implementing the institutional service delivery charter, promoting service innovation, and swiftly resolving public complaints. These characteristics help to improve the quality of services supplied by the institution.
C. Core Mandate
This section describes the institution’s primary duties for preserving educational standards, effective administration, database maintenance, and fostering teacher professional development. It also emphasises the need to submit regular reports and oversee the execution of the Teacher Performance Appraisal and Development (TPAD) system.
D. Access to Institutional Procurement.
Ensuring access to institutional procurement is critical to the institution’s successful operation. This criterion assesses the institution’s capacity to obtain the required goods and services quickly and efficiently.
E. Promoting local content in procurement
Promoting local content in procurement benefits both local industries and regional economic development. This category evaluates the institution’s efforts to prioritise local suppliers and products.
F. Crosscutting.
This area covers a variety of cross-cutting topics, including asset management, disability mainstreaming, HIV/AIDS prevention, safety and security measures, and corruption prevention. These factors are critical to the institution’s overall operations and well-being.
G. Total Weight
The total weight is the sum of all criteria weights across sections, ensuring a thorough assessment of the institution’s performance.
At the end of the contract, the evaluator’s assessment will be used to fill out the yearly achievement column, providing significant insights into the institution’s performance against defined targets. The evaluator’s assessment will be used to fill out the year
At the end of the contract, the evaluator’s assessment will be used to fill out the yearly achievement column, providing significant insights into the institution’s performance against defined targets. ly achievement column, providing significant insights into the institution’s performance against defined targets.
EXPLANATORY NOTES ON PERFORMANCE TARGETS
Performance indicators include ODE, financial stewardship, and discipline.
A1: Absorption of Allocated Funds
This aim requires the principal to prepare and secure Board of Management approval for the school budget.
ii. Keep your accounting books up to date.
iii. comply with the Public Procurement and Asset Disposal Act (2015).
iv. Follow the standards of the Public Procurement Manual for Schools and Colleges (2009).
A.1. Complying with Audit Requirements
The principal is responsible for maintaining updated books of accounts.
ii. Prepare the end-of-year financial statements.
iii. Prepare books of accounts and submit them for audit by January 31, 2021, according to accounting principles.
iv. Seek a report detailing the implementation of previous audit recommendations.
A3: Pending bills.
The principal is responsible for meeting financial obligations, including timely payment of bills and avoiding debt accumulation.
ii. Ensure that any pending bills do not exceed 1% of the school’s total approved budget.
iii. Pay statutory deductions to relevant institutions for non-teaching staff as needed.
B. SERVICE DELIVERY (TSC Performance Contract – Secondary Principals)
B1: Implementation of the Citizen Service Delivery Charter
The principal is responsible for conspicuously displaying the Citizens Service Delivery Charter in both English and Kiswahili.
ii. Inform institutional personnel about the school service delivery charter and spread it throughout all levels and departments.
iii. Maintain records of services provided.
B2: Use of Service Delivery The principal’s responsibilities include promoting innovation.
i. Encourage ICT integration by utilising digital learning tools in school.
ii. Use the TPAD website to communicate with teachers and provide performance feedback.
iii. Use online communication to manage and inform stakeholders.
B3: Resolution of Public Complaints.
A public complaint expresses displeasure with a public officer or institution’s actions, decisions, or services.
The principal is responsible for maintaining up-to-date records of school-related complaints.
ii. Provide a suggestion/complaint box.
iii. Establish a Complaints Committee.
iv. Document the actual settlement of public complaints received.
CORE MANDATES (TSC Performance Contract – Secondary Heads)
C1: Maintaining Teaching Standards as an Instructional Leader.
Instructional leadership involves heads of institutions concentrating on their knowledge and expertise to support teaching and learning processes.
The institution’s leader is responsible for ensuring successful curriculum implementation, including quality assurance and standards.
The principal’s responsibilities include teaching and ensuring that only certified and registered individuals provide teaching services at the school.
iii. Ensure that teachers produce, use, and retain up-to-date professional papers.
iii. Ensure that professors attend classes as scheduled, including physical education.
iv. Maintain current syllabi and teaching resources for each subject.
C2: Maintaining Teaching Standards as an Institutional Administrator
The principal is responsible for managing the school’s operations and resources in an effective and accountable manner, aiming to improve learning outcomes for students.
The principal is responsible for ensuring a safe and conducive learning environment at the school.
ii. Assign teaching and other formal responsibilities to teachers.
iii. Inform the Commission and other stakeholders about institutional performance.
iii. Provide technical guidance to the Board of Management and other stakeholders.
v. Ensure the correct management and upkeep of school resources and records.
C3 maintains an updated database on learner enrollment and curriculum-based establishments for both teaching and non-teaching staff.
The principal is responsible for maintaining an updated database of learner enrollments.
ii. Updated database on curriculum-based establishments for teaching personnel.
iii. Updated the non-teaching staff database.
C4: Promote institutional TPD programmes.
The principal is responsible for identifying teachers’ professional inadequacies in pedagogy, topic content, and learner management, which may limit effective curriculum delivery.
ii. Create and implement teacher professional development programmes at the school level to address performance disparities.
iii. Keep data on teachers’ participation in professional development programmes.
C5: Submit Monthly and Annual Reports
The principal is responsible for submitting termly PC target progress reports to the Sub County Director by the 10th of the month after the end of each term.
ii. Prepare an annual PC target progress report using the required forms by January 10th.
C6: Institutionalising Teacher Performance Appraisal and Development (TPAD)
The principal is responsible for sensitising teachers about performance contracting (PC) and teacher performance appraisal and development.
ii. Ensure that all teachers receive appraisals.
iii. Submit termly and annual reports to the county director.
iii. Conduct a weekly study of learner-teacher contact hours and absenteeism rates.
v. Provide feedback to teachers on the performance appraisal procedure.
C7: Maintaining Integrity, Professionalism, and Conduct in the Teaching Service Management of Discipline in Schools
The principal is responsible for managing problematic behaviors and keeping records of minor and significant punishments. NB: Corporal punishment is illegal in Kenya.
ii. Provide instructors with access to legislative documents governing teaching services, such as the Code of Regulations for Instructors (2015), Code of Conduct and Ethics for Teachers (2015), TSC Act (2012), Basic Education Act (2013), and Children Act (2012).
D. Access to Institutional Procurement
D1: The principal is responsible for allocating at least 30% of the school’s procurement budget (in Kshs.) to youth, women, and people with disabilities (PWDs), either individually or in groups.
ii. Reserve at least 2% of the 30% purchase budget for people with disabilities.
E1 promotes local content in procurement. The principal is responsible for awarding 45% of school procurement orders to local enterprises that meet eligibility requirements. Local goods and services are those produced entirely in Kenya with local inputs, or those that have experienced at least 35% transformation in value addition.
F Cross-cutting:
F1 Asset Management
The principal is responsible for maintaining an inventory of school assets and properties, including their current functioning condition.
ii. Dispose of unserviceable, obsolete, and surplus assets per legislative requirements, including the sale, transfer to other public institutions, destruction, donation, and other authorised ways.
NB: Such disposals must be completely accountable.
F2: Disability Mainstreaming
The principal is responsible for maintaining disaggregated data on individuals with disabilities, including age, gender, and kind of disability.
ii. Implement diversity-related activities and techniques, particularly for learners and teachers from vulnerable groups and with special needs.
iii. Educate students and staff on how to provide services to people with disabilities and overcome problems.
iv. Create infrastructure to improve access to information and services for individuals with impairments, by legislative requirements.
In F3 Prevention of HIV/AIDS Infections, the principal is responsible for educating and sensitising the school community, including learners, teaching and non-teaching staff, parents and guardians, and BoMs.
F4: Safety and Security Measures
The principal is responsible for implementing measures to prevent technological and environmental threats, as well as terrorism, radicalization, fire, and natural disasters.
ii. Follow the Ministry of Education’s Safety Standards Manual for Schools in Kenya (2008).
F5: Corruption Prevention (TSC Performance Contract – Secondary)
The principal is responsible for educating students and staff about the dangers of corruption, including exam misconduct and bribery, to reduce exposure to fraud.
ii. Reduce corruption with open barazas and suggestion boxes.
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