The document outlines a proposed professional development program for teachers that utilizes a blended learning approach. It describes how teachers can access self-paced online courses through various digital platforms and devices. It also details how teachers' progress will be tracked, with alerts sent to administrators. The program aims to provide just-in-time, needs-based courses to teachers through formats like video, mobile apps, and print. It is intended to be implemented through partnerships with educational organizations.

1. By Gioko, A., Rosemary, W. and Ruth, A.

2.  TSC Requirement to attend
Professional Development
 Accessibility of professional learning
sessions.
 Tracking of professional profile of
teachers.
 Provision of Professional learning in
multiple mediums.

3.  Internet on personal computers, laptops,
tablets and mobile phones
 Standalone sessions which will be on
audio for playing on radio and in audio
visual for playing from compact diskettes
or USB on TVs and offline computers
respectively
 Print media which will be accessible by
post

4.  Tracking sign up, completion and
performance
 Providing content in multimodal media.
 Providing alters to line managers,
Educational officials and other
stakeholders.
 Bridge between email, blog and short
message services.
 Provide cluster communication and
discussion forums

5. Learner Registers for a
course
Line manager is alerted Facilitators alerted
Facilitators support the
learner until the learner
completes the course
Learners joins a cluster
and they continue
Line manager is Teacher service Ministry of education is meeting and sharing
alertered commision is alerted alterted their learning
Tracking of teacher Uses the information Uses the information
implmentation is for professional profile for professional profile
facilitated and placement and placement
Facilitator continous
supporting the learners
when requested

11.  Video format,
 mobile format,
 digital content format, (Unzip
and open the folder in the link,
and then open the wrapper.htm
file to view the course)
 slide show format
 a PDF print format.

12.  Administrative part
 Tracking
 providing alerts.
 Learning
 Accessing content
 Support
 During the session
 After the session

13.  Educational leaders
 Teachers
 Tutors
 Educational Officers
 Teacher service
commissions.

14.  Leadership and
management
 Teaching of Language
General Pedagogical
 Needs based courses

15.  Mobile phones
 Computers-Laptops and PC
 Cybercafés
 Digital Villages
 Tablets
 Print media
 TV
 Radio
 MP3 Players

16.  Non-profit
 Government/Community Co-sharing initiative
 Partners
 Teacher service commissions
 Ministry of Education(Economic Stimulus Program)
 Members of parliament
 Universities
 University students
 Stanford team
 Kenya National Library
 Digital Villages (British Council)

17.  Cluster Approach
 Use of excising technology services e.g. digital
villages, economic stimulus program
supported computer labs.
 Piloting
After Piloting
 Share success
 Advertisement
 Media (Radio and TV)
 Teacher association Meetings
 School Open days.
 Case studies

18. Care and
Input Developing Practice
Sustainability
Taught Design On-going
input revise practice
Discussion Simulated Implement Feedback Shared
practice practice
Demonstratio Observe Action
n research
Measurable
No measureable Observable impact in impact in
impact teachers’ practice practice and
student learning